This presentation, given at TESOL 44 outlines how to start a student newspaper project and details its benefits.

1. Breaking News: ELLs Involved in School Newspapers May Improve Language Presenter: David Bacherman, PhD e-mail: dbacherman@gmail.com

2. Goals of Presentation

3. Goals of Presentation

4. PART 1:HOW DID THE NEWSPAPER PROJCT START ?

5. Background to Newspaper Project

6. Background to Newspaper Project

7. Background to Newspaper Project

8. Background to Newspaper Project

9. PART 2: WHAT IS THE ROLE OF THE ADVISOR?

10. Role of the Advisor

11. Role of the Advisor Utilization of Time & Funds

12. Role of the Advisor

13. Role of the Advisor

14. Role of the Advisor

15. Role of the Advisor

16. PART 3:WHAT ARE THE BASICNEWS STORY TYPES?

17. Two Basic Story Types: News & Feature

18. 5W + H 5W + H: coincides with Wh- questions in beginning curriculum.

19. 5W + H – Teaching with a Model

20. 5W + H: Scaffolded Practice

21. Students Create Outline

22. Students Create Final Sentences

23. Students Create Draft & Final

24. Students Create Draft & Final *details: expansions of 5W + H *level: greatest-least importance details

25. Students Create Draft & Final 5 W + H Who? What? How?

26. Story-Mapping

27. Story Mapping Example

28. Story Mapping In Action

29. Story Ideas

30. Story Ideas

31. Error Correction & Grading

32. PART 4:HOW IS THE STUDENT NEWSPAPER PRODUCED?

33. Headlines

34. Headlines

35. Headlines

36. Headlines

37. Headlines

38. Story Layout avoid carry-over stories, grey pages modular facilitates layout. Goal: draw reader into each story through these elements

39. Story Layout modular: no carry-over, prevents gray blocks

40. Story Layout headline byline text graphic

41. Story Layout

42. Story Layout

43. PAGE LAYOUT

45. Page Layout avoid top-bottom movement!

46. Page Layout rule adjacent headlines

47. Page Layout double truck; off-center alignment; magazine look

48. Page Layout double truck close-up; impromptu photo shoot

49. Page Layout double-truck, off-center, easier reading

51. largest font size (72+)

52. runs width of page

53. volume, issue and date

55. Page Layout

57. location of school

59. founding date

60. editor(s)

61. complete addressspace is adjustable

62. Page Layout folio line – continuity among issues essential: newspaper name volume & issue page number optional: date, section, logo

63. Page Layout

64. Page Layout

65. Page Layout software recommendations GIMP free, allows creativity

66. Production find best printer / budget; consider outcome

67. end of semester, school year so students can show most advanced abilities. When to Publish?

68. PART 5: HOW DO STUDENTS BENEFIT FROM THE NEWSPAPER PROJECT ?

69. Benefits to Students necessary, convince decision-makers *

70. Benefits – English Language

71. Benefits – English Language

72. Benefits – English Language

73. Benefits – English Language 65TH 56TH J – better than 64 % J – better than 58 %

74. Benefits – English Language HIGH SCHOOL GPAs, SR YEAR 3.52 3.42 3.29

75. Benefits – English Language GPA, FRESHMAN ENGLISH CLASS 3.05

76. Benefits – Personal Skills Personal Skills

77. PART 6: WHAT CONCEPTS ARE RELEVANT TO THE NEWSPAPER PROJECT?

78. Relevant Concepts

79. Relevant Concepts ; .

80. Relevant Concepts

81. Relevant Concepts

82. Relevant Concepts

83. Summary

84. Thank You !

85. Dunaway, M., Mersmann, M. & R. Steel (1999). A guide for teaching. Middle/junior high school journalism curriculum. Journalism Education Association: Manhattan, KS. Dvorak, J. & Choi, C. (n.d.). High school journalism, academic performance correlate, downloaded July 12, 2009 from www.aejmc.org/topics/wp-content/uploads/2009/10/Dvorak.pdf. Egbert, J. & Hanson-Smith, E. (1999). CALL environments. Research, practice and critical issues. Teachers of English to Speakers of Other Languages: Alexandria, VA. Feden, D. P. & Vogel, R. M. (2003). Methods of teaching. Applying cognitive science to promote student learning. McGraw-Hill: Boston. Ferris, D. R. (2002). Treatment of error in second language student writing. University of Michigan Press: Ann Arbor. References

86. Harrower, T. (2008). The newspaper designer’s handbook. McGraw-Hill: Boston. Levin, M. (2004). Kids in print. Publishing a school newspaper. Morris Publishing: Kearney, NE. Osborn, P. (1998). School newspaper adviser’s survival guide. John Wiley & Sons: San Francisco. Roblyer, M. D. (2003). Integrating educational technology into teaching. Pearson Education: Upper Saddle River, NJ. Swales, J. M. & Feak, C. B. (1994). Academic writing for graduate students. A course for nonnative speakers of English. University of Michigan Press: Ann Arbor. The ACT (n.d.). Downloaded February 2, 2010 from www.actstudent.org. Todd, L. (1987). An introduction to linguistics. Pearson: Essex, England. References

87. 1. Punctuation: Use and placement of commas, colons, semicolons, dashes, parentheses, apostrophes, and quotation, question, and exclamation marks. Appendix A: ACT-Type Punctuation Question with Correction

88. 2. Grammar: Adjectives and adverbs, conjunctions, and agreement between subject and verb and between pronouns and their antecedents. Appendix B: ACT-Type Grammar Question with Correction

89. Appendix C: ACT-Type Sentence Structure Question with Correction 3. Sentence Structure: Relationships between/among clauses, placement of modifiers, and shifts in construction.

90. Appendix D: ACT-Type Organization Question with Correction 4. Organization:Order, coherence and unity

91. Appendix E: ACT-Type Strategy Question with Correction 5. Strategy: Appropriateness of tone in relation to audience and purpose; and strengthening of writing with appropriate supporting material.

92. Benefits – English Language 6. Style: Precision and appropriateness in the choice of words and images, rhetorically effective management of sentence elements, avoidance of ambiguous pronoun references, and economy in writing.