JMS 220 Midterm
Who What When Where Why How
5 W and H (textbook)
Who (does this story involve? Who are the sources?) What (are the details of the story? What is it about?) When (did this story happen? When are the key dates/times, past, present, future?) Where (is this story taking place?) Why (did the events/details unfold as they did? Why is this information important?) How (did this story unfold? How do the facts and sources build the story's core?)
5 W's and H (lecture)
There are two basic story types Advance: A story that covers what is scheduled to be discussed at an upcoming meeting or event, published before the meeting or event, with sources' input on what the issues are and background context. Follow: The story that runs after the meeting or event that covers what ended up happening, with sources' discussion and feedback.
Advance and follow stories (lecture)
Advance stories are published the day a speech or meeting is announced or shortly after News organizations may publish a second advance story a day or two before the speech or meeting
Advance stories (textbook)
Hourglass Focus Narrative
Alternatives to the inverted pyramid: textbook
Incorporates storytelling techniques in newswriting but begins with a head that focuses on a specific individual, situation, or anecdote and uses that to illustrate a larger problem 4 parts: Lead (may run 3 or more paragraphs, describes a person, place, situation or event that may not be newsworthy itself but exemplifies a larger problem that is newsworthy) Nut graph (can be two or three paragraphs, stating the central party and how the lead illustrates that point) Body (develops the central point) One, two, or three paragraph close or kicker that brings the story to a conclusion (kicker usually relates to the person, place, situation described in focus lead)
Alternatives to the inverted pyramid: textbook Focus
Begins with a summary lead and inverted pyramid then turns into a chronology or sequence of events 3 parts: Inverted pyramid top that sumarizes the most newsworthy information A turn, pivot, paragraph a narrative Top gives readers the newsworthy information quickly Narrative allows the writer to develop the story Pivot makes the transitions between the two formats
Alternatives to the inverted pyramid: textbook Hourglass
Two components: story and a storyteller Reporter must find people who are crucial to the story and record their actions Requires more than interviewing, recording quotes, and reporting numbers, requires observation Allows reporters to be more creative Can lead with news but then quickly switch to chronology, flashbacks, dialogue, etc More difficult to cut final paragraphs Not good for breaking news, speeches, or government meetings
Alternatives to the inverted pyramid: textbook Narrative
May be placed at beginning or end of a sentence or at a natural break within it, it should never interrupt a thought Should appear as clearly as conveniently as possible Stories written for broadcast usually put the attribution at the beginning of the sentence For print stories, attribution should appear near the beginning of quotations of one long sentence or of two or more sentences Attribution should not be delayed until the end of the second or third sentence If there is a change of speakers, attribution should come at the beginning of any quotation Direct quotes should be attributed only once Avoid floating quotations: direct quotations that lack clear attribution to a speaker
Attributing/citing sources in stories: textbook Guidelines for the placement and frequency of attribution: General info Direct quotes
Partial quotations: should separate it from complete sentences that are also being quoted when writers quote part of a sentence Combining partial and complete quotations causes confusing pronoun shifts which can be avoided by: playing attribution between partial quotes and full sentence quotation or paraphrasing the partial quote Indirect quotes: need more frequent attribution than direct quotes, every opinion or unverified fact in an indirect quotation must be attributed, often every sentence of an indirect quote should have attribution
Attributing/citing sources in stories: textbook Guidelines for the placement and frequency or attribution: Indirect and partial quotes
Every source should be fully identified If on background, can say "a law enforcement official" etc, name of occupation, relationship to event Not naming sources diminishes credibility How to identify sources: Public and private officials: name and title Other sources: Name, age, address A name is never enough
Attributing/citing sources in stories: textbook Names of sources/ID
Undisputed facts, like when world war 2 ended, do not need to be attributed Reporters must attribute: (1) facts that are not common knowledge (2) statements about controversial issues (3) statements of opinion (4) all direct and indirect quotations Must attribute statements that praise or condemn or assign credit or blame to any person or organization Statemenets that imply carelessness, recklessness, or culpable conduct can provoke lawsuits
Attributing/citing sources in stories: textbook When to attribute
Replacements for said: made it clear that; further stated that; went on to say that; said she thinks that; brought out the idea that; went on to say that in his opnion Word choice in attributing statements: verbs must be accurate and impartial, for straight news stories they should be in the past tense, for feature stories writers may use present tense To say, comment, reply, declare, assert, explain, state, continue, point out, note, urge, suggest, warn Make sure its the correct definition
Attributing/citing sources in stories: textbook Word choices for said
the citing of sources, person and document — is necessary for credibility and clarity. In journalism, the act of citation occurs when an attribution is placed somewhere in the sentence of the fact or quote being cited. You must attribute ... Facts that are not common knowledge. Statements about controversial issues. Statements of opinion. All direct, partial and indirect quotations. Attribute new information Generally, attribution gets placed after the point of information, although sentence structure will dictate that, too. For quotes: Place the attribution somewhere midway of a longer quote, and at the end of a shorter quote. "Said" should go after the source's name, not before, sentence structure permitting. Avoid placing the attribution before the quote (otherwise, the power of the quote is lost).
Attribution sources in stories (lecture)
specialized area of coverage
Beat (lecture)
Often starts with an anecdote that sets the story's theme.
Buried/delayed lead (lecture)
Media writing vs Composition Media writing is different from essay writing and research papers Media writing is concise Essay and research papers are based on the need for detail, elaboration, suspense, etc Media writing requires directness and being up front with the information to share Media writing is often short whereas composition writing is long (but not in all cases) Media writing is often objectively whereas composition writing may incorporate opinion Media writing will differ by the platform/form whereas composition writing has a standard form (intro, middle, conclusion)
Conversational style in broadcast writing. (lecture) Media Vs Composition
General guidelines for news writing: Adopt a conversational, informal and relaxed style. Write the way you would talk to a friend. Sometimes this style includes contractions, incomplete sentences and first-and second-person pronouns (I, me, us) to establish a rapport with listeners. One should keep the conversation more formal and respectrual than too casual Write short, declarative sentences that are to the point and limited to one ideas. People cannot listen to a long sentence and always associate the end with the beginning. Sentences often have fewer than 15 words, and none should have more than 25 words. Simple sentences in the active voice, keeping the subject, verb, and object together. Long sentences should be divided into shorter ones. Combo or AP and broadcast presentation style
Conversational style in broadcast writing (textbook)
Writing for the media industry involves a different writing style Mechanics/structure is different Generally short and to the point GSP rules dominate Emphasis on objectivity/neutrality Bias-free language Associated Press style Whether you are going into journalism, public relations, advertising or other media-related fields, you need to know how to write for this area
Conversational style in broadcast writing. (lecture)
The writer sets a scenario for the reader.
Direct address lead (lecture)
Follow stories: are published after speeches or meetings and report on those events in details, they are longer than advance stories and harder to write
Follow stories (textbook)
On the record On background On deep background Off the record
Four levels of attribution (lecture)
Transcribe your notes right away: Do two things — first, on your pad, clarify any words you know but might be tough to decipher later; second: transcribe fully as much as you can to a computer file; keep your written notes Contact source with follow-up questions: Make this clear in set-up or during the interview so the source isn't caught off-guard
Interviewing techniques and tips: (lecture) Afterward
Define the purpose: What kind of story are you working on? What information is necessary? Decide whom to interview: Some choices are clear; determining others requires investigation Assess character: Most important in feature and investigative pieces Settle on topics: What topics will the interview focus on? Anticipate answers: Can help with follow-ups
Interviewing techniques and tips: (lecture) Before the interview
Determine who to interview: This is based on your research Don't just rely on PR: Governmental, including educational, and other outlets are notorious for overreliance on public information officers (PIOs) to serve as interview sources; work with them, of course, but get to the primary sources of the story at hand Minimum of 3 sources
Interviewing techniques and tips: (lecture) Miscellaneous
Primary source: A source provides direct or firsthand evidence about an event, object, person, issue, etc.; provides new information Interviews with everyday people, such as eyewitnesses to a crime or those affected by a neighborhood or community situation Interviews with government officials who are part of the subject you're writing about Interviews with scientists, researchers, other experts in the field Government or corporate documents; raw data from research, etc. Court records such as exhibits, transcripts of trials, depositions, etc. Secondary source: Information that has been analyzed, interpreted, reworded; often published after the subject or issue has taken place; provides background information
Interviewing techniques and tips: (lecture) Selecting sources
Establish some questions: Create a list of preliminary questions ahead of time; helpful to keep interview on track if follow-ups shift the interview Do a brief pre-interview: Not always necessary; more of a discussion of what's to be covered; do not share your actual questions ahead of time Determine where to interview: Newsrooms are generally not ideal for interviews; select a location that's neutral, comfortable for the source or appropriate for the story (such source's place of work) Set time and date: Establish a day and time, and make sure to follow through
Interviewing techniques and tips: (lecture) Setting up the interview
Written: The go-to method of taking notes is handwritten. Why? → Learn a form of shorthand Recorded: Considered a secondary option (ask permission). Typed: At a computer for interviews by phone works, but not typing by smartphone or tablet.
Interviewing techniques and tips: (lecture) Taking notes
Start with some small talk: Helps put the source at ease and loosens the mood Follow your questions, but: ... don't stick just to your established ones if an important tangent develops Keep control: The interview is the reporter's domain; it's your responsibility to keep it on track; it's not about being hostile, it's about being direct Save toughest questions for last: Why? Wrap up asking if there's anything the source would like to add: You might get more information
Interviewing techniques and tips: (lecture) The process
In-person: The best way to handle interviews; conversations with people take place face to face; for many interview settings, seeing the person, their reactions, their environment, etc. is paramount Phone: Second-best option; most often used on deadline and for topics that are straightforward and focus less on personality and environment; make sure permission to record is clear — it's legally required Email: Becoming more common, but avoid whenever possible; it's considered lazy; no proof that who's on the other end is the actual source
Interviewing techniques and tips: (lecture) in person, over phone, texting?
Dont make statements Dont ask double barreled qustions which might have more than one correct answer Dont use loaded words in questions Dont ask questions that suggest what the reporter things the answer should be
Interviewing techniques and tips: Chapter 10 textbook Interview traps to avoid
Steps in preparing for an interview: Define the purpose: is this a news, feature, or investigative interview? What information is necessary for the story? Decide whom to interview. Sometimes the choices are obvious, other times the reporter may have to research who the best sources are Assess the character of the interviewee. This may be crucial for feature and investigative interviews where the reporter will have to shape the interview strategy to the interviewee's character Identify the areas of inquiry. What topics will the interview focus on? What questions will yield the information necessary to write about those topic? Anticipate possible answers to the questions. Reporters often can predict an interviewee's answers from their advance research. On the basis of those predictions, the reporter can plan the interview and prepare possible follow up questions
Interviewing techniques and tips: Chapter 10 textbook Preparing for the interview
Primary advantage: allows someone to stop reading a story after only one or two paragraphs yet still learn the most important facts Ensures all facts are immediately understandable If a story is longer than the space available, editors can easily shorten by deleting paragraphs from the end
Inverted pyramid format: textbook Advantages
Arrange the information in descending order of importance or newsworthiness Lead states the most newsworthy, imp., striking info and establishes central point Second paragraph and sometimes 3rd and 4th provide details that amplify lead Subsequent paragraphs add less important details or introduce subordinate topics Each pararaph presents additional information: names, descriptions, quotations, conflicting viewpoints, eplxnations and background data Beginning reporters must learn this style because it helps them decide what is most important and what is least important Helps reporters discover holes in their information (details that have not been collected and need to be found)
Inverted pyramid format: textbook Basics
Disadvantages: Because the lead summarizes facts that later paragraphs discuss in greats detail, some of those facts may be repeated in the body A story that folows this format rarely contains any surprises for readers; the lead immediately reveals the major facts Evolved when newspapers were readers' first source for breaking news; now radio television and the internet fill that role Readers with less than a high school education cant easily understand Locks reporters into a formula that discourages them from trying new styles
Inverted pyramid format: textbook Disadvantages
Kicker: additional line set above main headline to draw attention, or the ending of the story itself Ending is important: nails down the central point and leave lasting impression in readers minds
Inverted pyramid format: textbook Ending the story
Avoid leapfrogging Continue with the news Names, Names - Dull, Dull Background: too much, too soon
Inverted pyramid format: textbook Tips on doing it correctly
reporters often refer to an individual in their lead and begin their second paragraph w a lead, but many fail to say clearly that the individual they referred to is the person named To avoid: provide a one or two word transition from the lead to the name in the second paragraph
Inverted pyramid format: textbook Tips on doing it correctly AVOID LEAPFROGGING
Avoid devoting the entire second paragraph to background information
Inverted pyramid format: textbook Tips on doing it correctly BACKGROUND: TOO MUCH TOO SOON
After providing smooth transition between lead and second paragraph, continue with infromation about the topic summarized in lead
Inverted pyramid format: textbook Tips on doing it correctly CONTINUE WITH THE NEWS
Reporters sometimes place too much emphasis on the sources identifes and second paragraphs fail to convey information of interest
Inverted pyramid format: textbook Tips on doing it correctly NAMES, NAMES - DULL, DULL
Many writing coaches discourage it because it's overused, confusing, irrelevant Remains a common format for organizing news stories because of its advantages and because its difficult habit to break Daily deadline pressures encourage the use of it because coming up with new styles requires additional thinking and rewriting Emphasis on people: what they do and what happens to them Second paragraph needs to emphasize the news and provide a smooth, logical transition from the lead to the following paragraphs
Inverted pyramid format: textbook Writers/editors views on it
Report what speech or meeting will happen, when and where it will happen and who will be involved Keep advance stories short -- normally three or four paragraphs
Meeting agendas (i think) Textbook Advance stories
Get background information on the group of speaker, including a copy of the agenda or the speech if it's available Learn the names of all participants Find out if there will be opportunity to interview the speaker or the participants before or after the event Arrive earily and find a seat where you can see and hear as much as possible Introduce yourself to the speaker or the participants in the meeting if they do not know you Take detailed notes, making sure you record colorful quotations, information about the setting of the event and the responses of the participants and observers Identify and seek response from people who may be affected by what happens or who may have views or interests different from those expressed at the speech or meeting
Meeting agendas (i think) textbook Covering the speech or meeting
Identify the issue or decision that is most likely to interest your readers and viewers and make that your central point. If other important issues or decisions arose in the speech/meting, be sure to mention them early Focus the lead on specific actions or statements to keep it from being overly broad Organize the story in inverted pyramid fashion, not according to the order in which statements were made or topics covered Vary the location of the attribution in direct and indirect quotations so that the story does not become monotonous Provide transitions from one topic to another Avoid generalizations and eliminate or explain jargon or technical terms Check controversial fact and give any person or group who has been attacked in the speech or meeting an opportunity to respond Include color in speech and meeting stories by providing direct quotations and descriptions of speakers, participants, settings, and audience responses
Meeting agendas (i think) textbook Follow stories
Get the agenda For public meetings, state law requires that agendas be posted ahead of the meeting. Make sure to get the agenda before the meeting and review the material scheduled to be discussed. Do preliminary research if you don't know the topics. If the meeting is a last-minute assignment, get to the venue early and get the agenda onsite, look through it and make some notes. Either way, make notes of potentially newsworthy topics.
Meeting agendas (lecture)
3
Minimum number of sources in a story (lecture)
3
Minimum number of sources in a story: textbook
Follow the essence of summary style but take a couple of paragraphs to build the information.
Multiparagraph lead (lecture)
A paragraph, written like a summary news lead, that puts the core of the story in focus, two to four paragraphs down, in an alternative lead.
Nut graph lead (lecture)
Nothing the source says can be used in the story. Generally, sources and reporters agree to this setting because of the sensitivity of the information involved.
Off the record (lecture)
The source's information can be used, but no name or description. (Example: The Washington Post has learned that ...)
On Deep background (lecture)
The source's information can be used, but no name. Only a general description of the source can be used. (Example: A White House official said today that ...)
On background (lecture)
Anything the source says can be used in the story. Default attribution. Basically, if you're talking to a reporter, on the record should be assumed. If there is any indication that the setting is unclear, the reporter should clarify to the source.
On the record (lecture)
Poses a question to the reader. Again, use sparingly. The question must be brief and provocative. (And of course the story must answer it.)
Question lead (lecture)
Uses a direct quote (more on that soon) as the lead. However, use this approach sparingly. The quote must summarize the story, brief, self-explanatory.
Quotation lead (lecture)
Seeking approval of quotes by sources is not an acceptable practice. It causes a whole host of issues A suggested workaround if this becomes an issue: Run facts and related material by the source in the name of accuracy, discuss what the source has said in general. Otherwise, outright quote approval is extremely rare and not acceptable practice. When in doubt, discuss with an editor When you're interviewing a source, it's OK to ask for clarification of information. In fact, you should when necessary. If a source says something particularly interesting and quoteworthy, ask the source to repeat what they just said to make sure you have it right. When asking to record an interview, phrase your request in the interest of accuracy. Bottom line: Making it clear that your goal is accuracy in the interviewing process should help put your source at ease when dealing with quoteworthy material, and everything else. Generally do not edit quotes
Quote approval before publication (lecture)
Leads that provide a twist in some way.
Shocker lead (lecture)
The summary lead is the workhorse option for starting a new story → It's the first paragraph of the story, single sentence, 25-35 words maximum (sometimes even shorter than 25 words), addressing the core 5 Ws and H of the story. Attribution included.
Summary lead (lecture)
Central point = tree trunk Branches = different elements that make up the package (audio, links, written story, photographs, etc) Main branches are: written story, video images, audio elements, still photographs Branches spread out will little parts of main parts
Story tree
Direct Indirect Partial
Three types of quotes: textbook
Direct - present a sources exact words and are placed entirely in quotation marks When sources say something important or controversial or state their ideas in a colorful manner Short and full of emotion Effectively using: combine quotations and paraphrases, summarie facts and major ideas more succintly than sources, but story that has only a reporters voice can be dull. Shouldnt repeat or echo facts, can help describe a story's dramatic moments Best reasons to use: Let the sources talk directly to the reader When you cant improve on the speakers exact words or match the speakers wit, rythm, color or emotion Tie a controversial opinion to the source Evidence for a statement Reveal the speakers charactrs
Three types of quotes: textbook Direct
Indirect - lack punctuation marks because reporters use their own words to summarize, paraphrase the sources remarks When to use: sources fail to state their ideas effectively Allow reporters to rephrase a sources remarks and state them more clearly, emphasise the sources most significant remarks and revise or eliminate remarks that are unclear, irrelevant, libelous, pretentious, etc
Three types of quotes: textbook Indirect
Partial - directly quote key phrases and paraphrase the rest When to use: avoid using, may use to attribute more clearly controversial, important or interesting phrases to a source
Three types of quotes: textbook Partial
Crimes and accidents Local Government Courts
Types of documentary and people sources in public affairs reporting. 396 (maybe?) textbook
Remember that the state files criminal charges against people suspectd of violating criminal laws, whereas civil cases are usually between private parties Learn how state courts are organized, the names of the various courts and what kinds of cases they hear Learn how court records are kept and how to find the records on any particular case Do not imply that a defendant in a criminal case is guilty; only the jugy, or the judge in a bench trial, can decide that Be skeptical of allegations and damage claims that appear in civil complaints; they present only one side of the story Be alert to the possibility that a plea bargain or a settlement will end a case before or during a trial
Types of documentary and people sources in public affairs reporting. 396 (maybe?) textbook Courts
Spend time at the police station and talk to officers; try to learn their concerns Get as much information as possible from the investigating officers, witnesses, victims and suspects Learn what records are available at the police station and what infromation they do and do not contain When writing crime stories, avoid implying that a suspect is guilty Avoid referring to a suspect's race or religion unless it is clearly relevant to the story
Types of documentary and people sources in public affairs reporting. 396 (maybe?) textbook Crimes and accidents
Learn how your local governments are organized, what their power and limitations are and how the various governmental units interact Study the budgets of local government units, and learn how governments raise their money Develop a routine for visiting the local government officers on your beat, and become familiar with the people who work in those offices Learn what public records are kept in each office and how to use them Go beyond covering school board meetings; visit schools and talk to principals, teachers, parents and students
Types of documentary and people sources in public affairs reporting. 396 (maybe?) textbook Local government
Note: Law enforcement and government reporters alike must establish a routine of visiting various offices and department, and to get to know elected officeholders and bureaucratic leadership. People sources: Elected leaders Bureaucratic leadership Middle management Office workers Documentary sources: Meeting agendas and minutes Bids and bid specifications Contracts Licenses Inspection reports Zoning Expense records Telephone records Campaign contributions Resumes And more
Types of documentary and people sources in public affairs reporting: (lecture) Governance (note, people source, documentary sources)
Note The relationship between law enforcement and news media is often adversarial. As a reporter, taking the time to know the people behind the badges and to understand procedures and other nuances goes a long way to help that. People sources: Law enforcement personnel Public information officers The public (community observers, witnesses, suspects, etc.) Documentary sources: Blotter: Record of all calls received for assistance Incident reports: More complete descriptions of crimes Accident reports: Like incident reports, complete descriptions of accidents Arrest reports: Describes names, circumstances, etc., of arrests Warrants: Arrests and search, give details on investigations Jail booking records: Notes when someone was arrested, released, why Autopsy reports: Causes and circumstances of deaths Medical examiner's reports: Often more details than autopsy reports Misconduct investigation records: Citizen, department oversight Criminal history records: Previous arrests and convictions And more
Types of documentary and people sources in public affairs reporting: (lecture) Law Enforcement (people and documentary sources, and note)
Like incident reports, complete description of accidents
Types of documentary and people sources in public affairs reporting: (lecture) Law enforcement Documentary source: ACCIDENT REPORTS
Describes names, circumstances, etc of arrests
Types of documentary and people sources in public affairs reporting: (lecture) Law enforcement Documentary source: ARREST REPORTS
Causes and circumstances of deaths
Types of documentary and people sources in public affairs reporting: (lecture) Law enforcement Documentary source: AUTOPSY REPORT
Record of all calls received for assitance
Types of documentary and people sources in public affairs reporting: (lecture) Law enforcement Documentary source: BLOTTER
Previous arrests and convictions
Types of documentary and people sources in public affairs reporting: (lecture) Law enforcement Documentary source: CRIMINAL HISTORY RECORDS
More complete description of crimes
Types of documentary and people sources in public affairs reporting: (lecture) Law enforcement Documentary source: INCIDENT REPORTS
Notes when someone was arrested, released, why
Types of documentary and people sources in public affairs reporting: (lecture) Law enforcement Documentary source: JAIL BOOK RECORDS
Often more details than autopsy reports
Types of documentary and people sources in public affairs reporting: (lecture) Law enforcement Documentary source: MEDICAL EXAMINERS REPORTS
Citizen, department oversight
Types of documentary and people sources in public affairs reporting: (lecture) Law enforcement Documentary source: MISCONDUCT INVESTIGATION RECORDS
Arrest and search, give details on investigations
Types of documentary and people sources in public affairs reporting: (lecture) Law enforcement Documentary source: WARRANTS
Law enforcement Governance
Types of documentary and people sources in public affairs reporting: (lecture) Main sources
Summary Lead Alternative leads: buried/delayed multiparagraph quotation question direct address shocker nut graph
Types of leads (lecture)
The news lead Summary Alternatives: Immediate identification Delayed idenfitication (immediate and delayed are two variations on summary)
Types of leads: textbook
Profanity discouraged: Most news organizations have policies either blocking the use of profanity entirely or allowing it sparingly, depending on the context of the quote and the story. Why would such a policy be a good idea? Profanity allowed: Some news organizations allow profanity in quotes no matter what. This is true especially of alternative media. Why would such a policy be a good idea? Ultimately, news organizations base their policies on their relationships
Using profanity in quotes (lecture)
In many stories, names of the main subjects not as imp as what those people did or what happened, for those stories reporters use leads that without complete ID of the people involved until 2nd or 3rd paragraph Leads that hold back details so the reporter can get to the central point of the article quickly are called "blind leads". Blind lead does not hide central point, only information the reader does not need immediately Lead the reporter tell readers what the story is about to pique their interest "Catchall graf" follows blind lead to identify sources and answers covered by lead Missing details placed in subsequent paragraph
Types of leads: textbook Summary Delayed identification
Reporters use the immediate-identification lead when identities of the major subjects in the story are important or well known
Types of leads: textbook Summary Immediate identification
Usually avoided but news is becoming more candid in publishing mild profanities that are essential to the story Casual profanities (used habitually and unnecessarily by many people, remain forbidden) Law allows FCC to impose fines up to $32k for each indecent of broadcasting indecent material
Use of profanity in quotes: textbook
Reporters should avoid using the phrase, it doesnt have a specific legal meaning Law enforcement agents sometimes use it as a synonym for suspect, when its used that way it encourages readers and viewers to think of a person as guilty long before that person has been accused of a crime
Use of the term "person of interest" (textbook)
the most important information at the top of the story, wrapping up with less-important information by the conclusion of the story.
What does inverted pyramid emphasize (lecture)
Allows the reader to get the information they need quickly and efficiently → Often, print and online readers are skimming stories. This writing structure gives readers some good bit of information whether they finish the story or not. → Often, readers won't read beyond the "jump" of a story, in other words, the end of the story on its starting page. Assists the story editing and news production process → Sometimes, stories need to be shortened by editors in the production process for myriad reasons. Trimming from lower in the story helps preserve its most important information
Why use inverted pyramid format (lecture)
There are three types of quotations: Direct quote (or full quote), Partial quote, Indirect quote (or paraphrase) Direct quote: Presents a source's exact words, enclosed in quotation marks, with attribution. "I intend to run for office next year," businessman Bill Hamada said. Partial quote: A portion of a source's exact words, enclosed in quotation marks, inserted into a complete sentence written by the reporter. (Problematic. Why?) Bill Hamada said he intends to "run for office" next year. Indirect quote: Information from the source is phrased in the reporter's words. Bill Hamada said he intends to run for office next year. When to use direct quotes: When sources say something important or controversial, or when the reporter can't improve on what the source said in how they said it. When to use partial quotes: Best avoided unless the partial phrase is clear, interesting, or won't be taken out of context. Otherwise problematic, generally awkward, risky. When to use indirect quotes: Also known as paraphrasing. Used most often to cite general information and/or when the source's own words are awkward or uninteresting.
Will be on exam: Name and briefly describe the three types of quotations covered in Chapter 10 and class lecture.
Attribution — the citing of sources, person and document — is necessary for credibility and clarity. There are four levels of quotations: On the record, On background, On deep background, Off the record On the record Anything the source says can be used in the story. Default attribution. Basically, if you're talking to a reporter, on the record should be assumed. If there is any indication that the setting is unclear, the reporter should clarify to the source. On background The source's information can be used, but no name. Only a general description of the source can be used. (Example: A White House official said today that ...) On deep background The source's information can be used, but no name or description. (Example: The Washington Post has learned that ...) Off the record Nothing the source says can be used in the story. Generally, sources and reporters agree to this setting because of the sensitivity of the information involved.
Will be on exam: Name and briefly describe the four levels of attribution, based on the class lecture covering quotations and attribution
