Asimov's Dirty Dozen Elements Of a Standard News Story
By Nanette Asimov, San Francisco Chronicle
Their order
is somewhat flexible. Some of the elements may be augmented. Some may be dropped—but
never the “lede” or the “nut graf.”* These
are not firm rules, but the ingredients of a successful story.
* Note some strange spellings, such as “lede” (the first sentence)
and “graf” (paragraph). Certain code words date back to the
days of hot lead type, when intentional misspellings were used to communicate
with printers in the backshop. This way, printers could recognize instructions
meant for them, and would know not to print them in the newspaper.
- First sentence ("lede") Make the first
sentence the NEWS. News is the newest thing—or the most urgent thing.
Was there a vote? Did someone die? Was someone appointed? Are police searching
for a suspect? Is big money being offered? Wasted? The lede should be SHORT,
yet provide the who, what, when and where. Don't overload it with details.
EXAMPLE: The San Francisco school board voted unanimously
last night to add more mandatory math and science classes, raising the
hurdle for high school graduation.
IMPORTANT: Sometimes the news is more than one thing.
If the teachers’ union had also threatened to sue the board, then
your lede should include that key fact in a single, tight sentence: Despite
the threat of a lawsuit by teachers, the San Francisco school board voted
unanimously last night to require more math and science classes in high
school.
- Second graf illuminates the first. You can avoid
packing details into the lede by saving them for graf #2.
EXAMPLE: The board voted 7 to 0 on the proposal by
Superintendent Jill Rojas to require high school students to take a third
year of math and science. Rojas’ plan makes room for the new classes
by offering students fewer electives, such as wood shop.
- Sexy quote Choose the quote that best illustrates
the points made in the lede and second graf. That’s what’s sexy
about the quote – it’s on point. So when you’re out reporting,
it helps to recognize as soon as possible where your story’s going
so you can listen for the comment you’ll need, or ask the question
that is likely to produce it.
EXAMPLE: "It’s shameful to think that in the
21st century, a student can graduate from a California high school after completing
only two years of math and two years of science," school board President
Hi Roffiss told the audience of parents, teachers and some students who filled
the auditorium at 555 Van Gogh Ave. "Four-year colleges do not seek
to admit students with such minimal requirements. Doors are closed to
some students before they are 18 years old."
- The "nut graf” In this essential
paragraph--or paragraphs--the writer steps back from the immediate events
to provide context. This graf tells how the new news fits into the existing
scenario. It tells what's been happening lately or elsewhere, so the reader
knows why story matters.
EXAMPLE: The school board’s action is similar
to other efforts around the country to raise academic standards. Embarrassed
by American students’ poor performance on international achievement
tests in recent years, and pressured by colleges to produce better-prepared
graduates, public schools across the country are turning back to basics.
And that means students everywhere are facing more lessons in reading,
writing and arithmetic--and less art, music and perennial favorites like
wood shop.
- Summary of what's to come in the story: Here
the writer lays out the varying points of view, foreshadowing the details
of the rest of the story. This summary is key to fairness: No one's point
of view is paramount if all are summarized toward the beginning of the story. It
also helps with clarity by helping readers understand what’s going
on as soon as possible.
EXAMPLE: At the school board meeting in San Francisco,
several teachers – and even a student -- said the plan was long
overdue. But most who showed up to address the board were furious. Many
who teach the highest levels of math and science predicted that the quality
of their rigorous courses would be watered down if students of all skill
levels were forced to take them. A number of teachers also warned that
more students would drop out if art and shop classes were neglected.
- Quote supporting the summary This begins the
section of your story that proves – through real examples—your
earlier summary. The first quote generally supports the last opinion summarized
in the previous graf.
EXAMPLE: "I'm very worried," said Bill Bard, a
tenth-grade English teacher. "You board members don’t realize
that wood shop keeps kids coming to school."
- Transition, then another quote supporting the summary Avoid
placing quotes from different people back to back. If you do, readers will
have trouble knowing who’s talking. Instead, write a transition to
bridge the two ideas, then add the next quote. Each part – quote, transition,
quote—should be a separate paragraph.
EXAMPLE: For months, several of the district's most
experienced teachers have spoken out against the superintendent’s
plan to toughen graduation requirements. At school board meetings, those
teachers have said the plan looks better on paper than it would in reality
because many students are ill- prepared to do well in higher-level math
and science classes.
“This
won't help poor students do better," said Ellie Ment, a chemistry teacher. "It
will just hurt the students who do well."
- Transition, then final quote or quotes supporting the summary Notice
that the supporting quotes go in reverse order from the way they were laid
out in #5, the summary graf. It’s no firm rule, just seems natural
to connect the first quote to the last idea of the summary, and work your
way backwards. Also, one quote is generally enough to illustrate the point.
But if there’s something newsworthy about a secondary quote—in
this case, because it comes from a student--it’s fine to add that,
too. Just remember to write a transition between them so they’re not
back to back.
EXAMPLE: Not all teachers opposed the plan, and some were
downright enthusiastic.
"I teach in middle school," said Idy Listick, "and I
think the new requirements will give students a reason to study harder
in the earlier grades."
But when a student stood up to back the superintendent’s plan,
other students in the audience booed.
“I just wanted to say I think it’s a really good idea to add more
math and science classes because there’s a lot of competition out there,
and I’d rather have a good head start,” 15-year-old Stu Deis,
a Washington High sophomore, told the board members as other students
hooted their disapproval.
- Real-time color, anecdotes, examples. This need
not be confined to this section. "Color" means brief descriptions
of sights, sounds and mood—such as the observation in the previous
graf about the students hooting. Here’s more:
EXAMPLE: Board President Roffiss banged his gavel
and said that students who didn’t “observe decorum” would
be escorted from the meeting. The board debated the graduation plan for
almost 90 minutes, as students, teachers and parents grew restless waiting
for the vote. The sound of their private conversations rose with their
impatience, and board members again called for quiet. No one was ejected
from the auditorium.
- The past Is there additional history that can
help the reader understand more about the subject? Has this sort of thing
happened before? How is this time different or similar?
EXAMPLE: The last time the San Francisco school board
raised high school graduation requirements was 20 years ago – then
lowered them again a decade later. The explanation at the time was so
that students would be able to take a wider variety of classes, including
wood shop and home economics. Under the new plan, those electives will
be offered after school only.
- The future Wind up the story by looking toward
the future. What’s the next step?
EXAMPLE: After the vote, a delighted Superintendent Rojas
said she plans to propose new academic requirements in the lower grades, too.
- The kicker Usually a short, high-impact sentence.
It may be a poignant or telling quote. In some stories, the kicker can be
something that brings the reader back to an idea or anecdote told at the
beginning. Or it may be a surprising bit of information that works best at
the end.
EXAMPLE: Turning to a group of supportive teachers who
lingered to chat, Rojas suggested that calculus be taught as early as the
fourth grade. The teachers frowned.
“Well,” said Rojas. “It’s just an idea.”
“Asimov’s Dirty Dozen” (2007)
Use with permission of Nanette Asimov,
San Francisco Chronicle
asimov@sfchronicle.com
(800) 499-5700 x7127 |
