By. Ma. Teresa Walang
One of the co-curricular activities that Pines international Academy integrates to its writing course syllabus is the introduction of the basic concepts of campus journalism and its application. The main goal of the course is to come up with a “class newsletter” similar to that of a school. An end camp issue is found to be more productive in terms of students’ mastery of micro-language skills although it entails more time and effort. One doesn’t need to be
very ambitious in coming up with a class newsletter. The class is also a way to assess the students’ improvement in writing and to let them know that they did.
Week 1: NARRATIVE WRITING DAY 1
Topic: Introduction to Narrative Writing Objective: To be able to;
1. refresh the students what is a narrative writing, its features
and the points they need to consider when writing one.
2. orient them, what are the contents of a narrative writing? 3. make them understand the structure of narratives.
There are many types of narrative writing. They can be imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, life story, and personal experience.
To help students plan for writing narratives, here are few considerations they need to look into:
1. Plot: What is going to happen? 2. Setting: Where will the story take place? When will the story take place? 3. Characterization: Who are the main characters? What do they look like? 4. Structure: How will the story begin? What will be the problem? How is
the problem going to be resolved?
5. Theme: What is the theme / message the writer is attempting to write?
The use of Language is also important take note of the following:
1. Action verbs: Action verbs provide interest to the writing. 2. Written in the first person (I, we) or the third person (he, she, and they). 3. Usually past tense.
4. Connectives, linking words to do with time.
5. Specific nouns and verbs: Strong nouns and verbs have more specific meanings. 6. Active nouns: Make nouns actually do something, eg. It was raining.(could
become) Rain splashed down.
7. Careful use of adjectives and adverbs: Writing needs careful use of adjectives
and adverbs to bring it alive, qualify the action and provide description and information for the reader.
8. Use of the senses: Where appropriate, the senses can be used to describe and
develop the experiences, setting and character:
What does it smell like? What can be heard? What can be seen - details? What does it taste like? What does it feel like?
Variety in sentence beginnings, there are a several ways to do this.
Example by using:
1. Participles: "Jumping with joy I ran home to tell mum
my good news."
2. Adverbs: "Silently the cat crept toward the bird" 3. Adjectives: "Brilliant sunlight shone through the
4. Nouns: "Thunder claps filled the air" 5. Adverbial Phrases: "Along the street walked the girl as
if she had not a care in the world."
6. Conversations/Dialogue: these may be used as an
opener. This may be done through a series of short or one-word sentences or as one long complex sentence.
Topic: Writing Fairy Tales Objective: To be able to develop a story using the elements in writing a fairy tale story. Detailed Content In the land of make believe anything can happen. Fairy Tales do make us believe just that. It also makes children use their imagination. Fairy Tales take us to many places that we wouldn't be able to visit just for fun. Kids love magical-mystical happenings. The Elements of a Fairy Tale There are several elements present in a fairy tale. Here are few that can guide a
Special beginning and/or ending writer in developing his/her fairy tale story.words – “Once upon a time...and they lived Happily ever after.” Good character Evil character Royalty and/or a castle are usually present Magic happens
Princess and the Pea
Once there was a wanted to princess; but have to be a princess. He over the one, but could he get wanted. princesses it was find out they were There was something
upon a time prince who marry a she would real travelled all world to find nowhere what he There were enough, but difficult to whether real ones. always about them
that was not as it should be. So he came home again and was sad, for he would have liked very much to have a real princess. One evening a terrible storm came on; there was thunder and lightning, and the rain poured down in torrents. Suddenly a knocking was heard at the city gate, and the old king went to open it. It was a princess standing out there in front of the gate. But, good gracious! what a sight the rain and the wind had made her look. The water ran down from her hair and clothes; it ran down into the toes of her shoes and out again at the heels. And yet she said that she was a real princess. "Well, we'll soon find that out," thought the old queen. But she said nothing, went into the bed-room, took all the bedding off the bedstead, and laid a pea on the bottom; then she took twenty mattresses and laid them on the pea, and then twenty eider-down beds on top of the mattresses. On this the princess had to lie all night. In the morning she was asked how she had slept. "Oh, very badly!" said she. "I have scarcely closed my eyes all night. Heaven only knows what was in the bed, but I was lying on something hard, so that I am black and blue all over my body. It's horrible!" Now they knew that she was a real princess because she had felt the pea right through the twenty mattresses and the twenty eider-down beds. Nobody but a real princess could be as sensitive as that. So the prince took her for his wife, for now he
knew that he had a real princess; and the pea was put in the museum, where it may still be seen, if no one has stolen it.
Topic: Writing Mystery Stories Objective: To be able to develop a mystery story with the help of the given guidelines maintaining a mysterious genre. Detailed Content What is a Mystery Story? Mystery stories are a special type of writing. Fast paced and complex, they are a problem solving. Good mysteries keep a reader wondering while solving the crime. Here are few considerations in developing a mystery story. In mystery writing, plot is everything. Because readers are playing a kind of game when they read a detective story, plot has to come first, above everything else. Make sure each plot point is believable, and keep the action moving.
Introduce both the detective and the culprit early on.
As the main character, your detective must obviously appear early. As for the culprit, your reader will feel cheated if the antagonist, or villain, enters too late in the story to be a possible suspect in their minds.
Introduce the crime within the introduction of your story.
The crime and the resulting questions are what catch your reader. The crime should be sufficiently violent -- preferably a murder.
However, also note that some types of violence are still forbidden. The crime should be believable. While the details of the murder -- how, where, and why it's done, as well as how the crime is discovered -- are your main opportunities to introduce variety, make sure the crime is believable. Your reader will feel cheated if the crime is not something that could really happen.
The detective should solve the case using only rational and scientific
methods. The culprit must be capable of committing the crime. Your reader must believe your villain's motivation and the villain must be capable of the crime, both physically and emotionally. In mystery writing, don't try to fool your reader. The detective should not commit the crime. All clues should be revealed to the reader as the detective finds them. Example:
Nancy Drew moves to Los Angeles and in typical Drew fashion, immediately stumbles upon a mystery concerning a dead movie star and her inheritance. Nancy soon discovers that the rude needling from her new classmates is the least of her worries as she's almost run over by a car and nearly blown up diffusing a bomb. Nancy's luck runs out when the bad guys get the drop on her and put Chloroform over mouth! Nancy is taken by complete surprise and barely has time to fight before the anesthetic hits her nostrils and turns out her lights! They drug Nancy in broad daylight and make her go nightly night! The attack is so effective, so precise, people walk right past the vehicle with no idea there's a young girl inside, fully anesthetized, chloroformed out of her mind! Nancy has no idea what hit her as her abductors drive her to their
hideout. Nancy comes to drugged but quickly escapes her attackers. Nancy feels foolish for having had her nose and mouth shoved into a rag that knocked her out. But the resilient sleuth marches forward, solves the case, then watches the men who drugged her go down.
Topic: Writing Science Fiction Stories Objective: To be able to develop a story with the help of the given elements of a science fiction story. Detailed Content ELEMENTS OF SCIENCE FICTION 1. EVIDENCE OF ADVANCED TECHNOLOGY The story should have a high and advance evidence of technology the characters may be alien or domestic who are capable of many things and with high intellect. 2. FUTURE TIME SETTING The time setting may be alternate time of the past and present, but it would be best if the time setting is in the future where everything is advance. 3. ALTERNATE LOCATION SETTING The location would exactly give the picture of the story it may be on another planet, may be under the oceans or may be in another dimension of existence. 4. ALIENS One particular feature of a science fiction story is the existence of aliens that may be on earth or other place, or humans that may have changed or mutated, or humans may be on an alien planet 5. STRANGE POWERS
Often aliens have strong mysterious powers; sometimes humans now have new powers or senses ex. ESP 6. SCIENCE IS IMPORTANT IN THE STORY SOMEHOW It may refer to technology or understanding of the world 7. PROTAGONIST (HERO) 8. ANTAGONIST (VILLAIN) It may be a being or beings or may be a force, sometimes it is a societies rules. Or sometimes human sometimes not 9. PROBLEM The problem must be overcome. 10. RESOLUTION Usually the protagonist solves the problem.
Star Wars (summary)
Luke Skywalker stays with his foster aunt and uncle on a farm on Tatooine. He is desperate to get off this planet and get to the Academy like his friends, but his uncle needs him for the next harvest. Meanwhile, an evil emperor has taken over the galaxy, and has constructed a formidable "Death Star" capable of destroying whole planets. Princess Leia, a leader in the
resistance movement, acquires plans of the Death Star, places them in R2D2, a droid, and sends him off to find Obi-Wan Kenobi. Before he finds him, R2D2 ends up on Skywalkers' farm with his friend C3PO. R2 then wanders into the desert, and when Luke follows, they eventually come across Obi-Wan.
Topic: Writing Romance Stories Objective: To be able to write a story centered to a love story with an emotional satisfying “happy ending” Detailed Content When planning on writing a love story or romance, you will need to create the perfect characters, setting, and plot for your story. Here are some of the things to keep in mind while you are writing.
The Hero The hero in your story should be strong, exciting and bold. He knows what he wants, and does what is necessary to get it. He has a purpose in life. He does not have to be rich, brilliant, political, or economically powerful. But he can be any of those, if you wish. Heroine The heroine in your story can be strong-willed or shy. She can have imperfections as long as they are not great. She can look anyway you want, as long as she is attractive to the hero. But one thing she must be is someone the hero is willing to do whatever it takes to have. Villain The antagonist is the best character to write. He can be as bad as you want, as evil as you need. He/She should be flexible and motivated. He knows what he wants and is willing to do ANYTHING to get it. But he has to have some good qualities. Every human on the planet, even the most evil, has something about them that is not evil.
Secondary Characters The story is about your hero and heroine. Your secondary characters should never be more vivid then your main characters. They can be used to move the story forward, give information to the main characters, and provide support to them, but they should never take control of the story. Every part should have at least one of the main characters in it. Setting Where you set your story is very important. Your setting does not have to be out of the ordinary as long as you are able to convey it to your reader in such a way that they can become part of the setting. Story Basics The main characters should meet as soon as possible and find themselves in conflict
with each other right away. Their first meeting should be emotionally. It should make them be attracted, and hate, each other from the beginning.
In an animated fairy tale world, a young girl meets and falls in love with the handsome prince of her dreams. News of this romance upsets the prince's mother, the evil queen, who uses her black magic to send the girl hurtling out of the animated world into the one place in the universe where there is no true love: modern day Manhattan. The now-real girl has to survive in New York City and find her way home again to her true love.
Topic: Writing Historical Stories Objective: To be able to present the scene and characters, should be described in detail, and provided with sufficient historical evidence exists to back up the description. Detailed Content: I- Requirements in Writing a Historical Story Historical writing requires a combination of attention to structural (The use of verb tenses and the subject and verb agreement) considerations along with the finding
and assessing of facts. Therefore, it is not sufficient to write well grammatically and stylistically. The writer must also address the background of the event, and significant dates. II- Three Basic Processes In order to produce an historical work, the writer must master three basic processes: gathering data; criticism of that data; and the presentation of his or her facts, interpretations, and conclusions, based upon the data, in an accurate and readable form. Before beginning the writing process, the writer should have an understanding of: the data that has been gathered.
Robin Hood (summary) After escaping from a Dungeon after being captured by the Turks during the crusades, Robin, son of Lord Locksley and a warrior Moor named Azeem return to England only to find Robin's father has been murdered by the
corrupt Sheriff of Nottingham and has taken over his Father's lands. Unable to be helped by Maid Marian Dubois, sister of Robin's friend Peter who died trying to help Robin and Azeem escaped. Robin vows to avenge his father and flees to the Forest of Sherwood, home to a band of outlaws who have been banished from their villages by the Sheriff of Notingham. Combining the forces of the outlaws, Robin and his merry men set out on a crusade against the Sheriff of Nottingham and defeat the Sheriff of Nottingham and his henchmen who bids to take over the throne of England's rightful ruler King Richard and put a end to the corruption that has infested the English countryside.
Topic: Writing Adventure Stories
Objective: To be able to compose a story encompassing characters in pursuit of a mission. Detailed Content: In an adventure story, one or more people set out on a quest. The path they take is seldom smooth and various parts tell us the characters travels. It has more structure, excitement is the key ingredient. Adventures can happen to ordinary people going about their daily chores. Adventure stories can encompass other story types, including escape, rescue, thriller, romance and more. Perhaps more than any other genre, though, the adventure embraces traditional plot elements, such as a journey, gaining symbolic artifacts and defeating a villain. Example:
Indiana Jones (summary)
Three years after he recovered The Ark of the Covenant. Jones recovered an artifact that he found as a kid, the Cross of Francisco De Coronado from treasure hunters. Now, Jones discovers the history of another biblical artifact called "The Holy Grail". He was also informed that his father, Henry Jones is missing. Jones has to find his father who is looking for the Grail. However, Jones will become involved in the search of the Holy Grail along with his father, as well as fighting the Nazis to reach it.
Topic: Writing Fables Stories
Objective: To be able to convey a good moral, teaching the readers ethics of life through writing a fable story. Detailed Content:
I- Choose a moral All fables have a moral. What is the lesson that you want to teach? You can use a well known saying or come up with your own. II- Invent characters Who will be in your fable? Many fables have animal characters. Your characters can be animals, people, objects, or anything you like. If you choose animals or objects, you should use good personification (when you make a thing, idea, or an animal do something only humans can do.) to make your characters more believable. III- Find a setting A fable can take place anywhere or anytime. It can be a in a real place or an imaginary one. IV- Create a plot All stories need a plot. What will happen to your characters? What will be the conflict? How will they learn their lesson?
Writing Proper: Getting it down on paper
1) Introduce the characters and setting
Describe your characters so that the reader can imagine them. Describe appearance, actions, and thoughts. Describe the setting so that the reader can see it and know where the fable will be taking place. 2) Explain the plot This is the part where you write the actual story. What happens to the characters? How do they respond? 3) End the fable This is when your characters learn their lesson. You should end your fable with the moral.
The Hare and the Tortoise
Hare one day ridiculed the short feet and slow pace of the Tortoise, who replied, laughing: "Though you are swift as the wind, I will beat you in a race." The Hare, believing his assertion to be simply impossible, assented to the proposal; and they agreed that the Fox should choose the course and fix the goal. On the day appointed for the race the two started together. The Tortoise never for a moment stopped, but went on with a slow but steady pace straight to the end of the course. The Hare, lying down by the wayside, fell fast asleep. At last waking up, and moving as fast as he could, he saw the Tortoise had reached the goal, and was comfortably dozing after his fatigue.
Topic: Writing Myth Stories
Objective: To write an original creation of myth making sure to include all the elements of a myth: Detailed Content: Myth explains how things came into being. It composes of the elements like; 1) characters 2) setting, 3) conflict, 4) plot, and 5) resolution. During the pre-writing Choose something you've wondered about, something that interests you, or something that you think It would be enjoyable to write about to use as the basis for your own creation myth. For example, you might want to write about: • • • • • • • • • • how cats got their tails how the sun came into being why the moon disappears once a month why giraffes have long necks why there is dew on the grass in the summer why dogs bark instead of chirp why wheels are round why penguins can't fly why trees grow vertically instead of horizontally why people have language and animals do not
Create a setting, choose characters, and identify the problem. Remember the way in which the problem in your story is resolved should somehow influence the creation idea you are describing.
Plan your myth using a story map
Drafting Using the information you wrote in your story map write the draft of your myth.
Creation of the world (summary)
In the begining there was Chaos. From Chaos the first gods were born -- Uranus and Gaea, the sky and the earth. They had plenty of children, but Uranos shut them all in Tartarus because he couldn't stand their ugliness. Desperate Gaia told one of her sons into revenge. Cronus cut his father's secret parts off with a sword. And Cronus' reign began and the king of gods married his sister, Rhea. Afraid of his father's prophecy, which said that he will be killed by his son, the god ate all his children just after they were born. Rhea couldn't stand it any longer and when she gave birth to Zeus, she gave her husband a stone in diapers. Cronus swallowed him, suspecting nothing. The baby was raised on Crete by mountain nymphs and the goat Amalthea. When Zeus has grown up, he killed his father and gave freedom to his brothers and sisters who were living bowels. The powered was distributed between gods, who have moved to Mount Olympus and lived their lives joyfully, arguing and loving each other and watching people. Zeus also had many children, not only with his wife Hera but also with other goddesses and even women.
Topic: Writing Life /Personal Stories Objective: To be able to write down personal life experiences following the given suggestions in writing a personal essay. Detailed Content: Some Suggestions for Writing a Personal Experience Essay
1. When you see the topic, quickly choose one experience from your life that
relates to the topic. 2. Write down some quick notes about the experience on a separate piece of paper. 3. Don't waste time on a formal introduction; jump right into the experience or story. Save general statements for the conclusion.
4. For most personal experience essays, use simple past or past continuous
tense. If something happened previous to the personal experience, use past perfect. 5. Include details to make your essay interesting (but don't get off the topic.)
see, hear, smell, feel, taste. emotions, thought, actions. (What were you thinking, feeling and doing?)
Conclude by telling what you learned from the experience. 7. Don't worry about grammar. Take five minutes at the end to proofread your essay. (Reading aloud helps you catch your mistakes.)
8. Remember: Specific is Terrific! To do this take a look at your transitions
Helen Keller’s Biography (summary)
Helen Keller was born June 27, 1880 in Tuscumbia, Alabama. An unidentified illness took her hearing and sight when she was only 19 months old. After losing both, she became wild and uncontrollable due to her inability to communicate and learn. Almost as well known as Helen Keller is the work of Anne Sullivan, who became her teacher in 1887, working in a role that today is known as an intervener. Helen finally learned that things have names when Sullivan had the famous "water" breakthrough, finger spelling "water" into Helen's hand and pumping water for Helen to feel. After that breakthrough, there was no stopping Helen Keller. She went on to attend a school for the blind and other schools, learned how to talk, learned how to lip read with her fingers, and graduated from Radcliffe College.
Helen Keller never lived independently (unlike today where many deaf blind people live independently). She always lived with either Anne Sullivan (and for a few years, Anne Sullivan's husband too), or Polly Thompson who joined the household in the 1930s and stayed on after Sullivan passed away in 1936. Among the many things that Helen Keller was famous for saying was her statement that deafness was a "greater affliction" than blindness. Helen Keller passed away on June 1, 1968. Helen has been the subject of several books, particularly children's books. The image of a little girl discovering language through the spelling of the word "w-a-t-e-r" into her hand is fascinating for children.
Week 2: NEWS WRITING DAY 11-12
Topic: Hard News Writing Objective: To produce and polish a hard news item thru writing following the set rules in journalism. Detailed Content
Tell What, Why, When, How, Where and Who.
As a general rule, every news story must answer the questions, “What, Why, When, How, Where, and Who.” Don’t assume (guess) that your reader is already familiar with the context (background) of the story or basic background information. Be brief (short), but be sure to include all essential (important, relevant) information.
Use the active voice
Active voice: Subject of sentence does the action. Passive voice: Subject receives the action.
The Principal believes that teachers
It is believed by the Principal that
more effort must be placed on less active students.
must place more effort on less active
students. Researchers earlier showed that high stress can cause children to give up their studies. The teacher hit the student.
It was earlier demonstrated dropping
students can be caused by high stress.
The student was hit by the teacher.
Hard News and Soft News
A news story can be hard, recording as concisely (in few words) as possible who, what, where, when, why and how of an event. Or it can be soft, standing back to examine the people, places and things that shape the world, nation or community. Feature stories are often written on these soft news events. There is no firm line between a news story and a feature
Topic: Writing Features Objective: To write something on which the students interest him or her the most. Detailed Content Features are not meant to deliver the news firsthand. They do contain elements of news, but their main function is to humanize, to add color, to educate, to entertain, to illuminate. They often recap major news that was reported in a previous news cycle.
1. Profile people who make the news 2. Explain events that move or shape the news 3. Analyze what is happening in the world, nation or community 4. Teach an audience how to do something
5. Suggest better ways to live 6. Examine trends 7. Entertain
Personality profiles: A personality profile is written to bring an audience closer to a person in or out of the news. Interviews and observations, as well as creative writing, are used to paint a vivid picture of the person Human interest stories: A human interest story is written to show a subject’s peculiarity (uniqueness) or its practical, emotional, or entertainment value. Trend stories: A trend story examines people, things or organizations that are having an impact on society. Trend stories are popular because people are excited to read or hear about the latest fads. In-depth stories: Through extensive research and interviews, in-depth stories provide a detailed account well beyond a basic news story or feature. Backgrounders:
A backgrounder--also called an analysis piece--adds meaning to current issues in the news by explaining them further. These articles bring an audience up-todate, explaining how this country, this organization, this person happens to be where it is now.
Writing and Organizing Feature Stories
Feature writers seldom use the inverted-pyramid form. Instead, they may write a chronology that builds to a climax at the end, a narrative, a first-person article about one of their own experiences or a combination of these.
Steps in Feature Writing:
1. Choose the theme. The paper provides unity and coherence to the piece.
It should not be too broad or too narrow.
2. Write a lead that invites an readers into the story. A summary may not
be the best lead for a feature.
3. The body provides vital information while it educates, entertains, and
emotionally ties a reader to the subject. 4. Write clear, concise sentences. Sprinkle direct quotations, observations and additional background throughout the story. Paragraphs can be written chronologically or in order of importance. 5. Use transition. Connect paragraphs with transitional words, paraphrases, and direct quotations. 6. Use dialogue when possible. Feature writers, like fiction writers, often use dialogue to keep a story moving. Of course, feature writers cannot make up dialogue; they listen for it during the reporting process. Good dialogue is like good observation in a story; it gives readers strong mental images and keeps them attached to the writing and to the story’s key players.
7. Establish a voice. Another key element that holds a feature together is voice, the "signature" or personal style of each writer. Voice is the personality of the writer and can be used to inject color. 8. Conclude with a quotation or another part of the line. A feature can trail off like a news story or it can be concluded with a climax.
Topic: Writing Editorial Objective: To make stand on given issues. In this students are asked to criticize the issue and, give suggestions for a change. Detailed Content An editorial is an article that presents the newspaper's opinion on an issue. Editorial writers build on an argument and try to persuade readers to think the same way they do. Editorials are meant to influence public opinion, promote critical thinking, and sometimes cause people to take action on an issue. In essence, an editorial is an opinionated news story. Editorials have the following: 1. Introduction, body and conclusion like other news stories 2. An objective explanation of the issue, especially complex issues 3. A timely news angle 4. Opinions from the opposing view 5. The opinions of the writer delivered in a professional manner. Good editorials engage issues, not personalities and refrain from name-calling
or other insignificant strategy of persuasion. 6. Alternative solutions to the problem or issue being criticized. A good editorial should take a pro-active approach to making the situation better by using constructive criticism and giving solutions. 7. A solid and concise conclusion that powerfully summarizes the writer's opinion.
1. Explain or interpret: Editors often use these editorials to explain the way the newspaper covered a sensitive or controversial subject. School newspapers may explain new school rules or a particular student-body effort like a food drive. 2. Criticize: These editorials constructively criticize actions, decisions or situations while providing solutions to the problem identified. Immediate purpose is to get readers to see the problem, not the solution. 3. Persuade: Editorials of persuasion aim to immediately see the solution, not the problem. From the first paragraph, readers will be encouraged to take a specific, positive action. Political endorsements are good examples of editorials of persuasion. 4. Praise: These editorials commend people and organizations for something done well. They are not as common as the other three.
Topic: Writing Campus Celebrities Objective: To appropriate a profile for a certain campus celebrity. Detailed Content How to write about your favorite celebrity? Step 1 Gain access to an interview with the celebrity you want to write about. Personal interviews are a key factor in securing factual information about a person you want to write about. Step 2 Research biographical information about your celebrity personality’s life, information obtained from authorized biographies is more likely to be accurate than that from unauthorized. Step 3 Determine what angle you are going to use for your article. Like feature articles, celebrity pieces need to have a narrow focus. Step 4
Use the notes you have gathered to form an outline for your article. Outlining a large task helps make it seem smaller and easier to handle. Step 5 Write out a rough draft of your article, knowing that you can edit it later. Concern yourself with getting the facts down on paper.
Topic: Writing Columns Objective: To express a certain view to inform, to entertain, and to educate the readers on some events concerning the academy. Detailed Content What is a column? A column is not a news article, but it is news. It generally answers why and how. It often is personal, using the first and second person (I and you). A column often states an opinion. It is said to be like writing an open letter. A column also has a standard head, called a title, and a by-line (name) at the top. These identify you and your column for the reader (Debrah Jefferson) Column suggestions When writing a column, do Give the reader timely, helpful information.
Develop a structure and keep it.
Write simple and short sentences and paragraphs. In personal columns, use local names and places. Learn the difference between a column and a news story.
When writing a column, don't Use technical or complex words. Talk in slang or unfamiliar terms. Talk about one topic constantly. Include too much detail or material. You should be stimulating interest, not exhausting a subject.
Refer to yourself as a third person (this author, your reporter) or quote yourself
(Jimmy Jones said). Instead use mine.
Topic: Writing a Report (based on an interview) Objective: To write a report based on an interview to the source of information. Detailed Content:
Selecting and Contacting your Interviewee
Your interviewee can be involved in any aspect of professional writing. Select someone who works in your area(s) of interest.
Ideally, you should arrange to conduct the interview in person. Face-to-face, real-time interaction will help to build rapport and give you the opportunity to ask follow-up questions as your interviewee responds. The best method for initiating
contact is to call your interviewee.
1. introduce yourself and explain the purpose of the interview. 2. give a clear sense of the time frame in which you need to schedule an appointment. 3. forecast the amount of time you will need (45 minutes-1 hour) for the interview itself. 4. if you want to tape the interview, ask for permission in advance. 5. give him or her an effective way to get in touch with you if they have any questions or concerns. If your potential interviewee is not in when you call, be certain to leave a detailed message explaining who you are and why you are contacting him or her. Invite him or her to call you back, but also leave yourself an opening. State a particular day and time when you will call back.
Consider the following as you draft your interview questions. As you plan your interview, think about not only the individual questions but also the shape of the interview as a whole. Order the questions so that they flow logically and productively build on each other. Have at least 6 well-developed questions, but don't let these questions stifle the natural flow of conversation. Listen carefully to the responses and ask follow-up questions based upon the interviewee's interests and concerns. Avoid questions that can be answered with a simple yes or no. Avoid asking questions that are too broad or too narrow. Avoid asking leading questions that assume particular answers and discourage the
interviewee from voicing alternative interests/concerns.
Topic: Science and Technology Objective: To report an update regarding Science and technology thru writing. Detailed Content Writing strategies in science and technology classes improve students' ability to summarize information and make connections between new information and experiences. 1. Summary Exercises Writing a summarize information provides concluding thoughts. Paragraphs or essays can be assigned to evaluate a scientific article. 2. Exploratory Exercises Though not as precise as summative exercises, exploratory writing has an important place in science and technology writing exercises are less formal and encourage students to make connections between known concepts or explore a new idea by using what they already know. PREPARING FOR SCIENCE WRITING How can one prepare for freelance science writing?
1. Learn about recent developments and new inventions.
38 2. Identify experts who are cited on particular subjects.
3. Discover concepts for illustrations for articles.
4. Identify print and electronic sources of additional information for the topic. 5. Discern developing areas of interest.
Topic: Preparing the Dummy Sheet Objective: Students will learn about newspaper design and the steps to making a well-designed page using a dummy sheet. They will be able to recreate already printed newspaper pages, and also create their own designs for newspaper pages. Detailed Content The dummy page is just a smaller, mock-up version of the actual printed newspaper page a sheet with a grid on it and is used to draw publication layouts.
Draw a Plan- Draw a detailed plan of two facing pages following the desired design of the school. The design should be full size, with margins, measure all sides where you wish to drop your article. The more detailed it is the better and easier it will take to do the design. 2. Number the Proofs- Place a number where you wish to drop the article, the numbering must
follow a certain order so it would also serve as the guide to where do you want an article be.
3. Arrange the Proofs of Illustrations- Arrange the illustrations in order they
will appear. Cut sheets of pictures or plain paper just to create an exact picture of the real Layout soon after.
4. Trim the Dummy- Trim the boxes where you’ll place the article le. Use
adhesive tape to stick your articles to their respective area of content. 5. Continue the Process- Continue placing all the articles until you finish placing all the articles from the front page to the last. Adjust if necessary; use a ruler to measure all adjustments. Facing units should be balanced.
6. Revise-Revise the dummy to fit in all things nearly. A form is usually a
multiple of eight or sixteen pages.