Student Prog Forms · Web viewWe are all pushed and pulled by the human tendency to put things off; that is, to procrastinate, to delay, particularly when we confront difficulty

COURSE OUTLINEJournalism 311/411/611, English 313

The Writing of Non-fiction ProseFall Semester 2002

University of Alaska FairbanksChukchi College

P. O. Box 297Kotzebue, Alaska 99752(907) 442-3400 ext. 117

Chukchi Campus is a branch of the University of Alaska Fairbanks that serves students with both traditional, face-to-face classroom instruction and cross-regional, audio conference courses that are delivered throughout most of rural Alaska by satellite from Kotzebue, an Inupiaq Eskimo settlement located 30 miles above the Arctic Circle in Northwest Alaska.

Instructor: John Creed, Professor of Journalism

Computer ID: [email protected]

Class Meetings: Tuesdays & Thursdays, 6:50 - 8:05

Bridge Number: From Fairbanks: 474-8050From other locations: 1-877-751-8040. PASSCODE located at front of this course outline.

Office Hours: Monday & Wednesday, 1:00 — 3:00 (Students can contact the instructor at other times as well.)

Phone Numbers: 1-800-478-3402 (For student use) ext. 109 (JCreed)

(907) 442-3400 (Chukchi) ext. 117 (JCreed)442-3717 (home)

Chukchi FAX: (907) 442-2322

The Website Address for Authentic Alaska: Voices of Its Native Writers: voicesofalaska.com

The Writing of Non-fiction Prose, Fall Semester 2002

Table of Contents

Required Texts/Materials…………………………………………………..4Writer's Market Information………………………………………………5Enrollment Requirements………………………………………………….6What's This Class About?…………………………………………………..8Associated Press Style……………………………………………………..11Grades………………………………………………………………………13Grading Chart……………………………………………………………….14Teaching Methods…………………………………………………………..15Library/Internet Research…………………………………………………..17How to Submit Assignments………………………………………………19Sample Cover Page………………………………………………………….21Sample Story Format……………………………………………………….22Course Requirements……………………………………………………….26Autobiography………………………………………………………………26Ideas List…………………………………………………………………….30Publication Analysis…………………………………………………………31Query Letter…………………………………………………………………..35Writing Option #1…………………………………………………………….36Writing Option #2……………………………………………………………..36Interviews…………………………………………………………………….38Manuscript Preparation/Art………………………………………………….39Fall Semester 2001 Calendar…………………………………………………41Written Assignment Deadlines……………………………………………….42Class Schedule………………………………………………………………..43A Guide to Proofreaders' Marks………………………………………………55

John Creed/Nonfiction Writing/University of Alaska 2


If you wait for the perfect time to write, you'll never write. There is no time that isn't flawed somehow.

—Margaret Atwood

We are all pushed and pulled by the human tendency to put things off; that is, to procrastinate, to delay, particularly when we confront difficulty. Excellent writing demands so much hard work and commitment that our minds can play tricks on us, giving us seemingly plausible reasons to avoid the arduous task of writing. I certainly can relate to the above Margaret Atwood quotation. How about you? I also must fight the tendency to declare the opportunity to write "flawed somehow." Then the opportunity passes, and the writing doesn't get done. At the same time, we all carry significant responsibilities in other areas of our lives.

Let's look at your life. Are you raising children, working a job, playing sports, and trying to nurture a relationship with that special, or not-so-special-and-that's-the-problem, person? Are you a traditional college-age student with a zillion things competing for your time? No matter what your individual situation, are you just plain busy, busy, busy, no matter what your situation, with all the demands life puts on you?

Indeed, we all must wrestle with the overwhelming feeling that somehow things are just not quite right to sit down and write. But the circumstances are never just right. So, even if we only have 45 minutes to bang away at a piece we are working on, we must seize that opportunity and move things along, even if it means making a stab or two at something in fits and starts.

In truth, of course, the issue of what we are doing at the moment versus what we wish we were doing at the moment also applies to life in general. I am reminded of a line in one of the late John Lennon's last recorded songs: "Life is what happens to you while you're busy making other plans," wrote Lennon. As a student who has traveled this far in higher education, you no doubt have mastered an adequate level of self-discipline. Congratulations! Superb writing, however, can thwart even the most committed, disciplined student. I'm not taking about "banging out a paper" here. Rather, in this class we shoot for that deeper commitment to excellence that is inside every student in this class. That's what we must demand of ourselves. That takes a



commitment to sit write even when we don’t "feel inspired," because that's how we achieve excellence while having fun being creative.



Welcome!

You never know what you will learn until you start writing. Then you discover truths you didn't know existed.

—Anita Brookner

Do you enjoy putting your thoughts into words through writing? Then we have a fun semester ahead. Most students in this class should be familiar enough with writing, and particularly with the mechanics of writing, that we are not building "from the ground up," or in other words, we DO NOT cover basic writing skills in this class. You should not be in this class unless you are a competent writer already. At the same time, expect to learn much more about writing and writing mechanics this semester while developing a “voice of your own” in writing.

Required Texts/Course Materials

The worth of a book is to be measured by what you can carry away from it.

--James Bryce



Kessler, Lauren and Duncan McDonald. When Words Collide: A Media Writer's Guide to Grammar and Style, Fifth Ed., Belmont, California: Wadsworth, 2000.

Graham, Betsy P. Magazine Article Writing, Second Ed., Fort Worth, Texas: Harcourt Brace Jovanovich College Publishers, 1997.

Andrews, Susan B. and John Creed. Authentic Alaska: Voices of its Native Writers. London: University of Nebraska Press, 1998.

The Associated Press Stylebook and Libel Manual. Reading, Massachusetts: Addison-Wesley Publishing Co., Inc.

Zinsser, William. On Writing Well: The Classic Guide to Writing Non-Fiction

He who joyfully marches in the rank and file has already earned my contempt. He has been given a large brain by mistake, since for him the spinal cord would suffice.

--Albert Einstein

Writer's References:http://hge.members.atlantic.net/NWM_Info/

NWM_AZ_Recomendations_Poetry_Table.htm

2002 Writer’s Market, Published by Writer's Digest

Any number of writer's directories of magazines exist that carry information that help to familiarize free-lancers with the various markets. Writer's Market publishes a new edition every year and has more than 4,000 listings. Most writers agree this one's the best for free-lancers, but it by no means exhausts the market. Nevertheless, it's a good starting point if you wish to purchase a copy. In addition, do consider the Internet when searching for markets for your writing. The Internet also can provide an incredible array of information resources when researching just about any topic.

Editorial Reviews



Amazon.comKirsten Holm's door-stoppingly thick Writer's Market provides about the best bang for your buck if you're looking to place your writing. The 2002 edition boasts listings for 1,100 book publishers, 1,900 magazines, 700 contests and awards, and 75 agents interested in the work of new writers. You'll also find insider reports on writing for pet magazines, women's magazines, and sports magazines; articles on public relations writing, script treatment, e-queries, pay rates, and online markets (including a primer on "the only HTML you actually need to know"). And finally, Greg Daugherty spills the beans on the best ways to get great ideas for articles. First among them: "Take a lot of showers." --Jane Steinberg

Book DescriptionWriter's Market is THE indispensable writer's reference. It informs your customers who the editors are, what they want, how much they buy and how much they pay. Every writer needs it; that's why it's the best-selling writing title each and every year.

And this year, Writer's Market has more entries and benefits than ever before. Readers will find more phone numbers, contact names and e-mail addresses--everything they need to get in touch with the people who can make their dreams come true! They'll also find:

* The Query Letter Clinic--eight real-life letters show the dos and don'ts of crafting effective query letters

* Walking the Beat--six freelancers reveal how specializing in one area can bring in more work

* Workshop articles that help writers craft winning book proposals, novel outlines or script synopses

"Ever bigger and better, Writer's Market, as always, is every bit as essential to a writer's tool kit as a good dictionary and a good word processor."

--James Rettig, "Rettig on Reference" at gale.com

Amazon.com website for Writer's Market books:

http://www.amazon.com/exec/obidos/ASIN/1582970440/qid=1021102865/sr=2-1/ref=sr_2_1/104-2807765-2497566#product-details

PLEASE REMEMBER THAT YOU ARE NOT REQUIRED TO PUBLISH YOUR WORK IN THIS CLASS.

Enrollment Requirements



To enroll in this class, a student should be at least of junior standing, or have permission of the instructor. Non-journalism or non-English majors should have at least six credits of college-level English composition and be highly motivated toward writing quality nonfiction. Internet access and dedicated fax machine required.

I never let schooling interfere with my education.--Mark Twain

Students with a bachelor’s degree or graduate degree in any discipline and a desire to learn about the nonfiction field are encouraged to enroll in this class. Many students already holding bachelor’s, master’s and even doctoral degrees have completed this class with great success. Any student may enroll with permission of the instructor.

Do not go where the path may lead, go instead where there is no path and leave a trail.

--Ralph Waldo Emerson

Course DescriptionThis course fosters skills for the successful writing and marketing of nonfiction writing, particularly essays and "literary" nonfiction, for newspapers, magazines and books, including writing and editing, research, documentation, interviewing, and target marketing. This course mainly helps students develop a good, solid personal style for nonfiction writing.

Writing for Real WorldIn this course, students can learn more about what about freelance writing for many non-fiction genres. The instructor's job is to help you write pieces that could appear as newspaper features, magazine articles, or some other forum such as a self-published short regional or personal history. Such a course always has been an effective way for aspiring nonfiction writers and cultural documentarians to learn the craft, the art, and even the “business” of nonfiction writing for newspapers, magazines and books as well as cultural journalism.

Ideally, this course will see you completing a short autobiography and two essays or a full-blown newspaper feature, magazine article or chapter in a book. The most important aspect of this class is to produce high-quality writing in the writer’s own personal style. Don’t worry as much about marketing your writing as much as developing your nonfiction writing skills and finding your own writing “voice.”



Writing Designed for Publication in This ClassThis is a class in writing for publication. Writing prepared in this class is intended for publication, including but not limited to consumption by the general public. That does not mean that your first drafts will be sent immediately to a newspaper or magazine; in fact, students typically work long and hard with the instructor in improving their work up to publication quality. Not all students write to publication quality in this class, although typically most do.

This class’s publication emphasis exists so that students will not be misled that they are writing in this class “for personal growth” but don’t intend to share it with anyone. Nonfiction writing for this class is a public activity, and writing for publication is what this class is about.

If you can’t write about something that you are willing to share with a larger audience, then you should not be enrolled in this class. Everything you write about in this class must be for publication and consumption by a wide general audience. Of course, we may run into sensitive issues that must be thoroughly explored along the way to publication, which also is what this class is all about, but this is a class where you must expect your writing to be published.

Excellent Writing Matters Above All ElseStudents often are concerned about grades. If you complete the assignments and are able to publish a major article, feature, or book chapter, you (almost automatically) earn an A for the course. You also may earn an A in this course without having your major piece accepted for publication, but that certainly may be more difficult but definitely not at all impossible.

The harder you work, the luckier you get.--McAlexander

This is a practical course, so it's impractical to prepare a nonfiction writing endeavor that isn't also targeted for publication somewhere, even if “only” in your local rural newspaper. Exemplary nonfiction writing for publication blends business sense and enthusiasm with the art and skill of interviewing, reporting, researching and, of course, great writing. You can do it!



If being an ego maniac means I believe in what I do and in my art and music, then in that respect you can call me that . . . I believe in what I do, and I'll say it.

--John Lennon

What's This Class About?Nonfiction writing, especially a magazine article or a newspaper feature story, puts together a combination of factual news, opinion essay and fictional short story in a piece targeted for a particular audience. Above all, a magazine piece is a story, but a factual story, and a useful one for the targeted audience. It exudes a deeper quality than found in most newspaper features. It carries readers into a situation, giving them a profound understanding of a topic through clever use of literary devices.

A well-written essay can combine personal experience with reading, interviewing, observation, anecdotes, and other sources of information. For example, an autobiographical essay may involve the "mining" of past personal diaries and journals, family and genealogical history, interviews with family members and friends, library research, oral history and other forms of information gathering on the road to a solid, credible, well-written piece of work. The potential interpretations of what you can produce in this course are up to your imagination, limited only by the fact that you are writing NONFICTION that is backed up by solid information-gathering and thoughtful reflection.

As a successful nonfiction writer, you will probably find it necessary, at least at the beginning of such an endeavor, to write in many styles. In recent decades, newspapers have been changing in response to television journalism's growing sophistication and immediacy. For some years now, medium-sized and even smaller newspapers across the country have been resembling daily magazines; that is, a significant percentage of newspapers’ stories are in-depth, magazine-type efforts.

The best and most beautiful things in the world cannot be seen or even touched--they must be felt with the heart.

--Helen Keller

In other words, magazine-like articles today are appearing in newspapers, so the line between the two forms of print journalism is fading. Also, newspapers also seem to be publishing more "personal" essays. That's good news for rural University of Alaska students



(you!) who enjoy writing and consequently are taking this class to improve those nonfiction-writing skills.

Nevertheless, freelance and nonfiction writers must always remember an important distinction that remains between newspapers and magazines: magazines target a certain kind of reader and tailor their product to that reader, and general-circulation newspapers target the general population of the region they serve. Writers of nonfiction books also must have some understanding of audience if they are to convince a book publisher to take a chance on their work. This can be summed up in one word: audience. Know your audience and how to target it.

Study Your MarketTo understand what a magazine article is, you must study the magazine you want to write for. Some magazines seek a newspaper style, but most adopt their own style, which the successful magazine writer must master. In this game, "success" equals getting published in traditional magazines and getting paid for it. You do that by giving magazine editors what they need and what they want, although not necessarily what the writer wants or needs.

A man said to the universe:"Sir, I exist!""However," replied the universe,"The fact has not created in meA sense of obligation."

—Stephen Crane

Hard News Verses Feature WritingNewspapers these days are writing fewer of their "hard news" stories in the traditional structure that uses "summary leads" and the standard 5 Ws and H at the very beginning of the story. Instead, newspapers are writing even hard news today using a feature format, such as a "delayed lead" and other "soft news" characteristics, although you won't be writing much if any hard news for this class.

More importantly for your purposes as a free-lance writer, the feature-story market in newspapers has expanded considerably in recent years, with regular feature sections sporting such titles as "Lifestyles" or "Living" or "View." Your essays and longer feature pieces may well be welcome there.

In addition to their features sections, many daily newspapers also have their own Sunday magazines, such as Heartland in the Fairbanks



Daily News-Miner. If you have the right story at the right time, newspapers offer great potential for beginning writers, but you also may be able to sell your work to fit into other feature section in these newspapers.

Facts Must Drive Your WritingThis is not a course in writing fiction, so you cannot offer work for this course created out of thin air, although the course does deal with fictional techniques as they apply to journalistic work. Most importantly, your work must contain useful, well-presented facts. Even though magazine articles, feature stories for newspapers, and books often leave room for altruism, creativity, and even thoughtful, opinionated reporting, FACTS should and must drive your work. That means we are dealing with truth and accuracy.

Facts do not cease to exist because they are ignored.--Aldous Huxley

This, a class in writing nonfiction, means your facts must be facts, and you must pay constant vigilance to accuracy in your writing. If you are not sure of something, don't use it until you've checked it out and know it to be true, to be accurate. Above all else, though, you must know your subject and you must know your market.

When I was younger I could remember anything, whether it had happened or not; but my faculties are decaying now, and soon I shall be so I cannot remember any but the things that never happened.

—Mark Twain

Gather Good Information

If you can't put it into English it means you don't understand it yourself.

—Jerrold Zacharias

To build most pieces of nonfiction writing, the writer gathers facts by observing and interviewing and digging through printed material or on the Internet. Even just for essays, keen observation and attention to detail help enormously.

Bear in mind, though, that magazines differ from newspapers in that magazines usually have an obvious point of view. As a nonfiction book



writer or a nonfiction writer for limited-circulation audiences, you have more leeway in material, point of view, and other factors that may not come into play as much in the newspaper/magazine markets. Nevertheless, nonfiction essay writers can allow themselves more leeway, even for newspapers.

The opposite of a correct statement is a false statement. But the opposite of a profound truth may well be another profound truth.

—Neils Bohr

Virtually all publications nurture some point of view. Mother Jones magazine, for example, speaks from the left or progressive side of the political spectrum, while the National Review speaks from the right or conservative side. In Alaska, while the Anchorage Daily News is considered liberal, the Fairbanks Daily News-Miner is decidedly conservative. Although most newspapers publish points of view across the spectrum, still consider these concepts when deciding which magazine or newspaper to shoot for.

When in doubt tell the truth. —Mark Twain

Remember above all else, though, that all good newspapers, magazines and book publishers demand absolute accuracy. What magazine writers do with facts might be another story, but all reputable magazines, newspapers, and publishing houses respect facts. Accuracy. Also, remember there is no such thing as an untrue fact. And that's a fact. So build your story on facts. Worship accuracy, even (or especially) in nonfiction pieces such as an autobiographical essay.

All journalism is subjective; . . . fairness, not some unattainable notion of 'objectivity,' is the reporter's obligation.

—Carl Bernstein

Target Your MarketYour package of facts, supported by literary techniques, must be delivered to the right publication or publishing house at the right time. A newspaper or magazine free-lancer must know exactly what the target market wants. Although you may not need this information this semester for your writing, it’s good to understand the niche marketing characteristics of print journalism if only for your own understanding.



If writers were good businessmen, they have too much sense to be writers.

--Irvin S. Cobb

Study a publication's content, style, and readership as well as the idiosyncrasies of its editors. Writers should not try to change a magazine's politics, because the most successful ones already reflect the exact wants of their editors (and, presumably, readers), who ultimately are not interested in your literary, monetary, or altruistic motives. If you can't accept this, stop trying to publish nonfiction, because you may well be wasting your time. Newspapers, of course, are less stringent because they hit a mass market, but you still should be aware of what will or will not sell to a particular newspaper. If you are writing a book, find an agent willing to peddle your book to the right publisher, who will be willing to invest in targeting your book at the right market.

Following AP StyleFor the most part in this class, we generally will be following The Associated Press Stylebook and Libel Manual. Called "the journalist's bible," this desktop manual's content is commonly referred to as "AP style." The AP style dictates specific ways to write just about anything you can think of (except, of course, localized peculiarities such as "Outside" when referring in Alaska to places other than Alaska). At the same time, although most newspapers follow AP Style closely, most magazines and books do not, but they do follow others, such as the Chicago style manual.

What do those in the business mean by "style" in this context? Well, according to AP style, for example, only one way exists to write "Gov. Tony Knowles" in a news story; that is, you capitalize and abbreviate the governor's formal title, so it's "Gov. Tony Knowles said today. . . " and not "Governor Tony Knowles . . . ". See the difference? The second one is incorrect because "Governor" was not abbreviated. (Look it up under "governor" in the AP Stylebook if you have one.) But also, you'd write, "The governor said today . . . ", according to the rules of AP style, which can be tricky and confusing. (Please be advised, however, that Chicago and other styles differ on many, many things.)

Most newspapers follow AP Style strictly, but most magazines and books do not. If you submit in AP Style, the editor will re-edit in that magazine's style, but he or she also may request or require that you submit your manuscript in his or her publication's style.



Rewriting

Rewriting is when the writing really gets to be fun . . . In baseball you only get three swings and you're out. In rewriting, you get as many swings as you want and you know, sooner or later, you'll hit the ball.

—Neil Simon

Nothing substitutes for rewriting. I have never met a writer not on daily deadline who doesn't rewrite, rewrite, rewrite some more. Even good newspaper reporters and certainly essay writers rewrite as much as time allows. Consequently, expect to revise, rewrite, and reorganize extensively for the work in this class. Please don't view this as a penalty or a punishment, but rather the required, natural progression of all good writing.

I can't write five words but that I don't fix seven.—Dorothy Parker

Writing is easy. All you do is stare at blank sheet of paper until drops of blood appear on your forehead.

--Gene Fowler

As the semester progresses, you may undergo an increasingly overwhelming feeling of frustration. That's because writing always presents tremendous challenges. Writing is, simply, hard work, but that doesn't mean you can't do it because, although a certain amount of talent helps, writing can more accurately be described as 5 percent inspiration and 95 percent perspiration. The feeling of frustration comes when you feel this massive task in front of you that will take hours of dedication to complete. Please, please persevere. You will succeed if you keep working at it, and you will receive a feeling of satisfaction like no other.

The best part of all, the absolutely most delicious part, is finishing it and then doing it over . . . I rewrite a lot, over and over again, so that it looks like I never did. I try to make it look like I never touched it, and that takes a lot of time and a lot of sweat.

—Toni Morrison



The difference between the almost right word and the right word is really a large matter—it's the difference between the lightning bug and the lightning.

—Mark Twain

GradesNo one yet has realized the wealth of sympathy, the kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure.

--Emma Goldman

Grit your teeth and do not allow yourself to be discouraged when your papers come back with extensive marks and comments and the common request for a rewrite. Even the best free-lancers must rewrite. It's par for the course for all newspaper work and especially for nonfiction writing. Every good writer writing for a good publication or publishing house rewrites under the guidance of a good editor. As an instructor, I may not grade your writing the first time, unless you do not rewrite. Then I will assign a grade to the most final draft of the paper you have submitted for a given assignment. I don’t always like to “grade” a student’s efforts early on, because rewriting is so much a part of the process.

You must set aside your ego and enter a world of give-and-take with an editor, which is what your instructor is acting as on this first level. Surely, you will feel attacked the first couple times you receive your edited assignments. That's partly normal for any course and partly because, as an instructor, I'm not one to exude false praise. Encouragement, yes. Talk to me about your grade if you are concerned. I certainly will talk to you if your grade is slipping below a C. Class attendance is mandatory. More than three unexcused absences constitutes the lowering of your final grade by 10 points.

Errors in spelling, grammar and especially in fact will not be acceptable and they will certainly lower your grade. Proofread carefully. Eliminate all possible barriers between yourself and your editor. Do this by taking extreme care with the fundamentals.

Remember: You are encouraged to rewrite, or at least until the thirteenth week of the semester or so. The objective is to learn. My



evaluation of your best rewrite supersedes all previous efforts/grades and will be the grade that stands on any individual assignment. One more thing: In journalism, the presses never wait. Therefore, a late story, no matter how good it is, gets penalized. Realistically, of course, illness and a FEW other dire personal emergencies make time extensions essential, but typically only in rare cases.

Free Telefax Tutoring: The UAF Writing Center

UAF’s Writing Center in Fairbanks offers students one-on-one tutoring sessions over the phone, including assistance with all your writing projects from start to finish. The UAF Writing Center’s fax number is 1-800-478-5246. For more information or to make a tutoring appointment, call 1-907-474-5314. Take advantage of this wonderful opportunity!

Assignment Grading Percentages Total adds up to 100 percent; please note that if you take option 2, each essay is worth 20 percent, and a major article/essay (option 1) is worth 40 percent of your final grade.

Autobiography 15Essay #1 (option 2) 20Essay #2 (option 2) 20Major Article/Essay (option 1) 40Ideas List 10Query Letter 10Interview Notes 10Magazine Analysis 10Class Participation _5

100

Grading Criteria for Writings for PublicationA Excellent. Publishable in the newspaper/magazine you have chosen.B Good. Publishable with editing changes.C Marginal. Needs major changes.D Inadequate. Sloppy, superficial, hurried, erroneous.D- Grossly inadequate.



F Late or nothing.

Incompletes are not given other than in the most extenuating of circumstances. After the semester is over, learn your grade by dialing 1-888-823-5005.

Finding Success!The best nonfiction writing is accurate, literary and timely. It is offered to the right editor at the right newspaper, magazine or publishing house at the right time—in a professional way. Good Luck! You can do it!

Teaching MethodsThis course, as you well know, is delivered by audioconference. Students are expected to participate actively in class discussion and peer review. Non-Kotzebue students can call the instructor at Chukchi with questions on assignments—afternoon is the best time (1-800-478-3402).

Remember: Phone calls do not substitute for missing class unless you have a good excuse and have told the instructor ahead of time. Think of how much fun you won't have if you miss class!

Audioconference EtiquettePlease call into the audioconference a couple minutes before class is scheduled to start.

You say you want to revolutionWell you knowwe all want to change the world . . .



But when you talk about destructionDon't you know that you can count me out (in)Don't you know it's gonna be all right.

—John Lennon (1968)

If at all possible, use only audioconference equipment while attending class. Do not use a cordless phone, as it can interfere with audio reception for the entire class.

If you must use a regular phone, tell the bridge operator that you are NOT using audio conference equipment if he or she doesn't ask (they usually do). Please avoid calling into class on a regular phone, but if you are on a regular telephone, please understand that every little noise can be picked up over the audio conference (including children in the background). It is best if you put your hand over the mouthpiece when you are not talking in class—or at least ensure that no noises are entering the audio conference from your site. Thanks!

The most potent weapon in the hands of the oppressor is the mind of the oppressed.

—Stephen Bantu Biko

ALL ASSIGNMENTS SUBMITTED FOR A GRADE MUST BE TYPED AND DOUBLE-SPACED UNLESS OTHERWISE ARRANGED IN ADVANCE WITH THE INSTRUCTOR.

Submit Your "Copy" Professionally"Copy" is newspaper lingo for what you have written for publication, as in an editor saying to you after you've submitted your story to an editor, he/she might say, "OK, I'll look over your copy and then we can discuss it."Whatever the case, you must present your work in as professional a way as possible in whatever forum you present yourself. That doesn't mean you submit rough drafts to me only after an exhaustive search for every little typo, or that you can't do a final edit with a pen or pencil, but it does mean that when you submit, for example, a query letter to an editor, that that letter will be tight, strong, well-written, and impeccably devoid of typos and misspellings.

Why? Because if an editor sees a misspelling in a query, what kind of confidence can he or she have in your writing ability or attention to detail? You cannot give editors these kinds of excuses to reject your hard work. Also, today we have wonderful computer software that



checks spelling, grammar, and even stylistic choices such as the use of the passive voice (often a "no no" by the way).

Deadlines

Procrastination is the thief of time.—Edward Young

Since this is a nonfiction writing class and all editors appreciate and often insist on extraordinarily strict deadlines, it won't sound so strange to hear that deadlines are important. Please honor your assignment deadlines. Miss a deadline through a DIRE PERSONAL EMERGENCY only, and please inform the instructor that you will miss a deadline AHEAD of time. I rarely grant incompletes unless under dire circumstances, so push hard early in the semester and the grind during the final few weeks won't be so bad. Don't fall behind!

Deadlines refer to when your assignments are FAXED, POSTMARKED or DELIVERED IN PERSON. You must meet your deadlines throughout the semester. For each day that an assignment is late, the grade will drop, for example, from a B+ to a B, or from a B- to a C+.

If you have a personal emergency serious enough to miss class or an assignment, call me as soon as possible BEFORE class or BEFORE the assignment is due. The reason for these strict rules is simple: Once you get behind even the least bit in this class, you will feel as if you are always catching up for the rest of the semester. That hurts the whole class. Don't fall behind!

Library/Internet Research

No place affords a more striking conviction of the vanity of human hopes than a public library.

—Samuel Johnson

For this course, you are required to conduct library research for your major newspaper or magazine article or essays. Perhaps you have conducted library research many times before, although maybe not quite the same way as you must in rural Alaska. In any case, library



materials will greatly enhance the depth of your magazine article and even your essays.

Go to Your Local Library First

Conducting library research can be difficult in rural Alaska, but it's far from impossible. Your first information source always should be your local library. EXHAUST YOUR LOCAL OR REGIONAL LIBRARY'S RESOURCES FIRST BEFORE LOOKING ELSEWHERE. Your local librarian is your friend!

The InternetIf you have access to the Internet, and you should by now, this may be the single most useful tool for you to find information on almost any subject you want to research and write about. If you don’t have access to the Internet, please get access to this valuable resource.

Rasmuson Library—University of Alaska FairbanksAfter you have exhausted your local library resources and the Internet, it's time to move on. The folks at Rasmuson library on the UAF campus are firmly committed to providing UAF students in rural Alaska with research materials in a timely manner. We usually have a research librarian from UAF as guest lecturer in this class. In addition, Rasmuson has a toll-free number that rural students can call for assistance for all their library research needs:

Rasmuson Library—UAF Toll-Free Materials Request Line:

1-800-478-5348This number is for your use. After a few weeks into the semester, a professor of library science from UAF's Rasmuson library, again, is scheduled to join our class by audio conference to help us with researching our newspaper and magazine pieces. I do, however, urge you to call Rasmuson before that class to request research materials if you want to get a jump on the information-gathering process required for this class. Either way, try to gather as much about your subject as possible. Also remember that writing, as "a process of discovery," means that as you write, you discover more and more, and then you can add more information as you learn the direction of your piece.

Prepare Yourself for Library Research



Why should you call to request materials on your chosen topic before the librarian's audio conference lecture? You see, the more you know about your topic, the more you will gain from the librarian's lecture and request for materials. For example, let's say that you already have received library materials but found them insufficient in some way. You will be better able to focus your materials request during the librarian's audio conference because you have thought through or read about your topic already.

Focus Your Research TopicRemember that the more exact your materials request, the more focused your librarian can be in his or her information search. It is your job to direct the librarian on what you want, and not the other way around. For example, just requesting information about "rural development" or "rural Alaska tourism" is far too broad an approach. You must be far more specific than that. If your materials request is too broad, the materials you receive likewise will be too broad and you will waste valuable time.

What's Your Point?Nothing in the world can take the place of Persistence.Talent will not; nothing is more commonplace than unsuccessful men with talent.Genius will not; unrewarded genius is almost a proverb.Education alone will not; the world is full of educated derelicts.Persistence and Determination alone are omnipotent.

—Calvin Coolidge

Developing your point does indeed require patience, persistence, and determination, just like writing in general or anything else in life worth pursuing. You must think deeply about the exact focus of your newspaper feature story or magazine article before requesting library materials from Rasmuson. Exploring your topic in your local library should do that for you. Some students sometimes feel intimidated by the library, or they can't see the connection between going to the library and writing a good piece of nonfiction for the local newspaper or a national magazine.

If writing is a process of discovery, as previously pointed out, the library should definitely be a major stop on that road. We must read voraciously if we want to be good writers. We must become sort of "mini" authorities on whatever topic we are writing about in order to write something worthwhile about it. All those other great writers go



to the library to help themselves on their road to discovery of truths to share with a reading audience.

True, your wealth of life experience contributes greatly to your thinking and your writing, and you should "mine" that resource as extensively as possible. In fact, it's possible to write a short essay off the top of your head by just drawing from personal experience. At the same time, you must not avoid the rich opportunity of perusing your local library resources to give yourself background on whatever your topic. Also, your writing will improve dramatically if you read others' writing with a critical eye, inspecting the way other writers use the language and build their work.

All people dream: but not equally.Those who dream by night

In the dusty recess of their mindswake in the day to find it was vanity.

But the dreamers of the dayare dangerous people,

for they may act on their dream with open eyesto make it possible.

—T.E. Lawrence

How to Submit AssignmentsPlease fax all assignments. If you feel as though you cannot afford fax charges for submitting assignments if they are your own responsibility, you should consult with the instructor about being able to complete this course.While the instructor can accept assignments attached in email messages, software is not always compatible.

The Fax

Chukchi's fax number is 442-2322. Sometimes assignments submitted by fax must be re-sent wholly or partially due to a poor transmission. I also accept assignments by email attachment, but if I cannot open an attachment from your email, you must submit assignments by fax.



Submitting Written AssignmentsThis class requires that students present their written assignments in an exemplary way. As far as most good communicators are concerned, professional presentation is almost as important as excellent writing. Make sure you follow the proper format for submitting assignments and that you scrutinize all assignments for typos, spelling errors, and overall appearance. For local students, please do NOT use paper clips when submitting assignments. Please staple all assignments. Again—DO NOT USE PAPER CLIPS. USE STAPLES FOR ALL ASSIGNMENTS.

The Cover PageAll assignments must have a cover page that is clearly labeled. Please follow the format that follows when submitting all written assignments. Why? Well, writing classes require so many assignments that it becomes difficult for the instructor to keep track of them all without cover sheets, especially when delivered in person, in the instructor's mailbox, or via a fax machine that many other Chukchi instructors share. We must have a system that identifies every student's written assignment on every faxed page.

You should set a standard cover-page format on your computer according to the guidelines on the following page. Then, with each new or rewritten assignment, simply fill in the date and name and number of each assignment. This should save you considerable time and your instructor considerable confusion.

Please note the necessary detail on the assignment cover page. You MUST name each assignment and whether it is a First Submission, Submission #2, Submission #3, and so forth. Please always include all information for every assignment, large or small, on the cover page. You will also notice a space on the cover page over the words, "Note to Instructor." Use this space to communicate whatever you want with the instructor (for example, "I really think this piece is beginning to come together now . . . " Feel free to discuss problems, triumphs, doubts and so forth, and use another sheet of paper if necessary for more extensive notes to the instructor).



PLEASE SUBMIT EVERY ASSIGNMENT WITH A COVER PAGE EXACTLY AS OUTLINED ON THE FOLLOWING PAGE.



YOUR COVER PAGE FOR ALL ASSIGNMENTS SHOULD LOOK LIKE THIS:

Assignment: Essay #2, Submission #1

Number of pages in this fax____

ByMerna B. Shwartz

P.O. Box 999Zippo, Alaska 99999

Home: (907) 000-0000Work: (907) 000-0000FAX: (907) 000-0000

Email Address: [email protected]

Note to Instructor:

Submitted to:John Creed, ProfessorChukchi College—UAF

P.O. Box 297Kotzebue, Alaska 99752

Email Address: [email protected] FAX: (907) 442-2322

Course Designator, Number, NameUniversity of Alaska Fairbanks

Fall Semester 2002September 22, 2002



THE FIRST PAGE OF EVERY STORY SHOULD LOOK LIKE THIS:

Sonja Whitethorn About 650 words

For more information: or:Sonja Whitethorn John CreedP.O. Box XXX Chukchi Campus—UAFKotzebue, Alaska 99752 P.O. Box 297(907) XXX-XXXX (Work) Kotzebue, Alaska 99752(907) XXX-XXXX (Home) (907) 442-3400 (Work)(907) XXX-XXXX (FAX) (907) 442-3717 (Home)

(907) 442-2322 (FAX)

Journey to Tai Chi a Positive One for Southeast Alaskan

By Sonja WhitethornChukchi News and Information Service

PETERSBURG—In my now-I’m-over-40-and-want-to-look-and-feel-like-30 quest, I have frequently discussed with older friends the pros and cons of plastic surgery, liposuction, power walking, weightlifting, the treadmill, the Nordic Trac, aerobics, and the martial arts. I have even inquired about “high octane” prescription diet pills touted in a recent Reader’s Digest article. I’ve looked into the natural herbal diet regimen marketed by Shaperite and Herbal Life.

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2 WHITETHORN, S.During this seemingly never-ending search, I think I may have

discovered a healthy activity that most people can practice well into later life. It is tai chi, an ancient Chinese mind-body exercise. The Chinese believe that tai chi opens up our body’s energy channels. Many Chinese perform tai chi before going to work each morning because they believe it benefits both health (especially chronic illness) and endurance.

What about my own journey into tai chi practice and its benefits? Was it just tai chi or a combination of socialization, exercise or meditation? I still wonder.

One day Ruth Sandvik, a retired librarian in Petersburg, graciously invited me to a local tai chi class held in the communal room of Mr. View Manor, a local apartment house for seniors. I decided that if the Chinese had held onto this activity for centuries, I should at least try it for one morning.

As the instructor introduced this practice, I immediately noticed that its movements seemed slow, graceful and relaxing, so I was skeptical that anything so slow could up my energy level. I did ultimately conclude, though, that 7 a.m. is a good time of day for tai chi. With no coffee and my pattern of waking gradually, I would have a good handle on the s-l-o-w movements. So, Monday morning I was at Mt. View, fully dressed (I hoped) and in the upright position.

A small group—just four women—attend regularly, including Polly, a well-known artist and the usual leader. I also met Vivian, the



self-appointed furniture arranger and rearranger (just so), rewinder of the music

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3 WHITETHORN, S.

tape (just so), and music volume adjuster (just so). Annie, a retired nurse of Japanese descent, I noticed had the task, midway through the exercise, of saying, “Smile everyone!”

Then there was Ruth, alias the “Purple Librarian.” No kidding. Ruth has a thing for purple. She has owned a purple car. Her license plate reads, “PURPLE.” Ruth always wears purple. For example, on my first day of tai chi, Ruth wore purple Birkenstocks, purple socks, and a purple headband. Ruth, at 80 years old, frequently walks a local five-mile loop road. She also attends tai chi daily and leads the group weekly. She climbed Petersburg Mountain this past summer and spent the night there. Ruth is allowed to have a thing for purple with that kind of spirit at her age.

Ruth explained to me that tai chi is “meditation in motion.” I believe her. She also recommended not doe it after 3 in the afternoon, or I wouldn’t be able to sleep at night. I had a little trouble believing that. How could such slow movements actually increase my energy? Although it took several classes to feel the “power,” I got hooked from that very first class.

On that first day, we stood facing outdoors with a wonderful

panoramic view of the mountains, with trees and eagles soaring,

hummingbirds flitting. After attending for a week, I noticed my very

physical job became less tiring. Soon I rarely needed an afternoon



nap as had become my daily habit in my recent middle-aged years. I

felt happier

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4 WHITETHORN, S.

and more at peace with myself and the world around me.

I can’t say for certain that tai chi really opened my energy

channels (if we have energy channels), or whether it was the

meditation, the music, the viewing of nature, or the interaction with

good, positive, caring people that caused the benefits, but I’m glad I

went.

Sonja Whitethorn lives in Petersburg and wrote this piece in a nonfiction writing class she took by satellite from Chukchi College, a branch campus of the University of Alaska Fairbanks.

—30—

(Please be sure to put a “-30-” at the end of your piece, as this is standard practice, although no one knows why the number 30 is used.)



Course Requirements

(Written and Otherwise)

Trust yourself. You know more than you think you do.—Benjamin Spock, M.D.

Grammar, Word Use and Spelling. You are expected to have a good handle on writing before you enter this class, but also expect to learn many nuances in the language that surely will improve your writing and publishing potential. We won't have time for any in-depth language study this semester, but consider it an ongoing process for individual problems. The required text, When Words Collide, should help us all this term on that quest.

Autobiography.This is the first writing assignment required for this class, and it's due by 5 pm. Monday of the second week of class. This autobiography should run from 500 to 800 words (one typed, double-spaced page is about 250 words). You may run it up to 950 words if you wish, but it better be good! You can be as creative as you wish with this one, but you still must stick to the facts of (your) life! Consider this assignment



an opportunity for students to introduce themselves to the instructor and fellow students as well as to demonstrate skill level. Students are required to email the second submission of their autobiographies to fellow students in this class.

You can't put together a memoir without cannibalizing your own life for parts. The work battens on your memories. And it replaces them.

—Annie Dillard

Remember to write your "life story" with a chosen theme. As with any writing, you have a topic (you), and then you must make a point about that topic. In other words, instead of just listing pursuits and events chronologically, tie your experiences into what drives you in life. Is it a strive for excellence? Love? Family? Artwork? Academics? A Career? All of these? Develop a thesis for your life story!

A biography is considered complete if it merely accounts for six or seven selves, whereas a person may have many thousand.

—Virginia Woolf

What Direction Will Your Autobiography Take?

Have you had an experience that has altered your life? Perhaps you could describe that in greater detail in lieu of a more "comprehensive" autobiography. No problem. In other words, telling an anecdote about one aspect of your life also is acceptable.

Please choose a famous (or not so famous) quotation or philosophy of life that might indicate to readers what drives your life. Did you grandmother or some other significant person in your life say something profound to you that you've never forgotten? For example, let's say you were trying to convey to readers the kind of people who interest you. Perhaps you could convey some of that through what others have written about the people who interest them, so part of your autobiography could read like the following example:

Author Jack Kerouac wrote in the 1950s that " . . . the only people who are for me are the mad ones, the ones who are mad to live, mad to talk, mad to be saved, desirous of everything at the same time, the ones who never yawn or say a commonplace thing, but burn, burn, burn like fabulous yellow roman candles exploding like spiders across the stars and in the middle you see the blue centerlight pop and everybody goes 'Awww!



In the same way, I admire people whose lives push them beyond the commonplace to accomplish great feats with great passion and commitment. Dog musher Susan Butcher's drive for excellence makes her one of those people who "burn, burn burn like fabulous yellow candles," or adventurers such as Norman Vaughn, who climbed a 10,000-foot mountain peak named after him in Antarctica to celebrate his 89th birthday, or Howard Rock, the artist-turned-Tundra Times-founder and crusading editor who fought for Alaska Native land rights from 1961 until his death in 1976. I gain inspiration from such Alaskans, who help drive me to reach my far more humble goals.

Writing as ResponseConsider the words of Charles Bazerman, author of The Informed Writer: "Writing involves other people. You respond to and build on other people's statements; you then write for other people to read. As a reader and a writer, you converse with others over the written page." This conversation can take many forms, but for the purposes of this class and intellectual growth, your writing should be informed writing.

Love is the spirit that motivates the artist’s journey. The love may be sublime, raw, obsessive, passionate, awful, or thrilling, but whatever its quality, it’s a powerful motive in the artist’s life.

—Eric Maisel

Thought-provoking QuotationsHere are more quotations that might help to inspire your own autobiography:

From Confucius:

Have no friends not equal to yourself.

When you have faults, do not fear to abandon them.

The superior man . . . does not set his mind either for anything, or against anything; what is right he will follow.

The scholar who cherishes the love of comfort is not fit to be deemed a scholar.

From Aristotle:

Education is the best provision for old age.



Nature does nothing uselessly.

For the things we have to learn before we can do them, we learn by doing them.

From Alaska Native historical figures:

I saw my first white man in 1904. He was a preacher. During the course of the years, I saw more white men. In the early 1940s, a highway was built near Tanacross, and the white men have come to our land more and more . . . We made our claim in 1963 because the state came in and selected our land—everything, even our village and graveyard. This is not fair. We own our land—the white man does not.

—Chief Andrew Isaac, age 70, speaking before the U.S. Senate Committee on Interior and Insular Affairs, which was taking Native land claims testimony in Anchorage, 1968

Let us recognize the task that will fall on our shoulders. It will test the strength of our leaders as well as the rest of our people. We have proven that we can handle highly complex problems, such as the Alaska Native land claims. We must not do less in the future. We must meet it with confidence and then do more for the good of our people and those of tomorrow.

—Howard Rock, writing in Tundra Times just after the signing into law of the Alaska Native Claims Settlement Act on December 18, 1971. ANCSA granted Natives title to 44 million acres of land, settling the aboriginal land claims of Alaska's Indians, Eskimos and Aleuts. For lands lost in the settlement, Natives were compensated with $962.5 million to capitalize 13 regional corporations and 206 village corporations. Although the largest Native American settlement in history, ANCSA was considered by many a compromise.

Writing: A Process of DiscoveryWhen we write about ourselves in an autobiography, we not only learn who we are, but we also learn who we can become. Writing, as a process of discovery, especially in an autobiography, can help us explore our past and how our position in the world—race, social status, location, even birth order—has formed our personality, attitudes, our political views, and so forth. We can explore our early lives and how that has affected what we have become and will become or aspire to become.



We can remember happiness: learning to read, learning to hunt, falling in love, exploring the spirit world. We also can understand what sadness and tragedies have taught us, too, such as our failures, or those cold hard roads of loneliness that we have all walked—or crawled—on. We all have lived through our nation's history in our own lifetime. How do you or your loved ones or local leaders remember the early days of the Alaska Native Claims Settlement Act? What were the days before television like in rural Alaska? How has life in rural Alaska changed generally in your lifetime? How has life changed for you wherever you grew up? Try to relate the larger world to your own life. Try to tell the truth. Show us your life in such a way that we should care about you and your world by relating your life through universal truth, which really is just experience that all of us can relate to.

Children begin by loving their parents; then they judge them; sometimes they forgive them.

—Oscar Wilde

Again, the autobiography writing assignment runs two to three pages, or 500-800 words (one double-spaced, typewritten page typically equals 250 words), and this assignment assists the instructor in assessing the general level of the student's written communications skills. Good luck!

Ideas List. This includes three items:

1) Possible publication you might analyze for publication analysis. For item 1, you need only name the magazine. See Graham, in the course text, Magazine Article Writing, chapter 4, "Choosing a Topic," and keep in mind that an "idea" in this class is a highly refined concept specifically aimed at a particular market for precise reasons.

2) Six to eight topics for your essay and/or major article.



Here are some sample topics to explore from students in previous semesters:

1. A personality profile of Point Hope musher Russell Lane with a look at the challenges and advantages of being the only Inupiat dog musher from the North Slope to currently be running the Iditarod. About 1,000 words for Mushing magazine.

2. "Recycling" is not a recent creation, as Natives in rural Alaska have been reusing potential trash and other "recyclable" materials routinely for years.

3. Alaska's Native languages heavily influence speech patterns in English for Natives, creating "village" English and sometimes some cross-cultural misunderstandings.

4. Although whaling is a taboo subject for most of the rest of the world, the Inupiat of northern Alaska depend on the harvesting of bowhead whales to sustain them both spiritually and physically. How does this ancient practice of whaling fit into the modern way of life of the Inupiat?

5. This essay will trace the trail of a piece of Native artwork from the artist to the gallery, exploring such things as who profits and by how much.

6. This story will explore how several Natives in the Northwest Arctic Borough have had their Native allotment claims denied by the Bureau of Land Management because of objections by the National Park Service and U.S. Fish and Wildlife Service.



Publication Analysis. One newspaper, magazine or other publication analysis is required. You may either study an entire newspaper, magazine, or other publication that you are targeting to submit your major piece, or one piece within that same publication.

Natural history writing is not just about polar bears . . . or plants, or birds. It's about the fundamental issues of life.

—Barry Lopez

It is important to study the publication for which you intend to write your major article for this class, such as Mushing magazine. Your target market may be any publication that accepts free-lance contributions, including the Sunday magazines of some of Alaska's daily newspapers, such as Heartland, the Sunday magazine of the Fairbanks Daily News-Miner, or We Alaskans, the Sunday magazine of the Anchorage Daily News. Your target market also could be one of the features sections of any of Alaska's daily newspapers. You might also consider offering your work as a special feature to a weekly newspaper in Alaska, such as The Arctic Sounder or the Tundra Drums.

Where I was born and where and how I have lived is unimportant. It is what I have done with where I have been that should be of interest.

—Georgia O'Keeffe

WRITE, TELEPHONE, OR EMAIL THE PUBLICATION YOU PLAN TO TARGET TODAY, OR AS SOON AS POSSIBLE, TO ASK FOR ITS WRITERS' GUIDELINES. In this class, you may write or phone any publication that deals in reputable publishing, such as Alaska, Ms., Alaska Business Monthly. Literary journals are fine, too. You may not write for the National Inquirer or any other sensationalistic publication. This is nonfiction writing, not show business, sensationalism, or yellow journalism. Also, you may write for literary publications such as the Denver Quarterly if you wish, but ALL targeted publications must be approved by the instructor.

You may write for any of the hundreds of publications that meet the requirements of this class. Analyze the publication from your point of view as a free-lance writer seeking to break into that market. Prepare



a written analysis. You may be expected to prepare a class presentation on your analysis.

In wildness is the preservation of the world.—Henry David Thoreau

Guidelines for Preparing Magazine Analysis

For assistance in preparing your analyses, the following analysis formats are excerpted from texts on freelance nonfiction writing. You may choose either or a combination of both for you own analyses, but you may want to choose the ten points covered by Roy Paul Nelson. The following is from Magazine Article Writing by Betsy P. Graham (Harcourt Brace Jovanovich College Publishers, 1993):

How to Analyze a Magazine

(from Magazine Article Writing by Betsy P. Graham)

With your potential markets eventually narrowed to one, two, or three small-circulation or regional magazines, analyze each one carefully. Study the cover and illustrations, contents, advertisements, and the articles themselves. You should then be able to answer these questions:

—What is the magazine's slant? (Conservative, liberal, feminist, antiestablishment? What way of life, philosophy, or stance does it promote? What seems to be its mission or purpose?)

—What is the personality or overall tone of the magazine? (Humorous, cheerful, intellectual, satirical, wholesome, spiritual, hedonistic?)



Slant and personality somewhat overlap because both reflect the editors' and readers' attitudes toward life.

—What general topics are regularly covered? (Family activities, politics, sex, religion, beauty, foods?)

—What are the favored treatments given these topics? (Are the articles factual with a high number of how-to stories or think pieces, or is the prevailing treatment anecdotal and entertaining as well as informative?)

—How long are the articles? (Length is indicated in number of words, not pages.)

—Does the magazine have a characteristic style of writing? (Is the language sophisticated, plain, ornamental, conversational, formal, or flashy? Are the sentences simple or complex, short or long? Or do the articles display a variety of styles that reflect the personalities of many writers?)

—What is the typical reader like in terms of age, sex, occupation, lifestyle, income, education? A close examination of the articles, illustrations, and advertisements should enable you to draw up a profile of the typical reader. If not, write to the magazine's advertising department for information on reader demographics.

Some of these questions will already have been answered for you in the descriptions editors write for Writer's Market. But you need to see for yourself that they truly publish what they claim to be seeking.

Analyzing the market, the panorama as well as the close-up, is a time-consuming process. But it is essential if you're serious about selling.

Formal Magazine Analysis Format

(From Articles and Features by Roy Paul Nelson)

Analyzing the Magazine



Rather than develop your opinion haphazardly, you might want to make a formal analysis of each magazine you intend to write for. Your analysis could cover these points:

1. Full name of editor (or articles editor, if there is one, or managing editor), exact name of the magazine (Is a "The" included? Is it "Reader's" or "Readers'," or "Readers"?), and address of editorial offices.

2. Editorial Formula. What is the "editorial mix of the magazine? What kinds of articles—personality sketches, essays, narratives, etc.—does it carry? Does it seem to prefer one kind of article to the others? And what seems to be the preferred length?

3. Editorial philosophy. Do the articles seem to add up to a particular point of view? On the political spectrum, does the magazine belong on the left or on the right or somewhere near the middle? Can you come up with a sentence or paragraph that describes the magazine's character or personality?

4. Format. You won't be concerned with the design of the magazine or the printing process used; you will be interested in the kind and number of illustrations. Will you have to submit photographs with your article in order to sell it? Or does the magazine assign its own photographers or dig out its own art?

Some magazines carry magazines-within-magazines that make especially good markets for freelancers. For instance, Ladies Home Journal, for 1,000,000 of its press run in the mid-1970s, included "Prime Showcase," an insert of ads for high-priced merchandise and short articles that were more sophisticated than its general run of articles. Harper's for its entire press run had its "wraparound" section.

5. Nature of Audience. Do the letters to the editor, the ads in the magazine, the ads placed by the magazines, the listings in directories, or the editorial-requirements sheets tell you anything about the education and income level of the readers and their other characteristics?

Writing for a magazine that circulates mostly from newsstands, you can assume that in most cases you are writing for a young audience. Advertisers support those magazines because they assume that they have a low percentage of middle-aged or older readers who are more careful of products they buy and who buy less frequently than the young. One of Peterson Publishing Company's main reasons for



unloading True on another publisher was that, according to Advertising Age (Aug. 25, 1975), the average age of True's readers had "climbed above what advertisers consider their best prospects."

6. Percentage of freelance material. If there are no bylines, or if most of the bylines repeat names listed in the masthead, forget it. The magazine is mostly staff-written, a poor market for freelancers.What are stated rates for freelance material? Does the magazine pay on acceptance or on publication?

7, Writing style. Formal or informal? Concise or rambling? Simple or complex? Objective or subjective? Do the article openings fall into a pattern? For instance, do most of the articles start out as stories? And how do the articles end? Do they just trail off? How important are statistics? And do the authors "humanize" them? What about the use of direct quotations? Are sources cited in the text? Do anecdotes, dialogue, or figures of speech play an important role in the articles? Is narrative used? How much description do you find?

8. Themes used for some of the articles. Do they fall into a pattern? Describe.

9. Comparison of recent issues with past issues. Does the magazine seem to be heading in a new direction?

10. Ideas for three articles you might write for the magazine. See if you can come up with titles, too—titles that approximate those used on other articles in the magazine.



One query letter.To be sent to a magazine editor soliciting the sale of a story idea. The letter must demonstrate seriousness of intent, research already conducted, and knowledge of the magazine's targeted audience—and how your article will fit that mold. The letter must be long enough to include essential details, yet short enough to be read by the editor (as opposed to thrown in the "reject" pile).

From Articles and Features by Roy Paul Nelson:

So what should a query do? It should:

1. State precisely the writer's idea and theme,2. Estimate reader interest in the subject,3. Tell how the story line will run,4. Offer a sample anecdote,5. Mention research sources,6. Describe the writer's qualifications to write the article,7. Suggest length and delivery time,8. Discuss art possibilities,9. Ask for reaction from the editor.

When I was writing The Shadow of the Glen . . . I got more aid than any learning could have given me from a chink in the floor of the old Wicklow hose where I was staying, that let me hear what was being said by the servant girls in the kitchen.

—John Millington SyngeThe Playboy of the Western

World (1907), preface



Option #1: Major Writing Assignment.

You may write one polished, ready-for-submission nonfiction article of between 1,500 and 2,500 words, or two shorter articles of between 1,000 and 1,500 words. This is a full-blown information-gathering and writing exercise, with a solid idea for a single market. You will query the editor and proceed as if you already have received an acceptance. Some of you will receive acceptances based on your query letter. Believe me, you CAN get published with a piece you prepare in this class, because many students have, but the process is plain hard work. It's hard to break in, but this is your chance. And boy, is it fun! Students with no previous publishing or extensive writing experience are advised against this option, however.

I am a writer who came of a sheltered life. A sheltered life can be a daring life as well. For all serious daring starts from within.

—Eudora Welty

Option #2:Two Nonfiction Essays.



The second option for this class is to write two more nonfiction essays in addition to the autobiography. These two essays will require more research and other information-gathering such as interviews. For example, let's say you want to write a first-person essay on a grandparent or other esteemed community elder. Great! But you'll certainly need to interview that person, interview other people about that person, and read about the era and cultural context within which that person has lived. That's where the research comes in. Seek a rich, fulfilling experience. Satisfaction lies along this road of discovery, not at the end of it. Students with limited writing and publishing experience are encouraged to pursue this option.

Every Inupiaq is responsible to all other Inupiat for the survival or our cultural spirit, and the values and traditions through which it survives. Through our extended family we retain, teach and live our Inupiaq way.

—Inupiat Ilitqusiat

(Inupiat Ilitqusiat in English means "Eskimo Spirit." Inupiat Ilitqusiat is the name of a social movement in Northwest Alaska that seeks to restore the ancient Inupiaq values that sustained human life among the aboriginal peoples of the Far North for thousands of years. According to Inupiat Ilitqusiat, "With guidance and support from Elders, we must teach our children Inupiaq values: Knowledge of Language; Sharing; Respect for Others; Cooperation; Respect for Elders; Love for Children; Hard Work; Knowledge of Family Tree; Avoidance of Conflict; Respect for Nature; Spirituality; Humor; Family Roles; Hunter Success; Domestic Skills; Humility; and Responsibility to Tribe.")

Research. Please document your research. The writing for this class must include some kind of research collected from at least two book sources and three periodical sources, with that research demonstrated and submitted in a written summary, in addition to at least two interviews. The most effective writers typically are also voracious readers. Inform your writing by reading widely!



I had felt for a long time, that if I was ever told to get up so a white person could sit, that I would refuse to do so.

—Rosa Parks, recalling her refusal to give up her seat on a Montgomery, Alabama, bus (December 1, 1955)

Goals are unattainable in the sense that they always grow. My goal for the tree I planted in front of my house is for it to get big enough to shade the house, but that tree is not going to stop growing once it shades my house. It's going to keep growing bigger regardless of whether I want it to or not. The nature of my visions are to keep on growing beyond my conception.

—Myles Horton The Long Haul

Interviews. You must submit a typed or handwritten (photocopied) version of your notes from an interview you have conducted. The interview doesn’t have to be overly long, but you should get a feel for what interviewing is like from this class. If you do an extensive interview, you may well be able to publish an edited version of the interview itself.

The important thing is not to stop questioning. Curiosity has its own reason for existing. One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality. It is enough if one tries merely to comprehend a little of this mystery every day. Never lose a holy curiosity.

—Albert Einstein

Look at interviewing as a conversation, albeit a directed one on the part of the interviewer, between two or more people to elicit information that eventually will be shared with an unseen audience. Interviewers must do their homework to elicit useful information. Always keep readers in mind, but be sure to be interested and open to the interviewee(s). Don't try to trick or deceive. Have fun with the experience and so will your source(s).

Your diamonds are not in far distant mountains or in yonder seas; they are in your own backyard, if you but dig for them.

—Russell H. Conwell



Keep in mind that you must get through lots of ore to get that diamond, that gold, that gem of a quotation. Go into your interview with a purpose gleaned from research (even if that's just talking to other people about your interviewee). Make an appointment. Draw up questions, but don't be afraid to go off your "script." Establish rapport and trust before asking any sensitive or potentially controversial questions.

Develop interest in life as you see it; in people, things, literature, music—the world is so rich, simply throbbing with rich treasures, beautiful souls and interesting people. Forget yourself.

—Henry Miller

Manuscript Preparation. All manuscripts must be double-spaced and typed. Manuscripts are best when produced on a computer printer and submitted in proper format as demonstrated in this course outline. The manuscript also must be submitted with a cover letter to the editor.

Some writers take to drink, others take to audiences.—Gore Vidal

There is a sample manuscript included with this course outline, although you may want to vary yours to fit the needs of your targeted publication. If you ever have read about or taken a class on resume writing, you understand the importance of professional appearance in written communication.

Most of the time, editors judge your professionalism only by your voice over the phone and/or what you've submitted for publication. Just one misspelling or typo can doom an otherwise impeccable piece of work. Sometimes editors are so swamped that all they need is an "excuse" to reject your hard work that very well may fit the publication's needs perfectly. Don't give them the chance. Check and recheck your work for its professional presentation.



Art. Writers always increase the possibility of getting published by arranging to submit their writing with "art," which is the word in the writing/journalism business that refers to photographs, maps, charts, graphs, sketches and other types of illustrations that support the written manuscript and clearly relate to the subject matter.

Again, art will clearly increase your possibility of getting published, even if it's just a good, clear, candid photograph of yourself to submit with a nonfiction essay. Please indicate what art you plan to submit when you submit your story to me. Some kind of good art with submitted manuscripts typically is the "make or break" factor of whether your story ultimately will be published. In other words, writers who can submit or arrange for art with their manuscripts enjoy a better chance for publication in their target market and better play of their story in that publication.

When power leads man toward arrogance, poetry reminds him of his limitations. When power narrows the areas of man's concern, poetry reminds him of the richness and diversity of his existence. When power corrupts, poetry cleanses, for art establishes the basic human truths, which must serve as the touchstone of our judgment.

—John F. Kennedy

You may not have a clue how to take good photographs. You'd be surprised how much you can learn, however, about taking "passable" photos. Also, you may be able to make arrangements with a local photographer to help illustrate your story. Even small communities in rural Alaska often have a local resident, such as a teacher, who takes excellent photographs.

Be sure, however, to work closely with that person if he or she agrees to take on the assignment. Be sure you explain the nature of the story you are asking to be illustrated. For example, if you are doing a story about someone who lost a loved one in a tragedy, you don't



want to submit portraits picturing that person laughing outrageously. Photojournalists are journalists, too, and must understand the story they are trying to illustrate.

Class Attendance is Required. Don’t miss the fun! I also consider attendance and active class participation when grading. Four unexcused absences means your final grade could drop, for example, from a B to a C, or a full letter grade.

Eighty percent of success is showing up.—Woody Allen



Fall Semester 2001 CalendarREGISTRATION

August 12 - 30, 2002FIRST WEEK OF CLASSES

September 9, 2002

LAST DAY FOR 100% REFUND September 13, 2002

LAST DAY FOR 50% REFUNDSeptember 20, 2002

LAST DAY FOR STUDENT/FACULTY INITIATED WITHDRAWALS

November 8, 2002

GRADES DUE FROM FACULTYJanuary 6, 2003



Written Assignment DeadlinesSept. 16: First Draft, Autobiography

Sept. 23: Ideas List

Sept 30: First Draft, Essay #1

Oct. 3: Draft Query Letter Due in Class

Oct. 4: Query Letter Due

Oct. 14: Autobiography Rewrite Due

Oct. 18: Essay #1 Rewrite Due

Oct. 24: Interview Notes Due

Oct. 25: Magazine Analysis

Nov. 1: First Draft, Major Article/Essay #2

Nov. 21: Rewrite, Major Article/Essay #2

Dec. 9: Any/All Final Drafts Due

Please Note: This guide is designed as an easy reference to know, as the semester rolls along, which written assignments are due when. The class or individual students may vary from this schedule, and mistakes inevitably crop up when designing complicated assignment deadlines months in advance. And thank you in advance for locating errors in this syllabus and informing the rest of us. Please bring any mistakes you discover to class so that the instructor and students can be informed. Almost invariably, errors in scheduling are corrected in favor of students. For example, if two different dates are indicated for an assignment deadline, the later date will be the one that rules for



that particular assignment. So finding errors has its benefits! In any event, here’s hoping that all written assignments are included in the above list!



Class Schedul

e

Concern should drive us into action and not into a depression.—Karen Horney



Please Note: Throughout the semester, the instructor will be scheduling a host of guest lecturers such as freelance writers, newspaper and magazine editors, photojournalists and others connected with the writing world. These guests take precedence over the scheduled lecture.

In addition, please understand that this class schedule is not "set in stone" and is subject to changes announced in class as needs arise. Please forgive the inevitable mistakes that this class schedule includes because of the complications of detailed planning. Also, the instructor reserves the right to change the class schedule and assignments as requirements change during the semester., especially if it means we’re going to have more fun.



Class SchedulePlease Note: Reading assignments are due for the NEXT class meeting. For example, week one’s reading assignment is due NEXT week.

Week OneTuesday, September 10

Lecture/Discussion: Course Introduction

Reading Assignment: Graham, Ch. 1, "What Makes a Magazine Writer?"

Writing Assignment: WRITE/TELEPHONE/EMAIL YOUR TARGET MAGAZINE(S) FOR WRITER'S GUIDELINES. (YOU ALSO MAY BE ABLE TO GET INSTANT RESULTS BY SEARCHING FOR WEBSITES OF YOUR TARGET MAGAZINE(S). ACQUIRE PAST ISSUES OF THE NEWSPAPER OR MAGAZINE YOU PLAN TO CHOOSE FOR IN-DEPTH ANALYSIS (more later).

STUDENT AUTOBIOGRAPHY SUBMITTED/FAXED BY MONDAY, SEPT. 16, 5 P.M. (500 - 800 WORDS)

Thursday, September 12

Lecture/Discussion: Writer's Guidelines; Non-fiction writing versus fiction writing; the non-fiction market

Reading: Ch. 4, "Choosing a Topic" (due NEXT class meeting)

A good non-fiction writer must be a good reporter above all else. Facts must prevail from good, solid interviews and background research.

What is News? It's good to have some idea how journalists decide, as part of their inevitable professional responsibility, what the public wants to know, but also what the public needs to know. The vast majority of students in this course will not be writing news, but



most writers in a course such as this need to understand news, for magazines are a much a part of journalism as are newspapers. So even if you are writing a first-person piece about your grandmother, you must be a good reporter, which requires a fundamental understanding of what constitutes news.

Week TwoTuesday, September 17

Lecture: Understanding Writers, EditorsThe Article IdeaWhat Makes a

Magazine/Features Writer? You can succeed!

What is news vs. features?

Discussion: Student Article & Essay IdeasStudent Essay Idea ListBig Article Idea List

Reading Assignment: Graham, Ch. 2, "Good Writing from Good Reading"

Ch. 3, "The Market for Magazine Articles,"

Writing Assignment: SUBMIT IDEAS LIST BY 5 P.M. MON., Sept. 23. Be sure that your ideas are STATEMENTS, full sentences that not only name the topic but also explain the POINT you plan to make about that topic.

FAX/SUBMIT ESSAY, FIRST DRAFT, BY MONDAY, SEPT. 30.

DECIDE ON YOUR BIG-ARTICLE TOPIC OVER THE WEEKEND AND COME TO CLASS ON MONDAY, Sept. 23, WITH A DECISION WHETHER YOU WILL PURSUE THE BIG ARTICLE OR ESSAY OPTION. Please remember that pursuing a big article typically entails far more writing and interviewing experience, so do not make the decision lightly.

Thursday, September 19

Lecture/Discussion: Writing/Reading

Reading: Ch. 5, "Types of Articles"



Hard News Leads. A "hard news lead," or the so-called "summary" lead, includes journalism's famous "5 Ws and H"—Who, What, When, Where, Why and How—in the first paragraph or two. The summary lead continues to be journalism's most commonly used and most basic journalism tool, although journalists often use others such as beginning a news story with a direct quotation, a question, a "teaser," and others. These are all so-called "delayed" leads, and eventually the 5 Ws and H do get into the story.

Students in this class will not be practicing hard-news leads, but try to understand this concept with an eye for recognizing news value and how to condense difficult, often complex information into one or two sentences. Also, as a feature writer, even in essays, students should understand news value. In fact, many feature stories originate from the news.

For example, a weekly newspaper in rural Alaska might cover a story about a young boy who was hospitalized with serious injuries after a vicious dog attacked him in a village. That's definitely a news story (and in real life, one that happens far too often in rural Alaska). A feature a few days or weeks later might be the story of the boy's struggle to live and the commitment it's taken from his family to keep him alive. That's the feature story behind the hard news, if you will, that still will require the writer to be a good reporter, but such a piece, of course, also would require excellent and sensitive storytelling skills.

Week Three

Tuesday, September 24Lecture: Landing Assignments/The Market

The Query LetterListening and ObservingWhat is news vs. feature writing?

Discussion: Student big-article topic#1 Essay, 1st submissionQuery Letter

Reading Assignment: Graham, Chapter 6, "The Query Letter"



Writing Assignment:BIG ARTICLE/ESSAY QUERY LETTER DUE FRIDAY, Oct. 4. AUTOBIOGRAPHY REWRITE DUE MONDAY, Oct. 14. Go to the local library or other local, printed resources to flesh out more information on your article/essay topics.

QUERY LETTER DUE FRIDAY, Oct. 4.

ESSAY #1 REWRITE DUE FRIDAY, Oct. 18.

Thursday, September 26Lecture: Guest Lecturer

Reading: Kessler, Ch. 1, "What You Don't Know Will Kill You"

News Writing Language and Style. The emphasis for great non-fiction writing is on accuracy and detail. That's an important concept for all writers to embrace. No matter what kind of writing we do, we must become keen observers of details that add meaning to the overall message of our piece of writing.

Week FourTuesday, October 1

Lecture: Importance of Language;Fact-Finding From

Library/InternetGathering Research Material in

Rural Alaska

Reading Assignment: Go to local library. Research your chosen topic for article/essay so as not to duplicate efforts through other sources, such as UAF’s Rasmusen library. Also, assemble whatever other local written, Internet, or video materials you can apart from the local library. This will allow students to speak with intelligence and authority on their topics when dealing with colleagues and others who can help with suggestions and professional advice.

Reading Assignment: Ch. 9, "Finding Facts By Interviewing"

Writing Assignment: ARRANGE INTERVIEW, CONDUCT ASAP



ESSAY #1 REWRITE DUE FRIDAY, Oct. 18.MAGAZINE ANALYSIS DUE FRIDAY, OCT 25.

COME TO CLASS MONDAY PREPARED TO DISCUSS RESEARCH MATERIALS NECESSARY FOR ARTICLE/ESSAYS.

Thursday, October 3

Lecture: Student Discussion: Interviewing & Information Gathering

Reading: Graham, Chapter 8, "Finding Facts in the Library"

Development and Organization of a Story. In a news story, it's important to get the information straight and also to get it organized in its order of importance in the story. No matter what we write, we must recognize the importance of transitions from one sentence and paragraph to the next, from one idea to the next. Also, all writing has a topic and a point one makes about that topic, or a focus. In composition classes, you may remember it being referred to as a "theme" or "thesis statement." In journalism, it's often called "the nut graph," the sentence or whole paragraph that contains the point of your piece.

Week FiveTuesday, October 8

Lecture: Guest Lecturer, Librarian

Discussion: Student Magazine AnalysesStudent Major InterviewsStudents discuss major

interviews.

We hope to discuss the above items as long as the librarian segment of the class is brief enough to do so.

Reading Assignment: Kessler (When Words Collide), Chapter 9, "Clarity, Conciseness, Coherence"

Thursday, October 10



Lecture: Writing with Flare, Confidence

Reading Assignment: Kessler, Ch. 7, "Punctuation"

Writing Assignment: CONDUCT INTERVIEW.POSTMARK/SUBMIT INTERVIEW NOTES THURSDAY, OCT 24.

Note: Interview notes may be long or short, typed or photocopied from your handwritten notes. Please submit SOMETHING that demonstrates you have contacted SOMEONE, have asked a few questions and taken notes from the conversation.

MAGAZINE ANALYSIS DUE FRIDAY, Oct. 25.

SUBMIT AUTOBIOGRAPHY REWRITE MONDAY, Oct. 14.

Dealing With Sources. CNN's veteran broadcast interviewer Larry King recommends asking questions that begin with "why" because that almost guarantees you will not get just a yes or no answer. Interviewing is an acquired skill, as is the use of the information gathered in this way.

Week Six Tuesday, October 15

Lecture: Dealing With Sources

Discussion: Student Questions

Reading Assignment: Kessler, Chapter 10, "Style"

Writing Assignment: INTERVIEW SUMMARY DUE THURS., OCT 24; ARRANGE ART FOR MAJOR ARTICLE

FIRST DRAFT OF BIG ARTICLE/ESSAY #2 FAXED/SUBMITTED BY 5 p.m. Friday, Nov. 1

Thursday, October 17Lecture: Guest Lecturer

Reading Assignment: Kessler, Ch. 6, "Passive Voice"



Graham, Chapters 7, "Making a Significant Point"

Good Writing vs. Good Reporting. No matter what we write and in whatever forum, in all writing fields we cannot allow ourselves to stray from the basic requirements that include accuracy and integrity because that's how we build credibility. Indeed, if nobody believes us due to low credibility, we're wasting our time as communicators. In this class, we have explored how reporters in general must be absolutely fair and accurate as much as humanly possible.

Reporters must present the news without allowing their opinions to appear in their stories. In this class, however, we may well be writing from a position of advocacy instead of straight news reporting. Nevertheless, we still must be sure, even in our opinion or advocacy pieces, about the absolutely accuracy of our information. In addition, to ensure higher credibility, we still should be fair-minded about how we present our information and not so lop-sided that our arguments seem forced. But most of all, we must remain good reporters in terms of accuracy of information even in an opinion piece.

Week SevenTuesday, October 22

Lecture: Grammar, Word Use and Spelling

What's Your Point?

Discussion: Good Writing Versus Good Reporting; Writing Problems

Reading Assignment: Graham, Ch. 10, "The First Draft," and 11, "Leads and Conclusions"

Writing Assignment: Rewrite essay if necessary.

Beat Reporting. It's interesting to learn what newspaper reporters do in their day-to-day professional lives, as non-fiction writers also are above all else, reporters of information.

Broadcast News Writing. There is definitely a difference between the way print and broadcast reporters write their stories.



Week EightTuesday, October 29

Lecture: Guest Lecturer: TBAWriting: Putting It Across


Reading Assignment: Graham, Chapter 12, "Illustrating With Anecdotes"

Writing Assignment: FIRST MAJOR ARTICLE/ESSAY #2 SUBMISSION DUE FRIDAY, Nov. 1.

One must also accept that one has “uncreative” moments. The more honestly one can accept that, the quicker these moments will pass. One must have the courage to call a halt, to feel empty and discouraged.

—Etty Hillesum

Public Relations Writing. If we wish to write for newspaper and magazines in whatever form, we must understand the difference between legitimate news sources and a sales pitch from public relations people who are just trying to get "publicity" for their clients or organizations. We must understand the difference if we have any desire to become regular contributors or even occasional contributors to newspapers and magazines.

Thursday, October 31Lecture: The Anecdote; PR

Beyond the Summary Lead. This segment concentrates on how to attempt a variety of leads for real news stories, but even if we are not writing straight news, our leads, or first sentences, must be "grabbers." After all, the most important sentence in anything we write has to be the first one, because if the first sentence hasn't compelled readers to the second, and the second to the third, we've lost our readers. As writers, we must avoid boring leads and learn how to intrigue readers in the first one or two paragraphs. This important concept applies to all writing.

Week NineTuesday, November 5



Lecture: Guest LecturerFinding Your Writing Voice

Style is organic to the person doing the writing, as much a part of him or his hair, or, if he is bald, his lack of it. Trying to add style is like adding a toupee.

—William Zinsser

The language must be careful and must appear effortless. It must not sweat. It must suggest and be provocative at the same time. It is the thing that black people love so much—the saying of words, holding them on the tongue, experimenting with them, playing with them.

—Toni Morrison


Reading Assignment: Graham, Chapter 13, "Style and Tone" and Kessler, Ch. 11, "Sense and Sensitivity"

Thursday, November 7Lecture: All the "isms" in Modern Life

Feature Writing Styles. There is a difference between feature news, so-called "soft" features, and "advocacy" journalism. Non-fiction writing includes trend stories, personality profiles, background stories and human interest stories. A well-written feature story definitely can promote a penetrating into the issues behind front-page headlines.

Week TenTuesday, November 12

Lecture: Titles, Openings, ClosingsWorking With Editors

Discussion: Student Research, Individual Challenges

Reading Assignment: Graham, Chapter 14, "Rewriting for Quality"

Writing Assignment: Continue Compiling Research Submission Assignment



SECOND SUBMISSION, ESSAY #2 DUE THURSDAY, Nov. 21.

At this point, student writing deadlines become more individual, although students choosing the “two essay” option do have one more “stiff” deadline to honor. The joy of writing often begins to come to fruition at this point in the semester, when "excellence" in writing becomes the goal, and students learn the fun and challenge of continuing to polish a piece of writing to the very best they can achieve. This takes a certain amount of understanding of the process of writing, which requires patience and commitment to excellence and a willingness to continue to work with one or two pieces of writing to truly “get it right.” That’s what literary excellence is all about! You may not believe what you can achieve at this level!

Thursday, November 14Lecture: Student Forum

Column Writing and Editorial Writing. These genres should be of particular interest to students in this class, for column and editorial writing focuses on the kind of writing most of us are pursuing in this class. As mentioned earlier, all good opinions emanate from the traditions of good solid reporting: be sure of your facts!

Week ElevenTuesday, November 19

Lecture: Guest Lecturer: TBA

Discussion: Individual Student Problems

Reading Assignment: Graham, Chapter 16, "Writer-Editor Relationships"

Writing Assignments: Working on latest drafts.

Thursday, November 21Class: Writing Techniques

Reading Assignment: Graham, Chapter 17, "Law and the Writer"

Writing Assignment: Continue Refining Writing



Covering Disasters. Often in rural Alaska, local residents can cover crises in their communities in the absence of any news people who live there. This segment can be viewed simply as an informational piece or with an eye toward getting information on disasters in rural Alaska to the press as a local person.

Week TwelveTuesday, November 26

Lecture: Media Law

The Ethics of Journalism. We've all heard of "the power of the written word," and no matter what kind of writing we do, we must always realize what a powerful tool we are using. Journalism is rife with potential ethical challenges, such as knowingly quoting a source out of context.

Thursday, November 28

No Class! Happy Thanksgiving!

Week ThirteenTuesday, December 3

Lecture: Guest Lecturer TBA

Discussion: Media EthicsFinal Exam: Reflective Essay

Reading Assignment: Individual Research

Writing Assignment: Rewrite, Rewrite, Rewrite!

Media Law. While an ethics violation may not land us in jail as writers, committing libel definitely can. We must be infinitely careful about what we write, although that doesn't mean writers should shy away from controversy. Libel law is complicated, but everyone who puts their writing before the public must know at least something about libel and privacy laws.

Thursday, December 5



Lecture: Guest Lecturer

ALL FINAL SUBMISSIONS FOR THIS CLASS DUE MONDAY, DEC. 9.

Week FourteenTuesday, Dec. 10

Lecture: Writing Better in All Cases

Thursday, Dec. 12Lecture: Freelancing as a Career

Discussion: Final Examination

Week FifteenFinal Examination

Things do not change; we change.—Henry David Thoreau

We have met the enemy, and he is us.—Pogo (Walt Kelly)

You gain strength, courage and confidence by every experience in which you really stop to look fear in the face . . . You must do the thing you cannot do.

—Eleanor Roosevelt

It ain't over till it's over.—Yogi Berra



A GUIDE TO PROOFREADERS' MARKS

Use this guide to read instructor’s comments and editing suggestions. Most are standard proofreading marks. Learn them. Learn to use them yourself when you edit, too. They are used by editors of newspapers, magazines and so forth. This list does not count them all, but it does include the most common, and the ones I use most commonly.

This means to add something, such as:

Original: The boys shirt ripped yesterday.

Edited: The boy's shirt ripped on the bus yesterday.

This means to take something out whatever the line is drawn through, if it has a "squiggly" loop at the end, take it all the way out. For example:

Original: I cannot believe how absolutely positively wonderful life is!

means to delete these two words.Edited: I cannot believe how wonderful life is!

This means to put in a period, such as:

Original: Yesterday, I went to the game, I can't believe that.

Edited: Yesterday, I went to the game. I can't believe that.

Capitalize the letter, as in:

december = December



Slash through a letter means not to capitalize.

Original: Jimmy bought Shoes yesterday.

Edited: Jimmy bought shoes yesterday.

This means you have written a sentence fragment. Make it a complete sentence.

This means to reverse the order of the word, phrase, or punctuation. For example,

Original: Every Wednesday, I watch "I Love Lucy".

Edited: Every Wednesday, I watch "I Love Lucy."

This means to reverse the order, too.

Original: For example, Jim loves to eat smoked salmon.

Edited: Jim loves to eat smoked salmon, for example.

This means to start a new paragraph, such as,

Original: Jim doesn't do well. Last year, he sucked his grandmother's bank account dry.

Edited: Jim doesn't do well. Last year, he sucked his grandmother's bank account dry.

This means to remove the space, such as,

Original: Susan makes a great cheer leader.

Edited: Susan makes a great cheerleader.



"stet" means I made a mistake, so retain it as originally written. For example:

Original: Janie is really cute in her new dress.

Edited: Janie is really cute in her new dress.

This means to indent for a paragraph.

This means to insert a space. For example:Original: Jimloves to go out on the town.

Edited: Jim loves to go out on the town.

Insert hyphen.

Original: Jim has a two sided personality.

Edited: Jim has a two-sided personality.

Insert comma.

Original: Until yesterday all Jim's troubles seemed so far away.

Edited: Until yesterday, all Jim's troubles seemed so far away.

Insert apostrophe.Original: The girls coach stole Jims fur hat.

Edited: The girls' coach stole Jim's fur hat.



Insert quotation marks. Please believe me, said Jim.

"Please believe me," said Jim.

Insert long dash.Original: The computer, and other innovations, changed the workplace.

Edited: The computer—and other innovations—changed the workplace.

Check spelling.

The president was wonderfull in Moscow.

The president was wonderful in Moscow.

Awkward construction or phrasing.

The table, on which the plant is, is missing a leg.

The plant is sitting on the table with a missing leg.

Abbreviate or use initials.

I'm taking classes in the College of Rural Alaska.

I'm taking classes in the CRA.



Spell out.

I’m taking classes in the CRA.

I’m taking classes in the College of Rural Alaska.

The world has enough for everyone’s need, but not enough for everyone’s greed.

--Mahatma Gandhi(1869-1948)

Wealth consists of not in having great possessions but in having few wants.

--Epecurius(341-270 B.C.)

It is not recommended to go to bed early to save candles if the results are twins.

--Chinese proverb


Documents

Student Prog Forms · Web viewWe are all pushed and pulled by the human tendency to put things off; that is, to procrastinate, to delay, particularly when we confront difficulty