Many militaristic words have several meanings and are used in everyday language, so it’s not necessarily wrong to use them, but journalists might want to consider using alternatives for several reasons.

In his two articles ‘The power of words‘ and ‘Clichés, journalese, and jargon‘, John Allen  looked at the importance of using the right word when writing. He set out why some words are better than others for conveying accurate information.

Choosing the wrong words when writing a piece of journalism can influence how the reader, listener or view interprets the story. Choosing the right words can provide accuracy and clarity and enhance understanding. Here are some examples:

1. Avoiding sensationalism and fear-mongering

Militaristic language often exaggerates the reality of a situation, making ordinary events sound more dramatic or combative than they really are. For example, saying a politician was “ambushed by reporters” implies aggression when “asked tough questions” would be more accurate. Using neutral language helps maintain credibility and avoid unnecessary alarm.

• Militaristic: “Retail giant under siege as competitors launch price war.”
• Neutral alternative: “Retail giant faces strong competition in pricing battle.”
• Why? “Under siege” and “price war” create unnecessary drama, making it sound like an actual attack rather than market competition.

2. Promoting constructive dialogue over conflict

Words shape perceptions. Militaristic language could make people think in terms of battles, enemies, and winners versus losers. This fosters an “us versus them” mentality, which can lead to a polarising of discussions. For instance, calling a political disagreement a “war” makes compromise seem impossible, while calling it a “debate” encourages reasoned discussion.

• Militaristic: “The president fired the first shot in the battle over tax cuts.”
• Neutral alternative: “The president introduced a new proposal for tax cuts.”
• Why? Framing a political decision as a “battle” encourages divisiveness, while “introduced a proposal” emphasises discussion and policymaking.

3. Ensuring accuracy and clarity

Military terms often have precise meanings that don’t fully align with the topics they’re used to describe. “Collateral damage” in war refers to unintended civilian deaths, but using it for a business closing a store due to losses minimises the human impact. More accurate wording, such as “unintended consequences,” keeps reporting clear and honest.

• Militaristic: “The CEO’s decision caused collateral damage among employees.”
• Neutral alternative: “The CEO’s decision led to unintended consequences for employees.”
• Why? “Collateral damage” is a war term for unintended deaths, which minimises the impact on real people when used in business reporting.

4. Reducing desensitisation to violence

Overusing military language in everyday contexts could normalise warlike thinking. If everything is a “battle” or “attack,” real violence may start to feel routine or acceptable. By reserving militaristic terms for actual military-related stories, journalists can help maintain a healthy distinction between competition, debate, and real warfare.

• Militaristic: “The mayor dropped a political bombshell today.”
• Neutral alternative: “The mayor made a surprising announcement today.”
• Why? Using “bombshell” unnecessarily equates politics with explosions and destruction, making actual violence seem less serious.

5. Encouraging empathy and nuance

Militaristic words often strip people of their human individuality and community identity, reducing groups to “targets” or “enemies.” This dehumanisation makes it easier to dismiss concerns or justify hostility. Describing a group as “frustrated” rather than “rebelling” allows for a more nuanced and empathetic portrayal of their situation.

• Militaristic: “Activists launched an all-out assault on the new housing policy.”
• Neutral alternative: “Activists strongly opposed the new housing policy.”
• Why? “All-out assault” portrays activists as aggressors rather than engaged citizens, which may bias the reader’s perception.

6. Fostering a less aggressive public mindset

Language influences culture. A constant barrage of war-like terms can make people more combative in their interactions, from politics to workplace discussions. Choosing non-militaristic language encourages cooperation and thoughtful engagement rather than hostility and defensiveness.

• Militaristic: “Companies are arming themselves with new technology in the AI arms race.”
• Neutral alternative: “Companies are investing in new technology to stay competitive in AI development.”
• Why? “Arming” and “arms race” turn innovation into warfare, encouraging a mindset of conflict rather than progress.

List of commonly used militaristic words

We have compiled a list of militaristic words that are regularly used in journalism along with their intended meaning, their militaristic meaning, and alternatives words journalists might want to consider using instead.

• Ambush
  • Intended meaning: A surprise challenge (e.g., “The interviewer ambushed the politician with tough questions”).
  • Military meaning: A surprise military attack.
  • Alternative: Surprise, catch off guard.
• Battle
  • Intended meaning: A struggle or intense effort (e.g., “The battle against climate change”).
  • Military meaning: A fight between opposing forces.
  • Alternative: Struggle, challenge, effort.
• Bombshell
  • Intended meaning: A shocking revelation or event.
  • Military meaning: An explosive device dropped from the air.
  • Alternative: Shocker, revelation, surprise.
• Campaign
  • Intended meaning: A strategic effort to achieve a goal (e.g., “An advertising campaign”).
  • Military meaning: A series of planned military operations.
  • Alternative: Initiative, effort, movement.
• Casualties
  • Intended meaning: Losses in a non-military context (e.g., “Economic casualties”).
  • Military meaning: People killed or injured in war.
  • Alternative: Losses, affected individuals.
• Combat
  • Intended meaning: To struggle against something (e.g., “Combating misinformation”).
  • Military meaning: Engaging in battle.
  • Alternative: Fight, address, tackle.
• Deploy
  • Intended meaning: To strategically use something (e.g., “Deploying resources”).
  • Military meaning: To position troops or equipment for battle.
  • Alternative: Utilise, implement, distribute.
• Explosive
  • Intended meaning: Something intense or dramatic (e.g., “Explosive growth”).
  • Military meaning: A device that detonates violently.
  • Alternative: Intense, dramatic, rapid.
• Firepower
  • Intended meaning: Strength or influence.
  • Military meaning: The destructive capability of weapons.
  • Alternative: Influence, resources, strength.
• Flagship
  • Intended meaning: The most important or prominent item.
  • Military meaning: The lead ship in a fleet.
  • Alternative: Premier, leading, top-tier.
• Frontline
  • Intended meaning: The most active or important position in a situation.
  • Military meaning: The forward-most part of a battlefield.
  • Alternative: Forefront, leading position.
• Guerrilla tactics
  • Intended meaning: Unconventional strategies.
  • Military meaning: Small, irregular combat operations.
  • Alternative: Unconventional methods, innovative strategies.
• Launch
  • Intended meaning: To begin or introduce something.
  • Military meaning: To fire a missile or initiate an attack.
  • Alternative: Start, introduce, roll out.
• Miss the target
  • Intended meaning: To fail in achieving an objective.
  • Military meaning: A missed shot in combat.
  • Alternative: Fall short, fail to meet expectations.
• Onslaught
  • Intended meaning: A strong or overwhelming attack (e.g., “An onslaught of criticism”).
  • Military meaning: A fierce and sustained military attack.
  • Alternative: Wave, flood, barrage.
• Overrun
  • Intended meaning: To overwhelm or take over something.
  • Military meaning: To capture an area by force.
  • Alternative: Flood, overwhelm, inundate.
• Retreat
  • Intended meaning: To withdraw from a situation.
  • Military meaning: A withdrawal from combat.
  • Alternative: Step back, withdraw, regroup.
• Salvo
  • Intended meaning: A forceful verbal attack (e.g., “A salvo of accusations”).
  • Military meaning: A simultaneous discharge of artillery or gunfire.
  • Alternative: Burst, outburst.
• Shell shock
  • Intended meaning: A state of shock or disbelief.
  • Military meaning: A psychological condition caused by prolonged combat stress.
  • Alternative: Shock, trauma, distress.
• Stronghold
  • Intended meaning: A place of dominance or support.
  • Military meaning: A fortified military position.
  • Alternative: Hub, centre, strong base.
• Target
  • Intended meaning: A goal or focus.
  • Military meaning: An object aimed at in warfare.
  • Alternative: Objective, focus.
• Torpedo
  • Intended meaning: To deliberately ruin something (e.g., “Torpedoing a deal”).
  • Military meaning: A self-propelled underwater missile.
  • Alternative: Sabotage, undermine, derail.
• Troops
  • Intended meaning: A group of people working together.
  • Military meaning: Soldiers or military personnel.
  • Alternative: Team, workforce, staff.
• Under siege
  • Intended meaning: Under intense pressure or attack.
  • Military meaning: A location surrounded by enemy forces.
  • Alternative: Facing pressure, under scrutiny.
• War chest
  • Intended meaning: A reserve of resources or funds.
  • Military meaning: A stockpile of funds for warfare.
  • Alternative: Reserve, resources, budget.
• War of words
  • Intended meaning: An intense verbal dispute.
  • Military meaning: A metaphor based on real warfare.
  • Alternative: Heated debate, verbal conflict.
• Wipe out
  • Intended meaning: To completely remove or eliminate something.
  • Military meaning: To destroy completely in combat.
  • Alternative: Eliminate, eradicate, remove.

Conclusion

While militaristic terms can be powerful when discussing actual conflicts, their overuse in everyday journalism distorts reality, encourages division, and numbs audiences to real violence. By opting for precise, non-militaristic alternatives, journalists can provide more accurate, engaging, and responsible reporting.

Language shapes how people think, so making thoughtful word choices helps foster a more accurate and constructive public dialogue.

The post Militaristic words used in journalism first appeared on Media Helping Media.

It provides a comprehensive introduction to the fundamental principles and practices of journalism, focussing on developing essential skills in news gathering, writing, and reporting, with a strong emphasis on clarity, accuracy, and ethical considerations.

Students will learn to identify newsworthy events, construct compelling narratives, and master the use of language for effective communication.

The module, which can be adapted for local requirements, incorporates practical exercises and real-world examples to equip students with the foundational knowledge needed for a career in journalism.

It is released under the terms of the Creative Commons BY-NC-SA 4.0 licence so that educational institutions can make use of the material free-of-charge.

Module objectives:

• Understand the core elements of a news story.
• Develop a strong news sense and the ability to identify newsworthy events.
• Applying editorial ethics to all newsgathering and news production
• Master the use of clear, concise, and accurate language in journalistic writing.
• Apply grammatical principles to enhance the readability and impact of news stories.
• Understand and avoid common language pitfalls, such as clichés, jargon, and journalese.
• Learn to effectively use the active and passive voice.
• Develop effective questioning techniques for gathering information.

Module content:

Week 1: Introduction to news and newsworthiness

• Topic: What is news? Developing a news sense.
  • Content:
    • Defining news and its role in society.
    • Identifying the elements of a news story.
    • Developing a “news sense”: recognising newsworthy events and stories.
    • Where news comes from.
  • Resources:
    • Reading: News sense
    • Lesson: Developing a news sense
    • Reading: Essential elements of a news story
    • Lesson: Where does news come from?

• Activity: Students identify and discuss recent news stories, analysing their newsworthiness.

Week 2: An introduction to editorial ethics

• Topic: The ethical considerations facing all journalists.
  • Content:
    • Accuracy and integrity
    • Fairness, impartiality, objectivity
    • Offence, taste and decency, privacy
  • Resources:
    • Reading: Why editorial ethics are important
    • Lesson: Editorial ethics

• Activity: Scenarios based on ethical issues, discussion, written exercises.

Week 3: The essential questions and information gathering

• Topic: The journalist’s toolkit: Questioning and research.
  • Content:
    • The six essential questions (who, what, when, where, why, how).
    • Developing effective questioning techniques.
    • Gathering and verifying information.
  • Resources:
    • Reading: The questions every journalist should ask
    • Lesson: The six essential questions

• Activity: Mock interviews and question-development exercises.

Week 4: Language and style: Clarity and accuracy

• Topic: The power of words: Writing for impact.
  • Content:
    • Using precise and accurate language.
    • Avoiding jargon, clichés, and journalese.
    • Understanding the importance of clarity and conciseness.
    • Journalism language and style basics.
  • Resources:
    • Reading: Using the right words
    • Lesson: Word power
    • Reading: Cliches, journalese, and jargon
    • Reading: Journalism language and style basics
    • Lesson: Language and style
    • Reading: Language and style – words

• Activity: Editing exercises to identify and correct language errors.

Week 5: Grammar and sentence structure

• Topic: Mastering the tools of the trade: Grammar and voice.
  • Content:
    • The active and passive voice in news writing.
    • Effective use of adjectives and adverbs.
    • Grammar basics.
    • Strengthening sentences for clarity and impact.
  • Resources:
    • Reading: The active and passive voices in news
    • Lesson: The active and passive voices in news
    • Reading: The use of adjectives and adverbs
    • Lesson: Adjectives and adverbs
    • Reading: Language and style – grammar
    • Lesson: Word power

• Activity: Sentence construction and editing exercises.

Course construction:

• Duration: Five weeks (adaptable to a semester-long course with expanded content).
• Format: A combination of lectures, discussions, workshops, and practical exercises.
• Assessment:
  • Participation in discussions and activities.
  • Written assignments (news stories, feature articles).
  • Editing exercises.
  • Final project (e.g., a portfolio of published work).

• Technology: Online learning platform (e.g., Moodle, Canvas) for accessing resources, submitting assignments, and facilitating discussions.

Additional considerations:

• Media literacy: Include sessions on media literacy and critical thinking.
• Guest speakers: Invite experienced journalists to share their insights and experiences.
• Real-world application: Encourage students to seek out opportunities to contribute to student publications or local news outlets.

By following this structure, students will develop a strong foundation in the core principles and practices of journalism, preparing them for further study or a career in the field.

Summary:

• This foundational journalism course equips students with the essential skills to navigate the modern news landscape.
• Through a blend of theoretical understanding and practical application, participants will learn to identify newsworthy events, master the art of effective information gathering, and construct clear, accurate narratives.
• Emphasis is placed on the ethical considerations of journalism, alongside the critical analysis of language and grammar, ensuring students can produce impactful and responsible reporting.
• The curriculum delves into core journalistic principles, including the use of precise language, the avoidance of common writing pitfalls, and the strategic application of active and passive voice.
• Students will develop a keen “news sense,” learn to ask the crucial six questions, and understand the fundamental elements of a compelling news story.
• By combining instruction from provided resources with hands-on exercises, this course fosters a comprehensive understanding of journalistic basics, preparing students for future endeavours in the field.

The post Module: Journalism Basics first appeared on Media Helping Media.

This module provides an in-depth exploration of editorial ethics in journalism, designed for students pursuing careers in media.

It covers core principles such as accuracy, fairness, integrity, impartiality, and respect for privacy, while addressing contemporary challenges like unconscious bias and the ethical considerations of causing offence.

By integrating practical exercises, case studies, and interactive discussions, this module aims to equip students with the critical thinking skills necessary to navigate the complex ethical landscape of modern journalism.

The module, which can be adapted for local requirements, incorporates practical exercises and real-world examples to equip students with the foundational knowledge needed for a career in journalism.

It is released under the terms of the Creative Commons BY-NC-SA 4.0 licence so that educational institutions can make use of the material free-of-charge.

Target Audience: Journalism students (undergraduate and postgraduate)

Course outline

Learning objectives:

• Understand and apply core principles of journalistic ethics.
• Recognise and mitigate the impact of unconscious bias in reporting.
• Evaluate and resolve ethical dilemmas in various journalistic contexts.
• Develop strategies for ensuring accuracy, fairness, and integrity in media content.
• Comprehend the legal and ethical implications of privacy and offence in journalism.
• Improve critical thinking and decision-making skills in ethical situations.

Module content:

• Week 1: Introduction to editorial ethics and its importance
  • What are editorial ethics?
  • Why are they crucial in modern journalism?
  • The role of ethics in maintaining public trust.
  • Introduction to key ethical frameworks.
  • Resource: Why editorial ethics are important
• Week 2: Accuracy and integrity
  • The importance of fact-checking and verification.
  • Maintaining integrity in reporting.
  • Avoiding plagiarism and fabrication.
  • Resource: Accuracy in journalism
  • Resource: Integrity and journalism
  • Resource: Lesson: Accuracy in journalism
  • Resource: Lesson: Integrity in journalism
• Week 3: Fairness and impartiality
  • Presenting unbiased perspectives.
  • Giving all parties a fair hearing.
  • Distinguishing between opinion and factual reporting.
  • Resource: Fairness in journalism
  • Resource: Lesson: Fairness in journalism
  • Resource: Lesson: Impartiality in journalism
• Week 4: Respecting privacy
  • Balancing the public’s right to know with individual privacy.
  • Ethical considerations in reporting on sensitive topics.
  • Legal implications of privacy violations.
  • Resource: Respecting privacy as a journalist
  • Resource: Lesson: Respecting privacy as a journalist
• Week 5: Offence and journalism
  • The ethical considerations of causing offence.
  • Balancing freedom of expression with social responsibility.
  • Contextualising potentially offensive content.
  • Resource: Offence and journalism
  • Resource: Lesson: Offence and journalism
• Week 6: Unconscious bias
  • Identifying and understanding unconscious bias.
  • Strategies for mitigating bias in reporting.
  • Promoting inclusive and representative journalism.
  • Resource: Unconscious bias and its impact on journalism
  • Resource: Lesson: Unconscious bias and its impact on journalism
• Week 7: Ethical decision-making and case studies
  • Applying ethical frameworks to real-world scenarios.
  • Analysing complex ethical dilemmas.
  • Group discussions and debates on ethical issues.
  • Resource: Is your journalism ethical?
• Week 8: Review and assessment
  • Review of key ethical principles.
  • Assessment (e.g., essay, presentation, or ethical scenario analysis).
  • Discussion of ongoing ethical challenges in journalism.

Suggested timetable:

• Weekly schedule (3-hour sessions):
  • 1 hour: Lecture/presentation (introducing concepts and theories).
  • 1 hour: Interactive discussion/case study analysis (applying concepts to real-world examples).
  • 1 hour: Practical exercise/group activity (developing skills and critical thinking).
• Example weekly breakdown:
  • Week 1:
    • Lecture: Introduction to editorial ethics.
    • Discussion: The importance of ethics in current media.
    • Activity: Analysing ethical codes from different news organisations.
  • Week 4:
    • Lecture: Privacy and journalism.
    • Discussion: Case studies on privacy violations.
    • Activity: Writing a report while considering privacy.
  • Week 6:
    • Lecture: Unconscious bias and journalism.
    • Discussion: Identifying bias in news reports.
    • Activity: Rewriting biased articles to be more inclusive.

Assessment:

• Class participation and engagement (20%)
• Case study analysis and presentations (30%)
• Final essay or ethical scenario analysis (50%)

Teaching Methods:

• Lectures and presentations.
• Interactive discussions and debates.
• Case study analysis.
• Group activities and practical exercises.
• Guest speakers (e.g., experienced journalists, media lawyers).
• Online quizzes.

Resources:

• All links provided above.
• Additional readings on media ethics and journalism.
• Ethical codes from professional journalism organisations.

Summary:

• This journalism training module focuses on equipping students with a strong foundation in editorial ethics, essential for responsible and trustworthy reporting.
• It delves into core principles like accuracy, fairness, and integrity, emphasising their critical role in maintaining public trust.
• Students will learn to navigate ethical dilemmas, understand the importance of respecting privacy, and recognise the impact of unconscious bias in their work.
• Through case studies, discussions, and practical exercises, they will develop the skills to make sound ethical decisions in various journalistic contexts.
• The course also addresses contemporary challenges, such as the ethical considerations of causing offence and the evolving landscape of digital media.
• It aims to foster critical thinking and promote a deep understanding of the journalist’s responsibility to the public.
• By exploring real-world scenarios and engaging with ethical frameworks, students will be prepared to uphold the highest standards of journalism, ensuring their reporting is accurate, unbiased, and respectful.

The post Module: Editorial Ethics first appeared on Media Helping Media.

We recommend that trainers read two articles on this site before adapting this lesson outline for their own purposes. Those articles are ‘Fact-checking and adding context‘ and ‘Beyond the basics of fact-checking‘.

Learning objective

Students will critically evaluate information by applying advanced fact-checking techniques to identify misinformation and disinformation. They will analyse claims using contextual analysis, evidence-based reasoning, and ethical awareness.

• Student-facing objective: By the end of this lesson, I’ll be able to use advanced fact-checking skills to spot and analyse misinformation and disinformation.
• Standards: Students will learn how to build on their fact-checking skills in order to create a rigorous system for combating misinformation and disinformation and all forms of fake news.

Learning activities

Warm-up

Display a series of brief statements related to current events or common knowledge. Ask students to decide if each statement is true or false. Encourage them to consider the source, context, and potential biases. After each statement, prompt students to share their reasoning and discuss different perspectives. This will activate their critical thinking and prepare them for deeper fact-checking analysis.

Direct instruction

Conceptual understanding: Introduce the concept of misinformation and disinformation. Use real examples, such as a recent viral social media post, to illustrate the difference. Discuss the motivations behind spreading false information. Ask students to identify potential impacts on society. Facilitate a brief discussion on the importance of critical thinking in evaluating information.

• Procedural skills and fluency: Demonstrate the fact-checking process using a step-by-step approach. Select a claim from a reputable news source. Walk through the steps:
• Selection and prioritisation: Explain why this claim is significant.
• Research and verification: Show how to use tools like reverse image search and keyword search.
• Analysis and interpretation: Evaluate the credibility of sources and evidence.
• Publication and dissemination: Discuss how to present findings clearly.
• Application: Present a scenario where students must apply their fact-checking skills. Use a hypothetical news article with embedded claims. Instruct students to work in pairs to:
  • Identify claims to fact-check.
  • Use research tools to verify information.
  • Analyse the context and potential biases.
  • Prepare a brief report on their findings.
  • Encourage students to consider ethical implications and the importance of transparency in their reports.

Guided practice

Think, Pair, Share: Guide students through a structured activity to reinforce fact-checking skills.

• Think: Present a new claim related to a current event. Ask students to individually analyse the claim, considering source credibility, context, and potential biases.
• Pair: Have students pair up to discuss their analyses. Encourage them to compare their findings and reasoning.
• Share: Facilitate a class discussion where pairs share their insights. Highlight diverse perspectives and correct any misconceptions. Use this opportunity to reinforce ethical considerations and transparency in fact-checking.
• Clarify: Address any questions or uncertainties that arise during the discussion. Provide additional examples or resources if needed.
• Reflect: Ask students to reflect on how their understanding of fact-checking has evolved. Encourage them to consider how they can apply these skills in real-world scenarios.

Independent practice

Assign students an exercise where they independently fact-check a short article containing multiple claims. Provide a placeholder for the article link. Instruct students to:

• Select one claim to verify.
• Use online tools to research and gather evidence.
• Analyse the context and identify any biases.
• Document their process and findings in a concise report.
• Encourage students to reflect on the ethical implications of their findings and the importance of transparency.

Assignment

Ask students these questions:

1. How does contextual analysis enhance the fact-checking process?
2. Why is ethical awareness important in fact-checking?
3. What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: Contextual analysis helps identify the source, audience, and motivations, providing a deeper understanding of the claim.
• Suggested answer to Question 2: Ethical awareness ensures fairness, transparency, and consideration of the impact on individuals and society.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper exploration by having students fact-check more complex claims involving nuanced language or ambiguous evidence. Suggest they explore the ethical implications of fact-checking in different cultural contexts. Challenge them to create a presentation on the future of fact-checking, incorporating emerging technologies.
• Striving learners: Simplify tasks by providing structured templates for the fact-checking process. Use more straightforward claims for analysis. Pair them with peers for collaborative work to build confidence. Offer additional examples and guided practice to reinforce understanding.
• Recommended reading: As mentioned earlier we recommend that trainers read two articles on this site before adapting this lesson outline for their own purposes. Those articles are ‘Fact-checking and adding context‘ and ‘Beyond the basics of fact-checking‘.

Notable definitions

• Misinformation: False or misleading information spread without harmful intent. It often arises from misunderstanding or lack of knowledge.
• Disinformation: Deliberately false information spread with the intent to deceive or mislead. It is often used to manipulate public opinion or obscure the truth.
• Contextual analysis: The process of examining the circumstances surrounding a claim, including the source, audience, and potential motivations, to better understand its validity and implications.

Required materials

• Computers or tablets with internet access
• Access to fact-checking tools (e.g., reverse image search, keyword search)
• Printed or digital copies of a hypothetical news article for analysis
• Notebooks or digital devices for note-taking and report writing
• Projector or screen for displaying statements and examples

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related articles

Fact-checking and adding context

Beyond basic fact-checking

The post Lesson: Beyond basic fact-checking first appeared on Media Helping Media.

It’s based on the article ‘Language and style – the basics‘ which we recommend trainers read before adapting this lesson outline for your own purposes.

Learning objective

Students will analyse and apply effective language and style techniques in journalism to enhance clarity and engagement in news writing. They will evaluate sentence structure, word choice, and objectivity to ensure accurate and unbiased reporting.

• Student-facing objective: By the end of this lesson the student will be able to use clear and engaging language in my news writing, making sure my sentences are structured well and my reporting is fair and accurate.
• Standards: Students will learn about the best use of language and style in their news writing.

Learning activities

Warm-up

Begin with a brief discussion on the importance of clear communication in journalism. Ask students to think of a news story they’ve read or heard recently. Prompt them to consider:

• What made the story easy or difficult to understand?
• Were there any words or phrases that were confusing or unclear?

Encourage students to share their thoughts with a partner. After a few minutes, ask a few students to share their observations with the class. This will activate their prior knowledge about language clarity and prepare them for the lesson on effective language and style in journalism.

Direct instruction

• Conceptual understanding: Introduce the concept of language clarity in journalism. Explain the importance of using short, clear sentences to convey information effectively. Use real-world examples, such as comparing two versions of a news story: one with complex language and one with simplified language. Discuss how the simplified version enhances understanding.
• Procedural skills and fluency: Demonstrate how to construct sentences with a maximum of 20 words and no more than three ideas. Provide examples of sentences that exceed these limits and guide students in rewriting them for clarity. Emphasise the use of active voice and the elimination of unnecessary adjectives and adverbs.
• Application: Present a brief news story with complex language and ask students to rewrite it using the principles discussed. Encourage them to focus on sentence length, word choice, and active voice. Facilitate a class discussion on the changes made and how they improve the story’s clarity and engagement.

Guided practice

Think, Pair, Share: Guide students through a collaborative exercise to practice language clarity in journalism.

• Think: Present students with a complex news excerpt. Ask them to individually identify areas where language clarity can be improved, focusing on sentence length, word choice, and active voice.
• Pair: Have students pair up to discuss their observations. Encourage them to share their thoughts on how to simplify the language and enhance clarity.
• Share: Invite pairs to share their revised versions with the class. Facilitate a discussion on the effectiveness of the changes and how they contribute to clearer communication.
• Feedback: Provide constructive feedback on their revisions, highlighting successful strategies and suggesting further improvements.
• Reflection: Ask students to reflect on the exercise and write down one main takeaway about the importance of language clarity in journalism.

Independent practice

• Provide students with a news article containing complex language. Instruct them to independently rewrite the article, focusing on simplifying sentence structure, using active voice, and eliminating unnecessary words.
• Encourage students to apply the principles of language clarity and style discussed in class.
• Circulate to offer guidance and support as needed.

Assignment

Ask students these questions:

1. How does using active voice improve clarity in news writing?
2. Why is it important to limit sentence length in journalism?
3. What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: Active voice makes sentences clearer by showing who is doing the action, making it easier for readers to understand.
• Suggested answer to Question 2: Limiting sentence length helps prevent confusion and ensures that information is conveyed clearly and concisely.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to explore the nuances of language differences, such as UK vs. US English, and how these affect journalistic style. Challenge them to rewrite a news story in both styles, focusing on maintaining clarity and engagement.
• Striving learners: Provide sentence starters and templates to help them construct clear, concise sentences. Use guided examples to illustrate the transformation of complex sentences into simpler ones. Offer additional practice with identifying active vs. passive voice in sentences.
• Background reading: We recommend trainers read the article ‘Language and style – the basics‘ before adapting this lesson outline for your own purposes. It would also be good to share the link to the article with students.

Notable definitions

• Active voice: A sentence structure where the subject performs the action stated by the verb. It is preferred in journalism for clarity and directness.
• Objectivity: The practice of maintaining neutrality and fairness in reporting, avoiding bias or personal opinions.
• Sentence structure: The arrangement of words in a sentence to convey clear and concise meaning, often emphasising the use of short, simple sentences in journalism.

Required materials

• Whiteboard and markers
• Copies of a news article with complex language for each student
• Handouts with examples of active vs. passive voice
• Projector for displaying examples and student work
• Notebooks or paper for student reflections and exercises

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related article

Language and style – basics

The post Lesson: Language and Style first appeared on Media Helping Media.

It’s based on the article ‘Clichés, journalese, and jargon‘ which we recommend trainers study before adapting the following lesson outline.

Learning objective

Students will identify and critique the use of clichés, journalese, and jargon in their writing. They will also demonstrate the ability to revise text to improve clarity and precision.

• Student-facing objective: By the end of this lesson the student will be able to spot clichés, journalese, and jargon in writing and make changes to make the text clearer and more precise.
• Standards: A training lesson designed to help students learn the importance of avoiding the use of clichés journalese, and jargon in their writing.

Learning activities

Warm-up

Present students with a short paragraph filled with clichés, journalese, and jargon. Ask them to read it silently and identify any phrases or words that seem overused or unclear. After a few minutes, have students share their findings with a partner. Then, facilitate a brief class discussion, asking students to explain why certain phrases might be problematic and how they could be improved for clarity. This primes students to recognise and critique these elements in writing.

Direct instruction

Conceptual understanding: Begin by explaining the definitions of clichés, journalese, and jargon. Use real examples from recent news articles to illustrate each concept. Discuss why these elements can hinder clear communication. Highlight how clichés can make writing predictable, journalese can obscure meaning, and jargon can alienate readers unfamiliar with specific terms.

Procedural skills and fluency: Provide students with a list of sentences containing clichés, journalese, and jargon. Ask them to work in pairs to rewrite these sentences for clarity and precision. Encourage them to replace vague or overused phrases with specific, straightforward language. Facilitate a class discussion to review their revisions, emphasising the importance of clear communication in journalism.

Application: Assign a short writing task where students must report on a simple event (e.g., a school announcement) without using clichés, journalese, or jargon. Have them focus on delivering the information clearly and concisely. Afterward, conduct a peer review session where students exchange their reports and provide feedback on clarity and language use.

Guided practice

Think, Pair, Share: Distribute a short article filled with clichés, journalese, and jargon.

• Think: Have students individually read the article and highlight problematic phrases.
• Pair: In pairs, students discuss their findings and suggest clearer alternatives.
• Share: Facilitate a class discussion where pairs share their revisions and reasoning.
• Collect and display: Record student suggestions on the board, organising them into categories (clichés, journalese, jargon).
• Reflection: Ask students to reflect on how their understanding of clear communication has evolved through this exercise.

Independent practice

• Exercise: Provide students with a worksheet containing sentences filled with clichés, journalese, and jargon. Instruct them to rewrite each sentence, focusing on clarity and precision.
• Peer Review: Once completed, have students exchange worksheets with a partner for peer review. Encourage them to provide constructive feedback on the clarity and effectiveness of the revisions.
• Reflection: Ask students to write a brief reflection on the challenges they faced in identifying and revising these elements, and how this practice might influence their future writing.

Assignment

Ask these questions:

1. What is one reason why using clichés, journalese, or jargon can weaken writing?
2. How can replacing jargon with straightforward language improve communication?
3. What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: They can make writing predictable and obscure meaning.
• Suggested answer to Question 2: It makes the text clearer and more accessible to a wider audience.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to identify and critique more subtle examples of clichés, journalese, and jargon. Challenge them to rewrite complex passages from professional articles, focusing on enhancing clarity and precision. Suggest they explore the impact of these elements on different audiences and contexts.
• Striving learners: Provide additional examples and practice opportunities. Use simpler texts to help them identify clichés, journalese, and jargon. Offer sentence starters or templates to guide their revisions. Pair them with peers for collaborative exercises to build confidence and understanding.
• Recommended reading: This lesson plan is based on the article ‘Clichés, journalese, and jargon‘ which we recommend trainers study before adapting the following lesson outline.

Notable definitions

• Cliché: An overused phrase or expression that has lost its originality and impact, often making writing predictable and uninspired.
• Journalese: A style of writing typical of newspapers, characterised by the use of sensationalised language and clichés, which can obscure meaning and clarity.
• Jargon: Specialised language used by a particular group or profession, which can be confusing or alienating to those not familiar with the terminology.

Required materials

• Copies of a short paragraph filled with clichés, journalese, and jargon for the warm-up activity.
• A list of sentences containing clichés, journalese, and jargon for the direct instruction activity.
• A short article filled with clichés, journalese, and jargon for the guided practice activity.
• Worksheets with sentences filled with clichés, journalese, and jargon for the independent practice exercise.
• Highlighters for students to mark problematic phrases.
• Whiteboard and markers for recording student suggestions during class discussions.

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related article

Clichés, journalese, and jargon

The post Lesson: Journalese first appeared on Media Helping Media.

Journalists need to recognise and then avoid using journalese, jargon, and clichés. Their writing must be clear, easy to understand, and informative.

Clichés

It’s a cliché to advise writers to avoid clichés. Every time you have a story about a child being left unattended you can reach for the phrase ‘home alone‘; every time two motorists exchange angry words it’s obviously a case of ‘road rage‘; escapes from prison are always ‘daring‘ and inquiries always ‘in depth‘.

The regular use of these predictable words and phrases is numbing and indicates a lack of thought and effort.

In themselves, clichés are a form of shorthand and we would be hard pressed to do without them altogether.

There are probably some lurking within the pages of this site. However, in the final analysis, Clichéville is a town which bears all the hallmarks of the angry clashes which occur with monotonous regularity.

Journalese comes from newspapers, which have developed a particular style to meet their own needs. Some of them have moved a long way from standard English.

Some journalists assume that newspaper English is the language of all journalism. It is not.

Broadcast journalism, written for the ear, requires a different approach. Writing has to be simpler, clearer and more natural.

“Hello Tim. Have you heard that Matt’s job has been axed and he’s pledged to fight on in a bid to block the move.”

You do not often hear people in conversation use words like bid, probe, pledge, axe, plea and all the other short words in the headline writer’s sack. Good radio and television writers avoid them.

“One man’s meat is another man’s poison”, and one man’s list of clichés might be another man’s list of useful sayings and phrases.

However, if you find yourself including any of the following in your script or summary, take yourself to one side and ask yourself if it really is the best you can do.

• a question mark hangs over
• conspicuous by its absence
• the situation remains confused
• leaves much to be desired
• combing the area for clues
• leave no stone unturned
• grind to a halt
• point blank range
• quiet but tense
• moving the goalposts
• full-scale search
• level playing field
• the bottom line
• armed to the teeth
• blessing in disguise
• spread like wildfire
• calm before the storm
• horns of a dilemma
• wealth of experience
• in the final analysis
• in the pipeline
• hail of bullets
• shrouded in mystery
• reign of terror
• ripe old age
• last-ditch effort
• rushed to the scene
• vanished into thin air
• beginning of the end
• limped into port
• burn the midnight oil
• emotions ran high
• moment of truth
• riot of colour

This is a sample – there are lots more where these came from.

Uninspired journalists are also very fond of nouns and adjectives which go together so inevitably that they have lost any force or colour they might once have had. Feel free to add your own favourites to this list.

• glaring omission
• bated breath
• weighty matter
• blissful ignorance
• bitter end
• hot pursuit
• serried ranks
• breakneck speed
• sweeping changes
• true colours
• chequered career
• daylight robbery
• whirlwind tour
• brutal reminder
• marked improvement
• absolute rubbish
• foregone conclusion
• strife torn
• wreak havoc
• open secret
• luxury yacht
• cherished belief
• gory details
• deafening crash
• psychologically important
• blazing inferno

The words and phrases in these lists are not banned. There will be occasions when you choose to use some of them, but at least be aware that when you do you are straying into the superficially attractive word store which produces second-hand, second-rate writing.

A large part of your personal style comes from the vocabulary you use, so choose wisely.

Journalese

Journalese is a specialist form of cliché writing. People who use it presumably want to sound urgent, to make an impact and to be, well, journalistic.

Even though you are a journalist, whether in the field or in the office, try to avoid it. How often have you heard something like this?

“The beleaguered President Humboldt’s grip on power in strife-torn Benguela is weakening. The ailing leader of this oil-rich desert country is said to be literally fighting for his political life.”

“An uneasy peace was brokered after a marathon negotiating session with leaders of the
breakaway Gulf rebels, but it’s almost inevitable that the once undisputed strongman of the region is heading for a bloody confrontation which will plunge Benguela into chaos.”

Please resist the temptation to write like this. It is a style that goes with a trench coat and a trilby hat with a card saying ‘Press‘ tucked in the brim.

Here are some examples of journalese for your consideration.

• Aim – rarely heard in real life except at shooting or archery clubs.
• Amid – does anyone ever use this, or its close relative amidst, in normal conversation.
• Axe – the jobs axe remorselessly falls in much journalism.
• Bid – another one straight from the Hack’s Book of Wee Words.When was the last time you said to a colleague: “Leaves on the line foiled my bid to get to work”?
• Blaze – a potentially useful synonym for fire, but not all fires are blazes.
• Blow – try setback or disappointment.
• Blunder – a word that seems to exist only in journalese, along with its close friend bungle.
• Boost – nearly always accompanied by major, and much the worse for it.
• Boss – a catch-all short word that covers everyone from the director general to the football club manager.
• Centred around – makes no sense, but is much heard.
• Chaos – a hardy perennial in the hack’s garden of delight.
• Chiefs – and their deputies remind us of Hollywood westerns.
• Clash – still hugely popular in news and sport.
• Crucial – often used to suggest significance, often misused.
• Death toll – why not simply say how many people have been killed?
• Dramatic – see crucial.
• Eleventh hour – somehow makes time stand still.
• Emerged – often used when we are late on a story or to suggest spurious journalistic endeavour.
• Fighting for his/her life – the subject is probably unconscious in a hospital bed and making no attempt to do anything.
• Full scale – often added to search or inquiry for no good reason.
• Garner – as in She garnered three awards. Only ever used by hacks.
• Gunned down – probably first used in the Tombstone Sentinel.
• Gunshot wounds – what are they? Bullet wounds or shotgun wounds?
• Hammered out – leave it for metalwork, not negotiated settlements.
• Helping police with their inquiries – being questioned or interviewed is shorter and to the point.
• House fire – most people would say a fire at a house.
• Inferno – this is a really serious state of affairs, not just a fire.
• Joyriding – can lead to death and great anguish.
• Key – heard too often to mean much.
• Launched – barely a day goes by without some report, initiative or investigation being launched.
• Literally – if you mean it literally, it’s not really necessary to say so.
• Mandarins – leave them to the greengrocer. The phrase civil service mandarins is not compulsory.
• Manhunt – police search or murder hunt.
• Marathon – talks which go on for a long time do not demand this adjective.
• Mercy dash – good grief.
• Miraculous – nothing to do with religious belief or theological teaching.
• Oust – top class journalese.
• Plea – ditto
• Pledge – properly belongs in a wedding service or a pawnbroker’s.
• Probe – best left to doctors or one of those tiny cameras.
• Quit – another ditto.
• Quiz – the noun is fine, the verb is an abomination.
• Row – not all differences of opinion justify the use of row.
• Rush – especially to hospital. Use it only when you really mean it.
• Scheme – a great favourite, but what about plan, proposal, idea, project?
• Set – as in A is set to do B. A useful but overworked expression.
• Spark off – would anyone but a journalist use this?
• Spree – shopping or killing?
• Sustain fatal injuries – or die.
• Sweeping changes – the bristles on this must be worn out by now.
• Today – broadcasters should hardly ever need to say this.
• Tracker dogs – specially trained? Or just sniffer dogs. Or even simply dogs.
• Trigger off – see spark off.
• Vital – are you sure?
• Vowed – when was the last time you vowed anything?
• Walked free – from court. This phrase is not compulsory after successful appeals.

Jargon

From doctors to decorators, lawyers to lorry drivers – any group of people working together or in the same field is likely to develop a specialised, shared vocabulary.

As journalists, we can become honorary members of these groups if we use the language correctly.

The danger is that we become so familiar with the jargon that we use it in our writing, which is at odds with our aim to be understood as clearly and universally as possible.

So, the obvious advice is: avoid jargon. Unfortunately, this is often not as easy as it sounds.

Journalism is littered with supply-day motions, three-line whips, the usual channels, corporate governance, collateral damage, affirmative action, throughput, and constructive dismissals.

Police officers say they have attended the scene (been there), that twelve people were apprehended (caught), that evidence was detected (found), and that death was due to immersion (drowning).

The hospital press officer says the driver was fatally injured (killed) and a passenger received a broken leg (his leg was broken) and is undergoing surgery (having an operation).

And what does comfortable mean when someone is lying in hospital? And also describing a patient as critical; does this mean they don’t like the food, the nurses, or the colour scheme in the ward, or is the patient critically ill?

There is a lot of jargon about, but if you recognise it, you can do the audience a favour and substitute real, accessible language instead.

Here are some examples from business:

“The chairman said he was bullish on the company’s sales” (he believed they would increase).

“They can charge more because of tight supply and demand” (prices are going up because demand is high and supplies are low).

“The company says the new model will cause a paradigm shift” (it’s a big change in the generally accepted point of view).

“They are currently evaluating their health care delivery system” (they are looking at the medical services available to staff).

“She was concerned about the granularity of the deal” (she had worries about the details).

Journalists must learn to recognise journalese, jargon and cliches and try their best to avoid them and, instead, use words that help explain and deliver information to the audience.

By John Allen

The original text for this article first appeared in a BBC Style Guide. The BBC gave Media Helping Media permission to rework this material and publish it.

In the relentless pursuit of delivering timely and accurate information, journalists wield immense power. Their words shape public perception, influence policy, and ultimately, contribute to the fabric of our understanding of the world.

However, this power comes with a critical responsibility: to communicate with clarity, precision, and authenticity.

That’s why the pervasive use of clichés, journalese, and jargon is a disservice to both the audience and the profession itself.

The plague of clichés

Clichés, those overused phrases that have lost their original impact, are the antithesis of insightful reporting.

“At the end of the day,” “a perfect storm,” “thinking outside the box” – these phrases, once perhaps vivid, now serve as linguistic placeholders, requiring minimal thought from the writer and offering little substance to the reader. They dull the senses, stifle originality, and suggest a lack of effort.

Instead of relying on tired tropes, journalists should strive for fresh, evocative language that paints a clear picture. For example, instead of saying “it was a perfect storm of events,” a journalist could describe the specific contributing factors and their interplay, allowing the reader to understand the complexity of the situation.

The murky waters of journalese

Journalese, the specialised language often used within the news industry, can be equally problematic. Phrases like “slammed,” “tapped,” “panned,” and “inked a deal” may be efficient shortcuts for journalists, but they often obscure meaning for the average reader.

They create a sense of exclusivity, alienating those unfamiliar with the industry’s vernacular.

Clear, accessible language is paramount. Journalists should aim to explain complex events and concepts in a way that is understandable to a broad audience. This doesn’t mean “dumbing down” the news; it means respecting the intelligence of the reader by providing context and avoiding unnecessary jargon.

The exclusionary nature of jargon

Jargon, the specialised vocabulary of a particular field or profession, poses a similar challenge. While it may be essential for communicating with experts, its use in general news reporting can create a barrier to understanding. Terms like “quantitative easing,” “algorithmic bias,” or “net neutrality” require careful explanation for a general audience.

Journalists have a responsibility to demystify complex topics. This involves breaking down jargon into plain language, providing definitions, and illustrating concepts with relevant examples. By doing so, they empower readers to engage with critical issues and form informed opinions.

The importance of clarity and authenticity

Avoiding clichés, journalese, and jargon is not merely a matter of style; it’s a matter of substance. Clear, precise language fosters trust and credibility. It allows journalists to convey information accurately and effectively, ensuring that their reporting has the intended impact.

Furthermore, authentic language reflects genuine thought and engagement with the subject matter. It demonstrates respect for the reader’s intelligence and a commitment to providing meaningful insights. When journalists rely on tired phrases and industry jargon, they risk sounding detached and formulaic.

In conclusion

In an era of information overload, the demand for clear, insightful journalism is greater than ever. By ditching clichés, journalese, and jargon, journalists can elevate their craft, build trust with their audience, and fulfil their vital role in informing and empowering society. It’s time to move beyond buzzwords and embrace the power of authentic, impactful language.

Questions

1. What is the main focus of the text concerning journalistic writing?
2. Define “journalese”.
3. Why should journalists avoid using clichés?
4. Identify two examples of journalese and explain their typical usage.
5. How should journalists should handle jargon in their writing?
6. Discuss the impact of using clichés and journalese on the quality of journalistic writing.
7. Analyse the difference between broadcast journalism and newspaper journalism in terms of the use of clichés, journalese and jargon.
8. What are some challenges journalists face when trying to avoid jargon?
9. Evaluate the statement: “One man’s list of clichés might be another man’s list of useful sayings.” What does this imply about language use in journalism?
10. Sum up the main strategies for journalists to improve their writing style.

Answers

1. The primary purpose is to guide journalists in avoiding journalese, jargon, and clichés to ensure their writing is clear, easy to understand, and informative.
2. Journalese is a style of writing used in newspapers that often includes clichés and sensational language to sound urgent and impactful.
3. Journalists should avoid clichés because they are predictable, numbing, and indicate a lack of thought and effort in writing.
4. Examples include “axe” (used to describe job cuts) and “bid” (used to describe an attempt). These words are often used in headlines but are not common in everyday conversation.
5. Journalists should recognise jargon and replace it with clear, accessible language to ensure their writing is understood by a broad audience.
6. Using clichés and journalese can make writing seem second-hand and second-rate, reducing its impact and clarity.
7. Broadcast journalism requires simpler, clearer, and more natural language because it is written for the ear, unlike newspaper journalism, which can use more complex language.
8. Journalists may become so familiar with jargon that they inadvertently use it, making their writing less accessible to the general audience.
9. This statement implies that language use is subjective, and what is considered a cliché by one person might be seen as a useful expression by another, highlighting the importance of context in journalism.
10. The text recommends avoiding clichés, journalese, and jargon, and instead using clear, precise language to improve journalistic writing style.

Lesson plan for trainers

If you are a trainer of journalists we have a free lesson plan: ‘Clichés, journalese, and jargon‘ which you are welcome to download and adapt for your own purposes.

The post Clichés, journalese, and jargon first appeared on Media Helping Media.

Basic literacy is a core element of the job of a journalist. Words are powerful and they need to be used properly.

Words are classified according to the job they do in a sentence.

Word classifications

The following are the most important word classifications that journalists will use in their work. It is important to understand their role in sentence construction:

• Noun
  • Common nouns are naming words (editor, television, albatross).They can be singular or plural.
• Proper noun
  • Proper nouns are names which usually start with a capital letter (Denmark, Mars, Angela). Nouns which refer to collections of people and things are called collective nouns (the team, the Cabinet).
• Verb
  • Verbs express action or a state of being (write, hit, be).
• Pronoun
  • Pronouns take the place of nouns (he, her, we, them).
• Adjective
  • An adjective is a describing word (Welsh, big, blue).
• Adverb
  • An adverb describes a verb or adjective (clearly, gracefully, finally, suddenly).
• Preposition
  • Prepositions are the little words which hold a sentence together, often by showing direction or location (in, to, from, by, with, beyond).

Word usage basics

The first rule of writing is to know what you want to say. This may seem a statement of the obvious, but items are often broadcast and published which are not exactly what the writer intended

“For the second time in six months, a prisoner at Durham jail has died in his cell.”

The ability of some people to die more than once is also illustrated in this headline:

“A suicide bomber has struck again in Jerusalem.”

The key to good writing is simple thoughts simply expressed. Use short sentences and short words. Anything which is confused, complicated, poorly written or capable of being misunderstood risks losing the listener, viewer, or reader, and once you have done that, you might just as well not have come to work.

In broadcasting, the basic sentence structure Subject-Verb-Object works every time. The
audience grasps what you are saying straight away. Anything more flamboyant, such as a subordinate clause, is a potential barrier to understanding.

• Do not describe news as good, bad, shocking or horrendous. Tell the story and let the listener/reader decide.
• Do try to get a strong active verb in the first sentence. You want to make an impact and keep people listening.
• Do not start a news report with a question. The audience wants to be informed, not take part in a quiz.
• Do not begin a story with “As expected…‘ If your item was predictable and you have nothing new to say, why should the listener or viewer pay attention?
• Be positive. Make assertions wherever possible, and try to avoid negatives. It is more direct to say “The plan failed” than “The plan was not successful“.

The most interesting writing often involves creating something unexpected, and rules tend to get in the way, but daily journalism has its discipline that should be observed.

Frequently confused words

English is full of traps for the unwary. Words which sound similar can mean very different things. The audience expect the right words to be used.

Consider these examples:

“A boy of twelve is in intensive care in hospital after a group of teenagers doused him in inflammatory liquid and then threw a lighted match at him.”

The writer did not mean this. She meant inflammable, capable of being set on fire, not inflammatory, tending to stir up trouble.

This writer of the sentence below also chose the wrong word.

“The union’s decision will mitigate against a settlement.“

The word required was militate, working against. Mitigate means to appease, to soften, as in mitigating circumstances, which means circumstances that reduce the seriousness of an offence.

Here is a list of frequently confused words. If you are not confident about their meanings, look them up. If you want a longer list, along with definitions, see our article ‘Frequently confused words‘.

• Affect/effect
• Alternate/alternative
• Appraise/apprise
• Biannual/biennial
• Continual/continuous
• Dependent/dependant
• Discreet/discrete
• Disinterested/uninterested
• Distinctive/distinguished
• Flounder/founder
• Flout/flaunt
• Fortuitous/fortunate
• Inflammable/inflammatory
• Loathe/loath/loth
• Luxuriant/luxurious
• Meter/metre
• Militate/mitigate
• Peddle/pedal
• Practical/practicable
• Principle/principal
• Refute/rebut
• Regretful/regrettable
• Repel/repulse
• Resistant/resilient
• Stationary/stationery
• Titivate/titillate

Confusing sentence structure

There are some topics which seem to have an inexhaustible ability to cause confusion and sow doubt in people’s minds.

Fewer and less

Fewer means not as many, less means not as much. A commonly quoted example used to highlight the distinction is “There are fewer cars on the road”, which means there is less traffic.

These two sentences offer another useful reminder of the difference:

“The fewer people know about this the better.”

“The less people know about this the better.”

The rule does not work if the number is counted as a quantity or as a unit.

“She paid less than ten pounds for it.”

“His last jump was less than fifteen feet.”

Over and more than

Over refers to height, more than refers to quantity.

Consider these sentences:

“Over 10,000 people attended the first day of the festival.”

“More than 10,000 people attended the first day of the festival.”

The second sentence is correct.

That and which

This is not something to get too concerned about. It is not right to suggest that which is somehow grander than that, and on many occasions you can miss out the pronoun altogether, as “The car she was driving”, or “This is the outfit I’ll be wearing tonight“.

When you do use it, a useful guide is that defines, which informs. This is not a cast iron rule but it can help:

“This is the house that Jack built, but I think the one next door, which Jack also built, is more attractive.”

This is another example which illustrates the point:

“The police stopped the second car that was driven by a woman.”

“The police stopped the second car, which was driven by a woman.”

Split infinitive

There is no grammatical rule which says you cannot split an infinitive, but there are people who get almost upset if they hear one.

Sometimes, it is definitely better to split:

“Can dot.com companies ever hope to fully recover their share values?”

This sounds much better than moving fully in front of to recover or behind it. The main consideration is not to write anything which is ambiguous or inelegant.

May or might

The difference between these two words is gradually being eroded and there are many occasions now when they are quite interchangeable.

They offer varying and subtle degrees of certainty.

“The governor might resign” – suggests a possibility.

“The governor may resign” – indicates a little more probability.

May have and might have cause even more difficulty.

“We may have beaten Australia” suggests a lack of knowledge; perhaps we did, perhaps we didn’t, I’m not sure.

“We might have beaten Australia” suggests that if things had been different (wetter, drier, breezier), if that disputed try had been given, or if our forwards had been a little more effective, there was a chance that victory could have been ours.

Superlatives

If you are ever tempted to use a superlative, think about it. Are you absolutely confident that you are right? The audience is an enormous reservoir of information, and it does your reputation no good if you write about things which are incorrect.

Do not try to add impact to your stories by using superlatives you cannot justify, so make sure of your facts before you use words such as:

• exceptional
• exclusive
• fastest
• first
• greatest
• heaviest
• inimitable
• irreplaceable
• largest
• last
• least
• longest
• matchless
• most
• only
• record
• slowest
• smallest
• sole
• tallest
• unique
• unmatched
• unprecedented

If possible, it is best to attribute claims: “A Bridlington man has made what he says is the world’s biggest model of the Empire State Building using only matchsticks”.

If he is challenged, he can slug it out with the competition.

Simple words

Simplicity is the central to understanding. Short words in short sentences present listeners, viewers, and readers with the fewest obstacles to comprehension.

In many cases there are longer, more decorative alternatives but think twice before you use them. They take up more time and they can give the audience more to think about.

Here are some examples:

• approximately = about
• apprehend = catch
• ameliorate = improve
• ascertain = learn
• assistance = help
• attempt = try
• commence = start
• exceedingly = very
• discontinue = stop
• magnitude = size
• manufacture = make
• numerous = many
• possesses = has
• purchase = buy
• remuneration = pay
• requested = asked
• residence = home
• subsequently = later
• terminate = end
• utilise = use

Troublesome words

Some words are often misused. Using the wrong word detracts from your journalism, and prevents you from saying what you really wanted to say. Here are some words to look
out for:

• Anticipate and expect are thought by some people to be interchangeable, but that takes away a useful distinction. If I am playing chess and I anticipate my opponent’s next move, I see it coming and act accordingly. There is action as well as expectation. So if you think Liverpool will beat Manchester United, say you expect a Liverpool victory rather than anticipate one. It is simpler and more direct.
• Assassination should be kept for the violent deaths of royalty and seriously prominent members of society, such as political or religious leaders. Everyone else is murdered or killed.
• Cohort originally meant the tenth part of a Roman legion, and when statisticians use it, they mean a group with a shared characteristic. Despite recent American usage, it does not mean a group of colleagues, cronies, friends, Romans or countrymen.
• Crescendo is a gradual increase culminating in a climax, so it is wrong to say that something rose to a crescendo.The word you want is climax.
• Decimate originally meant to kill every tenth person but is now often used to indicate the destruction of a large part of something. Devastate or destroy are just as good.
• Disinterested means impartial; uninterested means not interested in.
• Draconian is much overused, usually by people with no idea who Draco was. (If asked, say he was an Athenian judge who ruled that the penalty for almost everything should be death.) Try severe or harsh instead.
• Effectively is often confused with in effect. If something is effective, it produces a satisfactory result, so effectively means with a satisfactory outcome. “The outbreak of plague in Birmingham has been effectively contained” means the rest of us are safe. In effect means in practice, and often indicates an unplanned outcome, as in “The new tax has in effect made it more sensible for Jane to remain on benefits”.
• Electrocution means death by electric shock. As such, it is always fatal.
• Enormity does not mean large size. It means great wickedness or outrage, although the correct usage seems to be under attack from all sides.
• Evacuate The rule used to be that only places or buildings were evacuated, not people (unless they had been given an enema). This is at odds with common usage so let the people be evacuated.
• Execute means to put to death after a legal process. Terrorists or criminals do not execute people, they murder them.
• Fatwa is often misused. It is a formal legal opinion handed down by a Muslim religious leader or court. It may or may not be a death sentence.
• Forensic does not mean scientific. It means belonging to courts of law, so a forensic expert knows a lot about the legal process. Forensic scientists produce evidence that might be useful in court cases. Avoid forensic tests; you probably mean scientific tests.
• Fulsome is not a close relative of full, and does not mean generous. It means gushing, cloying, effusive or sickeningly fawning. If that’s how to want to describe a speech or tribute, then this is the word for you.
• Go missing is inelegant and unpopular with many people, but its use is widespread. There are no easy synonyms. Disappear and vanish do not convince and they suggest dematerialisation, which is rare.
• Historic is a popular word with journalists. It is nice to think that the events we are describing will resonate down the decades, but who are we to judge? Use with great care, and never confuse with historical, which means belonging to history.
• Hopefully generates much heat in some quarters. It certainly means in a hopeful manner, as in “It is better to travel hopefully than to arrive”, but it is now generally also used to mean it is to be hoped that, as in “Hopefully there will be an improved train service to London”. There is no confusion, so it can justifiably be used in both senses.
• Immolate is not another word for burn. It means to sacrifice or give up something in exchange for something else.
• Infer does not mean the same as imply. If I imply (suggest indirectly) that my programme has an interview with Elvis Presley, and you believe me, you infer (come to the conclusion) that we have the greatest showbiz scoop of all time. Put simply, the inference follows the implication.
• Innocent bystanders and their close friends perfect strangers should not be in your contacts book.
• Ironically does not mean by an odd coincidence. Irony is using words to say the opposite of what they literally mean, and something is ironic if it is the opposite of what might have been expected. It is a subtle concept and is probably best avoided.
• Major is so overused as to be almost meaningless. Think at least twice before you write major operation, major speech, major incident or major changes.
• Massive is regularly misused.As the word implies, it concerns mass, weight and bulk, not quantity.
• Momentarily properly means for a moment, not in a moment, but its misuse is common. If the aircraft pilot says he’ll be landing momentarily, does he mean the plane will touch the ground briefly and then take off again? Probably not.Try to be one of those who uses it correctly.
• Near miss is understood by everyone, even though some people argue that near collision is more accurate. Think of it as shorthand for a miss that came very near to being a collision.
• Refute has a particular meaning. To refute a statement means to prove it wrong. So do not write “The Chancellor refuted opposition claims that he had mishandled the economy”, because it is very unlikely that he did so. Refute is not a synonym for deny, disagree or contradict.
• Surrogate means substitute, so it is the mother who is a surrogate, not the baby.
• Transpire means to come to light or become known, as in “It transpired that the editor had been to school with his secretary’s brother”. It does not mean happen or occur.
• Unique has a unique meaning, and it is that there is only one of something (uni as in unicycle, unicorn or unisex). Nothing can be almost unique. You should be saying distinctive or unusual.
• Viable gets knocked around by many journalists and is often misused. It does not mean workable or feasible, but capable of living and surviving, capable of normal growth and development. If a foetus is not viable it means it cannot survive outside the womb.

Other words are a problem because they are tendentious. For example:

• Ethnic cleansing. This apparently inoffensive term covers a multitude of sins, including massacres, murders, concentration camps, and the forced removal of people from their homes. Not to be used lightly.
• Pro-life is used in the United States to denote the lobby which opposes abortion. In the UK, there is an implication that if you are not pro-life then you are anti-life or pro-death. Avoid this moral minefield by using anti-abortion.
• Reform can also cause problems because it carries a suggestion of improvement, of making things better. When politicians call for the reform of the health service, local government, or the police force, there is no guarantee that their proposals will be positively received by the people directly involved. One man’s reform is another man’s misguided, ill conceived, impractical, vindictive political interference.
• Modernisation is another word to be wary of. It can be used to mask a lot of unpleasant things like job losses, changes in working practices, and getting employees to do more for less. But there’s just a chance it can also mean improved working conditions, new equipment or premises, more flexible hours and a better life for everyone.

Vogue words

There is fashion in language as in most things, and some words are suddenly everywhere. Islamist is regularly used as a synonym for Muslim and seems set to have a long and happy life in stories about terrorism and the threat posed by terrorists.

A raft used to mean a flat structure made up of planks or logs tied together so they formed a floating platform, but journalists and politicians have seized on it as a synonym for a lot of, and they are doing it to death.

• “We are putting together a raft of measures to tackle homelessness.”
• “The bill has attracted a raft of amendments.”
• “The government has unveiled a sweeping raft of proposals.”

What is a sweeping raft? When was the last time you heard someone in the pub say I must get home. I’ve got a raft of ironing to do?

Another word much loved by politicians, diplomats and journalists is broker. Again, do you hear people saying We have brokered a good price for our house? They would be much more likely to say negotiated.

Some people use vogue words because they think it shows they are clever and up with the times. Others believe it demonstrates a lack of original thought and individuality.

Good writers will try to avoid vogue words because they know everyone else is using them.

Here is a brief list of words and phrases. None of them is banned, and nor should they be, but you should approach them with care.

• asymmetrical
• caring
• dichotomy
• ecosystem
• epicentre
• eponymous
• exponential
• fashionista
• infrastructure
• interface
• kickstart
• leading edge
• lifestyle
• meaningful
• overarching
• parameter
• pivotal
• quantum leap
• scenario
• step change
• surgical strike
• synergy
• take on board
• traumatic
• underpin
• warfare

Superfluous words and phrases

English is full of groups of words which go round together filling up sentences. We know them and we are comfortable with them.

But if you want to be concise and clear in your writing you might want to discard them. Here are some examples:

• At this moment in time = now
• By virtue of the fact that = because
• In the absence of = without
• Made good their escape = escaped
• Leaves much to be desired = poor
• Was of the opinion that = thought
• Put in an appearance = appeared
• On account of the fact that = because
• In conjunction with = and
• A large proportion of = many
• Placed under arrest = arrested
• In the event that = if
• With the exception of = except

There are lots more, and none of them should earn a place in your text.

Another way to save time is to be aware of words which go together but actually mean the same thing.

For example, an added bonus does not need the word added because by definition a bonus is something additional.

An aircraft need not plummet down to earth because plummet means falling down. Nothing plummets in any direction other than down.

Here are some more repeater phrases. You can add your own examples.

• New innovation = innovation
• Surrounded on all sides = surrounded
• Red in colour = red
• Razed to the ground = razed
• Exactly the same the = same
• Close proximity = close
• Free gift = gift
• In the field of biology = in biology
• Collaborate together = collaborate
• Temporary reprieve = reprieve
• Consensus of opinion = consensus
• Personal opinion = opinion
• Oblong in shape = oblong
• Future plans = plans
• Close scrutiny = scrutiny
• Minute detail = detail
• Shorter in length = shorter
• Prior experience = experience
• Combine together = combine
• Revert back = revert
• Patently obvious = obvious
• Exact replica = replica

By John Allen

The original text for this article first appeared in a BBC Style Guide. The BBC gave Media Helping Media permission to rework this material and publish it.

Questions

1. What is the primary role of a noun in a sentence?
2. How do proper nouns differ from common nouns?
3. Define the term “collective noun” and provide an example.
4. Explain the difference between “mitigate” and “militate“.
5. Why is it important for journalists to use short sentences and simple words?
6. Analyse the sentence structure of “The plan failed” and explain why it is preferred over “The plan was not successful.”
7. Discuss the significance of using active verbs in the first sentence of a news report.
8. Evaluate the use of the word “unique” in journalism and explain why it should be used cautiously.
9. Synthesise the guidelines provided in the text for avoiding confusing sentence structures.
10. How does the text suggest journalists handle the use of superlatives in their writing?

Answers

1. A noun primarily serves as a naming word in a sentence, identifying people, places, things, or ideas.
2. Proper nouns are specific names that usually start with a capital letter, while common nouns are general names for a class of objects or concepts.
3. A collective noun refers to a group of individuals or things considered as a single entity. An example from the text is “the team.”
4. “Mitigate” means to make less severe or to appease, while “militate” means to work against or hinder.
5. Short sentences and simple words help ensure clarity and prevent misunderstanding, keeping the audience engaged and informed.
6. “The plan failed” is direct and assertive, making it clearer and more impactful than the passive and less direct “The plan was not successful.”
7. Active verbs in the first sentence create impact and engage the audience immediately, encouraging them to continue reading or listening.
8. “Unique” should be used cautiously because it implies that something is one of a kind, and misuse can lead to inaccuracies or exaggerations.
9. The text suggests avoiding complex structures such as subordinate clauses and using clear, direct language to prevent confusion.
10. Journalists should ensure they can justify the use of superlatives with facts, as incorrect use can damage credibility and mislead the audience.

Lesson plan for trainers

If you are a trainer of journalists we have a free lesson plan: ‘Word power‘ which you are welcome to download and adapt for your own purposes.

Related article

We have another article covering this topic which you might want to read.

The post The power of words first appeared on Media Helping Media.

Learning objective

Students will analyse and apply the inverted pyramid structure to organise news articles effectively. They will prioritise information by identifying and arranging key facts in descending order of importance.

• Student-facing objective: By the end of this lesson the student will be able to use the inverted pyramid structure to organise a news article, making sure the most important information comes first.
• Standards: Students will learn the correct order in which to present facts so that the audience is informed.

Learning activities

Warm-up

Display a brief news headline: “City library hosts annual book fair.” Ask students to identify the most crucial information in this headline. Discuss why this information is prioritised. Prompt students to consider what additional details might follow, such as the event’s date, location, and purpose. Encourage them to think about how these details support the main news. This activity primes students for understanding the inverted pyramid by focusing on identifying and prioritising information.

Direct instruction

• Introduce the inverted pyramid concept: Explain the inverted pyramid structure.
• Emphasise its purpose: to prioritize the most crucial information at the beginning, followed by less essential details. Use the example headline “Local council approves funding for new park” to illustrate how the core news is conveyed immediately. Discuss how this structure caters to readers with varying interest levels.
• Analyse a news article: Provide a short news article using the inverted pyramid structure. Ask students to identify the “What, Why, When, How, Where, and Who” in the article. Discuss how each element is prioritised. Highlight how the article’s structure allows readers to grasp essential information quickly, with additional details available for those interested.
• Create a news lead: Present a scenario: “A new community centre is opening in the neighbourhood.” Ask students to write a lead paragraph using the inverted pyramid structure. Guide them to include the most critical information first, such as the opening date, location, and purpose. Discuss their choices and the impact of their leads on reader engagement.

Guided practice

Think, Pair, Share: Guide students through a collaborative exercise to reinforce the inverted pyramid structure.

• Think: Present a new headline: “School board approves new curriculum.” Ask students to individually list the most important details that should follow in a full article.
• Pair: Have students pair up to compare their lists. Encourage them to discuss why they prioritised certain details and how they align with the inverted pyramid structure.
• Share: Invite pairs to share their prioritized details with the class. Facilitate a discussion on the effectiveness of their choices in conveying the core news.
• Revise: Ask students to refine their lists based on class feedback, ensuring the most crucial information is prioritised.
• Reflect: Conclude with a brief reflection on how the exercise helped them understand the importance of structuring news articles using the inverted pyramid.

Independent practice

• Exercise: Provide students with a news article draft that lacks structure. Instruct them to reorganise it using the inverted pyramid format. Ensure they prioritise the most crucial information at the beginning.
• Observation: Circulate to observe students’ progress. Offer guidance on prioritising information and maintaining clarity.
• Reflection: Encourage students to reflect on how the inverted pyramid structure aids in delivering concise and impactful news.

Assignment

Questions:

1. What is the primary purpose of the inverted pyramid structure in journalism?
2. How does the inverted pyramid structure benefit both the reader and the journalist?
3. What’s one question you still have from today’s lesson?

Answers:

• Suggested answer to Question 1: To prioritise the most crucial information at the beginning, followed by less essential details.
• Suggested answer to Question 2: It allows readers to quickly grasp essential information and helps journalists deliver concise and impactful news.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore how the inverted pyramid structure can be adapted for different types of news stories. Challenge them to identify stories where a narrative or analytical approach might be more effective and justify their reasoning.
• Striving learners: Provide additional scaffolding by breaking down the inverted pyramid structure into smaller, manageable parts. Use graphic organisers to help them visualise the hierarchy of information. Offer sentence starters to guide their writing of news leads.
• General strategies: Use peer mentoring, pairing advanced learners with striving learners to foster collaborative learning. Offer varied examples of news articles to illustrate the inverted pyramid in different contexts, reinforcing understanding through repetition and variety.

Notable definitions

• Inverted pyramid: A journalistic structure that presents the most crucial information at the beginning of an article, followed by progressively less essential details. This format caters to readers with varying levels of interest and time constraints.
• Lead: The opening paragraph of a news article, sometimes called a summary or intro. It is designed to grab attention and convey the most important information concisely. It typically answers some of the “What, Why, When, How, Where, and Who” questions in a news story.
• Newsworthiness: The criteria that determine the importance and relevance of a news story, guiding journalists in prioritising information within the inverted pyramid structure.

Required materials

• Whiteboard and markers: For displaying headlines and facilitating class discussions.
• Printed news articles: Examples of articles using the inverted pyramid structure for analysis.
• Paper and pens: For students to write their news leads and organise article drafts.
• Graphic organisers: To help visualise the hierarchy of information in the inverted pyramid.
• Projector: To display examples and guide class activities.
• Reflection sheets: For students to record their thoughts and reflections on the lesson.

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related article

Essential elements of a news story

The post Lesson: Prioritising news elements first appeared on Media Helping Media.

Learning objective

Students will formulate and prioritise the six essential questions – What, Why, When, How, Where, and Who – when researching a news story, demonstrating strategic omission and emphasis based on the story’s context. They will evaluate the significance of each question to construct a compelling and informative narrative.

• Student-facing objective: By the end of this lesson the student will be able to ask the right questions for a news story and decide which ones are most important to tell a strong story.
• Standards: Students will be able to ask the right questions when researching a news story.

Learning activities

Warm-up

Display the six essential questions: What, Why, When, How, Where, and Who. Ask students to jot down a brief example of a news story or event they know. Then, in pairs, have them discuss which of the six questions they think would be most important to ask about their chosen story and why. Encourage them to consider the context and potential impact of each question. After a few minutes, invite a few pairs to share their thoughts with the class.

Direct instruction

• Introduction to the six questions: Begin by explaining the significance of the six questions – What, Why, When, How, Where, and Who – in journalism. Use an example, such as a recent news event, to illustrate how these questions provide a framework for comprehensive reporting. Discuss how each question contributes to understanding the story’s context and depth.
• Strategic omission and prioritisation: Introduce the concept of strategic omission. Explain that not all questions need to be answered in every story. Use a case study, such as a local event, to demonstrate how prioritising certain questions over others can enhance the narrative. Discuss how journalists decide which questions are most relevant based on the story’s context and audience needs.
• Interplay and narrative structure: Discuss how the interplay of questions shapes the narrative. Use an example, such as a feature article, to show how starting with a compelling “what” or “who” can hook the reader. Explain the pyramid structure, where the most critical information is presented first, followed by supporting details. Highlight the importance of the “why” in providing context and depth, ensuring the story resonates with the audience.

Guided practice

1. Think, pair, share
   • Think: Ask students to individually consider a recent news story and identify which of the six questions – What, Why, When, How, Where, Who – they believe is most crucial for that story. Have them jot down their thoughts.
   • Pair: Have students pair up to discuss their chosen question and reasoning. Encourage them to consider the context and potential impact of each question.
   • Share: Invite pairs to share their insights with the class. Facilitate a brief discussion on how different questions can shape the narrative of the same story.
2. Co-craft questions:
   • Present a brief news story or scenario to the class.
   • In small groups, have students co-craft a set of questions using the six essential questions. Encourage them to prioritise and strategically omit questions based on the story’s context.
   • Ask each group to present their crafted questions and explain their prioritisation choices.
3. Compare and connect:
   • Provide students with two different news articles on the same topic.
   • In pairs, have students compare how each article uses the six questions. Identify which questions are emphasised or omitted and discuss the impact on the narrative.
   • Facilitate a class discussion on the differences and how they affect the reader’s understanding.
4. Notice and wonder:
   • Display a headline or lead from a news story.
   • Ask students to note what questions are immediately answered and which are left open. Have them wonder about the unanswered questions and their significance.
   • Discuss as a class how these unanswered questions might be addressed in the rest of the article.
5. Poll the class:
   • Present a controversial or complex news topic.
   • Conduct a class poll on which of the six questions students think is most important to explore for this topic.
   • Discuss the results and explore why certain questions might be prioritized over others, considering audience and context.

Independent practice

1. Assign students a news story or event. Have them individually write a brief analysis using the six questions: What, Why, When, How, Where, and Who.
2. Instruct students to prioritise the questions based on the story’s context, strategically omitting less relevant ones.
3. Ask students to justify their prioritisation and omission choices in a short paragraph.

Assignment

Questions:

1. Which of the six questions (What, Why, When, How, Where, Who) did you find most challenging to prioritise today, and why?
2. How does strategic omission enhance a news story’s narrative?
3. What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: Students may find “Why” challenging due to its complexity and the depth of context it requires.
• Suggested answer to Question 2: Strategic omission focuses the narrative, making it more engaging by highlighting the most relevant aspects.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having students explore how different media (e.g., print, online, broadcast) might prioritise the six questions differently. Challenge them to create a multimedia presentation that demonstrates these differences.
• Striving learners: Simplify the task by focusing on just three questions (e.g., What, Why, Who) initially. Provide sentence starters or question prompts to guide their thinking. Use visual aids or graphic organisers to help them structure their analysis.
• General strategies: Use peer support by pairing advanced learners with striving learners for collaborative activities. Offer additional examples and practice opportunities for those needing reinforcement. Adjust the pace of the lesson to ensure comprehension and engagement for all students.
• Recommended reading: We recommend trainers read the article ‘The questions every journalist should ask‘ before adapting this lesson plan for your own needs.

Required materials

• Whiteboard and markers
• Projector and screen
• Printed copies of two different news articles on the same topic
• Paper and pens for student notes
• Access to online news sources (optional)

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related article

The questions every journalist should ask

The post Lesson: The six essential questions first appeared on Media Helping Media.