Investigative Story (Due April 8)
New Assignment: Investigative Story
Basics:
Headline
Deck
Byline
Dateline
Lead
Bridge
Body
TAG
One Pull Text
One Pull Quote
***
Research
Facts (i.e., Toolbox)
Public Record
At least two sources***
***
DUE: Friday, April 8, 2011 (by e-mail only) 11:59 P.M.
WORDS: 550 Words, TNR, 1"
***
Topic Idea: Due: Friday, March 18th, 2011, 11:59 P.M.
***
More details in class this week regarding.
Monday, March 28, 2011
Monday, March 21, 2011
Week 10 - Review of basic elements to the news story
Review of basic elements to the news story:
Who
What
When
Where
Why
How
In active voice. Dan hit the ball, not The ball was hit by Dan.
Have an active verb saying clearly what they did or will do.
Kappa Sigma fraternity pledged 10 new members this month.
Who did what when
The Peking Acrobats will perform at the Pavilion Tuesday
Who will do what where when
You write a lead summarizing the most important, interesting thing that happened or that will happen. The lead almost always has the who, what and when. It may or may not have the other elements. It shouldn’t be more than 25-30 words long.
You outline. What are the most important divisions of the story?
Summary sentence for each division.
Go into more detail after the lead and after the introduction to each division of the story.
You start with the most important information and continue with each successively important piece of information. In this style, you don’t go in chronological order. In a speech, what is the most important thing he said? Then the next most important. Not what he said first, second and third. Usually he will start with how happy he is to be here. That’s not the most important or interesting thing. You may summarize what he said, like:
America’s war against terrorism is doomed.
The City Council rebuffed efforts to legislate a 20 mph speed limit within a mile of the Statehouse.
Who
What
When
Where
Why
How
In active voice. Dan hit the ball, not The ball was hit by Dan.
Have an active verb saying clearly what they did or will do.
Kappa Sigma fraternity pledged 10 new members this month.
Who did what when
The Peking Acrobats will perform at the Pavilion Tuesday
Who will do what where when
You write a lead summarizing the most important, interesting thing that happened or that will happen. The lead almost always has the who, what and when. It may or may not have the other elements. It shouldn’t be more than 25-30 words long.
You outline. What are the most important divisions of the story?
Summary sentence for each division.
Go into more detail after the lead and after the introduction to each division of the story.
You start with the most important information and continue with each successively important piece of information. In this style, you don’t go in chronological order. In a speech, what is the most important thing he said? Then the next most important. Not what he said first, second and third. Usually he will start with how happy he is to be here. That’s not the most important or interesting thing. You may summarize what he said, like:
America’s war against terrorism is doomed.
The City Council rebuffed efforts to legislate a 20 mph speed limit within a mile of the Statehouse.
Week 10 - Instructor Notes
Instructor Notes from Week 9
a.) Accuracy and libel
1.) What is defamation and slander? Damage to character. True.
2.) Libel is published slander.
3.) Truth is an absolute defense
4.) Times v. Sullivan said public officials must prove actual malice Burden is on the plaintiff.
5.) Actual malice is knowledge of falsehood or reckless disregard. Why did the Court do this? Who is a public official?
6.) Other cases extended it to public figures.
a.) Pervasive. (Simplot?)
b.) Vortex or limited. Voluntarily thrust himself into a public controversy to influence the outcome.
c.) Involuntary Finds himself in a public controversy. Rare. Court often says is not a public figure.
d.) Private figures. Standards of liability up to the states. Gertz v Welch (lawyer, John Birch Society labeled Communist). Published with carelessness or negligence instead of proving actual malice. But it has to be false and damaging to their reputation.
e.) Corrections don’t help a lot
7.) Privilege
a.) Absolute. Public officials making statements in the course of their official duties. Includes law enforcement officials. Public meetings and records, too.
b.) Qualified priv for media.
8.) Neutral reportage
Ten states recognize it. Accusations against a public official or figure in a public controversy as long as the reporter states them accurately.
9.) Fair comment and criticism
a.) For reviews. Opinion is protected. Factual errors in opinion stories is not.
Invasion of privacy
a.) Accuracy isn’t a defense.
b.) Intrusion into solitude
c.) Public disclosure of private facts
d.) False light
e.) Use of a name or picture without permission. Here’s Johnny.
a.) Accuracy and libel
1.) What is defamation and slander? Damage to character. True.
2.) Libel is published slander.
3.) Truth is an absolute defense
4.) Times v. Sullivan said public officials must prove actual malice Burden is on the plaintiff.
5.) Actual malice is knowledge of falsehood or reckless disregard. Why did the Court do this? Who is a public official?
6.) Other cases extended it to public figures.
a.) Pervasive. (Simplot?)
b.) Vortex or limited. Voluntarily thrust himself into a public controversy to influence the outcome.
c.) Involuntary Finds himself in a public controversy. Rare. Court often says is not a public figure.
d.) Private figures. Standards of liability up to the states. Gertz v Welch (lawyer, John Birch Society labeled Communist). Published with carelessness or negligence instead of proving actual malice. But it has to be false and damaging to their reputation.
e.) Corrections don’t help a lot
7.) Privilege
a.) Absolute. Public officials making statements in the course of their official duties. Includes law enforcement officials. Public meetings and records, too.
b.) Qualified priv for media.
8.) Neutral reportage
Ten states recognize it. Accusations against a public official or figure in a public controversy as long as the reporter states them accurately.
9.) Fair comment and criticism
a.) For reviews. Opinion is protected. Factual errors in opinion stories is not.
Invasion of privacy
a.) Accuracy isn’t a defense.
b.) Intrusion into solitude
c.) Public disclosure of private facts
d.) False light
e.) Use of a name or picture without permission. Here’s Johnny.
Week 10 - Checklist
Investigative Story Checklist
1.) Was there a clear thesis? What was it?
2.) Could you write a simple outline, identifying the three or four main points?
3.) Was each point, or argument, backed by evidence (statistics, quote, anecdote, historical review)?
4.) What assumptions of prior knowledge or the environment into which the issue falls did the writer make?
5.) Is there a clear call for action? Who is being asked to do something? What does the writer ask them to do?
6.) Is the readership clearly identified in the writer’s mind?
7.) Is the voice/tone of the piece appropriate to that argument?
1.) Was there a clear thesis? What was it?
2.) Could you write a simple outline, identifying the three or four main points?
3.) Was each point, or argument, backed by evidence (statistics, quote, anecdote, historical review)?
4.) What assumptions of prior knowledge or the environment into which the issue falls did the writer make?
5.) Is there a clear call for action? Who is being asked to do something? What does the writer ask them to do?
6.) Is the readership clearly identified in the writer’s mind?
7.) Is the voice/tone of the piece appropriate to that argument?
Week 10 - Revising
Harvard (Part VII)
Hull
1. Reporting
2. Thinking
3. Rewriting
Narrative in Four Boxes
Banaszynski
1. Nano-Narratives
2. News-Driven Narratives
3. Narratives revealing news trends
4. True Narratives
Hull
1. Reporting
2. Thinking
3. Rewriting
Narrative in Four Boxes
Banaszynski
1. Nano-Narratives
2. News-Driven Narratives
3. Narratives revealing news trends
4. True Narratives
Week 10 - Editing
Harvard (Part VII)
Hiestand
1. Embody ideas in the nature of language
2. Restore worn-out words
3. Take an art class
4. Use concrete detail
5. Compose the pace
6. Experiment with form
7. Cultivate your own style
Hiestand
1. Embody ideas in the nature of language
2. Restore worn-out words
3. Take an art class
4. Use concrete detail
5. Compose the pace
6. Experiment with form
7. Cultivate your own style
Monday, March 14, 2011
Week 9 - Idaho Statesman
The state’s largest newspaper, the Idaho Statesman, is collaborating with BSU on a project called the Idaho Statesman Fellows. Approximately 6-8 students will get a chance to go behind-the-scenes with Statesman staff and see how they cover the Legislature. It will include informal seminars with Statesman editors, reporters and photographers as well as hands-on experience working with reporters in the Legislature. This is a unique opportunity for students to see how a major newspaper covers politics and to get a detailed view of the legislative process in Idaho. Total time commitment is about 45 hours. Students will receive 1 internship credit.
If interested, please contact Dr. Moncrief, Political Science Department at gmoncri@boisestate.edu
If interested, please contact Dr. Moncrief, Political Science Department at gmoncri@boisestate.edu
Week 9 - Class Notes (lecture)
Lecture on Beyond Breaking News
1.) Editorial page vs. Op-Ed page.
2.) News articles. Commentaries and Analysis. Staff editorials. Staff columnists. Editorial cartoons. Op-ed: Letters to the editor. Guest opinions. Syndicated columns. As others see it. Personal columns (Culture, Sports). Reviews (not to be confused with Culture advances.)
3.) Staff editorials: the institutional voice of the publication. Editorial board. Well-written. Take a stand. Recommend action. Give examples and evidence to prove each point you make. Do research; don’t write at the last minute off the top of your head. Write, edit it carefully. It should be the best, most thoughtful writing in the paper. It has a designated editor and editorial writers.
4.) Expert criticism vs. consumer stand-in reviews. Man-on-the-street and other non-staff reviews.
5.) What are they trying to accomplish, and what resources do they have? How well did they do, given their goals and resources? Were their goals realistic. A high school production is critiqued differently from a Broadway road show. Ditto for a high school orchestra and a big-city orchestra with world-class visiting soloist. No personal attacks unless backed by evidence: “He sounds like my dad singing in the shower.”
6.) Law and ethics
a.) Founding fathers wanted to protect the Press as the Fourth Estate. A check against government. To be able to talk about public issues without fear of government shutting them down for libel, like pre-Revolution and Central Asia.
b.) Protection is for SPEECH, including the press. No special privileges to speak of. Anyone who publishes is protected, because what IS “the press,” anyway?
c.) Libel is published defamation. Damage to character. Untruth.
d.) Until Times v. Sullivan, public officials and private officials the same. Feds could get you for sedition, and that was the main area.
e.) Times v. Sullivan established public official, and later cases, public figures.
f.) Truth is the best defense.
g.) Fair reporting privilege.
h.) Invasion of privacy.
i.) Truth is not a defense.
7.) Invasion into solitude. Sean Penn and Madonna’s wedding, Jackie O. sunbathing on Skorpios. Parabolic mike and long lens. Vs. lit bedroom close to the curb.
8.) Intrusion, public disclosure of private facts, false light, appropriation. H
9.) Copyright. 100 years. Applies automatically once set into concrete form. If on the Internet, assumed to have copyright.
10.) Trademark
11.) Taste and decency. Obscenity.
12.) School censorship.
13.) Ethics
1.) Editorial page vs. Op-Ed page.
2.) News articles. Commentaries and Analysis. Staff editorials. Staff columnists. Editorial cartoons. Op-ed: Letters to the editor. Guest opinions. Syndicated columns. As others see it. Personal columns (Culture, Sports). Reviews (not to be confused with Culture advances.)
3.) Staff editorials: the institutional voice of the publication. Editorial board. Well-written. Take a stand. Recommend action. Give examples and evidence to prove each point you make. Do research; don’t write at the last minute off the top of your head. Write, edit it carefully. It should be the best, most thoughtful writing in the paper. It has a designated editor and editorial writers.
4.) Expert criticism vs. consumer stand-in reviews. Man-on-the-street and other non-staff reviews.
5.) What are they trying to accomplish, and what resources do they have? How well did they do, given their goals and resources? Were their goals realistic. A high school production is critiqued differently from a Broadway road show. Ditto for a high school orchestra and a big-city orchestra with world-class visiting soloist. No personal attacks unless backed by evidence: “He sounds like my dad singing in the shower.”
6.) Law and ethics
a.) Founding fathers wanted to protect the Press as the Fourth Estate. A check against government. To be able to talk about public issues without fear of government shutting them down for libel, like pre-Revolution and Central Asia.
b.) Protection is for SPEECH, including the press. No special privileges to speak of. Anyone who publishes is protected, because what IS “the press,” anyway?
c.) Libel is published defamation. Damage to character. Untruth.
d.) Until Times v. Sullivan, public officials and private officials the same. Feds could get you for sedition, and that was the main area.
e.) Times v. Sullivan established public official, and later cases, public figures.
f.) Truth is the best defense.
g.) Fair reporting privilege.
h.) Invasion of privacy.
i.) Truth is not a defense.
7.) Invasion into solitude. Sean Penn and Madonna’s wedding, Jackie O. sunbathing on Skorpios. Parabolic mike and long lens. Vs. lit bedroom close to the curb.
8.) Intrusion, public disclosure of private facts, false light, appropriation. H
9.) Copyright. 100 years. Applies automatically once set into concrete form. If on the Internet, assumed to have copyright.
10.) Trademark
11.) Taste and decency. Obscenity.
12.) School censorship.
13.) Ethics
Week 9 - Investigative Exercise (lab)
After watching the film clip - describe in 250 words how an investigative story differs from a "feature story" or basic news story and post.
Think about the following:
1. remain objective
2. focus tightly
3. cast a wide net
4. keep your nose clean
5. work the web * * * * *
Think about the following:
1. remain objective
2. focus tightly
3. cast a wide net
4. keep your nose clean
5. work the web * * * * *
Monday, March 7, 2011
Week 8 - Class Notes
Class Notes:
Investigation
1. Investigation is the work of the reporter, not somebody else.
2. Subject involves something of reasonable importance
3. Others are attempting to hide these matters from the public.
* * *
Public records - critical!
* * *
Make a plan, or create an outline
1. Finding conceivable evidence, documents
2. Always re-assess the question of who else might have knowledge
3. Ask the same question in different ways
Investigation
1. Investigation is the work of the reporter, not somebody else.
2. Subject involves something of reasonable importance
3. Others are attempting to hide these matters from the public.
* * *
Public records - critical!
* * *
Make a plan, or create an outline
1. Finding conceivable evidence, documents
2. Always re-assess the question of who else might have knowledge
3. Ask the same question in different ways
Week 8 - Reminder, Editorial Due Friday, 11:59 P.M.
Reminder - Editorial due this Friday, 11:59 P.M.
Week 8 - Investigative Story (Due April 8)
New Assignment: Investigative Story
Basics:
Headline
Deck
Byline
Dateline
Lead
Bridge
Body
TAG
One Pull Text
One Pull Quote
***
Research
Facts (i.e., Toolbox)
Public Record
At least two sources***
***
DUE: Friday, April 8, 2011 (by e-mail only) 11:59 P.M.
WORDS: 550 Words, TNR, 1"
***
Topic Idea: Due: Friday, March 18th, 2011, 11:59 P.M.
***
More details in class this week regarding.
***
Basics:
Headline
Deck
Byline
Dateline
Lead
Bridge
Body
TAG
One Pull Text
One Pull Quote
***
Research
Facts (i.e., Toolbox)
Public Record
At least two sources***
***
DUE: Friday, April 8, 2011 (by e-mail only) 11:59 P.M.
WORDS: 550 Words, TNR, 1"
***
Topic Idea: Due: Friday, March 18th, 2011, 11:59 P.M.
***
More details in class this week regarding.
***
Week 8 - Harvard (VI) Ethics (Homework #1)
Answer the following questions (from lecture) and post:
1.) What does Clark mean by "the line between fact and fiction" (page 164)?
2.) What are the basic principles to help journalists navigate the waters?
3.) What does Harrington mean by an "Ethical Code"?
4.) How do journalists, play fair with subjects according to Wilkerson (page 172)?
5.) Describe how you secure consent according to Kidder?
6.) How do you protect your subject and story according to Nazario?
1.) What does Clark mean by "the line between fact and fiction" (page 164)?
2.) What are the basic principles to help journalists navigate the waters?
3.) What does Harrington mean by an "Ethical Code"?
4.) How do journalists, play fair with subjects according to Wilkerson (page 172)?
5.) Describe how you secure consent according to Kidder?
6.) How do you protect your subject and story according to Nazario?
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