Equine Journalism

Assessment in Equine Journalism

In class discussions and their assessment portfolios, students who are completing a major in Equine Journalism will demonstrate that they are

broadly versed in equestrian studies

Materials which meet this goal will show the student’s grasp of
•    professional terminology and industry standards,
•    equine anatomy and physiology,
•    herd health,
•    horse training and teaching principles,
•    and facilities management practices.
persuasive professional writers
Papers which meet this goal will show the student’s
•    clear and organized writing style,
•    knowledge of news media story structure (e.g., inverted pyramid or feature writing style) and writing protocols (e.g., Associated Press style or public relations guidelines),
•    ability to write factually and attribute sources properly,
•    news judgment,
•    and understanding of media-ethics principles and practices.
skillful interpreters of media messages
Papers which meet this goal will show the student’s ability to
•    interpret media messages and images;
•    discuss a mass communication theory (e.g., content analysis, media aesthetics, demographics, political economy, or technology and society approaches),
•    and situate media messages in their socio-historical contexts.

The first document in each Equine Journalism major’s portfolio will be a lengthy essay that lists what is in the portfolio, names the course for which each item was produced, and explains the relevance of individual items to the above goals and sub-goals. A reasoned argument, the essay will provide the context for, and an evaluation of, the portfolio’s papers, tests, news articles, and other equestrian and journalism assignments. The purpose of the portfolio as a whole is to demonstrate the student’s command of two academic fields of inquiry.  
    Individual assignments will often meet multiple goals. For instance, a research paper written for an equestrian studies course could be expected to show a student’s mastery of content in the field and her writing ability. Similarly, a paper for a journalism course might demonstrate a student’s ability to interpret media messages and use media theory. Papers produced for upper-division courses in departments other than equestrian studies or Communications may meet these criteria as well, so long as the essay introducing the portfolio provides a specific context for their inclusion. Overall, the portfolio is likely to include seven to fifteen accomplished examples of a student’s work. Finally, students majoring in Equine Journalism will develop their portfolios by enrolling in English 400 Assessment Portfolio, during the Spring Semester of their senior years; working closely with its instructor, Professor Larry Shillock; and by consulting with professors in equestrian studies and Communications, as needed.

Contact Information

Dr. Michael G. Cornelius
Equine Journalism Program Administrator
717-264-4141  ext. 3308
mcornelius@wilson.edu

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