The Enduring Battle Between Students & Universities: Journalism Class Asks Why?
Biddeford, ME – In last Friday’s Journalism class located at the University of New England’s Marcil Hall, students conducted a newsroom-style pitch session for their upcoming feature story assignment, and an unmistakable theme emerged.
For one semester, these students are tasked with stepping into the shoes of a journalist. The semester is just beginning to ramp up from conversations on the role and importance of journalism to now attempting the hands-on craft themselves with a feature story pitch session. However, the conversation soon turned to that age-old clash between students and their institutions. Whether it’s Aristotle complaining about Platonic Academy’s facilities in the 4th century BC or a 2024 UNE student trudging from the Forum parking lot to Decary Hall, you have grievances to air. With no topic requirements for this feature, the classroom began picking up on a recurring theme of just where UNE’s money is going. Whether sports, residential halls, staffing, or bookstore prices, students are adamant about transparency and accountability on behalf of the administration.
As associate teaching professor Jesse Miller, M.F.A (he/him), a cornerstone of UNE’s writing and communications program for 15 years, said, “The complexities of higher education systems begin when the business of education meets the academic.”
Never without an element of humor, the class can understand the role of a journalist in those very instances they discuss through their pitches with some moments of casual riffing. Junior Environmental Studies major Brady Spring (he/him) adds “Bummer of the Century” while discussing potential headlines about school safety issues. Nonetheless, the interactive circle regroups with news-room style quickness and is off on the next pitch.
The students of Introduction to Journalism have gotten a taste of the stories waiting to be detected all around them and hit the core of those timeless tensions within higher education. In maintaining the goal of the class to balance both theory and practice, the class will now set out to find the essential facts and unveil the significance of their stories with the artistry of a true journalist.
An opinion piece by Jose Garcia on the role of AI in the classroom opens by looking to past historical moments that had instilled similar anxieties, such as the Industrial Revolution and technological advances, such as calculators and modern weaponry, to highlight the age-old ebb and flow of expanding our world. Through these examples, he can argue that against the worst scenarios of their time, the calculator didn’t replace the student, modern rifles didn’t replace soldiers, and AI will not replace students/education. Garcia moves into the specifics of AI where he explains the differences between general AI, which attempts to solve previously unsolvable problems that appear scary and unknown to us, and narrow AI, which is confined to limitations set by human code writers. Harkening back to his previous historical comparisons, he claims humans have always aimed to improve how we process information. Just as it was with mathematical technologies like calculators, the tools helped people excel. Moving into some hard data, we see that 56% of college students use AI within their studies, and 53% have actual coursework that requires it. Rounding out this information, the argument ends in a call to action. While individual preferences or opinions may be opposed to AI, it cannot alter the fact that it is already here, being used, and has become a tool like many other technologies to grow our scope of knowledge. Citing Harvard, a prestigious leader in education, as an example of those who welcome change rather than fight against it in chaos, Garcia’s ultimate claim ends with looking to a future where AI is inevitable but harnessed for good.
This articleby Angelina Li explores the controversial topic of free speech on college campuses. Li offers authoritative sources such as law professor Kent Greenfield and professor and former Supreme Judicial Court in Massachusetts Roderick Ireland to frame the story. For instance, Greenfield feels that the status quo of college campuses’ take on free speech creates something like a hostile work environment that disproportionately affects the most marginalized members of a college community. Ireland alleges that structure and rules can allow for more constructive dialogues on the limitations of free speech. Li also adds a personal anecdote from a philosophy professor, Andrew Leong, that helps the reader resonate with realities for minorities such as immigrant children who face school bullying. As an educator, he wishes to create a learning environment where control is given to stop those situations. Another law professor, Andrew Sellars, broadens the scope of the conversation and examines the power dynamics that go hand in hand with hate speech on how personal identity plays into how one has more or less power. Ending on a cautionary note, Li allows both sides of this debate to weigh in and reminds readers that protecting students is complex and calls into question who can define hate speech and censor that speech.
An opinion piece by Jose Garcia on the role of AI in the classroom opens with looking to past historical moments that had instilled similar anxieties, such as the Industrial Revolution and technological advances, such as calculators and modern weaponry, to highlight the age-old ebb and flow of expanding our world. Through these examples, he can argue that against the worst scenarios of their time, the calculator didn’t replace the student, modern rifles didn’t replace soldiers, and AI will not replace students/education. Garcia moves into the specifics of AI where he explains the differences between general AI, which attempts to solve previously unsolvable problems that appear scary and unknown to us, and narrow AI, which is confined to limitations set by human code writers. Harkening back to his previous historical comparisons, he claims humans have always aimed to improve how we process information. Just as it was with mathematical technologies like calculators, the tools helped people excel. Moving into some hard data, we see that 56% of college students use AI within their studies, and 53% have actual coursework that requires it. Rounding out this information, the argument ends in a call to action. While individual preferences or opinions may be opposed to AI, it cannot alter the fact that it is already here, being used, and has become a tool like many other technologies to grow our scope of knowledge. Citing Harvard, a prestigious leader in education, as an example of those who welcome change rather than fight against it in chaos, Garcia’s ultimate claim ends with looking to a future where AI is inevitable but harnessed for good.
This articleby Angelina Li explores the controversial topic of free speech on college campuses. Li offers authoritative sources such as law professor Kent Greenfield and professor and former Supreme Judicial Court in Massachusetts Roderick Ireland to frame the story. For instance, Greenfield feels that the status quo of college campuses’ take on free speech creates something like a hostile work environment that disproportionately affects the most marginalized members of a college community. Ireland alleges that structure and rules can allow for more constructive dialogues on the limitations of free speech. Li also adds a personal anecdote from a philosophy professor, Andrew Leong, that helps the reader resonate with realities for minorities such as immigrant children who face school bullying. As an educator, he wishes to create a learning environment where control is given to stop those situations. Another law professor, Andrew Sellars, broadens the scope of the conversation and examines the power dynamics that go hand in hand with hate speech on how personal identity plays into how one has more or less power. Ending on a cautionary note, Li allows both sides of this debate to weigh in and reminds readers that protecting students is complex and calls into question who can define hate speech and censor that speech.
Week Two: 2/11/24
Story One: “BC Files Defense Against Sex and Pregnancy Discrimination Lawsuit Made by Former Professor” By Lucy Freeman
The first story I reviewed this week was on BC professor Hristina Nikolova’s lawsuit against BC’s Board of Trustees regarding gender and pregnancy discrimination. Nikolova raised a multitude of issues, from breach of contract, retaliation, sex and pregnancy discrimination, parental leave, and family and medical leave. The answer from the Board was that none of the arguments Nikolova raised have standing for relief and that BC’s denial of tenure was based on legitimate non-discriminatory and non-retaliatory reasons.” Starting at BC in 2014 and on the tenure track, the tension between her accounts and the Board surrounding her excellent job performance and family life became an area of interest for both parties. A battle of who said what ensued, with Nikolova claiming multiple gendered remarks were made about her pregnancy during tenure reviews which the university denies on all counts. Ultimately, a severed contract, no job, and a refusal for damages is what Nikolova is left with. The 1.7 million in damages Nikolova has brought to the university has thus been rejected.
Story Two: “BC Law Professor Investigates Court-Mandated Programs Forcing Victims to Work With Their Abusers” By Annika Engelbrecht
Another story from BC’s The Heights this week looks to the work of Claire Donohue, assistant clinical professor of Boston College Law School, regarding court-mandated parenting program therapy, which requires both victims and alleged abusers to complete the program. In examining these high-conflict cases that result in parenting classes, Donohue notes how there are vital misunderstandings surrounding family dynamics and says these sessions create “a rigid definition of what it means to be a good parent, and its assignments created an unsafe environment for anyone escaping an abusive relationship.” Above even the specifics, she and her colleagues also bring into question the effectiveness of court mandates, especially in family matters, and how beneficial being entangled in the court system is for prolonged periods of time when people, even with their best efforts, won’t comply to forced requirements that they feel are at odds with their values or children’s best interest. Donohue and Margie Palladino, BC Law Alum and co-founder of Mass Family Advocate Coalition (MFAC), also raise concerns on how these mandates affect nuanced and dangerous situations of domestic abuse where in efforts to remove themselves and their family from an abusive partner, victims are then forced to go through a highly confrontational and emotionally charged program with them.
Week Three: 2/18/24
Story 1: “BC Receives the Lowest Possible Rating for Free Speech Policies in New Report” By Annika Engelbrecht
This news article explains that the Foundation for Individual Rights and Expression (FIRE) – a free speech advocacy group – gave Boston College the lowest rating category for free speech on campus. This “red-light” category means that at least one campus policy or action appears to infringe upon students’ right to free speech, and out of almost 500 schools FIRE examined, 20% received this rating. An important distinction Engelbrecht highlights in this article is that the basis for free speech infringement under the “red-light” definition is that to even get labeled under it, there must have been a “clear” restriction. This means the“threat to free speech at a red light institution is obvious on the face of the policy and does not depend on how the policy is applied.” However, more context is provided, and we start to see that really it might be due to a lack of clarity within the policies themselves – such as being vague or too broad. The article then moves into more specifics and lays out that BC’s “red-light” label applied to their internet usage policy, which I find a bit vague as I am unsure what that refers to. They received a lesser “yellow-light” surrounding their sexual harassment incidents but a “green-light” for Title IX policies. What I found interesting nearing the end of the article, which I would have loved to hear more about, was that the students feel censored and shamed by fellow students surrounding politics and fear receiving bad grades from professors based on their views. We might think of professors or administrations trying to silence certain speech, but this wave of cancel culture within students themselves feels worth delving into.
Story 2: “Swimmer Speaks Out About Hazing Scandal and Season Cancellation” By Lucy Freeman
This article delves into the emotionally charged situations resulting from numerous hazing allegations for team members of both women’s and men’s swim teams and centers on the experiences of Katrina Sommer, who transferred to BC for postgraduate studies and claimed her eligibility to be on the swim team. However, the program for both men and women was put on “indefinite suspension” due to hazing allegations. Sommer shared her perspective that she had never experienced anything she thought would constitute hazing and was the first to speak out publicly about this event. One major issue was the number of student-athletes brought into these hazing allegations without any proof – parents weighed in with their frustrations as well as their children were suspended without any information or details as to why. In speaking with the Athletic Director Blake James, Sommer was even more frustrated as she was blamed for being part of the issue, and her effort to try and work out a solution like hazing education was met with no reply. Additionally, the swim team was barred from their training, and with no real solution at hand, Sommer ends with a statement of hoping for better in the future and sympathies for students who missed their season.
Week 4: 2/25/24
Story 1: “Black Women Matter Initiative Cultivates Black Joy and Community at Boston College” By Ernest Romero and Carina Murphy
As part of BC’s The Heights special edition for Black History Month, several articles highlight “Black Individuals and Groups Shaping the History of Boston College and Beyond.” The article I read under this special edition category by Romero and Murphy looks at the work that the Women’s Center of Boston College has done to try and make an inclusive and safe space for everyone regardless of race, gender identity, etc. – especially since former staff member Courtney Wright and director Katie Dalton took notice of a “low traffic of Black female students.” This is how the Black Women’s Matter Initiative took shape, and it is now a cornerstone of extracurricular and self-care opportunities for young Black women of BC. With over 60 retreat participants, which they call “sisterhoods,” faculty and alumnae can lead discussions and foster that space to share experiences and struggles in a supported community. But more relaxed and informal events and free time are scheduled as well. The overarching goal of the various events and programs that BMW’s organization aims to highlight is how essential representation is – bolstering confidence and feeling like a part of a shared community when school life appears predominantly white. Interviewing a few student members illustrates how important it is to their time at BC. For instance, Esther Olojede, CSON ’26, says, “I think you have to do it at least once. It impacts you in a way where it reminds you that there is a group of people who know exactly what you have experienced and that is not something you get to come across very often.” While the article ends on a positive note, there is also a glimpse into the growing mood that spaces like retreats should be a part of on-campus life, and it urges more groups to grow on campus.
Story 2: “When BC Students Study Abroad, They Pay BC Home-Tuition. BC Should Justify This Policy” By The Heights Editorial Board
I was drawn to this article as I am starting to think about my post-graduate education – perhaps both abroad and in the U.S. – and I always find the complexities of tuition and opinions on it very intriguing. This piece examines the differences between BC’s study abroad experience and the financial struggles that pose significant barriers to student experiences. Additionally, the article points to a similar program at Duke University to compare experiences abroad and asks questions regarding how universities decide what justifies a certain cost. BC’s study abroad program poses financial burdens as students have to find housing on their own wherever the program is located, which does not include food, transportation, or travel costs. Yet the article clarifies that “…above all these expenses is the glaring first cost of every abroad program: tuition.” Delving into the specifics, each student considering studying abroad must pay the cost of BC tuition, $33,205, and use the same scholarship or financial aid as if they were at home. The Duke University example is the “Duke-In” program, which, like BC, requires the cost of their home- university tuition – yet the key difference lies in the cost of the majority of Duke’s study abroad offerings, which are external. The example of DIS Stockholm, an external study abroad program, is one that both BC and Duke students have the opportunity to do, yet there is an $11,155 difference between the two. The article makes us think about what is so different about student experience that it can amount to thousands of dollars in difference. In allowing for both sides of the argument, the article interviews BC’s director of Global Education, who points to the need to remain equitable in allowing students on financial aid to keep that aid if they wish to study abroad. But, more importantly, this article asks why it matters how much the tuition is to receive aid. Duke offers financial assistance to their students regardless of whether the tuition is from Duke or through their contracted host university. Another central point is that there is no transparency as to what services BC students gain from this extra cost compared to other external programs — highlighting how parents face the brunt of these costs and deserve to know what they are paying for and why.
Week Five: 3/3/24
Story 1: “CJBC, UGBC Call for BC to Divest From Fossil Fuels at Global Divestment Day Event” By Lucy Freeman
For week 5, I looked into this article on BC’s Global Divestment Day Event. One thing that I noticed right away was how Freeman opened with her lede, “At least 1,600 institutions have divested from fossil fuels as part of the global divestment movement, according to Juliet Schor, professor of sociology.” I found it interesting how she immediately jumped into data and set up her critique of how BC is not among them – it is a well-crafted move. The people interviewed were both members of UGBC, the Undergraduate Government of Boston College, and a professor of sociology. In addition to giving context as to the Climate Justice at BC’s (CJBC) history of devoting a day to discuss and symbolize BC’s efforts and passion to move toward fossil fuel divestment, the story also opens up the much broader socioeconomic impacts of fossil fuel consequences. Professor of sociology Schor makes a point about the Global South and how disproportionately those living in that region will face the brunt of climate change – also connecting to indigenous populations, lower class, and people of color. Another interesting side of this article is that it references a member of a local catholic organization member, Strad Engler, and notes the recent work of the Pope in addressing the climate crisis. I also found the end to have a well-crafted angle in not being too hard on the university by making the point that while they have not officially divested and some of their projects fell through, it will get easier with time.
Story 2: “The Onion’ Staff Writers Discuss Creative Process at CAB Event” By Ashna Potluri
I was drawn to this article by Ashna Potluri as we have mentioned the Onion in class, and it might be interesting to see the work Potluri does as a journalist in writing about another very well-established satirical news organization. The article focuses on staff writers from The Onion, Nick Mehendale and Hannah Wolansky, who spoke at BC’s creative writing event. Opening the curtain behind those punchy headlines and articles, Mehendale and Wolansky discussed the craft of the writing process that goes on and how essential pitch sessions are. I found this to be super interesting as we as a class are in the middle of peer review workshops where we are seriously practicing the type of newsroom discussions around our headlines, what works, how it reads, etc. The guest speakers mention in the article how, after around 500 pitched headlines a week, they have to proceed to the next step of writing the pieces. This emphasis on writing as such a collaborative process comes throughout the whole article as Potluri lets the two writers take the central focus of the article discussing the “egoless” environment necessary for the Onion to produce work. Another more lighthearted angle to this article is the example of Onion stories, which caused some uproar surrounding political figures like Donald Trump and Paul Ryan – making note of the feedback the Onion gets for its devotion to satirical perspectives on actual momentous events. I also thought that this article did a great job of ending the piece with a statement from Megendale that says, “We want to ‘punch up,’ you know? Comfort the afflicted and afflict the comfortable sort of thing.” – it really makes you think about the art of journalism and its ability to impact society.
Week Six: 3/10/24
Story #1: “An Argument for Common Sense Classes” by Pat Connell
The first article I looked into this week was an opinion piece by Pat Connell, where he raises his observations surrounding the current state of young people’s ability to argue, raise their own ideas, and foster independent thinking. Connell started with an anecdotal lede about how when he was growing up, he would sit and watch others around him argue – ineffectively at that – and began to look forward to college where he could debate and engage in exciting topics with various opinions. I connected with this lede a lot – I experienced a unique high school experience with heated debates, courses on rhetoric, and a really engaged group of peers. I was excited to continue in college, yet I observed a classroom atmosphere similar to what Connell explains. Groups of students simply write down verbatim what their professor offers as an opinion and find no need to counter the opinion or raise a new line of thinking. It can be really discouraging when you are excited to debate and have fun with a topic, and no one offers an option – sometimes, you don’t want to be singled out as the only student holding the class up when no one else wants to engage. Connell then hones in on his larger angle/impact that he fears for originality in the future and in the professional sphere where real problems need to be solved – his solution being courses that reward originality and teach how to argue and come up with independent thoughts. He offers an idea of a course on common sense — or even one that BC itself has where students are encouraged to prove their professors wrong — that brings in themes of logic and psychology and reminds students that they are capable of coming up with unique ideas and solutions.
Story #2: “Newton Parents Press Forward in Class-Action Suit Against NTA” by Genevieve Morrison
https://www.bcheights.com/2024/03/01/newton-parents-press-forward-in-a-class-action-suit-against-nta/ The second article I looked into this week was from The Heights section on community news from the Newton area – Morrison reported out on the current situation of a second class action lawsuit against the Newton Teachers Association for its strike that closed the public school for 11 days. As I read, one thing that I felt the article lacked was a place where a little information was given about the strike itself – I would want to know just some quick info on when the strike took place, how long it has been, and that would provide some helpful context in how long the lawsuit has been going on compared to the first. Morrison hears from Daniel Suhr, the lawyer for the parents, and provides data on how the plaintiffs are seeking damages from the NTA, but also from the Massachusetts Teachers Association (MTA) and the National Education Association (NEA) for their involvement in the strike as teachers strikes are illegal in Massachusets. The central legal issue provided by Morrison is whether or not the strike violated their children’s right to public education and that the fines NTA has paid to the state and district aren’t sufficient to cover the damages done to families. Speaking to a teacher from Newton North High School, Denise Cremim, Morrison allows their side of the story to come through as Cremin talks about her feelings of a broader hostility toward public-sector unions.
Week Seven: 3/24/24
Story 1: “Rappaport Center Panel Discusses Domestic Violence and the Justice System” by Isabel Sullivan
The first story I looked into this week from BC’s The Heights centered around BC Law School’s Rappaport Center for Law & Public Policy’s panel discussion on domestic violence policies. The article began with a few comments by the deputy director of “Jane Doe Inc.” – a non-profit organization that aims to help all who come in contact with experiences of sexual assault or domestic violence – Hema Sarang-Sieminski to frame the discussion. Opening up the conversation to recognize how systemic violence surrounding domestic violence infiltrates into the pain and harm these survivors have to deal with when trying to work within court systems. Many survivors have commented how this fear of reporting is in many ways tied to the fear and stigma surrounding domestic violence for both themselves and the accused – the article does a great job at reminding the viewers that survivors are people with complex relationships. We cannot always assume that the runnings of the court system can be incredibly scary. They also highlight the very compassionate angle that the law should take in understanding “hurt people hurt people,” and services should be in place to help both abuser and victim. However, with this piece of restorative justice, there are always two sides, as it could be an excellent opportunity to communicate effectively and in a more healthy way with abusers. However, it also opens up the possibility for further manipulation and harm. Nonetheless, I felt that Sullivan’s article showcased the reality of this nuanced issue and what experts say about ways to improve our mindsets both socially and within the legal system and help avoid unhelpful and limiting systemic assumptions.
Story 2: “Only the Personal is Political—White Supremacy Culture, Free Speech, and Individualism at Boston College” by Emma Roney
This opinion piece article I explored this past week articulates feelings of frustration surrounding BC’s atmosphere for political expression and making progress as a university that has an incredibly white and Christian background. It requires some reflection on recognizing those cultural assumptions and how damaging they can be today. To start, Roney crafted a compelling lede where she explained how there had been some great changes in her six years at BC – becoming involved in LGBTQ+ organizations – and some very real moments of stagnation. Roney cites racial incidents, feeling unaccepted and unsafe, and outdated rhetoric, such as sex outside of marriage still being prohibited on campus. Roney also brings in a very timely discussion on how, in moments like right now, with the genocide in Gaza, political uncertainty in our own country, etc., you would expect to see students voicing opinions and organizing protests. However, there is a fear of being called out, and BC places many restrictions and subtle biases on certain forms of activism. She also notes ways to move forward and reflect on the deeper meaning behind why students are protesting or engaging in meaningful conversations and how to reflect on a campus with such systemic biases and viewpoints to be open to moments of discomfort to meet a new generation and hopefully better society.
Week Eight 3/31/24:
Story 1: “James Joyce’s Classic Novel Gathers Students and Faculty For a 28-Hour Reading” by Parker Leaf
I have to say I looked into this article solely because I couldn’t resist the title – 28 hours of reading James Joyce’s Ulysses is so attention-grabbing, and I wanted to know more about the specifics. For the birthday of a beloved English professor at Boston College, Joseph Nugent, students organized an event where they would spend 24 hours reading Ulysses aloud at 15-minute intervals in Connolly House. The article briefly summarizes Joyce’s novel, where Leopold Blooms recounts his life on one day, June 16th, in Dublin, Ireland, in immense detail. It also provides some context as to the students’ dressing up as the main character, Leopold Blooms – some wearing fake mustaches and bowler hats and even replicating Bloom’s lunch from the novel by serving a gorgonzola cheese sandwich. While most didn’t make it all the way through the night, by 3:00 am, there were still ten students left, and the following morning, another gathering took place in the library for the reading of the last two chapters. Leaf introduced one student who stayed through the entire 24 hours, Nina Khaghany, Morrissey College of Arts & Sciences ’24, who is working with Nugent on her honors thesis and helped to organize BC’s first Bloomsday during her junior year. The 664-page novel is no small feat, but Leaf ended the article by highlighting the great bonding experience the students had and the ability to engage with their international students and programs, as BC also has a campus in Dublin.
Story 2: “Course Curriculum at BC Needs Greater Consistency and Oversight” by The Heights Editorial Board
https://www.bcheights.com/2024/03/27/bcs-curriculum-needs-greater-consistency-and-oversight/This article by the Heights Editorial Board delves into an issue surrounding courses and the professors that teach them – opening with the concern that students should only consider the class and content rather than which professor is teaching it and whether or not it will be an easy class. Quoting the president’s message on Boston College’s website, which says, “Boston College endeavors to educate a new generation of leaders—men and women who will be capable of shaping the future with vision, justice, and charity” – the authors make a note of race for students come registration time to get into specific professors courses. Whether it is based on the rigor of the class or what information can be found on Rate My Professor reviews, the impact on students’ GPAs and what is taught has begun to come into question. Looking into the issue of course inconsistencies within science-based courses, the article quotes the psychology director of undergraduate studies, Andrea Heberlein, who claims she hasn’t heard any complaints regarding fairness and assured The Heights that it is a top priority that specific curriculum is covered regardless of which section or professor. The authors feel that urging for more curriculum oversight would help limit inconsistencies between testing methods and similar course materials.
Week Nine: 4/7/24
Story #1: BC Raises Cost of Attendance to $88,632 for 2024–25, 4.3 Percent Increase by Will Martino
This article is set up as a hard news type report with direct quotes, a straight-to-the-point lede, and a nut graph with few extras. One thing that drew me to look at the rest of this article was their addition of a graph that laid out the cost of attendance at Boston College over the past ten years. The graph image comes right after the lede and the start of the nut graph, which I think was a great move as it made me visualize what Martino opened with and gave me context as to why this rise in the cost of attendance might be seen as a bigger deal than past increases. The article then broke down what that $88,632 was in terms of room and board and how BC announced that financial aid would also increase with the tuition as they remain dedicated to their need-based financial aid. The article’s conclusion looks to surrounding colleges in the Boston area, which also gives some context as to other schools that have raised their cost of attendance even higher. One thing that stuck out to me in this article was how Martino, as the journalist, does not weigh in whatsoever, but with his format, word choice, and the craft of the piece, can show without forgoing the reporting of the necessary information that this cost might be seen as controversial.
Story #2: Annual Edible Books Festival Returns with Pun-Filled Creations by Kate Cugno
The second article I looked into this week is less of a hard news report and more of a soft news report of a fun campus event. After reading the first article, what jumped out to me was how much of a tonal difference the journalist can create from the beginning. Cugno begins with a more creative lede, setting the environment’s mood by discussing the cold and dreary day in contrast to the creative and cozy atmosphere in the library where the edible book festival takes place. This online news story also employs a lot of visuals, which broke up the story and kept me reading along with a story like this. I think it would be so important to have those images that readers can connect with the literary baking festival, and with a less hard-hitting news story like this one, those creative decisions can make the story very eye-catching. Cugno interviewed key individuals, such as the event organizer, Scott Britto, and students who were happily surprised to see the event on their regular day in the library.
Week Ten: 4/14/24
Story #1: “Gaza in Context”: Sajdi Details History of War in Palestine” by Jake Jansen
This first story reports on a talk given by BC professor Dana Sajdi on the importance of understanding the complex history of Gaza and putting today’s strife in a much greater context. Jansen opens with an upfront statement about the important links between Asia and Africa in Gaza’s history and then follows up with a direct quote from Sajdi on how its situation, both geographically and politically, “meant that Gaza was going to be captured by the mightiest.” Referencing a critical moment in Sajdi’s talk titled “Gaza in Context: A History,” Jansen makes a point of highlighting how Sajdi used CNN news clips of Israeli people’s feelings toward humanitarian efforts and her emphasis on the dehumanization of the people in Gaza. To bring back the title of this story, the article then moves into information surrounding Palestine and the creation of Israel, given the context of WWII and the Jewish zionist movement to a homeland in Palestine and the 1948 war. Also, to really provide that historical timeline and refer back to Sajdi’s “the mightiest” quote, Jansen tells the audience that before Israel’s occupation, Palestine had lived through the Roman Empire, the Ottoman Empire, and most recently, the British Empire. The article has a strong ending on Sajdi urging people to discern for themselves the immensely complex and intertwined history of Palestine rather than blindly agreeing with news sound bites or politically motivated speech.
Story #2: “Newton Man Killed in House Fire” By Ella Song
I wanted to check out this article as it is more of a straightforward hard news reporting, which I haven’t seen a lot of from The Heights, and I thought it might be interesting to see the writing differences. The headline is as clear as it could possibly be and to the point – as is the lede, which, in less than 20 words, reads, “One man is dead following a fire Sunday morning at 1243 Walnut St. in Newton, according to city officials.” Following the conversions of hard news reporting, Song goes right into the informational nut graph with a quote from the Mayor and Fire chief on their latest statement as well as the relevant information about the fire itself – the who, what, when, where, and why. For instance, Song can think about what the readers want and need to know in the least confusing manner and organize the article and facts in a way that keeps the reader going and, to the best of her ability, organizes them chronologically. The story ends with what most people would ask next, and that is who the man is. Song can anticipate this by stating that his identity is not yet confirmed, and the last word is given to the direct source of the Newton police in how important it is to check fire alarms and get out of the house.
Within chapter two of our course textbook on the idea of the “Basic News Story,” I found much of what was laid out interesting regarding the writing process and how it differs from what I do in more academic, long-form writing. For instance, I found the idea on page 33 interesting, where visual effects and infographics with more multimedia options are now a part of the writing process. For example, you wouldn’t want to duplicate information that could be viewed visually. To me, that was a different way of thinking about the significance of words on the page in a spatial sense and how you might have to extend your perspective to think of what would be most visually compelling to the reader in not just sentence structure but with the possibility of charts, boxes, photos, etc. Another area within the chapter that I was drawn to was some similarities to much of my writing. I think of how those skills of arranging information to reach whatever the intended goal apply to many different writing genres. As the chapter mentions, in a basic news story, it is essential to identify the main idea or “the focus” and develop a lead, body, and ending. It made me think of how engrained that idea is to me just under different names such as thesis, body, and conclusion. I also found it very helpful at the end of the chapter, where the authors explain how certain grammar rules might change, like quotations or in-text citations.
Within our course textbook, Writing & Reporting the News (WaRN), the first chapter looked at how to conceptualize this idea of news today and consider the various forms, terminology, and progression it has taken. One thing that I was very interested in from our last reading by Carey and found myself drawn to within this chapter was the concept of immediacy in the news. As the chapter outlines on numerous occasions, simply the form of our news changing from solely print to print and digital to now mostly digital and to go one step further, via social media, brought up the idea of how our priorities surrounding news/journalism may have shifted. As the chapter alleges, should we have immediacy at the expense of “accuracy, thoroughness, and fairness…”(8)? Thinking back to even just the last 20 years, I believe there is a conversation to be had regarding values such as this — is that immediacy and incredible access that has ensued worth perhaps less in-depth, authoritative pieces? Another section within Chapter 1 I found compelling was the conversation around hard vs. soft news as it relates to some of what we discussed in class – there is the news that saves thousands from an earthquake, and there is the news from the Cannes Film Festival. But what I found interesting and in the spirit of intersectionality was how they can complement each other and perhaps even in the same story. It brings to mind the recent Oscars, undoubtedly soft news, with Lily Gladstone being the first Native American to be nominated for a lead role, which also brings in the potential to highlight some hard news on the state of Indigenous peoples of this country and their struggles. I like to think that journalism can still provide a space to deliver the most accurate sense of reporting but can expand into making those artistic writing maneuvers to shed light on deeper issues.
Journalism as a practice, profession, and craft is the duty to gather information or evidence about events, issues, people, etc., and verify and record those findings in writing or audio to inform the public. I like to think of journalism as a running document of human history; it’s never truly ended but instead takes its place in the log of our culture, waiting to be called upon as reference, evidence, or context that allows our now to have shape and meaning. I am the first to acknowledge how many systemic inequalities, power structures, etc., have always existed within journalism or the news. Still, it is the act of having journalism that allows us to know about those in a democratic society. Much like our values of democracy, we anticipate abuse of power, greed, and dishonesty and, therefore, build an elaborate system of checks and balances and laws in hopes of having methods to combat the inevitable. Journalism cannot be separated from these circumstances, but our First Amendment allows us to counteract dishonest or wrongful accounts freely. The political and cultural moment we are in right now will be recorded through journalism; it is vital that our historical record is something future generations can look to with high regard.
Journal #2 – On “A Short History of Journalism for Journalists: A Proposal and Essay” by Carey
Two interesting elements I selected from Carey’s article “A Short History of Journalism for Journalists: A Proposal and Essay” begin with the idea he proposed that while historians and scholars argue over the origins of news/reporting/journalism, the answer is really found in identifying an immense web of innate human necessities to monitor, signal and share critical information but also the developments industrialized, commercialized societies of the 18th/19th century. In the scope of his initial claim that journalists don’t know the history and craft of their profession, I find this development of cultures, politics, and power shifts alongside news and reporting that comes to be known as journalism to be a powerful image. To open up the discussion in a framework such as this, it feels necessary to progress past this current tradition of journalists idealizing or romanticizing the generations before in a short-sited, politically induced manner and instead realize the scope of history that spans so much further. Another aspect of this article that I connected with on a personal level regarding my major in English was the discussion of the novel and journalism. The idea that fiction was given such authoritative detail but dealt with only imagined realities was confusing to novel readers. Thinking of the continuity of journalism alongside the novel is an angle I never thought of before, and opening up these preconditions of journalism that build upon each other not in separate, rigid binaries but in a mashed-up mix that is true to life. I feel that is an excellent concept to keep in mind when we think about the roles of journalists.
“The figure stopped, and at the moment a ray of moonlight fell between the masses of driving clouds, and showed in startling prominence a dark haired woman, dressed in the cerements of the grave. We could not see the face, for it was bent down over what we saw to be a fair-haired child…My own heart grew cold as ice, and I could hear the gasp of Arthur, as we recognized the features of Lucy Wesenra. Lucy Westenraa, but yet how changed.The sweetness was turned to adamantine, heartless cruelty, and the purity to voluptuous wantonness”(199-200).
“And the physical descriptions of Lucy reflect this greater ambivalence: early in the story, when Lucy is not yet completely vampirized, Dr. Seward describes her hair “in its usual sunny ripples”…; later, when the men watch her return to her tomb, Lucy is described as “a dark-haired woman”. The conventional fair/dark split, symbolic of respective moral casts, seems to be unconscious here, reflecting the ambivalence aroused by the sexualized female. Not only is Lucy the more sexualized figure, she is the more rejecting figure, rejecting two of the three “sons” in the novel.The section of the book ends with her destruction, not by Dracula but by the man whom she was to marry” (549).
SYNTHESIZING COMMENT/ANALYSIS:
These two passages come from the novel and the criticism pieces from the back of the book with the article “Suddenly Sexual Women in Bram Stroker’s Dracula” by Phyllis A. Roth. I found these two interesting and converging on this idea of monstrosity in this well-known theme of dark vs. light and the flipping of characteristics with good vs. evil. Still, this added layer comes in with ideas surrounding women’s sexuality as monstrous. From the novel, it is clear that Lucy is more flirtatious, perhaps sexually forward, than Mina. When we see her take on the form of a vampire, that is the characteristic emphasized, making that significant distinction between sweetness and purity and cruelty and wantonness, which I thought was something interesting to look into further.
QUESTION:
I am also interested in looking more into the idea raised in the second quote regarding the significance of Arthur being the one to kill Lucy or release her from this Un-Dead in-between state — also, why the Professor is so intent on his doing so. Also, might there be a critique on why Lucy is the first female Vampire victim as opposed to Mina, and what that might say about this idea of the anxieties toward women’s sexuality in the context of monsters?
PART 2: IN-CLASS WRITING RESPONSE (NAME:__________________)
