NEWSWRITING
The reader is not an easy customer. He or she wants the news, he or she wants it now, he or she wants it clear.
A New Formula
Apart from the usual inverted pyramid
Lay-out a Four-Level Structure
Lead Box A thick paragraph (6-7 lines of text)
Lead Support Box Three or four times as deep as the lead box
Detail Box One and a half times, or twice the size of the lead support box
Background Box A depth adjustable to allow cutting or adding
Deciding what to put in each box requires organization planning. Important materials first, lesser materials later.
WHAT IS THE LEAD?
The lead sentence or paragraph(s) is a sample offered to the reader to give him or her an idea of what your story is all about. As a sample, it must be interesting, contains the right news point, the essence of the story.
Words should be clear, unmistakable in meaning, and easy to understand, simple and organized in a smooth sentence. A 30-word limit is reasonable.
In these paragraph(s), you are encouraged to put forwards the best Ws (what, Why, Where, When. . .).
The old rule that the five Ws and H should be answered immediately in the lead is impractical. It causes awkwardness and heavy start, and definitely destroys the principle of easy, smooth reading.
The lead must be lean and readable, containing only the most dramatic elements, particularly the results.
THE LEAD SUPPORT
This paragraph(s) complement with those in the Lead. The two (Lead and Lead Support) complementing with each other can be a potent combination to deliver a basically complete story. By the time you are through with the Lead Support, all the five Ws and H should have been revealed already (What happened, Where, When and Why, and How it happened).
THE DETAIL
The details of a story give dimension, realism and credibility. To the news, it provides uniqueness different from another story. The detail sometimes reflects the drama through sound and active image captured in quotations and picture words.
THE BACKGROUND
This last level structure recalls the past in relation to the news. This is made to enhance the reader’s appreciation of the news and put it in a clearer context or in a larger perspective. It also gives dimension or history to your news subject – one that provides a heightened sense of tragedy in calamity stories or a memorable ending of an action story.
TWO TYPES OF STORY
News stories are classified into two types: the Visual and the Verbal.
1. The Visual Story is one of that makes your reader see a scene of action while reading. He goes on to read as if he is seeing through an actual movie. A natural technique for a visual story is the CHRONOLOGICAL NARRATIVE. A chronological narrative such as in sports story details the actions taking place in a certain arena. It involves only two sides and therefore it is easy to proceed with the story “round by round” in ringside view as in boxing. The highlights of this kind of story is vividly detailed.
The other traditional source of the visual story is the police. The police sources or materials on stories of crimes, raids, calamities or accidents are visually-rich.
2. The Verbal Story. The concern on this type of story is the context, not chronology. Sources of verbal stories are interviews, announcements, press releases, speeches, new policies, memoranda and laws or ordinances.
As the verbal story acquires more elements worthy of prominent display, adjustments have to be made. A speech of a mayor or governor reviewing community development or project accomplishments, for example, is likely to cover a range of subjects, all of general importance. To this, decisive handling should be reflected. Focus your lead on a chosen single news element. Then depart from the structure and follow your ear. You wish to shift to other subjects, but do not do it so abruptly as to leave your reader out of direction. Establish a suitable bridge clause.
POINTERS ON WRITING
EFFECTIVELY AND CLEARLY
When you write as a news writer, your material should be well-organized, easy to read, clear to the average reader and interesting.
You are writing not to impress readers but to express clearly what you intend to inform and interest them. A clear writing will mean your reader will be able to:
Reader faster
Understand better
Remember longer
Enjoy more, and
Look for your paper the following day.
Think first, then write. Remember that clear thinking will result into clear writing. If the ideas are confusing and you cannot understand it, how much more for your readers?
Figure out what you want to say, and why you are writing in the first place. Know who your readers are and write for them. Only through these reminders that you can expect clarity, conciseness, consistency and accuracy.
Get to the point. The beginning of the story is the most important part. So start punching immediately. Do not make them guess or lure them into a mystery. Do not bore your readers with a long-winding introduction. It will make them throw the newspaper to a garbage can.
Use familiar words. If you want to communicate with somebody, you have to use the words he or she has in his or her head. If he or she does not understand some of the words you use, he or she is likely to miss your meaning. Unless he or she understands, you accomplish nothing.
Some of the complex words and its common usage.
COMPLEX COMMON
- Indisposed
- Monumental
- Terminate
- Witness
- Purchase
- Utilize
- Majority
- Reside
- Procure
- Proceed
- Contribute
- Request
- Endeavor
- Summon
- Prevaricate
- Incarcerate
- Inaugurate
- Facilitate
- Inundate - Ill
- Big
- End
- See
- Buy
- Use
- Most
- Live
- Get
- Go
- Give
- Ask
- Try
- Call
- Lie
- Jail
- Start
- Help
- Flood
Your writing should be concise to be effective. You can do this by dropping unnecessary words from phrases or sentences.
Do not use this Use instead
- For the reason that
- At the present time
- Tendered his resignation
- Affixed his signature
- Told his listeners
- United in holy matrimony
- Used for fuel purposes
- Held a conference
- In the immediate vicinity
- Was able to make his escape - Because
- Now
- Resigned
- Signed
- Said
- Married
- Fueled
- Met
- Near
- Escaped
Omit the following words in italics:
Advance prediction
Fatal killing
Definitely decided
New recruits
The other alternative
Free gift
For a period of two weeks
Past history
Final conclusion
Dead body
Keep Your Sentence Short
Many executives and reporters are still a century behind the times. They still follow the 17th century writing of English sentences which averages about 45 words. Today, the average is less than 20 words.
Sprinkle periods or semicolons over what you are writing.
The following paragraph is an example of an office memo which should be shortened as material in a news story:
“Should the supply of gasoline sent your establishment prove insufficient to meet the demand, application should be made to this office for an additional quantity.”
Revised for clarity and conciseness:
Your paragraphs should also contain the one-idea-one sentence guideline.
Shorten Your Paragraphs
There are three reasons why you should:
1. Visually, they are easy on the eye.
2. Short paragraphs act as a brake on the writer who strings too many ideas or facts together.
3. Short paragraphs make for easy reference.
Use Specific, Concrete Language
In writing, ‘be concrete, be concrete, be concrete’ – says a rule.
Refrain from using abstract words which are high-sounding and makes you short of grappling on what it means. Use lots of concrete words, specific words that stand for things you and your reader can see, hear, taste, touch and smell.
Use concrete nouns. When using the word crime, specify what it is, example: fire, explosion, drowning, cave-in, etc.
Prefer Simple to the Complex
Complexity in the written materials is the fault of the writer and not the reader.
Be Positive
State a fact or idea directly, whenever possible. Follow the natural order of thought: SUBJECT – VERB – OBJECT.
Use the Active Voice
The active voice gives snap and punch to your sentence. Example:
ACTIVE: The Congressman demanded today the firing of all PAGCOR officials.
PASSIVE: the firing of all PAGCOR officials was demanded today by congressman.
Write As You Talk
Conversational form is more alive than narrating a history.
Revise and Sharpen
Revising is part of writing. It allows you to spot a libelous word. It allows you to change a difficult word to a simple and easy to understand one.
Write to Express, Not to Impress
When a writer wants to impress others, he or she uses difficult words and polysyllables, and writes long sentences. Why? Because he or she wants to prove that he or she can handle the King’s English. This wild idea, to him or her, would make it appear that he or she is intelligent.
You are writing to inform the readers, and not to admire you for your play of words.
THE LEAD
The editor gets the summary he needs for his story log and the reporter finds his lead, which is something like this:
Fire razed a slum in Tondo last night, killed
three children and left 200 families homeless.
Or this:
Three children died in a fire that razed a slum in Tondo last night and left 200 families homeless.
A disaster story fits easily into the news structure because its elements are simple and distinct and therefore, easy to judge as to their relative importance. But stories of ideas and opinion, where the news elements are not so concrete and quantifiable as death and destruction in a fire, can be a real test of skill and confidence for a reporter. A running controversy with several elements competing for lead positions, for instances, will expose an indecisive reporter, the type to bombard his or her readers with too many things at once with a lead like this:
The President warned labor leaders who
came to see him yesterday that he would consider
banning labor strikes to save the economy from
collapse, even as he asked them to present their terms
to him so he could take “quick, favorable action”
if it was deserved.
A convolution that guarantees mental overload, not to mention that a 46-word, single-sentence lead paragraph set in text type across a narrow newspaper column is visually formidable.
NEWSWRITING
At the other extreme is a general lead, whose appeal in the following example could lie in the juxtaposition of opposites.
The president was alternately tough and tolerant toward striking workers yesterday.
Short, crisp, almost clever. But it has scarcely anything substantive to offer.
Let’s have the same thing between the cumbersome and the bare:
The President warned yesterday he would
consider banning labor strikes to save the economy
from collapse.
But just the same, he asked labor leaders to
present their terms and promised “quick, favorable
action” if he found these reasonable.
This trick is to break the long lead where it would naturally break, right where the first idea ended and the second idea began. Working from the skimpy lead would not be so simple. It would involve defining the interpretative adjectives “tough” and “tolerant: factually, then setting the two ideas apart.
THE LEAD SUPPORT
Some newswriters say that when the lead is done, writing becomes progressively easy. That sort of advice can be misleading. While the intention may be to emphasize the primacy of the lead, the importance of the rest of the story is depreciated.
The lead and the lead support are meant to complement each other. They are barely significant individually, but as a pair, they can be potent. One partner begins the job and sets it up for the other to finish. Like the one-two combination that brings a knockout, the lead and the lead support together deliver a basically complete story.
At this point, the so-called five W’s and the H must have identified – what happened, where, when and why, who are mainly involved and how it happened. The old rule that the newswriters should try to answer all these questions in the lead is often impractical. It causes such awkward and heavy starts that carrying the story along becomes a problem. If we apply it to our fire story, we could get stuck in a lead like this:
A 12-year-old boy and his two younger sisters,
all left alone at home by their working parents died last night in a fire that followed a gas stove explosion in their kitchen and razed their slum in Tondo, leaving 200 families homeless.
The lead must be lean and readable, containing only the most dramatic elements, particularly the results. Our first lead is a good example:
Fire razed a slum in Tondo last night, killed three
children and left 200 families homeless.
It says what happened to whom, where and when, and leaves why, how and the detailed who for the next paragraph to reveal:
The bodies of Manuel Jimenez, 12, and his
sisters, Rosa, 10 and Adelaida, eight, were found
amid the ruins of their own home, where the fire
started. Their parents were away at work.
No one knew for sure how the fire began, but neighbors noticed the first flames near suppertime,
about 6:30, at the corner of the little box house where
the Jimenezes had their gas stove.
DETAIL
As in art, detail is what gives dimension, realism and credibility to a piece of writing. To news, it does something more. It provides a uniqueness that sets one story apart from others, especially stories of the same nature, as one fire is distinguished from other fires, one presidential election from other presidential elections, one war from other wars.
Detail here refers to such standard stuff as names and statistics but to the drama reflected in sound and active image and captured for newspapers in quotation and picture words. To illustrate, let us proceed with our fire story.
Juanita Ruiz, the housewife next door, said she seemed to have heard a dull explosion. The next moment, the Jimenez house was aflame, she said.
“I ran out screaming for help for the children who I knew were trapped there,” Ruiz said. “I myself could do nothing. I just stood there, in front of the burning house, my knees weak from terror.”
Neighbors came with buckets of water but the flames
had engulfed the house and began to spread, fanned by the wind from the bay across the boulevard from the packed slum.
Firemen were slowed by the panic on the narrow
streets. When they finally reached the scene an hour later, there was little left to save.
Rita and Rodolfo Jimenez, fetched by a neighbor
from the fish-canning factory where they worked,
broke down in hysterics as they viewed the blanket-covered bodies of their children on the sidewalk.
This ties in everything. It presents a detailed chronology that leads to the same death and destruction summarized in the lead.
BACKGROUND
“Backgrounding” the news refers to the skill of recalling the past in relation to the present to enhance readers’ appreciation of the news. It puts the news in a clearer context or in a larger perspective, or simply gives it an extra dimension, as the following bit of history does to our slum fire:
The slum had been built five years ago from theruins of another fire. That one did much damage but took no lives.
So far, our news structure has held perfectly – from lead to lead support to detail to background. That order, however, is not always the most effective. Sometimes, background becomes so essential to meaning that it must escape its cellar and surface. This situation arises, for instance, with running or reaction stories, where one news event triggers another.
In the following example, background becomes part of the lead itself:
The mayor fired the municipal treasurer
yesterday after he had been implicated in the
graft cases at council hearings.
In the next example, background is relied on for the main lead support.
The President rejected yesterday the communists’
offer to negotiate and instead ordered “a full
military campaign” against them.
TIPS
From Keith Leighty of the Associated Press
1. Do background research. Leighty said he keeps file stories of people and stories he himself has written about and by other people.
2. Hide the notepad. If you keep the notebook up it may intimidate the person. A tape recorder may disturb the person and makes the job twice as long because you have to go back and listen to it.
3. Use shorthand or some other method to take notes quickly.
4. Write down questions or topics in advance. If the interviewee rambles and takes a different path, it is ok. You will find your way back with your list.
5. Ask for explanations. It is not rude to ask a source to explain what he is saying.
6. Observe little things – desk papers, dress, venue.
7. Be tough but fair. Get the person’s point of view first before asking him to respond to accusations.
8. Keep it going.
9. Relax. He might take your tense attitude as a clue and become overwrought.
Eric Nalder of Seattle Times has more tips:
1. Research.
2. Tactic. Make a tactical plan and discuss it with a friend or colleague. Talk to people close to the action and while they are doing whatever they are doing.
3. Organize. Write cue words on flaps of notebook to glance at. Begin with a chronological sense of the item as a softball question. But be prepared to field comprehensive questions.
4. Inner interviewing. As a warm up, psyche yourself well before going there that you are going to have a successful interview. It usually will be.
5. The opener. This simply means you must appear innocent, friendly, unafraid, and curious. Approach your subject as though he has put you at ease. For the hardboiled, cynical reporter, you have to put on the acting performance of your life to get your information.
6. Pay attention to detail. Apply your observation skills. Inventory the room thoroughly and in an organized fashion. Look at the wall, read the top of the desk and study the lapel pin. You will get clues and details for your story.
7. Look for other sources. Meet the secretary and other co-workers and make note of details about them. This will come in handy as you turn them into sources.
8. Drain your interviewee.
Thursday, July 30, 2009
Tuesday, July 7, 2009
Leads
DEVELOPMENT JOURNALISM: WRITING THE LEAD
TYPES:
Cartridge - very short
- may not contain all the Ws
Sample: 1) President Estrada, who ruled
the Philippines for two years,
is now behind bars.
2)Coop leader, Ibra Alonto,
died.
or your “fire story”
2. Punch Lead - similar to cartridge, but it
surprises/intrigues
Sample 1. All delinquent members
will be required to
attend retreats.
2. Kris Aquino is finally
getting married.
3. Picture Lead – attempts a pictorial account of event
Sample 1: Clutching her only daughter, Mrs. Isabel Resureccion could not control her tears when she heard that her husband, Ramon, was sentenced yesterday by the local court to pay FICCO two million pesos.
Sample 2: Teresita Briones, a market vendor, beats daily the five o’clock closing time of FICCO, and with a happy face hands in her payment and deposit to the teller.
4. Contrast lead –as the word suggests, emphasizes contrast
Sample 1: Five years ago, she was a very popular politician who easily clinched the vice-presidency. Today, PGMA’s popularity sank to an all time low.
Sample 2: It started as a small ateneo cooperative in the 60s. Today, FICCO is the biggest cooperative in the region.
5. Question lead – raises a query to entice readers to read on
Sample 1 – If PGMA resigns, then
what?
2 – What happens if coops
are taxed?
6. Freak Lead – throws caution to the air by trying to be different
Sample 1 – For Sale: a baby
Mrs. Grace Camba, a slum dweller in Burgos,
said yesterday that since she could no longer
feed her baby, she might as well sell
it. There were no immediate takers.
Sample 2 - Instead of jogging to the nearest FICCO
branch, Joy Ariles, a new member, decided to
buy a pair of shoes with a siren so she gets
her way out of the traffic. She has bee
successful in beating the office hours of
FICCO to pay her daily dues.
7. Sequence Lead – series of paragraphs, usually arranged chronologically but with single effect
Sample 1 – By five in the morning, she had already dressed her daughter, Rosanna 2, for the Sunday mass.
At seven, the two of them were seen attending mass in the chapel.
At nine, when they returned to their shanty under the Pelaez bridge, Lorenza Manuel, 35, despondent after having been abandoned by her husband, strangled her daughter. She herself committed suicide.
8. Suspended Interest Lead – writer “strings along” reader to the end before giving news on which story is based
Sample – Alleged swindler, Mariano (not his real name), refused to be interviewed yesterday, but I still got the story.
9. Staccato Lead – emphasizes time element
- consists of series of phrases, punctuated
by commas or dashes
Sample – Twenty years ago – back in the eighties he was begging in the streets for food. After ten years in the care of strangers who he now considers his parents, fighting against poverty through his membership with FICCO, Jason Balendes is now a made man; he is a staunch defender of children’s rights and an advocate of equality and cooperativism.
10. Figurative Lead - triteness is the danger; common sense should dictate when to use it
Sample- The fox is finally home at 66. (Death of basketball player Larry Mumar)
_________ wrote 30.
11. Epigram Lead – tone or moral of story is stressed
Sample 1- Crime does not pay. But Larry Romulo learned this only after he had been collared by the police for being a fake immigration agent.
Sample 2 – Honesty is the best policy. Reyna feasted on accolades after she returned the bag full of cash found at the airport.
12. Quotation Lead – used to emphasize gist of story
Sample – “What are we in power for?” This question must be on the minds of some FICCO employees when they tried to shoo away smelly customers.
13. Summary Lead – summary of whole story
A new policy that allows the member-borrower to apply for a loan five times his or her deposit, was approved yesterday by the General Assembly.
TYPES:
Cartridge - very short
- may not contain all the Ws
Sample: 1) President Estrada, who ruled
the Philippines for two years,
is now behind bars.
2)Coop leader, Ibra Alonto,
died.
or your “fire story”
2. Punch Lead - similar to cartridge, but it
surprises/intrigues
Sample 1. All delinquent members
will be required to
attend retreats.
2. Kris Aquino is finally
getting married.
3. Picture Lead – attempts a pictorial account of event
Sample 1: Clutching her only daughter, Mrs. Isabel Resureccion could not control her tears when she heard that her husband, Ramon, was sentenced yesterday by the local court to pay FICCO two million pesos.
Sample 2: Teresita Briones, a market vendor, beats daily the five o’clock closing time of FICCO, and with a happy face hands in her payment and deposit to the teller.
4. Contrast lead –as the word suggests, emphasizes contrast
Sample 1: Five years ago, she was a very popular politician who easily clinched the vice-presidency. Today, PGMA’s popularity sank to an all time low.
Sample 2: It started as a small ateneo cooperative in the 60s. Today, FICCO is the biggest cooperative in the region.
5. Question lead – raises a query to entice readers to read on
Sample 1 – If PGMA resigns, then
what?
2 – What happens if coops
are taxed?
6. Freak Lead – throws caution to the air by trying to be different
Sample 1 – For Sale: a baby
Mrs. Grace Camba, a slum dweller in Burgos,
said yesterday that since she could no longer
feed her baby, she might as well sell
it. There were no immediate takers.
Sample 2 - Instead of jogging to the nearest FICCO
branch, Joy Ariles, a new member, decided to
buy a pair of shoes with a siren so she gets
her way out of the traffic. She has bee
successful in beating the office hours of
FICCO to pay her daily dues.
7. Sequence Lead – series of paragraphs, usually arranged chronologically but with single effect
Sample 1 – By five in the morning, she had already dressed her daughter, Rosanna 2, for the Sunday mass.
At seven, the two of them were seen attending mass in the chapel.
At nine, when they returned to their shanty under the Pelaez bridge, Lorenza Manuel, 35, despondent after having been abandoned by her husband, strangled her daughter. She herself committed suicide.
8. Suspended Interest Lead – writer “strings along” reader to the end before giving news on which story is based
Sample – Alleged swindler, Mariano (not his real name), refused to be interviewed yesterday, but I still got the story.
9. Staccato Lead – emphasizes time element
- consists of series of phrases, punctuated
by commas or dashes
Sample – Twenty years ago – back in the eighties he was begging in the streets for food. After ten years in the care of strangers who he now considers his parents, fighting against poverty through his membership with FICCO, Jason Balendes is now a made man; he is a staunch defender of children’s rights and an advocate of equality and cooperativism.
10. Figurative Lead - triteness is the danger; common sense should dictate when to use it
Sample- The fox is finally home at 66. (Death of basketball player Larry Mumar)
_________ wrote 30.
11. Epigram Lead – tone or moral of story is stressed
Sample 1- Crime does not pay. But Larry Romulo learned this only after he had been collared by the police for being a fake immigration agent.
Sample 2 – Honesty is the best policy. Reyna feasted on accolades after she returned the bag full of cash found at the airport.
12. Quotation Lead – used to emphasize gist of story
Sample – “What are we in power for?” This question must be on the minds of some FICCO employees when they tried to shoo away smelly customers.
13. Summary Lead – summary of whole story
A new policy that allows the member-borrower to apply for a loan five times his or her deposit, was approved yesterday by the General Assembly.
Sunday, June 21, 2009
welcome and course outline
dear all
welcome to the class and welcome to our world!
my apologies for this delayed message
let's keep in touch
i hope you'll visit more often
trel b
outline below:
Development Communication Department
College of Agriculture, Xavier University
Course Outline
DC 84
I. COURSE TITLE: Developmental News and Feature Writing
II. COURSE DESCRIPTION: It introduces the students to the concept of development journalism focusing on the principles and techniques of news and feature writing.
III. NUMBER OF CREDIT UNITS: 3 units
IV. NUMBER OF HOURS PER WEEK: 2 hours lecture and 3 hours laboratory
V. PREREQUISITE: DC 1-6 (Intro to DevCom, Fund. Of Community Broadcasting, Fund of Development
Journalism, Fund of Educational Communication, Fund. Of Interpersonal Communication, Fund of
Communication and Society)
VI. GENERAL OBJECTIVES: At the end of the course, the student must be able to:
a. Understand the concept of developmental journalism
b. Acquire mastery in the application of the basic technique in news and feature writing
c. Evaluate the effectiveness of news and feature articles.
VII. COURSE CONTENTS
Topic 1: News and Feature Writing
Specific Objective: At the end of the topic, the student will be able to:
a. Apply with mastery the Inverted Pyramid News Structure
b. Identify and apply the technique in Feature Writing (Blundells’s Technique)
c. Apply News Development Technique
d. Understand the Role of Mass Media
Sub-topic: The Basic Inverted Pyramid News Structure, Feature News Style, Feature Article, News Development Technique
Time Frame: 2 Weeks
Topic 2: Mass Media Laws: Press Freedom and Limitations
Topic 3: Writing for Development: Nature and Scope
Specific Objective: At the end of the topic, the student will be able to:
a. Describe the characteristics of development writing
b. Briefly explain the evolution of development writing
c. Understand the meaning of information in development writing
Sub-topics: Characteristics of Development Writing, Evolution of Development Writing, Development Writers, The Meaning of Information in Development Writing, The New Communication Technology
Time Frame: 2 Weeks
Topic 4: Development Journalism
Specific Objective: At the end of the topic, the student will be able to:
a. Understand the development journalism.
b. Identify the characteristics of development Journalism
c. Differentiate development journalism and conventional journalism
Sub-topics: Characteristics of Development Journalism, Development Journalism and Conventional Journalism compared
Time Frame: 2 Weeks
Topic 5: The What and How of Development Writing
Specific objective: At the end of the topic, the student will be able to:
a. Acquire skills in development news and feature writing
b. Discuss reports from secondary sources
c. Apply the methods of information gathering
d. Acquire skills in conducting interviews.
e. Apply the skills in popularizing words
Sub-topic: Development News and Feature Writing, Special Articles, Gathering Information on Development, Techniques of Development Writing
MIDTERM EXAMINATION
Topic 6: The Context of Development Writing
Specific Objective: At the end of the topic, the student will be able to:
a. Describe the characteristics of underdevelopment.
b. Relate the importance of development writing in the country’s economy
Sub-topics: Characteristics of underdevelopment, Economy
Time Frame: 1 Week
Topic 7: National Development – An Introduction
Specific Objective: At the end of the topic, the student will be able to:
a. Relate economic growth and development.
b. Identify the factors contributing to economic growth
c. Identify the indicators of social development
Sub-topics: Economic Growth and Development, Factors Contributing to Economic Growth, Measuring Economic Growth and Development, Indicators of Social Development, Measuring Philippine Dev’t
Time Frame: 2 weeks
Topic 7: Agricultural News Writing
Specific Objective: At the end of the topic, the student will be able to:
a. Acquire skills in agricultural news writing
b. Understand the nature of news in relation to agriculture
c. Discuss the elements of agricultural news
Sub-topic: Agriculture and National Development, The Craft of Agriculture Reporting, The Nature of News, The News Elements
Time Frame: 1 Week
Topic 8: Techniques for Better Writing
Specific Objective: At the end of the topic, the student will be able to:
a. Explain the elements of Writing
b. Use the right words.
c. Apply sentence clarity and improve transition and punctuation
Sub-topic: Elements of Writing, Using the Right Words, Sentence Clarity, Paragraphing, Improving Transition, Punctuation
Time Frame: 2 Weeks
FINAL EXAMINATION
VIII. LIST OF LABORATORY EXERCISES
a. Beat Reporting (outside and inside Xavier University)
b. Field Interview (outside and inside Xavier University)
c. Monthly production of newsletter
d. Actual News writing and feature writing
IX. SUGGESTED ACTIVITIES
a. lecture and discussions
b. exercises/workshops
c. field works
X. EVALUATION INSTRUMENTS
a. Quizzes and Exams
b. Assignments
c. Laboratory outputs
XI. REFERENCES
a. Textbook: Jamias, Juan F. Writing for Development. Institute of Development Communication. College of Agriculture, University of the Philippines Los Banos. 1998
b. Any other books on News and Feature Writing
c. Philippine Daily Inquirer Stylebook
XII. GRADING SYSTEM
Ranges
A = 97 -100% C = 80 – 83.999%
A- = 93 –96.999% D = 75 – 79.999%
B = 89 – 92.999% F = below 75%
B- = 84 – 87.999%
EVALUATION
Midterm Grade = 60% Laboratory Activity + 30% Midterm Exam+10% class performance
Final Grade = 50% Midterm Grade + 25% Laboratory Activity + 25% Final Requirement
XIII. CLASSROOM POLICIES
a. In general, unless otherwise stated in this handout, all rules and regulations stipulated in the XU
Student Handbook apply in this subject
b. Overcut on absences and AF rule STRICTLY applies.
c. No student will be allowed to take the Midterm and Final Exam without a valid Admit- to-Exam
permit.
d. Assignments and Laboratory outputs that were not submitted on due date will no longer be
accepted.
e. Students who come in late during laboratory and lecture schedule shall be marked absent when the
attendance is already checked.
XIV. CLASS SCHEDULE
Rm A 503 TTH 4:15-5:05 (lec) Sat 9:00-11:40 (Lab)
XV. CONSULTATION HOURS
Pre-arranged
Team teaching arrangement: Estrella E Taco – Borja (lecture) / Rachelle Tolinero (laboratory)
Submitted by Noted by
ESTRELLA E TACO – BORJA MA THERESA M RIVERA
Instructor Department Chair
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trel b
outline below:
Development Communication Department
College of Agriculture, Xavier University
Course Outline
DC 84
I. COURSE TITLE: Developmental News and Feature Writing
II. COURSE DESCRIPTION: It introduces the students to the concept of development journalism focusing on the principles and techniques of news and feature writing.
III. NUMBER OF CREDIT UNITS: 3 units
IV. NUMBER OF HOURS PER WEEK: 2 hours lecture and 3 hours laboratory
V. PREREQUISITE: DC 1-6 (Intro to DevCom, Fund. Of Community Broadcasting, Fund of Development
Journalism, Fund of Educational Communication, Fund. Of Interpersonal Communication, Fund of
Communication and Society)
VI. GENERAL OBJECTIVES: At the end of the course, the student must be able to:
a. Understand the concept of developmental journalism
b. Acquire mastery in the application of the basic technique in news and feature writing
c. Evaluate the effectiveness of news and feature articles.
VII. COURSE CONTENTS
Topic 1: News and Feature Writing
Specific Objective: At the end of the topic, the student will be able to:
a. Apply with mastery the Inverted Pyramid News Structure
b. Identify and apply the technique in Feature Writing (Blundells’s Technique)
c. Apply News Development Technique
d. Understand the Role of Mass Media
Sub-topic: The Basic Inverted Pyramid News Structure, Feature News Style, Feature Article, News Development Technique
Time Frame: 2 Weeks
Topic 2: Mass Media Laws: Press Freedom and Limitations
Topic 3: Writing for Development: Nature and Scope
Specific Objective: At the end of the topic, the student will be able to:
a. Describe the characteristics of development writing
b. Briefly explain the evolution of development writing
c. Understand the meaning of information in development writing
Sub-topics: Characteristics of Development Writing, Evolution of Development Writing, Development Writers, The Meaning of Information in Development Writing, The New Communication Technology
Time Frame: 2 Weeks
Topic 4: Development Journalism
Specific Objective: At the end of the topic, the student will be able to:
a. Understand the development journalism.
b. Identify the characteristics of development Journalism
c. Differentiate development journalism and conventional journalism
Sub-topics: Characteristics of Development Journalism, Development Journalism and Conventional Journalism compared
Time Frame: 2 Weeks
Topic 5: The What and How of Development Writing
Specific objective: At the end of the topic, the student will be able to:
a. Acquire skills in development news and feature writing
b. Discuss reports from secondary sources
c. Apply the methods of information gathering
d. Acquire skills in conducting interviews.
e. Apply the skills in popularizing words
Sub-topic: Development News and Feature Writing, Special Articles, Gathering Information on Development, Techniques of Development Writing
MIDTERM EXAMINATION
Topic 6: The Context of Development Writing
Specific Objective: At the end of the topic, the student will be able to:
a. Describe the characteristics of underdevelopment.
b. Relate the importance of development writing in the country’s economy
Sub-topics: Characteristics of underdevelopment, Economy
Time Frame: 1 Week
Topic 7: National Development – An Introduction
Specific Objective: At the end of the topic, the student will be able to:
a. Relate economic growth and development.
b. Identify the factors contributing to economic growth
c. Identify the indicators of social development
Sub-topics: Economic Growth and Development, Factors Contributing to Economic Growth, Measuring Economic Growth and Development, Indicators of Social Development, Measuring Philippine Dev’t
Time Frame: 2 weeks
Topic 7: Agricultural News Writing
Specific Objective: At the end of the topic, the student will be able to:
a. Acquire skills in agricultural news writing
b. Understand the nature of news in relation to agriculture
c. Discuss the elements of agricultural news
Sub-topic: Agriculture and National Development, The Craft of Agriculture Reporting, The Nature of News, The News Elements
Time Frame: 1 Week
Topic 8: Techniques for Better Writing
Specific Objective: At the end of the topic, the student will be able to:
a. Explain the elements of Writing
b. Use the right words.
c. Apply sentence clarity and improve transition and punctuation
Sub-topic: Elements of Writing, Using the Right Words, Sentence Clarity, Paragraphing, Improving Transition, Punctuation
Time Frame: 2 Weeks
FINAL EXAMINATION
VIII. LIST OF LABORATORY EXERCISES
a. Beat Reporting (outside and inside Xavier University)
b. Field Interview (outside and inside Xavier University)
c. Monthly production of newsletter
d. Actual News writing and feature writing
IX. SUGGESTED ACTIVITIES
a. lecture and discussions
b. exercises/workshops
c. field works
X. EVALUATION INSTRUMENTS
a. Quizzes and Exams
b. Assignments
c. Laboratory outputs
XI. REFERENCES
a. Textbook: Jamias, Juan F. Writing for Development. Institute of Development Communication. College of Agriculture, University of the Philippines Los Banos. 1998
b. Any other books on News and Feature Writing
c. Philippine Daily Inquirer Stylebook
XII. GRADING SYSTEM
Ranges
A = 97 -100% C = 80 – 83.999%
A- = 93 –96.999% D = 75 – 79.999%
B = 89 – 92.999% F = below 75%
B- = 84 – 87.999%
EVALUATION
Midterm Grade = 60% Laboratory Activity + 30% Midterm Exam+10% class performance
Final Grade = 50% Midterm Grade + 25% Laboratory Activity + 25% Final Requirement
XIII. CLASSROOM POLICIES
a. In general, unless otherwise stated in this handout, all rules and regulations stipulated in the XU
Student Handbook apply in this subject
b. Overcut on absences and AF rule STRICTLY applies.
c. No student will be allowed to take the Midterm and Final Exam without a valid Admit- to-Exam
permit.
d. Assignments and Laboratory outputs that were not submitted on due date will no longer be
accepted.
e. Students who come in late during laboratory and lecture schedule shall be marked absent when the
attendance is already checked.
XIV. CLASS SCHEDULE
Rm A 503 TTH 4:15-5:05 (lec) Sat 9:00-11:40 (Lab)
XV. CONSULTATION HOURS
Pre-arranged
Team teaching arrangement: Estrella E Taco – Borja (lecture) / Rachelle Tolinero (laboratory)
Submitted by Noted by
ESTRELLA E TACO – BORJA MA THERESA M RIVERA
Instructor Department Chair
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