Journalism Practice I 100 Hours Certificate Course
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Journalism Practice I 100 Hours Certificate Course
Journalism Practice I Online: Gain practical journalism experience. Develop your ability to write articles to specification and submit those articles for publication in a periodical (ie. Newspaper, Magazine or Ezine). By the end of this course, you will actually have something published!
Prerequisite: Excellent Writing Skills are essential, unless you are taking this course as part of our Advanced Certificate, Diploma, Advanced Diploma, or Higher Advanced Diploma in Journalism, which all develop writing skills through programmes such as: Creative Writing, Efficient Writing and Freelance Writing.
To make journalism a profitable career, you must be able to write your articles to the specifications required and not try to reinvent the wheel. This course will help you acquire the skills to do this by teaching you among many other things that:
- You provide the correct number of words required by a publisher. For example, if an article of 300 to 350 words has been asked for, that is what you must submit.
- If your submission is required by a certain date, you do so by the deadline and preferably before.
- If you are being asked to write your piece in a simple style, with no jargon, or targeted at a particular audience, these are the guidelines you adhere to.
Learning Goals: Journalism Practice I BWR203
- Explain publishing specifications, and apply that understanding to specific writing tasks
- Explain and apply some processes that may be involved in publishing items online, and some advantages of these processes to writers and publishers
- Write and submit an article for online publication
- Revise and edit an article for online publishing.
Lesson Structure: Journalism Practice I BWR203
1 Working To Specification
- Writing Specifications (Specs)
- Sustaining a Profitable Career in Journalism
- How Fast You Need to Write
- Probem of Quality Without Speed
- Increasing Profitability With Illustration
- Getting Extra For Your Writing
- PBL Project (see below for details)
2 Publishing Online - Electronic Publications
- How Material is Published Online
- Change is the New Normal
- Management Systems
- Example of a Management System
Carry out research into what is required to submit articles for publishing in three different online publications. These might be online ezines, blogs, newsletters, social media, or any other places that will accept and publish submissions of 2 or more paragraphs. This does not include social media, forums, comment boxes, or other such places that will only accept very short statements up to a couple of sentences.Take notes.
3 Writing and Submitting Articles
- Digital Writing
- Legal Changes
- Styling an Article
Write an article of approximately 1500 words for online publishing on a subject of your own choosing. Submit the article online to a web publisher. Inform your tutor by email after you have completed your submission and where and how you have submitted it. Once your tutor confirms you have submitted the article properly, answer the assignment questions.
4 Revising Submitted Work
1 Browse the web for articles on a topic that interests you, and report on the following:
- 10 web pages (not advertising pages) that you caught and held your attention
- What kept you on a webpage (ie. made the page most interesting to you)?
- How easy or difficult the articles were to read.
- How important was the way it was written?
- How important was the way it was styled?
2 Carry out some research
Please Note: Each lesson culminates in an assignment which is submitted to the Academy, marked by the Academy's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.
Introduction to PBL
If you have not done a PBL before, please read the following. If you have done a PBL in another course, you may move on to the actual project for lesson 1.
What is PBL?
Problem-based learning has been defined as: “A learning method based on using problems as a starting point for acquisition and integration of new knowledge.”
- PBL relies on problems to drive curriculum
- PBL relies on real-life problems, where students act as professionals
- PBL problems are not precise – they are not intended to generate neat answers. In their struggle to find the answer, students will gain essential problem-solving and critical-thinking skills.
- There are no single correct or incorrect solutions. Problems are designed so that different appropriate answers might apply – there is never meant to be just one solution
- Teaching staff are facilitators or coaches, and must resist providing solutions (students solve the problems)
- Students are provided with guidance but not answers – they are given guidance in techniques that might be used for problem solving
- Assessment is based upon performance, not upon giving correct answers.
PBL Project Stages
There are commonly three main stages in working through a PBL project:
1 Define the Problem
You need to first grasp the nature and scope of a problem. At this stage you will develop a hypothesis for the question. A hypothesis is an explanation for observed data/information that still has to be tested. For example, you might be given a list of symptoms that a person is suffering from, and told that the person is suffering from irritable bowel syndrome. You might form a hypothesis that the person is suffering these symptoms due to this disorder. Your task will then be to test this hypothesis, to either prove that these symptoms are due to IBS, or to reject the hypothesis.
2 Deal with Relevant Information
You need to access, evaluate and select the most relevant, then utilise what is selected. The four main parts of this stage are:
- Accessing – You can access information via internet searches, online libraries or traditional text books and journals.
- Evaluating – You must consider the following about the information they have found:
- Selecting – You choose the information that you consider the most relevant to your hypothesis or problem question.
- Utilising – Finally, you use the information you have gained to answer the question.
At this stage, you may find you need to change your hypothesis. Using the previous example, you might find that the described symptoms do not indicate IBS.
3 Develop a Solution
You need to construct and present a solution. This will require decision-making, followed by developing detail within the decision and then communicating the solution (eg. perhaps
putting together a paper, report, multi media presentation).
Scope and Duration of PBL Projects
The following three PBL projects should take around 30 hours each, including communications with a tutor or others. Once commenced, each project must be completed within 3 weeks from the starting date.
PBL projects are undertaken as a ‘team’ of two or more people. In the following projects your team will consist of you, your tutor and, in the third project, another person (a friend, relative, colleague or ADL student).
You may interact with your team members in the following ways:
- Via chat facility in the student room
- Via forums in the student room
- Via email
- Over the telephone
- Through face-to-face meetings
- Via fax or mail (postal system)
- A combination of the above.
Some projects will specify how you are to interact with your tutor or other team member.
You will use a range of resources to complete the three projects. Resources may include the ADL Student Room Internet facilities – the online library, student chatroom, student register and the jobs board, etc. Other resources you may choose to utilise include industry contacts, site visits, textbooks, journals, videos, and the internet. All sources must be acknowledged.
You will be assessed on your capacity to work through the problem to a logical conclusion. You are not being assessed on the final report. The report will be part of what shows your education provider that you have worked through the problem in an appropriate way.Your interaction with a tutor, and use of a forum in the student room are also indicators that you have worked through the problem appropriately.
You may use any of a variety of means to present your project. However, you should not spend more than a quarter of the total time allowed for the project on preparing the
presentation. Most students will submit a written presentation, possibly with one or more illustrations. If you have the equipment at hand, and appropriate skills, it is also possible to submit a presentation any other way (eg. Multi-media presentation with PowerPoint or Flash, Video, CD, or DVD).
In addition to presenting your specific findings for each project, the report or presentation must include the following:
- An account of the problem-solving process you experienced
- Your solution
- A list of issues that arose during the project that you either could not deal with or that were not essential to the project
- A list of resources used, including human resources
- An evaluation of your performance, including what you did very well, and what you can improve
- A precise summary of you learned about selecting and using workplace tools, equipment and materials from this project.
This course is taught by:
M.A. (hons) Celtic Studies, (the University of Aberdeen); M.St. Celtic Studies, (the University of Oxford)
Lee is a PhD candidate at Cardiff University with degrees from Aberdeen and Oxford. He has written two books, digitalised another and written several academic papers. He has been interviewed by National Geographic and presented papers at eight different national and international conferences. Lee’s native language is English and, if asked, he is always happy to help students with their English spelling and grammar. He is also a keen proponent of the digital revolution and dreams of a world where all books are available instantly to be read, searched or treasured. Although he mainly writes non-fiction, he loves Victorian literature as well as modern fiction and poetry of all kinds. His academic knowledge of medieval events, cultures and the history of Britain’s environment make him especially qualified to help students interested in writing sci-fi and fantasy.
Benefits of this Module
With so many would-be writers around, publishers can afford to be very choosy. Most will only accept work from writers who have already been published, but getting that first work published can be a daunting and difficult task. Many very good writers just never get published at all.
This module provides our students with just what they need: an opportunity to get work published. On graduation, you will have at least one work published (maybe more) in a publication that you can show to potential employers, which will increase your chances of being employed or published in future.
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