Journalism Course - Paper

WRITE LIKE A REAL PRO: Effective Writing for Beginners

LECTURE 1 I.

INTRODUCTION/ASSESSMENT
Welcome Remarks / Rationale What is the seminar for? This is a three-day seminar on Effective Writing for Beginners, which is set to broaden your knowledge in basic writing to help you write like a real pro. Of course, becoming a professional writer/journalist needs a lot of training and experience but you ought to start somewhere and the first step basically is Campus Journalism. Specifically, the following objectives must be met: 1. 2. 3. 4. 5. 6. 7.

Familiarize oneself on the basics of writing; Orient oneself to different forms of writing; Write (basic) forms of personal writing; Write (basic) journalistic writing; Know and value the role of the student press; Learn and go through the process of making a story and publication; Learn how to critique and evaluate articles that would eventually lead to learning copyediting; 8. Come-up with one publication as an output.

LECTURE 2 II: Writing Essentials: the Basics What is good Writing?  Good writing is interesting. Writers stimulate interest through presentation of knowledge and insights that is new and important to readers.  Good writing is clear – organized logically, careful selection of words and sentences crafted skillfully.  Good writing is concise – contains no unnecessary words, phrases or sentences.  Good writing is effective. It conveys a message to readers in such a way that it will achieve the effect that the writer intended.

 Good writing reflects the authentic voice of the writer. Good writers adapt that “speaking style” to suit the relationship appropriate to the purpose and audience of the writing occasion. Good writing can only be achieved by hard work and mastering the composing process. Composing Process Writers follow a three-step process of prewriting, writing and rewriting. 1. Prewriting (determine your topic, audience, purpose & form)    

Finding a subject. Generating ideas about it. (research or make notes) Restricting it. (limit and be specific) Organizing it. (story outline)

2. Writing  First draft – finding the most suitable setting and materials for writing, then, getting the ideas down on paper (there should not be much concern for perfection). 3. Rewriting  Revising – consider major aspects of the composition as organization, development of ideas, unity of thought and completeness of discussion.  Editing – inspection of individual items –words, sentences, punctuation and the other print conventions.  Proofreading – careful scrutiny of the paper to correct typographic errors and others. 4. Publishing and presenting – gives you a chance to share your writing in a meaningful way. The process is not necessarily practiced in a definite order, but can be done with great flexibility and spending considerable time on each stage. PREWRITING PROCESS Avoiding mental block could make a good use of the following techniques: Technique 1: BRAINSTORMING

1. Generate ideas and details by asking questions about the subject (what, when, why, where, who, how) Technique 2: FREEWRITING Limber up your writing muscles and make you familiar with the act of writing. It is a way to break through mental blocks about writing and the fear of making errors. Since you do not worry about making mistakes, you can concentrate on discovering what you want to say about a subject. Your initial ideas and impressions will often become clearer after you have gotten them down on paper. Through continued practice on free writing, you will develop the habit of thinking as you write. Technique 3: MAKING A LIST Making a list is an excellent way to get started. 1. List all the different items you can think of concerning your topic. (don’t worry about repetitions, sorting out major details to minor ones, or about spelling or punctuating correctly). Technique 4: OUTLINE A scratch outline may be the most helpful single technique for writing a good paper. It is an excellent follow-up to the prewriting techniques already mentioned. In a scratch outline, you think carefully about the exact point you are making about the exact items you are going to use to support that point and about the exact order you want to change those items. The scratch outline, is then, a plan or blueprint, that will help you achieve a unified, supported and organized composition. WRITING Technique 1: The Loosely Structured Draft
Work from rough prewriting notes.
Experiment with ideas and organization as you draft.
This method works when you are not sure what you want to say or how you want to say it. Technique 2: The Highly Structured Draft





Work from very complete prewriting notes. Follow your writing plan carefully. Changing very little the content or organization Add further details if there occurs a clear idea about what you wish to write or you have a lot of details to include.

Technique 3: Bridge Building
Begin with three or four main ideas.
Build “bridges” or logical connections between them. Technique 4: The Quick or the Slow Draft
Complete by whichever drafting method is chosen by writing a quick draft or a slow draft.
Quick draft: use prewriting notes; just go back for errors after writing.
Slow draft: revise the paper as you go along. Technique 5: The Discovery Draft
Have positive results: getting something, anything, down on paper; learning what you really feel about the subject; seeing how your mind approaches a certain issue.
Revealing
Seeing new things you are thinking or a clear direction in which the writing is taking itself.
Gives a beginning. REVISING/REWRITING Draft Version: It was a warm autumn day in October 1972. The sun was shining brightly, and the leaves on the trees were blowing briskly in the moderate wind, which made the temperature very comfortable for a fall day. Final Version: On a warm autumn day in October 1972, like any kid my age on such day, I was outside playing. The sun was shining brightly, and the leaves on the trees were blowing softly in the moderate wind of a very comfortable fall day. Little did I know that I would have a frightening experience that would teach me a lot about the relationship between parents and children.

BASIC WRITING Lesson A: NATURE

Paragraph

What is a paragraph? Any group of related sentences, arranged logically that comes in a sequence and expresses a single idea. It discusses only one main point and stresses an important idea.
Beginning: prepares the readers on what to expect; stimulates the interest and leads the readers to the subject of the paragraph without confusion; is different from introduction since it is a kind of beginning.
End: clarifies and explains further the main idea; puts together the details presented in the middle; conclusion is a kind of ending.
Middle: to which the main idea is presented and developed according to the purpose of the writer, is where the aim of the writer must be achieved; may use supporting materials such as examples, facts, statistics or anecdote to develop paragraph. TYPES OF PARAGRAPH (according to purpose)
Argumentative – express the writer’s stand on a certain issue (pro or con)
Descriptive – give details regarding a topic and shares his personal opinion
Narrative – simply tells a story and it may be humorous, informative, biographical or brief historical accounts of persons, events or structures
Quotation – words directly said by persons (“”) PRINCIPLES OF EFFECTIVE PARAGRAPH
Principle of Unity 1. Discuss only one idea. 2. Write a topic sentence – statement that expresses the main idea of a paragraph. 3. May be written at the beginning or at the end of the paragraph depending on the purpose of the writer.
Principle of Coherence 1. It is important that sentences move smoothly from one to another. 2. A sentence should always be connected or related to the one before and after it. Devices to achieve coherence:

1. Pronouns 2. Repetition of carefully chosen words and expressions that develop the writer’s point are called key words 3. Signal words (first, second, third) 4. Use of connectives Similarly, furthermore, moreover, besides, likewise are used to introduce new or additional idea. However, on the other hand, conversely are used to show the other side or difference. For example, in fact are used when giving illustration to further clarify a given idea. Thus, therefore, are used to end up an idea and give a conclusion. Patterns to achieve coherence: 1. Time Order – chronological (e. g. 18th b-day celebration: relate what happened when you woke-up that day until the end of the party) 2. Space Order – describe a thing or a place according to its position, location with respect to the viewer’s point vision. (e. g. favorite disco house: you’ll write what you see upon entering) 3. Deductive-inductive pattern – starts by giving a conclusion followed by supporting statements first before the conclusion (inductive) 4. Cause and effect 5. Order of complexity – simpler details of the topics are given before the more complex ones 6. Order of importance – less important to most important ones


Principle of Emphasis 1. Giving or putting force or stress on certain words, phrase, or sentence of a paragraph 2. Chosen details must standout Several devices to achieve emphasis: 1. 2. 3. 4. 5.

Subordinate lesser ideas to the more important ones. Underline, capitalize and italicize important ideas. Use (-) to emphasize parenthetical statements and appositives. Place important ideas in separate sentences or separate paragraphs. Repeat key words.

6. Use echo words. 7. Assign better and more space to a particular idea.

PARAGRAPH DEVELOPMENT Most common methods in paragraph development: (should be according to purpose, audience, may use single or combination of this method) 1. 2. 3. 4. 5.

Definition Details Comparison and contrast Cause and effect Illustration and examples

Lesson B:

Composition

NATURE What is a composition? Is any written assignment on a single topic developed in a number of paragraphs. 1. Begin a new paragraph only when there is something new in a composition: a new idea, step, location, or a different time. 2. Start your paragraph with a topic sentence that expresses your main point in the pa paragraph. 3. Follow the same principles as the individual paragraph, you have worked with: unity coherence and emphasis. 4. Remember to make your paragraphs support the central idea of the composition.

PARTS OF THE COMPOSITION 1. The Opening Paragraph Main function – introduce the topic and central idea to give the readers a sense of what lies ahead. Feature an Effective paragraph opening;

1. Provide some lead-in information to the topic. 2. Creates interest in the topic and emphasizes its impotrance. 3. Develops the critical idea of the composition, which is related by the beginning or the end of the opening paragraph. 2. Transitions within a Composition Different transitions are as follows: 1. Transitions indicating time: first, second, now, then, before and after) 2. Transition indicating importance or category: (another, also, in addition.” 3. Transitions indicating contrast: however, on the other hand, however, in spite of, on the contrary. 3. Ending Paragraph An ending paragraph leaves readers with some final thoughts on the topic of the composition. A strong ending leaves a positive impression while a weak one can hurt an otherwise effective composition. The following are common ending paragraphs: 1. For compositions on personal experiences: effects or results of the experience and things learned. 2. For compositions on problem/s the writer is analyzing: possible solution/s to the problem. 3. For compositions on a central idea and supporting points: summary of key points. 4. For compositions on comparisons: conclusion based on the comparisons. 5. For any type of composition: may be what the future may hold for the subject of the composition. Steps in Writing a Composition Step 1: Choosing a Topic The selection of a topic is the first step in writing a composition. Source of materials:
Inner world – interests, likes and dislikes, inherited traits, hobbies, opinions, beliefs
Outer world – present, past, and the future. (recent technology, last fire killed almost all celebrants in a disco house or recent nuclear attacks)

Simple rules in choosing your subject
Choose an interesting topic. (people: popular, familiar, unique— important matters—current topics (new ideas)—hobbies and forms of entertainment and conflict (contents)
Choose a topic, which you know very well.
Choose a topic, which you can handle adequately. Step 2: Limiting a Topic Step 3: Preparing the Outline Types of Outline
Sentence outline – most informative type of outline
Topic Outline – every heading is a word, phrase, or a clause
Paragraph Outline – summary of an essay Step 4: Writing the first draft Suggested Methods for an effective beginning paragraph
Anecdote beginning – lively little story.
Striking Statement – writer says something to excite the enthusiasm and curiosity of the reader.
Question – query in which the readers is led to seek the answer.
Quotation
Descriptive Opening
Analogy beginning – extended figure of speech
General statement – broad observation that has a wide application
Summary – presents the main conclusions, high spot, or gist of an article. Suggested Methods of Ending Reading 1. 2. 3. 4. 5.

Summary Suggestion to action Significant incident Problem or question Quotation

Step 5: Revising the draft Step 6: Writing the Final draft Lesson C:

Other Writing Essentials

PARAPHRASING






Transformation of the original text. The end product is a new text as far as form is concerned. Must be learned while studying Essential to outlining and summarizing Summarizing-picking out the main ideas and express these in your own words for the same reason.

Changes in Paraphrasing
Changes in word order like the following: Making the subject of the sentence the object or vice-versa. Replacing subordinate classes by verbal constructions. Leaving out some less important parts of the text, without distorting the general meaning of the process. LEXICAL CHANGE SUMMARIZING A summary is a concise and accurate representation of the author’s ideas. Unlike a paraphrase which is the almost same length as the original text, a summary should be brief, onethird or one-fourth of the original. It should also express only the central thought of a passage or a selection, thus it should be direct. Like a paraphrase, a summary also represents the author’s meaning in the text, thus, it should be accurate. Lastly, it should be written in the language of the one summarizing, thus it is new in form. Pre summarizing and Summarizing
Reading and understanding the text.
Identifying the main idea and the important details.
Underlining key passages. Summarizing includes the following: 1. Dividing the text into sections. 2. Determining relationships among these sections. 3. Summarizing each section of the text. 4. Summarizing the entire text. LECTURE 3 II.

The Journalism Essentials: The Ins and Outs

CLEAR AND EFFECTIVE WRITING FOR THE PRINT MEDIA

1. Writing for easy reading
No magic formula for good writing
Space is always a premium in newspapers
Well-organized, easy to read, clear to the average reader and interesting
Working knowledge of informal everyday English 2. Think first, then write
Figure out what you want to say and why you are writing
Know your readers and write for them
Know your readers and write for them
Stress the main idea
Watch for “human interest” items
Organize the materials in a logical way
Arrange it according to importance (most-less)
State the main idea briefly at the beginning
Who, what, where, when, why, how? order
Give the points and details supporting idea
Lead off with something interesting and promising; wind-up with something you want him to remember 3. Get to the point 4. Use familiar words Complex Indisposed Monumental Purchase Majority Incarcerate Summon Reside Proceed Category

Common ill big buy most jail call live go class

5. Omit verbal deadwood
Drop unnecessary words from phrases of sentences
Every word should tell
Be concise e.g.

for the reason that – because tendered his resignation – resigned told his listeners – said

6. Keep your sentences short

e.g. “Should the supply of gasoline sent your establishment prove insufficient to meet the demand, application should be made to this office for and additional quantity.” (long) “If you need more gasoline please ask us” (short) 7. Shorten your paragraphs
Visually, they are easy on the eye
Act as a break on the writer who strings too many ideas on facts together
Make for easy reference 8. Use specific, concrete language
Precision pays
Samples of vague words -- tragedy (fire, explosion, drowning) -- accident (collision, a fall from a building) -- ceremony (wedding, mass, award)
More samples: Vague – His head was injured by a blunt instrument. Precise – His skull was fractured by a hammer. Vague – A large number assembled for the meeting Precise – Five hundred attended the caucus 9. Prefer the simple to the complex. 10. Be positive.
State a fact or an idea directly, whenever possible. 11. Use the active voice. 12. Write as you talk. 13. Use adjectives sparingly. 14. Revise and sharpen. 15. Write to express and not to impress. MASS MEDIA WRITING On being a Mass Media Writer Media writers are: • •

conduits of information (verifiable-kind and not hearsay, not fiction) read all types of print materials

• • • • •

practiced absorbing information with a discriminating mind observe people, events, situation; listen to speeches, comments and testimonies; read fine literature as well as general materials astute judges of information applying critical skills, they have learned how to separate counterfeit from the genuine active-thinker and critical conduit of information received and communicated.

On the issue of Objectivity • •

•

present facts without bias ability to recognize one’s own biases, raise relevant questions, identify and organize the most substantial evidence from various sides and still present objective copy creatively requires skill and practice.

The importance of Audience • • • • • • •

Who cares or is interested in this? Who cares and interested in this problems? What does audience need or want? Why do they need or want to know about this? What does audience need or want to know about this? What does audience need or want to know about this problem? What do I need or want to know about it?

• •

Systematic and critical thinking habits “It requires practice.

Practice is Important

Concerning Vocabulary and Sentence Structure • • •

Read all the work of good writers. Read all types of materials because it develops vocabulary and sensitivity to readable copy. Refer to more than one referral for grammar review.

JOURNALISTIC WRITING 1. News writing
“News is anything that deviates from the usual” – YAMBOT
Commodity – gathered, packed and delivered
State of Mind – excites, interests, hold the attention of the public

Elements of News










Nearness or proximity (geographical) Psychological (self-identification) Timeliness Prominence – names of people make news Consequence (Significance) – keep readers informed which are developing and happening around them Human Interest – touches the emotions of people Topics:poverty, severe handicap, young or old, attractive women, pets, success stories, romance, travel, unusual people Unusualness or oddity Conflict – sports events, elections, debates Disaster and progress – bad news is often big news

Kinds of News








Hard or straight news stories “spot stories” – fast-breaking Feature stories – “soft stories” In-depth stories – investigative reports/advocacy Sidebars – backgrounders, situationers, personality features Precision Journalism – information technology Civic Journalism – allows the public to function as citizens New Journalism (fact + fiction = faction)

Basic News writing Formats
Inverted Pyramid Advantage: emphasize news smooth logical transition present one idea start a new paragraph no opinions for conclusions summarizes the news easy to delete Disadvantage: some of the information is repeated rarely contains any surprises makes stories complex
Upright pyramid Leads





Should be appropriate for the sotry Make reader want to read the rest of the story. Normally be kept short. Normally be based on the key point of the story.

Effective Leads
Be brief.
Be specific.
Use strong and active verbs
Emphasize the importance or magnitude of the story (write about people).
Stress the unusual.
Localize and update your lead.
Be objective and attribute opinions Types of News Leads
Punch lead – brief, concise and arresting epigram
Picture lead – colorful and significant description or sketch of an event.
Freak Lead – unique by using typographical effects.
Contrast lead – compares two events
Quotation
Teaser lead
Descriptive – describes the subject
Summary – general summary of what happened
Exclamatory or Christmas lights and then I cry outside
Cartridge Lead – very explosive lead
Question level Test for the lead
Should be simple, brief, compact, vigorous, attractive,
Should be written in manner appropriate to the subject matter
Should not carry gratuitous information lest the reader question
Should fix authority for information lest the reader question the story’s authenticity.
It should vary in style.
It should avoid beginning with non-essential details.
Copy editors should be alert to detect errors.
Should be accurate by all means Sources of News
Direct observation of the reporter.
Physical sources-files, records, documents and references.
Interview with human sources. Pointers for News Gathering
See for yourself
Find the person who knows
Compare all versions
Get both sides
Don’t give up too easily


Be tactful and courteous
Make and keep friends.
Get it into print. Writing Tips
Don’t write until you understand the event or situation.
Don’t write until you know what you want to say
Show don’t tell Tell Raul Dillo is a very tall man

Show Raul Dillo is 7 ft. 3 inches tall


Put good quote s and human interest high up in the story.
Put relevant anecdotes or illustrations.
Avoid using many adjectives and resist propping up verbs with adverbs
Avoid judgments and inferences
Don’t raise questions you can’t answer in your story.
Write simply, concisely, honestly, and quickly. 2. Feature Writing
The writer is not happy and content to present facts, thinks about them, uses his imagination to see some insight or relationship among them, links them together in terms of a single theme, and uses his best writing skills (superior style and striking vocabulary) to present the story. The result is a factual, yet highly personal report of a news item—and many readers prefer this type of reporting. (UCAN)
A feature writer, in one sense, is one who knows fully the art of fine writing in all its dimensions. It means, too, a journalist who not only can report facts, but can transmit the mood and tone of an event, who can impress upon the reader the significance of what happens. Facts for authority; mood and tone for sympathy; interpretation for lucidity.
Must be at the scene of the news; must select a special viewpoint; must have seen and felt; must have the distinctive way of telling a story.
Must be able to transmit enough information about the event to instill in the reader the sense of confidence which goes with knowledge. The News Feature
On-the-spot news event
Rarely pre-plotted; loosely expected


The writer makes observations, undertakes interviews which demand feature treatment
Feature writer must be creative as writer and as a reporter Elements of News Features
Facts
Quotes and dialogue
Sights and sounds and description
Human interest
Anecdote of incident and involvement of the writer
Imaginative leads
Narrative style
I-account Kinds of Features
News feature – feature stories that are tied with news events; “humanistic” news reporting
Color stories – mainly describes the color, flavor and excitement of large crowds
Profiles – descriptive writing about a particular person or place
“Human Interest” – involve the readers in its stories emotionally
Seasonal stories – Christmas, New Year’s and Easter, etc. Cardinal Principles in Writing Features
Unity, coherence, emphasis
How? By having a central theme or main idea carried throughout the article.
Eliminating extraneous material and closely relating all the materials in the article to the central theme.
By bridging the transition for each paragraph to the next easily and smoothly and avoiding abrupt changes of thought. Some Rules for Feature Writing
Show people doing things.
Let them talk.
Underwrite. Let the action of the dialogue carry the piece
Keep the piece moving. This requires a plan that gives the piece a beginning, middle and an end.
Must see universals as well as aberrations.
Open to human experience
Must have unbounded curiosity
Interview many sources, multi-source stories
Paraphrase routine materials “direct quotes” variety
Don’t use quotes chronologically
Know what you’re going to say and tone.
Develop an enthusiasm for the article.


Involve the reader.
Include a very good plot.
Show, don’t tell good development 3. Investigative Report









In-depth study into the problems affecting community. Needs intensive research. Longer time Follow a trail Pressing on critical issue—long term Significant impact on the public Unmasking irregularities, scams Uncovering facts, truths about events that have relation on political and social life
Sees the common good.
Moral disorder story
Exposes

Essential Ingredients
Inquisitiveness/skepticism
Spend some time to put together investigative report
Money and budget. Investigative reporter
Painstaking conscientious – looking into neglected records
Nose for news – suspicious in nature
Shows enterprise
Must be moved by public interest
Must do homework, read clippings, more interviews
Should not be overwhelmed with data
Backgrounding—checking/double checking Gathering of Materials
Review existing literature
Read book for background – interview experts on issue
Have a witness
Statements signed in presence of a witness
Beware of drawing conclusions Ground rules
Don’t write an expose merely for the sake of increasing circulation.
Beware of committing libel
Do not invade privacy
Exercise fairness and accuracy.

4. Headline Writing
“Thumbnail sketch of the news,” or a “Super Lead,” or a “commercial sample”. Objectives of the Headline
To attract the readers to buy the newspaper
To tell the readers what the story is about, give this information in quick and easy form, and entice the prospective readers to followup the story and “read all about it”
To persuade the readers to read as many individual stories as possible, classifying them for his convenience
To add variety and attractiveness to the page
To create identification or personality of the newspaper Qualities of a Good Headline
Simple and to the point
Positive and active
Active verb in the present /future tense Guidelines for writing headline
Tell the story immediately and accurately;
Contain a verb, but preferably not start with one;
Be in the active voice;
Be in the present, the historical present, or the future tense;
Never repeat words;
Avoid the use of article;
Use no abbreviations except widely known ones;
Be typographically and mechanically perfect;
Do not split a phrase between the first and the second lines;
Reflect the tone of the story;
Avoid label heads;
Do not edotirialize or propagandize or express an opinion or draw a conclusion;
Never use the past tense;
Do not be in the negative
Use correct capitalization and punctuation, and
Avoid awkward verbal breaks. 5. Newspaper Column The Column: Its Reason for Being
The newspaper column is the antidote of the publisher-dominated press of the free world


A newspaper feature that allows the expression of views hostile to the editorial policy of the paper
The spotlighting of the news items not featured in the news pages and interpretative reporting of the most untrammeled hue.
The main job of the column is to interpret the news. It can condense the daily happenings into logical and crisp paragraphs calculated to emphasize the meat of the story instead of allowing the readers to be fooled by side issues.
A secondary function of the column is to inform.
The column aims to be a newspaper within a newspaper. It features comments, news, humor, tidbits and focuses on the unusual and the unknown.
Aspires to be a habit with the reader. So that it can have a sustainable readership apart from the newspaper have. The Fiscalizer
In the political world, the newspaper column should be a happy middle-of-the-road arbiter, a fiscalizer not only of the government and the ruling party but also of the minority party. LECTURE 4 III.

In Pursuit of Story A. The Beat Congress Senate Police/Law Enforcement Courts Malacañang This is where new reporters are assigned and then usually in rotation. B. Stating the Problem e.g. Assignment—Problem. There’s a fire at No. 2 Zed Street. Cover it. Audience: general news readers. Observation—Problem: Why were public telephone booths removed from Main Street? Audience: general news readers, especially patrons of public phones.

Tip—Problem: The city treasurer is allegedly spending public funds to build a home swimming pool. Is he? Look into it. Audience: city taxpayers. Journal—Problem: Increasing amounts of toxics are being discharged into state waters, according to Water Conservation Journal. Check it out for a feature. Audience: ecologists, tourists, fishing industry, outdoor enthusiasts, seafood lovers, and environmental violators. C. Backgrounding and Researching the Problem Why Preliminary research, because Professional writers need to:
Learn basic facts and terms related to the problem subject in order to assure accuracy and complete coverage when writing.
Determine whether enough evidence is available to assure productive development of an assignment or enterprise project.
Determine if the problem, event, issue or question is worth of the time and effort necessary for continued investigation.
Locate answers to questions carried by the writer to preliminary research sources.
Identify questions left unanswered by preliminary sources.
Identify possible sources for preliminary and primary interviews.
Identify a topic focus when one is needed.
Accumulate baseline data for a report to the editor about the potential of the writing assignment or enterprise project. What to look for?
Who cares or is interested in this problem (issue or question)?
Why do they need or want to know about it?
What does my audience need or want to know about this problem
What do I need or want to know about it? Checklist for Preliminary and Primary Research
Name of those identified as authorities and from who you can obtain clarifications or confirmations (disconfirmations) of what is in the record, and who may act as you primary interviewees as well.
Names of prospective interviewees other than those with who you have already checked preliminary information.
Specific facts and items that may be useful during interviews or in final writing.
Unfamiliar terms that need defining so you can use the, correctly in your copy.
Notice what information is confirmed, ambiguous, biased, or contradicts other received information.


Notice what questions are left unanswered in the data you are reviewing. D. Interview Importance of Interview
Importance: First, the spoken word gives life to the story
Second: events, explanation, and opinions given in the words one who speaks with authority have greater weight than do the assertions of an unknown writer.
Third: It is more advantageous and appreciated if people who have undertaken these successes would be the one to relay this through their words Types of Interview
News interview
Feature interview
Group Biographical Interview
Biographic Interview
Opinions
Versions
Policy Statements
Farewell Statements
Personality
Spot Interview
Telephone Interview Principles of Interviewing
Prepare carefully whenever possible.
Establish a relationship with the source conducive to obtaining information
Ask questions that induce the source to talk
Listen and watch attentively Interview Pointers
Don’t conceal your identity.
Keep the atmosphere of the interview as informal as possible
Unless the interviewee wishes to be quoted verbatim, avoid the use of a notebook or the too-apparent note taking.
Keep your interview plan and attitude flexible.
Inspire confidence by directness in speech.
Always give the impression that you know more about a story than you really do.
Remember, you are the one questioning.
Establish quite clearly what is “on the record” and “off the record”.
Don’t scribble away in your notebook all the time. Listen attentively. Watch the interviewee’s body language.


By all means talk around the news with your subject but never appear to take sides.
Ask the right questions prepared and written down, if necessary.
Don’t argue with the interviewee unless by his tone and words you can tell that he/she wants you to take issue with what he says.
In concluding the interview, ask him if you may talk him again for additional details, which may be necessary when writing the article. E. Organizing and Coding Data Check, clean up the data
Make sure you have not made errors in your research notes concerning the evidence or misunderstood a respondent.
Match your personal record of the interview data against the documented evidence.
Match interview information given by other respondents.
Verify the match or mismatch of these controversies against the documented evidence.
Supplement this work with calls to old/new sources to validate the matches or mismatches. Coding readiness:
Generate curiosity concerning the assignment
Learn the terms and expressions concerning your project that are new to you.
Evaluate, validate, verify, and internalize numerous and varied views in the background data.
Evaluate, validate, verify and internalize numerous and varied views in the interview data.
Review the data frequently.
Study the similarities and differences in specific data items for the purpose of organizing and coding the data.
Maintain an inner instruction to stick to facts in the data when organizing and coding.
Maintain a mid-level threshold of curiosity, rather than “hot” impulse or its opposite, disinterest. Achieved coding readiness? Better ask:
What factors in backgrounding, research, evaluation, or verification are vague in my mind?
What content related to categories in the working and alternative statements are still unclear?
What interview data have I failed to digest thoroughly?
What similarities, differences in specific data items have I ignored?
Where have I made errors in notations, or in grouping of specific items?


What unfounded assumptions or biased judgments have I made?
What relevant data have I failed to include? Organizing, coding the data:
Organizing similar data items together.
Let the nature of the grouped data suggest the name under, which that group should be categorized.
Let the coded (categorized) data suggest how the body of categorized data should be posted in an appropriate summary for analysis. E. Analyzing Data When analyzing coded data, ask:
Have I omitted or overlooked evidence which carries more weight than the evidence I’ve considered?
Have I ignored important evidence because it interferes, with what I want to believe?
Does the evidence support the relationships, differences, etc., I’ve noted?
Does the evidence support the patterns, trends, relationships, etc., I’ve observed between the units of evidence? To avoid traps of bias during analysis, ask:
Where do my interests, values, beliefs or assumptions interfere with my observations about relationships, correlations, patterns, anomalies, etc.?
What units of data have I failed to include in these observations?
Is biased observation interfering with an appropriate fill-in, “transfer”?
Is bias interfering with a “leap to discovery?
If these errors are present, what data must be reinstated to correct omissions to prevent another erroneous analysis and false conclusion, particularly in the instance of “evidence in disguise”?

Enrichment B:

THE ROLE OF THE STUDENT PRESS IN A CHANGING WORLD

Student Press and University and Community Factors to be considered in the thrust of the Student Press

1. The Educational Experience for the staff members
Can be used as training ground for aspiring journalists to obtain experience in news writing, lay-outing, in making decision in news play, generally under the supervision of a faculty adviser. 2. The Communication Medium for the University. 3. The Stimulation of Thinking on Questions which should be of interest to students. 4. International Student Cooperation. 5. Student Newspapers for the University Community. 6. The Role of the Newspapers vis-à-vis the local union of the authorities.

The Code of Student Press Ethics 1. The student journalist should strive continuously to be unbiased and accurate in his reports and should equip himself adequately with facts to support his published statements. He should realize his personal responsibility for everything he submits for publication. 2. The student journalist should reveal his identity as a representative of the student press before obtaining any interview for publication. 3. The editor should not exclude a student point of view solely because it is contrary to the editorial policy. 4. The editor should apologize in print at the first available opportunity for all mistakes. 5. A student journalist should defend freedom through the honest collection and publication of news and facts and though the right of fair comment and criticism. 6. A student journalist should respect all confidences regarding sources of information or documents. He should not falsify information or documents or distort or misinterpret the facts. 7. Student Journalists should be familiar with the laws of libel and contempt of court which exist in their country and should observe the international copyright agreement unless this interferes with the freedom of the press or the need to inform the public on vital matters.

Enrichment C: The Editorial Page
The Editorial Page is one of the most important part of a daily newspaper.
The Editorial Page provides a place for a column of news behind the news written by special reporters who have unusual facilities

for explaining behind-the-scene events. It is therefore the function of print media to explain and interpret the news –and understandable analyses of the complicated problems that trouble people. Prime Function
Declare the newspaper’s policies and principles. It may argue, attack, criticize and try to persuade the readers to accept its guiding principles. Editorials often attempt merely to explain, but the readers expect the newspapers “to take a stand”
Provides a legitimate place for the expression of opinion and for the exposure of bias.
A good editorial shows leadership, entertainment, variety and interpretation of the daily events.
Heartbeat of the newspaper
It is made objective by weighing both sides of the controversy with a broad perspective and a deep understanding before deciding which side to fight for it. Functions of the Editorial Writer
Explaining the news
Filling the background
Forecasting the future
Passing moral judgement Types of Editorial
Editorial of Interpretation – designed to interpret news
Editorial of Criticism – designed to exhort the readers to act on certain issues
Editorial of Entertainment – reflects the human interest angle
Editorial of Commendation, appreciation or tribute analytical judgment
Editorial of Argument – argue for the benefits of the audience Editorial Cartoon
Depict social, political, economic, cultural and historical conditions which may catch the attention of the readers
Primarily designed to crystallize ideas regarding current affairs of a changing society.

Enrichment D : Making of the Publication (output)

Instructions: 1. Choose your editor-in-chief, editorial assistants and reporters (designate) 2. Brainstorming of Articles that will be included in the publication







Choose the best articles Brainstorm on news articles (for the school) Lay-out/design Content must be about the school Must be on 1 back-to-back broadsheet Font size and type

3. Start Editing the Materials using the following guidelines on copyreading and using the proofreading marks. 4. Follow the following for the front page
Choose 7 stories from among you made
One of the seven will be the cartoon story.
Choose photo and write appropriate captions
Lay-out
Other stories are on the inside/back section.