Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

San Jose, Pili, Camarines Sur 4418
ISO 9001:2015
TÜV-R 01 100 www.cbsua.edu.ph
1934918

COLLEGE OF DEVELOPMENT EDUCATION

Learning Module in
ENG115
CAMPUS JOURNALISM
WEEK 1 - 6
This learning module belongs to:

_____________________________________________________
(Name of Student)

_____________________________________________________
(Address)

_____________________________________________________
(Contact Number/email)

This learning module is prepared by:

(1) JULIE AMARA J. MOSTOLES

____________________________________________________

1
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
San Jose, Pili, Camarines Sur 4418
45 ISO 9001:2015 www.cbsua.edu.ph
TÜV-R 01 100 1934918

COLLEGE OF DEVELOPMENT EDUCATION

1st Semester Academic Year 2020-2021

Learning module in
CAMPUS JOURNALISM

This learning module belongs to:

Name:
________________________________________________________
(Surname, First Name, Middle Name)
Address:
________________________________________________________
Contact Number/email: _____________________________________
Course, Year, and Section: ___________

Prepared by:

JULIE AMARA J. MOSTOLES

Assistant Professor, ENG115 CAMPUS JOURNALISM

2
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
San Jose, Pili, Camarines Sur 4418
www.cbsua.edu.ph
ISO 9001:2015
TÜV-R 01 100 1934918

REMINDERS
General
1. Carefully read all the parts of the materials and please follow the following format: a) Font
style should be Arial and size should be 11; b) names should be LAST NAME, FIRST
NAME, MIDDLE NAME_COURSE, YEAR, AND SECTION; c) margins should be 1” in all
sides; d) double spacing; and e) headers should be the standard header of CBSUA.
2. Always write your complete name in the documents you submit.
3. No part of the materials may be reproduced, stored, or distributed in any form or by any
means without prior written permission of the author. This includes taking a photo of any
part of this module using any device to send it via any messaging application or post it in a
social media account.
4. Follow the prescribed schedule indicated in the course calendar and submit course
requirements on time.
5. In case you cannot submit the course requirements on time for a valid reason (sickness,
death of a family member, lockdown in your area), notify your teacher through SMS or e-
mail in the contact details provided below. Upon submission of the course requirement,
enclose a letter of explanation for late submission, signed by your parent or guardian.
6. Expect that your teacher will monitor your performance, provide feedback, and rating for the
submitted course requirements.
7. Contact your teacher if you need any academic support and guidance through the
information below.
8. Please consult on official days and office hours only, Mondays-Fridays 7:30-11:30 AM and
1:00-5:00 PM.
9. Submit only original work. Cite the author when quoting or using exact words or when
paraphrasing ideas.
10. We will have synchronous modes of learning through Google meet.
11. Download a PDF of the course syllabus to review the course objectives and requirements.
Module
• Retrieve and submit the module on schedule. You only need to submit the activity answer
sheet. Students will only be given one copy each.
Virtual Learning Portal
• Use the Discussion Board to see forums where you can discuss the course material with fellow
students taking the class. If you have questions about course content, please post them
in the Content Support Discussion. If you encounter technical issues, please reach out to me
through e-mail, at julieamara.mostoles@cbsua.edu.ph. Our course is hosted by Moodle. Please
take a minute to read Moodle’s Terms of Use.
Messenger, emails, SMS, or other platforms
• Please practice proper and formal correspondence. Everyone is required to communicate in
English. Your SUBJECT in an email should be SUBJECT/COURSE – TASK AND TASK
NUMBER - COURSE, YEAR, AND SECTION - LAST NAME, FIRST NAME, MIDDLE
NAME

3
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
San Jose, Pili, Camarines Sur 4418
SO 9001:2015 www.cbsua.edu.ph
TÜV-R 01 100
1934918

COLLEGE OF DEVELOPMENT EDUCATION

1st Semester Academic Year 2020-2021
CAMPUS JOURNALISM

STATEMENT OF ACCEPTANCE

I have read and agree with the terms and reminders

stated in this learning module.

_______________________________________________
STUDENTS SIGNATURE OVER PRINTED NAME

_______________________________________________
PARENT’S/ GUARDIAN’S SIGNATURE OVER PRINTED NAME

_______________________________________________
Date

4
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
San Jose, Pili, Camarines Sur 4418
ISO 9001:2015 www.cbsua.edu.ph
TÜV-R 01 100
1934918

COLLEGE OF DEVELOPMENT EDUCATION

1st Semester Academic Year 2020-2021
LEARNING CONTRACT

Course Code: ________ Name:_________________________________ Course, Year., & Section: _____________

Schedule of Class (Day/Time):_______________________ Professor/ Instructor: Ms. Julie Amara J. Mostoles

Preferred Learning Modality for the Semester: (Choose only one)

__ CBSUA Virtual Learning Portal __ Module __ Other Platforms

If you chose other platforms, please check all that apply

__ Google Classroom __ Facebook Group __ Facebook Messenger __ WhatsApp
__ Viber __ Google Meet __ Zoom __ Others
For Others, please type your preferred modality: ______________________________________

I understand that a learning contract is an agreement negotiated between me and my teacher to change my
behavior and improve my opportunities to learn. I know that it can affect a positive change in my involvement
in our class. I am taking part in this learning contract because the strategies listed here will help me to learn
the material and perform well in this course. Also, I am aware that the materials and resources found here
are educational resources to be used for academic purposes, and no part of this learning module may be
reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or
other electronic or mechanical methods, without the prior written permission of my professor, failure to do so
will result in sanctions as stipulated in the university student handbook.

Student’s Responsibilities
I have chosen to complete the following actions:
(Please input your answers in paragraph form.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Teacher Responsibilities
Our teacher will help us to achieve success in this course through these actions/supports:
(Please input your answers in paragraph form.)
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

Length of Contract
The terms of this contract will continue until: __________________

Signed:

________________________________ JULIE AMARA J. MOSTOLES

Print name and signature of the student Associate Professor, ENG115

5
 A. Course Overview
Welcome to Campus Journalism!

______________________________________________________________________________
________________
This course, EL 115 CAMPUS JOURNALISM, is a 3-unit course (3-hour Lecture). It aims to
develop skills and apply principles and strategies in writing various parts (e.g. editorial, news, and
features) of a campus paper.

It will take you approximately 18 weeks to complete this course. It introduces all main aspects
of campus journalism. This is divided into 3 units and one exam. You are encouraged to take
notes while reading. Please write down everything you find important. Your notes will help you
to complete the quizzes and assessments.

ANNOUNCEMENT:
Stay safe and informed!
Please check the ANNOUNCEMENT on our group chat regularly.
Good day my dear students! Welcome to the 1st Semester of SY 2020-2021.
I am Ma'am Jam and I will be your teacher for Campus Journalism. Our
schedule is every Thursday from 7:30-10:30 AM at Gabaldon 4 or via FB
Messenger/CBSUA VLP. Please wait for further announcements on the face
to face (F2F) schedule. Thanks!

B. Course Calendar
Week Begin Date Topics Assessment

I. Foundational concepts in
Journalism 5-item Online Quiz
1-5 August 24 A. Scope and Nature
B. Journalism versus
Literature
C. The Campus paper and
the Publication Staff
1. Origin of Campus
Journalism
2. Functions of Modern
Campus Paper
3. Sections/Part of a
Campus Paper
D. The Charter of Student
Press Rights
E. The Code of Student Press
Ethics

6
 F. Declaration of Principles:
Aims of Student Journalists
G. Writing Good Journalistic
Style
A. Fourteen Traits of Good
Writers
Assessment 1: Vlog
September 21
6 Alternative: Infographics

II. Writing Articles

5-item Online Quiz
7-11 September 28 A. Sticking to Facts: News
B. Creativity Matters: Feature
Articles
C. Scuffle of Opinions:
Editorials
D. Personal Viewpoint:
Columns
Assessment 2: Brief
Lesson Plan and 15-
12 November 2 minute Macro
teaching/Video Tutorial

Alternative: Detailed
Lesson Plan

III. Principles to Practice

A. Copyreading: Cleaning the 5-item Online Quiz
13-17 November 9 Copy
B. Photojournalism
C. Cartooning
D. Layout and Dummying
E. Journalism in the Age of
Social Media
F. School Paper Management
18 December 7 Online/Written
Examination
C. Professor

JULIE AMARA J. MOSTOLES

Assistant Professor I
College of Development Education
Central Bicol State University of Agriculture

Zone 8, CBSUA, San Jose, Pili, Camarines Sur

julieamara.mostoles@cbsua.edu.ph
09086776855

Ms. Julie Amara J. Mostoles is an Assistant Professor I at Central Bicol State

University of Agriculture’s College of Development Education. She is TESOL & TEYL certified
7
 by the TEACH INTERNATIONAL English Language School in 2020 for completing the 140-
hour course on Teaching English to Speakers of Other Languages (TESOL) and Teaching
English to Young Learners (TEYL) which included Foundation in TESOL, Grammar Course,
and TEYL. She has also attended several webinars, seminars, and trainings on languages,
education, technology, locally, nationally, and internationally. She became a coordinator,
facilitator, and speaker for different subjects related to journalism, research, extension,
production, education, and technology. She was The Pilinut adviser for more than 7 years
and currently, she is teaching language, literature, ICT in CBSUA Pili Campus.

She is a graduate of Bachelor of Secondary Education Major in English from Central Bicol
State University of Agriculture, San Jose, Pili, Camarines Sur in 2011 where she received
awards such as Cum Laude, Campus Journalism Award and Service Award, Best in Field
of Specialization and Practice Teaching. She took her Master of Arts in English Education at
Bicol University, Legazpi City in 2014, and currently taking her Doctor of Philosophy in
Language and Literacy Development at Ateneo De Naga University.

D. Course Assessments
Course
Percentag Competencies
Assessment Type Learning Due Date
e Being Assessed
Outcome
Professio Transve
nal rsal
Week 1-6

ASSESSMENT 1:
Septembe
Vlog Project 30% CLO1
r 27, 2020
Alternative:
Infographics

Week 7-12

ASSESSMENT 2: November
Project 30% CLO 2
News/Feature 8, 2020
Writing and
Reporting

Week 18

ASSESSMENT 3: CLO 1-3 December

Test 40%
Online/Written 13, 2020
Examination

E. Topics

CLASS ORIENTATION

8
 Before we start with our lessons in EL 115 Campus Journalism, let us first go through the
CBSUA PVMGO as well as CDE’s Program and Student Outcomes to better embrace the
beauty of our university.
In this learning experience, you are expected to:
1. Inculcate in you the sense of pride for CBSUA;
2. Determine expectations to BSE and BEED graduates; and
3. Determine the contents and requirements of the course.

Central Bicol State University of Agriculture

PHILOSOPHY
Education for Sustainable Human Development

VISION
An Agricultural Research University of Global Standards.

MISSION
Leading Innovations, Building Resilient, and Sustainable communities.

UNIVERSITY GOALS
1. Enable transformative and inclusive learning experiences
2. Generate and utilize new knowledge and technologies
3. Engage and empower communities
4. Intensify internationalization and resource generation initiatives
5. Establish one e-governance system
6. Enhance management of University resources

CORE VALUES
Quality and Excellence, Professionalism, Teamwork and Unity, Liberalism, Institutional Pride

CORE PRINCIPLES
Discipline, Respect, and Care

QUALITY POLICY
The Central Bicol State University of Agriculture is committed to lead innovations in
instruction, research, extension, and resource generation for clients’ satisfaction, uphold its
core values and principles and satisfy all applicable requirements and standards through continual
improvement of its quality management system

CBSUA STRATEGIC DEVELOPMENT PATH

https://youtu.be/qGWoC0rJFgA

CBSUA HYMN
https://www.youtube.com/watch?v=-kJD65Uo_PE

9
 College of Development Education

COLLEGE GOALS

1. Nurture quality pre-service teachers who will demonstrate excellent performance in the
areas of instruction, research and publication, and extension.
2. Promote quality teacher education programs that prepare world-class teachers.
3. Develop relevant and responsive educational technologies through research.
4. Catalyze development through community engagement.
5. Improve human and physical resources.

PROGRAM OUTCOMES

After four years, the graduates of the BSE and BEED program shall:
1. Articulate the relationship of education to larger historical, social, cultural and political
processes;
2. Facilitate learning using a wide range of teaching methodologies in various types of
environment;
3. Develop alternative teaching approaches for diverse learners;
4. Apply skills in curriculum development, lesson planning, materials development,
instructional delivery and educational assessment;
5. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting;
6. Practice professional and ethical teaching standards to respond to the demands of the
community; and
7. Pursue lifelong learning for personal and professional growth.

STUDENT OUTCOMES (BSE and BEED PROGRAM OUTCOMES)

By the time of graduation, the students of the BSE and BEED program shall be able to:
1. Demonstrate in-depth understanding of the development of secondary and elementary
learners;
2. Exhibit comprehensive knowledge of various learning areas in the secondary and
elementary curriculum;
3. Create and utilize materials appropriate to the secondary and elementary level to enhance
teaching and learning;
4. Design and implement assessment tools and procedures to measure secondary and
elementary learning outcomes; and
5. Demonstrate behaviors that uphold the dignity of teaching as a profession by exhibiting
qualities such as caring attitude, respect, and integrity.

10
University Students’ Policies and Guidelines

Please refer to your student handbook or you may visit

https://www.scribd.com/document/440118525/STUDENT-HANDBOOK

Classroom Policies and Guidelines

Online or Offline, let's RESPECT one another. Please follow our university and class rules.

ONLINE CLASS RULES

CLASS RULES Please keep in mind the following Rules of Netiquette for
1. Put GOD in your life Online Discussions.
first.
2. Show respect to all
staff and other
students.
3. Be on time.
4. Be prepared.
5. Manage your time.
6. Attend every lesson.
7. Be productive and
patient.
8. Don’t be ashamed to
share your thoughts.
9. Be open-minded.
10. Don’t procrastinate and
meet all deadlines.
11. Be responsible.
12. Put things in order.

Source: https://www.facebook.com/middleschool51/photos/15-
rules-of-netiquette-for-online-discussions/2853192354735320/

11
Course Syllabus

12
13
14
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
San Jose, Pili, Camarines Sur 4418
www.cbsua.edu.ph
ISO 9001:2015
TÜV-R 01 100 1934918

COLLEGE OF DEVELOPMENT EDUCATION

1st Semester Academic Year 2020-2021
QUIZ 1: CLASS ORIENTATION
COURSE CODE: ____________
Name: _________________________________________________Course, Yr, Sec.: _____
Score:____ Date Accomplished: ____________ Time Started: ______ Time Finished: _____
Hours Completed: ____
FILL IN THE BLANKS: QUALITY POLICY (6 points)
The Central Bicol State University of Agriculture is committed to __________________________
in instruction, research, extension and resource generation for ____________________________,
uphold its core ____________________________ and satisfy all _______________ requirements
and standards through ____________________________ of its ________________________.

ESSAY (4 points)
Write a 100-word essay on how you could inculcate in your daily living the sense of pride for
studying in CBSUA.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Discussion Forum
Getting to Know You Activity
For us to get to know each other better, please share your answers to the questions below
in not more than 5 sentences. You may take a photo of your answer and share it on our
Group Chat. Please feel free to comment on your classmates' answers. Please have your
answers in paragraph form and you have the freedom to be creative.
1. What is your full name, interest, hobbies?
2. Why did you choose education as your course?
3. What motivates you to learn and finish your studies?
4. How do you see yourself 10 years from now?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
15
 Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE
San Jose, Pili, Camarines Sur 4418
www.cbsua.edu.ph
ISO 9001:2015
TÜV-R 01 100 1934918

COLLEGE OF DEVELOPMENT EDUCATION

1st Semester Academic Year 2020-2021
Attitude Toward Teaching and Learning Survey

Course Code: ____________ Name: __________________________________________Course,

Yr, Sec.: _____
Good day! Thank you for completing your activities in Week 1. Please answer this quick survey so
that I can get to know you more, especially the way you learn and how I could better teach you. All
questions are required and must be answered. Please check the space of your answer.
Level of Agreement:
1 – Strongly Disagree 2 – Somewhat Disagree 3 – Neither Agree nor Disagree
4 – Somewhat Agree 5 – Strongly Agree

In discussion 1 2 3 4 5
1 In evaluating what someone says, I focus on the quality of their
argument, not on the person who's presenting it.
2 I like playing devil's advocate - arguing the opposite of what someone
is saying.
3 I like to understand where other people are 'coming from', what
experiences have led them to feel the way they do.
4 The most important part of my education has been learning to
understand people who are very different to me.
5 I feel that the best way for me to achieve my own identity is to interact
with a variety of other people.
6 I enjoy hearing the opinions of people who come from backgrounds
different to mine - it helps me to understand how the same things can be
seen in such different ways.
7 I find that I can strengthen my own position through arguing with
someone who disagrees with me.
8 I am always interested in knowing why people say and believe the
things they do.
9 I often find myself arguing with the authors of books that I read, trying
to logically figure out why they're wrong.
10 It's important for me to remain as objective as possible when I
analyze something.
11 I try to think with people instead of against them.
12 I have certain criteria I use in evaluating arguments.
13 I'm more likely to try to understand someone else's opinion than to
try to evaluate it.
14 I try to point out weaknesses in other people's thinking to help them
clarify their arguments.
5 I tend to put myself in other people's shoes when discussing
controversial issues, to see why they think the way they do.
16 One could call my way of analysing things 'putting them on trial'
because I am careful to consider all the evidence.
17 I value the use of logic and reason over the incorporation of my own
concerns when solving problems.
16
 18 I can obtain insight into opinions that differ from mine through
empathy.
19 When I encounter people whose opinions seem alien to me, I make
a deliberate effort to 'extend' myself into that person, to try to see how
they could have those opinions.
20 I spend time figuring out what's 'wrong' with things. For example, I'll
look for something in a literary interpretation that isn't argued well
enough.
NEEDS ASSESSMENT
Instructions: Fill out the questionnaire below with the information needed. Place a [ / ] mark inside
the bracket in every item do you best describe yourself as a pre-service teacher. Rest assured that
all information that you will provide will be treated with utmost confidentiality.
Level of Agreement:
1 – Strongly Disagree 2 – Somewhat Disagree 3 – Neither Agree nor Disagree
4 – Somewhat Agree 5 – Strongly Agree
How do I … 1 2 3 4 5
Use content knowledge and its application within and across
curriculum areas
1.
-I can demonstrate content knowledge and its application within/or
across curriculum teaching areas.
use research-based knowledge and principles of teaching and learning
2 -I can demonstrate an understanding of research-based knowledge
and principles of teaching and learning
use ICT positively
3 -I can show skills in the positive use of ICT to facilitate the teaching and
learning process
use strategies for promoting literacy and numeracy
4 - I can demonstrate knowledge of teaching strategies that promote
literacy and numeracy skills
use strategies for developing critical and creative thinking, as well as
other higher-order thinking skills
5
- I can apply teaching strategies that develop critical and creative
thinking, and/ or other higher-order thinking skills
use Mother Tongue, Filipino and English in teaching and learning
-I can use Mother Tongue, Filipino and English to facilitate teaching and
6 learning
use classroom communication strategies
-I can demonstrate an understanding of the range of verbal and non-
7
verbal classroom communication strategies that support learner
understanding, participation, engagement and achievement
8 highlight learner safety and security
-I can demonstrate knowledge of policies, guidelines and procedures
that provide safe and secure learning environments.
highlight fair learning environment
9 -I can demonstrate understanding of learning environments that
promote fairness, respect and care to encourage learning.
highlight management of classroom structure and activities
-I can demonstrate knowledge of managing classroom structure that
10 engages learners, individually or in groups, in meaningful exploration,
discovery and hands-on activities within the available physical learning
environments.
highlight support for learner participation
11 -I can demonstrate understanding of supportive learning environments
that nurture and inspire learner participation.
17
 highlight promotion of purposive learning
-I can demonstrate knowledge of learning environments that motivate
12
learners to work productively by assuming responsibility for their own
learning.
highlight management of learner behavior
13 -I can demonstrate knowledge of positive and non-violent discipline in
the management of learner behavior.
emphasize learners’ gender, needs, strengths, interests and
experiences
14 -I can demonstrate knowledge and understanding of differentiated
teaching to suit the learners’ gender, needs, strengths, interests and
experiences.
emphasize learners’ linguistic, cultural, socio-economic and religious
backgrounds
15
-I can implement teaching strategies that are responsive to the learners’
linguistic, cultural, socio-economic and religious backgrounds.
give importance to the learners with disabilities, giftedness and talents
16 -I can use strategies responsive to learners with disabilities, giftedness
and talents.
help learners in difficult circumstances
-I can demonstrate understanding of the special educational needs of
17 learners in difficult circumstances, including: geographic isolation;
chronic illness; displacement due to armed conflict, urban resettlement
or disasters; child abuse and child labor practices.
engage learners from indigenous groups
18 -I can demonstrate knowledge of teaching strategies that are inclusive
of learners from indigenous groups.
use planning and management of teaching and learning process
19 -I can prepare developmentally sequenced teaching and learning
process to meet curriculum requirements.
let learning outcomes aligned with learning competencies
20 -I can identify learning outcomes that are aligned with learning
competencies.
address relevance and responsiveness of learning programs
21 -I can demonstrate knowledge in the implementation of relevant and
responsive learning programs.
let professional collaboration to enrich teaching practice
-I can seek advice concerning strategies that can enrich teaching
22 practice.
participate in collegial discussions that use teacher and learner feedback
to enrich teaching practice.
show teaching and learning resources including ICT
-I can show skills in the selection, development and use of a variety of
23
teaching and learning resources, including ICT, to address learning
goals.
focus on the Design, selection, organization and utilization of
assessment strategies
24 -I can demonstrate knowledge of the design, selection, organization
and use of diagnostic, formative and summative assessment strategies
consistent with curriculum requirements.
monitor and evaluate learners’ progress and achievement
25 -I can demonstrate knowledge of monitoring and evaluation of learner
progress and achievement using learner attainment data.
26 feedback to improve learning

18
 -I can demonstrate knowledge of providing timely, accurate and
constructive feedback to improve learner performance
let communication of learner needs, progress and achievement to key
stakeholders
27
-I can demonstrate familiarity with a range of strategies for
communicating learner needs, progress and achievement.
use of assessment data to enhance teaching and learning practices and
programs
28
-I can demonstrate an understanding of the role of assessment data as
feedback in teaching and learning practices and programs.
support establishment of learning environments that are responsive to
community contexts
29
-I can demonstrate an understanding of knowledge of learning
environments that are responsive to community contexts.
support engagement of parents and the wider school community in the
educative process
30
-I can seek advice concerning strategies that build relationships with
parents/guardians and the wider community.
up keep professional ethics
-I can demonstrate awareness of existing laws and regulations that apply
31
to the teaching profession, and become familiar with the responsibilities
specified in the Code of Ethics for Professional Teachers.
support on school policies and procedures
-I can demonstrate knowledge and understanding of school policies and
32
procedures to foster harmonious relationship with the wider school
community.
focus on my philosophy of teaching
-I can articulate a personal philosophy of teaching that is learner-
33
centered.
apply a personal philosophy of teaching that is learner-centered.
give dignity of teaching as a profession
-I can demonstrate behaviors that uphold the dignity of teaching as a
34
profession by exhibiting qualities such as caring attitude, respect and
integrity.
let professional links with colleagues
-I can seek opportunities to establish professional links with colleagues.
35
participate in professional networks to share knowledge and to enhance
practice.
let professional reflection and learning to improve practice
36 -I can demonstrate an understanding of how professional reflection and
learning can be used to improve practice.
let professional development goals
37 -I can demonstrate motivation to realize professional development goals
based on the Philippine Professional Standards for Teachers.

Thank you very much for your cooperation. God bless you a hundredfold.

19
 Unit 1 | Foundational Concepts in Journalism

INTRODUCTION

Welcome to Unit 1! As a normal student, who currently has academic, family, and financial problems, you
are probably not wondering so much about: How is journalism now?; Where can you see Journalism?;
What are the recent and significant events that are happening?; and How are people made aware of such
events? and probably, the importance of journalism is the least you can think of. However, as a future
English teacher, who will be soon asked to take care of their school paper, you need these concepts as
your scaffold in becoming a good school paper adviser. As a teacher in general, you also need to know
how the significance of effective communication of facts and opinions as well as the use of the most
appropriate media. This unit focuses on foundational concepts in journalism will help you in determining
principles and strategies to improve your writing capability.

Learning objectives:
By the end of this unit, you will be able to:
1. Demonstrate of knowledge on campus journalism principles and strategies and hone your writing
skills (PPST 4.3.1); and
2. Determine campus journalism principles and strategies to help hone your writing skills; and
3. Create a vlog or infographics about principles and strategies that you learned in this lesson which
were effective for you in honing your writing skills.

PRE-COMPETENCY CHECKLIST

Modified True or False. To check your understanding of the Learning experience. Write TRUE if the statement is
correct and if FALSE, circle the word/s that make it wrong and write the correct term/s on the space provided before
the number.

1 A feature story has a hierarchy of information, beginning with the main

points at the top of the piece.
2 The Running head is the principal headline bearing the boldest and biggest
type.
3 Beats are the areas of expertise in which a journalist or reporter covers on a
regular basis and on an in-depth level, such as politics, health, or law
enforcement.
4 Most good writers are speeders rather than bleeders.
5 Journalism us an enjoyable co-curricular activity of the school paper staff in
collecting, organizing, and presenting news; in writing editorials, columns,
literary articles, and features; in copyreading, proofreading, dummying, and
writing headlines – all for the purpose of putting out a school organ.

LEARNING RESOURCES

1. Veraflor, N. (2016). Campus Journalism. Retrieved from

https://www.slideshare.net/nheru/campus-journalism-15-of-16?qid=977f97dd-c0bf-4b87-a3b3-
154585ac00be&v=&b=&from_search=18
2. http://www.ruelpositive.com/parts-campus-
paper#:~:text=Banner%20head%E2%80%93%20The%20principal%20headline%20bearing%20the%20bol

20
 dest%20and%20biggest%20type.&text=Headline%20%E2%80%93%20refers%20to%20any%20title,know
n%20as%20bank%20or%20readout.
3. Rosenstiel, T. and Kovach, B. http://www.journalism.org/resources/principles-of-journalism/
4. Jolieto Cambalo Caparida, https://www.slideshare.net/AchesJolieto/magna-carta-of-students

5. JOURNALIST’S CODE OF ETHICS https://philpressinstitute.net/journalists-code-of-ethics-

2/#:~:text=I%20shall%20scrupulously%20report%20and,to%20correct%20substantive%20errors%20pro
mptly.
6. Declaration of Principles of Journalism Education
http://rconversation.blogs.com/rconversation/wjec_declaration_of_princ.html
7. https://coschedule.com/blog/how-to-write-like-a-journalist/
8. How to Write Like a Journalist: 8 Tips https://www.masterclass.com/articles/how-to-write-like-a-
journalist
9. Roy Peter Clark: Fourteen Traits of Good Writers
https://www.yumpu.com/en/document/view/38448448/roy-peter-clark-fourteen-traits-of-good-
writers-news-writing-
10. http://socyberty.com/history/a-brief-history-of-campus-journalism-in-the-philippines/

EXPLORE

Unit I: Foundational Concepts in Journalism

Scope and Nature of Journalism
“Where there is media, journalism exists.”
Journalism is actually everywhere now, since almost everyone has their mobile phones, laptops, tablets
and other gadgets. Through social media and other platforms, we get instant access to news, opinions, and
entertainment wherever and whenever we want. But what exactly is journalism?

ETYMOLOGY
The word journal comes from the Latin word diurna or diurnalis which means “daily.” In ancient Rome,
short bulletins of battles, fires, and elections were carved on stone or metal and compiled by government
officials were posted up in public places. These were called acta diurna which means “daily events or acts.”
Therefore, journalism is a communication of day-to-day information.

Journalism
• Concerned, primarily, with the collection and dissemination of news through the print media as
well as the electronic.
• Involves various areas of work like reporting, writing, editing, photographing, broadcasting, or cable
casting news items.
• may be divided into three areas: written, oral, and visual
• WRITTEN: PRINT/ED MEDIA (Periodical [broadsheets, tabloids, Newsletters, and magazines],
brochures, journals, books, and graphic arts)
• Periodicals such as newspapers and magazines
• A periodical, defined broadly, is a publication that comes out at regular intervals – daily,
weekly, fortnightly, monthly, bi-monthly, quarterly, annually, etc.
• A newspaper, compared to a magazine, prints more news, has no special cover, and is
printed on a special paper called newsprint. News is printed on the front page as well as on
the inside and back pages.
-oldest and most traditional format, newspaper articles can cover almost any topic

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 -During the 19th century, American journalists relied on sensational stories that were
used to excite or anger the public, rather than to inform them, this form of
journalism became known as ‘yellow journalism’.
-Accurate and fact-based reporting became popular again around the time of World
War II.
• A magazine, on the other hand, prints more features and human interest stories, has a
special cover usually with a big cut on it, and is often printed on bookpaper. If ever news is
printed, it is brief, featurized, and found in the inside pages.
-much more relaxed format , more informal style of writing, usually focused on a
particular subject or area of interest
-First published in 1731 in London, The Gentleman’s Magazine is considered as the
first-general interest magazine. Its editor, Edward Cave (who wrote under the
pseudonym ‘Sylvanus Urban’), was one of the very firsts to use the term ‘magazine’.
•ORAL: Radio
•VISUAL: Television, movies, and documentaries
• BROADCAST MEDIA: Radio and television
- produced locally in a newsroom or by a broadcast network
-includes additional material as sports coverage, weather forecasts, traffic reports, commentary,
and other material that is considered relevant to the intended audience.
• FILM MEDIA: movies and documentaries
• INTERNET COMMUNICATIONS – have excelled in the last decade or so, of course, taking the way news
is published with it.
-There are now uncountable digitized number of reputable and not-so-reputable sources of information
on the internet.
-Independent bloggers reporting their own stories for the comfort of their own laptops. Because of this,
opinions are much easier to come by, and users seek out the same story from multiple sources to get
more of a balanced view more than they could ever in the past.

Other Definitions of Journalism:

• The occupation of writing for publication in newspapers and other periodicals. – Noah Webster
• Journalism is all about producing a product– sometimes called a commodification– and is a social
construction, which is formed and limited by the dominant ideology of a society: a set of views
and ideas that are presumed to be “normal” and “common sense”. As in the production of any
item, those manufacturing and producing it must know who is going to want that product. (Rudin
and Ibbotson, 2002)
• Something that embraces all forms in which or through which the news and comments on the news
reach the public. All that happens in the world, if such happenings hold interest for the public, and
all the thoughts, actions, and ideas which these happenings stimulate, become basic materials for
the journalist.- Fraser F. Bond
• Enjoyable co-curricular activity of the school paper staff in collecting, organizing, and presenting
news; in writing editorials, columns, literary articles, and features; in copyreading, proofreading,
dummying, and writing headlines – all for the purpose of putting out a school organ. – School Paper
Advisers of the City Schools of Manila Scope of Journalism

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Journalism versus Literature
“All journalistic ventures are grounded on facts, on truth and on actuality. Redundant as it may, facts are
the foundation of all the ambits/domains of journalism”

Journalism Literature

-Follows the strict -forms of writing

method of dividing -consumed by the public -Has variety of forms
ideas through -have relative style and styles
paragraphs
-Based on the
-has main genres that wandering
include news, editorial imagination of a writer
and features

Example: Writing a story about ghosts

The Campus paper and the Publication Staff

1. Origin of Campus Journalism
A Brief History of Campus Journalism
by Alixander Haban Escote In History, August 28, 2008

According to Jesus Valenzuela in the History of Journalism in the Philippine Islands (1933) and John Lent in
the Philippine Mass Communication (1964), the history of campus journalism in the Philippines started when the
University of Santo Tomas published El Liliputiense in 1890.

However, Oscar Manalo, Narciso Matienzo, and Virgilio Monteloyola in Ang Pamahayagan (1985) argued that the
history of campus journalism in the country started when the University of the Philippines published The College
Folio, now The Philippine Collegian, in 1910. They also added that The Torch of the Philippine Normal University, The
Guidon of the Ateneo de Manila University, and The Varsitarian of the University of Santo Tomas were also
published two years later.

Whatever came first, Carlos Romulo y Peña edited The Coconut, the official student publication of the Manila High
School, now the Araullo High School. It was published in 1912 and it is now considered the first and oldest high
school newspaper in the country.

In 1923, La Union High School in the Ilocos Region published The La Union Tab, the first printed and regularly issued
high school newspaper in the country. Since then, high school newspapers came out one after the other.

Among these high school newspapers were The Pampangan, Pampanga High School, 1925; The Leytean, Leyte High
School, 1925; The Rizalian, Rizal High School, 1926; The Coconut, Tayabas High School, 1927; The Volcano, Batangas
High School, 1927; The Toil, La Union Trade School, 1928; The Samarinian, Samar High School, 1928; The Melting Pot,
Tarlac High School, 1929; The Granary, Nueva Ecija High School, 1929; The Torres Torch, Torres High School, 1930;
and The Cagayan Student Chronicle, Cagayan High School, 1931.

In 1931, 30 out of 106 high schools in the country had campus newspapers registered at the Bureau of Public
Schools. In 1950, this number increased to 169; by 1954, to 253; by 1975, to 500; and by 1986, to more than 900
newspapers in English and in Filipino.

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Source:http://socyberty.com/history/a-brief-history-of-campus-journalism-in-the-philippines/
Read more: http://socyberty.com/history/a-brief-history-of-campus-journalism-in-the-philippines/#ixzz2L1SBcCqY

2. Functions of Modern Campus Paper

Functions and Duties of the Press
1. Quality must be reflected in the editorial policy.
-the paper reflects and influences the life of the whole academic community
2. Newspapers must have integrity and reader’s confidence.
3. Papers may educate, stimulate, assist or entertain. – moral responsibility – balance public
interest and the gains
4. Th fundamental quality of the paper rests on the quality of the content and the kind of editorial
product.
5. Freedom of the press encompasses responsibility of the newspapers – they are inseparable.
Responsibility of the press means truth in the news – truth tempered/strengthened by mercy,
decency, and humility.
6. The press must practice the principles of journalism without bias and self-interest.
What could be limitations of the press?
1. Reports are flawed – incomplete and may bear mistakes (Pangilinan, 2012)
2. Traced upon timeframe of article submission – journalism secures the freshness of the
information
3. Proneness to be manipulated by the powerful, elite, and the politicians… public opinion
ultimately decides public policy… (Broeder, 1987)

Killers of Balanced Reporting

Novice journalists must be wary about:
1. Yellow Journalism – sensationalizing a story or an issue
-presents little or no legitimate well-researched news instead uses eye-catching headlines to sell
more papers
-techniques: exaggerations of news events, scandal-mongering (spreading) or sensationalism
-giving the public what they want to hear, appeals to readers and viewers’ curiosity – most showbiz
stories
2. New Journalism – journalists associated journalism with fiction when they describe their word with
phrases such as “nonfiction novel” and “narrative techniques of fiction.”
-could violate truths and facts
3. Advocacy Journalism – supports a specific point of view on an issue
-focus on stories dealing with corporate business practices, government policies, political
corruption and social issues.
-take the position that the economic censorship exerted by corporate sponsors is no different from
political censorship
4. Stylistic Journalism – emphasizes imaginative, stylized writing of stories and considers newspapers
as “the literature of immediate fact.”
5. Editorializing – giving the reporter’s opinion rather than the fact
-expanding of news about an insignificant happening to give publicity to a subject

Sections/Part of a Campus Paper

1. Front Page
Nameplate – The engraved or printed name of the newspaper
Ears – The little boxes on either side of the nameplate
Banner head– The principal headline bearing the boldest and biggest type.

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 Running Head – The running head is a type of head having two or more lines.
Headline – refers to any title of any news.
Deck – A subordinate headline placed immediately below its mother headline, also known as bank or
readout.
Lead – The beginning of a news story.
Column – they are horizontal divisions of the parts or texts if newspaper.
Column Rule – The vertical line that divides the page into columns.
Fold – The imaginary horizontal line that divides the newspaper equally into two parts
Byline – The signature of a reporter preceding a news-feature
Cut – the cut is a metal place bearing the newspaper’s illustration.
Cutline – The text accompanying photos and other art work, better known as caption. If written above the
photo just like a slug line, it is called an over line.
Box line – any news material enclosed by line rules is a boxed story.
Over line – it is a type of cutline written or shown above the photo.
Kicker – a kicker is a tagline above but smaller than the headline.
Hammer – a hammer is a type of kicker but the difference is that a hammer is bigger than the headline.
Credit Line – a credit line is a line given to pay respect to the source of the story or illustration printed.
2. News Page
3. Editorial Page

Editorial Proper – the article that is considered to be soul of a newspaper or magazine.

Column – is recurring piece or article of the paper.
Op-ed – abbreviation of opposite of the editorial page (through often believed to be abbreviated from
opinion-editorial).
Letter to editor – letter to editor sometimes abbreviated LTTE or LTE is a letter sent to a publication about
the issues of concern to its readers.
Editorial cartoon – also known as political cartoon is a caricature containing a political or social message that
usually relates to current events or personalities.
Folio – usually written on top of the pages, this is composed of the page number, date of publication and
name of the newspaper.
Masthead – this is also called flag. It shows the publication’s name, the volume and number of release, the
names of the staff and their respective positions.
4. Feature Page
5. Community Development Page
6. Science and Technology Page
7. Sports Page
The sports section of a newspaper features information on local sports events like high school sports team.

The Charter of Student Press Rights

According to the Magna Carta of Students under Article XIII. STUDENT PUBLICATION
• Students shall have the right to publish student newspaper and other similar publications, print in their
pages materials that they deem in pursuance of their academic freedom and freedom of expression in
accordance with Republic Act NO. 7079, otherwise known as the “Campus Journalism Act of 1991.”
• Pursuant thereto, no individual who is not a staff member of the publication shall determine its content. The
role of the faculty adviser in the student newspaper shall be limited to technical guidance.
• The selection of the student editor-in- chief and his/her staff shall be made by annual fair and competitive
examinations to be administered by an impartial Board of Judges.
• The editorial staff shall observe the ethics of professional journalism. It shall be the responsibility of the
editorial staff to ensure that the student paper is not used for purposes contrary to law.
• The editor/editorial staff shall, unless sooner removed for cause and with due process, be assured of security
of tenure for the duration of his/her its prescribed term.

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The Code of Press Ethics
The Journalists’ Code of Ethics, which was approved by the Philippines Press Institute, the National Union of
Journalists in the Philippines, and the National Press Club in 1988, states that:
1. I shall scrupulously report and interpret the news, taking care not to suppress essential facts nor to distort
the truth by omission or improper emphasis. I recognize the duty to air the other side and the duty to
correct substantive errors promptly.
2. I shall not violate confidential information on material given me in the exercise of my calling.
3. I shall resort only to fair and honest methods in my effort to obtain news, photographs and/or documents,
and shall properly identify myself as a representative of the press when obtaining any personal interview
intended for publication.
4. I shall refrain from writing reports which will adversely affect a private reputation unless the public interests
justifies it. At the same time, I shall write vigorously for public access to information, as provided for in the
constitution.
5. I shall not let personal motives or interests influence me in the performance of my duties; nor shall I accept
or offer any present, gift or other consideration of a nature which may cast doubt on my professional
integrity.
6. I shall not commit any act of plagiarism.
7. I shall not in any manner ridicule, cast aspersions on or degrade any person by reason of sex, creed, religious
belief, political conviction, cultural and ethnic origin.
8. I shall presume persons accused of crime of being innocent until proven otherwise. I shall exercise caution in
publishing names of minors, and women involved in criminal cases so that they may not unjustly lose their
standing in society.
9. I shall not take unfair advantage of a fellow journalist.
10. I shall accept only such tasks as are compatible with the integrity and dignity of my profession, invoking the
"conscience clause" when duties imposed on me conflict with the voice of my conscience.
11. I shall comport myself in public or while performing my duties as journalist in such manner as to maintain
the dignity of my profession. When in doubt, decency should be my watchword.

Declaration of Principles: Aims of Student Journalists

Declaration of Principles of Journalism Education
World Journalism Education Congress
Singapore, June 2007

We, the undersigned representatives of professional journalism education associations share a concern and common
understanding about the nature, role, importance, and future of journalism education worldwide. We are
unanimous that journalism education provides the foundation as theory, research, and training for the effective and
responsible practice of journalism. Journalism education is defined in different ways. At the core is the study of all
types of journalism.

Journalism should serve the public in many important ways, but it can only do so if its practitioners have mastered
an increasingly complex body of knowledge and specialized skills. Above all, to be a responsible journalist must
involve an informed ethical commitment to the public. This commitment must include an understanding of and deep
appreciation for the role that journalism plays in the formation, enhancement and perpetuation of an informed
society.

We are pledged to work together to strengthen journalism education and increase its value to students, employers
and the public. In doing this we are guided by the following principles:

1. At the heart of journalism education is a balance of conceptual, philosophical and skills-based content. While it is
also interdisciplinary, journalism education is an academic field in its own right with a distinctive body of knowledge
and theory.

2. Journalism is a field appropriate for university study from undergraduate to postgraduate levels. Journalism
programs offer a full range of academic degrees including bachelors, masters and Doctor of Philosophy degrees as
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well as certificate, specialized and mid-career training.

3. Journalism educators should be a blend of academics and practitioners; it is important that educators have
experience working as journalists.

4. Journalism curriculum includes a variety of skills courses and the study of journalism ethics, history, media
structures/institutions at national and international level, critical analysis of media content and journalism as a
profession. It includes coursework on the social, political and cultural role of media in society and sometimes
includes coursework dealing with media management and economics. In some countries, journalism education
includes allied fields like public relations, advertising, and broadcast production.

5. Journalism educators have an important outreach mission to promote media literacy among the public generally
and within their academic institutions specifically.

6. Journalism program graduates should be prepared to work as highly informed, strongly committed practitioners
who have high ethical principles and are able to fulfill the public interest obligations that are central to their work.

7. Most undergraduate and many masters programs in journalism have a strong vocational orientation. In these
programs experiential learning, provided by classroom laboratories and on-the-job internships, is a key component.

8. Journalism educators should maintain strong links to media industries. They should critically reflect on industry
practices and offer advice to industry based on this reflection.

9. Journalism is a technologically intensive field. Practitioners will need to master a variety of computer-based tools.
Where practical, journalism education provides an orientation to these tools.

10. Journalism is a global endeavor; journalism students should learn that despite political and cultural differences,
they share important values and professional goals with peers in other nations. Where practical, journalism
education provides students with first-hand experience of the way that journalism is practiced in other nations.

11. Journalism educators have an obligation to collaborate with colleagues worldwide to provide assistance and
support so that journalism education can gain strength as an academic discipline and play a more effective role in
helping journalism to reach its full potential.

from http://rconversation.blogs.com/rconversation/wjec_declaration_of_princ.html

Tenets of Journalism
“The road of journalism entails not only knowledge but also responsibilities.”
“The pen is mightier than the sword.”
“With great power comes great responsibility.”

1. Responsibility – journalists should always be aware of their obligations – write the truth whatever it
costs – be brave
-they are liable not only to the office they serve but also to the public
2. Freedom of the Press – basic right
-any topic under the sun may be written so long as there is no infraction to the existing laws of the
land
3. Independence – do not compensate the welfare of the general public
-Journalists should be committed to the interest of the general public and not driven by the interest
of money called “envelopmental journalism”
4. Objectivity, Truthfulness and Accuracy
-check the veracity/authenticity of the data and information before they are published

27
 -don’t conceal truths by fabricating facts and publishing misquoted statements and erroneous
statistics
-Objectivity – avoiding conflicts of interest on the treatment of articles
-Partisan/opinionated news and biased/one-sided interviews violate the ideals of journalism
– know the difference between news and opinion

Teel and Taylor (1983), as cited by Pangilinan (2012), suggested guidelines to attain a
balanced story whenever journalists face controversial issues:
a. Stick to the facts
b. Never insert your personal opinion
c. Be discrete in the use of adjectives
d. Avoid cheap shots
e. Somebody with something to say deserves a forum
f. Asses your alliances. Remember that you are an observer, not a participant.
g. Listen to your editor
5. Fairness – objectivity -fair in presenting information in any journalistic field
-reporters should exercise telling the truth and putting information in the right perspective
-present both sides of the coin, argument, or controversial issue
-respect the privacy of individuals, unless, there is a warrant of a public right
-for mistakes, journalists should rectify/correct the said error thus the errata in newspapers

Writing Good Journalistic Style

How to Write Like a Journalist: 8 Tips
MasterClass(2019)

To effectively tell a story, learn to write like a journalist. The same techniques writers use for
Pulitzer Prize-winning investigative journalism in the New York Times can be applied to any type of
writing, like a novel, academic writing, or blogging. Thinking like a journalist allows a writer to
create a compelling story that hooks the reader from the first sentence.

What Is Journalistic Writing?

Journalistic writing is the writing style news organizations use to assemble a story. A news story has
a hierarchy of information, beginning with the main points at the top of the piece. News articles
follow a specific set of guiding principles, like the Associated Press style (also known as AP style),
for grammar and vocabulary. While newspapers and television were, until recently, the primary
outlets for reporting current events and human interest stories, journalists now write for a variety
of online media outlets and podcasts.

8 Tips for How to Write Like a Journalist

Journalists follow a formula for crafting a story. The same approach can be applied to any style of
writing, from high school writing assignments to novels. It’s a way of disseminating information in a
way that makes sense to readers. Follow these eight journalistic writing tips for your next reported
story:

1. Gather the information. Gather the information you need to construct your story. In non-
fiction, like in journalism, this may require visiting the location where the story takes place,
interviewing witnesses and people involved in the event, and using online search engines for
further research.

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 2. Find your angle. Every news story has an angle—the theme and focus of the piece that
makes it newsworthy. A human interest story will have a different angle than a hard-hitting
political piece. News stories reveal their angle in the first paragraph. Find the angle of your
story and present it in the first paragraph, page, or chapter.
3. Write a strong lede. Every story needs a great opening. In news writing, this is called a lede.
This opening paragraph delivers the story’s essential information by answering the five W’s:
who, what, where, when, why. These are the building blocks of any good story, whether it’s a
fictional narrative, technical writing, or a content marketing article. Lead with a strong
summary of events that hooks the reader from the top.
4. Structure your information. Good journalism presents the information of a story in order of
importance, in what is known as the inverted pyramid structure. The most important
information, the lede, is at the top. The next section is the body of the story that contains
other supporting details. The bottom section, the point of the pyramid, contains any extra
information that might be interesting to an audience. Even in creative writing, it’s important
to lead with the who, what, why, where, and when of your story to let the reader know what
the story is about.
5. Use quotes. Good journalism usually includes interviews with people involved in a story.
This provides different perspectives and keeps the reporter in the role of an outside
observer, similar to the third-person point of view in a short story or novel. If you’re writing
a non-fiction book, quotes are essential to create a well-rounded piece. In fiction, your
characters will provide quotations through dialogue.
6. Write simply. Journalists use short sentences to deliver a story. News writing often uses the
active voice as opposed to the passive voice—i.e. “She drove the car” rather than “The car
was driven by her.” The active voice is more direct, uses fewer words, and has a quicker
tempo. To hone this skill, think like a copywriter. In copywriting, the main objective is to
write simply with a clear, concise message.
7. Verify your sources. Telling true stories requires a journalist to gather information from
numerous sources. Reporters need to verify the information from their sources to ensure
accuracy. In freelance writing, when you turn in your story, you should always provide links
to where you found information and a phone number for each person you interviewed.
8. Edit your work. A newsroom is a fast-paced environment with a steady stream of stories
passing from writers to editors before they go to print. All writers should do a spell check and
edit their work for clarity and content. Take a cue from news writing and have a professional

Fourteen Traits of Good Writers

1. Good writers see the wolrd as their journalism laboratory, a storehouse of story ideas.
2. Good writers prefer to discover their own story ideas.
3. Good writers are voracious collectors of information.
4. Good writers spend too much time and creative energy working on their leads.
5. Good writers talk about “immersing themselves” in the story.
6. Most good writers are bleeders rather than speeders.
7. Good writers understand that an important part of writing is the mechanical drudgery of organizing the
material or “donkey-work.”
8. Good writers rewrite.
9. In judging their work, good writers tend to trust their ears and their feelings more than their eyes.
10. Good writers love to tell stories.
11. Good writers write primarily to please themselves and to meet their own exacting standards, but they also
understand that writing is a transaction between writer and reader.
12. Good writers take chances in their writing.
13. Good writers are lifelong readers, mostly of novels, and they like movies.

29
 14. Good writers write too long and they know it.

Principles/Elements of Journalism
The Elements of Journalism
by Tom Rosenstiel and Bill Kovach
Source: http://www.journalism.org/resources/principles-of-journalism/

The central purpose of journalism is to provide citizens with accurate and reliable information they need to function
in a free society. This encompasses myriad roles--helping define community, creating common language and
common knowledge, identifying a community's goals, heroes and villains, and pushing people beyond complacency.
This purpose also involves other requirements, such as being entertaining, serving as watchdog and offering voice to
the voiceless.

Over time journalists have developed nine core principles to meet the task. They comprise what might be described
as the theory of journalism:

1. JOURNALISM'S FIRST OBLIGATION IS TO THE TRUTH

• Responsibility – journalists should always be aware of their obligations

• write the truth whatever it costs – be brave
• they are liable not only to the office they serve but also to the public
2. ITS FIRST LOYALTY IS TO CITIZENS

• Freedom of the Press – basic right

• Most if not all should be well informed
• any topic under the sun may be written so long as there is no infraction to the existing laws of the land
3. ITS ESSENCE IS A DISCIPLINE OF VERIFICATION

• Seeking out multiple witnesses, disclosing as much as possible about sources, or asking various sides for
comment, all signal such standards.
• This discipline of verification is what separates journalism from other modes of communication, such as
propaganda, fiction or entertainment.
4. ITS PRACTITIONERS MUST MAINTAIN AN INDEPENDENCE FROM THOSE THEY COVER

• Independence – do not compensate the welfare of the general public

• Journalists should be committed to the interest of the general public and not driven by the interest of money
called “envelopmental journalism”
5. IT MUST SERVE AS AN INDEPENDENT MONITOR OF POWER

• Journalism has an unusual capacity to serve as watchdog over those whose power and position most affect
citizens.
• As journalists, we have an obligation to protect this watchdog freedom by not demeaning it in frivolous use
or exploiting it for commercial gain.
6. IT MUST PROVIDE A FORUM FOR PUBLIC CRITICISM AND COMPROMISE

• Fairness – objectivity -fair in presenting information in any journalistic field

• reporters should exercise telling the truth and putting information in the right perspective
• present both sides of the coin, argument, or controversial issue
• respect the privacy of individuals, unless, there is a warrant of a public right
• for mistakes, journalists should rectify/correct the said error thus the errata in newspapers
7. IT MUST STRIVE TO MAKE THE SIGNIFICANT INTERESTING AND RELEVANT

• Journalism is storytelling with a purpose.

• It should do more than gather an audience or catalogue the important. For its own survival, it must balance
what readers know they want with what they cannot anticipate but need.
8. IT MUST KEEP THE NEWS COMPREHENSIVE AND PROPORTIONAL

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 • Keeping news in proportion and not leaving important things out are also cornerstones of truthfulness.

9. ITS PRACTITIONERS MUST BE ALLOWED TO EXERCISE THEIR PERSONAL CONSCIENCE

• Objectivity, Truthfulness and Accuracy -check the veracity/authenticity of the data and information before
they are published
• -don’t conceal truths by fabricating facts and publishing misquoted statements and erroneous statistics
• Objectivity – avoiding conflicts of interest on the treatment of articles
• Partisan/opinionated news and biased/one-sided interviews violate the ideals of journalism – know the
difference between news and opinion
Journalistic Jargons
The Ultimate List Of Broadcast Journalism Terms
New York Film Academy (2016)

The amount of technical jargon in the world of journalism—often even for very simple concepts—is notorious, and
even if you’ve spent a few years at broadcast journalism school there will still be terms that’ll inevitably mystify you
when starting your career.
But fret not! Below you’ll find a glossary of the most common broadcast journalism terms, as well as definitions for
the most confusing and ambiguous lingo still used today:
Common Broadcast Journalism Terms & Slang
• Advocacy Journalism – In which the reporter or journalist openly declares their stance on an issue while
attempting to espouse it with factual reporting.
• Active Proceedings – Any ongoing judicial case in which the activities of journalists may impede or subvert
the proceedings, typically spanning between the arrest of a suspect and sentencing. Those who contravene
reporting restrictions on active proceedings may be held in contempt of court.
• Actuality – Sometimes shortened to “act.” Any audio recording taken outside of the studio on location
(typically referred to as a sound bite in radio; see below.)
• Anchor – News anchors are responsible for presenting stories on-camera, usually from a studio location
though work can take place in the field. See our broadcast journalism jobs page for more info on the different
professions within the field.
• AP Stylebook – The Associated Press Stylebook, commonly adhered to as the industry standard on formatting
and word usage in news writing.
• A-Roll – The main portion of audio video footage in a news story.
• Aston – An increasingly uncommon term for the strap line, more popularly known in broadcast journalism as
the lower third (see below)
• Attribution – The written phrase that identifies the source of a fact, opinion, or quote in a story.
• Back Timing – The practice of rehearsing the final segment of a news broadcast and timing it; during the live
broadcast, the director may then speed up or slow down this segment to coincide with the scheduled
finishing time of the program.
• Backgrounder – A story used to provide history and context to a current news story.
• Beats – The areas of expertise in which a journalist or reporter covers on a regular basis and on an in-depth
level, such as politics, health, or law enforcement.
• Beat Checks – A list of established contacts that a beat reporter will frequently touch base to find or develop
a story. These could include the local law enforcement agency, city council, hospital, or other sources.
• Blind Interview – More common in print than in broadcast journalism, a blind or off-the-record interview is
one in which the interviewee is intentionally left unaccredited (also known as a non-attributable.)
• Bridge – An audio track linking between two news items.
• Breakbumper – A short (2-10 second) indent used as filler leading into and out of commercial breaks. Often
shortened to “bump,” but not to be confused with the verb of the same name (to bump a story is to place it
higher or lower on the scale of priority.)
• B-Roll – Supplementary material to complement the A-Roll, such as establishing shots or graphical overlays.
• Chroma Key – Also known as green screening. See this post for further information.
• Chyron – The words on the screen that identify speakers, locations, or story subjects. Chryon is a trade name
for a type of character generator.
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• Citizen Journalism – Reporting which takes place outside of what is usually considered mainstream media,
predominantly carried out by members of the public without formal training. Can include the work of
bloggers and social media platforms.
• Closed-Ended Question – A direct question intended to elicit a yes-or-no answer as opposed to an open-
ended question intended to encourage a lengthy answer.
• Cold Copy – News script not previously read by the reporter until the camera is rolling. Sometimes referred
to by the slang term “rip n’ read.”
• Cold Open – Any type of video which rolls before the camera cuts to the anchors, usually featuring a voice
over and ending on a form of cliffhanger.
• Correspondent – A reporter who files stories from outside the newsroom—usually someone assigned to
cover events in another city, state, or country.
• Crawl – AKA the news ticker, a thin bar of scrolling text which informs viewers of any upcoming breaking
news or weather alerts.
• Cutaway – A shot of something other than the main action of an action sequence. In an interview, the
cutaway is usually a shot of the reporter listening as the source talks. Necessary to maintain continuity and
avoid jump cuts.
• Dateline – The specific location where a reporter is delivering a story. Usually announced in the sign-out or
sign-off.
• Donut – A produced news package with a live shot, with a live intro, and tag.
• Downcut – Chopping off the end of a story or sound bite. Opposite of upcut.
• Effort – A verb in newsrooms, as in “I am efforting that package to have it ready for tonight’s broadcast.”
• Feature – A non-breaking news story on people, trends, or issues. A feature story isn’t necessarily related to
a current event.
• Feed – A satellite or microwave transmission of live or recorded material.
• Follow-Up – A story updating or supplying additional details about an event that’s been previously covered.
• Fullscreen Graphic or FS – A still or animated image, usually computer generated, that takes up the whole
screen.
• Happy Talk – Casual, informal, and light-hearted chatter between the anchors. Can be used as a form of
bumper.
• Hard News – The news of the day. Factual coverage of serious, timely events (crime, war, business, politics,
etc.)
• Hit or Glitch – Any distortion or technical distraction in video or audio.
• Hot or Overmodulated – Either too loud (hot audio) or too bright (hot video). Engineers often say that hot
video “blooms” on screen.
• Hot Roll – When a crew in the field doesn’t have enough time to feed back footage to the newsroom, so they
must roll it live from the truck during the broadcast.
• Human Interest – A news story focusing on a personality or individual’s story with wide appeal to a general
audience.
• IFB or Interrupt Feedback – The earpiece through which a director or producer instructs a correspondent in
the field or anchor in the studio. The producer interrupts whatever feedback the reporter is getting in the
earpiece.
• Join in Progress (JIP) – A direction to the control room to cut to a broadcast already in progress.
• Jump Cut – An edit in a news package that interrupts continuity. Example: an interviewee speaking followed
immediately by another shot of the same interviewee speaking at a different time, so the image “jumps.”
Avoided by using cutaways or b-roll.
• Kicker – A light story that ends a newscast.
• Lead – The key information of the story, usually presented at the beginning of the segment. Not to be
confused with the “lead story,” being the first presented in the broadcast and often the highest in priority
(confusingly also referred to as the “lead.”)
• Leading Questions – Questions intended to steer an interviewee in a particular direction.
• Lip Flap – Video of somebody talking, with the audio portion muted. Happens when using video of people
being interviewed as B-roll. Avoid it.
• Live – Put on the air in real time, not pre-recorded or pre-produced.
• Lower Third – The bottom third of the frame containing text information regarding the current story, the
anchors’ or interviewee’s identification, and other relevant captions.
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• Miscue – An error in which footage or audio is played before its intended time, resulting in overlapping
elements in the broadcast.
• MOS – An acronym for “man on street” interview, in which a reporter on location gets spontaneous sound
bites comprised of reactions to a story from members of the public. Also referred to as “vox populi.
• NATSOT or NAT Package – A type of pre-produced package that has no reporter track; the only audio is the
natural sound of the video being shown. It may also use interview sound bites. Often used to convey the
mood or atmosphere at a scene or an event.
• NAT Sound – Natural sound on video that the microphone picks up. Example: Including sound of a rally with
video of a rally.
• News Envelope – A summary segment in which the main headlines are broadcast in brief (around a minute or
less.) May have local or national sponsorship.
• OC or On Cam – Abbreviation for “on camera.”
• On Camera Bridge or OC Bridge – The reporter appearing on camera in the middle of the story. Used for
transition between voiceovers or soundbites, or when there is no video to talk over.
• Open-Ended Question – A question phrased in a way that encourages a source to give a lengthy, in-depth
answer—as opposed to a closed-ended question designed to elicit a yes/no answer.
• Outcue – The final three or four words of a news package, included in scripts to signal to the anchor and
control room staff when the package is about to end so they can cue the next element in the program.
• Over the Shoulder Graphic or OTS or OC Box – A graphic that appears over the anchor’s shoulder.
• Package (sometimes Wrap) – A pre-recorded, pre-produced news story, usually by a reporter, with track,
sound, B-roll, and possibly a stand-up.
• POV or Point-of-View Shot – B-roll shot from the perspective of the subject, illustrating what the subject sees
or saw at a given moment.
• Production Element – Any piece of audio which is intended for use within the final mix, i.e. jingles, music,
sound effects, and other station-specific audio.
• Promo – Promotional announcement. In effect, an advertisement for a program a station or channel is
carrying.
• Pronouncer – Phonetic spelling of word in story, placed in copy behind correctly spelled word.
• PSA – Abbreviation for “Public Service Announcement.”
• Raw Video – Unedited video, just as it was shot. Also called field video.
• Reader – A script read entirely by the anchor on camera, without sound bites or video.
• Remote – A live shot from the field, where a satellite truck is required to transmit the image.
• Rundown – An electronic or paper form created by the line producer of a news broadcast. Gives specific
details of every element in a newscast, including the order of stories, video, audio, and graphic elements and
timing for each.
• ROSR – Radio On Scene Report. Audio broadcast from the scene of a breaking news story, or shortly in the
wake of recent events.
• Rundown – An electronic or paper form created by the line producer of a news broadcast. Gives specific
details of every element in a newscast, including the order of stories, video, audio and graphic elements and
timing for each.
• Sidebar – A small story, graphic, or chart accompanying a bigger story on the same topic.
• Sign Off, Sig, Sig Out – Reporter giving name and dateline at the end of a package or report.
• Slate – A full-screen graphic, shown on screen before the beginning of pre-produced video which identifies
the story title, the reporter’s name, and the total running time. Only for newsroom use; not meant for
broadcast.
• Slug – The name given to a story for newsroom use.
• SOT or Sound Bit – “Sound on Tape.” A recorded comment, usually audio and video, from a news source
other than the anchor, narration, or voiceover, played during a news story. Usually an edited portion of a
larger statement.
• Spot – A commercial.
• Stacking – Lining up stories within a newscast based on their important and relationship to one another.
• Stagger-through – A full rehearsal of the show.
• Standup – A reporter speaking to camera, not covered by video.
• Studio (in the) – A story updating or supplying additional details about an event that has been previously
covered.
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 • Still – A still image as opposed to a moving video image. Stills can be used to illustrate a story and can
sometimes be displayed over track or interview clips instead of video footage.
• Sting – A brief piece of music, typically less than fifteen seconds, used to punctuate the end of a segment or
story. The sting is often the station’s own jingle.
• Stop Set – The time allotted to any commercial breaks within the broadcast.
• Survey Week, Sweeps Week – The week in which a station’s viewership is monitored and rated.
• Switch – An instruction given to the control room to cut to another camera or video source.
• Tag – A paragraph at the end of a news story, usually delivered by the anchor, that provides additional
information or sums up the item.
• Tease – A short description of an upcoming story designed to keep the viewer watching through commercial
breaks.
• Tight on – A direction to the camera crew to zoom in on a subject so that they fill the shot (e.g. “Tight on
anchor/guest.”)
• Time Code – The time signature on a camera or recording device—actual time a story is being shot on a 24-
hour basis, i.e., 1300 is 1 p.m., 0900 is 9 a.m. Includes hours, minutes, seconds, and video frames.
• Toss – When an anchor or reporter turns over a portion of the show to another anchor or reporter.
• Track – The reporter’s written and recorded script in a news package.
• Tracking – The act of recording a script.
• TRT – “Total running time.” The length of an edited package.
• Two-Shot – Most often an interview guest and the back of the reporter’s head. Also used to refer to any shot
including two people; two anchors at a single news desk, for instance.
• Upcut – Chopping off the beginning of the audio or video of a shot or video story. Opposite of downcut.
• Video Journalist or VJ – A reporter who shoots his or her own video and may even edit it. Also referred to as
a “Multimedia Journalist.”
• Videographer – A name for a photographer or cameraperson.
• VO or Voiceover – “Voiceover” followed by “sound on tape.” A news script, usually read live, that includes
video, track, and at least one sound bite.
• VOSOT – “Voiceover” followed by “sound on tape.” A news script, usually read live, that includes video,
track, and at least one sound bite.
• Watermark – A semi-transparent graphic, usually the station’s logo, placed in one corner of the broadcast
feed.
• Woodshedding – The practice of annotating a news script to denote which words should be spoken with
emphasis.

You may also check http://www.encoreleaders.org/wp-content/uploads/2013/06/WSJ-terminology.pdf for the other

jargons.

Journalism’s Core Values (Jean Lee C. Patindol)

Truth-telling • factual accuracy
• contextual accuracy
• corroboration by multiple-sourcing
• but do not break the law
• avoid deceiving sources, misrepresentation
• use special methods only under justifiable circumstances (hidden cameras and recorders,
undercover reporting, false identities)
Freedom and • Avoid conflicts of interest : when your interest is what you pursue ahead of your duty
autonomy (involvement in particular activities/affiliations, acceptance of favors and money,
financial investments, outside employment)
• Keep relationships with sources professional
Justice • Both or all sides must be given equal space/time
• Honor right of reply
• Correct errors promptly and with the same prominence
Humaneness • Portray subjects as human beings; avoid stereotyping
• Keep sources confidential if they demand it or when the occasion demands it

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 • On the record – can cite and print
• Off the record – can’t cite/print, can be used as lead
• Not for attribution – use info but can’t quote/cite source
• For background – don’t even mention source; present as multiple sources or “not her
real name”
• Do not endanger sources
• Respect privacy
• Protect vulnerable groups (women, children, cultural/religious groups, survivors/victims
and their families, hospital patients/relatives, accused/convicted of crimes and their
relatives, individuals at risk)

Core Values
1. Stewardship/ Responsibility/Accountability
2. Abide by the same standards you hold others up to
3. Protect freedom of expression; others’ freedom too
4. Clarify and explain news coverage and invite dialogue with the public over journalistic conduct
5. Expose unethical practices of journalists and the news media

Campus Journalism Act

R.A. 7079

Campus Journalism Act of 1991

“AN ACT PROVIDING FOR THE DEVELOPMENT AND PROMOTION OF CAMPUS JOURNALISM AND FOR OTHER
PURPOSES.”

• To uphold the freedom of the press even at the campus level

• To promote the development and growth of campus journalism as a means of strengthening ethical values,
encouraging critical and creative thinking, and developing moral character and personal discipline of the
Filipino youth

Journalist’s Creed
The creed was written by Walter Williams, an American journalist and educator, in 1914, after asking his students to
write their own. This then, served as a Code of Ethics in the practice of journalism.

Shortly after founding the Missouri School of Journalism in 1908, Walter Williams wrote a code of ethics
known as The Journalist’s Creed. I would be surprised if even a small majority of journalists have ever
heard of it let alone read it or strive to work by it in their daily profession, though it stands in bronze at the
National Press Club in Washington, DC for all to see.

The Journalist’s Creed

I believe in the profession of Journalism.

I believe that the public journal is a public trust; that all connected with it are, to the full measure of
responsibility, trustees for the public; that all acceptance of lesser service than the public service is a
betrayal of this trust.
I believe that clear thinking, clear statement, accuracy and fairness are fundamental to good journalism.
I believe that a journalist should write only what he holds in his heart to be true.

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I believe that suppression of the news, for any consideration other than the welfare of society, is
indefensible.
I believe that no one should write as a journalist what he would not say as a gentleman; that bribery by
one’s own pocket book is as much to be avoided as bribery by the pocketbook of another; that individual
responsibility may not be escaped by pleading another’s instructions or another’s dividends.
I believe that advertising, news and editorial columns should alike serve the best interests of readers; that
a single standard of helpful truth and cleanness should prevail for all; that supreme test of good journalism
is the measure of its public service.
I believe that the journalism which succeeds the best-and best deserves success-fears God and honors
man; is stoutly independent; unmoved by pride of opinion or greed of power; constructive, tolerant but
never careless, self-controlled, patient, always respectful of its readers but always unafraid, is quickly
indignant at injustice; is unswayed by the appeal of the privilege or the clamor of the mob; seeks to give
every man a chance, and as far as law, an honest wage and recognition of human brotherhood can make it
so, an equal chance; is profoundly patriotic while sincerely promoting international good will and
cementing world-comradeship, is a journalism of humanity, of and for today’s world.

It isn’t perfect, but neither is the profession occupied by imperfect human beings. That, however, does not
excuse the blatant disregard for most of the tenets of this creed by our current broadcast media, print
media, and news organizations. I challenge any and all who call themselves journalists, at any and all
professional levels to read the creed and then perform a sincere inventory of his or her journalistic
practices. This country needs a voice it can believe, verify, and trust. Who will be the journalists to accept
that charge? Who will follow the creed and all other ethical codes of conduct? Please step forward. Now.

Source: https://longversion.wordpress.com/2012/09/23/the-journalists-creed/

Implications
Readers or the information-consuming public should judge very critically the articles, the reports, including
the photos. They should know how to ask questions that are left unanswered, in the same manner when
journalists dig for facts and additional information.

Remember:
Is it is not exciting, important, or of note as information, no one will read it.
If no one reads it, you’re just wasting your time.
People read the news to understand something that is important to them, now, today, or that they feel will
be soon, or that they find interest.

DISCUSSION BOARD
Explain, in not more than 200 words, why the foundational concepts foundational concepts in journalism
are important to you as an English teacher and as a future school paper adviser.

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 POST-COMPETENCY CHECKLIST

Modified True or False. To check your understanding of the Learning experience. Write TRUE if the statement is
correct and if FALSE, circle the word/s that make it wrong and write the correct term/s on the space provided before
the number.

1 The Running head is the principal headline bearing the boldest and biggest
type.
2 Most good writers are speeders rather than bleeders.
3 Journalism us an enjoyable co-curricular activity of the school paper staff in
collecting, organizing, and presenting news; in writing editorials, columns,
literary articles, and features; in copyreading, proofreading, dummying, and
writing headlines – all for the purpose of putting out a school organ.
4 Beats are the areas of expertise in which a journalist or reporter covers on a
regular basis and on an in-depth level, such as politics, health, or law
enforcement.
5 A feature story has a hierarchy of information, beginning with the main
points at the top of the piece.

ASSESSMENT I

For your first assessment, you have two options, Project A and B, just choose one.
PROJECT A: VLOG
You will make a 2-minute vlog reflecting on the implications the foundational concepts in
journalism to you as a future school paper adviser. You need to emphasize key terms in your vlog.
You can use any video editing tools. There is no need to have subtitles. Please have a brief
introduction on the first few seconds. Please be guided by the following criteria: Language Use –
30%, Content – 50%, and Overall impact – 20%. Please send the google drive link (shared to
anyone with the link) in our Group Chat.

PROJECT B: INFOGRAPHICS
You will draw or design your own infographics on one to the topics which appealed to you most
and below write a short reflection on the implications the foundational concepts in journalism to
you as a future school paper adviser. You need to emphasize key ideas only. You can use any
tools from hands to computer. Please have a brief introduction on the lower part of your
infographics. Please be guided by the following criteria: Language Use – 30%, Content – 50%,
and Overall impact – 20%. You may email it or send the hard copy along with the answer sheets
for the week.

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