Note how the primary headline (Learning Ropes) reflects the content in the dominant photo. The secondary headline brings readers into the primary headline and finishes the title in an understandable manner.
Essential elements:
How to write
Headlines
Why have headlines?
Headlines are essential communication elements on all spreads. The headline functions as an invitation to the reader to spend time with the story. The headline’s words help create a design style for the section with typography that remains the same in size and font throughout the section. The titles also tell readers what the story is about and include words that entice people to read the story.
Headline components
Yearbook headlines typically have two parts: a primary words (the most eye-catching) and secondary words (the part of the title that either begins or finishes the idea). 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.
Note how the primary headline (Doggie Days) reflects the content in the dominant photo. The secondary headline title leads readers from the primary headline and finishes the thought in an easy-to-understand manner.
Brainstorm for words
Primary headlines attract the reader’s attention and reflect the content of the dominant photo. Instead of labeling a spread with the title of a group or an event (Art Club or Field Day), consider a more creative approach by looking at the dominant photo and brainstorming for words describing the action in the photo.
Complete the thought
After finding the best words for the primary headline, use the secondary headline to lead the reader into the primary words or from those words to finish the sentence. Note the examples on this page.
Additional resources: PowerPoint Video Curriculum: Writing Chapter 8 - pages 24-29 Exercise 1 Brainstorming for words Grading rubric for primary headlines
CORE Standards for Writing: CCRA 2-6 - pages 42-43; Writing - 5a, 6 - page 53
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