This document provides guidelines for writing news stories, including structuring the lead, building quotes and attributions, and incorporating multimedia. The lead should be 30 words or less and answer the 5Ws and H. Quotes must be accurately attributed. News stories follow the inverted pyramid structure and include the essential who, what, when, where, why and how. Multimedia like photo essays, audio or video can enhance the story.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Writing for Journalism
1.
2. ALWAYS
Ask for permission before you begin recording the interview.
Have sources who agree to be “on-the-record” and fully identified by
name and title, do not use anonymous sources. “Off-the-record”
sources may help you gain context on the issue but cannot be used as a
source in yoru story.
Transcribe your interview using Otter.ai. Edit the transcript as needed.
Save your audio recordings.
Represent your sources accurately.
3. QUOTES: LETTING SOURCES TELL THE STORY
Direct quotes are:
● Exactly what the source said, word for word
● Used when a source goes beyond the facts
● Used when the source says something interesting
● Indicated in your story by using quotation marks and attributions
Indirect quotes are:
● Quotes that are paraphrased
● Used when a source says something important, but not particularly well
● Not indicated with quotation marks but the content paraphrased is attributed
Partial quotes are:
● Good to use when you have a few words or a key phrase
● To be used sparingly for flavor and punch
4. ATTRIBUTING YOUR INFORMATION
● Attributions include name and title (include major and classification if your source is a
student)
● Attribute your quotes with “said”, because that is the fact. They “said” the words; you do not
know what they feel, think, believe, etc.
● “Said” comes after the person’s name .
● All punctuation goes inside the quotations marks.
● After first reference, refer to the sources only by the last name.
You don’t have to use everything a person said for your story, but you have to make sure that the
quotes and partial quotes you are using are accurately representing what the person said and what
the person meant.
Remember to always save your recorded interviews in case your story attributions are questioned.
5. EXAMPLES: ATTRIBUTING YOUR INFORMATION
Attributing your quotes shows the reader where you got the information. Use the following example as a guide
for your stories:
Example No. 1: “It was the best day of my life,” junior psychology major Ellen James said. “I would have never
imagined that I would be able to climb Mount Everest.”
Example No. 2 : (first attribution or first time the individual is presented in the story) “Students often struggle
when they first come to college,” Joe Smith, senior agriculture communication major, said. “I know that I had a
tough time when I was a freshman. I think this new program can really help students.”
Example No. 3: (second attribution or second time the individual is presented in the story) “This program is
already making a difference in hundreds of lives,” Smith said.
6. TRANSITIONS
● Transitions help provide context. Let your quotes provide the credibility and emotion, and let
transitions provide the facts and the background information.
● People often follow a logical order when they talk, so long quotes can be divided into a transition and a
quote.
● Don’t splice quote sentences together, but you can skip a sentence of a person’s quote if necessary.
● Partial quotes for nonfactual information in transitions are also helpful. However, the order of the story
will almost always be different from the order of the original quotes (this is why context is so
important).
7. EXAMPLE: TRANSITIONS
Your source tells you this:
“I first started playing basketball in fifth grade and played through junior high and high school. In 2014, I was
recruited by WT. I’ve always loved the sport, and being a professional basketball player has been my dream as
long as I can remember.”
And you write it like this using the transition/quote formula:
Senior Megan Rice began playing basketball in fifth grade and played on her school’s team throughout junior
high and high school. In 2014, Rice was recruited by West Texas A&M University.
“I’ve always loved the sport, and being a professional basketball player has been my dream as long as I can
remember,” Rice said.
9. THE LEAD
Is about 30 words or less and answers as many of the 5 W’s and H as possible.
Start with the “who” if the person is extremely important
Almost never lead with where and/or when
Has the newest and most important information with a focus on the future. For example: If a
celebrity was arrested last week and the trial will be held tomorrow, lead with the trial, not the arrest.
Summarizes the main idea of the story
Two paragraph leads are permissible if you make sure your first paragraph contains the newest
information. Usually, the first paragraph will only be one sentence, and the second paragraph will
range from one to two sentences.
11. BUILDING THE LEAD FROM THE INSIDE OUT
Start with a core.
Add layer after layer as you move out.
12. TYPES OF LEADS
Summary Lead
● Standard approach captures 5 Ws and 1 H.
● Not every story needs a summary lead.
Name-Recognition Lead
● Fame is a valuable interest element.
● The more important someone is, the more readers will take interest.
Interesting-Action Lead
● Odd actions or strange occurrences are interesting.
● The “what” matters more than the “who.”
Event Lead
● Works well for meetings, speeches, or news conferences.
● Better focus on what happened, not merely that it was held.
Second-day Lead
● Newest information goes up top
● Tie it back to previous coverage
● Story could be updated multiple times
13. PROBLEMATIC LEADS
“You” Lead
● Readers don’t like being told what to do
● Don’t assume you know what people should do
● You’re not an advocate
Question Lead
● A straw-man approach
● Every reader may not answer the same
Quote Lead
● Can sound ridiculous or hyperbolic
● Or like being dropped into the middle of someone’s conversation
“Many people/some people” Lead
● Don’t be hyperbolic or overgeneral
● Readers can feel cheated, and leads feel generic
14. THE INVERTED PYRAMID
News Stories
● Primary focus on informing the reader
and sharing the who, what, when,
where, why, and how
● Inverted pyramid: paragraphs are
written in order from most important
to least important
● Time-sensitive
16. GUIDELINES FOR NEWS
For a story to qualify as a news story, it must fall under one of the following categories:
● Political forces within and outside the university
● Stories and events that impact the WTAMU community including students, administration, faculty and/or staff
● Student Government
● Town Hall Meetings
● Crime
Your story must
● Be between 550-600 words in length
● Have at least 3 sources
● Tell the reader who, what, when, where, why, and how
● The lead must be about 30 words or less and answers as many of the 5 W’s and H as possible.
● Follow the transition/quote formula with proper attributions. Transitions should be 1-3 sentences.
● Have a horizontal featured image/thumbnail with the following dimensions
○ Width between 900(min) and 1500(max) pixels
○ Height between 600 (min) and 1000 (max) pixels
When possible, add a multimedia element to your story. The suggested multimedia component for news are photo essays, video, audio, or
infographic - see “Multimedia Options” slide for guidelines on each of these components.
17. MULTIMEDIA OPTIONS
You have the opportunity to include multimedia content to your story as you see it would best fit. You can
choose from the following options:
1. PHOTO ESSAYS: 8-10 pictures with the appropriate cutline
2. AUDIO PIECES: 1.5-3 minutes in length
3. VIDEO: 1.5-3 minutes in length
4. INFOGRAPHICS
5. PODCAST: 5 episodes per semester
The Multimedia Lab is equipped with equipment to produce a podcast. If this is an option that interests you,
please discuss it with Dr. Garcia. You must have a solid plan for your podcast before you can begin production.