COMM 433CENVIRONMENTAL COMMUNICATION

Spring 1998

Instructor: Star A. Muir

Office Telephone: 993-4115

Office: Thompson 109-D

E-mail: smuir@gmu.edu

Office Hours: T, 3:00-4:00, R, 3:00-6:00, or by appointment

I. PURPOSE OF THE COURSE

This course investigates environmental communication, focusing on persuasive efforts by institutions, corporations, movement leaders, scientific experts, politicians and citizens to describe, persuade, and shape human interactions with the environment. As we move toward the twenty-first century, it is critically important that citizens are able to assess competing claims and appeals about the environment. The course has three specific objectives:

(A) To develop your ability to describe, analyze, and evaluate public communication. To enable you to ask questions about the nature of communication and media that reflect a developed schema of understanding (Critical Methods).

(B) To increase your awareness of environmental issues, including the strategies and arguments used by groups, institutions, the media, and key individuals. (Awareness).

(C) To empower action in the face of highly complex and often puzzling ecological relationships. Rather than teaching you science, this course seeks to increase your understanding of how scientists and politicians persuade the public about environmental issues, thereby enhancing your effectiveness as a citizen (Action).

II. PRINCIPLES OF THE COURSE

Fairness and respect for all participants.

Interactive learning based on common knowledge. (DO THE READING!)

Choice in shaping and completing the course.

III. TEXTS

Required readings available on Reserve. Full bibliographic citations for all readings.

IV. COURSE POLICIES

(A) Participation -- Participation in class is critical to understanding the material and to evaluating your performance in this course.

(B) Punctuality -- The class must begin promptly. Any material handed in late will be reduced one grade per two days late.

(C) If you have a problem with a grade or a policy of the instructor, detail the problem in writing and arrange an appointment to discuss it.

(D) If you have a learning disability or other documented special circumstances please let me know within the first two weeks of class.

(E) The GMU Honor Code is honored in this class.

(F) Grading is on a 10-point scale: 100-90 = A, 89-80 = B...

V. CATEGORIES FOR COURSE ASSIGNMENTS (You decide percentages and assignments)

CLASS PARTICIPATION (in-class and on-line) 5%

READING (best three of four quizzes) 15%

CRITICAL ANALYSIS 10-30%

RESEARCH 10-30%

INVOLVEMENT 10-30%

INTEGRATION (symposia) 5-15%

COOPERATIVE LEARNING 20%

VI. TENTATIVE COURSE SCHEDULE

Comm 433 Assignments

How this Process Works

You get to design how you want to take this course, within the constraints I have identified. Look at the Contract, and you will see that I have identified what percentages are required in some of the areas (Class participation is 5%, Reading quizzes are 15% (the best 3 out of 4), and Group/Collaborative work is 20%). Beyond that required 40%, you have freedom within the other categories to construct your contract to emphasize what you are interested in. Critical analysis, Research, and Involvement are categories that you MUST COMPLETE AT LEAST 10%IN THAT CATEGORY. Maximum for any one of those categories is 30%. You must participate in at least one Symposia/Integration session (5%), but can do up to three of the Symposia.

The Preliminary Contract is due 2/5. This is purely to give you an idea of what you will be doing, and can certainly be changed if you find you want to modify how you are taking the course.

The Final Contract is due 4/21. This is the set of assignments that will form the basis for your grade, whether or not you turn in or complete all of the assignments.

Turning Assignments In

There is no set date by which any specific assignment is due, except for the Symposia and the Group Presentations, which are already scheduled.

The requirement is simply that by a certain date you must turn in X percent of your grade. Quizzes and Symposia that you have completed are of course included in this percentage.

20% is due by 2/19

40% is due by 3/24

70% is due by 4/16

100% is due by 5/7

When turning materials in:

1) BE SURE TO INCLUDE THE ASSIGNMENT ACODE@ (e.g., CA3, RE2) ON THE FRONT PAGE (along with your name, the class, my name, etc.).

2) BE SURE TO INCLUDE WHAT ASET@ YOU ARE TURNING ITEMS IN FOR (i.e., Set 1, Set 2, etc.) AS SPECIFIED ON THE SYLLABUS

 

Course Assignments

Class Participation (5%)

Participation is measured by contribution to the class discussions, and by written contributions to the discussions on the TownHall discussion forum at http://townhall.gmu.edu.

To get to the TownHall discussion forum, go to the above address. The first time you Aenter,@ click on Aregistration@ and fill out the information. After that, you can simply Alogin.@ Go to Spring 1998, then go to Comm 433. Questions and discussions will take place on-line as well as in class.

Reading (15%)

Reading comprehension is measured by four non-cumulative quizzes. Students may take all four quizzes and then have the best three scores count, or may take just three quizzes and count them all. For each quiz, the days that will be covered are listed on the schedule. Individuals will be responsible to do the readings even if they aren=t mentioned in class (although most readings will certainly be integrated into our discussions).

Critical Analysis (10% minimum, 30% maximum)

Critical analysis is more than just description of an example of communication. It often involves the application of different critical concepts (ranging widely from ideology, to narrative, to genre, to identification, to many others) to a particular artifact (a tangible example) to increase our understanding and appreciation of how and why the artifact works. It always involves making judgments about the choices people and organizations make in constructing their messages, and providing Agood reasons@ why the judgments are justifiable. It may assess the overall effectiveness of the artifact, or it may focus on other criteria for judgment (aesthetics, truth, justice, etc.). Students interested in a basic and relatively clear treatment of rhetorical criticism should examine (or reexamine) S. Foss= Rhetorical Criticism, 2^nd. Edition (currently in use in Comm 300).

CA1 Cultural analysis of an environmental conflict (10%)

Using concepts from cultural studies, identify, frame and analyze the particulars of an environmental conflict. Focus particularly on symbolic or discursive elements that magnify the conflict. Make overall judgements about the potential resolution of the conflict, framing possibilities in communication strategies. Minimum 5 sources in references. 5-6 pages typed.

CA2 Application of a communication theory to an environmental campaign or organization (10%)

Identify and explain a communication theory, and then apply it critically to evaluate and assess an environmental persuasive campaign or an environmental organization. Minimum 5 sources in references. 5-6 pages typed.

CA3 Write a critical review of an environmental Ahow to@ book (10%)

Select one of many books that offer different strategies for environmental action. Review the choices and strategies of the author(s), including stylistic elements, argument strategies, means of enhancing ethos, thoroughness, audience analysis, etc. 5-6 pages typed.

CA4 Write a critical analysis of appeals in a Awise use@ book (10%)

Select one of many books by authors such as Arnold, Bailey, Ray, who question environmentalism and environmental claims, and assess their use of argument, language, and style. 5-6 pages typed.

CA5 Assess the credibility of an environmental database (5%)

Identify and explore an electronic database available to the general public. Looking at and checking parts of the database, evaluate the overall credibility of the information in the database using three or more criteria for credibility. 3-4 pages typed.

CA6 Review and compare two environmental organization homepages (5%)

Develop a set of criteria to apply, analyze and evaluate two world wide web homepages of environmental organizations. 3-4 pages typed.

CA7 Rhetorical criticism of an environmental message (10%)

Using an explicitly developed rhetorical method or critical framework, analyze and assess an environmental message or a set of messages. Analysis may focus on different types of media (brochures, videos, songs, speeches, books, advertisements, etc.), may analyze the rhetoric of individuals, organizations, institutions, and communities, and should provide both a clear framework for critical analysis and clear implications of the application of that framework. Minimum 5 sources in references. 5-6 pages typed.

Research (10% minimum, 30% maximum)

Research involves a rigorous and thorough attempt to answer specific questions about communication behavior by observing and collecting information in a systematic way and drawing conclusions from the data to begin answering these questions. A quality research project will involve, at a minimum, a quick review of existing research on the topic (if relevant), the development of some preliminary focused research questions, clear description and use of a research methodology to gather appropriate information, and some final conclusions about what the data really means. An excellent resource for more in-depth discussion of research methodology is L. Frey, et.al., Investigating Communication, 1992.

RE1 Survey a target audience (20-25 or more) about environmental communication. (15%)

Identify research questions, construct and administer the survey, analyze and prepare a report. Descriptive statistics are a must, inferential statistical analysis is a plus. The focus must be on environmental communication, not just on communication, or just on the environment. 5-6 pages typed.

RE2 Using ethnomethodology (observation and interviewing), observe an environmental organization for an ample period of time on two or more different days. (15%)

Identify research questions, and possibly clarifying some categories of communication behavior, observe the nature and frequency of these behaviors. Look for patterns, for obvious functions of communication, and for problem situations. Briefly interview at least one or two individuals in the organization, asking a set of questions aimed at better understanding these behavior. How important is communication in achieving the organization=s goals? What conclusions can you draw about the observed behaviors and patterns and the overall effectiveness of the organization? 5-6 pages typed.

RE3 Attend a community, state or federal official meeting (board, commission, legislature, court, etc.) that is addressing an environmental issue. (10%)

Develop a set of criteria or variables to apply and analyze in viewing the meeting. Examine how conflict is treated, how the public/expert relationships play out, what kind of role language plays, and how the media are involved (among many possible variables). Reflect on your perceptions of the process before and after you attended the meeting. 4-5 pages typed.

RE4 Conduct a content analysis of environmental organization messages. (15%)

Choose a specific set of messages (TV ads, pamphlets, brochures, speeches, etc.), and frame research questions about these messages as a whole. Prepare a content analysis sheet focusing on specific variables, then code all of the messages using the analysis sheet categories. Provide some descriptive statistics, and draw conclusions concerning the data collected and the research questions. 5-6 pages typed.

RE5 Conduct a comparative media analysis of coverage of the environment. (15%)

Choosing two different aspects of media (print vs. television, film vs. documentary, local newspaper vs. national newspaper, etc.), identify specific research questions, frame criteria for comparison, select and justify a particular sample of each media, and analyze and compare the samples for scope, adequacy, depth, style, or other elements. 5-6 pages typed.

RE6 Affirmative case construction (15%)

Develop an affirmative case arguing for a change in legislative or administrative policies governing environmental communication. Traditional burdens of harm, inherency and solvency should be addressed. A variety of evidentiary support is expected (at least 7 sources), along with extension briefs answering critical objections to the case. MUST CONFIRM/CONSULT WITH INSTRUCTOR. 5-6 pages typed plus some extension briefs.

RE7 Create your own research project (15%)

Design your own research project, specifying research questions and methodology, and focusing on some aspect of environmental communication. Conduct the research and draw conclusions and implications from the data. MUST CONFIRM WITH INSTRUCTOR. 5-6 pages typed.

Involvement (10% minimum, 30% maximum)

This category is designed to involve you in the actual real world of environmental communication. You are invited to participate in different events, organizations, volunteer efforts, and in the construction of messages that will be sent to a policymaker or a media outlet.

IN1 Volunteer for a national environmental organization (15%)

Pick an environmental organization, volunteer and serve the organization for at least 10 hours of contact time. You must keep a journal of your time spent with the organization, and should reflect on the communication problems/strategies/environment of the organization. Journal and 2-3 page reaction and summary paper.

IN2 Volunteer for a local environmental organization (15%)

Pick an environmental organization that operates in your neighborhood, county, or state, volunteer and serve the organization for at least 10 hours of contact time. You must keep a journal of your time spent with the organization, and should reflect on the communication problems/strategies/environment of the organization. Journal and 2-3 page reaction and summary paper.

IN3 Assess your lifecycle impact (10%)

Keep a journal over a two-three week period detailing your own personal impact on the environment. Include energy used, waste, consumer purchases, etc. Explore how much effort you take to lighten your impact (recycling, conservation, etc.). Identify 2-3 actions that you could take that would have a significant affect on your PEI (Personal Environmental Impact). Journal and 2-3 page reaction and summary paper.

IN4 Write a letter of protest or support (5%)

Identify a particular environmental issue and a vehicle or means of influencing people on that issue. Carefully draft a letter to your congressperson, state representative, a local or national newspaper, or other appropriate public forum developing a position statement on the issue. The letter MUST BE SUBMITTED FOR REVIEW BY THE INSTRUCTOR. The letter must be signed, since this is not an anonymous appeal. After review, revise the letter and resubmit it to the instructor with a stamped, addressed envelope. After assessment and grading, the instructor will seal your letter in the envelope and mail it.

IN5 Attend an environmental protest/rally/event (10%)

Attend a local, regional, or national environmental event. Write up the event, briefly describing it and analyzing its audience, appeals, and effectiveness. Assess your expectations before the event compared to your evaluation after the event. 3-4 page reaction paper.

IN6 Conduct an environmental assessment of your workplace (10%)

Conduct a thorough environmental assessment of your workplace. Identify possible actions that could be taken, and construct an environmental communication strategy for encouraging behavior change. 4-5 pages typed.

IN7 Develop your own forum for involvement (5-15%)

MUST CONSULT WITH THE INSTRUCTOR. Journal and/or reaction paper may be required.

Integration (5% minimum, 15% maximum)

Integration involves applying your experiences, the readings, the previous class discussions, and your own critical thinking skills to take positions and develop arguments on different issues in environmental communication. While this skill is expected in other assignments, here it is applied in the format of a panel symposium. The symposia require students to submit a short (2-3 page) paper two class days before the symposia on the specific topic for that symposium. Students will be grouped into small panel discussions, and will each briefly present their paper (2-3 minutes) and then engage in discussion among themselves and with the class. Each symposia is worth 5%, and you must do at least one and cannot do all four.

SY1 Meanings and Natural Experience. (5%, papers due 2/3, symposium occurs 2/10)

Explore how personal experiences (good and bad) shape attitudes and values about the environment. This can be a personal experience that has influenced you, or may be a description of a nature experience that you believe (and can support) has a substantial effect on American attitudes/values/beliefs about the environment. 2-3 pages, typed, with 2-3 minute presentation followed by discussion.

SY2 Problems in Environmental Communication (5%, papers due 2/26, symposium occurs 3/5)

Identify particular problems or difficulties that exist in the current environmental communication process. This may focus on particular organizations, a specific conflict or issue, or the overall process of communication about the environment. Should include some documentation/proof of the problem, and may include suggestions of solution(s). 2-3 pages, typed, with 2-3 minute presentation followed by discussion.

SY3 Critical Analysis of Language Usage (5%, papers due 3/26, symposium occurs 4/2)

Focusing on a particular example of environmental communication (brochure, speech, advertisement, etc.), analyze and discuss strategic, stylistic and/or formative aspects of language. 2-3 pages, typed, with 2-3 minute presentation followed by discussion.

 

SY4 Media Power in Society (5%, papers due 4/14, symposium occurs 4/21)

Explore some aspect of media coverage, creation, or reconstruction of an environmental issue. You may integrate some media theories here, or look at a particular issue or example of media and illustrate how power relationships are created, maintained, or destroyed. 2-3 pages, typed, with 2-3 minute presentation followed by discussion.

Collaborative Learning (20%)

This involves a group process that will make a presentation at the end of class. Students are encouraged to draw up a contract specifying expectations of the group and consequences of irresponsibility. All groups are given a group grade, which is based on the overall performance of the group (15%), and an individual grade, which is based on individual performance and effort (5%).

GR1 Construct a campaign (20%)

Using theories and concepts from class, group members choose a particular issue and construct a campaign to alter attitudes and behaviors of a target audience. This will entail identifying a specific set of problems, constructing a set of solutions, and creating a set of appeals and strategies to induce people to act. Pamphlets, posters, videos, slogans, t-shirts, bumper stickers, buttons, etc. are all possible avenues to explore. You should be explicit about what choices you make, and use terms and concepts from class. An outline of the presentation must be presented to the instructor before the presentation. 20 minutes of class time to present the campaign.

GR2 Present a debate (20%)

Selecting a specific topic, you will phrase a resolution and then present a debate with specified speech order and speech times. Reauthorize the Endangered Species Act? Adopt stricter controls on particulate emissions? Fossil fuel consumption? Regulation vs. Market-based Incentives? Advocates must present evidence to support their arguments. Team sizes are ideally 2 or 3 people, and speaking duties should be shared. Prior notice of basic arguments between teams is strongly encouraged. PRIOR CONSULTATION WITH THE INSTRUCTOR IS REQUIRED. 20-25 minutes of class time to present the debate.

GR3 Informative multimedia presentation (20%)

Focusing on a particular issue, a problem, or a conflict, you may inform the class about the issue and about the particular aspects of environmental communication that are implicated. You should use a variety of media (avoid just talking heads), and creativity is encouraged. Avoid issues where students are likely to already be familiar with the information, and provide an outline of the information to the instructor and the class prior to the presentation. 20 minutes of class time to present the campaign.

GR4 Create your own group project (20%)

Develop a creative approach to environmental communication that either persuades, enlightens, entertains or intrigues your audience. PRIOR CONSULTATION WITH THE INSTRUCTOR IS REQUIRED. 20 minutes of class time to present the campaign.

 

Comm 433 Contract

Preliminary Contract G Final Contract G

Student Name/Student I.D. Number:

Please check appropriate boxes, insert titles/names where appropriate, and total each category.

Category (Percent in Each Category)

Class Participation 5%

Reading Comprehension (15%, best 3 of 4 quizzes) 15%

G Quiz #1 (5%)

G Quiz #2 (5%)

G Quiz #3 (5%)

G Quiz #4 (5%)

Critical Analysis (10% minimum, 30% maximum) _____

G CA1BCultural analysis of an environmental conflict (10%)

G CA2BApplication of communication theory to environmental campaign or organization (10%)

G CA3--Write a critical review of an environmental Ahow to@ book (10%)

G CA4--Write a critical analysis of appeals in a Awise use@ book (10%)

G CA5--Assess the credibility of an environmental database (5%)

G CA6--Review and compare two environmental organization homepages (5%)

CA7--Rhetorical criticism of an environmental message (10%)

Research (10% minimum, 30% maximum) _____

G RE1--Survey a target audience (20-25 or more) about environmental communication. (15%)

G RE2BConduct ethnomethodological research project (15%)

G RE3--Attend an official meeting (10%)

G RE4--Conduct a content analysis of environmental organization messages. (15%)

G RE5--Conduct a comparative media analysis of coverage of the environment. (15%)

G RE6--Affirmative case construction (15%)

G RE7--Create your own research project (15%)

Involvement (10% minimum, 30% maximum) _____

G IN1--Volunteer for a national environmental organization (15%)

G IN2--Volunteer for a local environmental organization (15%)

G IN3--Assess your lifecycle impact (10%)

G IN4--Write a letter of protest or support (5%)

G IN5--Attend an environmental protest/rally/event (10%)

G IN6--Conduct an environmental assessment of your workplace (10%)

G IN7--Develop your own forum for involvement (5-15%)

Integration/Symposia (5% mihjnimum, 15% maximum) _____

G SY1BMeanings and Natural Experience

G SY2BProblems of Environmental Communication

G SY3BCritical Analysis of Language Usage

G SY4BMedia Power in Society

Collaborative Learning/Group Presentation 20%

G GR1--Construct a campaign (20%)

G GR2--Present a debate (20%)

G GR3--Informative multimedia presentation (20%)

G GR4--Create your own group project (20%)

 

Group Member Names:

Group Topic/Title:

 

CHECK TOTAL = 100%: G ______

SIGNED/DATE: