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HERCOR COLLEGE
Km. 1 Lawaan, Roxas City, Capiz 5800
ACADEMIC YEAR 2021-2022

Department: College of Education Course Code: EL 119

Name of Instructor: MARICAR P. DEMAPE, MAT Schedule:
Course Descrip tive Title: Campus Journalism Semester: 1st SEM/A.Y. 2023-2024

 Module Release: November 5, 2021 (Friday)

 Submission of Tasks and Assignments: Next Release of Modules
 Google Classroom Code: mys3776
“The difference between literature and journalism is that journalism is
unreadable and literature is not read.” Oscar Wilde

W EEK 7-8
CONTENT
OVERVIEW
In these two weeks, you will study the Feature, Editorial, Sports Writing and Copyreading. Also, you will
encounter terms and definitions often used in journalism class. These are useful to fully understand the wholeness
of the piece.

Along with these concepts, you will encounter activities that will gauge and evaluate your learning and
comprehension regarding the subject matter. Materials for your references are also available and attached in this
module. For this week, you are expected to gear yourself with the basic understanding of the course in preparation
for a larger scope of commitment to learn Introduction to Mass Communication and Journalism.

WEEK 7-8 [FEATURE, EDITORIAL, SPORTS WRITING AND COPYREADING] OBJECTIVES

By the end of this chapter/week, you will be able to:

1. discuss the principles of journalism which should be present in feature articles;

2. write a feature/science article using ICT tools and applying the principles, structure, and strategies
shared;
3. discuss the principles of journalism which should be present in editorial articles;
4. recognize the news peg, different types of editorials and the techniques in presenting opinions and
supporting claims;
5. identify the duties and characteristics of the copyreader and editor; and
6. display accuracy, respect, and integrity in editing campus paper articles.

WEEKLY SCHEDULE
This week, we will utilize blended learning method. Upon receiving this learning module, you shall be guided with
the lessons, discussions, and tasks need to be completed. The DISCUSSION part of this module is for your
independent reading. Make sure to read and understand the provided notes and feel free to use books or online
references provided therein if you can access online. Prepare your inquiries and questions regarding the topics in
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our scheduled time in Google Classroom. Also, you can reach me out for your clarifications through my email
[email protected], or you can reach me out via messenger just in case we cannot meet in person.

DISCUSSION
FEATURE STORY
WRITING FEATURES
Newspaper prints more news; i.e., report of facts about events or of information, written in
straightforward manner usually answering what happened, who said what, when, where, why, and how. On the
other hand, a magazine prints more features and human-interest stories.
 A feature article may instruct, advise, inform, and entertain
 A feature article may be of any length ranging from a rather long magazine article published to the
short human interest story that may or may not be timely
 A feature article may be written in any form and style. It rarely has a summary lead.
 A feature article to entertain rather than to inform although it may do both at the same time.

CHARACTERISTICS OF A GOOD FEATURE ARTICLE

A good feature article should have the following characteristics:
 It may inform, instruct, or advise, but its primary purpose is to entertain. It is usually read after the
news in a leisure moment.
 It may be of any length – from a short human interest story to a rather long magazine article.
 It may or may not be timely.
 It may be written in any form or style.
 It usually uses the novelty lead rather than the summary lead.
 The reporter may use any of the following devices – suspense, dialog, description, narration,
exposition, argumentation, climax and the like in presenting his story.
 Although the writer applies his imagination to the facts, the feature story is not fiction. It is based on
facts.
 It uses specific nouns, adjectives, and verbs to create vivid images, sound, and feeling for the readers.
 It applies the principles of effective writing to achieve unity, coherence, and emphasis which are
essential to all good writing.
 It is written with friendly simplicity.

Feature is an umbrella term for a number of soft news stories that profile, humanize, add color, educate,
entertain or illuminate. It usually recaps major news that was reported in a previous news cycle. It can stand alone,
or it can be a sidebar to the main story, the mainbar.

News feature is a story based upon a news event that has already been covered by the newspaper. It’s the story
behind the story.

Interpretative feature analyzes the facts of a news story to explain the causes and motivations leading to the
event, then discusses the possible consequences.

Straight feature is a general category referring to any interesting story about a person, place, or event that has no
“news peg” or timeliness associated with it.

Personality feature makes the readers aware of the subject’s personality by detailing the person’s experiences,
thoughts, mannerisms, and actions.
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Interview feature is usually about a prominent individual or an authority on a particular subject or event, the
information of which is obtained in an interview.

Human-interest feature establishes a mood and provoke an emotional reaction in a reader. It can be humorous or
sad, suspenseful or fast-paced.

Backgrounder – also called an analysis piece – adds meaning to current issues in the news by explaining them
further.

Brites is a newspaper term for brief feature items – usually humorous. Less than 100 words, they begin with a
clever lead that grabs the reader’s attention and go on to a brief, chronological description of an event that builds
swiftly to a climax – usually a surprise ending – or to a catchy, summary thought. Ex. Reader’s Digest

Single-Feature Story Structure Action Structure Story

Several Feature Story Structure

Quote Story Structure

WRITING THE INTERVIEW

INTERVIEW DEFINED
An interview is an art of asking questions to obtain information. But technically speaking, it is asking questions
to obtain opinions, ideas, or special information on topics of interest to the general public from a prominent
person or from a recognized authority.

KINDS OF INTERVIEWS
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Different kinds of interviews:

 An informative interview is conducted to obtain some information from a person responsible for a
new idea.
 An opinion interview is conducted to obtain opinion.
 A feature interview is the group interview of which there are two types: the “inquiring reporter
type” and the symposium type.

DOS AND DON’TS IN CONDUCTING AN INTERVIEW

A. DOS
 Know your subject thoroughly and jot down exactly what questions you want clarified.
 Know your interviewee – his habits, strengths, opinion on the topic, achievements, even
weaknesses.
 Make an appointment and be there ahead of time. Be prepared to listen, and take brief notes
when advisable.
 Introduce yourself again even if you have an appointment. Always be courteous in requesting
clarifications, and be friendly and grateful for concessions like the repetition of an explanation you
are getting down verbatim, and for being allowed tot ape his explanation, etc.
 Offer to show him your write-up before its publication.
 Respect “off the record” comments.

B. DON’TS
 Never demand. Request and say “Thank you.”
 Don’t react unfavorably to whatever he is saying. Even when asked, be neutral if you cannot
honestly agree with him. Remember, you will write down his answers, not your ideas.
 Don’t hesitate to request repetition or clarification of anything not fully understood.
 Don’t take down everything; abbreviate long words and use only key words for main ideas.
 Don’t overstay.
 Don’t postpone writing your notes. Do so as soon as you get out of the interview room.

GUIDELINES TO OBSERVE DURING THE INTERVIEW

 Be interested in what your subject has to say.
 Don’t talk too much yourself.
 Positive questions are preferred to negative or rambling questions.
 Take notes unobtrusively.
 Get your subject’s name correctly spelled, his middle initial, his address, age (but don’t insist if
refused), occupations, etc. – anything that is relevant to your story.
 Show your quotes or even the whole report in proofs on a technical subject – but do not promise
to.

GUIDELINES TO OBSERVE IN WRITING THE INTERVIEW

 Correct all grammatical errors and awkward sentences made by the interviewee unless they are
necessary to reveal his personality. In doing this, don’t change the interviewee’s meaning.
 Make the quotes clear and compact.
 Avoid any reference to yourself unless needed.
 To avoid monotony, don’t use “he said” many times. Use synonyms of “said” like remarked, stated,
concluded, stressed, etc.
 Use noun substitutes like “the speaker,” “the principal,” etc., to avoid overworking the
interviewee’s name.

EDITORIAL WRITING
Editorial Defined
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An editorial is the official stand of the paper on a relevant development or issue. It is a personal
commentary written by the editor who comments or gives the news-written by the editor who comments or gives
the newspaper’s or the staffs opinion about various aspects on an issue which is of interest and importance to the
public. It is a critical interpretation of significant, usually contemporary events so that the readers will be
informed, influenced, or entertained. It is the stand of the paper, not of an individual editor.

Some authors give other definitions or explanations regarding editorials:

An editorial is an article in a newspaper giving the editor’s view or those of the person or persons in control of the
paper. – A. Gayle Waldrop

It is the expression of the people’s conscience, cause, and convictions. – Joseph Pulitzer

The modern editorial includes analyses and clarifications, sometimes with no opinion given. – Arthur Capper

The editorial should provide the background in which the facts are seen in a new perspective and should express
its opinion. – Rufus Terral

Bitterness, bias, and fear have no place in an editorial. They make for weakness no matter how much they bluster.
– William Allan White

It is a presentation of facts and opinion in a concise, logical manner, or of interesting significant news in such a way
that its importance to the average reader will be clear. – M. Lyle Spencer

Characteristics of a Good Editorial

Reddick gives three qualities of a good editorial: 1) interest, 2) brevity, and 3) force.

Spears and Lawshe, on the other hand, characterize an editorial as one that: 1) must have clearness of style, 2)
has moral purpose, 3) has sound reasoning, and 4) has the power to influence public opinion.

It can be added further that a good editorial must: 1) lead logically to a conclusion, 2) present only one idea, 3)
avoid wordiness, and 4) present facts and not mere opinion.

Types of Editorials
The kind of editorial to be written depends upon the purpose of the writer – whether to inform, interpret,
criticize, commend, argue or entertain. These are explained as follows:
1. Editorial of information – It seeks to give information on facts unknown to the reader. It restates
the facts of news stories or adds other facts with minimum explanation. It may define terms,
identify persons or factors or provide a background; e.g., Freedom of the Press.
2. Editorial of interpretation – It explains the significance or meaning of a news event, current idea,
condition, or situation, theory, or hypothesis. The writer doesn’t argue nor criticize, but merely
presents both sides of an issue and leaves the judgment to the reader. It merely interprets, say for
example, the content of a new memorandum issued by the principal; e.g., Freedom of the Press:
Two Schools of Thought.
3. Editorial of criticism – It points out the good or the bad features of a problem or situation
mentioned in the news. Its purpose is to influence the reader. It suggests a solution at the end,
e.g., School Administration Not Sincere in Press Freedom Promise
4. Editorial of commendation, appreciation, or tribute – It praises, commends, or pays tribute to a
person or organization that has performed some worthwhile projects or deeds, or accomplishments;
e.g., Laurels to Barangay Dance Troupe.
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5. Editorial of argumentation – This is oftentimes called editorial of persuasion. l the editor argues in
order to convince or persuade the reader to accept his stand on the issue; e.g., Freedom of the Press
Not Violated.
6. Editorial of entertainment – It evokes a smile, a chuckle, laughter, while suggesting truth. Its main
aim is to entertain. It is usually short; e.g., Miniskirt, Anyone?
7. Mood editorial – It present a philosophy rather than an argument or an explanation. Oftentimes,
the subject matter is nature or emotion; e.g., those Wonderful People Called Parents.
8. Special occasion – It explains the significance of a special day or occasion; e.g., The Significance of
Christmas, Au Revoir.

There is another kind of editorial known as a pooled editorial. This is written by two or more editors
belonging to different newspapers which they publish in their respective papers at the same time; e.g., Stop
Tuition Fee Increase.

H OW TO W RITE AN E DITORIAL
 In writing the editorial, select only one specific idea to develop. Be sure the topic is of interest to the
reader.
 Organize your editorial in three parts: 1) the introduction, 2) the body, and 3) the ending. The first
contains the newspeg with the reaction. It is usually one short paragraph. (A newspeg is a brief
statement about the news event at issue upon which the editorial is based).
 The body may take two or three short paragraphs that support or justify the reaction. The ending,
sometimes called the clincher, summarizes the editorial’s stand.

Writing Editorial Columns

Purpose of the Editorial Column
 To form or help to form public opinion
 To inform, interpret and fiscalize

O THER P URPOSES OF THE C OLUMN

1. To explain the news
a. Giving the background of an event.
b. Determining whether a certain event is an isolated case or part of the pattern.
c. Pointing out how an event will affect (or not affect) his readers.
d. Pooling together and assessing comments of readers from the different segments of society.
e. Presenting fairly the ideas in a controversy.
2. To entertain the readers

F ORM OF W RITING U SED IN C OLUMNS

Types of editorial column according to content:
1. The “opinion” column (also called the “signed editorial column”) – Resembles an editorial in form
but, in contrast with the editorial’s impersonal and anonymous approach, carries the
personal, stamp of the writer’s own ideas. (I hesitate to use a local example, thus a safe one
is Walter Lippman’s “Today and Tomorrow.”)
2. The hodge-podge column – Where the author lumps together odds and ends of information, a
poem here, an announcement there, a point paragraph, a modernized proverb, a joke, or an
interesting quotation.
3. The essay column (increasingly rare) – Is a legacy from a more leisurely age when writers could sit
and scribble and muse in light or purple prose. (The exponents of this form were Addison and
Steele of the famed Spectator papers, Charles Lamb, Oliver Goldsmith, G.K. Chesterton, and
Christopher Morley. The Filipino columnist who best approximated this type was Godofredo
Rivera of the Graphic.
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4. The gossip column – Caters to the inherent interest of human beings in human beings.
Unfortunately, the reader’s eyes light up more frequently when they spy the vices rather than
the virtues of others. The society columnists (as well as the otherwise sober ones who
occasionally dabble in small talk) chronicle here the facts and foibles of the great and near-
great, the social climbers, and the true celebrities. The first example that comes to mind is
Walter Winchell and his “keyhole” journalism.
5. The dopester’s column – Written by the columnist who also has his eye to the keyhole but with a
more serious purpose. He uses much the same technique as the gossip columnist but rises
above the chatterbox variety of news to poke into the activities of the “men who make the
decisions.” The “victims” are usually the government’s leader-politicians, congressmen,
senators, Cabinet officials, titans of industry and commerce, and institutions which have to do
with national international affairs. The columnist’s “pipelines” to sources of information
often give him the ability to “forecast” news before it happens, bare still unannounced plans
and appointments, reveal “secret pacts,” and lay bare the secrets of government and finance
open to public scrutiny.

CARTOONING
 An editorial cartoon is an editorial page illustration expressing opinion and interpretation. The word
cartoon is derived from two words: caricature and lampoon.
 A caricature is an exaggerated description, generally by sketching. It is a pictorial representation of a
person or thing in which a defect or peculiarity is exaggerated so as to produce a ludicrous effect.
 A lampoon, on the other hand, is a piece of malicious writing, a personal written satire that attacks
and ridicules.
 An editorial cartoon also performs any of the three functions of the newspress – to inform, influence,
or entertain.
 A good cartoon appeals to the reader’s sense of humor in order to persuade him to accept an
opinion; an effective social force.
 A cartoon like the top editorial, deals with only a single idea and is about political and social
conditions and problems. Some cartoons are good–natured and humorous; others are serious and
sophisticated.

Cartoon ideas cover a wide range or subjects. Some may be:

Inspirational – e.g., the school represented as a mother taking care of her children.
Satirical – e.g., the embarrassment of having girls wear miniskirt in the classroom.
Correctional – e.g., problems involving people taking prohibited drugs.

SUGGESTION FOR CARTOONING

 should say something
 should deal with only one topic
 should limit the use of words and labels
 should use universal symbols i.e., easily understood even by ordinary reader
 should be original
 should not defame nor expose a person or object to hatred, ridicule, or contempt

SPORTS STORY
WRITING THE SPORTS STORY
QUALITIES OF A GOOD SPORTS WRITER
Aside from a working knowledge of the medium he is going to use in writing his story, the sports writer
should also have the following know-how:
 Must know sports: rules, strategy, team and players’ records.
 Must attend the games or meets as a reporter, not as a spectator or cheerer.
 Must know coaches and players as intimately as possible.
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 Must observe accuracy.

 Must be able to take notes quickly without losing the sequence of the play.
 Must be fair and unbiased in reporting, even though he has a favorite team.
 Must not make comments without supporting them with facts on which they are based, although
sports writers have more freedom than any other news writers.
 Must use the specialized language of the particular sports that he is reporting.
 Must avoid sports slang and trite expressions which hack writers use today. He should tell the
story in plain, factual terms, that describe the action.
 Must bear in mind that he writes for his readers and not for himself.

THE LEAD
Like any other news story, a sports story has a lead and a body. The sports lead is the attention-getter,
the news in a nutshell.

The classic “Five W’s” appear in the sports lead as:

 Who won?
 Against whom?
 By what score?
 Where?
 When?

The lead can also dramatize other elements like:

 The key play
 The outstanding player
 Analytical approach

THE BODY
After the lead, the other elements follow in descending order. These will include:
 Team and / or individual standing
 Decisive play
 Best scores for the day
 Play-by-play
 Quotation

SPORTS LINGO AND CRUTCHES /SLANGUAGE

 Basketball – five, quintet, shot twinner, pivot, rally, rebound, technical foul, quarter count, 15-
foot line, hook shot, lay-up, ice-breaker, tip-in, press, one defense, man to man, 30 second rule,
full court, gun time, lemon time, keyhole area, long tom, tip-in, follow-up, trey, rainbow country
 Baseball and Softball – diamond, pitcher, backstop, deep center, struck out, lower fourth, shut
out, hitless inning, hit a homerun, one-bagger, two-baggers, force out, scorcher, fly back, pitcher’s
mound, upper third, lower fourth, flier, rolling ball, umpire, struck out, bunt, slide, shortstop,
fielder, southpaw, no-hit run, fanned, out-pegged at third, deep center, a scorcher to left outfield.
 Volleyball – Spikes, neat placing, change court, Chinese kill, wallop, block, scored off, straight set,
two out of three, spiker, blocked his kill, booming service, netball, return play, three out of five.
 Soccer of Football – soccerites, goalie, full back, corner kick, centrada, penalty kick, free kick,
pigskin.
 Sipa – fancy kick, dead ball, ball on play, single, double, etc.
 Track:
 Dashes – 100-200-80m; Runs – 200-400;800 and1500 m;
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 Hurdles – 110 m. high, 400 m low and 80 m low; Relay – 4 x 100 m and 4 x 400 m; breasted the
tape, burned the cinders, clock a new record, bore down on him, home stretch, photo finish,
middle-distance runner, long-distance runner, anchor man, passed on the baton.
 Field – heaved the shotput, hurled the javelin, threw the discuss, hop step and jump, broad jump,
high or long jump, pole vault, Grecian disc
 Tennis – best of three matches, surfeit services, straight set, singles, smash cut
 Swimming – tanker, naiads, aquabelle

COPYREADING
PREPARING THE COPY AND COPYREADING
PREPARING THE COPY
In preparing the copy, the reporter should:
 Use a typewriter or a computer – never submitting it in long hand.
 Type on one side of the sheet only and double space.
 Begin his story (for news) about three inches from the top of the page
 Indent deeply – at least five spaces – the beginning of each paragraph.
 Identify on the first page the story with a slugline – the name of the paper, words identifying the
story like “Fire,” or “Student election”; the reporter and the date.
 Type the word “More” at the bottom of each page except the last, where he has to indicate the
end of the story with a “30” or # mark.

Duties of a Copyreader
A copyreader goes over the story once to get a general idea of what it is all about. This will likewise help
him/her formulate the headline, which is a part of his/her job.

Then, he/she goes over it a second time to do any or all of the following as the case may be:
 Straighten out ungrammatical constructions.
 Shorten sentences and tighten paragraphs.
 See that the paper’s style requirements are strictly followed.
 Check names, addresses, titles, designations, identifications, figures, etc.
 Rewrite the story completely if it is poorly written.
 Rewrite the lead or the first few paragraphs whenever necessary, but must never tamper with
the facts unless he/she is sure of his/her corrections.
 Delete all opinion, speculations, and statements which are without attribution or sources.
 Watch out for slanting or any attempt to present the story in a subtly biased way.
 Watch out for libelous statements.
 Recheck figures and totals.
 Cross out adjectives which tend to make a story sound over-written.
 Cut a story to size or to the required length if need be.
 Check attributions and see to it that they are properly identified.
 Challenge facts, claims, or reports when they sound anomalous, illogical, and incredible.
 Check sluglines and paging sequences.
 Write headlines.

REFERENCES FOR THE TOPIC/S

[Compiled Handouts in Journalism]
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TEST AND EVALUATION

TASK DIRECTIONS
1. Go over your module, read and understand so that you can answer the evaluation comprehensively.
2. You can search online for further readings through the links provided above but you are not allowed to
copy answers from Google.
3. Ask for clarification (that is, ask questions) if needed.
4. Please practice independent reading and independent learning in this new normal set up.
5. Most importantly, STAY SAFE always!
DO THESE!

1. Research a sample of editorial article and give your impression about the article. Do not forget to
acknowledge the site where you get the article. You can print the editorial article then write your
impression on a sheet of yellow paper.
2. Create an interview narrative about the current issues in our country. Select a person who is socially
aware of what is happening recently. Make sure that the interviewee is willing to cooperate with you
especially when you reach out online. You can ask at least 10 questions about the person’s view in our
society nowadays. Write your narrative interview on a sheet of yellow paper or you can have it
typewritten.

DIRECTIONS FOR SUBMISSION OF TASK AND EVALUATION

[You can pass your evaluation task through online or in person. If you prefer online, kindly send it to my Gmail
account, [email protected], or you can upload it in Google Classroom. If you prefer in person, you
can drop it in my drop box at the gate of Riverside Campus. Just choose the most accessible way for you to pass
your task and assignment.]

DIRECTIONS TO SUBMIT (IF SUBMISSION IS THROUGH ONLINE)

[INSTRUCTIONS HERE WOULD VARY DEPENDING ON THE PLATFORM USED, FOR EXAMPLE GOOGLE
CLASSROOM , GMAIL ]
1. On the right hand Menu, you will see a SUBMIT ASSIGNMENT button with a white plus sign.
2. Click on the SUBMIT ASSIGNMENT button. Then click BROWSE to look for your file on your computer.
3. When done, click the SUBMIT ASSIGNMENT button.
4. If you submit through Gmail, have it TYPEWRITTEN in MS Word Format or Google Docs.

DIRECTIONS TO SUBMIT (IF SUBMISSION IS THROUGH FACE-TO-FACE)

[Instructions here would vary depending on the instructor]
1. Bring your completed assignment in school (Riverside Campus) on or before the scheduled submission of
tasks and assignments until 5PM only.
2. Drop your completed assignment at the box placed in front of Education Department Office.
3. Make sure to label your completed assignment with your name, course, year and section, and week
number based on your module.

GRADING
[Scoring Rubrics for Task and Evaluation]
SCALE DESCRIPTION
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5 Points Facts are consistently detailed/precise and very relevant. Uses correct spelling and grammar
effectively almost all of the time. Addresses the question completely.

4 Points Most facts are detailed/precise and relevant. Uses spelling and grammar with considerable
accuracy and effectiveness. Addresses the question, but left out few details.

3 Points Lacks few substantial details and examples to support ideas. Spelling and grammar require
moderate editing. Addresses the question, but provided few details.

2-1 Point/s More specific details and examples are needed to support opinions. Spelling and grammar require
considerate editing. Addresses the question, but in very few details.

END of WEEK 7-8 Learning Module