Wednesday, May 11, 2011
5-12-11 Editorial
Your rough draft is due before you come to class tomorrow. We will do two peer edits in class tomorrow.
Tuesday, May 10, 2011
Editorial/Opinion Work Day 5/11/11
For reading time today, read this information about Editorial Writing:
You will have the rest of the hour to work on your article. It is due at the beginning of the hour on Friday.
CHARACTERISTICS OF EDITORIAL WRITING
An editorial is an article that presents the newspaper's opinion on an issue. It reflects the majority vote of the editorial board, the governing body of the newspaper made up of editors and business managers. It is usually unsigned. Much in the same manner of a lawyer, editorial writers build on an argument and try to persuade readers to think the same way they do. Editorials are meant to influence public opinion, promote critical thinking, and sometimes cause people to take action on an issue. In essence, an editorial is an opinionated news story.
Editorials have:
1. Introduction, body and conclusion like other news stories
2. An objective explanation of the issue, especially complex issues
3. A timely news angle
4. Opinions from the opposing viewpoint that refute directly the same issues the writer addresses
5. The opinions of the writer delivered in a professional manner. Good editorials engage issues, not personalities and refrain from name-calling or other petty tactics of persuasion.
6. Alternative solutions to the problem or issue being criticized. Anyone can gripe about a problem, but a good editorial should take a pro-active approach to making the situation better by using constructive criticism and giving solutions.
7. A solid and concise conclusion that powerfully summarizes the writer's opinion. Give it some punch.
Four Types of Editorials Will:
1. Explain or interpret: Editors often use these editorials to explain the way the newspaper covered a sensitive or controversial subject. School newspapers may explain new school rules or a particular student-body effort like a food drive.
2. Criticize: These editorials constructively criticize actions, decisions or situations while providing solutions to the problem identified. Immediate purpose is to get readers to see the problem, not the solution.
3. Persuade: Editorials of persuasion aim to immediately see the solution, not the problem. From the first paragraph, readers will be encouraged to take a specific, positive action. Political endorsements are good examples of editorials of persuasion.
4. Praise: These editorials commend people and organizations for something done well. They are not as common as the other three.
Writing an Editorial
1. Pick a significant topic that has a current news angle and would interest readers.
2. Collect information and facts; include objective reporting; do research
3. State your opinion briefly in the fashion of a thesis statement
4. Explain the issue objectively as a reporter would and tell why this situation is important
5. Give opposing viewpoint first with its quotations and facts
6. Refute (reject) the other side and develop your case using facts, details, figures, quotations. Pick apart the other side's logic.
7. Concede a point of the opposition — they must have some good points you can acknowledge that would make you look rational.
8. Repeat key phrases to reinforce an idea into the reader's minds.
9. Give a realistic solution(s) to the problem that goes beyond common knowledge. Encourage critical thinking and pro-active reaction.
10. Wrap it up in a concluding punch that restates your opening remark (thesis statement).
11. Keep it to 500 words; make every work count; never use "I"
A Sample Structure
I. Lead with an Objective Explanation of the Issue/Controversy.
Include the five W's and the H. (Members of Congress, in effort to reduce the budget, are looking to cut funding from public television. Hearings were held …)
Pull in facts and quotations from the sources which are relevant.
Additional research may be necessary.
II. Present Your Opposition First.
As the writer you disagree with these viewpoints. Identify the people (specifically who oppose you. (Republicans feel that these cuts are necessary; other cable stations can pick them; only the rich watch public television.)
Use facts and quotations to state objectively their opinions.
Give a strong position of the opposition. You gain nothing in refuting a weak position.
III. Directly Refute The Opposition's Beliefs.
You can begin your article with transition. (Republicans believe public televison is a "sandbox for the rich." However, statistics show most people who watch public television make less than $40,000 per year.)
Pull in other facts and quotations from people who support your position.
Concede a valid point of the opposition which will make you appear rational, one who has considered all the options (fiscal times are tough, and we can cut some of the funding for the arts; however, …).
IV. Give Other, Original Reasons/Analogies
In defense of your position, give reasons from strong to strongest order. (Taking money away from public television is robbing children of their education …)
Use a literary or cultural allusion that lends to your credibility and perceived intelligence (We should render unto Caesar that which belongs to him …)
V. Conclude With Some Punch.
Give solutions to the problem or challenge the reader to be informed. (Congress should look to where real wastes exist — perhaps in defense and entitlements — to find ways to save money. Digging into public television's pocket hurts us all.)
A quotation can be effective, especially if from a respected source
A rhetorical question can be an effective concluder as well (If the government doesn't defend the interests of children, who will?)
You will have the rest of the hour to work on your article. It is due at the beginning of the hour on Friday.
CHARACTERISTICS OF EDITORIAL WRITING
An editorial is an article that presents the newspaper's opinion on an issue. It reflects the majority vote of the editorial board, the governing body of the newspaper made up of editors and business managers. It is usually unsigned. Much in the same manner of a lawyer, editorial writers build on an argument and try to persuade readers to think the same way they do. Editorials are meant to influence public opinion, promote critical thinking, and sometimes cause people to take action on an issue. In essence, an editorial is an opinionated news story.
Editorials have:
1. Introduction, body and conclusion like other news stories
2. An objective explanation of the issue, especially complex issues
3. A timely news angle
4. Opinions from the opposing viewpoint that refute directly the same issues the writer addresses
5. The opinions of the writer delivered in a professional manner. Good editorials engage issues, not personalities and refrain from name-calling or other petty tactics of persuasion.
6. Alternative solutions to the problem or issue being criticized. Anyone can gripe about a problem, but a good editorial should take a pro-active approach to making the situation better by using constructive criticism and giving solutions.
7. A solid and concise conclusion that powerfully summarizes the writer's opinion. Give it some punch.
Four Types of Editorials Will:
1. Explain or interpret: Editors often use these editorials to explain the way the newspaper covered a sensitive or controversial subject. School newspapers may explain new school rules or a particular student-body effort like a food drive.
2. Criticize: These editorials constructively criticize actions, decisions or situations while providing solutions to the problem identified. Immediate purpose is to get readers to see the problem, not the solution.
3. Persuade: Editorials of persuasion aim to immediately see the solution, not the problem. From the first paragraph, readers will be encouraged to take a specific, positive action. Political endorsements are good examples of editorials of persuasion.
4. Praise: These editorials commend people and organizations for something done well. They are not as common as the other three.
Writing an Editorial
1. Pick a significant topic that has a current news angle and would interest readers.
2. Collect information and facts; include objective reporting; do research
3. State your opinion briefly in the fashion of a thesis statement
4. Explain the issue objectively as a reporter would and tell why this situation is important
5. Give opposing viewpoint first with its quotations and facts
6. Refute (reject) the other side and develop your case using facts, details, figures, quotations. Pick apart the other side's logic.
7. Concede a point of the opposition — they must have some good points you can acknowledge that would make you look rational.
8. Repeat key phrases to reinforce an idea into the reader's minds.
9. Give a realistic solution(s) to the problem that goes beyond common knowledge. Encourage critical thinking and pro-active reaction.
10. Wrap it up in a concluding punch that restates your opening remark (thesis statement).
11. Keep it to 500 words; make every work count; never use "I"
A Sample Structure
I. Lead with an Objective Explanation of the Issue/Controversy.
Include the five W's and the H. (Members of Congress, in effort to reduce the budget, are looking to cut funding from public television. Hearings were held …)
Pull in facts and quotations from the sources which are relevant.
Additional research may be necessary.
II. Present Your Opposition First.
As the writer you disagree with these viewpoints. Identify the people (specifically who oppose you. (Republicans feel that these cuts are necessary; other cable stations can pick them; only the rich watch public television.)
Use facts and quotations to state objectively their opinions.
Give a strong position of the opposition. You gain nothing in refuting a weak position.
III. Directly Refute The Opposition's Beliefs.
You can begin your article with transition. (Republicans believe public televison is a "sandbox for the rich." However, statistics show most people who watch public television make less than $40,000 per year.)
Pull in other facts and quotations from people who support your position.
Concede a valid point of the opposition which will make you appear rational, one who has considered all the options (fiscal times are tough, and we can cut some of the funding for the arts; however, …).
IV. Give Other, Original Reasons/Analogies
In defense of your position, give reasons from strong to strongest order. (Taking money away from public television is robbing children of their education …)
Use a literary or cultural allusion that lends to your credibility and perceived intelligence (We should render unto Caesar that which belongs to him …)
V. Conclude With Some Punch.
Give solutions to the problem or challenge the reader to be informed. (Congress should look to where real wastes exist — perhaps in defense and entitlements — to find ways to save money. Digging into public television's pocket hurts us all.)
A quotation can be effective, especially if from a respected source
A rhetorical question can be an effective concluder as well (If the government doesn't defend the interests of children, who will?)
Monday, May 9, 2011
5-10-11 Editorial
Editorial sections from newspapers around the world
Continue writing your editorial today. You should post any interview questions on your blog before class tomorrow. You will post the rough draft to your blog before Friday's class. We will do peer edits on Friday.
CHARACTERISTICS OF EDITORIAL WRITING
An editorial is an article that presents the newspaper's opinion on an issue. It reflects the majority vote of the editorial board, the governing body of the newspaper made up of editors and business managers. It is usually unsigned. Much in the same manner of a lawyer, editorial writers build on an argument and try to persuade readers to think the same way they do. Editorials are meant to influence public opinion, promote critical thinking, and sometimes cause people to take action on an issue. In essence, an editorial is an opinionated news story.
Editorials have:
1. Introduction, body and conclusion like other news stories
2. An objective explanation of the issue, especially complex issues
3. A timely news angle
4. Opinions from the opposing viewpoint that refute directly the same issues the writer addresses
5. The opinions of the writer delivered in a professional manner. Good editorials engage issues, not personalities and refrain from name-calling or other petty tactics of persuasion.
6. Alternative solutions to the problem or issue being criticized. Anyone can gripe about a problem, but a good editorial should take a pro-active approach to making the situation better by using constructive criticism and giving solutions.
7. A solid and concise conclusion that powerfully summarizes the writer's opinion. Give it some punch.
Four Types of Editorials Will:
1. Explain or interpret: Editors often use these editorials to explain the way the newspaper covered a sensitive or controversial subject. School newspapers may explain new school rules or a particular student-body effort like a food drive.
2. Criticize: These editorials constructively criticize actions, decisions or situations while providing solutions to the problem identified. Immediate purpose is to get readers to see the problem, not the solution.
3. Persuade: Editorials of persuasion aim to immediately see the solution, not the problem. From the first paragraph, readers will be encouraged to take a specific, positive action. Political endorsements are good examples of editorials of persuasion.
4. Praise: These editorials commend people and organizations for something done well. They are not as common as the other three.
Writing an Editorial
1. Pick a significant topic that has a current news angle and would interest readers.
2. Collect information and facts; include objective reporting; do research
3. State your opinion briefly in the fashion of a thesis statement
4. Explain the issue objectively as a reporter would and tell why this situation is important
5. Give opposing viewpoint first with its quotations and facts
6. Refute (reject) the other side and develop your case using facts, details, figures, quotations. Pick apart the other side's logic.
7. Concede a point of the opposition — they must have some good points you can acknowledge that would make you look rational.
8. Repeat key phrases to reinforce an idea into the reader's minds.
9. Give a realistic solution(s) to the problem that goes beyond common knowledge. Encourage critical thinking and pro-active reaction.
10. Wrap it up in a concluding punch that restates your opening remark (thesis statement).
11. Make every work count; never use "I"
A Sample Structure
I. Lead with an Objective Explanation of the Issue/Controversy.
Include the five W's and the H. (Members of Congress, in effort to reduce the budget, are looking to cut funding from public television. Hearings were held …)
Pull in facts and quotations from the sources which are relevant.
Additional research may be necessary.
II. Present Your Opposition First.
As the writer you disagree with these viewpoints. Identify the people (specifically who oppose you. (Republicans feel that these cuts are necessary; other cable stations can pick them; only the rich watch public television.)
Use facts and quotations to state objectively their opinions.
Give a strong position of the opposition. You gain nothing in refuting a weak position.
III. Directly Refute The Opposition's Beliefs.
You can begin your article with transition. (Republicans believe public televison is a "sandbox for the rich." However, statistics show most people who watch public television make less than $40,000 per year.)
Pull in other facts and quotations from people who support your position.
Concede a valid point of the opposition which will make you appear rational, one who has considered all the options (fiscal times are tough, and we can cut some of the funding for the arts; however, …).
IV. Give Other, Original Reasons/Analogies
In defense of your position, give reasons from strong to strongest order. (Taking money away from public television is robbing children of their education …)
Use a literary or cultural allusion that lends to your credibility and perceived intelligence (We should render unto Caesar that which belongs to him …)
V. Conclude With Some Punch.
Give solutions to the problem or challenge the reader to be informed. (Congress should look to where real wastes exist — perhaps in defense and entitlements — to find ways to save money. Digging into public television's pocket hurts us all.)
A quotation can be effective, especially if from a respected source
A rhetorical question can be an effective concluder as well (If the government doesn't defend the interests of children, who will?)
Continue writing your editorial today. You should post any interview questions on your blog before class tomorrow. You will post the rough draft to your blog before Friday's class. We will do peer edits on Friday.
CHARACTERISTICS OF EDITORIAL WRITING
An editorial is an article that presents the newspaper's opinion on an issue. It reflects the majority vote of the editorial board, the governing body of the newspaper made up of editors and business managers. It is usually unsigned. Much in the same manner of a lawyer, editorial writers build on an argument and try to persuade readers to think the same way they do. Editorials are meant to influence public opinion, promote critical thinking, and sometimes cause people to take action on an issue. In essence, an editorial is an opinionated news story.
Editorials have:
1. Introduction, body and conclusion like other news stories
2. An objective explanation of the issue, especially complex issues
3. A timely news angle
4. Opinions from the opposing viewpoint that refute directly the same issues the writer addresses
5. The opinions of the writer delivered in a professional manner. Good editorials engage issues, not personalities and refrain from name-calling or other petty tactics of persuasion.
6. Alternative solutions to the problem or issue being criticized. Anyone can gripe about a problem, but a good editorial should take a pro-active approach to making the situation better by using constructive criticism and giving solutions.
7. A solid and concise conclusion that powerfully summarizes the writer's opinion. Give it some punch.
Four Types of Editorials Will:
1. Explain or interpret: Editors often use these editorials to explain the way the newspaper covered a sensitive or controversial subject. School newspapers may explain new school rules or a particular student-body effort like a food drive.
2. Criticize: These editorials constructively criticize actions, decisions or situations while providing solutions to the problem identified. Immediate purpose is to get readers to see the problem, not the solution.
3. Persuade: Editorials of persuasion aim to immediately see the solution, not the problem. From the first paragraph, readers will be encouraged to take a specific, positive action. Political endorsements are good examples of editorials of persuasion.
4. Praise: These editorials commend people and organizations for something done well. They are not as common as the other three.
Writing an Editorial
1. Pick a significant topic that has a current news angle and would interest readers.
2. Collect information and facts; include objective reporting; do research
3. State your opinion briefly in the fashion of a thesis statement
4. Explain the issue objectively as a reporter would and tell why this situation is important
5. Give opposing viewpoint first with its quotations and facts
6. Refute (reject) the other side and develop your case using facts, details, figures, quotations. Pick apart the other side's logic.
7. Concede a point of the opposition — they must have some good points you can acknowledge that would make you look rational.
8. Repeat key phrases to reinforce an idea into the reader's minds.
9. Give a realistic solution(s) to the problem that goes beyond common knowledge. Encourage critical thinking and pro-active reaction.
10. Wrap it up in a concluding punch that restates your opening remark (thesis statement).
11. Make every work count; never use "I"
A Sample Structure
I. Lead with an Objective Explanation of the Issue/Controversy.
Include the five W's and the H. (Members of Congress, in effort to reduce the budget, are looking to cut funding from public television. Hearings were held …)
Pull in facts and quotations from the sources which are relevant.
Additional research may be necessary.
II. Present Your Opposition First.
As the writer you disagree with these viewpoints. Identify the people (specifically who oppose you. (Republicans feel that these cuts are necessary; other cable stations can pick them; only the rich watch public television.)
Use facts and quotations to state objectively their opinions.
Give a strong position of the opposition. You gain nothing in refuting a weak position.
III. Directly Refute The Opposition's Beliefs.
You can begin your article with transition. (Republicans believe public televison is a "sandbox for the rich." However, statistics show most people who watch public television make less than $40,000 per year.)
Pull in other facts and quotations from people who support your position.
Concede a valid point of the opposition which will make you appear rational, one who has considered all the options (fiscal times are tough, and we can cut some of the funding for the arts; however, …).
IV. Give Other, Original Reasons/Analogies
In defense of your position, give reasons from strong to strongest order. (Taking money away from public television is robbing children of their education …)
Use a literary or cultural allusion that lends to your credibility and perceived intelligence (We should render unto Caesar that which belongs to him …)
V. Conclude With Some Punch.
Give solutions to the problem or challenge the reader to be informed. (Congress should look to where real wastes exist — perhaps in defense and entitlements — to find ways to save money. Digging into public television's pocket hurts us all.)
A quotation can be effective, especially if from a respected source
A rhetorical question can be an effective concluder as well (If the government doesn't defend the interests of children, who will?)
5-9-11 Editorial/Opinion
New York Times Editorials
Star Tribune Editorials
Editorial Cartoons
An editorial is a way for a reporter to get her own personal opinion into a story, rather than the objective approach used with other newspaper stories. Most newspapers run editorials on a regular schedule, whether daily or two to three times per week. These are normally written by the staff reporters, though community leaders or experts in certain fields are occasionally invited to craft an editorial. If you are called on to write an editorial, there are a few things to keep in mind:
1. Keep the topic relevant. The topic of an editorial should normally be about a current news story or event. This doesn't have to be a major story or event, but it should be something with a broad appeal to the readership. If you want to write an editorial about something that happened in the past, wait for an anniversary of the event to tie it to the present day.
2. Use personal opinion. The main difference between an editorial and a news story is that there is room to try to persuade readers with your personal opinion. This should be done in a rational manner, as with a standard news story, and with attributed sources if needed. It is not enough to state your opinion on a news story, but rather to use your opinion to guide interpretation of the story.
3. Feel free to use emotion, but in a limited manner. An editorial written out of anger or another strong emotion is not going to hold the persuasive power of one written with a limited range of emotion. I once wrote an editorial about greed and how it was driving government officials in ways that I didn't approve of. By simply expressing distaste and disappointment, the editorial had more impact than if I had written an angry missive about how much I hated the local government. Strong, reactive emotion will turn off readers, while a more personal and subdued emotional theme will draw readers in.Use persuasive language. Using clear, active language is far more persuasive than a weak narrative that rambles. Get to the point. For more information about crafting persuasive arguments, see How to Write a Persuasive Essay.
4. Get your facts straight. While there is a limited protection afforded by opinion pieces, there is still a chance of your piece being construed as libel. If you are discussing people or businesses in your editorial, be sure that all facts are correct and are attributed. If you are writing negative opinions about people or businesses, be sure to begin by stating that it is your opinion. Opinions can be neither proved nor disproved, and will not be construed as libel unless there is an obvious component of malice to them. For this reason, never name call.
5. Try to be entertaining. Keeping all of the above steps of clarity, relevance and fact-checking in mind, there is still room to write in an entertaining manner. Readers usually expect to get more out of an editorial than simple facts, so don't disappoint. You can use humor to illustrate your points if appropriate.
You should answer these questions on your blog before you come to class tomorrow.
Note: Pointing out what’s wrong is easier than contributing to a problem’s solution –and a good editorial’s concern should be to better a situation, not bludgeon it. Remember, also, no matter what your purpose or topic, an editorial is no place to indulge in personal attacks. Be smart! Don’t whine or gripe – use your energy to convince!
1. What is a problem/issue that our entire student body (our school, community, country, etc.) faces today?
2. What is your view/position on the problem or situation?
3. What would you like to achieve with your editorial? (What is the desired result?)
4. How will you persuade your audience to adopt your viewpoint as theirs? List at least 4 persuasive points.
5. How will you motivate your readership to action in your conclusion?
6. How will your editorial serve a public purpose?
YOUR ASSIGNMENT:
Choose a topic that interprets news or an issue from your student perspective(remember: this is YOUR opinion!)
1. This should be between 350-500 words long.
2. It should express an opinion about your topic in an intelligent way.
3. It should be spelling and error-free
4. It should be developed like an editorial
5. Use the examples we read in class as a model
MON - Prewriting
TUES - Prewriting Due, Data Collection/Interviews
WED - Interview questions due, writing time
THURS - Interview answers due, writing time
FRI - Peer Edits, Revisions, Final Assignment Due Monday
MON - Final Assignment posted before beginning of hour
Star Tribune Editorials
Editorial Cartoons
An editorial is a way for a reporter to get her own personal opinion into a story, rather than the objective approach used with other newspaper stories. Most newspapers run editorials on a regular schedule, whether daily or two to three times per week. These are normally written by the staff reporters, though community leaders or experts in certain fields are occasionally invited to craft an editorial. If you are called on to write an editorial, there are a few things to keep in mind:
1. Keep the topic relevant. The topic of an editorial should normally be about a current news story or event. This doesn't have to be a major story or event, but it should be something with a broad appeal to the readership. If you want to write an editorial about something that happened in the past, wait for an anniversary of the event to tie it to the present day.
2. Use personal opinion. The main difference between an editorial and a news story is that there is room to try to persuade readers with your personal opinion. This should be done in a rational manner, as with a standard news story, and with attributed sources if needed. It is not enough to state your opinion on a news story, but rather to use your opinion to guide interpretation of the story.
3. Feel free to use emotion, but in a limited manner. An editorial written out of anger or another strong emotion is not going to hold the persuasive power of one written with a limited range of emotion. I once wrote an editorial about greed and how it was driving government officials in ways that I didn't approve of. By simply expressing distaste and disappointment, the editorial had more impact than if I had written an angry missive about how much I hated the local government. Strong, reactive emotion will turn off readers, while a more personal and subdued emotional theme will draw readers in.Use persuasive language. Using clear, active language is far more persuasive than a weak narrative that rambles. Get to the point. For more information about crafting persuasive arguments, see How to Write a Persuasive Essay.
4. Get your facts straight. While there is a limited protection afforded by opinion pieces, there is still a chance of your piece being construed as libel. If you are discussing people or businesses in your editorial, be sure that all facts are correct and are attributed. If you are writing negative opinions about people or businesses, be sure to begin by stating that it is your opinion. Opinions can be neither proved nor disproved, and will not be construed as libel unless there is an obvious component of malice to them. For this reason, never name call.
5. Try to be entertaining. Keeping all of the above steps of clarity, relevance and fact-checking in mind, there is still room to write in an entertaining manner. Readers usually expect to get more out of an editorial than simple facts, so don't disappoint. You can use humor to illustrate your points if appropriate.
You should answer these questions on your blog before you come to class tomorrow.
Note: Pointing out what’s wrong is easier than contributing to a problem’s solution –and a good editorial’s concern should be to better a situation, not bludgeon it. Remember, also, no matter what your purpose or topic, an editorial is no place to indulge in personal attacks. Be smart! Don’t whine or gripe – use your energy to convince!
1. What is a problem/issue that our entire student body (our school, community, country, etc.) faces today?
2. What is your view/position on the problem or situation?
3. What would you like to achieve with your editorial? (What is the desired result?)
4. How will you persuade your audience to adopt your viewpoint as theirs? List at least 4 persuasive points.
5. How will you motivate your readership to action in your conclusion?
6. How will your editorial serve a public purpose?
YOUR ASSIGNMENT:
Choose a topic that interprets news or an issue from your student perspective(remember: this is YOUR opinion!)
1. This should be between 350-500 words long.
2. It should express an opinion about your topic in an intelligent way.
3. It should be spelling and error-free
4. It should be developed like an editorial
5. Use the examples we read in class as a model
MON - Prewriting
TUES - Prewriting Due, Data Collection/Interviews
WED - Interview questions due, writing time
THURS - Interview answers due, writing time
FRI - Peer Edits, Revisions, Final Assignment Due Monday
MON - Final Assignment posted before beginning of hour
Friday, May 6, 2011
5-6-11 Feature Story
For reading time today: www.theonion.com
We will do peer edits today in class of two classmates. Go to Review/Track Changes in Microsoft Word. You can also add comments.
Your final feature story is due before you come to class on Monday.
We will do peer edits today in class of two classmates. Go to Review/Track Changes in Microsoft Word. You can also add comments.
Your final feature story is due before you come to class on Monday.
Thursday, May 5, 2011
5-5-11 Feature Story and Style
Your rough draft is due on Friday before you come to class. The final version is due on Monday before you come to class.
Independent reading time options:
Top 100 Online Newspapers
Lightning Press Style Sheet:
Section I: Capitalization
1. Used alone, the word school is capitalized only when it refers to a particular school and is included in the name (e.g. the high school as opposed to Eastview High School).
2. Capitalize all formal school activities (e.g. Homecoming, Prom).
3. Capitalize course titles and formal class designations, but not general subject names unless they are proper names (e.g. art, science as opposed to French, English, American Literature, Sociology).
4. Do not capitalize names of official organizations or athletic teams (e.g. school board, student council).
5. Do not capitalize the names of school year classifications (e.g. freshman, senior).
6. Do not capitalize titles when used without names (e.g. the principal as opposed to Principal Dick Dewey).
7. Capitalize titles for people only when they precede the name (e.g. Superintendent John Currie).
8. Titles should also only be capitalized when they indicate a scope of authority, profession or academic accomplishment so specific that the title becomes almost as much a key part of the person’s identity as a proper name itself. For example: Principal Dick Dewey, President George W. Bush. Note: For our purposes, the only people in our school district who will have a capitalized title before their name are deans, the principal and the superintendent.
9. Other titles serve mainly as occupational descriptions, and therefore should not be capitalized. For example, social studies teacher Mary Carberry, astronaut John Glenn, sophomore Stan Schmalsley. The ONLY time an academic department is capitalized is if it is a proper noun on its own, such as English teacher Sue Smiley or Spanish teacher Joe Schmoe.
10. Do not capitalize names of seasons.
11. Do not capitalize a.m. and p.m. in stating the time (e.g. The show will begin at 8 p.m.).
Section II: Abbreviations
1. Omit common courtesy titles and abbreviations such as Mr., Mrs. And Ms. Instead, use the complete name the first time the person is mentioned and only the last name in subsequent references.
2. Names of widely known organizations may be shortened to initials without periods in all mentions (e.g. SADD and DECA).
3. Names of less well-known organizations should be written in full at first mention and followed by initials without periods in parenthesis; for later mention in the same story, initials may be used (e.g. Students in National Honor Society (NHS) are building a time capsule. Four NHS students began . . .).
4. Spell out, but do not capitalize, sophomore, junior or senior preceding a name
5. Do not abbreviate the names of states or cities.
6. Unless used with numbers, do not abbreviate feet, inches, yards, miles, etc.
7. Standard contractions are acceptable in newspaper copy: can’t, don’t, didn’t, shouldn’t, etc. Non-standard contractions are no OK: why’ll, how’ll, we’ll, she’ll, etc.
Section III: Names and Titles
1. Every person interviewed must have a title included with his or her name the first time it is mentioned in any story.
2. The first time a name appears in any story, it should be given in full, in the manner preferred by its owner.
3. In later uses, the last name only may appear.
4. If a person has an M.D. or Ph.D or any other doctorate, professional or honorary, refer to her or him as follows: First use: Dr. Ted Smith; Second and subsequent uses: Dr. Smith.
5. Do not use nicknames except in cases when their appearance is obviously important or appropriate.
6. Do not use EVHS or Eastview High School in any story.
7. Titles of movies, books, computer games, plays and musicals, songs, poetry, works of art and TV programs are always placed inside quotation marks. Capitalize the main words, but not articles including a, an or the unless they are the first word of the title. For example, senior Jon Kooksville records “All My Children” every day and watches it right after school. Kooksville then reads at least 20 pages of “Gone With the Wind” before supper each day.
8. Exceptions to rule #5 include the Bible and other reference books such as Webster’s New World Dictionary of the American Language, Second Edition or Encylcopedia Britannica. Such reference works are not put inside quotation marks.
9. Titles of magazines and newspapers are capitalized in plain text. (No quotes, italics or bold text are used.) The word magazine is only capitalized if it is included as part of the title of the magazine. For example, Time magazine, Harper’s Magazine.
10. Eliminate sexist language whenever possible:
Chairperson (not chairman)
Firefighter (not fireman)
Police officer (not policeman)
Manufactured (not man-made)
...but don’t go to extremes: The ball was caught by the second-base person.
Section IV: Numbers
1. General rule: Spell all numbers from one through nine.
2. Write out any number beginning a sentence except if it is a year (e.g. 1998 was a very good year. Three thousand students graduated.).
3. Large numbers, usually money, above a million are more neatly handled with a word in this way: $6.45 million (not $6,450,000) $190.45 billion.
4. Exact sums of money should always be expressed in figures: 6 cents, $1.29, $3 (no zeros with even dollar sums).
5. Fractions must be expressed with words (e.g. one-fourth).
6. Always use figures for:
addresses dates
ages degrees of temperature
highway designations clock times
scores athletic scores
(e.g. 90 E. Third St.; March 19; Kim is 6; 11 a.m.; ranging from 10 below to 9 above zero; Central won the game 4-3)
7. Always use figures also for:
percentages ratios
heights distances
room numbers speeds
sizes pages
chapters votes
(e.g. 7 percent, 22 percent, 2-1 ratio; Se is 5 feet 8; It is a7-foot fence; Shellack won the election 5-2)
8. Acceptable in headlines only: 1st Lt., 2nd Lt., 21st Century
9. Avoid starting a headline with a figure.
Section V: Dates and Times
1.Use all figures without letters in dates. (e.g. April 1, not April 1st)
2.Avoid unnecessary use of last or next. Past, present and future tense of the verb in a sentence will indicate which day is meant. (e.g. The meeting will be on Tuesday, not The meeting is next Tuesday.)
3.Do not abbreviate names of days or weeks.
4.When a month is used with a specific date, use the abbreviations as follows: Jan., Feb., Aug., Sept., Oct., Nov., Dec. Spell out all other months.
5.Do not abbreviate any month standing alone or a month with only a year. (e.g. They will meet in February. The new lunch line will open in September 2005.)
Section VI: Punctuation
1.Place all commas and periods within quotation marks. (e.g. “The water’s cold,” he said; the name of the poem was “The Road Not Taken.”)
2.Use commas to separate words, figures or phrases in a series. But do not use a comma following the final word in a list preceding the conjunction. (e.g. The team includes pitchers, catchers, infielders and outfielders.)
3.Dashes may be used to set off parenthetical or other material within a sentence when it presents an abrupt break in thought. (e.g. He claimed – and no one denied it – that he had priority.) Dashes should be used sparingly. In typing, make a dash with two hyphens. A hyphen is not a dash.
4.Parentheses should rarely appear in ordinary copy. Their use is usually limited to explanatory materials.
5.Use periods in abbreviations for times, degrees, dates, titles and for lowercase words. (e.g. 7 a.m., Feb. 22, Ph.D)
Section VII: Tenses
1.In general, only use present and future tenses in headlines.
2.Keep publication dates firmly in mind when using words such as yesterday and tomorrow.
3.When attributing the source of quote or a paraphrase, use says rather than said.
Section VII: Miscellaneous Information
1.Sizes of headlines are determined by importance and length of story.
2.Flush-left is the most acceptable headline of style.
3.Only the first word of a headline is capitalized unless a proper noun is used. Just like sentence-writing style.
4.Every story must have a headline in the paper. When you submit your story, submit three headline possibilities: one short, one medium and one long.
5.All body copy in the Lightning Press will appear in Times 10-pt. font, largest. May be shrunk to as low as 8-pt. font if needed.
Independent reading time options:
Top 100 Online Newspapers
Lightning Press Style Sheet:
Section I: Capitalization
1. Used alone, the word school is capitalized only when it refers to a particular school and is included in the name (e.g. the high school as opposed to Eastview High School).
2. Capitalize all formal school activities (e.g. Homecoming, Prom).
3. Capitalize course titles and formal class designations, but not general subject names unless they are proper names (e.g. art, science as opposed to French, English, American Literature, Sociology).
4. Do not capitalize names of official organizations or athletic teams (e.g. school board, student council).
5. Do not capitalize the names of school year classifications (e.g. freshman, senior).
6. Do not capitalize titles when used without names (e.g. the principal as opposed to Principal Dick Dewey).
7. Capitalize titles for people only when they precede the name (e.g. Superintendent John Currie).
8. Titles should also only be capitalized when they indicate a scope of authority, profession or academic accomplishment so specific that the title becomes almost as much a key part of the person’s identity as a proper name itself. For example: Principal Dick Dewey, President George W. Bush. Note: For our purposes, the only people in our school district who will have a capitalized title before their name are deans, the principal and the superintendent.
9. Other titles serve mainly as occupational descriptions, and therefore should not be capitalized. For example, social studies teacher Mary Carberry, astronaut John Glenn, sophomore Stan Schmalsley. The ONLY time an academic department is capitalized is if it is a proper noun on its own, such as English teacher Sue Smiley or Spanish teacher Joe Schmoe.
10. Do not capitalize names of seasons.
11. Do not capitalize a.m. and p.m. in stating the time (e.g. The show will begin at 8 p.m.).
Section II: Abbreviations
1. Omit common courtesy titles and abbreviations such as Mr., Mrs. And Ms. Instead, use the complete name the first time the person is mentioned and only the last name in subsequent references.
2. Names of widely known organizations may be shortened to initials without periods in all mentions (e.g. SADD and DECA).
3. Names of less well-known organizations should be written in full at first mention and followed by initials without periods in parenthesis; for later mention in the same story, initials may be used (e.g. Students in National Honor Society (NHS) are building a time capsule. Four NHS students began . . .).
4. Spell out, but do not capitalize, sophomore, junior or senior preceding a name
5. Do not abbreviate the names of states or cities.
6. Unless used with numbers, do not abbreviate feet, inches, yards, miles, etc.
7. Standard contractions are acceptable in newspaper copy: can’t, don’t, didn’t, shouldn’t, etc. Non-standard contractions are no OK: why’ll, how’ll, we’ll, she’ll, etc.
Section III: Names and Titles
1. Every person interviewed must have a title included with his or her name the first time it is mentioned in any story.
2. The first time a name appears in any story, it should be given in full, in the manner preferred by its owner.
3. In later uses, the last name only may appear.
4. If a person has an M.D. or Ph.D or any other doctorate, professional or honorary, refer to her or him as follows: First use: Dr. Ted Smith; Second and subsequent uses: Dr. Smith.
5. Do not use nicknames except in cases when their appearance is obviously important or appropriate.
6. Do not use EVHS or Eastview High School in any story.
7. Titles of movies, books, computer games, plays and musicals, songs, poetry, works of art and TV programs are always placed inside quotation marks. Capitalize the main words, but not articles including a, an or the unless they are the first word of the title. For example, senior Jon Kooksville records “All My Children” every day and watches it right after school. Kooksville then reads at least 20 pages of “Gone With the Wind” before supper each day.
8. Exceptions to rule #5 include the Bible and other reference books such as Webster’s New World Dictionary of the American Language, Second Edition or Encylcopedia Britannica. Such reference works are not put inside quotation marks.
9. Titles of magazines and newspapers are capitalized in plain text. (No quotes, italics or bold text are used.) The word magazine is only capitalized if it is included as part of the title of the magazine. For example, Time magazine, Harper’s Magazine.
10. Eliminate sexist language whenever possible:
Chairperson (not chairman)
Firefighter (not fireman)
Police officer (not policeman)
Manufactured (not man-made)
...but don’t go to extremes: The ball was caught by the second-base person.
Section IV: Numbers
1. General rule: Spell all numbers from one through nine.
2. Write out any number beginning a sentence except if it is a year (e.g. 1998 was a very good year. Three thousand students graduated.).
3. Large numbers, usually money, above a million are more neatly handled with a word in this way: $6.45 million (not $6,450,000) $190.45 billion.
4. Exact sums of money should always be expressed in figures: 6 cents, $1.29, $3 (no zeros with even dollar sums).
5. Fractions must be expressed with words (e.g. one-fourth).
6. Always use figures for:
addresses dates
ages degrees of temperature
highway designations clock times
scores athletic scores
(e.g. 90 E. Third St.; March 19; Kim is 6; 11 a.m.; ranging from 10 below to 9 above zero; Central won the game 4-3)
7. Always use figures also for:
percentages ratios
heights distances
room numbers speeds
sizes pages
chapters votes
(e.g. 7 percent, 22 percent, 2-1 ratio; Se is 5 feet 8; It is a7-foot fence; Shellack won the election 5-2)
8. Acceptable in headlines only: 1st Lt., 2nd Lt., 21st Century
9. Avoid starting a headline with a figure.
Section V: Dates and Times
1.Use all figures without letters in dates. (e.g. April 1, not April 1st)
2.Avoid unnecessary use of last or next. Past, present and future tense of the verb in a sentence will indicate which day is meant. (e.g. The meeting will be on Tuesday, not The meeting is next Tuesday.)
3.Do not abbreviate names of days or weeks.
4.When a month is used with a specific date, use the abbreviations as follows: Jan., Feb., Aug., Sept., Oct., Nov., Dec. Spell out all other months.
5.Do not abbreviate any month standing alone or a month with only a year. (e.g. They will meet in February. The new lunch line will open in September 2005.)
Section VI: Punctuation
1.Place all commas and periods within quotation marks. (e.g. “The water’s cold,” he said; the name of the poem was “The Road Not Taken.”)
2.Use commas to separate words, figures or phrases in a series. But do not use a comma following the final word in a list preceding the conjunction. (e.g. The team includes pitchers, catchers, infielders and outfielders.)
3.Dashes may be used to set off parenthetical or other material within a sentence when it presents an abrupt break in thought. (e.g. He claimed – and no one denied it – that he had priority.) Dashes should be used sparingly. In typing, make a dash with two hyphens. A hyphen is not a dash.
4.Parentheses should rarely appear in ordinary copy. Their use is usually limited to explanatory materials.
5.Use periods in abbreviations for times, degrees, dates, titles and for lowercase words. (e.g. 7 a.m., Feb. 22, Ph.D)
Section VII: Tenses
1.In general, only use present and future tenses in headlines.
2.Keep publication dates firmly in mind when using words such as yesterday and tomorrow.
3.When attributing the source of quote or a paraphrase, use says rather than said.
Section VII: Miscellaneous Information
1.Sizes of headlines are determined by importance and length of story.
2.Flush-left is the most acceptable headline of style.
3.Only the first word of a headline is capitalized unless a proper noun is used. Just like sentence-writing style.
4.Every story must have a headline in the paper. When you submit your story, submit three headline possibilities: one short, one medium and one long.
5.All body copy in the Lightning Press will appear in Times 10-pt. font, largest. May be shrunk to as low as 8-pt. font if needed.
Wednesday, May 4, 2011
5-4-11 Feature Story
For reading time today: www.time.com
The rough draft of your feature story of at least 1200 words (with three diverse sources and at least three direct quotes) will be due when you come to class on Friday, May 6.
Qualities of a Feature Story
• Feature stories are descriptive and full of detail.
• Feature stories generally have a strong narrative line.
• Feature stories have a strong lead that grabs readers and makes them want to read on.
• Feature stories often depend on interviews.
• Feature stories include quotations from the person(s) involved.
• Feature stories combine facts and opinion, with a focus on the human interest side of the story. While they can report news, the news content is not of primary importance.
• Feature stories both educate and entertain. They can include colorful detail as well as humor.
• Feature stores contain the voice of the writer.
• Feature stories can be organized in a variety of ways (i.e., chronologically, narrative fashion).
• Feature stories often put the “meat” on the “skeletal bones” of a news story.
The rough draft of your feature story of at least 1200 words (with three diverse sources and at least three direct quotes) will be due when you come to class on Friday, May 6.
Qualities of a Feature Story
• Feature stories are descriptive and full of detail.
• Feature stories generally have a strong narrative line.
• Feature stories have a strong lead that grabs readers and makes them want to read on.
• Feature stories often depend on interviews.
• Feature stories include quotations from the person(s) involved.
• Feature stories combine facts and opinion, with a focus on the human interest side of the story. While they can report news, the news content is not of primary importance.
• Feature stories both educate and entertain. They can include colorful detail as well as humor.
• Feature stores contain the voice of the writer.
• Feature stories can be organized in a variety of ways (i.e., chronologically, narrative fashion).
• Feature stories often put the “meat” on the “skeletal bones” of a news story.
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