Column Writing for Editorial Section
When certain people speak we take notice. The same rule applies to print journalism. We learn to trust certain writers’ perspectives on issues. Writers who have developed a distinctive voice in their work are our columnists. From politics to movies to fashion trends they may anger us, entertain us, reinforce our own positions; but most importantly, they make us think.
Columnists play a vital role in shaping our thinking and high school journalists can play the same role for their audiences. The writer may be the one with a special skill for interpreting sports, a quirky sense of humor or a keen insight into teenage life. The writer can become the voice of the reader or a prick in his conscience.
A columnist is a writer who has developed a distinctive voice. The reader may agree with the columnist or strongly object to his position, but he reads the column. The best way to get started writing columns is to read columns watching for the columnists’ voice, tone and subjects.
All columnists have bylines and a standing headline plus the specific headline for a particular column.
Consider having anyone who wants to write a column submit three sample columns. This does three things: demonstrates a commitment to putting in the time and energy to write a column; shows whether the person has the “voice” a reporter may not need but a columnist does; indicates if the focus/topic of the column is broad enough to sustain it; gives the staff a backlog of columns in case of an emergency or “writer’s block.”
A columnist must be:
• intrigued by people
• able to see events in new and unusual ways
• willing to take chances, sometimes revealing something personal about themselves
• consider themselves independent, feel strongly about issues, want to share opinions.
Step by Step
1. Choose a topic of interest to you and your audience. The topic need not be on events of international importance. Write about what you know; give life to the common experience.
2. Do the research, collect the facts. Avoid SOB (SIT ON YOUR BUTT) journalism.
3. Organize your thoughts. You may find that telling a story or a personal narrative is more effective than the traditional editorial structure.
4. Write the first draft. Don’t worry about spelling, grammar or punctuation. Look for your personal voice and your insight into the event.
5. Revise, read your work aloud. Catch the grammar and punctuation errors now but don’t let your words become stilted.
6. Keep a notebook of ideas. Observe. Listen. Scribble. Write.
TYPES OF COLUMNS
1. personal reflection
• human interest that works if reader can relate to the topic; trying to strike an emotional chord with the reader EX. Andy Rooney, Craig Wilson
2. Humor
• A column that can make you laugh while making you think and enlightening you EX. Dave Barry, Mark Twain.
3. Restaurant Review
• What to buy and where to get the most for your money - this review includes decor of restaurant, wait time, service, type of restaurant and its specialties. You must convey the aromas, the ambience.
• Include name of restaurant, address, phone number, hours and days open, whether or not reservations are needed, price range for appetizers, entrees, for full dinner. Take a group of friends so everyone can order something different.
• Use all senses to convey flavor, texture and appearance. You may compare items on the menu or contrast to the same item at another restaurant.
• Be concrete. State ingredients, sauces, spices. If you don’t know, ask your waiter.
• Disappointed? Glad you didn’t order what your friend did? Include it in the review. The best and worst should be included.
4. SOCIAL COMMENTARY
• Roy Peter Clark said that the social commentary columnist has “the eyes and ears of a curious neighbor, the feet of a dogged reporter and the heart of an Irish storyteller.”
• The school community will be your beat; you can localize national events to your local readers. You are concerned, you care.
5. SPORTS COLUMNS
• Don’t tell the reader what they already know. Add knowledge of a player’s background, the game stats in perspective of the home team or other teams, invest the time to get insights - spend time with the team in practice or pre-game.
• Avoid sports cliches. Use technical terms sparingly. Avoid jargon. Use informal language.
• Avoid state of being verbs. Use active, vibrant verbs. This column is for an exchange of ideas and dialogue about daring to meet challenges, not a place to whine about a losing season.
• Provide the insight that the fan at the game didn’t get. EX. Rick Reilly.
6. WORLD, POLITICAL, LEGAL COMMENTARY
• To write in politics, international affairs and legal issues one must be informed. You need to know who is responsible for decisionmaking and what the chain of authority is. This applies in your high school as well. Know who the elected student government and club officers are, but also know the committee chairs and the “real” workers.
• You need to know the big picture, the background and be able to find perspective to an issue. Be direct, use clarity of expression.
7. review of the arts
• This review’s primary function is to be critical. The review should:
• make sense to the reader, whether or not he saw the movie, attended the play or listened to the music
• extend one’s appreciation of the performance
• convey honest and fair criticism, pro or con; usually a good review includes both elements, although not necessarily in balance
• offer a unique perspective, one reflecting the production as a whole, and one stressing a significant, fresh angle
• cite tangible, observable evidence for all conclusions.
• build on accurate observation and appropriate reporting (listening, watching, reading - often more than once - as well as interviewing background sources.
TYPES OF ART FORMS TO BE REVIEWED:
• drama, music (concerts, albums, videos); art (painting, sculpture, architecture, photography); film, media (TV, radio); publications, software, travel
TO WRITE THE REVIEW:
• combine the elements of feature writing and opinion writing with colorful, sight-sound details and express a meaningful, clear viewpoint
• begin with a novelty lead (feature)
• give the writer’s overall impression of the art form being reviewed early
• organize the experience in a meaningful way, often by artistic concerns (effect, style, tone, acting, staging, sound quality) rather than in a chronological order
• include details to support criticism both good and bad
• reflect artistic sensitivity and avoid condescending manners and simplistic statements
• use transitions to lead reader from one part of the review to the next
• conclude with paragraph that ties the review together which repeats a key element from the lead
EX. Ben Brantley
8. BOOK REVIEW
• Determine the audience for whom the review is intended; include a brief summary of the work but do not disclose the ending; give the author’s education and background, relate any of the author’s experiences that would make him a reliable or believable author for this particular genre, compare with author’s other works works of the same genre by other authors; cost of the book and whether it’s hard cover or paperback, quotations from the work which reveal author’s style and level of language as well as support the reviewer’s conclusions.
• Clearly establish your evaluation of the book. Let the reader know if this book is worth the price and time to read, based on the reader’s knowledge and interests.
9. EDITORIAL COMMENT
• “facts behind the news” column where writer shows a more personal reaction to what’s in the news. This can work for school news, national stories