Wishing you all Happy Holidays and New Year!
See you in January...
Enjoy the time off..get rest..read...and even WRITE...
Wishing you all the best!
Ms. Gamzon
Friday, December 19, 2008
Tuesday, December 9, 2008
Tues. 12/9 Quiz/Investigative Reporting Project
1. Quiz Ch. 4 and 5. Take out notes (5 min). Quiz (5-8).
2. Form gorups to begin working on Investigative Journalism project for 3rd marking period.
2. Form gorups to begin working on Investigative Journalism project for 3rd marking period.
Friday, December 5, 2008
Fri. End of Marking Period
1. Go to Newsroom101.com. Do exercises 1-5 in Set 1 until you can get 80% correct.
If you think you can get 80% correct, go directly to the 1-5 review.
2. Add your name and picture to the staff of the Sotacrat & Chronicle. Instructions to follow.
3. Upload both your articles (if you have not already done so) to the Sotacrat & Chronicle page. Make sure that Ms. Gamzon has hard copies of both.
4. Work on any other projects you need to work on.
If you think you can get 80% correct, go directly to the 1-5 review.
2. Add your name and picture to the staff of the Sotacrat & Chronicle. Instructions to follow.
3. Upload both your articles (if you have not already done so) to the Sotacrat & Chronicle page. Make sure that Ms. Gamzon has hard copies of both.
4. Work on any other projects you need to work on.
Wednesday, December 3, 2008
Wed. Dec. 3 Ch. 4 & 5/Future of Print Media
1. Go over handouts Ch. 4 & 5
2. Discuss "Future of Print Media
3. FINISH ALL ARTICLES/ Edit and revise as necessary
4. Add your articles to the queue on the Sotacrat page.
5. Print out both articles for grading purposes.
2. Discuss "Future of Print Media
3. FINISH ALL ARTICLES/ Edit and revise as necessary
4. Add your articles to the queue on the Sotacrat page.
5. Print out both articles for grading purposes.
Monday, December 1, 2008
Monday Dec. 1
Go to Newsroom101.com and go to Set 1, Set 1-5 review. Be sure to bookmark this page.
Work on second story.
HANDOUT: HEADLINES Rewrite 2 new headlines for your previous articles following the rules for headlines.
Work on second story.
HANDOUT: HEADLINES Rewrite 2 new headlines for your previous articles following the rules for headlines.
Monday, November 24, 2008
Monday, 11/24 Read/Test/Write
1. Go over Katy Lederer material
2. Test Ch. 7
3. Write and print out second articles for paper. Update events and staff on website
2. Test Ch. 7
3. Write and print out second articles for paper. Update events and staff on website
Katy Lederer Poetry/Master Class 11/25
Poet’s Sampler: Katy Lederer
Introduced by Gillian Conoley
I remember the first time I read some Katy Lederer poems. They were immediately intriguing lyrical, Romantic, oracular, meditative, cool, ironic, and deeply honest all at once. I liked reading them. They asked interesting questions, like is this longing? and is the flanged brain more original? The poems cast a wide net over what one could think of as a kind of tonal range of the Romantic lyric melancholic, passionate, erotic, devoted. In a Katy Lederer poem, one will often hear these romantic tones cast in a cold, cold music, a gesture that sets everything in a sort of relief. And yet the poems escape mere irony. The speculative quality the poems have is one of utmost seriousness.
Both intelligence and beauty are present. The subject matter is usually love; one of the central concerns is recasting the language of love. And there is humorÛa great generosity of humor at play along the edges of the poem, never fully taking it over, but balanced precariously among the many qualities the poems manage and allow. These poems are a delight to read. It is my pleasure to introduce them to these pages.
Morning Song
You color all. Is this longing?
Or private. Is it private to speak
in the morning, the birdsong
like knives? We sit on this bench
while this wind swirls and billows.
This setting is love, yet we sit on
this bench, yet we listen to birdsong.
This color, your brain, which is bluer
than water. I touch it, your brain,
which is cooler than water. I wonder,
your brain, when it falters will it be
so cold? We buffet one another
with our bodies, with our slackened
hearts. I put myself in it, your body,
which aches. I put myself in it, your
brain, which is cooler than water.
Morning Song
In that other place,
in youth
a calm water
broke.
The culprits were
defacialized.
Intent on getting through
the waves,
I came upon a harbinger,
a black
rotted goat, floating
in water.
In this allegory, we are here,
and here
I saw in morning light a sex
glow red.
The gulls were pressed
across
the waves, across the blue
horizon.
Stretched taut like this drum,
gusted out
like this sail, focused
out like
this eye of a lizard. On the
beach,
the white, liminal edge of
the day,
edge of the sea-squall,
aubade.
Poem
Is the flanged brain more
original?
I wonder when I find a line, do I
pick it up?
There are jumps in the mind,
little ladders
we use to escape these small
fires.
But what if the fires are too big,
and like children,
we hide from ourselves? What if
we put down
our thoughts in perfect ladderings,
but nothing
climbs them but for dull ideas?
Morning Song
It is simply a matter of syntax.
ÏIÓ ÏloveÓ Ïyou.Ó It is simply a matter
of order. The simplest words work
the best for the complex emotions:
ÏLove.Ó ÏGone.Ó ÏLoss.Ó It is morning
and we lie here on this clean, white, pleated
double bed. We are waiting for the sunrise
to unmask us of our sleep. It is lyrical
to dream like this. We ones who climb
like primates up through sleep at night
to dream of light. I dream of you. Black suitor,
gone, like sleep. Like vapid, nothing dreams.
At night these objects take on cast of shadow,
yet we sleep. At night we feel this nothing-new,
this tongue-loll, this exigent sinew, and
I think we must deceive ourselves.
The Epithet Epic
1.
Their thoughts are entirely immersed in resolution.
He resolves to consecrate it with a tree.
He opens his eyes and he finds a place fitting to planting.
It is early in the morning. When he comes he is ethical.
He will remember it. He will give it the epithet epic and leave it.
Where is he?
In the country there are two of them.
Standing immersed in the shadow of love.
Of his motives, he says they are pure.
Of the heavy silence, she thinks it is part of the trueness of their love.
In the winter his motives are altered by a storm.
The two of them purchase a knife.
The blade of it is long and thin.
He commands her to speak in direct discourse.
He indicates that he wants her to express her thoughts concisely and with precision.
He finds this romantic.
They are in the country and her bodice has been cut with the knife.
Part of it hangs off her shoulder. In the distance she hears the sound of a gunshot.
Their speech no longer serves them adequately.
2.
He walks toward her, feels her breast.
He places his lips on hers. Pulls her down. Puts his hand far up her skirt and she sighs for him.
Their skin is taut, bumpy.
He is no longer in a predicament.
She tilts her head back and moans. She lilts her voice slightly and asks him if he loves her.
He does love her. He feels a very true love for her.
He is then quite unable to continue. He is breathing too heavily and doesnÌt want to be speaking anymore.
She is also breathing heavily.
They come. They are happy.
Poem
I think of your face and of its deepest bewilderment.
It makes me sad as if the morning
were a tower or pair
of themÛhaunted and pure,
degenerate, elevated, strange of view
in solitude.
Katy Lederer edits the magazine Explosive and a series of limited-edition chapbooks under the imprint Spectacular Books. Her first book for poems, Winter Sex, was recently published by Verse Press. Gillian Conoley’s most recent book of poetry is Lovers in the Used World. She is founder and editor of the magazine Volt.
Introduced by Gillian Conoley
I remember the first time I read some Katy Lederer poems. They were immediately intriguing lyrical, Romantic, oracular, meditative, cool, ironic, and deeply honest all at once. I liked reading them. They asked interesting questions, like is this longing? and is the flanged brain more original? The poems cast a wide net over what one could think of as a kind of tonal range of the Romantic lyric melancholic, passionate, erotic, devoted. In a Katy Lederer poem, one will often hear these romantic tones cast in a cold, cold music, a gesture that sets everything in a sort of relief. And yet the poems escape mere irony. The speculative quality the poems have is one of utmost seriousness.
Both intelligence and beauty are present. The subject matter is usually love; one of the central concerns is recasting the language of love. And there is humorÛa great generosity of humor at play along the edges of the poem, never fully taking it over, but balanced precariously among the many qualities the poems manage and allow. These poems are a delight to read. It is my pleasure to introduce them to these pages.
Morning Song
You color all. Is this longing?
Or private. Is it private to speak
in the morning, the birdsong
like knives? We sit on this bench
while this wind swirls and billows.
This setting is love, yet we sit on
this bench, yet we listen to birdsong.
This color, your brain, which is bluer
than water. I touch it, your brain,
which is cooler than water. I wonder,
your brain, when it falters will it be
so cold? We buffet one another
with our bodies, with our slackened
hearts. I put myself in it, your body,
which aches. I put myself in it, your
brain, which is cooler than water.
Morning Song
In that other place,
in youth
a calm water
broke.
The culprits were
defacialized.
Intent on getting through
the waves,
I came upon a harbinger,
a black
rotted goat, floating
in water.
In this allegory, we are here,
and here
I saw in morning light a sex
glow red.
The gulls were pressed
across
the waves, across the blue
horizon.
Stretched taut like this drum,
gusted out
like this sail, focused
out like
this eye of a lizard. On the
beach,
the white, liminal edge of
the day,
edge of the sea-squall,
aubade.
Poem
Is the flanged brain more
original?
I wonder when I find a line, do I
pick it up?
There are jumps in the mind,
little ladders
we use to escape these small
fires.
But what if the fires are too big,
and like children,
we hide from ourselves? What if
we put down
our thoughts in perfect ladderings,
but nothing
climbs them but for dull ideas?
Morning Song
It is simply a matter of syntax.
ÏIÓ ÏloveÓ Ïyou.Ó It is simply a matter
of order. The simplest words work
the best for the complex emotions:
ÏLove.Ó ÏGone.Ó ÏLoss.Ó It is morning
and we lie here on this clean, white, pleated
double bed. We are waiting for the sunrise
to unmask us of our sleep. It is lyrical
to dream like this. We ones who climb
like primates up through sleep at night
to dream of light. I dream of you. Black suitor,
gone, like sleep. Like vapid, nothing dreams.
At night these objects take on cast of shadow,
yet we sleep. At night we feel this nothing-new,
this tongue-loll, this exigent sinew, and
I think we must deceive ourselves.
The Epithet Epic
1.
Their thoughts are entirely immersed in resolution.
He resolves to consecrate it with a tree.
He opens his eyes and he finds a place fitting to planting.
It is early in the morning. When he comes he is ethical.
He will remember it. He will give it the epithet epic and leave it.
Where is he?
In the country there are two of them.
Standing immersed in the shadow of love.
Of his motives, he says they are pure.
Of the heavy silence, she thinks it is part of the trueness of their love.
In the winter his motives are altered by a storm.
The two of them purchase a knife.
The blade of it is long and thin.
He commands her to speak in direct discourse.
He indicates that he wants her to express her thoughts concisely and with precision.
He finds this romantic.
They are in the country and her bodice has been cut with the knife.
Part of it hangs off her shoulder. In the distance she hears the sound of a gunshot.
Their speech no longer serves them adequately.
2.
He walks toward her, feels her breast.
He places his lips on hers. Pulls her down. Puts his hand far up her skirt and she sighs for him.
Their skin is taut, bumpy.
He is no longer in a predicament.
She tilts her head back and moans. She lilts her voice slightly and asks him if he loves her.
He does love her. He feels a very true love for her.
He is then quite unable to continue. He is breathing too heavily and doesnÌt want to be speaking anymore.
She is also breathing heavily.
They come. They are happy.
Poem
I think of your face and of its deepest bewilderment.
It makes me sad as if the morning
were a tower or pair
of themÛhaunted and pure,
degenerate, elevated, strange of view
in solitude.
Katy Lederer edits the magazine Explosive and a series of limited-edition chapbooks under the imprint Spectacular Books. Her first book for poems, Winter Sex, was recently published by Verse Press. Gillian Conoley’s most recent book of poetry is Lovers in the Used World. She is founder and editor of the magazine Volt.
Thursday, November 20, 2008
Week of Nov. 18 and 20 Ch. 7 Writing the News
Tuesday and Thursday
1. Continue to work on polishing Article #1
2. Begin Article #2 --due end of marking period Dec. 5 (or sooner for editing). you may work with a partner for this article.
3. The website will be down on Tuesday and Wednesday, but we should be able to work on the Sotacrat on Thursday.
4. Ch. 7 Go over the vocabulary on the handout. Quiz on Monday.
1. Continue to work on polishing Article #1
2. Begin Article #2 --due end of marking period Dec. 5 (or sooner for editing). you may work with a partner for this article.
3. The website will be down on Tuesday and Wednesday, but we should be able to work on the Sotacrat on Thursday.
4. Ch. 7 Go over the vocabulary on the handout. Quiz on Monday.
Friday, November 14, 2008
11/14 Friday Types of Leads
1. Break into groups of 4 or 5
2. Read over the handout
3. Find examples of different kinds of leads in the newspapers provided. Cut out the HEADLINE AND THE LEAD.
4. PASTE ONTO WHITE PAPER TO PRESENT TO CLASS. Be sure to label the type of leads your group has discovered and chosen.
5. Class presentation.
2. Read over the handout
3. Find examples of different kinds of leads in the newspapers provided. Cut out the HEADLINE AND THE LEAD.
4. PASTE ONTO WHITE PAPER TO PRESENT TO CLASS. Be sure to label the type of leads your group has discovered and chosen.
5. Class presentation.
Wednesday, November 12, 2008
Wednesday Nov. 12
1. Go over Ch. 6 terms and handout for quiz.
2. Go over Writing tips handout. Check out poynter.org
3. Continue to edit and post stories.
2. Go over Writing tips handout. Check out poynter.org
3. Continue to edit and post stories.
Friday, November 7, 2008
!1/7 The Working Newsroom
At 5 different stations, you will be pasting in articles and updating the events calendar.
Do not make the articles go live until I approve them.
All articles need to be fully edited and placed correctly on our paper.
If you get this done in one period, the second period is "relax" time.
Do not make the articles go live until I approve them.
All articles need to be fully edited and placed correctly on our paper.
If you get this done in one period, the second period is "relax" time.
Wednesday, November 5, 2008
History is made/ Editorials
1. Please go to the websites that arep osting transcripts of BOTH Obama's Acceptance speech and McCain's Concession speech. Both speeches are excellent and well-suited to a certain occasion.
Both speeches were most impressive and accomplished their purposes. Most of you should know that they were written by professional speech writers and that each candidate had both an acceptance and a concession speech prepared over the last week. They conferred with their writers and made revisions as the week went on.
Please comment on the rhetorical strategies used in these speeches, using the SOAPSTONE strategy.
Speaker
Occasion
Audience
Purpose
Style
Tone
McCain's speech
http://edition.cnn.com/2008/POLITICS/11/04/mccain.transcript/index.html
Section from Obama's Speech:
http://www.cnn.com/2008/POLITICS/11/04/obama.transcript/index.html
How would you report on what happened last night? As American youth, what do you hope
will be accomplished in the next four years? Write a 250 word editorial expressing your hopes
and thoughts.
Both speeches were most impressive and accomplished their purposes. Most of you should know that they were written by professional speech writers and that each candidate had both an acceptance and a concession speech prepared over the last week. They conferred with their writers and made revisions as the week went on.
Please comment on the rhetorical strategies used in these speeches, using the SOAPSTONE strategy.
Speaker
Occasion
Audience
Purpose
Style
Tone
McCain's speech
http://edition.cnn.com/2008/POLITICS/11/04/mccain.transcript/index.html
I urge all Americans who supported me to join me in not just congratulating him, but offering our next president our good will and earnest effort to find ways to come together to find the necessary compromises to bridge our differences and help restore our prosperity, defend our security in a dangerous world, and leave our children and grandchildren a stronger, better country than we inherited.
Whatever our differences, we are fellow Americans. And please believe me when I say no association has ever meant more to me than that.
It is natural. It's natural, tonight, to feel some disappointment. But tomorrow, we must move beyond it and work together to get our country moving again.
We fought -- we fought as hard as we could. And though we fell short, the failure is mine, not yours.
I wish Godspeed to the man who was my former opponent and will be my president. And I call on all Americans, as I have often in this campaign, to not despair of our present difficulties, but to believe, always, in the promise and greatness of America, because nothing is inevitable here.
Americans never quit. We never surrender.
Section from Obama's Speech:
http://www.cnn.com/2008/POLITICS/11/04/obama.transcript/index.html
"If there is anyone out there who still doubts that America is a place where all things are possible; who still wonders if the dream of our founders is alive in our time; who still questions the power of our democracy, tonight is your answer.
"It's the answer told by lines that stretched around schools and churches in numbers this nation has never seen; by people who waited three hours and four hours, many for the very first time in their lives, because they believed that this time must be different; that their voice could be that difference.
"It's the answer spoken by young and old, rich and poor, Democrat and Republican, black, white, Latino, Asian, Native American, gay, straight, disabled and not disabled - Americans who sent a message to the world that we have never been a collection of Red States and Blue States: we are, and always will be, the United States of America.
How would you report on what happened last night? As American youth, what do you hope
will be accomplished in the next four years? Write a 250 word editorial expressing your hopes
and thoughts.
Monday, November 3, 2008
Agenda 11/3 Monday
1. Finish stories for November issue. Edit and revise. Save in Gamzon folder/Journalism 2008/November.
2. Study for quiz on Ch. 6 for Wednesday
3. Go to myhighschooljournalism.org website. Read the national edition. Get some more ideas for our paper. Check out the student section. Look through J-jargon and newspapers with teen sections.
2. Study for quiz on Ch. 6 for Wednesday
3. Go to myhighschooljournalism.org website. Read the national edition. Get some more ideas for our paper. Check out the student section. Look through J-jargon and newspapers with teen sections.
Tuesday, October 28, 2008
Agenda 10/28
Ch. 6
1. Go over handout and work on writing leads. Vocabulary: Inverted pyramid. Different kinds of leads.
2. Work on news story assignments.
1. Go over handout and work on writing leads. Vocabulary: Inverted pyramid. Different kinds of leads.
2. Work on news story assignments.
Wednesday, October 22, 2008
Agenda 10/22 and 24
Continue with the Mock Interview Exercise.
This assignment is designed to improve your listening skills during an interview. You need to take good accurate notes about what the person tells you in order to write a fair and accurate story of what happened.
You will receive a piece of paper that explains your character (the role you are representing). On that paper will be a fake name and a fake scenario of a news event that may have occurred over the summer. You need to be creative and "become" that person. Someone will be sent to interview you about this news event that you were a part of.
You will also receive a piece of paper explaining people you will need to seek out to interview for this story. You need to come up with interview questions to make sure you obtain all of the facts to be able to write an accurate news story.
Your news story needs to be about 200 words long and must include all the important facts. You must include quotes obtained from at least two sources.
Things I will be looking for:
* Accurate facts - including spelling of names, towns, etc.
* Proper use of direct and indirect quotes (punctuation)
* Short, concise wording of sentences
* Proper referencing of names throughout the article
* Objectivity
* Use of third person
*DO NOT show the person who is interviewing you your slip of paper. They need to obtain all facts through interviewing.
Write up your 200 word story. Share your stories with your team. Then exchange your stories with the team you interviewed.
This assignment is designed to improve your listening skills during an interview. You need to take good accurate notes about what the person tells you in order to write a fair and accurate story of what happened.
You will receive a piece of paper that explains your character (the role you are representing). On that paper will be a fake name and a fake scenario of a news event that may have occurred over the summer. You need to be creative and "become" that person. Someone will be sent to interview you about this news event that you were a part of.
You will also receive a piece of paper explaining people you will need to seek out to interview for this story. You need to come up with interview questions to make sure you obtain all of the facts to be able to write an accurate news story.
Your news story needs to be about 200 words long and must include all the important facts. You must include quotes obtained from at least two sources.
Things I will be looking for:
* Accurate facts - including spelling of names, towns, etc.
* Proper use of direct and indirect quotes (punctuation)
* Short, concise wording of sentences
* Proper referencing of names throughout the article
* Objectivity
* Use of third person
*DO NOT show the person who is interviewing you your slip of paper. They need to obtain all facts through interviewing.
Write up your 200 word story. Share your stories with your team. Then exchange your stories with the team you interviewed.
Thursday, October 16, 2008
Agenda 10/16
EDITING
1. Spot the Gaffe exercise: Work on handout. As a class we will go over it. Be sure your name is on it and hand it in
(Gamzon box).
2. Go into the Gamzon folder (Journalism 2008/September-October). Make sure you have edited your own 2 articles. Work with a partner and make corrections (possibly using the INSERT COMMENT command).
3. Working in groups, for review and for new information, do the Journalism Scavenger Hunt handout. Be sure your name is on it and hand it in.
1. Spot the Gaffe exercise: Work on handout. As a class we will go over it. Be sure your name is on it and hand it in
(Gamzon box).
2. Go into the Gamzon folder (Journalism 2008/September-October). Make sure you have edited your own 2 articles. Work with a partner and make corrections (possibly using the INSERT COMMENT command).
3. Working in groups, for review and for new information, do the Journalism Scavenger Hunt handout. Be sure your name is on it and hand it in.
Tuesday, October 14, 2008
POST YOUR COMMENTS--
Please write a personal response to the Dan Eldon video, "Dying to Tell a Story," with at least a page of thoughtful, double-spaced prose that you will print out. Also post your comments for blogging and responding to one another. Try to answer the follow questions:
1. After seeing the video, how has your view of the function of journalism in the world changed, broadened, evolved? Are the journalists/photojournalists who work in conflict zones and report for news agencies simply crazy for risking their lives, or do they perform an important service for us all? Why is it imperative that stories of what is happening in places like Somalia, Sarajevo, and Darfur be told?
2. Do a little research. Find out how many journalists have been killed in the world in the past year? How many reporters have been killed in Iraq? Afghanistan?
3. Make sure you have 2 stories saved in the class folder in Gamzon/Journalism 2008/Sept.-Oct. Sotacrat!!!!
1. After seeing the video, how has your view of the function of journalism in the world changed, broadened, evolved? Are the journalists/photojournalists who work in conflict zones and report for news agencies simply crazy for risking their lives, or do they perform an important service for us all? Why is it imperative that stories of what is happening in places like Somalia, Sarajevo, and Darfur be told?
2. Do a little research. Find out how many journalists have been killed in the world in the past year? How many reporters have been killed in Iraq? Afghanistan?
3. Make sure you have 2 stories saved in the class folder in Gamzon/Journalism 2008/Sept.-Oct. Sotacrat!!!!
Wednesday, October 8, 2008
Monday, October 6, 2008
Agenda 10/6
Exploring Sensationalism, Bias, Objective/Balanced Reporting and Parody News
Period 1 Activity
1. Go to the following link to find 2 TABLOID stories that you consider to be sensationalism in journalism: www.top10links.com/cat.php/News:Newspapers:Tabloids
2. Check out the op ed pages and columns of 2 major newspapers (New york Times, Washington Post, Wall Street Journal, Chicago Tribune, Boston Herald, etc.) to find articles that have a slant or bias.
3. Find 2 articles on the front pages of these major newspapers that seem to be well-balanced and objective.
4. Finally, check out The Onion for parody at: www.theonion.com/content/
5. Share you findings with a partner and together post a reply to this assignment for credit.
6. Finish editing articles. Work on your FUTURE BOOK (10 articles you would like to write this year).
Period 1 Activity
1. Go to the following link to find 2 TABLOID stories that you consider to be sensationalism in journalism: www.top10links.com/cat.php/News:Newspapers:Tabloids
2. Check out the op ed pages and columns of 2 major newspapers (New york Times, Washington Post, Wall Street Journal, Chicago Tribune, Boston Herald, etc.) to find articles that have a slant or bias.
3. Find 2 articles on the front pages of these major newspapers that seem to be well-balanced and objective.
4. Finally, check out The Onion for parody at: www.theonion.com/content/
5. Share you findings with a partner and together post a reply to this assignment for credit.
6. Finish editing articles. Work on your FUTURE BOOK (10 articles you would like to write this year).
Thursday, October 2, 2008
Agenda 10/2
1. Discuss the handout for Ch. 3
2. On the blog, look over the new videos and newsreels for the Palin-Biden debate
3. On the blog, look over new entries
4. Finish articles and put them in the Sept./October folder for publication
HOMEWORK: Watch the Palin Biden debate. Write about your impressions of the debate and the way at least two different stations covered the debate.
2. On the blog, look over the new videos and newsreels for the Palin-Biden debate
3. On the blog, look over new entries
4. Finish articles and put them in the Sept./October folder for publication
HOMEWORK: Watch the Palin Biden debate. Write about your impressions of the debate and the way at least two different stations covered the debate.
Tuesday, September 30, 2008
Pick your Own Story
PICK YOUR OWN STORY
There are hundreds of stories all around you. Every person, every school, every community has a story to tell. Just keep Who, What, Where, When and Why in mind as you start off with a great lead, tell the story — maybe throwing in a quote or two — and finish off with an eye-catching headline. To make a REALLY great story, use a photo or a graphic.
To start you thinking, here are some of the stories recently turned in by 4th grade students for their newspaper:
Be Smart! Don't Start Smoking
Is Pluto Really a Planet?
Construction in Our Community
Help Save Asthma Sufferers
The Best Grandmother
People Like Ice-skating
Horseback Riding Dangers
The Funniest Teacher in School
What is a Twin?
The Secrets of Soccer
What It's Like to Be in Middle School
Don't Do Drugs
Sounds of Wind Instruments
A New Teacher
Dangerous Reptiles
Kids' Right to Vote
Harry Potter
Do Students Have Too Much Homework?
A Hero in Our Midst
Nintendo's Next Game
The Best Book Fair
Halloween Safety Rules
The Vice Principal Talks about School
My New Baby Sister
Online Safety
Homemade Costumes
Kids for President
Taking a Look at Space
Homeless (A True Story)
What It's Like to Be a High Schooler
Being the Oldest
What's Your Favorite Sport?
Why is P.E. a Popular Subject?
Abby Wambach: A Great Soccer Player
Where is Celion Dion Now?
What Boys and Girls Like to Wear
Chorus Concert
Going for the Gold
School Clubs
Department News
Give you an idea? Cool. Let's write a newspaper story!
There are hundreds of stories all around you. Every person, every school, every community has a story to tell. Just keep Who, What, Where, When and Why in mind as you start off with a great lead, tell the story — maybe throwing in a quote or two — and finish off with an eye-catching headline. To make a REALLY great story, use a photo or a graphic.
To start you thinking, here are some of the stories recently turned in by 4th grade students for their newspaper:
Be Smart! Don't Start Smoking
Is Pluto Really a Planet?
Construction in Our Community
Help Save Asthma Sufferers
The Best Grandmother
People Like Ice-skating
Horseback Riding Dangers
The Funniest Teacher in School
What is a Twin?
The Secrets of Soccer
What It's Like to Be in Middle School
Don't Do Drugs
Sounds of Wind Instruments
A New Teacher
Dangerous Reptiles
Kids' Right to Vote
Harry Potter
Do Students Have Too Much Homework?
A Hero in Our Midst
Nintendo's Next Game
The Best Book Fair
Halloween Safety Rules
The Vice Principal Talks about School
My New Baby Sister
Online Safety
Homemade Costumes
Kids for President
Taking a Look at Space
Homeless (A True Story)
What It's Like to Be a High Schooler
Being the Oldest
What's Your Favorite Sport?
Why is P.E. a Popular Subject?
Abby Wambach: A Great Soccer Player
Where is Celion Dion Now?
What Boys and Girls Like to Wear
Chorus Concert
Going for the Gold
School Clubs
Department News
Give you an idea? Cool. Let's write a newspaper story!
Story Ideas
Teachers attending the 2001 ASNE High School Institute at the University of Texas at Austin brainstormed "evergreen" story ideas that can be made interesting with a wide range of sources.
· What kinds of cars do students and teachers drive?
· Tips on staying physically fit and healthy.
· Favorite doughnuts and snack foods.
· Shadow community professionals -- interview them about their careers, etc.
· Profile famous alums.
· Find out about historical markers near school and profile the school's history.
· Migrant workers in your community -- they may be the parents of some of the students at your school.
· Food recipes -- after-school snacks, ethnic foods.
· Run a trivia contest in every issue.
· What do you feed a football player (training and diet regimens).
· Profile students with parents who teach on campus.
· Car care tips.
· Interview teachers who graduated from your campus.
· Zero-tolerance laws (students who've been punished under these laws and the views of
administrators and parents).
· First impressions of high school freshman (contrast with seniors).
· Sound off -- pro & con about an issue (with headshots of interviewees).
· Project stories on health issues such as anorexia or diabetes.
· Parents' careers and the world of work.
· Students in the digital age
Teachers from the 2001 ASNE High School Institute at Hampton University in Hampton, Va., came up with the following ideas for generating story ideas:
· Check local and daily newspapers
· Check Internet sites of teen interest and schools
· Check online student newspapers
· Talk with the school's public relations person
· Talk with coaches, guidance counselors, secretaries and the principal
· Talk with the principal's advisory group or cabinet
· Talk with student council members and the sponsor
· Survey teachers about unusual assignments, clubs they sponsor, students in their classes who are involved in interesting activities.
· "Beat Letters" for all clubs, organizations, teams, department heads, PTA, custodian or maintenance works, librarians.
· Contact parent groups, such as athletic boosters or band boosters
· Walk around the school and take note of posted fliers
· Look at the sports calendar, district calendar and school calendar
· Ask your friends what they would like to see in the paper
· Survey students in the school newspaper or as a class assignment
· Contact cafeteria workers, bus drivers, maintenance personnel, etc.
· Watch local and national news programs for stories that might interest your audience
· Exchange newspapers with other schools
· Brainstorm in class
· Seek out students, coaches, teachers, staff, alumni or clubs to profile
· Contact the alunni group
· Check out other media for new releases, such as CDs, movies or books
· "Play Detective" -- ask questions about things that have sparked your curiosity
· Ask your peers to write letters to the editor, columns, editorial cartoons or to participate in "manon- the-street" columnns
· Check out school policies or the code of conduct
· Attend school board meetings
· What kinds of cars do students and teachers drive?
· Tips on staying physically fit and healthy.
· Favorite doughnuts and snack foods.
· Shadow community professionals -- interview them about their careers, etc.
· Profile famous alums.
· Find out about historical markers near school and profile the school's history.
· Migrant workers in your community -- they may be the parents of some of the students at your school.
· Food recipes -- after-school snacks, ethnic foods.
· Run a trivia contest in every issue.
· What do you feed a football player (training and diet regimens).
· Profile students with parents who teach on campus.
· Car care tips.
· Interview teachers who graduated from your campus.
· Zero-tolerance laws (students who've been punished under these laws and the views of
administrators and parents).
· First impressions of high school freshman (contrast with seniors).
· Sound off -- pro & con about an issue (with headshots of interviewees).
· Project stories on health issues such as anorexia or diabetes.
· Parents' careers and the world of work.
· Students in the digital age
Teachers from the 2001 ASNE High School Institute at Hampton University in Hampton, Va., came up with the following ideas for generating story ideas:
· Check local and daily newspapers
· Check Internet sites of teen interest and schools
· Check online student newspapers
· Talk with the school's public relations person
· Talk with coaches, guidance counselors, secretaries and the principal
· Talk with the principal's advisory group or cabinet
· Talk with student council members and the sponsor
· Survey teachers about unusual assignments, clubs they sponsor, students in their classes who are involved in interesting activities.
· "Beat Letters" for all clubs, organizations, teams, department heads, PTA, custodian or maintenance works, librarians.
· Contact parent groups, such as athletic boosters or band boosters
· Walk around the school and take note of posted fliers
· Look at the sports calendar, district calendar and school calendar
· Ask your friends what they would like to see in the paper
· Survey students in the school newspaper or as a class assignment
· Contact cafeteria workers, bus drivers, maintenance personnel, etc.
· Watch local and national news programs for stories that might interest your audience
· Exchange newspapers with other schools
· Brainstorm in class
· Seek out students, coaches, teachers, staff, alumni or clubs to profile
· Contact the alunni group
· Check out other media for new releases, such as CDs, movies or books
· "Play Detective" -- ask questions about things that have sparked your curiosity
· Ask your peers to write letters to the editor, columns, editorial cartoons or to participate in "manon- the-street" columnns
· Check out school policies or the code of conduct
· Attend school board meetings
Asimov's Dirty Dozen
Asimov's Dirty Dozen Elements Of a Standard News Story
By Nanette Asimov, San Francisco Chronicle
The following are general guidelines for writing a basic news article. Each number represents a new paragraph. Their order is somewhat flexible. Some of the elements may be augmented. Some may be dropped, though never the lede* or nut graf. These are not firm rules, but the ingredients of a successful story.
* Note some strange spellings, such as "lede" (the first sentence) and "graf" (paragraph).
Certain code words date back to the days of hot lead type, when intentional misspellings were used to communicate with printers in the backshop. This way, printers could recognize instructions meant for them, and would know not to let them be printed in the newspaper.
1. First sentence ("lede")
Make the first sentence the NEWS. No dilly-dallying. News is the newest thing. Was there a vote? Did someone die? Was someone appointed? Was there a protest? Is big money being offered? Wasted? Time for background later. Lede should be SHORT, yet must tell who, what, when and where. Don't overload it with details.
EXAMPLE: The San Francisco school board voted unanimously last night to raise the hurdle for high school graduation by adding more mandatory math and science classes.
IMPORTANT: Recognize news; don't bury it. Sometimes the news is more than one thing. If the teachers union had threatened to sue the board, then your lede must include that key fact in a single, tight sentence: Despite the threat of a lawsuit by teachers, the San Francisco school board voted unanimously last night to require more math and science classes in high school.
2. Second sentence gives more details about the first. Save details for the second graf. Avoid packing them into the lede:
EXAMPLE: The board voted 7 to 0 on the proposal by Superintendent Jill Rojas to require high school students to take a third year of math and science; a second year of foreign language and the arts; more health classes and fewer electives,such as wood shop.
3. Sexy quote.
Select the quote that best illustrates the points made in the lede and second sentence. When out gathering news, a reporter should remember to listen for that "sexy quote," or ask the question that is likely to produce it.
EXAMPLE: "It's shameful to think that in the 21st century, a student can graduate from a California high school after completing only two years of math and two years of science," Rojas told the board. "Four-year colleges do not seek to admit students with such minimal requirements. Doors are closed to some students before they are 18 years old."
4. The "nut graf."
In this essential paragraph -- or paragraphs -- the writer steps back from the immediate events to provide context. This graf tells how the current news fits into the larger picture. It tells what's been happening lately or elsewhere, so the reader knows why story matters.
EXAMPLE: The school board's action mirrors efforts around the country to raise academic standards. Embarrassed by American students' poor performance on international achievement tests in recent years, and pressured by colleges to produce better-prepared graduates, public educators nationwide are turning back to basics. And that means students everywhere are facing more lessons in reading, writing and arithmetic -- and less art, music and perennial favorites like wood shop.
5. Summary of what's to come.
Here the writer lays out the varying points of view, foreshadowing the details of the rest of the story. This summary is key to fairness: No one's point of view is paramount if all are summarized toward the beginning of the story.
EXAMPLE: At the school board meeting in San Francisco, several teachers said the plan was long overdue. But others were furious. Many who teach the highest levels of math and science predicted that the quality of their rigorous courses will inevitably be watered down if students of all levels are forced to take them. A number of teachers also warned that dropout rates would rise if art and shop classes are neglected.
6. Supporting quotes, in backwards order.
This quote should support the last point of view summarized in the previous graf.
EXAMPLE: "I'm very worried," said Sylvester Smith, a 10th-grade English teacher. "You board members don't realize that wood shop keeps kids coming to school."
7. Transition, then another supporting quote.
Quotes from two people should never be back to back. A transition is needed as a bridge from one idea to another. Then follow up with the relevant quote. Quotes are usually in a separate paragraph to set them off.
EXAMPLE: For months, several of the district's top teachers have spoken out against the superintendent's plan to raise graduation requirements. At school board meetings, those teachers have said the plan looks better on paper than in reality because many students are ill- prepared to do well in higher-level math and science classes.
"This won't help poor students do better," said Jon James, a chemistry teacher. "It will hurt the students who do well."
8. Transition, then final supporting quote.
Notice that the supporting quotes go in reverse order from the way they were summarized in #5, the summary graf.
EXAMPLE: Not all teachers opposed the plan, and some were downright enthusiastic. "I teach in middle school," said Mary Mustard, "and I think the new requirements will give students a reason to study harder in the earlier grades."
9. Real-time color, anecdotes, examples.
This need not be confined to this section. "Color" means brief descriptions of sights, sounds and mood.
EXAMPLE: School board members debated the graduation plan for almost 90 minutes. Restless students, teachers and parents waited for the vote, the sound of their private conversations rising with their impatience. As the din from their chatter grew louder, board members called for quiet and even ejected some offenders from the auditorium.
10. The past
Is there additional history that can help the reader understand more about the subject? Has this sort of thing happened before? How is this time different or similar?
EXAMPLE: It has been 20 years since San Francisco's high school graduation standards were raised and 10 years since they were lowered again.
11. The future
Wind up the story by looking toward the future. What is the next step? Or if an anecdote is used up toward the top, a useful technique is to refer back to the beginning, or to the anecdote, to look to the future.
EXAMPLE: After the vote, a delighted Superintendent Rojas said she plans to propose new academic requirements in the lower grades, too.
12. The kicker
Usually a short, high-impact sentence. It may be a poignant or telling quote. In some stories, the kicker can be something that brings the reader back to an idea or anecdote told at the beginning.
Or it may be a surprising bit of information that works best at the end.
EXAMPLE: Turning to a group of supportive teachers who lingered to chat, Rojas suggested that calculus be taught as early as the fourth grade. The happy teachers frowned collectively. "Well," said Rojas. "It's just an idea."
By Nanette Asimov, San Francisco Chronicle
The following are general guidelines for writing a basic news article. Each number represents a new paragraph. Their order is somewhat flexible. Some of the elements may be augmented. Some may be dropped, though never the lede* or nut graf. These are not firm rules, but the ingredients of a successful story.
* Note some strange spellings, such as "lede" (the first sentence) and "graf" (paragraph).
Certain code words date back to the days of hot lead type, when intentional misspellings were used to communicate with printers in the backshop. This way, printers could recognize instructions meant for them, and would know not to let them be printed in the newspaper.
1. First sentence ("lede")
Make the first sentence the NEWS. No dilly-dallying. News is the newest thing. Was there a vote? Did someone die? Was someone appointed? Was there a protest? Is big money being offered? Wasted? Time for background later. Lede should be SHORT, yet must tell who, what, when and where. Don't overload it with details.
EXAMPLE: The San Francisco school board voted unanimously last night to raise the hurdle for high school graduation by adding more mandatory math and science classes.
IMPORTANT: Recognize news; don't bury it. Sometimes the news is more than one thing. If the teachers union had threatened to sue the board, then your lede must include that key fact in a single, tight sentence: Despite the threat of a lawsuit by teachers, the San Francisco school board voted unanimously last night to require more math and science classes in high school.
2. Second sentence gives more details about the first. Save details for the second graf. Avoid packing them into the lede:
EXAMPLE: The board voted 7 to 0 on the proposal by Superintendent Jill Rojas to require high school students to take a third year of math and science; a second year of foreign language and the arts; more health classes and fewer electives,such as wood shop.
3. Sexy quote.
Select the quote that best illustrates the points made in the lede and second sentence. When out gathering news, a reporter should remember to listen for that "sexy quote," or ask the question that is likely to produce it.
EXAMPLE: "It's shameful to think that in the 21st century, a student can graduate from a California high school after completing only two years of math and two years of science," Rojas told the board. "Four-year colleges do not seek to admit students with such minimal requirements. Doors are closed to some students before they are 18 years old."
4. The "nut graf."
In this essential paragraph -- or paragraphs -- the writer steps back from the immediate events to provide context. This graf tells how the current news fits into the larger picture. It tells what's been happening lately or elsewhere, so the reader knows why story matters.
EXAMPLE: The school board's action mirrors efforts around the country to raise academic standards. Embarrassed by American students' poor performance on international achievement tests in recent years, and pressured by colleges to produce better-prepared graduates, public educators nationwide are turning back to basics. And that means students everywhere are facing more lessons in reading, writing and arithmetic -- and less art, music and perennial favorites like wood shop.
5. Summary of what's to come.
Here the writer lays out the varying points of view, foreshadowing the details of the rest of the story. This summary is key to fairness: No one's point of view is paramount if all are summarized toward the beginning of the story.
EXAMPLE: At the school board meeting in San Francisco, several teachers said the plan was long overdue. But others were furious. Many who teach the highest levels of math and science predicted that the quality of their rigorous courses will inevitably be watered down if students of all levels are forced to take them. A number of teachers also warned that dropout rates would rise if art and shop classes are neglected.
6. Supporting quotes, in backwards order.
This quote should support the last point of view summarized in the previous graf.
EXAMPLE: "I'm very worried," said Sylvester Smith, a 10th-grade English teacher. "You board members don't realize that wood shop keeps kids coming to school."
7. Transition, then another supporting quote.
Quotes from two people should never be back to back. A transition is needed as a bridge from one idea to another. Then follow up with the relevant quote. Quotes are usually in a separate paragraph to set them off.
EXAMPLE: For months, several of the district's top teachers have spoken out against the superintendent's plan to raise graduation requirements. At school board meetings, those teachers have said the plan looks better on paper than in reality because many students are ill- prepared to do well in higher-level math and science classes.
"This won't help poor students do better," said Jon James, a chemistry teacher. "It will hurt the students who do well."
8. Transition, then final supporting quote.
Notice that the supporting quotes go in reverse order from the way they were summarized in #5, the summary graf.
EXAMPLE: Not all teachers opposed the plan, and some were downright enthusiastic. "I teach in middle school," said Mary Mustard, "and I think the new requirements will give students a reason to study harder in the earlier grades."
9. Real-time color, anecdotes, examples.
This need not be confined to this section. "Color" means brief descriptions of sights, sounds and mood.
EXAMPLE: School board members debated the graduation plan for almost 90 minutes. Restless students, teachers and parents waited for the vote, the sound of their private conversations rising with their impatience. As the din from their chatter grew louder, board members called for quiet and even ejected some offenders from the auditorium.
10. The past
Is there additional history that can help the reader understand more about the subject? Has this sort of thing happened before? How is this time different or similar?
EXAMPLE: It has been 20 years since San Francisco's high school graduation standards were raised and 10 years since they were lowered again.
11. The future
Wind up the story by looking toward the future. What is the next step? Or if an anecdote is used up toward the top, a useful technique is to refer back to the beginning, or to the anecdote, to look to the future.
EXAMPLE: After the vote, a delighted Superintendent Rojas said she plans to propose new academic requirements in the lower grades, too.
12. The kicker
Usually a short, high-impact sentence. It may be a poignant or telling quote. In some stories, the kicker can be something that brings the reader back to an idea or anecdote told at the beginning.
Or it may be a surprising bit of information that works best at the end.
EXAMPLE: Turning to a group of supportive teachers who lingered to chat, Rojas suggested that calculus be taught as early as the fourth grade. The happy teachers frowned collectively. "Well," said Rojas. "It's just an idea."
Edit Your Story
Edit Your Story
You've written a GOOD story. But before you turn it in, edit it — go over the story again, fixing mistakes, maybe rewriting some things — and turn it into a GREAT story. Here's how.
1. Make sure you have included who - what - when - where - why - how.
2. Don't editorialize. That means, don't put in what you think or believe. For example, don't
write: "Science is the most useful subject you can take in school." That's your opinion
and other people might disagree with you. And, besides, how can you prove it?
3. Write clearly, using simple words. Imagine that you are telling the story to your friend.
4. Check the spelling of all words, especially people's names.
5. Make sure your quotes are accurate and in the proper form, like this:
"I enjoy being a safety patrol," Carol said. Remember: the comma goes inside the
quote mark.
6. Numbers. Spell out numbers 1 to 9, and use figures for 10 and above.
For example, "We have two cars and 12 children."
-- Spell out a number at the beginning of a sentence.
Wrong: "120 children are in the fourth grade."
Right: "One hundred and twenty children
are in the fourth grade."
Or,
"There are 120 children in the fourth grade."
It is OK to start a sentence with the number of a year: "2001 has been an exciting year."
Practice your editing skills with the story below, and then edit your own story.
A large family of bats is pretty scary. They have started living on the roof of hammond elementary. Every night at that time of day when the sun is just going down they fly off the roof and circle overhead in search of food and then after about 1 hour they all return to the roof to sleep for the night. "Bats help the environment by eating mosquitoes and other harmful insects", says Mrs. Robbbertson, our science teacher.
You've written a GOOD story. But before you turn it in, edit it — go over the story again, fixing mistakes, maybe rewriting some things — and turn it into a GREAT story. Here's how.
1. Make sure you have included who - what - when - where - why - how.
2. Don't editorialize. That means, don't put in what you think or believe. For example, don't
write: "Science is the most useful subject you can take in school." That's your opinion
and other people might disagree with you. And, besides, how can you prove it?
3. Write clearly, using simple words. Imagine that you are telling the story to your friend.
4. Check the spelling of all words, especially people's names.
5. Make sure your quotes are accurate and in the proper form, like this:
"I enjoy being a safety patrol," Carol said. Remember: the comma goes inside the
quote mark.
6. Numbers. Spell out numbers 1 to 9, and use figures for 10 and above.
For example, "We have two cars and 12 children."
-- Spell out a number at the beginning of a sentence.
Wrong: "120 children are in the fourth grade."
Right: "One hundred and twenty children
are in the fourth grade."
Or,
"There are 120 children in the fourth grade."
It is OK to start a sentence with the number of a year: "2001 has been an exciting year."
Practice your editing skills with the story below, and then edit your own story.
A large family of bats is pretty scary. They have started living on the roof of hammond elementary. Every night at that time of day when the sun is just going down they fly off the roof and circle overhead in search of food and then after about 1 hour they all return to the roof to sleep for the night. "Bats help the environment by eating mosquitoes and other harmful insects", says Mrs. Robbbertson, our science teacher.
Tips from the Pros
TIPS FROM THE PROS
You've just been assigned to write a story for your newspaper. Here are some tips to help you write a good one.
Who - What - When - Where - Why - How
Almost all newspaper stories start off by answering most of these questions. Try to answer these questions in your story. For example: "Sherry Smith won first place in the Cutest Pet contest yesterday at Columbia Mall." Check your local newspaper for more examples.
Accuracy
Your writing might be wonderful, but if you don't get the facts right, people won't believe what you write the next time. Make sure everything you say is true. And spell people's names correctly — they get upset when you don't.
What makes a good story? Anything that could interest or affect your classmates, teachers, school or family will make a good story. For example, science topics like the strange worlds of the planets and how the weather works … school activities such as fund-raisers, what goes on in music classes, and the importance of safety patrols … after-school activities … a review of a book you enjoyed … or how middle school will be different from fourth grade all could make good newspaper stories. Be curious. Ask yourself, "What would I like to know more about?" — then write a story about it.
Interviews
You may want to interview someone to get the facts. Here's what to do:
• Make an appointment. Call or meet with the person, tell them what kind of a story you want to write, then set a time and place for the interview.
• Prepare questions. Write down the questions you want to ask. For example, "How long have you been working here?" "What do you like most about your job?" and "Is there anything you would like to tell our readers?"
• Take tools. Take a small notebook and two pens or pencils to the interview.
• Write it down. Take notes as the person answers your questions — you want to be sure to quote the person accurately in your story. It's OK to ask the person to repeat what they said or ask them what they mean if you don't understand them the first time. The main thing is to get it right.
Research
Use encyclopedias, dictionaries, almanacs and other reference materials to get the facts you need. More and more reporters are doing their research on the Internet. Research includes interviewing people — such as a professor or doctor or coach — who know the facts. And your research may be just your own observation of an event: for example, reporting on the visit of a policeman and his dog to your class.
Writing the story
Start with a good lead — a sentence that grabs your reader and makes her want to read more — for example, "The fourth grade class painted one wall of their classroom with a picture so strange that their teacher immediately sent for the principal." Write your story plainly so that everyone can understand it. If possible, use quotes in your story to make it more interesting - for example, "The flames were so hot I thought my helmet would melt," the firefighter said. And remember to answer the questions Who - What - When - Where - Why - How.
You've just been assigned to write a story for your newspaper. Here are some tips to help you write a good one.
Who - What - When - Where - Why - How
Almost all newspaper stories start off by answering most of these questions. Try to answer these questions in your story. For example: "Sherry Smith won first place in the Cutest Pet contest yesterday at Columbia Mall." Check your local newspaper for more examples.
Accuracy
Your writing might be wonderful, but if you don't get the facts right, people won't believe what you write the next time. Make sure everything you say is true. And spell people's names correctly — they get upset when you don't.
What makes a good story? Anything that could interest or affect your classmates, teachers, school or family will make a good story. For example, science topics like the strange worlds of the planets and how the weather works … school activities such as fund-raisers, what goes on in music classes, and the importance of safety patrols … after-school activities … a review of a book you enjoyed … or how middle school will be different from fourth grade all could make good newspaper stories. Be curious. Ask yourself, "What would I like to know more about?" — then write a story about it.
Interviews
You may want to interview someone to get the facts. Here's what to do:
• Make an appointment. Call or meet with the person, tell them what kind of a story you want to write, then set a time and place for the interview.
• Prepare questions. Write down the questions you want to ask. For example, "How long have you been working here?" "What do you like most about your job?" and "Is there anything you would like to tell our readers?"
• Take tools. Take a small notebook and two pens or pencils to the interview.
• Write it down. Take notes as the person answers your questions — you want to be sure to quote the person accurately in your story. It's OK to ask the person to repeat what they said or ask them what they mean if you don't understand them the first time. The main thing is to get it right.
Research
Use encyclopedias, dictionaries, almanacs and other reference materials to get the facts you need. More and more reporters are doing their research on the Internet. Research includes interviewing people — such as a professor or doctor or coach — who know the facts. And your research may be just your own observation of an event: for example, reporting on the visit of a policeman and his dog to your class.
Writing the story
Start with a good lead — a sentence that grabs your reader and makes her want to read more — for example, "The fourth grade class painted one wall of their classroom with a picture so strange that their teacher immediately sent for the principal." Write your story plainly so that everyone can understand it. If possible, use quotes in your story to make it more interesting - for example, "The flames were so hot I thought my helmet would melt," the firefighter said. And remember to answer the questions Who - What - When - Where - Why - How.
Journalism Vocabulary
Handout 4: Newspaper Vocabulary
(Adapted from TAJE Journalism Curriculum Guide & Newspaper Curriculum Guide )
* 5W'S & H The essentials of any story: who, what, when, where, why, and how
* ADVERTSING Space in a publication sold to other businesses; display ads usually contain headlines, illustrations, copy, a call for action and information to identify the business
* ALIGNMENT Refers to the justification of text at its margins; left, right, centered, justified
* BEAT A specific area assigned to a reporter for regular coverage
* BOLD Type which appears darker than surrounding type of the same family; used for emphasis
* BY-LINE Indicates who wrote the story; often includes the writer's title
* CAPTION The portion of the layout which explains what is happening in a photograph. Also called cutlines. Often includes a photo credit.
* COLUMN A vertical division of layout which aids in giving structure to a page
* DOMINANT The largest photograph on a layout
* EDITOR Has overall responsibility for the publication
* EDITORIAL A type of story which serves to express an opinion and encourage the reader to take some action
* ETHICS A standard of conduct based on moral beliefs
* FACT A statement that can be proven. Not an opinion
* FEATURE A story written with some interpretation that goes beyond just reporting the facts
* FLAG The name of the paper that usually appears at the top of page one
* GRAPHICS The use of lines, screens, boxes, large initial letters etc. to enhance a design by breaking up areas
* GRID SYSTEM A system of layout in which the page is divided into small units which are filled in
* HAMMER A form of headline consisting of a few very large words over a smaller subheadline
* HEADLINE Large type designed to summarize a story and grab the reader's attention
* HUMAN INTEREST An element of news that includes people or events with which the audience can identify; stories that are just interesting
* INTERVIEW A question and answer session between a reporter and source to get information for a story
* INVERTED PYRAMID A style of writing most commonly applied to news stories in which the most important facts appear early in the story and less important facts later in the story
* KICKER A short (one or two word) statement at the beginning of a caption that serves to grab the reader's attention
* LEAD The beginning of the story which serves to summarize the story and/or grab the reader's attention
* LIBEL Written defamation; damaging false statements against another person or institution that are in writing or are spoken from a written script
* NEWS Information delivered about an event shortly after it has occurred
* OP-ED Opinion/Editorial; refers to the pages in a publication that express the opinion of the writer
* OPINION A statement which cannot be proven.
* QUOTATION A statement make by another person included in a published story. A direct quotation is exactly what the person said and appears inside quotation marks. An indirect quote is a paraphrase of what a person said and does not appear in quotes.
* REPORTER Person who researches and generally writes stories assigned by editors
* REVIEW A form of editorial written to comment on a play, movie, piece of music or some other creative work
* SANS SERIF Type with no extension at the letters which is easier to read at large sizes
* SERIF An extension at the end of certain letters which make the type easier to read at text sizes
* SLANDER Spoken defamation; damaging false statements against another person or institution that are spoken
* SPREAD Two facing pages that are designed as one unit
* STAFF BOX A box containing the names of the staff members
* STORY A block of text on a single topic beginning with some form of a lead followed by the body that contains quotations and transitions
* TEXT WRAP Adjusting the appearance of text to follow the shape of a graphic
* TRANSITION The portion of the story which helps the reader move from one point to the next: helps a story flow, adds information, and explains other items in the story
* UNDERLINE A smaller headline set under the main headline that is approximately the same length as the main headline
* WHITE SPACE The portion of a page with nothing on it used to draw a viewer into the other elements on the page
(Adapted from TAJE Journalism Curriculum Guide & Newspaper Curriculum Guide )
* 5W'S & H The essentials of any story: who, what, when, where, why, and how
* ADVERTSING Space in a publication sold to other businesses; display ads usually contain headlines, illustrations, copy, a call for action and information to identify the business
* ALIGNMENT Refers to the justification of text at its margins; left, right, centered, justified
* BEAT A specific area assigned to a reporter for regular coverage
* BOLD Type which appears darker than surrounding type of the same family; used for emphasis
* BY-LINE Indicates who wrote the story; often includes the writer's title
* CAPTION The portion of the layout which explains what is happening in a photograph. Also called cutlines. Often includes a photo credit.
* COLUMN A vertical division of layout which aids in giving structure to a page
* DOMINANT The largest photograph on a layout
* EDITOR Has overall responsibility for the publication
* EDITORIAL A type of story which serves to express an opinion and encourage the reader to take some action
* ETHICS A standard of conduct based on moral beliefs
* FACT A statement that can be proven. Not an opinion
* FEATURE A story written with some interpretation that goes beyond just reporting the facts
* FLAG The name of the paper that usually appears at the top of page one
* GRAPHICS The use of lines, screens, boxes, large initial letters etc. to enhance a design by breaking up areas
* GRID SYSTEM A system of layout in which the page is divided into small units which are filled in
* HAMMER A form of headline consisting of a few very large words over a smaller subheadline
* HEADLINE Large type designed to summarize a story and grab the reader's attention
* HUMAN INTEREST An element of news that includes people or events with which the audience can identify; stories that are just interesting
* INTERVIEW A question and answer session between a reporter and source to get information for a story
* INVERTED PYRAMID A style of writing most commonly applied to news stories in which the most important facts appear early in the story and less important facts later in the story
* KICKER A short (one or two word) statement at the beginning of a caption that serves to grab the reader's attention
* LEAD The beginning of the story which serves to summarize the story and/or grab the reader's attention
* LIBEL Written defamation; damaging false statements against another person or institution that are in writing or are spoken from a written script
* NEWS Information delivered about an event shortly after it has occurred
* OP-ED Opinion/Editorial; refers to the pages in a publication that express the opinion of the writer
* OPINION A statement which cannot be proven.
* QUOTATION A statement make by another person included in a published story. A direct quotation is exactly what the person said and appears inside quotation marks. An indirect quote is a paraphrase of what a person said and does not appear in quotes.
* REPORTER Person who researches and generally writes stories assigned by editors
* REVIEW A form of editorial written to comment on a play, movie, piece of music or some other creative work
* SANS SERIF Type with no extension at the letters which is easier to read at large sizes
* SERIF An extension at the end of certain letters which make the type easier to read at text sizes
* SLANDER Spoken defamation; damaging false statements against another person or institution that are spoken
* SPREAD Two facing pages that are designed as one unit
* STAFF BOX A box containing the names of the staff members
* STORY A block of text on a single topic beginning with some form of a lead followed by the body that contains quotations and transitions
* TEXT WRAP Adjusting the appearance of text to follow the shape of a graphic
* TRANSITION The portion of the story which helps the reader move from one point to the next: helps a story flow, adds information, and explains other items in the story
* UNDERLINE A smaller headline set under the main headline that is approximately the same length as the main headline
* WHITE SPACE The portion of a page with nothing on it used to draw a viewer into the other elements on the page
Agenda 9/30
1. Quiz on Ch. 2
2. View and respond to new additions to web page
3. Work on articles, edit, and save into folder for publishing on the Sotacrat & Chronicle online
2. View and respond to new additions to web page
3. Work on articles, edit, and save into folder for publishing on the Sotacrat & Chronicle online
Wednesday, September 24, 2008
Viewing Outfoxed Questions
1. What are some of the techniques used by Fox News that are shown in the movie that appear to "bias" the news presentation?
2. What other examples of news "bias" have you observed in local or national or cable news?
3. Do you think that "fair and balanced" correctly depicts the journalism that you read or see? Should the news be based on "news judgment"? Is cable news too opinionated?
2. What other examples of news "bias" have you observed in local or national or cable news?
3. Do you think that "fair and balanced" correctly depicts the journalism that you read or see? Should the news be based on "news judgment"? Is cable news too opinionated?
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