COMPLETING YOUR COPY WITH CAPTIONS ANDHEADLINEScdn1.walsworthyearbooks.com/ybhelp/2015/09/...__...

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Copyright 2014 by Walsworth YearbooksAll rights reserved. This book, or parts thereof, may not be reproduced in any form without written permission from the publisher.

Published in the United States of America by Walsworth Inc., Marceline, Mo.

Corporate Office: 306 North Kansas Ave., Marceline, MO 64658800-265-6795

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For more information about this curriculum guide or any other Walsworth products and services, visit walsworthyearbooks.com or call 800-972-4968.

AcknowledgmentsRenee Burke, MJE, Yearbook Adviser, Boone High School, Orlando, Fla., and unit authorSabrina Schmitz, Walsworth Yearbooks Sales Representative Alex Blackwell, Vice President of Communications and MarketingKristin Mateski, Manager, Yearbook MarketingJamie Chambers, Design and Creative Concepting SupervisorCasey Green, Graphic DesignerElizabeth Braden, CJE, Communications EditorEvan Blackwell, Copywriter T. Edward “Blaze” Hayes, Area Sales ManagerMike Taylor, Journalism Specialist

Consultants Cheryl Franzmann, CJE, Walsworth Yearbooks Sales RepresentativeMary Czech, Walsworth Yearbooks Sales RepresentativeLisa Green, Walsworth Yearbooks Sales Representative


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By Renee Burke, MJE

Yearbook Adviser, Boone High School

STUDENT WORKBOOK


Yearbook Suite | Completing Copy with Captions and Headlines


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Before anyone reads your well-crafted story on a yearbook spread, their eyes will be drawn to your headline and captions.

Photos will draw their attention fi rst, so it’s automatic that people will read the accompanying captions to learn more about the people and what they are doing. Cleverly written and well-designed headlines will attract readers to a spread almost as much as the dominant photo. You may hear that students don’t read the copy in the yearbook. They will if you begin writing enticing headlines and informative captions. Improving your copy in these two areas will lead readers to want to learn more from the story. This unit will focus on how to write better captions and headlines, including practice to improve your skills. Your journey to writing great caption and headline copy that readers will enjoy starts now. In this unit you will learn to:

WITH CAPTIONS AND HEADLINESCOMPLETING YOUR COPY

Write great captions using the ABCD formula

Write intriguing headlines that are vivid and descriptive while staying factual

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2 Yearbook Suite | Completing Copy with Captions and Headlines

Each year when schools are planning coverage and how to best write a story, there are always yearbook staffs who say, “Why do we write body copy? No one reads it.” While it may be true that not everyone reads it immediately, people will read it when they are reminiscing or before a reunion.

However, you cannot use that same defense against caption writing. Photos are the largest, most-seen graphics in the yearbook. If the photo has stopped the reader, he will read the caption to know the story.

Captions are small bits of information given to the reader in digestible chunks. They tell the reader all the factual information they need to know about the photo. To make it more personal, they can include a quote from someone in the photo.

So, all of the good rules you’ve been taught will still ring true for caption writing. You still need to attend events, interview those involved and stick to the facts. Once you know the 5Ws and H – Who, What, When Where, Why and How – captions write themselves.

Lesson 1Writing GreatCaptions

Objectives – In this lesson, you will learn:

How to write quality, informational captions that identify people and events

How to write informative captions creatively so people will want to read them

Taking aim. All captions need to explain the who, what, when, where, why and how to put the reader in the moment the photo was taken. In this case, think about the information for a reader who does not know the game of water polo. A quote about what the player was thinking would be a nice touch as the last sentence.


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WRITING A CAPTION IS AS EASY AS ABCD!

ATTENTIONGETTER

BASICINFO

An attention getter (A) is like a mini headline. It’s a direct link from the caption to the photo it is describing.

Basic information (B) is a present-tense sentence telling who is in the photo (name up to seven people) and what he or they are doing.

COMPLIMENTARYINFO

DIRECTQUOTE

Complimentary information (C) is a past-tense sentence telling the reader something he cannot see from the photo itself, like how much money was raised in the fundraiser or who won the game.

A Direct quote (D) should be a unique quote from someone in the photo discussing an aspect of the event in the photo. This should not be a fact. Get quotable quotes. How did the person FEEL?



KNOW THE DO’S...

• List three to fi ve words that grab the reader’s attention and link the photo and caption together

• Lead-in states the obvious in an unobvious way

• Include the fi ve Ws and H

• Use a variety of adjectives and adverbs

• Be descriptive

• Use strong, visual specifi c nouns

• Consider the action before and during the photo and reaction to the event

• Use colorful, lively, visual action verbs

• Write in present tense, active voice (unless changing tenses to make it logical)

• Be factual

• Use a variety of sentence patterns

• Identify all people in picture (up to seven)

• Use complete sentences

• Use fi rst and last names

DO

Answer the question. In this case the question is, what is he doing? The student is testing electrical boards to ensure they were safe to use and would turn on the light bulb.



KNOW THE DON’TS...

• Don’t state the obvious

• Don’t begin leads with names or overuse same lead pattern

• Don’t use label leads (example: basketball girls, swimmers, etc.)

• Don’t use an excessive amount of –ing verbs

• Avoid “During” to begin your lead as it’s overused

• Don’t use “Pictured/Showed Above,” “Seems/Attempts to”

• Avoid using “to be” verbs

• Don’t use “gag” or joke captions

• Don’t comment or question the action in the picture; you are telling the reader what happened, not conversing with him

DON’T

How does it feel? You probably know what it is like to stick your hand inside a pumpkin. Let your caption help readers experience what is going on in the photo, in this case, feeling the slime like this student did.



FOR GROUP SHOTS

HELPFUL HINTS

FOR SPORTS CAPTIONS

SPECIAL CONSIDERATIONS

• Identify both schools’ players and opponents by jersey number and name

• State position of the player(s)

• Consider plays leading up to the action

• Tell the result or outcome

(TEAM PHOTOS OR CLUB GROUP PICTURES)• Begin with name of group

• Identify from left to right, but don’t write that as part of the caption

• Give clear row designation in a different font than text (CHEERLEADING Front: Name Here, Name Here. Row 2: Name Here, Name Here. Back: Name Here, Name Here.)

• Attend the event and know what you are writing about

• Write the caption as soon as possible after the picture was taken

• Identify everyone in the photo

• Describe what is happening in the exact moment of the photo

• Give your photo a timeframe

• Avoid passive voice

• Don’t add unnecessary phrases such as “left to right” or “pictured above”

• Check and recheck the spelling of the names and text

• NEVER make up information – it is journalistically wrong!



CAPTIONSCRITIQUE

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1. Critique the captions. How could each caption be improved? Is anything missing from the captions?

2. Rewrite the captions with the information provided in the current caption and/or the accompanying story. Remember to keep them factual.

Take a newspaper section, magazine or go to an online news site. Find three photos with captions. Write down the captions and respond to the two items

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CAPTION 2:CAPTION 3:

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CAPTIONSWRITE THE


Here are two photos with background information provided so you can write the caption. Remember your ABCDs. Write your caption on the lines provided.

CAPTION 1 – MUSICAL CHAIRS__ Juniors Jessica Peterson (left) and Mary Lopez (right)__ Participate in blindfolded musical chairs at the first pep rally of the year__ It was 97 degrees outside and two people suffered from heat exhaustion__ This was a competition between the classes__ Occurred on Sept. 6__ “I couldn’t see so I sat really quickly on someone and when I looked, it was Mary [my best friend], so it was the perfect person to sit on. It just stunk I was still out,” Peterson said.__ “The music ended so quickly. I just sat as quickly as I could. I thought it was so funny that Jessica ended up on my lap,” Lopez said.__ The seniors won this event.

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CAPTION 2 – ACTOR__ Junior Clark Thornton plays a townsman who has an ailing back. __ This was the drama department’s production of Anatomy of Gray.__ The production ran Oct. 4, 5 and 6 at 7 p.m. in the school’s auditorium (unnamed).__ Debra Christopher, a former student, directed the play.__ This program earned the troop four Critic’s Choice Awards and 10 Best in Show awards at the district competition.__ “Being able to play a crazy man was so much fun,” Thornton said.__ “Through staging, I get to see every actor almost as a unique chess piece, and it’s the director’s job to play the game with the pieces and play it well,” Christopher said.__ The setting was Gary, Indiana, in the 1800s.

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CAPTION CHECKLIST. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Now that you’ve written a few captions, swap with a peer. Evaluate and critique each other’s caption writing. See how much you remembered.

CAPTION 1 – MUSICAL CHAIRS__ Makes a creative caption/photo connection (Attention getter)__ Present tense sentence identifies who (everyone in photo) and describes what is happening in each photo. (Basic info)__ Past tense sentence takes reader beyond moment of photos. (Complimentary info) __ Quotes are interesting and not just facts. (Direct quote)__ Caption is factual. __ Avoids editorializing, school name, and terms like: this year, apparently, seemingly__ Written in third person (no you, us, we, our) __ In active, not passive voice verb. __ Spelling, grammar, and punctuation are correct. __ Doesn’t begin with name or -ing__ Overall captions are positive and interesting.

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select and integrate relevant facts and concrete details into clear and coherent sentences that tell the story of the picture

use sensory language and details to create lively, colorful sentences that engage the reader and communicate the message of the picture

acquire a story-telling quote that enhances the message of the caption and conveys emotion

I can do all tasks in 3.0 and I can teach others!

I can demonstrate an ability to write an effective caption that includes all four parts. I can...

a.

b.

c.

I can demonstrate a command of the conventions and mechanics of standard English and can apply this understanding to writing concise and complete story-telling captions.

I understand the purpose of a caption, but I still struggle to complete all parts of the caption effectively, including how to organize and synthesize all the information into sentences that tell one cohesive story.

I don’t understand the purpose of a caption or the parts of an effective caption.

CAPTION 2 – ACTOR__ Makes a creative caption/photo connection (Attention getter)__ Present tense sentence identifies who (everyone in photo) and describes what is happening in each photo. (Basic info)__ Past tense sentence takes reader beyond moment of photos. (Complimentary info) __ Quotes are interesting and not facts. (Direct quote)__ Caption is factual. __ Avoids editorializing, school name, and terms like: this year, apparently, seemingly__ Written in third person (no you, us, we, our) __ In active, not passive voice verb. __ Spelling, grammar, and punctuation are correct. __ Doesn’t begin with name or -ing__ Overall captions are positive and interesting.

CAPTION CHECKLIST (CONT.). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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RATE YOUR PROGRESSLesson 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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You know that story you slaved over to make sure it was just perfect? Remember how many edits you made? Want someone to just skip right past it? Probably not.

You need a headline that grabs the reader’s attention. It should be creative, catchy, visual, understandable and powerful. You want the “wow factor” on each one.

Lesson 2Writing IntriguingHeadlines Objectives – In this lesson, you will learn:

How to write factual headlines that do not editorialize

How to write creative headlines that will make people want to look at the spread and read the story

TO GET STARTED, REMEMBER:Headlines help draw the reader into your spread. They will grab a reader’s attention and make him want to stop and read your story.

These days, headlines work with the dominant photo and the story, not the entire spread’s focus.

Be creative but unique to the year you are writing about. The headline shouldn’t be so general you could use it any time.

Legend, William R. Boone High School, Orlando, Fla.



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GUIDELINES• Make sure the headline tells the story

• Be positive; focus on what happened, not what didn’t (but avoid

opinion)

• Be descriptive, but brief

• Use strong, visual-specifi c nouns

• Use visual action verbs

• Write in present tense, active voice

• Try to have a subject, verb and direct object, but not prepositional

phrases, which often make headlines too long

TO GET YOU STARTED

Spend time brainstorming, just like you do for the actual copy:

Is there a clever play on words you can use? OLE MIStake – Story about the Gators loss to Ole Miss in an error-fi lled game EYE have amoeba – Story about a student who got amoeba in her eye from swimming in a lake and had to have it treated Alliteration? Students spent Saturday saving school – Story about club members who spend a Saturday cleaning up campus after a storm Quote? ‘Pray for rain’ – Story about players who practice in 100-degree August heat and want afternoon relief from the rain – taken from player quote

TEAM RUNS TOWARD STATE TITLE NOT OK

TEAM SEEKS STATE TITLEOKOK

NOTOK



• Articles: a, an, the

• And – replace it with a comma (example: Staff, students choose longer school day)

• Names unless they’re really well known

• Label leads (example: Girls soccer earns title – it’s the girls soccer page, obviously you aren’t writing about the football team on this spread.)

• Present tense, since headlines are what the story IS about

• Repetition of words, especially key words

• Beginning with a verb – it usually sounds like a command

• Asking questions – headlines provide information about the story’s content

• Periods – they stop a reader. A headline is meant to pull people into the story quickly.

• Omit forms of the verb be – write in active voice

TRY TO AVOID

Other types of headline styles include kickers, slammers and hammers.

KICKER – A kicker headline has a word or phrase that labels the topic and leads into the main headline. The items leading the reader in are usually smaller in font size and weight.

JELLY SHOES STEP INTO FASHION WEEKThey’re back in the spotlight

HAMMER – A hammer headline is the opposite of a kicker. It uses a bold phrase or word to catch the reader’s attention, the adds more information below.

JELLIN’Twenty years after their debut, plastic shoes are fashionable again

SLAMMER – A slammer headline uses a boldface word or phrase that leads the reader into a contrasting main headline. There is usually a colon after the initial words.

JELLY SHOES: STEP INTO FASHION WORLD

HEADLINE TYPES:



EXAMPLESFIND HEADLINE

Look through the daily newspaper or a magazine. Find a good example of a headline with each of the following:


Paste these below or on to a sheet of paper and add to an idea file to keep for future inspiration.

A CLEVER PLAY ON WORDS

HAS A SUBJECT, VERB, DIRECT OBJECT

ALLITERATION

QUOTE

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1. WE GIVE OUR PATIENTS H1N1

2. POLICE BEGIN CAMPAIGN TO RUN DOWN JAYWALKERS

3. TWO SISTERS REUNITED AFTER 18 YEARS IN CHECKOUT COUNTER

4. KIDS MAKE NUTRITIOUS SNACKS

5. NEVER WITHHOLD INFECTION FROM LOVED ONE

6. RED TAPE HOLDS UP NEW BRIDGE

7. BAN ON SOLICITING DEAD IN TROTWOOD

8. LOCAL HIGH SCHOOL DROPOUTS CUT IN HALF

9. DEAF COLLEGE OPENS DOORS TO HEARING

10. PROSECUTOR RELEASES PROBE INTO UNDERSHERIFF

HEADLINESCRITIQUING


Wait, what did that just say?

Yep, these really happened. These are real headlines found in a variety of newspapers or ads. What’s wrong with them?



BETTERI CAN WRITE IT


Critique each of the following headlines. What error did the writer make that should be avoided for a better headline?

1. CALENDAR ANNOUNCED BY SGA FOR HOMECOMING ACTIVITIES

2. ENGLISH TEACHERS INCORPORATE CHANGED IN LANGUAGE ARTS CURRICULUM

3. WIN STATE TITLE

4. BRAVES DEFEATED CONFERENCE RIVAL

5. THE SGA COLLECTED 2500 POUNDS OF CANNED GOOD

6. THOMPSON LEADS TEAM TO VICTORY

7. BOYS BASKETBALL BEATS OPPONENTS

8. GRIDMEN DEFEAT OPPONENTS EASILY

9. CO-CAPTAINS GUIDE THE TEAM TO WINS

10. CAN YOU USE ALL THE NEW TECHNOLOGY?



I can do all tasks in 3.0 and I can teach others!

I can demonstrate an ability to write a concise and effective headline that can be used in various styles and can convey the essence of the story.

I can...

a.

b.

vv

I can demonstrate a command of the conventions and mechanics of standard English and can apply this understanding to writing attention-grabbing, fact-based headlines.

I understand the purpose of a headline to hook a reader, but I still struggle to understand the headline styles and how to communicate a complicated message in such a concise format.

I don’t understand the purpose of a headline or how to write an effective headline.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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NOTES!

use precise language and vocabulary to create a relatable and easily understandable headline

use sensory language and details to create lively, colorful phrases that engage the reader and communicate the message of the story

write positive headlines that are either derived from quotes or utilize alliteration or word-play

RATE YOUR PROGRESSLesson 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Renee Burke, NBCT, MJE, is yearbook and newspaper adviser at William R. Boone High School in Orlando, Fla. Renee is the 2012 Orange County Public Schools Teacher of the Year, 2011 Florida Scholastic Press Association Journalism Teacher of the Year, and a 2011 Columbia Scholastic Press Association (CSPA) Gold Key recipient. She also teaches national yearbook workshops and coordinates the Camp Orlando summer workshop for yearbooks and newspapers. Both publications have earned CSPA Crown awards and been a National Scholastic Press Association Pacemaker Finalist; the 2011 yearbook earned a CSPA Gold Crown and a Pacemaker.

MEET THE AUTHOR. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


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