Let’s Play
Department of Education Copyreading and Headline Writing
HEADLINE
WRITING
DAVE C. PRODIGO
Koronadal City Division
MARY ANN D. VALDEZ
Adopted from:
Presented to the Division Level:
Let’s Play
Department of Education Copyreading and Headline Writing
OBJECTIVES
• Discuss headline writing
• Understand guidelines in writing headlines
• Write a headline from an edited copy
Let’s Play
Department of Education Copyreading and Headline Writing
HEADLINE
• An assemblage of words written in bigger,
bolder letters than the usual page text at the
beginning of the news
• Headlines are windows of the newspaper as
they serve as the quick source of information
for busy readers.
Let’s Play
Department of Education Copyreading and Headline Writing
FUNCTIONS OF HEADLINE
• to attract the readers
• to tell the story (in a summary)
• to index/grade the news (big type for important news;
small type for less important)
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Department of Education Copyreading and Headline Writing
QUALITIES OF A GOOD HEADLINE
1. It attracts the reader’s eye and directs its attention
to the story beneath it.
2. It is concisely constructed to save space. Articles
and other unnecessary words are omitted.
3. It must be positive and active.
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Department of Education Copyreading and Headline Writing
THINGS TO REMEMBER IN HEADLINES
1. The headline presents the news in a CAPSULE.
2. The headline must contain the most important, the most
intriguing, the most unusual fact of the story.
3. The headline must be so constructed as to catch the
reader’s attention and make him read the story.
4. The headline is based on the lead.
5. The headline makes use of special vocabulary which is
not suitable for ordinary communication situations.
Let’s Play
Department of Education Copyreading and Headline Writing
REGIONAL TRAINING OF TRAINERS ON CAMPUS JOURNALISM
GUIDELINES FOR WRITING HEADLINES
• First, read the story for general meaning.
• Clues to the headline are usually in the lead.
What happened?
Who did what?
How did it happen?
• Use the shortest words possible.
Examples:
cop – policeman up - increase
nab – arrest thief - robber
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Department of Education Copyreading and Headline Writing
GUIDELINES FOR WRITING HEADLINES
Headline Vocabulary
accord - agreement dip - go down
allay - to calm Ex - former
anew - again grill - investigate
assail - to attack with arguments hit - attack
cite - mention; enumerate slay/kill -murdered
crown - championship hike - increase
Let’s Play
Department of Education Copyreading and Headline Writing
REGIONAL TRAINING OF TRAINERS ON CAMPUS JOURNALISM
GUIDELINES FOR WRITING HEADLINES
Headline Vocabulary
kin - family bare - reveal, expose
ratify - approve; confirm rift - disagreement
nab - arrest okay/ok - approve
sked - schedule foil - thwart, rejected
vow - pledge rule - decide
solon - lawmaker, representative
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Department of Education Copyreading and Headline Writing
GUIDELINES FOR WRITING HEADLINES
Headline Vocabulary
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Department of Education Copyreading and Headline Writing
GUIDELINES FOR WRITING HEADLINES
Headline Vocabulary
1. US hits Iraq’s nuclear test (attacks)
2. DepEd acts to nip tuition hike (to stop;increase)
3. Arroyo’s nod expected (approval)
4. Pimentel prods GMA to resign (urges)
5. 20 donors boost fund drive (increase)
6. Enrollment dips (decreases)
7. Faculty club beefed up (strengthened)
Let’s Play
Department of Education Copyreading and Headline Writing
GUIDELINES FOR WRITING HEADLINES
• Use the historical present tense if the verb is in the
active voice.
Wrong: PH captured key Maute base in Marawi
Correct: PH captures key Maute base in Marawi
• Omit the helping verb if the verb is in the passive voice.
Only the past participle is retained.
Wrong: 2 were feared dead after electric post falls in QC
Correct: 2 feared dead after electric post falls in QC
Let’s Play
Department of Education Copyreading and Headline Writing
GUIDELINES FOR WRITING HEADLINES
• Follow the S-V-O pattern.
- Subject-Verb-Object pattern (English)
Let’s Play
Department of Education Copyreading and Headline Writing
GUIDELINES FOR WRITING HEADLINES
Subject + action verb +
object
Posibleng bagyo, binabantayan ng PAGASA
Isang low pressure area (LPA) na posibleng maging
bagyo ang tinututukan ngayon ng state weather bureau.
Huling namataan ng Philippine Atmospheric,
Geophysical and Astronomical Services Administration
(PAGASA) ang sama ng panahon sa 700 kilometro silangan
ng Hilagang Mindanao kaninang alas-4 ng umaga.
Posibleng bagyo, tinututukan ng state weather bureau
Let’s Play
Department of Education Copyreading and Headline Writing
GUIDELINES FOR WRITING HEADLINES
A lawmaker recently filed a bill proposing a “no work, no pay”
policy for members of the House of Representatives who fail to attend
sessions.
Navotas Rep. Tobias “Toby” Tiangco proposed House Bill (HB) 412 otherwise
known as “An act providing for a ‘No work, No pay’ policy for members of Congress”
as he sought to encourage quorum in the 17thCongress. His bill states that “all
members of the Congress shall attend, participate and take part in the regular and
special sessions of the Congress.”
Subject + action verb +
object
Lawmaker files bill
Let’s Play
Department of Education Copyreading and Headline Writing
GUIDELINES FOR WRITING HEADLINES
A lawmaker recently filed a bill proposing a “no work, no pay” policy for
members of the House of Representatives who fail to attend sessions.
Navotas Rep. Tobias “Toby” Tiangco proposed House Bill (HB) 412 otherwise
known as “An act providing for a ‘No work, No pay’ policy for members of
Congress” as he sought to encourage quorum in the 17thCongress. His bill states
that “all members of the Congress shall attend, participate and take part in the
regular and special sessions of the Congress.”
Lawmaker files bill
Solon proposes ‘no work, no pay’ policy
Solon proposes ‘no work, no pay’ policy for lawmakers
Subject + action verb +
object
Let’s Play
Department of Education Copyreading and Headline Writing
GUIDELINES FOR WRITING HEADLINES
• Use the infinitive for future events.
Wrong: Dumaguete will host NSPC 2018
Correct: Dumaguete to host NSPC 2018
• Do not use a period at the end of the headline.
• Omit articles (a, an, the).
Wrong: A 4.1-magnitude quake hits Eastern Samar
Correct: 4.1-magnitude quake hits Eatern Samar
Let’s Play
Department of Education Copyreading and Headline Writing
GUIDELINES FOR WRITING HEADLINES
• Use a comma instead of “and” in writing headlines.
Jinggoy walks, says Bong next
• Use semicolon to separate sentences.
Bolts crush Aces; Hotshots hold three-game slide
• Use punctuation marks sparingly.
Let’s Play
Department of Education Copyreading and Headline Writing
GUIDELINES FOR WRITING HEADLINES
• Use single quotes (‘) in headlines instead of double quotes
(“).
‘Habal-habal’ ride of Orbos a wake-up call for Tugade
• Always give the source of a quote. To use direct quotation
as head, use any of the following forms:
a. Dash NCIP budget slash to hurt ‘lumad’ - Bukidnon gov
b. Colon Bukidnon gov: NCIP budget slash to hurt ‘lumad’
c. Narrative form NCIP budget slash to hurt ‘lumad,’ says Bukidnon gov
Let’s Play
Department of Education Copyreading and Headline Writing
GUIDELINES FOR WRITING HEADLINES
• Use the down-style – only the first word and proper
nouns are capitalized, unless otherwise indicated.
PDEA seeks more drug rehab centers
• Use only widely known abbreviations.
DILG installs Yap as new governor of Southern Leyte
Let’s Play
Department of Education Copyreading and Headline Writing
GUIDELINES FOR WRITING HEADLINES
• Don’t use names unless the person is well known, use
common nouns instead.
Wrong: Fernandez slain in Pangasinan gun battle
Correct: Suspected cop killer slain in Pangasinan gun battle
Let’s Play
Department of Education Copyreading and Headline Writing
REGIONAL TRAINING OF TRAINERS ON CAMPUS JOURNALISM
GUIDELINES FOR WRITING HEADLINES
Subject + action verb +
object
•MANILA, Philippines – President Rodrigo Duterte
has formed a task force that will ensure a safe
environment for members of the media amid
growing concerns over the harassment of
journalists who have reported critically of the
administration.
Duterte forms task force on media violence
Let’s Play
Department of Education Copyreading and Headline Writing
GUIDELINES FOR WRITING HEADLINES
• Use specific terms instead of generalities
Example: Cebu police rescue toddler from abuse
Better: Cebu police rescue toddler from cybersex
Let’s Play
Department of Education Copyreading and Headline Writing
REGIONAL TRAINING OF TRAINERS ON CAMPUS JOURNALISM
GUIDELINES FOR WRITING HEADLINES
• Just report the facts; do not editorialize.
Wrong: Amazing natural farm atop Underground River
Correct: Natural farm atop Underground River
Let’s Play
Department of Education Copyreading and Headline Writing
GUIDELINES FOR WRITING HEADLINES
• Never use the word “may.” It denotes the uncertain
element of the story.
e.g. Jinggoy out on bail; Bong may be next
How about this?
Under federalism, Duterte may stay till 2025
A federalism advocate on Thursday raised the possibility of extending
President Duterte’s term to 2025 while the country adjusts to the shift to a federal
parliamentary government.
Let’s Play
Department of Education Copyreading and Headline Writing
GUIDELINES FOR WRITING HEADLINES
Under federalism, Duterte may stay till 2025
Under federalism
Duterte may stay till 2025, says advocate
Let’s Play
Department of Education Copyreading and Headline Writing
GUIDELINES FOR WRITING HEADLINES
• Use numbers only if important. Write numbers in
figures. B-billion and M-million
LRT group wants P7.5B from gov’t
10.5M adult Filipinos jobless in 2nd quarter
• The first line of two-line or three-line headline should
not end with a preposition, conjunction, articles or any
form of the verb to be, unless the preposition goes with
the verb, as in the word call up.
Let’s Play
Department of Education Copyreading and Headline Writing
RULES IN ACRONYM
1. Four-letter acronym and below, all letters should be
capitalized like WHO, UN, MILF
2. For more than four-letter acronym, only the first letter is
capitalized like in Asean, Unicef
3. For syllabic acronym, the first letter of each syllable of the
words should be capitalized like DepEd, GenSan,
SoCCSKSarGen
4. If the acronym lacks enough vowels, all the letters should
be capitalized like ILSNHSMD
Let’s Play
Department of Education Copyreading and Headline Writing
STEPS IN HEADLINE WRITING
• Make sure you understand what the story is about.
• Find the action verb and the most important noun, which tell what is
happening in the story.
• Sum up the story with key words; build this summary around the verb
you have chosen.
• Cast the summary in a sentence.
• Shorten the sentence by putting it in headline form.
• Once the first draft of the headline is written, find synonyms for key
words in the lead and begin substitution as necessary.
Let’s Play
Department of Education Copyreading and Headline Writing
DECK
• This is the number of lines your headline will have
Example:
Comelec to deal directly with telcos
(1 deck)
10 more cops wanted
for Maguindanao massacre
(2 decks)
Let’s Play
Department of Education Copyreading and Headline Writing
HEADLINE TERMS
• Columns
- Vertical strips of text.
- The thin white spaces between columns are
called gutters.
Let’s Play
Department of Education Copyreading and Headline Writing
HEADLINE TERMS
• Headline count
- Count or length in units of each line.
e.g. Jinggoy Estrada camp posts bail
Jinggoy, pinayagang magpyansa
Headline count
Capital Small
M,W – 2 units m,w- 1 ½ unit
I – ½ unit j,l,i,f,t – ½ unit
Others – 1 ½ unit others – 1 unit
Figures/Punctuations
All number figures from 1 to 9 (except 1) – 1 unit
Number 1- ½ unit
All space- 1 unit
All punctuation marks (except -, ?, $,%,peso sign) ½ unit
Dash, question mark, dollar, percent, peso sign- 1 unit
Department of Education Copyreading and Headline Writing
Let’s Play
Department of Education Copyreading and Headline Writing
Headline count- Count or length in units of each line.
e.g. J i n g g o y E s t r a d a c a m p p o s t s b a i l
1 ½ ½ 1 1 1 1 1 1 1 ½ 1 ½ 1 1 1 1 1 1 1 1 ½ 1 1 1 1 1 ½ 1 1 1 1 ½ 1
units = 30 ½
Capital Letters Small Letters
M,W – 2 units m,w- 1 ½ unit
I – ½ unit j,l,i,f,t – ½ unit
Other letters – 1 ½ unit other letters – 1 unit
Figures/Punctuations
All number figures from o to 9 (except 1) – 1 unit
Number 1- ½ unit
All spaces – 1 unit
All punctuation marks (except - ,?, $,%, peso sign)- ½ unit
Dash, question mark, dollar, percent and peso sign- 1 unit
UNIT COUNTS & HEADLINE SCHEDULE.docx
Count the units of the headline
Jinggoy, pinayagang magpyansa
1 ½ ½ 1 1 1 1 1 ½ 1 1 ½ 1 1 1 1 1 1 1 1 1 1 ½ 1 1 1 1 1 1 1 1
units= 28 ½
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Department of Education Copyreading and Headline Writing
HEADLINE TERMS
•Headline Schedule
- Chart that allows one to translate a headline
order into a specific count. It tells how many
counts of a given point size can fit into a given
column width.
UNIT COUNTS & HEADLINE SCHEDULE.docx
Headline Schedule
Font Size 1 column 2 columns 3 columns 4 columns 5 columns 6 columns
18 points 16 units 33 units
24 points 13 units 27 units 40 units
30 points 10.5 units 21.5 units 32 units 43 units
36 points 9 units 18.5 units 28 units 38 units 47.5 units
42 points 7.5 units 15.5 units 23.5 units 32 units 40 units 48 units
48 points 13.5 units 20.5 units 28 units 35 units 42.5 units
54 points 12 units 18 units 24.5 units 30.5 units 37 units
60 points 16 units 21.5 units 27.5 units 33 units
72 14 units 18.5 units 23 units 28 units
Let’s Play
Department of Education Copyreading and Headline Writing
HEADLINE TERMS
• Headline Order
- Refers to request for a given size of headline.
- Three-number sequence that tells
1. how many columns a headline should cover,
2. what point size it should be, and
3. how many lines it should fill. Columns–Font Size–Lines
e.g. 5-54 ½ -1: five columns wide, 54-point type size, one
line).
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Department of Education Copyreading and Headline Writing
COPYREADING AND HEADLINE WRITING ACROSS
ARTICLES TYPES
• Read the whole article
• Analyze and identify the type of article
• Copyread considering the rules and mechanics of the type of
article
• For news with unconventional leads, consider the secondary lead
in writing the headline
• Headline (news articles), Title (editorial and feature articles)
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Department of Education Copyreading and Headline Writing
- Brian
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Department of Education Copyreading and Headline Writing
fl/ds down syle
Romeo,waters
Us up style
ROMEO,WATERS
Romeo,waters
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Department of Education Copyreading and Headline Writing
SLUG
Number of Column-Font size/Font Style-Deck
3col-20TNR-1
Let’s Play
Department of Education Copyreading and Headline Writing
SLUG LINE
SLUG 3-20TNRB-1
DATE 07/17/2019
AUTHOR M.Valdez
SOURCE Star Ngayon
Let’s Play
Department of Education Copyreading and Headline Writing
Main Head HAMMER (center)
Sub Head -Duterte signs RH Bill
DSPC 2018
_____________________________
Pd Kicker -__________
Pd main head-______________________
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Department of Education Copyreading and Headline Writing
Break a leg!
Thank you!!!

COPY READING

  • 1.
    Let’s Play Department ofEducation Copyreading and Headline Writing HEADLINE WRITING DAVE C. PRODIGO Koronadal City Division MARY ANN D. VALDEZ Adopted from: Presented to the Division Level:
  • 2.
    Let’s Play Department ofEducation Copyreading and Headline Writing OBJECTIVES • Discuss headline writing • Understand guidelines in writing headlines • Write a headline from an edited copy
  • 3.
    Let’s Play Department ofEducation Copyreading and Headline Writing HEADLINE • An assemblage of words written in bigger, bolder letters than the usual page text at the beginning of the news • Headlines are windows of the newspaper as they serve as the quick source of information for busy readers.
  • 4.
    Let’s Play Department ofEducation Copyreading and Headline Writing FUNCTIONS OF HEADLINE • to attract the readers • to tell the story (in a summary) • to index/grade the news (big type for important news; small type for less important)
  • 5.
    Let’s Play Department ofEducation Copyreading and Headline Writing QUALITIES OF A GOOD HEADLINE 1. It attracts the reader’s eye and directs its attention to the story beneath it. 2. It is concisely constructed to save space. Articles and other unnecessary words are omitted. 3. It must be positive and active.
  • 6.
    Let’s Play Department ofEducation Copyreading and Headline Writing THINGS TO REMEMBER IN HEADLINES 1. The headline presents the news in a CAPSULE. 2. The headline must contain the most important, the most intriguing, the most unusual fact of the story. 3. The headline must be so constructed as to catch the reader’s attention and make him read the story. 4. The headline is based on the lead. 5. The headline makes use of special vocabulary which is not suitable for ordinary communication situations.
  • 7.
    Let’s Play Department ofEducation Copyreading and Headline Writing REGIONAL TRAINING OF TRAINERS ON CAMPUS JOURNALISM GUIDELINES FOR WRITING HEADLINES • First, read the story for general meaning. • Clues to the headline are usually in the lead. What happened? Who did what? How did it happen? • Use the shortest words possible. Examples: cop – policeman up - increase nab – arrest thief - robber
  • 8.
    Let’s Play Department ofEducation Copyreading and Headline Writing GUIDELINES FOR WRITING HEADLINES Headline Vocabulary accord - agreement dip - go down allay - to calm Ex - former anew - again grill - investigate assail - to attack with arguments hit - attack cite - mention; enumerate slay/kill -murdered crown - championship hike - increase
  • 9.
    Let’s Play Department ofEducation Copyreading and Headline Writing REGIONAL TRAINING OF TRAINERS ON CAMPUS JOURNALISM GUIDELINES FOR WRITING HEADLINES Headline Vocabulary kin - family bare - reveal, expose ratify - approve; confirm rift - disagreement nab - arrest okay/ok - approve sked - schedule foil - thwart, rejected vow - pledge rule - decide solon - lawmaker, representative
  • 10.
    Let’s Play Department ofEducation Copyreading and Headline Writing GUIDELINES FOR WRITING HEADLINES Headline Vocabulary
  • 11.
    Let’s Play Department ofEducation Copyreading and Headline Writing GUIDELINES FOR WRITING HEADLINES Headline Vocabulary 1. US hits Iraq’s nuclear test (attacks) 2. DepEd acts to nip tuition hike (to stop;increase) 3. Arroyo’s nod expected (approval) 4. Pimentel prods GMA to resign (urges) 5. 20 donors boost fund drive (increase) 6. Enrollment dips (decreases) 7. Faculty club beefed up (strengthened)
  • 12.
    Let’s Play Department ofEducation Copyreading and Headline Writing GUIDELINES FOR WRITING HEADLINES • Use the historical present tense if the verb is in the active voice. Wrong: PH captured key Maute base in Marawi Correct: PH captures key Maute base in Marawi • Omit the helping verb if the verb is in the passive voice. Only the past participle is retained. Wrong: 2 were feared dead after electric post falls in QC Correct: 2 feared dead after electric post falls in QC
  • 13.
    Let’s Play Department ofEducation Copyreading and Headline Writing GUIDELINES FOR WRITING HEADLINES • Follow the S-V-O pattern. - Subject-Verb-Object pattern (English)
  • 14.
    Let’s Play Department ofEducation Copyreading and Headline Writing GUIDELINES FOR WRITING HEADLINES Subject + action verb + object Posibleng bagyo, binabantayan ng PAGASA Isang low pressure area (LPA) na posibleng maging bagyo ang tinututukan ngayon ng state weather bureau. Huling namataan ng Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA) ang sama ng panahon sa 700 kilometro silangan ng Hilagang Mindanao kaninang alas-4 ng umaga. Posibleng bagyo, tinututukan ng state weather bureau
  • 15.
    Let’s Play Department ofEducation Copyreading and Headline Writing GUIDELINES FOR WRITING HEADLINES A lawmaker recently filed a bill proposing a “no work, no pay” policy for members of the House of Representatives who fail to attend sessions. Navotas Rep. Tobias “Toby” Tiangco proposed House Bill (HB) 412 otherwise known as “An act providing for a ‘No work, No pay’ policy for members of Congress” as he sought to encourage quorum in the 17thCongress. His bill states that “all members of the Congress shall attend, participate and take part in the regular and special sessions of the Congress.” Subject + action verb + object Lawmaker files bill
  • 16.
    Let’s Play Department ofEducation Copyreading and Headline Writing GUIDELINES FOR WRITING HEADLINES A lawmaker recently filed a bill proposing a “no work, no pay” policy for members of the House of Representatives who fail to attend sessions. Navotas Rep. Tobias “Toby” Tiangco proposed House Bill (HB) 412 otherwise known as “An act providing for a ‘No work, No pay’ policy for members of Congress” as he sought to encourage quorum in the 17thCongress. His bill states that “all members of the Congress shall attend, participate and take part in the regular and special sessions of the Congress.” Lawmaker files bill Solon proposes ‘no work, no pay’ policy Solon proposes ‘no work, no pay’ policy for lawmakers Subject + action verb + object
  • 17.
    Let’s Play Department ofEducation Copyreading and Headline Writing GUIDELINES FOR WRITING HEADLINES • Use the infinitive for future events. Wrong: Dumaguete will host NSPC 2018 Correct: Dumaguete to host NSPC 2018 • Do not use a period at the end of the headline. • Omit articles (a, an, the). Wrong: A 4.1-magnitude quake hits Eastern Samar Correct: 4.1-magnitude quake hits Eatern Samar
  • 18.
    Let’s Play Department ofEducation Copyreading and Headline Writing GUIDELINES FOR WRITING HEADLINES • Use a comma instead of “and” in writing headlines. Jinggoy walks, says Bong next • Use semicolon to separate sentences. Bolts crush Aces; Hotshots hold three-game slide • Use punctuation marks sparingly.
  • 19.
    Let’s Play Department ofEducation Copyreading and Headline Writing GUIDELINES FOR WRITING HEADLINES • Use single quotes (‘) in headlines instead of double quotes (“). ‘Habal-habal’ ride of Orbos a wake-up call for Tugade • Always give the source of a quote. To use direct quotation as head, use any of the following forms: a. Dash NCIP budget slash to hurt ‘lumad’ - Bukidnon gov b. Colon Bukidnon gov: NCIP budget slash to hurt ‘lumad’ c. Narrative form NCIP budget slash to hurt ‘lumad,’ says Bukidnon gov
  • 20.
    Let’s Play Department ofEducation Copyreading and Headline Writing GUIDELINES FOR WRITING HEADLINES • Use the down-style – only the first word and proper nouns are capitalized, unless otherwise indicated. PDEA seeks more drug rehab centers • Use only widely known abbreviations. DILG installs Yap as new governor of Southern Leyte
  • 21.
    Let’s Play Department ofEducation Copyreading and Headline Writing GUIDELINES FOR WRITING HEADLINES • Don’t use names unless the person is well known, use common nouns instead. Wrong: Fernandez slain in Pangasinan gun battle Correct: Suspected cop killer slain in Pangasinan gun battle
  • 22.
    Let’s Play Department ofEducation Copyreading and Headline Writing REGIONAL TRAINING OF TRAINERS ON CAMPUS JOURNALISM GUIDELINES FOR WRITING HEADLINES Subject + action verb + object •MANILA, Philippines – President Rodrigo Duterte has formed a task force that will ensure a safe environment for members of the media amid growing concerns over the harassment of journalists who have reported critically of the administration. Duterte forms task force on media violence
  • 23.
    Let’s Play Department ofEducation Copyreading and Headline Writing GUIDELINES FOR WRITING HEADLINES • Use specific terms instead of generalities Example: Cebu police rescue toddler from abuse Better: Cebu police rescue toddler from cybersex
  • 24.
    Let’s Play Department ofEducation Copyreading and Headline Writing REGIONAL TRAINING OF TRAINERS ON CAMPUS JOURNALISM GUIDELINES FOR WRITING HEADLINES • Just report the facts; do not editorialize. Wrong: Amazing natural farm atop Underground River Correct: Natural farm atop Underground River
  • 25.
    Let’s Play Department ofEducation Copyreading and Headline Writing GUIDELINES FOR WRITING HEADLINES • Never use the word “may.” It denotes the uncertain element of the story. e.g. Jinggoy out on bail; Bong may be next How about this? Under federalism, Duterte may stay till 2025 A federalism advocate on Thursday raised the possibility of extending President Duterte’s term to 2025 while the country adjusts to the shift to a federal parliamentary government.
  • 26.
    Let’s Play Department ofEducation Copyreading and Headline Writing GUIDELINES FOR WRITING HEADLINES Under federalism, Duterte may stay till 2025 Under federalism Duterte may stay till 2025, says advocate
  • 27.
    Let’s Play Department ofEducation Copyreading and Headline Writing GUIDELINES FOR WRITING HEADLINES • Use numbers only if important. Write numbers in figures. B-billion and M-million LRT group wants P7.5B from gov’t 10.5M adult Filipinos jobless in 2nd quarter • The first line of two-line or three-line headline should not end with a preposition, conjunction, articles or any form of the verb to be, unless the preposition goes with the verb, as in the word call up.
  • 28.
    Let’s Play Department ofEducation Copyreading and Headline Writing RULES IN ACRONYM 1. Four-letter acronym and below, all letters should be capitalized like WHO, UN, MILF 2. For more than four-letter acronym, only the first letter is capitalized like in Asean, Unicef 3. For syllabic acronym, the first letter of each syllable of the words should be capitalized like DepEd, GenSan, SoCCSKSarGen 4. If the acronym lacks enough vowels, all the letters should be capitalized like ILSNHSMD
  • 29.
    Let’s Play Department ofEducation Copyreading and Headline Writing STEPS IN HEADLINE WRITING • Make sure you understand what the story is about. • Find the action verb and the most important noun, which tell what is happening in the story. • Sum up the story with key words; build this summary around the verb you have chosen. • Cast the summary in a sentence. • Shorten the sentence by putting it in headline form. • Once the first draft of the headline is written, find synonyms for key words in the lead and begin substitution as necessary.
  • 30.
    Let’s Play Department ofEducation Copyreading and Headline Writing DECK • This is the number of lines your headline will have Example: Comelec to deal directly with telcos (1 deck) 10 more cops wanted for Maguindanao massacre (2 decks)
  • 31.
    Let’s Play Department ofEducation Copyreading and Headline Writing HEADLINE TERMS • Columns - Vertical strips of text. - The thin white spaces between columns are called gutters.
  • 32.
    Let’s Play Department ofEducation Copyreading and Headline Writing HEADLINE TERMS • Headline count - Count or length in units of each line. e.g. Jinggoy Estrada camp posts bail Jinggoy, pinayagang magpyansa
  • 33.
    Headline count Capital Small M,W– 2 units m,w- 1 ½ unit I – ½ unit j,l,i,f,t – ½ unit Others – 1 ½ unit others – 1 unit Figures/Punctuations All number figures from 1 to 9 (except 1) – 1 unit Number 1- ½ unit All space- 1 unit All punctuation marks (except -, ?, $,%,peso sign) ½ unit Dash, question mark, dollar, percent, peso sign- 1 unit Department of Education Copyreading and Headline Writing
  • 34.
    Let’s Play Department ofEducation Copyreading and Headline Writing Headline count- Count or length in units of each line. e.g. J i n g g o y E s t r a d a c a m p p o s t s b a i l 1 ½ ½ 1 1 1 1 1 1 1 ½ 1 ½ 1 1 1 1 1 1 1 1 ½ 1 1 1 1 1 ½ 1 1 1 1 ½ 1 units = 30 ½ Capital Letters Small Letters M,W – 2 units m,w- 1 ½ unit I – ½ unit j,l,i,f,t – ½ unit Other letters – 1 ½ unit other letters – 1 unit Figures/Punctuations All number figures from o to 9 (except 1) – 1 unit Number 1- ½ unit All spaces – 1 unit All punctuation marks (except - ,?, $,%, peso sign)- ½ unit Dash, question mark, dollar, percent and peso sign- 1 unit UNIT COUNTS & HEADLINE SCHEDULE.docx
  • 35.
    Count the unitsof the headline Jinggoy, pinayagang magpyansa 1 ½ ½ 1 1 1 1 1 ½ 1 1 ½ 1 1 1 1 1 1 1 1 1 1 ½ 1 1 1 1 1 1 1 1 units= 28 ½
  • 36.
    Let’s Play Department ofEducation Copyreading and Headline Writing HEADLINE TERMS •Headline Schedule - Chart that allows one to translate a headline order into a specific count. It tells how many counts of a given point size can fit into a given column width. UNIT COUNTS & HEADLINE SCHEDULE.docx
  • 37.
    Headline Schedule Font Size1 column 2 columns 3 columns 4 columns 5 columns 6 columns 18 points 16 units 33 units 24 points 13 units 27 units 40 units 30 points 10.5 units 21.5 units 32 units 43 units 36 points 9 units 18.5 units 28 units 38 units 47.5 units 42 points 7.5 units 15.5 units 23.5 units 32 units 40 units 48 units 48 points 13.5 units 20.5 units 28 units 35 units 42.5 units 54 points 12 units 18 units 24.5 units 30.5 units 37 units 60 points 16 units 21.5 units 27.5 units 33 units 72 14 units 18.5 units 23 units 28 units
  • 38.
    Let’s Play Department ofEducation Copyreading and Headline Writing HEADLINE TERMS • Headline Order - Refers to request for a given size of headline. - Three-number sequence that tells 1. how many columns a headline should cover, 2. what point size it should be, and 3. how many lines it should fill. Columns–Font Size–Lines e.g. 5-54 ½ -1: five columns wide, 54-point type size, one line).
  • 39.
    Let’s Play Department ofEducation Copyreading and Headline Writing COPYREADING AND HEADLINE WRITING ACROSS ARTICLES TYPES • Read the whole article • Analyze and identify the type of article • Copyread considering the rules and mechanics of the type of article • For news with unconventional leads, consider the secondary lead in writing the headline • Headline (news articles), Title (editorial and feature articles)
  • 40.
    Let’s Play Department ofEducation Copyreading and Headline Writing - Brian
  • 41.
    Let’s Play Department ofEducation Copyreading and Headline Writing fl/ds down syle Romeo,waters Us up style ROMEO,WATERS Romeo,waters
  • 42.
    Let’s Play Department ofEducation Copyreading and Headline Writing SLUG Number of Column-Font size/Font Style-Deck 3col-20TNR-1
  • 43.
    Let’s Play Department ofEducation Copyreading and Headline Writing SLUG LINE SLUG 3-20TNRB-1 DATE 07/17/2019 AUTHOR M.Valdez SOURCE Star Ngayon
  • 44.
    Let’s Play Department ofEducation Copyreading and Headline Writing Main Head HAMMER (center) Sub Head -Duterte signs RH Bill DSPC 2018 _____________________________ Pd Kicker -__________ Pd main head-______________________
  • 45.
    Let’s Play Department ofEducation Copyreading and Headline Writing Break a leg! Thank you!!!

Editor's Notes

  • #2 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #3 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #4 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #5 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #6 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #7 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #8 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #9 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #10 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #11 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #12 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #13 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #14 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #15 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #16 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #17 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #18 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #19 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #20 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #21 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #22 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #23 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #24 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #25 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #26 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #27 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #28 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #29 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #30 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #31 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #32 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #33 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #35 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #37 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #39 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #40 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #41 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #42 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #43 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #44 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #45 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #46 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.
  • #47 Double = fist to fist; This = palm to palm; That = back of hand to back of hand Make them master the words first; then introduce the action.