Now Featuring. . .
Module 1, Activity 5.1 - Introduction to Feature Writing
Teacher Page
(student page for this lesson)

Introduction:

Feature writing allows journalists to take a more indepth look at a particular topic. Journalists will often have the chance to take a time-sensitive news story (or hard news story) and decide to look at one particular aspect in a detailed way. In this lesson, the students will be introduced to feature writing with the chance to find a central idea for a feature story.

Resources:

- questions for researching (.doc) or (.rtf)
- internet access or access to newspaper articles/books for your topic of research
- video clip Re: finding story ideas

Activities:

Task One - Researching the Feature
As a class choose one of the following topics to focus on:
1. Teen Drug Use
2. Drinking and Driving
3. Bullying

Once students have chosen a topic, they should brainstorm a list of more specific questions under the original broad topic. Have students look at the example given on the student version of this page.

Once they have generated a substantial list of questions split them into groups of 3-4. Each question is a central idea within the broader topic and each group is responsible for researching one of the questions.

Want students to review effective researching skills?
See the following websites.
1. Media Awarness Network - How to search the internet effectively
2. Bright Planet's Guide to Searching - Guide to effective searching of the internet

Discuss with the class that while they are only looking for information that will answer their question, they will come across information on the related questions as well. Since this information is connected through the broader topic, they will need to determine the theme of the articles they read, assess the author's ideas and decide whether each article will be useful in answering their question or whether they could share it with another group that might find it useful.

Once the groups have enough information, they should take time to answer the Questions For Researching.

After the groups have answered the questions, it is important to discuss their answers as a class. As the facilitator of the discussion, it is necessary to help the students to see that researching a feature will often mean that there is too much information. As feature journalists, they will be responsible for determining which information is pertinent to their topic. This might mean that of all the research they do, only 10% might actually make it into a feature article. The students should have an understanding that an in-depth article can take more time and more prioritizing than a hard news article.

Task Two - Finding the Angle
The feature story's purpose is to hook the reader and interest them in a more in-depth look at an issue. The writer must decide on a central question to answer.
Discuss the idea that feature writers must try to write from an angle that will hook their target audience. From that angle, the journalist must choose a theme or a thread for the feature.

Have the students read the feature article written about smoking in college dorms or choose one of the indepth news stories from CBC as an example of a feature. For this exercise, the students should pay close attention to the lead paragraph. After reading, they can answer the questions on the student version of this page.

Use the answers to these questions to point out that a theme or thread creates unity within a feature article. The idea of wanting to breath clean air is something that this writer's audience can understand and relate to; therefore the writer is able to hook the audience.

Task Three - Watch the video
Have students watch a video on a journalist discussing his process for finding feature story ideas.

Task Four - Writing the Angle
Have the students choose their favorite narrative poem or song. They will need to find the lyrics/words for that song/poem and read through them carefully.

As journalists, the students will decide what their angle for this story would be. They can experiment and try writing two different leads for a feature story dealing with the events from their poem or story.

Spend some time reviewing the inverted pyramid style of writing. This will give the students a chance to see the difference between writing a lead for a feature and writing a lead for a hard news story.

If students are having trouble coming up with a poem or song, they can use the idea on the student version of this page.