Loudoun County Public Schools

JOURNALISM

Loudoun County Public Schools

Leesburg, Virginia

JOURNALISM

Dr. Edgar B. Hatrick Sharon D. AckermanSuperintendent Asst. Superintendent, Instruction

Timothy J. Flynn Dr. Michele Schmidt MooreDirector, Instructional Services English Supervisor

(Revised 2006)

2006 Revision CommitteeTammy Pyle

Ike StonebergerSally Toner

Edited by David Arbogast, English Specialist

The Loudoun County Public Schools elective course in Journalism introduces students to the basic principles and features of high school journalism, andit prepares students to work on the school newspaper or yearbook. Successful completion of this course is a prerequisite for taking Newspaper Journalism I, II, and III, and Photojournalism I, II, and III.

TABLE OF CONTENTS

PageLoudoun County Goals for Journalism Instruction..........................................................................................................................2JEA Standards for School Journalism..............................................................................................................................................3Required Units

History of Topography and Printing....................................6Introduction to Print Media.................................................8Introduction to Electronic Media.........................................9Diversity in the Media........................................................10The History of Newspapers................................................11The First Amendment.........................................................13Publishing Design Basics....................................................14Principles of Photo Composition.........................................15Principles of Journalistic Writing.........................................16Desktop Publishing.............................................................18

LOUDOUN COUNTY GOALS FOR JOURNALISM INSTRUCTION

Opportunities and activities in journalism seek to develop students who:

J1 develop, evaluate, and use a variety of journalism skills.

J2 produce journalism materials of high quality.

J3 understand legal and ethical issues that affect journalism and strive forobjectivity in searching for the truth.

J4 recognize how ideas are communicated from sender to receiver andunderstand how mass communication is important to modern living.

J5 understand the history of press.

J6 become more intelligent consumers of the news media.

J7 recognize different kinds of material presented in the media.

J8 explore desktop publishing.

Loudoun County’s journalism curriculum includes many opportunities to implement the Journalism Education Association’s national standards for school journalism

JEA Standards for School Journalism

J.1 The student will demonstrate proficiency in a variety of journalistic

writing.

J.2 The student will explain or demonstrate how writing for electronic media

differs from writing for print media.

J.3 The student will describe or demonstrate good design techniques.

J.4 The student will participate in planning the content and tone of a

publication or broadcast.

J.5 The student will evaluate journalistic products.

J.6 The student will demonstrate proficiency in interviewing..

J.7 The student will write articles based on research.

J.8 The student will demonstrate proficiency in editing.

J.9 The student will correctly use copyreaders’ and proofreaders’ symbols.

J.10 The student will demonstrate familiarity with photography and the uses

of photography in journalism.

J.11 The student will explain or demonstrate business management procedures

relevant to journalism..

J.12 The student will analyze attitudes and biases of writers andbroadcasters.

J.13 The student will indicate a familiarity with the terms, laws, ethics, and

history of journalism.

J.14 The student will demonstrate application of journalistic skills to his/her

work in other classes.

J.15 The student will demonstrate or explain how journalism assignments have

required the use of skills he/she has learned in other classes.

J.16 The student will describe some of the uses of computers in journalism.

Additionally, this course addresses many of Virginia’s Standards of Learning for English and Technology.

Journalism Unit 1

The History of Typograhy and Printing

GOALStudents will learn the history of printing, from the earliest printing presses to modern digital methods.

OBJECTIVES Students will be able to use typefaces, typographical devices and

graphic materials. (J.3, J.4, J.10, J.15) Students will be familiar with language of typography. (J.3) Students will be familiar with major methods of printing. (J.3, J.16)

AREAS TO COVER the history of printing type facesprinter’s measurements major

methods of printing

VOCABULARY point body type offset lithography

pica display typeletterpress

Roman condensedgravure

Gothic expanded screen printing

Italic graphics flush leftcursive/script justify flush righttext/old English slug column ruleface proof bold faceserif camera ready hot typesans serif VDT cold typeascender reverse leadingdescender typography

SUGGESTED ACTIVITIES Identify type faces and leading used in different newspapers. Visit a print shop. Identify faces and sizes of heads used in papers, books, and

magazines. List other graphic devices used in a specific publication. Select type faces and other graphic devices for an original publication.

Journalism Unit 2Introduction to Print Media

GOALStudents will learn about the various formas and purposes of modern print media.

OBJECTIVES Students will understand major markets of the U.S. book industry. Students will understand how editors in some segments decide upon

manuscripts for publication and how wholesalers evaluate upcoming titles.

Students will examine the role of marketing and how the rise of large bookstore chains has impacted the industry.

Students will examine different kinds of magazines that exist in the United States.

Students will understand the challenges of launching, editing, and marketing a magazine.

AREAS TO COVERMagazine Publishing/MarketingBook Publishing/Marketing

VOCABULARY4-color printing publishing housevanity publishing literary agentbusiness publications consumer magazinesliterary journals trade magazinescomic books “zines”academic journals newsletterspaid circulation segmentsdisposable income subscriptionselective binding and printing trade booksmass market paperbacks Literary Marketplaceplagiarism

SUGGESTED ACTIVITIES

Conduct a poll and publish research on student reading trends in the area of books and magazines.

Conduct an interview with a published author and present a report to the class or have the author come to speak to the class.

Hear a guest speaker from a publishing house.

Hear a guest speaker employed at a magazine.

Have students write thoughtful reviews of a best selling novel

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Journalism Unit 3

Introduction to Electronic MediaGOALStudents will learn about various forms and purposes of electronic media.

OBJECTIVES Students will perceive non-print media as iimportant elements of mass

communication. (J.2, J.5, J.13) Students will assess the impact of non-print media on their own tastes and

values. (J.2, J.5, J.13) Students will assess the effect of the non-print media on a democratic

society. (J.2, J.5, J.13)

AREAS TO COVER emergence of non-print mediadevelopment of radiodevelopment of televisionsatellite communicationcomputersimpact of non-print media on journalismcodes of television and radio ethics

VOCABULARY air time satellite communicationaudio segmentvideo scriptwire-photo vacuum tube

FCC

SUGGESTED ACTIVITIESWrite and/or present a short report with workingbibliography on communication satellites, FederalTrade Commission, Federal Communications Commission, commercial television, cable television, Radio Free Europe, Voice of America, censorship, good taste in radio/TV programming, Guglielmo Marconi, Samuel F.B. Morse, Alexander Graham Bell, Thomas Edison.Visit a local radio or TV station.Survey listening and viewing habits.Invite television or radio personalities to class.

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Journalism Unit 4

Diversity in the Media

GOALStudents will learn about the importance and impact of dicersity in the media.

OBJECTIVES Students must learn to describe themselves better as members of a

small, rural community, as citizens of the United States, and as part of the global village.

Students shall examine progress made during the last several decades in encouraging diversity in the media.

Students will collect examples of various print media that demonstrate successes and failures.

AREAS TO COVER What do we mean when we discuss diversity? If we accurately describe our community’s makeup, what do we

discover? Can we understand diversity if we have always lived in this

community? When other cultures around the world think of an American, what

image do they get? Are publishers and the media helping us learn about other world

culture How has diversity been characterized and presented in America in the

last two decades? How well are news rooms (local and urban) covering people of various

ethnicities? As a whole, how successful are news outlets at presenting stories with

diverse ethnic, age, and gender components? Can we recognize a stereotype? How do reporters use language that enables readers to understand

and empathize with diverse cultures?

VOCABULARYdiversity community makeupcultures ethnicityage bias gender bias

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stereotype

SUGGESTED ACTIVITIES

Activity #1Provide students with an assortment of picture/story books, young adult books, magazines, catalogs, TV guides, newspapers, etc. Be sure many of the selections have copyrights dating at least back into the early 1970’s; items ten or twenty years older would be even better. (Check school and public libraries for available materials.) Students should be placed in groups and asked to examine the books and record the following: 1) races and cultures represented, 2) how women we are portrayed, 3) how families look, 4) roles/jobs portrayed, 5) how the elderly are portrayed. Categorize findings according to age of material and media. Record information in journals for future activities.

Activity #2Distribute copies of both our local newspaper (more than one issue … multiple days) as well as a major metropolitan newspaper. Students in groups should search for articles that portray different cultures, age, race, gender. Groups should then further categorize the information as presented as either favorable or unfavorable. Have groups assign an overall rating for the amount of diversity, using a scale of 1 to 10 with 1 being very little diversity.

Activity #3Students are to spend the class period in the computer lab and work in pairs. They are to visit a minimum of eight major newspaper sites. For each paper, they are to record the lead stories and what photos or graphics are included. Students should note the number and type of article according to age, race, gender, and ethnic background. Information should be recorded in the journal.

Activity #4Discuss/define stereotype. Students are to read and discuss the short story A Worn Path by Eudora Welty. They are to write a news feature using information from the story as the nut graph, avoiding any stereotypes or bias regarding the character Phoenix.

Activity #5Students are to read the short story The Legend of Miss Sasagawara by Hisaye Yamamoto. Together the class will brainstorm possible news stories

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generated by the characters and situations in the story. In pairs they are to pull important quotes and design possible sidebars and headlines. Students should note any possible stereotypes use in their writing.

Extension ActivityStudents could be assigned a Media Journal for a week in which they record the number and types of diversity evidenced on the radio, TV, in newspapers, and in periodicals.

AssessmentStudents will receive points for daily participation in discussion groups and for work recorded in their journals. (Use a standard rubric.) Writing produced will be evaluated using an appropriate scoring guide.

RECOMMENDED RESOURCES Assorted picture books, YA literature, and high school literature

anthologies -- copies of the short stories mentioned herein will need to be located; they are available in many anthologies.

Search engines can be used when searching for news headlines – no less than five ways to improve and increase coverage in each paper with regard to diversity, giving specific suggestions.

These are to be recorded in student journals.

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Journalism Unit 5

The History of Newspapers

GOALStudents will learn the history of printed newspapers, both in the United States and world-wide.

OBJECTIVES Students will understand and appreciate the development of mass communication.

(J.13, J.15, J.16) Students will be able to identify the major events in the development of the

American newspaper. (J.12, J.13) Students will appreciate the roles newspapers have played in a democratic society.

(J.13)

AREAS TO COVER Colonial PeriodRevolutionary Periodpenny pressera of giantsyellow journalismthe modern daily

VOCABULARY sensationalism telegraphyellow journalism teletypepenny press first amendmentnewspaper chain underground presslinotype alternative pressmass circulation

SUGGESTED ACTIVITIESContrast old newspaper with today’s.Research and report on any of the following topics:

censorship of early European and Colonial Americanpapers, Milton’s Aeropagetica, government restrictions on access to the news during the administration of an American president of choice, present day postal censorship, censorship of books, motion pictures, radio programs, TV programs and stage presentations, leaders in communications.

Research the history of a specific paper.Visit a newspaper office or plant.

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Journalism Unit 6

The First Amendment

GOALStudents will learn the origins, purposes, and applications of the free press clause of the first amendment.

OBJECTIVES Students will understand the meaning of and the limitations on freedom of the

press. (J.5, J.13, J.14, J.15) Students will understand a number of legal restrictions placed on the United States

press. (J.13) Students will understand the idea that journalism guards the public’s right to know.

(J.14, J.15)

AREAS TO COVER responsibilities of a reporter:to informto interestto be accurateto be believableto be impartial

dangers to freedom of pressrole of ombudsmanprivileges of reportingfair comment and criticismlibel (criminal and civil)slander

VOCABULARY plagiarism propagandashield law defamationmanaged news copyrightdistortion censorshipslant or bias half-truthimpartiality invasion of privacymisinterpretation

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SUGGESTED ACTIVITIESCompare national news programs.

Research libel trials or plagiarism cases.

Compare two different newspapers or newsmagazinestories covering the same news event.

Find examples from news media or role of ombudsman.

Present reports or panel discussions explaining/debatingthe conflicts that have developed between thegovernment and the press in any one of the followingareas:

censorshipnews management“credibility gap”news leaknational securitytrial by pressinvasion of privacydistortion or omission of facts

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Journalism Unit 7

Publishing Design Basics

GOALStudents will learn the general standards of the printing industry and how printed material is manufactured.

OBJECTIVES Students will produce dummy copies or proofs of their publications to send to the

printer. (J.3, J.4, J.16) Students will be familiar with and be able to produce paste-ups as a method of

sending their publication to the printer. (J.3, J.4) Students will familiarize themselves with the specific guidelines their printer

provides for publication. (J.3, J.4, J.11, J.16) Students will learn the basic stages of production at a print shop or plant.

AREAS TO COVER: desktop publishing collecting for outputtypesetting paginationprint order forms paste-ups“dummy copy” FTP transmissione-mail transmission file compressionfloppy disk Zip disk

VOCABULARY: fontsfax

SUGGESTED ACTIVITIES: In groups, review manual from the printer for guidelines.

Print out dummy copies of sections to send to the printer.

Analyze paste-ups from previous issues of publications and compare and contrast paste-ups to complete electronic production and transmission of files.

Collect desktop publishing versions of publication for output, and compress files to send to the printer.

Prepare print order forms and proofs to send to the printer.

Tour a print shop or plant.Journalism Unit 8

Principles of Photo Composition

GOALStudents will learn the features of good journalistic photographs.

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OBJECTIVES Students will learn to communicate effectively and aesthetically through

photographs. (J.3, J.10) Students will decide how to use a photo in a paper and find a suitable subject. (J.4,

J.10)

AREAS TO COVER composition of photosviewer’s interest in photoswriting captionscropping

VOCABULARY photo story center of interestcandid releaseclose-up photojournalistposed copyrightcropping mug shotcutline background

SUGGESTED ACTIVITIESInvite a photojournalist to class.

Select five stories without photos and discuss whatphotos could be used with the stories.

Select a topic that would make a good photo story.

Bring in photos from a paper and examine them in termsof effectiveness and ineffectiveness.

Write captions for photos without captions.

Take, develop, and print photos.

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Journalism Unit 9

Principles of Journalistic Writing

GOALStudents will learn the basic writing principles and conventions that journalists in all media follow.

OBJECTIVES Students will understand newswriting and style and use them effectively. (J.1, J.2) Students will be able to present opinion without editorializing and state facts

accurately and completely. (J.1, J.2, J.5) Students will be able to handle correctly several special aspects of newspaper

style. (J.1, J.2, J.5)

AREAS TO COVER spellingcapitalizationabbreviationspunctuationsubject/verb agreementdangling participlesmisplaced modifiersfragmentsrun-onsrewriting guidelinesactive/passive voice

VOCABULARY 30 copyup style stylebooknews English down style

SUGGESTED ACTIVITIESWrite a stylebook or style sheet.

Determine style of a particular newspaper.

Work on frequently misspelled words.

Require all or selected writings to be done in the adoptedclass style.

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Journalism Unit 10

Desktop Publishing

GOALStudents will learn how to design and produce documents using a desktop publishing program.

OBJECTIVES Students will learn the basic features of a desktop publishing program Students will learn how to manipulate text and graphics using a desktop publishing

program. Students will learn how to copy and paste te xt from a word processing program to a desktop publishing program. Students will learn how to scan documents for importation to a desktop publishing

program.

AREAS TO COVER word processingloading in desktopplacing textplacing graphicsperipherals (scanners and illustrators)

VOCABULARY desktop publishinghardwaresoftwareword processorAldus Page MakerMicrosoft Wordtilescannerwrap aroundskerningtemplatelaser printerelectronic paste-up

SUGGESTED ACTIVITIES Design a page using back issues of the studentnewspaper.

Design an original lay-out.

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ADVERTISINGRequired Journalism Unit

OBJECTIVES

Students will be able to place ads on a page, create special kinds of advertising, and deal with ads that pose problems of task or suitability. (J.1, J.2, J.3, J.4, J.5, J.10, J.15)

Students will become discriminating consumers. (J.5, J.12)

Students will recognize the impact advertising has on journalism. (J.5, J.11, J.12)

Students will perceive the critical role of advertising in today’s economy. (J.11)

AREAS TO COVER basic copy appealsevolution of advertisementfunction of advertisingunique spelling propositions (USP)goals of advertising copybasic visual ad appealsad selling

VOCABULARY ad basic copy appeals:display ad masterycolumn inch hunger and thirstclip art sex appeallogo parental instinctad contracts securityad rate healthdirect mail comfort

sociabilitybeautyeconomyconvenience

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SUGGESTED ACTIVITIES Analyze print and non-print media.

Make ad presentations.-advertising rep sells ad to customer-videotape or record an ad

Design an ad copy.

Plan an advertising campaign for a new product.

Analyze propaganda techniques.

Draw up an ad contract.

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DESKTOP PUBLISHINGRequired Journalism Unit

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EDITING AND PROOFREADINGRequired Journalism Unit

OBJECTIVES

Students will be aware of the practical problems in readying copy for publication. (J.5, J.8, J.9, J.14)

Students will be able to copyread systematically. (J.8, J.9, J.14)

Students will be able to carry out final tasks of proofreading copy. (J.9, J.14)

AREAS TO COVER copy editing symbolschecking for accuracystyle errorssentence structureconcisenesseditorializinglibelpoor tastevaried leads

VOCABULARY rewritecopy editingediting symbolsproofreadingtypo

SUGGESTED ACTIVITIES Exchange rough drafts of news stories, proofread,edit, putting in the correct marks and then returnfor a rewrite (exchange rewrites with a differentindividual and proof again).

Proof paste-up of school paper.

Proof paragraph supplied by the teacher, reviewingthe end result with all class members.

Edit a story in class using the overhead projector.

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EDITORIALSRequired Journalism Unit

OBJECTIVES

Students will perceive the differences between factual news and editorials. (J.5)Students will be able to classify editorials by purpose. (J.5)Students will understand the purpose, skills, and techniques involved in the writing of

editorials. (J.1, J.4, J.7, J.14, J.15)Students will understand the many ways in which newspapers influence public opinion.

AREAS TO COVER importance of editorialspurposes of editorialsdifferent types of editorialsrelationship between editorializing and possible libeleditorial researchcharacteristics of good editorialsdifferences between news stories and editorials

VOCABULARY editorializing types:editorial argument and persuasioneditorial policy informationeditorial cartoons commemorationeditorial “we” commendationletters to the editor humor and entertainmenteditorial board interpretation

SUGGESTED ACTIVITIES Practice writing editorial titles.Design an editorial cartoon.Write an editorial tag to a news item.Write letters to the editor.Analyze and/or design an editorial page.Analyze editorials taking opposing views.Research a controversial subject or problem.Compare a taped editorial and a written editorial on the

same topic.

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FEATURESRequired Journalism Unit

OBJECTIVES

Students will understand special characteristics of a feature story. (J.5)

Students will conceive, develop, and write a feature story. (J.1, J.6, J.7, J.14, J.15)

AREAS TO COVER types of feature storiesnature and purpose of feature storyfeature story leadsstructure of feature storysources of material for feature stories

VOCABULARY feature brights types:feature story human-interestnews peg (tie-in) autobiographicalfeature personalitynews feature how-toside bar historical

humorouscolor

SUGGESTED ACTIVITIESCompare/contrast similarities and differences amongnews and feature stories.

Compare leads of feature and news stories.

Compile a list of ideas for features and later categorizeaccording to type.

Write a side bar.

Create a human-interest feature story.

Prepare feature brights.

Clip and mount examples of feature stories.HISTORY OF NEWSPAPERS

Required Journalism Unit

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INTERPRETATIVE IN-DEPTH NEWS ARTICLESRequired Journalism Unit

OBJECTIVES

Students will understand what interpretive, in-depth news articles are and how they differ from ordinary news articles. (J.1, J.4, J.5, J.6, J.7)

Students will prepare such articles by following five steps. (J.1, J.4)

Students will write articles on broad or complex subjects. (J.1, J.4)

AREAS TO COVER interpretive, in-depth reportinvestigative reportingplan of actionsetting up a guiding question or statementfinding a subject

VOCABULARY interpretive, in-depth news articleinvestigative reportingspreadnews peg

SUGGESTED ACTIVITIESDiscuss in class a number of current topics or issues foryour paper that might lend themselves to in-depth treatment. Divide class into committees to form a planof action for in-depth treatment of those stories.

Analyze newspapers and magazines to identifyinterpretive, in-depth articles.

Prepare an interpretive, in-depth report.

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INTERVIEWINGRequired Journalism Unit

OBJECTIVES

Students will acquire the techniques and skills used during an interview to obtain opinions, ideas, facts. (J.6)

Students will improve their skills of inquiry, note taking, organization, and writing necessary for the accurate reporting of an interview. (J.1, J.6)

AREAS TO COVER types of interviewselements of interview storypreparing for the interviewconducting the interviewessentials of interviewing

note-takingdouble checkingattributing

the structure of an interview storyuse of tape recorder

VOCABULARY types of interviews:fact off-the-recordroving reporter attributionquestion and answer sourcebiographical direct quotehistorical indirect quotedescriptive partial quotepersonality paraphrasespecialist press conferencecomposite

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SUGGESTED ACTIVITIES Conduct in-class interview.

Role playing adopting a personality of a famousperson while being interviewed.

Write and/or perform skit on what to do or not todo in an interview.

Interview a professional reporter.

Analyze a broadcast interview.

Conduct a telephone interview.

Conduct a man-in-the-street interview.

Clip and mount types of interview stories.

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LAYOUTRequired Journalism Unit

OBJECTIVES

The student will be able to prepare a basic newspaper that reflects an understanding of fundamental design principles. (J.3, J.4, J.5, J.10, J.15)

The student will be able to design individual pages of the newspaper according to the modern standards of arrangement and emphasis. (J.3, J.4, J.5, J.10, J.15)

AREAS TO COVER basic types of page make-uplength of copyeffective placement and cropping of photographsheadlinescutlinesadvertising

VOCABULARY types of layout:balanced tombstoninghorizontal jump storyfocus and brace flagbig picture floating flagcircus double truckmodular gutterpicture white space

caption or cutline boxesdummy layout pulled quotescreen tabloid

rule

SUGGESTED ACTIVITIESPlan a dummy layout.Rework an existing front page using same material.Critique an exchange paper.Analyze a page layout.Compare a magazine and newspaper layout.Plan a magazine cover.Prepare camera-ready pages.Prepare a page lay-out using desktop publishing.

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NEWSPAPER ORGANIZATIONRequired Journalism Unit

OBJECTIVES

Students will understand the concept of news. (J.4, J.5, J.12)

Students will be able to identify the main techniques for locating news. (J.4, J.5)

Students will be able to classify different kinds of newspapers and the ways in which newspapers serve their readers. (J.5, J.13)

Students will be able to identify what constitutes news. (J.5, J.13)

AREAS TO COVER wire servicetypes of newspapersdivisions of a newspaperreading newspaper as a consumer and a daily readerfunctions of a newspapernews sourcesnews elementsprintable and unprintable news

VOCABULARY AP types of news elements: reviewUPI nearness columnsyndicate prominence editorialmass media conflict featuremass communication consequence news judgmentcommentary timeliness news displayby-line human interest front pagesender in-depth analysisreceiver interpretationmessage

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SUGGESTED ACTIVITIESCompare newspapers from different areas.

Visit a local newspaper.

Select story from paper and discuss sources and evaluateaccording to accuracy, balance, objectivity, clarity,conciseness.

Analyze stories for news elements.

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SPORTSRequired Journalism Unit

OBJECTIVES

Students will perceive what an effective sports story is. (J.5, J.12)

Students will understand how different types of stories can be used to cover sports events. (J.4, J.5)

Students will understand how a feature story, an interpretive article, an in-depth report, a column, or commentary can add variety to sports coverage. (J.4, J.5)

Students will be able to write sports story in proper form. (J.1)

AREAS TO COVER types of sports storiessports story writingsports featuressports language

VOCABULARY types of sports stories:advance story clichégame story jargonfollow-up story box scorecombination story statssports columns play-by-playsports features

SUGGESTED ACTIVITIESFind examples of types of sports articles.Analyze types of sports stories on a sports page.Compare sports pages and stories from different papers.Maintain a sports file.Watch or attend a contest in a familiar sport and write a

follow-up story.Write an advance story.Write a feature story.Plan copy and pictures for sports page of next issue of

school paper.

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STRUCTURING THE NEWSRequired Journalism Unit

OBJECTIVES

Students will be able to write effective news stories. (J.1)

Students will recognize why news stories are arranged in a special way. (J.5)

Students will be able to write several types of leads. (J.1)

Students will improve their ability to express themselves clearly, correctly, and effectively. (J.1, J.14, J.15)

AREAS TO COVER five w’s and h planned newsinverted pyramid advance storytypes of leads coverage storyeditorializing follow-up storyobjectivity chronological storyuse of quotes composite storyspot news

VOCABULARY types of leads: cut-off testsummary lead bodymajor idea lead scoopcombination lead news judgmentnovelty lead identificationquote lead conciseness

editorializing clarityattribution accuracysource objectivityangle WOW! Element

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SUGGESTED ACTIVITIESClip story and cut into paragraphs with numbers on back;have students put them in correct order.

Write news story.

Analyze structure of news stories considering followingelements: summary lead, inverted pyramid order,attribution, news value, role of editor, writing style, newsbeat.

Write different leads using the same set of facts.

Dramatize a “news event” and have students report onthe results.

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STYLE AND LANGUAGE OF NEWSWRITINGRequired Journalism Unit

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BROADCAST NEWSWRITINGOptional Journalism Unit

OBJECTIVES

Students will write in an informal, conversational style. (J.1, J.2)

Students will understand length and content of broadcast news items. (J.2)

Students will be familiar with attribution and its proper place in a sentence. (J.1, J.2)

Students will try to develop an “ideal voice.” (J.2)

Students will understand the limitations of time on a broadcaster. (J.2)

AREAS TO COVER writing styletime limitationsattributionproper position for attribution in a sentenceideal voiceguidelines for watching newscast

consider sourcedistinguishing between fact and opinionrecognizing interpretation and editorial opinioncaution in accepting speculation, prediction, and rumorwithhold judgment in an unfolding news event

purpose of lead

VOCABULARY air time clocking offaudio nickel and dime worksvideo non-original sinspot talking it up

eyeing it up

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SUGGESTED ACTIVITIESTape different news broadcasts and analyze differences.

Listen to different newscasts on radio stations andcompare content based on the stations’ audience.

Visit radio or television station.

Take notes and report to class on organization andoperation of a newsroom.

Observe and report on the following:number of reporters employedhow local news is gatheredhow station obtains national/regional newshow news copy is prepareddetermine what special rules the station has

established for writing news stories

Write a radio spot.

Write a broadcast from a written source.

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CAREERS IN JOURNALISMOptional Journalism Unit

OBJECTIVES

Students will recognize the wide range of jobs available to persons trained in journalism.

Students will identify the characteristics of those suited for work in journalism and related fields.

AREAS TO COVER suggested career possibilities:

stringer public relationsdesk person internshiprewrite person advertising designerwire reporter advertising copywriterreporter freelancereditorial writer photojournalistmarket researcher newscasterspecialized reporter scriptwritercirculation videotape editor

camera operator

SUGGESTED ACTIVITIESHear guest speakers from various fields.

Research the careers and write or present report.

Design “in house” publications for different fields.

Tour a newspaper operation.

Make an extended list of careers in the world ofcommunications, including government agencies,

educationand research, business and related professions in advertising, public relations, photography and book publishing.

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COLUMNS AND REVIEWSOptional Journalism Unit

OBJECTIVES

Students will have an understanding of the satisfaction and rewards of a more creative type of writing. (J.1, J.5, J.14)

Students will understand the purpose of a column. (J.5)

Students will understand the purpose of a review. (J.5)

Students will write a column and review. (J.1, J.14)

AREAS TO COVER types of columns methods of organizing a columnreader service unifiedexchange (high school) anecdotalnews-in-brief departmentalhumorinformation methods of organizing a reviewnames approachreader participation presentationcommentary critical evaluation

purpose of columns difference between review ofcharacteristics of columns an amateur productioncharacteristics of reviews and the review of a

professional production

VOCABULARY criticreviewercolumnsyndicated columnstanding head

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SUGGESTED ACTIVITIESWrite a column.

Compare a print review of a movie with a non-print reviewof the same movie.

Write a review of a new television show or movie.

Analyze reviews and columns for methods of organization.

Suggest names for new columns that could be added tothe school paper.

Suggest interesting and timely questions for an inquiringreporter.

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HEADLINESOptional Journalism Unit

OBJECTIVES

Students will understand the characteristics of headline language. (J.1)

Students will be able to write lively, interesting, and informative headlines.

AREAS TO COVER headline schedulecounting headlinestypes of headlinesfaults of headlinespurpose of headlines

VOCABULARY flush left down styleflush right deckcentered labelheadline schedule bannermast head kickerunit count subheadup style

SUGGESTED ACTIVITIESWrite at least three headlines for the same story.

Write heads for the front page of the current issue ofthe school paper, being sure the point and type fits thespace for the paper’s design.

Clip three news stories from the local paper, and write aHeadline for each using a count similar to the printedhead.

Evaluate headlines on how well they exemplify theprinciples of good headline writing.

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MASS MEDIA: PRINT (EXCLUDING NEWSPAPERS)Optional Journalism Unit

OBJECTIVES

Students will perceive the role that magazines and specialized periodicals have as elements of mass communication. (J.5, J.13)

Students will discover and appreciate contributions made to our society by magazines and specialized periodicals. (J.5, J.13)

Students will recognize the different kinds of magazines and the ways in which they serve their readers.

AREAS TO COVER types of magazinesdifferences between newspaper writing and magazine writingmagazine developmentspecialized periodicals

VOCABULARY types of magazines: in-housenewsmagazine ethnicprofessional and business regionalgeneral interest entertainmentspecial interest Sunday supplementsconsumer affairs letter of query

free-lancingnewsletter

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SUGGESTED ACTIVITIESIdentify audiences for which types of magazines areintended.

Study the relationship between a magazine’s editorialcontent and the advertising it accepts.

Prepare a list of types of articles to be published in aspecific magazine in the future.

Analyze a familiar weekly or monthly magazine.

Plan a magazine cover.

Write letters of query to be addressed to a publicationor editor.

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PHOTOGRAPHYOptional Journalism Unit

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SPEECHES AND MEETINGSOptional Journalism Unit

OBJECTIVES

Students will be able to write an eyewitness report on a meeting or speech at which they were present. (J.1, J.5, J.6, J.7)

Students will develop effective communication skills needed for writing news stories based on speeches and public meetings. (J.1, J.5, J.6, J.7)

AREAS TO COVER speech story preparationwriting the coverage storyelements of the speech storypublic meeting reportpanel discussionsadvance storypublished report storyfollow-up story

VOCABULARY direct quotes beatindirect quotes correspondentpartial quotes backgroundeyewitness reporting cross-referencingcontext credibility

SUGGESTED ACTIVITIESAttend a meeting or speech and write a story.

Play a taped or recorded speech to emphasize note-taking skills.

Publish a “report” based on a survey.

Find current examples of speeches covered by newsmedia.

Look for examples of informal comments in a story thatcould lead to misunderstanding of speaker’s intent.

Write a story from a published report.SURVEYS AND POLLSOptional Journalism Unit

OBJECTIVES

Students will learn the two methods of data gathering and how they differ. (J.7)

Students will learn how to insure a random sample for a survey or poll. (J.7)48

Students will learn the ways to improve a systematic survey. (J.5, J.12, J.14)

AREAS TO COVER methods of data gatheringquantitativequalitative

margin for errorproblems pollsters faceareas in which a poll can be non-objective and unreliableways questioning can bias a pollway to conduct a surveyinfluence of polls on society

VOCABULARY bias pollstersquantitative samplequalitative surveyuniverse pollpopulation margin of errorrandom man-on-the-street

SUGGESTED ACTIVITIESConduct a survey.

Conduct a marketing survey for your high school paper.

Evaluate poll stories for:objectivityaccuracyareas of biassufficient information to evaluate resultsmargin of error

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TYPOGRAPHY AND PRINTINGOptional Journalism Unit

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MEDIA RESOURCES

BOOKS

Bates, Jefferson P. Writing With Precision. Washington, D.C.: Acropolis Books, Ltd.,1978.

Fadiman, Clifton and James Howard. Empty Pages: A Search for Writing Competence in School and Society. Belmont, CA: Fearon Pitman Publishers, Inc., 1979.

Greenman, Robert. The Adviser’s Companion. New York, NY: CSPA, 1991.

Gunther, Deborah and others. Writing. Menlo Park, CA: Addison-Wesley Publishing Co., Inc., 1978.

Smith, Helen F., editor. Springboard x Journalism. New York, NY: CSPA, 1991.

Thomas, James L. Turning Kids on to Print Using Non-Print. Littleton, CO: Libraries Unlimited, Inc., 1978.

Available Through : Media CenterLeesburg, Virginia

FILMSTRIPS

Advertising Messages and You (10 to 15 min.) FSS-1259

Advertisers themselves explain to the audience why they develop a particular adcampaign for a product, how they locate the appropriate audience and how they

selectthe best medium. The set contains four cassettes and four filmstrips.

The Audience and the MessageThe Product and the MessageThe Sponsor and the MessageAdvertising Messages and You

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MEDIA RESOURCES

FILMS

Consumer Power: Advertising (22 min.) MP-08-185

Ralph Nader, consumer advocate, and Ted Factor, advertising executive, debate

The purposes and functions of advertising in our society.

Promises (20 min.) MP-08-433

The film explores advertising and its persuasive influence on our lives through

a series of entertaining satires on television commercials. Stacy Keach narrates.

TV News: Measure of the Medium (16 min.) MP-08-158

This film demonstrates the complexities of broadcast j journalism. It provides

a frame of reference for critical judgment of news content and affirms the need

to employ many sources of information to be well informed.

Disc Jockey (25 min.) MP-12-240

During an actual working day in a sound studio, John “Records” Landecker discusses

the nature of his work, the development of his career, and his observations about

the nature of the radio medium and its special appeal to young audiences.

Think Twice: Persuasion Game (19 min.) MP-08-571

A number of vignettes are used by others to get us to think or buy or dosomething. The situations involve politicians, governmental propaganda

techniques,the media, advertisers and personal appeals.

Think Twice: They’re Confusing You (19 min.) MP-08-612

The film shows various kinds of faulty or misleading statements and information.

It shows how facts can be distorted and concealed.

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MEDIA RESOURCES

FILMS

Available through: Audiovisual ServicesDepartment of EducationCommonwealth of VirginiaRichmond, VA 23216

Development of Communication (10 min.) 11904

Trace development of the modern methods of communication – television,teletypes, wirephotos, etc.

Effective Writing – Learning from Advertising Language (11 min.) 05306

Examines actual advertisements to reveal some of the language techniques used by

advertisers to attract and maintain interests.

The First Freedom (21 min.) 37209

Examines the historic and important role the news media has played in America.

How to Read Newspapers (14 min.) 68109

Presents news sources, newspaper organization, the role of reporters and editors,

and the subtler elements of fact, opinion, bias, and newspaper personality, as

factors for the critical reader to consider.

Newspaper Layout (14 min.) 06510

Tells in layman’s terms what goes into the production of a daily periodical.

Newspaper Story (27 min.) 02013

Traces a twenty-four hour period in the life of the Los Angeles Times. Shows how

news is gathered, written and edited, and how newspapers are printed.

One Week (23 min.) 89209

Shows the working methods and psychological realities of a journalist’s life.

FILMS (Continued)53

Today’s Newspaper (22 min.) 91408

Tells what goes into the production of a dynamic daily periodical.

Careers in Communication (30 min.) 80912

Tells what workers in the communication areas do. Gives a close up look at the

various opportunities available, and some of the skills and talents required.

Is a Career in Radio or Television for You? (15 min.) 90009

Acquaints students with the career opportunities available in radio and television.

Jobs in the City: Mass Media (11 min.) 16506

Explores the variety of jobs in radio, television, newspaper, and advertisingagencies, including both technical and creative skills.

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MEDIA RESOURCES

VIDEOTAPES

The First Amendment and Hate Speech (VTC-2656)

The ongoing debate over interpretations of right of free speech.

Telecommunications (VTC-3253) (70 min.)

Learn about various instruments of telecommunication: telephone, radio,television, and geostationary satellites.

Women Seen on T.V. (VTC-3071)

Condenses and edits broadcast footage from 3 major networks to provide a critical

look at how the feminine gender is portrayed (stereotypes, gender, ethnicity).

Annual News Reviews (1992 – VTC-3143, 1991 – VTC-3144, 1990 – VTC-3145, 1989 – VTC-3146)

Compilations of CNN news reports of the most important stories of the year.

Six Million $$$ Sell (VTC-112) (15 min.)

Covers basic techniques used by television advertisers.

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MEDIA RESOURCES

INSIDE TELEVISION NEWS SERIES

VTC-1977 What is News?VTC-1978 The Key PlayersVTC-1979 The Power of TV NewsVTC-1980 EthicsVTC-1981 A Day in the Life of a Reporter

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CLASSROOM SPEAKERS

For Your Information

NEWS WRITING

Paul Hodge The Washington Post (Fairfax Bureau)

Marie Ridder Philadelphia Inquirer (free lance) 524-6266

Anne Cale Adams former Loudoun Times-Mirror 338-5994

Patrick Sloyan Baltimore Sun 338-4076 (work) 725-2137

Donna Acquaviva Washington Post 777-6802

Speaker’s Bureau Washington Post1150 15th Street, N.W.Washington, D.C. 20079

FEATURES

Russell Baker New York Times

Jake Page Smithsonian Magazine

Bill Still National Inquirer 338-6555

SPORTS

Len Shapario The Washington Post 364-2830

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CLASSROOM SPEAKERS

For Your Information

PHOTOGRAPHY

Dominique Van Steyn AP 554-8205

Rob Gardner Documentaries 668-6338

Peter Winants (retired) Chronicles of the Horse 687-6896

John McDonnell The Washington Post 527-8943

Doug Graham Loudoun Times-Mirror 777-1111777-1802

Neil Steinberg Photo Works 777-4002

Joanne Lawton Great Falls Gazette 777-8590

GRAPHIC ARTISTS

Stilson Greene 338-6106

Folio Graphics 430-5533

TYPOGRAPHY

Jim Price Vo-Tech 771-6560

Anne Bosley formerly with Potomac Press 777-7806

PUBLISHING

Arthur Arundel Arundel Communications 471-959613878 Park CenterHerndon, Virginia

Tom Byrd Winchester Star

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CLASSROOM SPEAKERSFor Your Information

TELEVISION

Bill Doerken Vo-Tech 771-6560

Bettina Gregory ABC News 338-7248

Mike Hambrick WJLA Channel 7 779-2525

David Statter WUSA Channel 9 521-4549 (work) 364-3807

Warner Amex Reston

Cablevision of Loudoun Leesburg 777-4700

TOURS

CNN

USA Today

Winchester Star

Chronicle of the Horse

WAGE Radio

Board of Supervisors

The Fairfax Journal Journal Newspapers 750-20006883 Commercial DriveSpringfield, Virginia

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ADVERTISING

Paul Drasiey KBK Advertising 687-3772

Mouncey Ferguson Mouncey Ferguson and Associates 777-6795

RADIO

WAGE 777-1290

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