Part of the cast of Rocky and Bullwinkle, a satirical cartoon show from the 1960s and 70s
Syllabus
PROFESSOR: Tom Bivins
OFFICE HOURS: Monday and Wednesday, 12:45-1:45, 311-B Allen Hall. I'm also available to chat before or after class. Of course, you may always email me with questions or concerns or to set up an appointment.
PHONE: 541-346-3740 (This is my office phone. No one has my mobile number, which is why I don't get many calls.)
TWITTER, FACEBOOK, LINKEDIN, ETC.: Yes, I have them all, and more, but I limit my contacts only to people I actually know, in person. It’s safe to say, I don’t have many social media friends.
E-MAIL: [email protected]
A Brief Bio for Tom Bivins
Tom Bivins is the John L. Hulteng Chair in Media Ethics in the School of Journalism and Communication at the University of Oregon where he is the head of the Graduate Certificate Program in Communication Ethics. He has a BA in English and an MFA in Creative Writing, both from the University of Alaska, Anchorage, and a PhD from the University of Oregon. He has worked in television and radio broadcasting, documentary film production, advertising, corporate and agency public relations, and as a graphic designer and editorial cartoonist. He is the author of numerous articles on the mass media in academic and professional publications, and has written books on media ethics, public relations writing, publication design, advertising, and newsletter publication. He has three published children’s books and a small book of poetry. He has also designed numerous web sites for education, business, and professional societies. If you want to learn more about professor Bivins, just click on his face. It doesn't hurt. |
COURSE DESCRIPTION
In this course we will explore the subject of satire: what it is, how it has been used in the past, and whether that use has evolved over the years. We will engage satire in its many forms, from written, to illustrated, to dramatized; from the works of Jonathon Swift and Mark Twain, to Mad Magazine and Saturday Night Live. We will investigate in detail the tangled vine that produces humor, satire, caricature, and irony; while, at the same time, may produce mockery, ridicule, derision, and hate speech. We will examine whether it's possible to apply moral and ethical guidelines to such a diverse practice, and how the Western philosophy of Free Speech factors into the equation.
LEARNING OUTCOMES
By the end of the course, you should
WORK AND EXPECTATIONS
We’ll use class time for lectures, discussions, and sometimes to listen to or view relevant discussions and presentations related to satire and humor. You are expected to have read assigned materials for the entire week before the first class that week and be ready to discuss them.
READINGS
There is no required textbook for this class. Readings are listed by week and topic on the Readings and Assignments page. The length and number of readings will vary. It is best to read them early and not wait until the night before they are scheduled to be discussed.
NOTE FOR GRADUATE STUDENTS: You will find additional graduate-level readings on the Resources page.
In this course we will explore the subject of satire: what it is, how it has been used in the past, and whether that use has evolved over the years. We will engage satire in its many forms, from written, to illustrated, to dramatized; from the works of Jonathon Swift and Mark Twain, to Mad Magazine and Saturday Night Live. We will investigate in detail the tangled vine that produces humor, satire, caricature, and irony; while, at the same time, may produce mockery, ridicule, derision, and hate speech. We will examine whether it's possible to apply moral and ethical guidelines to such a diverse practice, and how the Western philosophy of Free Speech factors into the equation.
LEARNING OUTCOMES
By the end of the course, you should
- Understand the history of satire and how that history relates to the political and social issues of today;
- Understand the complex relationship between satire and the people and institutions that are its targets;
- Understand the ethical complications surrounding the use of satire, especially how it affects both those who are targets and those who may be innocent bystanders;
- Understand the scope and limits of free speech as it applies to social and political humor and satire, especially as embodied in the U.S. Constitution's First Amendment clause;
- Determine whether there is still a need or a place for political and social satire today and in the future;
WORK AND EXPECTATIONS
We’ll use class time for lectures, discussions, and sometimes to listen to or view relevant discussions and presentations related to satire and humor. You are expected to have read assigned materials for the entire week before the first class that week and be ready to discuss them.
READINGS
There is no required textbook for this class. Readings are listed by week and topic on the Readings and Assignments page. The length and number of readings will vary. It is best to read them early and not wait until the night before they are scheduled to be discussed.
NOTE FOR GRADUATE STUDENTS: You will find additional graduate-level readings on the Resources page.
Graded work for the course will consist of the following:
- FILM ANALYSES: Following the viewing of each of several films, you will turn in a roughly two page (about 500-700 words) analysis of the film and what you thought of it. For the feature films, you should focus especially on the characters and the satirical components. There will be assignment locations for each film on Canvas where you will turn them in. They will be due before 8:00 a.m. of the next class period following the film viewing, unless otherwise stated. See the guidelines for analyzing the feature films here, and the guidelines for documentaries here.
- HOMEWORK AND IN-CLASS ASSIGNMENTS: These will vary from bringing in summaries and analysis of readings or questions for discussion, to analyses of works of satire, and other assignments typically turned in on Canvas.
- FINAL CREATIVE PROJECT or RESEARCH PAPER: The research paper/creative project must be posted to Canvas by Thursday, June 14 at 8 a.m. (Finals Week) No late papers will be accepted. Go here to see the assignment options.
WORK TURNED IN MORE THAN 1 HOUR LATE WILL BE PENALIZED 5 POINTS
Summary of graded work
- Film analyses ....................................................... 45%
- Homework and In-class assignments.................... 10%
- Final paper ........................................................... 45%
ATTENDANCE
This class has a mandatory attendance policy. The main reason to come to class regularly is because it creates a better classroom environment for all of us, making the class more interesting and fun. And of course, you will need the lecture and discussion material for the exams. Students who do not attend class may be dropped. Students who stop attending and fail to do the assigned work will receive a final grade of F. You are expected to be in class unless you are ill or have another documentable reason not to be here.
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• Students participating in University-sanctioned athletic or academic events |
- If you are absent for any reason, you should e-mail the instructor AS FAR IN ADVANCE AS POSSIBLE. We will make arrangements for missed work and/or exams. If you do not advise us of your absence and the reason for it, you will be counted absent, regardless of the reason. It is in your best interest to adopt this approach right away and not wait until you have accrued your three allowable absences. That way, excusable absences will not count against your allowable absences.
Grades are determined by weighted percentages as outlined above, NOT total points or a simple average. The "Total" column on Canvas will always reflect your current standing in the class based on assignments that have been graded and entered into the Grade Book at that point. Once all assignments are entered, including the Final Exam, that column will represent your final grade in the class based on the following breakdown:
98-100 = A+
92-97 = A 90-91 = A- 88-89 = B+ 82-87 = B 80-81 = B- |
78-79 = C+
72-77 = C 70-71 = C- 69-60 = D 59 and below = F |
You should check your grades each time they are entered. If you have a problem with your grade, you have one week after it is posted to bring it to the attention of the instructor. For exams, questions should be directed to the course instructor. For essays, questions should be directed to the instructor). In other words, don't wait until the end of the term to question an individual grade. It is only negotiable within a week of its posting.
GRADING CRITERIA FOR WRITTEN WORK—essays, research papers, homework, and other assignments.
F—Reveals you really have no clue what is going on, or are so carelessly inattentive to matters of style as to write an incomprehensible response.
D—Reveals less than adequate understanding of theory, concept, or other relevant information. Answer may also misapply concept, use an inappropriate or weak example in attempting to clarify an explanation, or may ramble on in the hope that something will eventually hit the intended target. Answer also may be more or less on target, but carelessly or sloppily written/proofed.
C—Provides an on-target recitation of the correct material from the text or other sources being consulted. Answer meets the basic expectations with respect to number of outside sources, or other conditions of a specific assignment. The writing, while clear and comprehensible, is otherwise non-exceptional, or gives evidence of inattention to basic matters of grammar, punctuation, and spelling.
B—Is not only on-target, but is written in a clear, well-organized style, with few errors (and indicates attention given to correcting spelling or punctuation mistakes). In addition, examples illustrate thought beyond recall or recitation of a text’s commentary and adds to the overall understanding of the theory, concept, or other materials being evaluated. There is evidence of having gone beyond the text to consult other sources of information that might be relevant.
A—Goes beyond that required for a "B" response to indicate critical analysis, offering evidence of a cogent, well-reasoned defense of a position or argument that is advanced relative to the object under consideration. In other words, the answer reveals a clear authorial voice in command of the material. In addition, the style is elegant, indicating careful attention to presenting a well-constructed, well-thought-out response that advances understanding, stimulates thought or is otherwise evidence of exceptional thinking.
Note: These standards apply as general guidelines for the evaluation of assigned papers, essays, etc. [for speeches, simply read as if one were presenting report orally]. As should be clear, inattention to matters of style/format will result in a corresponding decrease in a grade, even when content is otherwise clear and on-target. As a further explanation of these criteria, consider the following comments:
(1) A "C" answer is a good answer—it simply does not do any more than is being asked.
(2) A "B" answer is a better answer, but does not reveal depth of analysis that would be required to be considered exceptional.
(3) An "A" is an exceptional piece of work. Simply understanding the material is not the equivalent of an "A."
F—Reveals you really have no clue what is going on, or are so carelessly inattentive to matters of style as to write an incomprehensible response.
D—Reveals less than adequate understanding of theory, concept, or other relevant information. Answer may also misapply concept, use an inappropriate or weak example in attempting to clarify an explanation, or may ramble on in the hope that something will eventually hit the intended target. Answer also may be more or less on target, but carelessly or sloppily written/proofed.
C—Provides an on-target recitation of the correct material from the text or other sources being consulted. Answer meets the basic expectations with respect to number of outside sources, or other conditions of a specific assignment. The writing, while clear and comprehensible, is otherwise non-exceptional, or gives evidence of inattention to basic matters of grammar, punctuation, and spelling.
B—Is not only on-target, but is written in a clear, well-organized style, with few errors (and indicates attention given to correcting spelling or punctuation mistakes). In addition, examples illustrate thought beyond recall or recitation of a text’s commentary and adds to the overall understanding of the theory, concept, or other materials being evaluated. There is evidence of having gone beyond the text to consult other sources of information that might be relevant.
A—Goes beyond that required for a "B" response to indicate critical analysis, offering evidence of a cogent, well-reasoned defense of a position or argument that is advanced relative to the object under consideration. In other words, the answer reveals a clear authorial voice in command of the material. In addition, the style is elegant, indicating careful attention to presenting a well-constructed, well-thought-out response that advances understanding, stimulates thought or is otherwise evidence of exceptional thinking.
Note: These standards apply as general guidelines for the evaluation of assigned papers, essays, etc. [for speeches, simply read as if one were presenting report orally]. As should be clear, inattention to matters of style/format will result in a corresponding decrease in a grade, even when content is otherwise clear and on-target. As a further explanation of these criteria, consider the following comments:
(1) A "C" answer is a good answer—it simply does not do any more than is being asked.
(2) A "B" answer is a better answer, but does not reveal depth of analysis that would be required to be considered exceptional.
(3) An "A" is an exceptional piece of work. Simply understanding the material is not the equivalent of an "A."
CLASS POLICIES
Participation: Participation means more than just showing up for class. You should come prepared to listen attentively to lectures, ask questions, and take part in discussions.
Questions about assignments: If you have a question about an assignment, contact the instructor for clarification BEFORE the assignment is due.
Discussing grades: I’m happy to discuss your grades, but only with individual students, and I prefer this be done in person, not via e-mail. If you need to discuss your grade, you should come to see me during my office hours or make an appointment.
PLEASE NOTE: It is in your best interest to check your grades on Canvas after each assignment. Any errors or corrections will need to be taken care of NO MORE THAN ONE WEEK after that assignment grade was posted. After that time, we will not change a grade.
Participation: Participation means more than just showing up for class. You should come prepared to listen attentively to lectures, ask questions, and take part in discussions.
Questions about assignments: If you have a question about an assignment, contact the instructor for clarification BEFORE the assignment is due.
Discussing grades: I’m happy to discuss your grades, but only with individual students, and I prefer this be done in person, not via e-mail. If you need to discuss your grade, you should come to see me during my office hours or make an appointment.
PLEASE NOTE: It is in your best interest to check your grades on Canvas after each assignment. Any errors or corrections will need to be taken care of NO MORE THAN ONE WEEK after that assignment grade was posted. After that time, we will not change a grade.
CLASSROOM ETIQUETTE
The following ground rules have been developed out of respect for both the students and the instructors in this class. Inhibiting the learning process of those seriously interested in this subject will be considered rude and immature.
The following ground rules have been developed out of respect for both the students and the instructors in this class. Inhibiting the learning process of those seriously interested in this subject will be considered rude and immature.
- Coming to class on time: Coming to class late interrupts the flow of the lecture and distracts the rest of the students. You are expected to come on time and be seated and attentive when class begins. If you must be late for a legitimate reason, please inform the instructor in advance.
- Once class starts: Put away any distractions. Although you’re not expected to be completely silent during the class, you are expected to keep your thoughts on the subject and your comments at least related to the topic.
- Leaving early: If you must leave early for a legitimate reason, please let the instructor know in advance. This class is an hour and 20 minutes long. Unless you have a medical problem, please visit the restroom prior to class and refrain from leaving for that purpose during class.
- Laptop computers: You may use laptops or tablets for in-class assignments. Beyond that, they should not be open.
- Other electronic equipment: Texting is not allowed during class time. Cell phones must be turned off or set to silent. They must be put away and not visible to the instructor. We mostly follow Federal Aviation Administration (FAA) rules here. Imagine you're flying. Don't forget to return you seat backs and tray-tables to their full, upright positions before we land. Once on the ground, you may reactivate your approved electronic devices.
- A word about free speech and civility: Everyone in this class in entitled to speak freely their thoughts and offer their opinions. However, we must keep in mind that speech may offend, and opinions can sometimes denigrate their opposites. When we offer our thoughts and opinions in class, we must do so with respect for those who might disagree, and with a level of civility expected of intelligent citizens operating within an environment that fosters learning.