Module in English

Campus journalism

Ms. Carmelita L. Dasalla

English Teacher

LESSON 1
 A. A BETTER UNDERSTANDING IN CAMPUS
JOURNALISM

OBJECTIVES:

 Define Campus Journalism

 Discuss the Journalism Creed and Ethics
 Reflect on the importance of Campus Journalism in the society.
   Describe the qualities a Campus Journalist should possess.
 Enumerate the different Dos and Don’ts in Campus Journalism

a. ORIGIN OF CAMPUS JOURNALISM

On a 4” x 6” sheet of paper, Samuel Fickle Fox penned the first issue of The
Students Gazette on July 11, 1777 at the William Penn Charter School in Philadelphia,
USA Published continuously until August 1778, when the British soldiers closed the
school; The Gazette is recognized as the first student publication in the English-
speaking world.

In the Philippines, The University of the Philippines started publishing its

magazine, College Folio in October 1910 and printed the works of the first promising
writers in English. In 1912 the graduates of Manila High School published their English
writings in The Coconut. The following year, 1913, the Philippine Normal School
introduced its publication, The TORCH.

b. DEFINITION OF JOURNALISM

The word journal comes from the Latin word diurnal which means “daily”. In
ancient Rome, short bulletins of battles, fires, and elections compiled by government
officials were posted up in public places. These were called acta diurnal which meant
“daily events”.

Other definitions of journalism:

 The occupation of writing for publication in newspapers and other periodicals ----
Noah Webster
 Something that embraces all forms in which through which the news and
comments on the news reach the public. All that happens in the world, if such
happenings stimulate, become basic materials for the journalist --- Fraser F.
Bond
 Enjoyable co-curricular activity of the school paper staff in collecting, organizing
and presenting news; in writing editorials, columns, literary articles, and features;
 in copyreading, proofreading, dummying, and writing headlines – all for the
purpose of putting out a school organ. – School Paper advisers of the City
School of Manila
c. SCOPE OF JOURNALISM
 Journalism may be divided into three areas: written, oral, and visual.
 Periodicals such as newspapers and magazines fall under written journalism. A
periodical, defined broadly, is a publication that comes out at regular intervals –
daily, weekly, fortnightly, monthly, bi-monthly, quarterly, annually, etc.
 A newspaper, compared to a magazine, prints more news, has no special cover,
and is printed on special paper called newsprint. News is printed on the front
page as well as on the inside and back pages
 A magazine, on the other hand, prints more features and human interest stories,
has a special cover usually with a big cut on it, and is often printed on book
paper. If ever news is printed, it is brief, featurized, and found in the inside pages.
 Periodicals, brochures, journal, books, and graphic arts are classified under print
media. Radio falls under oral journalism, while television, movies and
documentaries are under visual journalism.
 Radio and television are examples of broadcast media while movies and
documentaries are examples of film media.

d. RESPONSIBLITIES OF A CAMPUS WRITER:

 Collecting, verifying and analyzing thoroughly newsworthy information.

 Assembling findings into a stable story
 Writing and delivering news stories with the reader’s perspective in mind
 Publish or broadcast news stories
 Receive assignments or investigate news leads/tips
 Abide by journalism’s ethics and codes
 Contact, interview and research sources
 Maintain notes and audio recordings
 Cooperate with reporters, chief editor, producers, etc.
 Stay up-to-date with the latest current events in the “beat” by studying papers,
attending events etc.

e. THE DO’s and DON’Ts IN CAMPUS JOURNALISM

 DON’T use () [ ] and … If you need parentheses or brackets to explain
something, rewrite the sentence so that you story is clear without them. If you
need an ellipsis in a quote to show that you have left out some words, then
rethink the quote.
 DON’T use rhetorical questions: Tell your reader what you have learned. Don’t
ask the reader questions. Sometimes simply rephrasing solves the problem.
 DON’T read minds. Tell readers only what you know.
 DON’T put question or your interview in the story.
 Don’t put your opinions or judgment in the story. stick to facts.
 Don’t write factoids. These look like facts but have no real basis.
 Do write about people doing things, rather than about abstractions.
 Do re-read your work and cut out unneeded words. Be ruthless.
 Do say said. It’s easy. It’s fun. It’s cheap. Use it again and again… nobody will
mind. nobody will notice because said just disappears on the page

f. THE JOURNALIST’S CREED

I believe in the profession of Journalism.

I believe that the public journal is a public trust; that all connected with it are, to
the full measure of responsibility, trustees for the public; that all acceptance of
lesser service than the public service is a betrayal of this trust.
I believe that clear thinking, clear statement, accuracy and fairness are
fundamental to good journalism.
I believe that a journalist should write only what he holds in his heart to be true.
I believe that suppression of the news, for any consideration other than the
welfare of society, is indefensible.
I believe that no one should write as a journalist what he would not say as a
gentleman; that bribery by one’s own pocket book is as much to be avoided as
bribery by the pocketbook of another; that individual responsibility may not be
escaped by pleading another’s instructions or another’s dividends.
I believe that advertising, news and editorial columns should alike serve the best
interests of readers; that a single standard of helpful truth and cleanness should
prevail for all; that supreme test of good journalism is the measure of its public
service.
I believe that the journalism which succeeds the best-and best deserves
success-fears God and honors man; is stoutly independent; unmoved by pride of
opinion or greed of power; constructive, tolerant but never careless, self-
controlled, patient, always respectful of its readers but always unafraid, is quickly
indignant at injustice; is unswayed by the appeal of the privilege or the clamor of
the mob; seeks to give every man a chance, and as far as law, an honest wage
and recognition of human brotherhood can make it so, an equal chance; is
profoundly patriotic while sincerely promoting international good will and
cementing world-comradeship, is a journalism of humanity, of and for today’s
world.

g. The Charter of Student Press Rights

The following conditions are essential for a free student press:
 The student press, in accordance with the right of the United Nations
(Draft) Convention on Freedom of Information, should be free from
regulations by any organ of the government or by the university
authorities;
 The student press, except where it is an official organ of a student
organization, should be free from regulations by other student
organization;
 The student press, should be free from all pressures, financial and other
external groups;
  The student press should have a free access to information and the same
rights and privileges as afforded to regularly accredited journalists.

h. The Code of Student Press Ethics

Believing that all student publications throughout the world should respect the
basic principles of human rights and that they should maintain good quality
workmanship and a high standard of conduct, the following Code of Ethics for
observance by student journalists is recommended:

 The student journalist should strive continuously to be unbiased and

accurate in hi/her reports and should equip himself adequately with the
facts to support his/her published statements. He/She should realize
his/her personal responsibility for everything he/she submits for
publication.
 The student journalist should reveal his/her identity as a representative
of the student press before obtaining any interview for publication.
 The editor should not exclude a student point of view solely because it
is contrary to the editorial policy.
 The editor should apologize in print at the first available opportunity for
all mistakes.
 A student journalist should depend freedom through the hones
collection and publication of news and facts and through the rights of
fair comment and criticism.
 Student journalists should be familiar with the laws of libel and
contempt of court which exist in their country and should observe the
international copyright agreement unless this interferes with the
freedom of the press or the need to inform the public on vital matters.
Every effort should be made to retain the independence of all students
from public relations, censorship, pressure or undue influence from any
outside body, political, governmental religious of in the university.
 Official publications of a student union, however, have a particular
responsibility to that union.

The International Student Press Conference, considering

i. Declaration of Principles: Aims of Student Journalists

 That Journalism plays one of the most essential roles in the life
of man, i.e. the expression of thinking;
 that student journalism as a means of expressing thoughts
tends to strengthen unity, understanding an friendship among all
the students of the world;
 that through a mandate of the press conference, it is the duty of
the student press to take a position on current problems based
on the Universal Declaration of Human Rights and on the
Charter of the Student Press;
 that in order to define the responsibility of the student press in a
Code of Ethics, it is necessary first of all to establish the duties
and obligations of the student journalist and make a declaration
of principles containing the aims and objectives to be
implemented by the student press, resolves to declare as
fundamental principles to be implemented by the student
journalists the following:

1. Culture: Student journalism must be a means of

propagating culture in all its forms.

2. Freedom of the Press: it is necessary in order to insure

the very existence of journalism that full freedom of the press
exists in the country in which student publications are issued
because the freedom of the press exactly reflects the liberty
of opinion and expression in any democratic country.
3. Freedom of Culture: as the exchange of ideas and
opinions is an effective means of obtaining understanding
between all students of the world it is indispensable for such
understanding that all men have full freedom of thought,
conscience and religion.

4. Totalitarianism, Colonialism, Imperialism: Student

journalist should pursue and condemn totalitarianism,
colonialism, and imperialism in all their forms as these are
systems opposed to the highest aspirations of student
around the world;

5. Student Dignity: student journalism, recognizing its

responsibility as a medium of expression and orientation,
declares that it will try to be effective in favor of student and
human rights in accordance with various resolutions of the
International Student Press Conference which says that:
“. . . all people should have access to an education enabling
them to realize their full potentialities and available equally to
all without regard for color, economic circumstances, sex,
political or religious convictions and social standing; that
people should be free to develop their educational systems
in keeping with their own culture and traditions.”
 B. Types and Functions of Campus Journalism

A campus paper may be mimeographed or printed published or released by an

organization or school whose name or logo appears in the masthead or in the editorial
box.

The campus paper like any other media has functions.

AID TO STUDENTS

a.      Provides opportunity for interesting writing.

b.      Gives students the opportunity to learn how to read the newspapers.

c.       Acts as stimulus to better work.

d.      Develops students’ power of observation and discrimination concerning relative

merits of news articles.

e.      Serves as outlet and motivation for journalistic writing.

f.        Offers training in organizations, business methods, commercial arts, salesmanship,

bookkeeping and business management.

g.      Develops qualities of cooperation, tact, accuracy, tolerance, responsibility and

leadership.

AID TO SCHOOL AND COMMUNITY

a.      Informs the community of the work of the school.

b.      Publishes school news.

c.       Creates and expresses school opinions.

d.      Makes known the achievements of the school.

e.      Helps unify the school.

f.        Encourages and stimulates worthwhile activities.

g.      Develops right standard of conduct.

h.      Provides and outlet for students’ suggestions for the betterment of the school.

i.        Develops better interschool relationship.

j.        Develops school spirit.

k.      Develops cooperation between the parents and the school.

The campus paper also has these following functions:

 INFORMATION FUNCTION
This is the news functions of the campus paper: to inform. Since
information dissemination is the maid purpose of the campus paper, this is
the function most likely performed by any campus paper. It gives the
readers information concerning the things around the community and
within the school.

 OPINION FUNCTION
Through the editorials and editorial columns, the editor has the chance to
post his opinion regarding current events inside the school and the
community. The main purpose for this is to persuade to reader toward a
certain point of view.

 EDUCATION FUNCTION
Tabooed topics such as sex, sex education, family planning and the like
are extensively and intensively discussed by writers of campus papers.
 This is one of the most important functions of the campus paper: to
educate.

 WATCHDOG FUNCTION
The school paper serves as an eye for the readers to see what is
happening in the school and to guard the right of the young ones.

 LABORATORY FUNCTION
It serves as the teaching tool for budding journalists. Neophytes pattern
their new experience from the existing and past papers.

 DOCUMENTATION FUNCTION
Important school events and worthwhile student accomplishments and
achievements are recorded in the campus paper for posterity’s sake. Most
present day stories are researched from old newspapers.

 ENTERTAINMENT FUNCTION
The school paper, like an interesting book, keeps the reader company
especially when he is alone. Most human interest stories are stimulating to
read.

 DEVELOPMENTAL FUNCTION
In developing a country like the Philippines, scholastic and commercial
journalism has been given greater and nobler significance. The sources of
new journalists are school also. Journalists in campus publications are
most likely to be the journalists of the future. The young journalist whose
news deals with club activities, school elections and campus activities will
eventually become a better one whose news deal with activities of the
nation, national elections and national concerns. The developmental
function of the campus paper doesn't only have implications on the young
 one himself but also on the school as a whole. School administrators and
staff may reflect their performance on the school paper and see what
improvements must be done.

Traits of Good Writers: Roy Peter Clark

1. Good writers see the world as their journalism laboratory, a storehouse of

story ideas.
2. Good writers prefer to discover and develop their own story ideas.
3. Good writers are voracious collectors of information.
4. Good writers spend too much time and creative energy working on their
leads.
5. Good writers talk about “immersing themselves” into the story.
6. Most good writers are bleeders rather than speeders.
7. Good writers understand that an important part of writing is the mechanical
drudgery of organizing the material.
8. Good writers rewrite.
9. In judging their work, good writers tend to trust their ears and their feelings
more than their eyes.
10. Good writers want to tell stories.
11. Good writers are primarily to please themselves and to meet their own
exacting standards, but they also understand thet writing is a transaction
between writer and reader
12. Good writers take chances in their writing.
13. Good writers are lifelong readers, mostly novels, and they like movies.
14. Good writers write too long, and they know it.

ACTIVITY: (Essay) Answer the following questions in no less

than five sentences to be posted on the online class forum (50
pts. Each)
  State one responsibility of a campus journalist and explain.
 Define campus journalism in your own point of view.
 Why do campus journalists need to be responsible in their writing?
 Explain the relevance of the saying “ Pen is mightier than the sword” in
campus journalism.

LESSON 2:
NEWS WRITING
OBJECTIVES:

 Define news and news writing.

 Discuss the different elements that make a material newsworthy.
 Discuss the importance of inverted pyramid structure in news story.
 Introduce the different types of news and news leads.
 Discuss the formal community used in news writing.
 Write a news story about a recent event in school.

a. Definitions of News / News Writing

 News is newly received or noteworthy information, especially about

recent events usually a broadcast or published report not previously
known to someone. --- Oxford Dictionary
 News is information that is published in newspapers and broadcast
on radio and television about recent events in the country or the
world. --- Collins Dictionary
 The abbreviation of NEWS stands for “Notable, Events, Weather
and Sports”.
 News style or news writing is the particular prose style for news
reporting (ie. in newspaper) as well as in news items that air on
radio and television.
 News writing encompasses not only vocabulary and sentence
structure, but also the way in which stories present the information
in terms of relative importance, tone, and intended audience.

b. The Elements of News

 Conflict – this may involve physical or mental conflict (man vs. man, man
vs. animal, man vs. nature, man vs. himself
 Immediacy or timeliness – this element emphasizes the newest angle of
the story the more recent the event, the more interesting it is to the reader.
 Proximity or nearness -- this may refer to geographical nearness as well
as to nearness of kinship or interest.
 Prominence – some people are more prominent than others by reasons
of wealth, social position, or achievements.
 Significance – whatever is significant to the life of an individual is
interesting to him.
 Names – important names make important news.
 Drama – this adds color to the story. The more picturesque the
background and the more dramatic the actions are, the more appealing
the story is to the reader.
 Oddity or unusualness – this refers to strange or unnatural events,
objects, persons, and places. An odd story is interesting not because of its
new value but because of the human-interest side of it.
 Romance and adventure – The romance of Elizabeth Taylor and Richard
Burton had hugged headlines for many years. Romance may be
experienced with other things. There were the romance of Hemingway
with the sea and of the astronauts with space.
 Sex – Since the dawn of history, sex has always interested man. Stories
of sex are usually related to stories of romance, marriage, divorce, and
varied activities of men and women. This is not always the case.
 Progress – The onward and forward march of civilization or the progress
of a country is chronicled step by step in the newspaper. The trend today
is towards development communication. Reports on the significant
changes in the established order and on scientific achievements are in
order.
 Animals – Stories of animals, especially those with talents are good
reading matter because of their human-interest value.
  Number – Sweepstakes numbers, vital statistics, election results, scores
in games, casualties, fatalities, price of goods, and ages of women make
good news.
 Emotion – All other elements of news mentioned above appeal to the
emotion. But the term emotion here includes the various human
responses such as the innate desire for food, clothing, shelter; the
universal interest in children, animals and nature, and the natural feeling
of love, symphathy and generosity, of fear, hatred, and jealousy.

c. The Inverted Pyramid Structure

In general, news stories are organized using the inverted pyramid style, in
which information is presented in descending order of importance. This allows
the audience to read the most crucial details quickly so they can decide
whether to continue or stop reading the story. From an editing perspective,
using the inverted pyramid style makes it easier to cut a story from the
bottom, if necessary. Invented more than a century ago, the inverted pyramid
style remains the basic formula for news writing (Scanlan, 2003).
 TYPES OF NEWS STORIES

News stories may fall under any of the following types according to:

1. Scope or Origin
 Local news – Report of events that takes place within the immediate
locality.
 National news – News that takes place within the country.
 Foreign news – News that takes place outside the country.
 Dateline news – News preceded by the date and place of origin or place
where it was written or filed.
2. Chronology or Sequence
 Advance or Anticipated – News published before its occurrence,
sometimes called dope or prognostication. The reporter foretells events
expected to occur at a definite time in the future.
 Spot news – News that is gathered and reporter on the spot. It deals with
unscheduled information demanding immediate publication. The reporter
himself is an eyewitness to the event that took place.
 Coverage news – News written from a given beat. Both spot news and
coverage news are good examples of first hand-reporting
 Follow-up news – A sequel to a previous story. Having a new lead of its
own, it is a second, third or subsequent chapter of a serial.

3. Structure
 Straight news – News that consists of facts given straight without
embellishment. Its main aim is to inform. It uses the summary lead and is
written using the inverted pyramid structure
 News Feature (Featurized news distinguished from a feature article) – It
is also based on facts, but it entertains more than it informs. It uses the
suspended interest structure like the narrative, thus, it cannot meet the
cut-off test. In writing a news feature, the writer may give without
editorializing. The reporter’s by-line usually appears with his story.

(1) Single-feature or one-incident story – The story deals with an

isolated event. A single fact is featured in the lead and is
explained further in the succeeding paragraphs. The story
breaks logically at every paragraph, thus enabling the reporter
to cut or lengthen it as space dictates.
(2) Several-feature, multiple-angled, or composite story – Several
facts are included in the lead in their order of importance. These
 facts are elaborated one after the other in the body. The
several-feature story aims to draw together two or more
divergent aspects of related news items separately; the writer
writes them in one big story.

4. Treatment
 Fact story – This is a plain exposition setting forth a single situation or
a series of closely related facts that inform. It is written in the inverted
pyramid design.
 Action story – A narrative of actions involving not mere simple facts
but also of dramatic events, description of persons and events,
perhaps testimony of witnesses as well as explanatory data, Sports
games, competitions, accidents, and war reports are examples of
action stories.
 Speech report – A news story usually written from a public address,
talks, and speeches.
 Quote story – Speeches, statements and letters, and to some extent,
interviews when reported, are regarded as quote stories. All are based
on recorded information, either written or spoken, and transcribed by
the reporter in the forms of news.
 Interview story – A news report written from an interview.
 Hard news -- events, such as killings, city council meetings and
speeches by leading government officials, are timely and are reported
almost automatically by the media.
 Soft news – events, such as lunch to honor a retiring school custodian
or a boy scouting jamboree are not usually considered immediately
important or timely to a wide audience.

5. Content
 Routine story – celebrations, enrollment, graduation, election stories
reported year in and year out.
  Police reports – accident, fire, calamity, crime stories, etc.
 Science new
 Developmental news
 Sports stories

6. Minor forms
 News brief – A short item of news interest, written like a brief telegraphic
message, giving mainly the result with details.
 News bulletin – It is similar to the lead of a straight news story. Its aim is
just to give the gist of the news.
 News-featurette – This is a short news feature usually used as filler
 Flash – A bulletin that conveys the first word of an event.

d. Kinds of Lead

1. Conventional or Summary Lead

This kind of lead used in straight news answers right away all or any of the
5 W’s and/or the H. It may be one of the following:
 WHO lead – Used when the person involved is more prominent
that what he does or what happens to him.
 WHAT lead – Used when the event or what took place is more
important than the person involved in the story.
 WHERE lead – Used when the place is unique and no prominent
person is involved.
 WHEN lead – rarely used as the reader presumes the story to be
timely. However, this lead is useful when speaking of deadlines,
holidays, and important dates.
 WHY lead – Used when the reason is more prominent or unique
than what happens.
  HOW lead – Used when the manner, mode, means, or method of
achieving the story is the unnatural way.

2. Grammatical beginning lead

Some examples of these grammatical beginning leads are:
 Prepositional phrase lead – The phrase is introduced by a
preposition.
 Infinitive phrase lead – It begins with the sign of the infinitive to
plus the main verb.
 Participial phrase lead – It is introduced by the present or past
participle form of the verb
 Gerundial Phrase lead – It is introduced by a gerund (a verbal
noun ending in ing)
 Clause lead – The lead begins with a clause which may either be
independent or subordinate; or may either be a noun or an
adjectival or adverbial clause.

3. Novelty lead
 Astonisher lead – Uses an interjection or an exclamatory
sentence.
 Contrast lead – Describes two extremes or opposites for
emphasis. The sharper the contrast, the more effective the lead will
be.
 Epigram lead – Describes a person, a place, or an event, at the
same time creating a mental picture of the subject matter in the
mind of the character.
 Background lead – Similar to the picture lead expect that it
describes the setting which may be more prominent than the
characters and the events.
  Descriptive lead – Used when comparatively few descriptive
words can vividly formulate imagery.
 Parody lead – Consists of a parody of a well-known song, poem,
lines, etc.
 Punch lead – A short, forceful word or expression.
 One word lead – (self explanatory)
 Quotation lead – Consists of the speaker’s direct words which are
very striking and which are usually quoted from a speech, a public
address, or an interview.
 Question lead – An answer to a question which is the basis of the
news story.

e. Basic Rules in News Writing

 In news writing, always follow the inverted pyramid. That is, place
the most pressing facts at the start of the article and close with the
least compelling elements.
 Avoid long or complicated words. A news story isn't the place to
impress people with your intelligence or command of the English
language.
 Choose short sentences over lengthy sentences that require many
forms of punctuation. Here are six basic punctuation rules to
consider.
 Follow a simple subject-verb-object form. For more on that, here
are 20 rules of subject-verb agreement.
 Don't use too many commas. Try to adhere to these eight comma
rules.
 Each paragraph should introduce a new idea and, like sentences,
be short and to the point. Consider dropping in a few transition
words, where appropriate.
  Never use more than two prepositional phrases. These are phrases
like, "According to the national weather forecast…" Here are some
added prepositional phrases examples.
 Remember that the core objective of a great news report is to
convey the fact in a compelling and easy-to-understand manner.
Get to the point and use shorter sentences.

ACTIVITY:

1. Write a news story using different leads.

2. Write a news story about recent events in school and society.

3. Publish news article on online group for open criticizing.

LESSON 3:
OBJECTIVES:

 Define feature story and feature writing.

 Discuss the unique characteristics of each feature types.
 Differentiate features and news.
 Discuss the different types of leads used in feature writing.
 Write a feature story.

a. Feature and Feature Writing

A feature is a longer piece of writing than a news story. ... A feature will often cover an
issue in greater depth than a news story would do; or it might look at an ongoing story
from a different angle

 Feature Journalism is creative journalism. It escapes the hard-news format allowing the
creative writers among us to write feature articles in an inventive and compelling way.
Unlike short and to-the-point news articles, feature articles deal with a subject in greater
depth and, usually, at greater length.
 b. Feature vs. News

There are three critical differences between a feature story and a news story:
1. Timing
The major difference between a news story and a feature story is that a news story
is time-sensitive. Media outlets want to publish news stories as quickly as possible
after an event occurs. Feature stories, however, are not as time-dependent and
contain no urgent content. You can write one anytime after an event occurs.

2. Style

The writing styles of a news story and a feature are different. In a news story, the
emphasis is on content rather than form. News stories go straight to the point, using
simple and effective words to deliver the facts quickly. They usually average
between 300-500 words.
Feature stories are often more wordy and they have a creative structure. Feature
stories can be more than 2000 words.

3. Beginning and ending

A news story and a feature story have different types of beginnings and endings.
News stories tell what the news is upfront and then give the most important details in
the first paragraph or two. The beginning – or lead – of a feature story, on the other
hand, doesn’t give the news straightaway. Instead, it hooks readers and keeps them
reading until the end.

A news story can end anywhere after you’ve described the most important facts,
whereas a feature story ends with readers feeling satisfied that they gained some
value from reading the story.

c. Varieties of Feature Stories

A feature can be written on any subject. A reporter can write about a cat trying to
catch an elusive rat, a roadside vendor in your street, a doctor at work in a
hospital, a blind man trying to cross a busy street, men and women in an unusual
profession, reminiscences of the past and personal accounts of travel. The
subject can be any thing. A feature has also no specific length. It can be written
in four paragraphs as well as in 20 paragraphs. Given below are some types of
features writing generally you will find in newspapers.

 Human Interest Features Writing: Human interest feature discusses a

person or people in an emotional way. It presents people and their
problems, concerns, or achievements in a way that brings about interest
or sympathy in the reader or viewer. Human interest features may be the
story behind the story about an event, organization or otherwise faceless
historical happening, such as about the life of an individual soldier during
war-time, an interview with a survivor of a natural disaster, or profile of
someone known for a career achievement. The human touch is perhaps
the most vital quality in such features.

 Personal Narratives: Personal narrative features are stories about

eminent men and women. Human interest in them survives even long after
their death. Features can be written on their work, their achievements and
their unique contribution to the society.

 Meeting Unusual People: Features can be written on extraordinary

people about whose life and work readers will be interested to read.

 Travel Sketches: Features can also be written on travel which fascinates

most people. Travel features satisfy a basic human desire to know more
about the world we live in. It makes interesting reading.
 Historical Features: Persons in history books or about historical places
also make interesting feature. On occasions, newspapers carry historical
features.

 Interpretative Features: Interpretative features analyze facts and

information. Such features are intended to inform and instruct the readers
about the background and significance of various issues.

 Autobiographical Human Documents: Such features are written about

the personal experiences or intimate personal matters. “My Experiment
with Truth’ is a wonderful account of the personal experiences of Mahatma
Gandhi.

 Science Features: Features can be written on science and technology,

scientific studies and innovation. Readers are interested to read about
science and technology.

 Practical Guidance Features: These features are intended to inform and

guide the readers. Such features are designed to tell the reader how to
make, repair or collect things.

 Miscellaneous: Features can also be written on various other subjects.

You can write on mundane activities like gardening and cooking to
unusual trades and professions, from fashions and good grooming to
mountaineering and bird watching. If you find news point on any topic,
subject or issue that will be interesting, you can write.

 Unusual Professions: Features can be written on unusual professions

like puppeteers who have fallen on bad days, the leech doctor who may
well claim to be a precursor of the modern surgeon, the street juggler and
many others
 d. Data Gathering

Gathering Information

The first step to writing a story involves gathering information about your topic. In order
to do so, you need people who witnessed the event first hand or have extensive
knowledge on said topic. In writing, especially in journalism, the information you use is
the heart of your writing. Perhaps without details, sources, evidence, one’s writing will
not have the intended impact of informing your audience.

Conducting an Interview

When interviewing someone related or involved with a story, you are receiving
information from primary sources. Before you begin interviewing someone, you need to
make sure you know what questions to ask and how to ask them. Plan your interview as
best you can and think carefully about the topics you want to cover. It would be helpful
to write your questions out beforehand if you have time.

Questions to ask yourself before the interview:

1. What do you know and what do you need to know?

2. What are you trying to inform your audience about?
3. What are some of the outcomes? Not everyone will like your story or the topic
you choose to write about so be prepared for negative feedback. Be aware of
any ethical issues pertaining to your topic as well.

Rich Martin author of the book, “Living Journalism”, who has more than 30 years of
reporting and teaching experience, offers his advice about interviewing. These are
some questions adopted from his list:

1. What organizational policies or professional guidelines should you consider?

2. How can you bring people with different perspectives and ideas into your
decision making?
 3. Who will be affected by your decision? Think about your topic and who will be
reading about it.
4. How would you feel if roles were reversed and you were the subject of the story?
5. Are there ways to minimize harm while remaining true to the facts of the story?  

Once you have answered these questions and feel as though you know a lot about the
subject of matter then you can consider questions that you want to find out from the
person you are interviewing. It’s a given that you want to hear all sides of the story to
prevent a biased opinion , but also keep in mind that there may not always be two sides
to a story, so do your research. University of Delaware Professor of Journalism Ben
Yagoda refers to this instance as False Equivalency. He refers to this example:

 The flu vaccine. The question parents are asking themselves is should or
shouldn’t my child get the flu vaccine? Reporters may think there are two sides of
this story and the truth lies in the middle, but it doesn’t. “That would be saying
that only a portion of children should get the flu vaccine when medical reports
prove that all children should,” says Yagoda.

With this in mind, think carefully about your topic to your story and whether it’s apparent
or not that there’s two sides to look into. If so, plan for multiple interviews because as a
journalist you do not want to have a biased opinion. If there is only one side of the story
then do the research and interview accordingly.

Here are a few examples of types of questions you can use (adapted from Rich Martin).
We have further explained underneath each type.

1. Ask open-ended questions: This means questions that have no fixed limit or that
require your subject to provide details. Example: Do you like animals and why?
As opposed to a closed-ended question that only requires one word answers.
Example Do you like animals?
2. Avoid charged language or loaded words: This means questions that are not
biased or come across to the subject as trying to persuade them towards a
 particular viewpoint. Your questions should not sound tough, but they should
probe and issue.
3. Keep your questions short and focused: Don’t overload them with details that will
allow the subject to answer selectively.

Good questions illuminate issues and capture the personality and character of the
people you’re writing about. Also when interviewing someone, you need to be sure to
explain who you are and what your job is. Journalism is about directness, precision,
clarity, and not about confusing people. Questions are supposed to get answers.
Questions that fail to get answers are not tough enough.

Tips on questions to ask the interviewee according to Yagoda:

1. Ask follow-up questions-which are sometimes the most important: Example:

Yagoda read a story and in it the reporter quoted that his interviewee, “once
drank a fine wine that helped him remember a specific memory”. There was
nothing further on the subject and Yagoda wanted to know more about what was
stated in the quotation. He says, “This would be an example of an opportunity to
ask a follow up question so the readers aren’t left with questions. What was the
type of wine he drank? What was the memory?
2. Do not just read off all the questions you have prepared.
3. If something the interviewee says is surprising or not clear then ask to explain
further.
4. If another topic is brought up ask about that as well.
5. Educate yourself on the general topic.

After the questions are prepared and you feel confident about them, remember these
final tips about conducting your interview:

1. Be Yourself. Don’t act out of character.

2. Choose the right setting. Offices and homes are both appropriate and convenient
to conduct interviews. Outdoors is also convenient if the story calls for it, but it
can be noisy.
 3. Tap into your subject’s ability to remember the details of the event or situation.
4. Always ask why in order to fully understand what is being said.
5. Take notes.
6. Don’t be late.
7. Dress appropriately

Interviews can be a multifaceted tool not just restricted to Journalism. They can also be
used to help strengthen other forms of writing such as argumentative or research. Using
interviews in this form of writing may prove to be more difficult than in Journalism due to
the fact that Journalism is based on other people’s accounts of an event and stories,
while other forms of writing are based on other things such as data and research. An
interview adds multiple points of view to help inform the reader of the topic and allow
them to create their own opinion. If you are able to conduct an interview with a reliable
source, it is strongly advised to do so as this will help strengthen your writing.

Using Credible Sources

One of the most important things in any form of writing when using an outside source is
to make sure they are credible. A credible source is someone or a group of people
respected in their fields of study. A Harvard Law professor is going to be a more
credible source than a freshman at your local community college when looking for
information about law, for example. If even one of the sources that you cite in your work
is not credible, every single one of the other sources in that piece will be called into
question. Credible sources are not hard to come by, but you must take the extra time to
make absolutely sure that nothing your sources are saying could be called into question
for credibility.

According to Purdue University’s Online Writing Lab, there are a few questions you can
ask yourself to determine if your sources are credible. Below, we expanded on some of
these questions to better understand them.

1.     Who is the author?

A credible author is going to be someone that has extensively studied the specific field
you are writing about or need information about. Not only that, but they also will cite all
of their sources in which you can check those as well for validity and backing to what
your original author has written. This is also a great chance to find more possible
sources to further your story.

2. How recent is the source?

The time in which a certain source was published will be important depending on what
your topic is. A perfect example for this is found in the Purdue OWL which states that
while information on the Civil War may be very old but still accurate, more modern
topics such as computers or engineering must have more recent sources to stay
relevant,

3. What is the author’s purpose?

A very important thing to keep in mind when deciding to use a source or not is what the
standpoint of that source is. Is it neutral or is it biased to one particular side? This can
be very detrimental to your writing if you only choose sources that limit your information
to one side of a debate.

4. What type of sources does your audience value?

What this question essentially means is that you need to write to your audience, so you
should use sources that could be respected by your audience. Peer-reviewed journals
and research logs would be a good source for academics and professionals, but people
in your hometown might not value that as much as a mainstream source of information.

e. Structure of Feature Story

Your feature, whatever its length, will have a basic structure of:

• Introduction
Set the scene. Bring it to life. You might start with a question, a narrative or a
description, but however you do it, you need to seduce readers into your story via the
first paragraph. A quick tip here is that it’s often a good idea to write the opening
paragraph last of all, once you’ve written everything else. Or write it and then go back to
it when you’ve finished the rest of the feature. A lot of the time, the first paragraph that
we write will turn out to be drivel, and either we’ll look at it in horror and cut it ourselves,
or the editor will do it for us. 

Your first or in most cases, second, paragraph will ideally explain the feature in a
nutshell, so that the reader knows what they are reading about and why they are
reading it.

• Body text

Having got your readers hooked at the start, keep them reading. This is where your
writer’s skill in creating a logically progressed narrative comes into play. Each
paragraph will move your story along, and add to the reader’s information. Embed facts
into scenes, so that something new is revealed with each paragraph.

If you have interviewed people, let them reveal their parts of the story via direct quotes –
you are telling a story with characters in it so let them speak. Their voices will bring your
feature story to life.

Don’t info-dump. Space out your information so that everything necessary is included
without disrupting your narrative flow. 

If you haven’t enough space to get in all the facts, cut your prose rather than sacrifice
information that will add to a reader’s knowledge.

• Conclusion

 Create a satisfactory ending so that the reader understands that the story has reached
a conclusion. Don’t spoil a good feature by letting it tail off, or make it bottom-heavy by
cramming in information that should have been woven in higher up. Be careful too not to
sound pat or – heaven forbid – press-releasey. Feature writing is about real life stories,
and real life is complex, and does not always wrap up into a neat conclusion. One-liners
can be a nice way to end a piece, or if you have it, a good quote that underlines
everything that you’ve been saying throughout the feature.

f. Types of Leads in Feature Stories

1. Punch – a short, snappy sentence in a paragraph by itself. The second
paragraph gives more detail.

2. Background – a descriptive lead that focuses on the circumstances

surrounding the event, not on the participants

3. Direct Quote – used when the speaker’s words summarize and dramatize
the event.

4. Question – to be avoided unless it directly raises the issue. If the reporter

knows the answer, he should simply tell the reader

5. Descriptive – concentrates on the five senses, showing readers what the

event or person looked like.

6. Contrast -- plays up opposites to sharpen the focus on the news.

7. Allusion – plays to the readers knowledge of literature, history, or

mythology, and delights in their resemblance to current events.
 8. Parody – relates the situation to song, poem, quote, book, or movie by
paralleling well-known words.

ACTIVITY:

1. Write one paragraph, feature introduction using different feature leads.

2. Write a feature story about a relevant topic/issue in the community.
3. Publish feature article on group blog for open criticizing.
4. Create a diagram that shows similarities and differences of Feature and News.

LESSON 4
Copy Reading and Headlining
OBJECTIVES:

1. Define copyreading and heading

2. Enumerate the responsibilities of a copy reader.
3. Familiarize with copyreading symbols
4. Identify the guidelines in headline writing.
A. COPYREADING
a. What is Copyreading?
 It is the art of arranging, correcting, and selecting the quality and
type of news.
 It is also called copyediting.
 One who edits copies is called a copyreader or copyeditor.
THE COPY
 Material for a newspaper or magazine article.
 The text as written by the author.
b. Responsibilities of a copyreader/copyeditor
The copyreader – is a very important person on the newspaper
job, etc.
 Edits errors on grammar (spelling, tenses, agreement, etc.)
 Edits errors of fact (accuracy check)
 Edits verbose copy
 Deletes opinion or slant and libelous statements
 Writes the headline

c. Copyreading symbols
B. HEADLINING

a. What is a headline?
A headline is the title of a newspaper story, printed in a large letters
at the top of the story, especially on the front page

b. Functions of a headline
 Communicate Story Importance
 Concisely convey essence of story
 Grab attention
 Convey tone of publication

c. Guidelines in headline writing

1. Best headline writers are spontaneous and creative; the best headlines
instantly come to you.
2. Headline writers have to be the best writers at the newspaper.
3.  Many times, the best headlines you come up with cannot be printed!
4.  Continuity leads to better headlines; one must write them day after day to
get good at it.
 5.  Read others' headlines to get ideas, but doing so isn't necessarily going
to make you a better headline writer.
6.  The most-effective headlines are those that give an old cliché a new twist;
readers are familiar with the cliché, but something different about it will
reel them in.
7.  The more conversational the headline, the more the readers will like it.
8.  Don't be so quick to abandon using articles such as "a," "and" and "the";
sometimes these words are needed for clarity. Also, headline styles
changeover time.
9.  Don't repeat the lead in a headline.
10.  Write a better headline than the lead. And don't give away the punch line
of a feature story that has a surprise ending.
11.  Be aware of any unintended double meanings.
12. Avoid Bad Breaks at the end of lines, such as dangling prepositions or
conjunctions.
13.  Don't get into the habit of relying on squeezing or stretching the headline
type to fit the space. To trained eyes, it can look sloppy, especially when
the "doctored" headline appears near other headlines.

Dos and Don’ts in Writing Traditional Headlines

A. Do’s
1. Make your headline answer as many W’s as possible.
2. The headline should summarize the news story. It should contain nothing that
is not found in the story.
3. Positive heads are preferable to negative ones.
4. Put a verb expressed or implied in every deck.
5. Omit articles like a, an, and the all forms of the verb to be (is, are, be, etc.),
unless needed to make the meaning clear.
6. Use the strongest word in the first line as much as possible.
7. The active verb is better than the passive verb in headlines.
8. Use the present tense for past stories and the infinitive form for future stories.
 9. Write numbers in figures or spell them out depending upom your needs for
your unit counts.
10. Use any of the following headline styles, but be consistent once you have
adopted one.
a. All caps
CHARACTER, NATIONALISM VITAL COGS IN EDUCATION
b. Cap and lower case
Character, Nationalism Vital Cogs in Education
c. Down style
Character, nationalism vital cogs in education
B. What to Avoid in Writing Headlines
1. Avoid the following kinds of headlines:
a. Fat head – A headline in which the letters or the words are so crowded
that there are no more spaces between them or that the spaces are so
small that several words read as one.
BSPLAUNCHESDRIVE
b. Thin head – the spaces between the letters of words, or the space after
the words in a line are so wide that the effect is ugly.
BSPLAUNCHINGDRIVE
c. Label head – An incomplete headline, like the label of a product.
CHRISTMAS PARTY
d. Wooden head – A very weak headline that is devoid of meaning
sometimes due to the absence of a subject or the lack of a verb.
TO HOLD EXCURSION
e. Mandatory head – It gives a command because it begins with a verb.
HOLD DIALOG WITH PRINCIPAL
f. Screaming head – It is a big and bold headline of a shot and unimportant
story. A sensational head is another kind of screaming headline.
2. Don’t tell the same thing even though you use a different word. Each
succeeding deck should contribute new information.
3. Don’t comment directly or indirectly. Avoid editorializing even in headlines.
 4. Unless the subject is implied or has been mentioned in the first deck, avoid
beginning a headline with a verb.
5. Don’t end a line with a preposition. Neither should you separate a preposition
from its object. Don’t confuse a hanging preposition with a two-word verb that
ends with a preposition.
Wrong: Students vote for
SSG officials
(“for” is a hanging prepositions)
6. Don’t break off abbreviations, names, and hyphenated words.
7. Avoid repeating principal words regardless of the number of decks.
8. Avoid heads that carry a double meaning.
9. Don’t coin abbreviations of your own. Use only that those are common to the
readers like PNRC, DECS, DCS, etc.
10. Don’t abbreviate days and months unless figures follow, as:
Mon. Jan. 23

ACTIVITY:

1.Editting a manuscript
(The manuscript will be given by the teacher)

2.Write catchy headlines

LESSON 5:
EDITORIAL WRITING
OBJECTIVES:

 Define the different types of an editorial.

 Compare and contrast editorial writing from opinion writing.
 Enumerate the current issues locally and globally.
 Develop interest in writing opinionated articles expressing their sides regarding a
certain topic.
 Write an effective editorial article for different audiences.
 Compare their ideas with other people’s ideas by including counter arguments
and acknowledging multiple perspectives on any topic.
a. What is an editorial?
An editorial is the official stand of the paper on a relevant development or
issue. It is a personal commentary written by the editor who comments or
gives the news-written by the editor who comments or gives the
newspapers or the staff’s opinion about various aspects on an issue which
is of interest and importance to the public. It is a critical interpretation of
significant, usually contemporary events so that the readers will be
 informed, influenced, or entertained. It is the stand of the paper not of an
individual editor.

Some authors give other definitions or explanations regarding editorials:

 An editorial is an article in a newspaper giving the editor’s view or

those of the person or persons in control of the paper. --- A. Gayle
Waldrop

 It is the expression of the people’s conscience, cause, and

convictions. --- Joseph Pulitzer

 The modern editorial includes analyses and clarifications,

sometimes with no opinion given. --- Arthur Capper

 The editorial should provide the background in which the facts are
seen in a new perspective and should express its opinion. – Rufus
Terral

b. Parts of an Editorial

 Folio:  A folio usually contains the page number, the date of

publication and the name of the newspaper. (The name of the
newspaper can also be found in the front page but it is intentionally
reprinted in the editorial page and other special pages.) 

 Masthead:  The masthead is the editorial box containing the logo

of the newspaper, names and positions of the staff, subscription
rate, the publisher and other pertinent information about the
newspaper. 
  Logo (Logotype):  The logo or the logotype is seen in the
masthead. This contains identifying word or words or symbols such
of the newspaper or of the name of the section of the newspaper. 

 Editorial Proper:  The editorial proper is the commentary made

by any of the editors (usually, of the editor-in-chief) on any subject.
It is the stand of the paper for the day. 

 Editorial Column:  Editorial columns are special types of columns

intended and reserved for the writing editor. Like the editorial
proper, it can deal with various topics and it is where the paper
establishes its stand. 

 Editorial Cartoon:  The editorial cartoon stands by itself. This

means that it is an editorial proper or news by itself. It does not
have to have any relationship with the editorial column of with the
editorial proper. It is usually an exaggerated cartoon intended to be
so to create humor. It deals with a simple point which is usually
concerned with the current hottest issue. 

 Editorial Liner: The editorial liner is simply a line of quotations or

message placed below the editorial proper or column. Letter to the
Editor: This part is like a transparent mailbox of the newspaper
containing a message from the reader sharing his own perspectives

c. Different Techniques in writing an effective editorial

 Keep the writing simple but mature and corporate.
 Mind your language.
 Create a remarkable first impression.
 Sustain the first impression.
 Say exactly what you mean.
  Make use of repetition.
 Use a lot of literary devices.
 A strong closing appeal.

 Propaganda Techniques in Editorial Writing

There is no gainsaying the fact that propaganda techniques are useful raw
materials in editorial writing. – Okoro and Agbo (2003) agree that effective
editorial writing required a thorough knowledge and mastery of the
techniques of propaganda.
The propaganda techniques according to them would enable the editorial
writer to “gain superior edge over competition and win support in the
process of crusading for a cause or executing a campaign.”

 Glittering generalities
 Name calling
 Card stacking
 Bandwagon
 Testimonial
 Transfer Device
 Plain Folk
 Appeal to Popularity
 Appeal to sympathy
 Appeal to social interest
 Appeal to Change
 Appeal to Status Quo
 Appeal to bread and butter
 The attack strategy
 Appeal to Truth
 d. Different types of Editorial
The kind of editorial to be written depends upon the purpose of the writer –
whether to inform, interpret, criticize, commend, argue or entertain. These are
explained s follows:

1. Editorial of Information – it seeks to give information on facts of news

stories or add other facts with minimum explanation. It may define
terms, identify persons or factors or provide a background.

2. Editorial of Interpretation – It explains the significance or meaning of

a news event, current idea, condition, or situation, theory, or
hypothesis. The writer doesn’t argue nor criticize, but merely present
both sides of an issue and leaves the judgment to the reader. It merely
interprets, say for example, the content of a new memorandum issued
by the principal.

3.  Editorial of Criticism – It points out the good or the bad features of a

problem or situation mentioned in the news. Its purpose is to influence
the reader. It suggests a solution at the end.

4. Editorial of Commendation, Appreciation, or Tribute – It praises,

commends, or pays tribute to a person or organization that has
performed some worthwhile projects or deeds, or accomplishments.

WRITING TEST

The following topics are the hottest issues in our country nowadays. Choose
three topics and write an opinion article observing the rules in opinion writing. (50 pts.
Each)

a. China-Philippines bilateral relations

 b. Death penalty
c. Future of work/unemployment
d. Education (New Normal)

LESSON 6:
Column Writing, Op-ed, Letters to the Editor
Objectives:

 Define column writing

 Enumerate the qualities of a columnist
 Identify types of columns and their purpose
 Write a column regarding an issue in school or community.
a. What is a Column?

 A column is a recurring piece or article in a newspaper, magazine

or other publication, where a writer expresses their own opinion in
few columns allotted to them by the newspaper organization.
 Columns are written by columnists
  Column is the creative expression covering all fields of journalism.
It also contains personal opinion of the writer, which is not
welcomed in other form of news story writing.
 A column may pass the projected judgments, make
recommendations and may write freely without following the
accepted boundaries of news writing.

a. Qualities of a Columnist
 Ability to write good English or Filipino whatever his medium is.
 Originality, creative, ability, and imagination.
 Writing skill, a forceful, flexible style.
 Ability to observe keenly
 Clear, logical thinking.
 Wide background
 Resourcefulness
 Have a sense of fairness
 Sense of humor.

b. Kinds and Types of Columns

 According to purpose:
1. Editorial Column
- Any personal column founded on the editorial
page.
- Makes use of humor as a vehicle in driving the
column’s message.
- Considered as the highest expression of press
freedom in the Philippines.
2. Readers Column
- Comments sent in by the readers are placed.
- Some newspapers call it “Letters to the Editor” or
“Dear Sir”.
 3. Business Column
- Contains materials about economy, trade
commerce and industry.
4. Sports Column
- Deals exclusively about sports
5. Art Column
- Deals mostly on painting, architecture, flower
arrangement, paper Mache, ikebana, and the like.
6. Women’s Column
- Concerns itself about the latest fashion, beauty
tips and anything about homemaking.
7. Entertainment Column
- All about music, theater, cinema, and the people
involved in them.
8. New Products and Inventions
- A science paper usually has a column about the
latest products and inventions, and the
researchers being conducted by some prominent
scientists.
9. Personality
- Play up a famous person, his significant
achievements, his activities, dreams, and
ambitions.
10. Reviews
- Review of an article, a book, a movie, a drama or
a painting.
 According to content:

1. The “opinion” column (also called the “signed editorial

column”)
 - Resembles an editorial in form but, in contrast
with the editorial’s impersonal and anonymous
approach, carries the personal, stamp of the
writer’s own ideas.

2. The hodge-podge column

- Where the author lumps together odds and ends
of information, a poem here, an announcement
there, a pointed paragraph, a modernized proverb,
a joke, or an interesting question.

3. The essay column

- Is a legacy from a more leisurely age when writer
could seat and scribble a muse in light or purpose
prose.

4. The gossip column

- Caters to the interest of human beings.

5. The dopesters column

- Written by the columnist who also has his eye to
the keyhole but with a more serious purpose.

c. Guidelines in column writing

When writing a column, do

 Give the reader timely, helpful information.
 Develop a structure and keep it. Write on a regular schedule.
 Write simple and short sentences and paragraphs.
  In personal columns, use local names and places.
 Let others speak for you by use of quotes and references.
 Learn the difference between a column and a news story.
When writing a column, don't
 Use technical or complex words.
 Talk in jargon or unfamiliar terms.
 Talk about one topic constantly.
 Include too much detail or material. You should be stimulating interest, not
exhausting a subject.
 Refer to yourself as a third person (this author, your reporter) or quote yourself
(Jimmy Jones said). Instead use mine.
Tips on column writing
 Write the way you talk. But don't discard good English usage and grammar by
being friendly and informal.
 Try to uncover a "lead" or opening that will catch the interest of your readers.
 Use a variety of material, not just one subject.
 Write about people. Keep heavy subject matter to a minimum. When using
subject matter, try to tell the story through the experiences of local people.
 Write simply. Avoid technical or difficult words, long sentences, long paragraphs.
 Don't weigh your column down with too much detail. Try to stimulate interest in a
subject, but don't exhaust the subject.
 Jot down ideas, names, figures, impressions, etc., in a note pad while visiting
farms and homes. This provides the very best column material.
 Be timely. Keep up with the effect of weather conditions, seasons, etc., pointing
out the significance of these conditions locally.
 Remember the people you're talking to and give them information that will benefit
them in a way they can understand.
 Always get your column to the editor on schedule. Remember, the editor is
holding space for it.
 Column writing

a. Local Issues
b. National Issues

LESSON 7:
EDITORIAL CARTOONING
OBJECTIVES:

 Explain the importance of editorial cartooning in an editorial page.

 Analyze the cartoonist’s motives
 Consider their audiences expectations and perspectives on their drawings.
 Interpret the messages of their drawings
 Draw an editorial cartoon regarding important issues in our society.
a. What is an editorial cartoon?
 An editorial cartoon is an editorial page-illustration expressing opinion and
interpretation. The word cartoon is derived from two words: caricature and
lampoon.
  A caricature is an exaggerated description, generally by sketching. It is a
pictorial representation of a person or thing in which a defect peculiarity is
exaggerated so as to produce a ludicrous effect.
 A lampoon, on the other hand, is a piece of malicious writing, a personal
written satire that attacks and ridicules.
 A editorial cartoon also performs any of the three functions of the
newspress – to inform, influence, or entertain.
 A good cartoon appeals to the reader’s sense of humor in order to
persuade him to accept an opinion; an effective social force
 A cartoon like the top editorial, deals with only a single idea and is about
political and social conditions and problems. Some cartoons are good-
natured and humorous; others are serious and sophisticated.

b. Elements of editorial cartoons.

 Symbolism

Cartoonists use simple objects, or symbols, to stand for larger concepts or ideas.

After you identify the symbols in a cartoon, think about what the cartoonist intends each
symbol to stand for.

 Exaggeration

Sometimes cartoonists overdo, or exaggerate, the physical characteristics of people or

things in order to make a point.

When you study a cartoon, look for any characteristics that seem overdone or
overblown. (Facial characteristics and clothing are some of the most commonly
exaggerated characteristics.) Then, try to decide what point the cartoonist was trying to
make through exaggeration.
  Labeling

Cartoonists often label objects or people to make it clear exactly what they stand for.

Watch out for the different labels that appear in a cartoon, and ask yourself why the
cartoonist chose to label that particular person or object. Does the label make the
meaning of the object more clear?
 Analogy

An analogy is a comparison between two unlike things that share some characteristics.
By comparing a complex issue or situation with a more familiar one, cartoonists can
help their readers see it in a different light.

After you’ve studied a cartoon for a while, try to decide what the cartoon’s main analogy
is. What two situations does the cartoon compare? Once you understand the main
analogy, decide if this comparison makes the cartoonist’s point more clear to you.

 Irony

Irony is the difference between the ways things are and the way things should be, or
the way things are expected to be. Cartoonists often use irony to express their opinion
on an issue.

c. Symbols in cartooning

Common Political Cartoon Symbols

Philippine Government     -     president, Philippine flag
freedom and democracy  -     flying eagle
warfare                               -     hawk, fetus, baby - new generation
peace                                 -     dove, olive branch, peace symbol
victory                                 -     wreath of laurels
time                                    -     hourglass, big clock
death                                  -     skull and crossbones
danger                               -     cliff, falling objects, skull and crossbones, dark shades
hope                                   -     rainbow
slow pace                          -     snail, turtle
wealth and power             -     money bags, large and fat people
weak                                  -     small, thin people
court                                   -     bench
corrupt                               -     crocodile
typewriter                          -     press

ACTIVITY:
 A. Interpret the message of the following editorial cartoon:

1.____________________________________________________________________
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2. ________________________________________________________________
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3. ________________________________________________________________
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B. Draw an editorial cartoon on the following topic:

1. Duterte’s language
2. China in West Philippine Sea
3. COVID19 Pandemic