JOURNALISM
High School
Newspaper Basics
Newspaper Terms/Story Types,
The Inverted Pyramid,
Headlines,
Breaking News,
Editorials,
Features,
Sports Articles,
and Reviews
Newspaper Writing
Terms and Story Types
Newspaper Terms
Byline-Reporter’s name, appears at the top of
a news story
 Flag-Newspaper’s name as it appears on the
top of the first page (aka-logotype)
 Folio-Paper’s volume number, date, and price
info on front of paper under Flag
 Deadline-Time at which all copy for an edition
must be turned in
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Newspaper Terms
(con’td)
Editor-Person who decides what stories will
be covered, assigns reporters to stories,
improves a reporter’s story, decides layout
 Scoop-Story obtained before other papers get
it
 Cutline (aka caption)-Information under a
piece of art or picture that explains it using the
5 W’s and H (who, what, when, where, why
and how)
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Newspaper Terms
(con’td)
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Beat-Area of news regularly covered by a reporter
(ex. Sports beat)
Syndicate-Organization that distributes material to
many different newspapers for their use
Jump-to continue a story from one page to
another (line that tells which page the story is
continued on is called the Jumpline)
Headline-Words in large type at top of story telling
what story is about
Lead-Opening of a news story telling who, what,
when, where, why, and how
Newspaper Terms
(con’td)
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Copy-All material used in publication
Inverted Pyramid- News story form where
important facts are listed first (less important
details follow)
Layout-To position copy on a page
Masthead-Printed names of publication’s
publisher, editor, usually printed in a box on the
editorial page
Ear-Copy on both corners of front page
Dateline-Beginning of a story that gives story’s
place of origin
Types of News Stories
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Hard News-Urgent news, usually of a serious
nature, found on front page on newspaper,
purely factual (aka-breaking news)
Feature-News story that is timely and
entertaining and of interest to readers (human
interest)
Editorial-Article expressing the opinion of editor
or management (also come in form of cartoon)
Sports-Gives scores, facts, and opinions about
major sporting events
Reviews-Gives summary and author’s opinions
of book, movie, song, etc.
Writing the News
Newspaper Style and
Newsworthy Stories
5W’s and H
The lead/beginning of all newspaper
articles should answer the 5 W’s and H
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Who
What
When
Where
Why
How
Inverted Pyramid
News/Important-different from
fiction-gives relevant info at beginning
(5 W’s and H)
Important
Less Important
Less Importantcan be deleted
if necessary
Why Use the Inverted Pyramid?
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Readers get necessary information given to
them at the very beginning
In case a story needs to be shortened due to
space limitations, editor/advisor can easily
chop off the end of the story without worrying
about losing the most important information
What Makes News?
 Since
newspapers are created to meet
the needs of the community and
school, it is important to know what to
look for when deciding on article topics
Things to Consider When
Deciding Story Topics
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Prominence-How well known are the people involved in
the story? If people are well known on a local or
national level.
Proximity-Location-event happening close by is of more
interest to readers
Timeliness-New, fresh stories hold reader’s interest
Oddity/Uniqueness-Something unusual usually gains
reader’s curiosity-they want to know why it happened
Impact/Consequence-An event or decision that affects
people’s lives is newsworthy-write about events that
alter reader’s lives in some way so they know how they
will be affected by decisions (i.e. construction projects in
community, new dress code rule)
Things to Consider When
Deciding Story Topics (Cont’d)
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Human-Interest-Appeal to reader’s emotions
Conflict-Present a story that appeals to sense
of curiosity about who will emerge the winner in
a battle (story about war, an athletic competition,
or election)
BRAINSTORM with a partner at least 5 article
topic ideas that meet at least one of the above
criteria.
Headline Do’s
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Give general overall summary of the story
Remember that the headline may be the only reason the
reader reads the story so make it stand out
Limit the number of words—generally 6-10 words
Use strong, active verbs-to-be verbs are generally
understood, but not written out
Use present tense verbs
Express complete thoughts-headlines usually read like
simple sentences
Substitute a comma for the word “and”
Capitalize only the first word and proper nouns and
adjectives
Headline Don’ts
Don’t mislead reader about content by
exaggerating or sensationalizing
 Don’t use the name of the school unless absolutely
necessary
 Don’t put a period at the end of the headline
 Don’t use names, unless very well recognized. Use
grades or positions instead
 Don’t use abbreviations or slang
 Don’t repeat words from other headlines in same
section (common in sports section-beat, wins, loses,
etc.)
 Don’t use “a,” “an,” or “the”
 Don’t use headlines that can have more than one
meaning
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Examples of Bad Headlines (can
have more than one meaning)
Directions: Talk to your partner about what is meant
and how the headline can be misinterpreted:
 Police begin campaign to run down jaywalkers
 Safety experts say school bus passengers should
be belted
 Drunk gets nine months in violin case
 Survivor of Siamese twins joins parents
 Iraqi head seeks arms
 Farmer Bill dies in house
 Prostitutes appeal to Pope
 Panda mating fails; Veterinarian takes over
Writing Breaking
News Stories
AKA Hard News or Straight News
Interviewing-Before
Call, visit secretaries, or go to classroom to
set up appointments for interviewing
 Know purpose of interview-what information
are you really trying to get from the source
 Research subject and source-have
background material first
 Bring pencils and steno notebook
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Interviewing-During
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Arrive on time, thank source for willingness to
be interviewed
Build rapport with source-start with friendly
greetings and casual conversation before
getting down to business
Take notes-use abbreviations that you know
you will remember when reviewing notes lateryou will not be able to write every word of
background info
Interviewing During (Cont’d)
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Be sure to write every word of direct
quotations
Look interested-get more info with
encouraging statements as they talk
Conclude by reviewing notes, asking if
source would like to add anything, check
spellings of names, ask where they can be
reached if you need more info, ask if they
know of another source you should see
about the subject
Interviewing-After
Review notes
 Write out abbreviations and fill in missing
words
 Make sure date is written on notes
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How to ask Interview Questions
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Yes or No Questions are a NO-NO!
Instead ask open-ended questions - worded to
encourage source to give opinion or expand on
question
Ask follow-up questions-unplanned questions that
you naturally ask after source answers a question
but doesn’t give enough information-you ask them to
get them to continue with explanation
Interview Question Practice
Practice changing these Yes/No questions
to open-ended questions:
1. Do you have plans for the weekend?
2. Should the president be re-elected?
3. Do you plan to go on to college after
graduation?
4. Do you like the new class scheduling
system?
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Subjective vs. Objective
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Subjective-shows opinion
Article types that are subjective are ones that are
persuasive in nature: Editorials, Advice Columns,
and Reviews
Objective-shows fact-author’s opinion is not
detected, language does not show how author feels
about subject
Article types that are objective in nature are:
Breaking News, Sports
Article types like Features are a combination of the
two because they give about an equal mix of both
subjective and objective statements
Subjective Vs. Objective Practice
Using Sources in Article-Writing Quotations
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Quotations-exact words spoken by a source, placed in
quotation marks-”example”-must include name of source
along with quote
Purpose of quotes-provide description, pull reader deeper
into story, capture feelings/emotions of person involved in
story and the reader, allow reporter to remain objective
(factual) while still letting readers know what the sources
think
When to quote-If the information is general knowledge,
don’t quote it. Ex. You are writing a story about the eighth
season of American Idol. You speak to a representative
for the show and she tells you the show airs on Tuesday
nights at 8. Don’t quote. However, if the information is
subjective (opinion), you quote it. Ex. The representative
says she has not yet seen talent that compares to Kelly,
Fantasia, or David Cook. Quote it, it is the opinion of your
Attribution
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Attribution-crediting the source of your
information Example-”I have not yet seen talent
that compares to Kelly, Fantasia, or David Cook,”
Idol spokesperson Sally Smith said.
Use only neutral words when attributing sources
or you risk showing bias-said, according to,
asked, etc.
Types of Quotations
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Direct Quotation-exact, word-for-word account of
what person says-use to display thoughts, opinions
from source (note: it is acceptable to edit a
source’s information for grammar and to delete
things like “uh” from direct quotes)
Paraphrase-summarizes what speaker said-uses
no quotes, but still attributes information. Ex. Idol
spokesperson Sally Smith says she has not seen
anyone with a voice like Kelly Clarkson.
Partial Quotations-combinations of direct quote
and paraphrase. Ex. Jones said he was
displeased with the plan because it was
“excruciatingly long, drawn out and expensive.”
Types of Quotations
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Fragmentary Quotations-individual words or
phrases that are singled out with quotes in a
sentence-used to emphasize strong, descriptive
words a source uses. Ex-Martin, who witnessed
the crash, said the noise was “earth-shattering.”
Pulled Quotation-Important quote pulled from story,
enlarged, and placed so that it draws attention to
story. Used to gain reader’s attention
Quotation Types Practice
For the following quotes, determine if they are:
Direct, Partial, Fragmentary, or Paraphrase
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Freshman Suzy Su said the best part of paintball is
“trying to be so slick you don’t get hit.”
According to Lucy Thom, sophomore, people from
the age of 5 to older adults come to play paintball.
Phillips, who plays paintball two or three times a
month, said the game is “exhilerating.”
“I’m always looking for a new source of
entertainment,” Thom said.
Don Johnson said the game is “awesome,” that the
other players are sometimes “unusual” and that its
more fun if she is in a “crazy mood.”
Writing Editorials
Editorial Writing
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Author gives opinion of self and/or newspaper on an
issue
Subjective
Usually addresses some sort of wrongdoing by the
government or business (problem/s that arose due to
certain laws/rules or lack thereof)
Persuasive in nature-calling reader to action-wants
people to take a stand and make a change (Ex.
Juvenile dying due to nurse neglect-author writes to try
to get people called to action to change nurse care in
Juvenile halls)
Thesis
Thesis-what you are trying to prove in
your writing
 Say in your head “I am going to prove
that…” and whatever comes after that
is your thesis statement
 Generally the last sentence of the first
paragraph
 A Thesis is NOT:
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a title, an announcement, or a fact
Thesis Practice
Write possible thesis statements for the
following topics:
-War in Iraq
-Parents who leave their infants at fire/police
stations
-Cloning humans
-Cafeteria food
 Brainstorm using these topics-choose topic
for editorial you will write based on the topic
that you have the most/best ideas
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How to be Persuasive-Give Facts
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Facts-give statistics (percentages, numbers) that support
your opinion to show how something must be done
because the amount of something is very high or low
Sample scenario (the next 6 slides regarding persuasive
techniques use this situation to give an example)
Sample Scenario: Someone writes an editorial about
getting suspended from school for what they consider to
be silly reasons.
Fact: Citing that 86% of students get suspended in a
school year helps show that suspensions are given too
freely when other consequences would work).
Be Persuasive-Give Examples
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After making a main point, support your claim by
giving the reader examples
Sample scenario: In the case of too many
suspensions, give an example of a student who
got suspended for something you think deserved
different consequences
Remember, don’t just complain-offer solutions
Sample scenario Example- Say how lunch
detention, a firm discussion, or a phone call home
would be a better solution than suspension.
Be Persuasive-Give Expert Opinions
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Find out what experts say on the subject
By telling the reader what people who know best
about the subject think, you give yourself credibility
Sample scenario expert opinion Suspensionschool board members, child psychologists,
parents, etc.
Be Persuasive-Emotional
Pleas
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Convince your reader by tugging at the heart
strings
Sample scenario emotions-Tell a sad story about a
kid who never got in trouble but got suspended for
something minor. Normally an “A” student, he
missed tests and classwork he couldn’t make up
and received failing grades on his report card.
Make the reader feel sorry for the boy, and you can
convince them with emotional pleas
Be Persuasive-Logic
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Convince your reader that what you are saying just
makes sense
Present your case as being the only reasonable
solution
Work out the details so that the reader can see the
logic behind your argument
Sample scenario logic-Many students like to stay
home from school, so it isn’t logical to suspend
them from school and give them what they want
when they are supposed to be getting punished.
Refuting
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Refuting an argument means bringing up the opposite point of
view and then disproving it point by point
In order to have an effective argument (as in editorial writing),
you need to state your opinions about an issue, and also state
the opposing viewpoint then show how that side is wrong
Sample scenario-refuting suspensions-Someone may argue
that the reasons for so many suspensions are: 1-ISS is full, 2the student should behave, 3-they need to know their behavior
is not acceptable. As the editorial writer on this topic, you
would mention these opposing viewpoints then show how those
are not valid points. Refuting-1-ISS could have more teachers
to supervise, 2-students are getting suspended for little
reasons, so they are behaving, 3-there are other ways to show
something is unacceptable (talk, detention, etc.)
“Know your enemy!”
Editorial Cartoons
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Editorial Cartoons-gives opinions about current issue
(usually political) through a drawing (usually one
frame that quickly gets author’s feelings about an
issue across)
Use symbols when necessary-many times the
comedic element in editorial cartoons comes out when
you show the object you are against in a symbolic
fashion
Use Caricatures-exaggerated figure
Make analogies/comparisons to well known
events/figures
Use labels to be sure victims/targets are clear
Editorial Cartoons (Cont’d)
Creating Your Own
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Think of opposing view’s main figure/leader of what
you refuted)
How would you characterize a stereotypical one?
Use that caricature to make your point
Sample Suspensions idea-Dean standing at door of
office not looking at the referrals given, just points to
direct kids to get on a bus that says on its side
“Suspended For No Good Reason”
Using the same topic you wrote your editorial about,
draw a one-framed editorial cartoon that effectively
shows your opinion on the subject
Editorial Writing/Cartoon
Rubric
Requirements:
 Effective Lead (10 pts)
 Clear Thesis (5 pts)
 Refute opposing view’s point/s (10 pts)
 Story uses facts, examples, expert opinions, emotional
pleas, and logic to build strong case (50 pts/5 pts each
element)
 Effective Editorial Cartoon on same subject of writing
that incorporates given strategies (25 pts)
 Total 100 points!
Writing Features
Features
 Human
interest stories that appeal
to the reader’s emotions
 Reader can easily identify with the
story
 Purpose is to entertain
Timeliness of Features
 Features
do not have to be written
and published right away as
hard/breaking news stories do
 They do not expire because they
are not written about topics that
the public must know immediately
Feature story ideas
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Features MAY be linked to a current event (ex. There is
a breaking news story in the paper about the war in Iraq.
A feature story could then be written about a soldier’s
family and what they have to do now that their provider
has gone to war. AKA “news peg”)
Does not HAVE to be linked to breaking news-It may
cover a wide range of topics (food, pets, people, etc.)
Feature stories may also use the same set of facts as a
breaking news story-it is the author’s style of writing that
makes it different
Brainstorm Timeless and News Feature story ideas with
a partner
Feature Style
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Although written with more creative license
than breaking news stories, features are still
based on facts
Do not follow inverted pyramid style of
writing (most important facts to least
important)
Leads
Does not necessarily use 5 W’s and H (summary)
leads as Breaking news stories do—use more narrative style
 Lead Types:
-Big Potato (In Medias Res)-Jump into the middle of your
paper and leave reader’s wanting more (ex. And suddenly
everything stops.)
-Descriptive/Snapshot-Create a picture (snapshot) in the
reader’s mind (ex. Abe Lincoln wasn’t the sort of man who
could lose himself in a crowd. After all, he stood 6 foot 4
inches tall, and to top it off, he wore a high silk hat. His
height was mostly in his long bony legs, and when he sat in
a chair, he seemed no taller than anyone else. (Lincoln: a
photobiography)
 Striking statement- Flaunt favorite bit of research. Start
with a startling fact (In his will, Shakespeare left his
second-best bed to his wife.)
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Leads cont’d
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Misleading Leads-Set up expectations then surprise the
reader (ex. I would like to die peacefully in my sleep like my
grandfather, not terrified and screaming like the other people
in the car he was driving.) (Prairie Home Companion)
Narrative-Put connection with the subject-Write specific
memories subject brings to mind (ex. Once when I was a little
girl, my father bought me a beaded wire ball that I loved. At a
touch, I could collapse the toy into a flat coil between my
palms, or pop it open to make a hollow sphere. It resembled
a tiny Earth, with its wires tracing the same lines of latitude
and longitude.) (Longitude)
Quotations and Questions-least effective choice-use only
strong quotes and questions. Use this only as a last resort
With a partner, evaluate these feature story leads.
Which make you curious about the rest of the story?
Which do not? Discuss why. Rank the leads from
worst to best (continue on next slide).
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It was Thursday, Jan 2, 1998.
Leah Illiri’s mind was filled with sunny thoughts
that April day. She was to graduate from college
soon, and life had taken on a rosy glow. Then
her car missed a curve-and nothing has been
the same since
He’s a small man, about 4 ft 11 in tall. He
weighs maybe 95 pounds when he’s soaking
wet-and he’s soaking wet most of the time.
Through the inky darkness, a shot rang out.
Leads to Evaluate (cont’d)
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If you think it’s noisy in the city, try visiting a farm
once.
As the room filled with her classmates, Sara Jane
Black could feel her confidence crumbling.
The door opened, and in walked Lute, all 6 feet 8
inches of him.
Have you seen the new painting in Mr. Lopez’a
office?
Lights! Camera! Action!
As the Immortal Bard wrote, “All the world’s a stage.”
Transitions
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You don’t want just a bunch of quotes with no
connections, so transitions are important
Make story easily readable and flowing
Write sentences that connect the last
sentence of the last paragraph to the first
sentence of the next
Write a Feature Practice
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You are going to write a feature article about a
classmate
Write down a set of 5-10 interview questions about a
person’s earliest, happiest, or scariest memory
(remember how-to interview slides in this powerpoint)
Choose a partner
Interview each other using the questions you made
Write a 200-250 word feature based on the interview
with your partner
Feature Writing Rubric
Requirements:
-20 pts-Interview questions (open-ended; follow up
questions included when appropriate)
-20 pts-effective lead (identify lead type in margin
of paper)
-10 pts-effective/correct use of quotes
-10 pts-meets minimum length req (200 word min.)
-40-story follows style of a feature and captures
human interest
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TOTAL 100 points
Sports Writing
Sports Writing Terms
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Backgrounding-finding out info about the sport, team,
coaches, events, and issues that will be covered in sports
writing
Advance-preview of an upcoming game that compares
teams and players, discusses team records and gives
lineups
Press Row-row of seats at an athletic event that are
reserved for the press, usually courtside
Press Box-group of seats at an athletic event that provide
a good view of the entire field
Homer-sportswriter who favors the home team in his/her
writing
Cliché-trite, overused word or expression
Our School’s Sports
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It is important to know what sports play when
to be sure you have full coverage of all current
sports
Work with a classmate to determine school’s
teams and playing seasons
Make a two-columned chart.
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Side 1 Team Sport Type
Side 2 Season sport is played
Getting to Know Sports
Teacher will assign each pair/group of 3 to teach the rest
of the class about a sport played here at our school-put all
info gathered onto chart paper-be prepared to teach class
about sport
 You will have 30 minutes to go online and gather
information about your sport
 Be sure to find out:
-how sport is played, object of game
-Number of players on a team and positions
-Most common sports jargon associated with sport (any
terms/phrases particular to that sport)
-Tips: Look up “Your Sport” jargon or “Your sport” lingo or
“Your Sport” terms or “Your Sport” dictionary
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Avoiding Cliches
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Cliches rely on jargon (language used in a
specialty area) for that sport. If you use sports
jargon, many readers will be confused if they are
unfamiliar with the terms. If you use them, be sure
to explain.
It is easy to get caught up using the same boring
expressions in sports writing (splitting the uprights,
deadlock, etc.)
Sports Interviewing
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Cliches can also be found in answers to
interview questions by team members and
coaches.
Practice getting rid of these kinds of cliches
in your writing by coming up with follow-up
questions in an interview if a source gives
you a “pat answer” (general statements that
don’t show any real feeling or opinion.
They are just answers that can please
everyone, but don’t really mean much to
the reader.
“Pat Answers” Avoidance Practice
Directions: Work with a partner to create
follow up questions (for an answer people
care about) if a coach or player gives a “pat
answer” to a question you ask:
 The whole team did great!
 We all did our best.
 We are going to practice every day so we
can win the next game.
 I am very proud of all the players.
Practice Sports Writing
Take notes as we watch ending basketball
clip from Teen Wolf.
 Consider:
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Team names
Player names, numbers
Important events that happen (points scored, game
score, time on clock, etc)
What would you ask coach/key players?
Turn notes into a Sports story based on the film
clip (see rubric next slide)
Sports Writing Practice
Rubric (from Teen Wolf clip):
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Requirements
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Effective Lead (Summary style-5W’s and H)
(10 pts)
6-8 Interview Questions that don’t allow for
“Pat Answers” (If you could interview
coach/players, what would you ask him/her)
(10 pts)
No clichés or sports jargon used. Use fresh,
lively language. (10 pts)
Factual-based on events in clip (10 pts)
Total 40 pts
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Writing Reviews
Reviews
Article type: Feature
 Subjective
 Reviewers in professional papers are usually
experts who offer opinions and judgment
about their area of expertise
 Frequently focus on restaurants, theatre,
movies, television, book, or music
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Tone in Review Writing
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Tone is important in reviews
What tone does the author use?
Is s/he sarcastic, positive, negative,
cynical?
Read a review in the newspaper and
determine the author’s tone
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What words indicate tone?
How does author feel about topic?
After Reading Newspaper Review
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After reading review in newspaper, what types
of things does the author of the review do that
could be used as a guideline for review
writing?
Things to consider when
writing Reviews
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1-Discuss background of actors/singers/authors,
etc.
2-Give summary/explanation of
movie/song/book
3-Give quotes from movie/song/book
4-What you liked/disliked about what you are
reviewing
5-Give reasons and examples that support your
opinions