Tuesday, September 28, 2010
Peer Edits
I peer edited Alyssa Smith and Kelsey Schile's news stories. I left comments on their blogs and used "**" to show where things should be changed.
Monday, September 27, 2010
News Story
With 9 seniors, there is no doubt that the Eastview Girls' Soccer team is full of leaders. It was a tough decision for a couple players when they realized that the team would be without a goalkeeper this year, but they knew they had what it took to step up.
“I made the decision to become goalie because my coach asked me to and I know he thought it was the best decision for our team. I did it for them.” RACHEL
Having two seniors, Bri MacDonald and Rachel Nault, as goalies, who also play on the field just shows how versatile the soccer team is and how much they care about eachother.
“Senior leadership is very strong this year, especially with Bri and Rachel stepping up.” COURTNEY
There are a lot of tough moments for keepers but they always keep their heads up and know that they are helping the team no matter what. They also get to live in the glory of their wins.
“I enjoy making those awesome game winning saves.” BRI
Both of these girls are impact players in the net. They have positive attitudes and the team is very thankful to have girls willing to do anything for their teammates. They’re on their way to making their season truly unforgettable.
Thursday, September 23, 2010
Interview Answers
Courtney Driscoll -
1. The team chemistry this year is really great. We don't really have any cliques, and all of the grades seem to get along well. We spend a lot of time together off the field, which is fun.
2. I feel pretty safe having Bri and Rachel in net. They're playing well and giving it a great effort and that's all we can ask for!
3. Senior leadership is very strong this year, especially with Bri and Rachel stepping up. We all want to have a successful season, so we're doing our best to contribute whatever it is that we can to the team!
Bri MacDonald -
1. I decided to step up to goalie because I was confident in my abilities as a keeper.
2. I enjoy making those awesome game winning saves.
3. I think it differs from field because it feels like a lot more responsibility.
Rachel Nault -
1. I made the decision to become goalie because my coach asked me to and I know he thought it was the best decision for our team. I love our team so I did it for them.
2. I don't enjoy that much about playing goalie other than having a good view of the whole field and the game. My team also supports me a lot.
3. Playing goalie is different because you don't run as much and it's very nerve wracking because if you make a mistake it's a goal for the other team. When you're a field player, if you make a mistake, you don't have to worry as much because there usually is someone to back you up.
1. The team chemistry this year is really great. We don't really have any cliques, and all of the grades seem to get along well. We spend a lot of time together off the field, which is fun.
2. I feel pretty safe having Bri and Rachel in net. They're playing well and giving it a great effort and that's all we can ask for!
3. Senior leadership is very strong this year, especially with Bri and Rachel stepping up. We all want to have a successful season, so we're doing our best to contribute whatever it is that we can to the team!
Bri MacDonald -
1. I decided to step up to goalie because I was confident in my abilities as a keeper.
2. I enjoy making those awesome game winning saves.
3. I think it differs from field because it feels like a lot more responsibility.
Rachel Nault -
1. I made the decision to become goalie because my coach asked me to and I know he thought it was the best decision for our team. I love our team so I did it for them.
2. I don't enjoy that much about playing goalie other than having a good view of the whole field and the game. My team also supports me a lot.
3. Playing goalie is different because you don't run as much and it's very nerve wracking because if you make a mistake it's a goal for the other team. When you're a field player, if you make a mistake, you don't have to worry as much because there usually is someone to back you up.
Wednesday, September 22, 2010
Interview
Courtney Driscoll -
1. How is the team chemistry so far?
2. How do you feel about having Rachel and Bri, two field players, in net?
3. What are your thoughts on the senior leadership on the team and how it correlates with two seniors stepping up?
Bri MacDonald -
1. How did you make your decision to be the goalkeeper this year?
2. What do you enjoy most about playing goalie?
3. How is GK different from playing on the field, besides obviously that you can use your hands?
Rachel Nault -
1. How did you make your decision to be the goalkeeper this year?
2. What do you enjoy most about playing goalie?
3. How is GK different from playing on the field, besides obviously that you can use your hands?
1. How is the team chemistry so far?
2. How do you feel about having Rachel and Bri, two field players, in net?
3. What are your thoughts on the senior leadership on the team and how it correlates with two seniors stepping up?
Bri MacDonald -
1. How did you make your decision to be the goalkeeper this year?
2. What do you enjoy most about playing goalie?
3. How is GK different from playing on the field, besides obviously that you can use your hands?
Rachel Nault -
1. How did you make your decision to be the goalkeeper this year?
2. What do you enjoy most about playing goalie?
3. How is GK different from playing on the field, besides obviously that you can use your hands?
Tuesday, September 21, 2010
Monday, September 20, 2010
Writing a Story Notes
Writing a Story Notes
1. Find a _TOPIC_.
What is your story about?
Who is your audience?
Why is this story important to your audience?
2. Find an _ANGLE_.
More specifically, what is important about your topic?
What should the reader learn?
3. Collect __DATA/INFORMATION__.
Who are three experts for this story?
Do you need opposing points of view?
What interview questions should I ask?
What other research must be done to complete the story?
4. Gather __INTERVIEWS__.
Ask open-ended questions.
Get good sound bytes. (A sound byte is a piece of audio that can stand on its own.)
Have person restate the question in the interview.
Interview at least 3 people and ask at least 3 questions.
5. Organize your _SOUND_ _BYTES_.
Which quotes should be used?
How can I organize the quotes to tell a story?
6. Write ___TRANSITIONS/SEGUES__ in your story.
Use words to tie the interviews together.
What other information can I add to the story?
Can the story stand on its own?
7. Write _INS_ and _OUTS_.
What should the anchors say to introduce my story or bring it to a close? No Scoop, Went to find out,
How should the story begin and end?
What should I say in my stand-up? No 1st Person: I went…
Use attention getter at the introduction but avoid rhetorical questions.
8. Collect ___B-ROLL___ to add to your story. (B-ROLL is video footage. A-ROLL is the audio in the story. Also includes natural sound; audio from the real world used in the story.)
How can video enhance my story?
Make a list of items you would like photographed.
How should I edit the audio and video together to enhance my story?
Should other enhancements like music, graphics, effects be used?
1. Find a _TOPIC_.
What is your story about?
Who is your audience?
Why is this story important to your audience?
2. Find an _ANGLE_.
More specifically, what is important about your topic?
What should the reader learn?
3. Collect __DATA/INFORMATION__.
Who are three experts for this story?
Do you need opposing points of view?
What interview questions should I ask?
What other research must be done to complete the story?
4. Gather __INTERVIEWS__.
Ask open-ended questions.
Get good sound bytes. (A sound byte is a piece of audio that can stand on its own.)
Have person restate the question in the interview.
Interview at least 3 people and ask at least 3 questions.
5. Organize your _SOUND_ _BYTES_.
Which quotes should be used?
How can I organize the quotes to tell a story?
6. Write ___TRANSITIONS/SEGUES__ in your story.
Use words to tie the interviews together.
What other information can I add to the story?
Can the story stand on its own?
7. Write _INS_ and _OUTS_.
What should the anchors say to introduce my story or bring it to a close? No Scoop, Went to find out,
How should the story begin and end?
What should I say in my stand-up? No 1st Person: I went…
Use attention getter at the introduction but avoid rhetorical questions.
8. Collect ___B-ROLL___ to add to your story. (B-ROLL is video footage. A-ROLL is the audio in the story. Also includes natural sound; audio from the real world used in the story.)
How can video enhance my story?
Make a list of items you would like photographed.
How should I edit the audio and video together to enhance my story?
Should other enhancements like music, graphics, effects be used?
Wednesday, September 15, 2010
Notes on Broadcast Journalism Law/Ethics
1. What are the 5 freedoms of the 1st amendment?
Religion, Speech, Assembly, Press, Petition
2. What is the Tinker Standard?
Student speech cannot be censored as long as it does not "materially disrupt class work or involve substantial disorder or invasion of the rights of others."
You don't shed first amendment rights when you come into school.
3. What is the Fraser Standard?
Because school officials have an "interest in teaching students the boundaries of socially appropriate behavior," they can censor student speech that is vulgar or indecent, even if it does not cause a "material or substantial disruption."
4. What is the Hazelwood Standard?
Censorship of school-sponsored student expression is permissable when school officials can show that it is "reasonably related to legitimate pedagogical concerns."
5. What is the Frederick Standard?
If you are on a school authorized field trip, you are bound to the jurisdiction of the school.
6. What is the definition of libel?
A false and malicious publication printed for the purpose of defaming a living person. Legal term for false statements of fact about a person that are printed boradcast, spoken or otherwise communicated to others. Untrue statements about another person that defames one's character.
Religion, Speech, Assembly, Press, Petition
2. What is the Tinker Standard?
Student speech cannot be censored as long as it does not "materially disrupt class work or involve substantial disorder or invasion of the rights of others."
You don't shed first amendment rights when you come into school.
3. What is the Fraser Standard?
Because school officials have an "interest in teaching students the boundaries of socially appropriate behavior," they can censor student speech that is vulgar or indecent, even if it does not cause a "material or substantial disruption."
4. What is the Hazelwood Standard?
Censorship of school-sponsored student expression is permissable when school officials can show that it is "reasonably related to legitimate pedagogical concerns."
5. What is the Frederick Standard?
If you are on a school authorized field trip, you are bound to the jurisdiction of the school.
6. What is the definition of libel?
A false and malicious publication printed for the purpose of defaming a living person. Legal term for false statements of fact about a person that are printed boradcast, spoken or otherwise communicated to others. Untrue statements about another person that defames one's character.
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