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How to Write a News Article

Last Updated: April 28, 2024 Fact Checked

This article was co-authored by Gerald Posner . Gerald Posner is an Author & Journalist based in Miami, Florida. With over 35 years of experience, he specializes in investigative journalism, nonfiction books, and editorials. He holds a law degree from UC College of the Law, San Francisco, and a BA in Political Science from the University of California-Berkeley. He’s the author of thirteen books, including several New York Times bestsellers, the winner of the Florida Book Award for General Nonfiction, and has been a finalist for the Pulitzer Prize in History. He was also shortlisted for the Best Business Book of 2020 by the Society for Advancing Business Editing and Writing. There are 11 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 2,396,145 times.

Writing a news article is different from writing other articles or informative pieces because news articles present information in a specific way. It's important to be able to convey all the relevant information in a limited word count and give the facts to your target audience concisely. Knowing how to write a news article can help a career in journalism , develop your writing skills and help you convey information clearly and concisely.

Things You Should Know

  • Outline your article with all the facts and interview quotes you’ve gathered. Decide what your point of view on the topic is before you start writing.
  • Your first sentence is the most important one—craft an attention-getter that clearly states the most important information.
  • Proofread for accurate information, consistent style and tone, and proper formatting.

Sample Articles

writing a news article assignment

Planning Your Article

Step 1 Research your topic.

  • If you’ve ever written a research paper you understand the work that goes into learning about your topic. The first phase of writing a news article or editorial is pretty similar.
  • Who - who was involved?
  • What - what happened?
  • Where - where did it happen?
  • Why - why did it happen?
  • When - when did it happen?
  • How - how did it happen?

Step 2 Compile all your facts.

  • 1) those that need to be included in the article.
  • 2) those that are interesting but not vital.
  • 3) those that are related but not important to the purpose of the article.
  • This fact list will help prevent you from leaving out any relevant information about the topic or story, and will also help you write a clean, succinct article.
  • Be as specific as possible when writing down all of these facts. You can always trim down unnecessary information later, but it’s easier to cut down than it is to have to beef up an article.
  • It’s okay at this point to have holes in your information – if you don’t have a pertinent fact, write down the question and highlight it so you won’t forget to find it out
  • Now that you have your facts, if your editor has not already assigned the type of article, decide what kind of article you’re writing. Ask yourself whether this is an opinion article, an unbiased and straightforward relaying of information, or something in between. [2] X Research source

Step 3 Create an article outline.

  • If you’ve ever heard the term “burying the lead”, that is in reference to the structure of your article. [4] X Research source The “lead” is the first sentence of the article – the one you “lead” with. Not "burying the lead" simply means that you should not make your readers read several paragraphs before they get to the point of your article.
  • Whatever forum you’re writing for, be it print or for the web, a lot of readers don’t make it to the end of the article. When writing a news article, you should focus on giving your readers what they want as soon as possible.
  • Write above the fold. The fold comes from newspapers where there’s a crease because the page gets folded in half. If you look at a newspaper all the top stories are placed above the fold. The same goes for writing online. The virtual fold is the bottom of your screen before you have to scroll down. Put the best information at the top to engage your readers and encourage them to keep reading.

Step 4 Know your audience.

  • Ask yourself the “5 W's” again, but this time in relation to your audience.
  • Questions like what is the average age you are writing for, where is this audience, local or national, why is this audience reading your article, and what does your audience want out of your article will inform you on how to write.
  • Once you know who you are writing for you can format an outline that will get the best information to the right audience as quickly as possible.

Step 5 Find an angle.

  • Even if you are covering a popular story or topic that others are writing about, look for an angle that will make this one yours.
  • Do you have a personal experience that relates to your topic? Maybe you know someone who is an expert that you can interview .

Step 6 Interview people.

  • People usually like to talk about personal experiences, especially if it will be featured somewhere, like your news article. Reach out through a phone call, email, or even social media and ask someone if you can interview them.
  • When you do interview people you need to follow a few rules: identify yourself as a reporter. Keep an open mind . Stay objective. While you are encouraged to ask questions and listen to anecdotes, you are not there to judge.
  • Record and write down important information from the interview, and be transparent with what you are doing and why you are doing this interview.

Writing Your News Article

Step 1 Start with the lead.

  • Your lead should be one sentence and should simply, but completely, state the topic of the article.
  • Remember when you had to write essays for school? Your lead is like your thesis statement.
  • Let your readers know what your news article is about, why it’s important, and what the rest of the article will contain.

Step 2 Give all the important details.

  • These details are important, because they are the focal point of the article that fully informs the reader.
  • If you are writing an opinion piece , this is where you will state what your opinion is as well.

Step 3 Follow up main facts with additional information.

  • This additional information helps round out the article and can help you transition to new points as you move along.
  • If you have an opinion, this is where you will identify the opposing views and the people who hold them.
  • A good news article will outline facts and information. A great news article will allow readers to engage on an emotional level.
  • To engage your readers, you should provide enough information that anyone reading your news article can make an informed opinion, even if it contrasts with yours.
  • This also applies to a news article where you the author don’t state your opinion but present it as an unbiased piece of information. Your readers should still be able to learn enough about your topic to form an opinion.

Step 4 Conclude your article.

  • Make sure your news article is complete and finished by giving it a good concluding sentence. This is often a restatement of the leading statement (thesis) or a statement indicating potential future developments relating to the article topic.
  • Read other news articles for ideas on how to best accomplish this. Or, watch news stations or shows. See how a news anchor will wrap up a story and sign off, then try to emulate that.

Proofing Your Article

Step 1 Check facts before publishing.

  • Be sure to double check all the facts in your news article before you submit it, including names, dates, and contact information or addresses. Writing accurately is one of the best ways to establish yourself as a competent news article writer.

Step 2 Ensure you have followed your outline and have been consistent with style.

  • If your news article is meant to convey direct facts, not the opinions of its writer, ensure you’ve kept your writing unbiased and objective. Avoid any language that is overly positive or negative or statements that could be construed as support or criticism.
  • If your article is meant to be more in the style of interpretive journalism then check to make sure that you have given deep enough explanations of the larger story and offered multiple viewpoints throughout.

Step 3 Follow the AP Style for formatting and citing sources.

  • When quoting someone, write down exactly what was said inside quotations and immediately cite the reference with the person’s proper title. Formal titles should be capitalized and appear before a person’s name. Ex: “Mayor John Smith”.
  • Always write out numbers one through nine, but use numerals for numbers 10 and up.
  • When writing a news article, be sure to only include one space after a period, not two. [12] X Research source

Step 4 Have your editor read your article.

  • You shouldn’t submit any news article for publication without first letting someone take a look at it. An extra pair of eyes can double check your facts and the information to ensure that what you have written is accurate.
  • If you are writing a news article for school or your own personal website, then have a friend take a look at it and give you notes. Sometimes you may get notes that you want to defend or don’t agree with it. But these should be listened to. Remember, with so many news articles getting published every minute you need to ensure that your widest possible audience can easily digest the information you have provided.

Expert Q&A

Gerald Posner

  • Start with research and ask the “5. Asking these questions will help you create an outline and a narrative to your article. Thanks Helpful 0 Not Helpful 0
  • Interview people, and remember to be polite and honest about what you are writing. Thanks Helpful 0 Not Helpful 0
  • Put the most important information at the beginning of your article. Thanks Helpful 0 Not Helpful 0

writing a news article assignment

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Expert Interview

writing a news article assignment

Thanks for reading our article! If you'd like to learn more about writing an article, check out our in-depth interview with Gerald Posner .

  • ↑ https://libguides.mit.edu/select-topic
  • ↑ https://writingcenter.gmu.edu/writing-resources/different-genres/news-writing-fundamentals
  • ↑ https://libguides.southernct.edu/journalism/howtowrite
  • ↑ https://spcollege.libguides.com/c.php?g=254319&p=1695313
  • ↑ https://extension.missouri.edu/publications/cm360
  • ↑ https://mediahelpingmedia.org/basics/how-to-find-and-develop-important-news-angles/
  • ↑ https://www.northwestern.edu/brand/editorial-guidelines/newswriting-guidelines/
  • ↑ https://tacomacc.libguides.com/c.php?g=599051&p=4147190
  • ↑ https://owl.purdue.edu/owl/subject_specific_writing/journalism_and_journalistic_writing/ap_style.html
  • ↑ https://apastyle.apa.org/style-grammar-guidelines/punctuation/space-after-period
  • ↑ https://writingcenter.unc.edu/tips-and-tools/editing-and-proofreading/

About This Article

Gerald Posner

To write a news article, open with a strong leading sentence that states what the article is about and why it’s important. Try to answer the questions who, what, where, when, and why as early in the article as possible. Once you’ve given the reader the most important facts, you can include any additional information to help round out the article, such as opposing views or contact information. Finish with a strong concluding sentence, such as an invitation to learn more or a statement indicating future developments. For tips on researching your article, read on! Did this summary help you? Yes No

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How to Write a News Article & Publish in 9 Simple Steps

<a class="txt-link" href="https://www.nichepursuits.com/author/ashleylsimpson/">Ashley Simpson</a>

By Ashley Simpson

April 10, 2024

how to write a news article.

When you buy something through one of the links on our site, we may earn an affiliate commission.

Whether you are writing for a school assignment, a current events website, or your favorite news outlet, there are unique rules to writing a news story that all writers should follow. Do you need to brush up on your writing skills before diving in? Learning how to write a news article doesn't have to be complex or even time-consuming. 

Instead, you can learn how to include all the relevant facts in your news article in just 9 simple steps. 

Are you ready to start writing? Let's dive in! 

1. Do Your Research First

2. outline the main point of your article, 3. tighten it up: the inverted pyramid structure, 4. find your lead, 5. support your story with relevant facts, 6. writing style for a news story, 7. write a compelling headline, 8. revising and copyediting news articles, 9. find a place for submission, final thoughts: get your news story out there, how to write a news article in 9 easy steps.

While you could compare your work to other articles by writers you admire, it might help you to pare down the rules of journalism into a simple framework. Here are my best tips to teach you to include relevant information in your news writing. 

Anytime you start a new news article, it's important to get all of your details straight. This means you need to do a little digging into the background information of your story, the important players in the setup, and who might make good interview sources. 

Start outlining what you need to get your story in shape. 

Research is a crucial and often overlooked starting point. Make sure you're getting accurate information that supports your main points. When you're interviewing sources, you should still ensure that you fact-check the information they give you. Never take anything for granted if you want to make it as a news writer. 

Once you have the relevant details you need, you should start outlining the main point of your article. Sum up the entire piece in one sentence before you move on to outlining the whole piece. If you can't say succinctly what your news article is going to be about and what your angle is, you will have a hard time keeping things engaging for your readers. 

You don't have to include the most important information in this one sentence, but you should have a good idea of what matters. 

From here, you can move into structuring the rest of your article using the inverted pyramid structure. 

According to the  Purdue University Online Writing Lab , a good news story has the shape of an inverted pyramid. Think about the shape of a pyramid and the layout of your news article will start to come into clearer focus. The three main stages of the inverted pyramid are: 

  • Background information

At the base of the pyramid, include the essential facts that your readers need to know to understand your story. This should include your lead (more on this in the next tip). This is where you will want to include your answers to the main questions your audience will be asking. 

Broad details are showcased upfront before you segue into much deeper information. 

After the main point of the article is established, you can start to provide much more specific points that get your ideas across. The logic here is that an editor could cut words from the bottom of your article without losing the story if they needed space in a traditional print setting. 

The internet makes the need to cut words less pressing, but this structure still holds. 

What is going to compel your audience to keep reading your news article when they are already inundated with other stories and news outlets? 

Your lead is the reason someone picks up your article and decides to read it. You get a very limited window in which to grab a reader's attention, so start with the most compelling facts of your story. Include a shocking statistic, an interesting quote, or an unexpected hook that will tell people they absolutely must keep reading. 

By the time they finish your first sentence, it should be clear that they need to finish. Give more details in the second and third sentences, but know that your very first paragraph contains everything a reader needs to know about your story to compel them to continue reading. 

At this point, you want to start writing and engaging with the information you have gathered. This is the time to write down all of the statistics and interview quotes you intend to include in your article. If there are other forms of data you need to include like charts or graphs, compile them all now. 

Think about what would support your story the best and make it feel real to readers. A few well-placed relevant facts would flesh things out and establish your authority.

I like to make sure I answer the five W's (Who, What, When, Where, and Why) in any piece that I'm writing. It's a basic writing technique that makes sure you cover everything and should be a framework for how to write a news article.

Once you have all of the details sorted out with your relevant information and quotes, it's time to turn your attention to writing style. News articles are usually written in the third person and don't typically include personal experience unless it is highly relevant. 

Stick to active voice whenever you can. This eliminates some instances of wordiness and can be a bit more engaging for readers compared to passive voice.

If you aren't sure what the difference is, then  Grammarly  has a great guide that can help you identify when and how to use each one. 

Other stylistic concerns include writing in short paragraphs. News articles tend to be easy to skim and don't contain lots of large blocks of text. While you will have several paragraphs, you want to make sure that you make them less overwhelming to read. This is something that can be adjusted after you write the first draft. 

Many journalists also recommend that you avoid jargon that could be confusing for your audience. Only use terms that the average layperson would understand unless writing for a specific, niche audience. 

As always, make sure that you cite your sources and give attribution when and where credit is due. 

Only once you have the article outlined and written can you start to sort out what you should call it. A compelling headline is what people notice about your piece first -- and it determines whether they are interested in reading the remainder of your piece. 

Copyblogger  estimates that 80 percent of people will read the headline, but only 20 percent read the content.

The good news is that you aren't left alone out here on the internet to figure out what people are more likely to click on. I like to use tools like  Monster Insights  for their headline analyzers which gives tips to help you refine your title ideas until they are truly click-worthy. 

Experiment with formats and wording that speak to your target audience and convey important details. Remember that you don't want clickbait but you do want titles that capture interest, if you can deliver on the promise that you're making. 

A newspaper story isn't the place for "purple prose" and flowery writing. That means you need to trim a story down to only its most essential facts. Pay attention to other news articles and you'll likely find that they don't use fancy words or extraneous sentences. Instead, they present the facts and not much else. 

You might be surprised to learn that experts recommend keeping the reading level of a news article at the  eighth- to tenth-grade mark .

You can measure the grade level using free tools like  Hemingway  and copying and pasting your content into the editor. This tool is great for eliminating wordiness and complex sentences that could prove confusing for readers. As a bonus, it also marks instances of passive voice so that you can tighten up your writing. 

This is a great option to learn how to write a news article.

That means you need to tighten your work as much as possible. That doesn't mean it has to be spare; you can still include some signature style and flair to your article. But make sure it's as short as you can make it to save room and ensure that people read from the first paragraph to the last. 

Congratulations! You have followed the entire process here and you know how to write a news article that people will read. The question is: where do you reach those readers with your finished piece? It can feel challenging to get your work out into the world, but there are lots of outlets looking for fresh talent. 

Some people like the idea of submitting their news articles to local magazines and newspapers. But if you want a broader reach, here are some ideas of places that call for open submissions:

  • Vocal Media
  • Huffington Post
  • Google News

You may want to check out this list of  magazines that accept freelance submissions  for more ideas of places where you can be published. 

You could also start your own news outlet, gathering up stories from other writers. If you do, you will want to check out our  SEO for news publishers  article here to help you rank at the top of the SERPs. Don't forget to check out our list of 781  newspaper name ideas  to get you thinking! 

With all of these tips, you can command your reader's attention and convey the information that they need. Most readers have a sharp eye for good reporting skills. Impress them with your writing skills today and start submitting your news articles to major outlets for a little extra cash, prestige, and for the love of the written word! 

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Expert Commentary

Basic newswriting: Learn how to originate, research and write breaking-news stories

Syllabus for semester-long course on the fundamentals of covering and writing the news, including how identify a story, gather information efficiently and place it in a meaningful context.

Notepad and a pen

Republish this article

Creative Commons License

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License .

by The Journalist's Resource, The Journalist's Resource January 22, 2010

This <a target="_blank" href="https://journalistsresource.org/home/syllabus-covering-the-news/">article</a> first appeared on <a target="_blank" href="https://journalistsresource.org">The Journalist's Resource</a> and is republished here under a Creative Commons license.<img src="https://journalistsresource.org/wp-content/uploads/2020/11/cropped-jr-favicon-150x150.png" style="width:1em;height:1em;margin-left:10px;">

This course introduces tomorrow’s journalists to the fundamentals of covering and writing news. Mastering these skills is no simple task. In an Internet age of instantaneous access, demand for high-quality accounts of fast-breaking news has never been greater. Nor has the temptation to cut corners and deliver something less.

To resist this temptation, reporters must acquire skills to identify a story and its essential elements, gather information efficiently, place it in a meaningful context, and write concise and compelling accounts, sometimes at breathtaking speed. The readings, discussions, exercises and assignments of this course are designed to help students acquire such skills and understand how to exercise them wisely.

Photo: Memorial to four slain Lakewood, Wash., police officers. The Seattle Times earned the 2010 Pulitzer Prize for Breaking News Reporting for their coverage of the crime.

Course objective

To give students the background and skills needed to originate, research, focus and craft clear, compelling and contextual accounts of breaking news in a deadline environment.

Learning objectives

  • Build an understanding of the role news plays in American democracy.
  • Discuss basic journalistic principles such as accuracy, integrity and fairness.
  • Evaluate how practices such as rooting and stereotyping can undermine them.
  • Analyze what kinds of information make news and why.
  • Evaluate the elements of news by deconstructing award-winning stories.
  • Evaluate the sources and resources from which news content is drawn.
  • Analyze how information is attributed, quoted and paraphrased in news.
  • Gain competence in focusing a story’s dominant theme in a single sentence.
  • Introduce the structure, style and language of basic news writing.
  • Gain competence in building basic news stories, from lead through their close.
  • Gain confidence and competence in writing under deadline pressure.
  • Practice how to identify, background and contact appropriate sources.
  • Discuss and apply the skills needed to interview effectively.
  • Analyze data and how it is used and abused in news coverage.
  • Review basic math skills needed to evaluate and use statistics in news.
  • Report and write basic stories about news events on deadline.

Suggested reading

  • A standard textbook of the instructor’s choosing.
  • America ‘s Best Newspaper Writing , Roy Peter Clark and Christopher Scanlan, Bedford/St. Martin’s, 2006
  • The Elements of Journalism , Bill Kovach and Tom Rosenstiel, Three Rivers Press, 2001.
  • Talk Straight, Listen Carefully: The Art of Interviewing , M.L. Stein and Susan E. Paterno, Iowa State University Press, 2001
  • Math Tools for Journalists , Kathleen Woodruff Wickham, Marion Street Press, Inc., 2002
  • On Writing Well: 30th Anniversary Edition , William Zinsser, Collins, 2006
  • Associated Press Stylebook 2009 , Associated Press, Basic Books, 2009

Weekly schedule and exercises (13-week course)

We encourage faculty to assign students to read on their own Kovach and Rosentiel’s The Elements of Journalism in its entirety during the early phase of the course. Only a few chapters of their book are explicitly assigned for the class sessions listed below.

The assumption for this syllabus is that the class meets twice weekly.

Week 1 | Week 2 | Week 3 | Week 4 | Week 5 | Week 6 | Week 7 Week 8 | Week 9 | Week 10 | Week 11 | Week 12 | Weeks 13/14

Week 1: Why journalism matters

Previous week | Next week | Back to top

Class 1: The role of journalism in society

The word journalism elicits considerable confusion in contemporary American society. Citizens often confuse the role of reporting with that of advocacy. They mistake those who promote opinions or push their personal agendas on cable news or in the blogosphere for those who report. But reporters play a different role: that of gatherer of evidence, unbiased and unvarnished, placed in a context of past events that gives current events weight beyond the ways opinion leaders or propagandists might misinterpret or exploit them.

This session’s discussion will focus on the traditional role of journalism eloquently summarized by Bill Kovach and Tom Rosenstiel in The Elements of Journalism . The class will then examine whether they believe that the journalist’s role has changed or needs to change in today’s news environment. What is the reporter’s role in contemporary society? Is objectivity, sometimes called fairness, an antiquated concept or an essential one, as the authors argue, for maintaining a democratic society? How has the term been subverted? What are the reporter’s fundamental responsibilities? This discussion will touch on such fundamental issues as journalists’ obligation to the truth, their loyalty to the citizens who are their audience and the demands of their discipline to verify information, act independently, provide a forum for public discourse and seek not only competing viewpoints but carefully vetted facts that help establish which viewpoints are grounded in evidence.

Reading: Kovach and Rosenstiel, Chapter 1, and relevant pages of the course text


  • Students should compare the news reporting on a breaking political story in The Wall Street Journal , considered editorially conservative, and The New York Times , considered editorially liberal. They should write a two-page memo that considers the following questions: Do the stories emphasize the same information? Does either story appear to slant the news toward a particular perspective? How? Do the stories support the notion of fact-based journalism and unbiased reporting or do they appear to infuse opinion into news? Students should provide specific examples that support their conclusions.
  • Students should look for an example of reporting in any medium in which reporters appear have compromised the notion of fairness to intentionally or inadvertently espouse a point of view. What impact did the incorporation of such material have on the story? Did its inclusion have any effect on the reader’s perception of the story?

Class 2: Objectivity, fairness and contemporary confusion about both

In his book Discovering the News , Michael Schudson traced the roots of objectivity to the era following World War I and a desire by journalists to guard against the rapid growth of public relations practitioners intent on spinning the news. Objectivity was, and remains, an ideal, a method for guarding against spin and personal bias by examining all sides of a story and testing claims through a process of evidentiary verification. Practiced well, it attempts to find where something approaching truth lies in a sea of conflicting views. Today, objectivity often is mistaken for tit-for-tat journalism, in which the reporters only responsibility is to give equal weight to the conflicting views of different parties without regard for which, if any, are saying something approximating truth. This definition cedes the journalist’s responsibility to seek and verify evidence that informs the citizenry.

Focusing on the “Journalism of Verification” chapter in The Elements of Journalism , this class will review the evolution and transformation of concepts of objectivity and fairness and, using the homework assignment, consider how objectivity is being practiced and sometimes skewed in the contemporary new media.

Reading: Kovach and Rosenstiel, Chapter 4, and relevant pages of the course text.

Assignment: Students should evaluate stories on the front page and metro front of their daily newspaper. In a two-page memo, they should describe what elements of news judgment made the stories worthy of significant coverage and play. Finally, they should analyze whether, based on what else is in the paper, they believe the editors reached the right decision.

Week 2: Where news comes from

Class 1: News judgment

When editors sit down together to choose the top stories, they use experience and intuition. The beginner journalist, however, can acquire a sense of news judgment by evaluating news decisions through the filter of a variety of factors that influence news play. These factors range from traditional measures such as when the story took place and how close it was to the local readership area to more contemporary ones, such as the story’s educational value.

Using the assignment and the reading, students should evaluate what kinds of information make for interesting news stories and why.

In this session, instructors might consider discussing the layers of news from the simplest breaking news event to the purely enterprise investigative story.

Assignment: Students should read and deconstruct coverage of a major news event. One excellent source for quality examples is the site of the Pulitzer Prizes , which has a category for breaking news reporting. All students should read the same article (assigned by the instructor), and write a two- or three-page memo that describes how the story is organized, what information it contains and what sources of information it uses, both human and digital. Among the questions they should ask are:

  • Does the first (or lead) paragraph summarize the dominant point?
  • What specific information does the lead include?
  • What does it leave out?
  • How do the second and third paragraphs relate to the first paragraph and the information it contains? Do they give unrelated information, information that provides further details about what’s established in the lead paragraph or both?
  • Does the story at any time place the news into a broader context of similar events or past events? If so, when and how?
  • What information in the story is attributed , specifically tied to an individual or to documentary information from which it was taken? What information is not attributed? Where does the information appear in the sentence? Give examples of some of the ways the sources of information are identified? Give examples of the verbs of attribution that are chosen.
  • Where and how often in the story are people quoted, their exact words placed in quotation marks? What kind of information tends to be quoted — basic facts or more colorful commentary? What information that’s attributed is paraphrased , summing up what someone said but not in their exact words.
  • How is the story organized — by theme, by geography, by chronology (time) or by some other means?
  • What human sources are used in the story? Are some authorities? Are some experts? Are some ordinary people affected by the event? Who are some of the people in each category? What do they contribute to the story? Does the reporter (or reporters) rely on a single source or a wide range? Why do you think that’s the case?
  • What specific facts and details make the story more vivid to you? How do you think the reporter was able to gather those details?
  • What documents (paper or digital) are detailed in the story? Do they lend authority to the story? Why or why not?
  • Is any specific data (numbers, statistics) used in the story? What does it lend to the story? Would you be satisfied substituting words such as “many” or “few” for the specific numbers and statistics used? Why or why not?

Class 2: Deconstructing the story

By carefully deconstructing major news stories, students will begin to internalize some of the major principles of this course, from crafting and supporting the lead of a story to spreading a wide and authoritative net for information. This class will focus on the lessons of a Pulitzer Prize winner.

Reading: Clark/Scanlan, Pages 287-294

Assignment: Writers typically draft a focus statement after conceiving an idea and conducting preliminary research or reporting. This focus statement helps to set the direction of reporting and writing. Sometimes reporting dictates a change of direction. But the statement itself keeps the reporter from getting off course. Focus statements typically are 50 words or less and summarize the story’s central point. They work best when driven by a strong, active verb and written after preliminary reporting.

  • Students should write a focus statement that encapsulates the news of the Pulitzer Prize winning reporting the class critiqued.

Week 3: Finding the focus, building the lead

Class 1: News writing as a process

Student reporters often conceive of writing as something that begins only after all their reporting is finished. Such an approach often leaves gaps in information and leads the reporter to search broadly instead of with targeted depth. The best reporters begin thinking about story the minute they get an assignment. The approach they envision for telling the story informs their choice of whom they seek interviews with and what information they gather. This class will introduce students to writing as a process that begins with story concept and continues through initial research, focus, reporting, organizing and outlining, drafting and revising.

During this session, the class will review the focus statements written for homework in small breakout groups and then as a class. Professors are encouraged to draft and hand out a mock or real press release or hold a mock press conference from which students can draft a focus statement.

Reading: Zinsser, pages 1-45, Clark/Scanlan, pages 294-302, and relevant pages of the course text

Class 2: The language of news

Newswriting has its own sentence structure and syntax. Most sentences branch rightward, following a pattern of subject/active verb/object. Reporters choose simple, familiar words. They write spare, concise sentences. They try to make a single point in each. But journalistic writing is specific and concrete. While reporters generally avoid formal or fancy word choices and complex sentence structures, they do not write in generalities. They convey information. Each sentence builds on what came before. This class will center on the language of news, evaluating the language in selections from America’s Best Newspaper Writing , local newspapers or the Pulitzers.

Reading: Relevant pages of the course text

Assignment: Students should choose a traditional news lead they like and one they do not like from a local or national newspaper. In a one- or two-page memo, they should print the leads, summarize the stories and evaluate why they believe the leads were effective or not.

Week 4: Crafting the first sentence

Class 1: The lead

No sentence counts more than a story’s first sentence. In most direct news stories, it stands alone as the story’s lead. It must summarize the news, establish the storyline, convey specific information and do all this simply and succinctly. Readers confused or bored by the lead read no further. It takes practice to craft clear, concise and conversational leads. This week will be devoted to that practice.

Students should discuss the assigned leads in groups of three or four, with each group choosing one lead to read to the entire class. The class should then discuss the elements of effective leads (active voice; active verb; single, dominant theme; simple sentences) and write leads in practice exercises.

Assignment: Have students revise the leads they wrote in class and craft a second lead from fact patterns.

Class 2: The lead continued

Some leads snap or entice instead of summarize. When the news is neither urgent nor earnest, these can work well. Though this class will introduce students to other kinds of leads, instructors should continue to emphasize traditional leads, typically found atop breaking news stories.

Class time should largely be devoted to writing traditional news leads under a 15-minute deadline pressure. Students should then be encouraged to read their own leads aloud and critique classmates’ leads. At least one such exercise might focus on students writing a traditional lead and a less traditional lead from the same information.

Assignment: Students should find a political or international story that includes various types (direct and indirect) and levels (on-the-record, not for attribution and deep background) of attribution. They should write a one- or two-page memo describing and evaluating the attribution. Did the reporter make clear the affiliation of those who expressed opinions? Is information attributed to specific people by name? Are anonymous figures given the opportunity to criticize others by name? Is that fair?

Week 5: Establishing the credibility of news

Class 1: Attribution

All news is based on information, painstakingly gathered, verified and checked again. Even so, “truth” is an elusive concept. What reporters cobble together instead are facts and assertions drawn from interviews and documentary evidence.

To lend authority to this information and tell readers from where it comes, reporters attribute all information that is not established fact. It is neither necessary, for example, to attribute that Franklin Delano Roosevelt was first elected president in 1932 nor that he was elected four times. On the other hand, it would be necessary to attribute, at least indirectly, the claim that he was one of America’s best presidents. Why? Because that assertion is a matter of opinion.

In this session, students should learn about different levels of attribution, where attribution is best placed in a sentence, and why it can be crucial for the protection of the accused, the credibility of reporters and the authoritativeness of the story.

Assignment: Working from a fact pattern, students should write a lead that demands attribution.

Class 2: Quoting and paraphrasing

“Great quote,” ranks closely behind “great lead” in the pecking order of journalistic praise. Reporters listen for great quotes as intensely as piano tuners listen for the perfect pitch of middle C. But what makes a great quote? And when should reporters paraphrase instead?

This class should cover a range of issues surrounding the quoted word from what it is used to convey (color and emotion, not basic information) to how frequently quotes should be used and how long they should run on. Other issues include the use and abuse of partial quotes, when a quote is not a quote, and how to deal with rambling and ungrammatical subjects.

As an exercise, students might either interview the instructor or a classmate about an exciting personal experience. After their interviews, they should review their notes choose what they consider the three best quotes to include a story on the subject. They should then discuss why they chose them.

Assignment: After completing the reading, students should analyze a summary news story no more than 15 paragraphs long. In a two- or three-page memo, they should reprint the story and then evaluate whether the lead summarizes the news, whether the subsequent paragraphs elaborate on or “support” the lead, whether the story has a lead quote, whether it attributes effectively, whether it provides any context for the news and whether and how it incorporates secondary themes.

Week 6: The building blocks of basic stories

Class 1: Supporting the lead

Unlike stories told around a campfire or dinner table, news stories front load information. Such a structure delivers the most important information first and the least important last. If a news lead summarizes, the subsequent few paragraphs support or elaborate by providing details the lead may have merely suggested. So, for example, a story might lead with news that a 27-year-old unemployed chef has been arrested on charges of robbing the desk clerk of an upscale hotel near closing time. The second paragraph would “support” this lead with detail. It would name the arrested chef, identify the hotel and its address, elaborate on the charges and, perhaps, say exactly when the robbery took place and how. (It would not immediately name the desk clerk; too many specifics at once clutter the story.)

Wire service stories use a standard structure in building their stories. First comes the lead sentence. Then comes a sentence or two of lead support. Then comes a lead quote — spoken words that reinforce the story’s direction, emphasize the main theme and add color. During this class students should practice writing the lead through the lead quote on deadline. They should then read assignments aloud for critique by classmates and the professor.

Assignment: Using a fact pattern assigned by the instructor or taken from a text, students should write a story from the lead through the lead quote. They should determine whether the story needs context to support the lead and, if so, include it.

Class 2: When context matters

Sometimes a story’s importance rests on what came before. If one fancy restaurant closes its doors in the face of the faltering economy, it may warrant a few paragraphs mention. If it’s the fourth restaurant to close on the same block in the last two weeks, that’s likely front-page news. If two other restaurants closed last year, that might be worth noting in the story’s last sentence. It is far less important. Patterns provide context and, when significant, generally are mentioned either as part of the lead or in the support paragraph that immediately follows. This class will look at the difference between context — information needed near the top of a story to establish its significance as part of a broader pattern, and background — information that gives historical perspective but doesn’t define the news at hand.

Assignment: The course to this point has focused on writing the news. But reporters, of course, usually can’t write until they’ve reported. This typically starts with background research to establish what has come before, what hasn’t been covered well and who speaks with authority on an issue. Using databases such as Lexis/Nexis, students should background or read specific articles about an issue in science or policy that either is highlighted in the Policy Areas section of Journalist’s Resource website or is currently being researched on your campus. They should engage in this assignment knowing that a new development on the topic will be brought to light when they arrive at the next class.

Week 7: The reporter at work

Class 1: Research

Discuss the homework assignment. Where do reporters look to background an issue? How do they find documents, sources and resources that enable them to gather good information or identify key people who can help provide it? After the discussion, students should be given a study from the Policy Areas section of Journalist’s Resource website related to the subject they’ve been asked to explore.

The instructor should use this study to evaluate the nature structure of government/scientific reports. After giving students 15 minutes to scan the report, ask students to identify its most newsworthy point. Discuss what context might be needed to write a story about the study or report. Discuss what concepts or language students are having difficulty understanding.

Reading: Clark, Scanlan, pages 305-313, and relevant pages of the course text

Assignment: Students should (a) write a lead for a story based exclusively on the report (b) do additional background work related to the study in preparation for writing a full story on deadline. (c) translate at least one term used in the study that is not familiar to a lay audience.

Class 2: Writing the basic story on deadline

This class should begin with a discussion of the challenges of translating jargon and the importance of such translation in news reporting. Reporters translate by substituting a simple definition or, generally with the help of experts, comparing the unfamiliar to the familiar through use of analogy.

The remainder of the class should be devoted to writing a 15- to 20-line news report, based on the study, background research and, if one is available, a press release.

Reading: Pages 1-47 of Stein/Paterno, and relevant pages of the course text

Assignment: Prepare a list of questions that you would ask either the lead author of the study you wrote about on deadline or an expert who might offer an outside perspective.

Week 8: Effective interviewing

Class 1: Preparing and getting the interview

Successful interviews build from strong preparation. Reporters need to identify the right interview subjects, know what they’ve said before, interview them in a setting that makes them comfortable and ask questions that elicit interesting answers. Each step requires thought.

The professor should begin this class by critiquing some of the questions students drew up for homework. Are they open-ended or close-ended? Do they push beyond the obvious? Do they seek specific examples that explain the importance of the research or its applications? Do they probe the study’s potential weaknesses? Do they explore what directions the researcher might take next?

Discuss the readings and what steps reporters can take to background for an interview, track down a subject and prepare and rehearse questions in advance.

Reading: Stein/Paterno, pages 47-146, and relevant pages of the course text

Assignment: Students should prepare to interview their professor about his or her approach to and philosophy of teaching. Before crafting their questions, the students should background the instructor’s syllabi, public course evaluations and any pertinent writings.

Class 2: The interview and its aftermath

The interview, says Pulitzer Prize-winning journalist Jacqui Banaszynski, is a dance which the reporter leads but does so to music the interview subject chooses. Though reporters prepare and rehearse their interviews, they should never read the questions they’ve considered in advance and always be prepared to change directions. To hear the subject’s music, reporters must be more focused on the answers than their next question. Good listeners make good interviewers — good listeners, that is, who don’t forget that it is also their responsibility to also lead.

Divide the class. As a team, five students should interview the professor about his/her approach to teaching. Each of these five should build on the focus and question of the previous questioner. The rest of the class should critique the questions, their clarity and their focus. Are the questioners listening? Are they maintaining control? Are they following up? The class also should discuss the reading, paying particularly close attention to the dynamics of an interview, the pace of questions, the nature of questions, its close and the reporter’s responsibility once an interview ends.

Assignment: Students should be assigned to small groups and asked to critique the news stories classmates wrote on deadline during the previous class.

Week 9: Building the story

Class 1: Critiquing the story

The instructor should separate students into groups of two or three and tell them to read their news stories to one another aloud. After each reading, the listeners should discuss what they liked and struggled with as the story audience. The reader in each case should reflect on what he or she learned from the process of reading the story aloud.

The instructor then should distribute one or two of the class stories that provide good and bad examples of story structure, information selection, content, organization and writing. These should be critiqued as a class.

Assignment: Students, working in teams, should develop an angle for a news follow to the study or report they covered on deadline. Each team should write a focus statement for the story it is proposing.

Class 2: Following the news

The instructor should lead a discussion about how reporters “enterprise,” or find original angles or approaches, by looking to the corners of news, identifying patterns of news, establishing who is affected by news, investigating the “why” of news, and examining what comes next.

Students should be asked to discuss the ideas they’ve developed to follow the news story. These can be assigned as longer-term team final projects for the semester. As part of this discussion, the instructor can help students map their next steps.

Reading: Wickham, Chapters 1-4 and 7, and relevant pages of the course text

Assignment: Students should find a news report that uses data to support or develop its main point. They should consider what and how much data is used, whether it is clear, whether it’s cluttered and whether it answers their questions. They should bring the article and a brief memo analyzing it to class.

Week 10: Making sense of data and statistics

Class 1: Basic math and the journalist’s job

Many reporters don’t like math. But in their jobs, it is everywhere. Reporters must interpret political polls, calculate percentage change in everything from property taxes to real estate values, make sense of municipal bids and municipal budgets, and divine data in government reports.

First discuss some of the examples of good and bad use of data that students found in their homework. Then, using examples from Journalist’s Resource website, discuss good and poor use of data in news reporting. (Reporters, for example, should not overwhelm readers with paragraphs stuffed with statistics.) Finally lead students through some of the basic skills sets outlined in Wickham’s book, using her exercises to practice everything from calculating percentage change to interpreting polls.

Assignment: Give students a report or study linked to the Journalist’s Resource website that requires some degree of statistical evaluation or interpretation. Have students read the report and compile a list of questions they would ask to help them understand and interpret this data.

Class 2: The use and abuse of statistics

Discuss the students’ questions. Then evaluate one or more articles drawn from the report they’ve analyzed that attempt to make sense of the data in the study. Discuss what these articles do well and what they do poorly.

Reading: Zinsser, Chapter 13, “Macabre Reminder: The Corpse on Union Street,” Dan Barry, The New York Times

Week 11: The reporter as observer

Class 1: Using the senses

Veteran reporters covering an event don’t only return with facts, quotes and documents that support them. They fill their notebooks with details that capture what they’ve witnessed. They use all their senses, listening for telling snippets of conversation and dialogue, watching for images, details and actions that help bring readers to the scene. Details that develop character and place breathe vitality into news. But description for description’s sake merely clutters and obscures the news. Using the senses takes practice.

The class should deconstruct “Macabre Reminder: The Corpse on Union Street,” a remarkable journey around New Orleans a few days after Hurricane Katrina devastated the city in 2005. The story starts with one corpse, left to rot on a once-busy street and then pans the city as a camera might. The dead body serves as a metaphor for the rotting city, largely abandoned and without order.

Assignment: This is an exercise in observation. Students may not ask questions. Their task is to observe, listen and describe a short scene, a serendipitous vignette of day-to-day life. They should take up a perch in a lively location of their choosing — a student dining hall or gym, a street corner, a pool hall or bus stop or beauty salon, to name a few — wait and watch. When a small scene unfolds, one with beginning, middle and end, students should record it. They then should write a brief story describing the scene that unfolded, taking care to leave themselves and their opinions out of the story. This is pure observation, designed to build the tools of observation and description. These stories should be no longer than 200 words.

Class 2: Sharpening the story

Students should read their observation pieces aloud to a classmate. Both students should consider these questions: Do the words describe or characterize? Which words show and which words tell? What words are extraneous? Does the piece convey character through action? Does it have a clear beginning, middle and end? Students then should revise, shortening the original scene to no longer than 150 words. After the revision, the instructor should critique some of the students’ efforts.

Assignment: Using campus, governmental or media calendars, students should identify, background and prepare to cover a speech, press conference or other news event, preferably on a topic related to one of the research-based areas covered in the Policy Areas section of Journalist’s Resource website. Students should write a focus statement (50 words or less) for their story and draw up a list of some of the questions they intend to ask.

Week 12: Reporting on deadline

Class 1: Coaching the story

Meetings, press conferences and speeches serve as a staple for much news reporting. Reporters should arrive at such events knowledgeable about the key players, their past positions or research, and the issues these sources are likely discuss. Reporters can discover this information in various ways. They can research topic and speaker online and in journalistic databases, peruse past correspondence sent to public offices, and review the writings and statements of key speakers with the help of their assistants or secretaries.

In this class, the instructor should discuss the nature of event coverage, review students’ focus statements and questions, and offer suggestions about how they cover the events.

Assignment: Cover the event proposed in the class above and draft a 600-word story, double-spaced, based on its news and any context needed to understand it.

Class 2: Critiquing and revising the story

Students should exchange story drafts and suggest changes. After students revise, the instructor should lead a discussion about the challenges of reporting and writing live on deadline. These likely will include issues of access and understanding and challenges of writing around and through gaps of information.

Weeks 13/14: Coaching the final project

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The final week or two of the class is reserved for drill in areas needing further development and for coaching students through the final reporting, drafting and revision of the enterprise stories off the study or report they covered in class.

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News Writing Fundamentals

One of the most fundamental differences between journalism and other forms of writing is the way journalists obtain the information they write about. Journalists obtain information through a variety of reporting techniques, which can include interviewing sources, looking through government documents, researching old articles, and observing events firsthand.

Good news writing begins with good, accurate reporting. Journalists perform a public service for citizens by presenting truthful facts in honest, straight-forward articles.

News Values

Journalists commonly use six values to determine how newsworthy a story or elements of a story are. Knowing the news values can help a journalist make many decisions, including:

What information to give first in a news article, and in the lede

Which articles to display on a newspaper’s front page

What questions to ask in an interview

The six news values are:

Timeliness- Recent events have a higher news value than less recent ones.

Proximity- Stories taking place in one’s hometown or community are more newsworthy than those taking place far away.

Prominence- Famous people and those in the public eye have a higher news value than ordinary citizens.

Uniqueness/oddity- A story with a bizarre twist or strange occurrences. “Man bites dog” instead of “dog bites man.”

Impact- Stories that impact a large number of people may be more newsworthy than those impacting a smaller number of people.

Conflict- “If it bleeds, it leads.” Stories with strife, whether it’s actual violence or not, are more interesting.

The newsworthiness of a story is determined by a balance of these six values. There is no set formula to decide how newsworthy a story is, but in general, the more of these six values a story meets, the more newsworthy it is.

Libel is defined as the published defamation of a person’s character based on misleading or inaccurate facts. Newspaper reporters can often run into issues of libel because it is their job to write truthful articles about people that might not always be flattering.

Even though we live in a country with a free press, journalists cannot write anything they want. Reporters do not have the right to state something about a person that could damage their reputation and that is untruthful.

One of the easiest ways to protect oneself from libel is to make sure to always do accurate reporting and to attribute all information in an article. If you write something about someone that you’re unsure about, just ask yourself if it’s true, and how you know it’s true. Rumors, gossip, and information you received from an anonymous or unreliable source are all dangerous to report, and they could run you the risk of a libel case.

The lede (or lead) of a news article is the first sentence, usually written as one paragraph, that tells the most important information of the story. When writing a lede, it is helpful to use the “tell a friend” strategy. Imagine you had to sum up to a friend, in one sentence, what your story is about. How would you sum up quickly what happened? A story’s lede answers the “Five W’s” in a specific order: Who? What? When? Where? Why?

For example:

The Atlanta Police Department will hold a memorial service Wednesday at Holy Christ Church in Buckhead for fallen officer Lt. James Montgomery.

WHO: The Atlanta Police Department WHAT: will hold a memorial service WHEN: Wednesday WHERE: Holy Christ Church in Buckhead WHY: for fallen officer Lt. James Montgomery

Other Examples:

Gwinnett County Public Schools was awarded $250,000 early Wednesday as a finalist for what’s considered the Nobel Prize of public education.

A man beat an Army reservist in front of a Morrow Cracker Barrel, yelling racial slurs at her as he kicked her in the head, Morrow police said.

Examples courtesy of the Atlanta Journal-Constitution

Inverted Pyramid

News articles are written in a structure known as the “inverted pyramid.” In the inverted pyramid format, the most newsworthy information goes at the beginning of the story and the least newsworthy information goes at the end.

Inverted Pyramid

After you have written your story’s lede, order the information that follows in terms of most important to least important. There is NO formal conclusion in a journalism article the way there is in an essay or analysis paper.

Attributing information

ALL information in a news article MUST be attributed to the source where the reporter got his/her information. The reporter must indicate in his/her article where material was obtained from – from an interview, court documents, the Census, a Web site, etc. Direct quotes and paraphrasing can be used to attribute information obtained in an interview with a source.

According to a police report, the suspect threatened the cashier with a gun before running away with the money.

In a 500-page government report, investigators reported evidence that the army had committed crimes against humanity.

Integrating quotes

The first time a source is introduced in an article, you should use that source’s full name and title. After this initial reference, use the last name only.

“The swine flu vaccine is an incredible advance in modern medicine,” said Health and Human Services Secretary Kathleen Sebelius.

When attributing a direct quote, always use the verb “said” and never any other verbs such as “explained,” “whispered,” etc. It is also more common to use the format “XXX said” instead of “said XXX.”

“The housing crisis is growing out of control,” Bernanke said.

Even when information from a source is not used in a direct quote and is paraphrased instead, it still must be attributed to that source.

Bernanke said the recession is probably over. The recession will most likely begin to recede in six to eight months, Bernanke said.

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writing a news article assignment

If you have a class filled with newshounds eager to write their own front-page stories about classroom events or the latest happenings in the cafeteria, Scholastic Teachables has you covered with ready-to-go resources for your young journalists.

These 5 resources will help students in grades 3–5 learn about the newswriting process and how to add descriptive elements that will engage readers. Not only will they learn how to write a news article, students will also learn important content-area vocabulary that gives new meaning to words like  dummy ,  bleeds , and  widow . Before you know it, your classroom will be a busy newsroom filled with young reporters looking to break the next big story!

1.     Newspaper Writing: Narrative Learning Center

This  narrative learning center  specifically designed for newspaper writing helps students report facts and write a compelling news story that will engage their readers. The printable includes an introductory lesson, student directions, model writing samples, graphic organizers, differentiation tips, and an assessment rubric.

2.     Newspaper Article: Leveled Graphic Organizers

This lesson with  tiered graphic organizers  will help your cub reporters and front-page newshounds learn the basics of news writing. Students will write a news article that opens with a lead, includes who, what, when, where, and why, and presents details in the body of the story.

3.     Newspaper Jargon: Grade 4 Vocabulary

To be true news writers, students need to know the industry jargon. This  vocabulary packet  teaches students what words like  bleeds ,  dummy , and  stringer  commonly mean in newsrooms.

4.     The Daily News: Language Arts Bulletin Board

This  bulletin board  resource not only turns your classroom into a newsroom, it also helps students develop the speaking, listening, writing, and reading skills they need to run it effectively. 

5.     Plenty of Plastic: Grade 5 Opinion Writing Lesson

Every respected newspaper has a robust editorial section. This  writing lesson  helps create persuasive opinion writers by encouraging students to take a written stance for or against plastic bags.

Scholastic Teachables helps teachers like you build the next generation of journalists and newshounds. Even better, these teaching materials are ready to go, saving you time when you need it most during the school year. The printables are free to subscribers of Scholastic Teachables or are available for individual purchase.  Log in or subscribe today  for teaching tools to help your students write news articles that can make a difference in your classroom, school, and community!

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Unit: Writing a News Article (middle school)

Includes the main elements of a news article, writing headlines, writing a lead, story sequencing, differences between fact and opinion… all the basic aspects of news writing are included in this 15 page multiple-skill unit.  ccss.ela-literacy.w.5.1, resource tags, similar resources.

Unit: Language Arts Skills (middle)

Unit: Language Arts Skills (middle)

Media Type PDF

Picture Prompt: Skateboard (primary)

Picture Prompt: Skateboard (primary)

/ Skateboarding

Shapebook: My Cat (elementary)

Shapebook: My Cat (elementary)

/ Writing Prompts

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Writing the News Lesson Plan

Level: Grades 6 - 9

Author:  Matthew Johnson, Director of Education, MediaSmarts

writing a news article assignment

This lesson is part of  USE, UNDERSTAND & ENGAGE: A Digital Media Literacy Framework for Canadian Schools .

In this lesson, students will write a news article for the school newspaper. The lesson begins with a discussion about freedom of speech and the important role it plays in journalism. Next, students will learn how to create news articles by developing 'lead paragraphs' and by using the 'inverted pyramid' model. Once this is done, they will be given time during class to select topics, conduct research, write their articles and proof read and peer edit their own and other's works.

Learning outcomes

Know: Students will learn the following essential domain knowledge:

  • Reading media: Elements of a news article
  • Consumer awareness: Markers of reliable news outlets and processes they use to provide reliable information
  • Making and remixing: How to write a news article in “inverted pyramid” structure 

Understand: Students will learn the following key concepts/big ideas:

  • Media are constructions: Media works were made many people who made choices that affect the final work
  • Media have social and political implications: News plays an important role in informing the public; whose voices are (or aren’t’) included in news stories influences audiences’ views
  • Each medium has a unique aesthetic form: Different media communicate in different ways

Do: Students will use tools to create a media work, understand how media makers’ choices and industry standards influence how works are made and experienced, and engage with issues of representation in news

This lesson and all associated documents (handouts, overheads, backgrounders) are available in an easy-print, pdf kit version.

Document Writing the News

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Writing a News Article Lesson Plan

Writing a News Article

In this writing worksheet, learners learn the essentials about how to write a newspaper article in journalistic style. Students read about style, headlines, bylines, first, middle and ending paragraphs. After reading this, learners will be prepared to write an article, but none is assigned.

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Creating a Classroom Newspaper

writing a news article assignment

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Students will enjoy this creative, exciting, and stimulating lesson in writing as they create authentic newspaper stories. As they are transformed into reporters and editors, they will become effective users of ICT in order to publish their own classroom newspaper. Various aspects of newspapers are covered, including parts of a newspaper, writing an article, online newspapers, newspaper reading habits, and layout and design techniques.

Featured Resources

  • Printing Press : In this online interactive tool, your students can choose the "newspaper" option to help them complete their newspaper section.
  • Newspaper Story Format : Your students will find completing their newspaper article a snap by first filling out this useful handout that helps them identify each key element of an authentic newspaper article.

From Theory to Practice

  • Encouraging children to read and write in ways that allow them to make sense of real language in real contexts is more likely to help them develop the skills necessary to become fluent readers and writers. Creation of a class newspaper provides such a real context, and thus makes an excellent choice as the basis for a project designed with this goal in mind.
  • Use of the computer motivates students to learn and students' attitudes toward the newspaper genre are affected by active participation in the production of an authentic and original newspaper of their own.
  • Abilities in formal writing are best developed with a "process approach" that goes through five distinct phases: prewriting, composing or drafting, revising, editing, and publishing. Using this approach helps students more fully understand the process of producing formal written documents, such as magazines and newspapers.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

  • 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
  • 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
  • 6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
  • 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
  • 11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Materials and Technology

  • Computer lab with Internet access
  • Multimedia software
  • Access to a library of images/graphics
  • Scanner (optional)
  • Digital camera (optional)
  • Deadline! From News to Newspaper by Gail Gibbons (HarperCollins, 1987)
  • The Furry News: How to Make a Newspaper by Loreen Leedy (Holiday House, 1993)
  • Freddy and the Bean Home News by Walter R. Brooks (Puffin, 2002)
  • Inverted Pyramid Format
  • Newspaper Story Format
  • Story Feedback Form
  • Newspaper Writing Assessment
  • Reporting Tips
  • Reporter's Guide


*Prerequisite skills: Familiarization with an appropriate multimedia software program

Student Objectives

Students will

  • Identify the parts of a newspaper
  • Identify the format of a news article
  • Write a newspaper story
  • Edit newspaper articles
  • Use ICT equipment and software
  • Layout and publish a classroom newspaper

Hold up a sample front page from a selected newspaper. Ask students what they notice about the format that is different from other texts they read (e.g., black and white ink, graphics, headline, column format). Divide the students into groups of three to four members. Explain to the students that they will explore a newspaper, paying attention to the layout and format. Instruct students to study the front page first and discuss what different parts they notice. Ask each group to report back to the whole class what members noticed was contained on the front page. Make a list of parts on the board. (e.g., title, headlines, pictures or graphics, captions, date, subtitles, table of contents/index, etc.). Students should notice similarities between different newspapers. Discuss with the class how newspapers use a standard format. In their groups, have students continue to explore copies of newspapers. What kinds of things do they notice? Students should begin to identify sections and features that are specific to newspapers. Have the groups again report to the whole class what types of items they noticed in their paper. Continue keeping the list of items on the board. (Additional items may include: editorials, cartoons, horoscope, local news, weddings, classifieds, advertising, etc.) Explain to the class that people read newspapers differently than other types of texts. Discuss how people read newspapers. Reading a newspaper matches people's interests in certain things. They scan headlines, subtitles, and images to see if the story interests them or not. Read some sample headlines from newspapers. Ask, "How many of you would be interested in reading this story?" For homework, have students ask their family members what newspapers they read regularly and what sections they read most often. Give an example of your own newspaper reading habits. (For example, "First I check the weather to help me decide what to wear to school. Then I go to the local news to see what is happening in my town. Finally, I scan the headlines to see what is happening in the world. If I have time, I start the crossword puzzle.")

Ask the students to report about their family's newspaper reading habits. Make a list of newspapers that are read and determine which are the most common. List the words who, what, where, when, and why on the board, overhead, or chart paper. Answer each of the five W questions using the popular rhyme "Jack & Jill." Example:

  • Who? Jack and Jill
  • What? Fell down and broke crown
  • Where? On the hill
  • When? Sometime in the past
  • Why? Trying to fetch water

Read "Bad Fall Injures Children" article from page 4 of the Grandview Newspaper lesson plan . Students clarify their previous responses to the five W s according to the article. Explain how these five questions help to summarize a news story. Put students in groups of three to four members. Ask the students to choose another famous rhyme or fairy tale and answer the five W questions. Have each group read just the answers to their questions, and then have the class try to guess what fairy tale or rhyme it is. Explain that these five W s help with the organization of a news story and that they make up the most important details of the story. Demonstrate to the class the organization of a good news story using the Inverted Pyramid Format overhead. Use a sample newspaper story to illustrate an example of this format For homework, ask students to select a newspaper article that they are interested in reading and bring it to school the next day.

Give students time to read the newspaper article they brought from home. Hand out the Newspaper Story Format sheet. Students should then complete the sheet using details from their particular article and share the summary of their newspaper article. Ask the students to rewrite the newspaper article in their own words as if they were a reporter for their local newspaper. What changes would they make and why? Have the students share their stories with a classmate using the following questions to guide their discussion:

  • Were changes made to the lead? Why?
  • Were changes made to the five W s? Why?
  • Were changes made to the details? Why?

As a class, discuss fact versus opinion. Explain that news articles do not include the reporter's opinion. Have students go back and see if the changes that were made to their articles were strictly factual. Refer to original articles as needed for examples of fact-based stories.

Read-aloud to the class from one or more of the suggested titles:

  • Deadline! From News to Newspaper by Gail Gibbons
  • The Furry News: How to Make a Newspaper by Loreen Leedy
  • Freddy and the Bean Home News by Walter R. Brooks

Have students brainstorm the types of articles they would like to write and list them on the board. Look at the list and ask students if the articles could be grouped into categories or "newspaper sections." Use the Reporting Tips overhead to present how to make newspaper articles more interesting. Go over each point and clarify any questions that students may raise. Group students based on interests to form an "editorial staff" for each newspaper section. Have the groups meet to decide who will write which stories. Students can use the Reporter's Guide handout as a guideline. When they have finished, students can begin collecting facts for their stories.

Session 5 and 6

Take students to the computer lab and have them write their first draft. They should not worry about font, size, or columns at this point. Be sure that they save their work and print a hard copy of their article for editing. Students' stories should then be self-edited and edited by two other members of their editorial staff (using the Story Feedback Form ). Students should make necessary revisions to their stories based on the comments from the Story Feedback Form.

In the computer lab, have students access the Internet Public Library website and explore newspapers from around the world. They should pay particular attention to the design and layout elements. For example, some articles may include graphics (e.g., photos, charts, graphs). Discuss what patterns of layout design the students noticed. As a whole class, discuss newspaper layout, addressing the following points:

  • Headline News: Top priority articles are near the front (1-2 pages). These are typically of high interest to your entire audience of readers (e.g., town news such as a new park or community center). Long front-page articles can be continued on an inside page to provide room for other headline news.
  • Feature Articles: Stories about topics or events that are of interest to a certain group of readers (e.g., sports, animal stories, academic topics, interviews with school staff, book reviews). These are typically grouped into sections.
  • Pictures or graphics: The image should always appear with the story. A caption can be included. The size usually depends on how much space is available in the layout.

Give students the opportunity to explore these layout items in newspapers in the classroom and online. Students should look at the Junior Seahawk Newsletter to get ideas for their own layout.

Session 8 and 9

In the computer lab, students should complete final story revisions. They may then begin the newspaper layout using appropriate software. The ReadWriteThink Printing Press includes an option for creating a newspaper. Each editorial staff works together to complete their newspaper section. Note: 8 ½ X 11 size pages are optimal. They can be printed and copied back to back on 11 X 17 paper that can be folded like a real newspaper. The completed paper must have an even number of pages for this format. Pictures can be drawn or pasted into the layout. Depending on the available resources, pictures can also be scanned or downloaded from a digital camera. Tell students to play around with fonts and columns. They should experiment and be creative! Once pages are completed, they should be printed. The editorial staff should do a final reading for errors. Pages are then submitted to the teacher for publishing.

Distribute the class newspaper to the students and allow them time to read it. When they have finished, hand out the Newspaper Writing Assessment sheet and ask them to fill it out.

Student Assessment / Reflections

Assess students' comments from the Newspaper Writing Assessment sheet.

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The interactive Printing Press is designed to assist students in creating newspapers, brochures, and flyers.

Students analyze rhetorical strategies in online editorials, building knowledge of strategies and awareness of local and national issues. This lesson teaches students connections between subject, writer, and audience and how rhetorical strategies are used in everyday writing.

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Students often read newspapers for a wide variety of reasons, not least of which is to keep informed in English. As you know, newspaper writing style tends to have three levels: Headlines, leading phrases, and article content. Each of these has its own style. This lesson focuses on calling students' attention to this type of writing style on a deeper, grammatical level. It ends with students writing up their own short articles with a follow-up listening comprehension opportunity.

Aim: Improved writing skills and understanding newspaper writing style

Activity: Writing short newspaper articles

Level: Intermediate to upper intermediate

  • Use the provided example newspaper article, or take a newspaper into the class.
  • Ask students to read the newspaper article and summarize the contents.
  • Have students analyze the difference between the headline, leading sentence and article content in terms of tense usage and vocabulary in small groups (3 to 4 students).
  • Headline: Simple tenses, idiomatic, flashy vocabulary, no use of function words
  • Leading sentence: Present perfect tense often used to give general overview.
  • Article content: Proper tense usage, including a change from present perfect to past tenses to give detailed, specific information about what, where and when something happened.
  • Once the differences have been understood, have students split up into pairs or small groups (3 to 4 students)
  • Using the worksheet, small groups should write their own newspaper articles using the headlines provided or come up with their own stories.
  • Have students read their newspaper articles aloud allowing you to incorporate some listening comprehension into the lesson.


A fake painting supposedly by Vincent Van Gogh has been sold for $35 million in Paris.

Paris June 9, 2004

Imagine this: It's the chance of a lifetime. You have the necessary cash and you have the opportunity to buy a Van Gogh. After purchasing the painting and placing it on your living room wall to show to all your friends, you discover that the painting is a forgery!

That's what happened to an anonymous telephone bidder who purchased Sunflowers in the Wind at the Peinture Company in Paris, France. The first (supposed) Van Gogh painting to have been auctioned since last year's record sale of $40 million, the forgery was sold for $35 million. The painting had also been reported to be the last ever offered for sale, Britain's Daily Times reported Thursday.

Unfortunately, shortly after the masterpiece had been transferred to the buyer's home, the Academy of Fine Arts released a statement saying that Sunflowers in the Wind was a fake. Upon further investigation, the report proved to be true. The unlucky buyer was forced to recognize that he or she had indeed purchased a forgery.

Choose a Headline and Write Your Own Newspaper Article

Newspaper Article 1


Leading sentence: Provide your leading sentence.

Article content: ​Write at least three short paragraphs about the incident.

Newspaper Article 2


Article content: Write at least three short paragraphs about the incident.

Newspaper Article 3


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Browse Course Material

Course info.

  • Jared David Berezin


  • Comparative Media Studies/Writing

As Taught In

  • History of Science and Technology
  • Academic Writing
  • Nonfiction Prose
  • Periodic Literature
  • Technical Writing

Learning Resource Types

Science writing and new media: communicating science to the public, rhetorical analysis of a news article.

Purpose: A close reader of the world looks beneath the surface of behavior and language, and explores instances of communication as rhetorical events rich with meaning. The purpose of this assignment is to analyze an online news article, and identify and discuss the writer’s rhetorical decisions and their impacts. Rather than state whether you believe the article is “good” or “bad”, or whether you liked it or not, apply a close-reading of the text. This assignment includes two main deliverables: 1) a written essay, and 2) a class discussion.

I. Written Essay (Individually Written)

Craft a coherent rhetorical analysis essay that includes the following two components:

  • Very brief summary of the article
  • Close reading of the work

For the summary portion (1), rather than describe everything in the article, very briefly share only the main points of the article. The summary should be no more than a brief paragraph. In your close reading (2)—the heart of this assignment—you should include and provide evidence for the following information:

  • Who is the author? (name, title, and credentials)
  • Where was the article published? (newspaper/magazine/website title)
  • What is the purpose and goal of the article?
  • Who is the intended audience of the article?
  • Ethos : appeals to the character/expertise of the writer and cited authorities
  • Logos : appeals based on logic, reasoning, and relevant evidence
  • Pathos : appeals to the beliefs, emotions, and values of the audience
  • Diction, figurative language, tone, organization, length
  • Does the writer use visual images in the article? If so, what is their impact?
  • What evidence (if any) does the author provide to support her/his claims?
  • Where does this evidence come from?
  • What research might the author have conducted before writing the article?
  • What information does the author not include in the article, and why?
  • Is the author biased in any way?
  • Is the article trustworthy?

II. Class Discussion (Co-Lead With a Partner)

You will lead a 10-15 minute discussion of the article with a classmate, which will require you to meet beforehand and plan your questions. After introducing the article, try and stimulate discussion among your classmates with purposeful, open-ended questions. As mentioned above, the written rhetorical analysis essay should be completed individually, and the discussion should be led jointly with your partner.

Audience: Your audience for both the essay and discussion includes your teacher and classmates: we are a community of diverse people interested in the rhetorical choices involved in science articles written for the public. Since we have not read the article as closely as you have, it is critical that you provide the reasoning for all of your analytical claims involving the article.

Be sure to support all of your analytical points with specific evidence from the article, which will help your audience comprehend and support your rhetorical analysis. Since your audience has learned about the elements of a rhetorical situation (e.g. audience, purpose, context, genre) and rhetorical appeals (e.g. ethos, logos, pathos), you do not need to define these concepts in your essay.

Format requirements: MS Word (.doc) or Adobe (.pdf) with the following:

  • 1"X1" margins
  • Size 12 Times New Roman font
  • Single-spaced text
  • 600-800 words
  • Include page numbers

Before you submit your essay, re-read your writing, preferably aloud, to detect ideas that need to be tightened and/or reorganized for clarity.

Due Date: Be sure to write down and remember your specific due date and assigned article. Upload your essay to the course website anytime before your class discussion.


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Dynamics of News Reporting and Writing: Foundational Skills for a Digital Age

Student resources, newswriting assignments.

Assignment 1: Storify it

Description of Assignment: Social media has forced journalists to rethink how they approach their jobs. The writing and reading now happen on both sides of the conversation, with readers and journalists often discussing issues through Twitter exchanges and Facebook posts.

There is a tool to help journalists tell compelling stories by putting social media posts into order and context. Turn what people post on social media into compelling stories. It’s called Storify.

Sign up for a free Storify account at storify.com. Then pick any event where you know people were microblogging or sharing to social media. It could be the fire department’s dramatic rescue of a cat in a tree, or it could be an outdoor music festival. Whatever--use keyword searches to identify and collect the posts and then use Storify to stitch them together with your own narrative.

Public Domain Source Material: https://storify.com/  

Assignment 2: Twitterstorm--A class assignment

Description of Assignment: Of all of the microblogging platforms, Twitter has become the dominant force for both disseminating and receiving short bits of information. Each tweet is sent to a group of followers the user has established.

Your assignment will take a few weeks to complete. The first step is creating a Twitter handle for a small group of newsgatherers, or one for the whole class. Give yourself a descriptive and accurate name, for example: Truman State News Group. Over several days, use that account to follow all of the movers and shakers in your community--the college administration, any professional journalists, or other prominent people. Chances are they will follow back.

When you finally have a healthy following of at least a few dozen, it’s time to report a story. Use a smartphone to cover a contentious city council meeting, or a football game. Share photos, short videos, and brief descriptions of what you experience. It’s OK to be somewhat informal, but write with a professional tone and steer clear of silliness or opinion. Follow the principles described in the textbook.

When you get back to class, use Storify (see above) to collect the tweets into a social media story.

Public Domain Source Material: Twitter.com  

Assignment 3: Blog it

Description of Assignment: The term “blog” is short for ‘web log.” In its purest form, a blog takes on a diary-style approach that demonstrates the writing style and mindset of the author in a way that is more personal than a traditional news article could. The most effective blogs are written in the first person, and loaded with insights into the author’s life and belief system. But an effective blogger cannot rely simply on personality. The best blogs have great reporting in them as well.

Here are four popular blogs:

  • Gary Vaynerchuk’s blog about wine: https://www.garyvaynerchuk.com/blog/
  • Pat Flynn’s blog about online money making: https://www.smartpassiveincome.com/blog/
  • The TechCrunch blog on all things tech: https://techcrunch.com
  • Troy Nunes is an Absolute Magician (a Syracuse University sports blog): https://www.nunesmagician.com/

What about the writing style and reporting in these blogs (or others) appeals to you?

Now take what you’ve learned from your text and work on a blog in a small group of classmates. You can either work separately or together. The blog item should be written as if it were to appear in a blog about campus life, with the audience being other students at your college or university.

Public Domain Source Material:  (See above.)

Assignment 4: IG me

Description of Assignment: Instagram is a visually-based social networking tool that gives people the space to share photos from their phones or other mobile devices. Unlike other forms of social media, Instagram is almost entirely designed for mobile use--you can’t even post to Instagram from a PC.

Instagram is a place where words take a backseat to images, but captions are still important and help provide important context for the photo.

It’s a great tool for primarily print reporters to hone their photography skills. Using the principles behind the “rule of 3”--skim ahead in your textbook--spend 30 min out of class documenting campus life, finding beautiful or hidden scenes on campus that your audience will find interesting. Don’t forget to use the principles of interviewing you’ve already learned--make sure the people in your photos are identified in your captions and try to get a great quote for every picture.

Post three images and come back to class and compare you work with that of other students’. Which images were the most appealing?

If you have enough good images to document a day in the life of your college, feel free to use Storify to collect them all--and then use Twitter to tweet out the link to your Storify story.

Public Domain Source Material:




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How to Write a News Article ?

News Article

The thought of writing for a newspaper, whether you’re studying journalism or simply have a news story to write, can be daunting. Don’t give up! Assignment Studio provides all of the fundamentals, strategies, and methods you’ll need to write a clear, easy-to-read story. Writing a news article requires different techniques than writing an academic paper. You’ll need to know the difference between whether you’re writing for a school newspaper or looking for a writing job in journalism. Read this brief guide on how to write a news article if you want to write like a  .

Table of Contents

What Is a News Article?

A news story, at its most basic level, presents the elements of a current event to the reader: who, what, when, where, how, and why. The emphasis on each of these parts will vary based on the story. The goal of a news story is to educate. If you’re writing about a bus accident, you might start with the who, where, and when because these will be the reader’s initial inquiries. Then move on to the how and why—questions that may arise as a result of the first ones. 

Journalists no longer need to write long reports to describe a simple occurrence in the community because if a bike crashes, dozens of people will certainly tweet about it, thanks to Twitter and a few other real-time communication technologies. 

News Article

How To Write a News Article?

The majority of us are familiar with how news articles are written to deliver information while also being engaging. Writing a news article differs from writing other articles or informative pieces in that it presents information in a specific manner and follows a defined framework. Journalists utilize a variety of tips and tools to write news stories, including:

  • Start with the most important information. Every article’s introduction must immediately capture the reader’s attention and summarize the story in 25 to 30 words .
  • Write a text that is both complete and concise. The first few phrases should include who , what , where , when , why , and how . Remember that most readers will only read about 250 words before skimming. You should make every effort to provide them with all of the information they require as quickly as possible.
  • Use the present tense. It’s more efficient and requires fewer words. For example, “ Germany was defeated by Australia in the World Cup final last night… “, takes longer to read than “ Australia defeated Germany… “
  • While people may be interested in the latest political polls, a food or product recall, or the weather forecast for tomorrow, putting a human interest in the story can build an emotional connection that will attract readers and keep them engaged.
  • Journalism, like any other industry, has its own linguistic terms. Do you know what a byline is? At the beginning or end of a story, the author’s name appears in a box.
  • In the first reference, spell out acronyms completely. For example, ROI , SATs , and FTSE , but what do they represent? Return on investment , Standard Assessment Tests , and the Financial Times Stock Exchange are the answers, accordingly.
  • Make use of quotations. It’s a powerful thing to be able to communicate significant ideas through someone else’s language. When quoting others, though, make sure you get it right. 
  • Be honest with yourself. Although writers frequently joke that the truth should never stand in the way of a good story, you should never, ever write something you know is false. We all make mistakes, but a mistake is not the same as lying.
  • Have your work proofread by someone else. Because few people can’t identify their own errors, having a coworker double-check your work before publishing is a good idea.

News Article Template

news article template

How To Cite a News Online News Article?

The mla newspaper article citation.

To cite a news article online, you should pick the following information from that particular article. Last name, first name of the author Initial or middle name. The title of the article. Newspaper name, date of online publishing, and URL.

Beckham, David. “What is fracking and why is it so controversial?” BBC News, 16 December 2015, www.bbc.com/news/uk-14432401.

Newspaper articles in print

Shahbaz, M., & Liu, Y. (2012). Complexity of l2 motivation in an Asian ESL setting. Porta Linguarum , 18, p.115-131.

Newspaper articles with URLs

Raden, Z. (2015, January 28). The discovery of neuronal cells offers hope for Alzheimer’s and Parkinson’s patients. The Times. http://www.timesonline.co.uk/tol/news/science/medicine/article7005401.ece

How to Make a False News Article

Step 1 : make a fake news phrasebook.

Use a phrasebook for all of your fake news writing and editing and make it hilarious.

STEP 2 : Create fictitious news stories

Change the verbs in the story to make the acts shocking and change the locations, circumstances, secondary characters, and outcomes to make the headline more sensational. Lastly, select a picture to match the tone of the news title.

STEP 3 : Develop your website resources

Use social media to create a bunch of false personal and/or corporate accounts on Facebook , Twitter , YouTube , Instagram , Tumblr , LinkedIn , and other social media sites.

STEP 4 : Profit your fake news

Subscribe to every website you own and every web advertising business you can discover. Share your articles on your own fake websites and social media accounts, as well as with celebrities and large organizations with thousands of followers.

STEP 5 : Weaponize your false news

Make your stories as savage as possible and distribute them to celebrities and powerful organizations that support the politics you want to promote.

Article Generator for Fake News

It’s amazingly simple for anyone to generate a news article. You can plug in a false news piece, a fake image, and an imaginary author, and even apply a fake URL, just like you can build a birthday card with internet tools for your buddy. Then all you have to do is share it with the rest of the world.

People that spread fake news do so to gain money by placing advertisements. Those who make such information do so for a variety of reasons, not all of which are ideological. Many people have learned that absurd stories, distorted photographs, and other strange things are wonderful. Unfortunately, the same technological tools that can be utilized to create high-quality, instructive information can equally be used to deceive. 

A News Article Example

On the internet, you can find hundreds of samples of news articles. Below is a picture of one of the best Australian news articles . If you want to learn how to write a news article, have a look at it.

News Article Example

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    News writing assignments. Assignment 1: Twitterstorm—A class assignment. Description of Assignment: Of all the social media platforms, Twitter has become the dominant force for both disseminating and receiving short bits of information. Each tweet is sent to a group of followers the user has established. Your assignment will take a few weeks ...

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    Purpose: A close reader of the world looks beneath the surface of behavior and language, and explores instances of communication as rhetorical events rich with meaning. The purpose of this assignment is to analyze an online news article, and identify and discuss the writer's rhetorical decisions and their impacts.

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    Newswriting Assignments. Assignment 1: Storify it. Description of Assignment: Social media has forced journalists to rethink how they approach their jobs. The writing and reading now happen on both sides of the conversation, with readers and journalists often discussing issues through Twitter exchanges and Facebook posts.

  22. How to Write a News Article

    Newspaper articles with URLs. How to Make a False News Article. STEP 1: Make a fake news phrasebook. STEP 2: Create fictitious news stories. STEP 3: Develop your website resources. STEP 4: Profit your fake news. STEP 5: Weaponize your false news. Article Generator for Fake News. A News Article Example.