Professional English for Media Studies, Third YearSyllabus: Spring 2012

Prepared 31 August 2011 Reviewed 10 October, 8 February 2012, 21 February Required Course

English for Media Studies (432018), Two Academic Hours, Two CreditsPrerequisites: Advanced Academic English or Exemption Coordinator: Yehuda Weinraub, Ph.D.Lecturers: Mr. Jeff Abramowitz, Dr. Yehuda Weinraub, Mr. Tom WeissTeaching Assistant: Mr. Andrew B. RolnickOffice Hours: Lecturers and Assistants will maintain weekly office hours.Course Coordinator: Dr. Yehuda Weinraub

Aim To perfect students' professional English language skills to enable them to

function effectively as media professionals in Israel and, in particular, to develop active language skills for practical use in media professions, with special attention to Journalism, Public Affairs/Relations, Advertisement and Integrated Marketing Communications and the Digital Media.

Objectives To perfect the aural/oral skills necessary to function as media professionals in

Israel, in particular: the abilities to utilize English-language press briefings, newscasts and other broadcasts for professional ends (e.g. obtaining information and writing articles), to conduct journalistic interviews in English (for the purpose of writing English and Hebrew-language articles), to succeed in a job interview for an international media outlet or high-tech firm, or in an interview for acceptance to a graduate degree program at a foreign university, to make an oral presentation on a professional matter in the student's area of specialization (such as the presentation of a Media or Digital Media Plan, Marketing Plan, Advertising or IMC Campaign, Communications Brief), and to discuss and analyze case studies orally, (for the purposes of deriving insights into the ethics, strategies and techniques of IMC/PR campaigns, media management and journalism).

To develop written expository ability so as to be able to communicate in writing with colleagues on a professional matter (e.g. requesting professional information, presenting a research proposal or requesting an interview with a foreign personality), to compose a letter of application for a position in an international media outlet or for being accepted to an advanced degree program in a foreign university, to compose a CV (students will all complete the course with a personalized job application letter and model CV which they will be able to adapt for their future needs), to write a news article or press release (so as to better appreciate the devices employed by journalists, public affairs and public relations experts), an Advertising or Integrated

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Marketing Communications plan, a PR Plan, Media Plan and Creative Brief in English, and copy for print advertisements or for the Digital Media.

To develop sensitivity to the different levels of the English language employed by various sources and in different genres of communications (news, commentary, popular media, advertising, etc.).

To hone professional judgment as an editor and media specialist. An equally important objective will be to develop the students’ confidence in

their abilities to use English for professional or academic purposes.

Methodology Classroom discussions based on case studies, in the fields of journalism, public

affairs/relations, marketing and IMC (using international and Israeli sources), and in-class exercises in developing marketing materials, ads and news and feature items.

Practical experience in writing news and feature articles (based on interviews, simulated and actual press conferences and source work), writing advertising/IMC and media plans, promotional material, professional correspondence and CVs.

Study of the techniques employed in conducting different forms of interviews, and acquisition of practical experience in conducting interviews and being interviewed.

Readings from university-level textbooks devoted to the theory and practice of journalism, advertising, public diplomacy, public relations, marketing and the digital media.

In-class analyses of the style used in different news and feature articles in the print, broadcast and digital media: with particular attention to writing the lead, and developing and concluding the item, and drill in using such news sources in the composition of articles.

Homework assignments. Making an oral presentation on a professional subject within the student's area of

specialization in the discipline of Media Studies (e.g. Advertising, Publicity and Persuasion; Journalism, Digital Media, and pitching a film)

Periodic consultations with lecturers and assistants.

Description of the Course and TopicsA thorough comprehension of the English language is an indispensable tool for students of Media and for their future careers as media professionals. The course is an advanced required academic course using English as a platform to perfect skills necessary for students to function as academics and media professionals in Israel. Students will read from professional materials related to their future careers as academics, journalists and other media professionals: Notably, students will read from English-language university textbooks on Journalism, Advertising and Public Relations, with special emphasis on IMC, and will analyze relevant illustrative articles from digital and print news media, press releases, research and position papers on current issues, and advertisements and IMC. They will drill, in class, some of the IMC-related skills, and conduct job and journalistic interviews.

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Hands-on projects will include conducting an interview in English with a foreign personality and writing it up as a news or feature article; preparing for and covering live or televised press conferences, in-class exercises and role-play in interviewing and giving media interviews; writing a simple news article or a press release, copywriting for print, electronic and digital advertisements, composing professional letters, a CV and making an oral presentation on a professional subject in their domain of expertise (e.g. a media plan an advertising, information, marketing or PR campaign; a digital marketing plan, a sales pitch for a film, a case study on a media issue). Electronic and digital media will be analyzed in class for form, content and for journalistic technique and ability to convey the intended message.

The course will be organized around two sets of skills: basic skills common to all specialties (e.g. Integrated Communications; correspondence for a variety of professional purposes, Interviewing for different purposes, basic journalistic style press release writing and the structure of campaigns) and more specialized skills in Journalism, Advertising, Corporate Communications (IMC), Public Diplomacy, Public Relations and Film, the Digital Media. The latter will be honed through a professional presentation made by the students in one of these domains of specialization, and by the selection of a final exam option based on the actual reading list of a third year course in the student's area of media specialization. Efforts will be made to invite students to an actual press conference and to incorporate one or two guest lectures by top media professionals on requisite skills.

A Typical lesson will contain:Viewing, reading and discussing an item from the electronic and print media, or other specialized news sources such as the wires, Websites, and social media, for form and content and significance; study of the theory and practice of different media-related skills; case studies of advertising or marketing communication campaigns and media products for deducing strategies and techniques; role-play, in-class simulations and other practical exercises for the purposes of drilling techniques learned; discussions of homework or readings.

RequirementsStudents will be required to attend classes, take part in classroom discussions, do all readings, submit written assignments and make a short but effective professional oral presentation in their field of media specialization. Notably, they will be required to submit two short written assignments (an analysis of the themes of an ad, press-release or news item and adapting them to an Israeli audience; and composing a professional letter requesting a job-interview or acceptance to a graduate school and submitting an accompanying CV), conduct a journalistic interview and write it up as a feature article, and make a professional presentation in their area of media specialization (e.g. an advertisement or IMC plan, a communications brief, a digital media plan, pitching a film, etc.). All students will sit for a final examination.

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Students should meet with the lecturer at least once during the semester (from weeks 3 to 8), and at least twice with the assistant, for consultation and guidance. It is recommended that students who experience difficulty consult with the assistant or lecturer during the preparation of their assignments and projects.

GradingThe final examination (analysis of an academic article in the students' chosen area of specialization and writing a short news or feature article based on "reporters' notes") will amount to 30%. An 'Interview and Article' project will amount to 20% of the grade; an oral presentation on a specialized professional matter will amount to 20%, and the shorter written assignments will amount to a total of 30% of the students' grade. Students will have the opportunity of earning extra credit (of up to 2% of their final grade) by outstanding class participation, or by submitting an additional assignment (from a posted activity sheet after prior coordination with the lecturer), or by correcting the errors in one assignment and re-submitting it. Point Distribution for the various course assignments will be as follows:Final Examination (v. Annex 1) 30%Homework 1: Analyzing & Developing a News Item or Ad (v. Annex 2.): Session 3 10%

Homework 2: Professional Letter [10%] and CV [10%] (v. Annex 2) Session 6 20%

Homework 3: Interview and Article Write-up Project: (v. Annex 2) Session 9 20%

Oral Presentation Project (Media/ Advertisement Plan, etc. in students field of specialization v. Annex 3): Second half of Sessions 10 –Session 13 20%

PolicyStudents will be required to attend classes, take part in classroom discussions, do all readings, submit written assignments and sit for a final examination. Assignments will be done individually, with the exception of the oral presentation which may be done in groups of three (and indeed students are encouraged to do so). All assignments should be printed and submitted in hard copy to the Assignment Room on time. They should be spell and grammar-checked prior to submission and should contain a cover sheet (which may be downloaded from the portal). Points will be deducted for incorrect spelling and for errors in grammar. Journalistic assignments should conform to the usage of the AP Stylebook (copies of which may be found in the School Library). Students should retain hard copy and digital copies of their homework for classroom discussion and backup. Up to 2 bonus points to the course grade may be awarded (see above under "Grading").

Curriculum Session 1: Introduction: Course Objectives. The Integrated Communication Concept 1. Presentation of course objectives and requirements.

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2. Introduction to Integration of Media Communication (the Integrated Marketing Communication [IMC] Approach), the New Media in Journalism and Commerce. The Creative Brief and its translation into brand communication 3. Basic Journalism Skills: The foundation for Reporting, Editing, Public Affairs and Public Relations and Advertising. a. Criteria of Newsworthiness: the heart of articles, news bulletins, broadcasts, press releases. Illustration of News criteria using DVD/VCR items and print articles.b. The integration of traditional and non-traditional media to re-enforce messages.

In-class Exercise: a. Students will view and comment on a case study of an Integrated Marketing Campaign, analyzing the Objectives, Big Idea, Messages and Media used (e.g. the Frontier Airlines Campaign).

b. Students will view a televised news or feature item (s), or peruse a print article or press release. They will determine the tone of the items and deduce the agenda of the vehicle. The students will determine how to use the facts presented in these items to develop stories for a given newspaper, magazine or TV program.

Homework Assignment: Students will submit the First Homework Assignment (Analysis of an Ad, Press Release or Foreign News Item) by Lesson 3. (See Annex Two)

Required Reading: *Andrew Boyd. Broadcast Journalism: Techniques of Radio and TV News. 3rd edition. (Oxford: Focal Press, 1994), pp.3-11; 17-25.*Moriarty, Sandra, Nancy Mitchell and William Wells (2012) Advertising and IMC: Principles and Practice. Global Edition 9th edition (Harlow, Essex: Pearson Education, Ltd.) pp. 54-56. How is the Practice of Advertising Changing? Blurring Lines and Converging Media, Accountability. 81-85, Integrated Marketing Communication: Organizing for IMC Total Brand Communication, Brand communication in a time of Change; 242-243: The Communication Brief 365-376. How is the Media Environment Changing? The New Consumer: Media Use patterns. New and Alternative forms of Contact, 438-442 How is Internet Marcom evolving? 502: Publicity: The Communication Brief.Terrence A. Shimp (2007). Integrated Marketing Communication in Advertising and Promotion. 7th edition (Mason, OH:Thomson Southwestern), pp. 15-16 [Changes in the Marketing Communications Process].

References* John Herbert. (2000). Journalism in the Digital Age (Oxford: Focal Press) pp.ix-xiv.1-21, 59-73.

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John Belam (2010). "Journalism in the digital Age: Trends, Tools Technologies." Blog on Guardian- hosted Panel at University of Edinburgh's International Science Festival Inside Guardian guardian .Co. Uk . Retrieved July 2, 2010/ µ http://www.guardian.co.uk/help/insideguardian/2010/apr/14/journalism-trends- tools-technologies/print§Sessions 2 & 3Writing: A Key to Journalism, Advertising, PR. Writing news and feature stories. Press Releases. Broadcast Journalism and Writing Copy for the Web. Blogging.Session 21. Writing for Journalism: Hard news and feature: writing leads body and conclusion. Basic style for print journalism, with special emphasis on the Inverted Pyramid (which is of importance also for press releases) and the Wall Street Journal Formula formats (a common feature format).The structure and basic formats will be derived by analyzing recent Print, TV and Web items. Students will view a TV anchor Item in the Inverted Pyramid format, and compare it to a print piece in that format (e.g. Syrian attack on the Eastern provinces or other current item,) and discuss use of this format on the Web. The use of the Inverted Pyramid format in writing press releases (for Spokespersons and for PR specialists), and its use on the Web, will be discussed.

Theory (based on Fox and Boyd):The structures of news articles. The angle/s. Writing leads: structure, types, order, verbs, hard and soft leads.Different body structures: Inverted Pyramid, “Wall Street Journal formula,” List, Hourglass. The Conclusion

2. In-class exercise: Students will drill writing leads for projected situations (e.g. covering landmark speeches in their context) or hard news.

Session 3Students will read and comment on two articles written in a feature format (the "Wall Street Journal Formula") and derive the structure from these. They will be introduced to the technique of Interviewing, by deducing the numerous questions needed to evoke the quotations and background found in articles. Students will view projection of a TV item in this format (e.g. Gen. Honoré during Hurricane Katrina). The structures of additional formats (Hourglass, Chronological format, etc.) will be demonstrated by projections of TV Items if time permits. Review of Theory3. Some mechanics of writing, from the AP Stylebook.

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4. Language and Style: Differences between print, radio and TV items. The Language of Broadcast Journalism. The language of Print JournalismBroadcast Writing in brief. Radio Copy, TV Copy

5. Writing for the Web. Web journalism: Analysis of Web news coverage as compared to that of print journalism. Writing for the Web6. Covering speeches and press conferences, and how to write them up as news items (inverted Pyramid or series of inverted Pyramids) will be illustrated by sample projections of TV converage of a UN council or economic forum meeting.

Required Reading:Walter Fox, Writing the News: A Guide for Print Journalists, 2nd ed. (Ames: Iowa State University Press 1977), pp.15-30 (Writing the Lead); George A Hough 3rd. News Writing. (Boston: Houghton Mifflin), pp. 45-63; 79-97; 115-135; 157—179.

Andrew Boyd, Broadcast Journalism: Techniques of Radio and TV News. 3rd ed. (Oxford: Focal Press, 1994), pp.40-51; 52-53; 65-77.Rich, Op. cit., pp. 199-214 (Story Structures) 268-273(Writing for Broadcasting)

*Moriarty, Sandra, Nancy Mitchell and William Wells (2012) Advertising and IMC: Principles and Practice. Global Edition 9th edition (Harlow, Essex: Pearson Education, Ltd.). 291: How to write effective copy. 502-504: Publicity and Writing Press Releases. How different is Copywriting for the Internet? 507-509 Online Communication, Web Challenges, 'Engaging word of Mouth through online influencers.' The Bottom Line. Carole Rich, "Nonlinear Structure for the Web," in Carole Rich, Writing and Reporting News: A Coaching Method, (Belmont, CA: Wadsorth, 2000), pp. 214-215.

Brian Caroll (2010) Writing for Digital Media (New York and London: Routledge) pp. 31-44 [Readability, Scanability, Headlines, Links, What would Google think?, Tools, Technology, The Media is the Message] 93 [Moving through the Inverted Pyramid], 153-165 [How to write Blogs, Ethics, The Top 10 Steps to Better Blogging]

References:Walter Fox, Op cit.pp.31-45 (Developing the Story); 81--97 (The Speech Story and special stories).

John Herbert., Journalism in the Digital Age (Oxford: Focal Press, 2000) pp.106-144, 148-181.

Norm Goldstein, ed., The Associated Press Stylebook 2004 and Briefing on Media Law. New York: The Associated Press, 2004.Transcripts of speeches from USIA or US Embassy websites, recorded speeches and press conferences.Selected landmark addresses (e.g. of Lincoln, Churchill, Kennedy, Martin Luther King, De Gaulle, which will be posted on the portal)

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George A Hough 3rd. News Writing (Boston: Houghton Mifflin of language) pp.251-301Rich, 268-273; Fox, 81-82-------Session 4Professional Letter and CV WritingHow to write a general business letter for media-related situations: a request for a journalistic interview, a letter requesting consideration for employment in a news organization, a letter requesting admission to a graduate program in a foreign university, a letter requesting information from a colleague or academic, a letter requesting an appointment to pitch a film. Adaptation of a professional letter for e-mail. How to write a CV.

Analysis of several model letters and CVs: (e.g. paradigms for requesting an interview, requesting information from colleagues or sources, requesting a job, and model for a CV) References [Reader].

Second Homework AssignmentSecond written homework assignment: Writing a professional letter and CV (10%each) Due Session 6. Students will write a letter requesting admission to a graduate program of a foreign university of their choice, or requesting to be considered for an actual position in the students' field of expertise or interest. The letter will include an appended CV written to serve the aims of the request. (See Annex Two for Description). In addition to honing skills this assignment is intended to enable the students to have a model of a personalized CV and application letter which they may adapt for their future professional use.

Session 5Interviewing and being interviewed: for Journalism, Public Diplomacy, Finding a Job: Theory and Practice.

1. Students will analyze the main news stories of the day in two different networks.

2. Analysis of two TV interviews.(e.g. Ban Ki-Moon on Nuclear Disarmament, Barbara Walters and the Shah of Iran, PM. Netanyahu, etc.): Determining what type they are, and the techniques used by Interviewer and Interviewee (spokesperson).

3. Different types of interviews and techniques to be used for each of the following types: Hard news, informative, investigative, adversarial,

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interpretative, vox pop (‘man in the street’), personal, emotional, telephone interview, email, grabbed.

4. How to prepare for a journalistic interview: Deciding on the angle; determining what questions should be asked.

5. Conducting the Interview; listening techniques. Illustration via analysis of TV interviews.

6. The Job interview

7. Hands-on Classroom Exercises in pairs (for all students): Students will interview each other. The aim of this exercise is to develop 'listening' ability. Students will learn about their partner's history, and life experiences (professional, educational, military social), and determine one or more angles around which they could develop their partner's story into an interesting feature article. They will then explain to the class about their interviewee.

Exercise: Evaluate your strengths and weaknesses. What strengths differentiate you from possible competitors? What messages about yourself would you give in a job interview? Use strong verbs. Find an actual job or academic institution. What questions do you anticipate an interviewer would ask you? Think of answers that would maximize your strengths? (Note; this exercise will be useful also in crafting the letter and CV for submission as a homework assignment)Students should locate a foreign student, visitor, resident or immigrant and make an appointment to interview him for Assignment Three: Interview and Write-up Assignment (See Annex Two for details,). The article itself may best be written in the WSJ formula.

Required Reading on Interviewing:Boyd, Op. cit. pp.79-107Herbert, Op. cit. 244-267Carole Rich (2000) Writing and Reporting News: A Coaching Method (Belmont, CA: Wadsworth) pp. 114-134. [References on Interviewing Skills].

References:Sally Adams and Wynford Hicks. (2001) Interviewing for Journalists. (London: Routledge, 2001), pp. 32-57 [Interviewing Techniques]; 84-89 [Telephone Interviewing].Chris Frost (2002) Reporting for Journalists. (London: Routledge), pp 97-113 [Interviewing], 123-127 [The Broadcast Interview].

Extra-Credit Assignment: Two pairs of students will prepare for and role-play an interviewer – interviewee. See Activities Sheet Activities 5-7. Due Session 6.

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Session 6Analysis of Interviews. Hands-on Practice in Interviewing and being interviewed. Presenting your Message as a

Spokesperson, and as a Job interviewee. Media Training .Analysis of different types of print and televised interviews, for content, style and techniqueIn- class Exercise and demonstration by students: Simulated Job Interviews.Exercises and Activities 5-7 (“Interviewer and Interviewee Role Playing”) from Activity Sheet. Two volunteers will undergo a simulated 'job interview' using the letter and CV as a basis

Workshop on presenting your message using Video.

In-class Exercise: Role Playing: Interviewer and Interviewee. Students will role–play interviewer and interviewee, simulating an interview with a political figure or celebrity, after having researched the subject's position on a controversial issue. They will determine the goals of the interviewer's media outlet, the media goals of the interviewee(s), prepare questions for the interviewer to support the goals of the interview and prepare sound bytes to support the messages the interviewee wishes to present in support of his/her own media goals.

An effort will be made to video-tape the interview for in-class critiquing.

References: Andrew Boyd, Broadcast Journalism: Techniques of Radio and TV News. 3rd ed. (Oxford: Focal Press, 1994) pp.79-107.Herbert, Op. cit. 244-267Sally Adams and Wynford Hicks, Interviewing for Journalists. (London: Routledge, 2001), pp. 32-57; 84-89Carole Rich, Writing and Reporting News: A coaching Method. 3rd ed. (Belmont, CA: Wadsworth: 2000), pp. 114-119; 123-134Chris Frost, Op cit. pp.96-113, 123-127

Session 7How to make a presentation in the Media Professions: Formats for an Information Campaign, Marketing plan, Advertising Campaign, Presenting a corporate Creative Brief, Creative Strategy Media Strategy for promotion of a product or the policy of a Government agency, and an analysis of a Media Case Study. Preparing a Campaign Brief. PR Campaign, Pitching a film. Formats.

An Introduction of the subject is presented at this time so as to enable students to prepare for their presentations, which will take place during

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the last three sessions. For a Description of the Presentation Project (See Annex Three).

1. Brief Review of the Essentials of making an Oral Presentation for professional purposes (In preparation for a professional presentation project in the students' areas of specialization to be made during the last 3-4 class sessions). Media Training in front of a video camera.

Class lecture and demonstration (the object being to teach the students how to make a simple but effective presentation for a specific professional purpose). Purposes of Communication. Aspects. Different types of speeches. Introduction. Body and Conclusion. Visual Aides. Tips for good speaking: Voice, Diction Dynamics, Movement Audience contact. Short on-camera exercise on how to present your message simply). Exercise in front of a video camera.Students will view and critique projected sample oral presentations in the marketing field (e.g. Regina Lewis, "Dunkin Donuts as an Iconographic Brand," Bill Weintraub, "On Marketing")

2. Sample formats for Professional Presentation Presentation Assignment. Students will choose a presentation topic related to their area of specialization.

Required Reading:Reader: Guidelines on Making Oral Presentations; Presentation Assignment Sheet (Annex Three)

Moriarty, Nancy Mitchell, William Wells, Op. cit. (2012) 9thedition Chapt. 7 Strategic Planning: 218-227,241: [Consumer Insight], 242-244 [the Communication Brief], Planning for IMC,] Chapt. 11 Nontraditional Media pp.369-371.Chapt. 14 Media Plan,452-455; Strategues, When to use various media 458-460 A Sample Media Plan 468-471. [Cf. 8th edition 2009: pp.238-243, 260-261, 348-355, 374-385 for corresponding material]

Scott M. Cutlip, Allen H. Center, Glen N. Broom (1985) Effective Public Relations, 6th Ed. Englewood Cliffs, N.J: Prentice Hall, 199-202, 235-238.

Creating your Social Media Plan Handout (to be posted on Portal)EE and the Media Gazette µ http://www.uwsp.edu/cnr/neeap/Media/media_strategy_planning.htm#1 §

[Retrieved August 10, 2010]

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Sample Media PlanMarketing People. (2009) Sample Media plan: Media Plan for Fast Fitnessµ http://aboutmarketingpeople.blogspot.com/2009/05/sample-media-plan-media-plan-for- fast.html§ [Composed May 15, 2009, Downloaded July 6 2010]:Supplementary References:Bettinghaus, Erwin P. Persuasive Communication. San Francisco: Rhinehart, 1973.pp123-166Marvin Karlins and Herbert I. Abelson, Persuasion: How Opinions and Attitudes are Changed (New York: Springer) pp.5-38 [How to present Ideas], 84-105 [The Audience as Individuals] 107-132 [The Persuader]

Sessions 8 and 9 Integrated Market Communication and Advertising and PR

Session 8:Structure of Campaigns: The Use of Web 2.0 and the Social Media in campaigns.The Structure of the Marketing/Information Campaigns and where the Media Professions fit in. Illustratative Case Studies.Corporate Business/Institutional/ Plan /Marketing Plan (Strategy Tactics)/ IMC-Integrated Market Communication Plan (or Institutional information Plan Marketing Strategy and Tactics) The corporate brief, the Media Plan

Class Exercise in Strategic Thinking: Brainstorming for strategic concepts.Students will be divided in two groups and be asked in 15 minutes to devise a creative strategy, Big Idea and three messages for a Green issue or social problem (e.g. How to get Israelis to reduce wastage in energy. How to bring the periphery dwellers or foreign workers to public cognition and association) .Case Studies: Two of the following will be discussed in sessions 8 and 9: Kodak, Yahoo, i-phone launch (Moriarty, Mitchell and Wells, Op. cit. 8th edition pp. 237-238, 265, 569, 633-637). Egypt: Conservation of Water, 9th edition (2012), 125-126, 153; USA: Virtual Army Campaign, 9th edition (2012) 417-418, 443; Iceland: Honda original Campaign: "Think snow-Think CRV" Moriarty, Mitchell Wells 8th edition pp. 578-580 , 602; "Match CR-V to your Lifestyle (Moriarty Mitchell and Wells 9th edition pp. 573-575, 600) Reminder: Students will submit their Interview-based article (and a list of ten questions they used) by Session 9

Required Reading

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Moriarty, Mitchell and Wells, Op cit., 9th edition pp. 218—224, 242-244, 360-362, 365-36, 376, 401-407, 469- 471References:Lee Odden (2010) "Social Media Strategy: A Definitive Guide." Outspokenmedia.com [Posted April 26. 2010. Retrieved July 6 2010]µ http://outspokenmedia.com/services/social-media/ §

EE and the Media Gazette. (2010) Media Strategy Planning µ http://www.uwsp.edu/cnr/neeap/Media/media_strategy_planning.htm#1 §

Session 9.Advertising How ads work: The Facets Model. Creativity. The Advertising Campaign. Creative Planning. Writing the Creative Brief Moriarty, Mitchell and Wells, Op. cit, 9th edition pp.127, 134-135 255,257-259. 401-407. 434-440Creative Strategies and Contexts: Message Strategies planning Moriarty, Mitchell and Wells, Op. cit. 263-266,Creative Big Ideas Ten Creative Tips: Moriarty, Mitchell and Wells, Op. cit.272-274How to Write Copy Moriarty, Mitchell and Wells, Op. cit. 291,295The Internet and nontraditional Media in Advertising Moriarty, Mitchell and Wells, Op. cit 369-370, 376When to use Various MediaMoriarty, Mitchell and Wells, Op. cit 460Jim Sterne (1999) World Wide Web Marketing. pp. 2-10 [Integrating the Web into your marketing Strategy], 46-53. [Using the Web for Marketing] 330-335 [Publishing on the World Wide on the World Wide Web [Sample proposal for Publishing on the World Wide Web] In Class Exercise:Students will analyze print and TV ads and derive the audience and messages carried. Note: Three articles from a required or elective third-year course will be posted on the portal at this time. Students will select and prepare one for the final examination (See Annex One for a description of the final examination)Session 10

How to Pitch a FilmCase Study and Class demonstrations. Beginning of Oral Presentations

Pitching a filmYou hold the rights to a story. You want to "pitch" the idea of a film based on the story to potential backers/Investors. Topics to be covered: The idea of the film; Making a synopsis of it (plot, characters, its unique features, interest to the intended target audience); Preparing a brief that will outline the main reasons for "going" with the film; How to make the listeners get the "feel" for the film, though they have not yet seen it.

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Alternate: Public Relations Planning

Case Study: Jet Blue's Blues Required Reading:

Moriarty, Mitchell and Wells. Op cit., What is Public Relations? 488-490; 496-505: [Public Relations Planning, Research and SWOT analysis, Objectives and Strategies. The Big Eye; Public Relations Tools, Publicity Practical Tips How to write Pitch letters] Online Communication [507] The Bottom Line: Why Measure PR [509-510].Case Study [p.577]

References:Scott M. Cutlip, Allen H. Center, Glen N. Broom (1985) Effective Public Relations, 6th Ed. Englewood Cliffs, N.J: Prentice Hall, 199-238.

Corporate Pitch sheets and Model PR plans posted on the PortalSession 11

The Oral Presentation: Students will make a five-minute presentation on a professional subject of their choosing:

During Sessions 11-13: Students will make a five-minute presentation on a professional Communications-related subject, in their area of expertise or specialization. The presentations may be conducted in a group three students. However each student must speak for five minutes.Reference materials may be found under Session 5.

Students will submit the PowerPoint Slides and a one-page summary of their presentation at the time that they deliver their presentation.

OPTIONAL CASE STUDY: The Handling and Reporting of the Flotilla Incident. May 31 2010.

Session 12 Presentations

OPTIONAL CASE STUDY: Terror or Accident? Newsday and the Crash of American Airlines Flight 587 (Video) CSJ-09-0013.0

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Session 13PresentationsIntegration and Review

Note: The program may be subject to change at the discretion of the lecturer.

EquipmentDVD/CD/VCR, Barco, overhead projector; computer and screen access during classes.Video Camera, Monitor and Technician for hands-on interviews (Lessons 6 and 7). BibliographyStudents will receive a reader which will contain articles, source materials and pages from leading textbooks on: how to research an article, conduct a journalistic interview and write it up in various news and feature formats; plan media, marketing and advertising strategies, conduct IMC and PR campaigns; make an effective presentation on a professional subject, write media-related articles and a CV. It is recommended that students have access to a good, current English-English dictionary. Reading assignments for each lesson appear in the syllabus. The general reading list is appended here:

Bibliography: English for Media Studies Third Year Reading ListThe following articles textbook chapters and reference materials will be useful to the student and many will be contained in a Reader (See reading assignment breakdowns for each lesson)Required

*Boyd, Andrew (1994) Broadcast Journalism: Techniques of Radio and TV News. 3rd edition. (Oxford: Focal Press, 1994), pp.3-11; 17-25, 79-107

*Fox, Walter (1977) Writing the News: A Guide for Print Journalists, 2nd ed. (Ames: Iowa State University Press 1977), pp.15-30, 31-45;

Caroll, Brian (2010) Writing for Digital Media (New York and London: Routledge) pp. 31-44, 93, 153-165.

*Moriarty, Sandra, Nancy Mitchell and William Wells (2012) Advertising and IMC: Principles and Practice. Global Edition 9th edition (Harlow, Essex: Pearson Education, Ltd.) pp. 54-56., 81-85, 125-126, 134-135,153,218-224, 242-246, 255-259, 272-274,360-376, 401-507, 417-418, 434-440, 443. 468-469;470-475, 488-490; 496-505 496-499, 502-507, 509-510, 573-574, 600

*Rich, Carole (2000) Writing and Reporting News: A coaching Method, (Belmont, CA: Wadsorth, 2000), pp. 199-215, 268-273.

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*Shimp, Terrence A. (2007). Integrated Marketing Communication in Advertising and Promotion. 7th edition (Mason, OH: Thomson Southwestern), pp. 15-16 [Changes in the Marketing Communications Process].

RecommendedAdams, Sally and Wynford Hicks. (2001) Interviewing for Journalists. (London: Routledge, 2001), pp. 32-57; 84-89

*Bettinghaus, Erwin P. (1973) Persuasive Communication. San Francisco: Rhinehart, pp. 123-166

* Cutlip, Scott M., Allen H. Center, Glen N. Broom (1985) Effective Public Relations, 6th Ed. Englewood Cliffs, N.J: Prentice Hall, 199-204, 233-238.Fox, Op cit, pp. 81-92.

* Herbert, John (2000). Journalism in the Digital Age (Oxford: Focal Press) pp.ix-xiv.1-21, 59-73.

Hough, George A. 3rd. News Writing (Boston: Houghton Mifflin of language) pp.251-301

*Marvin Karlins and Herbert I. Abelson, Persuasion: How Opinions and Attitudes are Changed (New York: Springer) pp.5-38 [How to present Ideas], 84-105 [The Audience as Individuals] 107-132 [The Persuader]

*Moriarty, Mitchell and Wells (2009) Advertising: Principles and Practice, 8th ed Upper Saddle New Jersey: Prentice-Pearson, pp.578-580, 602.

*Sterne, Jim (1999) World Wide Web Marketing. 2nd Edition. New York: Wiley. pp. 2-10 [Integrating the Web into your Marketing Strategy], 46-53. [Using the Web for Marketing] 330-335 [Publishing on the World Wide on the World Wide Web: Sample proposal for Publishing on the World Wide Web] *= May be found in the Central Library

OnlineJohn Belam (2010) "Journalism in the digital Age, Trends, Tools Technologies." Blog on Guardian- hosted Panel at University of Edinburgh's International Science Festival Inside Guardian guardian.co.uk . Retrieved July 2, 2010µ http://www.guardian.co.uk/help/insideguardian/2010/apr/14/journalism-trends-tools- technologies/print§

Marketing People. (2009) Sample Media plan: Media Plan for Fast Fitness

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µ http://aboutmarketingpeople.blogspot.com/2009/05/sample-media-plan-media-plan-for- fast.html§ [Composed May 15, 2009, Downloaded Aug.29, 2011]Selected Media Articles (for exercise analysis): To be assigned

Selected Speeches (for exercise analysis): To be assigned. Models for Professional Letters on Media-Related ThemesAnd CVsNumerous paradigms appear in the reader references to online sources will be posted on the Portal

Useful Web Sites A list of useful Web sites for Media Studies sources is appended in the ReaderCase Studies (to be utilized by instructors where deemed relevant)Case Study: The Facebook Conundrum. The New Haven Independent and the Annie Le Murder. Knight Case Studies CSJ-10-0030.0Case Study: Jet Blue's Blues Moriarty, Mitchell and Wells. Op cit. 8th edition p. 577Case Study: Positioning Kodak in the Digital Age. Moriarty, Mitchell and Wells., Op cit. 8th edition pp. 237-238, 263.Case Study: Egyptian Communication Campaign for Water Conservation. Moriarty, Mitchell and Wells, Op cit. 9th edition, pp. 125-126, 153.Case Study: Think Snow-Think CR-V Moriarty, Mitchell and Wells. Op cit. 8th edition, pp. 579-580, 602Case Study: CRV-Follow-up: Match CR-V to your Lifestyle, Moriarty, Mitchell and Wells, Op cit. 9th edition, pp.572-574, 600.Case Study: Virtual Army Now. Moriarty, Mitchell and Wells, Op cit. 9th edition, pp. 417-418Case Study: Discussion. Working in the News Desk. Choices to be made Knight Case Studies: A Life on the Line: The Christian Science Monitor and Jill Carroll CSJ-08-0012.0© Yehuda Weinraub, February 21, 2012

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Annexes: Annex One: A Description of the Final ExaminationAnnex Two: Written Homework Assignments.Annex Three: Oral Presentation Project in the Student's Area of Specialization within the Field of Media Studies

Annex One: A Description of the Final Examination

Final Examination (Duration 3 1/2 hrs.): Part 1: Students will and answer questions on an assigned article in their media studies area of Part 2: Students will compose a short article in the Inverted Pyramid based on 'reporter's notes ' that will be distributed to them at the time of the examination.

During Session 10 three articles, each in an area of expertise (Journalism, Advertising and Publicity, Digital Media) will be posted on the portal. The articles will be taken from the bibliographies of third-year required or elective courses. Students will select and study one of these articles for the final exam. Thus by preparing for the final examination they will thus be re-enforcing materials learned in another required or elective course.

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The first half of the final exam will be devoted to a critique of this article. Students will answer questions which demonstrate both comprehension of the article and the ability to apply the principles in the article to new situations. The second half will be devoted to composing a short article in the Inverted Pyramid Format on the basis of "reporters' notes" that will be distributed to them at the time of the exam.At the time of the exam the students will receive a booklet containing the three texts and also questionnaire booklet which will contain questions for all of the articles and the second half of the exam (which will be common for all students). For the first half of the exam the students will answer the questions pertaining to the academic article that they prepared and then proceed to answer the second half of the examination.Print and electronic dictionaries will be permitted but not computers palm pilots PDAs and any device that can be hooked up to the Internet or used to send messages

Annex Two: Written Homework Assignments.1. First Homework Assignment Analysis of an Ad, Press Release or Foreign News Item Objective: To drill judgment, as a communications director, editor or reporter. The assignment is worth 10% of the course grade. Approximate length of the assignment: One and a half to two pages. The assignment will be submitted by Lesson 3.The Assignment:Options for first Assignment:

A. Select a current English-language advertisement from the print or digital media and "derive" the essential portions of a Communications ('Creative') Brief given to the creatives: What do you believe was the Problem that this communication was to solve? Who was the Target Audience? Consumer Insights: on the basis of the ad what do you think motivated the audience? What do you think was the "major truth" behind the target's relationship to the product? (What justification do you have for this) Brand Imperatives: What do you think was the competitive advantage of the brand over its competitors that was stressed in the ad? What do you think the Objectives of the ad (to perceive, know, feel believe, identify with, act?—or a combination of these). What do you believe was the Selling Idea (the single thought this communication will stress? And what is the Support for this "idea" (what rationale does the ad give the audience to allow them to justify the idea?) Refer to the visual elements and layout, and copy in your analysis. Would this ad "work in Israel?" How would you adapt it for an Israeli audience of your choice? Attach a copy of the ad to the paper.

Or:

B. Exercise: Enter the website of a foreign governmental ministry or agency or NGO. Select a communiqué (press release) of relevance to an Israeli public

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which you will summarize in four-five sentences. Explain how you would develop the story further for the readership of your "news organization" or 'media outlet—which can also be a digital media outlet. Recommend wire sources which you would consult in developing the article. You must describe the news organization or outlet that you represent, its readership or audience and their interests before determining how you would develop the article for "your" audience or readership. This must be done on the basis of research on the readership of 'your' media outlet and their interests. Indicate three news sources that you would consult in developing your article. Do not actually write your article; rather explain how you would develop it. Attach a hard copy of the communiqué (press release) to the paper that you will submit.

C. .Exercise: Read an international English-language newspaper or online edition of it, or magazine. Summarize the article. What characteristics of newsworthiness are featured in the article? Where are the 5Ws and H? Determine the purpose and tone of articles, and how, as "editor" of a given news organization or media outlet (of your choice)—which can also be a digital media outlet— you would develop the article for your readership or audience. Describe your audience and their interests. This must be done on the basis of research on the readership of 'your' media outlet and their interests indicate three news sources you would consult to develop the angle you would pursue in developing your story. Attach a hard copy of the article to the paper that you will submit.

2. Second Written Homework Assignment: Professional Letter and CV.

Objectives: To familiarize the student with the techniques, language and formats for writing a professional letter and CV in the field of Media Studies.To provide the students with a personalized model letter and CV for job application or for acceptance to a graduate program in Media Studies in a foreign university.

The Assignment:Students will compose a formal job application letter OR a letter requesting to be considered for a graduate Media Studies program in a foreign university. They will compose and attach an appropriate CV. The letter, written in a standard formal letter format, should be one page in length. The CV should be on one A4 page (and should not exceed one and a half pages). In computing the grade the letter and the CV will be worth 10 points each.Homework Options

A. Write a formal letter to the dean of a foreign university, requesting to be accepted to a graduate program in Media Studies in a foreign university. Research the university and its Media Studies programs, its requirements, its graduate curricula,

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educational philosophy and faculty. Compose and attach a CV. The letter and CV should be drawn up so that they will best "sell" yourself to the prospective university. B. Prepare a cover letter to a prospective employer. The employer should represent an actual news organization, PR firm, advertisement agency, etc. Before writing the letter, research the firm or agency and word the letter to highlight the experience and qualities that you have that may benefit the news organization or firm. Compose an appropriate CV.

3. Third Written Homework Assignment: Interview and Write-up. 20 points.

Getting personal stories from Anglo Saxons (perhaps seniors in Beth Protea, foreign students at an Israeli university, acquaintances, relatives, or olim to be recommended by AACI).

Objective: To perfect the student's ability to interview a subject, and to write a basic feature article in English in accordance with a standard format.

The AssignmentYou have been assigned to write a 500-800 [maximum]-word (e.g. two pages) feature article on the experiences of a foreign-born person in Israel. The project is worth 20% of your course grade.

After having selected the individual to interview, explain to him or her about the College of Management's School of Media Studies, and why you are interested in interviewing him or her (e.g. "It will enable you to better understand a foreign culture, or the problems and successes of the absorption of new immigrants," or if you know more about the accomplishments of the individual you may mention that you are interested in the field in which this person specializes, etc."). Mention the fact that the interview will not be published. You will compose 10-15 basic questions (which will deal both with factual details that you will want to include in your article as well as details regarding your subject’s doings abroad, and in Israel, his/her motivation for coming to Israel, and feelings about life and experiences here). These will be composed on the basis of any previous knowledge that you may have about the individual as well as the angle, which you assume the story will take.

Before interviewing the person you may wish to do some basic research about him/her (if possible), the area from which he/comes, and events issues that are important there, issues which may be of interest concerning his/her profession, place of employment, activities, area of residence, in Israel, etc.).

We have discussed interviewing techniques in class. In your questions you may ask the interviewee about his/her opinions, feelings, difficulties, memorable experiences, etc. A list of possible questions may be found in the beginning of the "Lesson

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Outline" posted on the class portal. Mark the most important questions so that if you run out of time you can be assured that you will have answers to them.

You will submit a list of 10-15 questions on a page following the article that you will compose. (Just the questions that you asked –not the answers you received). Start with a few simple questions and icebreakers and proceed to more difficult ones. You should study the questions prior to the interview. You may set the questions in a logical order but be open. Listen to what the subject is saying and if he says something that may be of importance that you had not anticipated; be prepared to follow it up with additional questions. The interview should proceed as a conversation, so keep the flow.

Take notes in a form of personal shorthand (e.g. key words which will allow you to reconstruct your interviewees’ sentences). If your interviewee says something that is particularly important or interesting, you might ask him/ her to repeat it or slow down the pace so that you may take it down verbatim. Check with your interviewee about correct spellings of names, places titles, institutions etc. You may wish to use a recorder (as a backup) once your subject has warmed up and if he or she consents. However, if you feel that this might hamper your subject’s spontaneity and, of course, if your subject objects, do not use a tape recorder. Take note of your interviewee’s appearance, dress, surroundings, rhythm of speech, etc. so that you may work these into the article. If your subject cannot recall something perhaps you may return to the question later, in a different context, and he will remember. If you do not understand something that your subject said, ask him or her to repeat it. You can’t convey to your reader something that you yourself do not understand.

Do not be aggressive in the interview! The aim of the interview is to learn about your subject’s personal story, not for you to be an Inquisition inquisitor. Be tactful. If there is a personal or professional detail that you feel that he or she absolutely does not wish to discuss, don’t pry! If there is a delicate matter that you may wish to ask him about, do not attack your subject but rather say, “Some people might say that …. What would your reaction be?”

Save your notes. You are invited to consult with your instructor/assistant prior to writing the article. Bring our notes with you. Also, if there are questions or misunderstandings regarding details in the article your instructor might wish to consult your notes afterwards. If you find that there are a few details or facts to clarify, you might wish to call or email your interviewee.

BE SURE TO WRITE A THANK-YOU NOTE TO YOUR SUBJECT (i.e., YOUR 'INTERVIEWEE'), OR CALL YOUR SUBJECT TO THANK HIM/HER FOR HAVING ASSISTED YOU.

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Writing the ArticleThe article, itself, is worth 20% of your course grade. In writing up the article use a suitable format, which we discussed in class. Though if the interviewee is a well-known personality, or is active on a national or local scale it might be possible to write in the “inverted pyramid” or other news format, it would probably be advisable to use a more flexible format (e.g. the Wall Street Journal Formula ). Do not write your article in the form of Questions and Answers!

Compose a suitable headline (which may be either an eye-catcher or a summary headline) and if you feel necessary, a summary sub-headline. Even though you will attach a cover sheet with a header you should give a byline (I mean by that: by Your Name) so that it looks like a real newspaper article. Give your article a dateline e.g. Tel Aviv, November 24. Immediately preceding the first paragraph. (Headline: 5%). Byline and Dateline= 5%.Things that you should (and we shall) be looking for:A. Organization and journalistic ability (60% of the article grade)The Lead: Is it emphatic? Does it give interest, direction, and desire to read on? Note the lead can either be ‘hard’ or ‘soft’ If it is ‘soft,’ the main facts (the ‘nutgraph’) will come later. If you choose the Wall Street journal formula the article will have a 'soft lead' – a vignette or anecdote or event that might illustrate some aspect of his character that will come to play later on in the course of the article in which you describe how he or she progressed or achieved their goals.Body: Does the article have a clear structure? Is it easy to follow? Are there “teasers,” to draw you to the next paragraph or section? Does the article have a logical thread? Does the article paint a picture of the person’s character, life philosophy, the way he surmounted obstacles, demeanor, physique, and his/her surroundings? Is there a link between the different paragraphs or a "teaser" to make you want to read on? You may wish to compose one or two "Section Headings" if the article has clear-cut divisions.Ending: Does the article have a strong ending that is appropriate to the format chosen? Interest: Is the article interesting? Does it answer questions that a reader would have liked to ask (according to the angle that was chosen) or does it leave out one or more obvious questions?

Language and Style (30%)Quotes. Quotes should be enclosed within quotation marks. Commas and periods come within the quotation marks; for example: Avraham said, "I knew all my life that I would come to Israel." "I knew, all my life that I would come to Israel," Avraham said. "It is a country where you live intensely."

Consult the AP Stylebook in the library for form if you are uncertain. Quotes should be “tightened up” and be woven into the body of the text to increase interest and readability. Do not use long blocks of quotes. The same for facts: Do not put them into one lengthy block, but weave them into the article to increase interest.

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Style: Does the article contain powerful, active verbs (where appropriate) that paint pictures? Does the article use the active voice most of the time (where appropriate)?

Tense: In particular, pay attention to the ‘simple present,’ vs. ‘present perfect,’ and ‘simple past’ vs. ‘past perfect’ (‘He works’ for habitual, ongoing action; ‘He has worked’ in the past and up to the present moment; 'He worked" for an action that he did and completed in the past, ‘He had worked’ for work in a past which preceded the narrative past; note also that a feeling or thought that took place in the narrative past that at the time of its happening might have been ‘present’ is written in the past tense used in the narrative [e.g. ‘He felt that it was (not ‘is’) better to run away). Also pay attention to ‘future’ vs. ‘conditional’: ‘I will go’ (when the future action will certainly take place) vs. ‘I would go (if it is not definite that you would go). Do not use the ‘progressive’ (e.g. ‘I am looking’) unless you mean to say: “I am in the process of doing this right now.’

Check for spelling and grammar (by the “Spell check” and “Grammar check” functions of Microsoft Word). Also check to see if there were obvious errors in spelling that could have been avoided (by checking with a dictionary) even if they were not picked up by the “Spell check” (e.g. ‘their’ for ‘there,’ etc.)? If you are unsure what prepositions a verb takes, check with a good dictionary. Points will be deducted for errors that could have been picked up by the “Spell check” and “Grammar check” functions and for inordinate numbers of spelling errors, and for errors in capitalization (remember: names of people, geographic names, names of languages, peoples, and the beginning letters of each sentence). Likewise check that each sentence has a verb that agrees with the subject (e.g. “The boy and the man work.” “The boy works.”).PRINT, PROOFREAD AND CORRECT your article BEFORE handing it in.

Assignment to be completed by Session 9: Write up the interview as a feature article. This project will be worth 20% of the final grade. Students are advised to locate and interview their subject as soon as possible.

Annex Three: Oral Presentation

Oral Presentation Assignment 2012

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Objectives: To enable the student to hone his abilities to give a simple but effective professional presentation in English within his media specialty. To enable him to gain practice in organizing the materials to master correct professional vocabulary and sample phrase structures in a setting that approximates one that he might encounter in his professional career.To give him practice in creating and employing simple illustrative PowerPoint slidesTo encourage teamwork

The Assignment:During Lessons 10 (second half) to Lesson13, you will make a short (five minute) professional oral presentation in your area of expertise. The exact time slots will be coordinated with your lecturer.To facilitate your presentation, you should use an outline format found in your Source Book or in other professional sources. Additional outline formats will be posted on the portal.

You will submit to your lecturer (with a cc to the assistant) the PowerPoint slides that you or your group has used in your oral presentation. All PowerPoint slides should be submitted by Lesson 11. Refer to the Lesson 5 notes (and my appended PowerPoint slides) on how to make presentations and to pages 218-233 in your Sourcebook for guidance on giving a presentation.

Remember: PowerPoint slides should be clear, short and have a unity to them. Over 5 lines per slide will normally constitute "clutter" and detract from your message. Do not generate slides with many sound effect distractions or use too much animation. Use the KISS principle (Keep It Simple, Stupid!) Check the text of your slides for spelling and grammar before you insert the text into PowerPoint format (not all PowerPoint features have automatic spell and grammar checks). Be sure to use proper advertising or marketing technical terms. As a rule of thumb one slide is sufficient for one minute of presentation.

Among the options for the oral presentation may be: Presenting an information campaign to a government agency, Presenting a corporate creative brief to a foreign advertising agency (in anticipation of their undertaking a strategic advertising campaign on behalf the corporation in a foreign country), or receiving a creative brief presented by a foreign advertising agency (or corporation) to design their campaign in Israel; presenting an Integrated Marketing Communications plan (IMC plan); presenting a nonconventional media plan to promote a foreign corporation's product in Israel; pitching an idea for a film to a group of prospective backers or investors; presenting a PR campaign to promote a product; designing an advertisement in response to a creative strategy (message strategy) brief. In such an option you may choose to design an advertisement or series of ads and explain how they would fit into the overall marketing or creative strategy, or write copy for an advertisement explaining how it supports the message and advertisement and how the latter supports the creative strategy and overall marketing/information strategy

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of the business or organization . Students in Journalism and Broadcasting may present a write-up of an actual press conference that they covered (I shall try to obtain permission for them to attend a real press conference) or a televised press conference. It is acceptable to present an English adaptation of a campaign or project of a strictly professional nature that you had already presented in Hebrew for an advanced professional media course or for your place of work. For your convenience, I have appended descriptions of sample assignments, below. These should be viewed as suggestions. Students should consult with their lecturer regarding the topic and date of the presentation. It is possible (and students are indeed encouraged) to make the presentation in teams of three (e.g. Presenting a Campaign in which one student will present the Situation, another-- the Strategy and Tactics, a third, the Media Plan or the PR Plan, etc.). Each student will be responsible for the content his own portion. Responsibility for the overall organization and "look" of the slides will be shared by the entire group. The time slots will be scheduled in advance. Once you have committed to a date it is your responsibility to present on that date. If for any reason you are unable to do so you must find another person or group who will make his/their presentation in your time slot.

The Following are the criteria which the lecturer will use in evaluating the presentation:

Oral Presentation Evaluation FormName ______________________________________Class: Day_____________ Hour________ Date______________Date of Delivery___________________Partners (if applicable): Note: Each partner will get an individual grade. ______________________________________________________________________________________

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Topic of Presentation ____________________________Presentation Grade: Tally Sheet Grade_____X 5 =_____ Introduction 3 points __________Interest (Ear catcher)Organization/Maps Direction of Presentation Development 7 points __________ Clarity of Main ideasLogicOrder of Main IdeasAppropriate Support to Main IdeasUse of SignpostingUse of Professsional VocabularyGrammar and Syntax Ending 2 points _______________ Appropriate to the Purpose of the Presentation(Summary of Ideas/ Practicality/ Motivational Step)Interest Delivery 3 points _______________ VoiceIntonation/ Inflection/ExpressionLanguageRapport with AudienceConfidencePhysical MovementSpeaker's AppearanceGeneral 2 points _______________ Subject Appropriate/ (Logical Organization among group members if in group)/Within Time Limit 1 pt.*General Subjective Impression of Individual Speaker Speaker 1 pt.Visual aids/ graphics/ etc.* 3 points ______________Appearance /Orthography/Use* In group presentation this grade will be identical for all group members.

References:

Marketing PlanMarketing Plan/Advertising Campaign/ IMC Plan/Information PlanMoriarty, Mitchell, Wells, 9th edition pp. 221-225, 244-246. In Sourcebook p. 163 pp. 261-262.

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Communication Brief/Creative BriefMoriarty, Mitchell, Wells, 9th edition 242-246, 259-261. Sourcebook pp. 164-165; 172-186/

Media Plan Moriarty, Mitchell, Wells, 9th edition 360-364. Sourcebook 168-173.

Sample Proposal for Publishing on the World Wide WebJim Sterne, World Wide Web Marketing 2nd edition, New York: Wiley, 1999) pp. 330-332 Sourcebook 151-156.

Social Media Strategy:Lee Odden (2010) "Social Media Strategy: A Definitive Guide." Outspokenmedia.com [Posted April 26. 2010. Retrieved Aug. 30, 2011]http://outspokenmedia.com/services/social-media/EE and the Media Gazette. (2010) Media Strategy Planning http://www.uwsp.edu/cnr/neeap/Media/media_strategy_planning.htm#1

A Sample PR Plan:Cutlip, Center Broom, Effective Public Relations 6th Ed. Englewood Cliffs, NJ: Prentice Hall, 1985. pp. 233-238. Sourcebook, 214-217.

A Corporate PR Plan to be posted on our portalCorporate Pitch Sheets to a PR Agency (to be posted)

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Examples for different options. For Illustrative Purposes

Journalism Option Covering a press conference and writing it up as a news item.

1. Students will role-play reporters of a news outlet. They will cover an actual live (OR broadcast) English-language press briefing or conference, organized by a governmental agency, ministry or by a commercial enterprise. (An effort will be made to enable outstanding students to attend a press conference conducted under the auspices of the Government Press Office). They will first research the issue, the spokesperson(s), and the news outlet that they, as student cub-reporters, "represent." They will decide on the most newsworthy points presented in the briefing or conference (those that will most interest their readership or audience or that is consonant with the agenda of their news organization) and write these in a 500-800 word news article, which they will present in class. And appended to your PowerPoint presentation.

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2. Alternate Journalism Option: Review a written news article; write it up as a Radio or TV item; or develop a recorded news item into a written item and present it to the class. Explain what the purpose is and target audience of the original and your own item (use actual news organizations and why the angle you have chosen is interesting. Actually write the article and present its highlights in class. The article of 500 words will be appended to the slides

3. Alternate Journalism (or also PR or Corporate Communication) Option: Prepare a Press Release that will support the marketing and communications goals of a government agency or ministry or a commercial company. The Press release must conform to the accepted Press Release form (and be written in the Inverted Pyramid format). Before presenting the press release, explain the situation of the company or agency, and the marketing and communication goals of the company or government agency and explain how the press release will support these goals. The press release will be in the Inverted Pyramid format and follow the accepted press release form. You will present the background and "look" of the press release and attach the text of it to the PowerPoint show. References: Moriarty, Mitchell and Wells, Op. cit. pp. 502-503; Sourcebook, pp. 202-204.

Corporate Strategic Communication Options:

1. Corporate Strategic Communication: Design an information campaign to position a company of your choice. Analyze the company's current situation (using SWOT analysis). What would be the strategic objectives, target audience campaign strategy and marketing communication tools? What would be the media objectives and media selection in support of the objectives, the message strategy and other marketing communications tools that you would use to support the strategy? Refer to the model in Moriarty in outlining the campaign, (Mitchell and Wells 9th edition pp. 221-238, 263-271) .

2. Alternate Corporate Strategic Communication: Research an Israeli hi-tech company. Compose a creative brief ('media brief') that you would give to a foreign advertising agency in order to promote a product or to position your company in that country's market. Following a SWOT analysis, refer to the rubrics: Problem, Target Audience; Consumer Insights; Brand Imperatives, Communication Objectives, the Proposition or Selling Idea, Support (for this proposition). Give Creative Direction and Media Imperatives. Note: this exercise may be done in conjunction with another student who would role-play the account manager of the advertising agency (see below)

Advertising Option

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1. You are the account manager for a major foreign advertisement agency handling the account of the Israeli company outlined in the assignment above. You will receive the creative brief of the company marketing communications director. Devise a creative strategy in order to promote the goals outlined in the creative brief. Present two creative strategy options. Note: This assignment may be performed in conjunction with another student. Each will present one strategic course of action. Two other students may design (each) an advertisement to support these strategies.

2. Alternate Advertising Option: Devise a Social Media Plan to strengthen the brand image of a company or an entire cyber marketing campaign for a product (see Activities 16 and 17 taken from the "Activity Sheet" and listed below): Design an Internet Advertising Strategy that would create awareness of a new product intended for young adults. What are the marketing and communication goals of the company for this product? What Web sites would you use? What advertising forms would you use on these sites? How would you use conventional media to complement this digital medium? 3. Alternate Advertising Option: You are the media planner engaged by a foreign company interested in introducing to an Israeli market a new line of makeup for teenage girls. Your research indicates the Internet might be an effective way to create awareness of the product line. What are the company's marketing and communication objectives? Clearly state your goals. Design an Internet marketing strategy that will reach your target audience and help you achieve your goals. What messages would you stress? What Web sites would you choose? What advertising forms would you use? What other media would you recommend using and why? You may refer to Moriarty, Mitchell, and Wells. 9th edition, pp. 242-246, 263-288, 360-376.

4. Alternate Advertising Option: [Activity 17]: Gator Aid has decided to challenge Coca Cola's monopoly on the Israeli soft drink market. Their research has shown that 17 to 25 year-olds would constitute a receptive target audience. Design an advertisement strategy ("creative strategy"), and media mix (stressing the digital media) that would drive the objectives of creating awareness and buzz. In your creative brief relate to the traditional as well as to the non-traditional (both digital and non-digital) media that you would use in your advertising campaign. You may refer to Moriarty, Mitchell, Wells, and 9th edition pp. 263- 271, 369-376.

5. Alternate Advertising Option: Presenting analyses of ads in the context of a campaign Analyses of the language of advertising:Select a color advertisement for a product appearing in an English-language magazine or periodical. Analyze the portrayal of the people in the advertisement (age, gender, racial group, social classes represented, clothing codes, expressions, posture, roles represented, relationship portrayed, who is excluded, etc.), the objects or images (iconographical, indexical, symbolic, setting of the ad, why does the object

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appear --and others excluded, the background colors, etc.) the technical codes (color or black and white, photography, framing, what is stressed or in focus, what is included and excluded), text (relation of slogan to images, what is text of the ad, the different levels of signifieds and signifiers used choice of language: denotation, connotation, of nouns, verbs, adjectives and adverbials, the tone, metaphors, or other figures, the narrative: how do we make sense with these), What is the function of the ad? What are the objectives that it attempts to acheve according to the Facet Model? Does it refer to other media (intertextuality)? What is the narrative and power relationship in the ad? What is the subjacent story? For what publication for is the ad is intended? Who is the target audience? Does the ad use a primacy or recency effect? Is the ad one-sided or two sided? Is the visual component of the ad is congruent or incongruent to the verbal message. Also analyze which of the types of message appeals the ad is employing i.e., comparative ads, fear, or humorIf the ad is using a spokesperson, analyze the spokesperson in terms of expertise, trustworthiness, attractiveness, likeability, similarity, and familiarity. Has the spokesperson overshadowed the product? Present a Creative Brief for this advertisement.

6. Perform a similar analysis on two, related, TV commercial spots (selected from the collection in the library) or two political campaign spots from the exhibit of presidential election commercials (“The Living Room Candidate”) found on the site: www.ammi.org or in the library’s videotape collection of campaign spots. Describe the syntagmatic (how the language and visual elements all fit together like the grammar in a sentence) and paradigmatic (the choice of an individual linguistic or visual element rather than an alternate element) relationships of the language and visuals of the given commercial. Explain how the producer is trying to market the product or presidential candidate. What are the goals of the campaign and the communication goals? What audiences are intended?

7. Alternate Advertising Option Activity. Advertisement design and copywriting:Design an advertisement for a product (e.g. a product which would appeal to a women; or a product which would appeal to men.) What are the marketing and communication goals of the company. Who is your target audience? What are the basic values that you wish to present in the ad, knowing the needs, and desires (fantasies) of your target audience? How will the ad support the marketing and communication goals of the company? What message will you use to promote your product? Encode this into visual and textual messages suitable for the audience. Explain the relationship between the images of the ad and how they form a message with several levels of meanings (different levels of signs). What are the signifieds and signifiers of each level (from the visual and textual points of view)? What are the connotations evoked by the text? What spokesperson and décor will you place in the ad to reinforce the message? In what channels would you recommend placing the ad? 8. Copywriting: Pretend you are a copywriter for Oglivy & Mather on Madison Avenue and you are presenting this design idea to the Senior

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Partner and to the client. Prepare a brief explaining what you have done and how this relates to the creative brief that you have received. Describe the Ad design and explain its relationship to the creative communication goals of the company. Who is the audience? How will what you have written resonate with their needs and the communication and marketing goals of the company? You may wish to speak of the type of headline that you have chosen (direct action or indirect) captions taglines and the body. For what type of publication was this copy written? You may wish as an alternate analysis to speak of copy that you would write for a TV or Radio spot. What is the concept or big idea you wish to get across? How does it relate to the target audience? What visual elements support this idea Write a 30 second TV (or Radio) script? In the Visuals column describe the setting and the people and costumes worn) and then what takes place. In a parallel Audio column create an appropriate dialogue or script. Moriarty, Mitchell and Wells, 9th edition. Op.cit. 293-311.

Popular Culture OptionPitching a filmYou hold the rights to a story. You want to "pitch" the idea of making a film based on the story to potential backers/Investors. Carefully review the idea of the film, make a synopsis of it, what unique features does the film possess to make it interesting to the intended target audience. Prepare a brief that will outline the main reasons for "going" with the film. Attach a synopsis. The film may be actual or notional. You may use this as a basis for your oral presentation. Your oral presentation must make the listeners get the "feel" for the film, though they have not yet seen it.

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