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How to Write a News Article

Last Updated: June 5, 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 2,421,389 times.

Writing a news article is different from writing other articles or informative pieces because news articles present information in a specific way. It's important to be able to convey all the relevant information in a limited word count and give the facts to your target audience concisely. Knowing how to write a news article can help a career in journalism , develop your writing skills and help you convey information clearly and concisely.

Things You Should Know

• Outline your article with all the facts and interview quotes you’ve gathered. Decide what your point of view on the topic is before you start writing.
• Your first sentence is the most important one—craft an attention-getter that clearly states the most important information.
• Proofread for accurate information, consistent style and tone, and proper formatting.

Sample Articles

Planning Your Article

• If you’ve ever written a research paper you understand the work that goes into learning about your topic. The first phase of writing a news article or editorial is pretty similar.
• Who - who was involved?
• What - what happened?
• Where - where did it happen?
• Why - why did it happen?
• When - when did it happen?
• How - how did it happen?

• 1) those that need to be included in the article.
• 2) those that are interesting but not vital.
• 3) those that are related but not important to the purpose of the article.
• This fact list will help prevent you from leaving out any relevant information about the topic or story, and will also help you write a clean, succinct article.
• Be as specific as possible when writing down all of these facts. You can always trim down unnecessary information later, but it’s easier to cut down than it is to have to beef up an article.
• It’s okay at this point to have holes in your information – if you don’t have a pertinent fact, write down the question and highlight it so you won’t forget to find it out
• Now that you have your facts, if your editor has not already assigned the type of article, decide what kind of article you’re writing. Ask yourself whether this is an opinion article, an unbiased and straightforward relaying of information, or something in between. [2] X Research source

• If you’ve ever heard the term “burying the lead”, that is in reference to the structure of your article. [4] X Research source The “lead” is the first sentence of the article – the one you “lead” with. Not "burying the lead" simply means that you should not make your readers read several paragraphs before they get to the point of your article.
• Whatever forum you’re writing for, be it print or for the web, a lot of readers don’t make it to the end of the article. When writing a news article, you should focus on giving your readers what they want as soon as possible.
• Write above the fold. The fold comes from newspapers where there’s a crease because the page gets folded in half. If you look at a newspaper all the top stories are placed above the fold. The same goes for writing online. The virtual fold is the bottom of your screen before you have to scroll down. Put the best information at the top to engage your readers and encourage them to keep reading.

• Ask yourself the “5 W's” again, but this time in relation to your audience.
• Questions like what is the average age you are writing for, where is this audience, local or national, why is this audience reading your article, and what does your audience want out of your article will inform you on how to write.
• Once you know who you are writing for you can format an outline that will get the best information to the right audience as quickly as possible.

• Even if you are covering a popular story or topic that others are writing about, look for an angle that will make this one yours.
• Do you have a personal experience that relates to your topic? Maybe you know someone who is an expert that you can interview .

• People usually like to talk about personal experiences, especially if it will be featured somewhere, like your news article. Reach out through a phone call, email, or even social media and ask someone if you can interview them.
• When you do interview people you need to follow a few rules: identify yourself as a reporter. Keep an open mind . Stay objective. While you are encouraged to ask questions and listen to anecdotes, you are not there to judge.
• Record and write down important information from the interview, and be transparent with what you are doing and why you are doing this interview.

Writing Your News Article

• Your lead should be one sentence and should simply, but completely, state the topic of the article.
• Remember when you had to write essays for school? Your lead is like your thesis statement.
• Let your readers know what your news article is about, why it’s important, and what the rest of the article will contain.

• These details are important, because they are the focal point of the article that fully informs the reader.
• If you are writing an opinion piece , this is where you will state what your opinion is as well.

• This additional information helps round out the article and can help you transition to new points as you move along.
• If you have an opinion, this is where you will identify the opposing views and the people who hold them.
• A good news article will outline facts and information. A great news article will allow readers to engage on an emotional level.
• To engage your readers, you should provide enough information that anyone reading your news article can make an informed opinion, even if it contrasts with yours.
• This also applies to a news article where you the author don’t state your opinion but present it as an unbiased piece of information. Your readers should still be able to learn enough about your topic to form an opinion.

• Make sure your news article is complete and finished by giving it a good concluding sentence. This is often a restatement of the leading statement (thesis) or a statement indicating potential future developments relating to the article topic.
• Read other news articles for ideas on how to best accomplish this. Or, watch news stations or shows. See how a news anchor will wrap up a story and sign off, then try to emulate that.

Proofing Your Article

• Be sure to double check all the facts in your news article before you submit it, including names, dates, and contact information or addresses. Writing accurately is one of the best ways to establish yourself as a competent news article writer.

• If your news article is meant to convey direct facts, not the opinions of its writer, ensure you’ve kept your writing unbiased and objective. Avoid any language that is overly positive or negative or statements that could be construed as support or criticism.
• If your article is meant to be more in the style of interpretive journalism then check to make sure that you have given deep enough explanations of the larger story and offered multiple viewpoints throughout.

• When quoting someone, write down exactly what was said inside quotations and immediately cite the reference with the person’s proper title. Formal titles should be capitalized and appear before a person’s name. Ex: “Mayor John Smith”.
• Always write out numbers one through nine, but use numerals for numbers 10 and up.
• When writing a news article, be sure to only include one space after a period, not two. [12] X Research source

• You shouldn’t submit any news article for publication without first letting someone take a look at it. An extra pair of eyes can double check your facts and the information to ensure that what you have written is accurate.
• If you are writing a news article for school or your own personal website, then have a friend take a look at it and give you notes. Sometimes you may get notes that you want to defend or don’t agree with it. But these should be listened to. Remember, with so many news articles getting published every minute you need to ensure that your widest possible audience can easily digest the information you have provided.

Expert Q&A

• Start with research and ask the “5. Asking these questions will help you create an outline and a narrative to your article. Thanks Helpful 0 Not Helpful 0
• Interview people, and remember to be polite and honest about what you are writing. Thanks Helpful 0 Not Helpful 0
• Put the most important information at the beginning of your article. Thanks Helpful 0 Not Helpful 0

You Might Also Like

Expert Interview

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

• ↑ https://libguides.mit.edu/select-topic
• ↑ https://writingcenter.gmu.edu/writing-resources/different-genres/news-writing-fundamentals
• ↑ https://libguides.southernct.edu/journalism/howtowrite
• ↑ https://spcollege.libguides.com/c.php?g=254319&p=1695313
• ↑ https://extension.missouri.edu/publications/cm360
• ↑ https://mediahelpingmedia.org/basics/how-to-find-and-develop-important-news-angles/
• ↑ https://www.northwestern.edu/brand/editorial-guidelines/newswriting-guidelines/
• ↑ https://tacomacc.libguides.com/c.php?g=599051&p=4147190
• ↑ https://owl.purdue.edu/owl/subject_specific_writing/journalism_and_journalistic_writing/ap_style.html
• ↑ https://apastyle.apa.org/style-grammar-guidelines/punctuation/space-after-period
• ↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/

About This Article

To write a news article, open with a strong leading sentence that states what the article is about and why it’s important. Try to answer the questions who, what, where, when, and why as early in the article as possible. Once you’ve given the reader the most important facts, you can include any additional information to help round out the article, such as opposing views or contact information. Finish with a strong concluding sentence, such as an invitation to learn more or a statement indicating future developments. For tips on researching your article, read on! Did this summary help you? Yes No

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How to Write a News Article That's Effective

It's similar to writing academic papers, but with vital differences

• Writing Research Papers
• Writing Essays
• English Grammar
• M.Ed., Education Administration, University of Georgia
• B.A., History, Armstrong State University

Techniques for writing a news article differ from those needed for academic papers. Whether you're interested in writing for a school newspaper, fulfilling a requirement for a class, or seeking a writing job in journalism, you'll need to know the difference. To write like a real reporter, consider this guide for how to write a news article.

Choose Your Topic

First, you must decide what to write about. Sometimes an editor or instructor will give you assignments, but you’ll often have to find your own topics to cover.

If you get to choose your topic, you might be able to pick a subject related to your personal experience or family history, which would give you a strong framework and a dose of perspective. However, this route means you must work to avoid bias—you may have strong opinions that could affect your conclusions. You also could pick a topic that revolves around a personal interest, such as your favorite sport.

Research for Your News Article

Even if you end up with a topic close to your heart, you should begin with research, using books and articles that will give you a full understanding of the subject. Go to the library and find background information about people, organizations, and events you intend to cover.

Next, interview a few people to collect more information and quotes that give perspective on the topic. Don't be intimidated by the idea of interviewing important or newsworthy people—an interview can be as formal or informal as you want to make it, so relax and have fun with it. Find people with backgrounds in the topic and strong opinions, and carefully write down or record their responses for accuracy. Let the interviewees know that you will be quoting them.

Parts of a News Article

Before you write your first draft, you should be aware of the parts that make up a news story:

Headline or title

The headline  of your article should be catchy and to the point. You should punctuate your title using Associated Press style guidelines unless your publication specifies something else. Other members of the publication staff frequently write the headlines, but this will help focus your thoughts and maybe save those other staffers some time.

• "Lost dog finds his way home"
• "Debate tonight in Jasper Hall"
• "Panel chooses 3 essay winners"

The byline is the name of the writer—your name, in this case.

Lead (sometimes written "lede")

The lead is the first sentence or paragraph, written to provide a preview of the entire article. It summarizes the story and includes many of the basic facts. The lead will help readers decide if they want to read the rest of the news article or if they are satisfied knowing these details.

Once you’ve set the stage with a good lead, follow up with a well-written story that contains facts from your research and quotes from people you’ve interviewed. The article should not contain your opinions. Detail any events in chronological order. Use the active voice —not passive voice —when possible, and write in clear, short, direct sentences.

In a news article, you should use the inverted pyramid format—putting the most critical information in the early paragraphs and following with supporting information. This ensures that the reader sees the important details first. Hopefully they'll be intrigued enough to continue to the end.

The sources

Include your sources in the body with the information and quotes they provide. This is different from academic papers, where you would add these at the end of the piece.

Your conclusion can be your last bit of information, a summary, or a carefully chosen quote to leave the reader with a strong sense of your story.

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• Write an Attention-Grabbing Opening Sentence for an Essay

How to Write a News Article: How To Write A Review

• 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?

How To Write A Review In 5 Paragraphs

Writing a professional review of a movie, TV show, or restaurant is not difficult, but there are a few things to watch for to make it appropriate for a newspaper or magazine.

To get started –

Choose something new, exciting, and different to write about. If you write about something that’s been around awhile, you’ll need to have a new angle to cover, like a new exhibit at an existing museum. Your article should be new and original. Don’t use research from the internet and don’t try to reuse an essay from a previous class.

Some suggestions include:

• Books, movies, or TV show reviews
• concert reviews
• museum and gallery exhibits
• new restaurants or clubs
• what's going on at the college or community that impacts you, the student - see the Calendar of Events on www.spcollege.edu

What you should do –

Paragraph 1 –

The first sentence or the ‘lede’ tells who, what, why, when, where, and how. The lede can be as simple as:

“A new comic book adventure opened this weekend at theaters across the nation.”

or more dynamic such as:

"The nation was rocked over the weekend by an unexpected blast as the latest installment in the superhero franchise blew all previous versions out of the theater.”

Paragraphs tend to be short with direct sentences in news. Always write in 3 rd person and past tense. In news, everything you write should come from your observation or an interview. NEVER repeat or reuse anything you read someplace else, even in a quote!

Also do not use ‘I’ and don’t include your opinion. Think that doesn’t make sense? Keep in mind - a review is not so much your opinion as an analysis of the movie, show, restaurant, etc. based on the established standard. Instead of saying:

"This movie is the greatest! You should go see it!"

try saying something like:

"This movie beats the earlier superhero movies because of a, b, and c."

Paragraphs 2 -3

State at least 3 reasons you were attracted to or repulsed by the movie, TV show, event or restaurant. Name each reason in its own paragraph and provide examples and details. Don’t just say:

“The food was great.”

Instead, try saying something like:

"The food was “fresh with fish caught that morning and served grilled with a lemon sauce.”

For movies or TV, discuss reasons such as acting, lighting, costume, music, setting, photography, etc. DO NOT discuss plot! A good film or TV review does not include spoiler alerts!

For books, discuss character, theme, setting, symbolism, tone, language use, etc. Again, DO NOT discuss plot! No spoiler alerts!

Each paragraph should end with a quote. Ask other people, other viewers or customers, what they think to support your assessment or to add another perspective.  Quotes should be formatted like:

“He’s my favorite actor,” said person’s name.

Paragraph 5 –

Summarize your appraisal of the movie, TV show, event, or restaurant. Repeat your reasons for recommending or not recommending it to the reader. Add a final quote, known in broadcast journalism as a kicker, that is a funny or catchy ending. For example, the movie review might end:

“My boyfriend hated it, but he loves me, so we’ll be back to see it again,” said fan’s name.

Finally –

Proofread your article. Read it again – OUT LOUD – to catch and fix any punctuation or grammar errors. Send your review to the Sandbox via email to [email protected]   If you have original pictures to include, upload them as well as separate jpgs. Otherwise, submit a public domain image of the movie or book in question.

• << Previous: Article Format/Narrative
• Next: Writing News Style >>
• Last Updated: May 19, 2024 12:30 PM
• URL: https://spcollege.libguides.com/news

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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

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The Journalist's Resource

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 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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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. 

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Who writes Nature’s “News & Views”?

Nature ’s “News and Views” articles summarize high-impact research published recently in other journals. The News & Views articles are typically not written by the authors of the research paper, but by other researchers in the same field.

However, the topic of News & Views articles are not covered at all in Nature’s information for authors . So, how are people writing the News & Views chosen? Is it only by invitation of the editor? And who chooses the articles written about in the first place?

• publications

2 Answers 2

From the Nature guide on Other Submitted Material:

News & Views These articles inform nonspecialist readers about new scientific advances, as reported in recently published papers (in Nature and elsewhere). This is a commission-only section.

So the articles are selected and commissioned by Nature editorial staff, and written by invited authors. A quick look through recent News & Views articles finds contributions from scientists and science writers (including former Nature writing / editorial staff).

• I'm not sure about this would apply to a mega-publication like Nature specifically, but in smaller (i.e. less submissions) journals, the editor might still be happy to receive an e-mail saying "I'd be happy to write a news & views segment on paper X if you happen to be interested in that". –  ThomasH Commented Sep 10, 2013 at 11:15

In addition to EnergyNumbers' answer:

Many of the News & Views are about Nature papers published in the same issue. Sometimes the editors will ask one of the reviewers to write about the paper they reviewed. This makes some sense since they should be experts in the field and have already read the paper (which hasn't been published yet) thoroughly. There is a chance though that this will reveal their identity.

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This document provides details of the other material that Nature publishes, in addition to original research Articles. With the exception of Analysis articles, all other content types mentioned below should not include original (previously unpublished) results or data and may only contain minimal new supporting research findings. These non-primary articles are not eligible for gold Open Access and can only be published using the traditional subscription-based publishing route.

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Table of Contents

Collaboration, information literacy, writing process, news or opinion.

• CC BY-NC-ND 4.0 by Christine Photinos - National University, San Diego

Research we do on the web and through library databases often leads us to content from newspapers, magazines, and news agencies (such as Reuters and the Associated Press). What all news content has in common is that it connects in some way to something that is new or in the news.

News content can be roughly divided into the categories of news  and opinion . News articles attempt to provide information on a current event, while opinion pieces attempt to persuade readers to adopt a particular position on that event.

The distinction between news and opinion is not black and white. An example of one grey area is “advocacy reporting”—when news is reported from an explicit perspective. For example, news articles published in the Humane Society magazine–– All Animals ––generally serve the organization’s larger agenda of promoting humane treatment of animals (Example: “Big Changes at SeaWorld” All Animals May/June 2016).

Another subcategory of news that can at times seem to enter into this grey area is “news analysis”—news writing that pushes beyond surface answers to the 5 W’s and H (Who? What? Where? When? Why? and How?) to explore causes and consequences of news events (Example: “ Grammy Awards 2018: How the Recording Academy has Evolved Toward Relevance ” LA Times Nov. 28, 2017).

More generally, we should recognize that the way in which news is presented—including what information is selected for inclusion, and what words and images are used to communicate that information—can encourage particular understandings or perspectives. We should always be alert to such factors in news reporting, and to significant departures from accepted standards of journalistic fairness and accuracy.

But to reject the journalistic distinction between news and opinion is to turn all sources into an undifferentiated mass of “information.” An analogy: These days many movies contain commercial messages (for example, product placement ) and many commercials have taken on movie-like qualities (consider this AT&T ad—titled “Whole New World,” for example). Yet we still value the ability to distinguish between these two types of content and to refer to them by different names. (Without different names for these two types of content, how would we express frustration with a feature-length Burger King ad? What words would we use?)

Skillful researchers are able to identify sources by type, even in circumstances when they do not believe a source has achieved the highest ideals of its type. Below (Table 1) are some defining features of “news” and “opinion.”

Below (Table 2) are some sub -categories of news and opinion:

Distinguishing between News and Opinion: An Example

Compare the two texts that follow. In the first, “Get Children Off Web and in Libraries,” the reporter quotes the opinions of others but does not offer her own opinions. In the second, “Why Libraries are Key,” the author explicitly takes a stand and seeks to persuade readers to adopt a particular position on an issue.

Get children off web and in libraries, says Laureate

Children are failing to learn properly because they are churning out facts copied from the internet instead of going to the library, according to the new Children’s Laureate 1 .

Julia Donaldson, the best-selling author of The Gruffalo, set out her stall on the day of her appointment by speaking out against the Government’s planned library closures, arguing that they are vital for children’s education 1 .

Opinions are attributed to another person (Donaldson). They are not presented as the reporter’s own view. 1

Source: Singh, Anita. “Get Children Off Web and in Libraries, says Laureate.” The Daily Telegraph , 8 June 2011, 8.

Why libraries are key to our kids’ futures

Children’s use of libraries has increased every year for the past six years.

As the Children’s Laureate I want to make sure that 2 continues, and to do all I can to keep libraries open so that children can use them.

Without this resource I’m convinced that we will 2 have far fewer avid child readers and consequently lose a large percentage of our future adult readers.

Notice that the author presents her own views, credentials, and objectives 2 .

Source: Donaldson, Julia. “Why Libraries are Key to Our Kids Futures.” The Sun , 14 October 2011, 40.

News or Opinion? Test your understanding.

Identify each excerpt that follows as an example of news or opinion . (Discussion of each example appears at the end of this section.)

He suggested that the public should give the Prince “a break”, days after the daily tabloid published photographs obtained by gossip website TMZ.

Source: “Jeremy Hunt: No Public Interest in Nude Prince Harry Photographs.” The Telegraph , 26 August 2012, https://www.telegraph.co.uk/news/uknews/prince-harry/9500433/Jeremy-Hunt-No-public-interest-in-nude-Prince-Harry-photographs.html

“It’s not really an issue of what they look for,” Willingham said “but what they try not to find.”

Career Services interim director Stephanie Kit said some of the things employers hope not to find are pictures and posts involving alcohol or drug usage, negative comments about a current or previous employer and any discriminatory content.

Source: Lipps, Michael. “Social Media Content Could Make, Break Professional Life.” University of Tennessee Daily Beacon , 15 April 2015, www.utdailybeacon.com/news/2015/apr/15/social-media – content-could-make-break-professional/.

If “Kid Nation” had been set in California, New York or several other states, it would have been subject to laws that limit the amount of time a child could spend on the set of the program each day. It chose instead to shoot the program in New Mexico, where until this summer there was no law addressing children’s work on television or film productions.

That is not to say that New Mexico had not contemplated such limits. Before CBS took the 40 children to the state, its Legislature had already passed a bill that would have outlawed much of what CBS had planned.

On April 3, two days after CBS started shooting the 13-episode reality series, Gov. Bill Richardson of New Mexico signed the bill into law. It limits children ages 8 to 15 to eight to nine hours’ work a day on television and film productions.

On the set of “Kid Nation,” the children regularly worked more than 12 hours a day, and their contract required that they be available to the show’s producers to be videotaped 24 hours a day, seven days a week.

But because the new law was not scheduled to go into effect until June 15, roughly one month after “Kid Nation” finished production, lawyers for CBS have contended that everything they did was in compliance with the law “in effect at the time of production.”

But it is not clear whether CBS was in compliance. New Mexico child-labor statutes limit children under the age of 14 to 44 hours of work in one week and eight hours in any day, unless a special permit has been granted. […]

Source: Wyatt, Edward. “‘Kid Nation’ Lesson: Be Careful What You Pitch.” New York Times , 25 August 2007, B7.

For example, the bill’s definition of bullying acknowledges that bullying is intentional and repetitive, and that it can cause harm, fear and distress to victims in the school community. Moreover, the bill wisely addresses not just the situation where a student bullies fellow students, but where a student bullies other individuals in the school community. Such recognition that students can bully adults is important because research suggests that students often bully their teachers.

Yet, the bill fails to acknowledge that the imbalance of power between teachers and students creates an opportunity for bullying of students by adults. […] The bill ought to recognize and address the possibility of bullying behavior by adults who work in schools.

Source: Buchfink, Jaclyn, and Juliet Guichon. “Sometimes, the Teachers Bully the Students.” Calgary Herald , 21 February 2012, A13.

1. News -This piece deals almost exclusively with an opinion, but the opinion is not that of the author. -Rather, the author is reporting on the opinion of a public figure (British Culture Secretary Jeremy Hunt).

2. News -This is an example of a “feature”-style news piece. The presentation is more creative than that of a news article, and the headline expresses a claim. But the author is still primarily reporting on the views of others .

But it is not clear whether CBS was in compliance. New Mexico child-labor statutes limit children under the age of 14 to 44 hours of work in one week and eight hours in any day, unless a special permit has been granted.

3. News -This is an example of a “News Analysis” article. It does not merely report Who, What, Where, When, Why and How (though we do see these elements in the top paragraph) but rather attempts to provide readers with a better understanding of the broader context and complexities of the news event.

Yet, the bill fails to acknowledge that the imbalance of power between teachers and students creates an opportunity for bullying of students by adults […] The bill ought to recognize and address the possibility of bullying behavior by adults who work in schools.

4. Opinion -While the authors do report on the positions and research findings of others, they are essentially putting forward their own position. -Notice that the opinions expressed in this piece are not attributed to others, as in the previous examples. The opinions belong to the authors.

Further Study

Journalistic norms and practices are always evolving. The rise of 24-hour cable news networks and the internet has led many traditional news outlets to differentiate themselves by offering more analysis, contextualization, and interpretation in their reporting. Another factor in this evolution has been a growing disenchantment with older ideals of detached reporting—especially the most rigid interpretation of these ideals, in which objectivity is understood to dictate a narrow focus on the surface details of news phenomena, and in which even identification of verifiable falsehoods in the statements of public officials might be considered a breach of journalistic objectivity.

For further study, see:

Esser, Frank, and Andrea Umbricht. “The Evolution of Objective and Interpretative Journalism in the Western Press.” Journalism & Mass Communication Quarterly , vol. 91, no. 2, 2014, pp. 229-249.

Maras, Steven. Objectivity in Journalism . Polity Press, 2013.

Seyb, Ronald P. “What Walter Saw: Walter Lippmann, the New York World, and Scientific Advocacy as an Alternative to the News-Opinion Dichotomy.” Journalism History , vol. 41, no. 2, 2015, pp. 58-72.

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Liberal justices say Trump immunity decision 'will have disastrous consequences' for the U.S.

WASHINGTON — The Supreme Court's liberal bloc issued blistering dissents Monday in the Trump immunity ruling , arguing that it "reshapes the institution of the presidency" and "makes a mockery" of the constitutional principle that no man is above the law.

Justice Sonia Sotomayor, reading her dissent from the bench, said that "relying on little more than its own misguided wisdom ... the Court gives former President Trump all the immunity he asked for and more."

She added that "because our Constitution does not shield a former President from answering for criminal and treasonous acts, I dissent."

The Supreme Court ruled 6-3 on ideological lines that former President Donald Trump has immunity for some of his conduct as president but not unofficial acts in the federal election interference case. The court did not determine what constitutes an "official" act in this case, leaving that to the lower court.

Follow live updates on the Trump immunity hearing

The decision adds another hurdle and further delay to special counsel Jack Smith's prosecution of the former president. Trump was indicted last year on charges he conspired to "overturn the legitimate results of the 2020 presidential election."

Sotomayor said that the majority opinion, written by Chief Justice John Roberts, invents "an atextual, ahistorical, and unjustifiable immunity that puts the President above the law."

Their ruling, she went on, makes three moves that she said "completely insulate Presidents from criminal liability." Sotomayor said the court creates absolute immunity for the president's exercise of "core constitutional powers," creates "expansive immunity for all 'official acts,'" and "declares that evidence concerning acts for which the President is immune can play no role in any criminal prosecution against him."

Sotomayor warned that the ruling "will have disastrous consequences for the Presidency and for our democracy" and that it sends the message: “Let the President violate the law, let him exploit the trappings of his office for personal gain, let him use his official power for evil ends.”

She added, “Even if these nightmare scenarios never play out, and I pray they never do, the damage has been done. The relationship between the President and the people he serves has shifted irrevocably. In every use of official power, the President is now a king above the law.”

In her own written dissent, Justice Ketanji Brown Jackson said that the majority's ruling "breaks new and dangerous ground."

"Departing from the traditional model of individual accountability, the majority has concocted something entirely different: a Presidential accountability model that creates immunity—an exemption from criminal law — applicable only to the most powerful official in our Government," she wrote.

Jackson warned that under the majority's "new Presidential accountability mode," a hypothetical president "who admits to having ordered the assassinations of his political rivals or critics...or one who indisputably instigates an unsuccessful coup...has a fair shot at getting immunity."

The chief justice dismissed the dissents, suggesting that his three liberal colleagues had misinterpreted the majority's opinion and were engaging in "fear mongering." Roberts argued that they "strike a tone of chilling doom that is wholly disproportionate to what the Court actually does today." He wrote that "like everyone else, the President is subject to prosecution in his unofficial capacity."

He also appeared to scoff at Sotomayor for what she included in her dissent, saying that her "most compelling piece of evidence consists of excerpted statements of Charles Pinckney from an 1800 Senate debate." He continued, "But those statements reflect only the now-discredited argument that any immunity not expressly mentioned in the Constitution must not exist."

Justice Amy Coney Barrett wrote in a concurring opinion that she agreed with some of the majority opinion but not all of it. Notably, she said she agreed with Sotomayor that Trump’s immune conduct should still be allowed to be used as evidence in his trial.

“The Constitution does not require blinding juries to the circumstances surrounding conduct for which Presidents can be held liable,” she said.

Soon after the court issued the ruling, Trump celebrated the decision on his Truth Social account, writing in all caps: "Big win for our Constitution and democracy. Proud to be an American!"

A Biden campaign adviser, on the other hand, said that the ruling doesn't change what happened on Jan. 6, 2021.

"Donald Trump snapped after he lost the 2020 election and encouraged a mob to overthrow the results of a free and fair election," the adviser said. "Trump is already running for president as a convicted felon for the very same reason he sat idly by while the mob violently attacked the Capitol: he thinks he’s above the law and is willing to do anything to gain and hold onto power for himself."

Rebecca Shabad is a politics reporter for NBC News based in Washington.

Oklahoma’s superintendent orders public schools to teach the Bible – relying on controversial views about religious freedom

Assistant Professor of Philosophy, Wayne State University

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In the days since Oklahoma’s state superintendent, Ryan Walters, ordered school districts to teach the Bible , he’s been defending his mandate .

For example, he claimed in an interview on NewsNation that the Bible had “been removed from classrooms, and we’re saying, listen, we’re proud to be the first state to bring it back.”

In reality, U.S. federal law has never prevented public schools from including the Bible as an appropriate aid in the teaching of secular subjects. Rather, what current Supreme Court precedent forbids is use of the Bible as part of religious training in public schools.

Walters’ mandate – sent to districts on June 27, 2024 – seems to blur this line between secular and religious instruction. It also contributes to a larger trend of state officials striving to weaken the boundaries between religion and state.

Another prominent example is the new law in Louisiana requiring every public school classroom to display the Ten Commandments. This law has already generated a lawsuit from civil rights groups.

As someone who studies religious liberty law , I see these state initiatives as part of a larger push to increase the presence of Christianity in the public sphere and to challenge constitutional protections for religious freedom.

Secular vs. religious use

The major Supreme Court case dealing with Bible reading in public schools is Abbington v. Schempp , which was decided in 1963.

At issue was a Pennsylvania law, enacted in 1913, requiring that “At least ten verses from the Holy Bible shall be read, without comment, at the opening of each public school on each school day.” The law allowed children to be excused at their parents’ request.

The Schempp family, whose children attended Pennsylvania public schools, sued on the grounds that the law violated the First Amendment of the U.S. Constitution .

In an 8-1 decision, the Supreme Court agreed that the law violated the First Amendment’s establishment clause , which forbids government from making any law “respecting an establishment of religion.”

Originally, the establishment clause applied only to the federal government. That changed after the ratification of the 14th Amendment in 1868 . The Supreme Court has interpreted the 14th Amendment as requiring state governments , including public schools , to abide by most of the Bill of Rights.

In the Pennsylvania case, the Supreme Court clarified that public school lessons involving the Bible or religion can be constitutional “when presented objectively as part of a secular program of education.” For example, religious texts can be used in classrooms as part of a comparative religion lesson, or when studied as literature.

Crucially, however, the court found that the Pennsylvania law violated the establishment clause because its purpose was religious, not secular. The daily Bible reading constituted “a religious ceremony” that “was intended by the State to be so,” whether or not children were allowed to be excused.

Christian nationalism

Messaging about the new mandate blurs the distinction between secular and religious Bible instruction.

For example, in Walters’ memo instructing schools to teach the Bible , he states that “The Bible is one of the most historically significant books and a cornerstone of Western civilization, along with the Ten Commandments. They will be referenced as an appropriate study of history, civilization, ethics, comparative religion, or the like, as well as for their substantial influence on our nation’s founders and the foundational principles of our Constitution.”

Similarly, in an announcement about the mandate, he claimed that the Bible was “a necessary historical document to teach our kids about the history of this country, to have a complete understanding of Western civilization, to have an understanding of the basis of our legal system.”

These explanations highlight the challenge of differentiating secular and religious uses of the Bible in education. Reading religious texts may provide useful context for some history lessons – for example, in explaining some colonists’ beliefs. Yet arguments that the Bible is central to understanding U.S. history and law are also a pillar of Christian nationalism , which is the belief that Christianity should have a privileged place in politics, law and society in the U.S. because “America is a Christian nation.”

Many scholars reject this controversial view of history , arguing, for example, that it misrepresents the founders’ religious and political views .

Yet this belief has been gaining momentum within the U.S. political right. As Yale sociologist Philip Gorski has noted , Christian nationalism “is no longer operating beneath the surface or in the background. It’s now front and center at commanding heights of power.”

According to a 2022 Pew survey , more than 4 in 10 Americans think that “the U.S. should be a Christian nation,” though they disagree about what that means.

The Americans United for Separation of Church and State describes Walters’ mandate as “textbook Christian Nationalism” and has stated that they are “ready to step in” to try to block it.

Part of a trend

Walters’ mandate aligns with a broader movement to challenge limits around religion in public schools. This movement has made significant strides at the Supreme Court in recent years.

For example, in 2022 the court ruled that, in at least some circumstances, public money could be used for tuition at private religious schools in Maine, and that a public high school football coach had the right to pray with his players at the 50-yard line after games.

Another challenge occurred in Oklahoma in 2023, when the Oklahoma Statewide Virtual Charter School Board approved a charter for a Catholic institution. This move, which was supported by Walters and Gov. Kevin Stitt , would have established the nation’s first religious charter school. The Oklahoma Supreme Court struck down that plan on June 25, 2024 , finding it unconstitutional.

Two days later, Walters sent his memo about Bible instruction. Oklahoma law already permits using the Bible to teach about religion, history and other matters in public schools. Walters’ mandate, however, goes much further. It mandates, rather than merely permits, statewide Bible instruction. “Every teacher, every classroom in the state will have a Bible ,” he pronounced.

Under current precedent, the mandate appears unconstitutional. In order for that to change, Walters’ mandate or another one like it may need to end up before the U.S. Supreme Court.

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The Absurdity of the Dump-Biden Uprising

Nervous Democrats mount an antidemocratic campaign against their own president.

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Millions vote for a candidate, propelling him to victory. Before the voters’ decision is formally certified, people who don’t like the outcome demand that the election results be thrown out and a different candidate selected in a closed process. That was America on January 6, 2021. And now, some in the Democratic Party want to follow a similar script.

The Democratic Party held 57 primaries and caucuses; voters in all 50 states, the District of Columbia, and five U.S. territories had their say, as did Democrats abroad. Joe Biden won 87 percent of the total vote. He lost one contest, in American Samoa, to the little-known Jason Palmer. Suddenly, there are cries in the Democratic Party that, as goes a single territorial caucus, so should the nation.

I worked in five presidential campaigns for Republicans and helped elect Republican senators and governors in more than half of the country. For decades, I made ads attacking the Democratic Party. But in all those years, I never saw anything as ridiculous as the push, in the aftermath of last week’s debate, to replace Joe Biden as the Democratic nominee. For many in the party, the event raised genuine concerns about the incumbent’s fitness for a new term. But a president’s record makes a better basis for judgment than a 90-minute broadcast does. Biden has a capable vice president, should he truly become unable to serve. The standard for passing over Democratic voters’ preferred nominee should be extraordinarily high—and has not been met.

The fundamental danger of Donald Trump is that he’s an autocrat who refuses to accept the will of the voters. So the proper response is to throw out millions of votes, dump the overwhelming choice, and replace him with someone selected by a handful of insiders? What will the message be: “Our usurper is better than your usurper”?

Elizabeth Bruenig: They’re both totally unfit

What is it about the Democratic Party that engenders this kind of self-doubt and fear? At a moment when Democrats’ instinct should mirror what Biden declared in a rally the day after the debate—“When you are knocked down, you get back up”—some in the party are seized by the urge to run, not fight. Think about how this would look: Hey, I guess Donald Trump is right; our guy isn’t fit to be president. We’ll give it another shot. Trust us, we’ll get it right eventually.

After decades of losing the image wars as Republicans positioned themselves as the “party of strength,” Democrats are on the verge of a historic self-redefinition. When Biden traveled to Ukraine, he became the first president to visit an allied war zone not controlled by U.S. troops. A Democratic speaker of the House, Nancy Pelosi, defied China and visited Taiwan. A Republican Party that was once defined by Ronald Reagan demanding “Mr. Gorbachev, tear down this wall” is now the beating heart of the pro–Vladimir Putin movement, led by a former president elected with the Russian dictator’s help .

For generations, Republicans succeeded in labeling Democrats the “blame America first” party. Today, it’s the Republican nominee who calls America a “third-world nation … an uncivilized country.” Republicans used to describe Democrats as “victim shoppers” who always hold others at fault instead of accepting personal responsibility. Donald Trump sees America as a nation of victims, with powerful forces taking advantage of our weakness. As president, Trump labeled Canada a national-security threat. Really? Picture the horror: an invading army of Canucks driving snowmobiles over the border to the martial soundtrack of Celine Dion.

Given a huge opportunity to project more self-assurance than Trump’s Republicans, these Dump Biden Democrats would ensure that their party once again slips back into the quicksand of doubt and second-guessing. No major American political party has thrown a presidential nominee overboard, so leave it up to some geniuses in the Democratic Party to hatch a scheme to make history.

David A. Graham: A debate disaster for Biden

What makes them believe that replacing Biden increases the chances of defeating Trump? How many times have candidates with impressive state-level records crashed and burned in a presidential race? The last time a party held on to the White House without the benefits of incumbency was 36 years ago. Recent polls show none of the fantasy replacement Democrats beating Trump. There are polls showing Biden defeating Trump. Say what you will about the Biden campaign’s organization, but four years ago it defeated an incumbent president—no easy thing.

Clearly, something was off inside the Biden campaign that allowed this debate debacle to occur, starting with the choice even to debate Trump. The Biden team easily could have insisted, as a precondition for a debate, that Trump first publicly acknowledge that he is running against a legally elected president who won a fair vote. Also, why did Biden look like an undertaker had done his makeup? But those breakdowns do not negate the substantial evidence that the Biden campaign knows how to defeat Trump. Do Democrats really want to throw that aside and reconstruct a campaign from scratch months before an existential election?

Presidential campaigns are billion-dollar businesses open to customers for a limited time. Right now, Democrats have a huge advantage over a GOP apparatus gutted by Trump in a power play that installed his daughter-in-law as co-chair of the Republican National Committee. What are the Dump Biden Democrats thinking? That Trump’s mob-boss takeover of his party gave them an unfair edge, so it’s only sporting for them to emulate him?

Trump is the candidate of chaos, uncertainty, and erratic behavior. Democrats can win a race against him by offering Americans the opposite: steady, calm, and confident leadership. Joe Biden has provided that. His record is arguably the most impressive of any first-term president since World War II. My advice to Democrats: Run on that record; don’t run from one bad debate. Show a little swagger, not timidity. Forget all this Dump Biden nonsense and seize the day. Now is the worst time to flinch. Your country needs strength. You can crush Donald Trump, but only if you fight.

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Biden assails Project 2025, a plan to transform government, and Trump’s claim to be unaware of it

FILE - Republican presidential candidate former President Donald Trump speaks at a campaign rally, June 22, 2024, in Philadelphia. Trump is seeking to distance himself from a plan for a massive overhaul of the federal government drafted by some of his administration officials. Some of these men are expected to take high-level roles if the Republican presumptive nominee is elected back into the White House. Trump is saying on Truth Social that he “knew nothing about Project 2025.” (AP Photo/Chris Szagola, File)

FILE - Kevin Roberts, president of The Heritage Foundation, speaks in Washington, April 12, 2023. Former President Donald Trump is seeking to distance himself from a plan for a massive overhaul of the federal government drafted by some of his administration officials. Some of these men are expected to take high-level roles if Trump is elected back into the White House. Roberts said that Republicans are “in the process of taking this country back” when he spoke Tuesday, July 2, 2024, on Steve Bannon’s “War Room” podcast. (AP Photo/J. Scott Applewhite)

FILE - Paul Dans, director of Project 2025 at the Heritage Foundation, speaks at the National Religious Broadcasters convention, Feb. 22, 2024, in Nashville, Tenn. Former President Donald Trump is seeking to distance himself from a plan for a massive overhaul of the federal government drafted by some of his administration officials, including Dans. Some of these men are expected to take high-level roles if the Republican presumptive nominee is elected back into the White House. Trump is saying on Truth Social that he “knew nothing about Project 2025.” (AP Photo/George Walker IV, File)

FILE - Acting director of Office of Management and Budget Russ Vought listens during a television interview at the White House, Oct. 21, 2019, in Washington. Former President Donald Trump is seeking to distance himself from a plan for a massive overhaul of the federal government drafted by some of his administration officials, including Vought. Some of these men are expected to take high-level roles if the Republican presumptive nominee is elected back into the White House. Trump is saying on Truth Social that he “knew nothing about Project 2025.” (AP Photo/Alex Brandon, File)

FILE - Director of the Presidential Personnel Office John McEntee is seen on the South Lawn of the White House, Aug. 27, 2020, in Washington. Former President Donald Trump is seeking to distance himself from a plan for a massive overhaul of the federal government drafted by some of his administration officials, including McEntee. Some of these men are expected to take high-level roles if the Republican presumptive nominee is elected back into the White House. Trump is saying on Truth Social that he “knew nothing about Project 2025.” (AP Photo/Evan Vucci, File)

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MIAMI (AP) — Donald Trump has distanced himself from Project 2025, a massive proposed overhaul of the federal government drafted by longtime allies and former officials in his administration, days after the head of the think tank responsible for the program suggested there would be a second American Revolution.

“I know nothing about Project 2025,” Trump posted on his social media website. “I have no idea who is behind it. I disagree with some of the things they’re saying and some of the things they’re saying are absolutely ridiculous and abysmal. Anything they do, I wish them luck, but I have nothing to do with them.”

The 922-page plan outlines a dramatic expansion of presidential power and a plan to fire as many as 50,000 government workers to replace them with Trump loyalists. President Joe Biden’s reelection campaign has worked to draw more attention to the agenda, particularly as Biden tries to keep fellow Democrats on board after his disastrous debate.

“He’s trying to hide his connections to his allies’ extreme Project 2025 agenda,” Biden said of Trump in a statement released by his campaign Saturday. “The only problem? It was written for him, by those closest to him. Project 2025 should scare every single American.”

Trump has outlined his own plans to remake the government if he wins a second term, including staging the largest deportation operation in U.S. history and imposing tariffs on potentially all imports. His campaign has previously warned outside allies not to presume to speak for the former president and suggested their transition-in-waiting efforts were unhelpful.

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Heritage Foundation President Kevin Roberts said on Steve Bannon’s “War Room” podcast Tuesday that Republicans are “in the process of taking this country back.” Former U.S. Rep. Dave Brat of Virginia hosted the show for Bannon, who is serving a four-month prison term.

“We are in the process of the second American Revolution, which will remain bloodless if the left allows it to be,” Roberts said.

Those comments were widely circulated online and assailed by Biden’s campaign, which accused Trump and his allies of “dreaming of a violent revolution to destroy the very idea of America.”

Some of the people involved in Project 2025 are former senior administration officials. The project’s director is Paul Dans, who served as chief of staff at the U.S. Office of Personnel Management under Trump. Trump’s campaign spokeswoman Karoline Leavitt was featured in one of Project 2025’s videos.

John McEntee, a former director of the White House Presidential Personnel Office in the Trump administration, is a senior adviser. McEntee told the conservative news site The Daily Wire earlier this year that Project 2025’s team would integrate a lot of its work with the campaign after the summer when Trump would announce his transition team.

Trump’s comments on Project 2025 come before the Republican Party’s meetings this coming week to begin to draft its party platform.

Project 2025 has been preparing its own 180-day agenda for the next administration that it plans to share privately, rather than as part of its public-facing book of priorities for a Republican president. A key Trump ally, Russ Vought, who contributed to Project 2025 and is drafting this final pillar, is also on the Republican National Committee’s platform writing committee.

Project 2025 said in a statement it not tied to a specific candidate or campaign.

“We are a coalition of more than 110 conservative groups advocating policy and personnel recommendations for the next conservative president,” it said. “But it is ultimately up to that president, who we believe will be President Trump, to decide which recommendations to implement.”

A Biden campaign spokesperson said Project 2025 staff members are also leading the Republican policy platform. “Project 2025 is the extreme policy and personnel playbook for Trump’s second term that should scare the hell out of the American people,” said Ammar Moussa.

On Thursday, as the country celebrated Independence Day and Biden prepared for his television interview after his halting debate performance, the president’s campaign posted on X a shot from the dystopian TV drama “The Handmaid’s Tale” showing a group of women in the show’s red dresses and white hats standing in formation by a reflecting pool with a cross at the far end where the Washington Monument should be. The story revolves around women who are stripped of their identities and forced to give birth to children for other couples in a totalitarian regime.

“Fourth of July under Trump’s Project 2025,” the post said.

Associated Press writers Jill Colvin in New York and Lisa Mascaro in Washington contributed to this report.

Trump trusted more than Biden on democracy among key swing-state voters

A poll shows that Americans rate threats to democracy as an important issue, but that the president has yet to convince them he is the one to defend it.

President Biden and his Democratic allies have cast his reelection campaign as a battle for the country’s survival, warning that a second Donald Trump presidency would present an existential threat to American democracy.

In speeches and campaign ads, Biden points to Trump’s efforts to overturn the results of the 2020 election, his incitement of an angry mob that ransacked the U.S. Capitol on Jan. 6 , 2021, and the former president’s boasts that he will use the powers of his office to punish his political enemies.

But that message may not be resonating with the voters Biden needs in order to win another term in the White House.

In six swing states that Biden narrowly won in 2020, a little more than half of voters classified as likely to decide the presidential election say threats to democracy are extremely important to their vote for president, according to a poll by The Washington Post and the Schar School of Policy and Government at George Mason University .

Yet, more of them trust Trump to handle those threats than Biden. And most believe that the guardrails in place to protect democracy would hold even if a dictator tried to take over the country.

The results offer troubling indicators for Biden, who needs voters who may be unenthusiastic about his candidacy to decide they must reject Trump to preserve America’s system of representative government.

“Many Americans don’t recognize Biden’s custodianship of our democracy, which is a bad sign for his campaign,” said Justin Gest, a professor of policy and government at George Mason University.

About ‘The Deciders’ poll and series

The poll surveyed the views of 3,513 registered voters in Arizona, Georgia, Michigan, Nevada, Pennsylvania and Wisconsin in April and May. Of those surveyed, 2,255 were classified as “Deciders” — those who fit into one or more categories: They voted in only one of the past two presidential elections; are between ages 18 and 25; registered to vote since 2022; did not definitely plan to vote for either Biden or Trump this year; or switched their support between 2016 and 2020.

For many voters, democracy is an abstract idea, less tangible than issues like the economy, abortion or immigration. Still, most voters, regardless of party, report that the issue matters to them. Gest noted that “the vast majority don’t want to tip toward more authoritarian control,” with systems of representative or direct democracy polling far more favorably.

Among key-state voters who identify themselves as locked-in Biden supporters, 78 percent see threats to democracy as extremely important. Among Trump backers, that’s true of 71 percent. Threats to democracy are second only to the economy in the percentage of swing state voters overall who describe the issue as extremely important.

But definitions of what constitutes a threat to democracy vary depending on which candidate voters are supporting. On the campaign trail, Biden and Trump have described threats to democracy in sharply different terms.

Trump has tried to flip the democracy issue, claiming falsely that he and his allies are facing multiple criminal investigations because Biden is weaponizing the judicial system against him. The former president also continues to undermine the legitimacy of elections with baseless claims of widespread fraud.

Biden, meanwhile, has pointed to Trump’s own vow that he will direct the justice system to prosecute his enemies in a campaign of “retribution.” The president has also highlighted Trump’s boast that he will be “a dictator” on his first day in office and the former president’s refusal to accept the results of the 2020 election. While 64 percent of key-state voters and 69 percent of Deciders say Biden’s 2020 election win was “legitimate,” that falls to 19 percent of locked-in Trump voters.

Among the Deciders, more than 7 in 10 believe that Trump will not accept the results of the election if he loses, compared with one-third who say the same for Biden. Nearly half, 47 percent, say Trump would try to rule as a dictator if he is elected to another term as president, compared with 15 percent who say Biden would. The poll finds that just over half of Deciders think Trump is guilty of criminal charges of lying about voter fraud in an attempt to overturn the 2020 election, and more say he has been treated fairly rather than unfairly by the criminal justice system.

Yet more of them, 38 percent, trust Trump to handle threats to democracy, than the 29 percent who trust Biden on the issue. Twenty-three percent don’t trust either major party candidate.

That latter category includes Matthew Titterington, 32, who lives in Milan, Mich., and works two part-time jobs, one in a bakery and another as a pharmacy tech. He said he is leaning toward voting for a third-party candidate, Robert F. Kennedy Jr. , because he dislikes both major-party choices.

The biggest threats to democracy, Titterington said, are foreign governments that stoke internal divisions among Americans, and internal division that “prevents us from being able to function.” He doesn’t think either Biden or Trump is equipped to handle those threats.

“I don’t know that I could pick one between the two — maybe Trump a little bit more external-threat-wise and Biden a little bit more internal-threat-wise, but I don’t even know if that is true,” Titterington said.

Locked-in Trump voters (76 percent) are more likely to be dissatisfied with how democracy is working in America than are Biden voters (37 percent). Voters are also divided on whether U.S. elections are fair, with 94 percent of Biden voters saying they trust them at least “a good amount” and 78 percent of Trump voters not trusting elections much or at all. Deciders are split with 52 percent trusting that elections are fair.

David Dunacusky, a 61-year-old from Phoenixville, Pa., who serves as a constable, an elected law enforcement officer, is among those who believe that the threat to democracy is coming from the left. A staunch Trump supporter, he echoed Trump’s unfounded claims that voter fraud swung the 2020 presidential election to Biden and suggested that FBI agents were embedded with Jan. 6 rioters. He also expressed concern that the election won’t be legitimate this year.

He said it’s “propaganda 100 percent” when Democrats say Trump is a threat to democracy because “they’re scared to death” of their corruption being exposed.

Asked which types of government they approve of, about 7 in 10 key-state voters support direct democracy, in which citizens, not elected officials, vote directly on issues to become law. Nearly 8 in 10 back representative democracy, in which people elected by citizens decide what is law.

About two-thirds of key state voters say that a political system in which a strong leader can make decisions without interference from Congress or the courts — in a word, a dictatorship — would be bad. That includes majorities of locked-in Biden and Trump voters. Nearly 6 in 10 Biden voters say this would be a “very bad” system of government, though that drops to about 4 in 10 among Trump voters.

Derinn Wallace, a 30-year-old from Scottsdale, Ariz., said she is voting for Biden despite her disappointments with some of his policies because she fears that Trump would destroy democracy.

“He is an authoritarian guy — he’ll do anything to stay in power once he gets power. So if he gets power again, I shudder to think what he will do,” Wallace said.

But many voters see less at stake. Alex Mayer, 25, a manufacturing processing engineer who lives in Grand Blanc, Mich., and says he is likely to support Trump, is among those who believe democracy will stand no matter who is president.

“I find it very hard to believe that democracy is going to go away. I don’t think about it very much. I look at it as a foundation that will never change,” Mayer said.

That’s a problem for Biden if voters are “taking that system of checks and balances for granted,” said Gest, the George Mason scholar.

Voters “feel reassured that Congress and the court system will protect America from former president Trump’s worst excesses,” he said. “I think that it’s going to be President Biden’s job over the next four months to communicate that democracy is something we cannot take for granted.”

The Deciders poll was conducted by The Washington Post and George Mason University’s Schar School of Policy and Government April 15 to May 30, 2024, among a stratified random sample of 3,513 registered voters in Arizona, Georgia, Michigan, Nevada, Pennsylvania and Wisconsin. The sample was drawn from the L2 database of registered voters in each state, with voters contacted by mail, phone (including calling and texting) and email to complete the survey online or by phone. Results for the overall sample of voters in key states have a margin of sampling error of plus or minus two percentage points, and the error margin is larger among the sample of Deciders and those who are locked-in voters for either Trump or Biden.

Election 2024

Get the latest news on the 2024 election from our reporters on the campaign trail and in Washington.

The latest on President Biden: A defiant Biden doubled down on staying in the race , rejecting calls to withdraw after his debate performance .

Presidential election polls: Check out The Post’s presidential polling averages of the seven battleground states most likely to determine the outcome of the election.

The first debate: Biden and Donald Trump faced off in the first presidential debate of 2024. Here are takeaways and fact checks from the debate .

Key dates and events: Voters in all states and U.S. territories have been choosing their party’s nominee for president ahead of the summer conventions. Here are key dates and events on the 2024 election calendar .

Abortion and the election: Voters in about a dozen states could decide the fate of abortion rights with constitutional amendments on the ballot in a pivotal election year. Biden supports legal access to abortion , and he has encouraged Congress to pass a law that would codify abortion rights nationwide. After months of mixed signals about his position, Trump said the issue should be left to states . Here’s how Biden’s and Trump’s abortion stances have shifted over the years.

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Highlights of the Supreme Court Ruling on Presidential Immunity

Key excerpts from the decision reveal how the court’s conservative majority views the power of the nation’s leader.

• Share full article

By Charlie Savage

Reporting from Washington

• July 1, 2024

The Supreme Court declared on Monday that former presidents have immunity for their official actions, upending the case against Donald J. Trump over his attempts to subvert his 2020 election loss.

OPINION OF THE COURT

We conclude that under our constitutional structure of separated powers, the nature of Presidential power requires that a former President have some immunity from criminal prosecution for official acts during his tenure in office. At least with respect to the President’s exercise of his core constitutional powers, this immunity must be absolute. As for his remaining official actions, he is also entitled to immunity. At the current stage of proceedings in this case, however, we need not and do not decide whether that immunity must be absolute, or instead whether a presumptive immunity is sufficient.

In the majority opinion, written by Chief Justice John G. Roberts Jr., the conservative supermajority explained that Congress has no authority to pass criminal laws regulating powers that the Constitution assigns exclusively to presidents. Where the two branches share overlapping authority, presidents may or may not have immunity depending on whether applying criminal law to those specific facts would dangerously intrude on the functions of the executive branch.

Taking into account these competing considerations, we conclude that the separation of powers principles explicated in our precedent necessitate at least a presumptive immunity from criminal prosecution for a President’s acts within the outer perimeter of his official responsibility. Such an immunity is required to safeguard the independence and effective functioning of the Executive Branch, and to enable the President to carry out his constitutional duties without undue caution.

Justice Sonia Sotomayor, joined by her liberal colleagues, wrote a vehement dissent , portraying the ruling as a sharp expansion of presidential power — not just for Mr. Trump but for all presidents. She cited the famous World War II ruling that upheld the internment of Japanese Americans in the West to invoke the fear that presidents may feel freer to abuse their power.

Justice Sotomayor dissent

Looking beyond the fate of this particular prosecution, the long-term consequences of today’s decision are stark. The court effectively creates a law-free zone around the president, upsetting the status quo that has existed since the founding. This new official-acts immunity now ‘lies about like a loaded weapon’ for any president that wishes to place his own interests, his own political survival, or his own financial gain, above the interests of the nation.

Certain allegations — such as those involving Trump’s discussions with the Acting Attorney General — are readily categorized in light of the nature of the President’s official relationship to the office held by that individual. Other allegations — such as those involving Trump’s interactions with the Vice President, state officials, and certain private parties, and his comments to the general public — present more difficult questions. Although we identify several considerations pertinent to classifying those allegations and determining whether they are subject to immunity, that analysis ultimately is best left to the lower courts to perform in the first instance.

Opinion of the court

It is ultimately the government’s burden to rebut the presumption of immunity. We therefore remand to the district court to assess in the first instance, with appropriate input from the parties, whether a prosecution involving Trump’s alleged attempts to influence the vice president’s oversight of the certification proceeding in his capacity as president of the Senate would pose any dangers of intrusion on the authority and functions of the executive branch.

If official conduct for which the president is immune may be scrutinized to help secure his conviction, even on charges that purport to be based only on his unofficial conduct, the ‘intended effect’ of immunity would be defeated.

Justice Barrett concurring in part

Yet excluding from trial any mention of the official act connected to the bribe would hamstring the prosecution. To make sense of charges alleging a quid pro quo , the jury must be allowed to hear about both the quid and the quo , even if the quo , standing alone, could not be a basis for the President's criminal liability.

He is even expected to comment on those matters of public concern that may not directly implicate the activities of the Federal Government — for instance, to comfort the Nation in the wake of an emergency or tragedy. For these reasons, most of a President’s public communications are likely to fall comfortably within the outer perimeter of his official responsibilities. There may, however, be contexts in which the President, notwithstanding the prominence of his position, speaks in an unofficial capacity — perhaps as a candidate for office or party leader. To the extent that may be the case, objective analysis of “content, form, and context” will necessarily inform the inquiry. Snyder v. Phelps, 562 U. S. 443, 453 . But “there is not always a clear line between [the President’s] personal and official affairs.” Mazars, 591 U. S., at 868. The analysis therefore must be fact specific and may prove to be challenging.

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