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Copyreading and Handline Writing Handout Final Nestor de G
Copyreading and Handline Writing Handout Final Nestor de G
The Copyreader
Importance of Copyreading
A passion for, and deep knowledge of, grammar, spelling, punctuation, and usage.
A love of good writing and the ability to see the potential in a piece, the skill to
help bring it out—or the good sense to know when to leave it alone.
Skepticism that raises doubt in everything and fortitude to check it.
Self-confidence to know how to improve even a veteran reporter’s copy
Invisible—meaning, a good copyreader’s personality or style is not seen on each
article he copyreads. He does not impose his own style but respect the style or
individuality of each author.
Knowledge of journalistic conventions: for hard-news copyreader: inverted
pyramid, the different types of stories; or the conventions of a feature article, an
editorial, etc.
Ability to recall style rules.
An eye for detail.
(Adapted from the book Tricks of the Trade for Writers and Editors)
3 Rs of Copyreading
1. Reader centered
Make sure the stories serve the readers’ interest, needs, and time (stories that
directly affect their lives; stories that interest them; stories about people or
things around them)
The story should focus on what will be most interesting to the audience.
The writer should make the story new for the reader
2. Readable
Ensure that readers will be able to understand what’s being said.
Is the story clear; does every sentence grow from the main pont?
Are the words simple to understand?
Is the story arranged in the most logical manner?
Is the story concise?
Is anything in the story irrelevant?
Has the writer avoided redundancies and cliché’s?
Does each quotation say something unique or important? Can quotations be
shortened?
3. Right
Is the story correct in spelling, grammar, and punctuation?
Are there inconsistencies in viewpoint and verb tense?
Does it conform to house style?
Are the facts consistent and accurate?
Have the math been checked (percentages, ages with birth, etc.)?
Have you checked names of people, their designations?
Is the story objective?
Does the story avoid any statements that might bring a lawsuit?
Is someone is accused of or criticized for something, does he or she get a
chance to reply? Are all sides given?
Is the story or picture in good taste?
Has the writer avoided saying anything that may disparage someone on the
basis of age, race, sex, religion, sexual orientation, or ethnic background?
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Concepts of Macro Editing and Micro Editing
Copyreaders’ Concerns
1. Grammar
Subject-verb agreement
Dangling modifiers
Parallel construction
Hanging participles
Active and passive
Repetition
Misused prepositions
2. Spelling
American or British English/variants in spelling
theatre theater
organisation organization
labour labor
realise realize
toward towards
traveled travelled
kidnaped kidnapped
judgment judgement
adviser advisor
3. Punctuations
4. Facts
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Names and titles/designations
Numbers: Contradictory text and figures; percentages add up
Places
Inner logic
5. Brevity
6. Clarity
Keep the text simple (by using simple words instead of complex terms)
Avoid jargon or specialized language
Check the time sequence
Use transitions (each sentence logically follows the previous sentence or relate
to it.)
7. Offensive words
8. Subheads
9. Headline
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Spelling
Grammar
Punctuation
1. Lead/Introductory
Is it snappy?
Does it grab the reader?
Does it make sense?
Is it up to date?
Is it of readable length?
2. Structure
Does the story back up the intro?
Does the story unfold logically?
Are there obvious gaps?
Are quotes used sensibly?
Are there any unnecessary repetitions?
Check key facts are not left until last.
3. Language
Is the story in house style?
Are all the acronyms explained?
Cut out clichés.
Don’t overload sentences with subordinate clauses.
4. Quotes
Are they worth using
Is it obvious who said what?
Are they in readable chunks?
Is the punctuation correct?
Don’t alter quotations without good reason.
Copyreaders’ Tools
1. Stylebook
2. Dictionary and thesaurus
3. Grammar books
4. Journalism handbooks
Reuters Handbook of Journalism, which may be downloaded online:
http://handbook.reuters.com/extensions/docs/pdf/handbookofjournalism.pdf
5. Internet (Google/Google Books)
6. Book of familiar quotations
Common Inaccuracies
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1. Unwarranted superlatives
first
only
biggest
best
record number
3. Offensive language
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sex offender sloppy
slut swindler
thief traitor
unchaste unethical
unmarried mother unprofessional
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6. Unnecessary words
Words that add nothing to the meaning
really very actually
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Copyreading Symbols
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Notes on Headline Writing
1. Accuracy
Headlines must give accurate information about the gist of the story.
2. Logic
Headlines on themselves should make sense.
3. Specificity
A headline should be as specific as possible in presenting information to the
reader.
4. Word precision
Saying exactly what we mean to say.
1. Headlines should be based on the main idea of the story, which should be found in
the lead or introduction.
2. If facts are not in the story, do not use them in a headline.
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3. Avoid repetition. Don’t repeat key words in the same headline; don’t repeat the
exact wording of the story in the headline.
4. Avoid ambiguity, insinuations, and double meanings.
5. If a story qualifies a statement, the headline should also. Headline writers should
understand a story completely before they write the headline.
6. Use present-tense verbs for headlines that refer to past or present events.
7. For the future tense, use the infinitive form of the verb (such as to go, to run,
etc.) rather than the verb will.
8. To be verbs, such as is, are, was, and were, should be omitted.
9. Write headlines in the active voice (Man bites dog instead of Dog is Bitten by
Man)
10. Do not use articles a, an, and the. These take up space that could be put to better
use in informing the reader. In
11. Do not use the conjunction and; use a comma or semicolon instead
Headline Terms
Upstyle heads capitalize first letter of all major words. All capital letters in
heads is also called upstyle.
Hammer
A label head above the main head, typically one to three words.
In bold type, bigger than the main head.
Hammer
Here is the main head beneath the hammer
Kicker
A label head above a main head, typically up to five words
Usually about half the point size of the main head.
Label head
A headline that has no verb.
Often focuses on a theme or mood.
Most often used with feature and magazine stories.
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Flush left, centered
Two ways of positioning a headline in relation to its story.
Flush left heads begin at the left margin.
Centered heads are equidistant between the left and right margins.
Slugs
Short name or title—usually one or two words—a story is given for quick and
easy identification in the newsroom.
Points
Refers to the font or type size (its height in points measured from the bottom
of a descender like g to the top of an ascender like h).
Headline type typically ranges in size from 18 points to 72 points.
Picas
Another unit of measurement, used to measure the width of the space allotted
to a head
There are 6 picas in an inch, which means there are 12 points in a pica.
The print area on a standard broadsheet is typically about 78 picas wide.
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Columns
Vertical strips of text.
The thin white spaces between columns are called gutters.
Broadsheets carry 6-7 columns; tabloid and magazines, 4-5 columns
Headline count
Count or length in units of each line.
See Table: Count of Letters, Figures, and Marks.
Headline order
Refers to request for a given size of headline
Three-number sequence that tells (1) how many columns a headline should
cover, (2) what point size it should be, and (3) how many lines it should fill.
Columns–Font Size–Lines (e.g., 6-42-1: six columns wide, 42-point type size,
one line)
Headline schedule
Chart that allows one to translate a headline order into a specific count. It tells
how many counts of a given point size can fit into a given column width.
See Headline Schedule Chart.
Source: Brian S. Brooks and James L. Pinson, The Art of Editing in the Age of
Convergence, 10th ed. (Pearson Education, 2014).
Counting Headlines
1½ Lowercase m and w
units
All capital letters except I, M, and
W
Dashes
Symbols such as ₽, $, %, and &
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Headline Schedule Chart
1 2 3 4 5 6
Font
Colum Column Column Column Column Column
Size
n s s s s s
18 16 33 units
points units
24 13 27 units 40 units
points units
30 10.5 21.5 32 units 43 units
points units units
36 9 units 18.5 28 units 38 units 47.5
points units units
42 7.5 15.5 23.5 32 units 40 units 48 units
points units units units
48 13.5 20.5 28 units 35 units 42.5
points units units units
54 12 units 18 units 24.5 30.5 37 units
points units units
60 16 units 21.5 27.5 33 units
points units units
72 14 units 18.5 23 units 28 units
points units
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Copyreading Exercise
Instructions:
1. Copyread the news article using copyreading symbols
2. Write a two-line headline. Each line should not be longer than 25
units. Indicate a headline order for a two-colum, two-line head.
______________________________________________________________________________
hearing at the Senate of the Philippines that there were efforts from the
part of the current Noynoy Aquino government to avoid the utilization of the
alternative.
Officials, likewise, have also beeing doing their best to avoid the utilization
wide and tremendous support from various sectors, although finding and to
provide other safe alternative sites has been, as always, easier said than
done.
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The bills does not provide for an outright ban with regards to the use of
schools for displaced victims but instead stated that these should be used
last resort.
It was stated by Carbera that while school rooms tended to be utilized when
there were gymnasium, municipal halls and other buildings, these were
utilized for short term stays, said Carbera. Churches have also serve as
alternative shelter.
there are other alternatives, are contained in five measure that seek to
The bills state that schools should be designated as daycare centers only
In such troubling situations when schools are tapped, the utilization should
and other spaces that are open. Their use as temporary shelters should only
necessary.
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Copyreading Exercise: Pagwawasto at Pag-uulo ng Balita
Headline:
_________________________________________________________________________
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paggamit ng e-Textbook sa pagbubukas ng klase sa darating na Hunyo
2012.
Interaktibo din ang mga E-Textbook. Nagttampok ang mga ito ng mga
eherssiyo, tutorial, review ng mga aralin, mga study notes, at iba pa. Ang
functions.
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Maaring gamitin ang mga e-textbook sa mga PC, loptap, netbooks, tablets,
Upang makita ang bisa ng mga e-book sa klasrum, ang DepEd, kasama ang
2011.
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