Wednesday, April 7, 2010
Thursday, March 18, 2010
Peer Edits- Editorial
1. Is there a clear point of view? (position)
Yes, she does not like that the gate between the upper and lower parking lots is closed.
2. Does the Op-Ed state the problem and solution simply?
Yes, the problem is that the closed gate has caused more traffic and accidents, while the solution is to open the gate to let students go through.
3. Does the piece address the counter arguments?
Yes, she said that the school closed the gate because they wanted to lessen traffic and lessen the number of accidents that happen in the morning and afternoons.You can probably add a little more to this, was there a speific incident that caused the administration to close the gate?
4. Is the Op-Ed interesting?
It is an article that would be interesting to most Eastview students because it affects them all. No student wants to deal with the long lines that are always at the turning lights--it's annoying.
5. Are the paragraphs organized logically?
The first paragraph states the problem and what the administration was trying to do, and the second paragraph talks about the specific impacts that closing the gate has had on students as a whole.
6. Does each paragraph develop an idea to support the thesis?
Yes, the paragraphs work together well.
7. Is the writing clear?
For the most part, however there are some parts that I was confused in. In the second paragraph, the part about possibly closing a right lane so people can turn was confusing--which street are you talking about? Johnny Cake?
Also, are there any other impacts on the closed gate? How have accidents gone up? On average, how late are students now because of this? Has is caused any good things to happen?
1. Is there a clear point of view? (position)
Yes, she thinks car manufacturers need to be more careful with the cars they produce
2. Does the Op-Ed state the problem and solution simply?
Yes, the problem is that car makers have been making cars forever, but they do not necessarily know how safe the cars are. Solutions are that the country needs to have more sanctions or guidelines/regulations.
3. Does the piece address the counter arguments?
Not really, there have not been many counter arguments on this topic, so they are probably hard to find.
4. Is the Op-Ed interesting?
Yes, mainly because it is a topic that relates to most people in the US because driving is pretty common. The topic of car recalls has also been a big deal in the past few months, so people are interested in it.
5. Are the paragraphs organized logically?
Yes, she first states the problem and then goes into the solutions.
6. Does each paragraph develop an idea to support the thesis?
Yes, they all work together.
7. Is the writing clear?
Yeah, the idea is developed well. It makes sense, and her view of the problem is very clear.
Yes, she does not like that the gate between the upper and lower parking lots is closed.
2. Does the Op-Ed state the problem and solution simply?
Yes, the problem is that the closed gate has caused more traffic and accidents, while the solution is to open the gate to let students go through.
3. Does the piece address the counter arguments?
Yes, she said that the school closed the gate because they wanted to lessen traffic and lessen the number of accidents that happen in the morning and afternoons.You can probably add a little more to this, was there a speific incident that caused the administration to close the gate?
4. Is the Op-Ed interesting?
It is an article that would be interesting to most Eastview students because it affects them all. No student wants to deal with the long lines that are always at the turning lights--it's annoying.
5. Are the paragraphs organized logically?
The first paragraph states the problem and what the administration was trying to do, and the second paragraph talks about the specific impacts that closing the gate has had on students as a whole.
6. Does each paragraph develop an idea to support the thesis?
Yes, the paragraphs work together well.
7. Is the writing clear?
For the most part, however there are some parts that I was confused in. In the second paragraph, the part about possibly closing a right lane so people can turn was confusing--which street are you talking about? Johnny Cake?
Also, are there any other impacts on the closed gate? How have accidents gone up? On average, how late are students now because of this? Has is caused any good things to happen?
1. Is there a clear point of view? (position)
Yes, she thinks car manufacturers need to be more careful with the cars they produce
2. Does the Op-Ed state the problem and solution simply?
Yes, the problem is that car makers have been making cars forever, but they do not necessarily know how safe the cars are. Solutions are that the country needs to have more sanctions or guidelines/regulations.
3. Does the piece address the counter arguments?
Not really, there have not been many counter arguments on this topic, so they are probably hard to find.
4. Is the Op-Ed interesting?
Yes, mainly because it is a topic that relates to most people in the US because driving is pretty common. The topic of car recalls has also been a big deal in the past few months, so people are interested in it.
5. Are the paragraphs organized logically?
Yes, she first states the problem and then goes into the solutions.
6. Does each paragraph develop an idea to support the thesis?
Yes, they all work together.
7. Is the writing clear?
Yeah, the idea is developed well. It makes sense, and her view of the problem is very clear.
Editorial/Opinion
Price over nutrition, and nutrition over taste; the method with which schools choose their lunch menus has not been helpful for students. For many years now, schools have partnered with specific companies that give cheaper deals for food bought in bulk. Would it not make more sense to provide healthy and good tasting food for the growing children that are our future? This is exactly what administrators need to realize.
With the current hullabaloo about nutritional lunch programs, our district has taken many strides to make our lunches better for us. In order to buy every regular lunch meal, disregarding the “a la carte” options, students are required to buy one serving of fruits or vegetables, and one serving of milk. This would be perfect if it were not for the quality of the fruits and vegetables that are served. Many students will tell you that the fruits look exactly like they were taken out of a can and thawed a few minutes before being served, and they are always drowning in overly sweet corn syrup. The vegetables look the same way, and many times, the cooked veggies are mushy and without taste.
I have been reassured many times that these lunches are much healthier than what they used to be. However, if the lunches do not taste good, there is nothing to force the students into eating them. Many students currently bypass the regular lunch choices and go straight to the extra “a la carte” options, which usually have lower nutritional value. French fries, cheese bread and dipping sauce, and “barbeque chicken chunks” and ice cream might be okay in moderation, but once students choose to eat this every day, problems arise.
When it comes to taste, it makes no sense for the school to charge extra for the food that tastes better if it is not as nutritional for students. Though it might be more profitable for school districts and food companies, schools are obligated to do what is better for their students. Especially with a major obesity problem in America, you would think schools would see this as a problem, and add extra incentives to try to lure students into eating the food that is good for them. An easy way to do this is to have healthy food that tastes good, such as fresh fruits and vegetables.
Students need to realize that the food they are being served has the potential to ruin their futures as food related health problems increase. It may be possible to change the menu to include tastier options, and eliminate wording that makes the dishes sound worse than they really are, such as “barbecue chicken chunks.” Many students are ready to sacrifice the amount of choices they have or possibly pay a little more for healthier and tastier food in the cafeteria. By making these changes, it will not only make students happier, but it will provide them with a nutritional meal that will help them in the future.
With the current hullabaloo about nutritional lunch programs, our district has taken many strides to make our lunches better for us. In order to buy every regular lunch meal, disregarding the “a la carte” options, students are required to buy one serving of fruits or vegetables, and one serving of milk. This would be perfect if it were not for the quality of the fruits and vegetables that are served. Many students will tell you that the fruits look exactly like they were taken out of a can and thawed a few minutes before being served, and they are always drowning in overly sweet corn syrup. The vegetables look the same way, and many times, the cooked veggies are mushy and without taste.
I have been reassured many times that these lunches are much healthier than what they used to be. However, if the lunches do not taste good, there is nothing to force the students into eating them. Many students currently bypass the regular lunch choices and go straight to the extra “a la carte” options, which usually have lower nutritional value. French fries, cheese bread and dipping sauce, and “barbeque chicken chunks” and ice cream might be okay in moderation, but once students choose to eat this every day, problems arise.
When it comes to taste, it makes no sense for the school to charge extra for the food that tastes better if it is not as nutritional for students. Though it might be more profitable for school districts and food companies, schools are obligated to do what is better for their students. Especially with a major obesity problem in America, you would think schools would see this as a problem, and add extra incentives to try to lure students into eating the food that is good for them. An easy way to do this is to have healthy food that tastes good, such as fresh fruits and vegetables.
Students need to realize that the food they are being served has the potential to ruin their futures as food related health problems increase. It may be possible to change the menu to include tastier options, and eliminate wording that makes the dishes sound worse than they really are, such as “barbecue chicken chunks.” Many students are ready to sacrifice the amount of choices they have or possibly pay a little more for healthier and tastier food in the cafeteria. By making these changes, it will not only make students happier, but it will provide them with a nutritional meal that will help them in the future.
Tuesday, March 16, 2010
Editorial Prewriting
1. What is a problem/issue that our entire student body (our school, community, country, etc.) faces today?
Unhealthy school lunches
2. What is your view/position on the problem or situation?
It seems as if the school lunches are not very healthy for us, and they do not always taste good.It seems like the school is trying to save a lot of money by buying the cheaper food products, but it is not the best for students.
3. What would you like to achieve with your editorial? (What is the desired result?)
I would like to get people thinking about the school lunch system, and perhaps even get the administration to make a few changes regarding what they serve.
4. How will you persuade your audience to adopt your viewpoint as theirs? List at least 4 persuasive points.
I will talk to the lunch ladies about what they serve, ask fellow students what they think about the food, do some research on school lunch prices and quality, and [hopefully] show how we can have better tasting food that is cheap and healthy.
5. How will you motivate your readership to action in your conclusion?
I will ask EVHS students to think more carefully abotu what they eat from the lunchroom.
6. How will your editorial serve a public purpose?
It serves the students who would like to buy and eat school food.
Unhealthy school lunches
2. What is your view/position on the problem or situation?
It seems as if the school lunches are not very healthy for us, and they do not always taste good.It seems like the school is trying to save a lot of money by buying the cheaper food products, but it is not the best for students.
3. What would you like to achieve with your editorial? (What is the desired result?)
I would like to get people thinking about the school lunch system, and perhaps even get the administration to make a few changes regarding what they serve.
4. How will you persuade your audience to adopt your viewpoint as theirs? List at least 4 persuasive points.
I will talk to the lunch ladies about what they serve, ask fellow students what they think about the food, do some research on school lunch prices and quality, and [hopefully] show how we can have better tasting food that is cheap and healthy.
5. How will you motivate your readership to action in your conclusion?
I will ask EVHS students to think more carefully abotu what they eat from the lunchroom.
6. How will your editorial serve a public purpose?
It serves the students who would like to buy and eat school food.
Monday, March 15, 2010
Peer Edits
I edited Amy Palmby's feature story:
1. What are some areas that could use more detail? Why?
It would be interesting to hear more about what you did in the control tower with your dad. How were you able to be up there without it becoming such a big deal like it did in JFK? This might make the story a little easier to follow.
2. What additional sources might the author use? Does the lead involve you in the story?
You can use the news stories from CNN or the New York Times or something, and maybe even the FAA reports and statements. That might explain how big of a deal this incident actually became.
The lead was pretty good, but you can probably tie it into your story a little more. Maybe take out the part about visiting your mother, since it has nothing to do with being in the control tower.
3. Does the story contain a well defined scene (a detailed description of someone doing something or something happening)? What is it? If not, make a suggestion for a scene that might work.
Yes, you describe the times when you visited your father really well, it makes a lot of sense with the rest of your story. These descriptions also explain your connection with the happening at JFK, which is good.
4. What would you like to see or hear more of? Less of? Include, any other suggestions you have for improvement.
You can take out the parts about visiting your mother, but everything else seems good. See if you can add more about how you got into the tower with your father, and why it wasn't a big deal.
I edited Amira Ansari's feature story:
1. What are some areas that could use more detail? Why?
You should add more to the ending, about how your mom got better. It seems like you talked a lot about how she got sick and how the operations were, but it ends abruptly.
2. What additional sources might the author use? Does the lead involve you in the story?
You might be able to add more information about staph infections, and what they do exactly. Try using WebMD or some other medical website. You did have some information about it, which helped me understand what was happening.
The lead was pretty good because it can relate to a lot of people. You should mention that this happened during the Swine Flu freak out, which made it an even bigger deal.
3. Does the story contain a well defined scene (a detailed description of someone doing something or something happening)? What is it? If not, make a suggestion for a scene that might work.
Yes, you describe the scenes where your mom got sick. You might be able to add more about the hospital and/or your mom's hospital room, the waiting room [I'm guessing you spent a lot of time there].
4. What would you like to see or hear more of? Less of? Include, any other suggestions you have for improvement.
I don't think you should take anything out, but try to add more about your mom's recovery process. It must have been hard for her to get better after so much, so add some more detail about that. It will also act as a good conclusion.
1. What are some areas that could use more detail? Why?
It would be interesting to hear more about what you did in the control tower with your dad. How were you able to be up there without it becoming such a big deal like it did in JFK? This might make the story a little easier to follow.
2. What additional sources might the author use? Does the lead involve you in the story?
You can use the news stories from CNN or the New York Times or something, and maybe even the FAA reports and statements. That might explain how big of a deal this incident actually became.
The lead was pretty good, but you can probably tie it into your story a little more. Maybe take out the part about visiting your mother, since it has nothing to do with being in the control tower.
3. Does the story contain a well defined scene (a detailed description of someone doing something or something happening)? What is it? If not, make a suggestion for a scene that might work.
Yes, you describe the times when you visited your father really well, it makes a lot of sense with the rest of your story. These descriptions also explain your connection with the happening at JFK, which is good.
4. What would you like to see or hear more of? Less of? Include, any other suggestions you have for improvement.
You can take out the parts about visiting your mother, but everything else seems good. See if you can add more about how you got into the tower with your father, and why it wasn't a big deal.
I edited Amira Ansari's feature story:
1. What are some areas that could use more detail? Why?
You should add more to the ending, about how your mom got better. It seems like you talked a lot about how she got sick and how the operations were, but it ends abruptly.
2. What additional sources might the author use? Does the lead involve you in the story?
You might be able to add more information about staph infections, and what they do exactly. Try using WebMD or some other medical website. You did have some information about it, which helped me understand what was happening.
The lead was pretty good because it can relate to a lot of people. You should mention that this happened during the Swine Flu freak out, which made it an even bigger deal.
3. Does the story contain a well defined scene (a detailed description of someone doing something or something happening)? What is it? If not, make a suggestion for a scene that might work.
Yes, you describe the scenes where your mom got sick. You might be able to add more about the hospital and/or your mom's hospital room, the waiting room [I'm guessing you spent a lot of time there].
4. What would you like to see or hear more of? Less of? Include, any other suggestions you have for improvement.
I don't think you should take anything out, but try to add more about your mom's recovery process. It must have been hard for her to get better after so much, so add some more detail about that. It will also act as a good conclusion.
Sunday, March 14, 2010
Feature Story
Talking to walls, character pops, hilarious voices, and suits; these four things may seem out of place to many people, however they are commonplace for every speech tournament. There are various things students go through to prepare themselves for their competitions, and many of these practices are strange and awkward. However, this never stops the members of the speech team from doing what they do best – tell stories.
Eastview High School’s Speech Team has been competitively successful for over five years, and much of this success stems from the involvement of students and faculty. To do well, every student is required to attend a couple of practices each week. While certain categories, such as discussion and extemporaneous speaking, require group practices, others require much one on one time with coaches. This time is spent anywhere from finding a “cutting” for a performance
to going over character pops to make sure they are seamless.
Warming up for each speech has become a ritual for many of the “speechies.” For any speech to be given properly, each student needs to make sure that they are fully awake and excited for their upcoming rounds. Right away after arriving at a tournament, the team captains scatter to look for empty rooms to be used for team warm-ups. As the team files into the room, the excitement in the room constantly rises. The captains begin with their usual repertoire of warm-ups, and the room erupts in the chat-like phrases.
“A Big Black Bug Bit a Big Black Bear…*clap*…A Big Black Bug…”
Each student has these tongue twisters memorized, and they try to come up with new ways to say them. Some have extremely serious faces as they are practicing for their drama pieces, while others are almost jumping around the room trying to wake themselves up for their humorous pieces. Nevertheless, there is a sense of unity among these students as they do each phrase.
It seems as if each warm-up exercise is designed to accomplish something different. Facial stretches, during which the captains each say something funny or something that will make the students angry, are used to, well, stretch the face. Team members react differently, and this helps them prepare their faces so they can be completely into their speeches. This is especially useful for the members in categories like storytelling and humorous, where there are various characters they need to portray.
If an outsider walked in on these people dancing around, he or she would definitely think it was a room full of crazy people. This is mainly because of the “Let me see your funky chicken” warm-up. It starts out with one of the captains making something up, like “Let me see your crazy cab driver,” and the team members will pretend to drive around like maniacs. The funky chicken is always saved for the last phrase, and the job of saying the phrase is passed down to a new member of the team each year. This year, it is the job of captain Lindsey White, who leads the chant with as much enthusiasm as anyone could possibly have. During this part of the warm-up, members are clucking like chickens, and just having a good time.
After the team warm-ups, members go back to their tables in the cafeteria. Here they partake in their own warm-up traditions and rituals. For senior duo member Barbie Close, that means going through a specified plan.
“In the morning, I put on my suit, making sure to lint roll! The basic routine in the morning it similar to a school day except for I'm putting on a suit instead of jeans and a t-shirt. Before every round, I comb my hair, refill my water bottle...basically make sure that there will be no little problems or distractions during the round.”
As Barbie points out, lint rolling has become a favorite pastime for students. Whenever there is free time in-between rounds, there will be at least one team member trying to get every “fuzzy” off of their suit. This has even lead to some creativity, as some students now have expensive scented lint rollers or extra sticky rollers. Needless to say, these students like to stay classy.
Speaking of which, Eastview’s Speech Team is known for its class. Emphasis is put on every aspect of the team’s appearance, from suits to etiquette. Each student is required to wear a suit of a normal color (black, grey, navy blue), and the coaches check off the suits of every member in the beginning of the season. Wearing school gear and jackets are a tournament faux pas, as anything that reveals the identity of the school go against the best wishes of the performers. This is mainly because certain judges hold grudges or have preconceived notions about certain teams, so every precaution is taken to keep those out of the way.
The strangest aspect of speech in general is the habit of talking to walls. Without fail, when a novice speech member walks into a tournament and notices people talking to walls and being completely serious, they rethink their decision to be on the team. This is the most common way for students to warm up, as they can give their speech as many times as they want to a wall, without causing a major distraction.
Along with this, Senior Oratory member Divya Reddy points out that there are a lot of other aspects of the team that are a little different.
“We rant about speech for hours and don't seem to care how annoyed everyone is listening to us, we CHOOSE to wake up at 5:30 on saturdays, we think people who don't wear suits are not classy...we use the word classy (and are completely serious), [and] we can usually tell what category a person is in after they have said two words.”
Divya also points out that speech is different in that it is a group led individual event. Although the team takes pride in everyone’s accomplishments, students are sometimes forced to compete against their own teammates. Head coach Jim Fedje explains that unlike other activities at Eastview, speech focuses on being effective and powerful communicaters. In the long run, it does not matter how one is dressed or what your piece is, though these things can always help, it matters how one says whatever it is they say.
The team has had many changes in the past few years, including different head coaches and the size of the team. Though there are some people with mixed views of this, overall the team has been able to adapt to it very well. While leadership has been different from year to year, the veterans on the team have kept it going. Captains have organized many team bonding parties and practices, and morale has been high. In this way, the team has always been a tight-knit community.
Throughout each tournament, this team bonding shows through in the form of friendships and support. While team members are waiting to see who makes it to finals, other teammates are always supporting them through the stressful time. Once a category has been posted, there is always an outpouring of students going to watch each final round, making sure to watch their friends’ performances. This has helped many members gain the confidence they need to perform to the best of their abilities, which has boosted the team’s success.
Tuesday, March 9, 2010
Feature Interview Questions
Divya Reddy
1. What do you do to get ready for a Speech tournament?
2. Why are you in Speech?
3. What makes the Speech team different than other teams at Eastview?
4. What are the strangest parts about the Speech team?
5. Do you plan to continue something related to speech in the future?
Elizabeth Roeske
1. What do you do to get ready for a Speech tournament?
2. Why are you in Speech?
3. What makes the Speech team different than other teams at Eastview?
4. What are the strangest parts about the Speech team?
5. Do you plan to continue something related to speech in the future?
Mr. Fedje
1.Why did you decide to become the head coach of the team?
2. What are your favorite parts of the team and the season as a whole?
3. What is unique about speech compared to other Eastview teams/groups?
4. How should students get ready for tournaments?
5. How long have you been involved in speech?
1. What do you do to get ready for a Speech tournament?
2. Why are you in Speech?
3. What makes the Speech team different than other teams at Eastview?
4. What are the strangest parts about the Speech team?
5. Do you plan to continue something related to speech in the future?
Elizabeth Roeske
1. What do you do to get ready for a Speech tournament?
2. Why are you in Speech?
3. What makes the Speech team different than other teams at Eastview?
4. What are the strangest parts about the Speech team?
5. Do you plan to continue something related to speech in the future?
Mr. Fedje
1.Why did you decide to become the head coach of the team?
2. What are your favorite parts of the team and the season as a whole?
3. What is unique about speech compared to other Eastview teams/groups?
4. How should students get ready for tournaments?
5. How long have you been involved in speech?
Monday, March 8, 2010
Feature Topic
I will be writing a feature article on the Eastview Speech team and how memebers prepare to compete every weekend.
Tuesday, March 2, 2010
Hard News Story
Tuition on the Rise
In turn, this has lead to a shift in where students have been applying. Application fees for schools such as Harvard and Stanford have reached the $90 level, while each University of California school charges $70. Along with expensive applications, prices for other college preparatory practices have gone up. The SAT, one of the most popular and widely used college aptitude tests in the US, increased its price in 2005 from $29.50 to $41.50. Add to this the prices to send scores to colleges, and the average student pays about $800 to simply apply for college.
Colleges now see increased prices as the only way to stay afloat in these hard economic times. Providing adequate research, room and board, and top-notch teaching is more expensive now than ever before. Along with increasing their fees and tuition, they have begun looking at a variety of students. Many public schools are now accepting more out-of-state students, who are subject to a higher tuition rate. This not only changes the demographics of the school, but it also gives out-of-state students an advantage in the application process. Schools that might have been more competitive for them have now become a bit easier.
Although out-of-state schools might be less competitive, they are still more expensive for the majority of students. This has lead to a change into the demographics of many schools. Mark Wanous, a counselor for Eastview High School, has seen this shift in interest. He finds that more students are staying in-state and taking advantage of reciprocity between schools and areas, while more are also choosing public over private schools. The most common public schools currently are the University of Minnesota in the Twin Cities and Duluth, the University of Wisconsin in Eau Claire and Madison, and the University of North Dakota. In the list of private schools, St. Thomas University is the most common because of its strong business program and relatively low price (compared to other private schools in the area).
Interestingly enough, many students have not taken high application prices into account when deciding where to apply, however they know that tuition prices will be an important factor in deciding where they actually attend college. Seniors Sarah Malaske and Matt Gantz both found it easier to apply to the schools where they wanted to go, and worry about the tuition fees after being accepted. They found that many colleges have been offering new ways to afford their higher fees, such as special work study programs and student loan programs. Scholarships have also played a large role in determining how much a family can afford.
Students today are taking advantage of these programs and are finding new ways to attend the colleges of their dreams, even if they are expensive. As Malaske points out, “getting a degree from a [well known expensive school] with name recognition goes a long way, especially in this tough economy.” Counselor Wanous foresees a further increase of about 5%-10% in yearly tuition as colleges try to accommodate the economic situation. Nevertheless, he does not believe that this will deter many from entering college because education will always be something required to get ahead in many fields.
Interview Questions
Mr. Wanous, Counselor
1. Have you seen a major difference in where students are applying?
1. Have you seen a major difference in where students are applying?
"There are more students going to in-state schools, mainly because they are cheaper. There is also a trend toward more public schools over private. The tough economy makes them hard for many to afford."
2. Have college application prices gone up lately? What has this done?
2. Have college application prices gone up lately? What has this done?
"Everything about college has gone up, so there have not been any dramatic increases in application price. 10 years ago they used to be about $20-$30, and now they are $40-$50."
3. Where are the most students going, and why is this?
3. Where are the most students going, and why is this?
"The most common public schools are the University of Minnesota Twin Cities, North Dakota, UofM in Duluth, Eau Claire, and Madicon. The most common private school is St Thomas, mainly because of their business program and it is close and not as expensive as some other private schools."
4. How has rising tuition rates impacted students' decisions?
4. How has rising tuition rates impacted students' decisions?
"More students used to go out of state, but now more go in state. There are so many choices in state now as well"
5. What trend do you see in the future for applications and college attendance?
5. What trend do you see in the future for applications and college attendance?
"There will continue to be a 5%-10% increase every year in tuition. There will not be a cap on tuition, but some might scale back a bit. More students will be taking student loans, so they will accrue more debt. This will not stop them from going, however. More students might go to 2 and 3-year colleges, along with community colleges."
Matt Gantz, Senior
1. Did you pay a lot of attention to the application prices when you applied?
Matt Gantz, Senior
1. Did you pay a lot of attention to the application prices when you applied?
"No, I applied to where I wanted to and didn't apply to places I didn't want to go to...pretty simple."
2. How much did the college tuition price impact where you applied?
"Not really, colleges bombarded me with "don't think it's too expensive, we have plenty of scholarship opportunities!!!" I trust them for the most part'
3. Why did you apply where you did?
3. Why did you apply where you did?
"I applied to the colleges I wanted to go to, colleges that had the academic opportunities I needed for majors and whatnot as well as ones that looked somewhat fun to live at"
4. Are you more likely to apply to a well known expensive school or a lesser known cheaper school?
4. Are you more likely to apply to a well known expensive school or a lesser known cheaper school?
"Neither, I applied to a lesser known expensive school because I liked the courses it had as well as the geographical setting (the ocean)."
5. Do you know how you will pay for college? Have you discussed this with your parents?
"I have a bank account with a large sum of money, the rest will have to be paid via scholarship or student loans...I'm really hoping to avoid student loans as much as possible"
"I have a bank account with a large sum of money, the rest will have to be paid via scholarship or student loans...I'm really hoping to avoid student loans as much as possible"
Sarah Malaske, Senior
1. Did you pay a lot of attention to the application prices when you applied?
1. Did you pay a lot of attention to the application prices when you applied?
"No, all of the applications seemed about the same price, so it didn't matter"
2. How much did the college tuition price impact where you applied?
2. How much did the college tuition price impact where you applied?
"It did not matter in the beginning process, the tuition was relatively equal for the schools I looked at. Tuition will become a bigger deal as I am choosing where I will actually go"
3. Why did you apply where you did?
3. Why did you apply where you did?
"Academic standing and location"
4. Are you more likely to apply to a well known expensive school or a lesser known cheaper school?
4. Are you more likely to apply to a well known expensive school or a lesser known cheaper school?
"The well known expensive school because getting a degree from a place with name recognition goes a long way, especially in this tough economy."
5. Do you know how you will pay for college? Have you discussed this with your parents?
5. Do you know how you will pay for college? Have you discussed this with your parents?
"I will be paying for my college, and I am going to use scholarships, the work study program, and student loans. My family and I have discussed it."
Monday, March 1, 2010
Story Idea
Story: College Tuition
Angle: How have rising college tuition rates changed where students are applying to and going to college?
Angle: How have rising college tuition rates changed where students are applying to and going to college?
Friday, February 26, 2010
Writing a News Story
1. What can I write about? What is news?
On the surface, defining news is a simple task. News is an account of what is happening around us. It may involve current events, new initiatives or ongoing projects or issues. But a newspaper does not only print news of the day. It also prints background analysis, opinions, and human interest stories.
Choosing what's news can be harder.
The reporter chooses stories from the flood of information and events happening in the world and in their community. Stories are normally selected because of their importance, emotion, impact, timeliness and interest. Note: all these factors do NOT have to coincide in each and every story!
2. Identify what kind of a story it is
Hard news (+/- 600 words): This is how journalists refer to news of the day. It is a chronicle of current events/incidents and is the most common news style on the front page of your typical newspaper.
--It starts with a summary lead. What happened? Where? When? To/by whom? Why? (The journalist's 5 W's). It must be kept brief and simple, because the purpose of the rest of the story will be to elaborate on this lead.
--Keep the writing clean and uncluttered. Most important, give the readers the information they need. If the federal government announced a new major youth initiative yesterday, that's today's hard news.
Soft news (+/-600 words): This is a term for all the news that isn't time-sensitive. Soft news includes profiles of people, programs or organizations. As we discussed earlier, the "lead" is more literary. Most of YPP's news content is soft news.
Feature (+/-1500 words): A news feature takes one step back from the headlines. It explores an issue. News features are less time-sensitive than hard news but no less newsworthy. They can be an effective way to write about complex issues too large for the terse style of a hard news item. Street kids are a perfect example. The stories of their individual lives are full of complexities which can be reflected in a longer piece.
--Features are journalism's shopping center. They're full of interesting people, ideas, color, lights, action and energy. Storytelling at its height! A good feature is about the people in your community and their struggles, victories and defeats. A feature takes a certain angle (i.e. Black youth returning to church) and explores it by interviewing the people involved and drawing conclusions from that information. The writer takes an important issue of the day and explains it to the reader through comments from people involved in the story.
Hint: Remember to "balance" your story. Present the opinions of people on both sides of an issue and let the readers make their own decision on who to believe. No personal opinions are allowed. The quotes from the people you interview make up the story. You are the narrator.
Editorial: The editorial expresses an opinion. The editorial page of the newspaper lets the writer comment on issues in the news. All editorials are personal but the topics must still be relevant to the reader.
3. Structure for your article
The structure of a news story (hard & soft news & features) is simple: a lead and the body.
The lead
One of the most important elements of news writing is the opening paragraph or two of the story. Journalists refer to this as the "lead," and its function is to summarize the story and/or to draw the reader in (depending on whether it is a "hard" or "soft" news story - See below for the difference between these two genres of news stories).
In a hard news story, the lead should be a full summary of what is to follow. It should incorporate as many of the 5 "W's" of journalism (who, what, where, when and why) as possible. (e.g. "Homeless youth marched down Yonge St. in downtown Toronto Wednesday afternoon demanding the municipal government provide emergency shelter during the winter months." - Can you identify the 5 W's in this lead?)
In a soft news story, the lead should present the subject of the story by allusion. This type of opening is somewhat literary. Like a novelist, the role of the writer is to grab the attention of the reader. (e.g. "Until four years ago, Jason W. slept in alleyways...") Once the reader is drawn in, the 5 "W's" should be incorporated into the body of the story, but not necessarily at the very top.
The body
The body of the story involves combining the opinions of the people you interview, some factual data, and a narrative which helps the story flow. A word of caution, however. In this style of writing, you are not allowed to "editorialize" (state your own opinion) in any way.
Remember:
The role of a reporter is to find out what people are thinking of an issue and to report the opinions of different stakeholders of an issue. These comments make up the bulk of the story. The narrative helps to weave the comments into a coherent whole. Hint: Stick to one particular theme throughout the story. You can put in different details but they all have to relate to the original idea of the piece. (e.g. If your story is about black youth and their relationship with the police you DO NOT want to go into details about the life of any one particular youth).
As a reporter, you are the eyes and ears for the readers. You should try to provide some visual details to bring the story to life (this is difficult if you have conducted only phone interviews, which is why face-to-face is best). You should also try to get a feel for the story. Having a feel means getting some understanding of the emotional background of the piece and the people involved in it. Try to get a sense of the characters involved and why they feel the way they do.
Okay, got it? Let's look at two examples as a way of summarizing the essentials:
Youth are banding together to start an organization. You want to show why are they doing that and the changes are they trying to make in the world. You want to say who they are and the strategies they are using.
An artist is having her first show. Why? What is it that she believes about her art? Is her artistic process rational or from the soul? What does the work look like?
4. Further tips for news writing
Finding story ideas
Keep your eyes and ears open; listen to what your friends are talking about.
Read everything you can get your hands on; get story ideas from other
newspapers and magazines.
Think of a youth angle to a current news story.
Research a subject that interests you ask yourself what you would like to
know more about.
Talk to people in a specific field to find out what is
important to them.
Newsgathering
Begin collecting articles on your
subject.
Talk to friends and associates about the subject.
Contact any agencies or associations with interest or professional knowledge in
the area.
Create a list of people you want to interview; cover both
sides of the story by interviewing people on both sides of the issue.
Collect government statistics and reports on the subject get old
press releases or reports to use as background.
Interviewing do's and don'ts
Be polite.
Explain the ground rules of the interview to
people unfamiliar with how the media works - this means that you tell them the
information they give you can and will be published. If they do not want any
part of what they say published, they need to tell you it is "off the record."
Tape the interview (so if anyone comes back at you, you have the
proof of what was said).
Build a relationship with the person being
interviewed.
Start with easy questions; end with difficult
questions.
Read the body language of the person you're interviewing
and if they get defensive, back away from the question you are asking and return
later.
Don't attack the source.
Keep control of the interview; don't let the subject ramble or stray from the subject.
On the other hand, don't let your "opinion" of what the story should
be colour the interview. Always remember that the person you are talking with
knows more about the subject than you do.
Organizing the information
Gather your notes, interviews and research into a file.
Review your notes.
Look for a common theme.
Search your notes for good quotes or interesting facts.
Develop a focus.
Write the focus of the article down in
two or three sentences.
Writing and editing
Remember you are the narrator, the story teller.
Don't be afraid to rewrite.
Be as clear and concise in the writing as possible.
Avoid run-on sentences.
Be direct.
Tell a good story.
Tell the reader what you think they want to know.
Always ask yourself what the story is about.
Read the story out loud; listen carefully.
1. Find a topic. Something that interests you; as Jack McDevitt says, dirty dancing at school dances.
2. Find an angle; every topic has multiple angles, find one that's interesting to you. For the dirty dancing topic, you could look at the perspective from the students, teachers, parents or administration.
3. Collect data; talk to people, research.
4. Conduct interviews. Find experts that know more than you about the topic.
5. Organize and Write the story; after gathering all of your information, tie everything together from the interviews and research in a story.
6. Edit your story; proofread and revise.
Tuesday, February 23, 2010
Advertisement
1. The Erasable 4-Color Bullet Pen combines the benefits of an erasable pen with the wonders of a 4-color bullet pen. You no longer need to keep 4 pens with you, or worry about making mistakes which are permanent!
2. The target audience is math students or teachers who benefit from having multicolored notes, but also students in general.
3. This advertisement would probably be published in newspapers with a large student audience, such as Mathematics Magazine, Time For Kids, and the Scholastic magazines for students.
Tuesday, February 16, 2010
Law and Ethics Notes
Teachers, Students, and the First Amendment
5 Freedoms of the First Amendment
1. Speech
2. Petition
3. Religion
4. Assembly
5. Press
The Tinker Standard
Tinker vs. Des Moines School District (1969)
--Black armbands in 1965 to protest the Vietnam War
--Student speech cannot be censored as long as it does not "materially disrupt class work or involve substantial disorder or invasion of the rights of others."
The Fraser Standard
Bethel School District vs. Fraser (1986)
--Inappropriate speech for class president
--Because school officials have an "interest in teaching students the boundaries of socially appropriate behaviors," they can censor student speech that is vulgar or indecent, even if it does not cause a "material or substantial disruption."
The Hazelwood Standard
5 Freedoms of the First Amendment
1. Speech
2. Petition
3. Religion
4. Assembly
5. Press
The Tinker Standard
Tinker vs. Des Moines School District (1969)
--Black armbands in 1965 to protest the Vietnam War
--Student speech cannot be censored as long as it does not "materially disrupt class work or involve substantial disorder or invasion of the rights of others."
The Fraser Standard
Bethel School District vs. Fraser (1986)
--Inappropriate speech for class president
--Because school officials have an "interest in teaching students the boundaries of socially appropriate behaviors," they can censor student speech that is vulgar or indecent, even if it does not cause a "material or substantial disruption."
The Hazelwood Standard
Hazelwood School District vs. Kuhlmeier (1988)
--Censor stories in student newspapers about teen pregnancy and divorce
--Censorship of school-sponsored student expression in permissible when school officials can show that it is "reasonably related to legitimate pedagogical concerns."
The Frederick Standard?
Morse vs. Frederick (June 25, 2007)
--January 2002, Olympic torch travels through town
--Principal Morse cancels school
--Senior Frederick unveils banner on the sidewalk across street which reads "Bong Hits 4 Jesus"
--Suspended for 10 days, students sue because they were not on school property
--School wins because it was a school authorized activity
Libel (written)
-defames someone's character [ruins their reputation]
-has to be published to at least one other person [spoken if it is slander]
-false statement of fact [opinions are not libel]
Monday, February 8, 2010
Super Bowl Commercials
What is the company? Playstation
Who is the target audience: Mostly males in the 18-31 age range
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor (the tackle)
How were camera shots and editing used to enhance the message? Quick cuts to make it interesting
What is the slogan/message for the company? "Live in your world, play in ours"
Was the message effective? Why or why not? I didn't think it was very effective because I am not interested in sports games; this is probably why I am not in the target audience.
------------------------------------------------
What is the company? Budweiser
Who is the target audience: People who consume Budweiser products, probably those males who are interested in football (21+)
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor, animals, sports (football)
How were camera shots and editing used to enhance the message? Rewinding, setting in the mountains
What is the slogan/message for the company? None
Was the message effective? Why or why not? I did not get it the first time, but after it was explained I thought it was really funny.
---------------------------------------------------------
What is the company? Chrysler
Who is the target audience: Females who drive
What persuasive method used (humor, action, celebrity, human interest, etc.)? Celebrity
How were camera shots and editing used to enhance the message? Making the car look as beautiful as possible, Elegance
What is the slogan/message for the company? "Drive and Love"
Was the message effective? Why or why not? Yes, the commercial made the car look really pretty and cool, so it was appealing. I didn't catch that it was Celine Dion right away though.
----------------------------------------------------------
What is the company? Pepsi
Who is the target audience: Young adults at the time that the commercial aired
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor, music, celebrities
How were camera shots and editing used to enhance the message? Special effects (zipper)
What is the slogan/message for the company? "It's a twist on a great thing"
Was the message effective? Why or why not? It was kind of effective, since I did not know the context.
----------------------------------------------------------
What is the company? FedEx
Who is the target audience: Adults who use express mailing services
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor, a reference to Castaway
How were camera shots and editing used to enhance the message? Flashbacks
What is the slogan/message for the company? None
Was the message effective? Why or why not? Yes, I thought this was really funny!
-------------------------------------------------------
What is the company? Dodge
Who is the target audience: Male drivers
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor, Rock music
How were camera shots and editing used to enhance the message? Dirt road, fast paced
What is the slogan/message for the company? "Grab Life By the Horns"
Was the message effective? Why or why not? It was not effective for me because I am not a part of the target audience. It was probably effetive for most guys though.
-------------------------------------------------------------
What is the company? Gatorade
Who is the target audience: Athletes and people interested in basketball
What persuasive method used (humor, action, celebrity, human interest, etc.)? Celebrity (Micheal Jordan)
How were camera shots and editing used to enhance the message?
What is the slogan/message for the company? "Is it in you?"
Was the message effective? Why or why not? Not for me, I did not think the commercial made me drink gatorade...why would you want to sweat gatorade?
---------------------------------------------------------------
What is the company? ESPN SportsCenter
Who is the target audience: Athletes, Male sports fans
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor,
How were camera shots and editing used to enhance the message? Panned through the restaurant
What is the slogan/message for the company? "This is SportsCenter"
Was the message effective? Why or why not? I did not think it was very funny because I did not know who the people were.
----------------------------------------------------------------
What is the company? H&R Block
Who is the target audience: Adults who file taxes
What persuasive method used (humor, action, celebrity, human interest, etc.)? Celebrity, humor
How were camera shots and editing used to enhance the message?
What is the slogan/message for the company? "Double Check"
Was the message effective? Why or why not? Yeah, I thought it was really funny, even though I don't understand taxes
---------------------------------------------------------------
What is the company? Bud Light
Who is the target audience: Older adults, 21+
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor
How were camera shots and editing used to enhance the message? Shows a panoramic shot of the city showing a parade which sets up the commercial, also lends itself to the overall humor
What is the slogan/message for the company? "Make it a Bud Light"
Was the message effective? Why or why not? Not really, I am not part of the target audience
----------------------------------------------------------
What is the company? Visa Check Card
Who is the target audience: Sports fans
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor
How were camera shots and editing used to enhance the message? Uses a low angle to show Yao's height, and a high angle to show the cashier's small height
What is the slogan/message for the company? "It's everywhere you want to be"
Was the message effective? Why or why not? Yeah, it was really funny!
Who is the target audience: Mostly males in the 18-31 age range
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor (the tackle)
How were camera shots and editing used to enhance the message? Quick cuts to make it interesting
What is the slogan/message for the company? "Live in your world, play in ours"
Was the message effective? Why or why not? I didn't think it was very effective because I am not interested in sports games; this is probably why I am not in the target audience.
------------------------------------------------
What is the company? Budweiser
Who is the target audience: People who consume Budweiser products, probably those males who are interested in football (21+)
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor, animals, sports (football)
How were camera shots and editing used to enhance the message? Rewinding, setting in the mountains
What is the slogan/message for the company? None
Was the message effective? Why or why not? I did not get it the first time, but after it was explained I thought it was really funny.
---------------------------------------------------------
What is the company? Chrysler
Who is the target audience: Females who drive
What persuasive method used (humor, action, celebrity, human interest, etc.)? Celebrity
How were camera shots and editing used to enhance the message? Making the car look as beautiful as possible, Elegance
What is the slogan/message for the company? "Drive and Love"
Was the message effective? Why or why not? Yes, the commercial made the car look really pretty and cool, so it was appealing. I didn't catch that it was Celine Dion right away though.
----------------------------------------------------------
What is the company? Pepsi
Who is the target audience: Young adults at the time that the commercial aired
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor, music, celebrities
How were camera shots and editing used to enhance the message? Special effects (zipper)
What is the slogan/message for the company? "It's a twist on a great thing"
Was the message effective? Why or why not? It was kind of effective, since I did not know the context.
----------------------------------------------------------
What is the company? FedEx
Who is the target audience: Adults who use express mailing services
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor, a reference to Castaway
How were camera shots and editing used to enhance the message? Flashbacks
What is the slogan/message for the company? None
Was the message effective? Why or why not? Yes, I thought this was really funny!
-------------------------------------------------------
What is the company? Dodge
Who is the target audience: Male drivers
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor, Rock music
How were camera shots and editing used to enhance the message? Dirt road, fast paced
What is the slogan/message for the company? "Grab Life By the Horns"
Was the message effective? Why or why not? It was not effective for me because I am not a part of the target audience. It was probably effetive for most guys though.
-------------------------------------------------------------
What is the company? Gatorade
Who is the target audience: Athletes and people interested in basketball
What persuasive method used (humor, action, celebrity, human interest, etc.)? Celebrity (Micheal Jordan)
How were camera shots and editing used to enhance the message?
What is the slogan/message for the company? "Is it in you?"
Was the message effective? Why or why not? Not for me, I did not think the commercial made me drink gatorade...why would you want to sweat gatorade?
---------------------------------------------------------------
What is the company? ESPN SportsCenter
Who is the target audience: Athletes, Male sports fans
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor,
How were camera shots and editing used to enhance the message? Panned through the restaurant
What is the slogan/message for the company? "This is SportsCenter"
Was the message effective? Why or why not? I did not think it was very funny because I did not know who the people were.
----------------------------------------------------------------
What is the company? H&R Block
Who is the target audience: Adults who file taxes
What persuasive method used (humor, action, celebrity, human interest, etc.)? Celebrity, humor
How were camera shots and editing used to enhance the message?
What is the slogan/message for the company? "Double Check"
Was the message effective? Why or why not? Yeah, I thought it was really funny, even though I don't understand taxes
---------------------------------------------------------------
What is the company? Bud Light
Who is the target audience: Older adults, 21+
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor
How were camera shots and editing used to enhance the message? Shows a panoramic shot of the city showing a parade which sets up the commercial, also lends itself to the overall humor
What is the slogan/message for the company? "Make it a Bud Light"
Was the message effective? Why or why not? Not really, I am not part of the target audience
----------------------------------------------------------
What is the company? Visa Check Card
Who is the target audience: Sports fans
What persuasive method used (humor, action, celebrity, human interest, etc.)? Humor
How were camera shots and editing used to enhance the message? Uses a low angle to show Yao's height, and a high angle to show the cashier's small height
What is the slogan/message for the company? "It's everywhere you want to be"
Was the message effective? Why or why not? Yeah, it was really funny!
Wednesday, February 3, 2010
Notes 2.3.10
Definition:
Define “Journalism” in 1-3 sentences.
Journalism is the telling of current events that are news worthy that are sent out via television, radio, newspapers, magazines, and the Internet.
List and describe the six criteria of newsworthiness. TITLE DESCRIPTION EXAMPLE
1. Significance; the bigger the event the more news worthy it is. The more significant something is, the more impact it has on other people. For example, the earthquake in Haiti was incredibly significant to many people around the world.
2. Timeliness; we care about things that are occurring now. For example, the weather is always timely.
3. Unusualness; we care about things that are out of the ordinary. Examples are fires, murders, earthquakes, and crimes.
4. Proximity; we care about things happening close to us. This is the whole idea behind "local news". For example, a story about the Twins is more important to Minnesotans.
5. Prominence; people. We care about the events that happen to celebrities. For example, when Britney Spears shaved her head, it was a BIG deal.
6. Human Interest; the stories that make you feel good about life, that is not necessarily news worthy. For example, "a baby dolphin was born at the zoo today".
What are the advantages of print journalism?
1. You have control over when you read the news. You don't have to wait until a certain time on the television, and you can read whenever you would like.
2. You can choose what you read; you do not need to wait to watch the whole broadcast to watch a specific thing like the weather.
3. There is more information in print journalism because it is not limited in time. This allows for much mroe description.
What are the advantages of broadcast journalism?
1. The visual elements, video and sound, are a lot more interesting to listen to and watch. Seeing the devastation in Haiti is different from reading about the devastation; it makes it more real.
2. Broadcast has the ability to be live. You learn about things as they happen, and a post can be updated within minutes.
3. Broadcast is more accessible and portable; people are able to access television and radio in many more places.
Why has online journalism (convergent media) become so popular?
Online journalism is the "best of both worlds"; all the strengths of print and broadcast journalism are put together into one. Basically everything that can be done through newspapers can be done on the internet through news websites.
Define “Journalism” in 1-3 sentences.
Journalism is the telling of current events that are news worthy that are sent out via television, radio, newspapers, magazines, and the Internet.
List and describe the six criteria of newsworthiness. TITLE DESCRIPTION EXAMPLE
1. Significance; the bigger the event the more news worthy it is. The more significant something is, the more impact it has on other people. For example, the earthquake in Haiti was incredibly significant to many people around the world.
2. Timeliness; we care about things that are occurring now. For example, the weather is always timely.
3. Unusualness; we care about things that are out of the ordinary. Examples are fires, murders, earthquakes, and crimes.
4. Proximity; we care about things happening close to us. This is the whole idea behind "local news". For example, a story about the Twins is more important to Minnesotans.
5. Prominence; people. We care about the events that happen to celebrities. For example, when Britney Spears shaved her head, it was a BIG deal.
6. Human Interest; the stories that make you feel good about life, that is not necessarily news worthy. For example, "a baby dolphin was born at the zoo today".
What are the advantages of print journalism?
1. You have control over when you read the news. You don't have to wait until a certain time on the television, and you can read whenever you would like.
2. You can choose what you read; you do not need to wait to watch the whole broadcast to watch a specific thing like the weather.
3. There is more information in print journalism because it is not limited in time. This allows for much mroe description.
What are the advantages of broadcast journalism?
1. The visual elements, video and sound, are a lot more interesting to listen to and watch. Seeing the devastation in Haiti is different from reading about the devastation; it makes it more real.
2. Broadcast has the ability to be live. You learn about things as they happen, and a post can be updated within minutes.
3. Broadcast is more accessible and portable; people are able to access television and radio in many more places.
Why has online journalism (convergent media) become so popular?
Online journalism is the "best of both worlds"; all the strengths of print and broadcast journalism are put together into one. Basically everything that can be done through newspapers can be done on the internet through news websites.
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