| REPORTING & WRITING

Verbal Storytelling Headlines primary | secondary Stories traditional feature | quick reads/infographs Captions ID | summary | expanded

Headline | Story | Caption < Headline < Story < Caption

Getting Stories Interview every individual in school Find out what they think, feel, say, do Uncover entertaining ways to tell stories Interview substantial numbers of individuals for each story idea Tell the complete story Offer differing perspectives Interview through polls and surveys, focus groups and one-on-one inquiries

Crafting Questions Five W’s and H Ask who, what, when, where, why, how Objective short answer Provide factual and numerical details Multiple choice Offer readers a collection of details and opinion Subjective Gain quotable, anecdotal reactions from readers

Headlines Primary Captures readers’ attention with key word/phrase Secondary Dates year with details personalizing coverage Formats kicker | wicket | hammer | tripod

Band Noise Class chants Costumes Cheerleaders Face paint Fight song Red & white Football team Skits Noise Boys Toys Joys Poise

Kicker headline | Maize South Middle School | Wichita, KS

Wicket headline | Maize South Middle School | Wichita, KS

Hammer headline | Maize South Middle School | Wichita, KS

Tripod headline | Maize South Middle School | Wichita, KS

Stories Traditional Feature Tell the five W’s and H. Begin with catchy lead followed by short paragraphs featuring meaningful quotes and transitional paragraphs contains facts and figures. Quick Reads/Infographs Tell facts or opinions in a concise and visually engaging presentation. They’re often packed with graphics.

Traditional Feature Lead Quote Transition Quote Conclusion

Glenbrook South High School | Glenview, IL

Captions ID Identifies individuals and offers a brief explanation of the photos’ content. Summary Highlights the most important aspects of the five W’s and H. Expanded Answers the five W’s and H and provides additional details, often direct quotes from the individuals pictured.

Captions Lead-in Makes a recognizable verbal/visual connection First sentence Answers most important five W’s and H Written in present tense Second sentence Adds insight not obvious in photo Written in past tense Quotable reaction to content of photo

Ident | FLAG FOOTBALL. Senior Mark Bellman, four-year letterman.

Summary | FLAG FOOTBALL. To the roar of the home fans, senior Mark Bellman leads the varsity players onto the field against rival University High School in the last game of the district season. For the first time in eight years, the team advanced to regional play-offs shutting out the Tigers, 21-0.

Expanded | FLAG FOOTBALL. To the roar of the home fans, senior Mark Bellman leads the varsity players onto the field against rival University High School in the last game of the district season. For the first time in eight years, the team advanced to regional play-offs shutting out the Tigers, “When I was injured in the third game of the season, I just knew my senior year would be the biggest bummer ever. However, when my teammates unanimously voted to let me lead them onto the field the rest of the games, I knew I was still a part of the team and became its biggest fan and cheerleader from the sidelines,” said Bellman, a four-year letterman.

Copy Editing Avoid boring nouns and weak verbs Students, members, players Is, are, was, were, be, being, been, appears Keep paragraphs short Avoid word overuse and labels, names Focus on first five-seven words; avoid a, an and the Don’t use “this year” or overuse school name, mascot Eliminate editorializing Delete opinionated words like busy, successful, diligent, winning, hard-working, difficult Be objective avoiding first and second person

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