Stunt Journalism (or Immersion journalism): Journalists immerse themselves in a situation and with the people involved. The final product tends to focus on the experience, not the writer.
" On June 15, 2015, Brendan Klinkenberg ate a burrito. It was a breakfast burrito packed with eggs, bacon, avocado, beans and cheese. Several hours later, he ate another burrito for lunch. Then, for dinner, a carnitas burrito, which he purchased at a taqueria in the Mission neighborhood of San Francisco. Klinkenberg repeated the diet—skipping breakfast—the following day. And the next day, and the day after that.
After a hellish week of this, Klinkenberg published a BuzzFeed post: “I Ate Nothing But Burritos for a Week.”
“It was a mistake,” Klinkenberg, then a tech reporter at BuzzFeed, says a year after his burrito cleanse. “You shouldn't eat only burritos for a week. It feels terrible.” The idea was pitched to him by an editor, though Klinkenberg happily consented. The headline was guaranteed to garner attention. BuzzFeed would pay for the burritos. That’s a week of free meals. Why not?
“I thought it was kind of a silly idea and I'd just do it and be done with it,” Klinkenberg adds. “But it was pretty bad. You just feel like garbage.” In his write-up, he declared it “the dumbest thing I’ve ever done” and “not worth the tortilla-wrapped misery.”
Other journalists have done far worse.
Immersive journalism is not new. In 1887, the reporter Nellie Bly feigned insanity in order to be committed to a New York City insane asylum. Her stay resulted in a landmark undercover account of appalling conditions at the Women's Lunatic Asylum. Eighty-odd years later, Hunter S. Thompson wrote a manic first-person account of the 1970 Kentucky Derby, which more or less invented the genre now known as Gonzo journalism."
CNF’s Armchair Guide to Stunt Writing | Creative Nonfiction. (n.d.). Retrieved October 9, 2017, from https://www.creativenonfiction.org/online-reading/cnf%E2%80%99s-armchair-guide-stunt-writing
Schonfeld, Z. (2016, July 25). Are We Living in a Golden Age of Stunt Journalism? Retrieved October 9, 2017, from http://www.newsweek.com/are-we-living-golden-age-stunt-journalism-or-just-embarrassment-48050
Wikipedia contributors. (2017, May 26). Immersion journalism. Retrieved October 9, 2017, from https://en.wikipedia.org/w/index.php?title=Immersion_journalism&oldid=782380288
After a hellish week of this, Klinkenberg published a BuzzFeed post: “I Ate Nothing But Burritos for a Week.”
“It was a mistake,” Klinkenberg, then a tech reporter at BuzzFeed, says a year after his burrito cleanse. “You shouldn't eat only burritos for a week. It feels terrible.” The idea was pitched to him by an editor, though Klinkenberg happily consented. The headline was guaranteed to garner attention. BuzzFeed would pay for the burritos. That’s a week of free meals. Why not?
“I thought it was kind of a silly idea and I'd just do it and be done with it,” Klinkenberg adds. “But it was pretty bad. You just feel like garbage.” In his write-up, he declared it “the dumbest thing I’ve ever done” and “not worth the tortilla-wrapped misery.”
Other journalists have done far worse.
Immersive journalism is not new. In 1887, the reporter Nellie Bly feigned insanity in order to be committed to a New York City insane asylum. Her stay resulted in a landmark undercover account of appalling conditions at the Women's Lunatic Asylum. Eighty-odd years later, Hunter S. Thompson wrote a manic first-person account of the 1970 Kentucky Derby, which more or less invented the genre now known as Gonzo journalism."
CNF’s Armchair Guide to Stunt Writing | Creative Nonfiction. (n.d.). Retrieved October 9, 2017, from https://www.creativenonfiction.org/online-reading/cnf%E2%80%99s-armchair-guide-stunt-writing
Schonfeld, Z. (2016, July 25). Are We Living in a Golden Age of Stunt Journalism? Retrieved October 9, 2017, from http://www.newsweek.com/are-we-living-golden-age-stunt-journalism-or-just-embarrassment-48050
Wikipedia contributors. (2017, May 26). Immersion journalism. Retrieved October 9, 2017, from https://en.wikipedia.org/w/index.php?title=Immersion_journalism&oldid=782380288
Stunt Journalism (short form):
How to Focus: The 4 Best Secrets to Unitasking
Making Connections: Your Research-based Book as a Mentor Text
What research book are you reading?
- What is the premise of the author? What does the author believe about their topic?
- What is the author's argument? What does the author think they will discover?
- What are the author's research methods? What did they do and how did they do it?
- How does the author record the data that they learn?
- How does the author discuss the research project and present the findings?
- What point of view do they write in? What is the tone?
- How do they write about their own stunt journalism or survey/interview project?
- How do they include information from the experts in the field?
- How do they cite their sources?
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PRESENTATION #1:
Your Research Proposal - What question do you have that Wikipedia can't answer?
- What is your Research Question?
- What is your premise?
- What is your argument?
- What information have you already found?
- What research (methods, sources, experts, data) can you consult?
- What is your own personal research plan?
- How will you gather your data and results?
Your Final Presentation and Final Paper
- What was your research question? (If it changed, address this.)
- What was your premise or starting belief?
- What was your argument? What did you think you'd learn or find out?
- How did you conduct your research? What personal investigation did you conduct?
- What did you learn?
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CCSS (Standards) Taught in this Unit and Assessed in this Project:
- CC11-12W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- CC11-12W1a: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
- CC11-12W1b: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.
- CC11-12W1c: Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims
- CC11-12W1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- CC11-12W1e: Provide a concluding statement or section that follows from and supports the argument presented.
- CC11-12W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
- CC11-12W2a: Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
- CC11-12W2b: Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
- CC11-12W2c: Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
- CC11-12W2d: Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
- CC11-12W2e: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
- CC11-12W2f : Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
- CC11-12W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
- CC11-12W5 : Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grades 11-12.)
- CC11-12W6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
- CC11-12W7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
- CC11-12W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
- CC11-12W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- CC11-12W9b: Apply grades 11-12 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]").
- CC11-12W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
- CC11-12SL2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
- CC11-12SL4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
- CC11-12SL5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest
- CC11-12SL6: Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11-12 Language standards 1 and 3 on page 54 for specific expectations.)
- CC10-12L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- CC10-12L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- CC10-12L2b: Spell correctly.
- CC10-12L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
- CC10-12L3a: Vary syntax for effect, consulting references (e.g., Tufte's Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.
- 11-12.RI.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- 11-12.RI.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
- 11-12.RI.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
- 11-12.RI.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
- 11-12.RI.6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
- 11-12.RI.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
- 11-12.RI.10: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.
- 11-12.RI.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- 11-12.RI.2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
- 11-12.RI.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
- 11-12.RI.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
- 11-12.RI.6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
- 11-12.RI.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
- 11-12.RI.10: By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.
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