Thursday, April 8, 2010
Thursday, March 18, 2010
Luke's paper:
1. Is there a clear point of view? (position)
Yes, clear up traffic on 140th
2. Does the Op-Ed state the problem and solution simply?
Yes, city needs to make changes or open up the gate
3. Does the piece address the counter arguments?
Yes, city can make changes
4. Is the Op-Ed interesting?
yes, it's a current topic that affects a lot of people
5. Are the paragraphs organized logically?
yeah, problem, cause, solution
6. Does each paragraph develop an idea to support the thesis?
yes
7. Is the writing clear?
yes, it's very straight forward
Augustine's paper:
1. Is there a clear point of view? (position)
Yes, don't try to change dont ask dont tell policy
2. Does the Op-Ed state the problem and solution simply?
yes, he wants to keep it the same
3. Does the piece address the counter arguments?
Yes, to try and change the policy
4. Is the Op-Ed interesting?
yeah, it's current and important
5. Are the paragraphs organized logically?
Yes, current policy, counter argument, why it should stay the same
6. Does each paragraph develop an idea to support the thesis?
Yes
7. Is the writing clear?
yes his position is clear and makes sense
1. Is there a clear point of view? (position)
Yes, clear up traffic on 140th
2. Does the Op-Ed state the problem and solution simply?
Yes, city needs to make changes or open up the gate
3. Does the piece address the counter arguments?
Yes, city can make changes
4. Is the Op-Ed interesting?
yes, it's a current topic that affects a lot of people
5. Are the paragraphs organized logically?
yeah, problem, cause, solution
6. Does each paragraph develop an idea to support the thesis?
yes
7. Is the writing clear?
yes, it's very straight forward
Augustine's paper:
1. Is there a clear point of view? (position)
Yes, don't try to change dont ask dont tell policy
2. Does the Op-Ed state the problem and solution simply?
yes, he wants to keep it the same
3. Does the piece address the counter arguments?
Yes, to try and change the policy
4. Is the Op-Ed interesting?
yeah, it's current and important
5. Are the paragraphs organized logically?
Yes, current policy, counter argument, why it should stay the same
6. Does each paragraph develop an idea to support the thesis?
Yes
7. Is the writing clear?
yes his position is clear and makes sense
Editorial
When students are asked to think of school lunch, some words that come to mind are nasty, rubbery, fake, and the list goes on. For as long as kids have been going to school, elementary through high school, the cafeteria food has been sub-par. So why do students continue to consume processed, fake, and unnatural foods? They shouldn’t. Contrary to popular belief, there are other options out there for what the school could, and should be providing us for lunch.
Some schools have experimented with providing students with lunches that have been made from fresh food, nothing frozen or processed. The result; healthier, better tasting food, and it cost less. A perfect example of this is Chef Dominique Valadier at Lycee de l'Emperi, the French public high school where he is the cook. Every morning he gets fresh seafood and ingredients at the local market; everything is fresh, nothing frozen. Each day he prepares wonderful, healthy, and appetizing meals for the students at Lycee de l'Emperi (about 800 students). The students are served from a menu that includes muscles, turkey, rice, all made fresh. The best part is that this meal is cheaper than the fast-food lunches the students previously bought.
So what can we learn from our friends in France? Great lunch can be made at a reasonable price. Projects like this have been done all over the U.S as well, and have had great success. Another plus of this meal plan is that the lunches they cook create much less waste, which is what helps it be so cost-effective. At Eastview especially, where we are restricted to whatever is in the lunch room (closed campus lunch), it is only fair that we are served something we might actually want to eat; something that is healthy, and that is appetizing too.
Some schools have experimented with providing students with lunches that have been made from fresh food, nothing frozen or processed. The result; healthier, better tasting food, and it cost less. A perfect example of this is Chef Dominique Valadier at Lycee de l'Emperi, the French public high school where he is the cook. Every morning he gets fresh seafood and ingredients at the local market; everything is fresh, nothing frozen. Each day he prepares wonderful, healthy, and appetizing meals for the students at Lycee de l'Emperi (about 800 students). The students are served from a menu that includes muscles, turkey, rice, all made fresh. The best part is that this meal is cheaper than the fast-food lunches the students previously bought.
So what can we learn from our friends in France? Great lunch can be made at a reasonable price. Projects like this have been done all over the U.S as well, and have had great success. Another plus of this meal plan is that the lunches they cook create much less waste, which is what helps it be so cost-effective. At Eastview especially, where we are restricted to whatever is in the lunch room (closed campus lunch), it is only fair that we are served something we might actually want to eat; something that is healthy, and that is appetizing too.
Tuesday, March 16, 2010
editorial
Topic: School lunch
1. What is a problem/issue that our entire student body (our school, community, country, etc.) faces today?
School lunches are not very good, they're of poor nutrition, and people don't like it.
2. What is your view/position on the problem or situation?
Schools should serve healthier lunches that are made with real food, not processed and frozen stuff.
3. What would you like to achieve with your editorial? (What is the desired result?)
to educate people on other options to the school lunch we have now
4. How will you persuade your audience to adopt your viewpoint as theirs? List at least 4 persuasive points.
-lunch is unhealthy
-too expensice
-unappealing
-Not good food
5. How will you motivate your readership to action in your conclusion?
Giving them suggestions to how they can make a difference
6. How will your editorial serve a public purpose?
provide people with information on what choices they should have at school
1. What is a problem/issue that our entire student body (our school, community, country, etc.) faces today?
School lunches are not very good, they're of poor nutrition, and people don't like it.
2. What is your view/position on the problem or situation?
Schools should serve healthier lunches that are made with real food, not processed and frozen stuff.
3. What would you like to achieve with your editorial? (What is the desired result?)
to educate people on other options to the school lunch we have now
4. How will you persuade your audience to adopt your viewpoint as theirs? List at least 4 persuasive points.
-lunch is unhealthy
-too expensice
-unappealing
-Not good food
5. How will you motivate your readership to action in your conclusion?
Giving them suggestions to how they can make a difference
6. How will your editorial serve a public purpose?
provide people with information on what choices they should have at school
Bob Vossen's story:
1. What are some areas that could use more detail? Why?
No where; he covers everything you might want to know about Sean's college plans; how he came about them, how he is preparing, what school will be like, and his plans afterward.
2. What additional sources might the author use? Does the lead involve you in the story?
Maybe talk to Sean's football coach about what he thinks about his choice of school? The lead is good and grabs attention
3. Does the story contain a well defined scene (a detailed description of someone doing something or something happening)? What is it? If not, make a suggestion for a scene that might work.
Yes, he describes Sean's whole process of picking a school, then follows up with details afterwards.
4. What would you like to see or hear more of? Less of? Include, any other suggestions you have for improvement.
Only improvement I would suggest is proofreading stuff; spelling errors, etc.
Josh Weinberg's Story:
1. What are some areas that could use more detail? Why?
2. What additional sources might the author use? Does the lead involve you in the story?
3. Does the story contain a well defined scene (a detailed description of someone doing something or something happening)? What is it? If not, make a suggestion for a scene that might work.
4. What would you like to see or hear more of? Less of? Include, any other suggestions you have for improvement.
1. What are some areas that could use more detail? Why?
No where; he covers everything you might want to know about Sean's college plans; how he came about them, how he is preparing, what school will be like, and his plans afterward.
2. What additional sources might the author use? Does the lead involve you in the story?
Maybe talk to Sean's football coach about what he thinks about his choice of school? The lead is good and grabs attention
3. Does the story contain a well defined scene (a detailed description of someone doing something or something happening)? What is it? If not, make a suggestion for a scene that might work.
Yes, he describes Sean's whole process of picking a school, then follows up with details afterwards.
4. What would you like to see or hear more of? Less of? Include, any other suggestions you have for improvement.
Only improvement I would suggest is proofreading stuff; spelling errors, etc.
Josh Weinberg's Story:
1. What are some areas that could use more detail? Why?
2. What additional sources might the author use? Does the lead involve you in the story?
3. Does the story contain a well defined scene (a detailed description of someone doing something or something happening)? What is it? If not, make a suggestion for a scene that might work.
4. What would you like to see or hear more of? Less of? Include, any other suggestions you have for improvement.
Monday, March 15, 2010
feature story
Ever since the United States entered a recession, people have experienced its effects in many different ways. Some people have been greatly impacted, and have had to make major lifestyle changes. Others may not have been affected at all; or have merely been a bit more conscious of their spending, without making many major changes. As Washington struggles to find a way out of this recession, citizens are still forced to deal with it for the time being. This spring, high school seniors begin to think about their transition to independent young adults. It begins with grad parties, where the newly graduated try to rake in as much money as possible to help them put a foot out into the college world. The truth is, college is expensive, and grad party cash just isn’t going to cut it. There is something else post-high school graduates need before they head into the real world; a summer job. With the kind of economy we face right now, that could prove to be more difficult than it has been for others in the past.
Over the past couple years, and still into 2010, even the most experienced and educated work professionals have been laid off in every field imaginable. With adults and trained professionals being laid off of work, it very well could be a struggle for teens and young adults to find summer jobs. There is a huge group of people seeking a small availability of jobs available. The trouble is that companies are cutting down on employees in order to cut costs, so job-hunting teens take the brunt of that. Many times, teens will apply to many places, maybe ten or twenty, and will only end up with a few interviews. Employers have a bulk of applications coming in but have very few positions to fill. There are countless people looking for jobs, but no jobs to take.
There are a couple different strategies teens are taking to try and find a job this summer. The first is trying to use connections, be it friends or family, to snag a job. Eastview senior Ben Paulus has looked to a couple friends working at Mendakota country club in Mendota Heights to put in a good word and set up an interview. If that doesn’t work, he plans to work at the summer camp where is sister is a head counselor. Either way, Paulus has found some effective connections to help him land a job. Alex Stuhr, a junior at Eastview, works for his father’s lemonade stand called Lemon Heaven. A few of Alex’s friends also depend on the small family run stand for some summer income. Connections can be very helpful, but you shouldn’t rely on someone else to get a job for you.
Another thing teens can do is search for jobs that only teens are hired for. Senior Laura Gengler recently got a job at Camp Wapo, a Lutheran summer camp that hires high school and college students to be camp counselors. Lifeguarding is also a great summer job for teens; it is the epitome of a ‘summer job,’ because it is only in the summer. This is perfect for teens, who have the whole summer off. Another place looking for teens to employ is amusement parks. They have job fairs in the spring, and hire huge quantities of employees for the summer. By seeking out jobs targeting teens, they can greatly increase their chance of being hired, because they don’t have to beat out adults with tons of experience.
Some people rely on being rehired for annual position, and college students often go back to former employers to pick up where they left off. Erin Foley, a lifeguard at Apple Valley Family Aquatic Center, met with her employers at the end of the season last year, and she was told she would be hired next season. This spring, all she has to do is fill out a modified application, and she is then rehired. Many college students come back to their previous jobs, seasonal or not, because employers know they are trustworthy and good employees. Staying connected with your former employer could help you land that job again once you’re home from college.
There are some people who choose to take the traditional route of trying to get a job; filling out countless applications and hoping for some interviews. Eastview senior Nick Hiracheta filled out an application to Nickelodeon Universe as I talked to him about his plans for working this summer. He doesn’t really know where he wants to or cares where he works; he wants to get a job anywhere he can. Hiracheta plans to fill out plenty of applications, and in the meantime will work at Lemon Heaven with Stuhr. For kids who have never had a job before, but are trying to find one for the summer, they might have to work a little harder to find a job. For those in that sticky situation, here are a couple things you can do to boost your chances of snagging a job;
1. Be proactive. Get out there and show your face; make an effort to meet future employers and give them a good impression. Be willing to fill out plenty of applications, and put some time and effort into getting a job. If you put in the time and have a quality application, it will pay off.
2. Be persistent. If you apply for a position, call in and ask to talk to a manager and let them know you’re interested. By doing this, you’ll stand out from the hundreds of other applications they receive. Even if you don’t get a job the first time, keep applying places. Your chance of getting a job increases with every application.
3. Be flexible. If you’re strapped for cash, don’t be picky on where you work. A job is a job, so take on when you can get one. It’s important to make some money for college during the summer, so don’t be choosy on where you’ll take a job.
4. Don’t wait. The key to snagging a summer job is to start early. Start filling out applications before the school year is over; the earlier, the better.
5. Make a good impression. Dress nicely for an interview, and be prepared. Your first impression may be the only chance you have, so it is important to be memorable, but in a good way.
By following a few of these guidelines, students are a little more prepared to go and find a summer job. It might be tougher than ever because of the recession, so with some time, effort, patience, and a little bit of luck, students may just be able to land a job this summer.
Over the past couple years, and still into 2010, even the most experienced and educated work professionals have been laid off in every field imaginable. With adults and trained professionals being laid off of work, it very well could be a struggle for teens and young adults to find summer jobs. There is a huge group of people seeking a small availability of jobs available. The trouble is that companies are cutting down on employees in order to cut costs, so job-hunting teens take the brunt of that. Many times, teens will apply to many places, maybe ten or twenty, and will only end up with a few interviews. Employers have a bulk of applications coming in but have very few positions to fill. There are countless people looking for jobs, but no jobs to take.
There are a couple different strategies teens are taking to try and find a job this summer. The first is trying to use connections, be it friends or family, to snag a job. Eastview senior Ben Paulus has looked to a couple friends working at Mendakota country club in Mendota Heights to put in a good word and set up an interview. If that doesn’t work, he plans to work at the summer camp where is sister is a head counselor. Either way, Paulus has found some effective connections to help him land a job. Alex Stuhr, a junior at Eastview, works for his father’s lemonade stand called Lemon Heaven. A few of Alex’s friends also depend on the small family run stand for some summer income. Connections can be very helpful, but you shouldn’t rely on someone else to get a job for you.
Another thing teens can do is search for jobs that only teens are hired for. Senior Laura Gengler recently got a job at Camp Wapo, a Lutheran summer camp that hires high school and college students to be camp counselors. Lifeguarding is also a great summer job for teens; it is the epitome of a ‘summer job,’ because it is only in the summer. This is perfect for teens, who have the whole summer off. Another place looking for teens to employ is amusement parks. They have job fairs in the spring, and hire huge quantities of employees for the summer. By seeking out jobs targeting teens, they can greatly increase their chance of being hired, because they don’t have to beat out adults with tons of experience.
Some people rely on being rehired for annual position, and college students often go back to former employers to pick up where they left off. Erin Foley, a lifeguard at Apple Valley Family Aquatic Center, met with her employers at the end of the season last year, and she was told she would be hired next season. This spring, all she has to do is fill out a modified application, and she is then rehired. Many college students come back to their previous jobs, seasonal or not, because employers know they are trustworthy and good employees. Staying connected with your former employer could help you land that job again once you’re home from college.
There are some people who choose to take the traditional route of trying to get a job; filling out countless applications and hoping for some interviews. Eastview senior Nick Hiracheta filled out an application to Nickelodeon Universe as I talked to him about his plans for working this summer. He doesn’t really know where he wants to or cares where he works; he wants to get a job anywhere he can. Hiracheta plans to fill out plenty of applications, and in the meantime will work at Lemon Heaven with Stuhr. For kids who have never had a job before, but are trying to find one for the summer, they might have to work a little harder to find a job. For those in that sticky situation, here are a couple things you can do to boost your chances of snagging a job;
1. Be proactive. Get out there and show your face; make an effort to meet future employers and give them a good impression. Be willing to fill out plenty of applications, and put some time and effort into getting a job. If you put in the time and have a quality application, it will pay off.
2. Be persistent. If you apply for a position, call in and ask to talk to a manager and let them know you’re interested. By doing this, you’ll stand out from the hundreds of other applications they receive. Even if you don’t get a job the first time, keep applying places. Your chance of getting a job increases with every application.
3. Be flexible. If you’re strapped for cash, don’t be picky on where you work. A job is a job, so take on when you can get one. It’s important to make some money for college during the summer, so don’t be choosy on where you’ll take a job.
4. Don’t wait. The key to snagging a summer job is to start early. Start filling out applications before the school year is over; the earlier, the better.
5. Make a good impression. Dress nicely for an interview, and be prepared. Your first impression may be the only chance you have, so it is important to be memorable, but in a good way.
By following a few of these guidelines, students are a little more prepared to go and find a summer job. It might be tougher than ever because of the recession, so with some time, effort, patience, and a little bit of luck, students may just be able to land a job this summer.
Friday, March 5, 2010
"Never back down" - News story
As the snow continues to melt and the temperature rises, the Eastview girl’s softball team continues preparing for the start of their season, only about two weeks out from now. Their season begins on March 4, 2010, where they will begin practicing on the south fields behind the high school. This team, mostly dominated by seniors, has high aspirations this year, and has spent time in the preseason preparing for what they hope to be a winning season. Winter league, open gyms, and clinics have long been underway. For eight weeks in the winter, the varsity team played in dome ball games on Sundays, and now open gyms and clinics have begun once or twice a week. The girls have been fully committed to kicking this year off right, and hopefully that’s what they do. For all the softball fans out there, the girls’ season opener is on April 13th, at home against Lakeville North.
Coming off of a “rough” season last year, according to senior catcher Lindsay Spanton, with a record around .500, there is definitely some room for improvement. Commenting on last year’s season, Spanton says that it was a year for some adjusting and people finding their places. Losing only two seniors, she hopes that they have settled in and can now focus more on improving the things that will make them successful this season. Without the loss of any starters, expectations are high for this returning team. Assistant coach Mark Gerber wants to see them “work hard, be disciplined, and have a great attitude…and hopefully be in the top half of the lake conference.” After talking with Gerber, it is the teams fundamentals that they need to improve on and execute in order for them to be successful this season.
Some team goals that Spanton advocated were to beat Eagan, who she says has the best pitcher, improve their record from last year, and to go farther in sections. Spanton, along with senior first baseman Allie Merkley, were junior captains last season, but this year the softball team with go without captains. Spanton feels that “we are still the leaders and basically captains, so not much has changed. It really won’t affect us much; we’ll just keep doing what we did last year.” Even without captains, coach Gerber looks for leadership from Merkley, Spanton, and senior Erin McIassac.
I also spoke with team manager, Nolan Titchner, who became manager in his first season without playing baseball. He notes that he would like to see this team “play hard every game, and be playing their best ball at sections.” Titchner plans to contribute in any way possible, from moral support, to doing the dirty work, like picking up balls at hitting practice. He will also keep stats, take video of the games, and anything else the team asks of him.
The team will take a trip to Camp Friendship for 3 days over spring break, in order to “get to know others, start team building, goal setting, and to have fun,” says Gerber. Their short but sweet spring break trip will include a bus ride to northern Minnesota to a camp that includes challenge courses, a ropes course, team bonding activities, and some fun and relaxation for the girls. They will all be staying in one big cabin as to not split up the team. Although they won’t be playing any softball, the main goal for this trip is to “find out what is important to [the girls],” says Gerber.
This year seems to be the year to make it happen for the Lightning girls softball team. They are stacked with senior talent, and virtually the same team as last year, now working on their second year together. With strong senior leadership, and a committed manager, this team has got what it takes to make some changes and come out strong this season. Good luck to the girl’s softball team as they begin their season.
Coming off of a “rough” season last year, according to senior catcher Lindsay Spanton, with a record around .500, there is definitely some room for improvement. Commenting on last year’s season, Spanton says that it was a year for some adjusting and people finding their places. Losing only two seniors, she hopes that they have settled in and can now focus more on improving the things that will make them successful this season. Without the loss of any starters, expectations are high for this returning team. Assistant coach Mark Gerber wants to see them “work hard, be disciplined, and have a great attitude…and hopefully be in the top half of the lake conference.” After talking with Gerber, it is the teams fundamentals that they need to improve on and execute in order for them to be successful this season.
Some team goals that Spanton advocated were to beat Eagan, who she says has the best pitcher, improve their record from last year, and to go farther in sections. Spanton, along with senior first baseman Allie Merkley, were junior captains last season, but this year the softball team with go without captains. Spanton feels that “we are still the leaders and basically captains, so not much has changed. It really won’t affect us much; we’ll just keep doing what we did last year.” Even without captains, coach Gerber looks for leadership from Merkley, Spanton, and senior Erin McIassac.
I also spoke with team manager, Nolan Titchner, who became manager in his first season without playing baseball. He notes that he would like to see this team “play hard every game, and be playing their best ball at sections.” Titchner plans to contribute in any way possible, from moral support, to doing the dirty work, like picking up balls at hitting practice. He will also keep stats, take video of the games, and anything else the team asks of him.
The team will take a trip to Camp Friendship for 3 days over spring break, in order to “get to know others, start team building, goal setting, and to have fun,” says Gerber. Their short but sweet spring break trip will include a bus ride to northern Minnesota to a camp that includes challenge courses, a ropes course, team bonding activities, and some fun and relaxation for the girls. They will all be staying in one big cabin as to not split up the team. Although they won’t be playing any softball, the main goal for this trip is to “find out what is important to [the girls],” says Gerber.
This year seems to be the year to make it happen for the Lightning girls softball team. They are stacked with senior talent, and virtually the same team as last year, now working on their second year together. With strong senior leadership, and a committed manager, this team has got what it takes to make some changes and come out strong this season. Good luck to the girl’s softball team as they begin their season.
Tuesday, March 2, 2010
News story
Topic: Girls Softball team
Angle: What this spring season hold for them, and what they would like to achieve
Interview Questions
Questions for Allie Merkley and Lindsay Spanton (Senior Softball players):
1. What are you doing in the preseason to help make you successful this year?
2. What are your strengths coming into this season?
3. How will the loss of last years seniors affect the team this year?
4. Do you expect and young talent coming in this year?
5. What are your goals for this season?
6. As Junior captains, how do you think it will affect the team not having captains this year?
Questions for Nolan Titchner (team manager):
1. Why did you want to be the softball manager?
2. What do you hope to see out of the team this year?
3. How do you plan to contribute to the team?
4. What is your job as the softball team's manager?
5. What is your favorite thing about softball?
Questions for Mark Gerber (Assistant coach)
1. What would you like to see the team improve upon this year?
2. What players stand out to you as leaders?
3. What are your goals for the team this season? What do you think they can accomplish?
4. What are your expectations of this team?
5. How will a trip to camp friendship help the team this season?
6. What was your season record last year? How do you plan to improve it?
Angle: What this spring season hold for them, and what they would like to achieve
Interview Questions
Questions for Allie Merkley and Lindsay Spanton (Senior Softball players):
1. What are you doing in the preseason to help make you successful this year?
2. What are your strengths coming into this season?
3. How will the loss of last years seniors affect the team this year?
4. Do you expect and young talent coming in this year?
5. What are your goals for this season?
6. As Junior captains, how do you think it will affect the team not having captains this year?
Questions for Nolan Titchner (team manager):
1. Why did you want to be the softball manager?
2. What do you hope to see out of the team this year?
3. How do you plan to contribute to the team?
4. What is your job as the softball team's manager?
5. What is your favorite thing about softball?
Questions for Mark Gerber (Assistant coach)
1. What would you like to see the team improve upon this year?
2. What players stand out to you as leaders?
3. What are your goals for the team this season? What do you think they can accomplish?
4. What are your expectations of this team?
5. How will a trip to camp friendship help the team this season?
6. What was your season record last year? How do you plan to improve it?
Friday, February 26, 2010
How to write a news story
Writing a News Story
1. What can I write about? What is news?
On the surface, defining news is a simple task. News is an account of what is happening around us. It may involve current events, new initiatives or ongoing projects or issues. But a newspaper does not only print news of the day. It also prints background analysis, opinions, and human interest stories.
Choosing what's news can be harder.
The reporter chooses stories from the flood of information and events happening in the world and in their community. Stories are normally selected because of their importance, emotion, impact, timeliness and interest. Note: all these factors do NOT have to coincide in each and every story!
2. Identify what kind of a story it is
Hard news (+/- 600 words): This is how journalists refer to news of the day. It is a chronicle of current events/incidents and is the most common news style on the front page of your typical newspaper.
It starts with a summary lead. What happened? Where? When? To/by whom? Why? (The journalist's 5 W's). It must be kept brief and simple, because the purpose of the rest of the story will be to elaborate on this lead.
Keep the writing clean and uncluttered. Most important, give the readers the information they need. If the federal government announced a new major youth initiative yesterday, that's today's hard news.
Soft news (+/-600 words): This is a term for all the news that isn't time-sensitive. Soft news includes profiles of people, programs or organizations. As we discussed earlier, the "lead" is more literary. Most of YPP's news content is soft news.
Feature (+/-1500 words): A news feature takes one step back from the headlines. It explores an issue. News features are less time-sensitive than hard news but no less newsworthy. They can be an effective way to write about complex issues too large for the terse style of a hard news item. Street kids are a perfect example. The stories of their individual lives are full of complexities which can be reflected in a longer piece.
Features are journalism's shopping center. They're full of interesting people, ideas, color, lights, action and energy. Storytelling at its height! A good feature is about the people in your community and their struggles, victories and defeats. A feature takes a certain angle (i.e. Black youth returning to church) and explores it by interviewing the people involved and drawing conclusions from that information. The writer takes an important issue of the day and explains it to the reader through comments from people involved in the story.
Hint: Remember to "balance" your story. Present the opinions of people on both sides of an issue and let the readers make their own decision on who to believe. No personal opinions are allowed. The quotes from the people you interview make up the story. You are the narrator.
Editorial: The editorial expresses an opinion. The editorial page of the newspaper lets the writer comment on issues in the news. All editorials are personal but the topics must still be relevant to the reader.
3. Structure for your article
The structure of a news story (hard & soft news & features) is simple: a lead and the body.
The lead
One of the most important elements of news writing is the opening paragraph or two of the story. Journalists refer to this as the "lead," and its function is to summarize the story and/or to draw the reader in (depending on whether it is a "hard" or "soft" news story - See below for the difference between these two genres of news stories).
In a hard news story, the lead should be a full summary of what is to follow. It should incorporate as many of the 5 "W's" of journalism (who, what, where, when and why) as possible. (e.g. "Homeless youth marched down Yonge St. in downtown Toronto Wednesday afternoon demanding the municipal government provide emergency shelter during the winter months." - Can you identify the 5 W's in this lead?)
In a soft news story, the lead should present the subject of the story by allusion. This type of opening is somewhat literary. Like a novelist, the role of the writer is to grab the attention of the reader. (e.g. "Until four years ago, Jason W. slept in alleyways...") Once the reader is drawn in, the 5 "W's" should be incorporated into the body of the story, but not necessarily at the very top.
The body
The body of the story involves combining the opinions of the people you interview, some factual data, and a narrative which helps the story flow. A word of caution, however. In this style of writing, you are not allowed to "editorialize" (state your own opinion) in any way.
Remember:
The role of a reporter is to find out what people are thinking of an issue and to report the opinions of different stakeholders of an issue. These comments make up the bulk of the story. The narrative helps to weave the comments into a coherent whole. Hint: Stick to one particular theme throughout the story. You can put in different details but they all have to relate to the original idea of the piece. (e.g. If your story is about black youth and their relationship with the police you DO NOT want to go into details about the life of any one particular youth).
As a reporter, you are the eyes and ears for the readers. You should try to provide some visual details to bring the story to life (this is difficult if you have conducted only phone interviews, which is why face-to-face is best). You should also try to get a feel for the story. Having a feel means getting some understanding of the emotional background of the piece and the people involved in it. Try to get a sense of the characters involved and why they feel the way they do.
Okay, got it? Let's look at two examples as a way of summarizing the essentials:
Youth are banding together to start an organization. You want to show why are they doing that and the changes are they trying to make in the world. You want to say who they are and the strategies they are using.
An artist is having her first show. Why? What is it that she believes about her art? Is her artistic process rational or from the soul? What does the work look like?
4. Further tips for news writing
Finding story ideas
Keep your eyes and ears open; listen to what your friends are talking about.
Read everything you can get your hands on; get story ideas from other newspapers and magazines.
Think of a youth angle to a current news story.
Research a subject that interests you ask yourself what you would like to know more about.
Talk to people in a specific field to find out what is important to them.
Newsgathering
Begin collecting articles on your subject.
Talk to friends and associates about the subject.
Contact any agencies or associations with interest or professional knowledge in the area.
Create a list of people you want to interview; cover both sides of the story by interviewing people on both sides of the issue.
Collect government statistics and reports on the subject get old press releases or reports to use as background.
Interviewing do's and don'ts
Be polite.
Explain the ground rules of the interview to people unfamiliar with how the media works - this means that you tell them the information they give you can and will be published. If they do not want any part of what they say published, they need to tell you it is "off the record."
Tape the interview (so if anyone comes back at you, you have the proof of what was said).
Build a relationship with the person being interviewed.
Start with easy questions; end with difficult questions.
Read the body language of the person you're interviewing and if they get defensive, back away from the question you are asking and return later.
Don't attack the source.
Keep control of the interview; don't let the subject ramble or stray from the subject.
On the other hand, don't let your "opinion" of what the story should be colour the interview. Always remember that the person you are talking with knows more about the subject than you do.
Organizing the information
Gather your notes, interviews and research into a file.
Review your notes.
Look for a common theme.
Search your notes for good quotes or interesting facts.
Develop a focus.
Write the focus of the article down in two or three sentences.
Writing and editing
Remember you are the narrator, the story teller.
Don't be afraid to rewrite.
Be as clear and concise in the writing as possible.
Avoid run-on sentences.
Be direct.
Tell a good story.
Tell the reader what you think they want to know.
Always ask yourself what the story is about.
Read the story out loud; listen carefully.
Kreb's 6 Steps:
1. Find a topic
2. Find an angle
3. Collect data/information
4. Conduct interviews
5. Organize and write
6. Revise and edit
1. What can I write about? What is news?
On the surface, defining news is a simple task. News is an account of what is happening around us. It may involve current events, new initiatives or ongoing projects or issues. But a newspaper does not only print news of the day. It also prints background analysis, opinions, and human interest stories.
Choosing what's news can be harder.
The reporter chooses stories from the flood of information and events happening in the world and in their community. Stories are normally selected because of their importance, emotion, impact, timeliness and interest. Note: all these factors do NOT have to coincide in each and every story!
2. Identify what kind of a story it is
Hard news (+/- 600 words): This is how journalists refer to news of the day. It is a chronicle of current events/incidents and is the most common news style on the front page of your typical newspaper.
It starts with a summary lead. What happened? Where? When? To/by whom? Why? (The journalist's 5 W's). It must be kept brief and simple, because the purpose of the rest of the story will be to elaborate on this lead.
Keep the writing clean and uncluttered. Most important, give the readers the information they need. If the federal government announced a new major youth initiative yesterday, that's today's hard news.
Soft news (+/-600 words): This is a term for all the news that isn't time-sensitive. Soft news includes profiles of people, programs or organizations. As we discussed earlier, the "lead" is more literary. Most of YPP's news content is soft news.
Feature (+/-1500 words): A news feature takes one step back from the headlines. It explores an issue. News features are less time-sensitive than hard news but no less newsworthy. They can be an effective way to write about complex issues too large for the terse style of a hard news item. Street kids are a perfect example. The stories of their individual lives are full of complexities which can be reflected in a longer piece.
Features are journalism's shopping center. They're full of interesting people, ideas, color, lights, action and energy. Storytelling at its height! A good feature is about the people in your community and their struggles, victories and defeats. A feature takes a certain angle (i.e. Black youth returning to church) and explores it by interviewing the people involved and drawing conclusions from that information. The writer takes an important issue of the day and explains it to the reader through comments from people involved in the story.
Hint: Remember to "balance" your story. Present the opinions of people on both sides of an issue and let the readers make their own decision on who to believe. No personal opinions are allowed. The quotes from the people you interview make up the story. You are the narrator.
Editorial: The editorial expresses an opinion. The editorial page of the newspaper lets the writer comment on issues in the news. All editorials are personal but the topics must still be relevant to the reader.
3. Structure for your article
The structure of a news story (hard & soft news & features) is simple: a lead and the body.
The lead
One of the most important elements of news writing is the opening paragraph or two of the story. Journalists refer to this as the "lead," and its function is to summarize the story and/or to draw the reader in (depending on whether it is a "hard" or "soft" news story - See below for the difference between these two genres of news stories).
In a hard news story, the lead should be a full summary of what is to follow. It should incorporate as many of the 5 "W's" of journalism (who, what, where, when and why) as possible. (e.g. "Homeless youth marched down Yonge St. in downtown Toronto Wednesday afternoon demanding the municipal government provide emergency shelter during the winter months." - Can you identify the 5 W's in this lead?)
In a soft news story, the lead should present the subject of the story by allusion. This type of opening is somewhat literary. Like a novelist, the role of the writer is to grab the attention of the reader. (e.g. "Until four years ago, Jason W. slept in alleyways...") Once the reader is drawn in, the 5 "W's" should be incorporated into the body of the story, but not necessarily at the very top.
The body
The body of the story involves combining the opinions of the people you interview, some factual data, and a narrative which helps the story flow. A word of caution, however. In this style of writing, you are not allowed to "editorialize" (state your own opinion) in any way.
Remember:
The role of a reporter is to find out what people are thinking of an issue and to report the opinions of different stakeholders of an issue. These comments make up the bulk of the story. The narrative helps to weave the comments into a coherent whole. Hint: Stick to one particular theme throughout the story. You can put in different details but they all have to relate to the original idea of the piece. (e.g. If your story is about black youth and their relationship with the police you DO NOT want to go into details about the life of any one particular youth).
As a reporter, you are the eyes and ears for the readers. You should try to provide some visual details to bring the story to life (this is difficult if you have conducted only phone interviews, which is why face-to-face is best). You should also try to get a feel for the story. Having a feel means getting some understanding of the emotional background of the piece and the people involved in it. Try to get a sense of the characters involved and why they feel the way they do.
Okay, got it? Let's look at two examples as a way of summarizing the essentials:
Youth are banding together to start an organization. You want to show why are they doing that and the changes are they trying to make in the world. You want to say who they are and the strategies they are using.
An artist is having her first show. Why? What is it that she believes about her art? Is her artistic process rational or from the soul? What does the work look like?
4. Further tips for news writing
Finding story ideas
Keep your eyes and ears open; listen to what your friends are talking about.
Read everything you can get your hands on; get story ideas from other newspapers and magazines.
Think of a youth angle to a current news story.
Research a subject that interests you ask yourself what you would like to know more about.
Talk to people in a specific field to find out what is important to them.
Newsgathering
Begin collecting articles on your subject.
Talk to friends and associates about the subject.
Contact any agencies or associations with interest or professional knowledge in the area.
Create a list of people you want to interview; cover both sides of the story by interviewing people on both sides of the issue.
Collect government statistics and reports on the subject get old press releases or reports to use as background.
Interviewing do's and don'ts
Be polite.
Explain the ground rules of the interview to people unfamiliar with how the media works - this means that you tell them the information they give you can and will be published. If they do not want any part of what they say published, they need to tell you it is "off the record."
Tape the interview (so if anyone comes back at you, you have the proof of what was said).
Build a relationship with the person being interviewed.
Start with easy questions; end with difficult questions.
Read the body language of the person you're interviewing and if they get defensive, back away from the question you are asking and return later.
Don't attack the source.
Keep control of the interview; don't let the subject ramble or stray from the subject.
On the other hand, don't let your "opinion" of what the story should be colour the interview. Always remember that the person you are talking with knows more about the subject than you do.
Organizing the information
Gather your notes, interviews and research into a file.
Review your notes.
Look for a common theme.
Search your notes for good quotes or interesting facts.
Develop a focus.
Write the focus of the article down in two or three sentences.
Writing and editing
Remember you are the narrator, the story teller.
Don't be afraid to rewrite.
Be as clear and concise in the writing as possible.
Avoid run-on sentences.
Be direct.
Tell a good story.
Tell the reader what you think they want to know.
Always ask yourself what the story is about.
Read the story out loud; listen carefully.
Kreb's 6 Steps:
1. Find a topic
2. Find an angle
3. Collect data/information
4. Conduct interviews
5. Organize and write
6. Revise and edit
Wednesday, February 24, 2010
Tuesday, February 16, 2010
Law and Ethics
- Speech
- press
- religion
- assembly
- petitioning
"congress shall make no law..."
The Tinker Standard
Tinker vs. Desmoins School District 1969
Black armbands in 1965
Student speech cannot be censored as long as it does not "materially disrupt class work or involve substantial disorder or invasion of the rights of others"
The Fraser Standard
Bethel School District vs. Fraser
Inappropriate speech for class president
Because school officials have an "interest in teaching students the boundaries of socially appropriate behavior, "they can censor student speech that is vulgar or indecent, even if it does not cause a 'material or substantial disruption'"
The Hazelwood Standard
Hazelwood School District vs. Kuhlmeier (1988)
Censor stories in student newspaper about teen pregnancy and divorce
Censorship of school-sponsored student expression is permissible when school officials can show that it is "reasonably related to legitimate pedagogical concerns"
Elements of Libel:
1. Defames someone's character/ruins reputation
2. Has to be published (spoken is slander)
3. False statement
- press
- religion
- assembly
- petitioning
"congress shall make no law..."
The Tinker Standard
Tinker vs. Desmoins School District 1969
Black armbands in 1965
Student speech cannot be censored as long as it does not "materially disrupt class work or involve substantial disorder or invasion of the rights of others"
The Fraser Standard
Bethel School District vs. Fraser
Inappropriate speech for class president
Because school officials have an "interest in teaching students the boundaries of socially appropriate behavior, "they can censor student speech that is vulgar or indecent, even if it does not cause a 'material or substantial disruption'"
The Hazelwood Standard
Hazelwood School District vs. Kuhlmeier (1988)
Censor stories in student newspaper about teen pregnancy and divorce
Censorship of school-sponsored student expression is permissible when school officials can show that it is "reasonably related to legitimate pedagogical concerns"
Elements of Libel:
1. Defames someone's character/ruins reputation
2. Has to be published (spoken is slander)
3. False statement
Monday, February 8, 2010
1. What is the company? Playstation
Who is the target audience: Male teenagers/young adults
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor/action
How were camera shots and editing used to enhance the message? quick cuts
What is the slogan/message for the company? Live in your world. Play in ours
Was the message effective? Why or why not? Yes, it catches interest and connects to the game
2. What is the company? Budweiser
Who is the target audience: Beer drinkers, adults
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor, animals
How were camera shots and editing used to enhance the message? rewinding, setting, close ups
What is the slogan/message for the company? n/a
Was the message effective? Why or why not? Yes, its clever and memorable
3. What is the company? Chrysler
Who is the target audience: Women, rich people
What persuasive method used (humor, action, celebrity, human interest, etc.)? Celebrity (celine dion)
How were camera shots and editing used to enhance the message? close-ups on details of car
What is the slogan/message for the company? Drive & Love
Was the message effective? Why or why not? No. Celine dion isn't a good choice
4. What is the company? Pepsi
Who is the target audience: 21-35 yr. olds, Pop drinkers
What persuasive method used (humor, action, celebrity, human interest, etc.)? Celebrity
How were camera shots and editing used to enhance the message? Special editing to show the kids changing
What is the slogan/message for the company? It's a twist on a great thing.
Was the message effective? Why or why not? No, it wasn't funny or amusing
5. What is the company? FedEx
Who is the target audience: FedEx users, business people, people shipping things
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor, satire
How were camera shots and editing used to enhance the message? Close-ups
What is the slogan/message for the company? n/a
Was the message effective? Why or why not? Yes, it was funny and memorable
6. What is the company? Dodge
Who is the target audience: Adult men
What persuasive method used (humor, action, celebrity, human interest, etc.)? Action
How were camera shots and editing used to enhance the message? Fast cuts
What is the slogan/message for the company? Grab life by the horns
Was the message effective? Why or why not? No, it isn't relevant
7. What is the company? Gatorade
Who is the target audience: Athletes.
What persuasive method used (humor, action, celebrity, human interest, etc.)? Celebrity
How were camera shots and editing used to enhance the message? Quick cuts and close ups
What is the slogan/message for the company? is it in you?
Was the message effective? Why or why not? Yes, interesting.
What is the company? Sports Center
Who is the target audience: Sports fans
What persuasive method used (humor, action, celebrity, human interest, etc.)? Celebrity/Humor
How were camera shots and editing used to enhance the message? different scenes
What is the slogan/message for the company? This is sports center
Was the message effective? Why or why not? Yes, it's witty
9. What is the company? H&R Block
Who is the target audience: Adults, taxpayers
What persuasive method used (humor, action, celebrity, human interest, etc.)? Celebrity
How were camera shots and editing used to enhance the message? Lots of different scenes
What is the slogan/message for the company? Double check
Was the message effective? Why or why not? Yes, it's funny and relevant
10. What is the company? Bud Light
Who is the target audience: Beer drinkers
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor
How were camera shots and editing used to enhance the message? Parade scene sets the scene
What is the slogan/message for the company? Make it a bud light
Was the message effective? Why or why not? No, it's weird and not funny
11. What is the company? Visa
Who is the target audience: Adults
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor/Celebrity
How were camera shots and editing used to enhance the message? Camera angles show the height differences
What is the slogan/message for the company? It's everywhere you want to be
Was the message effective? Why or why not? Yes, it has a lasting impact
Who is the target audience: Male teenagers/young adults
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor/action
How were camera shots and editing used to enhance the message? quick cuts
What is the slogan/message for the company? Live in your world. Play in ours
Was the message effective? Why or why not? Yes, it catches interest and connects to the game
2. What is the company? Budweiser
Who is the target audience: Beer drinkers, adults
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor, animals
How were camera shots and editing used to enhance the message? rewinding, setting, close ups
What is the slogan/message for the company? n/a
Was the message effective? Why or why not? Yes, its clever and memorable
3. What is the company? Chrysler
Who is the target audience: Women, rich people
What persuasive method used (humor, action, celebrity, human interest, etc.)? Celebrity (celine dion)
How were camera shots and editing used to enhance the message? close-ups on details of car
What is the slogan/message for the company? Drive & Love
Was the message effective? Why or why not? No. Celine dion isn't a good choice
4. What is the company? Pepsi
Who is the target audience: 21-35 yr. olds, Pop drinkers
What persuasive method used (humor, action, celebrity, human interest, etc.)? Celebrity
How were camera shots and editing used to enhance the message? Special editing to show the kids changing
What is the slogan/message for the company? It's a twist on a great thing.
Was the message effective? Why or why not? No, it wasn't funny or amusing
5. What is the company? FedEx
Who is the target audience: FedEx users, business people, people shipping things
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor, satire
How were camera shots and editing used to enhance the message? Close-ups
What is the slogan/message for the company? n/a
Was the message effective? Why or why not? Yes, it was funny and memorable
6. What is the company? Dodge
Who is the target audience: Adult men
What persuasive method used (humor, action, celebrity, human interest, etc.)? Action
How were camera shots and editing used to enhance the message? Fast cuts
What is the slogan/message for the company? Grab life by the horns
Was the message effective? Why or why not? No, it isn't relevant
7. What is the company? Gatorade
Who is the target audience: Athletes.
What persuasive method used (humor, action, celebrity, human interest, etc.)? Celebrity
How were camera shots and editing used to enhance the message? Quick cuts and close ups
What is the slogan/message for the company? is it in you?
Was the message effective? Why or why not? Yes, interesting.
What is the company? Sports Center
Who is the target audience: Sports fans
What persuasive method used (humor, action, celebrity, human interest, etc.)? Celebrity/Humor
How were camera shots and editing used to enhance the message? different scenes
What is the slogan/message for the company? This is sports center
Was the message effective? Why or why not? Yes, it's witty
9. What is the company? H&R Block
Who is the target audience: Adults, taxpayers
What persuasive method used (humor, action, celebrity, human interest, etc.)? Celebrity
How were camera shots and editing used to enhance the message? Lots of different scenes
What is the slogan/message for the company? Double check
Was the message effective? Why or why not? Yes, it's funny and relevant
10. What is the company? Bud Light
Who is the target audience: Beer drinkers
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor
How were camera shots and editing used to enhance the message? Parade scene sets the scene
What is the slogan/message for the company? Make it a bud light
Was the message effective? Why or why not? No, it's weird and not funny
11. What is the company? Visa
Who is the target audience: Adults
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor/Celebrity
How were camera shots and editing used to enhance the message? Camera angles show the height differences
What is the slogan/message for the company? It's everywhere you want to be
Was the message effective? Why or why not? Yes, it has a lasting impact
Wednesday, February 3, 2010
Define “Journalism” in 1-3 sentences.
Newsworthy current events that can be reported through newspaper, internet, radio, television, and magazines.
List and describe the six criteria of newsworthiness.
TITLE DESCRIPTION EXAMPLE
1. Significance; events that impact a larger amount of people; Haiti, Elections, etc.
2. Timeliness; current events, things that are going on now; traffic and weather
3. Unusualness; care about things that are out of the ordinary; fires, murders, earthquakes, etc.
4. Proximity; news related to our location; Vikings highlights
5. Prominence; important people we care about (celebrities); magazines, TMZ
6. Human Interest; interesting or feel good stories; Tyler's story
What are the advantages of print journalism?
1. You control when it's convienent for you; you can choose what you read, and when.
2. You can take it with you.
3. Much more content and detail
What are the advantages of broadcast journalism?
1. Video and sound, experience it first hand
2. Timely, immediate updates and instant coverage
3. Quickly highlights the most important things
Why has online journalism (convergent media) become so popular?
It combines the strengths of both broadcast and print journalism into one place, it is very accessable, you can control what and when you want to read. People have ultimate control over their news experience.
Newsworthy current events that can be reported through newspaper, internet, radio, television, and magazines.
List and describe the six criteria of newsworthiness.
TITLE DESCRIPTION EXAMPLE
1. Significance; events that impact a larger amount of people; Haiti, Elections, etc.
2. Timeliness; current events, things that are going on now; traffic and weather
3. Unusualness; care about things that are out of the ordinary; fires, murders, earthquakes, etc.
4. Proximity; news related to our location; Vikings highlights
5. Prominence; important people we care about (celebrities); magazines, TMZ
6. Human Interest; interesting or feel good stories; Tyler's story
What are the advantages of print journalism?
1. You control when it's convienent for you; you can choose what you read, and when.
2. You can take it with you.
3. Much more content and detail
What are the advantages of broadcast journalism?
1. Video and sound, experience it first hand
2. Timely, immediate updates and instant coverage
3. Quickly highlights the most important things
Why has online journalism (convergent media) become so popular?
It combines the strengths of both broadcast and print journalism into one place, it is very accessable, you can control what and when you want to read. People have ultimate control over their news experience.
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