Eastview News

5-31-11 Intro to Shattered Glass

2011-05-31T07:53:00.000-05:00

For reading time:

1. Go to Media Center webpage
2. Click MasterFILE Premier
3. Click Advanced Search
4. Type in Stephen Glass, change Select a Field to AU Author, and click Search

Read "Hack Heaven" and any other articles you'd like. This is an anticipatory set for the movie you'll watch called Shattered Glass.

5-25-11 Create a Newspaper Page Using Photoshop

2011-05-25T22:16:00.000-05:00

Today, you will create newspaper pages based on the stories you've written in Photoshop. You don't need to follow these directions completely, they are just a guide. When you have finished your pages, save them as a .jpg and post them to your blog.

This tutorial will show you how to create an image that will look like a scanned newspaper page.

Step 1. Create a new document, size 630x900 and fill it with it a light, warm gray (color code #e4e4e4).

Step 2. To make the final result make more realistic, it’s necessary to mimic the way you can see the writing on the back page on a real newspaper.

To achieve this effect, open an image of a newspaper page you can find on the Internet (I chose this one), go to Image-Rotate Canvas - Flip Canvas Horizontal and then copy/paste it over the new document you just created. Set its opacity to 5%, so that the writing is only a bit visible.

Step 3. Newspaper articles often contain pictures, so I opened this one and resized it to 35%, and I placed it on the left.

Step 4. To convert the image to black and white, the best method is to go to Image - Adjustments - Channel Mixer… tick Monochrome and leave all the other settings as default.

Step 5. In order to create the headlines, I used Century Old Style Std, Italic, size 40pt and 24pt respectively. You may use any other font that is very legible and simple.

Step 6. To create the subtitles, I used Century Old Style Std, Bold, size 18pt. I left some space between them and the picture, and the headlines, in order to achieve an elegant, uncluttered look.

Don’t worry if the text you’ve done until now is not properly aligned. You can easily fix that later.

Step 7. Now it’s time to create the content of the news article. You need to create a text box: using the Type Tool, click on the desired starting point of the text box and drag down to create a rectangle.

Though it’s not visible in the screenshot above, the text box doesn’t go all the way to the bottom of the page. I’ve left a blank edge on the bottom of the page, because we’re later going to add the date and day of the week there, just like on genuine newspapers.

Step 8. Paste some text of your choice into the text box you’ve created (my source was Wikipedia). The font I used is Century Old Style Std, Regular, 14pt.

Notice that I’ve used a Sans Serif font. Because of their high legibility, most magazines and newspaper articles use Sans Serif fonts for the main body of text.

Step 9. Create a second text box as shown at step 7 and paste some text, using the font at step 8.

Step 10. The final step is to create a text box and add some text in the lower part of the page. I used the font Century Old Style Std, Regular, 12pt.

In order to verify and align the way the text and pictures fit on the page, go to View -Show - Grid. To change the position of a certain element, use the left and right arrow keys, or the Move Tool.

5-24-11 Photoshop Ads

2011-05-23T22:28:00.001-05:00

Today you will present your Photoshop Ads to the class.

5-23-11 Photoshop Ads

2011-05-23T08:42:00.001-05:00

You will have one more day to work on your Photoshop ads today.

When you are finished, save your project as a .jpg and post it to your blog.

You will present your ads to the class tomorrow.

5-18-11 Photoshop Day 2

2011-05-18T07:51:00.000-05:00

We will continue learning Photoshop today. We will start on our advertisements on Thursday.

5/17/11 Advertising/Photoshop

2011-05-17T07:45:00.000-05:00

Today we will learn the basics of Photoshop.

Photoshop Day 1

1. Create new project (size and resolution).
2. Interface overview. Drop down menus and shortcuts. File, Edit, Image, Layer, Select, Filter, View, Windows.
3. Tool bar window (hidden tabs).
4. Basic Painting and Erasing, Pencil, Eyedropper, Fill Bucket.
5. Open image, Copy and Paste (multiple images). Introduction to layers.
6. Selection. Area, Lasso, Magic Wand.
7. Zoom and Pan.

CREATE AN ADVERTISEMENT ASSIGNMENT

Assignment: Come up with the concept for a product you think the world needs. It can be as logical as a new cereal with banana flakes in it or as far-fetched as golf balls that glow in the dark. Then do the following:

1. Design a logo for the company that will sell this product. If you aren’t a natural artist, you will be better off designing something that is easily reproduced — something with simple circles or lines.

2. Create an advertisement for the print media (either newspaper or magazine) as follows:

Create a color magazine ad of an appropriate size (11"h x 8"w). Indicate where and when the ad will run. The ad must include a product illustration, a benefit headline, text and where it can be purchased.

You will post these ads to your blogs and present them to the rest of the class next week.

5-17-11 Advertising

2011-05-16T12:13:00.003-05:00

Your opinion/editorial is due at the beginning of the hour today.

Media Quiz
http://www.pbs.org/teachers/digital-media-literacy/quiz-yourself/

Watch Super Bowl Ads
http://superbowlads.fanhouse.com/

Top 10 Ads of All Time
http://www.msnbc.msn.com/id/28780693/

Mobile Ads
http://industry.bnet.com/advertising/100077/are-teens-really-receptive-to-mobile-advertising/

5/16/11 - Op/Ed

2011-05-15T13:13:00.000-05:00

Because blogger was down on Friday, you'll have an extra day today to peer edit and finish your op/ed piece. We will begin our advertising unit tomorrow.

5-12-11 Editorial

2011-05-11T21:38:00.000-05:00

Your rough draft is due before you come to class tomorrow. We will do two peer edits in class tomorrow.

Editorial/Opinion Work Day 5/11/11

2011-05-10T10:00:00.002-05:00

For reading time today, read this information about Editorial Writing:

You will have the rest of the hour to work on your article. It is due at the beginning of the hour on Friday.

CHARACTERISTICS OF EDITORIAL WRITING

An editorial is an article that presents the newspaper's opinion on an issue. It reflects the majority vote of the editorial board, the governing body of the newspaper made up of editors and business managers. It is usually unsigned. Much in the same manner of a lawyer, 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:

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 viewpoint that refute directly the same issues the writer addresses
5. The opinions of the writer delivered in a professional manner. Good editorials engage issues, not personalities and refrain from name-calling or other petty tactics of persuasion.
6. Alternative solutions to the problem or issue being criticized. Anyone can gripe about a problem, but 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. Give it some punch.

Four Types of Editorials Will:

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.

Writing an Editorial

1. Pick a significant topic that has a current news angle and would interest readers.
2. Collect information and facts; include objective reporting; do research
3. State your opinion briefly in the fashion of a thesis statement
4. Explain the issue objectively as a reporter would and tell why this situation is important
5. Give opposing viewpoint first with its quotations and facts
6. Refute (reject) the other side and develop your case using facts, details, figures, quotations. Pick apart the other side's logic.
7. Concede a point of the opposition — they must have some good points you can acknowledge that would make you look rational.
8. Repeat key phrases to reinforce an idea into the reader's minds.
9. Give a realistic solution(s) to the problem that goes beyond common knowledge. Encourage critical thinking and pro-active reaction.
10. Wrap it up in a concluding punch that restates your opening remark (thesis statement).
11. Keep it to 500 words; make every work count; never use "I"

A Sample Structure

I. Lead with an Objective Explanation of the Issue/Controversy.

Include the five W's and the H. (Members of Congress, in effort to reduce the budget, are looking to cut funding from public television. Hearings were held …)

Pull in facts and quotations from the sources which are relevant.
Additional research may be necessary.
II. Present Your Opposition First.

As the writer you disagree with these viewpoints. Identify the people (specifically who oppose you. (Republicans feel that these cuts are necessary; other cable stations can pick them; only the rich watch public television.)

Use facts and quotations to state objectively their opinions.
Give a strong position of the opposition. You gain nothing in refuting a weak position.

III. Directly Refute The Opposition's Beliefs.

You can begin your article with transition. (Republicans believe public televison is a "sandbox for the rich." However, statistics show most people who watch public television make less than $40,000 per year.)

Pull in other facts and quotations from people who support your position.
Concede a valid point of the opposition which will make you appear rational, one who has considered all the options (fiscal times are tough, and we can cut some of the funding for the arts; however, …).
IV. Give Other, Original Reasons/Analogies

In defense of your position, give reasons from strong to strongest order. (Taking money away from public television is robbing children of their education …)

Use a literary or cultural allusion that lends to your credibility and perceived intelligence (We should render unto Caesar that which belongs to him …)
V. Conclude With Some Punch.

Give solutions to the problem or challenge the reader to be informed. (Congress should look to where real wastes exist — perhaps in defense and entitlements — to find ways to save money. Digging into public television's pocket hurts us all.)

A quotation can be effective, especially if from a respected source
A rhetorical question can be an effective concluder as well (If the government doesn't defend the interests of children, who will?)

5-10-11 Editorial

2011-05-09T20:05:00.000-05:00

Editorial sections from newspapers around the world

Continue writing your editorial today. You should post any interview questions on your blog before class tomorrow. You will post the rough draft to your blog before Friday's class. We will do peer edits on Friday.

CHARACTERISTICS OF EDITORIAL WRITING

An editorial is an article that presents the newspaper's opinion on an issue. It reflects the majority vote of the editorial board, the governing body of the newspaper made up of editors and business managers. It is usually unsigned. Much in the same manner of a lawyer, 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:

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 viewpoint that refute directly the same issues the writer addresses
5. The opinions of the writer delivered in a professional manner. Good editorials engage issues, not personalities and refrain from name-calling or other petty tactics of persuasion.
6. Alternative solutions to the problem or issue being criticized. Anyone can gripe about a problem, but 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. Give it some punch.

Four Types of Editorials Will:

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.

Writing an Editorial

1. Pick a significant topic that has a current news angle and would interest readers.
2. Collect information and facts; include objective reporting; do research
3. State your opinion briefly in the fashion of a thesis statement
4. Explain the issue objectively as a reporter would and tell why this situation is important
5. Give opposing viewpoint first with its quotations and facts
6. Refute (reject) the other side and develop your case using facts, details, figures, quotations. Pick apart the other side's logic.
7. Concede a point of the opposition — they must have some good points you can acknowledge that would make you look rational.
8. Repeat key phrases to reinforce an idea into the reader's minds.
9. Give a realistic solution(s) to the problem that goes beyond common knowledge. Encourage critical thinking and pro-active reaction.
10. Wrap it up in a concluding punch that restates your opening remark (thesis statement).
11. Make every work count; never use "I"

A Sample Structure

I. Lead with an Objective Explanation of the Issue/Controversy.

Include the five W's and the H. (Members of Congress, in effort to reduce the budget, are looking to cut funding from public television. Hearings were held …)

Pull in facts and quotations from the sources which are relevant.
Additional research may be necessary.

II. Present Your Opposition First.

As the writer you disagree with these viewpoints. Identify the people (specifically who oppose you. (Republicans feel that these cuts are necessary; other cable stations can pick them; only the rich watch public television.)

Use facts and quotations to state objectively their opinions.
Give a strong position of the opposition. You gain nothing in refuting a weak position.

III. Directly Refute The Opposition's Beliefs.

You can begin your article with transition. (Republicans believe public televison is a "sandbox for the rich." However, statistics show most people who watch public television make less than $40,000 per year.)

Pull in other facts and quotations from people who support your position.
Concede a valid point of the opposition which will make you appear rational, one who has considered all the options (fiscal times are tough, and we can cut some of the funding for the arts; however, …).
IV. Give Other, Original Reasons/Analogies

In defense of your position, give reasons from strong to strongest order. (Taking money away from public television is robbing children of their education …)

Use a literary or cultural allusion that lends to your credibility and perceived intelligence (We should render unto Caesar that which belongs to him …)
V. Conclude With Some Punch.

Give solutions to the problem or challenge the reader to be informed. (Congress should look to where real wastes exist — perhaps in defense and entitlements — to find ways to save money. Digging into public television's pocket hurts us all.)

A quotation can be effective, especially if from a respected source
A rhetorical question can be an effective concluder as well (If the government doesn't defend the interests of children, who will?)

5-9-11 Editorial/Opinion

2011-05-09T05:02:00.000-05:00

New York Times Editorials

Star Tribune Editorials

Editorial Cartoons

An editorial is a way for a reporter to get her own personal opinion into a story, rather than the objective approach used with other newspaper stories. Most newspapers run editorials on a regular schedule, whether daily or two to three times per week. These are normally written by the staff reporters, though community leaders or experts in certain fields are occasionally invited to craft an editorial. If you are called on to write an editorial, there are a few things to keep in mind:

1. Keep the topic relevant. The topic of an editorial should normally be about a current news story or event. This doesn't have to be a major story or event, but it should be something with a broad appeal to the readership. If you want to write an editorial about something that happened in the past, wait for an anniversary of the event to tie it to the present day.

2. Use personal opinion. The main difference between an editorial and a news story is that there is room to try to persuade readers with your personal opinion. This should be done in a rational manner, as with a standard news story, and with attributed sources if needed. It is not enough to state your opinion on a news story, but rather to use your opinion to guide interpretation of the story.

3. Feel free to use emotion, but in a limited manner. An editorial written out of anger or another strong emotion is not going to hold the persuasive power of one written with a limited range of emotion. I once wrote an editorial about greed and how it was driving government officials in ways that I didn't approve of. By simply expressing distaste and disappointment, the editorial had more impact than if I had written an angry missive about how much I hated the local government. Strong, reactive emotion will turn off readers, while a more personal and subdued emotional theme will draw readers in.Use persuasive language. Using clear, active language is far more persuasive than a weak narrative that rambles. Get to the point. For more information about crafting persuasive arguments, see How to Write a Persuasive Essay.

4. Get your facts straight. While there is a limited protection afforded by opinion pieces, there is still a chance of your piece being construed as libel. If you are discussing people or businesses in your editorial, be sure that all facts are correct and are attributed. If you are writing negative opinions about people or businesses, be sure to begin by stating that it is your opinion. Opinions can be neither proved nor disproved, and will not be construed as libel unless there is an obvious component of malice to them. For this reason, never name call.

5. Try to be entertaining. Keeping all of the above steps of clarity, relevance and fact-checking in mind, there is still room to write in an entertaining manner. Readers usually expect to get more out of an editorial than simple facts, so don't disappoint. You can use humor to illustrate your points if appropriate.

You should answer these questions on your blog before you come to class tomorrow.

Note: Pointing out what’s wrong is easier than contributing to a problem’s solution –and a good editorial’s concern should be to better a situation, not bludgeon it. Remember, also, no matter what your purpose or topic, an editorial is no place to indulge in personal attacks. Be smart! Don’t whine or gripe – use your energy to convince!

1. What is a problem/issue that our entire student body (our school, community, country, etc.) faces today?

2. What is your view/position on the problem or situation?

3. What would you like to achieve with your editorial? (What is the desired result?)

4. How will you persuade your audience to adopt your viewpoint as theirs? List at least 4 persuasive points.

5. How will you motivate your readership to action in your conclusion?

6. How will your editorial serve a public purpose?

YOUR ASSIGNMENT:
Choose a topic that interprets news or an issue from your student perspective(remember: this is YOUR opinion!)
1. This should be between 350-500 words long.
2. It should express an opinion about your topic in an intelligent way.
3. It should be spelling and error-free
4. It should be developed like an editorial
5. Use the examples we read in class as a model

MON - Prewriting
TUES - Prewriting Due, Data Collection/Interviews
WED - Interview questions due, writing time
THURS - Interview answers due, writing time
FRI - Peer Edits, Revisions, Final Assignment Due Monday
MON - Final Assignment posted before beginning of hour

5-6-11 Feature Story

2011-05-06T08:38:00.002-05:00

For reading time today: www.theonion.com

We will do peer edits today in class of two classmates. Go to Review/Track Changes in Microsoft Word. You can also add comments.

Your final feature story is due before you come to class on Monday.

5-5-11 Feature Story and Style

2011-05-05T22:00:00.000-05:00

Your rough draft is due on Friday before you come to class. The final version is due on Monday before you come to class.

Independent reading time options:

Top 100 Online Newspapers

Lightning Press Style Sheet:

Section I: Capitalization
1. Used alone, the word school is capitalized only when it refers to a particular school and is included in the name (e.g. the high school as opposed to Eastview High School).
2. Capitalize all formal school activities (e.g. Homecoming, Prom).
3. Capitalize course titles and formal class designations, but not general subject names unless they are proper names (e.g. art, science as opposed to French, English, American Literature, Sociology).
4. Do not capitalize names of official organizations or athletic teams (e.g. school board, student council).
5. Do not capitalize the names of school year classifications (e.g. freshman, senior).
6. Do not capitalize titles when used without names (e.g. the principal as opposed to Principal Dick Dewey).
7. Capitalize titles for people only when they precede the name (e.g. Superintendent John Currie).
8. Titles should also only be capitalized when they indicate a scope of authority, profession or academic accomplishment so specific that the title becomes almost as much a key part of the person’s identity as a proper name itself. For example: Principal Dick Dewey, President George W. Bush. Note: For our purposes, the only people in our school district who will have a capitalized title before their name are deans, the principal and the superintendent.
9. Other titles serve mainly as occupational descriptions, and therefore should not be capitalized. For example, social studies teacher Mary Carberry, astronaut John Glenn, sophomore Stan Schmalsley. The ONLY time an academic department is capitalized is if it is a proper noun on its own, such as English teacher Sue Smiley or Spanish teacher Joe Schmoe.
10. Do not capitalize names of seasons.
11. Do not capitalize a.m. and p.m. in stating the time (e.g. The show will begin at 8 p.m.).

Section II: Abbreviations
1. Omit common courtesy titles and abbreviations such as Mr., Mrs. And Ms. Instead, use the complete name the first time the person is mentioned and only the last name in subsequent references.
2. Names of widely known organizations may be shortened to initials without periods in all mentions (e.g. SADD and DECA).
3. Names of less well-known organizations should be written in full at first mention and followed by initials without periods in parenthesis; for later mention in the same story, initials may be used (e.g. Students in National Honor Society (NHS) are building a time capsule. Four NHS students began . . .).
4. Spell out, but do not capitalize, sophomore, junior or senior preceding a name
5. Do not abbreviate the names of states or cities.
6. Unless used with numbers, do not abbreviate feet, inches, yards, miles, etc.
7. Standard contractions are acceptable in newspaper copy: can’t, don’t, didn’t, shouldn’t, etc. Non-standard contractions are no OK: why’ll, how’ll, we’ll, she’ll, etc.

Section III: Names and Titles
1. Every person interviewed must have a title included with his or her name the first time it is mentioned in any story.
2. The first time a name appears in any story, it should be given in full, in the manner preferred by its owner.
3. In later uses, the last name only may appear.
4. If a person has an M.D. or Ph.D or any other doctorate, professional or honorary, refer to her or him as follows: First use: Dr. Ted Smith; Second and subsequent uses: Dr. Smith.
5. Do not use nicknames except in cases when their appearance is obviously important or appropriate.
6. Do not use EVHS or Eastview High School in any story.
7. Titles of movies, books, computer games, plays and musicals, songs, poetry, works of art and TV programs are always placed inside quotation marks. Capitalize the main words, but not articles including a, an or the unless they are the first word of the title. For example, senior Jon Kooksville records “All My Children” every day and watches it right after school. Kooksville then reads at least 20 pages of “Gone With the Wind” before supper each day.
8. Exceptions to rule #5 include the Bible and other reference books such as Webster’s New World Dictionary of the American Language, Second Edition or Encylcopedia Britannica. Such reference works are not put inside quotation marks.
9. Titles of magazines and newspapers are capitalized in plain text. (No quotes, italics or bold text are used.) The word magazine is only capitalized if it is included as part of the title of the magazine. For example, Time magazine, Harper’s Magazine.
10. Eliminate sexist language whenever possible:
Chairperson (not chairman)
Firefighter (not fireman)
Police officer (not policeman)
Manufactured (not man-made)
...but don’t go to extremes: The ball was caught by the second-base person.

Section IV: Numbers
1. General rule: Spell all numbers from one through nine.
2. Write out any number beginning a sentence except if it is a year (e.g. 1998 was a very good year. Three thousand students graduated.).
3. Large numbers, usually money, above a million are more neatly handled with a word in this way: $6.45 million (not $6,450,000) $190.45 billion.
4. Exact sums of money should always be expressed in figures: 6 cents, $1.29, $3 (no zeros with even dollar sums).
5. Fractions must be expressed with words (e.g. one-fourth).
6. Always use figures for:
addresses dates
ages degrees of temperature
highway designations clock times
scores athletic scores
(e.g. 90 E. Third St.; March 19; Kim is 6; 11 a.m.; ranging from 10 below to 9 above zero; Central won the game 4-3)
7. Always use figures also for:
percentages ratios
heights distances
room numbers speeds
sizes pages
chapters votes
(e.g. 7 percent, 22 percent, 2-1 ratio; Se is 5 feet 8; It is a7-foot fence; Shellack won the election 5-2)
8. Acceptable in headlines only: 1st Lt., 2nd Lt., 21st Century
9. Avoid starting a headline with a figure.

Section V: Dates and Times
1.Use all figures without letters in dates. (e.g. April 1, not April 1st)
2.Avoid unnecessary use of last or next. Past, present and future tense of the verb in a sentence will indicate which day is meant. (e.g. The meeting will be on Tuesday, not The meeting is next Tuesday.)
3.Do not abbreviate names of days or weeks.
4.When a month is used with a specific date, use the abbreviations as follows: Jan., Feb., Aug., Sept., Oct., Nov., Dec. Spell out all other months.
5.Do not abbreviate any month standing alone or a month with only a year. (e.g. They will meet in February. The new lunch line will open in September 2005.)

Section VI: Punctuation
1.Place all commas and periods within quotation marks. (e.g. “The water’s cold,” he said; the name of the poem was “The Road Not Taken.”)
2.Use commas to separate words, figures or phrases in a series. But do not use a comma following the final word in a list preceding the conjunction. (e.g. The team includes pitchers, catchers, infielders and outfielders.)
3.Dashes may be used to set off parenthetical or other material within a sentence when it presents an abrupt break in thought. (e.g. He claimed – and no one denied it – that he had priority.) Dashes should be used sparingly. In typing, make a dash with two hyphens. A hyphen is not a dash.
4.Parentheses should rarely appear in ordinary copy. Their use is usually limited to explanatory materials.
5.Use periods in abbreviations for times, degrees, dates, titles and for lowercase words. (e.g. 7 a.m., Feb. 22, Ph.D)

Section VII: Tenses
1.In general, only use present and future tenses in headlines.
2.Keep publication dates firmly in mind when using words such as yesterday and tomorrow.
3.When attributing the source of quote or a paraphrase, use says rather than said.

Section VII: Miscellaneous Information
1.Sizes of headlines are determined by importance and length of story.
2.Flush-left is the most acceptable headline of style.
3.Only the first word of a headline is capitalized unless a proper noun is used. Just like sentence-writing style.
4.Every story must have a headline in the paper. When you submit your story, submit three headline possibilities: one short, one medium and one long.
5.All body copy in the Lightning Press will appear in Times 10-pt. font, largest. May be shrunk to as low as 8-pt. font if needed.

5-4-11 Feature Story

2011-05-04T07:04:00.002-05:00

For reading time today: www.time.com

The rough draft of your feature story of at least 1200 words (with three diverse sources and at least three direct quotes) will be due when you come to class on Friday, May 6.

Qualities of a Feature Story
• Feature stories are descriptive and full of detail.
• Feature stories generally have a strong narrative line.
• Feature stories have a strong lead that grabs readers and makes them want to read on.
• Feature stories often depend on interviews.
• Feature stories include quotations from the person(s) involved.
• Feature stories combine facts and opinion, with a focus on the human interest side of the story. While they can report news, the news content is not of primary importance.
• Feature stories both educate and entertain. They can include colorful detail as well as humor.
• Feature stores contain the voice of the writer.
• Feature stories can be organized in a variety of ways (i.e., chronologically, narrative fashion).
• Feature stories often put the “meat” on the “skeletal bones” of a news story.

5/3/11 Feature Story

2011-05-02T07:52:00.000-05:00

Read this Pulitzer Prize winning feature story

Using Quotes in News and Feature Stories

Good quotes can bring a story alive. They substantiate information your presenting, add emotion, drama, and interest to your story. Boring quotes, on the other hand, repeat what was already said -adding nothing -and bog down your story.

To decide whether or not to use a direct quote ask yourself the following questions:
• Is it stated in an interesting way or provide information that should be heard directly from the source?
• Does it reveal the source’s opinions or feelings?
• Does it back up the lead or a supporting point in your story?
• Is the quote very descriptive or dramatic?
• Does it express a strong reaction from a source?
If the answer to all of these questions is no, then it would be better to paraphrase or summarize the information presented in the quote (or not use it at all).

Avoid Quotes That:
• are not clearly worded.
• are factual and indisputable.
• repeat what’s already been said.
• don’t relate to the focus of your story.

With that said, your story is built on quotes and observation (good reporting).
Your opinion should not be apparent in the story. Your sources tell what they think, not you. ALL of the statements in your story should be attributed.

Exceptions to this are:
Firsthand information: facts that you observed or gathered on your own
Common Knowledge: facts that are well known and non-controversial
Information already available from a large number of sources
And just as in academic paper, if in doubt, give credit to your sources!

How to Write Quotes

Your quotes should flow naturally into your story. The method for doing this is very different than you may have learned in English class. Here are some guidelines.
• Each new speaker must be quoted in a separate paragraph.
• Place the attribution (the tag that identifies the speaker) after the first sentence in a multi-sentence quote.
• Keep it simple: HE SAID or SHE SAID after complete sentences. You want the reader to focus on the quotes no the attribution.
• The second time you refer to a source use the last name only.
• Don’t use long explanations after a quote.
• Put commas, periods, and question marks inside the quotation marks.

Dos and Don’ts
NEVER:
• Attribute a direct quote to more than one person or a group
• Don’t string together quotes from different people. Introduce each new speaker.
• Introduce a new speaker at the end of a long quote. Put your attribution after the first sentence.

RARELY:
• Use partial quotes
• Introduce a new speaker after a quote (only if its very short and proves to be more effective)
• Place your attribution (he said, she said) in the middle of a sentence, and only if it doesn’t interrupt the thought expressed in the quote.
• Use any attribution other than “he said or “she said.”
• Use ellipses
• Make your question or interview process apparent to the reader: When asked about…

ALWAYS:
• Think about the reader when including quotes
• Consider what the quote is adding to your story
• If using an accusatory quote, seek comment from the source being accused

Some material developed from Writing and Reporting News by Carole Rich (pages 43-54 2nd edition; 38-42 3rd edition)

Examples and more guidelines from The Radical Write by Bobby Hawthorne:
“Good Journalism thrives on good quotations. The right quotes, carefully selected and presented, enliven and humanize a story and help make it clear, credible, immediate and dramatic.” – Paula LaRocque

5-2-11 through 5/6/11 - Feature Stories

2011-05-01T07:44:00.000-05:00

Your hard news stories are due at the beginning of the hour today.

For reading time: http://sports.espn.go.com/espn/page2/story?page=simmons/090122

News stories aren't the only type of material that appear in newspapers and magazines. Longer articles, such as magazine cover articles and the pieces that lead the inside sections of a newspaper, are known as features. Feature stories differ from straight news in several ways. Foremost is the absence of a straight-news lead, most of the time. Instead of offering the essence of a story up front, feature writers may attempt to lure readers in.

While straight news stories always stay in third person point of view, it's not uncommon for a feature magazine article to slip into first person. The journalist will often detail his or her interactions with interview subjects, making the piece more personal.

A feature's first paragraphs often relate an intriguing moment or event, as in an "anecdotal lede". From the particulars of a person or episode, its view quickly broadens to generalities about the story's subject.

The section that signals what a feature is about is called the billboard. Billboards appear as the third or fourth paragraph from the top, and may be up to two paragraphs long. Unlike a lede, a billboard rarely gives everything away. This reflects the fact that feature writers aim to hold their readers' attention to the end, which requires engendering curiosity and offering a "payoff." Feature paragraphs tend to be longer than those of news stories, with smoother transitions between them. Feature writers use the active-verb construction and concrete explanations of straight news, but often put more personality in their prose.

Feature stories often close with a "kicker" rather than simply petering out.

Mon: Topics
Tues: Collect Information/Interviews
Wed: Interviews/Outline Due
Thurs: Write Story
Fri: Rough Draft Due/Peer Edits
Mon: Final Feature Story Due

4-26-11 through 4-28-11

2011-04-25T07:39:00.001-05:00

You should have your topic posted to your blog. Tomorrow you should have your interview questions posted to your blog.

Mon: Topic and angle
Tues: Collect information and interview
Wed: Lead due, collect information and interview
Thurs: Write story
Friday: Rough draft of story is due at beginning of hour (peer editing)

Your assignment for Wednesday (due at beginning of hour) is to have your lead and backup (first two paragraphs) completed:

LEAD AND BACKUP: Does the story begin with one long sentence that answers most of the 5Ws and H without going into detail? What questions are left unanswered? Are they answered in the second paragraph? Are more details provided (names, more specific places, times)?

We will do peer edits in class on Friday.

Your finished story will be due on Monday at the beginning of the hour. The story must be at least 600 words in length. You must have three interviews for your story.

4-25-11 Writing a News Story

2011-04-24T08:12:00.000-05:00

For reading time, visit the The New York Times

Steps in Writing a News Story

Visit the Lightning Press's page on elements of a story

4-22-11 Quiz

2011-04-22T09:01:00.001-05:00

We will take a quiz on news, law and ethics.

For reading time today: http://www.cbsnews.com

4-21-11 Libel

2011-04-21T05:57:00.002-05:00

For reading time today: http://www.nationalenquirer.com/

We will do an activity on libel today in class.

Real libel cases:

http://www.independent.co.uk/news/uk/elton-john-wins-pounds-350000-for-libel-punitive-damages-awarded-against-sunday-mirror-over-false-claims-about-diet-1502134.html

http://news.bbc.co.uk/2/hi/uk_news/england/wear/7328488.stm

http://www.pressgazette.co.uk/story.asp?storycode=40626

4-19-11 and 4-20-11 Journalism/Law and Ethics

2011-04-18T07:52:00.002-05:00

As a class, we will go to: http://splc.org/ and click on news flashes

1st Amendement Law Quiz (10 minutes): http://splc.org/falawtest/

Student Press Law Quiz: http (20 minutes): http://splc.org/hspresslawtest/

We will take notes on Broadcast Journalism Law/Ethics

1. What are the 5 freedoms of the 1st amendment?

2. What is the Tinker Standard?

3. What is the Frasier Standard?

4. What is the Hazelwood Standard?

5. What is the Frederick Standard?

6. What is the definition of libel?

4-18-11 Journalism Notes

2011-04-17T07:29:00.000-05:00

For reading time today: http://www.abcnews.com

Definition:
Define “Journalism” in 1-3 sentences.

List and describe the six criteria of newsworthiness.

TITLE DESCRIPTION EXAMPLE
1

2.

3.

4.

5.

6.

What are the advantages of print journalism?
1.

2.

3.

What are the advantages of broadcast journalism?

1.

2.

3.

Why has online journalism (convergent media) become so popular?

4-15-11 Blogs

2011-04-15T07:20:00.001-05:00

1. For reading time today: http://www.cnn.com

2. You are going to build your blog today. You need to e-mail your blog URL to tylerjkrebs@gmail.com

3. Play with the blog settings and learn everything you can about the interface.

4. We will use our blogs to take notes starting on Monday.

4-14-11 Introductions

2011-04-13T21:38:00.001-05:00

1. We will continue our introductions today.

2. www.blogger.com

4-11-11 Introductions

2011-04-11T08:03:00.000-05:00

Welcome to journalism class at Eastview High School. We are going to begin this class by introducing ourselves with a partner.

1. Name
2. Why you took journalism class
3. One unique thing about you

You will introduce your partner to the rest of the class.

JOURNALISM CLASS OUTLINE:
Week 1 - Definition of News. Criteria of Newsworthiness. Law/Ethics.
Week 2 - Advertising and Blogging
Week 3 - Interviewing. Feature Story Due.
Week 4 - Persuasion. Editorial Story Due.
Week 5 - Beyond the Inverted Pyramid. Sports Story Due.
Week 6 - Photoshop and Photojournalism
Week 7 - Layout and Design. Introduction to Adobe In Design/Macromedia Dreamweaver.
Week 8 - Copy Editing. In Design - Create your newspaper page
Week 9 - Headlines. In Design - Create your newspaper page

SYLLABUS:

Dr. Tyler Krebs Classroom: B128
Voice Mail: 431-8938 Office: TV Studio

Characteristics We Value in This Classroom:
1. Respect. (Show respect for everyone and everything.)
2. Integrity. (Be honest in everything that you do.)
3. Work ethic. (Try your hardest. That’s all I ask.)
4. Commitment. (Come to class on time ready to listen, work, and learn.)
5. Fun. (It’s my job to make this class enjoyable. Learning is fun.)

Course Description:
You will be introduced to a number of resources involving journalism and mass media. This course will also examine the history of journalism today and future trends. Class projects will include both news-oriented material and creative assignments.

Assessment:
Your grade will be determined by your total points divided by the points possible with the following percentages:
93-100 A 73-76 C
90-92 A- 70-72 C-
87-89 B+ 67-69 D+
83-86 B 63-66 D
80-82 B- 60-62 D-
77-79 C+ 59 

How Do I Receive an A In This Class?
Follow the expectations of the class: Come to class prepared every day on time. Respect everyone and everything in the classroom. Do the work and try your hardest. Be honest in everything you do. Get involved and have fun.

If you meet all of these criteria, the rest will take care of itself.

Late Work:
• You will turn in all of your work on time. You may turn it in late for half credit.
• If you are absent, you have two days to complete the work for every day you are gone.
• It is your responsibility to find out what you missed and turn it in on time.
• If you know ahead of time that you will miss class because of a school activity or other reasons, please see me about completing assignments, papers or tests before the absence.

Course Information:
We will be covering a large amount of information in a quarter. The purpose of this class is to introduce you to the world of journalism and our production capabilities here at Eastview. If you enjoy this class, we recommend that you try the Lightning Press, our school's newspaper. You might also enjoy our broadcast journalism and multimedia classes.

April 5-6

2010-04-05T08:07:00.001-05:00

You will work on your final projects during class today. Your finished newspaper will be due on Tuesday, April 6.

April 1-2 Final Newspapers

2010-04-01T08:06:00.000-05:00

You will work on your final projects during class today. Your finished newspaper will be due on Tuesday, April 6.

3-31-10 Dreamweaver

2010-03-31T08:04:00.001-05:00

We will spend one more day learning Adobe Dreamweaver (text, links, images, and tables).

You will start your final project tomorrow.

3-30-10 Newspaper Design

2010-03-30T08:06:00.001-05:00

For reading time on newspaper design: http://www.newsdesigner.com/archives/002113.php

Also review design information at: http://www.district196.org/evhs/activities/finearts/newspaper/elements.htm

We will spend one day briefly talking about Adobe InDesign and newspaper layout. We will also spend a couple of days talking about web design using Adobe Dreamweaver. You will then compile all of your stories into an electronic portfolio as a newspaper.

1. You'll need a title for your newspaper.
2. You'll need headlines for each of your articles (hard news, feature, opinion).
3. You might want to include pictures, charts, graphs, etc.

This final assignment will be due on Wednesday, April 14.

6-1-11 "Shattered Glass"

2010-03-19T13:17:00.001-05:00

Today we willl watch the movie "Shattered Glass". Be prepared to answer the following questions in your blog on Wednesday:

1. What do the fact checkers at the New Republic do when they cannot find the information to verify?

2. How does Charles Lane feel about Glass once he discovers he is lying?

3. How does Glass gain the sympathy of his fellow journalists at the New Republic?

4. How does Glass dodge the truth again once he realizes he has been caught by Forbes!

5. What excuse does Glass give Lane for lying?

6. What is the argument for not firing Glass from the New Republic?

3-15-10 Peer Edits of Feature Story

2010-03-15T08:09:00.001-05:00

You should read two of your classmates' articles today. Post the following feedback to your blog. The final draft is due tomorrow before you come to class.

Peer Editing Feedback

1. What are some areas that could use more detail? Why?

2. What additional sources might the author use? Does the lead involve you in the story?

3. Does the story contain a well defined scene (a detailed description of someone doing something or something happening)? What is it? If not, make a suggestion for a scene that might work.

4. What would you like to see or hear more of? Less of? Include, any other suggestions you have for improvement.

You should also read the following two articles to modify content in your story:

More information on story ledes

The power of details in a story

3-5-10 Peer Edits

2010-03-05T08:56:00.002-06:00

You should've posted your rough draft before class began today. You will e-mail your story to 2 classmates. They will open it in Word and go to Review/Track Changes to edit your paper. They can also add comments. Then they will e-mail it back to you.

You should make revisions based on the peer suggestions and post your final story to your blog before class begins on Monday.

Have a great weekend!

3-4-10 News Stories

2010-03-04T12:39:00.001-06:00

You should have your interview answers posted to your blog.

You will write your story in class today. It is due by the beginning of the hour tomorrow. I recommend composing it in Word.

We will do peer edits in class tomorrow.

3-3-10 News Stories

2010-03-03T07:48:00.002-06:00

Today you should be collecting data and conducting interviews.

Your assignment is to have all interviews completed and all of the interview answers posted to your blog before class begins tomorrow.

Tomorrow you will organize those interviews and write your story. Your story must be posted to the blog before class begins on Friday.

3-2-10 News Stories

2010-03-02T06:31:00.000-06:00

I am in the building teaching Photoshop to other teachers but won't be in class today. Mr. Breuer is covering this class.

For reading time today, read Pulitzer Prize winning articles from the Detroit Free Press:

http://www.pulitzer.org/works/2009-Local-Reporting-Group1

Your assignment today is to write your interview questions for each person on your blog by the end of the hour. You should interview 3 people and ask each at least 5 questions (at least 15 total questions).

Continue collecting data and conducting your interviews.

You will post all of your interview answers to your blog before you come to class on Thursday.

2-25-10 Advertising

2010-02-25T11:50:00.003-06:00

We will finish presenting our ads in class today.

We will wrap up this unit with an activity on magazine advertising.

2-24-10 Presentations

2010-02-24T08:15:00.000-06:00

Present your advertisements to the class.

1. Describe your ad
2. Describe your target audience
3. Describe the magazine where you would purchase advertising space.

We will wrap up this unit on Advertising today and move into writing stories.

2-23-10 Advertising Work Day

2010-02-23T12:11:00.000-06:00

Today is the last day to work on your advertisements in Photoshop. When you are finished, you will save it as a .jpg and post it on your blog.

File/Save As/.jpg choose medium (5) for quality

Create a new post and click the Add Image button.

For format, choose none and click on the Image size medium button.

Tomorrow you will present your ad to the rest of the class by doing the following:

1. Describe your ad and your product.
2. Tell us who your target market would be.
3. Tell us what magazine(s) you would use for your advertisement.

2-22-10 Advertisement Work Day

2010-02-22T07:42:00.000-06:00

For reading time today, read www.nytimes.com

Today is a day to work on your advertisements in Photoshop.

Look over the previous day's postings to see the assignment and photoshop tutorials.

2-18-10 Photshop Ads

2010-02-18T08:06:00.002-06:00

We will take a quiz today on news, advertising and law/ethics.

You will then have the rest of the hour to work on your Photoshop ads.

Make a new project that is 8"x11" and 100dpi. You can look at the previous journalism classes for examples if you'd like.

2-17-10 Law and Ethics

2010-02-17T07:26:00.004-06:00

For reading time today: http://www.nationalenquirer.com/

Facebook Free Speech Article

We will continue our notes from yesterday.

You should expect a quiz on news, advertising and law/ethics on Thursday or Friday.

2-9-10 Advertising

2010-02-09T09:07:00.002-06:00

We will continue watching and critiquing old Super Bowl commercials today.

We will then watch 2010 commercials from the Google website.

2-8-09 Advertising

2010-02-08T07:55:00.004-06:00

We will watch Super Bowl commercials today in class.
http://www.superbowl-commercials.org/

What is the company?

Who is the target audience:

What persuasive method used (humor, action, celebrity, human interest, etc.)?

How were camera shots and editing used to enhance the message?

What is the slogan/message for the company?

Was the message effective? Why or why not?

2-4-10 Eastview News

2010-02-04T00:35:00.000-06:00

For reading time, visit: www.abcnews.com

Finish taking notes on news from yesterday

Today we are going to spend some time at: http://www.district196.org/evhs/activities/finearts/newspaper/

What is newsworthy at Eastview?

What Back Issues Can Tell Us:
1. What stories are covered every year?
• What time of year did these stories run?
• Are any of the same people involved year after year?
2. What was the biggest story of each year?
3. How many personality sketches of students were run each year?
• What types of students were interviewed? (athletes, student leaders, etc.)
• Was any one student constantly featured in one year? Why?
• Do you think this was fair?
4. How many personality sketches of faculty were run each year?
• Which teachers were featured?
• Why those particular people?
5. What full page features (or center spreads) did the publication carry?
• Are any of those topics still relevant?
6. What was a great year(s) for sports teams? Activities?
• Did the school have any state champions?
• Olympic performers?
• Other honors?
7. Find a story that uses background information from previous years.
8. What topics did the paper editorialize about each year?
• What stand did the paper take?
• Has the problem been solved or is it still an issue?
9. What major news did the paper carry about classes?
• Any curriculum changes?
• Any major new programs?
10. Any new equipment?
• Any building programs?
11. Any scandals involving students, administrators, or teachers?
• What happened?
12. What changes in fashion among students can be found?
13. What signs of changing times can you find as mirrored in the concerns of students?
• What concerns never seem to change and would continue to make good stories year after year?
14. Did the school have any championship academic teams?
• Art show winners?
• Band or choir awards?
• Science winners?
• National honors?
15. Which clubs were most active?
16. What campus events made the most news?
17. What movies and music groups has the paper reviewed?
18. What issues did cartoonists choose?
19. How has the publication’s format changed?
20. Did the demographics of your student population change? Why?
21. What are the school’s traditions and how did they develop?
• Who are the school’s traditional rivals? (Could vary between activites.)
• How did the rivalry begin?
22. What are five things most interesting about EVHS?

2-2-10 Creating and Linking Blogs

2010-02-02T07:52:00.000-06:00

1. For reading time today, read www.startribune.com

2. Create your journalism blog at www.blogger.com

6-9-09 Shattered Glass

2009-06-09T08:42:00.000-05:00

For reading time:

1. Go to Media Center webpage
2. Click LexisNexis Scholastic
3. Click News/General
4. Change Keyword to Author and type in Stephen Glass
5. Change Source to Magazines
6. Change date to All Available Dates

Read "Hack Heaven" and any other articles you'd like. This is an anticipatory set for the movie you'll watch called Shattered Glass.

Your assignment today is to finish your newspaper assignment and post it to your blog.

6-4-09 Feature Stories

2009-06-04T08:15:00.000-05:00

For reading time today, choose a magazine (People, Sports Illustrated, Time, etc.).

Continue working on your newspaper designs today. When people are finished, we will drag your entire folder to the network and create links from our blog sites to your homepage.

6-3-09 Newspaper Portfolio

2009-06-03T08:10:00.001-05:00

Find information about Seattle Post Intelligencer and Rocky Mountain News.

Interesting perspectives on the future of newspapers:

http://www.outsidethebeltway.com/archives/the_future_of_newspapers/

http://www.blakesthinktank.com/2009/04/03/the-future-of-the-newspaper-a-long-e-note-to-neal-gladner/

Mark Cuban (Owner of Dallas Mavericks NBA team): http://blogmaverick.com/2008/12/24/why-pro-sports-need-newspapers/

Cotinue working on your newspapers today. They are due on Monday.

6-2-09 Newspaper Design

2009-06-02T08:16:00.000-05:00

Read this article and visit some of the sites:
http://www.poynter.org/column.asp?id=47&aid=14231

Today is a work day on your newspaper. I will work individually with anyone who needs help.

How to create headlines for your articles:

1. Reread your article; identify the underlying theme.

2. Express the theme in an active voice using as few words as possible. Active verbs lend immediacy to a story. If a reader sees a headline written in a passive voice, he or she might glance right over it.

3. Keep your headline in present tense.

4. Keep it simple. A headline is a short, direct sentence without extra adjectives or adverbs.

5. Provide enough information in the headline to give the casual reader an impression of the entire story.

5-20-09 Feature Story Pre-Production

2009-05-20T08:08:00.001-05:00

For reading time today, here are some possible feature story topic ideas: http://www.poynter.org/content/content_view.asp?id=114419

Your assignment by tomorrow is to provide a theme statement which states exactly what your feature story will focus on. Your theme statement should clearly answer the “so what” question. Why is this important (or interesting) to your audience? You should also include five of the best questions that you would need to ask to report it, and five of the best sources you would contact. These sources should be named, not general groups of people.

Sample:
Theme Statement: The Flu is causing a rise in absenteeism at Central. This impacts students and teachers as it disrupts lesson plans and class time must be made up.

Sources: Ms. Steffner, principal; Mrs. Miller, school nurse; Mr. Rossi, Athletic Director; Victor Smith, student who had the flu; Mrs. O’Hara, teacher

Questions: How severely has HC been hit by the flu? What is the schools policy in dealing with this? What is the best way to avoid contacting the disease? How has this affected classroom activities? How has this affected extracurricular activities?

Copy and paste this to your blog:

1. Theme Statement:

Sources:
1.
2.
3.
4.
5.

Questions:
1.
2.
3.
4.
5.

5-15-09 News Stories

2009-05-15T11:53:00.002-05:00

For reading time, read The Turnip.

Work on your news stories today (gather interviews, write, research, etc.).

Your story is due before you come to class on Monday.

5-14-09 News Peer Reviews

2009-05-14T12:32:00.002-05:00

For reading time: http://www.pulitzer.org/awards/2009

You will read two of your classmates' leads today and post a peer review on your blog.

1. LEAD AND BACKUP: Does the story begin with one long sentence that answers most of the 5Ws and H without going into detail? What questions are left unanswered? Are they answered in the second paragraph? Are more details provided (names, more specific places, times)? What questions do you still have after the first two paragraphs or what do you most want to know? How could this section be improved?

Once you have finished the peer reviews, you can start collecting information and interviews for your story. The entire 600 word news story will also be assessed on the following qualities:

2. LEAD QUOTE: Does the author present a good quote by the fourth paragraph? Does it help answer one of the questions you have as a reader or does it address one of the major concerns many readers might have Are full quotes used and are they introduced, punctuated, and attributed correctly? How might this section be improved?

3. ORGANIZATION: Does the story answer questions as they occur to the reader? Are all of the important questions answered in the first 250 words (or five paragraphs)? As a reader, what do you most want to know next (after 250)? Answer first as a student in the school and next as a parent. What material would you suggest be moved higher in the story?

4. BACKGROUND/IMPACT: Is background and/or impact provided somewhere in the story? Where might this be added or improved upon?

5. ATTRIBUTION & ACCURACY: Is all of the information, that is not common knowledge or observed by the reporter, properly attributed? Is it correct and are the names spelled correctly? Where should attribution be added or corrections be made? Are there any instances where the writer's opinion is present?

5-13-09 Interviewing/Begin News Story

2009-05-13T09:29:00.002-05:00

For reading time: http://dir.yahoo.com/Education/K_12/Newspapers/Individual_School_Papers/

We will continue taking interviewing notes.

Your assignment for tomorrow is to have your lead and backup (first two paragraphs) completed:

LEAD AND BACKUP: Does the story begin with one long sentence that answers most of the 5Ws and H without going into detail? What questions are left unanswered? Are they answered in the second paragraph? Are more details provided (names, more specific places, times)?

We will do peer edits in class on Thursday.

Your finished story will be due on Monday at the beginning of the hour. The story must be at least 600 words in length. You must have three interviews for your story.

5-12-09 Interviewing

2009-05-12T12:14:00.003-05:00

For reading time: Go to: http://www.newsu.org/

We'll take notes on interviewing.

We'll register at NewsU (it's free). Then we'll start the online learning tutorial on interviewing.

Interviewing:
http://www.newsu.org/Angel/section/default.asp?format=course&id=nu_interview04

Be a Reporter:
http://www.newsu.org/Angel/section/default.asp?format=course&id=knight_reportgame08

Handling Trauma:
http://www.newsu.org/Angel/section/default.asp?format=course&id=dart_trauma05

Beyond the Inverted Pyramid:
http://www.newsu.org/Angel/section/default.asp?format=course&id=nwsu_asf07

Writer's Workbench:
http://www.newsu.org/Angel/section/default.asp?format=course&id=nu_workbench05

5-11-09 News Story/Interviewing

2009-05-11T11:40:00.005-05:00

For reading time today: http://www.cbc.ca/news/

Interviewing activities:

Name__________________________ Date_____________________

Directions: Carefully read all of the parts of the test before doing anything. Good Luck!!

1. Write today's date--month-day-year in the top right hand corner of your test paper.

2. Write the answer to the following multiplication problem directly underneath the date on your test paper: 6 X 5 = ?

3. Write the name of the month that begins with the letter "D" in the top left hand corner of your test paper.

4. Add 15 to the answer you got in part #2, and write this new total directly underneath your answer for part #3.

5. In the lower left hand corner of your test paper, write the names of your favorite singer and your favorite group.

6. Just above your answer to part #5, write "This test is very easy."

7. In the lower right hand corner of your test paper, draw a rectangle and inside the rectangle draw a five pointed star. The size of these drawings is not important.

8. Directly above your answer to part #7, draw a row of three small circles. Once again, size is not important.

9. Write the name of the first president of the United States on the back of your test paper anywhere you choose. If you don't know who this is, write your own name instead.

10. Write the name of any country that begins with the letter "I" directly underneath you answer to part #2.

11. Take the number of dwarfs in the Snow White story and add it to the number of bears in the Goldilocks story. Divide by 2. Write this total in the approximate center of your test paper. Stand up and say, "I am better than the evil witch. Ha ha ha."

12. Think of a number between 1 and 50. Double that number. Add 20. Add 6. Subtract 17. Subtract 9. Divide by 2. Write this number on your test paper directly underneath your answer to part #11.

13. Now that you have carefully read all of the parts so far, and you have not carried out any of the actual work, skip the next 2 parts and go back and only complete part #3.

14. The name of the first president of the United States is George Washington. He was president from 1789 until 1797. Add the 2 dates together to see if the total is less than 5000.

15. You should not be reading the end of the exam before the beginning of the exam, but now that you are here, you have just wasted some of the time you may need to complete the test.

Listening Activities
1. Following directions handout.
2. Who is the best listener you know? What makes them a good listener?
3. Partner purposely doesn't pay attention and is a bad listener.
4. Ask a queston followed by silence. What happened? (Dotson's non-question question). We have two ears and one mouth for a reason.
5. Ask multiple questions.
6. Ask very long question.
7. Confirm their answer and use the non question.

5-8-09 Interviewing

2009-05-07T08:01:00.002-05:00

For reading time today, visit: http://www.poynteronline.org/

Quiz on News, Law and Ethics?

Post to your blog the answers to the scavenger hunt.

1. Go to http://www.newsu.org/default.aspx?
2. Register with NewsU
3. Click on Hot Courses #3, The Interview

5-7-09 Collecting Information

2009-05-07T08:01:00.000-05:00

For reading time: http://www.cnn.com/2009/BUSINESS/05/07/murdoch.web.content/index.html

1. We will take a quiz on journalism, newsworthiness, law, and ethics.

Next we are beginning a unit on gathering information. We will use these skills to add content to our Voices of Hope stories.

Find the following information. Use your knowledge of news sources. You may work alone or with a partner. Identify the source (where you found the information) and provide attribution (who gave you the information) for each item. Give first and last names of the people you are asked to name and those who provide the information. You must spell each name correctly!

Ground rules:
• Be polite and patient
• Do not disrupt classes in session
• Do not overwhelm the office staff. They are busy, too!
• If you wish to speak to someone in a cluster office, knock before entering.

1. Who will be the new superintendent of district 196?
2. How many teachers are absent from school today? Who are they?
3. Who is the president of our school board? How many are on the board?
4. What date is graduation this year?
5. Who are the newest faculty members?
6. Who is the tallest person at our school?
7. What does DECA stand for?
8. How many home football games were played this season?
9. Who are the student council officers?
10. Where do you find accurate spelling of a student’s name? Grade level?
11. How many students have enrolled at EVHS this year?
12. Who is the head custodian?
13. Who advises the Yearbook?
14. Where is the district office located? (city & street name)
15. Who are the administrators (in addition to Dr. Peterson) and what are their duties?
16. Who advises the chess club?
17. Name the captain(s) of the girls’ soccer team?
18. Who manages the cafeteria?
19. Who are the librarians?
20. How many students are taking AP tests this year?

5-5-09 Law & Ethics

2009-05-05T12:36:00.000-05:00

For reading time today: http://www.thesun.co.uk/

We will finish our discussion about law and ethics today.

You should expect a quiz on this material later this week.

5-4-09 Ethics and Law

2009-05-04T08:14:00.000-05:00

For reading time today, visit the National Enquirer

We will continue taking notes on journalism law and ethics.

At the end of the hour, we will take another online assessment at https://www.splc.org/hspresslawtest/

4-28-09 What is Journalism?

2009-04-28T12:32:00.001-05:00

For reading time, visit: http://www.foxnews.com/

Present your advertisements to the class.

1. Describe your ad
2. Describe your target audience
3. Describe the magazine where you would purchase advertising space.

Definition:
Define “Journalism” in 1-3 sentences.

List and describe the six criteria of newsworthiness.

TITLE DESCRIPTION EXAMPLE
1

2.

3.

4.

5.

6.

What are the advantages of print journalism?
1.

2.

3.

What are the advantages of broadcast journalism?

1.

2.

3.

Why has online journalism (convergent media) become so popular?

4-24-09 Final Advertising Page

2009-04-24T12:29:00.000-05:00

For reading time today: www.usatoday.com

Finish your advertisements today and post them to the blog following the directions from yesterday. When everyone has posted, we'll present them to the rest of the class.

4-21-09 Photoshop Day 2

2009-04-21T07:47:00.001-05:00

Photoshop Day 2

1. Review Friday. Create new project.
2. Brushes and erasing options.
3. Colors/swatches/bruses.
4. Open, copy and paste images (Review from yesterday).
5. Resize images (Image/Image Size) and Layer/Transform Scale.
6. Rubber stamp, smudge, dodge, blur, etc.
7. Image adjust (brightness, color balance, etc).
8. Filters.
9. Text.
10. Gradient.
11. Remaining tools and design.

Your advertisement will be due on Friday.

8 inches wide
10 inches tall
72 pixels per inch

Needs to have a picture and copy (text)

4-20-09 Advertising and Intro to Photoshop

2009-04-20T07:37:00.000-05:00

For reading time today, visit www.cnn.com

Photoshop Day 1

1. Create new project (size and resolution).
2. Interface overview. Drop down menus and shortcuts. File, Edit, Image, Layer, Select, Filter, View, Windows.
3. Tool bar window (hidden tabs).
4. Basic Painting and Erasing, Pencil, Eyedropper, Fill Bucket.
5. Open image, Copy and Paste (multiple images). Introduction to layers.
6. Selection. Area, Lasso, Magic Wand.
7. Zoom and Pan.

CREATE AN ADVERTISEMENT ASSIGNMENT

Assignment: Come up with the concept for a product you think the
world needs. It can be as logical as a new cereal with banana flakes in
it or as far-fetched as golf balls that glow in the dark. Then do the
following:

1. Design a logo for the company that will sell this product. If you
aren’t a natural artist, you will be better off designing something
that is easily reproduced — something with simple circles or
lines.

2. Create an advertisement for the print media (either newspaper or
magazine) as follows:

Magazine ad — Create a color magazine ad of an appropriate
size (full page). Indicate where and when the
ad will run. The ad must include a product illustration, a benefit
headline, text and where it can be purchased.

4-17-09 Super Bowl Ads

2009-04-17T12:31:00.000-05:00

For reading time today, read this article: Are Super Bowl Ads Worth the Money?

You will have a sub today. You will watch Super Bowl Ads and answer the following questions for each commercial in your blog:

Company:

Target Audience:

What persuasive method used (humor, action, celebrity, human interest, etc.)?

How were camera shots and editing used to enhance the message?

What is the slogan/message for the company?

Was the message effective? Why or why not?

More information on advertising:

A Primer on Analyzing Television Commercials
Arthur Asa Berger - aberger@sfsu.edu
Excerpted from: The Manufacture of Desire: Alcohol Commercials and Society

Here I would like to consider some of the more important aspects of television commercials. We must remember that a television commercial is, as I pointed out earlier, a special kind of work of art-- one which is created to persuade, to shape behavior in specific ways. But it still is a work of art and therefore can be analyzed much the same way a film or television program can be understood: in terms of its various components and the role they play in the production.

A. The Narrative Structure. What happens in the commercial and what significance do the various actions and events have? How might the actions and events affect viewers and what meaning do they have for people? In this area we focus on the story-line of the commercial and its symbolic significance.

B. Dialogue and Language. What do the characters say to one another and, in some cases, what are they saying to us? What devices do they use to gain our attention or affection and to persuade us? What rhetorical techniques, such as alliteration or metaphor or metonymy, are used? What kind of language is used? What use is made of phenomena such as humor, comparisons, associations, exaggeration, praise, and logic.

C. Actors and Actresses. Sometimes we forget that when we watch commercials we are seeing actors and actresses playing their trade. But rather than trying to convince us they are Hamlet or Ophelia, they try to convince us they are housewives who love this or that product or rugged he-men who love this or that brand of light beer. Do we feel attracted to them and empathize with them? What kinds of symbolic figures are used as characters in the commercial? What use do the performers make of facial expression, body language and their voices? What about the clothes they wear? How old are they, and what significance do their ages have? What's interesting about the setting in which they are found?

D. Technical Matters: Lighting, Color, Editing and Music. Here we concern ourselves with how lighting, cutting and shot selection impact upon viewers. For instance, close-ups lead to a different feeling about things than longshots and shots from below convey different attitudes toward power than shots from above. Does the commercial have many quick cuts in it? If so, what impact does this have? How are things lighted and what kind of use is made of color? All of these matters are kinds of "messages" and must be included in any analysis of a
television commercial.

E. Sound and Music. We are profoundly affected by sound and music, which seem to have the power to work directly on our psyches. What use is made of sound effects? Is there music used? If so, what kind and for what purposes? How does it affect us?

F. Signs, Symbols and Intertextual Devices. Signs and symbols are phenomena which represent other things: a cross can represent Christianity, the sacred, religion, and so on. Intertextuality refers to the process by which we interpret one text in terms of another. Thus parody, for example, is based upon ridiculing a text (which must be known in order for the parody to work). The associative power of texts can be used to suggest things or ideas connected with the original text. This means that commercials can take advantage of what people already know--about history, literature, the arts, and popular culture--in getting their messages across.

G. Pursuasive Element. Which of the following does the commercial use: celebrity endorsement, testimonials, emotional appeal, humor, product comparison, repetition, security/fear, slogans, glittering generalities.

4-16-09 Mass Media and Advertising

2009-04-16T08:15:00.002-05:00

For reading time today, visit this site: http://adage.com/

1. How many pages are in your magazine?
2. How many pages are advertisements?
3. What percentage of magazine is made up of ads?
4. Who is the magazine's target audience? How can you tell that?
5. What is a typical ad in the magazine (based on target audience)?

More info on Adage if you're interested:

Studying Advertising Age

Advertising Age is one of the advertising industry’s most popular and widely read trade magazines.

Use the Internet to explore the magazine’s website (www.adage.com) and
answer the following questions below.

1. What are the main news stories under Daily Deadlines? _______________________________________________________________________________________________________________________________________________________________________________________________________________

2. Go to Account Action. What major accounts are up for grabs? Name three, giving the client, budget, contenders for the account, and anticipated decision date. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Examine Special Report. Choose one list that interests you. What information does this report contain? Does the information surprise you? Why or why not? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Click on one of the Features. Who is the author? What is the report about? Explain. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Check out Bob Garfield’s Ad Review. Try to find one ad reviewed with which you are familiar. What does Garfield say about the ad? Do you agree with Garfield’s assessment of the ad? Why or why not? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Click on People. What is the purpose of this page? _______________________________________________________________________________________________________________________________________________________________________________________________________________

7. Where on the web site can you track the progress of the 50 leading advertising agencies, advertisers, and media companies selected by Ad Age? Which companies lead? What is each firm’s current stock value as shown? Check each category. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. What other features does the Ad Age site include? Explain. _______________________________________________________________________________________________________________________________________________________________________________________________________________

9. Go to www.adweek.com. What similarities/differences do you notice between the two sites? _______________________________________________________________________________________________________________________________________________________________________________________________________________

10. Notice Ad Week’s “Clio Awards*” icon (www.clioawards.com).

4-9-09 Last Day :(

2009-04-09T08:32:00.001-05:00

Make sure your final projects are error-free once they're posted on the site.

Also, check the portal to make sure all previous assignments are correct.

Thanks for all of your work this quarter. Best of luck with everything in the future!

Mr. Krebs

4-8-09 Final Projects

2009-04-08T08:07:00.002-05:00

Your final project is due today. We will post all final projects to the blog. You should add a link of your newspaper to your blog.

Your final assignment for today and tomorrow is to view your classmates' newspapers.

Thanks for all of your hard work during the quarter!

4-7-09 Final Projects

2009-04-07T07:40:00.001-05:00

No reading time today.

Continue to work on your newspapers today. They are due tomorrow. If anyone is finished today, I will start placing your folders on the web server so you can check everything online.

4-3-09 Newspaper Design

2009-04-03T07:37:00.003-05:00

New Bill Simmons articles, for those interested:
http://sports.espn.go.com/espn/page2/story?page=simmons/090331
http://sports.espn.go.com/espn/page2/story?page=simmons/090401

Continue working on your newspapers. They will be due next Wednesday.

Have a great weekend!

4-1-09 Newspaper Portfolio

2009-04-01T08:09:00.002-05:00

Happy April Fools: http://www.theonion.com/content/index

ESPN Video (Walk On): http://vodpod.com/watch/1165857-walk-on-espn-video

How to create headlines for your articles:

1. Reread your article; identify the underlying theme.

2. Express the theme in an active voice using as few words as possible. Active verbs lend immediacy to a story. If a reader sees a headline written in a passive voice, he or she might glance right over it.

3. Keep your headline in present tense.

4. Keep it simple. A headline is a short, direct sentence without extra adjectives or adverbs.

5. Provide enough information in the headline to give the casual reader an impression of the entire story.

3-20-09 "Shattered Glass"

2009-03-29T13:14:00.001-05:00

Watch "Shattered Glass".

3-10-09 Feature Story Work Day

2009-03-10T07:35:00.005-05:00

For reading time, view the top 10 newspaper websites.

Nolan Smith story on ESPN

Active Voice
In sentences written in active voice, the subject performs the action expressed in the verb; the subject acts.
The dog bit the boy.
Pooja will present her research at the conference.
Scientists have conducted experiments to test the hypothesis.
Watching a framed, mobile world through a car's windshield reminds me of watching a movie or TV.
In each example above, the subject of the sentence performs the action expressed in the verb.

Passive Voice
In sentences written in passive voice, the subject receives the action expressed in the verb; the subject is acted upon. The agent performing the action may appear in a "by the . . ." phrase or may be omitted.
The boy was bitten by the dog.
Research will be presented by Pooja at the conference.
Experiments have been conducted to test the hypothesis.
I am reminded of watching a movie or TV by watching a framed, mobile world through a car's windshield.

Sometimes the use of passive voice can create awkward sentences, as in the last example above. Also, overuse of passive voice throughout an essay can cause your prose to seem flat and uninteresting. In scientific writing, however, passive voice is more readily accepted since using it allows one to write without using personal pronouns or the names of particular researchers as the subjects of sentences (see the third example above). This practice helps to create the appearance of an objective, fact-based discourse because writers can present research and conclusions without attributing them to particular agents. Instead, the writing appears to convey information that is not limited or biased by individual perspectives or personal interests.

You can recognize passive-voice expressions because the verb phrase will always include a form of be, such as am, is, was, were, are, or been. The presence of a be-verb, however, does not necessarily mean that the sentence is in passive voice. Another way to recognize passive-voice sentences is that they may include a "by the..." phrase after the verb; the agent performing the action, if named, is the object of the preposition in this phrase.
Would you like to see examples of all the verb tenses in passive voice?

Choosing Active Voice
In most nonscientific writing situations, active voice is preferable to passive for the majority of your sentences. Even in scientific writing, overuse of passive voice or use of passive voice in long and complicated sentences can cause readers to lose interest or to become confused. Sentences in active voice are generally--though not always-- clearer and more direct than those in passive voice.
• passive (indirect):
The entrance exam was failed by over one-third of the applicants to the school.
The brakes were slammed on by her as the car sped downhill.
Your bicycle has been damaged.
• active (direct): Over one-third of the applicants to the school failed the entrance exam.
She slammed on the brakes as the car sped downhill.
I have damaged your bicycle.
Sentences in active voice are also more concise than those in passive voice because fewer words are required to express action in active voice than in passive.
• passive (more wordy):
Action on the bill is being considered by the committee.
By then, the soundtrack will have been completely remixed by the sound engineers.
• active (more concise): The committee is considering action on the bill.
By then, the sound engineers will have completely remixed the soundtrack.

Changing passive to active
If you want to change a passive-voice sentence to active voice, find the agent in a "by the..." phrase, or consider carefully who or what is performing the action expressed in the verb. Make that agent the subject of the sentence, and change the verb accordingly.
• passive: The book is being read by most of the class.
Results will be published in the next issue of the journal.
A policy of whitewashing and cover-up has been pursued.
Mistakes were made.
• active: Most of the class is reading the book.
The researchers will publish their results in the next issue of the journal.
The CIA director and his close advisors have pursued a policy of whitewashing and cover-up.
We made mistakes.

Choosing Passive Voice
While active voice helps to create clear and direct sentences, sometimes writers find that using an indirect expression is rhetorically effective in a given situation, so they choose passive voice. Also, as mentioned above, writers in the sciences conventionally use passive voice more often than writers in other discourses. Passive voice makes sense when the agent performing the action is obvious, unimportant, or unknown or when a writer wishes to postpone mentioning the agent until the last part of the sentence or to avoid mentioning the agent at all. The passive voice is effective in such circumstances because it highlights the action and what is acted upon rather than the agent performing the action.
• active:
The dispatcher is notifying police that three prisoners have escaped.
Surgeons successfully performed a new experimental liver-transplant operation yesterday.
"Authorities make rules to be broken," he said defiantly.
• passive:
Police are being notified that three prisoners have escaped.
A new experimental liver-transplant operation was performed successfully yesterday.
"Rules are made to be broken," he said defiantly.
In each of these examples, the passive voice makes sense because the agent is relatively unimportant compared to the action itself and what is acted upon.

Changing active to passive
If you want to change an active-voice sentence to passive voice, consider carefully who or what is performing the action expressed in the verb, and then make that agent the object of a "by the..." phrase. Make what is acted upon the subject of the sentence, and change the verb to a form of be + past participle. Including an explicit "by the..." phrase is optional.
• active:
The presiding officer vetoed the committee's recommendation.
The leaders are seeking a fair resolution to the crisis.
Scientists have discovered traces of ice on the surface of Mars.
• passive:
The committee's recommendation was vetoed by the presiding officer.
A fair resolution to the crisis is being sought.
Traces of ice have been discovered on the surface of Mars.
In each of these examples, the passive voice is useful for highlighting the action and what is acted upon instead of the agent.

Some suggestions
1. Avoid starting a sentence in active voice and then shifting to passive.
• Unnecessary shift in voice:
Many customers in the restaurant found the coffee too bitter to drink, but it was still ordered frequently.
He tried to act cool when he slipped in the puddle, but he was still laughed at by the other students.
• Revised: Many customers in the restaurant found the coffee too bitter to drink, but they still ordered it frequently.
He tried to act cool when he slipped in the puddle, but the other students still laughed at him.
2. Avoid dangling modifiers caused by the use of passive voice.
• Dangling modifier with passive voice:
To save time, the paper was written on a computer.
Seeking to lay off workers without taking the blame, consultants were hired to break the bad news.
• Revised: To save time, Kristin wrote the paper on a computer.
Seeking to lay off workers without taking the blame, the CEO hired consultants to break the bad news.
3. Don't trust the grammar-checking programs in word-processing software.
Many grammar checkers flag all passive constructions, but you may want to keep some that are flagged.

3-2-09 Peer Editing

2009-03-02T07:32:00.002-06:00

For independent reading time, go to: http://poynter.org/

We will also discuss two topics:
1. What news about The Rocky Mountain News happened recently?
2. What news about Paul Harvey happened recently?

You will get into groups of three and do peer editing of your Voice of Hope stories. Answer the following questions:

1. LEAD AND BACKUP: Does the story begin with one long sentence that answers most of the 5Ws and H without going into detail? What questions are left unanswered? Are they answered in the second paragraph? Are more details provided (names, more specific places, times)? What questions do you still have after the first two paragraphs or what do you most want to know? How could this section be improved?

2. LEAD QUOTE: Does the author present a good quote by the fourth paragraph? Does it help answer one of the questions you have as a reader or does it address one of the major concerns many readers might have Are full quotes used and are they introduced, punctuated, and attributed correctly? How might this section be improved?

3. ORGANIZATION: Does the story answer questions as they occur to the reader? Are all of the important questions answered in the first 250 words (or five paragraphs)? As a reader, what do you most want to know next (after 250)? Answer first as a student in the school and next as a parent. What material would you suggest be moved higher in the story?

4. BACKGROUND/IMPACT: Is background and/or impact provided somewhere in the story? Where might this be added or improved upon?

5. ATTRIBUTION & ACCURACY: Is all of the information, that is not common knowledge or observed by the reporter, properly attributed? Is it correct and are the names spelled correctly? Where should attribution be added or corrections be made? Are there any instances where the writer's opinion is present?

Once you have finished this process and posted your comment, please peer review another writers group member's hard news story. Do a good job on this. Completing two peer reviews fully is worth 10 points.

2-27-09 Voices of Hope Story

2009-02-27T08:41:00.001-06:00

Today is a work day to get your interviews and write your story. You can also make up any work before midterms are handed out on Monday.

2-25-09 Collecting Data

2009-02-25T08:08:00.001-06:00

To see newspapers around the world, visit: http://www.worldpress.org/

Today Ms. O'Sullivan is going to show us how to use all of the databases in the library to conduct research for our Voices of Hope stories.

2-24-09 Collecting Data

2009-02-24T07:43:00.002-06:00

Today we will look at Eastview's web page: http://www.district196.org/evhs/

Continue with the scavenger hunt in Eastview.

We will come together as a class to talk about it at the end of the hour.

1. What data do you need to collect for the Voices of Hope story?
2. Who should you contact?

2-11-09 Advertisement Day

2009-02-11T08:16:00.005-06:00

2-5-09 Studying Advertising

2009-02-05T08:08:00.005-06:00

Are Super Bowl Ads Worth the Money?

A Primer on Analyzing Television Commercials
Arthur Asa Berger - aberger@sfsu.edu
Excerpted from: The Manufacture of Desire: Alcohol Commercials and Society

Here I would like to consider some of the more important aspects of television commercials. We must remember that a television commercial is, as I pointed out earlier, a special kind of work of art-- one which is created to persuade, to shape behavior in specific ways. But it still is a work of art and therefore can be analyzed much the same way a film or television program can be understood: in terms of its various components and the role they play in the production.

A. The Narrative Structure. What happens in the commercial and what significance do the various actions and events have? How might the actions and events affect viewers and what meaning do they have for people? In this area we focus on the story-line of the commercial and its symbolic significance.

B. Dialogue and Language. What do the characters say to one another and, in some cases, what are they saying to us? What devices do they use to gain our attention or affection and to persuade us? What rhetorical techniques, such as alliteration or metaphor or metonymy, are used? What kind of language is used? What use is made of phenomena such as humor, comparisons, associations, exaggeration, praise, and logic.

C. Actors and Actresses. Sometimes we forget that when we watch commercials we are seeing actors and actresses playing their trade. But rather than trying to convince us they are Hamlet or Ophelia, they try to convince us they are housewives who love this or that product or rugged he-men who love this or that brand of light beer. Do we feel attracted to them and empathize with them? What kinds of symbolic figures are used as characters in the commercial? What use do the performers make of facial expression, body language and their voices? What about the clothes they wear? How old are they, and what significance do their ages have? What's interesting about the setting in which they are found?

D. Technical Matters: Lighting, Color, Editing and Music. Here we concern ourselves with how lighting, cutting and shot selection impact upon viewers. For instance, close-ups lead to a different feeling about things than longshots and shots from below convey different attitudes toward power than shots from above. Does the commercial have many quick cuts in it? If so, what impact does this have? How are things lighted and what kind of use is made of color? All of these matters are kinds of "messages" and must be included in any analysis of a
television commercial.

E. Sound and Music. We are profoundly affected by sound and music, which seem to have the power to work directly on our psyches. What use is made of sound effects? Is there music used? If so, what kind and for what purposes? How does it affect us?

F. Signs, Symbols and Intertextual Devices. Signs and symbols are phenomena which represent other things: a cross can represent Christianity, the sacred, religion, and so on. Intertextuality refers to the process by which we interpret one text in terms of another. Thus parody, for example, is based upon ridiculing a text (which must be known in order for the parody to work). The associative power of texts can be used to suggest things or ideas connected with the original text. This means that commercials can take advantage of what people already know--about history, literature, the arts, and popular culture--in getting their messages across.

G. Pursuasive Element. Which of the following does the commercial use: celebrity endorsement, testimonials, emotional appeal, humor, product comparison, repetition, security/fear, slogans, glittering generalities.

Studying Advertising Age

Advertising Age is one of the advertising industry’s most popular and widely read trade magazines.

Use the Internet to explore the magazine’s website (www.adage.com) and
answer the following questions below.

1. What are the main news stories under Daily Deadlines? _______________________________________________________________________________________________________________________________________________________________________________________________________________

2. Go to Account Action. What major accounts are up for grabs? Name three, giving the client, budget, contenders for the account, and anticipated decision date. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. Examine Special Report. Choose one list that interests you. What information does this report contain? Does the information surprise you? Why or why not? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. Click on one of the Features. Who is the author? What is the report about? Explain. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Check out Bob Garfield’s Ad Review. Try to find one ad reviewed with which you are familiar. What does Garfield say about the ad? Do you agree with Garfield’s assessment of the ad? Why or why not? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

6. Click on People. What is the purpose of this page? _______________________________________________________________________________________________________________________________________________________________________________________________________________

7. Where on the web site can you track the progress of the 50 leading advertising agencies, advertisers, and media companies selected by Ad Age? Which companies lead? What is each firm’s current stock value as shown? Check each category. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. What other features does the Ad Age site include? Explain. _______________________________________________________________________________________________________________________________________________________________________________________________________________

9. Go to www.adweek.com. What similarities/differences do you notice between the two sites? _______________________________________________________________________________________________________________________________________________________________________________________________________________

10. Notice Ad Week’s “Clio Awards*” icon (www.clioawards.com).