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Stage Five English unit Presentations of Truth Girraween High School.

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Presentation on theme: "Stage Five English unit Presentations of Truth Girraween High School."— Presentation transcript:

1 Stage Five English unit Presentations of Truth Girraween High School

2 Introduction What is the role of a journalist? Entertainment Sensitivities Censorship Resources: SMH Sacked for photo Americans were not meant to see Cartoon by Jenny Coopes The first casualty of war is truth.. Cartoon by Jenny Coopes The first casualty of war is truth.. Outcome 3: A student selects, uses, describes and explains how different technologies affect and shape meaning Outcome 9: A student demonstrates understanding of the ways texts reflect personal and public worlds

3 Ethics in Journalism Censorship AJA Code of Ethics How do ethics apply? Role of audience in determining presentation of information Resources: Time Magazine: The PG-Rated War by J Klein, 7/4/2003 AJA Code of Ethics Outcome 4: A student uses and describes language forms and features, and structures of texts appropriate to different purposes, audiences and contexts. Outcome 9: A student demonstrates understanding of the ways texts reflect personal and public worlds.

4 Presentation of television news How television news is presented? How does this form of presentation effect the presentation of information? Why? Differences between print and television news Resources: Time Magazine The Trouble with Sitting on the Story by J Poniewozik, 28/4/2003 Media Watch Outcome 3: A student selects, uses, describes and explains how different technologies affect and shape meaning. Outcome 9: A student demonstrates understanding of the ways texts reflect personal and public worlds.

5 Truth in television news Role of television news in society Impact of language on presentation of truth Entertainment factor Different sources of media (local, national, global), and its effect on the presentation of information and the truth. Whose version of the truth is it? Resources: Targeting Media: Television and Film Cutting Edge: Operation Saddam, Americas Propaganda Battle (Part I) Outcome 3: A student selects, uses, describes and explains how different technologies affect and shape meaning. Outcome 9: A student demonstrates understanding of the ways texts reflect personal and public worlds.

6 Selecting the news Audience of TV news Impact of ratings Differing styles of presentation Personalities in the news Elements of television news (setting, structure etc.) Priorities and agendas Resources: Targeting Media Media Watch Pre-taped news programs (Channel 7, 10 and ABC) Bowling for Columbine (extracts) Outcome 7: A student thinks critically and interpretively using information, ideas and increasingly complex arguments to respond to and compose texts in a range of contexts.

7 Presentation in TV news How presentation effects the information conveyed Impact/results of budgets in the production of news Commercial versus Government owned News styles Role play task Resources Presenting the facts of news presentations Pre-taped news (Channel 10 and SBS) Outcome 6: A student experiments with different ways of imaginatively and interpretively transforming experiences, information and ideas into texts.

8 The interview in television news The interview Role of the interviewer/interviewee Strategies and agendas Editing, and the power of the news station Resources: A Fine Line episodes 1-3 and study guide questions Outcome 3: A student selects, uses, describes and explains how different technologies affect and shape meaning.

9 What do we want from the media? What we would change? How difficult is it to present the truth? The ideal journalist, style and medium of news presentation. What has been learnt from their own productions and the behind the scenes information supplied by A Fine Line Outcome 1: A student responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure.

10 Assessment task Stage 5 Outcomes assessed: A student: 1. responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure. 3. selects, uses, describes and explains how different technologies affect and shape meaning. 4. selects and uses language forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning. 6. experiments with different ways of imaginatively and interpretively transforming experience, information and ideas into texts. 7. thinks critically and interpretively using information, ideas and increasingly complex arguments to respond to and compose texts in a range of contexts. 9. demonstrates understanding of the ways texts reflect personal and public worlds.

11 Task: Part A: 5 marks You are required to select one-week night and watch three telecasts of nightly news (from the same night – you must clearly state your chosen date). One telecast must be either ABC or SBS. You are required to list all the items (of news) as they appear in the telecast and take note of the time each item takes. The list should comprise a two-column table where each item is described/summarised (no more than 75 words) with time allocated to that item in the second column.

12 Part B: 15 marks You are required to evaluate, compare and contrast the different styles of news presentation and the different content in each of the telecasts. Write this in the form of an essay. You may like to consider the following in your response: Structure Range of items covered Means of presentation (the set) Target audience Image of the presenters (personalities) Language used to present items You must include an evaluation dealing with which telecast you think is most effective in its presentation of the nightly news. Word limit:

13 Resources The Sydney Morning Herald (SMH) Channel 7, 9, 10, SBS and ABC news telecasts Cartoon by Jenny Coopes Targeting Media: Television and Film (Lopez et al.) Media Watch (Littlemore, Video Education Australia) Cutting Edge (SBS) Time Magazine Bowling for Columbine (Moore, M.) A Fine Line series (SBS) A Fine Line study guide on MetroMagazine website: Australian Journalist Association (AJA) Code of Ethics:


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