Friday, April 29, 2016

Tip for success

Dear future student in Prof. Piacente's Writing for Comm course,

There are two points of advice I'd like to give. First, something I learned the hard way: read the Washington Post every day. It is way, way easier to do briefly every day then to spend more than two hours (and it will take more than two hours) on Sunday catching up, and you'll find yourself becoming far more informed and connected to the region.

Second: take advantage of the amazing resources Prof. Piacente provides. Ask guests good questions, and prepare for guest lectures by researching the person. You'll be able to appreciate them a lot more.

Have a good semester!
Ben Goldstein

Tuesday, April 26, 2016

Class 4/25

Opening Exercise 
We each wrote one broadcast lead on the board.  The could be from the colon cleanse, Hassell DaJudg, or tornado stories. This activity acted as a "writing bootcamp" before the final which includes a broadcast story.  When writing leads, remember to...

  • Write the lead in present tense
  • Include the gist of the story, or "nugget" of most important information
  • Prioritize the most important news at the beginning of the lead
    • ex) Results of the colon cleanse, not that a study was conducted 
  • No not use quotation marks or parenthesis for phrases
  • Exclude unneeded  information so as not to dilute the strength of the message
    • ex) Damage to three houses is not as vital as the death of nine-year-old

Discussion on "Study: Poor Writing Skills Are Costing Businesses Billions"  
This article spoke to the importance of being a good writer.  Over $3.1 billion is spent annually on remedial training for adults even after their college educations.  The report showed that employers  noticed a lack in writing skills among college graduates, and during hiring they now assess resumes and cover letters for accuracy.  There is immense value in being a good writer, and it is a skill any business needs.  


Videos on Importance of Being Prepared 
We watched two short interviews that showed what happens when a reporter is prepared, and what happens when he/she is not.  

The first scenario showed a woman interviewing John Cusack and talking about his performance in American Beauty, a movie he is not in. She was caught off-guard and thoroughly embarrassed because she did not do her research.  

The second showed a high school reporter interviewing a government official on the issue of funding towards education.  After the official boasted his support to the program, the student was able to pull out records of when the official voted against it. The ordeal caused the official to be so flustered that he walked out of the interview, and it was a clear win for the student. These examples being prepared and informed is essential in communications.  


Writing Exercise on Pictionary  
We wrote broadcast stories about fight in Brasco State Psychiatric Hospital leading to a prison stabbing.  New developments were released two separate times prior to the piece being published, when the inmate was stabbed and when he died.  Our stories needed to change and be updated three times within a half hour, which worked on our versatility and ability to adapt.  This lesson reinforced the need for a lead to state the newest, most important information  These stories were printed or saved for us to reference when studying. 


Final Exam Next Week
The final will take place next week, Monday, May 2 at our regular time, 5:30 pm.  We will be given two fact sheets and must write one press release and one broadcast story.  The AP Style Manual may be used during the test. Professor Piacente gave last-minute tips to ensure success... 

  • Read past posts from the blog, important chapters from the textbook, and feedback from old work.
  • The press release will be held to a higher AP style standard because it would be sent to media outlets. 
  • Formatting, including the headline and one-sentence-leads, are essential points that should not be missed. 
  • Remember that when writing a press release you are an advocate not journalist, and you are the organization.  
  • The broadcast story MUST be in present tense.  
  • Be sure to make multiple rounds of revisions, each time for a different type of mistake.  Check for...
    • Grammar
    • Flow
    • Word Choice
    • Punctuation/ AP Style
Good Luck! 

Monday, April 18, 2016

Class 4/18

The first part of class today was a writing exercise where we wrote a broadcast story update on Stefanie Ferguson and her saga. This portion of the story focused on her arrest near the Canadian border. After, we took the last current events quiz of the semester and discussed the broadcast story we had just written. Some of the things we talked about are:

  • "Authorities demand that she return home" is out of date news that has been outpaced by current events. Therefore, we can leave it out of the updated story.
  • We should make sure we start with the new news, then circle around to the background information.
After discussing Stefanie Ferguson, we brainstormed leads for our homework for next week (See below).

After the break, we listened to guest speaker Michael Edson, who has worked in the past as an exhibit designer with the Smithsonian and is now working with the UN to organize the creation of a new UN museum in Copenhagen and elsewhere. Edson is a strong advocate for using technology as a tool for the democratic flow of information.

Edson discussed the old model of information flow, that of the Smithsonian, where the so-called "experts" bring a passive but grateful audience through the doors so they can have information delivered to them. Edson feels a great deal of frustration with this model.

Conversely, Edson in his work now with the UN is focused on finding a new model, wherein everyone can have the chance to contribute to the gathering and distribution of information. This new UN museum is a tool to this end and is being built with the goal of reconnecting people with the original vision of the UN.

Homework for next week:
  • Read and think about this article: 
  • Write leads for the three stories we brainstormed for in class. Bring in a hard copy, and remember: dead children are more important than anything else.

Tuesday, April 12, 2016

Class 4/11

-       Current events quizzes
-       Verb tense quizzes

-Discussed WSJ article about basketball
            -we enjoyed how it related economics to sports
            -did not stray into cliché when describing Steph Curry

-Mr. Blount’s article
            -well written but less engaging than the basketball story
            -mixed opinions on how he censored the word “Redskins”
                        -equated “Redskin” with the N word
-good example of persuasive writing, but more intended for people that see no problem with the word

-Broadcast lead discussion
            -make sure to use present tense when saying what happened. Telling the backstory in past tense is acceptable
            -throwaway lead: quick attention grabber that leads into actual information
            -make sure to still include the unusual information

-Textbook
            -Broadcast journalism 4 C’s:
-Correctness- be accurate
 -clarity- be understandable, don’t be ambiguous
                                    -uphold rules of grammar
                                    -omit the ‘time element’ of the story unless it’s important
 -conciseness- don’t be wordy
            -stories are built on nouns and verbs
            -fire info in short sentences
-color- make it interesting
            -allow viewers to paint a picture in their minds
-MEET DEADLINES
            -Dramatic Unity
                        -climax, cause, effect

-Clip from Broadcast News
            -about how stations are reporting news that isn’t really “news” or newsworthy
            -people are unqualified for their positions and pretending to be reporters
            -preaching to core audience

-Writing radio news leads
            -don’t go for the easiest choice
            -be creative
            -don’t forget 4 C’s, especially color

NEXT WEEK
            -writing stories at the beginning
            -Research guest for next week
            -Michael Edson, head of digital for the Smithsonian

-Wrote broadcast story using new info in the Stefanie Ferguson case

HOMEWORK
Read these two pieces by Michael Edson.
Read whatever else you want about him.
Come up with two questions that you will ask in class.
Try for questions that can't be answered by anything you find online.


AND



Again, arrive promptly at 5:30 p.m. next week. Julianna will receive and then print the assignment. This will be another broadcast story based on a new set of facts. You will have roughly 50 minutes to complete the piece.

Tuesday, April 5, 2016

Nicholas Kram Mendelsohn
April 4, 2016

What did we discuss with substitute teachers?
-Discussed leads for Feature stories
-Discussed purpose of feature stories, what to include, emphasize, and what to exclude


Review of Busdicker story:
-Think of how to expand the audience for the story
-What makes this story interesting is the ashes being buried in the clarinet
-If you don't have that in the lead, you have missed the story
-Stick to one sentence leads

Cardinal rule of broadcast lead:
-MUST BE IN PRESENT TENSE!!!!!!
-Check the handout "Sequence of Tenses" and the website Purdue Owl Writing Lab to help distinguish present tense

The website: https://owl.english.purdue.edu/owl/resource/601/01/

Class Note:
Verb tense quiz next Monday! (Closed book)
Instructions for the upcoming quiz:

If the tense of each underlined verb expresses the time relationship accurately, write S (satisfactory). If a shift in tense is not appropriate, write U (unsatisfactory) and make necessary changes.

Sample question: After Alice visits AU for the third time, she decided to apply.

So the example above would get a U.
The change would be, she decides to apply. That keeps the sentence in a consistent tense (present).


There will only be 2 more current events quizzes!!!!!

Powerpoint notes:
1.  Write for the ear, not the eye
2.  Has to be catchy and compelling right from the beginning
3.  Use present tense whenever possible (generally you will change was to is)
4.  Attribution not as necessary, if you need to use it have it come in the 3rd or 4th paragraph and start with it instead of ending with it as you would in AP style
5.  A benefit of broadcast is immediacy, so even if it is in the past we use present tense in order always appear current
6.  Don't confuse leads with headlines or teases ( a tease isn't a full sentence)
7.  Again, put attribution before quotes, not after.  Paraphrase, don't directly quote
8.  Use short, simple sentences
9.  Use active, not passive voice
10.  Don't use a lot of numbers, keep it simple
11.  Don't use abbreviations, spell out the words,


Thing's to remember:
a)  Your audience is in a hurry, so your writing should be brief.  Get to the point.  Now!
b)  Your writing should be full of active verbs
c)  Always lead with the news information
d)  Easily understood, no jargon, think of the guy with his hand on the clicker
e)  Put title before name
f)  Use oval format with beginning, middle, and end


HOMEWORK
1.  Review and know tenses
2.  Read broadcast chapter 12 in textbook
3.  Pick two stories that we have done this semester and convert the leads into broadcast leads.







Tuesday, March 22, 2016

Crisis Communications, by Mary-Margaret Koch

·             Rule #1 for Broadcast writing – write in the present tense
Reactions to Businesswire piece
·             Journalism has become more than just print, now need multimedia elements for an online piece
·             When pitching journalists, provide multimedia content
·             Journalists are spread thinner now than ever before and are expected to do more
·             Now can use social media to bypass normal channels and appeal directly to the intended audience
·             Brand journalism – promote brand directly to audience without middleman in between
Exxon Valdez PR
·             What they should have done:
o   Know all the facts
o   Show empathy
o   Demonstrate proof that you care
o   Have next steps prepared
o   Accept the blame
We then watched an interview with Exxon Chairmen Lawrence G. Rawl,
·             First Impressions – looks corporate, frowning, didn’t know details about the proposed plan, aggressive towards reporter
o   People make judgments about your trustworthiness in less than 10 seconds
·             Remainder of interview impressions – repeats that he does not know the details about the new plan, states that it is not his job to be familiar with the details of the plan, corrects reporter, viewer begins to think that he only cares about profits not the environment
o   In an interview, the reporter has an agenda and you have an agenda. You need to control 100% of your 50%
o   When watching interviews, need to become students of the game. This means knowing if someone is succeeding or not, and knowing WHY
o   Camera is on you while you’re listening to questions as well as answering questions in an interview
o   Public Relations often involves crisis communications

David Culver
·             Unconventional path to journalism, got where he is today by keeping in contact with people he knew from internships
·             3 keys to writing for broadcast – concise, conversational, urgent
o   Need the audience to understand why something is relevant now
·             Anchors are no longer talking to a muted audience, audience can now respond
·             When anchors “toss” and pass the broadcast off to a reporter in the field, it gives the field reporter credibility
Homework
·             Read pg. 190-211 in textbook
·             Complete exercise 10.15 – Writing feature stories #1 (Jessie James story)
o   Bring in hard copy to class

o   Format like you would a print story, no headline

Tuesday, March 15, 2016

Ethics Night, by Yaniza Creamer 

We continued to talk about Public Relations and the Code of Ethics. For last week’s homework, Professor Piacente had us bring in some stories that violated the Code of Ethics.
Story that was shared
·             Mary Margaret
o   TIME magazine they darkened OJ Simpson's skin when writing about race. Journalists should avoid stereotyping because it violates the Code of Ethics
Question that was asked
·             Emma had a question on anonymous sources, asking if they are credible enough. The answer is that, it is up to the journalist to believe that they are using a credible source.
During class we did a public relations activity. The activity was a debate; the class broke up into groups. Each group received a tough ethics case. For the assignment
·             Groups read/discussed their case away from the rest of class
·             Groups write three persuasive bullet points to back up their decision on whether/how to do a story.
·             When turn comes, spokesmen 1 explains the case to the class
·             Spokesman 2 reads lead or summary to class
·             Group takes questions from class & professor
The groups were
·             Group 1 Lauren and Feiras
·             Case
o   Husband of Molly Smith, the Arlington (VA) County Child Protection Services Director, failed to register as a child molester when the family moved to Virginia three years ago. Her husband was convicted in Oregon in 2001 and did not register as a sex offender (as is required by law) in Virginia. Is the crime that took place four years earlier worth reporting? Off the record you’re told it had been unusually serious abuse-rape of the daughter, then 10, for six months. Molly Smith said she has no idea it was going on until an officer came to their door to tell her that her husband had been arrested.
o   Lauren and Feiras decision
§  They decided to run the story about the how the husband was not originally registered to begin with
o   The class’ input
§  Tell the whole story about what happened four years ago and present.
·             Group 2 Grace and Juliana
·             Case
o   Popular Sherriff Forest Sebring makes sexist comments during discussion of a plan to house female inmates for the first time in Monroe County, Pa. During the meeting, most male officials say they feel woman prisoners would pose numerous problems. Sheriff Sebring then says, “Every woman you get in over there (at the jai) will have some kind of complication. She has to be recycled.”
o   Grace and Juliana’s decision
§  Use this is a local story and to run it, but not use the sheriff’s comment in the lead
o   Class’ input
§  To use the quote in the lead and make what he said seem important
·             Group 3 Emily and Ben G
·             Case
o   A 25-year-old man was found hanging from a tree in his backyard. Sheriff’s deputies are investigating, but wont say much. The young man was a well-known teacher of the physically and mentally disabled in the community. The official report says that it was due to sexual asphyxia. This practice, is called autoerotic asphyxiation, involving attempting to reach a heightened sexual orgasm by cutting off oxygen during masturbation. Turns out up to 1,000 people die yearly in the U.S. from sexual asphyxiation.
·             Emily and Ben’s decision
o   To keep the story but to make the focus on awareness on autoerotic asphyxiation.
·             Class’ input
o   Really depends where the paper is being used, small town or city. Either tells the story on how the well-known man died or to make the focus on creating awareness throughout the community.
·             Group 4 Emma and Nick
·             Case
o   Firefighter Dave Norman dies in a furniture warehouse fire. He is a 17-year veteran of the department. You learn Normal was a fall-drown drunk at the time of his death. Turns out he’d been off duty at the time of the fire, in a bar. He finished his 13th beer and drove to the blaze. Norman was one of four firemen working on north side of the four-story building. Norman turned and walked into a parking meter as the other three sprinted to safety. The wall fell on him and that was that.
o   Emma and Nick’s decision
§  Talk about how he was drunk but not say he was 13 beers in.
o   Class’ input
§  Agreed with Emma and Nick because the autopsy report states that he was drunk and that will eventually come out.
·             Group 5 Rebecca and Jennifer
·             Case
o   On the train you wind up sitting behind a guy who looks familiar. Turns out its former FBI Director Jeremy Johnson. Johnson is possibly drunk and is talking loudly to his friend in the adjacent seat. You can hear the conversation clearly. Johnson boasts that under his direction, the FBI routinely used the Patriot Act to question, “anybody we felt like”. “If they even looked like they might be guilty of something, we hauled ‘em in and kept ‘em locked up until they proved they were innocent.” When he finished, you step around and identify yourself as a reporter. You ask for additional comments. Johnson goes on to describe two specific cases, with his friend asking questions that reveal startling details about the detention of innocent people. He confirms that everything he said was true, “and it’s about time it all came out.”
o   Rebecca and Jennifer’s decision
§  Run the story but do not say that he was drunk
o   Class’ input
§  To run the story but it might be difficult if Johnson later then says he was drunk during the talk.
·             Group 6 Yaniza and Andrew
·             Case
o   The person on the phone tells you about a local family saddled with huge medical bills. The parents are unemployed and do not have insurance, and their four-year-old daughter has a rare from of cancer. A fund drive is being planned. You decide to run the story. Then the phone rings again. A family with a similar plight has the same request. Do you say yes or no? Should you adopt a policy whereby you give uniform play to everyone?
o   Yaniza and Andrew’s decision
§  Do not run the other story because then more people will call you with the same problem
o   Class’ input
§  It is difficult, maybe have a “cancer corner” or perhaps share the other story as well.
·             Group 7 Alyssa and Stefani
·             Case
o   A veteran cop was found shot dead in his cruiser in a mall parking lot. Early reports say he was killed in the line of duty. However there was powder burns on his hands. It wasn’t murder, it was suicide. The dead officer was no career criminal. He was a father of four whose family has been devastated by death, illness and mountainous financial problems in the months prior to his suicide. If the story gets out that it was a suicide, his family will be deprived of $225,000 death benefit awarded when a cop dies in the line of duty.
o   Alyssa and Stefani’s decision
§  Minimize harm and preserve his reputation by saying he was killed in the line of duty
o   Class’ input
§  Tell the people that it was suicide because the truth will eventually come out especially since the medical examiner’s office confirms that it was a suicide.
·             Group 8 Juliana and Lindsey
·             Case
o   You were sent out to do a story about the first baby born in the New Year. You find the mother/baby at a local hospital and begin the interview and find out that the mother had Sam, the newborn because her older son “needs a younger brother, he’s so hyper. “You also find out that the mother lives upstairs from her parents, receives welfare checks, and wouldn’t change the situation fro anything.
o   Juliana and Lindsey’s decision
§  Run the story on how Sam was the first baby born in the New Year and disregard the fact that she receives welfare checks.
o   Class’ input
§  Possibly forget about the fact that she her baby was the first born into the new year and write a better story on how she is on welfare checks.
Homework for next week’s class:
·             Review Chapter on Public Relations
·             Polar Bear press release story due on Friday at 12
o   “Mourns” could be a good term to use
o   Include but do not focus on the other animal deaths
Highlight that Homer was zoo's oldest bear
·             Read the handout that was given to us about PR by Business Wire
·             Look up Exxon Valdeez and read about it. Be prepared to discuss from a PR perspective