TEL 320: Briefing Assignment

 

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Description:

You will work in a group of 2 to 3 students to study an important question (of your choice) related to programming practices, social/cultural values of programs, and/or institutional or technological developments that influence programming or content providers.  After carefully assessing the historical evidence, current status, and different values or policy positions underlying the question, your group will come to a conclusion.  This conclusion could take the form of recommendations for action, a set of options for decision makers, needs for further research, etc.

 

You will brief the class on your work in a 30-minunte presentation, followed by class discussion.  Audio-visual aids can be used (I encourage you to use them).  As part of the Participation/Discussion/Quizzes grade, those students that are not giving the briefing (i.e. the audience) will turn in a short response to the presentation at the end of class.

The assignment simulates what occurs on a regular basis at the management levels in media organizations.  Staff members are frequently called upon to gather research, write, and present briefing (or position) papers on issues that are salient to long-term, strategic interests of the company, an entire industry, an agency, or an interest group.

 

Topic:

You will develop your own topic/question.  For next Thursday you need to come to class with a typed topic/question statement.  Try to be specific.  I will assign groups according to your interests.  If you know that you want to work with (an) other student(s), please submit one topic and you will be guaranteed that group.  Some example briefing topics include:

 

·         How has children’s TV programming changed in the last 10-15 years, and what trends seem to be emerging now and in the near future?

·         What is the potential impact of high-resolution television (HDTV) on cable programming?

·         Is the Internet a viable outlet for independent filmmakers?  If so, how can this be accomplished?

·         What is the social and cultural significance of convergent media forms (i.e. Pokemon)?

·         What is the significance of the recent decision against Napster?

·         Historically, describe the evolution of a specific telecommunications genre.  What insights does this have on current programming?

 

Timeline:

·         Tuesday 9/5: Description

·         Thursday 9/7: Potential topics due, group assignments, and presentation date assignments

·         Presentation dates (Thursdays):  9/28 (Week 6), 10/5 (Week 7), 10/12 (Week 8),

11/2 (Week 11), 11/9 (Week 12), 11/16 (Week 13), 11/30 (Week 15)

 

 

Text Box: For Thursday, 9/7: Come to class with a topic/question statement that you would like to investigate. Two or three detailed statements or questions should be enough. If you have trouble coming up with a specific question, provide a general idea about what you want to study. Groups will be assigned then and I will allow class time to meet, become acquainted, discuss schedules, etc… Also, please indicate what date you would like to present.  

 

 

 

 

 

 

 


Evaluation:

Unless there are differences in the contributions of the team members, students in a team will receive the same evaluation.  Each student will turn in a confidential assessment of the time and quality of work contributed by the other team member(s).  My evaluation will be based on:

 

1.      Preparation (20%)

a.       I need to meet the group – everyone together – one week before the presentation date, in order to go over you plan, discuss issues/problems, etc…

b.      Need TV/VCR or other presentation materials? – I need 48 hour notice.

c.       Be ready to go at the start of class.  On the day of the briefing, turn in a detailed outline of the presentation, which should included a reference section for the sources of the information used.

 

2.      Presentation (40%) Main Considerations:

a.       Presenters should be articulate, focused, well-organized, and alert.

b.      It should be obvious that you have rehearsed together – e.g. little reliance on notes; good interaction between members.  Each of you should have speaking parts of equivalent length.

c.       Everything you intend to say should fit into the time parameters –25-30 minutes.

d.      Visual aids – e.g. handouts, overheads, video, etc… should be used if they add to our understanding of your points.  Video clips should not take up a substantial portion of your presentation – 10 minutes maximum (5 is better).

e.       Be willing to respond to questions during your presentation.

 

3.      Content (40%) Main Considerations:

a.       The issue should be well-understood by the presenters.

b.      Introduce the topic in a way that gains our attention and interest.

c.       In the main body of your presentation, the ideas and arguments you developed should be logically organized and internally consistent.  Important competing ideas should not be left out.

d.      The evidence you use should be sufficient, clear, and relevant.

e.       Overall, the arguments you present should be pervasive.

f.        The conclusion should summarize your main points, provide a final analysis, and offer the audience ideas or questions to consider about the subject.

 

Guidelines for Presenting:

 

Opening (5-7 minutes)

·         Think of a creative and interesting way to introduce us to your presentation.  This is the “attention getter” so drive your point home.

·         You may want to tell a story, give an example, ask a rhetorical question, etc…

·         Give some historical background, moving towards why the issue is relevant now.

·         Define or clarify key or “fuzzy” issues.

·         Discuss the premise (or assumptions) of the issue.  Consider:  why is this important?  Why should we care?  Is it controversial inside the industry?  Is it an issue the public is concerned about, or should know more about?  Will learning about this topic help us understand the nature and/or impact of electronic media programming?

 

Arguments/Major Points (15-20 minutes)

·         How many should you make?  Probably, no more than 5 or 6 major points.

·         Build your case by stating your major ideas in a clear order, along with justifications and strong defensible evidence.  Such as:

 

·         Evidence of programming trends…audience appeal…technical advancements…etc

·         Key quotes (in context) from produces, industry leaders, critics, policy makers, political figures, etc…

·         A critical, recognizable instance that’s part of the larger phenomenon

·         Video clip that shows your point vividly (2-3 minutes)

 

·         Each argument should build on the ones that come before it, one leading logically to the next.  The effect is like telling a story, so that no part seems isolated from the rest.  Your audience is better able to understand this type of structure, and will be more likely to “buy into” your overall stance if the arguments “add up.”

·         Don’t let an argument go unsupported.  (Ideas that appear to simply your own opinion or “common sense” are often not convincing.)

·         Don’t ignore contrary or conflicting evidence or points of view.

 

Closing (5-7 minutes)

·         Summarize your major points and bring your case to a conclusion.  “Okay, what have we learned?”  “Let’s revisit the question…”

·         What is your answer/conclusion to the question?  What do you want to leave the audience with?  For example:  What kind of policy should be developed, revised, or repealed?  What recommendations would you give to program producers or executives?  What does the future hold for a certain sector of the media industry?  Etc…

·         Your strongest argument(s) might be save for last.

·         Like the intro, it might be helpful to have a story, anecdote, or some other potent form of evidence to assist in making your case.

·         End with questions or discussion points that might instigate class discussion afterwards.

 

 

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