Writing Yearbook

Lesson 1: Notes 01: The NOTES capture and organize the story. – A. A writer uses questions to help focus the story. If a writer has done enough research, talked to enough sources, asked questions, paid enough attention, gathered enough details and taken good notes, then the next step is to review those notes and figure out what the story is about. The writer has to find answers to questions such as “What will readers want to know?” and “What can I tell readers that they don’t’ already know?” and “What’s the point?” But, overall, the best question to start with might be “What do I find most interesting about this story?” ---the answer will probably be the same for “What will the reader find most interesting?”

Lesson 1: Notes 01: The NOTES capture and organize the story. – B. If the notes seem incomplete, there is more reporting to do. If, by some chance, reviewing the notes reveals holes in the information, questions that can’t be answered or a lack of interesting quotes, then the reporter needs to do more reporting before starting to write. Beginning writers often make the mistake of trying to write without having enough good information.

Lesson 1: Notes 01: The NOTES capture and organize the story. – C. Organizing notes helps with decisions about content. Once they’ve figured out the angle of a story, writers have to find the specific examples to support the main idea. They must “comb” their notes, looking for the best anecdotes, descriptions, details, facts and quotes to include in a story. Develop a system of organization! (Notebook, pen, and highlighters)

Lesson 2: Stories 02: Good STORIES come in many forms. – A. The best feature stories put information in a human context. Features offer readers a traditional single-story approach to content. Stories most appealing to readers will be about people. Packed with information in the form of facts and figures, descriptive details, specific examples, and poignant anecdotes. Interesting storytelling quotes add emotion and personality.

Lesson 2: Stories 02: Good STORIES come in many forms. – B. Quote-Transition Format LEAD: The opening sentence or paragraph introduces the story, sets the tone and angle and piques reader interest. QUOTES: Word-for-word statements from sources show a reaction to, an explanation for and an interpretation of an activity, event or issue. Quotes with full attribution (individual’s name and year in school or other identifier) add voices and human interest to a story.

Lesson 2: Stories 02: Good STORIES come in many forms. – B. Quote-Transition Format (Con’t) TRANSITIONS: These details (facts and figures, descriptions) give context to quotes and make them more meaningful. Transition paragraphs inform readers and help them understand what sources are talking about. A transition paragraph also prepares the reader for the next quote. CONCLUSION: The final sentence or paragraph ties the end of a story back to the lead; it gives a story a sense of completeness. A story should end with a strong point or quote, not with an editorial comment from the writer.

Lesson 2: Stories 02: Good STORIES come in many forms. – C. Quick reads offer an alternative to features. One of these short fact, figures or quote copy formats might complement the feature story as a sidebar. Or, a collection of quick-read stories presenting the most valuable facts, figures and feelings might communicate the story as effectively as a traditional feature. A checklist, a series of questions and answers, a timeline or calendar and an infograph are just some of the many types of quick-reads. Putting season records and other statistical information in scoreboard/stat boxes on sport pages rather than including them in stories is an effective use of quick-read format.

Lesson 3: Writing 03: Effective yearbook writing shares traits with all GOOD WRITING. – A. Good copy depends on an angle and substance. Feature stories or quick reads need to provide specific information rather than generalities. Full of details, sensory and other. They need to have a point! – Do not leave the reader wondering, “Why should I care?” A defined angle creates a narrow focus for the story. Without it…..vague story.

Lesson 3: Writing 03: Effective yearbook writing shares traits with all GOOD WRITING. – B. Good copy seems tightly written and lively Stories should get to the point with precise words and well- constructed sentences. – Active voice, action verbs, and specific, descriptive nouns speak to readers. – Adverbs can weaken a verb, or repeat it. – Creating a scene in which a person reveals characteristics works better than letting adjectives describe the person. Varying sentence lengths controls the pace and makes it interesting. – Short sentences and paragraphs draw readers through a story.

Lesson 3: Writing 03: Effective yearbook writing shares traits with all GOOD WRITING. – C. Good copy uses narrative elements. People like STORIES! – Look to narratives for inspiration! – The narrative form offers action, conflict, setting, drama, characters, motivation and dialogue; there’s a beginning, middle and end. » Focus on people. » What people face. » What people do about it. – Storytelling quotes let sources relate interesting anecdotes or explain their opinions. » Their words tell the story. The writer’s opinion is unnecessary.

Lesson 3: Writing 03: Effective yearbook writing shares traits with all GOOD WRITING. – D. Good copy seems fresh and original. Should seem NEW to the reader. – Freshness comes from the substance.. » from new people with new experiences… » from the new angle… » from the quality of writing.