Course Syllabus

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Welcome to PLSC 468: Media and Politics

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Overview

CATEGORY	INFORMATION
Credits	3
Prerequisites	PL SC 001, PL SC 003, PL SC 022, PL SC 409, CAS 409, CAS 175, CAS 201, CAS 272, COMM 100 or COMM 110
Delivery	Web (Canvas, https://psu.instructure.com)
Dates	See the Calendar.
Instructor	See the Orientation module under the Modules tab.

Description

This course is designed to introduce students to the interactive dynamics of the media and the political system. We focus primarily on the news media as it is the dominant medium for political communication. Theoretical concerns include the type of information systems necessary for a healthy and vibrant democratic culture. We also examine the relationship between the historical development of mass media and its impact on democratic communication. Other topics addressed include media bias, framing, journalistic norms and routines, and government regulation. Finally, we are in the midst of a profound transformation of the news media – largely influenced by the Internet – and understanding the implications of the changing nature of the news provide insight for the future of American democracy.

Objectives

Upon successful completion of this course, you will be able to:

1. Define types of news and their value to democratic life.
2. Identify different schools of thought on democracy and the history of communication.
3. Explain the importance of governing with the media and the political economy of the news.
4. Apply real-world events to issues learned in this course.
5. Compare different democratic media systems.
6. Analyze scholarly texts on political communication.
7. Evaluate different forms of media biases.
8. Produce a content analysis research paper.

Organization

This course is made up of 15 lessons.  For each lesson, you will complete the following activities and assignments:

• Explore online course content.
• Read assigned readings.
• Complete online assignment.

Online Learning and Attendance

This course has been developed to promote asynchronous learning. The instructor and students do NOT meet on a designated day and time each week. For each lesson, there is a timeframe to complete all activities and assignments, and you may work at your own pace within that timeframe. However, you must adhere to the due dates outlined on the Calendar. (Due dates can also be viewed under the Syllabus tab.) You should log into the course daily to check for updates, review lessons, and participate in activities.

Materials

Texts

The following materials are required:

• *(eBook) Berry, Jeffrey M. and Sarah Sobieraj. 2014. The Outrage Industry: Political Opinion Media and the New Incivility (Oxford University Press) [ISBN: 9780190498467] (Rent or buy in paperback or e-book.)
• Glenn Greenwald. 2014. No Place to Hide: Edward Snowden, the NSA, and the U.S. Surveillance State (Metropolitan Books). [ISBN: 978-1-62779-073-4] (Rent or buy in paperback or e-book. Hardcover is also available but more expensive).
• # Andrew Rossi (Director). 2011. “Page One: Inside the New York Times”

*E-Book Option: An online version of one or more of your texts is available at no cost as a Penn State Libraries E-Book, which is indicated by an asterisk (*). You can access the E-Book through the Library Resources tab in the course navigation menu. Some E-Books will only be available online, while others will be available to download in full or in part. You may choose to use the E-Book as an alternative to purchasing a physical copy of the text. For questions or issues, you can contact the University Libraries Reserve Help (UL-RESERVESHELP@LISTS.PSU.EDU).

# Film Availability: This film is available to view for free via a library database. The link is located within the course in Lessons 5.  If you wish, you may still rent or purchase the documentary for your viewing pleasure.

Course Reserves

There are electronic resources on reserve for this course that can be accessed through the Penn State Libraries. To access your Course Reserves, please use the Library Resources tab in the course navigation menu. For any questions you may have about viewing or printing your Course Reserves, refer to the View and Print Electronic Course Reserves page at https://libraries.psu.edu/services/course-reserves/using-electronic-reserves/view-and-print-electronic-course-reserves.

Other online readings are available on the lesson overview pages.

Library Services

Penn State Libraries provides a wide variety of services and resources. To learn how to take advantage, refer to the Online Student Library Guide at http://guides.libraries.psu.edu/onlinestudentlibraryguide. This guide serves as your starting point for access to all that Penn State Libraries can offer you as an online student. Use this guide if you have questions on library services offered to you, how the library can help you, how to use the library, or what resources you can access via the library! The guide will connect you to important pages and resources within Penn State Libraries and save time from you searching for the information you need.

Grading

Final letter grades will be assigned based on the scale below.

Scale

LETTER GRADE	MINIMUM PERCENT
A	94
A-	90
B+	86
B	83
B-	80
C+	77
C	70
D	60
F	0

Due Dates

All assignments are due by 11:59 PM Eastern Time on the date indicated on the Calendar. (Due dates can be also be viewed under the Syllabus tab.) Please be aware that Canvas follows the Eastern Time (ET) time zone. Assignment due dates adhere to this time zone, and it is your responsibility to submit assignments accordingly. If you are outside of the ET time zone, you can set your Canvas account to sync to it. Refer to the Set a Time Zone article in the Canvas Guide at https://community.canvaslms.com/docs/DOC-10622.

As a general rule, you will NOT be able to go back and make up missed assignments. It is your responsibility to keep up with your assignments. Students with an excused absence (e.g. hospitalization, jury duty, family emergency, or military service) may be asked to produce proper documentation in order to make up graded work. All make-up work is at the discretion of the instructor.

Veterans and currently serving military personnel and/or spouses with unique circumstances (e.g. upcoming deployments, drill/duty requirements, disabilities, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.

Notes

• To Do List: Some assignments may not appear in the To Do list under the Home tab. Use the Calendar or Syllabus to ensure that you are fully aware of assignment due dates.

Assignments

Basic information about each assignment category is provided below. For detailed directions about each assignment, see the assignment information under the Modules link.

You can expect meaningful feedback on assignments within seven days of their due date.

ASSIGNMENT CATEGORY	Points
Exams	50
Short Papers	15
Discussions	8
Project	27
Total	100

Exams

Value: 2 x 25 points

Exam #1 will be available and due during the week of Lesson 7. The exam will consist of short essay prompts. The exam is worth 25 points.

Exam #2 will be available and is during the week of Lesson 15. The exam will consist of short essay prompts. The exam is worth 25 points.

 

Weekly Discussions and Short Papers

Value: Weekly discussions are worth a total of 8 points.

 

Short Papers: During Lessons #2, 6, and 10 you are required to complete a series of assignments related to media and politics.

Value: Short Papers are worth a total of 15 points.

L02 Paper:  Politically Relevant Media

• Write 2-3 pages (not including Works Cited), double spaced, 12 point font, Times New Roman
• Include name, date, page numbers and a title
• Use citations from the relevant course readings and include them in a Works Cited
• This assignment is worth five points

Compare Robert M. Entman’s definition of the news in “The Nature and Sources of News” to the way it is defined in Williams and Delli-Carpini, “Political reality, political power and political relevance in the changing media environment.” Briefly summarize the differences in their definitions. Also, explain whether your favorite TV show would qualify as “politically relevant media.” The show does not have to be a traditional news program; it just has to be any show you watch frequently. Do you think your favorite show has any news value as defined by the two articles?

L06 Paper: The News and Democratic Deliberation

• Write 2-3 pages (not including Works Cited), double spaced, 12 point font, Times New Roman
• Include name, date, page numbers and a title
• Use citations from the relevant course readings and include them in a Works Cited
• This assignment is worth five points

Examine four news outlets (Section A of the New York Times, one PBS News Hour broadcast, and one evening program on MSNBC and one evening program on Fox News). Briefly discuss how these outlets perform according to Black and Gastil’s criteria of democratic deliberation. In addition, be sure to discuss differences between the three outlets and explain why you think those differences exist.

L10 Paper: Media and the Political System

• Write 2-3 pages (not including Works Cited), double spaced, 12 point font, Times New Roman
• Include name, date, page numbers and a title
• Use citations from the relevant course readings and include them in a Works Cited
• This assignment is worth five points

Follow five week days (Monday – Friday) of New York Times front-page coverage (page A1) of the president and Congress. If it is an election cycle, then you can examine five days of New York Times front-page coverage (page A1) of congressional elections. Briefly discuss how the news coverage compares to the course readings assigned in Lessons 9 and 10. (Keep in mind that lack of coverage also counts as a finding.)

Final Project: Content Analysis Research Paper

Value: 27 points

Length: 8-15 pages, Double-spaced

12 size, Times New Roman font

Citations are required.

Please refrain from block quoting and Wikipedia.

All of the literature from class is fair game and outside research is strongly encouraged.

Research topic idea due: In the L08 discussion board, you will briefly discuss your content analysis final project. You must identify a topic and news outlets that will be examined. Then you must comment on four of your colleagues' projects.

Paper Due: On or before Lesson 15. Submit to Dropbox

The following formats are acceptable: doc, docx, rtf, pdf. Any other format will result in immediate failure. No exceptions. (The Excel sheet may be submitted separately).

Eight steps to a good research paper:

1. Ask a question about the relationship between the media and the political system.

Example questions include (but not limited to):

• Did election coverage in the 2012 presidential race emphasize the “horse race” over substantive coverage to a greater extent than the presidential race of 10 (or 20 or 50) years ago? Or did the coverage in the New York Times (or Washington Post or Huffington Post) emphasize the horse race over substantive coverage more or less than coverage in the Cleveland Plain Dealer (or Time or Instapundit)? Or how did the Wall Street Journal cover female candidates in the 2012 or 2014 election compared to the Guardian (UK)?
• Do the media frame an issue the same way as an interest group/social movement frames the issue (e.g. abortion, Ferguson)? Has this changed over time or between mediums (i.e. newspapers vs. blogs)? Or how do the media frame the Tea Party compared to Occupy Wall Street? Or how do the media frame race and civil rights in the 1940s, 50s, and 60s?
• Compare two or more policy areas to see whether both show the same pattern of sources (i.e. those being quoted) or whether businesses/citizen groups/government officials have more of an upper hand in one issue than another.
• There are many, many such questions you could ask (e.g. gender, race, labor, foreign policy, etc). See me if you have a topic, but are having a hard time phrasing your question. Your idea does not have to be new. You can replicate a previous study but using a different media outlet or a slightly different time period. Note that papers that compare one news source to another or one time period to another often are easier to write because they provide a point of reference and more substance to write about.

2. Collect at least 50 news stories to help answer that question. You may use any news source. You should collect these stories in a way that will not bias your findings. For instance, you might collect all of the front page stories from a newspaper for any two weeks of the semester to create your 50 stories. Or if you were comparing two or more media outlets, you could compare all of the front page stories or masthead editorials that the two papers published in the same week. What you should not do is purposely select stories because they seem to answer the question in the way you expect. You should pick the stories randomly, then analyze their content.

3. Set up a spreadsheet to record the dates and headlines (or equivalent for broadcast) and your analysis of your stories, and turn in that record. The point is to identify the stories well enough that someone else could find the same stories.

4. Research your question, in the texts from class and outside scholarly sources. For instance, if you were writing a paper about horse-race coverage in the gubernatorial election, you would want to read about media coverage of elections.

5. Analyze the stories; how you do this will depend on your question. You will come up with a series of “codes” and fill them in for each of the 50 (or more) stories you have selected (it is OK to use codes that have been used before in other papers/publications, but you must give credit to that paper/publication by citing it in your paper). The research question for some people is not so much about comparing stories as comparing coverage in different news outlets. For these people, the appropriate unit of analysis might be the publication day, so they would look at 50 to 100 different publication days and compare the content on each of those days. If you are interested in gendered differences in news coverage between male and female candidates, then your coding scheme may include references (or no references) to appearance, personality traits, terms that describe leadership skills, direct quotes vs. journalists paraphrasing, etc. Again, the coding scheme is largely dependent on the question you are attempting to answer.

To keep track of the stories, use Excel or a similar spreadsheet software package.

***YOUR PAPER WILL BE GRADED ALONG THESE GUIDELINES***

6. Write up your paper

Good organization, clear writing, accurate spelling, and proper grammar all count. A suggested organizational form follows as this is how you will be evaluated:

a) Question (2pts) - identify a topic and news outlets that will be examined

b) Introduction (2.5pts) – including what your question is and why it is important.

c) Literature review (2.5pts) – what others have said about this question (this is where you get to talk about your additional library research and to discuss what the class readings had to say about this issue).

d) Research methods (5pts) – how you will attempt to answer your question. Everyone will be answering this question using at least 50 news items, but you also should include here how you selected those 50 stories and your coding scheme.

e) Findings/Results/Analysis (10pts) – Here is where you show any tables/charts you have created and explain whether or not the 50 stories gave the answer that you expected.

f) Conclusion (2pts) – what this analysis has taught you, what additional questions are raised by it, what you would do differently if you or other students were to perform the content analysis again.

g) Bibliography (1pt) – You may use any standard format, but be consistent.

h) Appendix (2pts) – Excel spreadsheet, etc. This is the collection of your data. The excel sheet may be emailed separately.

7. Read back through your paper, rewrite where necessary, proofread. It is helpful if you read your paper out loud. Please include page numbers and your name. No cover letter necessary.

8. Submit paper to its dropbox. The following formats are acceptable: doc, docx, rtf, pdf. Any other format will result in immediate failure. No exceptions. The Excel sheet may be submitted separately.
   
   

Discussion Policies

Written communication is different than oral communication. The policies and pointers listed below cover common issues that crop up in an online discussion forum. They are designed to enhance organization, help you convey your ideas more clearly, and prevent misunderstandings.

1. Try to think of discussion forums as an extension of your real-life classroom.
   1. Endeavor to share ideas among your classmates, not to prove that you are right and they are wrong.
   2. Be aware that differences of opinion are going to occur in any forum. Multiple perspectives on a topic or problem are often valuable.
2. Compose long messages in NotePad (or TextEdit) and then copy/paste into Canvas. Or add an attachment and provide a simple explanation of its contents.
3. Keep closely related ideas organized under a single post.
   1. To respond to the original post, click in the Reply field, type your response, and click Post Reply. Title your post so that individuals know what your post is about. The title of your post should be a brief phrase that summarizes your post.
   2. To respond to another individual, click the Reply button just below the individual's original response. Type in your response and then click Post Reply.
   3. To express a new idea, click in the Reply field again, similar to adding your original post. Remember to add a title.
   4. Don’t feel obligated to make a reply to a post if you feel it does not warrant one. Numerous posts that contain no essential new ideas may create more work for everyone.
   5. Don’t be offended if no one replies to your message. Often people will read postings on a discussion forum but not make a reply.
4. Act professionally and be considerate of others.
   1. Remember that not everyone comes from the same background, or shares the same values and ideals as you.
   2. Be mindful of your “tone.” If you are unsure of your tone, try reading your discussion forum post out loud before you submit it. When you read it out loud, does it sound the way you would speak to another student in the classroom?
   3. Remember that a message can easily be misunderstood. Making a joke or being ironic in a discussion forum is a great way to break the ice, but you have to let people know your intentions. If you wish to convey a humorous tone, try using emoticons or adding comments like “Just kidding!” Do not use slang.
5. Alert your instructor as soon as possible if there is a message on the discussion forum that strikes you as inappropriate or offensive.
   1. Keep in mind that the author may not realize how the message “sounds” to you. Try to think of the situation as a growth opportunity facilitated by the instructor.
   2. Allow the instructor to handle the situation. Rest assured that your instructor is determined to prevent breakdown of group process.
   3. Be aware that the instructor has the right to remove any inappropriate or offensive messages.
   4. Be aware that any student who posts an inappropriate of offensive message will be blocked from participating in the discussion forum and will receive an F for that assignment. Students are also subject to relevant policies in the student code of conduct.

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University Policies

Academic Integrity

Penn State defines academic integrity as “the pursuit of scholarly activity in an open, honest and responsible manner.” (Senate Policy 49-20). Dishonesty of any kind will not be tolerated in this course. Dishonesty includes, but is not limited to, cheating, plagiarizing, fabricating information or citations, facilitating acts of academic dishonesty by others, having unauthorized possession of examinations, submitting work of another person or work previously used without permission from the instructor or tampering with the academic work of other students. Students facing allegations of academic misconduct who drop the course will be returned and will be expected to complete course work and meet course deadlines until the allegations are dismissed and the drop is permitted. Students responsible for academic misconduct often receive academic sanctions, which can be severe, and put themselves at jeopardy for disciplinary sanctions assigned by the University's Office of Student Conduct (see Senate Policy G-9).

Unless your instructor tells you otherwise:

• Always include an in-text citation that includes the author(s) last name(s) and the year the source was published at the end of any sentence or below any image that includes words, images, or ideas you found in a source, always included quoted text within quotation marks, and always include a reference for any source at the end of your paper (ask your instructor about the format you should use).
• All of your graded coursework must be created by you without help from anyone in the course or otherwise. If you have questions about this, you should ask your instructor before submitting work for evaluation.
• All course materials you receive or access are protected by copyright laws. You may use course materials and make copies for your own use, but unauthorized distribution and/or uploading of materials without the instructor’s express permission is strictly prohibited. Students who engage in the unauthorized distribution of copyrighted materials may be held in violation of the University’s Code of Conduct and/or liable under Federal and State laws.

Disability Access

Penn State welcomes students with disabilities into the University's educational programs. Every Penn State campus has an office for students with disabilities. The Student Disability Resources website provides contact information for every Penn State campus at http://equity.psu.edu/student-disability-resources/disability-coordinator. For further information, please visit the Student Disability Resources website at http://equity.psu.edu/student-disability-resources.

In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation described at http://equity.psu.edu/student-disability-resources/applying-for-services. If the documentation supports your request for reasonable accommodations, your campus’s disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.

Counseling and Psychological Services

Penn State's Counseling and Psychological Services (CAPS) office offers residential and distance-based Penn State students non-emergency mental health services in the form of case management, community resource referrals, supportive listening, care giver support, and much more.

Students may request assistance from CAPS regarding a variety of common mental health issues, including anxiety, depression, relationship difficulties, and stress. CAPS services are designed to enhance students' ability to fully benefit from the University environment and academic experience. Call CAPS at 814-863-0395 (8 am-5 pm, Monday-Friday EST) or submit an inquiry online at https://studentaffairs.psu.edu/form/caps-contact-form to schedule an appointment with a mental health advocate, who can help you address mental health concerns that may interfere with your academic progress or social development. This appointment will include a one-on-one session that can be conducted via telephone, teleconference (Skype, FaceTime, etc.), or locally at Penn State University Park. For more information on services provided through CAPS, please visit the Penn State CAPS website at http://studentaffairs.psu.edu/counseling/. Students enrolled at the World Campus are also encouraged to visit its Mental Health Services page at http://student.worldcampus.psu.edu/student-services/mental-health-services.

Reminder: These services are for non-emergencies only. If you or someone you know is experiencing a crisis situation, please call your local crisis center or 911.

Nondiscrimination

Penn State is committed to equal access to programs, facilities, admission and employment for all persons. It is the policy of the University to maintain an environment free of harassment and free of discrimination against any person because of age, race, color, ancestry, national origin, religion, creed, service in the uniformed services (as defined in state and federal law), veteran status, sex, sexual orientation, marital or family status, pregnancy, pregnancy-related conditions, physical or mental disability, gender, perceived gender, gender identity, genetic information or political ideas. Discriminatory conduct and harassment, as well as sexual misconduct and relationship violence, violates the dignity of individuals, impedes the realization of the University's educational mission, and will not be tolerated. For further information, please visit the Affirmative Action Office website at https://affirmativeaction.psu.edu/.

Reporting a Bias Incident

Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage at http://equity.psu.edu/reportbias/.

TEACH Act

The materials on the course website are only for the use of students enrolled in this course for purposes associated with this course and may not be retained or further disseminated.

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University Emergency Procedure

In the event of a University-wide emergency, the course may be subject to changes. Exigent circumstances may require alternative delivery methods, class materials, and interactions with the instructor and/or classmates. In addition, there may be revisions to grading policies and the Calendar, including assignments and their due dates.

In the event of a University-wide emergency, please refer to the Canvas website at https://psu.instructure.com for specific information related to the course. For more general information about the emergency situation, please refer to the Penn State website at https://www.psu.edu or Penn State News website at https://news.psu.edu.

To register with PSUAlert, a service designed to alert the Penn State community when situations arise that affect the ability of a campus to function normally, please go to the PSU Alert website at https://psualert.psu.edu/. Subscribers can receive alerts by text message to cell phones, and also can elect to have alerts sent to an email address.

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Syllabus Subject to Change

The class will likely adhere to the information outlined in this Syllabus and the Calendar, but adjustments may be made based on what actually transpires during the semester. Remaining in the course after reading this Syllabus will signal that you accept the possibility of changes and responsibility for being aware of them.