Write for media ucsd_ext_spring12_1
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This document provides tips for writing and delivering better speeches and presentations. It discusses planning speeches by making them into stories with characters, arguments, and ensuring they answer the question "so what?". It also offers advice on avoiding writer's block by keeping multiple documents open and using placeholders. Finally, it lists grammar rules to follow and preparation tips for delivery, such as adding pronunciation guides and formatting cues.
Academic writing
This document discusses academic writing. It defines academic writing as clear, concise, structured, and backed by evidence to aid reader understanding, using a formal tone. It lists common academic documents and describes their composition, including the IMRD structure of introduction, methods, results, and discussion. The document outlines key features of academic writing like appropriate referencing and avoiding plagiarism. It also discusses academic writing standards, plagiarism and how to avoid it, and copyright in academic works.
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This document discusses the role of a thesis as an academic avatar that represents the author. It notes that 600 years ago, obtaining a PhD required demonstrating knowledge through oral disputations, but that is changing as theses become written texts. An effective thesis acts as an avatar that must "speak" for the author to examiners, as the author is not present. The document provides advice on writing a strong thesis, including making it clear, precise, concise, well-planned and well-edited. It notes examiners may skim read parts of the thesis, so it is important to engage them throughout. The thesis must demonstrate the author's scholarly capabilities and tell a compelling story to convince examiners they would make an interesting future
Publication Guidelines
The document provides guidelines for publishing content on The Next website. It outlines 4 main categories of content: features, editorials, news, and reviews. Features are around 600 words and not opinion-based, while editorials are 300-600 words and express the author's views. News pieces are around 200 words and cover announcements. Reviews critique videos, podcasts, or text in 200-500 words. The guidelines also address submitting videos, podcasts, interviews or art. Authors are advised to make their pieces conversational, educational, and reference multiple links and sources. Longer pieces could be turned into a series. High quality header and sidebar images are required and photo sources must be saved for crediting.
Writing skills
This document discusses writing skills and their importance. It defines writing as an art of converting thoughts into a means of expression and communication. Some key writing skills discussed include outlining, research, editing, and proofreading. The document also outlines the main types of writing like narrative, descriptive, expository, and argumentative. It provides examples of their uses and concludes with principles of strong writing like purpose, structure, and clarity, as well as ways to enhance writing skills through vocabulary building and regular practice.
Academic writing
This document provides guidance on various aspects of academic writing such as essay structure, organization, research, and grammar. It emphasizes that academic essays should have a clear argument supported by evidence. Proper research, citation, editing and avoiding biases are important. Different essay types such as comparative essays and academic proposals are also outlined. Guidance is provided on writing effective paragraphs, introductions, conclusions and avoiding common grammar errors.
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A powerpoint presentation on WRITING SKILLS. Very well organised and have covered almost everything
Academic Writing
This document discusses academic writing and provides guidance on how to write effectively for university. It defines academic writing as a formal style that presents a focused argument supported by evidence from credible sources. While it has certain conventions, academic writing is not "better" but is what is required in university. The document outlines five components of good academic writing: having a clear argument or approach, structure, evidence, coherence in telling a logical story, and clarity of expression. It emphasizes developing a thesis, signposting your argument, using research to support claims, engaging respectfully with sources, and structuring writing in a coherent way through paragraphs and linking ideas.
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This document provides tips for writing and delivering better speeches and presentations. It discusses planning speeches by making them into stories with characters, arguments, and ensuring they answer the question "so what?". It also offers advice on avoiding writer's block by keeping multiple documents open and using placeholders. Finally, it lists grammar rules to follow and preparation tips for delivery, such as adding pronunciation guides and formatting cues.
Academic writing
This document discusses academic writing. It defines academic writing as clear, concise, structured, and backed by evidence to aid reader understanding, using a formal tone. It lists common academic documents and describes their composition, including the IMRD structure of introduction, methods, results, and discussion. The document outlines key features of academic writing like appropriate referencing and avoiding plagiarism. It also discusses academic writing standards, plagiarism and how to avoid it, and copyright in academic works.
My thesis, my avatar
This document discusses the role of a thesis as an academic avatar that represents the author. It notes that 600 years ago, obtaining a PhD required demonstrating knowledge through oral disputations, but that is changing as theses become written texts. An effective thesis acts as an avatar that must "speak" for the author to examiners, as the author is not present. The document provides advice on writing a strong thesis, including making it clear, precise, concise, well-planned and well-edited. It notes examiners may skim read parts of the thesis, so it is important to engage them throughout. The thesis must demonstrate the author's scholarly capabilities and tell a compelling story to convince examiners they would make an interesting future
Publication Guidelines
The document provides guidelines for publishing content on The Next website. It outlines 4 main categories of content: features, editorials, news, and reviews. Features are around 600 words and not opinion-based, while editorials are 300-600 words and express the author's views. News pieces are around 200 words and cover announcements. Reviews critique videos, podcasts, or text in 200-500 words. The guidelines also address submitting videos, podcasts, interviews or art. Authors are advised to make their pieces conversational, educational, and reference multiple links and sources. Longer pieces could be turned into a series. High quality header and sidebar images are required and photo sources must be saved for crediting.
Writing skills
This document discusses writing skills and their importance. It defines writing as an art of converting thoughts into a means of expression and communication. Some key writing skills discussed include outlining, research, editing, and proofreading. The document also outlines the main types of writing like narrative, descriptive, expository, and argumentative. It provides examples of their uses and concludes with principles of strong writing like purpose, structure, and clarity, as well as ways to enhance writing skills through vocabulary building and regular practice.
Academic writing
This document provides guidance on various aspects of academic writing such as essay structure, organization, research, and grammar. It emphasizes that academic essays should have a clear argument supported by evidence. Proper research, citation, editing and avoiding biases are important. Different essay types such as comparative essays and academic proposals are also outlined. Guidance is provided on writing effective paragraphs, introductions, conclusions and avoiding common grammar errors.
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This document discusses academic writing and provides guidance on how to write effectively for university. It defines academic writing as a formal style that presents a focused argument supported by evidence from credible sources. While it has certain conventions, academic writing is not "better" but is what is required in university. The document outlines five components of good academic writing: having a clear argument or approach, structure, evidence, coherence in telling a logical story, and clarity of expression. It emphasizes developing a thesis, signposting your argument, using research to support claims, engaging respectfully with sources, and structuring writing in a coherent way through paragraphs and linking ideas.
Writing for Translation
The document provides guidance on writing content that can be effectively translated. It discusses developing a content strategy and understanding the content lifecycle. It emphasizes making content clear, consistent, and concise by establishing writing rules around style, tone, grammar, and structure. Writers are advised to consider their target personas and tailor the content to meet their needs and goals. Resources for developing translatable content are also provided.
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Types of writing
The document discusses different types of writing prompts including making a list of items for an emergency survival kit, writing about something you are an expert at and why, describing an invention's impact and whether it has been good or bad for society, and writing a persuasive essay to convince readers of the importance of removing trash from a school to make it more attractive.
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Types of writing
This document outlines different types of writing patterns and their characteristics. It discusses narrative writing, which tells a story, and identifies fiction and nonfiction narratives. It also covers descriptive writing, which uses sensory details to create vivid images, and expository writing, which relies on facts to inform or explain using a clear thesis statement, organized body, and concluding paragraph. Various forms of each type of writing are also defined.
Rhetorical Situations
The document discusses rhetorical situations and their components. It identifies four key components: purpose, audience, genre, and stance. For each component, it provides questions to consider to help identify and think through how that component shapes a writing task. It encourages analyzing how these rhetorical elements affect choices about what to write, how to write it, and how it will be received. The document also provides tips for writing in academic contexts, such as considering previous scholarship, taking a qualified thesis stance, and carefully citing sources.
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This document provides guidance on how to write a descriptive essay. It advises the writer to first choose a subject to describe, such as a person, place, memory or object. The writer should identify their specific reason for the description. When drafting, the writer should use vivid details that appeal to the five senses to show rather than tell about the subject. Revising involves ensuring a complete perception is conveyed through sufficient details imbued with the writer's intended emotion or perspective. The document offers tips on planning, drafting and revising a descriptive essay.
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This document provides an overview of academic writing. It discusses five reasons for doing research, including that it enables sharing discoveries and helps teaching stay cutting edge. Good academic writing communicates clearly and uses concrete examples. It recommends keeping writing simple and focusing on active verbs, examples, and elegant sentences. The document also identifies common barriers to writing like finding time and dealing with perfectionism, and provides strategies for overcoming delays in writing.
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Tone purpose
The document discusses how writers use tone, style, word choice, figurative language, and other language techniques to indirectly express their purpose and communicate attitudes without expressly stating them. It provides examples of how writers establish tone through word choices and sentence structures, tailor their style to the intended audience, use connotative and denotative word meanings, make comparisons through similes and metaphors, and employ symbols to represent ideas. Understanding these indirect language aspects is important for discerning an author's full message and purpose.
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The document discusses editorial writing, including what an editorial is, who writes them, where ideas come from, characteristics and functions of editorials, types of editorials, parts of an editorial, how to write one, and advice for writing editorials. Some key points made are:
- An editorial states a newspaper's opinion on an issue and intends to persuade readers to a particular point of view. The editorial board decides the opinions presented.
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- Editorials have an official stance, provide commentary, and aim to stir readers to action or influence public opinion.
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Descriptive writing uses sensory details to describe a person, place, thing or event. Sensory details include details that appeal to the five senses of sight, sound, smell, taste and touch. Choosing an interesting topic and arranging descriptive details are important for an effective descriptive paragraph. The document provides guidance on how to write descriptive paragraphs, including focusing on significant details about a person or place and presenting ideas in a clear order.
Article techniques
This document provides techniques for writing feature articles, including anecdotes, vignettes, flashbacks, comparisons/contrasts, snapshots, foreshadowing, quotes, and facts. It encourages writing about topics you are knowledgeable about or care about to make the article more interesting. Examples of each technique are given and readers are asked to practice identifying the techniques in sample articles and writing a short piece using one or more of the techniques.
Developing writing skills - The process approach
This document discusses the process approach to developing writing skills. It explains that writing is a complex cognitive process that involves several identifiable steps. These steps include prewriting activities like defining the audience and purpose, planning the structure, and brainstorming ideas. The main steps of the writing process are prewriting, drafting, reviewing, editing, proofreading, and sharing. Each step is described in detail, from narrowing the topic and researching in prewriting to sharing the final draft and getting feedback. Following this process approach emphasizes the creative process over just the final product and allows for multiple drafts and collaboration.
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This document discusses how to identify and apply purpose, audience, tone, and content when writing. It identifies the four main academic purposes as summarizing, analyzing, synthesizing, and evaluating. Audience is defined by its demographics, education, prior knowledge, and expectations. Tone is conveyed through writing style and creates a connection with the audience. Content should be appropriate and interesting for the intended audience and align with the purpose and tone. The document provides examples and tips for selecting content and establishing an effective tone.
Rhetorical Situation - Purdue OWL
The document discusses the rhetorical situation, which refers to the circumstances in which communication occurs. It identifies six key elements that make up the rhetorical situation: the writer, purpose, genre, audience, topic, and context. All of these elements influence how a writer should approach a given writing task and adapt their writing accordingly. The writer's background and the audience's characteristics, as well as the purpose, genre, topic, and surrounding context must all be considered for effective rhetorical communication.
How to Write a Preface and a Foreword
This document provides guidance on writing prefaces and forewords. A preface is written by the author to introduce their own book, while a foreword is written by another person, such as someone well-known, to introduce the author or book. For a foreword, the writer should introduce the author/work, discuss their relationship if they know the author personally, or comment on the importance/impact of the work. A preface gives the author a chance to explain why they wrote the book and what readers will learn from it. Effective prefaces typically discuss the book's inspiration, purpose, development process, and acknowledge those who helped bring the book to completion. Both should be concise and free of errors.
Critiquing Leads
The document discusses 11 potential leads for a news article about a Student Government Association initiative to show classic movies for free on campus as an alternative to $2 Tuesday movies at the local theater. The instructor Bruce Clary asks students to critique each lead, pointing out its strengths and weaknesses. The leads provide varying levels of context about the movie series, including details about dates, times, locations and films. Students are to analyze how well each lead engages the reader with relevant information.
Journalism Presentation
This document provides guidance on writing for journalism, including tips for selecting story topics, different types of article formats, and styles for writing news stories, features, editorials, and columns. It discusses choosing timely, relevant topics that connect to readers, and emphasizes developing a personal voice suited to opinion writing. The document also outlines the inverted pyramid structure for news stories and more flexible formats for features, and emphasizes concise, third-person writing with vocabulary at a 5th grade level.
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The document provides guidance on writing content that can be effectively translated. It discusses developing a content strategy and understanding the content lifecycle. It emphasizes making content clear, consistent, and concise by establishing writing rules around style, tone, grammar, and structure. Writers are advised to consider their target personas and tailor the content to meet their needs and goals. Resources for developing translatable content are also provided.
2 art of writing a text book
This document provides guidance on writing a textbook. It discusses finding a publisher, writing the first few chapters, creating a proposal, and aspects of the finished book such as parts, sizes, dedications, and recto and verso pages. The document recommends thoroughly researching existing books on the topic before writing, using clear and unambiguous language, and addressing different student ability levels. Co-authoring with other scholars is also suggested.
Types of writing
The document discusses different types of writing prompts including making a list of items for an emergency survival kit, writing about something you are an expert at and why, describing an invention's impact and whether it has been good or bad for society, and writing a persuasive essay to convince readers of the importance of removing trash from a school to make it more attractive.
Appelformer
This document discusses rhetorical strategies for establishing credibility or ethos when giving a speech. It covers Aristotle's concept of ethos and its importance in rhetoric. It also discusses other theorists' perspectives on ethos like Cicero, Theofrast, Quintilian, and McCroskey. The document emphasizes that ethos is determined by the audience and involves both direct appeals about the speaker and indirect appeals through logical arguments and emotional language. It provides advice on analyzing the audience and context to effectively shape one's derived and terminal ethos.
Types of writing
This document outlines different types of writing patterns and their characteristics. It discusses narrative writing, which tells a story, and identifies fiction and nonfiction narratives. It also covers descriptive writing, which uses sensory details to create vivid images, and expository writing, which relies on facts to inform or explain using a clear thesis statement, organized body, and concluding paragraph. Various forms of each type of writing are also defined.
Rhetorical Situations
The document discusses rhetorical situations and their components. It identifies four key components: purpose, audience, genre, and stance. For each component, it provides questions to consider to help identify and think through how that component shapes a writing task. It encourages analyzing how these rhetorical elements affect choices about what to write, how to write it, and how it will be received. The document also provides tips for writing in academic contexts, such as considering previous scholarship, taking a qualified thesis stance, and carefully citing sources.
How+to+write+a+descriptive+eassay
This document provides guidance on how to write a descriptive essay. It advises the writer to first choose a subject to describe, such as a person, place, memory or object. The writer should identify their specific reason for the description. When drafting, the writer should use vivid details that appeal to the five senses to show rather than tell about the subject. Revising involves ensuring a complete perception is conveyed through sufficient details imbued with the writer's intended emotion or perspective. The document offers tips on planning, drafting and revising a descriptive essay.
Barefoot Guide to Writing for Publication
This document provides an overview of academic writing. It discusses five reasons for doing research, including that it enables sharing discoveries and helps teaching stay cutting edge. Good academic writing communicates clearly and uses concrete examples. It recommends keeping writing simple and focusing on active verbs, examples, and elegant sentences. The document also identifies common barriers to writing like finding time and dealing with perfectionism, and provides strategies for overcoming delays in writing.
Academic writing
This document provides advice on academic writing and the essay writing process. It defines academic writing as writing used by university students to convey information about a subject in a precise, semi-formal, impersonal and objective manner. An essay is described as a piece of writing that analyzes and evaluates a topic, and is designed to convey the writer's academic opinion. The essay writing process involves three steps - pre-writing, writing, and revising. Pre-writing includes planning and research, writing is the drafting process, and revising is the final step that includes editing and polishing the work. Effective essays include a clear thesis, well-supported paragraphs, and logical organization and flow between sections.
Revision Booklet for GCSE English Unit 2 Exam
The document provides information about an upcoming Unit 2 exam. It will include two pieces of transactional writing worth 20 marks each. This exam is worth 20% of the student's final GCSE grade. The document then discusses transactional writing, including its purpose, audience, and format. It provides examples of different types of texts that may be included such as leaflets, reports, letters, speeches, articles, and reviews. For each text type, features and guidelines are outlined. The last sections discuss writing under pressure, context, and planning transactional writing responses.
Descriptive essay
The document provides guidance on writing a descriptive essay. It explains that a descriptive essay aims to inform readers about a place, event, object or subject using strong sensory details. It should have a main topic and supporting details organized clearly. The essay can describe an event, place, subject or teach about something using accurate notes and details to engage readers. Writers should present their ideas in a logical order and set a mood to help readers visualize the topic. The steps are to choose a topic, research it, take notes, write drafts focused on the topic, and rehearse before sharing. Optional ideas include dressing up or using visual aids related to the topic.
Columns and blogs 2010
This document provides advice for writing columns and blogs. It discusses key differences and similarities between columns and blogs, including that columns traditionally appear in print while blogs are published online. It offers tips for writing columns and blogs effectively, such as finding a compelling topic, establishing a unique voice, using strong structure and storytelling techniques, and adding multimedia elements for blogs. The document emphasizes the importance of never being boring and maintaining an engaging style to captivate readers.
Tone purpose
The document discusses how writers use tone, style, word choice, figurative language, and other language techniques to indirectly express their purpose and communicate attitudes without expressly stating them. It provides examples of how writers establish tone through word choices and sentence structures, tailor their style to the intended audience, use connotative and denotative word meanings, make comparisons through similes and metaphors, and employ symbols to represent ideas. Understanding these indirect language aspects is important for discerning an author's full message and purpose.
Editorial Writing by Joji Ubaldo Cabatic
The document discusses editorial writing, including what an editorial is, who writes them, where ideas come from, characteristics and functions of editorials, types of editorials, parts of an editorial, how to write one, and advice for writing editorials. Some key points made are:
- An editorial states a newspaper's opinion on an issue and intends to persuade readers to a particular point of view. The editorial board decides the opinions presented.
- Ideas can come from daily lives of readers and current social, political, economic, or legal issues.
- Editorials have an official stance, provide commentary, and aim to stir readers to action or influence public opinion.
- Effective editorials have a clear topic,
Descriptive essay
Descriptive writing uses sensory details to describe a person, place, thing or event. Sensory details include details that appeal to the five senses of sight, sound, smell, taste and touch. Choosing an interesting topic and arranging descriptive details are important for an effective descriptive paragraph. The document provides guidance on how to write descriptive paragraphs, including focusing on significant details about a person or place and presenting ideas in a clear order.
Article techniques
This document provides techniques for writing feature articles, including anecdotes, vignettes, flashbacks, comparisons/contrasts, snapshots, foreshadowing, quotes, and facts. It encourages writing about topics you are knowledgeable about or care about to make the article more interesting. Examples of each technique are given and readers are asked to practice identifying the techniques in sample articles and writing a short piece using one or more of the techniques.
Developing writing skills - The process approach
This document discusses the process approach to developing writing skills. It explains that writing is a complex cognitive process that involves several identifiable steps. These steps include prewriting activities like defining the audience and purpose, planning the structure, and brainstorming ideas. The main steps of the writing process are prewriting, drafting, reviewing, editing, proofreading, and sharing. Each step is described in detail, from narrowing the topic and researching in prewriting to sharing the final draft and getting feedback. Following this process approach emphasizes the creative process over just the final product and allows for multiple drafts and collaboration.
Purpose, audience, tone, and content
This document discusses how to identify and apply purpose, audience, tone, and content when writing. It identifies the four main academic purposes as summarizing, analyzing, synthesizing, and evaluating. Audience is defined by its demographics, education, prior knowledge, and expectations. Tone is conveyed through writing style and creates a connection with the audience. Content should be appropriate and interesting for the intended audience and align with the purpose and tone. The document provides examples and tips for selecting content and establishing an effective tone.
Rhetorical Situation - Purdue OWL
The document discusses the rhetorical situation, which refers to the circumstances in which communication occurs. It identifies six key elements that make up the rhetorical situation: the writer, purpose, genre, audience, topic, and context. All of these elements influence how a writer should approach a given writing task and adapt their writing accordingly. The writer's background and the audience's characteristics, as well as the purpose, genre, topic, and surrounding context must all be considered for effective rhetorical communication.
How to Write a Preface and a Foreword
This document provides guidance on writing prefaces and forewords. A preface is written by the author to introduce their own book, while a foreword is written by another person, such as someone well-known, to introduce the author or book. For a foreword, the writer should introduce the author/work, discuss their relationship if they know the author personally, or comment on the importance/impact of the work. A preface gives the author a chance to explain why they wrote the book and what readers will learn from it. Effective prefaces typically discuss the book's inspiration, purpose, development process, and acknowledge those who helped bring the book to completion. Both should be concise and free of errors.
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Critiquing Leads
The document discusses 11 potential leads for a news article about a Student Government Association initiative to show classic movies for free on campus as an alternative to $2 Tuesday movies at the local theater. The instructor Bruce Clary asks students to critique each lead, pointing out its strengths and weaknesses. The leads provide varying levels of context about the movie series, including details about dates, times, locations and films. Students are to analyze how well each lead engages the reader with relevant information.
Journalism Presentation
This document provides guidance on writing for journalism, including tips for selecting story topics, different types of article formats, and styles for writing news stories, features, editorials, and columns. It discusses choosing timely, relevant topics that connect to readers, and emphasizes developing a personal voice suited to opinion writing. The document also outlines the inverted pyramid structure for news stories and more flexible formats for features, and emphasizes concise, third-person writing with vocabulary at a 5th grade level.
Writing for Media - Broadcast
This document provides guidelines for writing for broadcast media. It discusses selecting timely news stories that do not require much explanation. It also covers the four Cs of correctness, clarity, conciseness, and color. Additional tips include writing in a conversational style, using the present tense, and keeping stories concise due to time constraints. Story structure, writing style, and formatting for broadcast copy are also addressed. The document concludes by discussing the future of broadcast news moving increasingly online.
Writing Across Media
The document discusses four approaches to cross-media creation: 1) all mediums are equal, 2) film is dominant over other mediums, 3) film is dominant and other mediums have subordinate roles, 4) mediums have no relation to each other. It also discusses various techniques for managing coherence across different media platforms, such as using recaps, exploring different points of view, and employing a call-to-action cycle of primer, referral, and reward.
Writing for media 1
The document outlines a course on writing for media. It covers four units: essentials of good writing, the art of putting words together, putting sentences together, and translation in journalism. The units cover topics such as the different types of media writing, building vocabulary, grammar, punctuation, sentence and paragraph structure, and the translation process. The objective is for writing to be developed with various tools and techniques so it can effectively reach readers and potentially influence society. Students are encouraged to build vocabulary through dictionary and thesaurus use, as well as learning word roots, prefixes and suffixes.
Media Writing slides Oct. 27
This document provides options and deadlines for students' 5th assignment in a media writing class. It outlines that students can cover a sports event by interviewing speakers or crowds, fact-checking, or reporting after the event. For their election-focused assignment, students can cover a campaign event, candidate's positions, election night results, or interview voters. The document also lists deadlines for the 5th, 3rd, 6th assignments and final story. It provides availability to meet with the instructor and gives feedback on students' interviewing skills.
Writing Straight News
The document provides details and facts for writing various types of news articles, including straight news, action stories, editorials, feature articles, and a sports article. Some key details include a program being held on October 10 to honor award winners, a landslide at a gold mining site in Davao del Norte that killed miners and their families, and the results of a basketball game where PNU Blue won their third conference title.
Writing for Media - News Stories
The document discusses key characteristics of writing news stories, including having a unifying theme presented in the strong lead paragraph. It also discusses using transitions to tie information together, attributing information to establish credibility, using short sentences and paragraphs for readability, writing in third person, and prioritizing accuracy. Additionally, it covers the inverted pyramid structure and different lead types commonly used in news writing.
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Narrative Image: The How and Why of Visual Storytelling
Explores the basics of how images communicate. Looks at various types of visual narratives. Presented to the Guild of Natural Science Illustrators at the 2011 national conference in Olympia, WA on July 12, 2011.
Digital Storytelling for Social Impact
Organizations should (1) articulate clear goals for their digital storytelling, such as increasing donations or volunteer recruitment. They should (2) identify their target audiences and understand those audiences' interests and motivations. Finally, organizations should (3) set specific, measurable objectives for their storytelling, such as getting 1,000 shares of a story on social media. Developing a clear strategy is necessary to craft engaging content and reach the right people.
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The new ISO 9001:2015 committee draft is published and distributed. There are changes which affect organizations who applied this standard. As it is among most famous ISO standards, follow up the changes would be critical and it is time to consider changes which might affect organizations' management systems.
Visual Storytelling 101
JESS3’s shares our thoughts on the key elements and mechanisms of visual storytelling.
At the very heart of it all: storytelling is no longer just for Hollywood. In the advertising and business world, it’s not just about a brand telling its history or its story. Gone are the days of branded marketing: storytelling is now about telling the definitive narrative about an issue or topic in a wholistic way -- the state of, the evolution of, the future of. And it is in this context that brands will most successfully communicate with their consumer.
Originally presented at Oklahoma City’s Ad Club on 6/13/12.
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- 1. Writing for Media UCSD Extension Spring 2012
- 2. What is good writing? • Efficient — use minimum words to make point • Precise — use words for exact meanings • Clear — leaves no doubt for meaning • Modest — does not draw attention to itself
- 3. Getting ready to write • Know the language • Know the subject — study, research • Write it down — routine • Edit and rewrite — discipline, critical
- 4. Basics... • Use simple words and sentences • Practice brevity • No jargon, cliches, slang • Use familiar words • Vary sentence length • Nouns, verbs, and transitions
- 5. Writing for Media • Subject matter — research • Purpose — inform, entertain, persuade • Audience — know your audience • Environment — deadlines
- 6. Tools... • Grammar • Spelling • Punctuation
- 7. Grammar... • Agreement • Active and passive voice • Appositive phrases and commas • That and which; who and whom • Apostrophe used to form possessives
- 8. Punctuation... • Commas — , • Semicolons — ; • Period — . • Apostrophe — ‘ • Exclamation mark — !
- 9. Spelling... • Dictionary — get one
- 10. Accuracy... • Chief goal of any writer • Truth and honesty (builds trust!) • People will not read or view if inaccurate • Professional
- 11. Clarity... • Keep it simple • Avoid jargon • Be specific • Check time sequence • Transitions • Take on complex issues
- 12. Brevity... • Get to the point! (or lose your audience) • Watch for redundancies and repetitions • Cut out unnecessary words
- 13. Journalism... • Inverted pyramid • Types of stories • Objectivity — balance, fairness • Impersonal — stay out of the story • Sources — reliable, credible • Attribution and quotes
- 14. AP Stylebook... • Capitalization • Abbreviation • Punctuation • Numerals • Ages
- 15. AP Stylebook (cont.)... • Dimensions • Spelling • Dates • Usage • Language sensitivity
- 16. AP Stylebook (cont.)... • Sexist pronouns • Titles • Descriptions • Stereotypes • Illness and disability
- 17. Questions...
Editor's Notes
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