Columbia Scholastic Press Association

Newspaper Reporting & Writing (Section #2)

Students often do not read high school newspapers because the newspapers are not written to be read. They’re written to satisfy an out-dated formula, to satisfy the writer’s ego or, even worse, to simply fill up space. The purpose of sequence is to help reporters produce timely, substantive, descriptive stories that tell readers something they don’t already know, something they can’t find any place other than the high school publication.

This course is designed to hone advanced reporting, writing and editing skills. Topics covered include interviewing; reporting, news writing, feature writing, opinion writing, proofing and editing. Considerable attention will be paid to use of literary devices such as anecdote, dialogue, simile, minor sentence and alliteration. Story packages will also be examined.

Again, the aim of this sequence is to take students past research papers, essays and computer-assisted plagiarism toward focused, in-depth human interest stories. Significant attention will be paid to second, third and fourth drafts of stories.

Recommended: Laptop computer and printer, digital tape recorder.

Sequence assignments:

• The first assignment will be a mini-personality portrait.
• The second assignment is intended to reinforce the importance of humanizing news, organizing information in a logical order, and mastering crisp transitions.
• The third assignment is a sights-and-sounds descriptive feature in which students will observe and listen, then interpret and describe.
• The fourth assignment is an in-depth narrative feature and sidebar(s) about a timely and substantive topic, localized to a high school audience.
• Assorted style/grammar quizzes will be conducted throughout the week.
• Emphasis will be placed on the importance of working quickly and efficiently. Assignments turned in after deadline will not be considered toward honors or awards.

Sequence accomplishments:

 Class members will:

• review news elements and values
• discuss story and coverage possibilities
• learn narrative reporting techniques
• integrate literary devices into journalistic stories
• improve story flow and transition
• proof for style, grammar and spelling errors
• edit for substance and voice
• develop story packaging

Sequence Instructor

Bobby Hawthorne is a popular instructor at journalism workshops and seminars for high school students nationwide. He has been published in every national scholastic press association periodical and is the author of The Radical Write, a textbook on reporting and writing for student publications that is used nationwide. He is also the author of Longhorn Football: An Illustrated History, published by the University of Texas Press.

In 2005, he retired from the University Interscholastic League, an organization that coordinates extracurricular activities for all Texas public schools, where he served as director of academics and director of journalism.

Among the awards he has received include CSPA’s Gold Key and James Paschal Awards, National Scholastic Press Association’s Pioneer Award, and ILPC’s Edith Fox King Award, given for distinguished service to Texas scholastic journalism.  In 1991, he was named a lifetime member by the Texas Association of Journalism Educators, and in 2000 received TAJE’s Trailblazer Award. In 2007, he received CSPA’s Charles R. O’Malley Award for Overall Excellence in Teaching, an award that recognizes “a sustained record of outstanding teaching.” In November, 2007, he received JEA’s Carl Towley Award, its highest honor.

Not one of these awards came with a cash prize, although he did receive several excellent baked chicken dinners along the way, free of charge.

He is currently a writer and lecturer who lives in Austin, Texas. His wife is a lawyer who makes a lot more money than he does or ever did. His daughter works for Credit Suisse in Manhattan, and he has two recently-married step-children, three old yellow cats and all kinds of problems sleeping.

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