Media Literacy, Blogging, & Photography

UW High School Institute

Tag: reporting (page 1 of 8)

Video Storytelling

The ability to tell a good story with video is a difficult yet important skill for journalists and communicators to learn. Video is not just on TV anymore — you can find video stories online and on mobile devices as well. You’ll work in teams of two for this project. Let’s partner up and review the instructions for Blog Post 10 – Video Storytelling.

Important video to watch if you’re shooting with your iPhone.

1. Pre-Production (Before You Shoot)

Choose a story (or event!) that is well suited for video. This includes stories that have strong visual components and that have any sort of motion.

Identify your sources. Seek out multiple and diverse perspectives for your story.

Write preliminary interview questions after researching the story. Plan out your questions, story focus, and narrative (i.e., beginning, middle, and end) in advance, as much as you can. However, also remember to be adaptable during the interview and ask appropriate follow-up questions.

“Show me, don’t tell me” is the mantra in video storytelling. Find a way to show a story unfolding with video. Minimize the on-camera interviews with people (i.e., “talking head interviews”). It’s more interesting to watch an event occur rather than here about it from an interviewee.

Plan to shoot a variety of angles and types of shots. For suggestions, see Production, below.

Consider how you (the reporter) will fit into the story. Will you appear on-camera to set the scene or conduct an interview? If you’d like to try that, go ahead! Or, will you be completely invisible to the audience, just like you were during the Soundslides project and the audio profile project? Or, will you narrate the story without appearing on-camera?

2. Production (When You’re On-Location)

Plan on shooting before and after the event (if shooting an event). This ensures you have a variety of material to create your edited story from. Also, it helps develop a narrative of before, during, and after the event.

Shoot B-roll. B-roll is supplemental footage that relates to your story. For example, a video story about the the UW track team’s meet should include video of athletes warming up, tying their shoelaces, talking with coaches, etc. These are the shots that you can use to fill time while an interviewee is talking or while ambient noise (e.g., background noise from the event or music) is playing. For a 2-minute story, shoot at least 30 seconds of B-roll footage.

Shoot on-camera interviews with your sources. When shooting interviews, remember to look around at your surroundings. Is it relevant to the story? Can you move somewhere else to get the interview that is not as chaotic or loud? Just as with the audio interviews, encourage your sources to relax, act natural, and provide context to the answer they are giving to your question. Don’t be afraid to re-shoot a question and ask a question again. Oftentimes, the source gives a better and more eloquent answer to your question the second time you ask it.

Optional: Shoot on-camera reporters. If you’d like to appear on-camera as a broadcaster at some point, then this project is a good opportunity to practice. You can introduce the story and provide context to the significance of the story. You can transition with your voice and appearance between story segments. And you can conclude the story and provide a summary or “what happens next” statement.

Shoot a variety of camera shots. Whether you plan to be a visual journalist or not, you need to understand and learn how to execute the types of shots. See this website for visual examples and descriptions as we go over the definitions below.

  • Extreme wide shots. Shows the whole entire scene of an event, location, or story. These shots give viewers information about where the story takes place. They set the scene and give context early on in a story.
  • Very wide shots. Shows less background and shows the subject in the large scene. The subject is barely visible.
  • Wide shots. Shows the whole subject so the visual emphasis is on the subject rather than the background.
  • Mid shots. Shows the subject even closer, but a bit of the scene is still visible in the frame.
  • Medium close-up shots. Shows the subject even closer and the subject’s features and expressions are more of the focus.
  • Close-up shots. Shows the subject’s head to shoulder area.
  • Extreme close-up shots. Shows only the subject in the frame, such as the subject’s eyes and nose.
  • Cut-in shots. Shows some other part of the main subject, not the face and shoulders.
  • Cutaway shots. B-roll that is used as transitions between shots or to add information not offered by shots of the main subject or scene.
  • Point-of-view shots. Shows a scene from the subject’s perspective such that you feel like you are in their shoes.

Optional: Camera movement techniques. Camera movements are more advanced production techniques. They may not work out well if you do not have a high-quality video camera. Thus, I would avoid these techniques unless you have prior experience with video or unless you have a high-quality video camera. If you decide to use camera movements, see the techniques below:

  • Zooming: Going from wide-angle to close-up or vice versa.
  • Panning: Moving the camera horizontally.
  • Tilts: Moving the camera vertically.
  • Tracking: Moving the camera around accordingly to track the subject.

Composition concerns: Give headroom so the interviewee has space above their head during the shot. Avoid distractions in the background of shots. Remember the rule of thirds still!

Be Flexible: No matter home much planning you do in pre-production, from deciding who you want to interview to what types of b-roll shots you want, something is bound to not go your way, or the event you’re at will be different than you envisioned. Be willing to change you plan during production based on what is happening at the event in real time.

3. Post-Production (The Editing Process)

Editing programs. You have access to Adobe Premiere Elements in this lab, CR 207, as well as Ross Hall 423 (next to my office), AS 228, and the IT building computer lab. However, you are free to use another editing program, such as iMovie, FinalCutPro, or Windows Movie Maker. Adobe Premiere and FinalCutPro are the industry standards for video editing. iMovie is pretty good for being a standard software on a MacBook. Windows Movie Maker is pretty awful and I don’t recommend it unless you have no other options. Also, consider downloading  a trial version of Adobe Premiere. The IT building has a beautiful Mac computer in the scantron room that has FinalCutPro on it.

Conceptual Editing. You want to brainstorm and plan out your story before you begin with technical editing. You want to have the story flow ironed out first. If you’re stuck, think about how you’d tell a friend your story. What did you start with? What else did you tell your friend? How does the story end? Also, search for sound bites that address the who, what, where, when, why, how, and so what.

The video editing process is similar to the audio editing process. Remember the tips associated with audio editing.

Keep your story focused — it’s supposed to be about 2-4 minutes.

Project Requirements

Below are the main points you need to consider while working on your project. I will use these elements to evaluate your work.

  • At least 2 sources
  • At least 5 seconds of ambient noise, natural sound, or music
  • Video is between 2 and 4 minutes
  • Video shots are diverse (see camera shots and camera movements above)
  • Speakers are introduced with titles and/or the speaker self-identifies themselves and/or the reporter identifies the speaker
  • Story has a beginning, middle, and end (narrative arc)
  • Editing is smooth

Video Storytelling for Public Relations, Promotions, and Marketing

Video can be used for a variety of different reasons including journalism, PR, marketing, and advertising, and the way that you edit and shoot a video is a little bit different for each one. In each case you want to be able to tell a complete story.

Journalism: Tell the whole story from all sides. Find opposing arguments for interviews so that viewers can get facts from both sides or multiple sources with different things to say. Add b-roll that is relevant to the story even if it is not the most artsy shot it might be the most informative.

Public Relations: In this case you will probably only be telling the story from one side, the side that the company, department, etc. is on, and you video will likely be positive, factual information about the company, etc. the b-roll shots in this type of video should highlight those positive things that the interviewee is talking about. Example

Promotions: These videos are a lot like advertisements. To make an exciting promotional video, you want eye catching shots, that include whatever it is that you’re promoting. A lot of the time these are artistic shots, or fast pace shots that keep the viewer engaged, and interested. Example

Video Storytelling Examples From Past Classes

Example of Promotional Story on a Local Company – Louisa Wilkinson and Taylor Dilts

Example of Journalistic Story on a Non-Event – Hannah Robinson and Esther Seville

Example of a Promotional Story on a Local Band – Kaisha McCutchen and Bianca Coca

Example of Journalistic Approach with No Reporter Narration – Edward Timmons and Miranda Anderson

Example of Journalistic Approach  With Reporter Narrative – Jordan Blazovich and Nick Robinson

Example of Journalistic Approach to an Event Story without Reporter Narration – Kaitlyn Camargo and Lauren Garrelts

Example of Journalistic Approach to a Non-event Story without Reporter Narration – Brittany Hamilton and Scottie Melton

Example of Promotional Approach – Courtney Gifford, Travis Hoff, Sam Weinstein
Border War: The ROTC Story

Social Media Management for Journalism, PR, and Advertising

How Social Media is Used by the Big Three Media Fields

Social media is for you. The aspiring journalist, sports commentator, marketing executive, advertising director, or public relations manager, all of these fields rely on social media now.

You can use social media:

  • To help you create a presence and voice
  • To promote your stories or your products
  • To search for story ideas and sources
  • To network with others in your field
  • To engage with your audience, start a conversation

No doubt, social media is changing our media world. Let’s review some resources.

Please choose to review either the journalists, PR, or advertising sections below. Review each link in your chosen section. Write down 3 things that you’d like to share with the class about what you learned from reading these articles in your section.

There are also some helpful hints that could apply to journalism, public relations, and advertising. Keep up to date on these hints for social media at Social Media Examiner. Here are some of the most helpful posts and lessons that I’ve discovered on this website:

Critical Analysis and Comparison of Two Organizations’ Social Media Management

Blog Post #8 Due on Fri. Nov. 4 by 11:59 p.m. | Presentations of Results on Monday and Wednesday

For Blog Post 8, you will write a critical analysis and comparison of two organizations’ social media management styles. Download Blog Post 8 for details. Here’s the short version of the assignment:

  • As you sit down to do your analysis, be sure to review these links above that we’ve reviewed.
  • Use the specific advice offered in these articles as you conduct your analysis.
  • Examine the 6 major social media platforms noted in the assignment: Facebook, Twitter, Instagram, Pinterest, Snapchat, and LinkedIn.
  • Take notes of your experience. Your notes should be grounded in the advice from the articles. Your notes will be the basis and foundation for your blog post.
  • Answer all required questions in the assignment (broadly speaking, you must compare the organizations’ social media presence, suggest three reasons why each organization is using social media effectively, and three pieces of advice for each organization).

A Focus on Twitter: Basics to Understand Before Your Live Tweeting Assignment (Blog Post #9)

Know the basics. @username, #topic, and RTs (retweets).

Establish a voice. There is a lot of noise out there. To get engaged and get noticed, you’ll need to decide what “face” you want to reveal to the Twittersphere.

  • For me, @klandreville, my twitter voice is related to political communication and news research, teaching, and education.
  • For @Anna_Rader, one of our guest speakers, her voice is “NPR junkie, music lover, cinephile, Wyomingite, nerd. Digital Media Coordinator @WYPublicRadio and Digital Producer of @HumaNatureShow. Opinions are my own.”
  • Brainstorm about your Twitter voice.

Once you have a voice and identity in mind, find similar people to follow. To engage with a like-minded community, search for people to follow at “Who To Follow.” Twitter will suggest some people after you write your identity summary and begin posting.

Share and gather information. For professional use, you can use it to quickly share and gather information real-time (e.g., promote events) with people interested in your writing, journalism, company, etc. Retweet relevant information to your field as well. Retweeting build followers.

Brand management. You can use it to hear and address praise and complaints about your writing or company. Search for your favorite (or least favorite) companies to see how they’re using Twitter and Facebook.

  • For example, Southwest is known for their fantastic customer service. Twitter and Facebook only help that image.

Contribute to the community. Actively search and share information related to your field. Followers will be happy and more informed. And they may retweet, which brings you more followers.

  • For example, AEJMC (a nonprofit mass media association) shares valuable information about journalism, multimedia, public relations, and advertising to followers.

Start a story and use visual writing. Live events can be tweeted and facebooked while on the scene. Stories you’re working on can be previewed with tidbits and snippets of writing. Direct people to the full story. Use strong verbs, adjectives, and visuals.

  • For example, Joanna Smith, a Toronto Star reporter covering the Haitian earthquake, wrote a series of earthquake-related tweets. She created an unraveling narrative through each snapshot.
  • “Was in b-room getting dressed when heard my name. Tremor. Ran outside through sliding door. All still now. Safe. Roosters crowing.”
  • “Fugitives from prison caught looting, taken from police, beaten, dragged thru street, died slowly and set on fire in pile of garbage.”

Engage with the community. There are live chats via Twitter. It can be a learning environment. Retweet all relevant information to your field.

  • For example, there are live chats on Twitter about journalism. Search for #journchat.
  • For example, ask questions relevant to your field. Laurel Papworth (@SilkCharm) asked, “Dear #PRChat PR people how is #BigData affecting your industry relationships with journalists? #Journchat #RunningScaredYet? :P”

State your opinions, but be professional. Everything you say on Twitter can be retweeted (unless you have your settings on private). Facebook profiles can be viewed (and I assume that they can be hacked too). Everything lives forever online. All of your tweets can be searched (see SnapBird). Be paranoid about that.

  • For example, one student was tweeting about dislike of a professor’s course and the professor engaged the student to suggest what the professor should improve. You be the judge about the conversation tone.
  • Student Tweets: (1) UUUGGGGHHHHHH She is working my nerves!! I hate new professors!! (2) I swear [professor’s name] is too much for me! (3) Soooo I can’t talk too bad about my professor on twitter anymore…because now we have to follow her ass!!
  • Professor: @StudentName After reading your multiple tweets about your disappointment in my teaching style, what would you recommend I do differently?
  • Her follower responded: Double yikes! I hope your student realizes you are also followed by PR execs who make hiring decisions…”

Represent. One tip from Intel Corporation’s social media guidelines:

  • “Perception is reality. In online social networks, the lines between public and private, personal and professional are blurred. Just by identifying yourself as an Intel employee, you are creating perceptions about your expertise and about Intel by our shareholders, customers, and the general public-and perceptions about you by your colleagues and managers. Do us all proud. Be sure that all content associated with you is consistent with your work and with Intel’s values and professional standards.”

Crowdsource. Use followers for information. Make a call or solicit them for information.

  • Find anecdotes and exemplars for stories. Denver Post did this to find the human face to their story on parents stealing their childrens’ identities and then raiding their credit.
  • Collect data using Google Docs to create a Google Form. Then, share link on social media for quick, informal surveys. Denver Post used this technique to find people live-blog their responses to the first 2012 presidential debate in Denver.

 

Picture1

The Denver Post crowdsourced for their article on parents stealing their children’s identity.

 

Social Media Management. Monitor social media across Twitter and other platforms with the following tools:

More Advice from Twitter Experts at the BBC Journalism Academy: Below is a summary of the best tips.

  • Keep tweets simple.
  • Promote your content and work. Ask a simple question and link to the content. The idea is to intrigue, not give away all the content.
  • Avoid “clickbait” which is perceived as a marketing ploy and game to people.
  • Do not tweet too much of one side of an argument. It appears as if you are promoting them. Be balanced, even with Twitter content and attention.
  • Do not use too many hashtags (limit to two). It drowns the message.
  • Use images and videos if they add to the content. No stock photos or mundane photos.
  • Be helpful, open, honest and authentic. Be funny (in a professional and clever way) and social.
  • Think dialogue, not monologue.
  • Don’t retweet without reading and checking the retweeted content first.
  • Check the grammar and spelling!
  • “The don’ts? Don’t tweet angry, vengeful or drunk. Always be yourself.”  — @tomfordyce, chief sports writer @BBCSport

Live-Tweeting Practice

We will practice live-tweeting another speech: Emma Watson’s speech about gender equality to the UN.

Report from a journalistic point of view. Type out your tweets and try to keep them less than 140 characters.

Gathering Audio – The Artform

Audio Interviewing Tips

Gathering audio that is clean, clear, and crisp is no easy task. This post outlines some hints for you to consider before you conduct audio interviews. It is developed from the hints listed on MediaStorm’s audio training page.

Know Your Equipment: Be comfortable operating your audio recorder. You should know where the buttons are without looking at it. You should know what all of the buttons do. If you’re uncomfortable with the audio recorder, your subject will be as well.

  • So, practice with your audio recorder, even if it’s just your phone, BEFORE your interview.
  • Also, be sure that you can confidently get the audio file from your phone to a computer and opened in Audacity. Practice now.

Location: Find a quiet location with little background noise. Find a spot with soft surfaces that absorb sound. A couch or fabric chair is better than a wooden chair. Cover a table with a blanket. A car with closed windows is a great location. Avoid hallways and large rooms that echo.

No Ambient Noise During Interview: While you do want to use ambient noise in your audio story, you don’t want the ambient noise to interfere with the person speaking to you. Avoid consistent background noise by picking a small quiet room with carpet and soft chairs. If using the TASCAM, try using the foam covering to see if it helps quiet ambient noise. You want to collect ambient noise separately and not fight it during the interview.

If Ambient Noise is Unavoidable: Press the record button before you begin the formal interview. Allow the recorder to collect the ambient noise without anyone’s voices interrupting the ambient noise. This gives you clean ambient noise to insert into any pauses during the editing process.

Get Close: Put the microphone about 2 inches away from the person’s mouth if you’re recording at a moderate “rec level” (about 5-7 on the TASCAM). You can put the microphone farther away if you’re recording at a higher “rec level” (about 9-10).

  • Remember though — when editing, it’s easier to bump up the volume than bump down the volume. Thus, err on the side of caution and do not record at a level that is TOO LOUD.

Use Headphones: Put your headphones into the headphone jack on your digital audio recorder. Hit the “record” button. Now ask the person to talk. Ensure that you can hear the person clearly. If you can’t hear them clearly, put the microphone closer to their mouth and/or increase the “rec level” to a higher sensitivity. Keep the headphones on your ears during the whole interview. You’ll know exactly how the person sounds the whole time.

Speak Up: Ask the person to speak up and speak louder if you can’t hear them properly and clearly when you have your headphones on.

Don’t Fidget: Do not fidget and play with the audio recorder while gathering sound. The audio recorder picks up the noise when you rub your hands on it. Avoid this by not fidgeting.

Focus: There’s many things to think about while conducting an audio interview. Can you hear them clearly? What are they saying? What’s my next question? Where is the interview going? How can I take the interview in a different direction or somewhere I hadn’t planned if they say something interesting?

  • If you don’t get the 5-minute interview right the first time, do it again!

But Also Engage: Listen to the person. Make eye contact (don’t look at their mouth). Seem genuinely interested in their story. After they’re done speaking, stay in silence for a moment. They may add more detail to their thoughts.

Uh huh: Don’t do it. Avoid saying those filler words during an interview. You don’t want YOUR voice recorded when the person is talking. Instead, nod, smile, use eye contact, and lean forward to encourage the person.

Avoid Comment. Resist the urge provide in-depth responses or comments to your interviewee during and after everything he/she says–that means more editing for yourself or not being able to use the audio at all.

Pause. During the audio interview, leave a brief pause after the interviewee finishes answering a question and before you begin your next question. Giving more pause will leave you more room for editing.

Ask Explanation-Needed Questions: Don’t just ask, “How old were you when you first realized you wanted to be a journalist?” You’ll get the answer, “I few years ago.” Ask questions that need more explanation, “What inspired you to become a journalist and when did you make this decision in your life?”

  • You want the person to answer in complete sentences that clearly answer the question, not short phrases that may need a narrator’s explanation.

Ask Again: Don’t be afraid to ask “Why?;” “Please explain that more in-depth.” “Please say that again, I didn’t quite understand the first time.”

Ask Sensory Questions: “Tell me about…”; “What did it sound like when…”; “How did it feel when…”; “What did it smell like…”; “What did it look like when…”; “Describe the scene for me.”

Last Question: Always ask, “Is there anything else I should have asked? Is there anything else you want me to know?”

Audio Editing Tips

Consider these audio editing suggestions.

  1. Decide how you want to organize your story before you begin editing; know what the beginning, middle, and end should be before you begin editing.
  2. The end should bring closure and finality to the interview topic. Don’t end with a statement that leads to more questions from the listener.
  3. Use the zoom feature extensively during your editing, it really helps get the cut to be as flawless as possible.
  4. There are two ways to edit audio: Build or destroy. To build while editing, take a blank audio track and then create an interview from the original. To destroy while editing, take the original interview and cut it down.
  5. While editing, write down the points in the track that you’re working on. That way when you go back and listen to it, you can listen for the cut/transition and move things around faster by referencing those breaks in your notes.
  6. Always save the original audio file separate from the file that you’re currently editing. Also consider saving “editions” of your audio file such that each audio editing session that you engage in is a unique file. That way, if you make a grievous error, then you can revert to the next most saved/updated/edited file.

SoundCloud

In our unit on audio, you will use Soundcloud to share your audio files on your blog. Let’s register.

Practice

There is no better way to learn audio reporting than by trying it out for yourself! So, let’s try to record ourselves on our phones or devices. Let’s get it off our phone and on the computer. Can you open it in Audacity? Or, do you need to convert the file? Google your questions about your specific phone or device.

Audio Storytelling

Journalism oftentimes gives a voice to the voiceless. With audio journalism, you can hear the emotion, hear the ambient sounds, and hear the expressions of your sources. Now, we can do audio journalism online and not just on the radio. Before we learn about the logistics of audio, it is important to first understand what makes excellent audio journalism. Here are some examples.

One in 8 Million – A New York Times audio slideshow about a few of the 8 million people living in the New York City region. Let’s listen to one teenager mother’s story.  Let’s listen to the audio profile and discuss what you like and dislike about the story. Could this story be told better with any other style or method? Note that for the upcoming two assignments, you will interview a classmate (or someone else) for 5 minutes and then edit the audio to 2 minutes.

NPR provides the best audio journalism in the United States. Here’s an example of their reporting. Notice the journalist’s narration, the sources’ quotes, and the audio of specific examples relevant to the story. First though, let’s read the print story. Then, we’ll listen to the audio story. We’ll compare the stories and discuss the differences as well as the similarities.

This American Life provides great long-format audio stories, usually about feature stories.

Audio Profile Project

Please download the instructions for the Blog Posts 6 and 7 – Raw Audio Profile and Edited Audio Profile and we’ll review what you’ll be accomplishing with audio!

SoundCloud

In our unit on audio, you will use Soundcloud to share your audio files on your blog. Let’s register and do a tutorial.

Practice Audio Recording with Your Device

Let’s practice audio recording and getting the audio files off our devices and onto the computer. The biggest complaint that students have about the audio unit is having trouble getting the audio off their device and onto the computer in a workable file format. So, please do that now.

Record yourself counting to 10 with your device. Next, get the recording off your device and onto the computer. Attempt to open the file in Audacity. Then, attempt to upload a file to Soundcloud.

Journalism for the Web

Back to learning how to write for the web…

The following information is adapted from Ch. 5 and Ch. 6 in the textbook.

What Should I Do When I Interview Someone?

  1. First, realize that your interviews are essential to the story. Without strong interviews, you got nothing!
  2. Be prepared: Inform yourself about the topic, source, and/or interviewee. Do some background research on the story and educate yourself. Informed questions are the best questions.
  3. Practice your interview questions beforehand if you’re nervous or want to feel better-prepared going into the interview. It never hurts to practice. And practice being curious-sounding, professional, and clam rather than accusatory, aggressive, or a know-it-all.
  4. Make small talk before the interview. It relaxes you and the interviewee. And begin the interview with a softball question that you may not care too much about. This will relax the interviewee and yourself.
  5. Keep it conversational. Don’t ask one question after another with no casual feedback and discussion. You want to have a give-and-take, turn-taking conversation, rather than a firing-squad style conversation.
  6. Listen. Really listen to your interviewee talking as you take notes. Think about if you have any follow-up questions about their statements. If you don’t, then move on to the next prepared question.
  7. Prepare a basic outline of questions, but avoid reading them word-for-word. Again, you want to know your questions enough to ask them in a casual way to your interviewee. And you want to ask them when it’s appropriate to in the conversation.
  8. Don’t be afraid to ask follow-up questions. You want to understand the interviewee and the story well. You want to clarify things so you can clearly explain things to your audience.
  9. Ask the “do you have anything else to add before we finish” question. You never know what helpful information will come out!
  10. Allow silence. Silence is awkward. People fill silence with additional banter. It may be helpful banter for your story.
  11. Make eye contact, smile, and nod to show your interest. Try not to make the “uh huh” and “go on” noises. This is a bad habit and will ruin audio interviews if you engage in those behaviors.
  12. Also during the interview…Watch, look, and listen to the environment around you –> Reporters and storytellers are excellent observers and listeners. They are socially aware.
  13. Any other suggestions from you and your classmates?

What Tips Do You Have For Writing A Story?

  1. Write for the specific story angle, not the general story topic.
  2. Make it clear why the audience should care early in the story.
  3. Write a strong lead to pull readers in. Then expand on the lead in the rest of the story.
  4. Set the scene early in the story. Use anecdotes (short stories from your sources).
  5. In the middle, thoroughly explain the issues. Keep emphasizing the importance, so what, and impact of the story.
  6. Stick to facts as much as possible. If opinion is in your story, it should be your sources’ opinions, not your’s.
  7. Write with active, descriptive verbs whenever possible. Good example: Dr. Landreville teaches tomorrow. Bad example: Dr. Landreville is going to teach tomorrow.
  8. Save the most interesting and descriptive quotes for direct quotes in your story. Direct quotes that merely state simple facts, that are poorly worded, or that are boring are not helpful. Paraphrase that information.
  9. Let the subjects speak. We want to hear what the sources, not the reporter, have to say about this story. Facilitate this connection between the subjects and the audience by using a lot of quotes and descriptions (or if a visual presentation, showing the subjects).
  10. Transition well. Avoid jumping around. Avoid incomplete thoughts and unclear associations of story elements.
  11. Proofread! Be your own editor. Cut unnecessary words. Use the active voice. Clean up comma errors. Correct misspellings. Keep an eye out for grammar errors (e.g., its/it’s).
  12. Close the story with a resolution by saying what’s next or summarizing the outcome or providing an interesting or strong quote.

OK, OK, you now have those tips drilled into your head. What’s next to know about writing for multiple platforms? Well, it’s important to understand reading trends.

What kind of readers are out there?

There are three types of readers. You need to write for all three in a story.

  1. Comprehensive readers (read the whole story)
  2. Samplers (read the lead and parts of a story before quickly moving on)
  3. Scanners (read headlines, labels, captions, fact boxes, graphics, and other quick reads)

How should I write for all three types of online readers?

  • Online reading is 25% slower than print reading.
  • We scan more online.
  • We construct our own nonlinear reading experience online.
  • Thus, you need to use concise, informative headlines, summaries, and hyperlinks to more resources about the story.
  • Each paragraph should have no more than 2 or 3 short, simple sentences.
  • A direct quote should stand out in its own paragraph. Do not bury direct quotes in the middle of a paragraph!
  • Attribution side note. Good Example: “Attribute correctly,” said Dr. Landreville. Bad example: Dr. Landreville said, “Attribute correctly.”
  • Use subheadings in your story –> Otherwise known as “chunk” titles.
  • Bold the chunk titles.

Checklist for Blog Post 3

Keep your mind on these requirements and best practices while reporting and writing:

  1. Number of Interviews (3 minimum, face-to-face, unless otherwise given permission)
  2.  Minimum of two relevant photos (if not your photography, then attribute to the photographer)
  3. Two relevant links (at minimum)
  4. Story Structure
    1. Appropriate headline
    2. Sentence length.
    3. Paragraph length.
    4. Reporter presence and voice.
    5. Use of bolded chunk titles.
    6. Transitions between ideas.
    7. Minimum of 750 words
  5. Attribution and Quotes
    1. Paraphrased information vs. directly quoted information.
    2. Location of direct quotes (should be at the beginning of paragraphs)
    3. Frequency of direct quotes (every few paragraphs)

The Next Two Classes…

We will be writing our stories and peer editing our stories. Ideally, you would use Wednesday’s class for finishing writing your story, with having questions prepared for me and Cassie. You shouldn’t be just starting to write your story on Wednesday. Make the most of your time with these in-class workdays and be prepared on Wednesday.

Have a completed draft ready for FRIDAY’S class. We will be peer editing each other’s work.

As always, ask questions if you have anything that you’re confused about or not sure what to do. Best of luck!

Remembering the Groundwork of Journalistic Writing

Your First Journalistic Web Writing Assignment

We’ve covered a lot of multimedia reporting concepts. Now it’s time we venture into our first writing assignment that is web-focused. You can view the assignment instruction here: blog-post-3-journalistic-web-story

Today will we remember the groundwork — the basics — of journalism. This is adapted from Ch. 5 from your textbook.

All of you have some experience with these basics from COJO 2100 (Newswriting and Reporting). It never hurts to refresh our memories about some key concepts of journalism, writing, and reporting.

Brainstorming for news ideas and finding your story focus can be difficult. But, it is necessary before you jump into a story.

How Can I Think of Story Ideas?

  1. Feature story about interesting people, professors (read faculty bios on various department web pages), or organizations that the community might want to know more about.
  2. Events calendars:—
    WyoCal
    —Albany County Public Library Events
    Albany County, Wyoming Government
    City of Laramie Events (LaramieLive)
  3. What are people talking about on social media websites? Is there a story idea there?
  4. Bulletin boards. Always read them for interesting events, speakers, and meetings.
  5. Problems, controversies, or major issues going on in students’ lives or the community.
  6. Anniversaries and trends
  7. Profile on a business or organization you find in the Yellow Pages.

 

Don’t Suggest a Topic. Suggest an Angle.

What would you rather read about? (1) Student stress during finals week or (2) How a student organization offers massage, pet therapy, comedian performances, and healthy food during finals week to ease stress?

I bet story #2.

Story #2 has a strong angle, where story #1 is a general, vague topic.

I want you to write a story with a strong, specific angle.

 

Where Can I Find Sources?

  1. Expert sources: UW has a vast sea of experts in areas. Check out faculty members’ web pages in various departments.
  2. Journalistic sources: Consulting other media outlets’ past articles and issues can be helpful to locate sources and get ideas.
  3. Institutional sources: Social, cultural, professional, bureaucratic, or political organizations with particular special interests. Examples include political parties, government data, community volunteer groups, student groups, and sports clubs. You can find human sources as well as data from these sources.
  4. Scholarly sources: These are oftentimes highly credible and respected sources, and they are oftentimes undervalued and underused sources as well. Universities, scholarly research from the library, and medical and scientific research centers are examples. Detour –>Let’s learn how to find scholarly peer-reviewed research from the library! 🙂
  5. Informal sources: Observations about your surroundings. Take notes about what you and your subjects see, hear, smell, feel, experience.
  6. Sources to beware of: Wikipedia and other wikis, lesser-known blogs, and convenient sources like friends, neighbors, and family. Why?

 

Brainstorming Session

Below are six beats (i.e., topical areas). Story topics are below beats. You can pick a story topic I suggested or come up with your own. Remember that you need a specific, detailed story angle for your final story. Please be sure to run your story by me first.

Arts & Entertainment

  • Art shows
  • Music performances
  • Ballet and dance studio work or performances
  • Plays and theater
  • Movie openings or screenings

 

Recreation & Sports

  • Hunting
  • Adult sports leagues
  • Youth sports
  • Snowy Range Ski Area
  • Vedauwoo cross-country skiing
  • Ice rink
  • Other winter recreation

 

Health & Wellness

  • Healthy eating and nutrition
  • Stress management options and activities (e.g., yoga)
  • Wintertime activities to stay healthy
  • Counseling and mental-health related issues
  • Schools, childhood obesity, exercise, school lunches

 

Local Businesses

  • Profile of a particular business
  • Downtown Laramie shopping
  • Competing with Wal-Mart and chain stores
  • Using social media and new media for local businesses

 

University-Related

  • Budget and fiscal crisis
  • Profile on a professor
  • Profile on an interesting student
  • Synergy program
  • Outreach program
  • Study abroad programs
  • Alcohol awareness programs
  • Student organizations (e.g., religious student orgs, non-traditional student orgs)

 

Volunteering

  • School and tutoring-related
  • Soup kitchens and poverty-related
  • Elderly and nursing/retirement home related
  • Volunteering overseas
  • Religious-motivated volunteering

 

As I go around the room and visit with each of you personally, I want to hear your story ideas and angles now.

 

 

Internships at UW

Nick Popplewell of UW Athletics needs some social media and marketing interns for fall.

UW Media Relations (Milton Ontiveroz) needs one intern.

iMix 96.7 needs an intern for sales.

Summer Journalism at NYU

Summer Journalism at NYU is an experience you won’t forget. We have a variety of classes for pre-college and college students, and one graduate multimedia production course, which is the course we are highlighting this week.

The Story We See is a four-week intensive multimedia class that is perfect for anyone wanting to improve or solidify their skills. You’ll report, shoot, edit, and publish a complete multimedia story. Two, actually. Taught by the highly experienced Adrian Mihai, it’s faced-paced, hands-on, hard work and–by student accounts–very memorable and rewarding.

Regarding other courses, this summer we’ve added three new ones to our already diverse line-up–Sports!, The Profilers, and a classic from our regular academic year, The Beat, with a long-time favorite professor, Frank Flaherty, which runs as a special 9-week course. First session courses start May 26 and second session courses run from July 7 to August 13.

Visit our website for a list of all the courses offered and to find out more about the program. Still have questions? Check out our FAQs, contact us at summer.journalism@nyu.edu, or connect with us on Facebook! Like our page to interact with current and prospective students, ask questions, and to keep up with the latest news about Summer Journalism.

Food Media, Communication and Trends – Study Abroad Course

For Students in Film, Media, Communication and Journalism

You still have a few weeks to apply to this fantastic course for students in film, media, communication and journalism. If you want to put yourself to the challenge and work as video reporter and documentary filmmaker, this is the summer course for you. Here is a short description:

Food Media, Communication and Trends (3-CREDIT) Course
Food Media, Communication and Trends is a course taught in English at GLi, Institute for Food Studies. This course focuses on the intersection between food and media, a connection that has elicited much interest in communication studies over the past few years.

Food has become a hot topic on TV, the internet and printed media. The goal of this course is to enhance the students’ competence both on the subject matter and in the practical skills necessary to produce good communication about food and wine. This multi-faceted course gives students a solid foundation in understanding Italy’s unique media environment as well as the opportunity to utilize Rome (and Italy) as a living laboratory for producing a final portfolio of journalistic writings.

Students will be able to take advantage of hands-on practice with different kinds of media, including digital video. Students will  work with professionals and complete an original video  project: a video documentary or a video report about a food event.  An important part of the course is the ethnographic research that students undertake to construct the narrative of their video product. Shooting and editing sessions are included as well a final screening during a public event in Rome. Guest lecturers include local and international journalists, writers, bloggers and documentary filmmakers. No prerequisites.

Some of the  videos  created by the students in past programs can be found at: https://vimeo.com/gustolabinstitute

This course is part of the Critical Studies on Food in Italy Summer 2015 program is a 5-week program that takes place from May 18- June 20, 2015 in Rome, Italy

The 2015 Milan Expo hosted in Milan, Italy from May 1 to October 31, 2015 provides a great opportunity to be in Italy and to work in the field. Over this six-month period, Milan will become a global showcase where more than 140 participating countries will show the best of their technology that offers a concrete answer to a vital need: being able to guarantee healthy, safe and sufficient food for everyone, while respecting the Planet and its equilibrium. In addition to the exhibitor nations, the Expo also involves international organizations, and expects to welcome over 20 million visitors to its 1.1 million square meters of exhibition area.

A platform for the exchange of ideas and shared solutions on the theme of food, stimulating each country’s creativity and promoting innovation for a sustainable future, Expo 2015 will give everyone the opportunity to find out about, and taste, the world’s best dishes, while discovering the best of the agri-food and gastronomic traditions of each of the exhibitor countries. See Expo initiatives regarding food and media at: http://www.expo2015.org/en/progetti/short-food-movie 

If you need more credits, you can select from the other courses provided in the program, or we can work with you on an internship or independent study.

Some scholarships are available.

If you have any questions, or to request an application, please write to info@gustolab.com

Best regards,

Salem

GUSTOLAB INSTITUTE

CENTER FOR FOOD STUDIES

for the University of Illinois Urbana-Champaign

Food Studies Programs

office phone: + 39 06.68804073 – 06.83087975

fax: + 39 06.92912046

130, Via Giulia

00186, Rome, Italy

www.studyabroad.illinois.edu

www.gustolab.com

Environmental Journalism & Science Writing Workshop at the Haub School

This summer, former Outside magazine editor Abe Streep is offering a four-week workshop on the ins and outs of environmental journalism and science writing. During the course, students will find, pitch, report and write a piece of narrative environmental journalism. Daily assignments will include readings and critiques of students’ work, and guest speakers will include editors at national magazines. This summer course will meet May 26 – June 19, Monday through Thursday, from 9:10 – 11:35 am.

Interested students should submit an application consisting of two paragraph-long synopses of environmental stories they think they might like to cover, as well as a brief description of an environmental book or story they’ve found influential. Applications should be submitted by March 1. Click here for details.

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