The Feature Presentation
Module 1, Activity 5.4 - Writing the Feature Article
Teacher Page
(student page for this lesson)

Introduction:

Students have already started the research for their feature article. In this lesson, students will continue through the writing process to finish their feature and have a chance to edit others' work.

Resources:

- research completed in previous classes
- Feature Outline (.doc) or (.rtf)
- Feature Checklist (.doc) or (.rtf) - two copies for each student
- Feature Evaluation (.doc) or (.rtf)

Activities:

Task One - Organizing
Students have been given time to research a hero in their lives or community. Now, they will need to organize that information. It is an important time to remind students that often only a small percentage of research actually used when writing a story. It is also necessary to review any specific requirements you may have set for the assignment.Students can begin organizing their information.

1. Background information
2. Observations made by others
3. Specific quotes from others
4. Interview information from subject
5. Specific quotes from subject
6. Observations from the interview (physical appearance, demeanor)

Task Two - Prewriting
After the students have had a chance to organize their research, they should review the information on writing and organizing a feature. Students will need to begin looking for a theme or a thread in their own research. Once they have decided on a theme, they can begin making jot notes for specific paragraphs.

Providing a possible outline will be helpful for the students and it will give them a chance to review and use the writing process.

Task Three - Drafting
Students should now be ready to draft their own feature story.

You will want to take some time to review the different style guidelines used by journalists.

Most importantly, remind students to keep paragraphs short, usually two or three sentences.

While this is independent work time for the students, it is important to circulate and make comments of suggestions. You may want to allow students to discuss ideas or paragraphs classmates as they go through the process of editing.

Task Four - Revising
It is valuable for students to first look at their own work before they edit someone else's. Have students go through a checklist once they have completed their feature writing.

Task Five - Editing
After students have revised their own work, they should edit a partner's work.

In addition, on the same page, partners should be required to make comments and suggestions.

Task Six - Publishing
Students should be given time to make necessary changes and then hand-in the feature article.

The checklist that the students have used to self-edit and edit the work of others should serve as the starting point for the teacher's evaluation. If the students are evaluated on the same things that they have evaluated themselves and others on, they will see the logical transition in the evaluation process.