Risk Communication and Crisis Journalism

Course Description The course presents the full array of major risks facing humanity universally and concerning both nature and social organization: environmental sustainability, public health, extreme inequality / poverty, migrations. Seen both from the political economy and communications perspective such challenges are examined through the lens of how usefully they are reported about. Key professional practice issues arise concerning whether severe risks and challenges should be mediated alternatively. ‘Risk Communication’ elucidates such options, discussing the need for ‘proactive journalism’, fostering conscious and conscientious actors: i.e. policy-makers and citizens who contribute to sustainable natural and socio-economic environment. Course Objectives Familiarize with concepts of ‘environmental risk’, ‘social crises’, ‘global public goods’ Distinguish diverse categories of interlinked risks and challenges Grasp consequential irreversible impact of environmental risks / crises on large populations Elaborate with notions of ‘normative journalism’ for global awareness and rescue Come to terms with non-partisan, activist types of journalism. Learning Outcomes Identify environmental risks and their concrete impact on society Capacity to analyze risks critically from a multi-stakeholder perspective Ability to compare risks and stakes between competing interests of various kinds, while considering and defending the ‘public interest’ Construct proactive journalism methods: defending ‘global public goods’ and the universal common interest Approach humanity’s welfare risks beyond borders or nationalistic scope  Class/Learning activities Lectures, workshops, in situ study-visits, group simulation workshops, in-class presentations, literature study, written assignments. Workload Type of work Description Hours Lectures Thirteen 3-hours lectures 39 Simulation of roles in group work Coordination of role play-acting and group work 20-25 Independent study Study of required and optional literature 40-45 Research Off- and Online research 35-40 Written assignments-Presentations Written assignments in-class oral presetantion and defense of main assignment submitting of the written essay of 3000 words (plus/minus 500) 120-140 Total workload 254-289  Assessment Type of assessment Learning outcome Impact on final grade Date of assessment Participation in group work and discussion 1-5 20% Regularly Preliminary Oral Presentation (of written) assignment 1-5 20% 8th-12th week Simulating of Roles workshops 3-4 20% 5th-8th week Submit written assignment (essay) 1-5 40% 14th week  Required Reading Beck Ulrich, (1991), ‘Risk Society’, Cambridge, Polity Press, Beck Ulrich, (2007), ‘World at Risk’, Cambridge, Polity Press in Maxwell R. et al. ‘Media and the Ecological Crisis’, (eds), New York, Routledge Kaul, Inge, Isabelle Grunberg & Mark A.Stern, (eds), (1999) ‘Global Public Goods’, Oxford University Press, Oxford Maxwell Richard, Jon Raundalen, Nina Lager Vestberg, (2014), ‘Media and the Ecological Crisis’, (eds), New York, Routledge Sophia Kaitatzi-Whitlock, (2014), ‘E-waste, Human Waste, Infoflation’, Stig A. Nohrstedt (ed), (2010), ‘Communicating Risks: Towards the Threat Society?’, Gothenburg, NORDICOM   Additional Essay-supporting Reading List Beck Ulrich, (1988), ‘What Is Globalization?’ Polity Press, Cambridge Crenson A. Matthew (1971), ‘The Unpolitics of Air Pollution’, The Johns Hopkins University Press, Baltimore & London European Union, Commission, (2008), ‘A sustainable Future in Our Hands: guide to the EU’s sustainable development strategy’, CEC, Luxembourg George Soros, (1998), ‘The Crisis of Global Capitalism: Open Society Endangered’, New York, Public Affairs Gorz Andre, (1980), ‘Ecology as Politics’, South End Press, Boston Habermas Jurgen, (2003), ‘The Future of Human Nature’, Cambridge, Polity Löfstedt Ragnar & Boholm Åsa, (2009), ‘Risk’, (eds), London, EarthScan Publishing Martin Rees, (2003), ‘Our Final Century: will the human race survive the twenty-first century?’, London, Heinemann Naomi Klein, (2008), ‘The Shock Doctrine’; Toronto, Random House Limited Ralston Saul John (1995), ‘The Unconscious Civilization’ , New York, Free Press

Course description The course aims to introduce students to the conceptualization, design, and difficulties of qualitative research methods used in media and communication studies, including participant observation and digital ethnography, depth interviews, focus groups, historical analysis, discourse, thematic, visual and content analysis. Course objectives Develop an attitude of exploring inquiries, innovation and creativity, concerning the fields of journalism and popular culture Develop critical thinking skills to assess ideas, acquiring research skills, synthesizing knowledge across disciplines and applying academic knowledge to personal experiences throughout the media world. Develop research abilities through implementing qualitative methodological tools for investigating either the production/content of mediated messages or the audience responses to them. Learning outcomes Familiarize with the logic, design, and pitfalls of qualitative research in media and communication Apply general principles of qualitative analysis to accomplish and evaluate research in media and communication Associate major techniques of qualitative analysis to concrete research topics of interest. Class/Learning activities Lectures, group work, in-class presentations, literature study, written assignments.

Course description A central feature of postindustrial modernization is the proliferation of low probability – high consequence technological and environmental risks and crises emerging from corporate industrial activities. Living in a risk society, hazards are not just limited to health and environment, but also include fundamental sociopolitical values of liberty, equality, justice, rights and democracy that are at risk as well. In this context, risk society often produces loss of faith in experts and science to predict and protect people from hazards, expressed as anxiety and insecurity and at the same time high expectations. Risk and crisis communication, emerging as an effect of risk society, enters our lives in a multitude of forms, often part of the imagery and strategy of advertising. The course presents the full array of major risks facing humanity universally, seen mainly from the communications perspective. Specifically, we study advertising strategies and portrayals that cover most of major risks nowadays, aiming to gain an in-depth understanding of state and corporate advertising as a key element of risk and crisis communication. Learning outcomes Upon completion of this course, students should be able to: Understand the concepts, theories, models, and strategies relevant to risk and crisis communication. Evaluate the significance and still the complexity and challenges involved in managing risks and crises in a global environment. Review and assess the advertising strategy, appeals and portrayals regarding risk communication case studies and discuss when and how media campaigns can be effective pre, during and post crisis Workload Type of work Description Hours Lectures Thirteen 3-hours lectures 39 Independent study Study of compulsory and optional literature 40-45 In Class presentation Presentation of main contemporary theories in the field 20-25 Research Search and analyze media discourses concerning public and private issues 35-40 Written assignments Essay (5000 words) 120-140 Total workload 254-289  Assessment Type of assessment Learning outcome Impact on final grade Date of assessment Participation in group work and discussion 1-3 10% Regularly In Class presentation of the recommended bibliography 1-3 10% 6th-10th week In-class presentation of a risk advertising campaign 1-3 10%  9th-12th week Written assignment and presentation (essay) 1-3 70% 14th week   

Course Description The course will begin with an examination of security studies, initially associated with the “Copenhagen School” and the debates that this theory has since spurred. The core idea of securitization has been adapted, further developed, critiqued, and applied to the study of migration. This theory will be examined and critiqued as it applies to migratory movements in Europe. The second part of the course will focus on media coverage of migration, including how asylum seekers and refugees are portrayed by various media outlets, and the affects of this on politics and public opinion in Europe. European media played a crucial role in framing the issue of migration as the “crisis for Europe,” particularly after 2015 when close to a million asylum seekers entered EU territory, primarily through the south-eastern corridor. An examination of various media representations of migration will be utilized to explore how discourses of migration have been presented to the public, and the affects of this on national and EU policies. Course Objectives The main objectives of this course are: to familiarize students with the field of security studies, beginning with an examination of the “Copenhagen School” and its critiques as this applies to migration studies to apply theories to an examination of migratory movements into Europe to understand how the media in Europe have portrayed migration, and the influence this has had on politics and public opinion Learning Outcomes Upon the successful completion of the course, students will: have honed their critical thinking skills through a critical analysis of readings and other electronic resources provided by the instructor have become familiar with the language and theories of securitization theory and its adaptations and critiques have understood how media shapes perceptions of migrants and migration have understood the various ways that the media has reported on migration in different countries in Europe, and the influence this has had on public opinion Class/ Learning Activities The course will consist of a series of lectures, class discussions based in the readings and other audiovisual materials provided by the instructor, and student presentations. Students will be required to write a comprehensive research paper on a topic related to the securitization of migration and the role of the media and present that to the class. Students will be guided in writing an annotated bibliography of the resources used to write their paper. Workload Type of work Description Hours Lectures Thirteen 3-hours interactive lectures 39 Independent study Study of compulsory and optional literature 40-45 In Class presentation Presentation of articles read for the course 20-25 Research Applying securitization to a country case study 35-40 Written assignments Essay (1000 words) Research Paper (7,000 words) 120-140 Total workload 254-289 Assessment Type of assessment Learning outcome Impact on final grade Date of assessment Participation in class discussions and attendance 1-2 20% Regularly Group presentations based on articles assigned from the readings 1-2 20% 8th-12th week Response essay (1000 words) on the nexus between critical theory and the securitization of migration in Europe 1-4 10% 5th week Presentations based on research paper topic 1-2 20% 11th week A comprehensive research paper 1-4 30% Last week of the course   Reading List Albahari, Maurizio (2015) Crimes of Peace: Mediterranean Migrations at the World’s Deadliest Border, University of Pennsylvania Press: Philadelphia. Bourbeau, Philippe (2011) The Securitization of Migration: A Study of Movement & Order,Routledge Press. Carr, Matthew (2016) Fortress Europe: Dispatches From a Gated Continent, The New Press: New York. Gerard, Alison (2015) The Securitization of Migration and Refugee Women, Routledge Press. Lazaridis, Gabriella and Khursheed Wadia eds. (2015) The Securitization of Migration in the EU: Debates Since 9/11, Palgrave MacMillan, London. Smets. Kevin, Koen Leurs, Myria Georgiou, Saskia Witteborn, Radhika Gajjala (2019) The Sage Handbook of Media and Migration, Sage Publications. Walton-Roberts, Margaret and Jenna Hennebry, eds. (2014) Territoriality and Migration in the EU Neighbourhood: Spilling Over the Wall, Springer. Zapata-Barrero and Evren Yalaz eds. (2018) Qualitative Research in European Migration Studies, IMISCOE Research Series, Springer. Periodical Literature Chouliaraki, Lilie, Georgiou, Myria and Zaborowski, Rafal (2017) “The European ‘Migration Crisis’ and the Media: A Cross-European Press Content Analysis.” The London School of Economics and Political Science, London, UK. (pdf) Dekker, Rianne and Godfried Engbersen (2012) “How Social Media Transform Migrant Networks and Facilitate Migration,” Working Papers, Paper 64, International Migration Institute, University of Oxford. (pdf) Eberl, Jakob-Moritz, Christine E. Meltzer, Tobias Heidenreich, Beatrice Herrero, Nora Theorin, Fabienne Lind, Rosa Berganza, Hajo G. Boomgaarden, Christian Schemer & Jesper Strömbäck (2018) “The European Media Discourse on Immigration and its Effects: A Literature Review,” Annals of the International Communication Association, 42:3, 207-223. (pdf) Heidenreich, Tobias, Jakob-Moritz Eberl, Fabienne Lind & Hajo Boomgaarden (2020) “Political Migration Discourses on Social Media: A Comparative Perspective on Visibility and Sentiment Across Political Facebook Accounts in Europe,” Journal of Ethnic and Migration Studies, 46:7, pp. 1261-1280. (pdf) Heidenreich, Tobias, Fabienne Lind, Jakob-Moritz Eberl, Hajo G Boomgaarden, “Media Framing Dynamics of the ‘European Refugee Crisis’: A Comparative Topic Modelling Approach,” Journal of Refugee Studies, Volume 32, Issue Special_Issue_1, December 2019, pp. 172–182 (pdf) Jacomella, Gabriela (2010) “Media and migrations: Press narrative and country politics in three European countries,” Reuters Institute for the Study of Journalism, University of Oxford. (pdf) Kosnick, Kira (2014) “Mediating Migration: New Roles for (Mass) Media,” InMedia: The French Journal of Media Studies, Media and Diversity. (pdf) McAuliffe, Marie, Warren Weeks and Khalid Koser, (2017) “Media and migration: Comparative reporting on migrants and migration in selected countries,” in A Long Way to Go, Marie McAuliffe and Khalid Koser eds., ANU Press. (pdf) McGregor, Elaine and Melissa Siegel (2013) “Social Media and Migration Research,” UNU- MERIT Working Papers, ISSN 1871-9872, Maastricht Economic and Social Research Institute on Innovation and Technology, UNU-MERIT. (pdf) Triandafyllidou, Anna (2017) “Media Coverage on Migration: Promoting a Balanced Reporting”, in McAuliffe, M. and M. Klein Solomon (Conveners) Ideas to Inform International Cooperation on Safe, Orderly and Regular Migration, IOM: Geneva. Websites London School of Economics: Migration and the Media: http://www.lse.ac.uk/media-and- communications/research/research-projects/migration-and-the-media The Conversation: Migrants and the Media: What shapes the narratives […]

Course Description Covering crisis presents some of the biggest challenges in todays media. This course examines how the international broadcast, print and Web news media cover wars and other humanitarian crises. The course aims to introduce the students to the techniques of journalism in reporting war& crises and offer the necessary conceptual and practical tools to understand the rapid changes in the field. Course Objectives Familiarize students with the historical background of how war has been reported;  Examine the character and quality of information reported in time of war;  Examine how emerging communication technologies change war reporting and publishing; To develop an understanding the dynamic nature of today’s international news. To develop an understanding of how shifting parameters of the news business are affecting foreign news coverage. To identify how journalists function in a crises environment to gather and get out the news. To identify the various state and non-state actors and their roles in a crisis.  Learning Outcomes Identify and articulate journalism’s guiding principles in an international setting and in hostile environments.  Develop research and critical thinking competencies that allows for greater in depth understanding of global crises. To research, to experiment, and to be creative and construct meaning related to international newsgathering and dissemination. Class/Learning activities Through readings, class discussion, films, lecture, case studies, and individual analyses, the course will help students construct an understanding of the culture and the reporting of war & crises and especially the dynamic interaction in war & crises areas among news producers, relief organizations, policymakers, the public and those directly affected by wars & crisis.  Workload Type of work Description Hours Lectures Thirteen 3-hours lectures 39 Group work Organization and coordination of group work 20 Independent study Study of compulsory and optional literature 30-35 Simulation Excersices Simulation Excersices 40-45 Written assignments-Presentations Written assignments Three essays (2.500-3.000 words) Case studies presetations 120-140 Total workload 249-279  Assessment Type of assessment Learning outcome Impact on final grade Date of assessment Participation in Simulation Excersice 3-4 40% 10 th -11th week Presentation of case study 1-2 20% 3th-12th week Written assignments (essays) 3-4 40% 4th-14th week  Required Reading Stuart Allan and Barbie Zelizer, editors, Reporting War: Journalism in Wartime (London : Routledge, 2004). John Byrne Cook, Reporting the War: Freedom of the Press from the American Revolution to the War on Terrorism ( New York : Palgrave Macmillan, 2007), Michael Isikoff and David Corn, Hubris: The Inside Story of Spin, Scandal, and the Selling of the Iraq War ( New York : Three Rivers Press, 2007), 978-0-307-34682-7. Philip Knightley, The First Casualty: The War Correspondent as Hero and Myth Maker from the Crimea to Iraq (London/Baltimore: John Hopkins University Press, 2004), 978-0801880308. Hoskins, A., & O’Loughlin, B. (2018) War and media the emergence of diffused war

Course Description The course provides an overview to health communication research. Its primary goal is to discuss how communication can change health risk behaviors. It has a theoretical and a practical focus. Theoretically, it employs a psychological perspective by focusing on the psychological processes underlying the formation and change of health-related attitudes and behaviors. Theories are conceived as the essential tools we use to implement successful communication campaigns. Practically, the course employs an empirical approach to evaluation of health communication: students will design an empirical study, collect and analyze data, and write up a paper on a health communication issue, which, unavoidably this year, will be the COVID-19 pandemic. Course Objectives Understand the concepts and theories of health communication. Understand the processes through which media affect health behaviors Understand the design of health campaigns Understand the obstacles that health campaigns face  Learning Outcomes Define core concepts and theories of health communication. Identify different kinds of health communication effects. Explain the processes underlying health communication effects. Analyze and synthesize relevant research Write about health communication campaigns. Class/Learning activities Lectures, group work, in-class presentations, independent study, written assignments.  Workload Type of work Description Hours Lectures Thirteen 3-hours lectures 39 Independent study Study of class materials and readings 40-50 Readings presentation Presenting and leading a discussion on three relative topics 45-60 In-class presentation Conference type presentation of final paper 10-20 Final paper Design of a health communication campaign (3.000-3.500 words) 110-120 Total workload 244-289  Assessment Type of assessment Learning outcome Impact on final grade Date of assessment Participation in group discussion 1-2 10% On a regular basis Reading presentation 1-3 30% (3X10%) On a regular basis Presentation 1-4 10% 12th week Written assignment (final paper) 3-5 50% 13th week Required Reading Hornik, R. (Ed.). (2002). Public health communication: Evidence for behavior change. Mahwah, NJ: Erlbaum. Rice, R. E., & Atkin, C. K. (Eds.). (2013). Public communication campaigns (4th ed.). Thousand Oaks, CA: Sage. National Cancer Institute. (2001). Making health communication programs work. Available online at: http://www.cancer.gov/pinkbook Suggested Reading Crano, W. D., & Burgoon, M. (Eds.) (2002). Mass media and drug prevention: Classic and contemporary theories and research. Mahwah, NJ: Erlbaum. Glanz, K., Rimer, B. K., & Viswanath, K. (Eds.). (2004). Health behavior and health education: Theory, research, and practice (4th ed.). San Francisco: Jossey-Bass. McKenzie, J. F., Neiger, B. L., & Smeltzer, J. L. (2005). Planning, implementing & evaluating health promotion programs (4th Ed.). San Francisco, CA: Pearson. Thompson, T. L., Parrott, R., & Nussbaum, J.F. (Eds.) (2011). The Routledge handbook of health communication. Mahwah, NJ: Routledge. Witte, K., Meyer, G., & Martell, D. P. (2001). Effective health risk messages: A step-by-step guide. Newbury Park, CA: Sage.

Course Description The course aims to examine main ecological issues in Greece. The purpose of this course is to teach students how report and write articles effectively about environmental issues and review topics of scientific importance of the area. Senior journalists and environmental experts are guest speakers. Students, also, go on field trips and have in-class discussion with representatives of ecological organizations and other environmental experts. They can also visit ecological food and wine producers and small agrotοurism enterprises. The core of the class consists of environmental news stories that students should prepare. Course Objectives Understanding of the concept and the practices of environmental journalism. Awareness of the meaning of the environmental issues in our world. Understand the main scientific definitions for the environment. Understand the new aspects of ecological crises. Learning Outcomes Analyze critically the ecological issues in modern world Define the core concepts of environmental journalism Write articles following professional standards for style, structure and information- gathering Build on information-gathering with interviews with environmental experts Class/Learning activities Lectures, workshops, in-class presentations, literature study, written assignments, environmental trips. Workload Type of work Description Hours Lectures Thirteen 3-hours lectures 39 Environmental trips Trips in agrotourism enterprises 15-20 Independent study Study of compulsory and optional literature 40-45 Research Online research 35-40 Written assignments-Presentations Written assignments one short assignment (600-800 words) essay (4.000-4.500 words) in-class presetations 120-140 Total workload 249-284 Assessment Type of assessment Learning outcome Impact on final grade Date of assessment Presentation of written assignment 1-2 20% 8th-12th week Written assignment (short) 3-4 30% 5th-8th week Written assignment (essay) 1-4 50% 14th week Required Reading Annin, P., The great lakes water wars. Island Press, N.Y., 2006. Corbett, J., Communicating Nature. How we create and understand Environmental Messages. Island Press, N.Y., 2006. Friedman, T., Hot, fat and crowed: Why the World needs a green revolution-and how we can renew our global future. Penguin Books Ltd, UK, 2008.

Course Description The course seeks to introduce students to the conceptσ of peace, conflict and violence, and analyze the role that media/journalists can play in conflict resolution and peace-building. Through a number of case studies, it examines how journalism can create opportunities to consider and value non-violent responses to conflict. In so doing, not only does it compare war journalism (the dominant paradigm, which generates a simplistic perception of significant events) to peace journalism (an alternative approach), but also examines techniques on how the reporting of war and violence (direct, structural, cultural) can be made more accurate and more useful by seeking the roots of conflict and highlighting possible solutions. Course Objectives Analyze the concepts of peace, violence and conflict. Understand the concept, main theory and practice of peace journalism. Analyze the differences between traditional/confrontational journalism and peace journalism. Examine the importance of conflict resolution in peace journalism. Examine the dilemmas and obstacles of peace journalism (individual, structural and ideological). Learning Outcomes Upon successful completion of this course, students will be able to: Critically understand the mainstream media coverage of conflict Define the core concepts of peace journalism Understand how peace journalism can contribute to conflict resolution Positively affect the peace-building process and mitigate conflict through reporting, Offer alternative approaches to negative stereotypes through reporting, Help the audience/citizens understand the deeper and underlying causes of conflicts, what proposals and ideas exist for their resolution. Class/Learning activities Lectures, workshops, in-class presentations, literature study, written assignments. Workload Type of work Description Hours Lectures 10 3-hours lectures 30 Independent Study Study of compulsory and optional literature 50 Exercises in class Number and content of exercises to be discussed and arranged with the instructors 100 Written assignments-Presentations To be discussed and arranged with the instructors 120 Total workload 300 Assessment Type of assessment Learning outcome Impact on final grade Date of assessment Written assignment 1-6 60% 13th-15th week Representations 1-6 20% 11th– 13th week Exercises 1-6 20% Regularly Bibliography – Required Reading Wolfsfeld, Gadi (2004), Media and the Path to Peace, (Cambridge University Press) Spencer, Graham (2005), The media and peace: from Vietnam to the ‘War on terror’, (Palgrave, Macmillan) Allen, Tim & Jean Seaton (1999), The Media of Conflict, (Zed Books) Beebe, Shannon & Mary Kaldor (2010), The Ultimate Weapon is No Weapon: Human Security and the New Rules of War and Peace, (Public Affairs) Hawkins, Virgil (2008), Stealth Conflicts: How the World’s Worst Violence is Ignored, (Ashgate) Ibrahim Seaga Shaw, Jake Lynch, and Robert A. Hackett (2011), Expanding Peace Journalism, (Sydney University Press). Jake Lynch, Johan Galtung (2010), Reporting Conflict: New Directions in Peace Journalism, (University of Queensland Press). Lynch, Jake (2008), Debates in Peace Journalism, (Sydney University Press) Richard Keeble, John Tulloch, Florian Zollman (2010), Peace Journalism, War and Conflict Resolution, (New York, Peter Lang) Lynch, Jake and Annabel Mc Goldbrick (2005), Peace Journalism, (Hawthorn Press) Conflict and Communication Online (http://www.cco.regener-online.de) •Vol.5, No.2, 2006, “Peace journalism I: Theoretical approaches” •Vol.6, No.1, 2007, “Peace journalism II: Case studies and teaching modules” •Vol.6, No.2, 2007, “The peace journalism controversy” Galtung J. (2006), “Peace Journalism as an Ethical Challenge”, GMJ: Mediterranean Edition 1(2) Jake Lynch (2007), “What is so great about peace journalism?”, GMJ: Mediterranean Edition 1(1) Marquette International Law 93, 2009, “International Media and Conflict Resolution: Making the connection”. Peace and Policy Τεύχος 13, 2009, “Peace Journalism in Time of War”. Rukhsana Aslam (2011), “Peace journalism: A paradigm shift in traditional media approach”, Pacific Journalism Review, 17:119-139. Reporting the World. http://www.reportingtheworld.org Search for Common Ground. http://www.sfcg.org Centre for Peace and Conflict Studies. http://www.centrepeaceconflictstudies.org Center for War Peace and the News Media. http://www.sourcewatch.org/index.php?title=Center_for_War%2C_Peace%2C_and_the_News_Media Institute for War and Peace Reporting. www.iwpr.net

Course Description This advanced English course focuses on news (both hard and soft) and feature story writing for the print media. By combining theory and practice it introduces students to headline language, news story format, leads, the Associated Press stylebook and news writing techniques. The students also have the opportunity to practice their interviewing skills and to write personality features for the print media. Course Format This course will employ seminar lectures, discussions, and practical in- and out-of-class short assignments. Course Evaluation The course carries no ECTS and as such it has no formal assessment. There is an optional mid-term and final term test. Bibliography The Associated Press Stylebook (2015). Associated Press. Bagnall, Nicholas (1993). Newspaper Language. Focal Press. Dominick, J.R. (2010). The Dynamics of Mass Communications: Media in the Digital Age. NJ: Mac-Graw Hill Education. Harris, G. & D. Spark (1995), 2nd edition. Practical Newspaper Reporting, Focal Press. Itule, B. D. and D. A. Anderson (1989), 2nd edition. News Writing and Reporting for Today’s Media. New York: McGraw-Hill, Inc. Keeble, R. (1994). The Newspapers Handbook. London and New York: Routledge. Mencher, M. (1994), 6th edition. News Reporting and Writing. Wm. C. Brown Publishers. Metzler, K. (1997). Creative Interviewing. Boston: Allyn & Bacon. Stovall, J. G. (2009), 7th edition. Writing for the Mass Media. Boston: Pearson.

Course Description This course is designed to help graduate students with academic writing by developing the skills necessary to produce high quality work in term-papers and the end-of-year dissertation. The lectures, tasks and activities are richly varied, ranging from small-scale language points to studying the discourse of journalism, media, and communication. Topics to be dealt with include: writing expository and argumentative texts, writing summaries, introductions and conclusions, discussion of data, citing and attributing sources, researching and creating bibliographies. Students receive feedback on their writing and are expected to engage in self-editing and peer-reviewing. The course is highly recommended for students with little experience in writing academic papers and for those who need to brush up their skills in academic writing. Learning Outcomes By the end of this course students should be able to: Understand the features of academic writing Understand the basics of sentence, paragraph, and argument structure Use and evaluate sources, and compile a bibliography Use punctuation, in-text references, quotations, and footnotes Avoid plagiarism Write summaries/introductions/conclusions Write academic essays and their end-of-year dissertation Understand and participate in the processes of self-editing and peer-reviewing. Workload Type of work Description Hours Lectures Thirteen 3-hour lectures 39 Independent study Study of academic discourse 30 Written assignments Optional tasks on language points (grammar, vocabulary, style)  and on various types of academic writing 60 Total workload 129  Assessment Type of assessment Learning outcome Impact on final grade Date of assessment The course carries no formal assessment – – –