NP - Planner - Staff Guide PDF

P
THE PIRATES’ LOG

PIPER HIGH SCHOOL
The Pirates’ Log &

kcpipernews.com
Staff Manual 2020-21
P
A message from
the adviser
The Pirate's Log and it's associated kcpipernews.
com are ongoing entertainment and news publications
produced and organized by Piper High School students.
All content is made by the students with the supervision of
the adviser, Amanda Bauman.
Each year brings a new set of skills, and with that, a

different type of entertainment and coverage. As staff on
the Piper Publications, you are expected to uphold your
end of the deal and work with the team to create fun,
entertaining, accurate and true journalism.
- AMANDA BAUMAN
Adviser of PHS Student Publications
2
MANUAL
STAFF MANUAL
A brief guide to your job expectations and how to be a productive staff member.
Table of Contents
Calendars 4-25
Job Titles and Descriptions 27-31
Grading 32
Design Style Guide 33
Writing Guide 34-37
Web Content Guide 38
Video Production 39
Photo Essays 40
Podcast Production 41
Interactive Elements 42
Infographics & Illustrations 43
Legal Concerns 44-48
Letter from the Editor 49
3
Sunday Monday Tuesday
J 5 6 7
u 12 13 14
l 19 20 21
y 26 27 28
4
Wednesday Thursday Friday Saturday
11 2 3 4
8 9 10 11
15 16 17 18
22 23 24 25
29 30 31
5
A Sunday Monday Tuesday
U 2 3 4
G 9 10 11
U 16 17 18
S 23 24 25
•
•
•
Game & Check-in Meeting
Critiques and Goal Setting
Training activity based on
your level (if not finished in
class, due by midnight)
T 30 31
•
•
•
Game & Check-in Meeting
Design - principles
Training activity based on
6
1
5 6 7 8
Editor Work Day Workshop Day 1 Workshop Day 2
• Leadership skills • Welcome • Speed Dating
• Ed. Lead Classes • Find your “Why” • Breakout News/Yearbook
• What you learned from workshop • Handbooks/Communication Design
• Handbook details
• Journalistic Basics • Personalized Nameplate
• Ad sales
• Photo/Video • Waterballoon Volleyball
• Breakout News/Yearbook
12 13 14 15
19 20 21 22
First Day of School
Freshman • Pledge & Commitment
Ceremony
Orientation • Syllabus & Contracts
• Editors/adviser speak
about sections (sta-
tions)
26 27 28 29
• Game & Check-in Meeting
• Legal Concerns
• Training activity based on
7
S Sunday Monday
1
Tuesday
E
• Check-in Meeting
• Design Trends
P 6 7
No School
Labor Day
8
•
•
•
Check-in Meeting
Data Collection
What have you learned?
T
13 14 15
• Check-in meeting
E
• Work on story
M
20 21 22
• Check-in meeting • Check-in meeting
• Make Story Corrections • Design Due by End of Block
• Start Designing - Pages must be printed
B 27 28 29
•
•
Check-in meeting
Sort for distribution
E
• Critique Issue and Work
R
8
2 3 4 5
• Art to accompany stories
9 10 11 12
• Plan first issue
16 17 18 19
• AP Style Quiz
• Print Stories Due by Mid-
night
23 24 25 26
STAY LATE NIGHT

• Make Corrections Send Day
Editors send during Ed. Lead
30
Distribution
9
O
C 4 5
•
•
•
Check-in Meeting
Work on Story
Training Module
6
•
•
•
Check-in Meeting
Work on Story
Training Module
T 11 12 13
O
• Work on Story
• Training Module
18 19 20
B
E
25 26 27
• Sort for distribution
R
10
1 2 3
• Discuss last month
• Plan for month
• Training module if needed
7 8 9 10
• Work on Story
• Training Module
14 15 16 17
• AP Style Quiz End of First Quarter
night
21 22 23 24
STAY LATE NIGHT

28 29 30 31
Half Day & Parent No School & Parent No School & Parent
Teacher conferences Teacher Conferences Teacher Conferences
Distribution
11
N 1 2
No School
3
•
•
•
Discuss last month
plan for month
Training module if needed
O 8 9 10
V
• Work on Story
• Training Module
15 16 17
E •
•
•
Check-in Meeting
Work on Story
Training Module
•
•
•
Check-in Meeting
Work on Story
Training Module
M 22 23 24
•
•
•
Check-in Meeting
Work on Story
Training Module
B 29 30
E
R
12
4 5 6 7
• Work on Story
• Training Module
11 12 13 14
• Work on Story
• Training Module
18 19 20 21
• Work on Story
• Training Module
25 26 27 28
Thanksgiving Break
13
D 1
•
•
•
Discuss last month
Plan for month
Work time
E 6 7
8
C
13 14 15
E •
•
•
Check-in meeting
Critique Issue and Work
M 20 21 22
B 27 28 29
E
Winter Break
R
14
2 3 4 5
• AP Style Quiz
night
9 10 11 12
STAY LATE NIGHT

16 17 18 19
1/2 Day - Finals 1/2 Day - Finals
Distribution
23 24 25 26
Winter Break
30 31
15
J
A 3 4 5
N
Winter Break
10 11 12
U •
•
•
Discuss last month
Plan for month
Work time
•
•
•
Check-in Meeting
Work on Story
Training Module
A 17 18
No School
Martin Luther King Jr.
Day
19
•
•
•
Check-in Meeting
Work on Story
Training Module
R 24 25 26
Y
• Work on Story
• Training Module
31
16
1 2
Winter Break
6 7 8 9
13 14 15 16
• Work on Story
• Training Module
20 21 22 23
• Work on Story
• Training Module
27 28 29 30
• Work on Story
• Training Module
17
F
1 2
E
• Web Planning for the week • Design Due by End of
• Make Story Corrections Block - Pages must be print
• Start Designing
7 8 9
B •
•
•
Check-in meeting
Critique Issue and Work
R 14 15
No School
Presidents Day
16
•
•
•
Discuss last month
Plan for month
Work time
U 21 22 23
A
• Work on Story
28
R
Y
18
3 4 5 6
STAY LATE NIGHT

10 11 12 13
Half Day & Parent No School & Parent No School & Parent
Teacher conferences Teacher Conferences Teacher Conferences
Distribution
17 18 19 20
• Work on Story
24 25 26 27
• Work on Story
19
1 2
• Discuss last month • Check-in Meeting
• Plan for month • Work on Story
• Work time
M 7 8 9
•
•
Check-in Meeting
Work on Story
A 14 15 16
R
C
21 22 23
• Plan Graduation Issue
Spring Break • Work time
H 28 29
•
•
Check-in Meeting
Work on Story
30
•
•
Check-in Meeting
Work on Story
20
3 4 5 6
• AP Style Quiz
• Work on Story
10 11 12 13
• Work on Story
End of Third Quarter
17 18 19 20
Spring Break
24 25 26 27
• Work on Story
31
21
A 4 5
No School
6
•
•
Check-in Meeting
Work on Story
P 11 12 13
R
• Work on Story
I
18 19 20
• Check-in Meeting • Check-in Meeting
• Work on Story • Work on Story
L 25 26 27
•
•
Check-in Meeting
Work on Story
22
1 2 3
• Work on Story
7 8 9 10
• Work on Story
14 15 16 17
• Work on Story
21 22 23 24
• Work on Story
28 29 30
• Work on Story
23
2 3 4
• Web Planning for the week • Design Due by End of
• Make Story Corrections Block - Pages must be print
• Start Designing
M 9 10 11
•
•
Check-in meeting
A
16 17 18
Y
23 24 25
30 31
24
1
5 6 7 8
STAY LATE NIGHT

12 13 14 15
Distribution Senior Project
19 20 21 22
Graduation
26 27 28 29
1/2 Day - Finals 1/2 Day - Finals
25
Scan the
code for
access
to online
resources.
26
JOBS & DESCRIPTIONS
EDITORS
Being a part of a student publication is much like being part of a real one. In fact, it is a real publication. We do the jobs
with most of the same laws, procedures and expectations of professionals. Because of this, we also have a hierarchy to
break down responsiblities and help make sure things run smoothly. In addition to having an adviser (Mrs. Bauman), you
will also have editors. These are your student leaders. It is their job to help you adjust, learn, grow and generate the best
content possible. Throughout this section the jobs of each editor will be explained to make sure everyone knows exactly
who to go to for certain types of help.
• Oversees grades
• Sends issues to the printer
Mrs. Bauman • Submits content to contests

• Schedules and organizes training,
print deadlines
• Runs planning meetings

• Checks with editors on their
Editor-in-Chief duties
• Makes final content decisions
• Covers breaking news as needed
Sports Photo Design Managing

Editor Editor Editor Editor
• Edits sports stories for • Creates a print photo • Creates style guide • Helps make content
web and print essay alternately with • Checks all page decision
• Posts approved web other photo editor design for consistency • Copy edits all non-sports
stories on Twitter • Creates web photo • Designs cover and stories for web and print
• Updates sports scores galleries for each table of contents for • Posts approved web
for kcpipernews.com photo assignment print stories on Twitter
• Writes sports briefs for • Edits photos for print • Designs graphics for • Works as editor-in-chief in
print • Helps check web featured images EIC absence
• Covers state photoshoot checklists • Manages social media • Writes announcents in
tournaments with YB Photo Editor content news ticker for web
Sports Writer Photographer Business Manager Staff Writer

• Solely works on sports
& Videographer • Sells ads for print and
web • Creates content for print
stories for web and • Takes pictures or video • Keeps track of billing and web
print at school events and payments • Helps develop content
• Writes feature and • Edits own video to • Works on marketing ideas
game coverage supplement web story strategies
27
Business Managers
Business managers are responsible for making sure we can finacially continue to print our newspaper. They contact
businesses to purchase ads, create the ads, place them, and bill businessese for those ads. Business managers also keep
track of payments received. Each issue has a goal of selling $700 of ad space. Their class time will be spent completing
the checklist below.
Every Block: received payments.
• Check the treasure chest for any payments • Check and update the All Ad Sales Google
that have arrived, and deposit them with Sheets to record information about sales
Leftwich • Contact people to purchase ads - call, email,
• Update finances spreadsheet with any or go to their business.
Stay Late Night
Once a month we have stay late night where we proofread the entire print issue. You stay until you’ve
read every detail of every page and marked it for suggestions.
After each issue:
• Get updated subscriber list from either Barnes • Send copies of newspapers to all advertisers
or Leftwich (include billing statement for those who owe)
• Check spreadsheet for issues that need to be
mailed to advertisers
Staff Writers
As a writer, you will work to create a print and web content. Staff writers’ main goal is to inform and entertain our audience
by telling the stories within our school and community. Staff writers start their first semester by completing the training
program by the end of the first month. They then contribute one item for print an issue and one piece of content to the
website a month. Second semester, this changes to one print contribution an issue and two web contributions a month.
Each class period you will be expected to follow the guidlelines below.
Every Block:
• Participate in beginning of block meeting • Work on your current assignment/story/video/podcast
• Check in with your team
Stay Late Night

After Each Issue: • Fill out Google Form Critique in Google

• Help sort and hand out copies to subscribers Classroom
• Read and mark up entire issue • Participate in goal setting for the next issue.
Digital Content Creators

As digitgal content creator, your main focus will be broadcast video, podcasting or creating interactive web elements to
supplement stories. Each video will need the six parts of a segment - intro, sound bites, voice over, b-roll, lower-thirds titles,
and outro (reporter stand-up optional). Podcasts must contain at least one interview. Interactive media must supplement
a web story by adding depth and understanding.
Every Newspaper Block:
• Participate in beginning of block meeting • Work on your video or podcast
After Each Issue:

• Help sort and hand out copies to subscribers • Participate in goal setting for the next issue.
• Read and mark up entire issue • Provide feedback on staff’s work ethic, skills that need
• Fill out Google Form Critique in GC work, etc.
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Editor-in-Chief
As the Editor-in-Chief, your job is to oversee the major opporation of the publication. You make sure
your editors are completing their jobs and overseeing the progress of the staff members within their
expertise. You have final say on content decisions - meaning if there is something questionable, you
can veto the printing of that material. You report to the adviser - this includes struggles, questions,
upset, unrest, positives and anything that might help with the overall running of day-to-day activities.
Every Ed. Lead. Block:
• Participate in editor meeting • Check and approve web and print stories
• Plan newspaper class meetings for beginning after managing/copy editor
of block • Work on editor growth assignment
• Fill out editor Google Form
• Lead start of block meeting/team builder • Work on your stories/assignments
Stay Late Night
read every detail of every page and marked it for suggestions. Editor-in-Chief is expected to stay to
the end unless previously discussed.
After Each Issue: • Conduct critique review and goal setting for
• Help sort and hand out copies to subscribers the next issue.
• Read and mark up entire issue • Provide feedback on staff’s work ethic, skills
• Fill out Google Form Critique in Google that need work, concerns, etc. via Google
Classroom Form
Managing Editor
As the mananging editor, you are responsible for helping the Editor-in-Chief get things done. You will
proofread all stories (except sports) before they are published - this includes print and web. You also
will be responsible for checking in on those who deem themselves more
• Participate in Editor planning meeting • Update news ticker with announcements
• Proof and return print stories • Work on editor growth assignment
• Edit and send web stories to EIC • Fill out editor Google Form

• Share any important messages at beginning • Work on your stories/assignments
of block meeting • Help writers as needed
Stay Late Night
After Each Issue:

• Fill out Google Form Critique in GC that need work, etc.
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Photo Editor
As a photo editor, your responsiblities are shared. For each issue, one photo editor will create a photo
essay, which includes photos from a unique topic or event and a written news story. The other editor
will be resonsiblie for retouching all of the photos in the print issue to make sure they print correctly. In
addition to that, each photo editor must take on two photo assignments a month that will be photo
galleries on the website - these can accompany a web story written by someone else, or you can
write a web story yourself.
Every Ed. Lead. Block: • Check camera bags and make sure all
• Participate in editor meeting equipment is put away correctly
• Check coverage calendar to make sure every • Check photoshoot checklists (found in photo
home event is covered editor mailbox) - update spreadsheet
Every Newspaper/Photojournalism Block:

• Lead start of block meeting/team builder • Work on your stories/assignments
• Go over calendar with any photographers • Check ed. lead notes and add input (LB only)
Stay Late Night
After Each Issue:

• Help sort and hand out copies to subscribers • Conduct critique review and goal setting for
• Read and mark up entire issue the next issue.
• Fill out Google Form Critique in Google • Provide feedback on staff’s work ethic, skills
Classroom that need work, concerns, etc. via Google
Form
Design Editor
As design editor, you are responsible for helping keep design consistent, checking with business
managers for ad art and creating the design style guide. You will also have a team that you check in
with to make sure they are on the right track.
• Participate in Editor planning meeting • Create and follow social media posting
• Proof and check all designs that are ready schedule
Every Newspaper Block: • Fill out editor Google Form
• _____ Share any important messages at
beginning of block meeting • _____ Work on your stories/assignments
• _____ Check in with your team
Stay Late Night
After Each Issue:

• Fill out Google Form Critique in GC that need work, etc.
30
Sports Editor
As sports editor, you will be responsible for keeping track of sporting events and making sure they
get covered by the sports writer(s) for both print and web. You will personally be responsible for any
coverage of state tournaments - not just basketball. You will also update the scoreboard every day -
either during newspaper class or ed. lead.
• Participate in editor meeting • Update scoreboards
• Check coverage calendar to make sure every • Proof print/web sports stories and send to EIC
home game is covered • Fill out editor Google Form
• Share during start of block meeting • Work on your stories/assignments
• Go over calendar with any photographers
Stay Late Night
After Each Issue:

• Help sort and hand out copies to subscribers • Conduct critique review and goal setting for
• Read and mark up entire issue the next issue.
• Fill out Google Form Critique in Google • Provide feedback on staff’s work ethic, skills
Classroom that need work, concerns, etc. via Google
Form
Photojournalists
As photojournalists, your primary task is to tell the stories of the school events through photos. This means you must attend
and photograph as many classes, games, dances, club meetings, get-togethers and whatever else may happen as
possible. Each photoshoot must be accompanied by a completed checklist, captions and put in the appropriate photo
subfolder aligned to the topic of the photos.
Turning in Photos done in Bridge *File Info- Command I - type the
• Rate photos 3-5 stars by typing on the cutline in the Description box- make sure to click
keyboard Command+# (delete anything less OK when done*)
than three stars) First Sentence: A (Action) - present tense
3 = posed photo you were asked to take sentence describing the action in the
or someone stopped and posed for - or a photo - include time, date and place
detail shot Second Sentence: B (Background)
4 = not perfect exposure, stop action or - in past tense provide background
white balance, but it’s a good moment information about the entire event - not
5 = balanced exposure, proper color, just the single picture/moment (make sure
clear stop action and tells a story it is something that is NOT obvious by the
• Work photos to fix imperfections in Lightroom picture)
or Photoshop - save them as JPG when done. Part Three:: C (Credit) put “Photo by YOUR
• Write Cutlines in Metadata. All photos from in- FIRST AND LAST NAME
class photo days must have cutlines. • Copy all worked 3-5 star pictures to
• Five photos from event photoshoots must appropriate subfolder under Photos 2019-20
have cutlines written in the Metadata. (This is
31
The Pirates’ Log
& kcpipernews.com
Due to the nature of the everchanging pace of a newspaper, there will be
required assignments that assist with the everyday success of the class that
students are expected to complete. However, newspaper offers a lot of freedom
on choosing topics and types of assignments. Your grade will be made of two
categories: Class Participation & Expectations (30%) and Published Work (70%).
You will use the tracker attached to the assignment to keep track of points,
and must attach all paperwork from below that you used to complete each
assignment.
Published Work
CLASS PARTICIPATION You will be expected to use your provided handbook to track your work and
& EXPECTATIONS earn 100 points each month. The following are how you can earn those points.
• Weekly Staff Member VIDEO PRODUCTION

Google Form - Students • Quick Feature (1 interview, 30-60 seconds): 15 points
• Full Feature (2-3 interviews, storytelling - beginning, middle and end - B-roll,
will be required to fill
less than 2:30): 25 points
out a Google Form • In-Depth Feature (4+ interviews, storytelling, mult. types of B-roll, 2:30+): 50
each Thursday to track points
progress, gather news and • Game/Event Footage (unedited): 10 points
generate new story ideas. • Game/Event Footage (edited): 25 points
NEVER ACCEPTED LATE.
PODCAST PRODUCTION
• AP Style Quizzes - • Quick Story (1 interview, 30-60 seconds): 15 points
AP Style is paramount • Full Feature (2-3 interviews, storytelling - beginning, middle and end - B-roll,
less than 2:30): 25 points
to strong journalism.
• In-Depth Feature (4+ interviews, storytelling, multiple types of B-roll, 2:30+): 50
Therefore, there will be a points
total of 1-4 AP Style quizzes
a quarter. KC PIPER NEWS CONTRIBUTION
• Short Story: 300 Word Story with 3 interviews, hyperlinks, and a featured
• Critiques- after each image: 25 points
issuu, we look at our • Long Story: 500-1,000 with hyperlinks, and multiple pictures: 50 points
website and print • In-Depth Story: 1,000 words or more with hyperlinks, subheads, multiple entry
publications and think point, pictures, and one “extra” element: 100 points
about what we did well
PRINT ISSUE CONTRIBUTION
and what we can do • Written Story (3 interviews and answers 5Ws &H at least 350 words): 25 points
better the next time. • Page Design: 25 points
• Stay Late Night: 25 points
• Miscellaneous - on
occasion, the teacher
may feel like the staff PHOTOGRAPHY
needs a boost and will • Photo Essay (Web Gallery or Print Photo Essay with captions, but no written
story): 25 points
assign tasks as necessary. • Photo Essay (Web Gallery or Print Photo Essay with captions AND at least 300
word written story): 50 points
• CORRECTIONS - you
• Event Photography (take pictures at school event, batch rename, put only
will be expected to make best photos in folder, and create Web Gallery): 50 points
corrections to improperly
finished work. This includes SOCIAL MEDIA
having to run a correction • Twitter: Live Tweet Game/Event Beginning to End: 50 points
• Instagram: Insta Takeover: 15 points Student Feature in Story: 20 points How
online or in print.
to Tutorial: 20 points Subscription Promotion: 15 points
32
DESIGN GUIDE
This portion is to help with the process of designing your print pages.
FONTS:
headlines: The Bold Font - at LEAST 30pt.
COLORS:
• Sports Stories - school colors
Subhead: Dk Lemon Yellow sun - smaller than headline • Issue Color Guidelines - Pull colors for pages
Bylines - The Bold Font 13 pt. based on dominant images and make sure
Body Copy: Barlow Regular 9 pt they compliment each other when side by
Captions: Shree Devanagari 71 8 pt side - consider monochrome
Photo By: The Bold Font 6 pt
Pull Quotes: The Bold Font 12 pt.
EXAMPLE SPORTS PAGES
33
TYPES OF STORIES
NEWS OPINION Features
What is happening around us at all Opinion sections are only from the Features highlight the human interest
times. Covering news is covering view of the writer or the newspaper aspect of life. The focus on individual
events including the following: staff. There are two types of opinion people and how they handle aspects
• Deaths • Courts pieces: of life, their new endeavers, hobbies,
• Accidents • Speeches • Staff Editorial - written by one etc. Below is a brief list of features:
• Natural • Meetings staff member to represent the • Personality Profile
disasters • Politics views of the editorial board on a • Human Interest
• Crime • Sports newsworthy event. • “Fun” Events aka “Color”
• Column - written by a single • Backgrounder
When writing news, the focus is on person reflecting their own views • Trends
informing your audience. on a newsworthy event. • Reactions
• Flashbacks
When writing opinion, the focus is to
Follow these guidelines: sway your reader’s opinion.
• How-Tos
• Put the most important • consumer Guides
information in the first sentence • Personal Narratives
(your lead): who is involved? Follow these guidelines: When writing feature, the focus is on
What is happening? When did • Don’t be preachy.
sharing the person’s story with your
it/is it happening? Where is • Get to the point.
audience.
ithappening/did it happen? Why • Explain your reasoning backed
is this something we should know? with evidence and research.
• Use the rest of the story to • Highlight the counterpoint and Follow these guidelines:
elaborate and answer HOW - how point out the flaws in that thinking. • Lead with a small story
did people feel? How does it • Conclude with a call to action - (anecdote) to build some
affect them? what can the reader do to join background behind the person.
• Quote no less than three people you? • Loosely use the LQTQ format.
(shoot for an expert, one side and You can have a little more fun
the other side for balance.) by adding more transitional
• Use the LQTQ or Inverted Pyramid paragraphs throughout rather
Format - meaning you lead
with the mot important details SPORTS than sticking to one quote
paragraph for each transitition
(as said earlier) and alternate While sports fall into the news paragraph.
between adding more layers of umbrella, they also are their own • Use description to move the
information and quotes from the category. These are the types of story along - for example. If it’s a
three people in you interviewed. stories you can write about sports: dancer you are writing about, go
• Avoid long, wordy sentences. Get • Predictions watch them perform. Describe it
to the point and avoid “fluff.” (also • Preseason training in your writing.
known as adverbs) • Post-game recap • Answer all the questions
• Stick to third person. No use of we, • Player profile throughout the story - who, what,
us, our, you, your, me, my, I. You • Column - opinion when, where, why, and how.
can use - they, them, he, she, etc. • Be thorough. Really get to know
When writing opinion, the focus is to the subject and exactly why they
sway your reader’s opinion. do what they do.
ARTS AND Follow these guidelines:

• Don’t be afraid to ask questions
that might help better explain
ENTERTAINMENT • Put game changing moments in things.

the lead - coming back from a • Stick to third person. No use of we,
significant point deficit, someone us, our, you, your, me, my, I. You
Typically, Arts and Entertainment getting injured, a buzzer-beater, can use - they, them, he, she, etc.
focuses on reviews, but it can also be etc.
previews and recaps of performaces. • Include scores and records
Below is a list of stories that fall into the • Highlight leading scorers
A&E category: • Quote no less than three people -
• Book, Series, Concert, Album, only ONE can be a coach.
Restaurant Reviews
• Concert, play, musical, dance
recital previews
• Concert, play, musical, dance
recital recaps
34
WRITING BASICS
Getting the hang of writing news is all about knowing the basic format. This is how
to best organize your writing.
1. Follows LQTQ format (this can be altered slightly if writing a feature story).
LQTQ stands for Lead Quote Transition Quote:
Lead: The introduction to your article that is 34 words or less. It includes the basics of who, what, when, where
and why something is happening. The rest of the article will go in more detail, but the lead should be short and
concise.
Quotes: Direct quotes from your sources (people you interview) over the topic. These are the ONLY place where
first person, opinion, or emotion should be found in the article.
Transitions: These are the paragraphs between your quotes. They provide factual data which includes -
paraphrased quotes and partial quotes, statistics, observations and general information about the topic
overall. Good transitions add layers of information to the story that build. Bad transitions either say “person
agrees with other person” or are essay-like introductions to the next quote.
The story follows this pattern until all relevant information has been included - that means the article answers all
the questions of - who, what, when, where, why and how. It also includes ALL the information the writer knows. If
you read it, and find that you missed a fact that you personally know, go back and add it.
2. Write in Third Person
What is third person?
First Person: Is from YOUR perspective - it includes first person pronouns such as: me, my, mine, we, us, ours.
These are banned from any transitions, and the lead.
Second Person: Addresses the reader - it includes the use of second person pronouns such as: you and yours.
These are also banned from any transitions and the lead.
Third Person: These are the ones people know and recognize because of the LGBTQ+ movement to address
pronouns better - it includes the use of third person pronouns such as: he, she, him, her, they, them, theirs.
These are the only pronouns allowed in the transitions and the lead of your stories. Policy for collecting gender
pronouns is to ask at the beginning of the interview the sources preferred pronoun to be used throughout the
article.
3. Keep your bias out of it
Biased words are difficult to avoid for beginning jounalists. Here is a list of words you should not under any
circumstances use in your writing.
-ly Words: apparently, definitely, unfortunately, surprisingly, etc.
General Statements: success, good, bad,
My rule of thumb on determining bias language - can someone argue against the word? If so, it’s biased.
Example - “The musical was a success.”
I could argue that the musical was a hot mess and supply a list of reason why it was not good, but someone
else could supply a list of reasons why it was a “success.” Instead use temrs that speak for themselves.
Rewritten - “The musical sold $3,000 in tickets and sold out every night.”
See the difference? Still says the musical was successful, but it says it through a specific set of numbers that
cannot be argued.
4. Write in Active Voice
Passive voice is easier to write, but it’s a lazy way of saying things that can easily be misinterpreted by your
audience.
Passive Voice: When you use passive voice, you include a helping verb or linking verb. It takes emphasis of
the action of the sentence, slows the reader down with unnecessary extra words and could be replaced with a
more detailed verb
Example: The girl is walking down the street.
Rewritten: The girl walks down the street.
The difference between these two sentences is ONE word, but that changes the tone.
35
GOT STYLE?
These are the most common style questions for high school journalists. Use this
for the basics. If there isn’t an answer to your question here, use a style guide.
NAMES/STYLE/CLASS CLUBS
Use full names on first reference: said sophomore Capitalize Student Council, 20/20 Leadership, Prayer
John Doe. Use only last names on second reference: Warriors, etc but not marching band or yearbook.
Doe said. The name the publication should be in italics. Decide
Capitalize and spell out formal titles of three words and be consistent.
or fewer when preceding a name including Athletic “Who” refers to people: Steve has a friend who can
Director, Assistant Principal, Principal, Superintendent: help.
Superintendent Jessica Dain. “That” and “which” refer to groups or things: The team
Titles of four or more words should follow names: that wins goes to state.
Corey Cole, head cross country coach
Classes; freshman, sophomore, junior, and senior are EVENTS
lowercase, unless beginning a sentence: sophomore Capitalize “Homecoming” if it is used as a noun: I
John Doe. went to Homecoming.
Capitalize official course titles: Art II but not general Don’t capitalize if it’s used as an adjective:
references: art class homecoming dance.
MONTHS/DATES/TIMES SPORTS
If used with a specific date, abbreviate months with Capitalize JV, and don’t use period when JV is used
more than six letters: Jan. 31, Feb. 28, June 21, May as a modifier: JV baseball. Otherwise, spell it out: the
31 junior varsity team.
Spell out the names of the months when they stand The adjective is singular: freshman team.
on their own: January, February, March, April, etc. Use of the apostrophe for boy’s and girl’s doesn’t
For days of the month, use only numerals, not ordinals imply possession; it is a rewording of an expression
- 1st, 2nd, 3rd, etc.: April 2, March 20, Feb. 14 using “of”: “The middle school team of girls” is
rewritten as “the girls’ middle school team.”
Days of the week need to be capitalized and not
abbreviated: Monday, Tuesday, Wednesday, etc. The winning score should always be listed first, even
if our team lost. Remember the winning score is the
Spell out noon and midnight; otherwise, use a colon
lower number in sports such as cross country and
to separate times that do not fall on the hour: 9:30
golf. Use hyphens for direct score comparisons: BHS
a.m., 1:15 p.m., noon, midnight, 1 p.m.
beat Fairview 32-7; The women’s golf team won 110-
125.
QUOTATIONS
When quotation is followed by attribution, place Use a comma to separate team and score: The final
a comma between them, unless the quote is a score was BHS 32, Fairview 7.
question: “We were excited,” Schmidt said. List scores with commas to separate teams and
A partial quotation does not need to be set off with a scores and semicolons to separate teams from one
comma. Do not capitalize the first letter of the partial another: Piper, 40; Westlake, 37; Avon, 23; Eastlake
quote: Jon Schmidt described the pregame ritual as North, 12; and North Ridgeville, 11.
“a raucous bonding tradition.” Use numerals and hyphens for statistical information
When embedding attribution in a longer quote, add used as adjectives: three-point shot, nine-yard pass,
it after the first sentence and punctuate as shown: “My 100-meter dash, 1,600-meter race, 200-individual
dog ate my homework,” Millie Nelson said. “He had medley
a terrible stomach ache afterwards.”
36
EVERY STORY NEEDS...
These five rules apply to ALL content - whether they are a written story, podcast,
video or infographic. These are the basics to make sure everything we create
serves the purpose of informing our audience.
1. TO ANSWER THE QUESTIONS: WHO, WHAT, WHEN, WHERE, WHY AND HOW
Without these, your audience will not LEARN anything that they most likely already know. If you cannot
answer these questions, your story is not done. So, make sure you can answer them before you start
writing - if you are writing and you don’t know, ask people or do some digging online to figure it out.
This is a rule for print and web. Every time. Every story needs to inform the reader.
2. AN ATTENTION GRABBING, ACCURATE HEADLINE
Great headlines do two things: keep it simple and sum up the most important part of the story. So,
if your story is about a meeting. The headline is what they spent the majority of the meeting talking
about. Headlines are also LESS THAN 10 WORDS and do NOT use articles, so a, an, the (also and) are
all replaced with commas.
3. A QUICK TO THE POINT LEAD
Leads are tricky at first, but eventually, they become second nature. Decide what is the point of the
story. Why do your readers need to know about this topic? What is the most interesting part? The
answer to those two questions go in the lead when it’s not a general recap of an event. If it’s an event,
start with how the event went then end exactly like this TIME (only if relevant), DATE, Place.
FEATURE EXAMPLE: It all started when junior Jessica Johnson got her first sewing machine in fifth grade. Since
then, she hasn’t bought any clothes from stores.
EVENT EXAMPLE: The Pirates’ baseball team swept the Bonner Spring Braves in a three game series Friday,
March 20 at home.
4. ATTRIBUTION
Every single person interviewed, every single piece of data collected and every single person
involved in the process of collecting information should be attributed for their work. The following
outlines how to include attribution for information.
Writer: Gets a byline at the top of the story - in video, receives lower-thirds identification and states name
Photographers: Receive photo credits at the end of captions.
Designers: Have a “designed by” at the bottom of their graphics.
Sources - Interviews - each quote has direct quotes at the beginning and end. (check style page for formatting
of attribution within sentences. In video, sources receive lower-thirds identification and states name.
Sources - Data - if information is used from a website, you include “according to _____” at the end of the
sentence using the informationg (if it’s a web story, you hyperlink to that source.)
5. AN ACTIVE VISUAL THAT ADDS TO THE STORY
Visuals are just as important as the writing itself. Without a strong, interesting graphic, people will skip
over the entire story. Strong visuals are
1. Active - candid moments of people doing things that directly relate to the story. Videos also work as the
visual for a story.
2. Thought Provoking - Photo Illustrations help make a point for feature stories or opinion pieces, but should
not accompany news stories. Photo Illustrations are posed photos with dramatic light or some photoshopping
incorporated to manipulate a photo and tell a story on its own.
3. Informative - Infographics to add depth to the information within the story. All infographics muts include:
a headline, a subhead or at least one sentence description of the information displayed, data collected
through research, attribution to sources where information was found and attribution to the person who
created the design.
37
WEB CONTENT
All web content should be carefully planned and executed. When planning your
web content, think about what medium is best - video, writen story, infographics,
interactive element, podcast or a combinaton of a few options. Use the chart
below to make your decision.
Story Idea
Video Photo Podcast Graphics

• Action - natural
disasters, sporting Essay • Emotions - the topic is
particularly sensitive
• Pictures are not
accessible for the
topic.
events, dance or heated. People like
performances, etc. • Events - all events • Numbers or locations
to hear the emotion in
• Central Place in a have multiple levels are fairly complex
people’s voices.
Story - video takes the and various stories to and need broken
• Reflection - great for
audience to places be told down.
getting people to
theycannot be to give • Behind the Scenes • It’s a supplement
think about the topic.
a sense of place - taking the viewer to a written piece
• Does not rely on
• Unique Characters somewhere they (don’t always need
visuals for storytelling.
- gives dimensions to cannot typically go interviews)
• Relies on people
people that writing • Unique Characters - • History - it’s a timeline
telling their point of
cannot quite capture. provide more intimacy of events that would
view on a subject.
• Drama - an in-depth than video and allows be dull if jsut listed.
• Host is fully informed
piece of a bigger issue. reflection. • Personal - data could
and up on research.
• Food - use video to be personalized and
engage the senses used in people’s daily
• News Events - provides Not a photo essay if... Not a podcast if... lives.
an unfiltered look at • One picture can • It feels like it’s missing
something currently sum up the whole some kind of visual.
happening experience. • Is an event.
Not a graphic if...
• The second sentence • People involved are • A picture share
in the caption would not fully invested in the information better
Not for Video if... be essentially the topic. • There is not enough
• You can’t think of same detail over and • It’s not something that data or a strong
engaging B-Roll over again. you know plenty about. source of information
footage • You can’t think of • It could be written
• It does not take people engagng shots with better
to places they could unique angles taking • It’s repeating
go on their own. the viewer past where information outlined
• The person/people they can go on their in writing rather
you want to interview own. than adding more
does not want to be on information.
camera
38
VIDEO PRODUCTION
All videos produced should use this guide to create consistency and clarity on
how videos should look for our website.
Video Production Goals:
1. Create relevant videos for kcpipernews.com about students and school events and activities.
2. Post 2-3 times a month
3. Keep videos under five minutes long.
Videos Need:
• at least three interviews (unless it is a feature story on one person)
• These six items: introduction, voice over, b-roll, soundbites (aka interviews), lower thirds graphics (name of
source and their relevance to the story), conclusion (aka reporter sign off)
• Optional, but preferred - include reporter stand up. (with videos, audiences like to connect a face to the
reporter)
• Try to keep it 2-5 minutes long
• 100-300 word write up accompanying the video
The Process:
• Brainstorm: pay attention to upcoming school events that would be visually interesting on video.
• Plan ahead: write out interview questions, make a list of shots you want, write out a simple outline of the
video you are wanting to create and contact people that you want to interview BEFORE you start recording.
Filming:
Use your phone or the cameras to record video (we have gimbals to stabalize phones and tripods for camer-
as).
Framing: Remember to set up interviews using the rule of thirds.
B-roll: Use a variety of shots by trying to include each of these: extreme close up, close up, medium, wide, ex-
treme wide, and pans. They will provide enough visual contrast to keep interest.
Editing:
1. Sound should be equal throughout - Do this by using your tracks on your timeline to separate out the differ-
ent volume levels of interviews then adjust all at once - trust me it’s a time saver (basically each audio input
goes on the same track so the finished product will look staggered on your timeline)
2. Every time a face appears on camera, it should have a lower-thrids explaining who they are - yes. even if
they have been seen before.
3. Adjust camera inequalities such as over or under exposure or white balance issues.
4. Avoid using fancy transitions and stick with fades or clean cuts from clip to clip.
Posting:
1. Using your schooltube account, you will go to the KC Piper News Channel and upload your video for ap-
proval. The video producer (or adviser or web editor) will approve the video.
2. While awaiting approval, you will create a new story on kcpipernews.com where you need to include a
100-300 word write-up over the video’s content and include a featured image. Featured images can be a
frame from the video or a photo relevant to the subject or a premade KCPN logo. This is a decision that
needs to be made yearly and applied to each video.
3. Once the video is approved, you will add it to your story by choosing “share” copying the embed option
and pasting the embed code to the video portion of the kcpipernews story. Change the display option to
video above story. Check mark the category that it fits under (news, feature, etc) and video. Then submit for
approval.
39
PHOTO ESSAYS
The following outlines how to make photo essays for web and print as they
slightly differ in their processes.
Photo Essay Goals:
1. Capture stories and events through photographs that are relevant to our audience
2. Post 2-3 times a month - rotate through photo editor’s and their photo essays for print issues
3. Include 5-10 photos and a 300-500 accompanying story.
Photo Essays Need:

• 5-10 photos with varying angles, composition techniques that uniquely tell a story
• 100-300 word write up that includes at least three interviews (unless it is a feature story on one person)
The Process:
• Brainstorm: pay attention to upcoming school events that would be visually interesting through photos.
• Plan ahead: write out interview questions, make a list of shots you want and plan out a simple story path
that you want before you attend the event or start shooting.
Shooting:
Remember to get varied angles, capture all people involved and use a variety of composition techniques.
Delete any photos that are too blurry or out of focus as you are shooting. Stop and check quality often.
Editing:
1. Check and improve all visual inaccuracies including over/under exposure and white balance issues
2. Crop for effect - make sure subjects fill the frames and are not too small or too far away
3. For Print - Change color mode to CMYK. Make sure all photos are at least a 300 ppi (Image->Image Size
or comman+option+I to check) also make sure to adjust the photo to be just lighter than reality because
printing makes it darker.
4. For Web - Make sure all photos are at least 72 ppi (make a copy of the photo and save in web folder, so
you do not damage a photo that could potentially be used elsewhere).
Designing for Print:

1. You will use InDesign to create your photo essay. Make sure to have a dominant photo (at least two times
bigger than the next photo on the page). After that, make each photo smaller than the last.
2. Use consistent internal margins - usually about a half pica or six points between each picture vertically and
horizontally.
3. Make sure you include a 100-300 word story following the writing structure outlined in this guide.
Posting to Web:
1. You will create a new story on kcpipernews.com where you need to include a 100-300 word write-up over
the photo essay’s content and include a featured image. The featured image should be one of the best
photos that explains the most from your photo essay.
2. Upload the photos by selecting “add media” select the photos from your web folder. After adding the
photos, make sure to include captions for each pictures. Photo essay captions should be longer and more
in-depth than typical captions for web. Shoot for the two sentence captions (1st in present tense explaining
the photo. 2nd in past tense with more details around the entire event or that person’s involvement.)
3. Submit for approval after checking the catergory(ies) that fit the topic of the photo essay and choosing
“photos”
40
PODCAST PRODUCTION
All podcasts produced should use the following guidelines to insure consistency
across all productions.
Podcast Production Goals:
1. Create relevant podcasts for kcpipernews.com about students and school events and activities.
2. Post 2-3 times a month by creating a content calendar
3. Keep conversations at about five minutes long.
Podcasts Need:
• at least three interviews (unless it is a feature story on one person)
• These three items: introduction (with factual representation on topic), interviews, and sign off
The Process:
• Brainstorm: pay attention to upcoming school, local, statewide or national topics that effect our audience.
• Plan ahead: do research to include in introduction and write out questions you feel need answered ahead
of conducting interview.
• Write your introduction using this template: Welcome back to The Pirate Podcast. I’m your host (insert your
name here). Today we are talking about (insert your topic here). (Talk about at least three major facts
about the topic - make sure it’s balanced reporting if it’s a major issue - answer these questions with facts
in your own research: What is happening? Why is this important now? How does this topic impact people?
Who does it affect the most?) Then introduce the first person you are talking to.
• Write transitions between your interviews (unless you are talking to all three people at the exact same time).
Transitions should include a break down of why they are there and what they contribute to the conversa-
tion. Here’s an example of transitional monologue: In addition to talking with (first person). I found that
the ideas from (second person help further the understanding of (topic). Our next guest (second person) is
(explain why they matter).
• Write your conclusion using this template: Thank you for listening to our episode over (your topic). This is The
Pirate Podcast with (your name).
Recording:
Use your phone to record directly into Podbean app.
OR record individual sound with your phone or recording device then edit using Audition on desktops.
Editing:
1. Sound should be equal throughout - Do this by using your tracks on your timeline to separate out the differ-
ent volume levels of interviews then adjust all at once - trust me it’s a time saver (basically each audio input
goes on the same track so the finished product will look staggered on your timeline)
Posting:
Using Podbean - logging with Google
email: phspaper@piperschools.us
password: PiperPaper203
Add your new podcast with a 50-100 word write up explaining the podcast - remember to stay in third person.
Example: In episode 10 of The Pirate Podcast, Riley Reporter talks with Jane Doe, John Smith and Penny Person
about their experience during the process of applying to college and choosing a collge. They explore the
costs of applications, college visits and how to know which college is right the right one. The next episode will
explore college alternatives with Tyson Teacher, Wilson Worker and Connie Constructionworker.
41
INTERACTIVE MEDIA
Interactive media levels up your story. Some can be used as the entire story
where others can be incorporated to provide more depth.
Tips and Tricks
You can get your media from: Twitter, Flickr, YouTube, Vimeo, TikTok, Dailymotion, Google Maps,
Wikipedia, SoundCloud, Document Cloud - basically anywhere that has a public URL.
1. Keep it short - Try to go for 20 slides or less
2. Make sure the story has a strong chronological angle
3. Write each event as aprt of a larger narrative - include 5Ws and H
4. Include events that build up to something larger
Timeline JS:
Make sure the story that this timeline focuses primarily on smaller events that build to a bigger news
event. (Example - Slavery -> Civil War -> Segregation -> Civil Rights Movement -> Rights to Vot -> BLM)
1. Make a copy of the Timeline Google Sheet delete rows. Just replace any information
found in the journalism drive. already provided.
2. Find the media you need - pictures and 4. Copy the URL to Step 3 on the website linked
videos must be published online for the in the subtitle.
timeline to work. (We have a flickr account 5. Copy embed code from Step 5
where you can upload pictures). 6. Paste embed code into video slot on
3. Follow the format on the Sheet EXACTLY - don’t kcpipernews story.
StoryMap JS:
Use this to tell stories that are dependent on location - can even be within the school building. Add
a slide for each location with description of what happened in that location (don’t forget your 5Ws
and H on EACH SLIDE).
1. Pick the style of map that you need - they information goes)
have premade maps, but if you need a 4. Type all the information abot that event in the
custom one, it is possible to make that boxes.
happen. 5. Preview it to make sure it looks right.
2. It’s like making a Google Slides - your title 6. Choose share and copy the embed code.
slide needs to break down the overall topic. 7. paste the embed code into the video slot on
3. Each following slide needs to be tied to a the kcpipernews.com story.
location (typed in the bar about where the
Other Options:
These can be found on the piperpubs.weebly.com website.
1. Thinglink - Use to make 360 Degree 4. Quiz Generators - provide an interesting draw
Experiences, Maps, Audio introductions, to the website kind of like Buzzfeed (these
Labeling and Infographics. (use phspaper@ are 100% for fun and do not count as web
piperschools.us login information) contributions).
2. Canva - make infographics specifically for 5. Polls - part of the website already and great
web (use an embed code the same way you ways to get reader feedback on a topic.
do for the above content). 6. Hyperlinks embedded throughout a written
3. SoundCloud or SoundCite JS - Record audio article to other articles that provide more
and link it directly in to your story depth.
42
INFOGRAPHICS
& ILLUSTRATIONS
There are many ways to tell a story through visuals that are not pictures. These
can be used in print and on the website.
Infographics:
Use visuals combined with research backed information to help tell a story.
All infographics have the following:
1. Headline - two styles: catchy, one-two words or sentence style informative
2. Subheadline OR a sentence or two to elaborate the headline and explain the point of the infographic
3. Data backed by research, poll, or survey (don’t just throw information in a graphic because you need a
graphic)
4. Source information - the website you go it from, the number of people who responded to the survey out of
how many were sent out, or the number of people polled. (this goes at the bottom in a smaller font)
5. Who designed it - simply put “Designed by...” at the bottom
Photo Illustrations:
Are photos manipulated in photoshop to send a clear message. They are only to be used with feature stories,
arts and entertainment or opinion pieces. The manipulation of a photo is the manipulation of truth therefore,
it’s best practice to use actual photos or infographics with news stories.
Illustrations:
Much like photo illustrations, illustrations are used to draw emphasis ot a topic and must only accompany
featre, arts and entertainment or opinion pieces. They can be hand drawn or created digitally. When creating
an illustration, it still needs to help tell the story. These should be used sparingly.
Editorial Cartoon:
Editorial cartoons are traditionally political statements that are meant to be satirical. A strong editorial cartoon
sends a message that coincides with or is independent from the editorial.
Comics:
In addition to editorial cartoons, the opportunity exists to create comics that also tell a story. For the sake
of high school journalism, we still try to bring in the story-telling aspect and make them serve a purpose of
entertaining through a form of satire.
All art created for the purpose of publication must be attributed to the designer/photographer with a simple
“Designed by...” or “Photo by...” underneath the image.
If you can make it yourself or someone on staff could help you, please do so before finding a picture from
Creative Commons (never use pictures from a straight Google search).
43
STAFF POLICIES
District Beliefs
As a district, we share the same fundamental values, ethical codes, overriding convic-
tions and inviolable principles. We believe that:
• Positive connections between students, parents, and staff are vital.
• Everyone can learn in a safe environment.
• Every person deserves to be valued and respected.
• We are responsible for student development.
• The greatest opportunity to influence a child’s life resides with the parent/guardian.
• Everyone deserves excellence in his or her educational experiences.
•
Role of the Adviser
As the adviser of Journalism, et al., Goering’s role is to critique the work of her students,
oversee and be sure the work is completed, organizes staff, and continually educate said
staff on the work they are doing and how to go about doing it.
Confidential Sources
Journalists shall not grant confidentiality to sources without contacting the adviser. Not
having a sourcecan lead the credibility of said journalist into question.
The only exception is when the information endangers the source. In this case, be sure to
inform the source that confidentiality can and will be removed if it is found and proven the
source was lying. Remember, confidentiality should only be a last resort.
Reference to Race, Religion, Age or Disability

Reference to any of these should only ever be made if it has direct relevance to the con-
tent of the story. If your source gives preferred terminology (e.g. “African-American” as op-
posed to “black”), use that term. If you are unsure, ask your source. If your source does not
give a preferred term, ask your adviser what to use. This include gender specific pronouns.
FERPA
The Family Educational Rights and Privacy Act states student privacy law. Be informed
on these rights; a specific student’s disciplinary action, grades, health concerns, addresses,
phone numbers, and other personal information are not to be distributed without explicit
permission. If you are concerned that you may be violating privacy law, contact your advis-
er before submitting a story.
Rape, Domestic Abuse and Suicide

These topics are to always be handled delicately. Reporters are not to distribute the
names of victims of rape, nor the names of those who file police reports, as a means of
protecting those involved.
As a rule, publications will not cover suicide unless the person was a public figure or the
act was public. An announcement of death in the form of an obituary alone suffices.
44
Conflict of Interest
Credibility is a vital and serious concept that journalists cannot afford to overlook.
Conflict of interest can come into play if a reporter covers a story over a club or
organization the reporter is a part of. If, for example, a reporter is doing a story on
an incident regarding the student council, and said reporter is a part of student
council, it’s better for someone who isn’t to cover the story instead. The member
of student council can still assist with the story, however, as they can be a primary
source.
Prior Review
It is unethical to allow an interviewee to see interview questions before they are
asked in interview.
Also, those involved in an article that are not in the journalism are not to see the
piece before it is publicized. If said subject asks to view your work, contact your
adviser.
The adviser will not engage in censorship or prior restraint. The adviser can,
however, give advice on the ramifications for certain stories or videos.
Obituaries
Obituaries are to always be treated the same. No student should receive
more attention than another. The exceptions to this rule occur when the student
becomes a public figure (e.g. long term illness, president of the student body, etc.)
Administrators and teachers may also be treated with more coverage.
Anonymous Information
Anonymous information cannot be verified and therefore should not be utilized
as a source in a story. Though it may not be likely for the staff to receive anonymous
tips, remember that all information must be citable.
Off-th-Record Comments
All interviews should always be entirely on the record unless the editor has been
consulted beforehand. You are not ethically bound to keep material out of print if
you did not agree to do so during the interview.
Gifts
Gifts and special treatment (beyond normal media access treatment)
are to always be refused in order to avoid conflict of interest or preferential
treatment by the reporter.
Plagiarism
Plagiarism is strictly prohibited and illegal if the plagiarized material
is copyright protected. Plagiarism may result in immediate removal from
Broadcast Journalism staff.
Corrections
If any publication unknowingly publishes an inaccurate statement, it is the
responsibility of the staff to correct the mistake as soon as possible. However,
a staff member is never to promise a reader that a correction will be made.
45
LAW & ETHICS
Below is the Society of Professional Journalists Code of Ethics. This is something that all journalists
follow as a general code of conduct that guides them on decision-making when it comes to matter
that aren’t illegal, but could be deemed questionable.
Seek Truth and Report It Use heightened sensitivity when dealing with juveniles, victims of sex
Ethical journalism should be accurate and fair. Journalists should crimes, and sources or subjects who are inexperienced or unable to give
be honest and courageous in gathering, reporting and interpreting consent. Consider cultural differences in approach and treatment.
information. – Recognize that legal access to information differs from an ethical
justification to publish or broadcast.
Journalists should:
– Realize that private people have a greater right to control information
– Take responsibility for the accuracy of their work. Verify information
about themselves than public figures and others who seek power,
before releasing it. Use original sources whenever possible.
influence or attention. Weigh the consequences of publishing or
– Remember that neither speed nor format excuses inaccuracy.
broadcasting personal information.
– Provide context. Take special care not to misrepresent or oversimplify in
– Avoid pandering to lurid curiosity, even if others do.
promoting, previewing or summarizing a story.
– Balance a suspect’s right to a fair trial with the public’s right to know.
– Gather, update and correct information throughout the life of a news
Consider the implications of identifying criminal suspects before they face
story.
legal charges.
– Be cautious when making promises, but keep the promises they make.
– Consider the long-term implications of the extended reach and
– Identify sources clearly. The public is entitled to as much information as
permanence of publication. Provide updated and more complete
possible to judge the reliability and motivations of sources.
information as appropriate.
– Consider sources’ motives before promising anonymity. Reserve
anonymity for sources who may face danger, retribution or other harm,
and have information that cannot be obtained elsewhere. Explain why Act Independently
anonymity was granted. The highest and primary obligation of ethical journalism is to serve the
– Diligently seek subjects of news coverage to allow them to respond to public.
criticism or allegations of wrongdoing. Journalists should:
– Avoid undercover or other surreptitious methods of gathering – Avoid conflicts of interest, real or perceived. Disclose unavoidable
information unless traditional, open methods will not yield information conflicts.
vital to the public. – Refuse gifts, favors, fees, free travel and special treatment, and avoid
– Be vigilant and courageous about holding those with power political and other outside activities that may compromise integrity or
accountable. Give voice to the voiceless. impartiality, or may damage credibility.
– Support the open and civil exchange of views, even views they find – Be wary of sources offering information for favors or money; do not pay
repugnant. for access to news. Identify content provided by outside sources, whether
– Recognize a special obligation to serve as watchdogs over public affairs paid or not.
and government. Seek to ensure that the public’s business is conducted in – Deny favored treatment to advertisers, donors or any other special
the open, and that public records are open to all. interests, and resist internal and external pressure to influence coverage.
– Provide access to source material when it is relevant and appropriate. – Distinguish news from advertising and shun hybrids that blur the lines
– Boldly tell the story of the diversity and magnitude of the human between the two. Prominently label sponsored content.
experience. Seek sources whose voices we seldom hear.
– Avoid stereotyping. Journalists should examine the ways their values
and experiences may shape their reporting.
Be Accountable and Transparent
Ethical journalism means taking responsibility for one’s work and
– Label advocacy and commentary.
explaining one’s decisions to the public.
– Never deliberately distort facts or context, including visual information.
Clearly label illustrations and re-enactments. Journalists should:
– Never plagiarize. Always attribute. – Explain ethical choices and processes to audiences. Encourage a civil
dialogue with the public about journalistic practices, coverage and news
content.
Minimize Harm – Respond quickly to questions about accuracy, clarity and fairness.
Ethical journalism treats sources, subjects, colleagues and members of – Acknowledge mistakes and correct them promptly and prominently.
the public as human beings deserving of respect. Explain corrections and clarifications carefully and clearly.
Journalists should: – Expose unethical conduct in journalism, including within their
– Balance the public’s need for information against potential harm or organizations.
discomfort. Pursuit of the news is not a license for arrogance or undue – Abide by the same high standards they expect of others.
intrusiveness.
– Show compassion for those who may be affected by news coverage.
46
STUDENT CANNOT PUBLISH OR DISTRIBUTE LIBELOUS INFORMATION
Libel is a provable false and/or unprivileged statement that damages the reputation of an
individual or group.
If the allegedly libeled party is a public figure (seeks the public’s attention or is well known for
personal achievements) or public official (holds an elected or appointed public office), it must be
proven that the libel was published with “actual malice,” as in it was done to intentionally harm the
reputation of the party.
School employees are considered public figures or officials under this law.
This situation is not always intentional, but accidental defamation is just as dangerous. Always be
sure to confirm your facts.
STUDENTS CANNOT PUBLISH OR DISTRIBUTE MATERIAL THAT IS OSBSCENE

TO MINORS
Any person under the age of 18 is considered a minor. Material is considered obscene to minors if it
meets all of these requirements (the Miller Test):
1. The average person, applying contemporary
community standards, would find that the
publication, taken as a whole, appeals to a
minor’s prurient interest in sex;
2. The publication, in a patently offensive way,
depicts or describes sexual conduct;
3. The work, taken as a whole, lacks serious
literary, artistic, political, or scientific value.
Indecent or vulgar language (while not encouraged) is not obscene.
KANSAS STUDENT PUBLICATIONS ACT

As described in the Kansas Student Publications Act, no prior review or censorship are applied to
the Piper Publications. Students work within the aforementioned law with assistance, coaching and
counsel from their adviser.
STUDENTS CANNOT PUBLISH OR DISTRIBUTE MATERIAL THAT WILL CAUSE

“A SUBSTANTIAL DISRUPTION OF SCHOOL ACTVITIES”
A substantial disruption includes but is not limited to: student rioting, substantial seizure of property,
substantial participation in school boycott, sit-ins, and walk-outs. Racial, religious, and ethnic slurs,
while in poor taste, are not in and of themselves considered disruptive under these guidelines. Threats
of violence are not materially disruptive unless the threat is carried out or it is reasonably believed
that the author of the threat has the capability and intent of carrying out said threat. Material that
stimulates heated discussion or debate is not disruptive.
For a publication to be considered disruptive, specific facts must exist upon which one could
forecast that a material, substantial school disruption would occur if the story were publicized. Mere
apprehension that a disturbance may occur is not enough to conclude that the material mustn’t be
published; solid facts must be proposed by opposition.
When determining whether or not a story is disruptive, consideration must be given to the context
of the distribution and material. If a story was published like it in the past, current events that could
influence reaction, and whether or not the publishers have faced this issue in the past copyright
protected. Plagiarism may result in immediate removal from staff.
47
1st Amendment
The Constitutional First Amendment forbids Congress from making any law
that hinders the freedom of speech or press. In a series of cases, the U.S. Supreme
Court has interpreted the Fourteenth Amendment of the Constitution to extend the
prohibition to states and their agents, which includes public schools and colleges.
These rights do not apply to the student press of private or sectarian schools and
colleges.
In a 1969 decision, the Court created specific interpretations of First Amendment

rights for public school and college student publications. Tinker v. Des Moines
Independent School District involved symbolic speech. Despite the school’s
warnings, three students wore black armbands to school in 1965 in protest against
the Vietnam War. When these students were suspended, their parents took the case
to court.
The Court decided that this prohibition could not be sustained unless it materially
and substantially interfered with the school’s operation.
The Court’s Hazelwood decision of 1988, however, says public school

administrators may use broad powers to control school-sponsored student
expression.
Forum Theory
This term refers to the legal concept that in a public high school or college, when
a publication provides a forum for student opinion, and taxpayers provide funding
for said publication, this means no one person stands in the position of publisher,
and the state has an obligation to maintain the publication as a forum.
The Hazelwood decision states that a public high school publication may be
reaffirmed or established as a public forum, should the administration decide to do
so.
48
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P

THE PIRATES’ LOG

The Pirates’ Log &

Each year brings a new set of skills, and with that, a

STAY LATE NIGHT

STAY LATE NIGHT

STAY LATE NIGHT

STAY LATE NIGHT

STAY LATE NIGHT

Distribution Senior Project

1/2 Day - Finals 1/2 Day - Finals

Mrs. Bauman • Submits content to contests

• Runs planning meetings

Sports Photo Design Managing

Sports Writer Photographer Business Manager Staff Writer

Stay Late Night

After Each Issue: • Fill out Google Form Critique in Google

Digital Content Creators

After Each Issue:

Every Newspaper Block:

After Each Issue:

Every Newspaper/Photojournalism Block:

After Each Issue:

After Each Issue:

After Each Issue:

• Weekly Staff Member VIDEO PRODUCTION

EXAMPLE SPORTS PAGES

ARTS AND Follow these guidelines:

ENTERTAINMENT • Put game changing moments in things.

Video Photo Podcast Graphics

Photo Essays Need:

Designing for Print:

Reference to Race, Religion, Age or Disability

Rape, Domestic Abuse and Suicide

STUDENTS CANNOT PUBLISH OR DISTRIBUTE MATERIAL THAT IS OSBSCENE

Indecent or vulgar language (while not encouraged) is not obscene.

KANSAS STUDENT PUBLICATIONS ACT

STUDENTS CANNOT PUBLISH OR DISTRIBUTE MATERIAL THAT WILL CAUSE

In a 1969 decision, the Court created specific interpretations of First Amendment

The Court’s Hazelwood decision of 1988, however, says public school

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