Cur. Chapter 8 Writing compelling stories, headlines and captions by Lifetouch

The power of

Writing

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compelling stories, headlines and captions Stories entice readers Most yearbooks are filled with photos of memorable moments from the school year. The best books also contain stories that document the year’s most interesting events. They contain students’ voices, their reactions, opinions and meaningful anecdotes in the form of copy, captions, quotes and headlines. These written elements complete and complement the photo stories. Great copy, captions and headlines help turn an ordinary yearbook into an extraordinary collection of memories for every reader who opens its pages.

Goal: At the end of this unit, students will understand how to write storytelling copy, complete captions and eye-catching headlines. Objectives: 1. Students will find the story and develop the angle. 2. Students will interview authoritative sources for stories and captions. 3. Students will write eye-catching leads. 4. Students will write stories of interest to the target audience. 5. Students will understand and write the five types of captions: identifications (idents), one-sentence, expanded, quote and group. 6. Editors and section editors will fact-check and edit stories before they are placed in the yearbook. Methodology: Staff members will write practice stories, captions and headlines, and conduct practice interviews before writing the stories, headlines and captions that will appear in the actual yearbook. Evaluation: Editors and section editors will edit and evaluate stories, captions and headlines, serving as coaches for team members. Evaluation: Slideshow: http://online.fliphtml5.com/traa/suks/index.html

Meaningful stories are important

Union Grove High School • McDonough, GA

Focused on tradition, the writer reveals the senior night routine involving an unusual practice when seniors lick the trophies they’ve earned for good luck.

Compelling copy preserves the memories most important to us. Informative stories add depth to yearbook content and improve the overall coverage of events and activities. Well-written copy engages readers. It pulls readers into the story with an eye-catching first sentence. It includes the viewpoints of those who took part in the activity – their quotes, insights and unique expressions. Including information obtained from interviews of authoritative sources adds validity to your book. Imagine a history book full of illustrations and photos with no words, reports or stories. Would readers truly understand what happened? How would they know the effect on citizens caught up in those events? The best yearbooks tell stories verbally and visually. By including succinct, descriptive copy in your book, you will create a keepsake that people treasure throughout their lives.

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Attributes of good copy • Tells all sides of the story • Does not include personal opinions • Uses active voice • Written in past tense • Includes quotes from real people

The writer takes a descriptive approach to the science lab story. The lead is reminiscent of an opening to a chapter in a novel.

Union Grove High School • McDonough, GA

Where do I start? It starts with the assignment. The editor, writer and photographer assigned to the topic need to work together to find an angle that will determine how the topic will be covered. Good yearbook writers tell readers something they don’t already know. They use anecdotes that capture the life, humor and fun of school. Writing copy that is both informative and interesting is a rewarding task. How can teachers break a topic down into bite-size pieces that will help students become successful journalists and writers?

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Writing tips • The first five to seven words of your lead are the most important. Start your lead and other sentences with impact words. • When writing your lead, use creative literary devices such as alliteration, onomatopoeia, allusion, puns or other creative approaches. • Avoid boring nouns. (Students, members, players) • Use specific nouns. (Editor, center forward, scholar) • Avoid weak verbs. (Is, are, was, were, be, being, been) • Use action verbs. (Tackled, giggled, tapped, jumped, whispered) • Keep paragraphs short. • Avoid starting with labels, names. (Sophomore, junior, senior, quarterback, etc.) • Avoid starting too many sentences with “a,”“an” and “the.” • Eliminate “this year” from your copy. • Avoid overuse of the school’s name, initials and mascot. • Eliminate editorializing (writer’s opinion). • Delete opinionated words like busy, successful, diligent, winning, hard-working, difficult. • Be objective. Avoid using first and second person pronouns. • Include meaningful quotes to add depth and color to the story. • Proofread carefully. Read your stories out loud to “hear” mistakes.

Finding a story angle The angle is the overall approach to a story, as opposed to a one-sentence statement or thesis. It remains consistent throughout a story. Strong angles can only be used for one year because they are specific. Stories have many potential angles – the challenge is finding the most interesting one. All components of a spread are employed to reveal details around a common theme or angle. Note how the writer in this story finds a way to tie the story to the reader’s emotions.

Instead of starting a story like this... The Spanish Club sold pinatas at Christmas this year to help the needy in the community. They raised $3,000 which bought four poverty-level families food for a month and Christmas presents for all the children.

Find an emotional tie to the story Tears ran thin courses down the face of the 30-year-old mother of five. The pile of toys, including a baby doll, a basketball and a red wagon lay in a heap in the middle of the cluttered little living room. Behind it on the table sat boxes of canned goods, dried beans and a frozen turkey. This was, according to Virginia, the first real Christmas her babies had ever had, and the first she could remember in more than a decade. The Spanish Club’s sale of 500 pinatas made this scene possible in four homes. “I think we could have sold even more if all the kids could see this stuff being delivered,” Joanna Rodriguez said. “I even cried when I told my mother about it.”

Make your ending as strong as the beginning The smell of turkey permeated the air. Crumpled wrapping paper decorated the floor. Eight-year-old Johnny made baskets with his new basketball while five-yar-old Nathan pulled his red wagon around the room pretending it was the garbage truck picking up trash. Four-year-old Sally played with her new doll she named Mary, and Virginia Smith just smiled. This would be a Christmas she and her children would long remember.

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Story structure formula Follow the suggested story formula on this page when writing a feature story for the yearbook. Write a compelling, eye-catching lead to pull your reader into the story. Include meaningful quotes from your source(s) to allow them to help tell your story. Use transitions between quotes to tie comments together smoothly. Wrap up your story with a strong conclusion.

Anatomy of a Story Lead:

First sentence pulls readers into the story.

Transition:

Connects lead with the quote that follows.

Quote:

Words obtained from an interview that give readers insight into how the project or event affected the person interviewed.

Transition:

Takes readers from the previous quote and introduces the quote that follows.

Closing:

Wraps up the story and gives it an element of finality.

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Mary Furness, English teacher and National Honor Society sponsor, never pounded a nail in her life. She had never painted a wall or built a cabinet. When NHS members decided to build a home for the less fortunate in their community, she bought a new hammer, climbed up the ladder and began to follow directions from the foreman. “I really wondered how this would turn out,” Furness said. “I was amazed at the construction skills the students had.” When the members finished the project, a family from their school moved into the new home. “Seeing the looks on the faces of the kids and their mother made all those weeks of swinging a hammer worth it,” Furness said.

Collecting, organizing information After the angle and focus have been chosen, the writer knows what kind of information to collect, which events to attend, what sights and sounds to observe, and who to interview. The reporter can now collect information and write about a single topic. The writer won’t rely on “rear-end reporting,” reporting handled by sitting in the yearbook room and asking if anyone knows anything about the event.

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Three sources Every story should include information from at least three interviews. Not everyone interviewed will provide quotable statements, so the more people contacted, the better. Yearbooks should be full of names. Consider keeping a list of people already quoted so that the same people aren’t quoted repeatedly.

Union Grove High School • McDonough, GA

Research before interviewing subjects Students should spend time gathering background information about the topic before doing an interview. Research can be conducted using a variety of sources, including old yearbooks, school guidebooks, the Internet and newspapers. Reporters should not expect the interviewee to provide all the information for the story. The more prepared reporters are, the better their questions will be, and therefore, the more interesting the quotes.

The writer includes six authoritative sources in the ROTC story, providing readers with varying points of view.

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The author obtains meaningful quotes by asking well-planned, open-ended questions.

Union Grove High School • McDonough, GA

Types of interview questions; how to use them Close-ended questions Example: “Have you enjoyed being in band?” • Can be used to gather basic facts • Can be answered with one or two words, or yes/no • Does not spark a conversation alone • Should be followed by an open-ended question • Can be leading

Open-ended questions Example: “What have you most enjoyed about being in the band? Why?” • Can’t be answered with a yes or no or a single word • Asks the interviewee to think about the topic or event • May have different responses, depending on who is answering the questions • Invites interviewees to tell the story in their own words • Allows respondents to tell their stories by not leading them into the answers you want to hear

Why interview? Good journalists are curious. They want to know all about people and learn about their stories. The best way to find out more about people is to spend time interviewing them. Powerful

Before the interview 1. Determine who would be the best person or people to interview for the topic. Think outside the box and interview people who would provide a new perspective on the topic. 2. Gather information about the person or topic you are going to interview—who, why, what, where, when, how. The reporter includes a variety of comments obtained from extensive interviews.

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3. Learn information that is already known and determine what people would want to know more about. 4. Research the latest information about the topic. 5. Make an appointment for the interview. 6. Practice listening, looking and notetaking with a friend or family member.

During the interview 1. Conduct the interview face-to-face so you can comment on non-verbal gestures as well as follow-up questions. 2. Let the interviewee know the subject of the interview so the person can come prepared with any additional relevant information. 3. The first set of questions should be easy to allow you and the interviewee to become comfortable with each other. This is a good time to clarify names, dates and places. 4. The next set of questions should take you back to the moment. They should not be questions answered with yes or no. They should be open-ended and conversational. You might start with, “Tell me about…” 5. Act engaged in the interview. Respond to your interviewee in a way that shows him you are interested in what he has to say. Union Grove High School • McDonough, GA

During the interview (continued) 6. Dress appropriately for the person you are interviewing. 7. Thank the interviewee for his or her time. 8. Gather facts, non-verbal details and quotes. 9. If you are trying to write down a quote and the response was too fast, ask for a moment to get all of the information down. 10. Ask follow-up questions like, “Tell me more about…” and “Why did you say…?” 11. Ask the interviewee if there is anything he or she would like to add. 12. Mark important information as you gather it so that it stands out when you go over your notes.

To represent a variety of students, the writer interviewed students from several grade levels.

Union Grove High School • McDonough, GA

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13. Keep the interview length to your specified time. 14. When finished, thank him or her for the time again and leave the door open for a quick follow-up phone call.

After the interview 1. Begin your writing process as soon after the interview as you can. 2. Rewrite or type your notes so that they are organized and easily understood. 3. Confirm information previously gathered. 4. Eliminate any opinions and adjectives and only record the facts. 5. Jot down any follow-up questions you have. 6. Save everything. • If your teacher requires it, ask the interviewee to sign your notes. • Save your notes. • Save your drafts. • Place all of this and a copy of the final spread in a manila envelope for future reference. • Keep in a file drawer so the staff can access it if a question arises. • Save it for months after the yearbook has been distributed, and longer if you can. 7. Take note of non-verbal gestures throughout the conversation (shrugs, smiles, serious looks).

Writing eye-catching

Writing the lead

Leads

• The first paragraph – the lead – summarizes the activity or event in less than 30 words. • It should create a unity to the story that threads throughout the body and is confirmed in the conclusion. • Lead with a quote that exemplifies the topic, person or event. Support the quote with facts and additional quotes. • Express the information in a creative, interesting way. • Tell who, what, when, why, where and how. • Following the lead, the writer needs a paragraph that tells the reader what the story is about and provides a transition into the rest of the story.

Sample leads: First things first The first five to seven words in your lead are the most important. Well-written leads pull the reader into the story. Note the variety of leads below. Each has a different cadence. Each uses a different approach. Some use literary devices. Others paint a picture for the reader, profiling a specific character. It’s a good idea to keep a “writing notebook” filled with leads, headlines and captions as a reference for future writing projects.

Short introductory sentence Real men dance. At least that’s what Nick Johnson would say to anyone trying to poke fun as he performs Michael Jackson’s “Thriller” in his first-hour dance class. Although the class was officially titled Coed Dance, only three students in the four class periods were boys. Johnson, senior, made the best of it.

Alliteration Glistening ornaments, gleaming decorations and a gracious gift drive filled the season with a warm, giving holiday spirit.

Onomatopoeia Crash! Boom! Roar! The noises heard by so many in the small town of Greensburg, KS, still echo through the minds of residents who remember the tornado that destroyed everything in sight.

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Pun/play on words No one could forget when police were called to the school’s day care center where a three-year-old was resisting “a rest.”

Rhyming words It was time to give up the lazy, hazy, crazy days of summer. Although some thought it was a bummer, others looked forward to seeing their friends on the first day of school.

Character portrait He stood in his classroom doorway, taking in every image, a scene he wanted to remember the rest of his life. Mitchell Grant had taught English at James Mason High School for the past 42 years. His blue eyes glistened as he thought about all the students who had taken his class. It was time for him to say goodbye. He closed the door for the last time, locked it and walked to the office ready to step out of the school and into retirement.

Descriptive “Bursts of color – red, blue, green and orange – covered enthusiastic players in the annual paintball tournament…”

Staccato Homework. Term papers. Final projects. Yearbook deadlines. Performances. Work. Eat. Sleep. Play — at least a little. The end-of-school madness wreaked havoc on seniors as they prepared for graduation.

Astonisher “Janna Peters followed her supporters’ instructions and ‘broke her leg’ in this spring’s production of Music Man.”

Background “The new Dickinson High foot bridge is part of a historic preservation project that began in 2008.”

Exclamatory “When the winners of the national talent search were announced last fall, senior Brian Delaney’s name was called.”

Quotation “I was impressed with how well students were prepared for the interview,” said State Senator, Robert Smith.”

Question “Have you ever wondered how many Richardson High juniors could fit into a 2009 Volkswagen?”

Best practices for

Writing copy

Copy should show, not tell Engaging copy begins with writing that paints a vivid word picture. It is challenging to teach students to “show” rather than “tell.” Here are a few tips: • Lead the story with a specific, vivid moment. • Describe the story setting clearly. • Tell the story with significant details and quotes rather than with general, obvious facts. • Observe the people you are interviewing throughout the day. • Avoid subjective adjectives and adverbs. • Use precise words to paint pictures for readers. In the lead, the writer paints a vivid picture, describing students’ feelings when they give blood.

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Copywriting best practices • Cover all perspectives of the story. • Expand upon the “promise of the lead” by providing facts, quotes and details that the reader wants to know. • Be factual, as in a news story. • Provide a personality sketch or personal experience. • Provide information that helps the reader see, smell, hear, taste and feel what is occurring. • Be truthful, fair, honest and unbiased.

Style • Use clear, concise sentences and short paragraphs. • Use words the audience will understand and that best express your ideas. • Use precise, specific language instead of general descriptors. • Use third-person and active voice. • Verbs must be specific, active and stand without support of adverbs. • Use concrete nouns and verbs. • Use specific language (i.e., use “Doberman” vs. “black dog”). • Use active voice and strong verbs. • Incorporate quotes to move the story forward.

Quotes and sources • Include multiple sources for each story. • Triple-check quotes and names for accuracy. • Make sure you’ve talked to all sources. • Be aware of your sources’ biases. • Be aware of your own prejudices.

What makes a good quote? • Something that not everyone can say. • May come from follow-up questions, as opposed to initial questions. • Some interview quotes may need to be paraphrased.

Union Grove High School • McDonough, GA

Details enhance

Copy

Details enhance copy Details bring a story to life and can be included as sidebars. They turn a yearbook into a distinctive publication unique to the specific year and your school. Encourage everyone to collect details that enrich the book. Details may include:

Sports and activities • Team and individual statistics • Attendance at games and performances • Practice hours • Miles on a bus • Varieties of dance steps • Numbers and types of instruments • Expenditures on equipment, buses and programs

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Academics • Class enrollment • Study spots • Number of words used in writing assignments • Number of pounds the average backpack weighs • Comparative statistics for student-to-teacher ratios • Numbers of math problems solved per week in specific courses • Equipment numbers (from white boards to computers and printers)

Student Life Profiles of top cross country runners include statistics and athletic honors earned during the school year.

• How students store and play music • Shoe styles or hairstyles • Food consumption • Food prices • Food items on a plate or in a bag lunch • Variety of slogans on T-shirts • Colors/models of cars in parking lots • Buttons on clothes • Who had the most bracelets, most earrings, most nose rings and most tattoos • Bizarre or novel trends in your community

Union Grove High School • McDonough, GA

How to write

Transitions

Transitions connect ideas Transitions help the reader move smoothly from one thought to another throughout the story. Transitions can be created by repeating pronouns or key words, and by using linking words.

Pronouns The repetition of the pronoun “he” pulls the reader through this passage.

Example: “He walked the walk. He talked the talk. He made everyone believe he was a cowboy.”

Key words The repetition of the key word in this paragraph emphasizes the main idea and moves the reader forward.

Example: “It was hot. Hot enough to fry eggs. Hot enough to melt ice cream. Hot enough to make a coach call off football practice. That’s how hot it was August 15, the first day of summer practice.”

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Linking words Cite example

Add emphasis

Show perspective

Show time

Thus For example In fact Specifically In fact To illustrate For instance

Nearly Indeed Still Similarly Furthermore Especially In addition to Moreover Rather In particular Therefore

On the contrary Not only In contrast However But Nevertheless Of course Also In other words Not only Though Likewise Seriously On the other hand Besides In addition In general Despite Eventually

Finally While Beyond Next First All this time Then Meanwhile Shortly Now Later Soon Formerly At last Previously Thereafter Afterwards

Endings

with impact

Endings are important Students can write great stories but often have no idea how to end them. The best writers bring the story to a strong, obvious, definitive close. A story without a strong ending feels like an unsigned letter. Conclusions are editorial. They tell the reader what to think, rather than letting the reader decide. The ending is more than a summary of the main points made in the body copy. Consider circling around to bring the reader back to the beginning.

Interesting endings What types of endings make copy interesting?

Quotes Direct quotes provide an excellent ending to any story.

Example: “I don’t care how tired I was,” Michelle Long said. “I made friends and the float I worked on took second place. No one can take that away from me.”

Climax The writer stops when the outcome of the story is clear.

Example: “Nose-to-nose with Jerry, Max at the last second makes that final stretch across the finish line for his third straight victory.”

Stinger Jolts and startles the reader because the body of the story sets the reader up for the unexpected conclusion.

Example: “Sweat, hard work and excruciating pain never ever felt so good.”

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The rules

of journalistic writing

Journalism has its own rules Journalism requires a specific approach to writing. It follows the Associated Press rules of grammar and style, adhering to brevity and simplicity. Here are some ways to make your stories journalistic and concise.

1. Keep paragraphs short. In journalistic writing, paragraphs rarely go more than 40 words. Leads should be 25-40 words. A basic rule is a new paragraph for each new idea.

2. Keep quotes on their own. Generally, quotes shouldn’t run to more than two sentences and the attribution (who said it) goes either at the end of the quote, or in the case of a multi-sentence quote, between sentences.

3. Use the word “said” to attribute quotes. It is invisible and not editorial. Describing a speaker’s tone is the exception to the “said” rule. A coach might “bellow,” ”shout” or “roar.” Someone talking in class might “whisper.” Otherwise, use “said.”

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4. Use active voice. With active voice, the subject of the sentence does the acting. The sentence will follow this structure: Subject-Verb-Object (SVO). Passive voice follows this structure: Object-Verb-Subject (OVS). Passive voice requires more words, results in weaker sentences and sometimes hides who did what (i.e., They were rescued early the next day).

Examples: The mayor killed the bill. (SVO–active voice) vs. The bill was killed by the mayor. (OVS–passive voice) The quarterback hurled the ball for a 25-yard gain. (SVO–active voice) vs. The ball was hurled for a 25-yard gain by the quarterback. (OVS– passive voice)

5. Use strong verbs and avoid adverbs (words that modify verbs). Instead of describing someone who “walked slowly,” try “trudged,” “ambled,” “limped,” “slogged” or “strutted.”

6. Use strong nouns and descriptive adjectives. Descriptive nouns and adjectives provide a more visual story.

Example: A dog walked the street. vs. A three-legged yellow mongrel limped down the dusty, tree-lined road.

7. Use adjectives that describe, not adjectives that editorialize. “Pretty” is subjective. “Tattooed, blond and plaid-shirted” provides a visual. 8. Write for rhythm. Long, more involved sentences move slowly. Short ones punctuate. Together, they provide a rhythm. Good writers read their stories out loud to see how they sound. In doing so, they feel the rhythm and often catch holes and mistakes.

9. Don’t be afraid of the period. Keep sentences to one thought whenever possible. Novice journalists want to string sentences along by linking them with the word “and.”

10. Understand tense. Yearbook body copy is written in the past tense because it is a history book. Headlines are written in the present tense to build a feeling of immediacy. Caption lead-ins and the part of the caption that describes the action are written in the present tense because this action will never change.

Sample

of journalistic writing

Finding and writing the story Instead of writing a story like this... John Stoller retired at the end of the school year after teaching instrumental music for 35 years. “We all love Mr. Stoller,” Sally Smith, junior, said. “He taught us a lot about music.” The students honored Mr. Stoller at an end-of-the-year concert.

Find the story and humanize it

It was difficult to imagine a music program at Stillwater High School without Mr. John Stoller conducting the band and orchestra every day. After all, he hadn’t missed a day of school in 35 years, but next year would be an exception. One of life’s little ironies stole him away from his adoring fans and students. “It’s not that I want to retire,” Stoller said. “I’m being forced to leave the classroom.” No, it wasn’t the budget cuts that the entire school district faced. Although administrators had considered cutting arts programs to keep the school doors open, they had spared the nationally-recognized instrumental music program. Instead, a twist of fate intervened. Meniere’s disease, a strange, not-so-common disorder of the inner ear that can affect hearing and balance, struck Stoller several years ago and has progressively become worse over time. “My condition is truly ironic,” Stoller said. “Sometimes I’m fine, but when it kicks in, my ears hurt so badly I can barely stand to hear the wonderful music my students are playing.” The disease also affects Stoller’s ability to stand for long periods of time.

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“I actually get dizzy,” he said. “When I’ve been conducting for a while, I often feel the need to sit in order to regain my balance.” His students were disheartened to learn of Stoller’s pending retirement. “It’s just so sad,” Sheila Roberts, senior, said. “He gave his heart and soul to all of his students. We loved his passion for music and his unique teaching style. Now younger students coming into the program may never have the same opportunities we did.” Stoller helped his students both in and outside of class and after school each day. “He often stayed after school to spend extra time with his students, making sure we would play our solos just right and with confidence,” John Jackson, junior, said. “He also helped us see the value of what we were doing, helping us understand why music is such an important part of our lives.” In tribute to Stoller, hundreds of former students and community members attended a concert in his honor. Current orchestra members joined alumni as they performed for attendees. Stoller’s children, both graduates of Stillwater, were among the performers. When the music faded, audience members gave Stoller a standing ovation. Smiling, tearful, former and current students hugged him goodbye, vowing to stay in touch after he left the building for the last time.

Writing

theme copy

Theme copy is creative When introducing your theme to your reader, study your school analysis on page 62 in the Theme chapter. Look at your answers to those questions. Brainstorm for specifics that introduce the school-year story. Continue brainstorming for specifics that relate to each section of your book. Use a writing style that reflects the theme/concept. For example, if your theme is “Talk, Talk, Talk!,” you may want to use a conversational style for your theme copy. If your theme is lyrical, you might consider a poetic approach. It is important to write theme copy that is memorable, creative and readable.

Feature details relating to theme Theme copy contains school year details woven into a writing style that reflects the theme. Within the copy, avoid references to the yearbook staff and why they chose a particular theme, such as: The Charles A. Sanders High School Sandies had a really great year. They won seven football games and enjoyed newly remodeled classrooms. It was definitely a fun year. We chose the yearbook theme, “Yada, Yada, Yada” because... Instead, let the theme dictate your writing style and include specific references to events, activities, people and places that are important to the students and teachers.

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At Kirkwood High School in Kirkwood, MO, numbers were a big part of the year. The staff chose the theme, “It’s not as easy as one, two, three.” Note how they used numbers to emphasize the theme in the copy: “It was time for school to start once more. No one knew what it had in store. But all could look around and see. Things wouldn’t be as easy as one, two, three. The cheerleaders shrank from three squads to one, And added eight members to the total sum. Not only girls cheered on the team. But two guys helped the cheerleaders scream.” The next year, the Kirkwood staff chose a theme related to a new scheduling procedure that affected all students: “All about the ABCs.” In the theme copy below, note the first paragraph contained words beginning with “A.” The second paragraph featured words beginning with “B,” and so on. “All last year, anytime we asked about the new ABC schedule, administrators gave us an artful answer which left us anticipating academic agony. But when the buildings closed for summer break, believers in this new set of ABCs broke the news that we’d be battling the books for an extra hour. Built into the new schedule was a seventh period to break the boundaries of boring academic basics.”

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Writing

theme copy

No right or wrong writing style There is no right or wrong style for theme copy. It must introduce the theme and describe the school year in a way that readers understand it. It must hold the reader’s attention and carry the reader through the book, functioning as one of the unifying theme devices. Great theme copy is memorable. It stands out from other stories in the book. Note how the staff from St. Mark’s School in Dallas, TX, used personal essays to reflect their theme, “Boys will be Boys.” “ I like worms. And dirt. And recess kickball. I’m the little guy who came into the world full throttle, ten fingers and ten toes and one big ego. You fed me and read to me and taught me my colors and numbers and how to spell my name. You taught me to tie my shoes, toss a ball, ride a bike, and when I crashed, you picked me up and dusted me off and splashed some monkey blood on the strawberry on my knee. When I turned six, you walked me up to that big school building, gave me a hug and a kiss and a little shove. Reluctantly, I let go of your hand. You taught me it’s okay to be afraid. It keeps you safe. And when I came home from school, you washed the spaghetti stains and paper mache` fragments from my white shirts and gray shorts and fed me peanut butter and jelly sandwiches while I watched Arthur and Buster and the animaniacs. In time, I grew to love school, riding on the shoulders of a senior at the Christmas party, going to football games, praying in chapel.

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Now, I’m older, old enough to travel to Houston for an over-night NASA field trip. I can run the mile in six minutes and have a fistful of Presidential Fitness awards to prove it. I wear khaki shorts and navy blue shirt each Friday to help Doc take care of the varsity football players. It’s been a long road, and every day I dream of that sixteenth birthday, the driver’s license, that Ford 150. I can’t wait to be one of those varsity football players, to chill on weekends with my buds, to break curfew. It’s coming and it’ll be here before I know it, before you know it. But for now, Boy Scouts and carpool will have to do. I’m still tethered to you. But my day is coming.” — Daniel Plumlee, St. Mark’s School, Dallas, TX Memorable. Touching. Thoughtful. Descriptive. The copy captures the spirit and intent of the theme.

Writing compelling

Captions

Powerful

The importance of captions Captions are the most widely read copy in the yearbook. Think of them as an opportunity to tell a story about each photo in your book. • Include captions for all pictures. • Research the story behind each image. Include details discovered through your research. • Interview the people pictured to learn more about the event. What happened before or after the photo was taken, and what was the result? • Through the research, the writer will discover factual details and interesting quotes that help tell the story.

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What is an ‘ident?’ Idents, short for identifications, are used in secondary coverage modules to identify people with their first and last names. Idents also include a short description of how they relate to the topic covered within the secondary module.

Caption types • Idents (first/last name and reason they relate to the topic covered) • One sentence (answers most of the 5 Ws and H) • Expanded (focuses on why/how and often includes a quote) • Quote (person’s response to a question) • Group caption (first/last names of all pictured by row)

Idents

Contain the first and last name of person photographed and words describing how he or she relates to the topic covered in the secondary module.

Photo by Tolland High School

One-sentence captions The best captions open with a short headline that connects with the photo it represents. When writing the headline, brainstorm with your team for words that describe the action in the photo. The first sentence begins with impact words and includes most of the 5 Ws and the H (who, what, when, where, why and how). Write the caption in present tense to reflect the action in the photo as if it is occurring at the moment. Include names of those pictured and as much detail as possible. Start with impact words that capture the reader’s attention. Avoid beginning captions with names or titles. Also avoid starting with a, an or the.

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Senior power

Photo by Leonardtown High School

In their quest to win the coveted spirit stick, members of the senior class cheer after belting out the school fight song, overpowering the juniors and sophomores, at the first pep assembly of the year, August 30.

Game time ritual

Just before their game against Thornton High School, volleyball captain Marla Brighton (15) leads the team in a spirit-building cheer. Although the final score was close, 15-14, the home team defeated the Bulldogs, earning a spot in the district tournament. “We always gather in a circle and perform our chant before we start a game,” Brighton said. “Deep down, we believe it brings us good luck.”

Expanded captions Written as “mini-features,” expanded captions contain three or more sentences describing the action in the photo and the story behind the image. When writing expanded captions, brainstorm for words that describe the photo and use them in a short headline for the caption. Begin the first sentence with impact words and write it in present tense. Write a second sentence in past tense to provide background information and detail about the event or person in the image. Add a third sentence with a quote or other information obtained from an interview with an authoritative source. More sentences can be added as quotes or detailed sentences, if needed.

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Quotes as captions

Quotes for captions

Strive for meaningful, storytelling quotes obtained through thorough interviews.

When creating secondary coverage modules containing candid face shots and accompanying quotes, treat the quote as the caption for the photo. Include the person’s name and his response to a common question that relates to the overall topic on the double-page spread. Use only meaningful, storytelling quotes and avoid mundane comments (“My date was cute.” or “We had a good time.”).

Special quotes for captions Used with cut-out-background photos, special quote captions are designed with slightly larger type. Include the source’s name and identification (grade level, club office, team position). Justify the quote to the left and the name to the right so readers will see it with ease.

Special quotes

Designed with slightly larger type, special quotes are often used with cut-out-background photos. They include the source’s name and identification at the end of the quote.

Writing detailed group

Captions Powerful

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Group captions When writing captions for clubs or sports teams, identify the name of the group in slightly larger type. The example to the right shows the name of the organization in 14-point type. Identify members of the group by row, moving from left to right without giving the reader those directions. Use Front Row, Second Row, Back Row to be as specific as possible. Italicizing the type for the rows helps readers locate people within the group with ease. Avoid using First Row, Second Row, as some readers may interpret the first row as the back row.

DECA Competition Team

Front Row: Mary Jones, Bridgette Brown, Suzanne Sipes, Mason Roberts, Janelle Johnston, Joe Jacobs, Marla White. Back Row: Roberta Shaw, Alicia Sampson, Georgia Snipes, Allie McMorgan, Tara Brinlow, Faith Marlow, Arleta McGowan, Susan Smythe, Kim Weaver.

Writing expanded

Captions

Photo by Oklahoma Christian University

Expanded captions add depth to your coverage. They consist of three sentences. The first sentence describes the action in the photo and is written in present tense. The second sentence provides greater detail for readers and is written in past tense. The third sentence adds perspective to from an authoritative source in a quote or paraphrase from an interview.

Heading off competitors

With her head in the game, Melinda Morgan (24), center forward, keeps the ball from her opponent, Glen Allen High School Thunderhawk Alisha McBride (3), sending it to her teammate, Georgia Blackman, who scored the winning goal. Morgan led the team in goals and assists, breaking the previous school record. “I saw the ball coming toward me. I knew Alisha was behind me. She’s a great player, and I felt the need to keep the ball away from her,” Morgan said. “Deep down, we believe it brings us good luck.”

Caption writing tips

• Begin with interesting and engaging words. • Write concisely. Teach students to edit captions as they would a story. Include specific information, rather than broad general statements. • Add to the story told in the copy rather than repeating it. • Identify the main players in the photo. In an action shot of five or fewer people, identify everyone. • Explain the action that is captured in the photo in present tense. Change to past tense for the rest of the caption. • Use complete sentences unless the captions are strictly for identification on student portraits or group shots. Multi-sentence captions add to the information and allow for quotes from those involved. • Identify people appropriately, but don’t over-identify. If the photo depicts action at a football game, identify the player’s position but not the fact that he dates the head cheerleader. • Use third person. • Never make fun of a person in a photo. • Don’t restate the obvious or repeat information that is already in the story. • Never make up information. • Don’t use first- or second-person unless it’s used in a quote. • Do not use “our” or “your.” • Never write gag captions. Gag captions are poor attempts at being humorous and often can

be libelous. • Do not show words coming from people’s heads or their mouths. • Do not say that someone is doing something as someone looks on. • Typeset captions in the same size and font throughout the book. Yearbook captions are generally smaller than the body copy and set in a contrasting type face. For example, if body copy is 10-point Goudy Oldstyle, captions might be 8-point Myriad Pro Condensed.

Other caption guidelines • Write caption as a mini-feature with a captivating lead. The first five words are the most important, pulling readers into the text. • Use visual nouns and action verbs. Instead of “football team,” strive for detailed descriptions of the team members: quarterback, linebacker, center, manager. • Interview those pictured and other authoritative sources for information. • Avoid starting captions with names or labels, such as sophomore, junior, Student Council president, yearbook editor. • Avoid ‘be’ verbs (is, are, was, were, be, being, been). • Use active voice rather than passive voice. • Avoid starting more than one caption per page with a word beginning with “ing.” • Avoid using name of school, mascot or initials Avoid using “this year” or the actual school year (2017-18, for example). • Never editorialize or include your opinion.

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Expanded caption structure • Caption headline: Usually a clever tie-in to the photograph. • Sentence 1: Names all involved people and details the action/reaction. Written in present tense. • Sentence 2: Background information that is not general. Written in past tense. • Sentence 3: Meaningful quote from authoritative source.

Intrigue readers with well-written

Headines

Headlines reflect the topic Primary and secondary headlines are essential communication elements on all spreads. Headlines help create a design for the section, tell readers what the story is about and entice people to read the story. The main story on each spread should have both a primary and secondary headline. The main headline doesn’t have to contain a verb, especially if it features a clever twist, such as a pun or words that rhyme.

Primary vs. secondary The secondary headline should contain a verb and should be similar to a short one- or two-sentence story summary. It should not repeat words or ideas from the main headline. Place the secondary headline so that it either leads the reader into the primary headline or out of the primary and into the story.

Union Grove High School • McDonough, GA

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Writing headlines The main headline is usually two to three times larger in size than the secondary. If you use 48-point type for the primary, the secondary headline could be 24-, 18- or 14-point type. Use words and ideas that connect the reader to the idea of the story. If the page features a story on a marching band, the headline might be “Marching Orders” or “Putting Their Best Feet Forward.” To further explain the primary headline, add a secondary headline to summarize the story: “Band takes top honors in state competition.”

Headlines serve as ‘teasers’ for stories Note that the main headline teases and the secondary highlights the story’s main theme. Neither headline repeats words nor roots of words. Both provide entry points that invite readers to explore the story. Write straight-forward headlines for serious stories, and lighter and wittier headlines for human interest stories. Avoid using label headlines, such as “Marching Band” or names of clubs or teams. Instead, write primary headlines that connect with the dominant photo. Primary headline connects with images; secondary headline leads readers into story

Parts of a headline • Primary headline: Story title set in large type; makes a verbal-visual connection with dominant photo • Secondary: One or two sentences set in smaller, contrasting type placed to lead the reader into the primary or out of the primary and into the copy.

Headline details • Clever, clear and creative • Usually placed above copy; sometimes placed to the story’s side or under the story • Work as a “team” with copy; avoid placing headline on one page and copy on another. Design headline and copy as one unit. • Lead reader into the story • Consist of primary and secondary components ˆ Creatively designed • Make a verbal-visual connection with dominant photo and story angle

Intrigue readers with well-written

Headines

Headlines reflect the topic

One way to create a main headline is to find a verbal-visual link between the dominant photo and the story. A story on the band might have a dominant photo of the horn section, and the main headline could be “Tooting Their Own Horns,” “Brass Acts” or “Horning In.” The secondary headline could follow with “Marching band takes top awards at state competition.” Avoid words that are obvious, as in “Swimmers make a splash” or “Wrestlers hit the mats.” Phrases such as “make a splash” and “hit the mats” immediately signal overkill. Readers may not be analytical editors, but they wince or groan internally when they recognize a headline as overdone.

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Headline Writing Guidelines Style • Main headlines are one, two, three words or more, but not complete sentences • Use action-packed verbs • Emphasize the positive • Replace and with a comma unless it doesn’t make sense or hurts the rhythm • Eliminate unnecessary words • Use single quote marks instead of double quote marks • Avoid using “a,” “an” and “the” in main headlines • Use only well-known abbreviations and acronyms • Keep parts of verbs together on the same line • Keep preposition and object on the same line • Include a subject and predicate in secondary headlines • Spell out numbers 1-10 and use numerals for numbers 11 and above • Spell numbers that begin sentences

Voice • Use present tense and active voice for primary headline; use past tense when it makes sense in secondary headlines • Use future tense when referring to events that will happen in the future

Avoid these in headlines • Repeating words or their roots from the main headline to the secondary • Using the past tense in primary headline • Using names of individuals, organizations, teams or the word “student” • Using periods at the end or in abbreviations; U.S.A. is one exception • Hyphenating words or phrases at the end of a line • Crossing the page gutter with words • Using abbreviated words • Splitting verb phrases in a headline of two or more lines • Splitting a preposition from its object or an adjective from the word it modifies • Including the name of the school, the mascot, the team, the class or the club • Using “a,” “an,” or “the” in secondary headlines • Using “label” headlines, such as “Cheerleaders,” “Football” or “Choir” • Including the writer’s opinion • Avoid using all-caps, as they are more difficult to read than sentence style

Intrigue readers with well-written

Headines

Secondary headline

• Leads reader into or out of the primary headline and into the story • Provides greater detail about the story • Brings specifics to the headline • Intrigues reader, causing him to spend time with the story • Becomes part of the headline design • Set in smaller type, 14- to 18-point

Although their uniforms have been worn in previous years, team members take pride in knowing they are…

Heroes Hand-me-downs in

Primary headline

• Grabs reader’s attention in one or two words • Written in large, heavy type • Designed in conjunction with secondary headline(s) • Makes verbal-visual connection with the dominant photo

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Types of eye-catching

Headines

Onomatopoeia

Powerful

Words that imitate the sound they describe

Writing • 27

Ka-boom!

Lightning strikes a little too close when it hits a truck as the driver travels down I-35 Antonyms

Words having opposite meanings

Long

From Dachshunds to terriers, Judy Johnson rescues pets after Joplin tornado destroys homes

short

of it

Types of eye-catching

Headines

Play on words

Familiar phrase with pun

“Sticking Together” connects with subject featured in dominant photo.

“Blood, Sweat and Cheers” includes a play on words connecting with the spread’s topic. Union Grove High School

Elmwood Middle School

“Guard the Yard” connects with dominant photo.

Virgin Valley High School

Taylor County High School

Rhyming words

Creative punctuation

Clever word placement creates an exclamation point, emphasizing the topic.

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Intrigue readers with well-written

Headines

Taking headlines to a new level Less effective More effective Magazine Sales Drive

Drive Driving Sales, Doing Good

Our Friend, the Computer

Leading the Way through Technology

Girls’ Tennis

No ‘Love’ Lost

Marching Band Takes Honors

Marching to Victory

Art Class

Showing our True Colors

Varsity Wolves Football

Leaders of the Pack

A Successful Track Season

Running Wild

Band

Play that Funky Music

Basketball Cheerleaders

Showing Their Spirit

Yearbook Staff

Ready, Set, Crop

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The importance of

Editing

Targeted editing Experienced advisers know their staffs will create a stronger yearbook if the editors insist on having special editing sessions for all copy, captions and headlines. Though the copy, captions and headlines take up a small percentage of each page, they send strong messages about the book and its images. Editors should ask section teams to edit all copy, captions and headlines before they submit their pages to their section editors and editors. It’s a good idea to require all staff members to serve as proofreaders for each other, as they may catch mistakes the original writers miss. Obtain a copy of the Associated Press Stylebook for students to use when editing copy.

The editing process Editors and designated staff members look through each section, reading only the headlines: main headlines, secondary headlines, sidebar heads and informational graphic titles. During this part of the process, ask the team to consider the following: • Style should be uniform • Secondary copy heads should fit the content of the copy blocks both physically (no hyphenation) and relate to the content • Main headline should verbally connect to the dominant photo’s content

Ask the team to edit these in headlines: • Wordiness • Repetition of words or word roots • Weak verbs • Poor word choices • Awkward line breaks

Next, the team reads captions only Editors and designated staff members study each section, reading only the captions. Ask the team to check for the following: • Consistency in style • Strong, action verbs included • Active voice used

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For expanded captions Ask the team to check for the following: • Meaningful second sentences that answer important questions for the reader • First sentence names all involved people, details the action/reaction and is written in present tense • Check name spelling for all people pictured • Second sentence contains background information and detail; written in past tense • A meaningful quote from an authoritative source is included

Writing eye-catching

Headlines

Exercise: Write and design a headline for this photo. Photo by East Coweta High School

Photo information:

A Choralettes quartet performs “Up on the Housetop” just before Santa’s appearance at the group’s holiday concert.

In the space below, design a headline with primary and secondary components:

Follow this process: • Brainstorm for words that describe this photo • Select words that speak the photo’s visual message • Add more detail in the form of a secondary headline • Design the headline with primary and secondary components

Writing Chapter Adviser Resource • page 1

Writing eye-catching

Headlines

Exercise: Write and design a headline for this photo. Photo information:

In his starring role for the senior Homecoming skit, Marty Jackson plays his air guitar as he lip syncs to Huey Lewis’s “Old Time Rock and Roll.”

In the space below, design a headline with primary and secondary components:

Writing Chapter Adviser Resource • page 2

Writing

Exercise: Write a story Use the notes below to write a feature story for the yearbook:

Names of characters: Alicia Mendoza and Victor Valenzia, both sophomores at Clinton High School, formed a club affiliated with Habitat for Humanity.

Their inspiration: They formed the club after Victor’s father lost his job and almost lost their home a few months later. Alicia had a similar experience last year when her mother lost her job as a school teacher in Denver.

Details: • They named the club “Bricks.” They created the name after hearing their principal, Jim Anders, speak about the importance of each person in the school. He said that if each person thought of himself as a brick in a wall, that person might see that he or she provides the foundation for those bricks stacked on top of the others. • “By giving of ourselves and working hard to help others, we build a strong foundation for the younger students who will come to this school,” Anders said. “It’s very important for each of us to see that without team work and trust in each other, our wall will crumble.”

• “Those words hit home with me,” Mendoza said. “It reminded me of how my family and I had to work together to get through the tough financial times. My mother had to find two jobs after she was laid off from the school district. I had to find a job, too, and help at home with my younger siblings.” • “I’m a believer in volunteering to help others,” Valenzia said. “When we almost lost our home, I went downtown to cook at the homeless shelter. I felt sad watching people without jobs or homes go through the food line each night. I was determined to do my part to help make life better for them. That’s why I helped form Bricks and work as a volunteer for Habitat for Humanity.” • Mendoza and Valenzia led a campaign that raised $10,000 to support Habitat for Humanity this past year.

• Both have volunteered over 300 hours to Habitat for Humanity and the homeless shelter during the school year. • Valenzia plans to go on a mission trip to Nicaragua this summer to build a church, a school and homes for the homeless in that country. • Mendoza plans to travel to Haiti to assist with the rebuilding of that country in the aftermath of the earthquake. • “It makes me feel good inside to help those who are less fortunate,” Valenzia said. • I plan to go into social service when I graduate from college,” Mendoza said. “I want to help change the world and make it a better place for all concerned.”

Writing Chapter Adviser Resource • page 3

Writing copy Theme logo:

In the space below, draw your theme logo:

Exercise: Write introductory copy Study your analysis and descriptions of your school. Consider the events, activities, people and places important to the students in your school. In the space to the right, write a sample theme copy block, including details that make this year unique. Choose a writing style that reflects your theme/concept. The purpose of this copy is to introduce the theme to your reader in a unique way.

Your theme copy: Write your introductory theme copy in the space below:

List details and specifics to include:

Photo ideas: In the space below, list photo ideas to reflect your theme/concept in the opening section:

Writing Chapter Adviser Resource • page 4

Writing copy

Exercise: Write divider copy In the space to the right, write a sample theme copy block for one of your dividers, including details that relate to that particular section. Continue in the same writing style you used in your introductory theme copy. The purpose of this copy area is to tie the theme to the section.

Your theme divider copy: Write your theme divider copy in the space below:

List details and specifics to include:

Photo ideas:

In the space below, list photo ideas to reflect your theme/concept on this divider:

Writing Chapter Adviser Resource • page 5

Writing copy

Exercise: Write closing copy In the space to the right, write a sample theme copy block for your closing section or parting page, including details that relate to the end of the year. Continue in the same writing style you used in your introductory theme copy. The purpose of this copy area is to provide a logical ending to your book and give it an air of finality.

Your theme closing copy: Write your theme closing copy in the space below:

List details and specifics to include:

Photo ideas: In the space below, list photo ideas to reflect your theme/concept in your closing and parting page:

Writing Chapter Adviser Resource • page 6

Writing interesting

Captions Exercise: What’s wrong with this caption?

In the space below, re-write the caption using this information: Who? State Champion Volleyball Team What? Pre-game ritual to pump up the team When? December 4 Where? State Championship Tournament in Los Angeles, CA Why? Scored the highest number of points ever earned in the state competition How? “We always meet before each game to remind ourselves of our opponents’ strengths and our strategies to overcome them,” Volleyball team members talk before their first game of the season.

team captain Marcy Miller said. “We also think of it as a good luck ritual.”

Your critique of this caption:

Your caption: Writing Chapter Adviser Resource • page 7

Writing interesting

Captions

Exercise: What’s wrong with this caption? Jason Brown, senior, hears his name called as the 2016 CPHS Prom King.

In the space below, re-write the caption using this information: Who? Jason Brown, senior What? Reacts to hearing his name called as the 2017 Prom King When? April 12 Where? At the Junior-Senior Prom held at Mile-High Stadium Why? He was surprised to hear his name called. He was elected by all the Prom attendees. How? “I never expected to be named King,” Brown said. “I almost didn’t go, but my mother insisted that I attend. I’m really glad I went!”

Your critique of this caption:

Your caption: Writing Chapter Adviser Resource • page 8

Writing interesting

Captions Exercise: What’s wrong with this caption? State skiing champion Brody Collins practices moving through the markers at an Aspen, CO, ski resort. We were all very proud of him for winning first in state.

In the space below, re-write the caption using this information: Who? State skiing champion Brody Collins What? Practices in preparation for the state ski competition When? During Winter Break, December 22 Where? On an Aspen, CO, ski run Why? To prepare for the State Ski Competition January 22 in Aspen, CO How? “I love to ski. It’s been a great hobby. I had no idea I could be competitive in a sport I love so much,” Collins said.

Your critique of this caption:

Your caption:

Writing Chapter Adviser Resource • page 9

Writing interesting

Captions Exercise: What’s wrong with this caption? Senior vocal music student Madeline Rice performs “I Will Always Love You” at the school talent show.

In the space below, re-write the caption using this information: Who? Senior Madeline Rice What? Performs a vocal solo to “I Will Always Love you” at the all-school talent show, winning first place When? May 16 Where? In the school auditorium Why? Madeline performed the solo to try to win a $1,000 music scholarship How? “I was thrilled to hear my name called for first place,” Rice said. “I plan to major in music at Oklahoma University and the prize money will help so much.”

Your critique of this caption:

Your caption:

Writing Chapter Adviser Resource • page 10

Writing interesting

Captions Exercise: What’s wrong with this caption? Mr. and Mrs. John Paris, dressed as clowns, ride a tandem bicycle through the Homecoming Parade.

In the space below, re-write the caption using this information: Who? Mr. and Mrs. John Paris, history and English teachers What? Ride a tandem bicycle in the Homecoming Parade dressed as circus clowns When? September 30 Where? On the Homecoming Parade Route Why? In keeping with the Homecoming circus theme, they joined other faculty members to participate in the parade How? “We thought it would be fun to dress up and be in the parade,” Mr. Paris said. “We had to search all over the state to find a tandem bicycle.”

Your critique of this caption:

Your caption:

Writing Chapter Adviser Resource • page 11

Writing eye-catching

Headlines

Exercise: Write and design a headline for this photo. Photo by Rosemont High School

Photo information:

Cheerleaders demonstrate a triple lift, inspiring the crowd to cheer their team to a victory. The lift was part of the team’s state award-winning performance last summer.

In the space below, design a headline with primary and secondary components:

Writing Chapter Adviser Resource • page 12

Writing eye-catching

Headlines

Exercise: Write and design a headline for this photo. Photo by Tolland High School

Photo information:

In observance of “Pink Out Day” to raise money to fight cancer, Mustang dance team members perform a routine to Van Halen’s “Jump.”

In the space below, design a headline with primary and secondary components:

Writing eye-catching

Headlines

Exercise: Write and design a headline for this photo.

Photo information:

Third-year drama and music student Julianna Rhodes plays the lead in the senior musical “Auntie Mame.”

In the space below, design a headline with primary and secondary components:

Writing Chapter Adviser Resource • page 14

Writing both

Headlines, captions

Exercise: Write and design a headline for this photo.

In the space below, design a headline with primary and secondary components:

In the space below, write the caption using this information: Who?: Frenzied football fans What?: Scream at the first pep rally of the year Where?: Home field stands When?: August 21 Why?: To practice the chants and cheers they will use at the first home game August 22 How?: “It was absolutely amazing,” Joe Johnston, group leader, said. “Everyone chanted together. Our goal was to scream so loud, our team would know they had hundreds of fans supporting them.”

Your caption: Writing Chapter Adviser Resource • page 15

Writing both

Headlines, captions

Exercise: Write and design a headline for this photo.

In the space below, design a headline with primary and secondary components:

In the space below, write the caption using this information: Who?: Volleyball captain Mary Jo Shook What?: Congratulates opponents from Central High School on their 7-6 win Where?: Central HS gymnasium When?: State tournament in February Why?: “I’ve been friends with those girls for six years,” Shook said. “We went to volleyball camp together last summer and were on the All-State team, too. Even though they won the state tournament, we’ll always be friends.” How?: Last-minute spike by opposing team

Your caption:

Follow this process: • Brainstorm for words that describe this photo

• Select words that speak the photo’s visual message

• Add more detail in the form of a secondary headline

• Design the headline with primary and secondary components

Writing Chapter Adviser Resource • page 16

Writing both

Headlines, captions

Exercise: Write and design a headline for this photo.

In the space below, design a headline with primary and secondary components:

In the space below, write the caption using this information: Who?: Nicolette Carlson, eighth grade pageant contestant What?: Participates in the formal gown competition during the pageant Where?: On stage at Convention Hall in Omaha When?: April 30 Why?: “I’ve watched the Miss America Pageant since I was just a little girl,” Carlson said. “Winning Miss Teen Omaha is the first of several pageant goals. I hope someday to be Miss America.” How?: Carlson won the pageant and was named Miss Teen Omaha

Your caption:

Follow this process: • Brainstorm for words that describe this photo

• Select words that speak the photo’s visual message

• Add more detail in the form of a secondary headline

• Design the headline with primary and secondary components

Writing Chapter Adviser Resource • page 17