Comparison of journalistic writing and "English-class" writing plus slides that show the Common Core connections

1. What makes news News
Why are my paragraphs so short?
by Candace Perkins Bowen
Associate professor
Director, Center for Scholastic Journalism
Kent State University
cbowen@kent.edu

2. Keep these ideas in mind:
Each has a different audience.
 With an English class essay, the writer usually has an audience of
one — the teacher.
 When writing for media, the writer has a much broader audience —
the entire school or community.
Each has a different purpose.
 Usually the English essay writer is trying to impress the teacher…
and get an A!
 The journalist needs to clearly and often quickly inform, entertain or
persuade an audience.

3. Here are some differences…
Journalistic writing has “English class” writing has
short, concise sentences. longer, more complex
JW has simple, sentences.
understandable words. ECW uses more multi-
JW uses short syllable words.
paragraphs, often one or ECW often has
two sentences. paragraphs of 100 words
or more, including a topic
sentence and its support.

4. Organization varies…
Newswriting is Essays traditionally are five
traditionally arranged in paragraphs.
an inverted pyramid. The first paragraph is the
introduction and thesis
The first paragraph is the statement.
lead -- with 5Ws and H. Second, third and fourth
A summary lead is paragraphs develop the
usually one sentence. topic using
 Compare and contrast
Additional paragraphs  Definition
are short and contain  Classification, etc.
less and less important The final paragraph is the
information. conclusion.

5. Organization
Five-Paragraph Essay
Inverted pyramid
Intro/Thesis
Lead –
statement
5Ws &
H Body
Gets less
important
Conclusion

6. information-gathering varies, too…
Media writing uses lots Essays often require
of primary sources. material from
Interviews  Reading a particular
 Experts work
 Spokespersons  Drawing on insight and
 Newsmakers information from
previous readings or
 ‘People on the street’
lectures
Secondary sources  Applying personal
include: experience
 Official records
 Reference materials
 Other media

7. But keep in mind
why that’s the case:
Different audience
Different purpose

8. BEWARE OF PLAGIARISM!
All writing needs attribution…
Media writing works Essays use various
attribution into context: citation forms:
 “The result is dangerous,”  MLA
Mayor Fred Norton said.  APA
 According to the Health
Commission’s survey, 27 This could include:
percent of the participants  Footnotes or endnotes
lost weight.  Parenthetical citations
This is also necessary  Bibliography
when using secondary
sources the reporter didn’t
interview:
 “The result is dangerous,”
Mayor Fred Norton told the
Greenville Times.

9. It’s not quite that simple, but…
Not every assignment in English class is a five-paragraph
essay. Not every story in the media is a traditional news story.
Today’s publications — especially student media — often use
news features.
 These start with a “softer” lead
 Anecdote
 Description
 Suspended interest, etc.
 Organization varies but generally has
 An interest-catching beginning
 A “nut graph” to show the focus
 An ending that makes it feel “finished”
 Plenty of short, interesting quotes
 Transition to tie all the parts together

10. news and features don’t contain reporter
opinion
While all readers would agree, it’s not a “tragic fire.”
Without a survey or other way to show this, it’s not
accurate to say “everyone owns an iPod.” What is
the source? Who researched this?
And even if “Greenville High School is better off
because she won the award,” the reporter shouldn’t
be the one to say it.

11. What IS the same?
The basic writing process
 Brainstorm for ideas
 Gather information
 Organize and select appropriate information
 Write the first draft
 Share with a coach
 Use coaching suggestions and insight for second draft
 Tweak as many times as necessary, polish and submit

12. Common Core: College and career readiness
anchor standards for writing
Grades 6-12 – Text types & purposes
1.Write arguments to support claims in an analysis of substantive topics or
texts using valid reasoning and relevant and sufficient evidence.
[editorials/columns/reviews]
2.Write informative/explanatory texts to examine and convey complex
ideas and information clearly and accurately through the effective
selection, organization, and analysis of content. [in-depth news, features]
3.Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details and well-structured event
sequences. [narrative features]

13. Common Core: College and career readiness
anchor standards for writing
Grades 6-12 – Production and Distribution
1.Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
[any journalism]
2.Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach. [editorial process – including
possible alternative story forms]
3.Use technology, including the Internet, to produce and publish writing
and to interact and collaborate with others. [definitely!]

14. Common Core: College and career readiness
anchor standards for writing
Grades 6-12 – Range of writing
1.Write routinely over extended time frames (time for research, reflection,
and revision) [publication cycle]
2. and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audiences. [Web vs. newspaper or news magazine?]

15. So…what else makes it Journalism?
Writing for media, based on its purpose
have something we call NEWS VALUES.
 Timeliness
 Proximity
 Prominence
 Human interest
 Significance
 Impact

16. Good writing is still good writing…
But when you become journalists, you have
to remember you have
 A different audience
 A different purpose
And that may mean leaving some of your
English class writing behind, but it still
means incorporating Common Core
Standards.