The Ambassador Staff Handbook
2011-2012
The Ambassador School of Global Leadership
1
STAFF CONTRACT
The Ambassador
Name _________________________________________Grade _______
Address _________________________________________ E-mail ____________________________
Home Phone___________________________________ Cell Phone_____________________________
To create the best working relationship, it is important that The Ambassador staff members agree on the
following expectations. Please do not fill out this contract unless you can answer "Yes" to all of the “I”
statements below:
• I will make the The Ambassador one of my highest priorities in the 2011-2012 school year.
• I am willing to work after school and during late days to meet deadlines.
• I realize that I may be asked to accept a leadership role, which can involve additional responsibility and an
increased commitment.
• I am willing to work hard at learning all aspects of newspaper production. Even if I am not a good writer,
photographer, designer or interviewer, I will put in a genuine effort at learning without complaining.
• I understand that I may need to leave campus on staff-related assignments and I pledge to behave responsibly,
reflecting the best of myself, the staff and the Ambassador School of Global Leadership..
• I understand the importance of safeguarding the publication's equipment and supplies, and pledge to treat them
with respect. Should I neglect and/or abuse the materials, I will repair or replace them.
• I understand that I will be asked to help with the financial commitment of the publication to include selling
advertising, promoting ad sales and fundraisers.
• I am comfortable in working in an organization where other students may be supervising me and commenting on
my work.
• I understand the importance of my being at school every day. For whatever reason, when absent, I will notify the
adviser or editor to report my absence so alternate plans can be made to meet deadlines.
• I understand that failure to fulfill my duties and obligations as outlined here and in any job description I receive
may result in a failing grade and/or removal from the class.
I understand that by completing this application that I am making a commitment to the staff and will
be responsible to learn academic skills and apply them to the production of The Ambassador
newspaper. Evaluation of my work will be made not only on mastery of skills, but also on my
application of those skills. I also know that time outside of class maybe required to accomplish the
tasks and that the adviser and editor(s) must be able to request that extra time in order to meet
deadlines. By signing this application, I agree to commit to the publication of the newspaper.
___________________________________________________________________________________
Student's Name
Signature
Date
I agree to help my child honor this commitment.
___________________________________________________________________________________
Parent's Name
Signature
Date
The Ambassador Editorial and Ethics Policy
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1. The Ambassador newspaper is a student publication generated by students and for the students of The Ambassador School
of Global Leadership and surrounding community. The Ambassador operates under the direction of student editors and an
adviser. It aims to research, produce and distribute quality journalism.
2. The Ambassador and its students are protected from censorship by California Education Code 48907 and by the First
Amendment to the United States Constitution. Students determine content in The Ambassador; the adviser’s role is to
maintain professional standards of English and journalism. Content cannot be restrained unless it is libelous, obscene or puts
at risk the educational mission of the school.
3. Professional ethics – Student journalists should aspire to obtain professional journalistic ethics. Students should do
everything possible to seek the truth and report it, which includes accurately crediting sources, getting facts right, and
representing multiple viewpoints. Journalists should consider the consequences and implications of their words. Students
should honor people’s rights to privacy and be sensitive to people who are depicted critically. Journalists should act
independently of businesses, school administration or organizations who may try to distort fair news coverage. In addition,
students should be held accountable for their actions by inviting the public to respond to news coverage and correcting
mistakes immediately.
4. Student editors make all editorial decisions for The Ambassador. Editors are charged with insuring The Ambassador is a
responsible media player, pursuing important stories but following appropriate journalistic guidelines and traditions. Other
staff members must abide by the decisions of editors; editors must abide by decisions of the co-editors-in-chief.
5. Student reporters, writers and editors working for The Ambassador have the right to conduct research, including
interviewing sources, for stories they are pursuing. Students are expected to appropriately source stories. Sourcing standards
vary by the kind of story and will be discussed in other parts of this handbook.
6. Use of Language – The Ambassador does not publish language that would be considered inappropriate in a general
interest, general circulation newspaper such as the Los Angeles Times. Examples of words that CANNOT be used in The
Ambassador include “bitch,” “hell” and “damn.” Anything worse (use your imagination) is also banned. There are policies
regarding quoting such language in other parts of this handbook.
7. Unsigned editorials – Unsigned editorials represent the opinions and views of the student editorial board at The
Ambassador. The editorial board consists of the co-editors-in-chief, the opinion editors and one editor from each additional
section. An editor from the Ambassador will be responsible for writing the majority viewpoint of the editorial board. The
topics should be related to Ambassador News coverage and content should be accurate, logical and informative. In addition,
the content should address multiple perspectives and arguments.
8. Columns and opinion pieces – Writers have tremendous freedom to express their opinions in The Ambassador. However,
journalistic guidelines still apply. Accuracy is a must and columnists are required to address multiple points of view,
especially when criticizing student and adult leaders.
9. Advertising content – The Ambassador accepts paid advertising and will accept ads from all sources except those
promoting activities/products that are illegal for those under the age of 18. (For example, no ads will be accepted for
alcoholic beverages or cigarettes.) The editorial board screens ads for obscene, libelous or educationally disruptive content,
which is grounds for the ad not being accepted.
10. Equipment checkout – see attached policy in this handbook.
11. Call-slip etiquette – see attached policy in this handbook.
12.. E-mailing guidelines – see attached policy in this handbook
13. Ambassador off-campus policies – see attached policy in this handbook.
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AMBASSADOR
CALL SLIP ETIQUETTE
Policies:
1. Pull out students for no more than 10 minutes (they may tell you that they can
afford the time out of class, but we don’t want to offend cooperating teachers in
ANY WAY).
2. You must stamp every single call slip you send with my name stamp.
3. You may NOT pull friends or potential girlfriends/boyfriends out of class. You
should generally avoid using friends as sources in stories.
4. When you deliver the slips to the class, DO NOT TALK TO or even
ACKNOWLEDGE people you know who are in that class. Deliver the slips,
and then leave.
5. DO NOT CALL STUDENTS from any teacher who has denied us the privilege
of doing so. (Kars)
6. TEACHER NAME ON BOARD (two or three max)
7. OVERUSE OF SOURCES WILL RESULT IN THE SOURCE BEING
BLACKLISTED (UNLESS THEY ARE KEY/ONLY SOURCE FOR A
SUBSEQUENT STORY)
Complaints from teachers mean:
1. You will not be allowed to call ANY students out of class for one deadline
cycle. You will have to find them at lunch or after school.
2. The negligent staff member must go to the unhappy teacher and read the
following aloud to the teacher:
Dear Mr./Mrs./Ms. _______________,
I abused my privileges as a newspaper staff member. I apologize for my failure to
respect you, your class, and the limited amount of instructional time available in a
class period. I assure you it will never happen again. Please don’t allow my mistake
to negatively impact your view of the newspaper staff, or your willingness to allow
students out of your class in the future for newspaper interview requests.
3. A second offense will result in your being dropped from the class with a grade
of Withdrawal Fail.
AMBASSADOR POLICY
COMMUNICATING WITH SOURCES BY E-MAIL
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1. Telephone and face-to-face conversations are BETTER.
2. If you must use e-mail, please be certain to make your e-mail professional:
a. Send from from an account with a PROFESSIONAL NAME! (Not
Really_hot_chick@msn.com)
b. Write the e-mail so that it reads like a PROFESSIONAL BUSINESS LETTER. (Not “Hi
Mr. Monetti”)
c. Run SPELL CHECK! It is unbelievably embarrassing, for you and for The Ambassador,
when you send out an e-mail to district officials or other sources full of misspellings and
grammar errors.
d. Generally, before you hit send, you should PRINT THE E-MAIL and have a co-editor or
the adviser APPROVE IT. If you fail to do this and your e-mail proves to be a problem,
this will become a mandate.
3. The only staff members who can make INITIAL CONTACT (telephone or e-mail) with school
district officials are the co-editors in chief or students who have discussed their need to speak to
a district official with the adviser IN ADVANCE. (This is at their request – they have been
swamped with our requests in the past, and so they’ve asked us to reduce the number of
requests.)
4. If you use quotes from an e-mail in a story, they should be identified as such.
Example: “The district is trying to reduce classroom sizes by hiring more teachers,” district
superintendent Tony Monetti said in an e-mail.
Source credit: Policies adapted from Granite Bay Gazette and the Society of
Professional Journalists
Sales Pitch
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1. Introduce yourself. My name is _____________________, and I am writer for The
Ambassador, a newspaper for the Ambassador School of Global Leadership. May I speak with
your manager?
2. Manager: How are you? It’s a pleasure to meet you [Insert name]. I’d like to compliment you
on your business. During this time of economic crisis, we commend you on your success.
3. The Hook: I would like to share with you a great opportunity for your business to reach
hundreds of local customers through our paper. By doing so, you will gain
a. A positive reputation with the community. We represent over 1500 students, parents,
and teachers from the Ambassador School of Global Leadership. When we feature your
business in our paper, you are sending the message that you support education and the
children of this community.
b. Think of your contribution as an investment. When people see your business in our
paper, you will attract future customers. And those customers will likely return and tell
their friends. During this age of technology, your involvement will be tenfold when
students Tweet, text, Yelp and Facebook your business. What a better way to be
involved in your community!
4. The Closing: Can we count on your pledge of $50?
The Ambassador Advertising Contract
Ambassador School of Global Leadership
701 S. Catalina St. #412 Los Angeles, CA
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fax 213-480-4599 phone 213-480-4540
e-mail: Alexandria Lau at theambassadornews@gmail.com
DISCOUNTS! for larger ads and for multiple insertions
 10 percent discount for multiple insertions (two or more issues, any size ads)
 25 percent total discount for ads paid for the entire year
Business________________________________________
Owner/Manager___________________________________
Address____________________________________Phone_
__________________Fax_____________
Size in inches
3X4 (eighth page)
Cost
$25
4X6 (quarter page)
5X8 (half page)
5x14 (full page)
$50
$100
$165
8.5x11 Insert
$100
AD CONTENT/COMMENTS_____________________________________________________________
RUN DATE(s) – check month(s) to run (dates are approximate)
Sept. 26___ Oct. 31 ____ Dec. 12 ____ Feb. 6 ____ March 20 ____ April 24 ____May 22 ____
Ad size _______ Qty___________Total Price _________
STUDENT REPRESENTATIVE__________________________________________________________
Payment
_____confirmed________billed_______paid
Design
____ PDF of ad provided _____ To be designed
Make check payable to:
“RFK Community Schools”
Memo: ASGL journalism
Payment terms
All ads must be paid for prior to publication. Payment must accompany insertion order, delivery of a cameraready advertisement, or upon approval of the proof. The deadline for placing advertisements is noon of the
Monday one week before the publication. Cancellation of advertising will not be accepted after this deadline.
The advertiser agrees to purchase advertising space in this newspaper, as indicated above. The advertiser
understands the sizes and rates and agrees to the design, payment, and deadline terms specified on the current
rate sheet.
________________________________________________________________________________________
Contact Person (Print name)
Signature
Date
Name
Date
Per
Story Ideas Sheet
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Name____________________________________________________________________ Issue _______
Date _________________________________
Directions Develop five original news story ideas for The Ambassador and explain how it
meets the criteria for newsworthiness.
Story Idea Criteria
1. ___Interest: describes how well the topic will grab a reader’s attention; a topic is more
interesting if many people are effected about it or if it the topic is controversial
2. ___Proximity: deals with location; events that are happening close by have close
proximity
3. ___Timeliness: issues that reflect what people are interested in now
4. ___Significance: measures how unique the event is
5. ___Prominence: measures how well known that person is; a person of great
prominence will generate more attention because more people know and care about
him
6. ___Accuracy: facts are true and credible
7. ___Objectivity: when a journalist reports the facts and collects evidence for a story but
does not take sides
8. ___Fairness: when a journalist gives sufficient attention to multiple perspectives
9. ___Angle: the lens that the journalist uses to evaluate a complex issue
Good idea
Bad idea
 Investigate the school’s new off Investigate the school’s new offcampus policy in September.
campus policy in May.
 Explore why teen obesity is rising in the
 Explore why adult obesity is rising in
U.S.
the United States
 Pro/Con opinion columns about using
 Pro/Con opinion column about Apple’s
iPods in the classroom
stock shares
Story Planning Sheet
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Writer__________________________________________________Editor__________________________
Photographer___________________________Section________________Issue _____Word Count _______
1. What is your story idea? (Think HEADLINES!)
2. Fill in as many of the five Ws and an H as you can about your idea:
WHO
Graphics Needs
Check one.
WHAT
____Pull Quote
WHEN
____Fast Facts
WHERE
____Timeline
WHY
____Map
HOW
____Stats Box
3. What do you think the focus or angle will be in this article?
____Q&A
____Timeline
4. How is this story relevant to ASGL students/faculty/parents/residents?
____Stats
____ Survey
5. Who will you interview? (at least FOUR PEOPLE – SPECIFIC
NAMES!)
____ Cartoon
6. What research will you do to support the story?
7. Discuss how the photographer can take pictures to capture your story.
8. Prepare a list of interview questions on the back.
News Stories - 50 points possible
STAFFER ___________________________________ ISSUE_______________________________
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WRITING ASSIGNMENT TITLE________________________________
Assignment Deadline: ____________
Date Edited by Page Editor: ______________ Signature of Editor __________________________________
(Editor's signature indicates staff writer met the established assignment deadline.)
Date Edited by the Adviser: ______________ Signature of Adviser __________________________
1. LEAD:
10
Superior
9
Excellent
8
Good
7
Fair
6__
Poor
_____
_____
_____
_____
____
Lead answers all or most of the 5Ws and 1H questions or is at least appropriate for this type of news story; opens with
and emphasizes the appropriate key thought; and contains no more than two (2) sentences.
2. BODY:
_____
_____
_____
_____
____
Body captures the reader's attention through the use of colorful, striking and meaningful words and phrases. In addition,
the body empathizes the appropriate main ideas and makes effective use of quotations with proper attribution
for all news sources.
3. ORGANIZATION:
_____
_____
_____
_____
____
Writer has chosen a method of organization which is appropriate to the topic of the news story, most generally
inverted pyramid. Otherwise, the writer has managed to present the material in an orderly development of words, sentences
and paragraphs to create a clear and unified composition following the most appropriate pattern of this type of news story.
4. MECHANICS:
_____
_____
_____
Writer has used acceptable patterns on the following areas:
1.) Spelling
2.) Punctuation 3.) Grammar/Usage
4.) Consistent Voice/Tone
5. OVERALL CONTENT:
_____
_____
_____
_____
____
5.) Appropriate News Copy Style
_____
____
Included in the assignment are all reporters notes; original newscopy sheet; and the news story clipped and mounted
to this grade sheet. All work must be that of the signed author. Plagiarism, in any form, will result in a
grade of "F” for the assignment. Co-writers are assigned only by the page editor or adviser.
SUB-TOTALS:
_____
TOTAL:
Grading Scale:
________/50 POSSIBLE
A's --- 45 - 50
B's --- 40 - 44
_____
C's --- 35-39
_____
_____
____
LETTER GRADE: __________
D's --- 30 – 34
Writing, Reporting and Editing Checklist
F's 29 and below
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Writer__________________________________________________Editor__________________
Photographer__________________Section________________Issue _____Word Count ____
Self-Editing Check-offs
Journalism Style and Mechanics
 _______AP Style used throughout – REFER TO THE ONE-PAGE STYLE GUIDE!!!!
 _______Spelling and grammar checked (especially check the spelling of ALL NAMES!)
 _______ NO OXFORD COMMAS. Bad= GBHS teacher Karl Grubaugh is good at telling jokes, inspiring
youngsters, and being an all around boss. Good= The best things about being in journalism are writing
awesome-possum articles, working with neato-mosquito people and eating Chipotle.
 _______Correct integration of quotes, using correct attribution. Ex. “It’s really difficult staying bright
orange all year long,” GBHS junior Slutty McSlutterson said.
Other
 _______At least four different sources, including quotes from at least three different sources, INCLUDING
EXPERTS.
 _______Meets or exceeds two column minimum, with 10 point font and 2.1 column width. DO NOT
CHEAT THESE SPECIFICATIONS.
 _______Facts and quotes are accurate.
 _______All perspectives are presented.
 _______Story is balanced; there is no obvious or subtle writer bias.
 _______Story has a clear theme or angle
PLEASE NOTE: Stories that don’t meet minimum expectations WILL NOT BE PUBLISHED, and grades will
be reduced.
Assignment
Deadline
Date
Editor’s
Submitted Initials
1. Story planning sheet submitted and approved.
2. Interview and research notes reviewed
3. First draft submitted
4. Final draft submitted
5. Copy editor reviews for spelling, grammar, AP style
6. Photos, captions and other graphics placed on page
7. Design editor places story placed on page: Text is
correctly formatted including body text, bylines, photo
credits, captions, and source credits.
8. Rubric and self-evaluation submitted
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Name__________________________________________________Editor__________________________
Section________________________________Issue _______Word Count _______
Self Evaluation
RATE YOURSELF on a scale of 1-5. One would be a pretty bad (you didn’t do much and you
know you can do much better), and five would be an outstanding effort in which you went
above and beyond the call of duty. Include a DETAILED DESCRIPTION to justify your score
SELF EVALUATION (circle rating)1 2 3 4 5 – What was the quality of your work? Explain.
1 2 3 4 5 – How well did you meet your deadlines? Explain.
1 2 3 4 5 – How much did you contribute to the entire publication? Explain.
1 2 3 4 5 – How well did you communicate with and assist other staff members? Explain.
What did you do well in this news cycle?
Where do you need to improve during the next cycle?
What are your specific ideas (story, art, photo, content, process) for improving the next issue of
The Ambassador?
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Name_____________________________________________________________________ Issue _______
Newspaper Critique Sheet
RATE YOUR NEWSPAPER on a scale of 1-5. One would be a pretty bad and five would be an outstanding
effort in which you went above and beyond the call of duty. Include a DETAILED DESCRIPTION to justify your
score
Element
News, Features, Sports Writing
•Story answers all basic news questions:
•Story demonstrates that reporters have researched and interviewed:
•Objective, factual, balanced reporting
•Information attributed appropriately
•Stories emphasize the how and why
•Story follows L-Q-T-Q-T-Q-T-Q format (except opinion pieces)
•Story contains rich details and background
- Correctly uses AP style
- Story uses active voice
Score
Comments
1 2 3 4 5
Opinion Writing
•Support ideas with specific examples:
•Display fairness and constructive tone
•Attempt to influence, school, community and provide leadership
1 2 3 4 5
Photography
•Displays good contrast, focus, cropping, composition and
processing
•Achieves variety in content, shape and camera angle
•Clearly relates to content
•Emphasizes action over posed photos
•Is clearly linked with related story
•Displays stand alone photos as complete, independent units
•Avoids unethical manipulation through digital processing
1 2 3 4 5
Design
Features dominant element on every page
•Uses white space effectively
•Achieves balance of text, graphics, art and photography
•Maintains consistent spacing between elements
•Links related elements clearly
•Stories are packaged in modules
•Uses consistent and distinct styles for headlines, body captions and
bylines
•Creates varied points of reader entry (use of initial caps or other
attention grabbers)
1 2 3 4 5
Captions/Credits
Every story has a byline
All photos and graphics have credits and sources
•Captions avoid stating the obvious, cute statements and gag lines
•Captions answer basic news questions and add information to story
•Captions identify all recognizable persons with full name
1 2 3 4 5
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General Staff Expectations
As a student in Journalism -Newspaper your basic requirement is to work as part of the Ambassador production team. In
that role you will work under the leadership of student editors and team leaders. Consider their assignments to be my
assignments, and their due dates to be my due dates. These student leaders make the editorial decisions and recommend
grades for students under their leadership.
General staff policy guidelines
Staff responsibilities
All staff members are expected to:
1. attend all classes and meetings
2. meet all deadlines
3. complete all work correctly, thoroughly, and creatively as possible
4. be willing to rewrite and redo to improve quality
5. demonstrate ability to accept responsibility and handle freedom
6. contribute ideas and suggestions that will improve publication quality
7. exhibit behavior that contributes in a positive way to staff morale and effective work patterns
8. show strong commitment to excellence of entire publication and staff
9. show strong commitment to principles of responsible, ethical journalism
10. respect the ideas, work, and space or others
11. complete beat assignments or their equivalent
12. participate in ad sales if so directed by the editorial board
13. participate in press conferences by asking questions, active listening, and note taking.
Rules of the work area:
1. Store work in progress and tools or supplies in the appropriate areas. Do not leave material out when you finish work
for the day.
2. Clean / straighten the workspace before you leave.
3. Play music only during work sessions (not during meetings) and at a quiet level.
4. Use the e-mail and telephone only for publication business or to contact your parents.
5. Use the lab and classroom area for publications work, not socializing. Only publications staff members should be in
the work area.
6. Consume food and drink in the work area only during non-class times. Do not eat or drink near the computers.
7. Consider class time to be regulation school time; tones are observed, attendance is taken; leave class only on
Ambassador business and inform others where you are going.
8. Do not use the publications area as a place to get away from other classes; do not ask for a pass to leave another class
except in an emergency.
9. Use the adviser's desk and supplies only with permission.
Policies about publications materials:
1.
2.
Computers: Handle your computer with care. Do NOT eat around your computer. Do NOT put your fingers on the
screen. Notify the teacher immediately if you see something wrong with the computer (i.e. missing keys or
malfunctions). Make sure your computer is charging when you put your computer away.
Equipment: Always sign out your name, date and equipment model number. Before you check it out, make sure
your cameras have batteries, memory and a lens cap. When you return your camera, upload your images on to a file
in your computer if you want to save the pictures. When you return your camera, return the camera, batteries,
memory, and lens cap. The same rules apply to flip cameras and recording devices. If equipment is missing or
damaged, you will be responsible for replacing and/or paying for the equipment.
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Evaluation and Grading
Students will be evaluated each six weeks using the following process:
Self assessment
1. Students need to keep a notebook with all the assignments they completed during the grading period.
2. Students complete a self-assessment of growth and performance during the grading period. This assessment will
cover five basic performance targets: performing job duties, meeting deadlines, producing quality work, improving
knowledge and skills, and collaborating with teammates.
Assessment by leadership team
1. The student’s editor or team leader will review the assessment and recommend a grade to the adviser.
2. The adviser will meet with the leadership team and determine the midterm or term grade.
Right of appeal
1. Students have the right to appeal any evaluation that they believe is not accurate and/or fair by notifying the adviser
of their objections and meeting with the adviser and the supervising editor.
Job Descriptions
Editorial board
Qualifications:
• must have one year previous publication experience
• must have training in journalism class, publication camp, or equivalent experience.
• must be enrolled in Journalism - Newspaper
• must have excellent organizational and communication ability
Duties:
1.
Consists of the adviser, the editor-in-chief who coordinates the editorial board; opinion editor, news editor, and
one staff member selected by the staff at large.
2. Leads the decision making process of the publication; specifically the editorial board sets coverage goals,
establishes a calendar of events to insure best possible publication coverage and makes decisions about content
in line with the Ambassador editorial policy.
3. With the advice of the adviser, develops, revises, and administers editorial policies.
4. Works with the design editor to decide design, typography, overall structure, use of color, graphics and any
other format concerns.
5. Works with the editor-in-chief and managing editor to decide on size (number of pages), number of color pages,
and other matters of production cost, for each section in accordance with the budget.
6. Decides on content acceptability and controversial issues in accordance with adopted editorial policy.
7. Works with the editor-in-chief and managing editor to set production schedule and deadlines.
8. Approves final staff appointments submitted by editor and adviser.
9. Makes decisions on staff dismissals in line with the dismissals policy.
10. Establishes editorial campaigns, discusses editorial topics and takes editorial positions, and assigns staff
editorials.
Editor-in-chief
Qualifications:
• have one year previous journalism experience
• have training in journalism class, publication camp, or equivalent experience.
• be enrolled in Journalism - Newspaper
• have excellent organizational and communication ability
• be ambitious, conscientious, and dedicated. Is also able to relate well with all people.
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Duties:
1. Plans and conducts staff meetings.
2. Leads, presides over, and is a voting member of editorial board. Works closely with adviser and business manager.
3. Serves as coordinator as well as leader. Lets others on staff do their jobs, but maintains contact and awareness of
progress and/or problems.
4. Coordinates and provides day-to-day management of all aspects of the publication.
a. recommends individuals to fill staff positions
b. presents production calendar for editorial board approval
c. deals with management problems.
5. Makes sure editorial policy if followed in every issue.
6. Reviews the content of each section, discusses any concerns about content with the responsible team leader or editor,
and brings any content concerns to the editorial board.
7. Checks for balance and variety from section to section.
8. Supervises planning of publication by requiring team leaders and editors to complete a page by page dummy three
weeks prior to the deadline
9. Works as a writer/ reporter.
10. Informs in writing staff members of their assigned duties (writing copy, planning layouts, sales, etc.) and the
deadlines for those assignments; makes certain that they receive the necessary instruction and training to perform
these duties; and provides feedback and evaluation on their performance of these duties.
11. Represents publication (serves as spokesperson for publication) at various events and activities. Presides over
publication-sponsored press conferences and other events.
12. Determines time, place, and agenda for editorial board and staff meetings. Calls special meetings when necessary.
Notifies each editorial board member of upcoming meetings at least 24 hours prior to meeting.
13. Helps build staff morale by planning regular recognition and social events for staff. May delegate this duty to others
n staff.
14. Conducts instruction for writers and team leaders in generating good story content, interviewing, lead writing, and
journalistic writing; is responsible for assuring that all copy meets our quality and consistency standards.
Section or page editors
(in addition to any specific team leader duties listed in other sections)
Qualifications:
• have one year previous journalism experience
• have training in journalism class, publication camp, or equivalent experience.
• enrolled in Journalism - Newspaper
• have creative ideas, the ability to work effectively on teams, be willing to share ideas and responsibility, and be willing
to attend classes and conferences to learn more,
Duties:
1. Responsible for planning and overseeing the creation of content for assigned sections in order to achieve the
Ambassador’s goals for fair, comprehensive, and balanced coverage.
2. Effectively plans for outstanding coverage by using the maestro method to plan pages with the ideas that were
generated in class; completes page dummies and page planners in a timely manner.
3. Creates written assignments for team writers, photographers, artists, and graphic artists three weeks prior to
deadline. Copy assignments are to include page number, word length of copy block, possible contacts and interview
questions, and content suggestions. Works with Art and Photo editor to assign the art needed for the section.
Communicates daily with writers to ensure that all work is completed by deadline.
4. Plays the role of writing coach being as patient and helpful as possible. In this role the page editor teaches writers
how to gather information, conduct interviews and write copy that is clear, concise and complete, with strong leads,
purposeful quotes and clear attributions.
5. Works as a writer, modeling effective reporting, writing and meeting deadlines.
6. Keeps record of assignments, checks progress, provides prompt feedback on drafts/ proofs, and assigns rewrites/
retakes, and keeps records of staff’s performance including their meeting deadlines.
7. Works with writers to edit copy; responsible for the quality of writing and reporting in is or her section. Assures that
all copy is accurate (spelling, grammar, style) and appropriate for publication. Informs editor of any controversial or
possibly inappropriate content.
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8.
After completing InDesign training, is responsible for effectively presenting section content with page designs that
offers volume and variety for many kinds of readers, consistent with Ambassador design style.
9. Works with Design editor and Editor-in-chief to complete InDesign layouts in a timely manner.
10. Attends editor’s meetings and other special planning sessions and serves on the staff in any other capacity needed.
11. Writes and places any needed apologies or corrections for items that ran on his or her assigned pages.
12. Rewards writers and photographers for their hard work.
Photo editor
Qualifications:
• previous experience as photographer or Photojournalism class
• enrolled in Journalism - Newspaper
• excellent ability to organize and communicate
• fully qualified as photographer and darkroom technician
Duties:
1. Serves on the editorial board.
2. Leads photo qualifying and training activities, and works throughout the year to improve the quality of art and
photos. Monitors photographers to make sure they follow all technical processes without variance.
3. Serves as picture editor, reviews the pictures from photo shoots with the photographers and selects the best shots to
be scanned; makes sure that all photos selected for publishing are well-focused, cropped effectively and strongly
composed, and that they have the correct resolution, contrast and tonal range for good reproduction. (Done
cooperatively with page editors.)
4. If needed, arranges to borrow or obtain pictures from outside sources.
5. Represents photographers' interests while interacting with the publication staff.
6. Works with page editors to assign art and photos to be used in their section. Receives photo assignments and
specifications (what, when, where, etc.) from editor and makes assignments to photographers in writing for picture
coverage of all important events keeps a record of assignments; gives advice and feedback to photographers, and
assigns retakes or reprints as needed.
7. Assigns print making or scanning to photographers in writing, making certain all pictures are ready for copy
deadlines so shipment to publisher is not delayed.
8. Works with adviser to make sure cameras are in working condition and equipment (i.e. batteries, memory cards) are
available.
9. Checks in and out all equipment to be used by photographers.
10. Works to assure that the photo workload is equitable among photographers on the various teams, and reassigns work
as needed to even out workload or when a photographer cannot complete an assignment.
Photojournalist
Qualifications
• sincere interest in photography and school activities
• good eyesight or prescription lenses
Duties:
1. Completes photography course with a C or better.
2. Is both a technician and an artist. Learns to operate all features of publications photo equipment and learns to apply
the principles of good photo composition. Reads articles and study photos from the photography magazines and
online publications; learns as much about photojournalism as possible.
3. Working under supervision of photography editor, uses camera and notebook to record images and information as an
essential part of the Ambassador coverage of school life.
4. Carefully reads assignment sheets to be sure that all necessary information is included; communicates with photo
editor and assigning editor to clarify any questions.
5. Reserves equipment for the time needed prior to the event, and checks out camera and other photo equipment with
the adviser or photo editor in the sign-out book.
6. Notifies the photo editor or team leader at least 24 hours in advance if to cover a photo assignment; and finds a
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qualified substitute to shoot the assignment.
Has pictures uploaded to the computer within one (1) school day following the event covered. After discussing the
images on the developed negatives with the photo and page editors, selects images for digital processing. Completes
digital image process according to Ambassador specifications, providing the finished scan in a timely manner.
8. Writes the caption for assigned photos.
9. Cleans equipment closet.
10. Applies imagination and initiative to all assignments; shoots interesting photos and photo spreads even when not
assigned
7.
Copy editor
Qualifications:
• excellent ability to organize
• excellent spelling and usage skills.
• level one experience as writer, or equivalent
Duties
1. Obtains and maintains a student and faculty directory of names. Cross-reference office spelling with last year’s
publication spelling of names. Correct spelling of names is a must.
2. Reviews the Handbook for Writers and the AP Style book to become familiar with style rules. Updates or revises
Style Rules in Handbook for Writers to establish "house styles" for copy. Prepare a handout for all staff of any
"house styles" that are different from those in their handbook.
3. Completes a final proofreading of stories and pages submitted to you. Makes minor corrections or return the pages
to the team leader for major rewriting.
4. Conducts mini-lessons on editing with selected staff as needed to correct reoccurring style or usage problems.
Artist/ cartoonist
Qualifications:
• excellent skill in drawing
• ability to organize and meet deadlines
Duties:
1. Sees team leaders and editor-in-chief for a list of artwork desired.
2. Sees that drawings are properly prepared (kind of ink, paper, and size) for kind of reproduction desired.
3. Discusses with editor-in-chief, business manager, and adviser any special supplies that you need to complete an art
idea.
4. Scans work so it can be placed on the newspaper pages.
5. Completes on time all art assignments to the assigned specifications; discusses any problems with workload or
expectations with editors and editor-in-chief and adviser if needed.
6. Collects clipping ideas for magazines and newspapers that might be adapted for our use.
7. Suggests art content for inclusion in the publication.
Business manager
Qualifications:
• excellent ability to organize
• excellent spelling and math skills.
• enrolled in Journalism - Newspaper
excellent ability to organize and communicate
Duties:
Organizes, trains and oversees ad sellers and fund-raising personnel.
1. Prepares publication budget with editorial board. Identifies a list of costs and expenses for the publication.
2. Prepares deposits of funds received from advertising.
3. Plans ad sales campaign and submits it to editorial board for approval by September 1.
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4.
5.
Plans incentives and contacts local businesses to obtain prizes for sales competition
Motivates, trains, and supervises all staff to make effective sales presentations, gather the necessary information for
designing an effective ad, and completing the ad sales contract.
6. Provides sales staff with a list of prospects.
7. Supervises preparation and proofreading of ads.
8. Works with Business manager to complete billing of advertisers within one week of publication.
9. Writes and mails thank you letters to those who support the publication and who purchased advertisements.
10. Prepares a list of ads and sizes to be included in each issue at least seven working school days prior to publication;
supervises the placement of these ads by the Design editor.
11. Motivates and supervises the ad sales staff to meet sales goals.
Writers
Qualifications:
• interest in writing and reporting
• strong communication skills
Duties:
1. Completes training in basic publication reporting and copy writing, and MS Word.
2. Works with team to plan to cover events as assigned by editors; write stories promptly and submit to editor. Stories
must be submitted word processed on MS Word, printed double-spaced, saved to disk, and uploaded to Engrade and
Google Docs.
3. Edits story to conform to journalism style, standard English usage and spelling, and Ambassador house style rules.
4. Writes stories based on interviews with students and staff, containing effective leads, good paragraph openings, strong
quotes, and clear attributions.
5 Is prepared to revise story according to editor’s requirements. Strives constantly to improve writing style.
5. Submits stories on or before the due date; when extensions of due dates are needed, arranges these prior to original
due date.
InDesigners
Qualifications:
• Mastery of InDesign skills, which include placing stories, photos, using typography, white space and text wrap
• Interest in graphic design
Duties:
1. Completes InDesign and other tutorials under the direction of the adviser and/ or computer supervisor within the first
four weeks of Fall term.
2. Works with editors to create desktop layouts of publication pages.
3. Uses InDesign to complete page layout: places and sizes photo blocks, places copy, applies section and master styles,
carefully checks and corrects layout, files the completed pages correctly, and submits completed layout to the team
leader at least one day before the deadline.
4. Regularly expands knowledge by reading appropriate magazines, conferring with the adviser, computer manager, and
program documentation.
Ad seller
Qualifications:
• interest in business or advertising
• good communication and organization skills
Duties:
1.
2.
3.
4.
Completes basic ad seller training.
Checks with the Ad manager daily for messages.
Contacts everyone on his or her ad accounts list before the first issue is published.
Seeks new ad accounts, making at least three new contacts each week.
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5.
Completes all "call backs" in the first week of the production cycle; returns calls from advertisers the day notified. If
no answer, calls the next day.
6. Learns ad sales techniques and ad design. Has ad design ideas before making the initial contact. Ideas for ad design
are everywhere! Whenever you see an advertisement, ask "How can I adapt that concept to my ad accounts?" Or
ask, "What new ad accounts could I attract by using that ad approach?"
7. Provides the Ad manager with the name of the ad to be run in the next issue ASAP but no later than 8 days before
publication.
8. Completes all ad contracts and gets the authorized signature from the firm advertising with us no later than 8 days
prior to publication. Amendments to the original contracts (such as additional run dates, or changes in ad size, or ad
content) can be done with a verbal OK by the person signing the contract.
9. Maintains folders of each of ad client in the Publications Office. Folder contents include written records of ad
contract, ads to run, notes from phone conversations with advertiser, assignments made to ad designer, other
explanatory notes.
10. Makes certain that the final typeset ad is provided to the business manager no later than 7 days before publication.
11. After ad is run, takes tear sheets from the paper and gives it to the ad manager. Assists Ad manager and Business
manager with ad billing as needed.
12. Adds the new ad contacts to the database within two days of making the contact.
Style rules
Here are 12 areas that are most likely to cause you confusion as you write your stories, and a few basic rules in each area
to help you conform to widely-accepted practices on the best newspapers in the country. Use the AP Stylebook for other
matters and use the dictionary, spell checker, and student directory to make sure everything is spelled correctly.
1. Numbers
1.
2.
3.
4.
Use numerals for 10 and over. Spell out under 10. This applies to both cardinal numbers (3) and ordinal numbers
(3rd).
a. Example:
b. Each team must win three games within the next 30 days.
c. However, spell out all numbers used in certain common and casual expressions.
d. Example:
e. a million to one chance
f. sweet sixteen
Use numbers for ages, temperature, dimensions, heights, times, sports scores, speeds, and all numbers that contain
decimals, even if under 10.
a. Example:
b. A 9-year-old boy was injured at about 3 p.m. Tuesday when he was struck on the head by a
2-x-4 that fell from a construction site where he was playing.
If a number starts the sentence it must be spelled out. It is often preferable to rewrite the sentence to avoid
inconsistency.
a. Example:
b. Seven hundred and seventy-six years ago, the Moors lost this decisive battle to the Christians.
c. The Moors lost this decisive battle to the Christians 776 years ago.
If a calendar year starts the sentence it should be written in numbers.
a. Example:
b. 1212 was a bad year for the Moors in Spain.
2. Percentages
1.
2.
Percent is written as one word. Always spell it out; never use the % symbol in the body of news stories.
Always use figures in percentages, even if the number is less than 10. If the figure is not a whole number, use
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decimals, not fractions.
a. Example:
b. Tuition will increase 5.5 percent next year.
3. Money
1.
2.
The $ sign is permitted but the cent sign is not. Never spell out the word dollar or dollars, unless used without
figures, or with rounded-off or indefinite amounts.
a. Example:
b. The fee is $2 per person.
c. It’s simply a matter of dollars and cents.
d. a cool quarter of a million dollars
For amounts under $1, use figures and spell out the word cents.
a. Example:
b. The booklets sell for 50 cents.
4. Time
1.
2.
Use lower case and periods in a.m. and p.m. and always use figures, except for noon and midnight. Avoid
unnecessary words and zeroes.
a. Example:
b. The session started at 10 a.m. (not ten a.m. or 10:00 a.m.), recessed at noon (not 12:00 noon),
and resumed at 1:15 p.m.
Avoid “o’ clock.
5. Titles
8.
8.
8.
Do not use the courtesy titles Mr., Ms, Miss, or Mrs. Instead use the first and last names on first reference and last names
only on subsequent references.
Example:
Janice Hedlund’s new book, Looking at Ourselves, received mixed reviews. It’s all the same to
Hedlund — she’s hard at work on her next book.
Abbreviate and capitalize most formal titles when they precede the name.
Example:
Before Gov. Cuomo appeared the lieutenant governor spoke briefly, then introduced the governor.
Dr. Mary Wilcynski spoke to the assembled faculty first, and was followed by Shannon Bucknell
who discussed changes in the building over the summer. Dr. Reed’s brief speech set three goals
for the current school year.
Do not abbreviate president when used preceding a name and always capitalize when referring to an incumbent president
of the United States.
Example:
He said President Lincoln was more widely quoted than any other president.
6. Months, dates, days of week
8.
8.
Abbreviate the month only when it is followed by the date; but always spell out March, April, May, June, and July.
Example:
Students applying as teacher assistants should submit applications starting July 30 and not later
than Aug. 30.
In dates, always use cardinal numbers, not ordinal numbers (numerals without the suffixes --th, -nd, -st, -rd).
Example:
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8.
The nation was born on July 4, 1776. The Forth of July has been celebrated since then to
celebrate of independence.
Never abbreviate days of the week in the text of a story; in calendars and tables they may be abbreviated.
Example:
The play will open Wednesday, Oct. 22.
7. Apostrophe
This is one of the most abused punctuation marks because it has two uses and they are often confused. The apostrophe
indicates a deleted letter, as in a contraction, and it also indicates possession.
Use and apostrophe to show deletions:
1. Use the apostrophe in contractions to show deletion of a letter or letters.
a. Example:
b. It’s too early to say when the new gym will be opened.
c. “I don’t agree!” he shot back.
2. Use the apostrophe to show deletion of figures.
a. Example:
b. a movie about the ’50s (the figure 19 was omitted)
c. the class of ’90
3. Do not make this common mistake: He was a child of the 60’s.
4. To type an apostrophe at the start of a word, first type one on the letters omitted, type the apostrophe and then delete
the letter. This will type the typographically correct mark.
a. Example: 1960 –> 19’60 –> ’60. If you fail to do this word processing program may change the
apostrophe into a single quote mark, as in ’60.
5. Use the apostrophe to show a student’s current grade on first reference
a. Example: John Doe, ’06, said that the junior year was his most difficult so far.
6. Second, the apostrophe for possessives:
7. Use it with s for possessives of nouns and proper names.
a. Example:
b. Snarkey’s son took on the city’s best street fighters.
c. Danielle worked in the women’s clothing section at Penneys.
d. (Note that there is no apostrophe in the store name because we no longer think of it as
Penney’s store, just Penneys.)
8. If a common noun ends with s in the singular, you still add ‘s to make it possessive.
a. Example:
b. the bus’s exhaust
c. the shepherdess’s flock
9. If a proper name ends in s in the singular, add only the apostrophe to make it possessive.
a. Example:
b. Tom Ross’ house
c. Dr. Stevens’ remarks
d. James’ dog
10. Never use apostrophe in possessive pronouns.
a. Example:
The dog chased its tail.
She said the ring was hers.
Whose fault is it, if not yours?
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8. Quotes and italics
8.
8.
8.
9.
8.
8.
8.
The comma and period always go inside end quotes.
Example:
“The staff should serve the students,” she said.
The drama department will present the one act play “Wilbur.”
“Where it not for the money,” Rorum said, “I would quit this job.”
Other punctuation marks go inside the quotes when they apply to the quoted matter only. They go outside if they apply
to the whole sentence.
Example:
Did he ask, “is it time? or did he say, It is time”?
Will it be “business as usual”? The chairman would not say.
The chairman was asked, “Will it be business as usual?”
Use quotation marks around the titles of brief works.
Place in italics the titles of full length works. Note: For clarity, examples in this section are printed in an alternate
typeface to illustrate the use of italics.
Example:
Brief works:
short stories, “The A & P”
song titles, “Banned in the USA”
articles, “2 Live Crew poor test of First Amendment”
episodes of TV series, “Sylvia’s Cancer”
Full-length length works:
movies, Aliens
albums, Abby Road
series, Thirtysomething
Do not use italics or quotes for titles of books, magazines or newspapers.
Example:
the Los Angeles Times
the Kennedy Ambassador
Quoted material inside a quote is set off by single quote marks.
Example:
Jameson said, “As I understood the term ‘private enterprise,’ it permits no government
intervention of this nature.”
Use single quotes in headlines
Example:
Farber calls the verdict ‘unacceptable’
9. Capitalization
1.
2.
3.
4.
When in doubt, don’t capitalize. The trend in journalism now is toward the “down style” — lower case.
DO NOT capitalize the names of course or classes, except languages.
a. Example:
b. The curriculum includes algebra, biology, English, nursing and French.
DO NOT capitalize seasons.
DO NOT capitalize titles when used without a name, and do not capitalize titles that are really descriptive or
occupational designations.
a. Example:
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6.
b. Harry Sawyer, chief engineer on the project, could not be reached.
Capitalize position titles before names; lowercase after names.
a. Example:
i. Pioneer Principal Lou Young said today.
ii. Lou Young, Pioneer’s principal, said today.
b. Exception: Never capitalize teacher as a title: Popular science teacher Kathy Jones will retire.
Capitalize athletic teams: the Pioneers.
7.
But lowercase generic references: The Pioneer girls’ basketball team won its home opener.
8.
Capitalize all words in Pioneer High School, Community High, Huron High School; to abbreviate, use PHS with no
periods.
9.
Capitalize awards: Homecoming Queen.
5.
10. Capitalize clubs: the Forensics Club.
11. Capitalize departments: The Math Department got new computers over the summer. (Do not abbreviate
department.)
12. Capitalize classes, as in: The Senior Class trip. Lowercase when referring to a member of the class: Mike Murphy,
a senior.
13. Use ordinal numbers for grade level: 11th grader Meg Murray; Bob Jones, who is in 9th grade.
14. Capitalize and use figures for halls/rooms: Room C-311; the student fell down in E-Hall.
10. Addresses
1.
2.
3.
4.
Abbreviate Street, Avenue, and Boulevard only when used with a street number, and always use figures for the
street number.
a. Example:
b. He works at 666 Maidenvale Blvd.
c. Sunset Boulevard has much in common with 42nd Street.
d. The collision occurred at 73 Ames St., near Cedar Avenue.
Spell out numbered street names, through nine; for higher numbers use figures.
a. Example:
b. 721 First Avenue
c. 900 12th Street
Spell out other address designations: Terrace, Place, Circle, Drive, Road, with or without street numbers.
Abbreviate East, West, South, and North when used as part of the street name, when a street number is used.
Otherwise, spell it out. (Always capitalize these words when they designate a street, but not when they
a. Example:
b. The fire was at 711 S. Main St.
c. It was on South Main Street.
11. Spelling
There is no good excuse for a misspelled word in the copy you turn in to your editor. If you have a shadow of a doubt,
use your dictionary, or use the spelling checker on your word processor. You will find the correct spelling of many
commonly misspelled words in the AP Stylebook, in appropriate alphabetical locations. Use the Faculty Directory to check
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the spelling of teachers’ names, and check with the Student Directory to verify students’ names. Lastly, you should ask your
interview subject to verify the spelling of her or his name. Don’t guess!
12. Suffixes, prefixes
1.
2.
3.
4.
5.
6.
Most suffixes are written solid, without a hyphen.
a. Example:
b. Threefold, operagoer, statewide
So are most prefixes, but there are many exceptions. When in doubt about whether to hyphenate a prefix, follow the
general rule not to hyphenate unless the prefix ends in the same vowel that the following word begins with.
a. Example:
b.
antifreeze
pre-existing
c.
coexist re-educate
d.
overpower
e.
semiweekly
Exceptions to the above rule:
No hyphen in cooperate or coordinate.
Certain words take co with a hyphen to show occupation or status, as in co-pilot, or co-author.
Ex, when meaning former, takes a hyphen, as in ex-president.
13. Sports
The following represent our standard treatment:
girls volleyball (not womens, women’s, girls’ or girl’s)
mens tennis
football
softball
varsity girls cross-country
Cougars, Cougars’ one Cougar’s effort
The team’s record the past season was 6 – 3. (Use the dash [option+hyphen].)
We lost 24–17.
Check the AP Stylebook for specific entries on each sport for a list of terms unique to that sport; for example:
Football: ball carrier, blitz (n.,v.), end zone, fourth-and-one, kick off (v.) kickoff (n.), tailback, split end, tight end,
running back
Golf: bogey, bogeys, birdie, birdies, par four hole, par-3 seventh hole.
Source credit: Policies adapted from Ambassador Staff Manual from John F. Kennedy
High School, Cedar Rapids, Iowa
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