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.

It’s based on the article ‘Using the right words‘ which we recommend trainers read before adapting the outline below for your own purposes.

Learning objective

Students will analyse and apply the correct use of words in journalism by identifying and correcting common word usage errors. They will evaluate the impact of word choice on clarity and accuracy in journalistic writing.

• Student-facing objective: By the end of this lesson the student will be able to spot and fix common word mistakes in journalism and understand how word choice affects the clarity and truthfulness of news stories.
• Standards: Students will understand the power of words and what to use and what not to use.

Learning activities

Warm-up

Begin with a brief discussion about the importance of word choice in journalism. Ask students to think of a recent news story they read or heard. Prompt them to consider how the choice of words might have influenced their understanding or perception of the story.

Next, present a short sentence with a deliberately incorrect word choice, such as “The politician was assassinated in a car accident.” Ask students to identify the error and suggest a correction. Discuss how the incorrect word changes the meaning and impact of the sentence.

Conclude by emphasising the role of precise language in conveying accurate information. This activity primes students for the lesson’s focus on identifying and correcting word usage errors.

Direct instruction

Conceptual understanding: Introduce key word classifications in journalism. Explain the roles of nouns, verbs, adjectives, adverbs, pronouns, and prepositions in sentence construction. Use real examples from recent news articles to illustrate how each word type contributes to clarity and meaning. Discuss the impact of incorrect word choice on the reader’s understanding.

Procedural skills and fluency: Present common word usage errors in journalism, such as “affect/effect” and “fewer/less“. Provide sentences with these errors then ask students to identify and correct them. Use examples such as: “The new policy will effect many changes” and “There are less people attending the event”. Guide students through the correction process, emphasising the importance of precision in word choice.

Application: Assign a brief writing task where students draft a short news report on a given topic. Instruct them to focus on using precise language and avoiding common word usage errors. After writing, have students exchange reports with a partner to peer-review for word choice accuracy. Encourage them to provide constructive feedback and suggest improvements.

Guided practice

Think, Pair, Share: Begin by presenting a sentence with a word usage error, such as “The team was decimated by injuries”. Ask students to individually identify the error and think of a correction.

• Pair: Pair students to discuss their thoughts and agree on a corrected version of the sentence. Encourage them to explain their reasoning to each other.
• Share: Invite pairs to share their corrections with the class. Discuss the impact of the incorrect word on the sentence’s meaning and clarity.
• Collect and display: As students share, write their corrections and explanations on the board. Organise these into categories of common errors and correct usage.

Conclude with a class discussion on the importance of precise word choice in journalism, reinforcing the lesson’s learning objective.

Independent practice

• Assign students a set of sentences containing common word usage errors. Direct them to identify and correct each error, focusing on clarity and accuracy.
• Provide a list of frequently confused words and ask students to create sentences using each word correctly.
• Encourage students to rewrite a short news article, replacing vague or incorrect words with precise alternatives.
• Circulate to observe and support students as they work.

Assignment

Ask students:

1. What is one example of a word usage error you corrected today?
2. How does precise word choice affect the clarity of a news story?
3. What’s one question you still have from today’s lesson?

Some suggested answers:

• Suggested answer to Question 1: “I corrected ‘effect’ to ‘affect’ in a sentence about policy changes.”
• Suggested answer to Question 2: “Precise word choice ensures the reader understands the intended message without confusion.”

Teacher resources

Differentiation guide

Advanced learners: Encourage deeper analysis by having students explore the etymology of commonly confused words. Challenge them to create a mini-presentation on how word origins influence current usage. Offer opportunities to write more complex news articles, focusing on nuanced word choice and style.

Striving learners: Simplify tasks by providing sentence starters or word banks for writing exercises. Use visual aids, such as charts or diagrams, to illustrate word classifications and common errors. Pair them with peers for collaborative learning and provide additional examples for practice.

Recommended reading: Trainers using this lesson outline should consider reading the article ‘Using the right words‘ which we recommend you read before adapting the material for your own purposes.

Notable definitions

• Noun: A word that names a person, place, thing, or idea (e.g., journalist, city, article).
• Verb: A word that expresses an action or a state of being (e.g., write, report, is).
• Adjective: A word that describes or modifies a noun (e.g., accurate, detailed, recent).

Required materials

• Whiteboard and markers
• Printed handouts with sentences containing word usage errors
• List of frequently confused words
• Copies of a short news article for rewriting exercise
• Peer review checklist for word choice accuracy
• Access to computers for digital writing and editing
• Access to the article ‘Using the right words‘ on which this lesson plan is based.

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 power of words

The post Lesson: Word Power first appeared on Media Helping Media.

Learning objective

Students will evaluate the accuracy of information in a news report by identifying factual errors and adding relevant context. They will demonstrate the ability to cross-reference sources and integrate background information to ensure comprehensive reporting.

• Student-facing objective: By the end of this lesson the student will be able to check a news report for mistakes and add important details to make it more complete and accurate.
• Standards: To teach students how to fact-check then add context so that the information produced in a news report is accurate and complete.

Learning activities

Warm-up

Display a short, simple news headline on the board. Ask students to jot down what they know about the topic and any questions they have. After a few minutes, have students share their thoughts with a partner. Then, select a few students to share their ideas with the class. Record key points and questions on the board. This primes students to think critically about information and context, setting the stage for fact-checking and adding context.

Direct instruction

• Introduce fact-checking: Present a brief news article with intentional factual errors. Explain the importance of verifying information. Discuss common sources for fact-checking, such as official reports, expert interviews, and reliable databases. Emphasise cross-referencing multiple sources to confirm accuracy.
• Demonstrate contextualisation: Use the same article. Highlight a fact and discuss its context. Explain how context affects understanding. Provide an example: a statistic about unemployment rates. Discuss how economic conditions, policy changes, and historical trends provide context. Encourage students to think about what additional information might be needed to fully understand the fact.
• Model the process: Walk through a step-by-step process of fact-checking and adding context using a real-world example. Start with identifying a claim in the article. Demonstrate how to verify it using a trusted source. Then show how to add context by integrating background information. Use placeholders for solution steps. Conclude by discussing how these steps lead to a more accurate and comprehensive news report.

Guided practice

Think, Pair, Share: Distribute a short news article with factual errors and missing context.

• Think: Ask students to individually read the article and identify any factual errors or missing context.
• Pair: Have students pair up to discuss their findings. Encourage them to compare notes and discuss any discrepancies.
• Share: Facilitate a class discussion where pairs share their findings. Record key points on the board. Encourage students to explain how they identified errors and what context they believe is missing.
• Cross-reference: Guide students to use reliable sources to verify the facts they identified as errors. Provide access to computers or printed materials.
• Add context: Instruct students to add relevant context to the article based on their research. Encourage them to consider historical, economic, or social factors.

Independent practice

• Provide students with a new short news article containing factual errors and lacking context.
• Instruct students to independently identify and correct factual errors using reliable sources.
• Direct students to add relevant context to the article, considering historical, economic, or social factors.
• Encourage students to reflect on how their corrections and added context improve the article’s accuracy and completeness.

Assignment

Ask students to answer these questions:

1. What is one method you used to verify a fact in today’s lesson?
2. How did adding context change your understanding of the news article?
3. What’s one question you still have from today’s lesson?

Here are some suggested answers:

• Suggested answer to Question 1: Cross-referencing with a reliable database or official report.
• Suggested answer to Question 2: Adding context provided a deeper understanding of the issue by considering historical or economic factors.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore multiple perspectives on a fact. Assign tasks to evaluate the credibility of different sources. Challenge them to identify potential biases in the information and context provided.
• Striving learners: Simplify tasks by providing a checklist for fact-checking steps. Pair them with peers for collaborative work. Offer guided questions to help them identify key facts and context. Use visual aids to illustrate the process of adding context.
• Background reading: We recommend you read the article Fact-checking and adding context before adapting this lesson plan.

Notable definitions

• Fact-checking: The process of verifying the accuracy of information by cross-referencing multiple reliable sources to confirm its truthfulness.
• Contextualisation: Adding background information to a fact or statement to enhance understanding by considering historical, economic, or social factors.
• Cross-referencing: Comparing information from different sources to ensure consistency and accuracy, often used in the process of fact-checking.

Required materials

• Short news articles with intentional factual errors
• Access to computers or printed materials for research
• Whiteboard and markers for recording key points
• Handouts with checklists for fact-checking steps
• Visual aids illustrating the process of adding context

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

Fact-checking and adding context

The post Lesson: Fact-Checking first appeared on Media Helping Media.

Learning objective

Students will identify and differentiate between the active and passive voices in news writing. They will apply this understanding to rewrite sentences, enhancing clarity and impact.

• Student-facing objective: By the end of this lesson, the student will be able to spot active and passive voices in news articles and rewrite sentences to make them clearer and more engaging.
• Standards: any news stories are about action. That should be captured to seize the attention of the audience. One of the ways is by choosing the active voice.

Learning activities

Warm-up

Display two sentences on the board:

• “The cake was eaten by the children.”
• “The children ate the cake.”

Ask students to decide which sentence is more direct and engaging. Have them signal their choice. Invite a few students to share their reasoning. Highlight the use of active and passive voices in each sentence. This primes students for the lesson’s focus on identifying and using the active voice in news writing.

Direct instruction

• Introduction to the use of the active and passive voices: Begin by explaining the difference between active and passive voices using simple examples. Use the sentences from the warm-up: “The cake was eaten by the children” (passive) and “The children ate the cake” (active). Emphasise that the active voice is more direct and engaging, which is a powerful factor in news writing. Discuss how the active voice places the subject at the forefront, making the action clear and immediate.
• Examples: Present two news headlines, one in the active voice and one in the passive voice. For example, “Firefighters rescue family from burning building” (active) versus “Family rescued from burning building by firefighters” (passive). Ask students to identify which headline is more compelling and why. Highlight how the active voice in news stories captures attention and conveys urgency.
• Analysing impact and meaning: Discuss how the choice between the active and passive voices can affect the meaning and impact of a sentence. Use the example of political language: “Mistakes were made” (passive) versus “I made mistakes” (active). Explain how the passive voice can obscure responsibility, while the active voice clarifies it. Encourage students to consider the implications of voice choice in news writing and its potential to influence public perception.

Guided practice

Think, Pair, Share

• Think: Present students with a news excerpt written in the passive voice. Ask them to individually rewrite it in the active voice, focusing on clarity and engagement.
• Pair: Have students pair up to compare their rewritten sentences. Encourage them to discuss the changes they made and the reasons behind their choices.
• Share: Invite pairs to share their sentences with the class. Facilitate a discussion on the effectiveness of the active voice in each example.
• Feedback: Provide feedback on the use of active voice, highlighting strong verbs and sentence structure.
• Reflection: Ask students to reflect on how the active voice changes the impact of the news excerpt and why it might be preferred in journalism.

Independent practice

• Provide students with a worksheet containing several sentences from news articles written in the passive voice.
• Instruct students to rewrite each sentence in the active voice, focusing on clarity and engagement.
• Encourage students to use strong verbs and ensure the subject is performing the action.
  Circulate the classroom to offer guidance and support as needed.

Assignment

Ask students to answer these questions:

1. How does using the active voice change the impact of a news story?
2. Why might a journalist choose to use the passive voice in certain situations?
3. What’s one question you still have from today’s lesson?

Here are some suggested answers:

• Suggested answer to Question 1: The active voice makes a news story more direct and engaging, placing emphasis on the subject performing the action.
• Suggested answer to Question 2: A journalist might use the passive voice to emphasise the object of the action or to obscure responsibility.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to explore the nuances of voice choice in complex news articles. Assign tasks that involve analysing the impact of voice on reader perception and the subtleties of political language. Challenge them to rewrite entire news articles, maintaining the original meaning while shifting between active and passive voices.
• Striving learners: Provide additional examples and practice with simpler sentences. Use visual aids to illustrate the differences between the active and passive voices. Offer sentence starters to guide their rewriting process. Pair them with peers for collaborative learning and support.
• Background reading: This lesson plan is based on the article ‘The active and passive voices in news‘ which is published on Media Helping Media. We suggest you read the article before adapting this lesson outline for your own purposes.

Notable definitions

• Active voice: A sentence structure where the subject performs the action expressed by the verb. Example: “The journalist wrote the article.”
• Passive voice: A sentence structure where the subject receives the action expressed by the verb. Example: “The article was written by the journalist.”
• Subject: The person, place, thing, or idea that is doing or being something in a sentence. In the active voice, the subject performs the action; in the passive voice, the subject receives the action.

Required materials

• Whiteboard and markers
• Projector and screen
• Printed worksheets with passive voice sentences
• Copies of news articles for analysis
• Pens and paper for student notes

Lesson summary

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

The free teaching tools at the Khan Academy were used as a basis for converting the original article into a lesson plan.

Related articles

The active and passive voices in news

The post Lesson: The Active Voice first appeared on Media Helping Media.

You are a reporter working on a local newspaper. The editor asks you to write an article about a local business that offers a service which is available for a paid-for subscription.

The editor explains that the piece promoting the business’s product is not an advertorial, but is a case of “working together with a local success story in a way that is mutually beneficial”.

You set to work on the piece and create an article which is then published in print and online.

A reader contacts you after the piece is published to tell you that a similar service is being offered by a non-commercial community project run by volunteers and which is totally free-of-charge.

You thank them for alerting you to the free service, and tell them that you have since been working on a second piece about the paid-for service, with an article due to be published in a couple of days.

The reader suggests you add a line about the free service saying that “In these times when people are struggling with the cost of living it might be nice to let your readers know that there is a similar service completely free-of-charge”.

What should you do?

A: Ignore the new information that you have received and publish without mentioning the free service because you feel you can’t mention every service that exists in the area or take attention away from the paid-for service whose coverage is “mutually beneficial”.

B: Rework the article to include the information you have just been given because thorough and comprehensive journalism means that you should include all relevant information that could help enhance the knowledge of your audience about the topic you are covering.

C: Plan a third piece about the free service to be published at a later date.

Suggested action

We would recommend option B if print and online deadlines allow (and of course online articles can always be updated).

You have been alerted to relevant information by a member of the public. It is information that is absent from your report and which could be of valuable to your audience.

As a journalist you have a responsibility to inform the public debate so that the audience can make educated choices.

Your job is to gather facts, test them, then present them to the audience so they can assess their value.

Because of that, you should be sharing all relevant information that could help those who read your journalism.

Withholding information, for whatever reason, should be done for solid editorial reasons only, such as the likelihood to offend, cause harm, or mislead. For more on offence please see our ethics section and the article about offence and journalism.

In this case the reporter should refer up to their editor, explain that new information has come to light which is relevant to the piece being produced, and discuss how to incorporate what you have learnt in a clear and concise way that is of benefit to those who consume the news your media house produces.

You should never knowingly publish an incomplete news report unless it is part of a series of investigations which, in their totality, present all the facts to the audience.

This scenario presents a classic ethical dilemma faced by journalists: balancing the interests of a source (in this case, a business with a “mutually beneficial” relationship), the expectations of an editor, and the core responsibility to inform the public accurately and comprehensively. Let’s delve deeper into the complexities at play:

1. The “mutually beneficial” relationship and its implications:
   • Potential bias:
     • The editor’s phrasing, “working together with a local success story in a way that is mutually beneficial,” raises red flags. It suggests a potential blurring of lines between journalism and public relations. This kind of arrangement can compromise journalistic objectivity, as the reporter may feel pressured to present a favorable narrative.
     • This relationship could create a conflict of interest. The journalist might feel compelled to prioritise the business’s interests over the public’s right to know about alternative options.
   • Trust and credibility:
     • Readers are increasingly discerning. They can detect when a story feels like an advertisement in disguise. If the article lacks balance and omits crucial information, it can damage the newspaper’s credibility and erode public trust.
     • The reader that contacted the journalist, is showing that trust is placed in the journalist to report fairly.
2. The significance of the reader’s tip:
   • Public service journalism:
     • The reader’s information highlights the essence of public service journalism: providing information that empowers citizens to make informed decisions. In a time of economic hardship, knowing about a free alternative is particularly valuable.
     • The reader is acting as a “citizen journalist” helping to provide important information.
   • Completeness and accuracy:
     • A truly comprehensive report should include all relevant information, even if it challenges the initial narrative. Omitting the free service creates an incomplete picture, potentially misleading readers.
   • Ethical obligation:
     • Journalists have an ethical obligation to seek the truth and report it fairly. This includes acknowledging and addressing new information that comes to light, even if it requires revising a previously published article.
3. Analysing the Options:
   • Option A (Ignore the new information):
     • This option is ethically indefensible. It prioritises the “mutually beneficial” relationship over the public’s right to know.
     • It betrays the core principles of journalism and risks damaging the newspaper’s reputation.
   • Option B (Rework the article):
     • This is the most ethical and responsible course of action. It demonstrates a commitment to accuracy, fairness, and public service.
     • It acknowledges the importance of providing readers with complete and relevant information.
     • It shows that the journalist is willing to adapt to new information.
   • Option C (Plan a third piece):
     • While this option might seem like a compromise, it delays the dissemination of crucial information.
     • It also raises questions about why the information was not included in the original article or the follow up article.
     • This choice could be seen as an attempt to control the flow of information, rather than providing it promptly.
4. The importance of editorial oversight:
   • Transparency and accountability:
     • The reporter should immediately inform the editor about the new information and discuss how to incorporate it into the article.
     • This demonstrates transparency and accountability.
   • Ethical decision-making:
     • The editor should support the reporter’s decision to include the information, even if it means revising the article.
     • This reinforces the newspaper’s commitment to ethical journalism.
   • Policy and guidelines:
     • The newspaper should have clear ethical guidelines regarding conflicts of interest and the handling of new information.

In conclusion: The journalist’s primary responsibility is to the public. Option B, reworking the article to include the free service, is the only ethically sound choice. It upholds the principles of accuracy, fairness, and public service, and reinforces the credibility of the news organisation. The “mutually beneficial” relationship with the business should not be prioritised over the public’s right to know.

The post Withholding information – scenario first appeared on Media Helping Media.

Journalists should not waste words. Their writing should be concise and tight. Adjectives and adverbs clutter up news stories and should be avoided wherever possible.

When it comes to writing – not just news writing but any kind of writing – adjectives and adverbs have a bad reputation.

Mark Twain said: “When you catch an adjective, kill it.” Stephen King said: “The road to hell is paved with adverbs”.

For many decades, the conventional wisdom in journalism has been that you do not, usually, need adjectives and adverbs. Your sentences will be better if you cut them out.

But wait! I just used “usually”, an adverb, and “better”, an adjective. If I cut them out, the first sentence will no longer be accurate, since I am trying to say that there will, occasionally, be a need. And the second sentence does not work at all if I remove “better”.

So you cannot ban the use of adjectives and adverbs.

But you should keep them to a minimum. Mark Twain, in fact, modified his advice:
“I don’t mean utterly, but kill most of them (adjectives) – then the rest will be valuable. They weaken when they are close together. They give strength when they are wide apart.
“An adjective habit, or a wordy, diffuse, flowery habit, once fastened upon a person, is as hard to get rid of as any other vice.”
Instead, make a virtue of economy: use as few words as possible. The newspaper guru, Leslie Sellers, in his 1968 guide, “The simple subs book”, put it this way: “fewer words, better sense”. Apply this across the board, but especially (a permissible use of the adverb in this case) with adjectives and adverbs.

Adjectives and adverbs are words that modify. Adjectives change the meaning of nouns. Adverbs change the meaning of verbs, phrases, clauses or sentences. You should always test whether the modification is necessary.

Here are a few examples of commonly-used but unnecessary modifiers, in which the first word can always be cut:

• completely untrue
• strictly necessary
• broad daylight
• considerable difficulty
• firm decision
• together with
• along with
• grateful thanks
• high-speed car chase

Adjectives to do with size are often too broad to add any useful meaning, like “big”, “huge”, “massive”, “astonishing” . They can be cut or replaced with something that adds to the understanding of the story.

Adjectives like “tragic”, “improved” “sad”, “incredible” “unfortunate” are especially dangerous since they include value judgements. Leave it to your readers or listeners to make their own judgements.

Two of the most objectionable words are “really” and “very”. They seldom add any meaning. Mark Twain suggested that every time you are tempted to write the word “very” in your story, substitute the word “damn” – then, as he put it, “your editor will delete it and the writing will be just as it should be”.

Mark Twain was also down on adverbs. He said they were the tool of the “lazy writer”. In their most common form they end in “ly” and are attached to verbs. Here are some sentences which would be better without their adverbs:

“She tiptoed silently into the room.”
“He glared aggressively at the traffic warden.”
“She knew perfectly well he was lying.”
“He completely rejected the allegation.”

In all these cases, the adverb states the obvious. The verb does the job without needing modification. Always try to let the verb stand alone – if it needs strengthening with an adverb, it is the wrong choice of verb.

Journalists choosing their words are the same as carpenters choosing a piece of wood or tailors choosing a length of cloth. We are all craftspeople and our success depends on using the right raw materials – in our case, words.

So be sparing in your use of adjectives and adverbs. It is one of the qualities that marks a professional.

Journalists, like any craftsperson, wield words as their tools. Just as a sculptor chisels away excess stone to reveal the form within, journalists must prune unnecessary words to expose the core of their story.

This principle of concision isn’t merely about brevity; it’s about clarity, impact, and respect for the reader’s time.

While the conventional wisdom in journalism cautions against the overuse of adjectives and adverbs, the issue is more nuanced than a blanket ban.

Using adjectives and adverb properly requires an understanding of their function, and then careful and precise usage.

A single, well-chosen adjective can illuminate a noun, while a cluster of them obscures it.

The same holds true for adverbs. They can add subtle shades of meaning to verbs, but often they merely state the obvious or, worse, mask a weak verb choice.

The problem with excessive modifiers isn’t just wordiness; it’s that they often introduce subjectivity and weaken the writer’s authority.

Words such as “tragic,” “incredible,” or “astonishing” tell the reader how to feel, rather than letting the facts speak for themselves.

Similarly, adverbs such as “really” and “very” rarely add substantive meaning; they are intensifiers that often intensify nothing.

The real skill lies in choosing strong verbs and nouns that carry their own weight.

This isn’t to say that adjectives and adverbs are inherently evil. They have a legitimate role to play in adding detail and nuance.

The job for the journalist is to understand their purpose.

A well-placed adjective can sharpen an image, while a carefully chosen adverb can clarify an action.

The key is to ask: Does this modifier add essential information, or is it merely decorative? Does it enhance the reader’s understanding, or does it simply clutter the sentence?

The journalist’s craft is to choose each word with care, considering its weight, texture, and purpose.

A journalist shouldn’t rely on a weak verb propped up by an adverb when a stronger verb would do the job better.

The pursuit of concision isn’t about stripping language bare; it’s about using it with precision and power, allowing the story to resonate with clarity and impact.

It’s about showing, not telling, and trusting the reader to draw their own conclusions.

By mastering the art of economy, journalists can elevate their writing from mere reporting to compelling storytelling.

Questions

1. What is the main argument presented in the text regarding the use of adjectives and adverbs in writing?
2. How do Mark Twain and Stephen King view the use of adjectives and adverbs, according to the text?
3. Identify two examples from the text where adjectives or adverbs are deemed unnecessary. Explain why they are considered unnecessary.
4. What is the role of adjectives and adverbs in modifying language, as described in the text?
5. Discuss the potential impact of using adjectives that include value judgments, such as “tragic” or “incredible,” in journalism.
6. How does the text suggest journalists should approach the use of adjectives and adverbs in their writing?
7. Analyse the metaphor comparing journalists to carpenters and tailors. What does this metaphor suggest about the craft of writing?
8. What criteria does the text provide for determining whether an adjective or adverb is necessary in a sentence?
9. Evaluate the effectiveness of Mark Twain’s suggestion to replace “very” with “damn” in writing. What is the intended outcome of this advice?
10. Synthesise the text’s recommendations into a set of guidelines for writing concisely and effectively without overusing adjectives and adverbs.

Answers

1. The main argument is that journalists should write concisely and avoid unnecessary adjectives and adverbs, as they often clutter writing.
2. Mark Twain and Stephen King view adjectives and adverbs negatively. Twain suggests eliminating adjectives, while King warns against adverbs, implying they lead to poor writing.
3. Examples include “completely untrue” and “high-speed car chase.” They are unnecessary because the first word does not add meaningful information to the sentence.
4. Adjectives modify nouns, and adverbs modify verbs, phrases, clauses, or sentences. They change the meaning of the words they modify.
5. Using adjectives that contain value judgements may unduly influence the reader towards the journalist’s view, instead of simply presenting the facts and letting the reader form their own opinions.
6. Journalists should be sparing in their use of adjectives and adverbs, ensuring that each one adds necessary meaning to the sentence.
7. The metaphor suggests that writing, like carpentry or tailoring, requires careful selection of materials (words) to create a quality product.
8. The text suggests testing whether the modification is necessary by seeing if the sentence retains its meaning without the adjective or adverb.
9. Twain’s suggestion aims to highlight the redundancy of “very” by replacing it with “damn,” which would be removed by an editor, thus simplifying the writing.
10. Guidelines include: use adjectives and adverbs sparingly, ensure they add necessary meaning, avoid value judgments, and let verbs stand alone when possible.

Lesson plan for trainers

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

For further reading on this subject, you might want to read the excellent “A journalist’s guide to the use of English”, by Ted Bottomley and Anthony Loftus. It was written in 1971 and has been updated for this website by Ted’s son John.

The post Adjectives and adverbs in journalism first appeared on Media Helping Media.

Many news stories are about action. You want to capture that in your writing and seize the attention of your audience. One of the ways is by choosing the active voice.

Strong verbs are the best words for suggesting action: run, leap, hit, accuse, rescue, build, explore, kick, ride, catch, etc. And verbs have two “voices”: the active and the passive.

In the active voice: I wrote this module.

In the passive voice: This module was written by me.

In the active voice, somebody is doing something. In the passive voice, something is being done.

They are both perfectly correct, grammatically, but the active voice is shorter, stronger and more direct. It works much better in news stories. There are exceptions, which we will come to later, but in the vast majority of cases, the active voice gives your story impact and vitality.

Here are two ways of writing the same story:

Passive voice: After several months of better trading conditions, the annual bonus to staff at the Fred Smith store group will be paid for the first time in four years.

Active voice: Staff at Fred Smith stores will get their first annual bonus in four years, after the group reported better trading conditions.

The active voice works better – it is less wordy and it puts the human interest angle first.

So the active voice is a basic part of a journalist’s toolkit. It is the default way of writing an interesting story. But the passive voice is not all bad! Sometimes it is the right choice.

“A lion has eaten the president” is much less effective than “The president has been eaten by a lion”.

This is because the overwhelmingly important subject of the story is the president, not the lion, and you want the president mentioned at the beginning of the story. The passive voice serves better in this case.

So the starting point for news writing is to favour the active voice – and to recognise the comparatively rare occasions when it will be better to use the passive.

But there is another reason to understand the use of the active and passive voices. They do not just affect style and impact, they can also affect meaning.

People in the public eye, particularly politicians, sometimes use the passive voice to obfuscate, confuse and mislead.

The classic example is “mistakes were made”.  From the politicians’ point of view that is better than “I made mistakes” because it sets up uncertainty about what happened.

“I made mistakes and I’m sorry” is a very different statement from “mistakes were made and I regret them”.

In the latter case, the politician leaves open the possibility that the mistakes were made by someone else and his regret could easily be about someone else’s error. Because of the way he has phrased his statement, we cannot tell.

It is the skilful use of the passive voice to evade accountability.

Notice that when politicians describe their successes, they say “We took swift action to deal with the situation”. But when they talk about things that have gone wrong, they use words like “it was considered that…”, or “it was felt necessary….”, distancing themselves from the decision-making process through use of the passive voice.

I remember a philandering politician was asked at his latest wedding whether he would now be a faithful husband. He replied: “When a man marries his mistress, a vacancy is created.”

He was saying, in effect, that he would continue to have extra marital affairs – but in his choice of the passive voice, “a vacancy is created”, he was implying that some external force was creating the new opportunities for infidelity that he would no doubt later take up.

Again, the passive voice suggests the politician is an observer of what is happening, rather than the author of it.

So when you are quoting some public figure, make sure to point out any ambiguities created by his use of the passive voice.

You might want also to look at these thoughts on use of  the passive voice by David Poulson at the Knight Center for Environmental Journalism.

by Bob Eggington

The choice between active and passive voice significantly impacts clarity, conciseness, and the perceived objectivity of news reporting. While both voices have their uses, understanding their nuances is crucial for effective communication.

Understanding active and passive voice

• Active voice

  • Subject: performs the action.
  • Structure: Subject + Verb + Object (e.g., “The reporter interviewed the witness.”)
  • Characteristics: Direct, clear, and emphasises the actor.

• Passive voice

  • Subject: receives the action.
  • Structure: Object + Verb + Subject (e.g., “The witness was interviewed by the reporter.”)
  • Characteristics: Emphasises the action or the recipient of the action, can obscure the actor.

Applications in news reporting

• Active voice: Best practices

  • Clarity and directness: Active voice promotes clear and concise writing, making news easier to understand.
  • Accountability: It clearly identifies who performed an action, holding individuals or entities accountable.
  • Emphasis on the actor: When the actor is essential to the story, active voice is preferred.
  • Examples:
    • “The police arrested the suspect.” (Clear and direct)
    • “The CEO announced the company’s new strategy.” (Emphasises the actor)

• Passive voice: Appropriate uses

  • Emphasis on the action or recipient: When the action itself or the recipient is more important than the actor.
    • Example: “The museum was vandalised.” (Focus on the vandalism)
  • Unknown or unimportant actor: When the actor is unknown, obvious, or irrelevant.
    • Example: “The road has been closed.” (Actor is implied or unimportant)
  • Avoiding blame or accusation: In sensitive situations, passive voice can soften the impact of a statement.
    • Example: “Mistakes were made.” (Less accusatory than “Someone made mistakes.”)
  • Formal or technical writing: Passive voice is sometimes used in formal reports or scientific writing.
    • Example: “The data were analysed.”

Pitfalls of overuse of passive voice:

• Obscuring accountability: Passive voice can hide who is responsible for an action, leading to a lack of transparency.
• Vagueness and ambiguity: It can create unclear or confusing sentences.
• Weak and impersonal tone: Overuse can make writing sound distant and detached.
• Example of bad passive voice: “It was decided that the budget would be cut.” This phrase does not say who made the decision.

Suggested best practices

1. Prioritise active voice: The active voice is usually the better choice for clarity, directness, and accountability.
2. Use passive voice strategically: Employ passive voice only when it serves a specific purpose, such as emphasising the action, hiding the actor, or softening a statement.
3. Avoid unnecessary passive constructions: Review your writing to eliminate passive sentences that weaken the narrative.
4. Identify the actor: When using passive voice, consider whether the actor should be revealed to provide context and accountability.
5. Maintain consistency: Choose a voice and stick to it within a paragraph or section, unless there’s a specific reason to switch.
6. Read aloud: Reading your work aloud can help you identify awkward passive constructions.
7. Consider your audience: Who is your audience, and what is the best way to present the information to them.
8. Training and review: Regularly review news copy for excessive or inappropriate use of passive voice and provide training to journalists on effective writing techniques.
9. Ask “who?”: When reviewing a passive sentence, ask “Who performed this action?” If the answer is important, rewrite the sentence in active voice.

Conclusion

Mastering the use of active and passive voice is essential for producing clear, accurate, and impactful news reporting. By prioritising active voice and using passive voice strategically, journalists can enhance their writing and ensure they are effectively communicating information to their audiences.

Questions

1. What is the primary advantage of using the active voice in news writing?
2. Provide an example of a sentence in the active voice and then convert it to the passive voice.
3. Why might a journalist choose to use the passive voice in a news story?
4. How can the use of passive voice affect the meaning of a statement?
5. Explain how politicians might use the passive voice to their advantage.
6. Compare the impact of the sentences: “A lion has eaten the president” and “The president has been eaten by a lion.” Why is the passive voice more effective in this case?
7. Discuss the role of strong verbs in conveying action in news writing.
8. Analyse the sentence: “Mistakes were made.” What ambiguity does the passive voice introduce here?
9. How does the choice between active and passive voice influence the reader’s perception of responsibility in a statement?
10. Reflect on the statement: “When a man marries his mistress, a vacancy is created.” How does the passive voice shape the interpretation of this statement?

Answers

1. The primary advantage of using the active voice in news writing is that it is shorter, stronger, and more direct, which helps capture the attention of the audience and gives the story impact and vitality.
2. Active voice: “The journalist wrote the article.” Passive voice: “The article was written by the journalist.”
3. A journalist might choose to use the passive voice to emphasise the subject of the story or when the doer of the action is unknown or irrelevant.
4. The use of passive voice can obscure who is responsible for an action, creating ambiguity and potentially misleading the audience.
5. Politicians might use the passive voice to evade accountability by distancing themselves from actions or decisions, as it allows them to avoid directly stating who is responsible.
6. In the sentence “The president has been eaten by a lion,” the passive voice is more effective because it places the focus on the president, who is the more important subject of the story.
7. Strong verbs are crucial in news writing as they suggest action and help convey the story’s dynamics, making it more engaging for the reader.
8. The sentence “Mistakes were made” introduces ambiguity because it does not specify who made the mistakes, allowing the speaker to avoid taking direct responsibility.
9. The choice between active and passive voice influences the reader’s perception of responsibility by either clearly identifying the doer of an action (active) or obscuring it (passive).
10. The passive voice in the statement “When a man marries his mistress, a vacancy is created” implies that the creation of a vacancy is an external event, distancing the speaker from personal responsibility for his infidelity.

Lesson plan for trainers

If you are a trainer of journalists we have a free lesson plan: Using the active or passive voice in news writing which you can download and adapt for your own purposes.

The post The active and passive voices in news first appeared on Media Helping Media.

The conclusion is at the bottom with all the supporting arguments and information above. News writing is the opposite.You start with the essence of the story, for example, let’s imagine the following headline which reads: “The price of cotton has fallen by 15 per cent”.

You then add extra information such as the impact on producers, the textile industry, the economy, consumer prices, employment, etc.

Details such as whether it was expected, what is being done about it, whether it is short- or long-term, and how people are reacting to the news are then added.

A reader or listener can stop after the headline and summary knowing the basic facts.

The person who wants to know more can continue for added information.

Some journalists refer to this method as the inverted pyramid journalism, as set out in the graphic above, others refer to it as the inverted pyramid. But no matter how you look at it, the headline is at the top, and more information is added according to its relevance and newsworthiness.

Those who need to understand the essential information will be able to access it in the first few lines, while those who are fascinated by the story can continue reading background information that supports the main thrust of the article. And those who are not that interested will have moved on to another news item.

It’s a simple but effective technique that relies entirely on how well focused you are.

You, the journalist, must decide what the top line is, what comes second, third, and so on.

And you must alway keep in mind that you risk losing your audience if you get too bogged down in detail and offer too much of one kind of information at the expense of other aspects of the story.

By John Allen

Analysis

Let’s explore the nuances of the inverted pyramid structure of news writing in greater depth.

The fundamental principle remains: prioritise the most crucial information at the beginning, followed by progressively fewer essential details. This structure caters to readers with varying levels of interest and time constraints.

Imagine the headline: “Local Council Approves Funding for New Park.” This concise statement immediately conveys the core news.

A reader stopping here grasps the essential fact. However, the inverted pyramid allows for layers of additional information for those who want a more complete understanding.

The next paragraph might elaborate on the “What, Why, When, How, Where and Who”

• What exactly is being funded? Is it just the land purchase, or does it include playground equipment, landscaping, and ongoing maintenance?
• Where will the park be located?
• Why was this decision made?
• When will construction begin?
• How will it be paid for?
• Who is involved? Perhaps it’s the local council, specific council members, and community groups advocating for the park.

Subsequent paragraphs can then delve into the specifics.

Perhaps the article details the budget breakdown, outlining how much money is allocated for each aspect of the project.

It might include quotes from council members explaining their rationale for the decision, or from residents expressing their opinions on the new park.

The article could also explore potential challenges, such as environmental concerns, zoning regulations, or community opposition.

Consider the impact of this structure.

A reader skimming the article gets the gist from the headline and first paragraph.

Someone with moderate interest might read a few more paragraphs to learn about the project’s scope and timeline.

A highly engaged reader can continue to the end, gaining a comprehensive understanding of the decision-making process, community perspectives, and potential challenges.

The inverted pyramid isn’t simply about organisation; it reflects a deep understanding of audience behaviour.

Readers often scan headlines and the first few lines before deciding whether to invest more time.

Journalists, therefore, must craft compelling leads that grab attention and convey the most important information concisely.

This requires careful consideration of what constitutes “news.”

• Is it the mere fact of the funding approval, or is it the potential impact on the community?
• Is it the political manoeuvring behind the decision, or the environmental considerations?

The journalist must make these editorial judgments, prioritising the most relevant and impactful aspects of the story.

The inverted pyramid forces journalists to be economical with their language. Every word counts, especially in the early paragraphs.

There’s no room for meandering introductions or lengthy explanations. The focus must be on delivering information clearly and efficiently.

This disciplined approach to writing benefits both the reader and the journalist, promoting clarity and conciseness.

However, while the inverted pyramid is a valuable tool, it’s not a rigid formula.

Journalists must adapt it to fit the specific story.

Some stories might lend themselves to a more narrative approach, while others might require a more analytical structure.

The key is to always prioritise the reader’s needs, ensuring they can quickly grasp the essential information, regardless of how much of the article they choose to consume.

The inverted pyramid, at its core, is a reader-centric approach to storytelling, designed to maximise information delivery and engagement.

>Questions

1. What is the primary difference between traditional writing for school projects and news writing as described in the text?
2. How does the pyramid structure benefit readers who are only interested in the essential information?
3. What is meant by the term “pyramid journalism,” and how does it relate to the structure of a news article?
4. Why is it important for a journalist to determine the “top line” of a story?
5. How does the pyramid structure help maintain a reader’s interest in a news article?
6. In what ways can the pyramid structure impact the way a journalist presents information about the economy, consumer prices, and employment?
7. Analyse how the pyramid structure might affect the reader’s perception of the news story’s importance.
8. Evaluate the effectiveness of the pyramid structure in conveying complex news stories. What are its strengths and potential weaknesses?
9. Synthesise the information given in the text to propose an alternative method of structuring a news article. How might this method compare to the pyramid?
10. How might the pyramid structure influence the way journalists prioritise different aspects of a news story?

>Answers

1. Traditional writing builds up to a conclusion, while news writing starts with the essence of the story and adds details in order of relevance.
2. It allows them to get the basic facts from the headline and summary without reading further.
3. “Pyramid journalism” refers to the pyramid structure where the most important information is at the top, followed by additional details.
4. Determining the “top line” ensures that the most crucial information is presented first, capturing the reader’s attention.
5. It provides essential information upfront, allowing readers to decide if they want to continue reading for more details.
6. It allows journalists to present the most critical economic impacts first, followed by less crucial details, ensuring clarity and focus.
7. It emphasises the most important aspects first, potentially shaping the reader’s perception of the story’s significance.
8. The structure is effective for clarity and quick understanding but may oversimplify complex stories or omit nuanced details.
9. An alternative could be a narrative structure that weaves details throughout, offering a more engaging but potentially less clear presentation.
10. It encourages journalists to prioritise information based on newsworthiness and relevance, potentially affecting the depth of coverage for less critical aspects.

Lesson plan for trainers

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

The post Essential elements of a news story first appeared on Media Helping Media.

A journalist needs to be well-prepared when planning an interview. However, after all your research, try to keep the interview to three questions, because if you haven’t worked out in three what you want to find out from the person you are talking to you, you probably never will.

And try to avoid looking at your notes, but, instead, pay attention to what the person you are interviewing is saying, otherwise you might miss the news story. Here are a few tips for planning and executing an interview.

20 interviewing tips for journalists

1: Never give an interviewee questions in advance. It’s fine to give a general idea about the interview themes, but being too specific may limit what you can ask in the interview. It also risks being overtaken by events and allows the interviewee to rehearse answers.

2: Be on time. There’s nothing worse than keeping someone waiting.

3: Always check that your equipment is working and fully charged before you leave the office.

4: Treat the interviewee with respect whether they are a president or a man or woman in the street. A warm but not over-enthusiastic greeting is a good start.

5: Take control of the location. It’s your interview. You need to choose a place that isn’t too noisy and where there are not too many distractions.

6: You are not meant to be the centre of attention. The interview is not about you. You are there to get the perspective of the interviewee, not give your own.

7: Do the research you need to, but don’t try to cram it all into your questions. Put yourself in the shoes of a member of your audience before you start the interview. If they were here, what would they ask?

8: Ask the most important question first. The more pressed the interviewee is, the less time they will have, and the more likely that they will cut the interview short.

9: The interview is a conversation, it’s not a confrontation. You are not there to make the interviewee look stupid.

10: Try to avoid looking at notes. If you look at your notes, the interviewee may be distracted. And it’s difficult for you to read and listen at the same time.

11: Maintain eye contact at all times. Keep your body language in check. If you nod your head, your subject may take this to mean that you agree with them and assume that there is no need to explain further. You may miss the chance to discover more.  If you shake your head, or recoil with a shocked facial expression, you risk making your subject clam up. You will have shown them that you find their views offensive and so they are likely to stop short of saying even more in the same vein.

12: Try to ask a maximum of three or four questions. An interview is not a fishing expedition. If you can’t get to the essence of what you want the interviewee to say in three or four questions, change the questions.

13: There are six basic questions: what, why, when, how, where and who.

14: Shorter questions are better than longer ones. Never ask more than one question at a time. Combining questions makes it easy for the interviewee to avoid answering one altogether. Be as direct as you can without being rude.

15: Be sure of your facts. There’s nothing worse than being told you are wrong by an interviewee – especially when it’s live.

16: Listen to what the interviewee is saying. They might want to use your interview to announce something important that you were not expecting.

17: If the interviewee is not happy with the way they answered a particular question, don’t give in to appeals for them to do it again – unless there is a factual error in the answer or there is a risk of serious confusion.

18: At the end of the interview, no matter how difficult the interviewee has been, always say thank you

19: Always check the interview has been recorded before the interviewee leaves.

20: When you’re editing, don’t take answers out of context. That’s dishonest.

Questions

1. What is the main reason for not giving interview questions in advance to the interviewee?
2. Why is it important to be punctual for an interview?
3. How should an interviewer treat the interviewee, regardless of their status?
4. What is the significance of choosing the right location for an interview?
5. Why should an interviewer avoid looking at their notes during an interview?
6. How can body language affect the outcome of an interview?
7. What is the recommended number of questions to ask during an interview, and why?
8. Explain the importance of listening to the interviewee during the interview.
9. What should an interviewer do if the interviewee is unhappy with their response to a question?
10. Why is it crucial to ensure that the interview has been recorded before the interviewee leaves?

Answers

1. Giving questions in advance may limit the scope of the interview and allow the interviewee to rehearse answers, reducing spontaneity.
2. Being punctual shows respect for the interviewee’s time and sets a professional tone for the interview.
3. The interviewer should treat the interviewee with respect, offering a warm but not overly enthusiastic greeting.
4. The right location minimises noise and distractions, allowing for a more focused and effective interview.
5. Avoiding notes helps maintain eye contact and keeps the interviewee engaged, preventing distractions.
6. Body language can signal agreement or disagreement, potentially influencing the interviewee’s responses and openness.
7. Asking three or four questions helps focus the interview and ensures that the most important topics are covered efficiently.
8. Listening allows the interviewer to catch unexpected announcements or important information that may arise during the conversation.
9. The interviewer should not allow the interviewee to redo their answer unless there is a factual error or risk of confusion.
10. Ensuring the interview is recorded prevents the loss of valuable content and maintains the integrity of the interview process.

Lesson plan for trainers

If you are a trainer of journalists we have a free Lesson plan: Preparing for and carrying out an interview which you are welcome to download and adapt for your own purposes.

This free lesson plan is based on the article ‘Preparing for and carrying out an interview‘ which was written by Jaldeep Katwala and published on Media Helping Media. The free AI teaching tools at the Khan Academy were used in the production of this lesson plan.

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The post Preparing for an interview first appeared on Media Helping Media.