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How to Write a Newspaper Article

Last Updated: April 18, 2024 Fact Checked

This article was co-authored by Gerald Posner . Gerald Posner is an Author & Journalist based in Miami, Florida. With over 35 years of experience, he specializes in investigative journalism, nonfiction books, and editorials. He holds a law degree from UC College of the Law, San Francisco, and a BA in Political Science from the University of California-Berkeley. He’s the author of thirteen books, including several New York Times bestsellers, the winner of the Florida Book Award for General Nonfiction, and has been a finalist for the Pulitzer Prize in History. He was also shortlisted for the Best Business Book of 2020 by the Society for Advancing Business Editing and Writing. There are 11 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 329,933 times.

A newspaper article should provide an objective, factual account of an event, person, or place. Most newspaper articles are read quickly or skimmed by the reader, so the most important information should always appear first, followed by descriptive content that rounds out the story. By conducting research and following the correct organizational structure, you can create an informative newspaper article in no time.

Sample Articles

Conducting Interviews and Research

• Your sources should be experts in the field your article is focusing on, such as a certified professional, a professor, or an academic. You can use sources that have extensive experience or background in a field that relates to your article.
• Sources like a witness to an event can also be useful, especially if they have first-hand experience of the topic you are covering.

• You may need to conduct more than 1 interview with your sources, especially if they are a major source for the article. You can also send follow-up questions to your sources as needed.
• You will need to transcribe your interviews by typing them up to ensure you quote your sources correctly. Having transcriptions will also make fact checking your article and backing up your sources much easier.

• Make sure you cite the information properly in your article by noting the name or organization that provided the information. You should have credible sources to back up any claims or arguments made in the article.

• If you are writing the newspaper article for an editor, they may require you to provide a list of your sources for the article to show you have fact checked your work.

Structuring the Article

• For example, you may create a headline like, “Teen Girl Missing in Okotoks” or “Congress Stalls on Family Planning Bill.”
• In some cases, it may be easier to save the headline for last, after you have written the article, so you know what the focus of the article is and can sum it up clearly.

• For example, you may write a lead like, "An outbreak of flu in San Francisco has led to 3 elementary school closings this week, according to school officials." Or, "A missing girl originally from Okotoks was found Monday in an abandoned cabin in the Minnetonka area, according to local police."

• For example, you may write, “10-12 students have been diagnosed with the flu and health officials fear it could continue to spread if it is not contained.”

• For example, you may write, “The teen girl was reported missing on Friday afternoon by her mother after she did not come home from a study date at a friend’s house. She is the second girl to be reported missing in the past 2 weeks from the Okotoks area.”

• For example, you may write, “‘The girl is shaken, but does not appear to have any serious injuries,’ stated local Police Chief Wilborn.” Or you may write, “According to a statement by school officials, ‘The shutdown will prevent the flu from spreading further and ensure the safety of our students.’”
• Avoid using long quotes or more than 4 quotes in the article, as the reader may get confused or lost if there are too many quotations.

• For example, you may write, “The girl’s mother expressed relief for her daughter and concern about her community, noting, ‘I just hope no other girls go missing in this area.’”
• Or you may write, “Local health officials are urging parents to check the municipal health and wellness website, www.hw.org, for updates on when schools are able to reopen.”

Creating the Appropriate Voice and Tone

• For example, rather than write, “The missing girl’s mother thought it had to do with school,” you may write, “The missing girl’s mother thought bullying at school may have caused her daughter’s absences.”

• For example, rather than write, “A press conference will be held by local police tomorrow to address the missing girls and the public’s concerns,” you may write, “Local police will address the missing girls and the public’s concerns in a press conference tomorrow.”

• For example, if you're writing about two political candidates running against each other in an election, present both candidates in an equal light, rather than giving extra details about 1 candidate.
• If you're writing an op-ed piece, it's okay to mix some of your opinions with the facts.

Polishing the Article

• Reading the article aloud can also help you catch any spelling, grammar, or punctuation errors.

• For example, you may ask others questions like, “Were you able to understand what happened, based on the information in the article?” “Was the language clear and easy to follow?” “Was the article well supported with sources and quotes?”

• If you are writing the newspaper article for a class, make sure it falls within the prescribed word limit for the assignment.

Carve out a niche by gravitating towards underreported stories. "I personally tend to be drawn to stories that aren't paid much attention to, or stories that aren't on people's radar."

Expert Q&A

You Might Also Like

Expert Interview

Thanks for reading our article! If you'd like to learn more about writing as a career, check out our in-depth interview with Gerald Posner .

• ↑ https://guides.lib.vt.edu/researchmethods/interviews
• ↑ https://www.csus.edu/indiv/o/obriene/art116/readings/guide%20for%20conducting%20interviews.pdf
• ↑ https://www.pewresearch.org/internet/2013/01/22/part-4-what-people-want-from-their-libraries/
• ↑ https://settlement.org/ontario/daily-life/communication/ethnic-and-cultural-media/what-is-fake-news-and-how-to-stop-spreading-misinformation/
• ↑ https://www.viasport.ca/communications-toolkit/module-4-how-write-engaging-sports-article
• ↑ https://owl.purdue.edu/owl/subject_specific_writing/journalism_and_journalistic_writing/writing_leads.html
• ↑ https://owl.english.purdue.edu/owl/resource/735/05/
• ↑ https://www.lib.sfu.ca/about/branches-depts/slc/writing/sources/quoting
• ↑ https://lib.trinity.edu/in-text-citation-and-notes//
• ↑ https://www.csus.edu/campus-safety/police-department/_internal/_documents/rwm.pdf
• ↑ https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

About This Article

To write a newspaper article, gather all of your sources and verify any facts or sources you plan to use. Write an opening sentence that tells the readers the most essential details of the story. Write in third person, active voice, and maintain an authoritative tone throughout the article. Keep in mind the questions “Who,” “What,” “Where,” “When,” “Why,” and “How” when you’re writing your story, and try to answer as many of them as you can. When you’re finished writing the article, craft a short, engaging headline that tells readers what the article is about. To learn how reading your article out loud can help you proofread it, keep reading! Did this summary help you? Yes No

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Master the Essentials of News Writing: A Comprehensive Beginner’s Guide

• Published: November 28, 2023
• By: Yellowbrick

In today’s digital age, where information spreads at lightning speed, the demand for well-written news articles is higher than ever. Whether you aspire to be a journalist, a content writer or simply want to improve your writing skills, understanding the basics of news writing is crucial. In this comprehensive beginner’s guide, we will delve into the fundamental principles of news writing, providing you with valuable insights and practical tips to help you craft compelling and informative news articles.

1. Understand the News Writing Structure

News writing follows a specific structure known as the inverted pyramid. This means that the most important information is presented at the beginning of the article, followed by supporting details in descending order of importance. This structure allows readers to quickly grasp the key points of the story, even if they only read the first few paragraphs.

2. Grab the Reader’s Attention with a Strong Headline

A captivating headline is essential to grab the reader’s attention and entice them to click and read the full article. It should be concise, informative, and engaging, giving readers a glimpse of what to expect. Avoid clickbait tactics and strive for accuracy and authenticity in your headlines.

3. Write a Compelling Lead

The lead, also known as the lede, is the opening paragraph of a news article. It should summarize the most important aspects of the story and entice the reader to continue reading. A strong lead is concise, engaging, and answers the key questions of who, what, when, where, why, and how.

4. Stick to the Facts

News writing is based on facts, not opinions. It is crucial to present accurate information and verify your sources. Double-check names, dates, and statistics to ensure the credibility of your article. Avoid biased language and present multiple perspectives when appropriate.

5. Use Clear and Concise Language

News articles should be written in a clear and concise manner. Avoid jargon, technical terms, and complex sentences that may confuse the reader. Use simple, everyday language that is easily understood by a wide audience.

6. Maintain Objectivity

Objectivity is a cornerstone of news writing. Present the facts without bias or personal opinions. Remain neutral and avoid inserting your own views into the article. Let the readers draw their own conclusions based on the information you provide.

7. Write for the Web

In the digital age, news articles are primarily consumed online. When writing for the web, consider the importance of search engine optimization (SEO). Incorporate relevant keywords naturally throughout your article to improve its visibility in search engine results. Additionally, use subheadings, bullet points, and short paragraphs to make your article scannable and easily digestible.

8. Fact-Check and Edit

Before publishing your news article, take the time to fact-check your information and edit for clarity, grammar, and spelling errors. Ensure that your article adheres to the publication’s style guide and follows proper journalistic ethics.

9. Develop Your News Writing Skills

Becoming a skilled news writer takes practice. Read articles from reputable news sources to familiarize yourself with different writing styles and techniques. Consider taking a news writing course, such as the one offered by Yellowbrick, to further enhance your skills and gain valuable insights from industry professionals.

10. Stay Informed and Adapt

The world of news writing is constantly evolving. Stay informed about current events, emerging trends, and changes in the industry. Adapt your writing style to suit different platforms and audiences. Embrace new technologies and storytelling techniques to engage and captivate your readers.

By mastering the essentials of news writing, you will be equipped with the skills needed to excel in the fast-paced and dynamic field of journalism. Practice regularly, seek feedback, and never stop learning. Whether you aim to work for prestigious news organizations like NYU or forge your own path, the power of effective news writing will open doors and help you make a lasting impact in the world of media and communication.

Key Takeaways:

• Understanding the structure of news writing, such as the inverted pyramid, is essential for presenting information effectively.
• Crafting strong headlines and leads helps grab readers’ attention and entices them to continue reading.
• Maintaining objectivity and sticking to the facts are crucial aspects of news writing.
• Using clear and concise language ensures that your articles are easily understood by a wide audience.
• Writing for the web requires incorporating SEO techniques and making your content scannable.
• Fact-checking, editing, and following journalistic ethics are important steps before publishing your news articles.
• Developing your news writing skills through reading, practice, and additional courses like the one offered by Yellowbrick can enhance your abilities.
• Staying informed, adapting to changes, and embracing new technologies are necessary to thrive in the evolving field of news writing.

To further enhance your news writing skills and gain valuable insights from industry professionals, consider enrolling in the NYU | Modern Journalism online course and certificate program offered by Yellowbrick. This program provides a comprehensive curriculum that covers various aspects of modern journalism, including news writing, storytelling techniques, and digital media strategies. By investing in your education and continuously honing your skills, you can position yourself for success in the dynamic world of news writing.

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How to Write Online News Articles

By NBCU Academy

Learn story-writing tips from the NBC News Digital team.

How do you write great online news articles? Learn about writing style and the elements of a news article from Julie Shapiro, assistant managing editor for NBC News Digital Enterprise. 

Journalistic writing should clearly inform the reader about a noteworthy event or development. Reporters should write online news stories in a way that’s engaging enough to keep the reader’s attention while also delivering the important facts. The following are the essential elements.

The story should begin in an interesting way that is directly tied to the main point. This is usually referred to as a “lede” or “lead.” Readers have a lot of competition for their attention, so the story needs to grab them immediately. Use a dramatic anecdote, a surprising fact or an important breaking news update. 

The nut graph     

The nut graph is the heart of the story. It explains what the news is about, why it’s timely and why readers should care. The nut graph can be one sentence or several paragraphs and should include the answers to who, what, when, where and why. It often places the new developments in context by describing the bigger picture. 

The body       

After the lede and nut graph, the rest of the story should start to fall into place. Rely on expert voices, analysis and key details.  

Quotes       

Quotes can be powerful, but use them sparingly so that they stand out. In general, a writer can paraphrase a point better than a character can. A good quote does more than just convey information — it can add color, drama and depth. 

Selective details   

The rest of the story expands on the points made in the nut graph. Informative details could include examples, scenes and background information or sensory descriptions of the news scene. But choose wisely — too much detail can make the reader lose interest.

Clear writing       

Write without jargon, and keep sentences clear and direct. If a sentence needs to be read more than once to understand its meaning, trim it down or take it out. Don’t include words or phrases that would be unfamiliar to most readers. 

The kicker  

End with something memorable. A short breaking news story may not need a formal ending, or kicker, but most stories should end with something memorable. A punchy quote is a good option. Other options include a forward-looking line on what’s next for an issue or character, or one last memorable takeaway for the reader. 

Explore More

Check out nbc news’ camera gear, ‘deepfake’ technology and ethics, career spotlight: research specialist, nbc news infocenter, career spotlight: interactive journalist, take our free fundamentals of journalism course, take our free bilingual journalism course.

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15 News Writing Rules for Beginning Journalism Students

The goal is to provide information clearly in common language

• Writing Essays
• Writing Research Papers
• English Grammar
• M.S., Journalism, Columbia University
• B.A., Journalism, University of Wisconsin-Madison

Gathering information for a news article is vitally important, of course, but so is writing the story. The best information, put together in an overly intricate construction using SAT words and dense writing, can be difficult to digest for readers looking for a quick news fix.

There are rules for news writing that result in a clear, direct presentation, providing information efficiently and accessibly to a variety of readers. Some of these rules conflict with what you might have learned in English Lit.

Here's a list of 15 rules for beginning news writers, based on the problems that crop most frequently:

Tips for News Writing

• Generally speaking, the lede , or introduction to the story, should be a single sentence of 35 to 45 words that summarizes the main points of the story, not a seven-sentence monstrosity that looks like it's out of a Jane Austen novel.
• The lede should summarize the story from start to finish. So if you're writing about a fire that destroyed a building and left 18 people homeless, that must be in the lede. Writing something like "A fire started in a building last night" doesn't have enough vital information.
• Paragraphs in news stories should generally be no more than one or two sentences each, not the seven or eight sentences you probably wrote for freshman English. Short paragraphs are easier to cut when editors are working on a tight deadline, and they look less imposing on the page.
• Sentences should be kept relatively short, and whenever possible use the subject-verb-object formula. Backward constructions are harder to read.
• Always cut unnecessary words. For example, "Firefighters arrived at the blaze and were able to put it out within about 30 minutes" can be shortened to "Firefighters doused the blaze in 30 minutes."
• Don't use complicated-sounding words when simpler ones will do. A laceration is a cut; a contusion is a bruise; an abrasion is a scrape. A news story should be understandable to everyone.
• Don't use the first-person "I" in news stories. 
• In Associated Press style, punctuation almost always goes inside quotation marks. Example: "We arrested the suspect," Detective John Jones said. (Note the placement of the comma.)
• News stories are generally written in the past tense.
• Avoid the use of too many adjectives. There's no need to write "the white-hot blaze" or "the brutal murder." We know fire is hot and that killing someone is generally pretty brutal. Those adjectives are unnecessary.
• Don't use phrases such as "thankfully, everyone escaped the fire unhurt." Obviously, it's good that people weren't hurt. Your readers can figure that out for themselves.
• Never inject your opinions into a hard-news story. Save your thoughts for a review or editorial.
• When you first refer to someone in a story, use the full name and job title if applicable. On all subsequent references, use just the last name. So it would be "Lt. Jane Jones" when you first mention her in your story, but after that, it would simply be "Jones." The only exception is if two people with the same last name are in your story, in which case you could use their full names. Reporters generally don't use honorifics such as "Mr." or "Mrs." in AP style. (A notable exception is The New York Times .)
• Don't repeat information.
• Don't summarize the story at the end by repeating what's already been said. Try to find information for the conclusion that advances the story. 
• How to Find the Main Idea
• What Is the Inverted Pyramid Method of Organization?
• Avoid the Common Mistakes That Beginning Reporters Make
• Constructing News Stories with the Inverted Pyramid
• What Are the Parts of a Short Story? (How to Write Them)
• Learn to Write News Stories
• Telling Stories: Sequencing for ESL Students
• Six Tips for Writing News Stories That Will Grab a Reader
• How Reporters Can Write Great Follow-up News Stories
• Writing News Stories for the Web
• 10 News Writing Exercises for Journalism Students
• 5 Key Ingredients for Great Feature Stories
• How to Avoid Burying the Lede of Your News Story
• Flair vs. Flare: How to Choose the Right Word
• How to Teach English Using Newspapers
• The Secret to Writing Great Headlines for Your News Stories

How To Write a News Article (+4 Tools, Examples & Template)

By Dmytro Spilka

Nov 6, 2019

By the late 1400s, the printing press had been perfected, and Germany began publishing pamphlets containing news content. Realising the power of printed news, several papers in London became popularised in the years following 1621.

Almost 400 years later, the transition from print to online has had a profound impact on the way we consume news and subsequently, how we create it. You’ve probably already noticed that the morning paper covers the news that was instantaneously delivered to your mobile device the night before.

The nature of online news reporting allows journalists to simultaneously watch an event unfold and update their readers in real-time. Both print and online news articles aim to discuss current or recent news in local happenings, politics, business, trade, technology and entertainment.

Typically, a news article on any topic and at any level will contain 5 vital components for success . This is what separates news-article writing from other forms of writing.

1. Headline

These 5-12 words should deliver the gist of the whole news. In most cases, it’s important not to play with words or to be too cryptic. A news article headline should be clear and succinct and tell the reader what the article is about. Should they find the topic interesting, they will probably read the article.

Whilst headlines should be clear and matter-of-fact, they should also be attention-grabbing and compelling. According to some sources, eight out of ten people will read headline copy and only two will continue to read the rest of the article (Campaign). So, if 80% of people are unlikely to ever make it past the headline, there is plenty of room to spend extra time in crafting the perfect headline for your news article.

This BBC headline definitely makes people give it a second look. At first glance, you probably noticed the words “Goat” and “Ronald Reagan” and wondered what on earth has brought this farm animal and 80s U.S. president to exist within the same sentence- let alone the same headline . Closer inspection lets the reader know that the article is about goats’ helping to save the Presidential library in the California fires. Most would want to know how, so they read on.

Put simply, this string of words tells people who wrote the article and is usually prefaced by the word ‘by’. This component really depends on the company you write for. Whilst most magazines and newspapers use bylines to identify journalists, some don’t. The Economist, for example, maintains a historical tradition where bylines are omitted and journalists remain anonymous. In such cases, the news article reflects the publication as a whole.

3. Lead paragraph

This is the section to get straight down to the facts and there is no time for introductions. A lead paragraph must be constructed to attract attention and maintain it. To do this, the basic news points and facts should be relayed without digressing into detail or explanation. Those are forthcoming in the next section of the article.

Included in the lead are what journalists refer to as the 5 Ws: Who, what, when, where and why. To some extent, by simply stating each W, some form of lead is automatically formed. For example; “ An off duty nurse and paramedic used a makeshift tourniquet to save the life of British tourist whose foot was bitten off by a shark in Australia on Tuesday”.

• Who – an off duty nurse and paramedic and a British tourist
• What – built a makeshift tourniquet
• When – Tuesday 29th October 2019 (article published Wednesday 30th October 2019)
• Where – Australia
• Why – to save the life of the British tourist

This should conclude your lead paragraph and have your readers engaged and interested to learn more about the news. Resist the temptation to include additional details about the event as they have no place here. Structure is everything and you wouldn’t want to mess up the flow of the overall piece.

4. Explanation/discussion

A good place to start when writing the paragraph that follows your lead is to jump into the shoes of your readers and think about what they might want to know next. What are the factors that seem obscure, or most fascinating and is there scope to delve into more explanatory detail to put it into the wider context?

To do this well, the writer must have access to the answers to these questions.

Expanding on the details of your 5 Ws is all about providing in-depth coverage on all the important aspects of your news. Here, you should reflect on your first-hand information. Add relevant background information that explores the wider context. In other words, consider whether this story has implications on anything else.

Include supporting evidence in this section. This can take the form of quotations from people involved or opinions of industry experts. Referring to credible sources in your news article will add value to the information you publish and help to validate your news.

Ensure that the use of your quotations add value and are informative. There is little use in providing a quote that doesn’t shed light on new information. If the point has been made clear in your lead paragraph – there is no need to repeat it here.

For example, “An off duty nurse saved the life of a British tourist’, said Police Chief John Adams.” This quote tells the reader what they already know as this is the information stated in the lead.

Rather, “It was a long way back to shore and if he continued to bleed that much all the way back I’m not sure he’d have made it” – said Emma Andersson, off duty nurse.’ The inclusion of this quote gives a deeper insight into the severity of the incident and adds value to the article.

5. Additional information

This space is reserved for information of less relevance. For example, if the news article is too long, get the main points down in the preceding paragraphs and then make a note of the trivial details. This part can also include information about similar events or facts that somewhat relate to the news story.

What makes a news article so powerful

The ultimate aim of a news article is to relay information in a specific way that is entertaining, informative, easily digestible and factual . For a news article to be effective, it should incorporate a range of writing strategies to help it along. It should be:

Active not passive

Writing in the active tense creates a more personal link between the copy and the reader. It’s more conversational and has been found to engage the audience more. It also requires fewer words, so shorter and snappier sentences can be formed.

For example “A British tourist’s life was saved by an off duty nurse” is longer and less colloquial than “An off duty nurse saved a British tourists’ life”. The latter is easily understood, more conversational and reads well.

Positive, not negative

Whilst it is true that certain publications might use language to swing the sentiment of their copy, news should give the reader the information they need to inform their own opinion . The best way to do this is to avoid being both negative or positive. A neutral tone reads well and draws attention to key issues.

It’s often more effective if your news article describes something that is actually happening rather than something that’s not. For example, rather than stating that “the government has decided not to introduce the planned tuition funding for university students this academic year” a more palatable account of the event would be “the government has abandoned plans to fund university tuition this academic year”.

Quote accurately

We now know that the use of quotations belongs in your explanatory paragraph. They validate what you’ve said and inject emotion and sentiment to your copy. But what makes a good quote? And how and when are they useful?

Writers should be able to differentiate between effective and ineffective quotes. They should also appreciate that a poorly selected quote placed in an inappropriate paragraph has the power to kill the article.

Consider who you are quoting. Is their opinion of interest to your readers? Quotes that are too long can grind on your reader’s attention. Especially if they are from bureaucrats, local politicians or generally just boring people with nothing significant to say. Rather, the shorter and snappier the quote, the better. Bald facts, personal experiences or professional opinions can add character and depth to the facts you’ve already laid out.

Direct quotes provide actuality. And Actuality provides your article with validation. Speeches and reports are a great source of quotes by people that matter to your story. Often such reports and transcripts can be long and tiresome documents. Great journalistic skill is to be able to find a usable quote and shorten it to make it more comprehensible. Second to this skill is to know precisely when the actual words used by a person should be quoted in full.

Remember, people ‘say’ things when they speak. They don’t “exclaim, interject, assert or opine”. Therefore, always use the word “said” when attributing a quote. For example, “three arrests were made on the scene” said PC Plum.

Sound use of adjectives

The golden rule here is that adjectives should not raise questions in the reader’s mind, rather they should answer them. Naturally, an adjective raises further questions. For example:

• ‘Tall’ – how tall?
• ‘Delightful’ – according to whom?
• ‘Massive’ – relative to what?

Unless followed by further information, adjectives can be subjective. However, this isn’t always bad. If they contribute to the relevance of the story, keep them. Just be sure to ponder each one as to whether they raise more questions in the reader’s mind.

Lastly, it’s always better to approach news-style writing directly and specifically. Use words like ‘gold, glitter, silver,’ instead of ‘bright and sparkly’. Being specific isn’t dull or boring. It allows readers’ to follow the article with a more accurate understanding of the news. Vagueness does not.

No Jargon or abbreviations

Those working in an organisation or specific industry will often take for granted the fact they’re surrounded by jargon. It’s a convenient and efficient way to communicate with those who also understand it. These terms become somewhat of a secret language that acts to exclude those on the outside. This must be assumed at all times when writing news. There’s no telling whether an article on a new medical breakthrough will be read solely by medical practitioners and scientists. In fact, it almost certainly won’t be.

If readers feel lost in your article or have to look elsewhere for explanations and definitions of acronyms and abbreviations, it’s unlikely they’ll return. The rule here is to avoid them or explain them.

Be cautious with puns and cliches

Over and over you hear them and rarely do they evoke any positive response; cliches have no place in your news article. Yet, as for puns, lots of headline writers find these neat little linguistic phrases irresistible.

The problem is, they can be just as exclusive as unrecognisable jargon. References to the past that are well received by readers over 55 years old, means risking a large portion of readers being left out.

Is there a tasteful and refined way to use puns, cliches or metaphors ? Yes, but one always bears the risk of some readers not understanding and abandoning the article altogether. Take the following example:

The Sun’s headline “Super Caley go ballistic, Celtic are atrocious” echoing Liverpool’s earlier “Super Cally goes ballistic, QPR atrocious”.

In all fairness, both are great puns and will have had most readers humming the Mary Poppins anthem all afternoon. But to fully appreciate this play on words, it helps to know that ‘Cally’  is the former footballer, Ian Callaghan and ‘Caley’ is the team Inverness Caledonian Thistle.

Those with no interest or knowledge of football would have been immediately excluded from this article. However, given the fact that the article was clearly aimed at football enthusiasts or at least, fans, the aim was never to produce an all-inclusive article in the first place.

Write in plain English (make it easily digestible)

Articles written in plain English are easy to digest. This is especially important what discussing complex or technological news. Most readers won’t have the time to decipher cryptic or overly elaborate writing styles whilst keeping up with the news story being told.

Clear and unambiguous language, without technical or complex terms, should be used throughout. As the amount of news we consume each day has increased with the internet, mobile devices and push notifications, it is important to keep things simple. We now have the pleasure and task of retaining more news than ever before. This is easier to do when the news we consume is clear, succinct and written in plain English.

Be timely and up to date

News gets old fast. Today’s news is tomorrow’s history. So, timeliness in the news industry is imperative to its success. Similarly to freshly baked goods – news should be served fresh. Once it’s old and stale, nobody’s interested in it. Don’t, however, take the risk of serving it before it’s ready.

There is great skill attached to being a timely journalist. Capabilities must range from gathering research in good time, to writing content at speed and editing accurately under pressure. There are a few things you can do to help stay on top of the latest affairs and find time to write.

First, a conscious effort to stay up to date with news on all levels is necessary. That is international affairs, governmental, regional and local levels. You should have a solid awareness of ongoing issues and debates across all mediums. For example, If there’ve been developments on ongoing peace treaties, you should be able to pick up the news story as it is – without the need to revise the entire story.

It’s likely that you’ll be under the pressure of several tight deadlines. Don’t just keep them in mind, write them down. Keeping a content calendar is an effective way to organise your time and make sure you’re hitting all deadlines accordingly. Whether it’s your phone calendar or an actual deadline diary, a visual representation of time can help you distribute tasks and stick to a schedule.

Always be available when a press release comes your way. If you’re not there to cover the story, someone else will. Organise a backup just in case you’re unavailable to make sure all necessary information reaches you in emergency situations. Having such a plan in place can save time when it comes to researching and writing news articles. The writing process becomes easier when all the material is at hand.

Make it entertaining

A good news article will entertain its readers. To do so, the article should contain some human interest. In general, it’s been found that people are interested in the lives of other people. An article that appeals to the voyeuristic part of human nature is immediately entertaining.

For example, a flood in an empty building doesn’t have nearly as much human interest as a flood in a building full of people and belongings. Sad, but true. Simply because we identify with each other, we are interested in reading about each other too.

If your story has an interesting or relatable person at the heart of it, it should fuel your article . Tug at the emotional strings of your readers and make a connection between them and your story. Look hard enough, and you’ll find human interest everywhere. Writing a business article about a new project manager with a passion for bringing tropical fruit flavours to toothpaste? There’s human interest here. We all use toothpaste – whilst some will be onboard with this idea, others will scoff and remain faithful to their dependable mint flavoured paste.

Prepare to tap into your inner literary comic. If the story you’re working on is funny, don’t hold back. Just as most journalists enjoy working on a story that hits their ‘quirky button’, most readers will be more inclined to read a story that plays on their humour strings.

Fact check everything

‘Fake news’ has become a familiar term, especially for journalists. Unverified facts and misleading claims have blurred the line between journalism and other content creation. It’s now more important than ever to fact check everything .

A good PR tip is to avoid a reputation disaster rather than repair one. You do not want to fall into the category of fake news. This might drive away potential returning readers and significantly reduce readership.

Using statistics, figures and facts are a great way to add validity and actuality to your article. They lend themselves to originality and make your article more credible when used correctly. Without checking the authenticity of these facts, you risk delivering an article that is grounded in fiction.

News article writing tools

To hit the nail on the head and deliver a news article that is well researched, well written and well-received; take advantage of some online writing tools to help you along the way.

1. Grammarly

This free and comprehensive writing tool is practically everything you need to craft grammatically correct and error-free copy. Not only does it check your spelling and grammar, but punctuation too. Grammarly uses context-specific algorithms that work across different platforms to help make your content flow seamlessly throughout.

2. Headline Analyzer

Analyse your headlines for free and determine the Emotional Marketing Value score (EMV score).  Headline analyzer analyses and scores your headlines based on the total number of EMV words it has. Headline Analyzer also tells you which emotion your headline most impacts, so you know whether you’re on the right track from the get-go. So, along with your score, you’ll find out which emotion your headline piques at, be it intellectual, empathetic or spiritual.

Writing for the web requires a distinctive set of skills than those required for print. The way readers use the online space and in particular, the search engines have changed the way they consume news. Ultimately, out of the millions of web pages, readers should be able to find yours.

Be mindful of the words you use in your article. Search engines assume that content that contains words or phrases that have or are likely to be searched by researchers, is more relevant content. As such, it bumps it up to higher-ranking positions.

You can easily find out which precise words have been in popular searches and which phrases you should incorporate into your article. Use Ahrefs Keywords Explorer tool to explore seed keywords, industry keywords, and generate keyword ideas.

You can also use Ahrefs Content Explorer to search for any keyword and get popular content that drives traffic.

4. Discussion forums

Online communities and discussion forums are a great source for journalists to broaden their network and keep up-to-date with the latest media news. Find useful tips and the latest news in the following groups:

• Journalists on Facebook, contains more than 1.3 million fans and over 9,000 journalists. It’s one of the most established journalism communities online. You’ll find inspiration and a place to find and discuss breaking news.
• LinkedIn for Journalists is a highly active community featuring a section dedicated to advice and discussion points for journalists. Take advantage of monthly free webinars that cover how to generate story leads, build sources and engage audiences.
• /r/journalism on Reddit, opens the door to nearly 10,000 members, posting questions, advice, interesting news stories and professional opinions on recent and breaking news. Not only is it a source of news stories, but also a place to find an extremely diverse mix of opinions and story angles.

A structural combination of the essential components of a news article , as noted in the first section of this post, will put you in the right direction. Once you have your framework – made up of a working headline, lead, preliminary explanation and additional notes – you can begin to pack it with all the elements that bring a news article to life.

Turn to Ahrefs and online communities for inspiration and make use of writing and editing tools like Grammarly for the entire process. This will save you time editing (crucial in the news media world) and improve the quality of your article to get it to the top of those SERPs.

Remember, there’s always a human interest, you just have to find it. It’s this element that will determine the level of engagement your article stimulates. Just keep in mind, most people are either interested in how a news story will affect their own lives or how another person’s life is being affected.

By the end of the process, you should have a news article that is in good shape and ready to entertain, educate, inspire or inform your readers. The last thing to do but certainly no less crucial is to fact check everything. A sub-editor can be handy when it comes to catching typos and picking up grammatical errors, but fact-checking is primarily down to the writer.

News Article FAQ

[sc_fs_multi_faq headline-0=”h3″ question-0=”How long should a news article headline be?” answer-0=”Headlines that are between 5-12 words (up to 65 characters) are generally more effective.” image-0=”” headline-1=”h3″ question-1=”How long should a news article be?” answer-1=”The word count is unlimited. It all depends on the nature of your news article. However, as a general rule, Google needs at least 300 words of content to grasp the context of the page.” image-1=”” headline-2=”h3″ question-2=”How to cite a news article?” answer-2=”Generally, you would need to add the name of the source, the name of the author and a hyperlink to the original source.” image-2=”” headline-3=”h3″ question-3=”How to fact check a claim, statement or statistics?” answer-3=”The claim, statement or statistics must be verifiable by a credible source. Context plays a massive role in fact-checking, hence, simply taking citing figures may not qualify as proper fact-checking.” image-3=”” count=”4″ html=”true” css_class=””]

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Expert Commentary

Basic newswriting: Learn how to originate, research and write breaking-news stories

Syllabus for semester-long course on the fundamentals of covering and writing the news, including how identify a story, gather information efficiently and place it in a meaningful context.

Republish this article

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License .

by The Journalist's Resource, The Journalist's Resource January 22, 2010

This <a target="_blank" href="https://journalistsresource.org/home/syllabus-covering-the-news/">article</a> first appeared on <a target="_blank" href="https://journalistsresource.org">The Journalist's Resource</a> and is republished here under a Creative Commons license.<img src="https://journalistsresource.org/wp-content/uploads/2020/11/cropped-jr-favicon-150x150.png" style="width:1em;height:1em;margin-left:10px;">

This course introduces tomorrow’s journalists to the fundamentals of covering and writing news. Mastering these skills is no simple task. In an Internet age of instantaneous access, demand for high-quality accounts of fast-breaking news has never been greater. Nor has the temptation to cut corners and deliver something less.

To resist this temptation, reporters must acquire skills to identify a story and its essential elements, gather information efficiently, place it in a meaningful context, and write concise and compelling accounts, sometimes at breathtaking speed. The readings, discussions, exercises and assignments of this course are designed to help students acquire such skills and understand how to exercise them wisely.

Photo: Memorial to four slain Lakewood, Wash., police officers. The Seattle Times earned the 2010 Pulitzer Prize for Breaking News Reporting for their coverage of the crime.

Course objective

To give students the background and skills needed to originate, research, focus and craft clear, compelling and contextual accounts of breaking news in a deadline environment.

Learning objectives

• Build an understanding of the role news plays in American democracy.
• Discuss basic journalistic principles such as accuracy, integrity and fairness.
• Evaluate how practices such as rooting and stereotyping can undermine them.
• Analyze what kinds of information make news and why.
• Evaluate the elements of news by deconstructing award-winning stories.
• Evaluate the sources and resources from which news content is drawn.
• Analyze how information is attributed, quoted and paraphrased in news.
• Gain competence in focusing a story’s dominant theme in a single sentence.
• Introduce the structure, style and language of basic news writing.
• Gain competence in building basic news stories, from lead through their close.
• Gain confidence and competence in writing under deadline pressure.
• Practice how to identify, background and contact appropriate sources.
• Discuss and apply the skills needed to interview effectively.
• Analyze data and how it is used and abused in news coverage.
• Review basic math skills needed to evaluate and use statistics in news.
• Report and write basic stories about news events on deadline.

Suggested reading

• A standard textbook of the instructor’s choosing.
• America ‘s Best Newspaper Writing , Roy Peter Clark and Christopher Scanlan, Bedford/St. Martin’s, 2006
• The Elements of Journalism , Bill Kovach and Tom Rosenstiel, Three Rivers Press, 2001.
• Talk Straight, Listen Carefully: The Art of Interviewing , M.L. Stein and Susan E. Paterno, Iowa State University Press, 2001
• Math Tools for Journalists , Kathleen Woodruff Wickham, Marion Street Press, Inc., 2002
• On Writing Well: 30th Anniversary Edition , William Zinsser, Collins, 2006
• Associated Press Stylebook 2009 , Associated Press, Basic Books, 2009

Weekly schedule and exercises (13-week course)

We encourage faculty to assign students to read on their own Kovach and Rosentiel’s The Elements of Journalism in its entirety during the early phase of the course. Only a few chapters of their book are explicitly assigned for the class sessions listed below.

The assumption for this syllabus is that the class meets twice weekly.

Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 Week 8 | Week 9 | Week 10 | Week 11 | Week 12 | Weeks 13/14

Week 1: Why journalism matters

Previous week | Next week | Back to top

Class 1: The role of journalism in society

The word journalism elicits considerable confusion in contemporary American society. Citizens often confuse the role of reporting with that of advocacy. They mistake those who promote opinions or push their personal agendas on cable news or in the blogosphere for those who report. But reporters play a different role: that of gatherer of evidence, unbiased and unvarnished, placed in a context of past events that gives current events weight beyond the ways opinion leaders or propagandists might misinterpret or exploit them.

This session’s discussion will focus on the traditional role of journalism eloquently summarized by Bill Kovach and Tom Rosenstiel in The Elements of Journalism . The class will then examine whether they believe that the journalist’s role has changed or needs to change in today’s news environment. What is the reporter’s role in contemporary society? Is objectivity, sometimes called fairness, an antiquated concept or an essential one, as the authors argue, for maintaining a democratic society? How has the term been subverted? What are the reporter’s fundamental responsibilities? This discussion will touch on such fundamental issues as journalists’ obligation to the truth, their loyalty to the citizens who are their audience and the demands of their discipline to verify information, act independently, provide a forum for public discourse and seek not only competing viewpoints but carefully vetted facts that help establish which viewpoints are grounded in evidence.

Reading: Kovach and Rosenstiel, Chapter 1, and relevant pages of the course text

Assignments:

• Students should compare the news reporting on a breaking political story in The Wall Street Journal , considered editorially conservative, and The New York Times , considered editorially liberal. They should write a two-page memo that considers the following questions: Do the stories emphasize the same information? Does either story appear to slant the news toward a particular perspective? How? Do the stories support the notion of fact-based journalism and unbiased reporting or do they appear to infuse opinion into news? Students should provide specific examples that support their conclusions.
• Students should look for an example of reporting in any medium in which reporters appear have compromised the notion of fairness to intentionally or inadvertently espouse a point of view. What impact did the incorporation of such material have on the story? Did its inclusion have any effect on the reader’s perception of the story?

Class 2: Objectivity, fairness and contemporary confusion about both

In his book Discovering the News , Michael Schudson traced the roots of objectivity to the era following World War I and a desire by journalists to guard against the rapid growth of public relations practitioners intent on spinning the news. Objectivity was, and remains, an ideal, a method for guarding against spin and personal bias by examining all sides of a story and testing claims through a process of evidentiary verification. Practiced well, it attempts to find where something approaching truth lies in a sea of conflicting views. Today, objectivity often is mistaken for tit-for-tat journalism, in which the reporters only responsibility is to give equal weight to the conflicting views of different parties without regard for which, if any, are saying something approximating truth. This definition cedes the journalist’s responsibility to seek and verify evidence that informs the citizenry.

Focusing on the “Journalism of Verification” chapter in The Elements of Journalism , this class will review the evolution and transformation of concepts of objectivity and fairness and, using the homework assignment, consider how objectivity is being practiced and sometimes skewed in the contemporary new media.

Reading: Kovach and Rosenstiel, Chapter 4, and relevant pages of the course text.

Assignment: Students should evaluate stories on the front page and metro front of their daily newspaper. In a two-page memo, they should describe what elements of news judgment made the stories worthy of significant coverage and play. Finally, they should analyze whether, based on what else is in the paper, they believe the editors reached the right decision.

Week 2: Where news comes from

Class 1: News judgment

When editors sit down together to choose the top stories, they use experience and intuition. The beginner journalist, however, can acquire a sense of news judgment by evaluating news decisions through the filter of a variety of factors that influence news play. These factors range from traditional measures such as when the story took place and how close it was to the local readership area to more contemporary ones, such as the story’s educational value.

Using the assignment and the reading, students should evaluate what kinds of information make for interesting news stories and why.

In this session, instructors might consider discussing the layers of news from the simplest breaking news event to the purely enterprise investigative story.

Assignment: Students should read and deconstruct coverage of a major news event. One excellent source for quality examples is the site of the Pulitzer Prizes , which has a category for breaking news reporting. All students should read the same article (assigned by the instructor), and write a two- or three-page memo that describes how the story is organized, what information it contains and what sources of information it uses, both human and digital. Among the questions they should ask are:

• Does the first (or lead) paragraph summarize the dominant point?
• What specific information does the lead include?
• What does it leave out?
• How do the second and third paragraphs relate to the first paragraph and the information it contains? Do they give unrelated information, information that provides further details about what’s established in the lead paragraph or both?
• Does the story at any time place the news into a broader context of similar events or past events? If so, when and how?
• What information in the story is attributed , specifically tied to an individual or to documentary information from which it was taken? What information is not attributed? Where does the information appear in the sentence? Give examples of some of the ways the sources of information are identified? Give examples of the verbs of attribution that are chosen.
• Where and how often in the story are people quoted, their exact words placed in quotation marks? What kind of information tends to be quoted — basic facts or more colorful commentary? What information that’s attributed is paraphrased , summing up what someone said but not in their exact words.
• How is the story organized — by theme, by geography, by chronology (time) or by some other means?
• What human sources are used in the story? Are some authorities? Are some experts? Are some ordinary people affected by the event? Who are some of the people in each category? What do they contribute to the story? Does the reporter (or reporters) rely on a single source or a wide range? Why do you think that’s the case?
• What specific facts and details make the story more vivid to you? How do you think the reporter was able to gather those details?
• What documents (paper or digital) are detailed in the story? Do they lend authority to the story? Why or why not?
• Is any specific data (numbers, statistics) used in the story? What does it lend to the story? Would you be satisfied substituting words such as “many” or “few” for the specific numbers and statistics used? Why or why not?

Class 2: Deconstructing the story

By carefully deconstructing major news stories, students will begin to internalize some of the major principles of this course, from crafting and supporting the lead of a story to spreading a wide and authoritative net for information. This class will focus on the lessons of a Pulitzer Prize winner.

Reading: Clark/Scanlan, Pages 287-294

Assignment: Writers typically draft a focus statement after conceiving an idea and conducting preliminary research or reporting. This focus statement helps to set the direction of reporting and writing. Sometimes reporting dictates a change of direction. But the statement itself keeps the reporter from getting off course. Focus statements typically are 50 words or less and summarize the story’s central point. They work best when driven by a strong, active verb and written after preliminary reporting.

• Students should write a focus statement that encapsulates the news of the Pulitzer Prize winning reporting the class critiqued.

Week 3: Finding the focus, building the lead

Class 1: News writing as a process

Student reporters often conceive of writing as something that begins only after all their reporting is finished. Such an approach often leaves gaps in information and leads the reporter to search broadly instead of with targeted depth. The best reporters begin thinking about story the minute they get an assignment. The approach they envision for telling the story informs their choice of whom they seek interviews with and what information they gather. This class will introduce students to writing as a process that begins with story concept and continues through initial research, focus, reporting, organizing and outlining, drafting and revising.

During this session, the class will review the focus statements written for homework in small breakout groups and then as a class. Professors are encouraged to draft and hand out a mock or real press release or hold a mock press conference from which students can draft a focus statement.

Reading: Zinsser, pages 1-45, Clark/Scanlan, pages 294-302, and relevant pages of the course text

Class 2: The language of news

Newswriting has its own sentence structure and syntax. Most sentences branch rightward, following a pattern of subject/active verb/object. Reporters choose simple, familiar words. They write spare, concise sentences. They try to make a single point in each. But journalistic writing is specific and concrete. While reporters generally avoid formal or fancy word choices and complex sentence structures, they do not write in generalities. They convey information. Each sentence builds on what came before. This class will center on the language of news, evaluating the language in selections from America’s Best Newspaper Writing , local newspapers or the Pulitzers.

Reading: Relevant pages of the course text

Assignment: Students should choose a traditional news lead they like and one they do not like from a local or national newspaper. In a one- or two-page memo, they should print the leads, summarize the stories and evaluate why they believe the leads were effective or not.

Week 4: Crafting the first sentence

Class 1: The lead

No sentence counts more than a story’s first sentence. In most direct news stories, it stands alone as the story’s lead. It must summarize the news, establish the storyline, convey specific information and do all this simply and succinctly. Readers confused or bored by the lead read no further. It takes practice to craft clear, concise and conversational leads. This week will be devoted to that practice.

Students should discuss the assigned leads in groups of three or four, with each group choosing one lead to read to the entire class. The class should then discuss the elements of effective leads (active voice; active verb; single, dominant theme; simple sentences) and write leads in practice exercises.

Assignment: Have students revise the leads they wrote in class and craft a second lead from fact patterns.

Class 2: The lead continued

Some leads snap or entice instead of summarize. When the news is neither urgent nor earnest, these can work well. Though this class will introduce students to other kinds of leads, instructors should continue to emphasize traditional leads, typically found atop breaking news stories.

Class time should largely be devoted to writing traditional news leads under a 15-minute deadline pressure. Students should then be encouraged to read their own leads aloud and critique classmates’ leads. At least one such exercise might focus on students writing a traditional lead and a less traditional lead from the same information.

Assignment: Students should find a political or international story that includes various types (direct and indirect) and levels (on-the-record, not for attribution and deep background) of attribution. They should write a one- or two-page memo describing and evaluating the attribution. Did the reporter make clear the affiliation of those who expressed opinions? Is information attributed to specific people by name? Are anonymous figures given the opportunity to criticize others by name? Is that fair?

Week 5: Establishing the credibility of news

Class 1: Attribution

All news is based on information, painstakingly gathered, verified and checked again. Even so, “truth” is an elusive concept. What reporters cobble together instead are facts and assertions drawn from interviews and documentary evidence.

To lend authority to this information and tell readers from where it comes, reporters attribute all information that is not established fact. It is neither necessary, for example, to attribute that Franklin Delano Roosevelt was first elected president in 1932 nor that he was elected four times. On the other hand, it would be necessary to attribute, at least indirectly, the claim that he was one of America’s best presidents. Why? Because that assertion is a matter of opinion.

In this session, students should learn about different levels of attribution, where attribution is best placed in a sentence, and why it can be crucial for the protection of the accused, the credibility of reporters and the authoritativeness of the story.

Assignment: Working from a fact pattern, students should write a lead that demands attribution.

Class 2: Quoting and paraphrasing

“Great quote,” ranks closely behind “great lead” in the pecking order of journalistic praise. Reporters listen for great quotes as intensely as piano tuners listen for the perfect pitch of middle C. But what makes a great quote? And when should reporters paraphrase instead?

This class should cover a range of issues surrounding the quoted word from what it is used to convey (color and emotion, not basic information) to how frequently quotes should be used and how long they should run on. Other issues include the use and abuse of partial quotes, when a quote is not a quote, and how to deal with rambling and ungrammatical subjects.

As an exercise, students might either interview the instructor or a classmate about an exciting personal experience. After their interviews, they should review their notes choose what they consider the three best quotes to include a story on the subject. They should then discuss why they chose them.

Assignment: After completing the reading, students should analyze a summary news story no more than 15 paragraphs long. In a two- or three-page memo, they should reprint the story and then evaluate whether the lead summarizes the news, whether the subsequent paragraphs elaborate on or “support” the lead, whether the story has a lead quote, whether it attributes effectively, whether it provides any context for the news and whether and how it incorporates secondary themes.

Week 6: The building blocks of basic stories

Class 1: Supporting the lead

Unlike stories told around a campfire or dinner table, news stories front load information. Such a structure delivers the most important information first and the least important last. If a news lead summarizes, the subsequent few paragraphs support or elaborate by providing details the lead may have merely suggested. So, for example, a story might lead with news that a 27-year-old unemployed chef has been arrested on charges of robbing the desk clerk of an upscale hotel near closing time. The second paragraph would “support” this lead with detail. It would name the arrested chef, identify the hotel and its address, elaborate on the charges and, perhaps, say exactly when the robbery took place and how. (It would not immediately name the desk clerk; too many specifics at once clutter the story.)

Wire service stories use a standard structure in building their stories. First comes the lead sentence. Then comes a sentence or two of lead support. Then comes a lead quote — spoken words that reinforce the story’s direction, emphasize the main theme and add color. During this class students should practice writing the lead through the lead quote on deadline. They should then read assignments aloud for critique by classmates and the professor.

Assignment: Using a fact pattern assigned by the instructor or taken from a text, students should write a story from the lead through the lead quote. They should determine whether the story needs context to support the lead and, if so, include it.

Class 2: When context matters

Sometimes a story’s importance rests on what came before. If one fancy restaurant closes its doors in the face of the faltering economy, it may warrant a few paragraphs mention. If it’s the fourth restaurant to close on the same block in the last two weeks, that’s likely front-page news. If two other restaurants closed last year, that might be worth noting in the story’s last sentence. It is far less important. Patterns provide context and, when significant, generally are mentioned either as part of the lead or in the support paragraph that immediately follows. This class will look at the difference between context — information needed near the top of a story to establish its significance as part of a broader pattern, and background — information that gives historical perspective but doesn’t define the news at hand.

Assignment: The course to this point has focused on writing the news. But reporters, of course, usually can’t write until they’ve reported. This typically starts with background research to establish what has come before, what hasn’t been covered well and who speaks with authority on an issue. Using databases such as Lexis/Nexis, students should background or read specific articles about an issue in science or policy that either is highlighted in the Policy Areas section of Journalist’s Resource website or is currently being researched on your campus. They should engage in this assignment knowing that a new development on the topic will be brought to light when they arrive at the next class.

Week 7: The reporter at work

Class 1: Research

Discuss the homework assignment. Where do reporters look to background an issue? How do they find documents, sources and resources that enable them to gather good information or identify key people who can help provide it? After the discussion, students should be given a study from the Policy Areas section of Journalist’s Resource website related to the subject they’ve been asked to explore.

The instructor should use this study to evaluate the nature structure of government/scientific reports. After giving students 15 minutes to scan the report, ask students to identify its most newsworthy point. Discuss what context might be needed to write a story about the study or report. Discuss what concepts or language students are having difficulty understanding.

Reading: Clark, Scanlan, pages 305-313, and relevant pages of the course text

Assignment: Students should (a) write a lead for a story based exclusively on the report (b) do additional background work related to the study in preparation for writing a full story on deadline. (c) translate at least one term used in the study that is not familiar to a lay audience.

Class 2: Writing the basic story on deadline

This class should begin with a discussion of the challenges of translating jargon and the importance of such translation in news reporting. Reporters translate by substituting a simple definition or, generally with the help of experts, comparing the unfamiliar to the familiar through use of analogy.

The remainder of the class should be devoted to writing a 15- to 20-line news report, based on the study, background research and, if one is available, a press release.

Reading: Pages 1-47 of Stein/Paterno, and relevant pages of the course text

Assignment: Prepare a list of questions that you would ask either the lead author of the study you wrote about on deadline or an expert who might offer an outside perspective.

Week 8: Effective interviewing

Class 1: Preparing and getting the interview

Successful interviews build from strong preparation. Reporters need to identify the right interview subjects, know what they’ve said before, interview them in a setting that makes them comfortable and ask questions that elicit interesting answers. Each step requires thought.

The professor should begin this class by critiquing some of the questions students drew up for homework. Are they open-ended or close-ended? Do they push beyond the obvious? Do they seek specific examples that explain the importance of the research or its applications? Do they probe the study’s potential weaknesses? Do they explore what directions the researcher might take next?

Discuss the readings and what steps reporters can take to background for an interview, track down a subject and prepare and rehearse questions in advance.

Reading: Stein/Paterno, pages 47-146, and relevant pages of the course text

Assignment: Students should prepare to interview their professor about his or her approach to and philosophy of teaching. Before crafting their questions, the students should background the instructor’s syllabi, public course evaluations and any pertinent writings.

Class 2: The interview and its aftermath

The interview, says Pulitzer Prize-winning journalist Jacqui Banaszynski, is a dance which the reporter leads but does so to music the interview subject chooses. Though reporters prepare and rehearse their interviews, they should never read the questions they’ve considered in advance and always be prepared to change directions. To hear the subject’s music, reporters must be more focused on the answers than their next question. Good listeners make good interviewers — good listeners, that is, who don’t forget that it is also their responsibility to also lead.

Divide the class. As a team, five students should interview the professor about his/her approach to teaching. Each of these five should build on the focus and question of the previous questioner. The rest of the class should critique the questions, their clarity and their focus. Are the questioners listening? Are they maintaining control? Are they following up? The class also should discuss the reading, paying particularly close attention to the dynamics of an interview, the pace of questions, the nature of questions, its close and the reporter’s responsibility once an interview ends.

Assignment: Students should be assigned to small groups and asked to critique the news stories classmates wrote on deadline during the previous class.

Week 9: Building the story

Class 1: Critiquing the story

The instructor should separate students into groups of two or three and tell them to read their news stories to one another aloud. After each reading, the listeners should discuss what they liked and struggled with as the story audience. The reader in each case should reflect on what he or she learned from the process of reading the story aloud.

The instructor then should distribute one or two of the class stories that provide good and bad examples of story structure, information selection, content, organization and writing. These should be critiqued as a class.

Assignment: Students, working in teams, should develop an angle for a news follow to the study or report they covered on deadline. Each team should write a focus statement for the story it is proposing.

Class 2: Following the news

The instructor should lead a discussion about how reporters “enterprise,” or find original angles or approaches, by looking to the corners of news, identifying patterns of news, establishing who is affected by news, investigating the “why” of news, and examining what comes next.

Students should be asked to discuss the ideas they’ve developed to follow the news story. These can be assigned as longer-term team final projects for the semester. As part of this discussion, the instructor can help students map their next steps.

Reading: Wickham, Chapters 1-4 and 7, and relevant pages of the course text

Assignment: Students should find a news report that uses data to support or develop its main point. They should consider what and how much data is used, whether it is clear, whether it’s cluttered and whether it answers their questions. They should bring the article and a brief memo analyzing it to class.

Week 10: Making sense of data and statistics

Class 1: Basic math and the journalist’s job

Many reporters don’t like math. But in their jobs, it is everywhere. Reporters must interpret political polls, calculate percentage change in everything from property taxes to real estate values, make sense of municipal bids and municipal budgets, and divine data in government reports.

First discuss some of the examples of good and bad use of data that students found in their homework. Then, using examples from Journalist’s Resource website, discuss good and poor use of data in news reporting. (Reporters, for example, should not overwhelm readers with paragraphs stuffed with statistics.) Finally lead students through some of the basic skills sets outlined in Wickham’s book, using her exercises to practice everything from calculating percentage change to interpreting polls.

Assignment: Give students a report or study linked to the Journalist’s Resource website that requires some degree of statistical evaluation or interpretation. Have students read the report and compile a list of questions they would ask to help them understand and interpret this data.

Class 2: The use and abuse of statistics

Discuss the students’ questions. Then evaluate one or more articles drawn from the report they’ve analyzed that attempt to make sense of the data in the study. Discuss what these articles do well and what they do poorly.

Reading: Zinsser, Chapter 13, “Macabre Reminder: The Corpse on Union Street,” Dan Barry, The New York Times

Week 11: The reporter as observer

Class 1: Using the senses

Veteran reporters covering an event don’t only return with facts, quotes and documents that support them. They fill their notebooks with details that capture what they’ve witnessed. They use all their senses, listening for telling snippets of conversation and dialogue, watching for images, details and actions that help bring readers to the scene. Details that develop character and place breathe vitality into news. But description for description’s sake merely clutters and obscures the news. Using the senses takes practice.

The class should deconstruct “Macabre Reminder: The Corpse on Union Street,” a remarkable journey around New Orleans a few days after Hurricane Katrina devastated the city in 2005. The story starts with one corpse, left to rot on a once-busy street and then pans the city as a camera might. The dead body serves as a metaphor for the rotting city, largely abandoned and without order.

Assignment: This is an exercise in observation. Students may not ask questions. Their task is to observe, listen and describe a short scene, a serendipitous vignette of day-to-day life. They should take up a perch in a lively location of their choosing — a student dining hall or gym, a street corner, a pool hall or bus stop or beauty salon, to name a few — wait and watch. When a small scene unfolds, one with beginning, middle and end, students should record it. They then should write a brief story describing the scene that unfolded, taking care to leave themselves and their opinions out of the story. This is pure observation, designed to build the tools of observation and description. These stories should be no longer than 200 words.

Class 2: Sharpening the story

Students should read their observation pieces aloud to a classmate. Both students should consider these questions: Do the words describe or characterize? Which words show and which words tell? What words are extraneous? Does the piece convey character through action? Does it have a clear beginning, middle and end? Students then should revise, shortening the original scene to no longer than 150 words. After the revision, the instructor should critique some of the students’ efforts.

Assignment: Using campus, governmental or media calendars, students should identify, background and prepare to cover a speech, press conference or other news event, preferably on a topic related to one of the research-based areas covered in the Policy Areas section of Journalist’s Resource website. Students should write a focus statement (50 words or less) for their story and draw up a list of some of the questions they intend to ask.

Week 12: Reporting on deadline

Class 1: Coaching the story

Meetings, press conferences and speeches serve as a staple for much news reporting. Reporters should arrive at such events knowledgeable about the key players, their past positions or research, and the issues these sources are likely discuss. Reporters can discover this information in various ways. They can research topic and speaker online and in journalistic databases, peruse past correspondence sent to public offices, and review the writings and statements of key speakers with the help of their assistants or secretaries.

In this class, the instructor should discuss the nature of event coverage, review students’ focus statements and questions, and offer suggestions about how they cover the events.

Assignment: Cover the event proposed in the class above and draft a 600-word story, double-spaced, based on its news and any context needed to understand it.

Class 2: Critiquing and revising the story

Students should exchange story drafts and suggest changes. After students revise, the instructor should lead a discussion about the challenges of reporting and writing live on deadline. These likely will include issues of access and understanding and challenges of writing around and through gaps of information.

Weeks 13/14: Coaching the final project

Previous week | Back to top

The final week or two of the class is reserved for drill in areas needing further development and for coaching students through the final reporting, drafting and revision of the enterprise stories off the study or report they covered in class.

Tags: training

About The Author

The Journalist's Resource

How to Write a News Article: Writing News Style

• What Is News?
• How to Interview
• The Intro or Lede
• Article Format/Narrative
• How To Write A Review
• Writing News Style
• Naming Sources
• Revising/Proofreading
• Photos/Graphics
• The Future of News?

About News Style

American journalism has a long history of objectivity – telling a balanced story fairly without taking sides. The reporter tries to include all sides and leave out his or her personal views or opinions, never using the word “I.” He or she tries to write so that one side or another doesn’t get more coverage and reports only verified information.

However, sometimes “just the facts” doesn’t tell the whole story. A good reporter cares about the story and wants to make a connection with the reader. Here’s what you need to consider to successfully do that in news:

• It’s always a good idea to ask, “Is there more to this story?”

For example – A house catches fire and burns down before help can arrive. Is it just a single accident or is it an example of a problem with roads or the fire department?

• Adding the personal touch can enhance your story OR turn away readers. What response are you hoping for? How has your audience reacted before?

In the example above - A family may have lost their home. Their experience may be a powerful, moving addition to the story. Or it could be just one more sad story that the public has learned to ignore.

• Have you covered the story? Have you included all the necessary facts?

For example – Someone may claim to be a victim of police brutality. That could be a dramatic story, but if that person also has a criminal record, is his or her story credible? A good reporter includes both sides so the reader can draw their own conclusion.

• Include more information through linking . Provide additional websites where readers can go to explore topics further.

Sites should be live with a named author. You lose crediblity if you link to someone unknown or unreliable. Provide multiple links for all side to an argument. Don't slant your story by only providing additional or credible information for one side.

• Analysis is becoming more important today as breaking stories are being reported as they happen via Twitter. When putting the story in context, have you made a well-reasoned case?

In the example above - You might discuss an increase or decrease in violence as a result of the bad economy or as the result of a change in city policy. You could support your assessment with public records. If you attributed the increase in violence to the full moon, how would you substantiate your view?

• Have you made your involvement in the story transparent?

If you have a personal connection to the story, make it clear in a distinct paragraph. If you’re writing about education, you should indicate if you’re a teacher, have children, or what your interest is in education. This lets the reader evaluate your credibility along with the story.

More on Objectivity

• 10 top writing tips and the psychology behind them
• Ben Huh says journalistic objectivity is a trap
• Objectivity in the Age of Social Media
• Objectivity v Transparency
• Public Journalism and the Problem of Objectivity
• Questioning Journalistic Objectivity
• What the Mainstream Media Can Learn From Jon Stewart
• Why Journalists Should Not Abandon Objectivity
• ‘Objective’ journalism is over

Journalism Standards

• Is your journalism ethical?
• Journalistic Guidelines
• NPR Ethics Handbook
• SPJ Code of Ethics
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How to Write a News Story

Newspaper article outline, how to write a news story in 15 steps.

• Fact Checking
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The Purdue Owl : Journalism and Journalistic Writing: Introduction

From Scholastic: Writing a newspaper article

Article outline

I. Lead sentence

Grab and hook your reader right away.

II. Introduction

Which facts and figures will ground your story? You have to tell your readers where and when this story is happening.

III. Opening quotation 

What will give the reader a sense of the people involved and what they are thinking?

IV. Main body

What is at the heart of your story?

V. Closing quotation

Find something that sums the article up in a few words.

VI. Conclusion  (optional—the closing quote may do the job)

The following is an excerpt from The Elements of News Writing by James W. Kershner (Pearson, 2009).  This book is available for checkout at Buley Library (Call number PN 4775 .K37 2009, on the 3rd floor)

1.       Select a newsworthy story. Your goal is to give a timely account of a recent, interesting, and significant event or development.

2.       Think about your goals and objectives in writing the story. What will the readers want and need to know about the subject? How can you best tell the story?

3.       Find out who can provide the most accurate information about the subject and how to contact that person. Find out what other sources you can use to obtain relevant information.

4.       Do your homework. Do research so that you have a basic understanding of the situation before interviewing anyone about it. Check clips of stories already written on the subject.

5.       Prepare a list of questions to ask about the story.

6.       Arrange to get the needed information. This may mean scheduling an interview or locating the appropriate people to interview.

7.       Interview the source and take notes. Ask your prepared questions, plus other questions that come up in the course of the conversation. Ask the source to suggest other sources. Ask if you may call the source back for further questions later.

8.       Interview second and third sources, ask follow-up questions, and do further research until you have a understanding of the story.

9.       Ask yourself, “What’s the story?” and “What’s the point?” Be sure you have a clear focus in your mind before you start writing. Rough out a lead in your head.

10.   Make a written outline or plan of your story.

11.   Write your first draft following your plan, but changing it as necessary.

12.   Read through your first draft looking for content problems, holes, or weak spots, and revise it as necessary. Delete extra words, sentences, and paragraphs. Make every word count.

13.   Read your second draft aloud, listening for problems in logic or syntax.

14.   Copyedit your story, checking carefully for spelling, punctuation, grammar, and style problems.

15.   Deliver your finished story to the editor before deadline.

Kershner, J.W. (2009). The Elements of News Writing. Boston, MA: Pearson Education.

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• Last Updated: Feb 28, 2024 3:16 PM
• URL: https://libguides.southernct.edu/journalism

How to Write an Article for a Newspaper: A Step-by-Step Guide

By: Author Paul Jenkins

Posted on June 15, 2023

Categories Writing

Newspaper articles are essential to journalism, providing readers with the latest news and information on various topics. Writing a newspaper article is not like writing any other informative article. It requires a specific format, style, and tone of voice.

If you are interested in writing a newspaper article, this article will provide you with a step-by-step guide on how to write an article for a newspaper.

Understanding Newspaper Articles:

Before you start writing a newspaper article, it is essential to understand the basic structure of a newspaper article. A newspaper article has a headline, byline, lead paragraph, body, and conclusion. Each section of a newspaper article serves a specific purpose, and knowing how to write each section effectively is essential. In addition, it is essential to understand the difference between a news article and an opinion piece, as they require different writing styles.

Preparing to Write:

Once you understand the structure and purpose of a newspaper article, it is time to prepare to write. This involves researching the topic, gathering information, and interviewing sources. It is essential to have at least two to three primary sources for your article and to contact them as far in advance as possible. This will make arranging interviews with them easier.

Key Takeaways

• Understanding the basic structure of a newspaper article is essential before writing one.
• Preparation is key when writing a newspaper article, including researching the topic and gathering information.
• Writing a newspaper article requires a specific format, style, and tone of voice; knowing the difference between a news article and an opinion piece is essential.

Understanding Newspaper Articles

Definition of newspaper articles.

Newspaper articles are written pieces of information reporting current events or issues. They are published in newspapers and are meant to inform readers about what is happening in the world around them.

The purpose of a newspaper article is to provide factual information in an objective and unbiased manner.

Newspaper articles are typically organized in a specific format, with a headline, a lead paragraph, and the body of the article. The headline is a short, attention-grabbing statement summarizing the article’s main point.

The lead paragraph, or lede, is the article’s opening paragraph, which provides the most important information and sets the tone for the rest of the article.

Types of Newspaper Articles

There are several newspaper articles, each with its purpose and style. Some common types of newspaper articles include:

• News articles: These articles report on current events and are meant to inform readers about what is happening around them. News articles are typically written in a straightforward, objective style.
• Feature articles: These articles are longer and more in-depth than news articles. They focus on a specific topic or issue and provide more background information and analysis. Feature articles are often written in a more narrative style and may include quotes from experts or people involved in the story.
• Opinion articles express the author’s opinion on a specific topic or issue. Columnists or editorial writers often write opinion articles to provide a perspective on the news.
• Reviews: These articles critically evaluate a book, movie, or other cultural product. Reviews are often written by critics and are meant to inform readers about the quality of the product.

In conclusion, understanding the different types of newspaper articles and their purpose is essential for writing a good article. By following a newspaper article’s basic structure and style, writers can effectively inform and engage readers with their stories.

Preparing to Write

Before starting to write a news article, one needs to prepare themselves. This section will cover the three essential sub-sections of preparing to write: researching the topic, identifying the target audience, and outlining the article.

Researching the Topic

The first step in preparing to write a news article is researching the topic. Journalists must gather information from primary and secondary sources to write a credible, well-structured article.

Primary sources are documents or objects created during the event or by someone with direct knowledge, such as interviews, letters, or audio recordings. Secondary sources analyze, interpret, or comment on primary sources, such as books, articles, and reviews.

When researching the topic, it is essential to identify the main points and background information. Journalists must present facts and avoid expressing personal opinions. They should also cite their sources and verify the accuracy of the information.

Identifying the Target Audience

The next step is identifying the target audience. Journalists need to know who their readers are to write an article that is relevant and interesting to them. They should consider the reader’s age, gender, education level, and interests.

For example, if the target audience is teenagers, the article should use simple words, short sentences, and examples that are relevant to their lives. If the target audience is professionals, the article should use technical terms and provide relevant details to their field.

Outlining the Article

The final step is outlining the article. The outline should include a headline, a lead paragraph, and subheadings. The headline should be catchy and summarize the article’s main point. The lead paragraph should provide background information and answer the story’s 5Ws and 1H (who, what, when, where, why, and how).

Subheadings should be used to break up the article into sections and make it easier to read. Each section should have a topic sentence that summarizes the section’s main point. Journalists should use complete sentences and avoid using jargon or technical terms that the reader may not understand.

In conclusion, preparing a news article is essential to writing a well-structured and credible article. Journalists should research the topic, identify the target audience, and outline the article to make it relevant and interesting to their readers.

Writing the Article

Crafting a news article for a newspaper requires a structured approach that ensures the article is informative, engaging, and easy to read. Writing involves crafting a lead paragraph, developing the body, and writing the conclusion.

Crafting the Lead Paragraph

The lead paragraph is the most critical part of a news story. It should grab the reader’s attention and summarize the article’s main points. A good lead paragraph should be concise, engaging, and informative. It should answer the questions of who, what, when, where, why, and how.

Journalists should start with a topic sentence summarizing the article’s main point to craft a good lead paragraph. They should then provide background information, using secondary sources to support their claims. The lead paragraph should be written in short, complete sentences that are easy to understand.

Developing the Body

The body of a news article should provide details, examples, and personal opinions that support the article’s main point. Journalists should use English effectively, choosing strong verbs and avoiding passive voice. They should also use citations to support their claims and avoid plagiarism.

To develop the body of a news article, journalists should start with a clear topic sentence that introduces the paragraph’s main point. They should then provide details and examples that support the topic sentence. Journalists should use short sentences and avoid using complex words that may confuse the reader.

Writing the Conclusion

The conclusion of a news article should summarize the article’s main points and provide a personal opinion or call to action. Journalists should use the conclusion to tie together the article’s main points and give the reader a clear understanding of the topic.

Journalists should start with a topic sentence summarizing the article’s main points to write a good conclusion. They should then provide a personal opinion or call to action that encourages the reader to take action or further research the topic. The conclusion should be written in short, complete sentences that are easy to understand.

In conclusion, writing a news article for a newspaper requires a structured approach that ensures the article is informative, engaging, and easy to read. Journalists can create articles that inform and engage readers by crafting a lead paragraph, developing the body, and writing the conclusion.

Polishing the Article

Editing and revising.

After completing the article’s first draft, editing and revising it to make it more polished is essential. Editing involves checking the article for spelling, grammar, and punctuation errors. The writer should also ensure that the article flows smoothly and that the sentences are clear and concise.

On the other hand, revising involves changing the article’s content. The writer should evaluate the article’s structure and organization and ensure it is easy to read and understand. They should also remove any repetitive or irrelevant information and focus on the essential points.

Fact-Checking and Citations

Fact-checking is an essential part of writing an article for a newspaper. The writer should ensure that all the information in the article is accurate and factual. They should also verify the sources of information to ensure that they are reliable and trustworthy.

Citations are also crucial in article writing. The writer should give credit to their sources of information by citing them appropriately. This adds credibility to the article and helps readers find the sources to read more about the topic.

When citing sources, the writer should follow the guidelines provided by the newspaper or publication. They should also use the correct citation style, such as APA or MLA.

In conclusion, polishing an article involves editing, revising, fact-checking, and citing sources. By following these steps, the writer can ensure that their article is well-written, accurate, and credible.

Frequently Asked Questions

How do you grab the reader’s attention in the first paragraph of a newspaper article.

The first paragraph of a news article is crucial because it sets the tone for the entire piece and determines whether the reader will continue reading.

To grab the reader’s attention, start with a strong lead summarizing the most important information engagingly. Use vivid language and descriptive details to create a sense of urgency and intrigue.

What are the essential elements of a news story?

A news story should include the five W’s: who, what, when, where, and why. It should also answer the H question: how. In addition, a news story should be objective, accurate, and timely. It should provide context and background information to help readers understand the significance of the events being reported.

How do you write a compelling headline for a newspaper article?

A good headline should be concise, informative, and attention-grabbing. It should accurately reflect the article’s content and entice the reader to want to learn more. Use active verbs and strong language to create a sense of urgency and importance. Avoid using puns or wordplay that might confuse or distract the reader.

What are some tips for conducting effective research for a newspaper article?

To conduct effective research for a news article, start by identifying reliable sources of information. These might include government websites, academic journals, and interviews with experts or eyewitnesses.

Be sure to fact-check all information and verify the credibility of your sources. Organize your notes and keep track of your sources to make it easier to write the article later.

How do you structure the body of a newspaper article?

The body of a newspaper article should be organized in a logical and easy-to-follow way. Start with the most important information and work down to the details.

Use short paragraphs and subheadings to break up the text and make it easier to read. Include quotes from sources to provide additional perspectives and insights.

What are some common mistakes to avoid when writing a newspaper article?

Some common mistakes to avoid when writing a news article include using biased language, making assumptions, and including irrelevant or inaccurate information. It’s important to remain objective and stick to the facts.

Avoid sensationalizing the story or injecting your opinions or biases into the article. Finally, proofread your work carefully for spelling, grammar, and punctuation errors.

• Editorial Guidelines

Newswriting Guidelines

Organization (the inverted pyramid).

People have a tendency to tell stories chronologically. Newswriting style is not chronological. The inverted pyramid turns storytelling on its head. Picture an upside-down triangle: the broad base represents the most newsworthy information, and the narrow tip the least newsworthy—that’s the inverted pyramid. It puts the most important or juiciest information at the top of the story; the rest of the information is given in order of descending importance. (In addition to presenting the most important information at the top, in newspaper composing rooms the inverted pyramid traditionally served the purpose of allowing stories that ran long to be cut from the bottom without losing essential information.)

The start of a news story should present the most compelling information. If it’s a report about a meeting, for instance, look for the keynote speaker’s main point, decisions taken, record-breaking attendance, or some other newsworthy information. To start by saying X society held its annual meeting on X date at X isn’t news; that lead could have been written months before the meeting. What is lead material goes something like this: <something significant that happened> at the meeting of X society <when and where>. (And speaking of the when and where, when a newsletter is coming out months after a meeting, it’s not necessary to give the date; just the month or even the season is adequate.)

Fact (Not Opinion) and Attribution

Newswriting traditionally doesn’t express opinion unless it’s attributed to a source. Of course, we don’t have to be so scrupulous about saying Northwestern is great, but opinions that people might contest should be attributed. Facts (and anything that someone would ask “Says who?” about) should also be attributed if they’re not generally known and accepted.

Identification

A person’s full first name or both initials should be used on first reference—not just a single initial. It shouldn’t be assumed that every reader knows who the person is; he or she should be identified in a way that’s relevant to the article. In captions, it’s not necessary to use a middle initial if it’s already been used in the text.

Short Paragraphs

In newswriting, paragraphs are kept short for punchiness and appearance. 

Newswriting is generally in the third person. If there is compelling reason to use first or second person, don’t jar readers by abrupt switches of person. 

Headlines should be short and preferably snappy. They should come out of information in the body of the text and not present new information. Headlines are usually not in past tense; a headline about a past event is generally in present tense; one about a future event generally includes  to  (to meet, to decide, etc.) Within a publication section, headlines should be consistent; those that are mere labels shouldn’t be mixed with those that have verbs. Articles (a, an, the) are usually not used in headlines.

Creating a Classroom Newspaper

• Resources & Preparation
• Instructional Plan
• Related Resources

Students will enjoy this creative, exciting, and stimulating lesson in writing as they create authentic newspaper stories. As they are transformed into reporters and editors, they will become effective users of ICT in order to publish their own classroom newspaper. Various aspects of newspapers are covered, including parts of a newspaper, writing an article, online newspapers, newspaper reading habits, and layout and design techniques.

Featured Resources

• Printing Press : In this online interactive tool, your students can choose the "newspaper" option to help them complete their newspaper section.
• Newspaper Story Format : Your students will find completing their newspaper article a snap by first filling out this useful handout that helps them identify each key element of an authentic newspaper article.

From Theory to Practice

• Encouraging children to read and write in ways that allow them to make sense of real language in real contexts is more likely to help them develop the skills necessary to become fluent readers and writers. Creation of a class newspaper provides such a real context, and thus makes an excellent choice as the basis for a project designed with this goal in mind.
• Use of the computer motivates students to learn and students' attitudes toward the newspaper genre are affected by active participation in the production of an authentic and original newspaper of their own.
• Abilities in formal writing are best developed with a "process approach" that goes through five distinct phases: prewriting, composing or drafting, revising, editing, and publishing. Using this approach helps students more fully understand the process of producing formal written documents, such as magazines and newspapers.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Materials and Technology

• Computer lab with Internet access
• Multimedia software
• Access to a library of images/graphics
• Scanner (optional)
• Digital camera (optional)
• Deadline! From News to Newspaper by Gail Gibbons (HarperCollins, 1987)
• The Furry News: How to Make a Newspaper by Loreen Leedy (Holiday House, 1993)
• Freddy and the Bean Home News by Walter R. Brooks (Puffin, 2002)
• Inverted Pyramid Format
• Newspaper Story Format
• Story Feedback Form
• Newspaper Writing Assessment
• Reporting Tips
• Reporter's Guide

Preparation

*Prerequisite skills: Familiarization with an appropriate multimedia software program

Student Objectives

Students will

• Identify the parts of a newspaper
• Identify the format of a news article
• Write a newspaper story
• Edit newspaper articles
• Use ICT equipment and software
• Layout and publish a classroom newspaper

Hold up a sample front page from a selected newspaper. Ask students what they notice about the format that is different from other texts they read (e.g., black and white ink, graphics, headline, column format). Divide the students into groups of three to four members. Explain to the students that they will explore a newspaper, paying attention to the layout and format. Instruct students to study the front page first and discuss what different parts they notice. Ask each group to report back to the whole class what members noticed was contained on the front page. Make a list of parts on the board. (e.g., title, headlines, pictures or graphics, captions, date, subtitles, table of contents/index, etc.). Students should notice similarities between different newspapers. Discuss with the class how newspapers use a standard format. In their groups, have students continue to explore copies of newspapers. What kinds of things do they notice? Students should begin to identify sections and features that are specific to newspapers. Have the groups again report to the whole class what types of items they noticed in their paper. Continue keeping the list of items on the board. (Additional items may include: editorials, cartoons, horoscope, local news, weddings, classifieds, advertising, etc.) Explain to the class that people read newspapers differently than other types of texts. Discuss how people read newspapers. Reading a newspaper matches people's interests in certain things. They scan headlines, subtitles, and images to see if the story interests them or not. Read some sample headlines from newspapers. Ask, "How many of you would be interested in reading this story?" For homework, have students ask their family members what newspapers they read regularly and what sections they read most often. Give an example of your own newspaper reading habits. (For example, "First I check the weather to help me decide what to wear to school. Then I go to the local news to see what is happening in my town. Finally, I scan the headlines to see what is happening in the world. If I have time, I start the crossword puzzle.")

Ask the students to report about their family's newspaper reading habits. Make a list of newspapers that are read and determine which are the most common. List the words who, what, where, when, and why on the board, overhead, or chart paper. Answer each of the five W questions using the popular rhyme "Jack & Jill." Example:

• Who? Jack and Jill
• What? Fell down and broke crown
• Where? On the hill
• When? Sometime in the past
• Why? Trying to fetch water

Read "Bad Fall Injures Children" article from page 4 of the Grandview Newspaper lesson plan . Students clarify their previous responses to the five W s according to the article. Explain how these five questions help to summarize a news story. Put students in groups of three to four members. Ask the students to choose another famous rhyme or fairy tale and answer the five W questions. Have each group read just the answers to their questions, and then have the class try to guess what fairy tale or rhyme it is. Explain that these five W s help with the organization of a news story and that they make up the most important details of the story. Demonstrate to the class the organization of a good news story using the Inverted Pyramid Format overhead. Use a sample newspaper story to illustrate an example of this format For homework, ask students to select a newspaper article that they are interested in reading and bring it to school the next day.

Give students time to read the newspaper article they brought from home. Hand out the Newspaper Story Format sheet. Students should then complete the sheet using details from their particular article and share the summary of their newspaper article. Ask the students to rewrite the newspaper article in their own words as if they were a reporter for their local newspaper. What changes would they make and why? Have the students share their stories with a classmate using the following questions to guide their discussion:

• Were changes made to the lead? Why?
• Were changes made to the five W s? Why?
• Were changes made to the details? Why?

As a class, discuss fact versus opinion. Explain that news articles do not include the reporter's opinion. Have students go back and see if the changes that were made to their articles were strictly factual. Refer to original articles as needed for examples of fact-based stories.

Read-aloud to the class from one or more of the suggested titles:

• Deadline! From News to Newspaper by Gail Gibbons
• The Furry News: How to Make a Newspaper by Loreen Leedy
• Freddy and the Bean Home News by Walter R. Brooks

Have students brainstorm the types of articles they would like to write and list them on the board. Look at the list and ask students if the articles could be grouped into categories or "newspaper sections." Use the Reporting Tips overhead to present how to make newspaper articles more interesting. Go over each point and clarify any questions that students may raise. Group students based on interests to form an "editorial staff" for each newspaper section. Have the groups meet to decide who will write which stories. Students can use the Reporter's Guide handout as a guideline. When they have finished, students can begin collecting facts for their stories.

Session 5 and 6

Take students to the computer lab and have them write their first draft. They should not worry about font, size, or columns at this point. Be sure that they save their work and print a hard copy of their article for editing. Students' stories should then be self-edited and edited by two other members of their editorial staff (using the Story Feedback Form ). Students should make necessary revisions to their stories based on the comments from the Story Feedback Form.

In the computer lab, have students access the Internet Public Library website and explore newspapers from around the world. They should pay particular attention to the design and layout elements. For example, some articles may include graphics (e.g., photos, charts, graphs). Discuss what patterns of layout design the students noticed. As a whole class, discuss newspaper layout, addressing the following points:

• Headline News: Top priority articles are near the front (1-2 pages). These are typically of high interest to your entire audience of readers (e.g., town news such as a new park or community center). Long front-page articles can be continued on an inside page to provide room for other headline news.
• Feature Articles: Stories about topics or events that are of interest to a certain group of readers (e.g., sports, animal stories, academic topics, interviews with school staff, book reviews). These are typically grouped into sections.
• Pictures or graphics: The image should always appear with the story. A caption can be included. The size usually depends on how much space is available in the layout.

Give students the opportunity to explore these layout items in newspapers in the classroom and online. Students should look at the Junior Seahawk Newsletter to get ideas for their own layout.

Session 8 and 9

In the computer lab, students should complete final story revisions. They may then begin the newspaper layout using appropriate software. The ReadWriteThink Printing Press includes an option for creating a newspaper. Each editorial staff works together to complete their newspaper section. Note: 8 ½ X 11 size pages are optimal. They can be printed and copied back to back on 11 X 17 paper that can be folded like a real newspaper. The completed paper must have an even number of pages for this format. Pictures can be drawn or pasted into the layout. Depending on the available resources, pictures can also be scanned or downloaded from a digital camera. Tell students to play around with fonts and columns. They should experiment and be creative! Once pages are completed, they should be printed. The editorial staff should do a final reading for errors. Pages are then submitted to the teacher for publishing.

Distribute the class newspaper to the students and allow them time to read it. When they have finished, hand out the Newspaper Writing Assessment sheet and ask them to fill it out.

Student Assessment / Reflections

Assess students' comments from the Newspaper Writing Assessment sheet.

• Calendar Activities
• Student Interactives
• Lesson Plans

The interactive Printing Press is designed to assist students in creating newspapers, brochures, and flyers.

Students analyze rhetorical strategies in online editorials, building knowledge of strategies and awareness of local and national issues. This lesson teaches students connections between subject, writer, and audience and how rhetorical strategies are used in everyday writing.

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Republicans move at Trump’s behest to change how they will oppose abortion

Republican presidential candidate former President Donald Trump speaks during a presidential debate hosted by CNN with President Joe Biden, Thursday, June 27, 2024, in Atlanta. (AP Photo/Gerald Herbert)

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MILWAUKEE (AP) — The Republican National Committee moved Monday to adopt a party platform that reflects former President Donald Trump’s position opposing a federal abortion ban and ceding limits to states, omitting the explicit basis for a national ban for the first time in 40 years.

Trump imposed his priorities on the RNC’s platform committee as he seeks to steer clear during his campaign of strict abortion language, even while taking credit for setting up the 2022 reversal of Roe v. Wade by the Supreme Court. Trump appointed three of the six justices who voted in the majority to overturn the 1973 precedent that established a national right to have an abortion.

The scaled-down platform — just 16 pages and with limited specifics on many key Republican issues — reflects a desire by the Trump campaign to avoid giving Democrats more material for their warnings about the former president’s intentions if he wins back the White House. President Joe Biden’s campaign has repeatedly highlighted the “Project 2025” document produced by Trump allies as well as Trump’s own promises to impose wide-ranging tariffs, replace thousands of government workers with party loyalists and stage the largest deportation operation in U.S. history.

The policy document sticks to the party’s longstanding principle that the Constitution extends rights to fetuses, but removes language maintaining support for an “amendment to the Constitution and legislation to make clear that the Fourteenth Amendment’s protections apply to children before birth,” a passage in the party platform first included in 1984.

It asserts, “We believe that the 14th Amendment to the Constitution of the United States guarantees that no person can be denied life or liberty without due process.” The document also noted “that the states are, therefore, free to pass laws protecting those rights.”

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The abortion language was first reported by The New York Times.

Anti-abortion advocates who had criticized the Trump campaign’s efforts leading up to the platform committee’s meeting largely fell in line Monday.

Marjorie Dannenfelser, president of SBA Pro-Life America, praised the committee for reaffirming “its commitment to protect unborn life through the 14th Amendment.”

Dannenfelser stopped short of endorsing the document’s reflection of Trump’s view that the matter rests entirely with states. Under the 14th Amendment, “it is Congress that enacts and enforces its provisions.”

The platform committee began its meeting Monday, a week before the start of the Republican National Convention in Wisconsin where Trump is scheduled to accept his third straight nomination for president.

The platform is a statement of first principles traditionally written by party activists. In 2016, the platform included an endorsement of a 20-week national ban. Trump had supported federal legislation in 2018 that would have banned abortion after 20 weeks of pregnancy, though the measure fell short of the necessary support in the Senate.

Trump this year has faced months of Democratic criticism over abortion as Biden’s reelection campaign has highlighted that Trump nominated half of the Supreme Court majority that struck down the nationwide right to abortion in 2022.

In promoting the platform document, the campaign released a statement highlighting 20 issues it addresses, including immigration, the economy, energy, taxes and crime, but omitted any mention of abortion in the subject titles.

Among the vocal abortion opponents on the platform committee, some say the aspiration of a federal ban on abortion after a certain stage in pregnancy must remain a party principle, even if it’s not an immediately attainable policy or one that necessarily helps the Trump campaign in November.

“I see that as problematic. We still need these principles clearly stated. Some of these battles are not over,” said Iowa state Rep. Brad Sherman, a platform committee member who supported Trump’s winning Iowa caucus campaign in January and also supports a federal limit on abortion.

Conservative activists who were accustomed to having a seat at the table fumed beforehand over what they said was a secretive process for selecting committee members and the meeting taking place behind closed doors.

“For 40 years, the Republican Party and the GOP platform have massively benefitted from an open and transparent process,” said Tim Chapman, the incoming president of Advancing American Freedom, a foundation headed by Trump’s former Vice President Mike Pence.

Trump’s campaign has sought to reshape the Republican National Committee into a campaign vessel. It signaled in a memo last month from senior campaign advisers Chris LaCivita and Susie Wiles that “textbook-long platforms ... are scrutinized and intentionally misrepresented by our political opponents.”

Trump ally Russ Vought is serving as the policy director of the Republican Party’s platform writing committee while also leading the effort to draft the 180-day agenda for Project 2025, a sweeping proposal for remaking government that Trump said Friday he knew “nothing about” despite having several former aides involved.

After the 2022 midterm elections, Trump blamed Republicans who held strict anti-abortion positions for the party’s failure to secure a larger House majority. He has since been critical of the most stringent abortion bans in individual states.

An AP-NORC poll conducted in June 2023 found that about two-thirds of Americans think abortion should be legal in all or most cases. The poll also found that 6 in 10 Americans think Congress should pass a law guaranteeing access to legal abortion nationwide.

Associated Press writers Lisa Mascaro and Amelia Thomson-DeVeaux contributed from Washington.

Some Democrats start calling for Biden to step aside and 'throw in the towel' on 2024

Some Democrats began calling for President Joe Biden to step aside so the party can nominate another candidate after he stumbled badly in Thursday's debate against his Republican rival, former President Donald Trump.

"This was like a champion boxer who gets in the ring past his prime and needs his corner to throw in the towel," said a Democratic lawmaker, adding that he meant Biden should exit the race.

The options for a switch are limited : If the president doesn't choose to leave of his own volition, there would have to be a revolt among Democratic National Convention delegates, the vast majority of whom were elected on their pledge to nominate Biden. But that's what some Democrats were thinking after Thursday night's debate.

It's “time to talk about an open convention and a new Democratic nominee,” said a second Democratic lawmaker who has been a solid Biden supporter.

The fear among these Democrats is that the version of Biden that showed up to the debate — one bearing a likeness to the caricature Trump and his allies have portrayed of a man unequipped for the job — cannot win in November.

Even those who want a replacement candidate doubt that the party can move Biden aside, aren’t certain who could win the party’s nod in his absence and don’t know whether a substitute could beat Trump in November. Going into the debate, which was hosted by CNN, polls showed a close race between Biden and Trump.“There is a sense of shock at how he came out at the beginning of this debate. How his voice sounded. He seemed a little disoriented. ... There are going to be discussions about whether he should continue,” David Axelrod, a top adviser to former President Barack Obama, said on CNN. “Only he can decide if he’s going to continue.”

Axelrod predicted that Biden wouldn’t be inclined to leave the race, noting that “this is a guy with a lot of pride ... who believes in himself.”

The last time a president who was eligible to run for re-election didn’t appear on the November ballot was in 1968, when Lyndon Johnson, facing certain defeat in the Democratic primaries, chose not to seek a full second term.

Still, several Democrats predicted that calls for Biden to take the Johnson route would multiply in the coming days.

“The chatter of replacement is absolutely going to explode,” said a veteran Democratic strategist who has worked on presidential campaigns. “There is no coming back from this disaster.”

At the same time, top Biden allies dismissed the prospect of a change at the top of the ticket. California Gov. Gavin Newsom, a Democrat whom many in the party see as a potential Biden alternative or a future presidential candidate, said “no” when asked whether he would urge Biden to end his campaign.

“This is just bad, no matter how you spin it,” said a veteran Democratic operative. “But everyone knows it’s too late to switch. But the donors will make those decisions, as they always do. Hence why we got Biden” in 2020.

Before Thursday's debate, Trump's campaign released an ad telling voters that if they elect Biden, they will end up with Vice President Kamala Harris as president — a suggestion that the octogenarian president would die in office or have to resign. The biggest question Democrats would have to resolve if Biden dropped out of the race before the convention is whether they would nominate Harris — whose approval ratings , like Biden's, are underwater. Others who were mentioned Thursday night include Newsom, Michigan Gov. Gretchen Whitmer and Illinois Gov. J.B. Pritzker.

“I look forward to being in Chicago when Gavin Newsom is nominated from the floor,” a Democratic strategist said after the first 20 minutes of the debate, adding about Biden: “Should have gone on offense on abortion. Can’t keep his train of thought.”

A Biden departure would leave Democrats with a potentially brutal fight over whether to simply elevate Harris, the first Black vice president and first female vice president — one that could split key base constituencies at a time when the party needs to unite if it hopes to win. Still, the prospect of a bloody intraparty battle didn't stop some operatives from concluding Biden should go.

"They need to change nomination now," a Democratic operative said. "Or just put Harris on top of the ticket."

A Democratic strategist with ties to Capitol Hill said lawmakers will be reluctant to publicly call for Biden to give up his campaign.

"No one wants to be the first," the strategist said. "But everyone is brushing up on DNC rules and procedures right now."

The same strategist explained his own affection for Biden and his record, pointing to the president's responses to wars in Europe and the Middle East, his personnel appointments and his domestic record — along with Biden's 2020 victory over Trump. But the strategist also thinks Biden must exit.

"I am for the first time beginning to think calling for Biden to step aside isn't heretical; it's the only responsible thing to do," he said. "If we lose this election to Trump because we were too afraid to admit we were wrong about his age or too worried of an open convention, we can no longer call our party the defenders of democracy."

Several current and former Democratic elected officials chose to keep their powder dry when asked about Biden's showing Thursday night.

"The best thing I can do to help Joe Biden is to pretend I didn't get your text," said a third Democratic lawmaker.

Jonathan Allen is a senior national politics reporter for NBC News, based in Washington.

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Guest Essay

The Enormous Risks a Second Trump Term Poses to Our Economy

By Robert E. Rubin and Kenneth I. Chenault

Mr. Rubin is a senior counselor to Centerview Partners and was the U.S. Treasury secretary from 1995 to 1999. Mr. Chenault is the chairman and managing director of General Catalyst and a former chairman and chief executive of American Express.

Not long ago, one of us was having lunch with someone who manages a multibillion-dollar fund when the subject turned to the prospect of a second Trump term.

This person was disturbed by many of Donald Trump’s actions and concerned about what the November presidential election could mean. But when it came to one issue — the economy — he was untroubled. “We didn’t do so badly last time,” he said. “There are some things I don’t agree with, but I don’t think it will matter that much.”

We fear this is an increasingly common view. We’ve spoken to many leaders in business and finance who, when it comes to economic policy, are open to the premise that Mr. Trump is a normal presidential candidate.

We strongly disagree. The two of us have been involved in business, government and policy for many years, with more than a century of experience between us. We’ve worked with elected officials and business leaders across the ideological spectrum. And we believe a straightforward assessment of Mr. Trump’s economic policy agenda — based on his public statements and on-the-record interviews, such as the one he recently conducted with Time magazine — leads to a clear conclusion.

When it comes to economic policy, Mr. Trump is not a remotely normal candidate. A second Trump term would pose enormous risks to our economy.

At a time when our country was already on an increasingly risky debt trajectory, Mr. Trump’s tax initiatives during his presidency added an estimated $3.9 trillion to the national debt , according to Brian Riedl of the Manhattan Institute. Mainstream analyses concluded that the result — increasing demand in an already full-employment economy while having a negligible effect on business investment — added very little benefit in the shorter term and virtually nothing in the longer term.

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