Examine how the texts relate to one another and to the films
CMA #2 Prompt:
This week’s CMA focuses on the organizational structuring of the mediated public sphere. We look at organizational forms, regulatory and economic structures, and how they shape the spaces where discourses circulate: fostering or hindering a robust public sphere.
1. Think of a media publication (a TV show, radio program, magazine, social media platform, book series, etc.) that you use as a participant in the public sphere (i.e., you use it to understand what is going on in the world, and/or contribute to it). Maybe you are a fan and you watch it every week. Maybe you are a habitual user and you check your feed constantly, or share your experiences and views. Maybe you use it to find information, videos, music, and/or friends. Maybe something else? This may surface as you read McChesney
or look through the resources listed below. Name it, and give us one sentence that explains why it is important to you.
2. Research who owns that media publication. To do this, you can look at the “about” page on their website (to find their parent company), and look at the listings assigned for Thursday here (Links to an external site.)Links to an external site., here (Links to an external site.)Links to an external site., here (Links to an external site.)Links to an external site., here (Links to an external site.)Links to an external site., and here (Links to an external site.)Links to an external site. to learn about those parent companies and their holdings. If you are unable to find information on your publication, choose another one until you find one that you can find information on.
3. Describe what is going on with the media publication you researched using key terms and arguments from the materials for this week. What kind of public sphere is it? How is it structured through policy and economics? Use key terms, and be specific in how you are applying the ideas.
Materials included in this unit:
Croteau, D. & Hoynes, W. (2006). Media, markets, and the public sphere. In D. Croteau & W. Hoynes, The business of media: corporate media and the public interest. (15-40). Thousand Oaks: Sage Publications.
McChesney, R. (2013). How can the political economy of communication help us understand the Internet? In Digital disconnect how capitalism is turning the Internet against democracy. New York: The New Press. Please read pages 63-95.
X ♪ https://www.npr.org/sections/money/2019/03/20/704426033/antitrust-in-americaLinks to an external site. and https://www.npr.org/sections/money/2019/02/22/697170790/antitrust-3-big-techLinks to an external site.
Media ownership listing Free Press (Links to an external site.)Links to an external site.
Big Media Companies And Their Many Brands — In One Chart NPR (Links to an external site.)Links to an external site.
These 15 Billionaires Own America’s News Media Companies Forbes (Links to an external site.)Links to an external site.
Media cross-ownership in the United States Wikipedia (Links to an external site.)Links to an external site.
Who Owns What Columbia Journalism Review (Links to an external site.)Links to an external site.
Media landscape info-graphic from Recode (Links to an external site.)Links to an external site.
AT&T/Time Warner merger map from the Washington Post (Links to an external site.)Links to an external site.
This CMA is focused on models for the production and distribution of the information we need to facilitate political participation. You will read about a range of models. Please write a 2 page proposal for how we can shape an effective news and information system that encourages participation and facilitates an informed and engaged public at UW Bothell. Please draw explicitly on the readings, films, and existing communication infrastructure that you have already at UW Bothell. Be specific about what existing organizations and practices should be encouraged to flourish and what should be changed and how. Make explicit connections to larger trends we have learned about in the class to explain and justify your claims about what is and what should be. Address the proposal to a specific person or public that is capable of encouraging this healthy public sphere.
Я Allan, S. (2004). Making news: Truth ideology and newswork. In S. Allan, News culture. OUP (p. 46-76).
: Watch: Rossi, A. (2011). Page One: Inside the New York Times. 92 minutes. online via Amazon for $2.99. http://amzn.com/B005X0Q1XC (Links to an external site.)Links to an external site. or with Hulu Plus http://www.hulu.com/watch/650973 (Links to an external site.)Links to an external site. Also available to checkout via the Library on the reserves shelf.
Я The Missouri Group. Chapter 1: The nature of news. News Reporting and Writing: Eleventh Edition. Boston: Bedford/ St. Martin’s, 2014. 3-19.
Я Kperogi, Farooq A. (2013). News with views: Postobjectivism and emergent alternative journalistic practices in America’s corporate news media
. The Review of Communication 13 (1), 48-65.
Overall Goals for these papers:
This assignment area provides you with a regular space to critically examine the ideas that you are being asked to work through, and make sense of them through writing in a regularly scheduled format.
Objectives of this assignment:
1. Understand the arguments, evidence, and methods in each reading and evaluate the it’s strengths and weaknesses
2. Examine how the texts relate to one another and to the films
3. Write clearly and succinctly about the intellectual work of a number of writers and bring their thoughts together into an integrated whole
4. Connect the ideas in these readings and films to your own life and to your group project theme
5. Develop notes to be used in class discussion
Write a critical response to the readings assigned and post it to the course website. The critical response paper should be two double-spaced pages in length. Your responses should provide a summary of the main points, an analysis of strengths and weaknesses of the argument and an explanation of how you think the each reading fits in with your analysis. The questions listed in the specific prompt at the top of the page will guide you through each paper. In accomplishing that task, you will want to be sure you are delivering a two-page paper that briefly, but effectively articulates the key arguments of the readings together with your intellectual engagement and critical response to the readings.
· What are the key issues being pursued in the reading?
· How are the different readings in conversation with each other? How would you evaluate the strength of the authors’ arguments? What are your reasons for that evaluation?
· What insights might this provide you with as you explore a greater understanding of your mediated experience? i.e.: What is the problem or question related to your media life that you think these materials can answer? What is the answer that they provide?
Approach the readings with the critical eye of a scholar – just because a reading is on the syllabus is not any type of endorsement by me. I am interested in your intellectual responses to the concepts that are explored. Bring a hard copy of your reading response to class as this will enable you to contribute meaningfully to class discussions.
Do NOT write your response in the form of bullet points. Write a thoughtful, integrated paper.
2 (to 3) pages, double spaced, 12 pt font.
Upload your response by 3:15pm on the day they are due.
Rubric: CMA assignments will be graded according to the following criteria:
Points Qualities evident in the submitted work
0 Points for missing assignments
1-20 Responses that are incomplete because they do not include all of the “ingredients” listed above
21-40 Responses that do include all of the ingredients, but that do not display a clear comprehension of the primary arguments and concepts, have not made clear connections between them to craft a smooth and logical flow in your argument
41-50 Responses that have all of the ingredients, appropriately mobilize key ideas from the materials, that demonstrate clear connections between materials, and a smooth logical flow through your argument
Late assignments receive -15%, with an additional reduction every 24 hours (see syllabus).
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