ASYLANSØGERE PÅ VEJ MOD ARBEJDE

MEDIA

Graphic: Jens Burau/Photo: Nurali

COURSE

want2work, 2005 MEDIA COURSE

Forord Dette Kursus er udviklet af want2work, Dansk Røde Kors Asylafdeling. Want2work sikrer at asylansøgere ikke mister arbejdsrutiner og faglige kompetencer, mens de venter på en afgørelse i deres sag. De fagrettede kurser indgår i en større sammenhæng, hvor kompetenceafklaring, sprogundervisning og praktik spiller en vital rolle. Projektet udføres af Dansk Røde Kors i tæt samarbejde med kompetente aktører som Dansk Indutri, NNF, Københavns Kommune og Kommunernes Landsforening. Projektet støttes af EU’s Socialfond: EQUAL. Du kan læse mere om want2works formål og aktiviteter på www.want2work.org Kurset er primært målrettet asylansøgere, men andre er også velkomne til at benytte materialet. Såfremt du vælger at bruge det i undervisningen hører vi meget gerne om dine erfaringer med at bruge manualen i undervisningen. Brugte du alt materialet? Delelementer? Hvilke? Hvad kan vi gøre bedre? Send os et par linier på [email protected] Mange tak til XXXXXXXXX for at udvikle kursus og undervisningsmateriale. God fornøjelse

Karen-Inger Thorsen Projektleder, want2work [email protected] + 45 3296 0088

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE

Indhold Forord........................................................................................................................................................................1 Indhold ......................................................................................................................................................................2 Media Course Presentation ...................................................................................................................................3 Target group ..............................................................................................................................................................3 General considerations .............................................................................................................................................3 The aim ......................................................................................................................................................................4 Incorporated experience from previous projects......................................................................................................5 Evaluation ..................................................................................................................................................................5 History of the Red Cross........................................................................................................................................8 International work ......................................................................................................................................................8 Asylum work ..............................................................................................................................................................8 Training...................................................................................................................................................................11 News – History of News .......................................................................................................................................12 Journalistic writing ...............................................................................................................................................14 Styles of journalistic writing................................................................................................................................15 Writing conventions .................................................................................................................................................16 Reporting and Reporters......................................................................................................................................18 Newsgathering and Interviewing ........................................................................................................................19 Advises for a better interview..............................................................................................................................20 The Good Interview ...............................................................................................................................................21 Conventions and characteristics of journalistic writing .................................................................................23 The National Code of Conduct Denmark ..........................................................................................................25 What is what? ........................................................................................................................................................28 Who is who?...........................................................................................................................................................35

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE

Media Course Presentation The want2work “Media Course” is developed within the Danish Red Cross Asylum Department Culture House in Copenhagen by Course Coordinator Kirsten Gelting, Editor Mette Trudsø and Course Consultant Osama AlHabahbeh.

Target group Asylum seekers:





Who has been working with journalism or have some media experience or Who would like to know more about how to work with media

Participants are found through posting of information at the asylum centres and using personal networks. The participants are chosen on the basis of these qualifications:







English language level Educational background Professional and/or personal experience Motivation.

Questions concerning these topics are asked during an initial conversation. The selection of participants is, furthermore, made on the basis of the bearing and motivation, the applying participants show. When selecting, bear in mind that there will be group work during the course. It is, therefore, an advantage to group participants in teams of shared requests for occupational field and the level of computer skills.

General considerations The course is an opportunity for the participants to qualify themselves further within general aspects of journalistic writing. Those who already have these qualifications, can be of great assistance to the other participants, and in this way maintain already achieved qualifications. It is, furthermore, an aim of the course to give a clear picture of the western culture of freedom of press and exprition specially in Denmark. It was decided to teach the course in the English language to make it possible for the participants to use the achieved qualifications and concepts in other countries.

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE During the course, there will be a traineeship, which allows the participants to test their newly achieved qualifications in real life. This traineeship will give the course participant an opportunity to establish a contact to the media market and provide work experience. Each course participant shares the responsibility when it comes to the process of finding a place for the traineeship. The aim is to make the participant feel that he/she is indeed very capable of establishing a contact. Traineeship includes working with Danish Red Cross’s Asylum Seekers newspaper New Times and/or ASIG (Asulym Seekers’ Information Group).

A volunteering asylum seeker from the Red Cross Culture House is assisting the teacher during the course. By virtue of his/her language qualifications, he/she will be able to help out when any kind of linguistic misunderstandings arise. The course is to be carried out according to previous courses, and based on already achieved business procedures in relation to administration and mainstreaming.

The aim The aim is to qualify those asylum seekers who wish to work with journalism, or to maintain already achieved qualifications. The course is aimed at general journalistic aspects so that the course participants should be able to use the achieved qualifications not only in but also outside Denmark. The participants should desirably be able to act as professional journalist /reporter/ researcher. This should be attempted through:







General understanding of communication style and culture General understanding of code of ethics Training in various types of interview and writing conventions Taking an active part in researching

The success of the project is measured by:







Participant attendance Number of traineeship places Publiched articles Producing a final project; Film, News, features etc.

A partial aim of the course is also that there among the participants will be a clarification of desires for future business directions withen media or perhaps of an already existent concrete idea.

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE Incorporated experience from previous Red Cross projects The course is mainly based on teaching guidelines, the SOSU course and the CV Workshop. An important experience from the SOSU-course is that the course participants should have trainee experience. This to enable and motivate the participants to search for trainee place, when the course has finished. The structure edification is based on the achieved experiences from the SOSU-course and the CV Workshop. In addition, the course is also based on already built up experience and general high qualifications which the Red Cross Culture House posses in this field. By illustrating this start-up period, it is an aim that the participants will experience the fact that their ideas are developing. If a participant has a concrete idea of an article, the starting point for that person’s training plan will be this article. Through this process there will in fact arise a deeper knowledge about the article itself and about the process of starting the research, initiating the interview and writing and editing one’s own story. Evaluation During the course period there will be evaluation/analysing by the teacher. Also there are evaluations of the trainee period by the participant and the employer and a final evaluation of the course by the teacher and the participants.

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE

Recommendations to teacher Personal plan Early on the teacher should plan for activities after the course to keep the participants motivated and active. When comfortable with their skills look for and ask other teachers for extern or intern traineeships, other intern or extern courses or alternatively a media project (i.e. in a TV-Radio or newspaper). Evaluation The teacher should evaluate daily. The evaluations contain experiences and some practical information which the day brings along. It is very important to know exactly what works and what should be changed to improve the course. Also it is important to remember to update information in handouts. The evaluation may be passed on to other teachers. The Media project The process of developing the media project is as important as the final result. The project delivers an overview of a process that involves many parameters to be considered, and it is beneficial to point out what is the main question at a certain time. When doing the project in practise, the participants also achieve a great knowledge about structuring a media/ journalistic presentation both regarding content as well as presentation. As a teacher you should consider the pros and cons of only one topic of the project for all working groups or different topics for all working groups. Trainee place Early on the teacher should look for potential trainee places by his/her network and others network. However it is very important that the participants also do the search and suggest a trainee place themselves. It is equally important that the participants contact the potential trainee place themselves. As a teacher you can help by making phone calls to the employer before the participant make contact or after the participant have made contact. This is also to confirm the agreement.

Media places owner visits Early on the teacher should plan for visits at media places or to receive visits from those who works at those places. Also visits to education (i.e. journalist academy, newsapapers, local and national TV- and Radio stations) is very interesting to the participants. Working on a computer Since the participants may have very varied computer skills it is important to ensure that all participants get comfortable working on computers. Therefore you should ensure that all have access to a computer during the course.

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE Group work The project sets certain standards with regards to be able to work in groups. Working in groups or teams may not be known to all participants. During the course the teacher may focus also on facilitating group work in meetings with the working groups by asking them to agree on certain subjects, but also delegate some of the work in the group to sub groups or individuals. If the group work does not work, you may consider adding lessons in project management. Administration The teacher has following responsibilities with regards to administrative works: Visitation (Skills Audit): The applicants for the course are interviewed with regards to personal information, working and educational skills, language and computer skills and motivation. The applicant is registered in Want2Work database. Daily: The teacher registers the participants daily in the Want2Work database. Evaluations: The teacher does a daily evaluation. The employer for trainee place and the participant are filing out a questionnaire about the trainee place. The participants and the teacher are filling out a questionnaire at the end of the course.

Literature List of books and newspapers needed for the course: English Newspapers i.e.: Politiken Weekly, Copenhagen Today Books:








Citizen in Denmark, in different languages Newsman’s English 1 & 2 (Editing and Design) by Harold Evans Basic News Reporting by Michael Ryan Newswriting Exercises by Ken Metzler Racism and cultural diversity in the mass media- EUMC

Equipments: TV- Video, DVD and Videocamera, Tape recorders, Tapes, Mini DV tapes, DVD discs, Batteries and Computer with fire wire and editing software.

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE

History The first delegates to wear the Red Cross armband were already active in the Danish-Prussian war of 1864. The Danish Red Cross (DRC), however, was not founded until 1876. During World War I, the Danish Red Cross was responsible for liaison between Danish prisoners of war on the eastern front and their families at home. During World War II, the Danish Red Cross ran an office providing help to people affected by the war. For many, the white vans transporting parcels and letters to Danish prisoners in German prisons and concentration camps from 1943 became the symbol of Danish Red Cross assistance. Upon liberation, the Danish Red Cross took responsibility for the 25,000 nonGerman refugees living in Denmark; a project which continued until the end of 1947. In the years following the war, the Danish Red Cross was best known for its food aid to Eastern Europe and its hospital ship, Jutlandia, dispatched during the Korean war. In the 1970s and 1980s the Danish Red Cross built up its present largescale activities both within and outside Denmark. The organisation has been responsible for the accommodation of all asylum seekers in Denmark since 1984. International work The Red Cross is under obligation to help people in need throughout the world regardless of race, religion, or political persuasion. The Red Cross works on all sides of the lines in conflict and war zones. The Danish Red Cross works with the International Federation of Red Cross and Red Crescent Societies assisting refugees and offering relief to victims of natural disasters, and with the International Committee of the Red Cross (ICRC) in war and conflict zones. The Danish Red Cross grants acute relief amounting to about DKK 120 million annually to the world's war and natural disaster areas. Parallel to these efforts the Danish Red Cross works to prevent want and the onset of natural disasters by implementing long-term development projects in Africa and Asia, respectively.

Asylum work After World War II, the Danish Red Cross took charge of the Allied refugees who had fled to Denmark during the war. This tradition was revived when the war in former Yugoslavia sent thousands of refugees to Denmark.

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE The Danish Red Cross has been responsible for running the country's asylum centres since 1984 – the most comprehensive activity for the Danish Red Cross on the home front to date. Work in the asylum centres is largely a matter of creating a secure and worthwhile life for refugees while they await a decision on their applications for political asylum. Many asylum seekers must wait for years for a decision and waiting in uncertainty can seem quite long. The Danish Red Cross tries to instill a sense of purpose in the refugees by offering them an opportunity to employ their time usefully by learning Danish, participating in sports activities, maintaining their skills and qualifications, and so on. At most centres, inhabitants prepare their own meals and do the cleaning. Staff at the centres encourage contact with the local community by arranging joint activities for asylum seekers and Danes. Such contact helps to demystify attitudes and thus break down prejudice and build friendships. The Danish state determines whether a refugee will obtain political asylum in Denmark or not. The Danish Red Cross has no influence on decisions. All asylum work is 100% state funded.

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE

Program Day 1 Time

Program

Overhead/Handout

10.00-11.00

Introduction to Red Cross Courses

Coffee and Tea Handout paper, binders and pencils

11.00-12.00

The overall plan for the course.

OH/Handout: ”Weekly Plan”

Introduction to the trainee period. The Purpose of the course. 12.00-13.00

Lunch

13.00-14.00

Present each other (ice breaker)

Present each other on flipover by interview and drawing in groups of two participants: What is your name? Where are you from? How old are you? Are you married? Do you have sisters and brothers? How many language do you speak? And what languages? How long have you stayed in Denmark? Each participant present the other to the class.

14.00-14.30

Rules

The class is introduced to samples of rules: no smoking, no open mobile phones, absence etc. Groups of 3-4 participants are brainstorming about rules. The groups present their proposals on flipovers. Together common rules are formulated on the whiteboard. One of the participants is asked to write the rules in a document to be distributed to all participants.

14.30-15.00

Introduction to logbook

OH/Handout: A logbook.The logbook is for individual notes of important thoughts, reflections, experiences, feelings and ideas. Good or bad. It is not a diary.

Administration

The participants are introduced to the administrative rules and forms of registration, absence policy, the privacy data law. Contact persons and telephone numbers.

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE

Training What is journalism? Characteristics of the Journalist: a) Personally: Curiosity, boldness, tenacity, retentiv memory, ability to listen, persuasive, attentiveness to details, willingness to work hard. b) Professionally: the ability to write, gather information, assess its quality, consider it creatively, integrity (ethics). Journalism models Alternative Journalism Counterculture Journalism Precision Journalism Advocacy Journalism News Journalism Journalism Reviews Cheque -book Journalism Parachute Journalism Agency Journalism Sensational Journalism Codes of ethics and objectivity Ethical principles, Danish & International codes of ethics Culture of Journalistic Objectivity and fairness Accuracy Attention to detail Mix of individual and corporate effort Deadlines Sense of “greater good”

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE

News – History of News News Making: a) Newsgathering: Research Types of sources Interviewing b) News values: Impact Timeliness Prominence Proximity The bizarre or unusual Currency Conflict Human interest Frequency Amplitude Unambiguity Familiarity Correspondence Surprise Composition c) News Models The Mirror Model The Professional Model The Organizational Model The Political Model d) Leads/Headlines Leads elements: Lightness, Humor, Imagination, Originality Leads models: Narrative lead, Quote lead, Terse Lead, Q&A lead, Summary Lead (7 models), Suspended Interest lead, miscellaneous lead e) News structure: Q&A Chronological order Inverted pyramid Suspended interest order Straight narrative Roundup story The Carafe The goose egg The diamond Coming events format -12-

Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE Analyzing news The second paragraph Interviewing: Developing questions Typs of question 5 Ws and one H Interviewing method

News analysing: Headline Photo Story

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE

Journalistic writing Styles of journalistic writing: Writing beyond the news Feature writing Analysis Editorials Column Syndication Writing conventions: Accurancy & Clarity Short sentences, paragraphs Emphasis on nouns & verbs Attribution of information Quoting & paraphrasing Introduction The nut graph Transitions Sources Conclusion Graphic reporting: Using words and pictures Visual presentation

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE

Styles of journalistic writing The journalist has different types of articles that can go beyond the inverted pyramid news story: New analysis. An analysis begins with an idea that a reporter has developed about a theme. That idea is developed with the information the reporter has acquired and the sources that a reporter can call. A news analysis is developed carefully with the help of an editor. The ideas can be controversial, and the reporter may have a point of view about the subject. The reporter has the responsibility of presenting different sides of the issue justly. The purpose of an analysis is to give the reader or viewer more depth of understanding about a news topic, not just to allow the reporter to express a point of view. Features. A feature is a broad term that covers many types of non-news stories that appear in newspapers, magazines, web sites or broadcast shows. In general, feature stories emphasize people and personalities rather than institutions and events. The main requirement of a feature is that the topic be interesting to the reader and that the article itself be well reported. As with most other journalistic writing, the emphasis of a feature story is on the information presented in the article, not the point of view of the writer. The good feature writer must develop an ability to listen to people, to hear what they say and how they say it, and to given them a voice in the writing of the article. Here are some different types of features:









Personality profiles. Focusing on a person’s history, point of view, activities or interest. Special section articles that include travel, cars, home, food and business. Question and answer (Q & A) articles. The Q and A is a popular device for letting a person have a voice in print. First person articles. This type of article puts the writer and the writer’s point of view as the central point of the article. This means that the writer should have an experience or a story worth telling. How-to articles Editorials. The point of an editorial is to express an opinion, but it should be an informed opinion which is based on solid reporting.

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE





Columns. A columnist should have expertise, a distinctive writing style, and an ability to generate a column every two or three days. Reviews. A reviewers writes about a subject and renders a judgment on it.

Writing conventions Introduction: Interesting and directly relevant to the central idea of the story. The nut graph: Why writing, what it’s about, the context of the story, and what the reader can expect to find out. Transitions: Bind different aspects of the story together with good transitions to let the reader know how you are following a steady theme. Sources: Sources should usually be introduced before they are quoted. Conclusion: A story should be brought to a satisfactory and logical end.

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE

Journalism Journalism is the method of presenting news to an audience of readers, listeners or viewers. The main value of journalism is correctness. Information should be correct, and presented in a context that gives the audience a correct idea of the news. News News is the main item in journalism. But not everything that happens becomes news. The event should contain "news values." News values: The partition of events into "news" and "not news" is a task of news values according to following criteria:










Impact Timeliness Prominence Proximity Conflict The unusual Currency

A journalist must make decisions about events based on these news values. News values are also used in deciding the kind of information needed for a story and in helping the writer to compose the story so that the most important and interesting information gets to the reader in a professional way. Newsgathering: The Five W’s and One H In journalistic writing the vital is having the information that is needed in the writingprocess.. In gathering information one must answer six questions for the reader: Who – What – When – Where – Why and How

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE

Reporting and Reporters Many journalist began by wanting to be a reporter. Reporters find out information that will be printed and/or broadcasted. They have to know where that information is and how to get it. They have to research, talk to people, and be on the spot where news happens. Characteristics A) Personal:











Curiosity Boldness Insistence Memory Listening Persuasive Attentiveness to details Work hard

B) Professional:






Writing Gathering and considring the quality of information Integrity

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE

Newsgathering and Interviewing Types of sources: Stored, personal and observational Interviewing is one of the most important skills that a reporter can gain The first step in interviewing is deciding what information is needed, who is the best source. The second step is preparing for the interview. This includes doing research on the topic or the person to be interviewed. In general, the more the journalist knows about both, the more successful the interview is likely to be. Another part of the preparation phase of the interview is figuring out what questions to ask. And that depends on the information needed, and on the willingness of the source to give information. Sometimes the information a reporter needs is much controversial and the source is not willing to give the information. Journalists should be sensitive and empathetic with their sources, but they should also remember their professional responsibilities. A various types of questions that one can’t ask:








Yes-No questions Personal questions Closed-ended questions Open-ended questions Hypothetical questions

The next step is establishing contact with the source and agreeable time and place to do the interview. During the interview, a reporter should be open to possibilities that other, more interesting or important information may be obtained. Control the situation. Keep the conversation on track by remembering what information is needed from the source. Usually, the first few questions will set the tone for the interview.The controversial questions are usually not the questions that should be asked first. If you don't understand what a source has said, ask the source to repeate. If a source attacks or criticizes you, remember you are there to get information, not to defend yourself. Even if you use a tape recorder, always take notes. Check important information with another source to verify it.

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE

Advises for a better interview Be prepared. Make sure your tape recorder has batteries that work. Bring an extra tape, pens and notebook. Be sure the interview person understands the story you are writing, to keep the interview on track. Be on time. Be observant monitor details of the place and of your interview person; this can add atmosphare to your story. Be polite. It is important to create a respectful connection and comfort for the interviewee. Listen and interrupt if you don't understand. Silence is good. When you ask confrontational questions, look your source in the eye forcing an answer. Maintain eye contact. This make the interview like a conversation, and let interviwee to be more comfortable. Before your leave ask if there is anything that you might have forgotten to ask. Review your notes right after the interview right away, while everything is fresh in your mind.

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE

The Good Interview















Preparation: Read up on the subject you are reporting about and the person you are interviewing. When scheduling the appointment, ask your source to suggest documents or other sources of information about the topic you will discuss. The interviewee will appreciate your interest and often share valuable documents before the interview. Make sure your tape recorder has batteries that work. Bring an extra tape as well as pens and notebook. Rules of the interview : Be sure the interviewee understands the story you are working on. The interviewee must understand that everything they say is "on the record." It is best to establish these ground rules when making the interview appointment. Although most government officials have enough experience with the media to indicate when something is "off-the record" or "on background," other experts may not understand the differences. Remember that an upfront clarification may be required (especially when your source's job or life could be endangered by being quoted). Be on time! The worst impression you can make on a source is being late for the interview. Be observant! Observe details of the place and of your interviewing partner; this can add color to your story. If you are interviewing people in their home or office, be sure to get a good look around and note what you see. For example, they may have some old photos that show them in a more personal light. You may start an interview with assumptions about a person and leave with a completely different impression. However, this may be exactly what your source intended. Perception is a tricky business! Try to talk to others, colleagues or friends of your source, to get a bigger picture. Be polite. Don't rush your source! It is important to establish a polite rapport and a level of comfort for the interviewee. Some interviewees, on the other hand, need a couple minutes to become comfortable talking to reporters. Even though you may only have 30 minutes for an interview, you should not rush your subject. If you sense the interviewee is in a hurry, adjust your timing accordingly. Keep in mind, everyone is different. Taking the time to get to know your sources will prove valuable, especially when you need to call with follow-up questions or use them as a source for future stories. If the interview goes well, it may even go beyond the scheduled time. Give yourself plenty of time between appointments to avoid scheduling conflicts. Listen but don't be afraid to interrupt when you don't understand! Keep your audience in mind! One reason you are conducting this interview is to explain it to your readers. If your subject uses scientific jargon or explanations only his/her peers would understand, politely

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE interrupt and ask for further explanation. Never be embarrassed about not knowing something.













Silence is golden. Sooner or later you will have to ask the tough questions that your subject may be loath to discuss. When you start asking those provocative questions, the answers most likely will be short, useless or carefully worded. You may not get an answer at all. If this occurs, look your source in the eye and don't say a word. In most cases, your opponent will begin to feel uncomfortable and begin to share information again. If this doesn't work, ask for sources who might be able to answer your question. Maintain eye contact! A reporter who spends most of the interview bent over taking notes or looking into a notebook can be as disconcerting as a tape recorder in an interviewee's face. While taking notes and recording the interview, maintain as much eye contact as possible. Learn to take abbreviated notes looking down only once in a while so you can focus on your interviewee. This will make the interview more like a conversation, and enable everyone to be more relaxed. Before your leave... ask your source if there is anything that you might have forgotten to ask. Perhaps the interviewee is burning to tell you useful information, but you did not even think to ask that question. Don't leave without getting a contact number or e-mail address and a good time to call with follow-up questions. Always ask for other sources. Colleagues or friends of the interviewee may be more knowledgeable or willing and able to speak to you. Thank your source for spending time talking with you before you leave. Review your notes right after the interview! Don't wait until the end of the day or later in the week to review your notes. Go over them right away, while everything is fresh in your mind, filling in your shorthand and elaborating on your observations. Skip that date for drinks with your office pals until after you have reviewed and organized your notes.

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE

Conventions and characteristics of journalistic writing Writing conventions Journalists must observe certain habits and conventions:











accuracy and clarity short sentences, short paragraphs emphasis on nouns and verbs. Verbs are the most descriptive words. attribution of information quoting and paraphrasing use of official sources absence of descriptive detail handling numbers carefully, doing the math

Inverted pyramid











not narrative or essay form of writing most used for news stories requires that the writer "deconstruct" an event break it into bits of information and rearrange it into the order of the most important part to the least important part. writer must put information in order of importance that is not chronological writer must develop the article in a clear, logical sequence so that the reader understands at each point what is being said. source of the information should be clear to the reader writing must be unified around a single theme; information and ideas tied together through good use of transitions.

The lead paragraph The important part of an inverted pyramid news story is the lead paragraph. A lead paragraph should be one sentence. The content requirement is that it tell the most important piece of information that occurred in the event. The lead should contain the main who, what, when and where of the story. And they should be direct and simple; have the most important information near the beginning of the sentence, should not try to tell everything, but they should be good summaries of what the story is about, should include specific information - concrete facts - about the story, should not begin with the when element because this is not the most important thing you have to tell the reader, should use a strong verb to describe the action, should be accurate.

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE The second paragraph The second paragraph is where you develop some idea or piece of information that is in the lead. You should not drop into a narrative in the second paragraph. Each new paragraph should present the reader with some new information and should be tied to the previous paragraph by transitions. Graphics reporting Graphics reporting exhibit four characteristics: accuracy, completeness, precision and efficiency. A graphics journalist presents information in a way that will help the reader understand and interpret it. A major element in this presentation is visual appearance. When presented with a story or project to support, a graphics journalist will consider developing graphics in five ways outlined below. Numbers: The graphics journalists looks for numbers in a story, which should be relevant and revealing. Location: To locate the story for the reader. And if geography play a bigger role in this story than simply location. Procedure and process: When the reader need to be led through a series of technical steps to understand the story, this can be accomplished visually as well as with words. Comparison Combinations: Graphic presentation creates a visually engaging picture for the reader.

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE

The National Code of Conduct Denmark A legal code adopted by the Danish Parliament with the acceptance of the national union of journalists in 1992.

FUNDAMENTAL POINTS OF VIEW The safeguarding of the freedom of speech in Denmark is closely connected with the free access of the press to collect information and news and to publish them as correctly as possible. The free comment is part of the exercise of the freedom of speech. In attending to these tasks the press recognizes that the individual citizen is entitled to respect for his personal integrity and the sanctity of his private life and the need for protection against unjustified violations. Breach of good press practice comprises the withholding of rightful publification of information of essential importance to the public and compliance towards outsiders if this compliance can lead to doubts as to the freedom and independence of the mass media. It is also considered to be breach of good press practice if tasks that are in conflict with these rules are places upon a journalist. A journalist ought not to be placed on tasks that are contrary to his conscience or convictions. The rules comprise all editorial materials (text and picture) published in the written periodical press, in radio, television and remaining mass media. The rules also comprise advertisements and publicity in the written periodical press, in radio, in television and remaining mass media. The rules also comprise advertisements and publicity in the written periodical press and the rest of the mass media to the extent, where no special rules have been established. The rules comprise persons mentions and depicted, including deceased persons and also corporations and similar associations. THE CONTENT OF THE CODE A. CORRECT INFORMATION






It is the duty of the press to bring correct and prompt information. As far as possible it should be controlled whether the information is correct. The sources of news should be treated critically, in particular when such statements may be coloured by personal interest or tortuous intention. Information which may be prejudicial or insulting to somebody or detract from other persons' opinion of the person concerned shall be very closely checked.

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE







Attacks and replies should, in cases in which doing so is reasonable, be published consecutively and in the same way. It shall be made clear what is factual information and what are comments. Headlines and intermediate headlines shall as regards form and substance be substantiated by the article or publication in question. The same rule shall apply to the so-called contents bills. Incorrect information shall be corrected on the editor's own initiative if and as soon as knowledge of errors of importance in the published information is received. The correction shall be given such as a form that the readers are given an easy possiblility of noticing the correction.

B. CONDUCT CONTRARY TO GOOD PRESS PRACTICE








Information which may violate the sanctity of private life shall be avoided unless an obvious interest requires press coverage. The individual man is entitled to protection of his personal reputation. Suicides or attempted suicides should not be mentioned unless an obvious public interest requires or justifies press coverage, and in such a case the mention should be as considerate as possible. Victims of crimes or accidents should be paid the greatest possible regard. The same rule applies to witnesses and the relatives of the persons concerned. Collection and reproduction of pictorial material shall be made in a considerate and tactful way. There should be kept a clear dividing line between advertising and editorial text. Text and pictures occasioned by direct or indirect mercantile interests should be brought only if a clear journalistic criterion calls for publication. Other people's confidence must not be abused. Special regard should be paid to persons who cannot be expected to realize the effects of their statements. Other people's feelings, ignorance, or failing self-control should not be abused.

C. COURT REPORTING






The general ethical rules for journalists mentioned under A and B should also apply to court reporting. The rules for court reporting shall also apply to the preparatory steps of a lawsuit or a trial, including the preparation of criminal bases by the police and the prosecution. Court reporting should be objective. At any stage of the preparation of lawsuits and trials and suring the hearing by the court, the journalists should aim at a qualitatively equal representation of the points of view of the parties - in criminal cases the points of view of the counsel for the prosecution and the counsel for the defence, respectively. A mention of a criminal case should be followed up by an account of the end of the

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want2work, 2005 MEDIA COURSE case, whether this takes place in the form of a withdrawal of the charge, acquittal, or conviction.














The mention of persons' family history, occupation, race, nationality, creed, or membership of organisations shoud be avoided unless this has something directly to do with the case. As long as a criminal case has not been finally decided or the charge has not been withdrawn, no information must be published which may obstruct the clearing up of the case, nor must pronouncements to the effect that a suspect or an accused is guilty be published. When a criminal case is mentioned, it shall clearly appear from the report whether the suspect / accused has declared himself guilty or not guilty. To the widest possible extent a clear objective line shall be followed in deciding which cases shall be mentioned and in which cases the names of the persons involved shall be mentioned. A suspects or an accused's names or other identification should be omitted if no public interest calls for the publication of the name. Caution should be exercised in publishing statements to the effect that the police have been informed about a crime committed by a person mentioned by name. Such information should as a rule not be published, until the information to the police has resulted in the intervention of the police or the prosecution. This rule shall not apply. hoever, if the conduct which the police have been informed about is beforehand known in wide circles or is of considerable public interest, or it on the existing basis it must be assumed that the information to the police is solidly substantiated. A suspect, accused, or convicted person shall be spared from having attention called to an earlier conviction if it is without importance in relation to the facts which he is suspected of, charged with, or convicted of. In connection with other news, the earlier criminal cases against a named person should, as a rule, not be mentioned.

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want2work, 2005 MEDIA COURSE

What is what? Copyright 1999 by Bedford/St. Martins From: News Reporting & Writing (Sixth Edition) By: Missouri Group Reproduced by permission of Bedford/St. Martins

ad An advertisement. add A typewritten page of copy following the first page. "First add" would be the second page of typewritten copy. advance A report dealing with the subjects and issues to be dealt with in an upcoming meeting or event. anchor One in the television studio who ties together the newscast by reading the news and providing transitions from one story to the next. anecdotal lead A newspaper story beginning that uses humor or an interesting incident. anecdote An informative and entertaining story within a story. angle The focus of, or approach to, a story. The latest development in a continuing controversy, the key play in a football game, or the tragedy of a particular death in a mass disaster may serve as an angle. background Information that may be attributed to a source by title, but not by name; for example, "a White House aide said." backgrounder Story that explains and updates the news. backgrounderStory that explains and updates the news. beat A reporter's assigned area of responsibility. A beat may be an institution, such as the courthouse; a geographical area, such as a small town; or a subject, such as science. The term also refers to an exclusive story. brightener A story, usually short, that is humorous or pleasing to the reader. It is also called a bright. bureau A news-gathering office maintained by a newspaper at other than its central location. byline A line identifying the author of a story. chain Two or more newspapers owned by a single person or corporation. Also known as a group. circulation department The department responsible for distribution of the newspaper. clips Stories clipped from your own or other newspapers.

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want2work, 2005 MEDIA COURSE closed-ended question A direct question designed to draw a specific response; for example, "Will you be a candidate?" copy What reporters write. A story is a piece of copy. copy desk The desk at which final editing of stories is done, headlines are written and pages are designed. cover To keep abreast of significant developments on a beat or to report on a specific event. The reporter covering the police beat may be assigned to cover a murder. cub A beginning reporter. database A computerized information bank, usually accessed by newspapers on a subscription basis. deadline The time by which a reporter, editor or desk must have completed scheduled work. deep background Information that may be used but that cannot be attributed to either a person or a position. delayed-identification lead Opening paragraph of a story in which the "who" is identified by occupation, city, office, or any means other than by name. desk A term used by reporters to refer to the city editor's or copy editor's position, as in, "The desk wants this story by noon." developing story One in which newsworthy events occur over several days or weeks. dig To question or investigate thoroughly, as in, "Let's do some digging into those campaign reports." documentary In-depth coverage of an issue or event, especially in broadcasting. editorial department The news department of a newspaper, responsible for all content of the newspaper except advertising. At some papers this term refers to the department responsible for the editorial page only. editorialize To inject the reporter's or the newspaper's opinion into a news story or headline. Most newspapers restrict opinion to analysis stories, columns and editorials. fair comment and criticism Opinion delivered on the performance of anyone in the public eye. Such opinion is legally protected if reporters do not misstate any of the facts on which they base their comments or criticism, and it is not malicious.

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want2work, 2005 MEDIA COURSE field experiment A research technique in which the reporter deliberately takes some action to observe the effects. For example, a perfectly tuned automobile could be taken to several repair shops to find out if the mechanics would invent problems that required fixing. follow A story supplying further information about an item that has already been published; folo is an alternate spelling. graf A shortened form of paragraph, as in "Give me two grafs on that fire." handout See news release. hard lead A lead that reports a new development or newly discovered fact. See also soft lead. hard news Coverage of the actions of government or business; or the reporting of an event, such as a crime, an accident or a speech. The time element often is important. See also soft news. human-interest story A piece valued more for its emotional impact or oddity than for its importance. hypothesis In investigative reporting the statement a reporter expects to be able to prove, as in, "The mayor took a bribe from that massage parlor." In an experiment the statement of what a researcher hopes to find. immediate-identification lead The opening paragraph of a story in which the "who" is reported by name. independent variable See variable. information graphic A visual representation of data. inverted pyramid The organization of a news story in which information is arranged in descending order of importance. investigative reporting The pursuit of information that has been concealed, such as evidence of wrongdoing. lay out (v.) The process of preparing page drawings to indicate where stories and pictures are to be placed in the newspaper. layout (n.) The completed page drawing, or page dummy. lead (1) The first paragraph or first several paragraphs of a newspaper story (sometimes spelled lede); (2) the story given the best display on Page One; (3) a tip. lead-in An introduction to a filmed or recorded excerpt from a news source

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want2work, 2005 MEDIA COURSE or from another reporter. lead story The major story displayed at the top of Page One. multiple-element lead The opening paragraph of a story that reports two or more newsworthy elements. narration The telling of a story, usually in chronological order. negligence test The legal standard that requires reporters to use the same care in gathering facts and writing a story as any reasonable individual would under similar circumstances. network correspondent A television reporter who delivers the news on camera. Network correspondents may or may not do the actual newsgathering for their stories. new media The emerging forms of computer-delivered news. news conference An interview session, also called a press conference, in which someone submits to questions from reporters. news room The place, sometimes called the city room, where reporters and editors work. news release An item, also called a handout or press release, that is sent out by a group or individual seeking publicity. news story A story that emphasizes the facts, often written in inverted pyramid style. news value How important or interesting a story is. not for attribution Information that may not be ascribed to its source. nut paragraph A paragraph that summarizes the key element or elements of the story. Usually found in a story not written in inverted pyramid form. Also called a nut graf. off the record Usually means, "Don't quote me." Some sources and reporters, however, use it to mean, "Don't print this." Phrases with similar, and equally ambiguous, meanings are "not for attribution" and "for background only." op-ed page The page opposite the editorial page, frequently reserved for columns, letters to the editor and personality profiles. open-ended question One that permits the respondent some latitude in the answer; for example, "How did you get involved in politics?" paraphrase A paraphrase digests, condenses and clarifies a quotation to convey the meaning more precisely or succinctly than the way in which the speaker's words express it. Quotation marks are eliminated.

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want2work, 2005 MEDIA COURSE participant observation A research technique in which the reporter joins in the activity he or she wants to write about. payola Money or gifts given in the expectation of favors from journalists. plagiarism The use of any part of another's writing and passing it off as your own. play A shortened form of display. A good story may be played at the top of Page One; a weak one may be played inside. press The machine that prints the newspaper. Also a synonym for journalism, as in the phrase "freedom of the press." Sometimes used to denote print journalism, as distinguished from broadcast journalism. press box The section of a stadium or arena set aside for reporters. press conference See news conference. press release See news release. press release See news release profile A story intended to reveal the personality or character of an institution or person. public figure A person who has assumed a role of prominence in the affairs of society and who has persuasive power and influence in a community or who has thrust himself or herself to the forefront of a public controversy. Courts have given journalists more latitude in reporting on public figures. public journalism The new (or rediscovered) approach to journalism that emphasizes connections with the community rather than separation from it. Pulitzer Prize The most prestigious of journalism awards. It was established by Joseph Pulitzer and is administered by Columbia University. quote As a noun, the term refers to a source's exact words, as in, "I have a great quote here." As a verb, it means to report those words inside quotation marks. records column The part of the newspaper featured regularly that contains such information as routine police and fire news, births, obituaries, marriages and divorces. rewrite To write a story again in an effort to improve it. It also means to take information over the telephone from a reporter in the field and mold it into a story. roundup A story including a number of related events. After a storm, for example, a reporter might do a roundup of accidents, power outages and other consequences of the storm. second-cycle story A second version of a story already published, also called a second-day story. It usually has new information or a new angle.

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want2work, 2005 MEDIA COURSE series Two or more stories on the same or related subjects, published on a predetermined schedule. service journalism An aspect or type of journalism that recognizes usefulness as one of the criteria of news. Taking into consideration content and presentation, service journalism presents useful information in a usable way, for instance, placing key information in a list or graphic box. set-up In broadcasting, an introductory statement to pique the interest of listeners or viewers. shield laws Legislation giving journalists the right to protect the identity of sources. sidebar A secondary story intended to be run with a major story on the same topic. A story about a disaster, for example, may have a sidebar that tells what happened to a single victim. situation ethics The philosophy that recognizes that a set of rules can be broken when circumstances dictate the community will be served better by it. For example, a journalist who believes it normally unethical to deceive a news source may be willing to conceal his or her identity to infiltrate a group operating illegally. slug A word that identifies a story as it is processed through the newspaper plant. It is usually placed in the upper left-hand corner of each take of the story. See also take. sniff The preliminary phase of an investigation. soft lead A lead that uses a quote, anecdote or other literary device to attract the reader. See also hard lead. soft news Stories about trends, personalities or lifestyles. The time element usually is not important. See also hard news. sources People or records from which a reporter gets information. The term often is used to describe persons, as opposed to documents. spot news A timely report of an event that is unfolding at the moment. story The term most journalists use for a newspaper article. Another synonym is piece, as in, "I saw your piece on the mayor." A long story may be called a takeout or a blockbuster. substantial truth The correctness of the essential elements of a story. summary lead The first paragraph of a news story in which the writer presents a synopsis of two or more actions rather than focusing on any one of them. sunshine laws See open-meetings laws.

tip A fragment of information that may lead to a story; also called a lead.

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want2work, 2005 MEDIA COURSE

undercover reporting A technique in which a reporter pretends to be someone else in order to gain access to otherwise unobtainable information. universal desk A copy desk that edits material for all editorial departments of a newspaper. update A type of follow that reports on a development related to an earlier story.

videoprompter A mechanical or electronic device that projects broadcast copy next to the television camera lens so that a newscaster can read it while appearing to look straight into the lens. wrap-up The completion of commentary that comes at the end of a taped segment in broadcasting; a strong ending to a report.

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Danish Red Cross, asylum department

want2work, 2005 MEDIA COURSE

Who is who? Copyright 1999 by Bedford/St. Martins From: News Reporting & Writing (Sixth Edition) By: Missouri Group Reproduced by permission of Bedford/St. Martins

bureau chief The director of a newspaper's news operations in a remote site or bureau. city editor The individual (also known as the metropolitan, or metro, editor) in charge of the city desk, which coordinates local news-gathering operations. At some papers the desk also handles regional and state news done by its own reporters. contributing editor Magazine columnist who works under contract and not as an employee of the magazine. copy editor A person who checks, polishes and corrects stories written by reporters. Usually copy editors write headlines for those stories, and sometimes they decide how to arrange stories and pictures on a page. desk assistant Entry-level position in television news rooms. Desk assistants handle routine news assignments such as monitoring wire services and listening to police scanners. editor The top-ranking individual in the news department of a newspaper, also known as the editor in chief. The term may refer as well to those at any level who edit copy. editorial page editor The individual in charge of the editorial page and, at larger newspapers, the op-ed (opposite editorial) page. executive producer The television executive with overall responsibility for the look of the television newscast. field producer Behind-the-scenes television reporter who often does much of the field work for a network's on-camera correspondents. general manager The individual responsible for the business operations of a newspaper. Some newspaper chains award this title to the top-ranking local executive. graphics editor Usually, the editor responsible for all non-photographic illustrations in a newspaper, including information graphics, maps and illustrations. managing editor The individual with primary responsibility for day-to-day operation of the news department. news director The top news executive of a local television station. news release An item, also called a handout or press release, that is sent out by a group or individual seeking publicity.

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want2work, 2005 MEDIA COURSE news editor The supervisor of the copy desk. At some newspapers, this title is used for the person in charge of local news-gathering operations. off-camera reporter One who gathers news for television but does not report on the air. page designer One who designs newspaper or magazine pages. photo editor The individual who advises editors on the use of photographs in the newspaper. The photo editor also may supervise the photography department. press agent A person hired to gain publicity for a client. The tactics used, often called press agentry, might include the staging of interviews or stunts designed to attract the attention of reporters. publisher The top-ranking executive of a newspaper. This title often is assumed by the owner, although chains sometimes designate as publisher the top local executive. reporter A person whose job it is to gather and write the news for a publication or a broadcast outlet. senior editor One who edits sections of major magazines. senior writer A title reserved for a magazine's best and most experienced reporters. show producer Television news specialists who produce individual newscasts and report to the executive producer. videographer A television camera operator.

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