Communicative WritingWeek 3

Communicative WritingWeek 3

MMC120Instructed by Hillarie

Zimmermann

MMC120Instructed by Hillarie

Zimmermann

Today’s ClassToday’s Class

• Writing practice• Cutline Writing – Overview and practice• Media Kits/Fact Sheets/Backgrounders• News release assignment - review

• Complete an in-class assignment• Review homework

• Writing practice• Cutline Writing – Overview and practice• Media Kits/Fact Sheets/Backgrounders• News release assignment - review

• Complete an in-class assignment• Review homework

Cutline/Caption WritingCutline/Caption WritingCutline/Caption WritingCutline/Caption Writing

•Explanatory and descriptive copy that accompanies pictures.•Answers all of the reader’s questions about a picture.•Every picture should have one.

A Photo Is Worth 1,000 Words? A Photo Is Worth 1,000 Words?

• No photo can tell the readers the essential information without a cutline (caption)

• Photos need to tell stories as well • Cutlines tell the reader who, what, where,

when, why and how as it relates to the picture• With a partner, look for two good examples of

cutline writing from the newspapers

• No photo can tell the readers the essential information without a cutline (caption)

• Photos need to tell stories as well • Cutlines tell the reader who, what, where,

when, why and how as it relates to the picture• With a partner, look for two good examples of

cutline writing from the newspapers

Parts Of A CutlineParts Of A Cutline• The Lead-in

• 1st Sentence

• 2nd + Sentence (s)

• The Lead-in

• 1st Sentence

• 2nd + Sentence (s)

The Lead-inThe Lead-in

• Could be a graphic device (i.e. initial cap, bolded letters, symbol, line) or mini-headline that introduces the pic and grabs reader attention

• Could be a graphic device (i.e. initial cap, bolded letters, symbol, line) or mini-headline that introduces the pic and grabs reader attention

The 1st SentenceThe 1st Sentence

• Answer the important questions first: who, what, when, where in full detail—must be researched

• Written in present tense• Identify the people/action in the

picture

• Answer the important questions first: who, what, when, where in full detail—must be researched

• Written in present tense• Identify the people/action in the

picture

The 2nd SentenceThe 2nd Sentence• Answer add’l questions like why and

how• Provide info that is not obvious (Bkgd.)• May include a quote or “fun fact”

• Answer add’l questions like why and how

• Provide info that is not obvious (Bkgd.)• May include a quote or “fun fact”

Dos of Cutline WritingDos of Cutline Writing

• Identify all people pictured (up to 5 and them just id main participants)

• Lead-ins state the obvious in an unobvious way to grab attention and link pic with rest of cutline

• Include the 5 W’s & H

• Identify all people pictured (up to 5 and them just id main participants)

• Lead-ins state the obvious in an unobvious way to grab attention and link pic with rest of cutline

• Include the 5 W’s & H

• Consider the action before and during the photo and the reaction to the event

• Keep content factual• Interview sources to get info just like you

would for a story

• Consider the action before and during the photo and the reaction to the event

• Keep content factual• Interview sources to get info just like you

would for a story

Use strong visual and specific nounsUse colorful, lively, vital action verbsUse a variety of adverbs and adjectives

Don’ts of Cutline WritingDon’ts of Cutline Writing

• Don’t begin with names • Don’t use same pattern over & over• Don’t state the obvious

• Don’t begin with names • Don’t use same pattern over & over• Don’t state the obvious

A Grand Love

Towel in hand, Chris Jones checks the oil in his Grand Prix. He invested over $4,000 in new stereo equipment, an exhaust system and additions to his motor. “During the summer, I wash my car two to three times a week. I never let people in my car who have mud on their shoes,” Jones said.

Cutlines That Work

Identifies the action as well as the person in the photo

Includes appropriate bkgd. Info

Quote refers to the overall topic

Music To Her Ears

At Missouri Honor Band practice, Amber Twinn listens to Dr. Gerald Welker give directions. Eight students were selected from each area high school to perform as part of the band on Oct. 8. “As a sophomore, it was especially amazing to be selected as a member,” Twinn said.

Cutlines That Work

Identifies the action as well as the people in the photo

Gives important details

Quote highlights her reaction

A Special Job

Kneeling in front of the hostess stand at the Plaza Café in Bucksville, Laura Mink writes the dinner specials menu. Mink worked three days a week during the early evening shift. “I usually spend the first hour of my shift just getting organized for the dinner rush,” she said.

Cutlines That Work

Identifies the person, action and place

Includes appropriate bkgd. Info about her job and schedule

Quote refers to the action

Now You Try:Who: Suzie Q, 9

What: Shaping a cup

Where: Ceramics Class

When: Sept. 8, 2005

Why: Final project for first unit in class

How: could not use any tools to shape clay

Extra Info: “It seemed like it would be easy, but it really took a lot of patience to get it smooth.”

Now You Try:Who: Super Fans

What: cheering on Lancer varsity football

Where: LHS stands

When: Sept. 8, 2005

Why: go to every varsity game

How: join club for $5 to get T-shirts, free admission

Extra Info: tailgate before every game

Now You Try:Who: Anna Can, 12

What: Organizing cans

Where: outside Welcome Center

When: Sept. 25, 2005

Why: STUCO canned food drive; students/area businesses donated

How: collected 165,000 cans for Katrina shelters

Extra Info: “We collected so many we had enough for shelters in St. Louis County and St. Charles County.”-Can

BackgroundersBackgrounders

Purpose• To supplement a news release

Audience• Journalists

Purpose• To supplement a news release

Audience• Journalists

BackgroundersBackgrounders

Content and organization• NOT news stories• Don’t have a news headline• Don’t have a news lead• Sound like encyclopedia entries• A little like hypertext• Objective tone

Content and organization• NOT news stories• Don’t have a news headline• Don’t have a news lead• Sound like encyclopedia entries• A little like hypertext• Objective tone

Backgrounders Backgrounders Company Letterhead

Backgrounder

For Immediate Release For More Information, contactOct. 1, 2010 Contact’s first and last name

Contact’s titleContact’s 24/7 phone numberContact’s e-mail

Title (not a news headline) goes here

Double-spaced text begins here. Histories/biographies often begin with a quick definition. Then they begin at the beginning and work their way back to the present.

Fact sheetsFact sheets

Purpose• To supply a what, who, when, where,

why, how breakdown of the news release

Audience• Journalists

Purpose• To supply a what, who, when, where,

why, how breakdown of the news release

Audience• Journalists

Fact sheetsFact sheetsCompany Letterhead

Fact Sheet

For Immediate Release For More Information, contactAug. 28, 2010 Contact’s first and last name

Contact’s titleContact’s 24/7 phone numberContact’s e-mail

Local interest headline (boldface) goes here

WHAT: Blah, blah, blah, blah, blah, blah, blah, blah, blah

WHO: Blah, blah, blah, blah, blah, blah, blah, blah, blah

Fact sheetsFact sheets

Content and organization• Everything in fact sheet should be in

news release

• Reverse statement isn’t true

Content and organization• Everything in fact sheet should be in

news release

• Reverse statement isn’t true

The PitchThe Pitch

A strategic message that attempts to persuade a journalist to write a story.

Exclusive to one journalist Often sent by email, can be done by

phone Story ideas:

Parks Canada Yukon Government

A strategic message that attempts to persuade a journalist to write a story.

Exclusive to one journalist Often sent by email, can be done by

phone Story ideas:

Parks Canada Yukon Government

Photo Opportunity SheetsPhoto Opportunity Sheets

• Designed to attract photographers to an event.

• Often form part of a media kit however they can be sent to a journalist on their own

• Designed to attract photographers to an event.

• Often form part of a media kit however they can be sent to a journalist on their own

Portfolio 1 – Digital Media Kit – Review Assignment

Portfolio 1 – Digital Media Kit – Review Assignment

Media KitsMedia Kits

Purpose• To deliver to journalists more information

than a news release could supply• Focus on one core news story and supply

extensive supporting, supplemental information

• Are an expanded news release

Audience• Journalists

Purpose• To deliver to journalists more information

than a news release could supply• Focus on one core news story and supply

extensive supporting, supplemental information

• Are an expanded news release

Audience• Journalists

Media KitsMedia Kits

• Includes a news release, backgrounder, fact sheets.• Can also include photo opportunity sheets, captioned

photographs, business card, product samples• A media kit can fulfill these purposes:

• For a new organization to introduce itself to the public.• For an established organization to launch a new product or

service.• When an organization is bought by another company or

individual• To announce an organization that is moving to a new

location • To promote a big company event such as an annual

convention or trade show• To announce a press conference

• Includes a news release, backgrounder, fact sheets.• Can also include photo opportunity sheets, captioned

photographs, business card, product samples• A media kit can fulfill these purposes:

• For a new organization to introduce itself to the public.• For an established organization to launch a new product or

service.• When an organization is bought by another company or

individual• To announce an organization that is moving to a new

location • To promote a big company event such as an annual

convention or trade show• To announce a press conference

The USB Stick!The USB Stick!

Review in-class assignment from last week

Review in-class assignment from last week

•What is your message – partially base this on who your audience is (e.g. stakeholders)•Diplomatically state your message – avoid “hot button words”•Don’t forget the boilerplate paragraph•Choose your quotes carefully – tone is important – not to informal•Wordiness!

Complete in-class assignment

Complete in-class assignment

Complete assignment number 2 – Backgrounder and Fact Sheet. Hand in to me when you are finished.

Complete assignment number 2 – Backgrounder and Fact Sheet. Hand in to me when you are finished.

What to expect next class…

What to expect next class…

• Overview of Strategic Message PlannersOverview of Strategic Message Planners• Assignment #3 – Strategic Message PlannerAssignment #3 – Strategic Message Planner

• Overview of Strategic Message PlannersOverview of Strategic Message Planners• Assignment #3 – Strategic Message PlannerAssignment #3 – Strategic Message Planner

HomeworkHomework

• Read Read ““Strategic Writing in AdvertisingStrategic Writing in Advertising”” and and ““Strategic Message PlannersStrategic Message Planners”” p. p. 119-132119-132

• By January 30, email your proposed By January 30, email your proposed client for Digital Media Kit assignmentclient for Digital Media Kit assignment

• Read Read ““Strategic Writing in AdvertisingStrategic Writing in Advertising”” and and ““Strategic Message PlannersStrategic Message Planners”” p. p. 119-132119-132

• By January 30, email your proposed By January 30, email your proposed client for Digital Media Kit assignmentclient for Digital Media Kit assignment