PH 198: Advocates for Public Health Syllabus

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Advocates for Public Health
Fall 2018 DeCal

Public Health 198

Units: 2, P/NP
Meetings: Tuesdays 6:30 to 8:00 p.m., Hearst Field Annex B5
Website: ​https://pha.berkeley.edu/
Email: ​editorialboard@pha.berkeley.edu

Beginning date: September 4, 2018

Ending date: November 27, 2018

Facilitators: Joy Suh (​joy.e.suh@berkeley.edu​)

Brandon Chu (​brandon.chu@berkeley.edu​)
Nirali Patel (​niralipatel@berkeley.edu​)
Faculty sponsor: Dr. Eva Harris (​eharris@berkeley.edu​)

Course Description

Founded in 2005, The Public Health Advocate (PHA) is an undergraduate publication featuring
current public health issues with local, national, and international perspectives. It is the nation’s
first undergraduate public health publication. Print issues are made available to the campus
community each semester, and our online platform at ​https://pha.berkeley.edu/​ is updated
regularly with articles.

The main goal for this course is to help students develop and apply effective communication
skills towards a variety of public health topics. No long-term intent to work in journalism or even
public health is necessary to participate. Students are invited to engage with material presented
during class, and occasional guest lectures featuring individuals from a variety of different
careers provide deeper insight into ways individuals can effectively advocate and educate the
community on pressing public health issues. Previous speakers have included the following:

● Dr. Charlotte Smith, a lecturer at the UC Berkeley School of Public Health;

● Katie Morell, a freelance journalist;
● Brett Israel, a former communications officer for UC Berkeley;
● Marilyn Chase, a lecturer at the UC Berkeley Graduate School of Journalism;
● Laura Klivans, a community health reporter for KQED;
● Tesla Monson, a researcher at the UC Berkeley Museum of Paleontology; and
● Public Health Advocate alumni.
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Ultimately, students in this course can expect to utilize their written and spoken communication
skills in their own articles as they learn the processes of researching, writing, and editing.
Students will continue to apply these skills beyond the classroom and in their fields of interest.

Key Learning Outcomes

By completing in this course, students can expect to:

1. Develop further awareness, understanding, and passion for public health issues;
2. Better engage with UC Berkeley’s research initiatives at various levels through
researching, interviewing, and writing;
3. Understand the basic style and structure of journalistic writing; and
4. Learn and apply effective communication skills within the public health field.

Class Readings

All class readings will be posted on bCourses as links or PDF files. Readings may be added
throughout the semester, and students are responsible for checking bCourses regularly for
announcements and updates. See the semester schedule for a list of readings.

Class Structure and Expectations

All enrolled students in the DeCal will be considered contributing writers for The Public Health
Advocate’s online platform and assigned to teams of three or four, depending on class size.
Contributing writers are responsible for writing two articles through the semester, each article
going through a “cycle” of writing, feedback, and edits. Thus, all contributing writers go through
two cycles a semester.

A typical cycle is six weeks long and includes the following:

Week 1: A “pitch,” or an article topic proposal, submitted by the contributing writer.

Editors return pitch feedback within a day of the assignment deadline.
Week 2: A first draft, submitted by the contributing writer. First drafts are peer-edited by
one other contributing writer in his or her team.
Week 3: First draft edits, submitted by a member of the contributing writer’s team. First
draft revisions are returned to the article’s author for review.
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Week 4: A second draft, submitted by the contributing writer. Second drafts are edited by
someone ​different​ on the contributing writer’s team.
Week 5: Second draft edits, submitted by a member of the contributing writer’s team.
Second draft submissions are returned to the article’s author for review.
Week 6: A final draft, submitted by the contributing writer. Editors look through drafts in
one final round of editing, during which the editorial board may reach out to the
contributing writer in-person to make necessary edits.

Those interested in getting involved with PHA’s print publication have the voluntary option of
being a layout editor. Layout editors help with the formatting of PHA’s biannual issue, and any
work done in this capacity has no impact on an individual’s final grade.

Grading Policy

Students’ grades for the class will be determined on a satisfactory or unsatisfactory (P/NP)
scale. To pass the course, students must earn a grade higher than 75%. Grades will be
determined based on attendance, participation, and assignments turned in.

Grading Policy Overview

Attendance: 20%
Participation: 20%
Assignments:
- Reading responses 15%
- Pitches 5%
- First drafts and edits 10%
- Second drafts and edits 10%
- Final drafts 20%

Attendance and Attendance Policy

Class begins on Berkeleytime. You are expected to attend all scheduled Tuesday DeCal
meetings from 6:30 to 8:00 p.m.. However, we understand that unexpected events do occur, so
one unexcused absence will have no impact on your grade.

A maximum of two absences can be excused if you provide a valid reason and we are notified
at least 12 hours before class begins. Valid reasons include midterm scheduling conflicts,
illness, or family emergencies. It is good practice — and especially beneficial for you — to look
through your other classes’ scheduled midterm dates and to let us know of any schedule
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conflicts by the second week of class. Medical emergencies that occur within the 12-hour time
frame must be accompanied with documentation or a doctor’s note.

You will be marked as tardy if you are late for 10 minutes or more after class begins. Being tardy
three times will be considered an unexcused absence.

Participation

Participation is encouraged during DeCal meetings. Participation during topic presentations can
include asking questions, contributing to class discussions, working in small groups, and
completing in-class discussion questions. During meetings in which a guest speaker is
scheduled, participation will be graded on attentiveness. Avoid bringing out electronic devices
like laptops or phones, and refrain from doing other coursework during class time.

Every student in attendance at the start of class begins with three participation points, and
points are deducted based on the following rubric:

YES NO

Does the student appear to be actively engaged +0 -1

during weekly topic presentations?

Does the student participate in small group +0 -1

activities and discussions?

Does the student respect other peers, +0 -1

instructors, and guest speakers?

TOTAL -/3

Assignments: Reading Responses

Four to five questions regarding the assigned readings or videos will be posted on the bCourses
discussion board each week. Reading responses will be graded with the following rubric:

YES NO

Is the reading response free of grammatical and +1 +0

spelling errors?

Does the student respond to all of the posted +1 +0

questions with at least 50 words per question?
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Does the student reply or respond to two other +1 +0

student responses?

TOTAL -/3

Assignments: Article Pitches

Article pitches are topic proposals submitted by the writer. They should be posted on the
bCourses discussion board by the deadlines outlined in the schedule. Pitches will be graded
with the following rubric:

YES NO

Is the pitch free of grammatical and spelling +1 +0

errors?

Does it include at least five sentences describing +1 +0

the student’s topic of interest?

Is there a clear vision? Does the author clearly +1 +0

explain the intention and purpose of the article?

Does it include at least one source concerning +1 +0

the topic?

Is it about a topic that has not been previously +1 +0

suggested or written about in PHA’s online
platform or print issues?

(OPTIONAL) Does the pitch connect the topic N/A N/A

back to the campus community?

TOTAL -/5

Assignments: First Draft

The purpose of the first draft is to give contributing writers a chance to research their chosen
topic — as outlined in their submitted pitches — and start reaching out to professionals they’d
like to interview. The editors are not necessarily looking for fully formed paragraphs at this
stage. In fact, we highly encourage students at this stage to submit ​sentence outlines.​ More
details about sentence outlines will be given during class time.

When writing articles, contributing writers should utilize Google Documents to better facilitate
the editing process. However, all drafts should be submitted to bCourses as a Word document.
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To do this, simply go to File > Download as > Microsoft Word (.docx) with your Google
Document open. First drafts will be graded with the following rubric:

YES NO

Was the first draft submitted by the assigned +1 +0

deadline?

Does it include a title and the author’s name? +1 +0

Is the draft organized in a structured, logical +1 +0

manner? Does the author utilize complete
sentences?

Has the author made significant progress in +1 +0

researching his or her topic? Does he or she
identify at least two useful references and
demonstrate how they might be helpful?

Has the author indicated that he or she reached +1 +0

out to at least one professional for an interview?

TOTAL -/5

Please note that a “free” point is given for on-time submission. Late assignments will have a
point deducted for each day the assignment has not been received. For example, an
assignment received one day after the deadline will only be able to receive a maximum of 4/5.

Assignments: Second Draft

The purpose of the second draft is to have contributing writers address issues found by their
peer editors and expand their first draft sentence outlines. At this stage, editors are looking for
fully formed paragraphs that build on the author’s previous work.

Second drafts should also be submitted to bCourses as a Word document. They will be graded
with the following rubric:

YES NO

Was the draft submitted by the assigned +1 +0

deadline?

Does it include a title and the author’s name? +1 +0

Is the draft organized in a structured, logical +1 +0

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manner? Does the author utilize fully formed

paragraphs to further his or her point?

Has the author started to integrate information +1 +0

from outside sources into his or her article?

Has the author conducted or scheduled an +1 +0

interview with a professional? If not, does the
author have a clearly outlined back-up plan?

TOTAL -/5

Please note that a “free” point is given for on-time submission. Late assignments will have a
point deducted for each day the assignment has not been received. For example, an
assignment received one day after the deadline will only be able to receive a maximum of 4/5.

Assignments: First and Second Draft Edits

First and second draft edits are done by two different members from the original author’s team.
To help the peer editors identify important elements in articles, a checklist of editing guidelines
will be provided for students to utilize when editing.

When editing, peer editors should not edit the original author’s Google Document directly.
Instead, peer editors should choose the “suggesting mode” with the Google Document open. In
addition to making suggestions and comments, peer editors are responsible for writing a
paragraph summary covering the overall strengths and weaknesses of the article. They can
type their summary at the bottom of the original author’s Google Document.

After finishing the assignment, peer editors submit their edits and summaries to bCourses as a
Word document by going to File > Download as > Microsoft Word (.docx). First and second draft
edits will be graded with the following rubric:

YES NO

Were the edits completed by the assigned +1 +0

deadline?

Does the peer editor notice and edit grammatical +1 +0

and spelling errors? Is the edited draft free of
such errors?

Does the peer editor make at least five +1 +0

comments offering meaningful suggestions to
improve the article? This can include sentence
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structure, clarity, logical organization, content and

information, and source integration.

Is there a minimum five-sentence summary +2 +0

covering the overall strengths and weaknesses of
the article? Does it answer the questions “What
did the writer do well?” and “What could be
improved?”

TOTAL -/5

Please note that a “free” point is given for on-time submission. Late assignments will have a
point deducted for each day the assignment has not been received. For example, an
assignment received one day after the deadline will only be able to receive a maximum of 4/5.

Assignments: Final Draft

Final drafts should also be submitted to bCourses as a Word document. They will be graded
with the following rubric:

YES NO

Was the draft submitted by the assigned +1 +0

deadline?

Does it include a title and the writer’s full name? +1 +0

Is the article at minimum 600 words in length? +1 +0

Does the author interview a credible source +1 +0

relevant to the topic? Does the source contribute
valuable insight and information to the article?

Does it include a minimum of two credible +1 +0

references? Do these sources contribute
valuable insight and information to the article?

Are quotes from outside sources successfully +1 +0

integrated into the article? Are interviews and
references correctly cited?

Is the draft’s topic clear to understand? Is there +1 +0

background provided for concepts not widely
known by the general public?

Is the writing concise and well-structured? For +1 +0

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example, does the author employ strategies

mentioned in class to write captivating ledes?

Does the article contain few to no grammatical +1 +0

errors?

Does the article closely follow PHA style +1 +0

guidelines outlined during class?

TOTAL -/10

Please note that a “free” point is given for on-time submission. Late assignments will have a
point deducted for each day the assignment has not been received. For example, an
assignment received one day after the deadline will only be able to receive a maximum of 9/10.

Office Hours Policy

Office hours can be made by appointment by emailing ​editorialboard@pha.berkeley.edu​.

Semester Schedule

Week Topic & Description

Readings
Date Assignments

Week 1 Class Introduction “Reading Analytically,”

Sept. 4 A general course overview, with editorial board Chapter 2, ​Writing
introductions and syllabus overview. Outline of Analytically​, 7th Edition
class expectations and responsibilities. (pp. 39-69).
PHA Style: Part 1 “How to Read a Scientific
An introduction to what pitches are and how to Article,” Rice University
submit them. (pp. 1-6).
Assignments
Reading responses and cycle 1 pitches.

Week 2 Basics of Writing “Conversing with Sources:

Sept. 11 An introduction to how journalistic writing differs Writing the Researched
from academic writing. Paper,” Chapter 7,
PHA Style: Part 2 Writing Analytically​, 7th
An overview of how to proceed with first drafts Edition (pp. 181-206).
and how to format them using sentence “How to Write a Sentence
outlines. Introduce students to general copy Outline,” bCourses.
editing guidelines, and give information on
submission details.
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Assignments
Reading responses and cycle 1 first drafts.

Week 3 Debunking Misconceptions in Public Health “Nine Basic Writing Errors

Sept. 18 An exploration of how journalism in the health and How to Fix Them,”
and medical field can be a powerful educational Chapter 11, ​Writing
tool for the general public, especially as it Analytically​, 7th Edition
pertains to common misconceptions in the field. (pp. 305-339).
PHA Style: Part 3
An overview of how to edit first drafts and how
to submit them to bCourses.
Assignments
Reading responses and cycle 1 first draft edits.

Week 4 Exposing Medical Research and its Secrets “The Impact of Media Bias:
Sept. 25 A look at science and medical research, what is How Editorial Slant
published and what isn’t, and how that impacts Affects Voters,” ​Journal
health education and knowledge. of Politics​ (pp.
PHA Style: Part 4 1030-1049).
An overview of how to proceed with second
drafts and how to format them using full
paragraphs. Expand on previous copy editing
guidelines, and give information on submission
details.
Assignments
Reading responses, cycle 1 second drafts.

Week 5 Politics of Public Health Journalism From Media Hype to

Oct. 2 An exploration of how public health information Twitter Storm​, Chapter
disseminated in the media can be biased by 15, “From racial hoaxes
political interests. to media hypes” (pp.
PHA Style: Part 5 333-354).
An overview of how to edit second drafts and
how to submit them to bCourses.
Assignments
Reading responses and cycle 1 second draft
edits.

Week 6 Fake News in Public Health Reporting “Professors, We Need

Oct. 9 An introduction to how false or misinformed You!” ​The New York
reporting on diseases and public health can Times​ (pp. 1-3).
impact public knowledge of health. “Academic Journalism,”
PHA Style: Part 6 Journalism Studies​ (pp.
An overview of how to proceed with final drafts 357-373).
and how to format them using full paragraphs
and optional visual elements. Expand on
previous copy editing guidelines, and give
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information on submission details.

Assignments
Reading responses and cycle 1 final drafts.

Week 7 Academic Journalism Selected chapters, ​Better

Oct. 16 A discussion on how to make information Presentations​ (pp. 1-7,
accessible to people from different academic 144-155).
backgrounds.
Assignments
Reading responses and cycle 2 pitches.

Week 8 Reflections and Presentations “Journalism Ethics and

Oct. 23 An opportunity for students to present their first Digital Audience Data,”
cycle articles to the rest of the class and to think Remaking the News​ (pp.
about how to improve during the second cycle. 177-194).
Assignments
Reading responses and cycle 2 first drafts.

Week 9 Ethics in Public Health Journalism “The future of investigative

Oct. 30 A look at the ethics behind writing about and journalism,” ​Daedalus
researching health-related topics, from (pp. 45-56).
conducting interviews to working with
confidential information.
Assignments
Reading responses and cycle 2 first draft edits.

Week 10 Investigative Journalism in Public Health “Studying the News on

Nov. 6 An exploration of how prominent investigative Public Health: How
stories in the public health field have led to Content Analysis
exposure, education, and change in the Supports Media
healthcare system. Advocacy,” ​American
Assignments Journal of Health
Reading responses and cycle 2 second drafts. Behavior​ (pp. 217-226)

Week 11 Scientific Literacy “Emphasizing

Nov. 13 A look at the importance of reading journal ‘Communication’ in
papers in science and medicine, how to conduct Health Communication,”
and understand that research, as well as how to Journal of
apply their research to their own writing. Communication​ (pp.
Assignments 751-787).
Reading responses and cycle 2 second draft
edits.
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Week 12 Communications and Careers “Public Speaking:

Nov. 20 A discussion about how effective Reducing Student
communication can be important in any career Apprehension and
field. Improving Oral Skills,”
Assignments The Clearing House​ (pp.
Reading responses and cycle 2 final drafts. 255-258)
“Better by the dozen: 12
quick tips for being a
smarter reporter,”
Society of Professional
Journalists​.

Week 13 Reflections and Celebration Dinner Congratulations on

Nov. 27 An opportunity for students to reflect on the finishing the DeCal!
work they did and what they might do with it.

Academic Conduct

Students are expected to act responsibly and honestly in completing all coursework. Cheating,
plagiarism, fabrication or falsification of data, and other forms of academic dishonesty are
considered serious offenses. Resulting disciplinary penalties may include a failing grade for the
class and possibly suspension from the university.

Never:

1. Turn in an assignment that you did not write yourself;

2. Turn in an assignment for this class that you previously turned in for another class;
3. Falsify or misrepresent information for a term project; or
4. Present material from another source as your own writing or work.

Policy on Plagiarism

According to the Student Code of Conduct, the University defines plagiarism as “the use of
intellectual material produced by another person without acknowledging its source.” Please see
the “academic conduct” section above for more information.

The University’s library website provides information on using complete and proper citations for
your assignments. You can visit the website for citation guidelines.
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Resources about Plagiarism

UC Berkeley Library
http://www.lib.berkeley.edu/research-support/cite-sources

Berkeley Campus Code of Student Conduct

https://sa.berkeley.edu/student-code-of-conduct

Accomodations

Please reach out to the course facilitators if you require disability-related accommodations. We
are here to support you and will work with you to address your needs.

Mental Health

If you are experiencing stress, anxiety, or other forms of distress during the semester, there are
many resources available to you. All registered Berkeley students are eligible to use Counseling
Psychological Services. You do not have to purchase the Student Health Insurance Plan to use
these services. The first five counseling sessions are free to registered Berkeley students.
Counselors can provide support in academic success, life management, career and life
planning, and personal growth and development

UC Berkeley, Counseling Psychological Services

● Please call (510) 642-9494 or stop by the office on the third floor of the Tang Center to
make an appointment with a counselor.
● Drop-in counseling for emergencies are from Monday to Friday, 10:00 a.m. to 5:00 p.m.
● In case of emergencies at night or on weekends, call (855) 817-5667 for free assistance
and referrals.
● For emergency support, call UCPD 911 or (510) 6422-3333

24-Hour Crisis Hotlines

● Crisis Text Line: Text BAY to 741741

● National Crisis Help Line: Call 1 (800) 273-TALK
● Alameda County Crisis Line: Call 1 (800) 309-2131
● National HopeLine Network: Call 1 (800) SUI-CIDE