School Newspaper Guide

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School

Newspaper

Guide

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Table of Contents

Suggested Set of Procedures

Jargon (Vocabulary)

Become a Journalistic (Student Roles)

Brainstorm Article Ideas

Details Checklist

Newspaper Formatting

Institute an Awards Program

Journalistic Style

Inverted Pyramid Style of News Reporting

Editorial Style

Organizing an Editorial

Interviewing

Interview Icebreaker

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Suggested Set of Procedures

Introduction

(Introduce Project

to Students)

Students Learn

Jargon

Delegate Roles

Brainstorm Article

Ideas

Discuss Awards

Discuss Writing

Styles

Students Confirm

Article Topics with

Teacher

Students Write

Articles

Editor(s) Review

Articles and Offer

Critique

Students Submit

Final Draft

Teacher Approves

Final Draft

Graphic Designers

Organize Final

Paper

Teacher Provides

Final Approval

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Jargon (Vocabulary)

Students will enjoy learning the jargon of the newspaper industry. Many of the terms found in

the fool-lowing glossary are important for your staff to learn. Make copies of the glossary to

distribute to everyone working on the newspaper and encourage students to use appropriate

terminology as often as possible.

Angle

The focus of a story; the approach a

reporter takes to giving the facts.

Column

A regular series of articles or features in A

newspaper. Also, the vertical sections of

printed newspaper matter.

Byline

The line identifying the writer of a

newspaper article.

Caption

(also called cutline) an explanation of a

photo, drawing, or graph.

Classified ads

Small ads for goods or services normally

listed by category.

Columnist

Staff writer who does a regular feature or

article.

Copy

Text of an article

Correspondent

Someone who contributes regularly to a

newspaper, often from outside the

immediate area.

Dateline

The line at the beginning of a story naming

the city or place of origin and often including

the date.

Departments

Regular areas of news covered in a

newspaper.

Display Ad

An ad that contains graphics as well as

copy.

Edit

To make changes to an article for a variety

of reasons: clarity, length, mechanics, and

so on.

Editor

Person who manages the various sections

of the newspaper. This person may also

make editorial decisions regarding content,

length, or mechanics. The editor in chief

manages the entire newspaper.

Exclusive

An article based on information granted to

one news reporter or newspaper.

Features

Stories about people and their lives rather

than news-related facts. Sometimes called

soft news.

Font

Style of type used in a publication.

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Graphics

art, photography, charts, graphs, and other

design features in a publication.

Editorial

An article on a timely issue that expresses

the opinion of the writer.

Evergreen story

A story, usually a feature, that can be used

at any time because it is not tied into a news

angle.

Hard news

straight news, including all the facts.

Headline

Title of a news article.

Interview

A meeting in person or by phone in which a

reporter asks questions in order to get

information for a story.

Inverted pyramid style

The practice of placing the most important

news information at the beginning of an

article and proceeding through remaining

details in order of importance. Most hard

news is written in this style, which allows the

reader to scan headlines and proceed to

read as much information as is interesting

or necessary.

Layout

The overall design of a publication,

including placement of headlines, articles,

and graphics.

Lead paragraph or sentence

the first sentence or paragraph in an article.

It sets the tone for the article and hopefully

entices the audience to read on.

Libel

The act of damaging someone's reputation

by what has been printed or written.

Masthead

Title of the newspaper and other important

publication facts.

Media

All forms of getting information to the public,

including print, broadcast, and online.

News tip

Information a reporter receives that helps in

the finding or writing of a news story.

Obituary

A notice about a person's death.

Publisher

Often the owner of the newspaper, who

usually has overall responsibility for

finances and editorial decisions. In schools

this would probably be the teacher or

advisor.

Putting the paper to bed

When the paper is ready for printing.

Retraction

A notice in a newspaper that cites an error

the paper has made and is now correcting

or retracting.

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Become a Journalistic (Student Roles)

Editor in Chief (must have one)

This student oversees the entire

newspaper. Their job is to see that all

deadlines are met and that the paper goes

to press on time. They also make editorial

decisions when articles need to be

shortened or cut altogether.

Assistant Editor

You may wish to have another student act

as assistant. This provides great on-the-job

training for future editors in chief.

Graphic Designer (must have one or two)

This is a job for one or two students, who

oversee the organization & look of the entire

paper.

News Editor (only for classes with 20+

students)

This is the student in charge of the "hard"

news section, as opposed to features. This

may include both school and community

news, such as class elections or a

community zoning issue. This student will

assign articles to news reporters and

establish deadlines for those articles. He or

she may also do some editing on those

articles.

Feature Editor (only for classes with 20+

students)

This student oversees the "soft" news

section. This may include both school and

appropriate community news, such as social

events and interviews. This student will

assign articles to feature reporters and

establish deadlines for those articles. He or

she may also do some editing on those

articles.

Sports Editor

This student or students (you may wish to

have a girl and a boy if there is a great deal

to cover) will write and edit sports news.

There is rarely a need for more than two

students on the sports staff.

Tracking Manager

This student keeps track of what was

covered in each issue so that the same

teacher is not written up three times while

someone else is never mentioned. This

student would have a writing job as well.

Circulation Manager (not required during

remote learning)

This student keeps track of subscriptions

and sees that papers are distributed when

they arrive from the printer. This includes

deliveries to classrooms.

Reviewers of Books, Restaurants, etc.

One or two students may review a variety of

media or a local restaurant for each issue of

the newspaper. Remind them that they are

writing an opinion piece and should follow

the rules for editorial writing.

Advertising Manager

This is the student who receives classified

ads, edits them for content and

completeness, and organizes them for the

newspaper. Students may advertise clubs,

activities, etc. The advertising manager

must reach out to interested parties and

request advertisements pieces from them.

Roving Reporter

This student chooses an interesting,

relevant question on which there may be

many opinions and obtains those opinions

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from as many people as possible for his or

her column.

Reporters

These students, while not in management

positions, are assigned to write for certain

sections of the newspaper, including the

advice column, lost, and found, and so on.

Art Creator

These students are responsible for drawing

original art where needed or desired.

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Brainstorm Article Ideas

Class News

You may wish to have a student from each

class or grade level send their news to your

paper. Alternatively, students can be

assigned to cover classes or grade levels.

Editorials

Students may choose to write on kid-

oriented topics or on more global issues.

A Word From the Principal.

Invite the principal or another administrator

to contribute a column about school

happenings.

People Behind the Scenes

Students may enjoy writing features on your

school's unsung heroes, such as

secretaries, maintenance staff,

administrators, volunteers, etc..

School Clubs

Consider covering special club events or

activities in your newspaper.

Calendar of Events

You may wish to include a monthly calendar

of school-wide events. Although these

schedules often change at the last minute,

publishing early notice is often helpful.

Sports

In addition to coverage of interscholastic

competitions, sports news might include

notes from the physical-education teachers

on what is happening in various classes,

information on specific students and their

athletic accomplishments, and coverage of

league sports in the community.

Subject News

This would include news on special events

in particular subject areas that may not be

included in class news, such as a science

fair or international festival that everyone

will be invited to attend.

Restaurant/Book/Software Reviews

These reviews are always an interesting

and popular feature.

Interviews

Subjects can be teachers, administrators,

students, or community members. Be sure

to include photos and follow guidelines for

procedure and protocol before going out for

interviews. Some interviewees may be

willing to provide baby or school pictures to

accompany their interviews.

Kids in the News

If there are students involved in interesting

activities outside of school or who have

accomplished something out-of-the-

ordinary, you may wish to write about their

activities for the newspaper.

Advice Column

Invite letters from readers asking for advice

on certain issues. Letters may be written

anonymously if you prefer. Answers can

come from students, teachers, or school

staff.

Hobby Column

Invite experts to write about how to get

started in a new hobby. Old favorites might

include sports-card collecting, model

building, and stamp collecting. New ideas

could include collecting autographs,

postcards, or arrowheads; origami; cooking;

and kite building.

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Study Skills How-to

Advice from kids and teachers on making

the most of your time. Topics might include

study habits, how to scan a book, how to

make an outline, and how to prioritize.

Places to Visit in the Community

What is there to see and do in your school’s

local area? Provide descriptions of places

that might be linked to courses of study in

your school or that are just-for-fun family

places. Include prices, telephone numbers,

and other important information.

Consumer Testing

Reporters can test and compare things such

as bubble gum, sneakers, video games, or

any other category of product that students

express interest in. Be sure to follow

procedures for product testing so that tests

are consistent, and results are fair.

Games and Puzzles

Consider including crosswords,

wordsearches, and similar activities in each

issue. Activities may be theme related.

There is excellent software available to help

students design this type of thing.

Did You Know?

These are short bits that include interesting,

little-known facts about the school,

community, or familiar people.

Guest Forum

Consider soliciting features, editorials, or

inspirational pieces from friends, parents,

and supporters of your school. Perhaps

local writers or journalists would be willing to

send short articles.

Classifieds

This section includes ads contributed by

people in the school who have things to give

away or trade. Alternatively, students can

promote their clubs using classified ads.

There is no charge for this advertising.

Jokes

There is never a shortage of material for this

column. Students can write original jokes as

well as recycling old ones.

A Day in the Life of...

Reporters may enjoy spending a day with a

teacher, administrator, staff member, or

another student and writing an article about

the experience.

Guess Who?

This is a contest with clues to the identity of

a student, teacher, or other staff member.

Try to offer a prize to the first successful

respondent.

Roving Reporter

In this section a reporter asks one

opinionated question to several people from

all areas of the school. The question should

be one of general interest.

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Name: Details Checklist

Article:

Issue Date:

Who?

Details:

What?

Details:

Where?

Details:

When?

Details:

Why and/or how?

Details:

Notes:

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Newspaper Formatting

1. All copies should be single-spaced.

2. Include three possible headlines to present to your Editor in Chief

3. Spell out the numbers ten and under.

4. If your article takes more than one page, type MORE at the bottom of the first page and

on any additional pages.

5. Include details in your article. For example, if you are writing about a class field trip, say

where and when students went, what they saw, what they enjoyed. Get quotes from one

or two students.

6. Place the newspaper issue date on your final copy.

7. Don't editorialize in a news article (write your opinion). If you wish to write an editorial on

an important or interesting issue, see the teacher.

8. Use italics for titles of books, magazines, movies, and other major published works.

9. Use quotation marks around individual article names, chapters in books, and so on.

10. Make sure quotes are used correctly. Always obtain permission to quote someone in

your article. Make sure you have quoted accurately.

11. Interviews should use this format:

Ahmed: What are your favorite things about Carolina Day School?

I like the students and the teachers.

If your interviewee makes only one or two statements and they are used as part of a

news article, use quotation marks.

12. Use a teacher's first and last name the first time it is mentioned in your article. Then, use

Mr, Mrs, or Ms. followed by the teacher’s last name

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Institute an Awards Program

One way to motivate students to do quality work is to create a program that rewards both

excellence and effort. Do not limit the number of awards that can be earned in each category.

Students might even win two or three awards for one article.

You can print terrific-looking certificates on a laser printer by using a high quality paper

preprinted with an embellished border. This type of paper can be found at large office-supply

stores or print shops or ordered from paper-supply companies. Or you can use plain paper and

create certificates with borders by using programs such as Print Shop Deluxe. Here are some

awards you might consider.

Excellence in News Writing

This is given for a hard news story that

answers the five W’s and makes a great,

gripping read.

Excellence in Feature Writing

This is the same as above, but is given for

features stories more about the “human"

side of the news that are lighter in content

and structure.

Excellence in Editorial Writing

Given for well-written editorials that clearly

define issues and make good cases for

agreement or disagreement.

Excellence in Headline Writing

Given for exceptional headline writing skill

all its own.

Excellence in Lead Writing

Given for compelling first sentences or

paragraphs that grab the attention of the

reader.

Excellence in Page Layout

Given for the aesthetics of how a page

looks including balance of copy to white

space and use of graphics. This award is

only be given to students who do the actual

layout.

Excellence in Article Concept

Sometimes a student has a tremendous

idea, works extremely hard, but still the

article falls short. This award recognizes

that effort.

The Publisher's Prize

Given for extraordinary effort and dedication

to the newspaper publishing experience.

This special award is only given when it is

clearly deserved, and not necessarily after

every issue.

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Journalistic Style

Most of the writing that you do for your piece will fall into one of two categories:

journalistic style or the editorial style. Journalistic style is used reporting hard news. This style

consistently utilizes at least four of the five W’s: who, what, when, where, why or how in the lead

paragraph. It is important to understand that stating your opinions is not appropriate in this type

of writing. Writing hard news is writing to inform, not writing to persuade. Facts must be stated

clearly and without bias, allowing readers to form their own opinions.

Teaching Ideas

(1) Discuss the five W’s (who, what, when, where, why or how) by supplying students

with short news articles from your city or community newspaper. Challenge pairs of students to

locate each W and mark it in the way you designate, such as by color coding. Tally the results to

see which W’s appear most often. Try to offer selections that present the five W’s in a variety of

ways.

(2) Have students write short news articles about a recent event at school. Invite

volunteers to read their stories aloud and have students note the W’s that are covered. If an

important W is not included, invite students to add a sentence that will rectify the omission.

There will be times when one of the five W’s may be irrelevant, unnecessary, or unobtainable.

Help students learn to discriminate.

(3) Practice news writing by taking your entire class to observe a school event, such as

an assembly program. Each student is to work independently and should be prepared to take

notes and conduct interviews, if appropriate. Return to your classroom and invite students to

write articles on what they have just seen. This is a good time to discuss angles, focus, and

approach of a news story. Volunteers may read their articles and comparative discussions

should follow.

(4) Teach the concept of the inverted pyramid style of writing, using the reprodecibels on

pages. The most important news facts, including the five W’s, come first at the top of the

inverted pyramid. The reporter must prioritize facts and information to correctly utilize the

inverted pyramid, saving the least important (but still interesting) information for the bottom.

Explain that editors must often cut articles to fit them into the allotted space. It is easier to cut

from the end of an article than to go through and edit for importance. The inverted pyramid

approach also allows readers to scan the paper for items of interest and become informed

without reading beyond the first couple of paragraphs. Use photos cut from magazines or

newspapers to practice writing attention-grabbing headlines and lead sentences. Be sure to

remove any captions. Explain that readers often scan a newspaper looking for headlines,

subheads, and lead sentences that pique their interest. Lead sentences may either be written as

straight factual statements incorporating several the five W’s, or students may use an intriguing

statement or question to draw readers into their articles. You may wish to have students try one

of each. For example, "The school cafeteria, which has tried for years to get students to eat

vegetables, is proposing a new nutrition-based plan to get students to eat healthy." Or "On

Wednesday afternoon in the cafeteria at Old Turnpike Middle School, a hungry group of twelve-

year old students were invited to take part in a strange new eating adventure." Encourage

students to share their work. Invite constructive comments from the class.

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(5) Find examples of news stories that include quotes from pertinent people. Make

overhead transparencies of the articles. Discuss with students why a quote might have been

used rather than a paraphrase. Help them understand how a variety of sentence approaches

adds interest and texture to their writing. Encourage students to practice writing news stories

that alternate between facts and quotes.

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Name

Date

Inverted Pyramid Style of News Reporting

Reporters often use the inverted pyramid style as a way of assuring presentation of the most

important news at the beginning of an article. This enables readers to grasp the sense of an

article as well as the main facts quickly and easily.

1. What event will you write about?

2.What headline will you use to grab reader attention?

3.List the five W’s of the event in order of importance.

4. Note other interesting details in order of importance.

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Editorial Style

Use the editorial style when presenting opinions on timely issues, whether school related

or of a more global nature. While it is still appropriate to include some or all the five W’s, you not

limited to these facts when editorializing. You are now writing to persuade. When writing

editorials, it is important to understand that opinions must be supported by facts, and that a

compelling argument is rarely based on emotions alone. If you are looking to change the way

people think, which is usually the reason for an editorial, then you must present a mix of fact

and reasoned opinion.

Teaching Ideas

(1) Discuss with students the difference between fact and opinion. Ask for their

definitions of each and guide them to an understanding of the use of each in editorial writing.

Reiterate that facts alone belong in straight news articles, while well-reasoned opinions

(opinions supported by facts) belong in editorials. Provide articles and editorials from

newspapers (both national, community, and school) and challenge students to find articles

where reporters mix the two.

(2) Provide examples of editorials from local or national newspapers that deal with topics

that students can relate to, such as funding for school sports or arts programs. Invite students to

read the editorial. Conduct a follow-up discussion in which students express their own opinions

on the issue as well as discussing the power of the editorial that was shared. Excellent editorials

always inspire excellent discussion. Poll students to see if any minds were changed by the

editorial. It is important and valuable to provide as many real-life examples of excellent

newspaper work as you can find, whether from local and national newspapers or publications

from other schools.

(3) Have students brainstorm possible editorial topics. Examples might include weekend

homework, school uniforms, standardized testing, wearing hats in school, school-wide discipline

methods, allowances, dress codes, or backpacks in the classroom. Help students decide on one

or two topics that everyone has strong feelings about. Be sure they understand that it is

important that editorials "speak" to many people, no matter how those people feel about the

issue. Editorials on obscure topics that impact only a few people carry little weight. With limited

space available, only editorials on topics of widespread interest will end up in print.

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Name

Date

Organizing an Editorial

Effective, compelling editorials are well-organized, succinct, and powerful. Organize your

thoughts by answering the questions below.

1. What issue will I write about?

2.What headline will I use to draw attention to your editorial?

3.What is my opinion on the issue?

4.What are three reasons for my opinion?

5. What are two reasons why someone might disagree?

6.Write the lead for your editorial.

7. On a separate sheet of paper, write your editorial using the information you have organized

on this worksheet. When you have completed the editorial, use the checklist below to edit your

work. Clearly stated at least once.

I have provided at least three reasons for my opinion.

I have supported my reasons with facts when possible.

I have demonstrated understanding of the opposing point of view.

I have written an appropriate headline.

I have signed my work.

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Interviewing

The ability to conduct a good interview is a skill that will benefit you in a variety of areas.

Every reporter should know how it has done. Editors may choose to run a feature interview with

a faculty member or student each month. Or interviews may simply provide quotes for regular

news, sports, and feature articles. Students should practice interviewing techniques with each

other before going out on assignment.

Interviewing Tips

Make an appointment well in advance of your interview. Introduce yourself, mention

that you are a reporter for your school's newspaper, explain why you would like an interview,

use please and thank you. Then, show up five minutes early.

Go to the interview prepared. Take your notebook and at least two pencils or pens.

Take a device to record with only if you have asked permission in advance. Have at least ten

questions prepared. Keep in mind the five W’s of news reporting. Avoid questions that require

only yes or no answers.

• Ask your subject to spell any names you are unsure of.

• Take careful notes. If you plan to quote your subject, make sure you have the quote

word-for-word. Recorders come in handy here.

• Offer to bring the first or second draft to your subject for approval.

• Leave your contact information with the person you are interviewing. Thank your

subject for his or her time before leaving.

Students may try to run the questions and answers word-for-word as their entire story.

While on occasion this has its place, it is preferable and far more interesting to turn the

questions and answers into a narrative and alternate between facts, quotes, and statements.

For example, instead of writing Q: When did you become interested in photography? A: When

my uncle gave me a camera. I was about five years old, a reporter could write, Annie became

interested in photography at age five, when her uncle gave her a camera.

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Name:

Date:

Interviewee:

Interview Icebreaker

Who

has influenced you most?

is your favorite teacher?

is your hero?

Would you most like to meet?

What

favorite book?

favorite subject in school?

Favorite sport or hobby?

career choice? Pet peeve?

When

were you the happiest?

Were you the saddest?

is your birthday?

Where

did you grow up?

would you like to visit?

did you spend your best vacation overshowed are you?

How

Would you describe yourself, using three adjectives?

Would you spend your ideal day?

Will you want to be remembered?

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Why to any of the above questions