coverage & writing

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Based on Standards for Journalism Educators from the Journalism Education Association, this presentation addresses standards 1A.8 and 1A.9 and includes aspects of reporting, interviewing, writing and editing.

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  • Be prepared to… select or suggest appropriate news sources for coverage. Share staff process for brainstorming stories. Discuss how editorial board and/or determine news value and prominence within the publication. Share how staff and adviser determine content treatments (visual formats for material).
  • You may be asked to… discuss how staff and student editors determine the vision, mission and goals of the publication. Share how staff participates in working toward the vision of the publication. How does staff create self-evaluation of coverage? How does staff determine reader satisfaction? What other methods does the publication use to evaluate the quality and quantity of coverage in the publication?
  • Be prepared to… share teaching methods and classroom/staff procedures for accountability regarding deadlines, etc. Explain procedures for obtaining, recording, and documenting sources. Discuss best material choices and how students are taught to determine which sources and what information is the most worthy of inclusion. Share process for publication’s evaluation on an issue-by-issue basis as well as a yearly (or other given period) basis.
  • This aspect of the exam may ask you to create visual treatments or to evaluate a given visual treatment for its effectiveness. Share process for selection of visual representation and design for various types of information. Share self-evaluation process for how material is treated visually.
  • You should be prepared to… demonstrate your knowledge of these types of stories. You may be asked to write a specific type of story lead or arrange facts in an appropriate order to use one of these stories. You may be asked to coach a writer who has missed the mark on an assignment, confusing these types.
  • You should be prepared to… explain how your staff uses these steps and how you coach writers when using these steps. Share teaching methods for writing and coaching editors to coach their peers. You may be asked to follow one or more of these steps in the demonstration portion.
  • You may be asked to… share procedures for information gathering and teaching reporters how to do this. Share procedures for coaching editors to coach their writers. Discuss standard policies and ethics regarding these topics.
  • You may be asked to write out how you would coach a writer or editor as they are going through these steps. Be prepared to share procedures and policies regarding these topics. You may be asked to provide advice to a new adviser on how to begin to implement these and the preceding steps.
  • Discuss how your publication has developed its voice while maintaining style rules. You may be asked to correct a story or portion that uses inappropriate voice, slang, jargon, etc. You may be asked to write a lead from information provided to you.
  • This portion may include samples of writing to which you will respond as a writing coach. It may also have you sharing ideas for how you would create an editing process or sharing the process you currently use to have students edit each other’s work. You may also be asked to explain the difference between editing and rewriting and describe how the processes are handled in your staff room.
  • The decisions made about designing for content are so important. Creating visual entry points, providing access to small bits of information instead of large overwhelming chunks, designing for content instead of forcing content into pre-designed templates are all concerns here. MJE candidates should have created some kind of process their staff use to determine design for content and should be prepared to share how that would work. CJE candidates should be prepared to design a basic yearbook/newspaper/web visual package with provided materials.
  • coverage & writing

    1. 2. JEA standards <ul><li>1A.8. A variety of forms of journalistic writing (i.e. news, features, opinion, etc.) and their appropriate style (i.e. Associated Press, multiple sources with attribution, punctuation, etc.); additional forms unique to journalism (i.e. headlines, cutlines, plus visual presentations, etc.) </li></ul><ul><li>1A.9. Importance of matching language use, angle and style with intended audience </li></ul><ul><ul><ul><li>• inverted pyramid </li></ul></ul></ul><ul><ul><ul><li>• headlines and cutlines/captions </li></ul></ul></ul><ul><ul><ul><li>• lead/lede </li></ul></ul></ul><ul><ul><ul><li>• AP style </li></ul></ul></ul><ul><ul><ul><li>• direct and indirect quotes </li></ul></ul></ul><ul><ul><ul><li>• characteristics of news, feature </li></ul></ul></ul><ul><ul><ul><li>• types of opinion writing </li></ul></ul></ul>
    2. 3. coverage philosophy, procedures, evaluation
    3. 4. what should you know about teaching coverage: concept, philosophy & procedures? <ul><ul><li>dealing with whole-school coverage </li></ul></ul><ul><ul><ul><li>where does news staff get information? </li></ul></ul></ul><ul><ul><ul><li>how do stories develop? </li></ul></ul></ul><ul><ul><ul><li>should everything be covered in every issue? </li></ul></ul></ul><ul><ul><ul><li>how are stories & beats chosen or assigned? </li></ul></ul></ul><ul><ul><ul><li>how are stories & beats reported? </li></ul></ul></ul><ul><ul><ul><li>what role does editorial board & staff & adviser take in deciding on coverage? </li></ul></ul></ul><ul><ul><ul><li>how are visual & verbal coverage assigned? </li></ul></ul></ul><ul><ul><ul><ul><li>give examples of how you do or would do… </li></ul></ul></ul></ul>
    4. 5. what should you know about teaching coverage: concept, philosophy & procedures? <ul><ul><li>philosophy of coverage </li></ul></ul><ul><ul><ul><li>who creates it? </li></ul></ul></ul><ul><ul><ul><li>what sources have input for change? </li></ul></ul></ul><ul><ul><ul><li>when is philosophy revisited? </li></ul></ul></ul><ul><ul><ul><li>how can it be carried out? </li></ul></ul></ul><ul><ul><ul><li>how is it evaluated? </li></ul></ul></ul><ul><ul><ul><ul><li>give examples of how you do or would do… </li></ul></ul></ul></ul>
    5. 6. what should you know about teaching coverage: concept, philosophy & procedures? <ul><ul><li>procedures for coverage </li></ul></ul><ul><ul><ul><li>how are students held accountable for assigned coverage? </li></ul></ul></ul><ul><ul><ul><li>how do students report or document their information? </li></ul></ul></ul><ul><ul><ul><li>how are students trained to select the best material? </li></ul></ul></ul><ul><ul><li>evaluation of coverage </li></ul></ul><ul><ul><ul><li>how do writers & editors evaluate their own work? </li></ul></ul></ul><ul><ul><ul><li>how do staffers evaluate each other? </li></ul></ul></ul><ul><ul><ul><li>how does publication evaluate its effectiveness? </li></ul></ul></ul><ul><ul><ul><ul><li>give examples of how you do or would do… </li></ul></ul></ul></ul>
    6. 7. what should you know about teaching coverage: concept, philosophy & procedures? <ul><ul><li>design for coverage </li></ul></ul><ul><ul><ul><li>what are the best formats for coverage of certain items / topics / treatments? </li></ul></ul></ul><ul><ul><ul><li>how (and from where) does staff select design for stories, sidebars, charts, graphics, etc.? </li></ul></ul></ul><ul><ul><li>evaluation of design </li></ul></ul><ul><ul><ul><li>how does staff approach design of coverage? </li></ul></ul></ul><ul><ul><ul><li>does staff seek input from readership regarding design? </li></ul></ul></ul><ul><ul><ul><li>when does the staff ask itself “what could have been done better if we’d had more time or another set of eyes?” </li></ul></ul></ul><ul><ul><ul><ul><li>give examples of how you do or would do… </li></ul></ul></ul></ul>
    7. 8. writing process, procedures, policies, and evaluation
    8. 9. what should you know about teaching writers, reporters and editors? <ul><ul><li>types of journalistic writing </li></ul></ul><ul><ul><ul><li>hard news </li></ul></ul></ul><ul><ul><ul><li>feature stories </li></ul></ul></ul><ul><ul><ul><li>sports stories </li></ul></ul></ul><ul><ul><ul><li>editorial & opinion </li></ul></ul></ul><ul><ul><ul><li>alternative coverage </li></ul></ul></ul><ul><ul><ul><ul><li>show what you know about similarities & differences among these writing types. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>show what you know about writing in each of these styles. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>give examples of how you do or would do… </li></ul></ul></ul></ul>
    9. 10. what should you know about teaching writers, reporters and editors? <ul><ul><li>writing process for reporters </li></ul></ul><ul><ul><ul><li>brainstorming </li></ul></ul></ul><ul><ul><ul><li>story pitching & assignment selection </li></ul></ul></ul><ul><ul><ul><li>researching </li></ul></ul></ul><ul><ul><ul><li>developing questions </li></ul></ul></ul><ul><ul><ul><li>information gathering </li></ul></ul></ul><ul><ul><ul><li>interviewing </li></ul></ul></ul><ul><ul><ul><li>selecting an angle </li></ul></ul></ul><ul><ul><ul><li>drafting and self-revision </li></ul></ul></ul><ul><ul><ul><li>getting input from others on revisions </li></ul></ul></ul><ul><ul><ul><li>editing & fact checking </li></ul></ul></ul><ul><ul><ul><li>evaluating a final product </li></ul></ul></ul><ul><ul><ul><ul><li>show what you know about each of these process steps. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>give examples of how you do or would do… </li></ul></ul></ul></ul>
    10. 11. what should you know about teaching writers, reporters and editors? <ul><ul><li>information gathering </li></ul></ul><ul><ul><ul><li>sources –reliability, practicality, function </li></ul></ul></ul><ul><ul><ul><li>policies for best practices </li></ul></ul></ul><ul><ul><ul><li>procedures for documentation </li></ul></ul></ul><ul><ul><li>interviewing basics </li></ul></ul><ul><ul><ul><li>sources – primary, secondary </li></ul></ul></ul><ul><ul><ul><li>questioning strategies </li></ul></ul></ul><ul><ul><ul><li>procedures for fact/quote checking </li></ul></ul></ul><ul><ul><li>angle selection </li></ul></ul><ul><ul><ul><li>information analysis and synthesis </li></ul></ul></ul><ul><ul><ul><ul><li>show what you know about these procedures & standard news policies regarding them. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>give examples of how you do or would do… </li></ul></ul></ul></ul>
    11. 12. what should you know about teaching writers, reporters and editors? <ul><ul><li>writing multiple drafts </li></ul></ul><ul><ul><ul><li>methods for self & peer revision </li></ul></ul></ul><ul><ul><ul><li>policies & procedures for story submission in various states of completion </li></ul></ul></ul><ul><ul><li>editing & fact checking </li></ul></ul><ul><ul><ul><li>sources – primary, secondary </li></ul></ul></ul><ul><ul><ul><li>procedures & policies for fact/quote checking </li></ul></ul></ul><ul><ul><li>evaluation methods-quality of writing & accuracy of information reported </li></ul></ul><ul><ul><ul><li>self, editor, adviser, audience, other (contests, etc.) </li></ul></ul></ul><ul><ul><ul><ul><li>show what you know about these procedures & standard news policies regarding them. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>give examples of how you do or would do… </li></ul></ul></ul></ul>
    12. 13. content coaching writers (designers) & editors to create quality publications
    13. 14. what should you know about coaching writers & editors? <ul><ul><li>appropriate advice & suggestions </li></ul></ul><ul><ul><ul><li>developing publication’s voice </li></ul></ul></ul><ul><ul><ul><li>developing lead writing for various types of journalistic writing </li></ul></ul></ul><ul><ul><ul><li>developing personal style within publication’s style </li></ul></ul></ul><ul><ul><ul><li>decreasing use of jargon, slang, clichés </li></ul></ul></ul><ul><ul><ul><ul><li>show what you know about (a) writing and editing yourself or (b) coaching writers and editors in given situations </li></ul></ul></ul></ul><ul><ul><ul><ul><li>give examples of how you do or would do… </li></ul></ul></ul></ul>
    14. 15. what should you know about coaching writers & editors? <ul><ul><li>editing methods </li></ul></ul><ul><ul><ul><li>providing appropriate feedback using a designated process </li></ul></ul></ul><ul><ul><ul><li>having writers & editors use existing (and developing their own) tools, tips & techniques to create better writers </li></ul></ul></ul><ul><ul><ul><li>having writers read & revise their own work with a critical eye </li></ul></ul></ul><ul><ul><ul><li>having editors understand & value the difference between editing & rewriting </li></ul></ul></ul><ul><ul><ul><ul><li>show what you know about (a) writing and editing yourself or (b) coaching writers and editors in given situations </li></ul></ul></ul></ul><ul><ul><ul><ul><li>give examples of how you do or would do… </li></ul></ul></ul></ul>
    15. 16. what should you know about coaching writers & editors? <ul><ul><li>designing methods </li></ul></ul><ul><ul><ul><li>determining how content will be displayed / portrayed </li></ul></ul></ul><ul><ul><ul><li>having staffers and editors coordinate to create the most effective design for the material </li></ul></ul></ul><ul><ul><ul><li>having staffers and editors develop a process for selecting content treatments </li></ul></ul></ul><ul><ul><ul><li>having staffers and editors develop a process for working out differences of opinion in content treatments </li></ul></ul></ul><ul><ul><ul><ul><li>show what you know about (a) designing coverage and story packages yourself or (b) coaching staffers and designers in given situations </li></ul></ul></ul></ul><ul><ul><ul><ul><li>give examples of how you do or would do… </li></ul></ul></ul></ul>
    16. 17. where can you go for input regarding these topics? <ul><ul><li>http:// www.highschooljournalism.org/Teachers/Teachers.cfm?id =33 </li></ul></ul><ul><ul><li>http:// www.poynter.org / </li></ul></ul><ul><ul><li>http:// www.jea.org/curriculum/writing/index.html </li></ul></ul><ul><ul><li>and, of course, the JEA listserv </li></ul></ul><ul><ul><li>visit the JEA Bookstore ( www.jea.org ) </li></ul></ul><ul><ul><li>Best of the High School Press (NSPA) </li></ul></ul>
    17. 18. getting answers <ul><li>contact me: [email_address] </li></ul><ul><li>commission chair Mark Newton: [email_address] </li></ul><ul><li>JEA web site > Certification </li></ul><ul><li>study guide online at www.jea.org /certification </li></ul><ul><li>follow us on Twitter @jeaCertified </li></ul>

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