JOUR 2011 participation

How to get an A on Participation

The key to participating effectively in 2011 is preparation. Below are some general hints for how to read, study, and prepare for participation in discussions in JOUR 2011. I've compiled these lists from my own experience as well as from insights I've gathered from colleagues, friends, and your fellow students. If you have suggestions you'd like to add, please let me know.

On reading and studying:

1. Time is always tight for students. Figure out what times are best for you to read, and set aside a significant amount of time each week just for reading. Schedule your reading time in your planner just as you would a class or another activity.

2. When you are ready to read, make sure you are seated comfortably in a well-lit area. Do not participate in any other activities, such as socializing, watching TV, or IM ing. If you can, turn off your cell phone and let your answering machine pick up calls. Try to choose a place where you won't be interrupted so that you, rather than someone else, is choosing when you will take breaks.

3. Plan to take breaks if you have a lot of reading. Rest your eyes briefly every 20 minutes. Get up and walk around for 5 –to 10 minutes after 60 minutes.

4. Keep a dictionary close by to look up words you don't understand. Write the definitions in the margins (unless it's a library book, of course).

5. Try to complete your reading assignments for this class by the evening before the class. There's nothing more frustrating than attempting to finish 60 minutes' worth of reading in 10 minutes before class. Besides, that won't give you time to process what you've read.

6. Figure out what works best for you when you' re reading books and articles you own: using a highlighter, writing notes in the margins of a book, keeping notes separately on a piece of paper or in your computer, writing one-page summaries of what you've read, or something else. I happen to be a margin-writer who sometimes summarizes key points on the front flap of a book (I can always find my notes that way!). I find that writing summaries and comments in my own words reminds me that I'm in a dialogue with the author(s) of what I'm reading. This is helpful when I am asked to comment on what I've read. Writing brief summaries every few paragraphs makes studying for tests easier. You can also find key passages again more easily for citations if you've marked them the first time.

7. Remember that you'll need some time to distance yourself from the text to put it into perspective. Sometimes I summarize the key point of a chapter or article in a sentence or two at the top of the piece. I also keep a journal for my own reflections when I want to integrate what I'm reading into a longer-term project I'm working on, like a paper or an article.

Are you understanding what you're reading?

Keep in mind that you should always be able to answer the following questions when you're finished:

1 . What was the author trying to accomplish in this chapter or article? What questions or objections was she/he attempting to address in this writing? What are the main points he or she wants to get across? Why did the author choose these particular examples or topics?

2 . Why is this topic important, according to the author? Why did the professor ask me to read this - or, why does she think it's important for this course? How is it relevant to me? If I don't agree that it's relevant, why not? What's my counterargument?

Preparing for discussion:

If you've followed the above guidelines for reading, chances are good that you'll have something to say in discussion. However, if you're still finding yourself tongue-tied, try answering these questions after you're finished reading:

1. How can I relate what I've just read to something I know from my own experiences either as an intern, observer, or professional in media?

2. How can I relate what I've just read to something I learned in another class?

3. How can I relate what I've read to something I saw in the newspaper, on tv news, or on a news or alternative news/special interest web site?

4. What stands out in my mind as a really interesting example from contemporary entertainment media (e.g., films, tv programs, etc.) that relates to or illustrates what I've read?

5. Can I anticipate a discussion that might happen in class so that I can either make an argument or offer support from the author - or from someone the author has cited? (note: this means that you don't necessarily have to agree or disagree, but can call on something you've read to say something like, "well, according to Buckingham, the media may never have played such an important role in citizenship as it's defined by the elite, at least not for those in the working classes." Or even, "Croteau and Hoynes talked about FCC Chair Mark Fowler's statement about deregulation. Fowler said, 'what the public interest is is what the public's interested in.' I do/don't think that's a pretty good statement because...")

Remember that you don't have to agree with your classmates or even your TA or professor. If you don't agree, speak up! Doing so will increase your confidence in this class and boost your participation grade. But not only that: speaking up in a class setting will also increase your ability to speak up in the future. This skill will definitely be a benefit for you as a manager, an employee, an entrepreneur - even (perhaps especially) as a citizen.


		How to get an A on Participation The key to participating effectively in 2011 is preparation. Below are some general hints for how to read, study, and prepare for participation in discussions in JOUR 2011. I've compiled these lists from my own experience as well as from insights I've gathered from colleagues, friends, and your fellow students. If you have suggestions you'd like to add, please let me know. On reading and studying: 1. Time is always tight for students. Figure out what times are best for you to read, and set aside a significant amount of time each week just for reading. Schedule your reading time in your planner just as you would a class or another activity. 2. When you are ready to read, make sure you are seated comfortably in a well-lit area. Do not participate in any other activities, such as socializing, watching TV, or IM ing. If you can, turn off your cell phone and let your answering machine pick up calls. Try to choose a place where you won't be interrupted so that you, rather than someone else, is choosing when you will take breaks. 3. Plan to take breaks if you have a lot of reading. Rest your eyes briefly every 20 minutes. Get up and walk around for 5 –to 10 minutes after 60 minutes. 4. Keep a dictionary close by to look up words you don't understand. Write the definitions in the margins (unless it's a library book, of course). 5. Try to complete your reading assignments for this class by the evening before the class. There's nothing more frustrating than attempting to finish 60 minutes' worth of reading in 10 minutes before class. Besides, that won't give you time to process what you've read. 6. Figure out what works best for you when you' re reading books and articles you own: using a highlighter, writing notes in the margins of a book, keeping notes separately on a piece of paper or in your computer, writing one-page summaries of what you've read, or something else. I happen to be a margin-writer who sometimes summarizes key points on the front flap of a book (I can always find my notes that way!). I find that writing summaries and comments in my own words reminds me that I'm in a dialogue with the author(s) of what I'm reading. This is helpful when I am asked to comment on what I've read. Writing brief summaries every few paragraphs makes studying for tests easier. You can also find key passages again more easily for citations if you've marked them the first time. 7. Remember that you'll need some time to distance yourself from the text to put it into perspective. Sometimes I summarize the key point of a chapter or article in a sentence or two at the top of the piece. I also keep a journal for my own reflections when I want to integrate what I'm reading into a longer-term project I'm working on, like a paper or an article. Are you understanding what you're reading? Keep in mind that you should always be able to answer the following questions when you're finished: 1 . What was the author trying to accomplish in this chapter or article? What questions or objections was she/he attempting to address in this writing? What are the main points he or she wants to get across? Why did the author choose these particular examples or topics? 2 . Why is this topic important, according to the author? Why did the professor ask me to read this - or, why does she think it's important for this course? How is it relevant to me? If I don't agree that it's relevant, why not? What's my counterargument? Preparing for discussion: If you've followed the above guidelines for reading, chances are good that you'll have something to say in discussion. However, if you're still finding yourself tongue-tied, try answering these questions after you're finished reading: 1. How can I relate what I've just read to something I know from my own experiences either as an intern, observer, or professional in media? 2. How can I relate what I've just read to something I learned in another class? 3. How can I relate what I've read to something I saw in the newspaper, on tv news, or on a news or alternative news/special interest web site? 4. What stands out in my mind as a really interesting example from contemporary entertainment media (e.g., films, tv programs, etc.) that relates to or illustrates what I've read? 5. Can I anticipate a discussion that might happen in class so that I can either make an argument or offer support from the author - or from someone the author has cited? (note: this means that you don't necessarily have to agree or disagree, but can call on something you've read to say something like, "well, according to Buckingham, the media may never have played such an important role in citizenship as it's defined by the elite, at least not for those in the working classes." Or even, "Croteau and Hoynes talked about FCC Chair Mark Fowler's statement about deregulation. Fowler said, 'what the public interest is is what the public's interested in.' I do/don't think that's a pretty good statement because...") Remember that you don't have to agree with your classmates or even your TA or professor. If you don't agree, speak up! Doing so will increase your confidence in this class and boost your participation grade. But not only that: speaking up in a class setting will also increase your ability to speak up in the future. This skill will definitely be a benefit for you as a manager, an employee, an entrepreneur - even (perhaps especially) as a citizen.
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