Critique pages from 43 1 f09 cjet

STUDENTS participate in a group publications critique provided by Ball State University at the national JEA/NSPA convention in Nashville in the fall of 2006. n BERNADETTE ROSE CRANMER works with a staff during a summer workshop in Minneapolis. n WRITE-OFF contests at the spring 2003 convention in Portland provide students with an opportunity for specific analysis. n JUDGES make the learning specific as they give students reactions about individual images — a technique that is similar to a publications critique targeted to one publication. n BETH FITTS uses group critiques in the class as a way to foster feedback. n LAURIE HANSEN gives a student feedback on her newspaper at a summer workshop. n TIM HARROWER works with staffs to improve their publications. n SALLY TURNER helps a student evaluate strengths and weaknesses on a page in his newspaper. n GROUP CRITIQUES encourage interaction and brainstorming about how to upgrade the next issue or the next book. n RICHARD FENNELL conducts a 30-minute evaluation for a publication staff attending a national convention. n JUDGES at the Association of Texas Photography Instructions statewide convention narrow down the top entries by group consensus.

2 • COMMUNICATION: JOURNALISM EDUCATION TODAY

FALL 2009

Student publications will leap forward in the next few years as young journalists engage in new technology and provide new services for their school communities.

RANDY SWIKLE, CJE

Critique Winning EVALUATING A

IS ABOUT MORE THAN

BY SUSAN BENEDICT, CJE and MICHELE DUNAWAY, MJE

P

ublications are like offspring. From the moment of conception to publication, heart, sweat and soul go into every page.

Then, proud of the accomplishment, they are mailed off. And critiqued.

Suddenly the journalists find out someone thinks their baby is ugly — and worse, he or she had the nerve to tell them.

However, beauty is always in the eye of the beholder. People’s opinions are different and no two judges see writing, visuals and pages quite the same way. That is the dilemma that fuels adviser gripes, complaints and half-joking posts on the JEA LISTSERV e-mail list titled “I just want a Pacemaker before I die.”

Advisers choose to submit their publications to critique services for numerous reasons. In an unscientific, voluntary, online survey conducted in November 2008, 60 JEA LISTSERV respondents answered 10 questions about their critique service experiences. Ninety-three percent have used a national or regional critique service, such as the National Scholastic Press Association, Columbia Scholastic Press Association or Quill and Scroll. Ninety percent had used a local service, and of those, more than 80 percent use these services every year.

Respondents also ranked, in order of importance, the reasons they submit their publications for critiques. Seventy-eight percent said the critique comments and feedback were

FALL 2009

extremely important while only 38 percent found the awards and accolades important.

It is clear, though, that awards are important. Awards make a program look good to parents, to citizens, to principals, to faculty and to students. Bios at journalism conventions tout awards as a way to establish credibility.

Convention planners program sessions about how to win awards.

To appraise the values of evaluations, it is essential to cut through misconceptions regarding critiques and ratings. The focus must concentrate on overall awards received by a publication, not on individual student competitions.

Critiquing scorebooks & judges According to Wayne Brasler of University High School in Chicago and co-author of NSPA’s Newspaper Guidebook, scorebooks date back to the early 1920s.

“The first nationally significant work was done by Fred and Lucille Kildow, the father and the mother of the National Scholastic Press Association. Its scorebooks existed not to establish rigid rules but to ensure that all aspects of publications were examined and examined on a level playing field,” Brasler said. “I was brought in at the age of 17 in 1968 because even then I was a walking, talkCONTINUED ON PAGE 4

COMMUNICATION: JOURNALISM EDUCATION TODAY • 3

elle E - Exc d G - Goo ge ra t ve A Aovemen ds Impr N - Nee

CONTINUED FROM PAGE 3

ATION U L A V ER E

Part One:

ing history of high-school and reco E - Excellent Concept G - Good college newspapers and had a D A - Average 8-2009 0 0 2 t hee C ___ ation S B N - Needs rm ______Improvement fo collection of old scorebooks. I In ______ ool A2 ______ ___ AverageSch Rating: ____ ______ ______ __ __ __ __ 1 :_ A ____ iser __ ______ __ Adv continued to write new editions ______ __ ______ cle one) ______ __ __ ir __ __ __ commendations (c __ __ : ____ __ ____ ______ cation ______ ______ ______ ______ Classifi ______ ______ ______ _______ __ __ __ __ __ __ __ __ A.____ Theme Development Rating for 40 years.” __ _ __ __ __and ____ ____ ______ ______ ______ __ ______ of__ usually ______five words__or__less p:______ ______ year? __ recommendations spaper:_ •is a phrase Zi is __ ew th N __ h __ __ __ of the school this __ publisso ______attitudes, __ __ Name of __ er c) __ •reflects events, or special circumstances year, __ et __ ap __ __ r, Another author is H.L. Hall, sp __ __ new ustrato ______ ______ ______ original, did your hop, Ill ______and specifically is,__therefore, timely __ School:_ sues applicable PhotoS ______ ______ many is for use ______ copy develops maker #, Howjustification __thematic and :_______ •design n, Pageof theme for this MJE and former executive direc______ Address InDesig embers ______ specific year m x. __ _ (e __ __ e: ____ :_____ softwar aff: __of wingshould ____ different from the rest of the thematic pages be significantly ______ the follo tor of the Tennessee High School CSiityze of NewspapiserprSt•design ______ ed using oducbook ______ er ______ ap __ sp __ w __ __ Our ne B.____Cover Rating ___ Press Association and a JEA past ____ ______ •includes school name, ion. of yearbook, year, volume number, and theme name ______ ur situat ribes yo onsccover/spine de st president. be what •design supports thematic concept Indicate d: is printeprofessionally designed or student-designed, any featured artwork is er•whether “NSPA approached me to revise wspap clean, clear and r well-drawn, and supports theme.

Our ne inte local pr inter a by ea pr _____ its Yearbook Guidebook after I’d been by an ar nal company (optional) Rating ___ _____C. Endsheets tio : na explain) _ by a complements ____•design cover design (please _ other advising for several years. Writing a ____•space t: is used effectively to communicate necessary information, if applicable in pr r fo ) itted oncomplement •both and back endsheets are designed each other subm bmissito er isfront ternet su guidebook is not easy because there wspap te or In Our ne si ftp line (via sk ___ on di Table Rating ___ __D. CD orof Contents are so many different opinions about ___ on appear upor near ai the front of the book __•should paste-at pl n): ___ by are ase ex __•sections inlepage number order and page numbers accurately reflect diviother (p _ how to produce a top-notch publica__ __ sion pages for each section IV, etc. : I, II, III, course while oduced nalism clubs, •if mini-themes are also ulum identified lism Jour(sports, rricclearly er is pr are used, sections c journa lism cu ample: wspapetc.) tion and trends are constantly changr journa structure, ex taught a basi The ne la gu re s e ar accurate page numbers of a whohave •all sections, advertising index, ive clas and ts as part including ress studen ____ clearly of prog ing so a guidebook is out of date almost day by partlisted tivity ____ as g the school wspaper icular ac rincomplementary neto thematic development, tracurr •design is probably reflecting the____ du producing a day as an ex ol matic graphice or font treatments ho as soon as it’s published,” Hall said. sc tside th plain): ____ ou r (please ex othe ____ Today, critiques are offered on regionE. Title Page Ratingy ___ ard polic ol botelephone •includes school name, address, city, state, zip code, number, and scho ing is: ation bye-mail address and fax number icinclude bl pu may even Adver tis school enrollment; ed r al and state levels as well as nationin ou t design wed udenand t alloof •includes name yearbook,styear, volume number ____ no and ads are ain): pl •photo(s) or ld artworkas isethe of visual reflection of the theme, and exepitome ally through organizations such as NSPA, ____ so r (ple which help explain their thematic significance; photo is include captions __ othe __ not of school building or is not posed unless vital to the development of Columbia Scholastic Press Association the theme •theme is repeated to maintain consistent design flow from the cover and Quill and Scroll. Guides come in all shapes and sizes. page 2 “I hate guides with numbers because I always have to invent numbers to match the rating,” said Bobby Hawthorne, the critique, changing trends are often NHSPA author of The Radical Write. The for- a source of frustration and the origin of NEWSPAPER mer director of academic affairs for the complaints. Publications can simply be EVALUATION Judges for the University Interscholastic League of misunderstood, docked for innovation Nebraska High Texas, Hawthorne served as a 2009 CSPA or poorly evaluated based on out-of-date School Press Association look at Crown judge. standards. three issues of the “I can examine a publication and “We made the change to a chronologi- newspaper. Judges determine fairly quickly whether it’s first, cal book. I will never go back to the old rate each of the within five second, third or whatever tier. I don’t way, but the judging still requires a stu- items divisions as superior need two points awarded for byline lead- dent life spread, a sports spread, a club (always), excellent ins to help me determine that. I prefer a spread, etc. There needs to be an alter- (frequently), good average holistic approach. This allows the staff to native judging book for chronological (usually), (sometimes) or take risks in an effort to establish person- yearbooks,” said Betsy Ahlersmeyer, CJE, needs improvement (never). Then the ality and style.”

Burris Laboratory School, Muncie, Ind. holistically The holistic approach is used to deterWith changes happening quickly, it is judge determines if the mine CSPA Crown and NSPA Pacemaker difficult for everyone to stay on top of the publication merits awards. There is no set number of these trends. But the one thing that scholastic the highest award, given per year, and they represent the journalism has going for it is that past the Cornhusker. best of the best. No feedback is given and present teachers write scorebooks. to any specific publication although this The authors are people who have worked year CSPA mailed a DVD containing a hundreds of hours in the trenches with video of what the judging panel liked and students. disliked. Overall ratings such as NSPA All “All of us involved in scholastic jourAmerican or CSPA Gold Medalist (and nalism need to help keep the ball rollthose below these top levels) come with ing. I’d love to see a committed group a detailed critique and specific feedback of advisers (representing a wide demofor staffs. graphic) volunteer to collaborate annuAs indicated, trends come and go. ally for revised guidelines and critique What was popular in one area of the books. They could be delivered to memcountry may be considered out of date bers online in a password-protected area. in another area. For advisers reading At the state level, hopefully publications

PAP

NEWS

DIFFERENT STYLES OF CRITIQUES INDIVIDUAL HOLISTIC Evaluation of the total publication is the style that NSPA uses for the Pacemaker awards. Each individual judge ranks the publications based on a subjective set of criteria. The rankings are then combined statistically to determine which publications receive awards.

Pros: Each individual judge determines the appropriate criteria for recognition and cannot be swayed by the other judges.

Cons: The criteria are hard to determine after-the-fact and may be inconsistent from year to year.

CRITERION-BASED The group adopts an objective set of criteria against which the publications are evaluated.

Numerous state associations use this style with and without points.

Pros: This appears to outside observers to be more objective and therefore easier to defend.

Cons: Judges often code the criteria to match the rating they would have given anyway.

Usually time-consuming. Criteria are difficult to agree upon and need to be updated as media standards change.

GROUP CONSENSUS Group agreement is the style that CSPA uses for the Crown awards and that JEA uses for most Write-off contests. A panel of judges look over the entries and come to consensus.

Pros: One individual might spot something that another misses.

Cons: Groupthink allows the panel to come to decisions that no one member of the group would find acceptable. However, often a persuasive individual can help others understand a strength or weakness that ­others have overlooked.

ons endati Rating Guide and tiSon- sSuperior mmenda

comm

4 • COMMUNICATION: JOURNALISM EDUCATION TODAY

FALL 2009

2009 agazine tion & NewsmEvaluation ia Associa lastic Med st te n Ohio Scho o C _____ ______ ______

ks

Overall Mar ● Coverage

_ Date

______

_____ ______

News Features Opinion Sports

_

______

__

______

______

______

___ ory2___ ______ OSMA Ohio State Convention 2009 advisers are working with CategPage ___ ______ ______ ______ _ ______ _ _ _ _ e_ ______ _ _ am _ n 0_ _ l their local and state press _ _ 25 o _ o _ / 250 __/_ SchCoverage ______ ______Comments: TOTAL: __ ______ ______ e ____ ______ associations (as well as each on nam tiNews ______ _ ca _ li _ ng b _ iti u _ P _ with impact on most students’ _____1. Stories cover a variety_of topics Ed _ ____ ● Writing/ __outside lives, both the school. _____and ints state department of educa__inside The Basics ber of po ______ the num City___ News e up to e up to 250 pts) scasorappropriate. a _____ 2.

Stories are handled both in depth and in briefs gn ag si tion) to align their critique er res ns “publica- as ble (i.e. Cov Featu ont. tructio availa Opinion ’s Insemphasize contest on the fr OSMA the school’sinterest and, if possible,l timeliness. e scores Judg3.eseStories _____ ores and/or awards programs to Sports read the rm withsignificance, tota thes ill use these sc l d ia ea an ec Pl sp er fo 1. y future and 4. nt past.

Many the notEthe ion”oriented toward rters w — reHeadlines rmatare count an Headqua ion All-Ohio tion info . Take into ac oduction difost state journalism standards so OSMA Cutlines icat ng in m sues et, pr this puablvariety ions stro hird three4.isStories atof __/_300_ _____ as budg show evidence of in-depth reporting through rate ic __ ch to bl L: su T pu TA s , p TO m r to cond fo Se proble , ed sources.

Such stories have authoritative sources who can offer new st that guidelines measure stanrv se Fir ties, etc.and information, not just , tion. es — or ficulinsight bookanother opinion. categori onorable Men phy t in this ) H statemen in that area, (✔ ● Photogra dards addressed in the classroom kPlace or to each k t and wea ns in or ex w nt N im g 2. Features ng Conte rengths for stro (—) for needin le. ality citing st ecific suggestio as gh ark (+) ab ou m k, Technical Qu ic hr curriculum,” said Sarah Nichols, or sp pl T w a ranger no ap and tones. 5. ng Stories oftstyles prove equateshow /_100______fo1.r ad d offeri ents im d A) fo TAL: ____ time an nesses an t, we help stud t and (N e/ te your le ia ovemen ag ok ec pr er bo MJE, Whitney High School, TO pr ov _____ 2. When possible, stories peg. this .e. C a news nk you. hey ap (icontain ha T a n T . e io . ts ct ak se )m phics journalis so does OSMA for each tent, etc. ation ● Art/Gra and 3. Then, phy/Con Rocklin, Calif., and co-author of input,faculty, s e publicinto newsworthy _____ 3. Personality profiles givethinsight students otogra Illustration News, Ph praisal of how at section and s and community members. th u.) tic ap s of Cartoon lis rm ho no the newly revised NSPA Yearbook e help yo s to th s m trying to Infographic or conf ble and _____ 4. Horoscopes, puzzles, jokes, gossip columns and articles ledgeathat s d Ads ow n an kn io ly 0_ Guidebook. ct gh ou /_10 ct, reflect little real Instru are avoided. ur tion thor TAL: ____ o. In fa ts’ reporting ua yo the eval to back, using Entraunget instructionsth, toan the judge’s. e. t 2. Read referenc fron t yo ine if the best fromfor Yes, person _____ 5. First is avoided it’s rm absolutely angle the agazine for portanunless calmly sm more im t now will dete ew e b’r /n er ey pu th story. e your righ wspap th g do ne in gs u itt in e yo Page On What three th ey subm if this will be /Features 3. Find ks you could im ted mon Inside News you was be evaluated or you e thin w Opinion dg ho ju s to us n io disc eleast one unsigned editorial Opinion d th s. licat an ge an io e an _____ 1.

Each issue contains at that represents th prov ore e ch ll-Oh Sports ake thes worth mboard ith opinion.❐ A the editorial perorwstaff might m lTypography ece of pa Fo pi it. ce 0_ e gs th __/_15 ting on ree thin ❐ First Pla your raare TOTAL: _______ 2. Editorials steps: to the school and make a direct appeal to 4. Find th and feel proud. epertinent ed low thes Place the reader. d judge lik things to conn co e S ur e ip ❐ at yo These ar ● Leadersh on’t look y, it’s 1. Dare on and linked lace coverage tinue. ck! t. (Oka based Editorial _____ 3. Editorials g yegenerally ThirdtoPobjective ratin ❐ y to keep d lu tr t elsewhere in la the publication. oo G bu Law & Ethics , ntion too te ind. This is Business rable Me open m 0_ an avoid Honowhich ❐ about e’s opin and ones dgsubjects ____/_4.10Editorials trite nothing can be TOTAL:_____ ly one ju /she is very on healso balances laudatory and analysis pieces, done; the publication n, BUT critical 000 andiolighter pieces. /1

TO

● Design

Interpreting the scorebook Judges have leeway and use personal perspectives. The nature of critiquing is subjective. While top publications consistently meet high standards, the old adage of one bad judge being like a bad apple holds true, as does the reality that a good judge is worth his or her weight in gold.

“As a judge for more than 10 different associations, I love being able to share feedback with schools and to help address their specialized needs. But I don’t go to their school or live in their community.

I may spend up to five hours doing an evaluation or annotated critique, but I’ll never truly understand their school and how well the publication meets readers’ needs there,” Nicholas said.

“I try to give the benefit of the doubt when offering feedback. I tell my own students the same thing. If an evaluator seems to miss the boat on what we were trying to achieve or gives us feedback we really can’t use, I just remind my staffs that we’re doing what is right for us. And that’s good enough.”

Judges need to be flexible while still holding publications accountable to journalistic standards.

“Because of innovative ideas, judges should keep an open mind when they are evaluating a publication,” Hall said. “Just because the publication doesn’t strictly adhere to the guidelines in the critique booklet doesn’t mean the staff should be graded down for its ideas. As long as what the staff is doing is journalistically sound and as long as the creativity doesn’t interfere with producing a solid product, then the staff should be rewarded.”

Brasler agrees.

“Judges need to remember that observFALL 2009

TOTAL

_____ 5. Editorial page also contains other opinion pieces, including letters to the editor, commentary and cartoons. _____ 6. It also regularly publishes a policy about letters and content.

ing the basics is vital. But imagination, creativity and breaking the rules in the interest of something better and visionary are just as important,” he said.

While judges need to watch how they interpret the scorebook, the students need to remember that they too have latitude about how they choose to meet the criterion in those scorebooks.

“Guidebooks and critique services out there from local, state and national associations are a helpful tool and serve a valid purpose for us all,” Nichols said.

“Nowhere are these booklets, guides and scoresheets labeled as ‘rules.’ Conforming to printed standards, while often recommended and rewarded, is not required.

Staffs know that their publication, upon entry, will be rated according to the current guidelines published by that association. Knowing that they may or may not be rewarded or penalized, staffs can determine the extent to which the guidelines influence their coverage, design and overall approach to the publication.”

Stimulated by the highly competitive tendency of human nature, myths sometimes consume programs and distort the overall critique experience.

Myth: Schools that cannot get rid of

OSMA ALLNEWSPAPER AND NEWS­ MAGAZINE CONTEST ­EVALUATION

The Ohio Scholastic Media Association instructs judges to mark a plus, a check or a minus to each statement in the book. Then they are to “make a holistic appraisal of how the publication conforms to the norms of that section and assign a score up to the number of points available.”

The judges are to add final scores to determine the “All-Ohio” awards — reserved for top publications strong in most areas.

CONTINUED ON PAGE 6 COMMUNICATION: JOURNALISM EDUCATION TODAY • 5

CONTINUED FROM PAGE 5

FOCUS ON ESSENTIALS WHEN SUBMITTING A PUBLICATION FOR CRITIQUE AND RECEIVING THE CRITIQUE: • Fill out all paperwork correctly and accurately. Don’t skip any section.

• Include a detailed letter to the judge explaining any in-house style and any special circumstances the judge needs to know to understand the scope of your school and publication. However, do not try to “buy” your award.

• If appropriate, tell the judge what the staff focused on during the year — any challenges faced and what the staff applied from previous critiques.

• Meet the deadline. Send with tracking or delivery confirmation.

• Celebrate the success. Sleep on a bad critique. Reread it before venting and showing it to the students.

• Remember that points do not equate to a grade such as A, B, C, D, F.

superlatives have doomed their yearbook.

“I just checked quickly, and I don’t see any mention of avoiding senior superlatives in either NSPA or CSPA critique books under coverage. I think this is a rumor we are all perpetuating,” said Lizabeth A. Walsh, MJE, Reno (Nev.) High School.

“The senior superlative on its own does glorify just the senior, but if people use superlatives as a way to add to the coverage of all students in the people section or somewhere else, there is no real way a judge could find any category in which to drop a book’s score as long as the staff did them well.”

Myth: Schools operating under prior review have to create a product to meet their administrators’ standards of showcasing the school in a golden light are automatically out of the running.

“Students operating with administrative review can still produce excellence,” said Logan Aimone, MJE, and NSPA executive director. “I would encourage students to strive to tell important stories.

When confronted with a challenge, they should seek ways to best serve the audience by perhaps approaching a story from a different angle or thorough opinion pieces instead of news/feature pieces.

Also, a lot of wonderful stories are waiting to be covered, not just the typical stories on controversial issues. Standout publications provide a sense of place, a snapshot of the community. Showing the school in an honest way every edition should always be the goal for student journalists.”

Myth: Packing a book or newspaper full of controversial subjects under the premise it will help win awards is important.

“I don’t like gimmicks. I don’t like decoration,” Hawthorne said. “I’m not impressed with controversy for the sake of controversy, the obligatory ‘We have a gay student, Adam* at our school who smokes brake fluid and has a tattoo and a tongue spike and worships Satan on Tuesday nights after band practice and who feels misunderstood. (‘*not his real name’). I’ve seen a million of these stories. I expect powerful, tight, focused, ruthlessly edited writing that showcases relevant, well-sourced substantive report-

6 • COMMUNICATION: JOURNALISM EDUCATION TODAY

per a p s w Ne tion a u l a v E ok o b e d i Gu

For each statement, newspapers are evaluated on a five point scale: 5 — excellent; 4 — good; 3 — average; 2 — needs improvement; 1 — lacking entirely.

Judges may include specific comments in the spaces provided and on the papers.

SECTION I: COVERAGE

Excellent

OVERALL COVERAGE 1. TheM publication ch 2008 emphasizes balanced, reised arcontent of consequence to a wide range ev R searched of students while remaining comprehensible to readers outside the school community.

2. Publication, while lively and entertaining, analyzes events with emphasis on the “why” and “how” of stories.

3. Publication maintains continuity of coverage of ongoing newsworthy material while also addressing breaking news.

NEWS COVERAGE 1. Coverage indicates extensive and intensive use of a wide range of appropriate news sources.

2. Publication expands and clarifies news stories with in–depth treatment through the use of extendeded stories, sidebars, polls, charts, etc.

Poor

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

Subtotal: 5

4

5

4

______ 3

2

3

2

1

1

ation

mmunic

ss Co and Ma

m 3. Publication presents balancedJo coverage urnalisof e of controversies, school issues, including Collegpotential rgia f Geoaffecting Gradyand policy o y it social problems changes the rs 8 ive The Un A 30602-301 school community.

G

Comments

5

4

3

2

1

5

4

3

2

1

5

4

3

2

1

,

Athens

4. Publication demonstrates a coverage u of a diver.ug .ed sity of issues, w.gspa relevant information to wwproviding all members of the school community.

5. Outside–of–school news, when covered, shows attention to timeliness and proximity while maintaining relevancy to student interests.

ar

hool ye

Sc FEATURE COVERAGE r spapecover1. Well-researched and original feature f New Name o age stimulate and reflect students’ thoughts and interests.

School 2. Staff expands topical issues through packages that may include multiple articles, photos, original

Subtotal:

______

5

4

3

2

1

5

4

3

2

1

ing about real people in dramatic situations. I expect stories and images in the publication that I can’t find any other place. Students did not need the highschool publication to explain Obama versus McCain. That information was available in hundreds of other places. Students need the high-school publication to show why and how specific local people were involved in the campaign and in the process.”

Myth: The amount of color and the school’s number of computers have a lot to do with creating winning publications.

While some schools can afford the hourly rates of a professional graphic artist to assist in the development of their yearbook cover and theme or newspaper masthead, using those resources does not necessarily give the publication an advantage in the eyes of all judges.

“I’ve always held that students should be doing the work — and that includes the covers. I know that doesn’t happen at all schools. However, there’s probably no way to know whether students have created the cover or not,” Hall said. “I’ve heard some advisers say the cover was their students’ idea so therefore it is still their cover even if a professional artist designs it. I don’t buy that. Nevertheless, I

GSPA EVALUATION GUIDEBOOK

The Georgia Scholastic Press Association asks judges to rate 67 items on a 1-5 scale. Judges total the scores for a final rating. The highest rating, a superior, is 291335 points. GSPA chooses one general excellence winner from the superior/ first-place recipients in each division.

FALL 2009

do believe in the old maxim: ‘You can’t judge a book by its cover.’ I would hope judges would still look at the content when evaluating a book — not simply at how beautiful the cover is or at how beautiful the design is. I’m afraid there are some judges, however, who look at the beauty and not the content behind the beauty.”

Respecting the facts While there are perpetual myths, there are definitely substantive facts.

Fact: Spelling, punctuation and grammar count.

“I saw a beautiful yearbook filled with over 200 typos that all could have been caught with spell check,” Hall said. “I simply couldn’t give it the top award.”

Fact: Basically, what it comes down to is that those that win the top awards are often the ones that are not afraid to try to develop something different regardless of the resources available to them. They do, however, have great coverage, writing, photography and design.

“For yearbook it is really simple by answering this question: Does the book tell the complete story of the year with outstanding coverage and feature great copy, photos and design?” asked Mary Kay Downes, MJE, Chantilly (Va.) High School adviser and 2007 JEA Yearbook Adviser of the Year. “If it does, it will earn the top rating. Beautifully designed picture books don’t make the cut. The writing must evidence that the students care about the written word and have been busy interviewing to cover as many students as possible.”

Fact: Looking at last year’s publication for a story or a layout idea is not the mark of a winning publication. Judges are looking for journalistically sound publications that are not carbon copies of other publications.

“Pacemaker or Crown yearbooks are establishing the trends. An All-American book should not be just maintaining the status quo. Staffs of All-American books are stretching their minds and attempting to do something they’ve never seen done before, but at the same time, they are keeping in mind the journalistic principles that helped get them to an AllFALL 2009

C r P e L p I a p e d s i u New tion G Evalua

OBJECTIVE COVERAGE The newspaper should cover student-oriented events and issues, first and foremost. A balance should be • SHORT ITEM struck between past, present and future event coverage. ILPC recognizes that staffs shall determine ap• IN-DEPTH proaches to news coverage that best serve the needs and expectations of their audiences. Thus, one staff may concentrate on feature writing styles while another favors straight news or in-depth approaches.

• NEWS/FEATURE All news should be timely, local and relevant. All news should be built on substantive direct quotes.

• FEATURES So long as the staff adheres to basic news values and news elements, it matters not to ILPC how the news is packaged and presented.

• SPORTS Suggestions/Recommendations

GENERAL NEWS

❑ ❑ ❑ ❑

Excellent ■ Coverage of issues and events provides Good

the most timely information available.

News provides a student perspective, showing how issues, trends and events

Average affect students. Articles are based on direct quotes from local sources and are Weak balanced and complete.

■ “Why” and “how” are not overlooked or underplayed. Reaction and counterreaction are developed if appropriate.

Glamour activities, such as prom and pep rallies, have not been overplayed at the expense of more substantial news.

SHORT ITEM NEWS ❑ ❑ ❑ ❑

I

✔ ❑ ❑ ❑

SUMMARY EVALUATION OF OBJECTIVE COVERAGE

❑

P

&Q #

; ; % u

body are chronicled in a concise, to the point manner. Extracurricular organiz-

Average ations, student government bodies, class Weak

groups, service and pre-professional association activities should be covered.

■ Short item coverage should consist of more than club officer elections and meeting announcements.

& 6 6 u& 9 ‰H

S RES UE P LEAG Newspaper presents accurate T I C picture of teen experience and LAS O interests.

H C RS NTE O& E u - & ‰

2

Good

■ Short-item coverage should be provided to individuals and groups whose achievements warrant recognition.

Coverage of student and teen oriented issues is timely, relevant, local, important and powerful.

-

Excellent ■ The day-to-day activities of the student

CONF

NCE ERE

‰

Staff has attempted quality coverage, although improvements could be made in the execution of the concepts. &

u5 ‰

Content is dated and/or trite.

ILPC NEWSPAPER EVALUATION GUIDE / OBJECTIVE COVERAGE

American status in the first place,” Hall said. “Those that fall short of Pacemaker or Crown status are probably following the trends rather than establishing them.”

Motivating staffs to achieve quality through critiques A critique can be one of the most valuable tools for a publication staff. With specific guidelines for improvement, the staff can set goals that allow students to push themselves to break out of their comfort zones.

“I would suggest that the adviser should get with the staff and analyze the previous publication as to its weaknesses and strengths. The staff should build on the strengths and then prioritize which weaknesses they want to work on. Maybe having captions for every picture would be goal one. Decide how many goals they want to reach the first year and go from there,” Hall said.

To help students judge how their publication is progressing mid-year, advisers may want to schedule face-to-face critiques at national conventions as an additional motivator.

“My suggestion would be to have an on-site critique at a national conven-

ILPC NEWSPAPER EVALUATION GUIDEBOOK

The Texas Interscholastic League Press Conference asks each judge to mark each item as excellent, good, average or weak and to compile each of the items into a summary evaluation for seven areas. Then the judge has to determine whether the publication deserves the highest rating, an Award of Distinguished Merit.

A second panel of judges takes publications and determines which ones receive the state’s highest award, the Gold Star.

CONTINUED ON PAGE 8 COMMUNICATION: JOURNALISM EDUCATION TODAY • 7

tion so that the adviser [and students] can ask questions directly from experts in the field,” Downes said.

Nothing thrills an adviser more than when the judge’s comments parallel what the adviser has been telling his or her students. The critique shows students that what they are learning is relevant throughout the nation.

Once a publication climbs the ladder and the critique scores improve and the publications are stronger, there does exist in scholastic journalism a “glass ceiling.” For many advisers, frustration mounts; especially when different organization critiques contradict one another.

Nothing advisers and staffs seem to do works in stepping up to that next level.

However, a status quo rating does not mean the publication has failed.

“I look at the Crown or a Pacemaker as ‘Happy Accidents.’ If the students’ work gets the top honor, great. If not, I am confident that I have instilled in them the pride that goes with creating a top publication so that they are not upset, but rather think that the judging team just could not recognize brilliance,” Downes said.

So what if a staff still wants to try for one? Is there a magical secret?

“Those that seem to break through to the top ratings need to stop focusing on getting everything right and to begin examining what magic they want to make for and with their students. Just like an Oscar-winning performance, being the best involves much more than doing what is supposed to be done. It involves passion, inspiration and mystery,” Brasler said. “(Those staffs) are being followers instead of trendsetters,” Hall said. “(The advisers) need to urge their staffs to ‘stretch their minds’ and break out of the mold. Don’t be afraid to take risks, but don’t violate journalistic principles either.

Don’t do anything that would cause them to lose their credibility.”

Aimone concurs.

“Speaking for NSPA, I would emphasize that content and coverage is the top consideration,” he said. “It’s frustrating to see beautiful photography that tells no story, lots of the same people covered or poorly selected student literary work.

Strive for quality content first, and the

Comments

I. Script—32 points ____ Adherence to broadcast style

eo d i V A P I M orm F n o i t a Evalu

FOCUS ON ESSENTIALS WHAT ADVISERS WISH JUDGES WOULD REMEMBER (OR DO) WHEN CRITIQUING: • Thoroughly read the letters and staff information.

• Look at the work as a whole.

One or two forgotten photo credits or bad pictures or merely adequate stories should not kill a publication.

• Do not say, “Take it to the next level” unless the staff really can get to the next level. Then tell them the specifics. Find a better way to inspire staffs.

• Focus on both what the staff has done well along with what can be improved.

• Take the school’s personality into account.

• Remember that these are student, not professional, journalists who are receiving the feedback.

• For books with points, score the whole book before going back and assigning and totaling points to specific sections. This way a book is scored by “points off” not by adding points, which often add up short.

• Remember that points do not equate to a grade such as A, B, C, D, F.

8 • COMMUNICATION: JOURNALISM EDUCATION TODAY

(ie. crisp sentences, present tense, and conversational yet professional style)

____Action verbs and descriptive vocabulary ____Active voice

____Script complements video ____Lead-ins and outs

____Catchy, attention-getting beginning ____Creative approach is taken

City

____Covers topics completely and in-depth

School

II. Camera Work—32 points

Name C D long) B adcast of shots (i.e. close-up, medium, Bro____Variety One) A ircle (C n o ____Compositional rules followed (rule of thirds etc) ti lassifica hool’s C is in focus Sc____Image

gh 4

rdssion on a scale of 0enthtsouto help the Awsuabm is andnk ea comm ch ent background ns and m s ____Relevant and appropriate s Ra ggestio pencil to score. e e: s su dg s r fo Ju the ea lable to us ai ointInA ns av se P____Good io om Plea ruct lighting se use ro m areas. eral st ____Image is steady

. Plea Gen d proble category been erns an ____Camera in each rstahas nd conc white balanced de staff un ____Camera follows the action-100%

% 9% ely 82-8 ays—90 ost alw roximat % t—app y 75-81

4—Alm

eviden points matel III.3—Audio—20 Usually approxi ence— an 75% evid imum ev oes not

ss th ot

e ____Music, isen appropriate ce—le to video 2—Somwhen used,id evident ion—n

iter 1—Min is clear ____Voiceover and not overshadowed by music t cr mee D

0— ____Ambient sound does not interfere with voice (such as wind or background) ____Microphone Awards levels aren appropriate

ta 8=Spar =Gold 197-180 =Silver 179-165 ze IV. Presentation—12 points ss=Bron 164 or le ed ____Color bars are present oints Award of P r e b m l Nu ____Proper attribution given for music and talent Tota 9 are consistent ____Audio levels 220-1

____Special effects do not distract from program

more

other elements will follow,” he said.

“Since the Pacemaker Award represents the top publications, a limited number will be selected. Each year many excellent publications are considered, but not all can be recognized. I would suggest student journalists look to the All Americans and Pacemakers as models and emulate the habits of those staffs. Don’t copy the story ideas or themes, but analyze what makes them exceptional and try to replicate that behavior.”

Hawthorne shared additional suggestions and added a warning. “Exchange with as many All American, Gold Crown, Pacemaker, Silver publications as possible. What are they doing that you are not? Again, look for substance, not glitz.

Look at the photography. Read the stories.

Notice the attention to detail. Do not imitate these publications, though,” he said.

“You will never get ahead if you’re always following what someone else is doing.”

Publications are about capturing the events of that particular school for that particular year. It should be something that students like and want to read.

“I think there can be too much emphasis put on producing award-winning publications. An award-winning book would be one readers like and buy,” Hall said.

MIPA VIDEO CRITIQUE

The Michigan Interscholastic Press Association instructs judges to assign points and then to add the points to determine the final rating.

Each small area might, for example, have four or five subdivisions with individual lines of 4 points each.

For the MIPA Video Evalution awards, the highest award, the Spartan, goes to publications with between 198-220 points.

FALL 2009

EVALUATING THE FINAL PRODUCT The inward look should continue after the publication has been distributed or the broadcast has been aired.

It requires effort, but post-distribution critiques — maybe the Monday after a Friday circulation — set the professional standard and open more eyes.

The basic plan is to identify strengths and weaknesses — a model to follow and a blooper or blunder to avoid forever.

Sessions work best when each staff member has to submit written responses on a handout generated by the adviser. Then engage in a pensive discussion for a third or half of the period. Require absentees to hand in the evaluation form the day after their return.

Everyone thinking — that is the essential.

Choices should vary from issue to issue or from section to section of a magazine or a yearbook. Strongest and weakest title/headline? Best and weakest sources? Most inviting design?

Design needing improvement?

Strongest graphic? Most colorful lead? Weakest lead? The choices are endless.

Develop more ideas as the year progresses. And save approaches in a computer folder because questions can be used again or with other choices when developing ideas each year.

Encourage maestro teams to recognize weakness in the creative process so fewer weaknesses sneak on to the first printed pages. In other words, reporters, photographers, editors, designers and business managers must step up to the job sooner so there will be fewer “slips” discovered later during the production critique that happens on deadline days.

—Howard Spanogle

FALL 2009

“That’s more important than winning some award from a rating association. Winning those types of awards should not be the end-all, be-all.

I’ve seen some award-winning books that have not won over readers.

Sometimes readers have to be educated about what makes a great book, but staffs who are working only to win awards and not working to win readers are not doing their job.”

As trends and interests are different throughout the nation, newspapers, literary magazines and yearbooks should reflect their region and their school. Just as no school will have a fall, winter and spring sports program that wins state titles in every sport offered every year, a publication’s program will also have its ups and downs. Sometimes “downs” send a message that it is time to go “up” in new ways.

“Let me again reiterate that ratings are highly subjective and not just a little bit political. Some publications are going to be given the benefit of the doubt every year because of one reason or another. Chances are, the adviser or staff has earned that privilege,” Hawthorne said. “At the end of the day, the job of advising publications should be about your relationship with your staff, the whole ‘journey, not destination’ cliché.”

After nine months of sweat, tears and hard labor — remember beauty truly does lie in the eye of the beholder.

“Twenty years from now, no one will know whether your publication won an Award of Merit or a Nobel Prize,” Hawthorne said. “But 20 years from now, those students will remember what it was like to be a member of the staff — for better or worse.”

If the students like it and read it, the staff should be proud of the accomplishment as they have produced beautiful offspring in the eyes that truly matter. t

ILPC

WEB SITE EVALUATION GUIDE

2009 National Scholastic Press Association

Web Site Critique SCoreSheet Web Site Name:

Site URL:

School:

City/State:

http://

Part One: COverage & COntent

A good multimedia site can’t survive on flashy graphics and cool video alone. It needs to have substance — good, solid content. And just as with a print publication, it needs to serve its readers, which may go beyond the traditional newspaper readership: students, faculty, staff, alumni, parents, prospective students, community members and even people who land on the site from a Web search.

Students, advisers and judges should consider these criteria when judging quality of work: • Coverage is comprehensive, focusing on many aspects of the high school community it serves, including academics, school activities, faculty and administration and student affairs.

• The site includes Web-exclusive content, such as blogs, interactive elements, video, audio and breaking news.

• Coverage reflects the diversity of the school population and aims to be inclusive.

• Content is well coordinated, with different media contributing different parts of the story rather than repeating the same information.

• Stories are thoroughly reported; multiple points of view are represented.

• Coverage is accurate, fair and balanced.

• Writing is engaging, informative, to the point.

• Opinion pieces, including columns, editorials and blogs, cover issues and events of interest to the school community.

• Opinion pieces are well researched and well argued, citing factual evidence to support views expressed.

• Special reports and in-depth coverage is well planned and includes multimedia components.

• The site maximizes the capabilities of the Web, making use of multiple media and interactivity.

• Controversial issues are included and reported thoroughly.

• All stories, except for editorials, opinion columns, blogs and analysis pieces, are free of the writer’s opinions.

• Headlines, captions and teasers are accurate and engaging, drawing readers into the material.

• The site demonstrates a spirit of experimentation by taking risks and trying new things.

Web Site Evaluation Form School

City

Web Site Name School’s Classification (Circle One) A

B

C

D

Judge’s Comments on Coverage & Content Strengths:

Point Assessment and Awards

General Instructions to Judge: Rank each site on a scale of 0 through 4 in each category. Please use room available for suggestions and comments to help the staff understand concerns and problem areas. Please use a pencil to score.

4 - almost always—90%-100% 3 - usually evident—approximately 80%-89% 2 - some evidence—approximately 70%-79% 1 - minimum evidence—less than 70% 0 - does not meet criterion—not evident

Awards 287–318 = Spartan 255–286 = Gold 223–254 = Silver 222 or less = Bronze

Interscholastic League Press Conference

While evaluation booklets for Web sites are relatively new, booklets for magazines, newspapers and yearbooks have been around for nearly a century. Each association decides what criteria are important and how to rate the media based on those criteria.

CATEGORIES FROM CRITIQUE BOOKS

YEARBOOK • Concept, student life, academics, people, sports, groups, ads/ community • Unifying concept, coverage, writing, design/graphics/ typography, photography, reader services • Reader aids, theme development, layout/design, copy, headlines/captions, graphics, use of photography, student photography, academic coverage, student life coverage, clubs/ organizations coverage, people coverage, sports coverage, community coverage, advertising • Theme/unifying concepts/essentials, coverage, copy, photography, design, creativity • Concept/essentials, coverage, design, writing/editing, photography • Reader assistance, academics, ads/community, clubs, people, sports, student life • Theme, coverage, writing, design, photography NEWSPAPER • Reader assistance, overall visuals, advertising, features, news, opinion, sports • Content coverage, writing, editing, design, special considerations • Objective coverage, writing/editing, design/typography, subjective coverage, visuals, reader services, general impressions • Writing/reporting, editing, photography, art/graphics, layout/ design, desktop publishing/technical production • Reader aids, coverage, writing, design, photography • Coverage, writing/editing, photography, art/graphics, design, leadership • Coverage, writing/editing, graphic presentation • Coverage/content, writing/editing, photos/art/graphics, layout/ design, leadership • Coverage, writing/editing, design, photos/graphics, editorial content MAGAZINE • Concept, content, writing/editing, photography/art/graphics/ typography, layout/design • Content/organization, editing, writing, art/photography, design, special considerations VIDEO • Script, camera work, audio, presentation, graphics, editing, talent, overall presentation WEB • Coverage/writing, navigation, design, photography/graphics • Coverage/content, interactivity/community, breaking news, design/navigation, rich media, student work, frequency of update • Design/construction, coverage/writing, photography, overall site

COMMUNICATION: JOURNALISM EDUCATION TODAY • 9

STOPPING THE BLAME GAME

Target story enhancement

BY HOWARD SPANOGLE

FROM SMALL SCHOOL TO LARGE SCHOOL, from public to private, from urban to suburban, from rural to inner-city, no publication has a corner on the market of printing mistakes — nor does any state or region of the nation. No one enjoys seeing errors repeated issue after issue. However, thousands appear in print every year.

How do I know? My previous staffs have unintentionally produced mistakes but eventually learned to avoid most of them. Now I detect mistakes in hundreds of bylined stories from throughout the nation. Surely no editors let copy on the page without multiple readers checking it. However, I sometimes wonder.

The good news: There is a guaranteed way to perfect newspapers, magazines and yearbooks as staff members become the critique experts. It does not cost money nor does it take special software or equipment. Instead, go for on-task effort and teamwork during the production days. Novices, who soon become super seers, will be gleeful as they contribute as much to refining the quality of the product as senior editors.

It is so easy to blame others. The football quarterback or the cheerleader captain jumped to conclusions on the basis of hearsay. Or the principal or the history department chair complained about inaccurate reporting because their quote, which appeared in print, turned out to be an ungrammatical sentence. Any of these situations can be annoying and cause staffs to raise their “freedom of the press” banner in self-defense — what a sham.

More annoying yet: A press service judge points out recurring shortcomings and identifies them for all to see in the publication’s annual critique.

A better strategy: Blaming others may seem “easy,” but it is not the way responsible journalists react. Instead, as advisers soon learn, every staff needs to recognize that readers form opin10 • COMMUNICATION: JOURNALISM EDUCATION TODAY

ions the same way contest judges do. Judges read, weigh words, notice punctuation snags, wonder why style may change from article to article — and sometimes realize design quirks confuse the communication. The same mistakes jar readers. Though the public may not be able to identify the technical flaw, individuals know when language constructions combat fluency. Clear, colorful writing keeps readers hooked. So does logical and attentive design.

Otherwise, the best content loses out.

Smart staffs, led by conscientious editors and thoughtful advisers, recognize that the critique begins with every reader on the staff.

And the big surprise: Whether neophytes or editors, everyone on the staff can spot illogical ideas, disconcerting words and awkward sentence structures. Why wait until someone else sees a flaw?

The story process and the editing process have a goal: the best publication possible.

Correct the shortcomings in the story/page editing process. Then keep correcting them down to the last minute of the deadline. Why give mistakes to judges and to administrators to notice? It is so much better for all readers to have an effective system that keeps saying, “Make it better. Make it better. Make it better” — every day of deadline duty.

Completing the newspaper, the magazine or the yearbook section is not simply the job of department editors and managing editors.

One of the first skills to teach every publication staff is that everyone is involved up to the last minute. Completing production deadlines is FALL 2009

t

Scores

Content/Coverage Standard Above At Below Standard Standard Standard Consistently covers total school population without overemphasizing glamour activities.

Maintains appropriate balance (including hard news, features, human interest, personality profiles, Publication________________________________________________ sports, reviews, and other appropriate and interesting content).

School ___________________________________________________ Localizes relevant out-of-school issues and events.

Newspaper Critique

Commendations for Content/Coverage

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Emphasizes advance coverage.

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Publishes frequently enough to provide meaningful coverage and connect with readers.

Emphasizes student perspective.

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PSPA NEWSPAPER CRITIQUE

The Pennsylvania School Press Association’s newspaper critique is 13 pages.

“Through this evaluation, PSPA provides guidance, constructive suggestions and commendations to help each publication achieve excellence.” Judges rate each area “above standard,” “at standard,” or “below standard” and then holistically determine whether each area (content/coverage, writing, editing, design) is worthy of recognition. The highest award, given for “total effort,” is the Gold Award.

Part 1 -- Policy Guidelines ANALYSIS BY STAFF AND ADVISER A. Coverage, Reporting Instructions: Place a check mark before each statement that was consistent with your policies during the year.

e Div

com vis cher/ad Please use the entry and an

their tea

d Th as well as social and sports 3 - re. _______ an sco ts of 3. Covers curriculum matters topics. r comstudents portant as the positive aspec l use you ny of the original 4. focuses on balanced, thoroughly material. both 4 - _______ as im maresearched, visers wil le. at least et to address er 5/ -ad 2 - For gn the source of all _______ ons are ch 5. si includes information in the story, multiple sheand usesny De listic sty suggesti the scoring Ma tea journa ads) of interviews vement. s on proper 5 no and nce cat 31sources pro lle column im ce son ing ntical erall Ex 6 - _______ their les as need in 6. stresses quality in writing, content. the Ov similar or ide aretimeliness reinforce pers7in- _______ h nts torelated news and covers news 7. puts its main emphasis onme school plete pa pers wit

3. shows that the writer gathered, researched and verified facts to Ads / Noemphasizing supportAd positions, what mature and responsible students le: s Circ can do.

3 - _______

4. looks for local school angles of city, state, national and world topics, emphasizing what action students might take.

5. emphasizes exposition and analysis.

6. Balances laudatory, analytical and critical pieces.

7. does not scold, whine, nag, sneer, grumble, complain or stress childish attitudes, display bias, prejudice, intolerance or poor sportsmanship.

4 - _______ 5 - _______ 6 - _______ 7 - _______

GSSPA CRITIQUE

The Garden State Scholastic Press Association of New Jersey gives plenty of room for comments while asking judges to rate dozens of separate items plus or check and then to give sections points which are added for the final score.

Summary of Judge’s Scores A. Coverage, Reporting B. Editorial Leadership

Possible Score

Your Score

50

..........

50

..........

C. Human Interest, Features

50

..........

Total entered on back cover

150

..........

Superior Achievement Substantial Achievement Good Achievement Fair Achievement Few Achievements

We publish news in accord with local, state and federal laws, including postal and copyright regulations, and in accord with freedom of the press and court decisions interpreting those regulations.

We have a written policy manual that the staff follows. The manual includes an editorial policy outlining legal and ethical responsibilities of all staff members.

Our publication is a service project and learning laboratory.

Our publication emphasizes accurate, truthful, objective and impartial reporting and editing.

News is the account of a current idea, event or problem which is measured in terms of its timeliness, proximity, importance and relevance.

We localize news of state, national and international importance to apply to our readers.

We emphasize “why” and “how” angles in advances and follow-ups.

In-depth news requires investigation and interpretation to present news in perspective.

Since news is perishable, innovative and interesting angles are pursued to keep the content of the publication relevant to the readers.

We avoid bias, slanting and editorializing in reporting all news, including sports and features.

Guidelines and policies established by staff and administration seek to maintain professionalism within the publication.

Students have the responsibility of content and editorial decision-making. red by Advisers help establish policies which enable Sponsostaff members to decide content and form within the limitations that Supreme Court rulings have established.

Advisers coach the staff members, but do not do the work for them.

Sources do not read stories prior to publication.

Reporters check quotes for accuracy prior to publication.

We have an editorial policy that clearly states the publication is a public forum.

We use photos from the Internet only when we obtain permission from the source or the source clearly states usage is allowable.

We have a student-led website that can show both faces and names of students.

We have a student-led website that limits the use of student names and faces and other content usable in the print version.

We observe libel laws.

We publish nothing that is derisive of race, color, creed, sex, religion, or minorities.

News coverage is under the general supervision of the editor-in-chief and co-editors.

Peers on staff, on the editorial board or in the class select

and

nts ed of thel:student 9 body without entrycatering 2 - _______ your comme 2. covers all of the variousB-M portions oo 89 ment ers,

ts 3 com are several pa (60) outside the school by leading studentssch to oo seel sub howmi this news relates to symt there by the 3 - Each ease note tha e them!) them. fus needing (Pl the entry pages: egory. distort no d rate work, (—) for t to con es (65) Inside 8 -an _______ list - try details, take sides, express d featur8. does not exaggerate, fake facts, names scriptive for adequate News an the de bias or editorialize. r judge ) ase use in the area, (√) le . and you (60 Ple rks s g: ma ge rin to aid readers cab9 - _______ pa 9. uses index, table of contents4 or teasers en asthese - Sco g work in finding t appli Opinion n has be sed on for stron d (NA) for no information. tion ba a. Each sectio bols (+) an ) the sec not are- ______ ment, for s do phy (65 ve re thi so 10 gra pro , in sco 10. The following are used sparingly newspaper im or are omitted rk ory Photo ign a from the wo ) e categ Then ass quality of the or newsmagazine: a-puzzles, b-jokes, ation (65 score. have an entir ar! ssible & Illustr of the last ye um po t you do not ment e-gossip Artwork c- horoscopes, d-student superlatives, columns, th errors a maxim ber tha eral ma signed ) Section me nd sev remem f-student wills, g- advice columns. . sing (15 is my ho Please st place, etc - we fou Adverti score _____ scores 80 (this ve a mesfir -54 te for 53 il indica penc l, lea 201-6 Total you cal rett at ase use ion en Eve Ple ct wh Se l Sue out ions cal mer. If I am est qu The Opinion section (80 points possible) sum have here all hin a day) 5 - If you andbut I am 1. does not back unpopular causes er, t. l away from supporting desirable back wit all totacontroversial issues. numband I will call tts@earthlink.ne1 - _______ orer examining Ov ere sage at ev 2. does not play up trite, hackneyed ororoverworked topics. e-mail 2 - _______

Page 1

Recommendations for Content/Coverage

Includes informative sidebars, polls and infographics regularly.

Sports coverage includes seasonal sports, features and opinion.

Encourages contributions from non-staff individuals.

135-150 120-134 105-119 90-104 75-89

CSPA NEWSPAPER CRITIQUE

ANALYSIS BY STAFF AND ADVISER the editor-in-chief.

The editor-in-chief serves for one semester but may serve additional semesters.

The adviser appoints the editor-in-chief.

News coverage is under the specific supervision of the news editor or an assistant or associate editor.

The news editor plans, assigns and edits content for which he or she is responsible.

Reporters have specific beat assignments to help the staff cover all news sources before each issue.

Reporters may also have special assignments to supplement the coverage of beats.

The news editor records assignments on an assignment sheet for each issue.

The sports editor plans, assigns and edits sports copy.

There are minority students on staff.

The staff promotes cultural, ethnic and content diversity.

In co-educational schools at least one-third of the staff members are boys and/or at least one-third are girls.

The staff manual outlines the duties of each editor and staff member.

Staff members perform all tasks in news dissemination.

The adviser usually reads all copy.

The adviser is primarily a consultant who gives advice but does not perform tasks regularly.

Copy approval follows an established guideline, which allows for timely publication of articles.

Coverage is broad and diverse in all areas -- news, sports, features and opinions.

The Columbia Scholastic Press Association, headquartered at Columbia University in New York City, has judges circle a 4+, 4, 4– or ✗ for dozens of individual criteria. Then the judge assigns points to each area, such as content. An ✗ indicates a “real weakness.”

Judges also write open-ended comments to address specific concerns.

wards tional A Interna News Media ool for Sch CROLyL AND S et QUILL Honorary Soci lists ional Internat School Journa h for Hig 1926 in d de foun

ation ne Evalu smagazi eview ew N d n R per a Judges’ Newspa ok and Scorebo 2

FALL 2009

Judge's Comments

ion of the

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n III Sectio ads; 30 w/

Targets school community as the primary audience.

always tense, but the task should always be a learning experience too — for everyone on the staff.

As for working on a story or developing a visual page, the entire maestro team needs to contribute. While editors will have insights about ethics and design that may be more sophisticated, their views merely provide one look. Deploy the “everyone checking” force.

Reporters, photographers, designers and business staff need to be equally involved in reading and checking pages rolling off the printer for multiple checks as improvements are made. Because these staff members have not been as immersed in editing copy, they often bring a fresh look. Also, they soon become as observant as any

dges

for Ju ctions

stu General: (80 points possible)In on the based isions The newspaper or newsmagazine has 3 div Contest 1 - The ) n II 50 io +; (3 1 - _______ ct 00 l: 1. emphasizes material of importance to the student body of the school g 1,5 Se packet. schoo 499; school: / Editinin a flexible but definite on the style.

A-Large school: 900-1 er. well as Writing ium or few form as

events that relate to students.

Maintains balance of standard stories, in-depth coverage and briefs.

Covers major topics with multiple elements.

(320)

io Publicat

)

(80 General

Reports information in a timely fashion.

Award____________________________________________________

The Quill and Scroll critique puts an early emphasis on giving advisers and editors a chance to explain to the person doing the critique special circumstances about their school environment. Over two pages, advisers or editors can talk about everything from why they seek recognition to the publication’s financial situation to coverage and reporting.

verage

n I - Co

Sectio

Address__________________________________________________ Covers municipal, state, national and international

QUILL AND SCROLL

ntes per Co ewspa 2009 N ll Excellence Overa

judge while detecting mistakes, from the minute to the scope of an in-depth page.

The great part about desktop publishing is that editors can make corrections as long as the pages are still on computers in the journalism lab. No one will be talking about whether the paper will receive a high rating. Instead, they will be totally concerned about essential qualities: clarity, accuracy and appeal.

Knowing that mistakes turn off readers, they will want fluent writing, accurate reporting and attractive design, from fonts to column width, to brand their publications. They will recognize that improvements go beyond correcting misspellings and grammar errors.

Staffs should not write to win awards or

ratings — and the adviser is key to making sure that never happens. Always prod students to think about the main goal: communicating effectively to readers. Of course, when readers are the target, recognition occurs in competition too. But any mention of awards during the writing and production process is inappropriate.

Thinking journalists are too busy to consider anything except what makes each story and each page better.

In the end it comes down to the ”Oops!” factor. Klutzy or crude convert to an obnoxious minus. Fluent and rhythmic emerge as a dignified plus. Go for the flow — a skill that demands multiple reads. t

COMMUNICATION: JOURNALISM EDUCATION TODAY • 11

Judging begins in the journalism lab DEADLINES REQUIRE FULL-TIME ENERGY — always worthwhile because it is rewarding to publish classy stories and pages. The result: As everyone picks up the publication, each reader, whether a student, a teacher, an administrator, a parent or a journalism judge, should feel, “That story is so good. I wish I had written it.”

Give hints about kinds of improvements the staff should look for. Distribute copies of problems they can easily spot: length, originality, sources, accuracy, punctuation, unity, word choice and quotations. After an issue or two, add “intangibles.”

BY HOWARD SPANOGLE

Length Forget long. Tight writing says more. Delete repetitious statements and viewpoints. Scrutinize selectivity, consistency and transitions. Rely on old standards: showing rather than telling and, for sure, clarity and accuracy. Say good-bye to generalities and meaningless quotes. Details outdo generalities every day. Remind the staff, “If you don’t understand what the headline or sentence says, no one else will.”

that engage and encourage readers.

Most likely, if the direct quote is an “old idea,” the reporter needs to ask better questions.

Accuracy Misspellings are a sure-fire way to lose readers, especially when they surface in headlines and in the first three or four graphs. Next come misspellings of names, titles and technical terminology for the story.

Originality Leads send signals: Will the story present a new and fresh outlook or a stale and worn-out approach?

Almost always a direct-quote lead is a crutch. From news to sports and from features to opinion, writers must set the angle or focus with their own words. Clichés are out.

Colorful, imaginative language is in.

Punctuation Punctuation mistakes, often for commas, cause confusion. Avoid disasters by becoming friends with the Associated Press Stylebook.

There is a special section on correct punctuation. Whether for dates, dashes or pronouns, the stylebook welcomes all journalists. Mistakes send another danger signal: lazy editors on the loose.

Sources The one-source story is an immediate signal: a lazy reporter on the loose. Multiple sources herald success. No matter how great the interviewee, the writer will serve readers by including additional sources.

Usually reporters quote them in the main story text. But they may also use additional sources in sidebars that add perspective or details. Serve readers who are in a hurry.

Unearth sources who have stories

Unity Third person is the norm, from news to opinion stories. That means “staff checkers” can help because everyone is able to spot the insertion of “I,” “we” or “our” in stories.

Even one time in a news, feature or sports stories destroys what may otherwise have the potential to be excellent. Reporters should never become the center of the story even inadvertently. Unity also requires the staff to ask for rewriting when they

12 • COMMUNICATION: JOURNALISM EDUCATION TODAY

detect “preaching” or “moral tags.”

Watchdogs guard the final graphs.

Quotations Reserve contractions for direct quotes. If the words are not in quotes, the form should not be a contraction. Exceptions may happen for personal columns with a distinctive personal voice. But usually contractions weaken the forcefulness of a story. Readers cannot philosophize about why, but they know that direct quotes should have sound effects that tell them a living individual said those words. It happens when the reporter listens carefully and interacts intelligently with questions that probe beyond the clichés.

Score simple improvements by placing “he said” or “she said” after quotations or occasionally in the middle of longer quotes. Forget “said (person)” unless a long ID follows the name.

Word choice The standard suggests colorful, thoughtful, original and no injection of assumptions, such as “Most think” or “Everyone realizes.” A similar flaw happens when writers insert words such as “nice,” “very” or “interesting” — again, easy to notice and exciting for reporters and photographers to detect before the pages leave the office.

Intangibles Newcomers can quickly become experts at finding specifics to correct. Soon, though, they will be looking for the wonder that spellbinds readers. Stories (and graphics and photographs) must be good if they want readers to peruse them.

But they must be “blue ribbon cool” if they want the entire community to recognize there is something special on every page of the publication or in every minute of the broadcast. t FALL 2009

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WITH KATHY HUTING

NSPA CONTEST AND CRITIQUE COORDINATOR

s: Strength

1. How are judges selected?

We ask that each new person who applies to become a judge for the National Scholastic Press Association Board of Judges submit an application, a short biography and a résumé.

The contest and critique coordinator reviews the qualifications of the applicant and, based on the person’s experience, determines whether he or she would be a good judge.

Many of the judges we select have experience advising publications and have been recognized for excellence through our or another rating service. For example, we send letters each winter to advisers from publications whose students earned an All-American rating or a Pacemaker finalist status. We also have many professional journalists and college advisers among our judges.

Knowing how to apply the criteria and NSPA standards, as well as the ability to provide useful constructive criticism, are important qualities judges must have. The contest and critique coordinator monitors the critiques completed by judges for accuracy and quality. If critiques are not up to NSPA standards, judges are given suggestions and ideas for improvement.

2. On average, how long does it take for a critique (from receipt to shipping it back)? How has the new e-mail PDF version been received?

The average amount of time to completely process a critique is between 10 and 12 weeks.

This can vary, though, depending on how many judges are available when we receive the critique entry and whether the judge completes the critique on time. We’ve implemented a number of procedures to try to keep judges on deadline. We send an e-mail when a shipment is sent out with the tracking number along with a reminder e-mail before the judge’s deadline. We have also implemented a penalty 14 • COMMUNICATION: JOURNALISM EDUCATION TODAY

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that reduces judges’ honorariums if a critique is late.

We’ve had an overwhelmingly positive response in regards to the new e-mail PDF version of the critiques. I am able to e-mail back a critique to the adviser as soon as it is uploaded by the judge, which is especially helpful for the advisers to be able to implement or consider suggestions earlier in the school year. From the judges’ perspective, it has taken a bit of adjustment, but in the end, it makes the process of completing a critique a lot faster.

In the past, we waited until August when school begins to return all critiques completed during the summer. Now, we can e-mail the results right away to the adviser and then send the materials in August.

We do have a handful of judges who still do critiques by hand and we scan these into a PDF document that we e-mail to the advisers. This allows for us to return the critique by e-mail faster.

All critique PDFs are retained for us to have record of the judges’ comments and ratings.

One example where this may be particularly helpful in the future is if a new adviser wants to see previous years’ critiques. They may then compare older critiques to a recent one to see patterns in what judges have said and to make improvements.

NSPA YEARBOOK CRITIQUE

The National Scholastic Press Association allows judges to fill in the PDF form electronically.

Schools receive that same version by e-mail. Judges type in comments on strengths and weaknesses based on criteria listed on the form.

FALL 2009

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FIVE REASONS TO BE A JUDGE 1. You learn the “rules” inside and out. Become familiar with the standards, so you can be a more effective teacher and adviser.

2. Gain valuable ideas from seeing what others are doing. Look over the pages of another school’s publication and make a list of coverage topics and design techniques. You might also get some examples of what to avoid.

3. Help a fellow adviser and staff learn. We all started as novices in need of assistance, and we learned from the advice of veterans. It’s time to give back.

4. Reduce the backlog of media to be evaluated. That’s a lot of judging!

It’s simple math: More people judging means faster turn-around for everyone. There is a need for thousands of critiques to be completed.

5. Get paid. You won’t get rich, but in a tight economy even a few extra dollars will come in handy.

Logan H. Aimone, executive director, NSPA

FALL 2009

, citing • Readers are able to interact with the publication in numerous • Readers are invited to submit story ideas and given a way (either ll argued ways, which may include comment functions, discussion boards a story submission form or an e-mail address) to do so. and we searched . and in and polls.

• reContact information is provided for readers who want to write a are well ressed planned es xp ell ec s e w pi • Social networking and community tools, such as links to other inion t viewletter to the editor, buy an ad or contact the adviser and staff. rage is • Opin ce to suppor • -dThe publication makes use of reader-generated content, which th cove se of formation and guides to community services, are used to empower aking u d in ep nts. iden e high an ev , m th ts eb of or ne the reader. may include stories, photos and videos. po spects ial rep of the W iviia com n many a • Spec ool act pabilities • Games, polls, quizzes, interactive maps and other interactive tools • ca Links on stories direct readers to other sites with useful and credultimed ghly. cusing o ademics, sch cludes m aximizes theible information that enhances the story. d thorou and sive, foare used to engage the reader with the news. ivity. prehen ite m luding ac d reporte logs interact fairs.

m erac , inc nt af • The s le media and re included an ion columns, b serves rage is co d stude h as blogs, int • Cove community it istration an multip rsial issues a torials, opin rawnt, suc inions. ging, d rove school r edi e conte d admin er’s op s. aims d enga • Cont ries, except fo ee of the writ culty an s Web-exclusiv breaking new ulation and rate an ties, fa to fr op de re accu nd s p • All s is pieces, are asers a ng risk school ite inclu deo, audio a te ki he e s d ta f t Th an ifys by vi • anal ents, ersity o uting d tation aptions aterial. ivStrengths: erimen tive elem reflects the d dlines, c ia contrib ormation. nt med nf • Hea ders into the m a spirit of exp rage same i differe • Cove nclusive. ing rea emonstrates ing the d, with are at te ew pe na vi e i di d re of b ite to gs. than ints ell coor • The s ing new thin ry rather d; multiple po ent is w • Cont arts of the sto and try eporte ferent p e thoroughly r d. ies ar balance ver • Stor ented. nt. nd oi co r a s, e p ai repres is accurate, f rmative, to th rials and blog info rage ity. , edito • Cove g is engaging, ng columns ommun chool c in ludi to the s • Writ n pieces, inc io interest • Opin nd events of issues a

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2009 NSPA Web Site Critique Scoresheet • 3

3. What is the process NSPA Name: , solid Web Site e — good wspaper substanc al ne uses if an adviser is dissatiss to have the tradition Part twO: InteraCtIvIty & COmmunIty ed : t ol ne who land n ho It le Sc yond te of 21st peop giving information to the beno o alone.journalism. goIt’s Interactivity is an essential longer even about COnaelement videcentury andsimply hich may and e sh&ycreating and coolbetween s, wpublication gabout embers a reader; it’s dialogue fied with the critique? r readerthe unity m its readers. e graphics its m v e m rv O co fla , se e: C survive onicadvisers students needs to should pectiveconsider these criteria when judging quality of work: ation, itand judges PagoodrtmulOtimnedia sitewithcan’a tprStudents, Advisers who are dissatisfied with the nts, pros int publ ni, pare of work: A st as aff, alum ju g quality st , d in lty dg An when ju content. : students, facu ch. critiques are welcome to appeal. They ip e criteria ar sh es se er th eb ad er W re a consid te from should on the si d judges must submit a formal letter to NSPA sers an ts, advi Studen detailing what is unsatisfactory about the Judge’s Comments on interactivity & Community critique. The contest and critique coordinator reviews the appeal and then submits the appeal, the original critique and the publication to the executive director. ntent If the executive director deems the original e & Co overag C n o ents critique to be unsatisfactory, a re-critique is Comm Judge’s issued at no cost. The publication is sent to a new judge and the second rating replaces the first, regardless of whether the score is higher or lower.

If the executive director deems the original critique to be satisfactory, the adviser may order a new critique for $80. The publication Score for interactivity & coMMunity is sent to a new judge and again, the second rating replaces the first.

For any re-critique, it is sent to a very experienced NSPA judge. There are no second appeals. The re-critique score replaces the first permanently.

Weaknesses/Recommendations:

(use increments of 10)

0

Poor

[ ]

300 Fair

500

Average

Mark of diStinction

800

Very Good

1,000

Excellent

total PointS:

________

(A mark of distinction is given by a judge or an NSPA official for exemplary work in this area. Cite reason below.)

For:

4. What process does NSPA use for Pacemaker decisions? What do NSPA judges look for?

The judges have no rubric or point sheets.

The publications are judged holistically, based on a number of criteria. Content and coverage are the most important, followed in no particular order by design; writing and reporting; photography, art and graphics; leadership on the opinion page and evidence of in-depth reporting.

There is no “recipe” for getting a Pacemaker.

If you have a major news story at your school and you cover it really well, this may improve your chances. Pacemakers represent the top work being done in all of the categories listed above.

5. Considering changes NSPA has been making to its contests/critiques, what additional improvements does NSPA plan?

NSPA is launching a Multimedia Guidebook, which will cover a number of different topics, including coverage and content on the Web, interactivity/community tools, breaking news online, design and site navigation and writing for the Web. We also will launch a revised NSPA Newspaper Guidebook in the fall. The Yearbook Guidebook and Magazine Guidebook were revised and launched in late spring 2008.

We changed the name of what was previously named the “Interactive Yearbook Pacemaker” contest to “Digital Yearbook Pacemaker” to encompass stand-alone DVDs that were not made as a supplement to the yearbook but serve a similar function.

6. What sets NSPA apart from other scholastic journalism associations that also offer critiques?

What is unique about NSPA’s critique service is that it places a strong emphasis on the judges providing a lot of feedback, including constructive criticism, praise and ideas for improvement. While we do have a rating system in place, the emphasis is on the judges providing thorough, insightful feedback to help each publication improve.

Another important item to note in reference to NSPA standards is that it truly is the publications that are raising the standards from guidebook to guidebook. Students, advisers and professionals contribute to the formation of NSPA standards because their work is constantly improving and evolving. t

NSPA WEB CRITIQUE

A new form, the NSPA Web critique, like the organization’s other critiques, allows judges to type in comments on strengths and weaknesses based on criteria listed on the form.

Then, the judge assigns a score to each area and can also assign Marks of Distinction for areas of the publication that deserve special recognition.

COMMUNICATION: JOURNALISM EDUCATION TODAY • 15

Do all press associations have equal value?

FOR THREE DECADES, advisers nationwide have inquired about the American are not legally separate from the University,”

Sullivan

said.

He

Scholastic Press Association, a division of the American Scholastic Association, explained that the connection is similar to alumni associations being part voicing concern about the validity of the critiques the association provides.

of the University.

Similarly, the National Scholastic Press Association, an organization ing to its Web site, comes from its lack of visibility. While other national based and incorporated in Minnesota, journalism associations host national conventions, produce publications, have is headquarted near the University of Minnesota, and the head of the active Web sites and are affiliated with major universities, ASPA does not do school of journalism is the president any similar activities and is independent. ASPA exists only to provide a critique of NSPA’s Board. Of 373 newspaper entries, in 2008 judges from The and a rating to any publication that pays the fee.

Virginian-Pilot of Hampton Roads selected 56 entries (15 percent) for Richard M. Plass, Ed.D., insists that his association, recognition in the NSPA Pacemaker competition and 24 [The names founded in 1980, exists “to promote excellent journal- (6 percent) received the highest award, the Pacemaker. In of JEA members ism, to help improve the publications and to give rec- the yearbook category, there were 422 entries, 57 finalwho commented ognition to the school and staff for their achievements.” ists (14 percent) and 27 Pacemaker winners (6 percent).

It costs $109 to join NSPA or $189 with a critique on ASPA’s Plass says the association, which gives about 2,000 service have critiques annually, charges a $50/critique. Of those par- — making the effective cost of the critique $80. A super been withheld ticipating in 2008-2009, 965 won awards. Consistently critique, which means the judge writes directly on the to protect in newspaper, yearbook and magazine, about 83 percent pages with comments supporting what is also on the any potential of the entrants scored either first place or first place with score sheets, is available for an additional $35 ($115 retribution to special merit. In all contests, 3 percent or less received a critique total).

Membership includes a copy of Best of the High School their publications second place or lower designation. in any future One now-retired adviser recalled how she used ASPA Press, Blend magazine, eligibility for other awards and discounts on conference registration among other items. critique or early in her advising career.

Participation in Quill and Scroll, judging. —ed.]

“We always got a first place, but I soon realized it didn’t mean anything. I don’t think a solid critique came begun in 1926 and

BY BRADLEY with it — just a first place, along with a list of the many located at the University of WILSON other schools that also got first places.”

Book ION w Score OCIAT k Revie SS ASS Yearboo IC PRE For comparison, of the 1,795 Columbia Scholastic Iowa, requires a OLAST H SC 6- 4400 ICAN K 1135 AMER 4400 W YOR X Press Association members who were eligible to enter one-time $50 charPO BO E POINT, NE sa G /a COLLE www.asan.com : web si te a@asan.com magazines, newspapers, yearbooks and online publica- ter fee to obtain emai l: as tions, in 2009 CSPA gave its top award, the Gold Crown, official school memTION SENTA ted?

NT PRE represen tten sto CONTE ol well well wri to nine magazines, 20 newspapers, four online news- bership, which is the scho in en ted by ts en and presGENERAL PAGE DESIG all stud g in re st A re 1. in te report s papers and 13 yearbooks while 62 other publications essential for entering life? ent life pres ic sc hool1. Do facing pagese ac the stud tiv academ 2. Are ain th rage of ve co ory expl te received the second highest award, the Silver Crown. all contests, whethequa s th2.e st Is effective use made ad oe e D er ? ented?

3. Is th ed es pr ud cl re oups ams in style? s and gr spor ts te obdesign, er for publications or ivelayout, CSPA has been giving Crown awards since 1982. all club Are al l 3. enIstathe l, ject 4. Are covered? judgm year fu lly ritten in a nonic et 4.

Are there large waste hl w e at If membership is complete by June 15, it costs $195 individuals. There are 5. Is th athlet ic repo rts d? presen te Are the ects ta been re bj l 5.

Are margins between su ne r on it fo to join CSPA, to receive a critique, to enter the Crown 14,267 high schools in ol pers ven cred e al l scho been gi the pages?

6. Hav embe rs culty m e judging, to enter 50 items into the Gold Circle individual 50 states and 44 forvidu al fa ities ? di 6.

Does each spread ha the stud in e tiv y? Are 7. Hav ricula r ac ut variet extra-cur ow layo contest, to obtain adviser membership in CSPAA and to eign countries that are 7. Does the artwork add pages sh ? it ra rt t po mes original? e studen plete na ?

8. Do th pani ed by com by copy receive a CD of winning entries. For schools who do not eligible to submit newsmpanied accom by ad acco re dedsim 8.

Are the rs graphics sp ic ro avoi er ograph ot al ic ph at add to the presentatio ch m want a critique, joining is $140 — making the effective papers for critiques. In 9. Is ea and gram n a sectio aphica l gr or r po ve ty obvious ither a co 2008, according to Judy cost of the critique $55. er ials (e 10. Are at m ed GENERAL PHOTOGRA syndicat ok? at e use of bo d intern 11. Is th alize the year Like the other associations, except for ASPA, CSPA is Hauge, of the 189 schools tionalaan nathere 1.d Is majority of person ends an tr ly ar of ye ts? ge en ra ud ve st affiliated with a major university. CSPA has always been paying the $75 registraere co es of 2. Do the photo spreads 12. Is th affected the liv photos in the spread? have a part of Columbia University and has never been sepa- tion fee for the evaluation 3. Does the placing of t Do the photographic service, 42 (22 percent) rately incorporated.

4.

Does the layout desig “Despite the word “Association” in our name, we received the George Gallup

Part of the concern about ASPA, headquartered in College Point, N.Y., accord-

16 • COMMUNICATION: JOURNALISM EDUCATION TODAY

5. Are all the photograp highlight the subject

FALL 2009

6. Are the head sizes in

7. Are all photographs the pages?

award, the highest publication honor. Other newspapers rated as International First, Second or Honor publications.

In addition, publications must pay fees for each of four entries in 12 individual contests for newspapers and for yearbooks. Quill and Scroll annually sponsors two annual contests: the Yearbook Excellence Contest and The International Writing and Photo Contest.

Only ASPA focuses solely on critiques, an emphasis that has made advisers skeptical of the organization’s validity.

Another veteran adviser said of ASPA: “It was you ‘pay’ for the award, and the critique is all but useless.”

A JEA member adviser said, “The critique is not helpful, and I think they make up their own guidelines from their own bubble. There is no credibility behind them.”

To gain credibility, other associations list their judges and may post videos of the judging process online although only NSPA publishes the names of all the people who do critiques.

Of his association, Plass said, “Reviewers are anonymous for obvious reasons but are drawn from regional ASPA CRITIQUE advisers in every field and school level of scholastic jourFORM nalism. The reviewers are journalism teachers who have One JEA mementered outstanding publications in the past.” ber said, “The ­rating form didn’t CSPA publishes the names and biographies of Crown ­compare, and the judges on its Web site. Some of the Pacemaker judges judges didn’t seem are from professional publications. The names of those to really be able to suggest anything. I publications are published on the NSPA Web site. NSPA thought with CSPA does not list other judges by name although individuals and NSPA giving who complete critiques sign them. solid critiques most years, I didn’t need CSPA does not publish on its Web site the results of a third one that the Gold, Silver or Bronze Medalist ratings given to all was not as good.” regular members as the result of their critiques, which started in 1925. However, the organization does publish the Crown Awards and also the individual Gold Circle Awards — the other two competitions for members.

“Today’s Internet audience seems to date our awards only from the Crowns, first given in 1982, and the Circles, first given in 1984,” Sullivan said. “We don’t publish the Medalists — though they are our most numerous ratings — because we view them more as educational incentives to improve weaknesses and to build ories? upon strengths and less as competitive GN rankings of achievement.” deta il? sent vitiesanineven balance and design?

NSPA Executive Director Logan e of varied typestyles for headings, subheadings, and captions?

Aimone said the names of the NSPA , and general plan consistent from section to section? judges are not secret. ed areas or cluttered pages? d “We don’t typically publish the aught an n photos, captions, headlines, and copy even and do they balance names of the individuals on the ra its ent port ave a single headline? Do headlines differ in position?

Pacemaker judging teams. The orgad to the developed story, event, or theme? Is the artwork nization is easy to list for newspaper, ? freading ful proo y care presented, attractively and effectively? Does color, if used, mply magazine and online categories, but as to on of the publication? d so n) limite the yearbook category doesn’t have an might APHY ents that organizational parallel,” Aimone said. tional ev f candid, action photographs, rather than posed pictures?

“While it’s not a secret, I still don’t want s contain a main photograph, which is larger than the other ? those individual judges to field questhe photograph cause pleasant eye scanning across the pages? tions, calls or perhaps even scorn for c movement and people's faces lead into the page? their work on behalf of NSPA.” t gn avoid too many or too few photos per spread?

phs clear and in focus? Are the photos cropped in a way as to t?

FALL 2009

n the student portraits consistent?

s captioned, and are the captions interesting and well placed on

National critique services Columbia Scholastic Press Association

CSPA offers its members Medalist Critiques, which provide specific written comments to students on improving their work. Every entry receives a rating of Gold, Silver or Bronze. Middleschool, high-school and college publications are eligible for membership and critiques. www. columbia.edu/cu/cspa

National Scholastic Press Association

NSPA offers critiques (newspaper, magazine, Web site and yearbook) to full members from middle schools and high schools. Professional journalists and media advisers evaluate the publications. They look at coverage, copy and design. NSPA gives ratings from Third Class to All American. www.studentpress.org/nspa

Quill and Scroll International Honor Society

Charter member schools may enter newspapers or newsmagazines in Quill and Scroll’s News Media Evaluation. The thorough analysis emphasizes constructive comments and suggestions for improvement. Gallup Awards go to publications with the most points followed by International First, Second and Honor awards. There is no overall yearbook critique service.

Students may enter individual entries in 12 divisions for both newspaper and yearbook.

Winners receive Quill and Scroll’s National Award Gold Key. They are also eligible to win the Sweepstakes Award for the best entry in each category. All winners are eligible to apply for scholarships offered by Quill and Scroll. www. uiowa.edu/~quill-sc/

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