JOURNALISM: NEWSPAPER UNITS - Collier County … Guide.pdf · Portfolio Assessments developed by...

Portfolio Assessments developed by Chad Furman, GCH August, 2007

JOURNALISM: NEWSPAPER UNITS Portfolio Rubric General Rubric

Editorial Project and Rubric Feature project and rubric News project and rubric

Review project and rubric

COLLIER COUNTY SCHOOLS PERFORMANCE-BASED

PORTFOLIO ASSESSMENT

Scoring Guide for Portfolio Completion Using Six Traits

Limited range of words are displayed in articles in the portfolio. Some vocabulary misused in articles. Unclear and inaccurate. Reader can’t focus on meaning of writing in portfolio.

Words displayed in the articles in the portfolio are monotonous, often repetitious, sometimes inappropriate and unclear. Writer not aware of audience. The writing isn’t informative or convincing.

Words displayed in the articles in the portfolio may be correct but mundane. No attempt at deliberate choice. The writer’s voice may be inappropriate or non-existent. Tone is generally used correctly at certain points of the story.

Language in portfolio is functional and appropriate. Descriptions may be overdone at times. The writer is genuine and generally involved in the topic. The tone is appropriate.

Writing in portfolio is descriptive, broad range of words. Word choice energizes writing. The writer confident and effective with style and voice.

Writing in portfolio is clear, concise, to the point, and specifically related to a particular type of feature article. Expressive, engaging, sincere. Strong sense of audience. V

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Lack of coherence in articles displayed in portfolio; confusing. No identifiable introduction or conclusion. The writing lacks direction due to ideas and details being loosely connected. Illogical flow that hinders understanding. No organization is evident throughout portfolio.

Lack of structure in articles displayed in portfolio; disorganized and hard to follow. Missing or weak intro and conclusion. Organization provides some signs of development, but not effective. Transitions are weak; connections between ideas are difficult to follow. Lack of structure.

Attempts at organization in portfolio are evident; may be a “List” of events in articles. Beginning and ending of articles are not developed. Organization has been attempted, but is ineffective.

Portfolio shows organization and is appropriate, but conventional. Attempt at introduction and conclusion is general. Generally consistent throughout feature article. The organization is effective and efficient with overall structure. Attempt at Introduction and conclusion.

Portfolio is in strong order and structure. Inviting intro and satisfying closure. Consistency throughout the whole feature story. The organization enhances the main idea, and is controlled. The order, structure, and presentation move the reader through the text effectively.

Portfolio effectively organized in logical and creative manner. Creative and engaging intro and conclusion. Balance throughout the whole feature article. Organization is well controlled, with logical sequence of reasons and strong transitions.

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Portfolio includes no well-written articles such as news, feature, in-depth feature, editorial, movie/book/music review, interview, sports, and personal opinion piece. Articles are not balanced. They show no objectivity, accuracy, clarity, appropriate style and language type for each article. There is no evidence of research fro each article either through the internet, interviews, or library.

Portfolio includes weak articles such as news, feature, in-depth feature, editorial, movie/book/music review, interview, sports, and personal opinion piece. Articles are hardly balanced. They show no objectivity, accuracy, clarity, appropriate style and language type for each article. There is little evidence of research for each article either through the internet, interviews, or library.

Portfolio includes some articles such as news, feature, in-depth feature, editorial, movie/book/music review, interview, sports, and personal opinion piece, but they are not fully developed. Articles are not all balanced. They show few signs of objectivity, accuracy, clarity, appropriate style and language type for each article. There is little evidence of research fro each article either through the internet, interviews, or library.

Portfolio includes basic articles such as news, feature, in-depth feature, editorial, movie/book/music review, interview, sports, and personal opinion piece. Articles are somewhat balanced. They show some objectivity, accuracy, clarity, appropriate style and language type for each article. There is some evidence of research fro each article either through the internet, interviews, or library.

Portfolio includes edited effective articles such as news, feature, in-depth feature, editorial, movie/book/music review, interview, sports, and personal opinion piece. Articles are balanced. They show objectivity, accuracy, clarity, appropriate style and language type for each article. There is evidence of research fro each article either through the internet, interviews, or library.

Portfolio includes polished and well-written articles such as news, feature, in-depth feature, editorial, movie/book/music review, interview, sports, and personal opinion piece. Articles are balanced. They show objectivity, accuracy, clarity, appropriate style and language type for each article. There is evidence of research for each article either through the internet, interviews, or library. Portfolio goes beyond expectations.

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Unsatisfactory Response 1 Point

Insufficient Response2 Points

Uneven Response3 Points

Sufficient Response4 Points

Skillful Response5 Points

Excellent Response6 Points

Fully Developed Developed Developing Not Developed

Scoring Guide for News, Feature, Editorial, Sports, and Review Writing Using Six Traits

The writing is flat, lifeless or mechanical.Delivery is so consistently flat that the reader may find it hard to focus on the meaning of the writing piece.

Reader can’t focus on meaning of writing.No hint of the writer.

The writer attempts involvement with the topic, but seems unaware of an audience. The writing is insubstantial and unconvincing.Language is general or vague.Writing tends to be flat or stiff. Little or no hint of writer behind words.

The writer seems sincere, but not fully involved in the topic. The writing tends to hide rather than reveal the writer.The writing has a fairly routine manner.Voice may be inappropriate or non-existent. Writing may seem mechanical.

The writer is genuine and generally involved in the topic. The reader begins to get a sense of the writer.Voice emerge, and the tone is appropriate for the writer’s article.Evident commitment to topic. Inconsistent or dull personality.

The writer is confident and persuasive.The writer takes a clear position and supports it with pertinent reasons and/or examples through much of the article. Appropriate to audience and purpose. Writer behind the words comes through.

The writer speaks to his/her audience in a way that is individualistic, expressive, and engaging.The paper has the ring of conviction. The language brings the article to life. Expressive, engaging, sincere. Strong sense of audience. Shows emotion: humor, honesty, suspense or life.

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The writing lacks direction due to the ideas and/or details being loosely connected.There may be no clearly identifiable introduction or conclusion. Illogical flow that hinders understanding. No identifiable introduction or conclusion.Details often confuse the reader or fill space, not contributing to the main idea.

Overall organization is emerging and provides some signs of development.The introduction and conclusion are present but not necessarily connected to the main idea.Transitions are weak; connections between ideas are difficult to follow.Lack of structure; disorganized and hard to follow. Missing or weak intro and conclusion.

The reader can readily follow what is being said, but the overall organization may sometimes be too obvious or ineffective.The introduction and conclusion are recognizable, but not as well-crafted or well-connected to the main idea. Attempts at organization; may be a “list” of events. Beginning and ending not developed.

The organization is effective and efficient with the overall structure moving the reader through the text with only occasional lapses in sequencing and/or relationships among the reasons.The introduction and conclusion are functional and connected to the main idea.Organization is appropriate, but conventional. Attempt at introduction and conclusion.

The organization enhances the main idea. and is controlled. The order, structure, and presentation move the reader nicely through the text.Transitions enhance the reader’s understanding of the relationship of ideas. Strong order and structure. Inviting intro and satisfying closure.

Organization is well controlled, with a logical sequence of reasons and strong transitions and relationships among the reasons.An inviting introduction draws in the reader, and a satisfying conclusion provides a sense of completeness. Effectively organized in logical and creative manner. Creative and engaging intro and conclusion.

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The article or story lacks a clear focus. The elements of the article or story have a confused relationship or some essential elements are missing.Lacks central idea. Development is minimal or non-existent.The story is incomplete.The writer has not defined the topic in any meaningful or personal way. The reader cannot determine the purpose of the article and the writer does not demonstrate an understanding of the topic.

The writer states his/her purpose in the lead paragraph, but it is difficult to determine. The writer has a vague understanding of the topic and opinion, but provides only minimal supporting reasons that are not convincing.Information is limited or is merely a collection of facts and details. Development is weak because it lacks sufficient arguments/reasons.Purpose and main idea may be unclear and cluttered by irrelevant details.

The writer expresses his/her purpose and demonstrates an understanding of the topic and opinion, but does not provide enough supporting reasons to be very convincing. The writer has difficulty going from general observations to specific points or useful insights about the article.Main idea may be cloudy because supporting detail is too general or even off-topic.

The writer expresses his/her purpose in the lead paragraph and demonstrates a clear understanding of the topic and opinion in a somewhat convincing manner by providing adequate supporting reasons.The writer shows some understanding of the ways ideas interconnect and details generally support the main idea.Evident main idea with some support which may be general or limited.

The writer has a clear position or opinion statement with specific reasons that amply support the writer’s position.The writer shows insight and has a good sense of how ideas connect with one another. The reader understands what the writer is saying clearly. Clear, focused, interesting ideas with appropriate detail.

The writer takes a position on an issue and supports the position thoroughly and consistently with specific, logical reasons and examples. The writer acknowledges other opinions about the subject and may attempt to refute them. The article covers what is not obvious. The article grabs the readers attention and is exciting to read. It is newsworthy. Exceptionally clear, focused, engaging with relevant, strong supporting detail.

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Journalism

Editorial Pre-Writing Worksheet Our Opinion Can Change the World!

You should work with a partner for this exercise. You should fill out this worksheet BEFORE beginning your editorial. 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 faces today? 2. What is your group’s 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 arouse your readership to action in your conclusion? 6. How will your editorial serve a public purpose?

Editorial writing starts with an introduction, which might be called the thesis. It sets the tone of the editorial and introduces the subject. Sometimes the opening sentence sounds like a sales pitch for the reader. For example: School Board member Jane Evans has two good ideas on lengthening the school lunch hour.

Keep these points in mind when you write your editorial: Don’t be somber. Most editorials are serious, but a little humor is good from time to time. Don’t rig facts or figures. Be careful not to leave out or embellish information or graphs to help support your opinion. Aim to be fair. An editorial soaked in prejudice will bring cheer only to those who share the bias. Offer solutions to a problem. When possible, don’t merely criticize or condemn. Offer solutions. Don’t beat dead horses. Don’t write about something that everyone agrees with already. Skip cheap tactics. Questioning someone’s honesty or calling someone names is very unprofessional in any argument. Skip “Afghanistanism.” Sometimes editorial writers condemn a situation far away –say in Afghanistan-but suddenly lose their courage when commenting on problems close to home. Avoid Anger. Be patient. Don’t think one editorial will save the world. Watch your attitude. Just because you researched your topic doesn’t make you an expert. Don’t always look for villains. Strive for variety. Seek a news peg. Most editorials should be tied to the news, but try not to repeat information. Have perspective. Don’t get excited over trivial issues, and don’t be casual over important ones.

Scoring Guide for Editorial and Opinion Writing Using Six Traits

Sentence run-on and appear incomplete or rambling; word choice may be inaccurate in much or the entire essay. Writing is lifeless. No hint of the writer. Uses 1st person.

Sentences lack formal structure; word choice may often be inaccurate. Writing tends to be flat or stiff. Little or no hint of writer behind words. Uses 1st person.

Sentence structure may be simple and unvaried; word choice is mostly accurate. Voice may be inappropriate or non-existent. Writing may seem mechanical. Uses 3rd person.

Most frequent errors in grammar, spelling, and punctuation, but they do not interfere with understanding. Evident commitment to topic. Inconsistent or dull personality. Uses 3rd person.

Exhibits some variety in sentence structure and uses good word choice; occasionally, words may be used inaccurately. Appropriate to audience and purpose. Writer behind the words comes through. Uses 3rd person.

Consistently exhibits variety in sentence structure and word choice. Expressive, engaging, sincere. Strong sense of audience. Shows emotion: humor, honesty, suspense or life. Uses 3rd person

Voice

Exhibits little or no apparent organization. Lack of coherence; confusing. No identifiable introduction or conclusion. Details often confuse the reader or fill space, not contributing to the main idea.

Is disorganized or unfocused in much of the essay OR is clear, but too brief. Lack of structure; disorganized and hard to follow. Missing or weak intro and conclusion.

Is organized in parts of the essay; other parts are disjointed and/or lack transitions. Attempts at organization; may be a “list” of events. Beginning and ending not developed.

Is generally organized, but has few or no transitions among sections. Organization is appropriate, but conventional. Attempt at introduction and conclusion. Introduction and conclusion are functional and connected to the main idea.

Is well organized, but may lack some transitions. Strong order and structure. Inviting intro and satisfying closure. Transitions enhance the reader’s understanding of the opinion of article.

Is focused and well organized, with effective use of transitions. Effectively organized in logical and creative manner. Creative and engaging intro and conclusion.

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Attempts to take a position (addresses topic), but position is very unclear OR takes a position, but provides minimal or no support. Lacks central idea; development is minimal or non-existent. Does not express the writers opinion. Topic is unclear. Opinion is supported with fewer than three groups of information. Does not include introduction, supporting paragraphs, or conclusion.

Takes a position but opinion piece is undeveloped. Purpose and main idea may be unclear and cluttered by irrelevant detail. Fewer than three groups of information to support piece.

Takes a position and provides uneven support; may lack development in parts or be repetitive OR essay is no more than a well-written beginning. Main idea may be cloudy because supporting detail is too general is too general or even off-topic. Three groups of information given, but loosely connected.

Takes a clear position and supports it with some relevant reasons and/or examples; there is some development of the essay. Evident main idea with some support which may be general or limited. Three groups of information are given fro support.

Takes a clear position and supports it with relevant reasons and/or examples through much of the essay. Clear, focused, interesting ideas with appropriate detail. Attempts to express writer’s opinion. Focuses on a topic. Supports opinion with more than three groups of information. Includes introduction, supporting paragraphs, and conclusion.

Takes a clear position and supports it consistently with well-chosen reasons and/or examples; may use persuasive strategy to convey an argument. Exceptionally clear, focused, engaging with relevant, strong supporting detail. Clearly expresses the reporter’s opinion. Goes into depth about the topic. Supports opinion with more than three groups of information. Includes introduction, supporting paragraphs, and conclusion.

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Writing Editorials and Columns

What is an Editorial? An Editorial is usually written by the editor or one of the writers on his or her behalf and it represents the views of the newspaper.

Also in editorial section, you will find other people’s opinions on the same subject or others. They are known as columns.

Editorial stories have:

1. Introduction, body, solution 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. 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 proactive 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

1. Editorials of argument and persuasion take a firm stand on a problem or condition. They attempt to persuade the reader to think the same way. This editorial often proposes a solution or advises taking some definite action.

2. Editorials of information and interpretation attempt to explain the meaning or significance of a situation or news event. There is a wide variety of editorials in this category, ranging from those which provide background information to those which identify issues.

3. Editorials of tribute, appreciation or commendation praise a person or an activity.

4. Editorials of entertainment have two categories. One is the short humourous treatment of a light topic. The second is a slightly satirical treatment of a serious subject. (Satire is the use of sarcasm or keen wit to denounce abuses or follies. While it ridicules or makes fun of a subject with the intent of improving it.)

Structure of an Editorial

Editorials are written according to a well-established formula.

1. Introduction - state the problem 2. Body - expresses an opinion 3. Solution - offers a solution to the problem 4. Conclusion - emphasizes the main issue

Here are some additional tips on structuring your opinion story.

1. Lead with an Objective Explanation of the Issue/Controversy. Include the five W's and the H. Pull in facts and quotations from sources which are relevant.

2. Present Your Opposition First. As the writer you disagree with these viewpoints. Identify the people (specifically who oppose you). Use facts and quotations to state objectively their opinions. Give a strong position of the opposition. You gain nothing in refuting a weak position.

3. Directly Refute The Opposition's Beliefs. You can begin your article with transition. 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.

4. Give Other, Original Reasons/Analogies. In defense of your position, give reasons from strong to strongest order. Use a literary or cultural allusion that lends to your credibility and perceived intelligence.

5. Conclude With Some Punch. Give solutions to the problem or challenge the reader to be informed. A quotation can be effective, especially if from a respected source. A rhetorical question can be an effective concluder as well. While it ridicules or makes fun of a subject with the intent of improving it.

How to write an opinion piece

Think of an opinion piece as a persuasive essay: the writer has an opinion or a point of view on an issue and he or she wants to convince the reader to agree. This is not as easy as it may seem.

• You must research your topic and find out what’s happening and what went on in the past. • You must know the facts and be able to refer to them in your argument.

Pretend you are a lawyer and you are making a case before a jury. You will want to convince the members of the jury to believe that your client is right . Therefore you need to present as much evidence as you can that proves the point.

You can do the same when you write a column or editorial. Here’s an example:

Let’s say you want to write an editorial supporting capital punishment. You want to convince your readers that someone who commits murder should receive a death sentence.

The first thing you have to do is start collecting the facts.

• When did Canada put an end to capital punishment? What were the arguments used to do that?

• When did people start talking about re-introducing the death penalty? • What cases have prompted debate on this issue? What examples can they

find to support their argument for capital punishment?

You must also consider the other side of the argument.

• What would people who oppose the death penalty say? • How would they respond to their points?

1. Start with a basic premise or theme. 2. Use facts and details to back up your opinion and help you make your case. 3. Leave your readers with a lasting impression -- a strong point that will make them consider your

point of view. 4. Don’t need to preach to the reader. A good editorial will make readers take notice of the situation

and form their own opinions on the issue.

Story Topics

The possible topics for editorials and columns are almost endless because everyone has an opinion on everything! They could include:

• legal or political issues such as gun control or Canada’s economy, minority rights or international politics.

• issues facing people in your own community — such as a decision to demolish a historic building or the controversy surrounding a new law against skateboarding.

LOOK through stories in your daily paper or in monthly editions of SNN.

Form your own opinions. Opinions are based on what you have read and what you already know or believe.

Then you can put those views down in an editorial or column of your own!

The Editorial Assignment

The last writing assignment will be writing a persuasive editorial about a moral issue. Your voice will be that of an expert in the area, and you will marshal both arguments and evidence to support your position. For help in becoming an expert on your area see our library guide. http://www.stolaf.edu/library/

Your editorial should be from 500 to 1,000 words in length and may contain one picture, figure, or table. You should include a separate paragraph of about 150 words that explains the rhetorical choices you made in your editorial.

Topic selection

A proposed headline and topic is due in class on ____________. You can, or course change this later, but I want you to get started soon.

Outline and revision

An outline of your argument is due in class on ___________. We will revise them in class. This does not need to be a formal outline, but should be enough so that class mates can ask you questions that will help you shape your argument. So, there needs to be some argument in it, or lists of points, or series of analogies, or reasons for your conclusion, etc.

Working Draft

A working draft of your editorial is due in class on __________. This means at least 50% of the text should be there, with indications of what will be in the rest. I will get feedback to you on your draft by the end of that week __________.

Final version

The final draft of the editorial is due in class on _______________. This is the last graded thing you will turn in.

Writing Opinion Pieces About Meaningful Issues to Kids

GRADE LEVEL Grades 7 to 12

CURRICULUM Language Arts, Journalism, Social Studies

http://www.stolaf.edu/library/instruction/biguides/Psychologyofgood.html

http://www.stolaf.edu/library/

OVERVIEW OF LESSON PLAN In this lesson, students identify controversial topics on which they have strong opinions and model their own persuasive opinion pieces after the featured article. SchoolNet News Network's website: http://www.snn-rdr.ca/snn can assist teachers and students with learning more about journalism skills, see other students' articles and provide a safe, structured environment for students to publish their writing.

MATERIALS AND PREPARATION

• SNN Writing Guide (for reference) • Copies of article by SNN Reporter

ACTIVITIES/PROCEDURES

1. WARM-UP/ DO-NOW: On a sheet of looseleaf paper, students respond to the following prompt (written on the board prior to class):

• What controversial issue do you have a strong opinion about? • Is there one that especially "hits home" for you through some personal

experience? (This issue can be something that is being debated nationally, internationally, or locally)

• How do you feel about the issue and why?

Students write their thoughts anonymously. The teacher should then collect the responses, read them aloud and then list the topic of each paper on the board. As students listen, ask them to respond by raising their hands if they agree with the opinion asserted.

2. Direct students' attention to the list of issues written on the board. Are there any other issues that they can think of that they might want to add (curriculum, dress codes, curfews, gun laws, drug and alcohol policies, standardized testing, etc.)?

3. After any remaining issues are added to the list, ask students to begin writing an opinion article. Their article should answer the 5 W's: Who, What, When, Where, Why (and sometimes How). Tell them about the inverted pyramid. This means that articles should be written with the most important information first and the least important last. Encourage them to use the SNN site information to development journalistic writing skills. 4. To see how this type of article can be written, students can review the sample article by SNN Reporter attached. Tell students to use the internet, library, newspapers and magazines to research their article.

http://www.snn-rdr.ca/snn

http://www.snn-rdr.ca/snn/cr_begin/wg.html

http://www.snn-rdr.ca/snn/cr_lessonplans/srplan15_sample.html

5. Finally, ask them to trade rough drafts with a partner or read their pieces aloud in small peer revision groups to assess them using the above criteria. 6. WRAP-UP/ HOMEWORK: Students revise their opinion pieces based on peer comments and bring a finished draft to class. Each student identifies his or her intended audience (school, local community, national or international). These articles can be shared with the class if desired OR published in their own school newspaper.

Scoring Guide for Editorial and Opinion Writing Using Six Traits

Sentence run-on and appear incomplete or rambling; word choice may be inaccurate in much or the entire essay. Writing is lifeless. No hint of the writer. Uses 1st person.

Sentences lack formal structure; word choice may often be inaccurate. Writing tends to be flat or stiff. Little or no hint of writer behind words. Uses 1st person.

Sentence structure may be simple and unvaried; word choice is mostly accurate. Voice may be inappropriate or non-existent. Writing may seem mechanical. Uses 3rd person.

Most frequent errors in grammar, spelling, and punctuation, but they do not interfere with understanding. Evident commitment to topic. Inconsistent or dull personality. Uses 3rd person.

Exhibits some variety in sentence structure and uses good word choice; occasionally, words may be used inaccurately. Appropriate to audience and purpose. Writer behind the words comes through. Uses 3rd person.

Consistently exhibits variety in sentence structure and word choice. Expressive, engaging, sincere. Strong sense of audience. Shows emotion: humor, honesty, suspense or life. Uses 3rd person

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Exhibits little or no apparent organization. Lack of coherence; confusing. No identifiable introduction or conclusion. Details often confuse the reader or fill space, not contributing to the main idea.

Is disorganized or unfocused in much of the essay OR is clear, but too brief. Lack of structure; disorganized and hard to follow. Missing or weak intro and conclusion.

Is organized in parts of the essay; other parts are disjointed and/or lack transitions. Attempts at organization; may be a “list” of events. Beginning and ending not developed.

Is generally organized, but has few or no transitions among sections. Organization is appropriate, but conventional. Attempt at introduction and conclusion. Introduction and conclusion are functional and connected to the main idea.

Is well organized, but may lack some transitions. Strong order and structure. Inviting intro and satisfying closure. Transitions enhance the reader’s understanding of the opinion of article.

Is focused and well organized, with effective use of transitions. Effectively organized in logical and creative manner. Creative and engaging intro and conclusion.

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Attempts to take a position (addresses topic), but position is very unclear OR takes a position, but provides minimal or no support. Lacks central idea; development is minimal or non-existent. Does not express the writers opinion. Topic is unclear. Opinion is supported with fewer than three groups of information. Does not include introduction, supporting paragraphs, or conclusion.

Takes a position but opinion piece is undeveloped. Purpose and main idea may be unclear and cluttered by irrelevant detail. Fewer than three groups of information to support piece.

Takes a position and provides uneven support; may lack development in parts or be repetitive OR essay is no more than a well-written beginning. Main idea may be cloudy because supporting detail is too general is too general or even off-topic. Three groups of information given, but loosely connected.

Takes a clear position and supports it with some relevant reasons and/or examples; there is some development of the essay. Evident main idea with some support which may be general or limited. Three groups of information are given fro support.

Takes a clear position and supports it with relevant reasons and/or examples through much of the essay. Clear, focused, interesting ideas with appropriate detail. Attempts to express writer’s opinion. Focuses on a topic. Supports opinion with more than three groups of information. Includes introduction, supporting paragraphs, and conclusion.

Takes a clear position and supports it consistently with well-chosen reasons and/or examples; may use persuasive strategy to convey an argument. Exceptionally clear, focused, engaging with relevant, strong supporting detail. Clearly expresses the reporter’s opinion. Goes into depth about the topic. Supports opinion with more than three groups of information. Includes introduction, supporting paragraphs, and conclusion.

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Feature Assignments: (All assignments must be written during the semester you take the course.

Do not recycle work from previous classes.)

Newspaper feature story: A feature for coverage will be arranged by your instructor. It will be written based on interviews and your research. This assignment has the following components: * 20 questions for in-class and outside class interviews * The completed story (1000-1500 words) * Source list (Names, titles, phone numbers, possibly age and address if relevant) of all people or information used in the story. * Illustration/photo potential. Make the photo or art assignment that might go with the story. What will best illustrate your story?

*Query letter to the appropriate publication you have chosen. * Attach all your notes and other materials used.

Student's choice feature story: Choose any type of feature stories: Profile, How-to, Travel, Lifestyle, Trend, Human Interest, Seasonal/Anniversary, News-feature, etc. It should have at least 3 different human sources, as well as sources from library research. * Reason for the story idea (To be turned in at least a week before the stories are due). * Source list (Names, titles, phone numbers, possibly age and address if relevant) of all people or information used in the story. * The completed story (1500-2000 words) * The reason for the focus. You should also write an explanation of the reason for your story's focus, why you used the quotes you did, etc. * Publication potential. Describe what type of publication might publish it & why. * Illustration/photo potential. Make the photo or art assignment that might go with the story. What will best illustrate your story? * Query letter to the appropriate publication you have chosen. * Attach all your notes and other materials used.

Final long-form feature story: This will be a lengthy feature story on a topic of your choosing, although it must be approved by your instructor. It should have at least 5 different human sources, as well as thoroughly researched library sources. It may be written magazine style or newspaper style. * Reason for the story idea and expectations for its focus and sources. (To be turned in with outline). * Source list (Names, titles, phone numbers, possibly age and address if relevant) of all people or information used in the story. * The completed story (2500-3000 words) * The reason for the focus. You should also write an explanation of the reason for your story's focus, why you used the quotes you did, etc. * Publication potential. Describe what type of publication might publish it with this focus.

* Illustration/photo potential. Make the photo or art assignment that might go with the story. What will best illustrate your story? * Query letter to the publication you have chosen. * Attach all your notes and other materials used. DEADLINE: Last day of classes

Grammar/Writing Skills Test: As part of Collier County Public School Journalism writing course requirement, students must show they have advanced skills in English language grammar, usage, and writing. Because feature writing is a non-fiction writing style, students need to master the writing techniques of newspapers and magazines.

Scoring Guide for Feature Writing Using Six Traits

Limited range of words. Some vocabulary misused. Unclear and inaccurate. Reader can’t focus on meaning of writing.

Monotonous, often repetitious, sometimes inappropriate and unclear. Writer not aware of audience. The writing isn’t informative or convincing.

Words may be correct but mundane. No attempt at deliberate choice. The writer’s voice may be inappropriate or non-existent. Tone is generally used correctly at certain points of the story.

Language is functional and appropriate. Descriptions may be overdone at times. The writer is genuine and generally involved in the topic. The tone is appropriate.

Descriptive, broad range of words. Word choice energizes writing. The writer confident and effective with style and voice.

Writing is clear, concise, to the point, and specifically related to a particular type of feature article. Expressive, engaging, sincere. Strong sense of audience.

Voice

Lack of coherence; confusing. No identifiable introduction or conclusion. The writing lacks direction due to ideas and details being loosely connected. Illogical flow that hinders understanding. No organization is evident.

Lack of structure; disorganized and hard to follow. Missing or weak intro and conclusion. Organization provides some signs of development, but not effective. Transitions are weak; connections between ideas are difficult to follow. Lack of structure.

Attempts at organization; may be a “List” of events. Beginning and ending not developed. Organization has been attempted, but is ineffective. Beginning and ending are not developed.

Organization is appropriate, but conventional. Attempt at introduction and conclusion is general. Generally consistent throughout feature article. The organization is effective and efficient with overall structure. Attempt at Introduction and conclusion.

Strong order and structure. Inviting intro and satisfying closure. Consistency throughout the whole feature story. The organization enhances the main idea, and is controlled. The order, structure, and presentation move the reader through the text effectively.

Effectively organized in logical and creative manner. Creative and engaging intro and conclusion. Balance throughout the whole feature article. Organization is well controlled, with logical sequence of reasons and strong transitions.

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Not focused on specific person, event, or idea. No quotes from reliable sources. Includes references from the writer only. Lacks central idea; development is minimal or non-existent. The story is incomplete.

Main idea is partially understood because of a weak introduction. The story doesn’t show that the writer did research at all. Few quotes are used, but not effective. Story is unfinished.

Main idea may be cloudy because supporting detail is too general or even off-topic. The story shows some research, but more information is needed. There is an occurrence of vague words. Quotes are used, but not really relevant.

Evident main idea with some support which may be general or limited. The story shows some research, but it is too general. General quotes are used. Ideas are generally tied to topic.

Focuses on specific person, event, etc. Provides specific facts. Uses quotes. Uses appropriate leads. Clear, focused, interesting ideas with appropriate detail.

Goes into depth about a person, event, idea, etc. Provides specific facts using quotes which help story go into depth. Uses appropriate leads. Exceptionally clear, focused, engaging with relevant, strong supporting detail. Exceptionally clear, focused, engaging with relevant, strong supporting detail.

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Feature Writing

with Beth Ryan, Freelance Writer

If you ask the question "how and why" things happen, then you probably like reading feature stories in newspapers and magazines.

What is a feature story?

A feature takes an in-depth look at what’s going on behind the news.

• It gets into the lives of people. • It tries to explain why and how a trend developed. • Unlike news, a feature does not have to be tied to a current event or a breaking story. But it can

grow out of something that’s reported in the news.

It may be a profile of a person or a group -- an athlete, a performer, a politician, or a community worker or a team, a choir or a political organization. Or perhaps it’s an in-depth look at a social issue -- like violence in Canadian schools or eating disorders among young women. It could also be a story that gives the reader background on a topic that’s in the news -- like a story that explains how land mines work and the history of their use in war.

A feature story is usually longer than a news story -- but length is not a requirement! What’s more important is the form the story takes.

Think of the feature as the journalistic equivalent of an essay. Follow these guidelines:

• start with a premise or theme • present information and opinions that back you point, • bring the reader to a conclusion.

The feature often explores several different points of views, even when the story is about one particular person.

The story behind the news Here’s an example of how a feature can explain and explore a story that makes news:

Your local newspaper reports on the front page that school enrollments are dropping in your small community. The reason? Many people are being forced to leave the town to look for jobs in bigger cities and obviously, their children go with them. As a reporter you can go beyond the facts and figures in the news story by talking to one of the families who are leaving. How do they feel? What made them decide to go? What will they miss about home? What are they expecting in their new community? How do the children feel about leaving their school and their friends? Or you can look at the story from the point of view of the people who remain in the town. What’s it like to lose friends and family to far-away cities? How does it affect the school? What about the local economy?

The news story tells the audience what happened. The feature will tell them why and how it happened, how the people involved are reacting, and what impact the decision is having on other people.

Personality in profile Indulge your curiosity -- and that of your readers -- with a profile of an interesting person.

You can look at someone who’s making news in your community, province or country. Or it could be someone who's relatively unknown to the public but who has done something unusual or remarkable.

Here’s one example:

Your town elects a full slate of councillors to represent and serve the community. One is a 19-year-old student who was active in youth parliament and student politics. That makes him the youngest elected official in your province. But that’s not the whole story! He gets the most votes of any of the councillors, and according to the election rules, that makes him deputy mayor. What’s it like to be a politician when you’re still in your teens? What does your life experience add to the council? Are you seen as a spokesman for your generation -- but not the community as a whole? What do the other councillors think of their young colleague? Do people take you seriously?

That young politician may not be famous. But he’s certainly done something new. And his experiences will be something that others will want to learn more about.

Take a look at people from the world of sports, entertainment, politics, science, technology, business, health, international development, community activism, education, the military, the fine arts or any other field that interests you.

You can choose a subject and find out the basic facts of the person’s life and work. What have they learned so far? Are there any surprises? Is there an area of this person's life or work that the student would now like to focus on?

• Write your profile by telling your readers the facts of this person's life — while adding the color and details that make them unique.

• Talk to the person themselves whenever possible and use their own words to help tell their story.

Tracking a trend Many of the best stories come from reporters’ observations of the world around them. Here’s just one example of how you can come across a great feature story in your daily life:

YOU are hanging around with friends at lunch time and talking about plans for the weekend. Someone says they’ve heard that the town council is considering a curfew for teens. Everyone under 16 has to be off the streets by 11pm on weekends. You have your own curfew - set by your parents - but you are surprised to learn that the mayor wants to put one in place for everyone.

You talk to some of your friends to find out what they think. You and other concerned teens go over to the town hall and ask the mayor or one of the councillors why they see the need for a curfew. You surf the Net and find out what other towns and cities have been doing.

You find that this is a bit of trend in North America.

What you now have is the basis for a really interesting feature. You have taken a little piece of information and investigated further to find out what’s going on. The story will focus on the issue and the thoughts and feeling of the people involved — namely local teenagers and the people who made the decision about the curfew.

Feature writing tips The basic guidelines for good writing apply to all types of writing. However, if you expect to hold your readers attention for 1,000 words or more, your writing must be must be lively, specific and clear.

As a student writer you have to start with a lead that captures your reader’s attention.

• It could be an anecdote you have heard during the course of your research. • It could be a description of a person, place or thing that draws the reader in and encourages them

to learn more. • It could a newsy lead that highlights the point of the story.

Move your story along with descriptions of what happened, quotes from people involved in the issue, and details that place the reader in the midst of the action. Make sure your ending is meaningful. Your closing words should make an impact on your readers and tie the various strands of your story together.

A powerful quote can often make for a good ending. Or you may want to come full circle and refer back to a word or an image used in your opening sentences.

Using Feature Writing to Illustrate with Words


CURRICULUM Language Arts, Journalism, Can be adapted to other courses

OVERVIEW OF LESSON PLAN In this lesson, students examine places they have visited (historic buildings and places) and bring those places/things to life. By using SchoolNet News Network's website with this lesson students learn information on writing/journalism skills and can interact with students/teachers from across Canada. Finally, students exchange their writings with each other and attempt to draw the places their peers have described.


• SNN Writing Guide (for reference) • Unlined paper (one sheet per student) • Crayons, markers and coloured pencils • Computers with access to the Internet


1. WARM-UP/DO-NOW: Students respond to the following in their journals (written on the board prior to class):

• Think of a place that you have visited that you remember in great detail.Then, free-write a description of it that is so vivid that readers would be able to picture it in their minds' eyes. Try to describe sights, sounds, smells, and other images that come to mind. Without sharing their descriptions, discuss how words can help paint a picture of a place. Where have students read such vivid descriptions in the past? What images do students recall as being particularly vivid?

2.Students discuss feature writing using SNN's Newsroom. They will then be asked to do research on their structure/place using the internet, library, newspapers and magazines. Feature writing follows the basic guidelines for good writing. But if you expect to hold your readers for 800-1,000 words or so (number of words normally used in feature writing) you must make sure the writing is lively, specific and clear. Start with a lede that captures your reader's attention. It could be an anecdote you heard during the course of your research. It could be a description of a person, place or thing that draws the reader in and encourages them to learn more. It could a newsy lede that highlights the point of the story. Move your story along with descriptions of what happened, quotes from people

involved in the issue, and details that place the reader in the midst of the action. Make sure your ending is meaningful. You want to use your closing words to make an impact on your readers and to tie the various strands of your story together. A powerful quote can often make for a good ending. Or you may want to come full circle and refer back to a word or an image you used in your opening sentences.

3. They will write a descriptive/feature article using their description and research making them as vivid as possible. Their article should answer the 5 W's: Who, What, When, Where, Why (and sometimes How). Tell them about the inverted pyramid. This means that articles should be written with the most important information first and the least important last. 4. In their articles, students might include figurative language like similes, metaphors and personification that might help a reader envision their place more clearly. Distribute a piece of unlined paper to each student, and have them write a final draft of their piece on one side of the paper.

5. Collect students' final drafts and redistribute them around the class so that no one receives their own piece. Give out crayons, colored pencils and markers, and instruct students to turn over the paper they receive and draw, as accurately and quickly as they can, the place that is described in the piece on the other side. After about fifteen minutes, collects the drawings and, one by one, hold them up for the class to see, without revealing the names of either writer or artist. The author of the piece that inspired each drawing must identify the picture that was created based on his or her writing and come up to claim it.

6. WRAP-UP/ HOMEWORK: Ask students to consider how well their descriptions guided the artists' rendering. How could the writing be improved so that an artist might see their place even more clearly? Students then revise their descriptions a third time to present to the class in the future. These articles make good feature/profile stories and can be submitted to their own school newspaper or an online youth magazine for publication.

Scoring Guide for Feature Writing Using Six Traits

Limited range of words. Some vocabulary misused. Unclear and inaccurate. Reader can’t focus on meaning of writing.

Monotonous, often repetitious, sometimes inappropriate and unclear. Writer not aware of audience. The writing isn’t informative or convincing.

Words may be correct but mundane. No attempt at deliberate choice. The writer’s voice may be inappropriate or non-existent. Tone is generally used correctly at certain points of the story.

Language is functional and appropriate. Descriptions may be overdone at times. The writer is genuine and generally involved in the topic. The tone is appropriate.

Descriptive, broad range of words. Word choice energizes writing. The writer confident and effective with style and voice.

Writing is clear, concise, to the point, and specifically related to a particular type of feature article. Expressive, engaging, sincere. Strong sense of audience.

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Lack of coherence; confusing. No identifiable introduction or conclusion. The writing lacks direction due to ideas and details being loosely connected. Illogical flow that hinders understanding. No organization is evident.

Lack of structure; disorganized and hard to follow. Missing or weak intro and conclusion. Organization provides some signs of development, but not effective. Transitions are weak; connections between ideas are difficult to follow. Lack of structure.

Attempts at organization; may be a “List” of events. Beginning and ending not developed. Organization has been attempted, but is ineffective. Beginning and ending are not developed.

Organization is appropriate, but conventional. Attempt at introduction and conclusion is general. Generally consistent throughout feature article. The organization is effective and efficient with overall structure. Attempt at Introduction and conclusion.

Strong order and structure. Inviting intro and satisfying closure. Consistency throughout the whole feature story. The organization enhances the main idea, and is controlled. The order, structure, and presentation move the reader through the text effectively.

Effectively organized in logical and creative manner. Creative and engaging intro and conclusion. Balance throughout the whole feature article. Organization is well controlled, with logical sequence of reasons and strong transitions.

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Not focused on specific person, event, or idea. No quotes from reliable sources. Includes references from the writer only. Lacks central idea; development is minimal or non-existent. The story is incomplete.

Main idea is partially understood because of a weak introduction. The story doesn’t show that the writer did research at all. Few quotes are used, but not effective. Story is unfinished.

Main idea may be cloudy because supporting detail is too general or even off-topic. The story shows some research, but more information is needed. There is an occurrence of vague words. Quotes are used, but not really relevant.

Evident main idea with some support which may be general or limited. The story shows some research, but it is too general. General quotes are used. Ideas are generally tied to topic.

Focuses on specific person, event, etc. Provides specific facts. Uses quotes. Uses appropriate leads. Clear, focused, interesting ideas with appropriate detail.

Goes into depth about a person, event, idea, etc. Provides specific facts using quotes which help story go into depth. Uses appropriate leads. Exceptionally clear, focused, engaging with relevant, strong supporting detail. Exceptionally clear, focused, engaging with relevant, strong supporting detail.

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Project: The News Story YOUR TASK: Choose a newsworthy event you witness (or witnessed recently) to write a news story. You should be able to quote the sources. Please type your story single spaced. GUIDELINES:

• There should be a headline that tells the whole story with a subject and verb--this is the focal point of your story.

• It may be a hard news story or a soft news story but it must follow the inverted pyramid style (the most important details of the story should be towards the beginning and be less and less important to understanding the story as the story develops).

• The story should NOT be chronological!!! Use the inverted pyramid! • The news lead should include the who, what, where when, and maybe the why

and how. Remember: the news lead should be a 1-2 sentence paragraph! You should follow the inverted pyramid format.

• You must follow the inverted pyramid the story should include at quotes from 2-3 different sources; include primary + secondary + professional/authority sources. [Person-on-the-street sound bytes are optional.]

• The story must be 300-600 words long. • There should be no bias, only the facts. • There should be no use of the personal pronoun except in quotes. • Remember that this is not fiction; rely on the truth. The story should be about

something you witnessed or experienced. [If you are writing about yourself, please write about yourself in the THIRD person.]

• The body paragraphs should be short (2-3 sentences will very often suffice—approximately 60 words) and provide details to "pad out the story." As humans, we want to know more of the nitty-gritting details. Develop one detail per paragraph.

• Use the inverted pyramid. You story must pass the cut off test. Grading Standard for a Hard News Story: Quality of lead: clarity, focus, engaging, completeness Quality of Inverted Pyramid: passes the “cut off test” Quality of reporting: fairness, accuracy, balance, completeness: primary, secondary, and professional/authority sources have been interviewed Style: conciseness, active verbs, concrete nouns, telling details, readability Editing: spelling, punctuation, capitalization, adherence to newspaper conventions

Scoring Guide for News Writing Using Six Traits

The writing is flat, lifeless or mechanical.Delivery is so consistently flat that the reader may find it hard to focus on the message. 1st person is used throughout.

The writer attempts involvement with the topic, but seems unaware of an audience. The writing is insubstantial and unconvincing.Language is general or vague. Point of view switches from 1st to 3rd.

The writer seems sincere, but not fully involved in the topic. The writing tends to hide rather than reveal the writer.The writing has a fairly routine manner. Written in third person at certain points, but switch from 3rd to 1st person.

The writer is genuine and generally involved in the topic. The reader begins to get a sense of the writer.Voice emerge, and the tone is appropriate for the writer’s article. Written in 3rd person.

The writer is confident and persuasive.The writer takes a clear position and supports it with pertinent reasons and/or examples through much of the article. Written in 3rd person.

The writer speaks to his/her audience in a way that is individualistic, expressive, and engaging.The paper has the ring of conviction.The language brings the article to life. Written in 3rd person effectively

Voice

The writing lacks direction due to the ideas and/or details being loosely connected.There may be no clearly identifiable introduction or conclusion. Details often confuse the reader or fill space, not contributing to the main idea.

Overall organization is emerging and provides some signs of development.The introduction and conclusion are present but not necessarily connected to the main idea.Transitions are weak; connections between ideas are difficult to follow.

The reader can readily follow what is being said, but the overall organization may sometimes be too obvious or ineffective.The introduction and conclusion are recognizable, but not as well-crafted or well-connected to the main idea.

The organization is effective and efficient with the overall structure moving the reader through the text with only occasional lapses in sequencing and/or relationships among the reasons.

The introduction and conclusion are functional and connected to the main idea.

The organization enhances the main idea. and is controlled. The order, structure, and presentation move the reader nicely through the text.Transitions enhance the reader’s understanding of the relationship of ideas.

Organization is well controlled, with a logical sequence of reasons and strong transitions and relationships among the reasons.An inviting introduction draws in the reader, and a satisfying conclusion provides a sense of completeness.

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The writer doesn’t cover any of the 5w’s or H. The writer has not defined the topic in any meaningful or personal way. The reader cannot determine the purpose of the article and the writer does not demonstrate an understanding of the topic. Incorrect information is given. Large gaps in story that are not explained.

The writer doesn’t cover the 5w’s correctly. The writer states his/her purpose in the lead paragraph, but it is difficult to determine. The writer has a vague understanding of the topic. Information is limited or is merely a collection of facts. Development is weak.

The writer attempts to cover the 5w’s and H, but parts are notThe writer has difficulty going from general observations to specific points or useful insights about the article. The article isn’t engaging and didn’t cover the correct angle of the news.

The writer basically covers the 5w’s and H. The writer expresses his/her purpose in the lead paragraph and demonstrates a clear understanding of the topic. The writer shows some understanding of the ways ideas interconnect and details generally support the main idea.

The writer covers the 5w’s and H. The writer shows insight and has a good sense of how ideas connect with one another. The reader understands what the writer is saying clearly.

The writer thoroughly covers all the 5’ws and H effectively. The article covers what is not obvious. The article grabs the readers attention and is exciting to read. It is newsworthy. The article is accurate, newsworthy, and fits the audience. Aimed at specific audience. The article is politically correct and accurate.

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How to Write a Great News Story

with Lawrence Surtees

Sections:

The News Story "Whammy" Nature of News Body of the Story Reporting Ending Types of News Stories Qualities of Good Stories Organization of A News Story A Writer's Voice Starting to Write: The Lead Tips The Angle

What is a News Story?

News writers produce news stories.

They are called "news stories" because they tell stories about ACTUAL PEOPLE, PLACES, EVENTS and THINGS.

Yet a news story is different than traditional stories, such as legends, fairy tales and other works of fiction. Those stories are usually much longer and are organized very differently. The job of a fictional story is to entertain and those stories can afford to deliver their main point at the end of the story, which is often why they begin with the phrase, "Once upon a time. . ."

A news story is almost the opposite. It is immediate and often delivers perishable information that may change moments later. It must compete with many other stories for a reader's or listener's attention, so it contains its punch line in the very first sentence. But a news story is different than other types of non-fiction writing because of "news".

If you read something and say to yourself, "I know that", then what you're reading probably is not news and can be considered a historical fact.

Nature of News Impact and immediacy are central to any definition of news.

The Funk & Wagnall Dictionary defines news as: "1. Information of a recent event, development, etc., especially as reported in a newspaper, on the radio, etc. 2. Any new or unfamiliar information."

Yet news is often an elusive thing to define -- almost as hard as trying to pin Jell-O to a wall. That is because something that is considered newsworthy to one person or audience may not be considered news by another. For example, a story that may be the top story on the front page of The New York Times may not appear in The Globe and Mail at all. Or a story in The St. John's Evening Telegram may not appear in any other paper in Canada.

Relevance is a key factor to determining what is news. But news reporters and editors have to decide what is relevant on behalf of their readers and listeners. That is why it is also part of the job of reporters and editors to think about the needs of their audience. Thinking about who their audience or readers are will help determine what a student will consider newsworthy -- and what they will write stories about.

Reporting News writers, like other writers, develop their stories from ideas. But there is still something extra that makes a news story different from other forms of writing.

That is because news writers must go out into the world and report the news. A news writer must first be a reporter -- a person who finds and gathers the news.

Much of the news comes from covering things that either have just happened or are still happening, like an election, a fire or disaster, an important speech, a research discovery or a rocket launch -- to name just several examples. Those events are called "breaking" news and stories about them are termed "hard" news.

But ideas for news stories can come from many other sources:

Listening -- Many stories come from hearing what people say Observing -- Some of the best stories come from noticing something new, unusual or something taken for granted by everyone else Asking questions A tip -- A suggestion or story idea from a person who knows about something that may be a potential story A document Another news story -- Termed a "follow up," that answers questions the previous story did not goes in a new direction or examines a local element to a story originating elsewhere; and A writer's curiosity and imagination. -- Once you have an idea about something you think is news, a reporter then tries to find out as much as possible about the story.

Reporting often involves research -- going to libraries, reading about an idea, thinking about where to get more information and who to talk to (all things that Internet can help with). Most of all, reporting involves meeting and interviewing people who either know about the story or who are part of it. Those people are called sources.

Reporting is at the heart of a news story. Interviewing real people provides the meat of a good story -- quotes of what they said. Talking to people often leads to unexpected information that can take a story in a whole different direction. And people often tell wonderful stories, called anecdotes, to illustrate what they are talking about.

It is reporting that makes a news story so different from other forms of writing. And it is meeting people and learning surprising, unexpected -- and sometimes amazing -- things that makes reporting so rewarding. And any of those ingredients will make your news story interesting.

A cautionary note on reporters and their sources is in order first. Reporters must always identify who they are and the fact that you are a reporter before beginning an interview. And if you want to interview someone or use what they have said in a story, you must ask permission and inform the source that you would like to publish that information or quotes. This is more than just courtesy and good ethical practice. If a reporter does not reveal who they are and ask permission, then they may be invading people's privacy -- and undermining society's confidence and trust in journalists. So ask first and avoid problems later.

Types of News Stories

There are many kinds of news stories. Some are urgent and short, while others may be less immediate and very long. The major types of stories found in newspapers and magazines include:

Hard News -- Immediate, or "breaking," story that can't wait for publication.

Soft news -- A story that can wait for publication and is usually about a trend, an on-going event or about an interesting person.

Feature -- An in-depth, magazine-length story; a journalist's equivalent of an essay.

Personality profile -- Also called a "newsmaker" that explores a person in the news. Can also be about an interesting, but unknown person, and is called a "human interest" story.

Backgrounder -- A story providing additional information on a news event. It may accompany a longer news story and is called a "sidebar."

Organization of a News Story

Borrow a recent daily newspaper from a parent, friend, school library or teacher and look at the front page. Scan several stories briefly. No matter how different the news is and the stories they tell, it doesn't take long to realize they all seem similar.

News stories are organized in much the same way. And once you learn how they are organized, they will be much easier to write.

The first paragraph is called the LEAD (pronounced as in "to lead")

The rest of the story is called the BODY, which generally backs up the LEAD.

And, finally, as with any good story, there should be a pithy ENDING.

The structure of a news story is often referred to as the "inverted pyramid." That is because the main, and most important, point is contained in the first sentence. The rest of the story contains elements of less importance as the reader nears the bottom.

The inverted pyramid arose during the era of movable lead type. It allowed editors and composers, who laid out columns of type set stories, to trim a story quickly at the last minute from the bottom up. The replacement of hot type with computers has made it easier to edit a story to fit its allotted space on a newspaper p age -- and eased the strictures about news story writing.

Starting To Write: The Lead

The lead, or opening paragraph, is the most important part of a news story.

In a single paragraph, a lead must summarize the basic facts of a story and convey to a reader what you found out in your reporting. But it must be more than just an opening to your story. The lead must also catch a reader's or listener's attention and make them want to read the rest of your story.

And that makes the lead the hardest part of a news story to write. Unfortunately, there is no magic formula to tell you how to write a perfect lead. If it's any consolation, you are in good company because any experienced writer will admit it never gets any easier to write a great lead.

Journalists are taught a simple rule about basic news leads, called the "5-W's." They are: Who? What? Where? When? Why? A sentence or paragraph that gives a reader the answer to all the five W's will automatically summarize any story.

There are many other kinds of news leads, but they all fall into two categories: "hard" leads and “soft" leads. The choice depends on the nature of the story and determines the form of the rest of the story. A hard lead is suited for an urgent, breaking event, while a soft lead is more indirect and suited to feature writing.

A hard lead:

If Canada and France don't reach an agreement on fish quotas by Sept. 30 Ottawa will unilaterally impose one, Fisheries Minister John Crosbie says. -- St. John's Evening Telegram, Sept. 16, 1992.

A soft lead:

Bryan Adams spoke and the fans listened. "Be good to Osoyoos," Adams told the crowds of 30,000 who gathered in the Okanagan town Sunday for the only B.C. stop in his Waking Up the Nation tour. "Osoyoos has been good to you tonight. So have a good time and don't wreck the place." Then the clean cut kid from North Vancouver gave the fans what they had come for. -- Vancouver Sun, Sept. 8, 1992

Any lead must also impart the central idea, or theme, of your story. A good lead, and a good story, needs a newsworthy idea.

The Angle The main idea of a news story and lead is called the "angle."

It is also referred to in newsrooms as the "hook" because the angle is used to grab, or hook, the reader's attention to make them want to read the rest of the student's story.

Simply, it is the main point a student learned from their reporting and that the rest of their story will try to support.

Finding the angle of a news story forces a newswriter to be critical of a story idea and the reporting. A news writer will discover if there's no angle in an idea or the facts that have been gathered before an editor, teacher or reader will.

Writing the lead and angle involves making some difficult decisions. A news writer must sort through the facts that were gathered from the reporting and decide what the theme is. There may be several different themes, but the writer must decide what the central theme of the story will be in the lead.

Then students must consider what form their story will take.

In sorting through a mass of material, Carman Cumming and Catherine McKercher of Carleton University tell reporters to think about "S-I-N" -- which stands for Significant, Interesting and New. Students should look for any of those three things from their research and interviews and they will be able to find a compelling angle for their lead.

"Whammy" The late Walter Steigleman, a journalism teacher in Iowa, told his students to look for the WHAMMY. He explained that the whammy is the single fact that makes your story unique.

Consider the following example, based on a radio interview with Vern Walters of Lunenburg, Nova Scotia with CBC's As It Happens in early March 1996:

Vern Walters, a third-generation blacksmith from Lunenburg, has decided to retire and has put his shop up for sale, closing a 120-year-old family-owned business.

That lead has all the required elements. But a "whammy" is provided when it is learned that Mr. Walters is probably Canada's only working maritime blacksmith -- a blacksmith trained to do special blacksmithing to build and repair boats:

Vern Walters, one of Canada's last remaining maritime blacksmiths, has put his shop in Lunenburg up for sale, closing a family- owned business begun 120 years ago by his grandfather.

That story also illustrates the human interest story, which focuses on an interesting or unique person.

The only way to really understand leads and angles is to try writing one. News writing is like learning to play a musical instrument -- the more you practice, the easier it gets and the better you become.

Here is a suggested assignment:

Pick a provincial or federal government site on the World Wide Web and find a recent speech or news release about a topic that received wide coverage in the media. Make a copy and identify what you think the single-most important point is -- find the angle -- and then write a one-sentence lead.

Then compare your lead with a published story about the topic from a local or out-of-

town newspaper from the following day.

Two good sites on the web with easy access to lots of current news are: the Government of Canada's primary web site http://canada.gc.ca/main_e.html) and click on "What's New"; and the White House electronic briefing room, which contains presidential news and speeches (http://www1.whitehouse.gov/WH/html/briefroom.html).

Body of a Story

The rest of a news story is called the body. In a hard news story, the body supports the lead and in the classic inverted pyramid style is organized so that the facts and quotes are written in declining importance.

After the lead, a story may have a theme paragraph that spells out the theme or sub-themes in greater detail. The story then proceeds with sections that explore the theme and sub-theme in more detail, and in order.

In addition to the writer's narrative, each sub-theme is backed up with background facts and relevant quotations that you have selected. Remember that readers want to know who said something that appears in quotation marks, so identify the speaker. And that means asking permission and making sure you know how to spell a source's name correctly.

The body of a story can be written in other ways that depart from the inverted pyramid. One form is called the hourglass, which tries to retain the suspense of traditional fictional storytelling.

But a story should proceed in a natural and CHRONOLOGICAL order. Sticking to a logical order will make it easier to write the story, as well as to allow you to keep track of your ideas and material. Don't jump back and forth and keep paragraphs short and simple -- one idea at a time.

After you write down a lead, begin the body of the story with a brief point-form outline. An outline is real simple, especially on a personal computer, quick to start, helps organize your thoughts -- and allows you to remember all the great stuff you want to put in your story.

Newswriters also refer to a story's "flow." Writers don't just plop down a string of ideas and sub-themes, one after another. You have to string them together, which you do by writing "transitions." Those come at the end of one idea and relate that thought or statement to the next idea.

The Ending Inverted pyramids stories don't need a strong ending since those hard news stories simply end when there is nothing more to say.

But other kinds of news stories often need a good ending. And as with any other kind of writing, the ending can be as difficult as the beginning.

One way to end is with a "kicker," which is often a catchy quote. Another effective ending is to conclude with a quote or anecdote that relates the story back to the main theme and leaves the reader thinking about the essence of the story.

But avoid preaching or lecturing at the end of the story. It is often hard to resist, but if the story is told well, the quotes and facts that a newswriter chooses will allow the reader to come to the same conclusion on their own.

Qualities of Good Stories Whatever the form, a good news story has at least seven elements, says Donald Murray, writing coach of The Boston Globe, in his guide to writing:

1. Information. Substance is the raw ingredient of a story. A writer must have specific, accurate and revealing details to work with to be able to write well.

2. Significance. Good stories affect people, impart information they need to know and tell what is happening and may happen.

3. Focus. Memorable stories are limited and precisely focused. They say one thing. Says Murray: "They tell not of a battle, but of a soldier; they talk not about governance, but about a deal; they discuss not a socioeconomic group, but a person and a life."

4. Context. An effective story offers perspective to a reader so they know the context of where a story came from, where it is going and how widespread or typical it is. And a skillful writer weaves context throughout the story, rather than delivering it in one huge paragraph.

5. Form. A writer must give a story a natural and logical shape. A narrative will work if it contains all the information a reader needs and if the story can be arranged in a chronological order. The form of a story must also give a reader a satisfying sense of completion and that the information presented is heading toward an inevitable conclusion.

6. Faces. People like to read about people. Journalism presents ideas by introducing readers to the people who create ideas or are affected by them. And news stories work best when the writer gets out of the way and lets the people in a story tell the story to the reader.

7. Voice. Even in the electronic age of instantaneous, mass communication, a writer speaks to one reader. How a student chooses their words, particularly in their narrative, to speak to their audience determines their voice.

A Writer's Voice "Voice?" Those of you who have read this far are probably thinking this is getting really weird.

But it's not strange at all. A memorable news story creates the illusion of an individual writer speaking aloud to an individual listener, Don Murray writes in his guide.

A newspaper is filled with fascinating conversations. Your job as a newswriter is to find your voice and keep it consistent throughout your story. Try reading a paragraph from a book or newspaper to yourself right now -- and listen to the voice that says the words silently to you. The voice comes from the written words and is the voice of the writer.

The voice of a story begins with your point of view and how you view the subject that you are writing about. Your own background, experiences, knowledge and attitude affect your voice.

A writer's voice is then tuned by language and selecting the right words, then the right phrase, the right sentence and right paragraph. Once you start writing, it is just important to read your own words -- and to rewrite and reread.

What's the right word? Mark Twain wrote, "The difference between the right word and the almost-right word is the difference between lightning and a lightning bug."

TIPS Every writing guide and coach has their own list of tips. Here are some points to remember as you report and write:

Look for color -- Keep your eyes and ears tuned for the catchy or unusual fact, observation or quote.

Focus -- Look for the angle and stick to the theme throughout the story.

Explore -- Be curious; ask the obvious as well as the unusual question; then explore different ideas and different ways of writing them as you write.

Rewrite -- Don't be wedded to your initial idea or to your prose; follow the story.

Simplify -- The simplest and clearest way of saying something is often the shortest and most eloquent.

Reveal -- Don't just describe something; reveal a piece of the world to yourself and to your readers. That makes reporting fun -- and the greatest joy of news writing is also the greatest joy of reading.

WRITING NEWS SUMMARIES GRADE LEVEL Grades 7 to 12

CURRICULUM Language Arts, Journalism, Social Studies, History

OVERVIEW OF LESSON PLAN Students analyze and evaluate news summaries provided with this lesson plan and found in a local or national newspaper, focusing on the steps and criteria necessary for summarizing a news article briefly and accurately. Students then write two news summaries: one based on a newspaper article of their choice, and another on a specific event in history.


• SNN Writing Guide • Sample News Summaries • Copies of assorted newspapers


1. WARM-UP/ DO-NOW: Students respond to the following questions in their journals:

• What does it mean to summarize something? • How can summaries of news articles be useful? • If you were assigned to write a summary of a news article, how would you go

about doing so? Detail the steps you would take in summarizing your article.

Students then share their responses.

2. Divide students into five groups, and assign each group one of the following News Summaries: Group 1: Mandela urges action not dissent on AIDS Group 2: Honda robot walks on two feet Group 3: Proposed greenhouse tax unfair, farmers say Group 4: Stop CD 'cyber shoplifting': music industry Group 5: China Tightens Reins On Political Speech For each article, students answer the following questions (labeling their answers for each with the article title):

• What is the focus of this summary? • What background of this news story is offered? (What has happened prior to this

story?) • What new information is offered? • What essential details about this news event are provided? • What else would students like to know? • How does the headline apply to the summary?

Students compare and contrast the articles:

• What do these articles have in common in terms of writing style? (length, organization, wording)

• Who is the audience for these articles? What purpose does each article serve? • How do these articles differ, other than in subject matter?

3. Students select a news article from copies of a local or national newspaper or online news website (see SNN Newsroom's ‘The Wire'). Students first take notes organized into the categories "Background" and "New Information." Students then write a summary of the article modeled after the summaries provided. Summaries should meet the following criteria:

• Clearly states the focus of the article. • Includes enough relevant background information so that the reader will fully

understand the new information. • Includes any new developments or information clearly. • Introduced by an interesting headline that offers the most important piece of

information in the article. • Edited to be 100-140 words or less. • Remember the 5W's of News: Who, What, When, Where, Why (and sometimes

How). Use the inverted pyramid. This means that articles should be written with the most important information first and the least important last. Use SNN's Writing Guides to show how a news article is done.

5. WRAP-UP/ HOMEWORK: Students choose any specific historic event (such as the Fathers of Confederation, First Man to walk on the Moon, sinking of the Titanic, or Mark McGwire breaking the homerun record) and write a news summary, meeting the same

criteria as presented in the newspaper activity (procedure #4 above) Students may find pictures suitable for print with their news summaries.

6. News summaries and summaries of historic event can then be reviewed by the class and placed on the school/class website as a class project.

Scoring Guide for News Writing Using Six Traits

The writing is flat, lifeless or mechanical.Delivery is so consistently flat that the reader may find it hard to focus on the message. 1st person is used throughout.

The writer attempts involvement with the topic, but seems unaware of an audience. The writing is insubstantial and unconvincing.Language is general or vague. Point of view switches from 1st to 3rd.

The writer seems sincere, but not fully involved in the topic. The writing tends to hide rather than reveal the writer.The writing has a fairly routine manner. Written in third person at certain points, but switch from 3rd to 1st person.

The writer is genuine and generally involved in the topic. The reader begins to get a sense of the writer.Voice emerge, and the tone is appropriate for the writer’s article. Written in 3rd person.

The writer is confident and persuasive.The writer takes a clear position and supports it with pertinent reasons and/or examples through much of the article. Written in 3rd person.

The writer speaks to his/her audience in a way that is individualistic, expressive, and engaging.The paper has the ring of conviction.The language brings the article to life. Written in 3rd person effectively

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The organization is effective and efficient with the overall structure moving the reader through the text with only occasional lapses in sequencing and/or relationships among the reasons.

The introduction and conclusion are functional and connected to the main idea.



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The writer doesn’t cover any of the 5w’s or H. The writer has not defined the topic in any meaningful or personal way. The reader cannot determine the purpose of the article and the writer does not demonstrate an understanding of the topic. Incorrect information is given. Large gaps in story that are not explained.

The writer doesn’t cover the 5w’s correctly. The writer states his/her purpose in the lead paragraph, but it is difficult to determine. The writer has a vague understanding of the topic. Information is limited or is merely a collection of facts. Development is weak.

The writer attempts to cover the 5w’s and H, but parts are notThe writer has difficulty going from general observations to specific points or useful insights about the article. The article isn’t engaging and didn’t cover the correct angle of the news.

The writer basically covers the 5w’s and H. The writer expresses his/her purpose in the lead paragraph and demonstrates a clear understanding of the topic. The writer shows some understanding of the ways ideas interconnect and details generally support the main idea.

The writer covers the 5w’s and H. The writer shows insight and has a good sense of how ideas connect with one another. The reader understands what the writer is saying clearly.

The writer thoroughly covers all the 5’ws and H effectively. The article covers what is not obvious. The article grabs the readers attention and is exciting to read. It is newsworthy. The article is accurate, newsworthy, and fits the audience. Aimed at specific audience. The article is politically correct and accurate.

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EVALUATION/ASSESSMENT: Students will be evaluated on in-class participation and their written book/entertainment review.

OVERVIEW OF LESSON PLAN Each year, English teachers will ask their students to write book reports, essays that review and critique a novel that they are studying in class. If your students approach book reports with limited enthusiasm, you might want to try another way to introduce the concepts of critical writing. Using the SchoolNet News Network's website: http://www.snn-rdr.ca/snn/ with this lesson plan will encourage your students to become arts and entertainment writers!


• SNN Writing Guide (for reference) • Copies of Comparison of Book Review and Arts/Entertainment • Copies of Sample Reviews by SNN Reporters


1. Give out copies of Comparison of Book Review and Arts/Entertainment. List points to be covered in a book report. Compare that with what needs to be covered in doing an article.

2. Handout reviews by SNN Student Reporters. Ask student to review the article and discuss whether the article follows the guidelines as outlined in Comparison of Book Review and Arts/Entertainment.

3. Ask students to select a book/cd/art/performance of their choice (or teachers choice). Do assignment sheet for students. Review with students the components of writing an article (see SNN Writing Guide). Their article should answer the 5 W's: Who, What, When, Where, Why (and sometimes How). Tell them about the inverted pyramid. This means that articles should be written with the most important information first and the least important last. 4. WRAP-UP/ HOMEWORK: Students are to do a review on subject chosen by them on the assignment sheet. They are to use the information provided in Comparison of Book Review and Arts/Entertainment and SNN Writing Guide. Reviews can be submitted to their own school newspaper or an online youth ezine for publication.

• Don't tell the reader that the play was great, the concert was boring or the book was exciting. Show them why you think that way by giving examples from the work itself and offering reasons for your opinion.

• Compare and contrast the book (or cd or play) in question to others in its genre to give your reader a sense of how it stacks up. If you are reviewing a cd by a new singer/songwriter, you may want to compare their music to an artist that your readers will be familiar with.

• Do a little research about the artist to give yourself a better sense of who they are and why they write, paint or sing. Those details may add to your review and give your readers a full appreciation of the work and the artist.

• Once you have written a review, you can share it with a wider audience through your school newspaper.

Scoring Guide for Review Writing Using Six Traits

The writing is flat, lifeless or mechanical.Delivery is so consistently flat that the reader may find it hard to focus on the message.

The writer attempts involvement with the topic, but seems unaware of an audience. The writing is insubstantial and unconvincing.Language is general or vague.

The writer seems sincere, but not fully involved in the topic. The writing tends to hide rather than reveal the writer.The writing has a fairly routine manner.

The writer is genuine and generally involved in the topic. The reader begins to get a sense of the writer.Voice emerge, and the tone is appropriate for the writer’s article.

The writer is confident and persuasive.The writer takes a clear position and supports it with pertinent reasons and/or examples through much of the article.

The writer speaks to his/her audience in a way that is individualistic, expressive, and engaging.The paper has the ring of conviction.The language brings the article to life.

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The organization is effective and efficient with the overall structure moving the reader through the text with only occasional lapses in sequencing and/or relationships among the reasons.The introduction and conclusion are functional and connected to the main idea.



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Critique doesn’t consist of thought response and reaction to book, movie, or music review. Writer generally covers one aspect of review. There is not a thorough review of various aspectsThe paper lacks a main purpose because the writer’s opinion is not clearly evident, although there may be some indication of a preferred position on the subject.The writer has not defined the topic in any meaningful or personal way. The reader cannot determine the purpose of the article and the writer does not demonstrate an understanding of the topic.

Critique doesn’t adequately consist of thought response and reaction to book, movie, or music review. Writer generally covers one aspect of review. There is not a thorough review of various aspectsThe writer states his/her purpose in the lead paragraph, but it is difficult to determine. The writer has a vague understanding of the topic and opinion, but provides only minimal supporting reasons that are not convincing.Information is limited or is merely a collection of facts and details. Development is weak because it lacks sufficient arguments/reasons.

Critique is attempted and consists of some thought response and reaction to book, movie, or music review. Writer generally covers one aspect of review. There is not a thorough review of various aspects The writer expresses his/her purpose and demonstrates an understanding of the topic and opinion, but does not provide enough supporting reasons to be very convincing. The writer has difficulty going from general observations to specific points or useful insights about the article.

Critique generally consists of thought response and reaction to book, movie, or music review. Writer generally covers one aspect of review. There is not a thorough review of various aspectsThe writer expresses his/her purpose in the lead paragraph and demonstrates a clear understanding of the topic and opinion in a somewhat convincing manner by providing adequate supporting reason. The writer shows some understanding of the ways ideas interconnect and details generally support the main idea.

Critique consists of thought, responses and reaction to the book, movie, or music review. The writer may discuss only two aspects, for example, themes and writer’s style. There is not a thorough review of various aspects. The writer has a clear position or opinion statement with specific reasons that amply support the writer’s position.The writer shows insight and has a good sense of how ideas connect with one another. The reader understands what the writer is saying clearly.

Critique consists of thoughts, responses and reaction to the book, movie, or music review. The writer takes a position on an issue and supports the position thoroughly and consistently with specific, logical reasons and/or examples.The writer acknowledges other opinions about the subject and may attempt to refute them. The article covers what is not obvious. The article grabs the readers attention and is exciting to read. It is newsworthy.

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Un satis facto ry Re s pon se 1 Point

Ins uffic ient Re s pon s e2 Points

Une v e n Re s pons e3 Points

Suffic ie nt Re s pon s e4 Points

Skillfu l Res pons e5 Points

Exce lle nt Re s pon s e6 Points


Critical Writing: Arts Reviews


CURRICULUM Language Arts, Journalism, Arts, Music

Ambiance Was the restaurant clean? Did it have a distinctive style or theme? If yes, what? What kind of patrons frequent the place? Was the music too loud? Was there noise from the kitchen? Were the bathrooms clean?

Other How does it compare to other similar restaurants? Did you feel you got a good deal for the price? Would you recommend it to a friend? Would it be good for some special occasion (kid's birthday party, romantic dinner, ...)? Is it a good place to go with a group? Are you somehow connected with the restaurant (owner, employee, relative of owner)? (If you are connected with the restaurant, you must say so in your review.) Would you recommend making reservations?

Writing arts and entertainment reviews

If you like reading books, watching movies or listening to a great cd, then the entertainment beat is for you.!

But in order to write a review that will make an impact on the reader, you need to include a bit more than your thoughts and opinions. What is a review? The review follows a basic structure, which can be used to critique any kind of artistic activity whether it's a book or writing of any kind, live performance (dance, music or theatre), recorded music (cds), or visual art. In the opening paragraph, the reviewer offers a description of the book, cd, play, movie or concert and explains whether it was a positive or negative experience to watch, read or listen to it. This is the reviewer's thesis or the main argument they would like to make about this work. In the next few paragraphs of the essay, the reviewer sets out to prove that thesis. If the book or movie was excellent, the reviewer will focus on the elements that make it work so well, including characters, scenes, dialogue, description, pace, plot line, and theme. If it was flawed in some way, the reviewer will try to establish that by offering evidence of those flaws. The same is true for music -- if the reviewer says this is a group's best album in years, then he or she needs to offer some reasons and some examples of why this is true. At the end, the writer leaves the reader with an overall opinion of the work in question and a recommendation on whether or not the book, movie or cd is worth their time and money. The reviewer may discuss some of the thoughts and feelings he or she was left with after this work.

Here are some tips on writing a great review:

• Don't re-tell the entire story when reviewing a play, novel or movie. You can usually give the reader a sense of what the plot is in a few sentences. Then, you can move on and explore the way the writer handled the story and what the writer did to make the characters and story come alive.

5. Your taste: While it is indeed subjective, it appears more through your framing of the details (Is foie gras smooth and velvety, or mushy and slimy?) than through simple evaluations.

6. Style: The best reviews show just a little of the personality of the reviewer--personal favorites might come up, and a bit of writerly flair often go over well in moderation. But this is not the place to make your words go off like fireworks. James Joyce would've been a horrible food reviewer. Hemingway, however, may not be much better (see 8c.).

7. Narrative: Avoid telling a story of your experience. If the goal is to allow the audience to feel as if they are experiencing the restaurant first-hand, just through your words, the reviewer should be as invisible as possible. Narrate a particular experience only if it is both crucial to the review, and an experience unique to a specific incident not likely to be duplicated in your reader's experience.

8. Mechanics: 8a. Tense: To accomplish the effects described above, describe the restaurant in the present tense, reserving past tense only to narrate those rare experiences when you as a reviewer become visible. 8b. Sentence subjects: use either direct second-person address, ("You enter into . . .), or put the details of the restaurant as the subject, which often requires passive voice (The shrimp is prepared in a . . .). 8c. Sentence Structure: Avoid both overly short sentences, as they make the review, and therefore the experience, feel rushed. But similarly avoid overly complex constructions that convolute the central idea, two or three clauses per sentence maximum. 8d. Pronouns: when possible, avoid pronoun use, particularly the impulse to call the restaurant and its staff "they," or to refer to an item of food as "it." With all of the details flying about, these pronouns easily lose their antecedents.

Remember, it takes more than just knowledge of food to write a good review. It takes a knowledge of language and your audience.

Having trouble writing a review? [from Chef Moz Dining Guide < http://chefmoz.org/review_guidelines.html>]

Try answering some of the questions below.

Food What dishes did you try? How was the flavor? The texture? The presentation? Did it arrive hot from the kitchen? How fresh was the food? Was it too spicy, or not spicy enough? Was there something unusual or interesting on the menu that you didn't try? How big were the portions?

Service Was your waiter helpful? Could he answer questions about the menu? Did he make good recommendations? Were plates cleared away quickly? Was your water refilled quickly? Did you ever have trouble attracting your waiter's attention? If something went wrong with your meal, did they handle it appropriately? Did the bill arrive on time? Did you feel rushed?

follow the guidelines provided, and most of all, let us, your Schreiber audience taste your meal, too, good or bad! If you are not dining out, substitute “service” for whoever is putting the meal together. Have fun with the assignment! For instance, if your sister is cooking, she’s your chef… HOW TO WRITE A RESTAURANT REVIEW [FROM “RAINING CATS AND DOGMA” < HTTP://DOGMA.WORDHERDERS.NET/ARCHIVES/001474.HTML>]

Through our explorations of a variety of reviews, we have come up with the following guidelines for writing a good restaurant review.

1. Audience: Readers of the review want to know whether or not they should go to this restaurant, so they will not want to just hear your opinion of it, they want to feel like they've experienced the restaurant themselves. This plays out in several aspects of the review. Don't forget that different publication sites offer different exigencies for a food review: a student newspaper, a vegetarian newsletter, and a major metropolitan publication may have overlapping readers, but the priorities for choosing a restaurant change with each.

2. Thesis: the idea of a thesis statement in an academic paper--direct, clear, and positioned according to a specific expectation--is gone here. While most reviews do yield up some statement that might be considered a thesis, it may appear anywhere, or it may be more metaphorically phrased. The central evaluation is instead cumulative, building and changing as each element is reviewed.

3. Organization: Almost all reviews are structured chronologically, mimicking as best as possible the experience of choosing, entering, dining, paying, and considering another visit. They frequently start with the chef's experience, or what used to be in this space, or the neighborhood, or how long this restaurant has been around. They then take you through getting reservations, or checking out the facade, then welcome you to the ambience: music, decor, lighting, crowd, etc. They may discuss the service, if it is remarkable at this stage, or they'll jump into the menu--appetizers, entrees (at which point the wine list may come up), and desserts. These elements may be considered for price, value, presentation, preparation, freshness, variety, originality, or conceptualization (does cocoa make a good seasoning for venison? for example). The food must comprise the bulk of the review, at least half of the word-count. Other meals served--lunch, brunch, or special events--may come up, and the entire bill may be at issue, and then a wrap-up brings it all together, just like we all do when walking out of a restaurant for the first time. ("Well, that was good!" "Y'think? I didn't think it was worth the price" etc.) Usually, when done well, the wrap up is stylish, and yet fairly clear in its evaluation of the restaurant.

4. Evidence: Details are as concrete as possible, always relying on a tactile sensation or a specific flavor over empty adjectives like "delicious," "amazing," or "savory." When possible, cite as many prominent ingredients as possible. This way, the audience feels like they know the dish, instead of simply relying on your taste, which we all know is subjective.

Review Writing A book review generally includes the following kinds of information; keep in mind, though, that you may need to include other information to explain your assessment of a book. Most reviews start off with a heading that includes all the bibliographic information about the book. If your assignment sheet does not indicate which form you should use, you can use the following. A book review tells not only what a book is about, but also how successfully the book explains itself. Teachers often assign book reviews as practice in careful, analytical reading. Title. Author. Place of Publication: publisher, date of publication. Number of pages. Like most pieces of writing, the review itself usually begins with an introduction that lets your readers know what the review will say. The first paragraph usually includes the author and the title again, so your readers don’t have to look up to find this information. You should also include a very brief overview of the contents of the book, the purpose or audience for the book, and your reaction and evaluation. You should then move into a section of background information that helps place the book in context and discusses criteria for judging the book. Next, you should give a summary of the main points of the book, quoting and paraphrasing key phrases from the author. Finally, you get to the heart of your review-your evaluation of the book. In this section, you might discuss some of the following issues:

1.) How well the book has achieved its goal. 2.) What possibilities are suggested by the book? 3.) What the book has left out? 4.) How the book compares to others on the subject. 5.) What specific points are not convincing? 6.) What personal experiences you’ve had related to the subject. 7.) What are the author’s viewpoint and purpose? 8.) What are the author’s main points? 9.) What kind of evidence does the author use to prove his or her points? 10.) Does the author have the necessary expertise to write the book?

It is important to use labels to carefully distinguish your views from the author’s, so that you don’t confuse your reader. Then, like other essays, you can end with a direct comment on the book, and tie together issues raised in the review in a conclusion. There is, of course, no set formula, but a general rule of thumb is that the first one-half to two-thirds of the review should summarize the author’s main ideas and at least one-third should evaluate the book. Your review should be at least two-typed double-spaced pages using 12 point font.

My Palette Has Eyes: The Food Critic (50 points) Food, food, food. We eat it every day. Sometimes we relish our meals, and other times we barely notice them. Your next writing assignment is to use your senses of sight, taste, and smell to produce a most vivid description of your food. YOUR TASK: Write a review about a meal you have before next class. Use vivid adjectives and phrases to explain your dining experience. You may eat out, eat in, cook yourself, take out, order at the cafeteria, whatever. The only requirement is that you

Scoring Guide for Review Writing Using Six Traits

The writing is flat, lifeless or mechanical.Delivery is so consistently flat that the reader may find it hard to focus on the message.

The writer attempts involvement with the topic, but seems unaware of an audience. The writing is insubstantial and unconvincing.Language is general or vague.

The writer seems sincere, but not fully involved in the topic. The writing tends to hide rather than reveal the writer.The writing has a fairly routine manner.

The writer is genuine and generally involved in the topic. The reader begins to get a sense of the writer.Voice emerge, and the tone is appropriate for the writer’s article.

The writer is confident and persuasive.The writer takes a clear position and supports it with pertinent reasons and/or examples through much of the article.

The writer speaks to his/her audience in a way that is individualistic, expressive, and engaging.The paper has the ring of conviction.The language brings the article to life.

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The organization is effective and efficient with the overall structure moving the reader through the text with only occasional lapses in sequencing and/or relationships among the reasons.The introduction and conclusion are functional and connected to the main idea.



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Critique doesn’t consist of thought response and reaction to book, movie, or music review. Writer generally covers one aspect of review. There is not a thorough review of various aspectsThe paper lacks a main purpose because the writer’s opinion is not clearly evident, although there may be some indication of a preferred position on the subject.The writer has not defined the topic in any meaningful or personal way. The reader cannot determine the purpose of the article and the writer does not demonstrate an understanding of the topic.

Critique doesn’t adequately consist of thought response and reaction to book, movie, or music review. Writer generally covers one aspect of review. There is not a thorough review of various aspectsThe writer states his/her purpose in the lead paragraph, but it is difficult to determine. The writer has a vague understanding of the topic and opinion, but provides only minimal supporting reasons that are not convincing.Information is limited or is merely a collection of facts and details. Development is weak because it lacks sufficient arguments/reasons.

Critique is attempted and consists of some thought response and reaction to book, movie, or music review. Writer generally covers one aspect of review. There is not a thorough review of various aspects The writer expresses his/her purpose and demonstrates an understanding of the topic and opinion, but does not provide enough supporting reasons to be very convincing. The writer has difficulty going from general observations to specific points or useful insights about the article.

Critique generally consists of thought response and reaction to book, movie, or music review. Writer generally covers one aspect of review. There is not a thorough review of various aspectsThe writer expresses his/her purpose in the lead paragraph and demonstrates a clear understanding of the topic and opinion in a somewhat convincing manner by providing adequate supporting reason. The writer shows some understanding of the ways ideas interconnect and details generally support the main idea.

Critique consists of thought, responses and reaction to the book, movie, or music review. The writer may discuss only two aspects, for example, themes and writer’s style. There is not a thorough review of various aspects. The writer has a clear position or opinion statement with specific reasons that amply support the writer’s position.The writer shows insight and has a good sense of how ideas connect with one another. The reader understands what the writer is saying clearly.

Critique consists of thoughts, responses and reaction to the book, movie, or music review. The writer takes a position on an issue and supports the position thoroughly and consistently with specific, logical reasons and/or examples.The writer acknowledges other opinions about the subject and may attempt to refute them. The article covers what is not obvious. The article grabs the readers attention and is exciting to read. It is newsworthy.

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