Olympus Staff Manual

Hercules High School Olympus Staff Manual

1900 Refugio Valley Rd. Hercules, CA 94547 510.231.1429 ext. 25207 herculeshigh.yearbook@gmail.com adviser: Natalie Wojinski natalie.wojinski@gmail.com

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Table of Contents Editorial Policy………………………………………………………………………………………………………………………4 District Policy: Student Publications and Expression………………………………9 District Policy: Advertising in Student Publications……………………………….11 CA Education Code 48907……………………………………………………………………………….12 Staff Positions and Responsibilities………………………………………………………………………….14 Computer Use…………………………………………………………………………………………………………………….17 Yearbook Basics……………………………………………………………………………………………………………….18 Deadlines……………………………………………………………………………………………………………………………..23 Style Guide………………………………………………………………………………………………………………………….24 Coaching Writers……………………………………………………………………………………………………………..36 Editing…………………………………………………………………………………………………………………………………..31 Yearbook Terms……………………………………………………………………………………………………………….33 Spelling Demons……………………………………………………………………………………………………………..39 Sources………………………………………………………………………………………………………………………………..41

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Editorial Policy Statement: Hercules High School Olympus Mission Statement: Freedom of expression and press freedom are fundamental values in a democratic society. The mission of any institution committed to preparing productive citizens must include teaching students these values, both by lesson and by example.

As determined by the courts, student exercise of freedom of expression and press freedom is protected by both state and federal law, especially by the First Amendment to the United States Constitution. Accordingly, school officials are responsible for encouraging and ensuring freedom of expression and press freedom for all students.

It is the policy of the West Contra Costa Unified School District Board of Education that the Olympus, the official, school-sponsored student media of Hercules High School, has been established as a forum for student expression and as a voice in the uninhibited, robust, free and open discussion of issues. This medium should provide a full opportunity for students to inquire, question and exchange ideas. Content should reflect all areas of student interest, including topics about which there may be dissent or controversy.

It is the policy of the West Contra Costa Unified School District Board of Education that student journalists shall have the right to determine the content of student media. Accordingly, the following guidelines relate only to establishing grounds for disciplinary actions subsequent to publication.1 Unprotected Speech2: The following types of student expression will not be protected: 1. Material that is "obscene as to minors." "Obscene as to minors� is defined as material that meets all three of the following requirements: (a) the average person, applying contemporary community standards, would find that the publication, taken as a whole, appeals to a minor's prurient interest in sex; and (b) the publication depicts or describes, in a patently offensive way, sexual conduct such as ultimate sexual acts (normal or perverted), masturbation and lewd exhibition of the genitals; and; (c) the work, taken as a whole, lacks serious literary, artistic, political or scientific value.

Indecent or vulgar language is not obscene.

2. Libelous material. Libelous statements are provably false and unprivileged statements of fact that do demonstrated injury to an individual's or business's reputation in the community. If the allegedly libeled party is a "public figure" or "public official" as defined below, then school officials must show that the false statement was published "with actual malice," i.e., that the student journalists knew that the statement was false or that they published it with reckless disregard for the truth without trying to verify the truthfulness of the statement. (a) A public official is a person who holds an elected or appointed public office and exercises a significant amount of governmental authority. (b) A public figure is a person who either has sought the public's attention or is well known because of personal achievements or actions. (c) School employees will be considered public officials or public figures in relationship to articles concerning their school-related activities. (d) When an allegedly libelous statement concerns an individual who is not a public official or a 1

Student Press Law Center Model Guidelines for High School Student Media http://www.splc.org/legalresearch.asp?id=6 <23 July 2007> 22 Student Press Law Center Model Guidelines for High School Student Media http://www.splc.org/legalresearch.asp?id=6 <23 July 2007>

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public figure, school officials must show that the false statement was published willfully or negligently, i.e., the student journalist who wrote or published the statement has failed to exercise reasonably prudent care. (e) Students are free to express opinions. Specifically, a student may criticize school policy or the performance of teachers, administrators, school officials and other school employees.

3. Material that will cause "a material and substantial disruption of school activities." (a) Disruption is defined as student rioting, unlawful seizures of property, destruction of property, or substantial student participation in a school boycott, sit-in, walk-out or other related form of activity. Material such as racial, religious or ethnic slurs, however distasteful, is not in and of itself disruptive under these guidelines. Threats of violence are not materially disruptive without some act in furtherance of that threat or a reasonable belief and expectation that the author of the threat has the capability and intent of carrying through on that threat in a manner that does not allow acts other than suppression of speech to mitigate the threat in a timely manner. Material that stimulates heated discussion or debate does not constitute the type of disruption prohibited. (b) For student media to be considered disruptive, specific facts must exist upon which one could reasonably forecast that a likelihood of immediate, substantial material disruption to normal school activity would occur if the material were further distributed or has occurred as a result of the material's distribution or dissemination. Mere undifferentiated fear or apprehension of disturbance is not enough; school administrators must be able affirmatively to show substantial facts that reasonably support a forecast of likely disruption. (c) In determining whether student media are disruptive, consideration must be given to the context of the distribution as well as the content of the material. In this regard, consideration should be given to past experience in the school with similar material, past experience in the school in dealing with and supervising the students in the school, current events influencing student attitudes and behavior and whether there have been any instances of actual or threatened disruption prior to or contemporaneously with the dissemination of the student publication in question. (d) School officials must protect advocates of unpopular viewpoints. (e) "School activity" means educational student activity sponsored by the school and includes, by way of example and not by way of limitation, classroom work, official assemblies and other similar gatherings, school athletic contests, band concerts, school plays and scheduled inschool lunch periods.

Professionalism/Rights and Responsibilities of Student Staffers: 1.0 As the Olympus is a forum for student expression, students have the right to exercise free speech and expression under federal law, California Education Code section 48907 and West Contra Costa Unified School District school board policy.

2.0 Student staff members have the right to explore and report on controversial topics that affect our student population without fear of reprisal by the adviser, school or district administration or the school board because the topic is controversial.

3.0 Students have the responsibility to report on issues as accurately as possible through verification of facts.

4.0 Students have the responsibility to report ethically and responsibly according to good taste and policies outlined below.

5.0 Students have the responsibility to become familiar with and understand with guidance, the First Amendment to the United States Constitution, court decisions, California Education Code and West Contra Costa Unified School District Board Policies as they pertain to student expression.

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Role of Adviser, Editors: The role of the adviser of the Olympus publication is to assist students in maintaining the highest levels of journalistic professionalism and integrity. The adviser shall not exercise prior restraint of said student publication except as outlined in the West Contra Costa School District Board Policies Students 5145.2 Freedom of Speech/Expression and Instruction 6145.3 Publications and California Education Code Section 48907.3 Student editors are responsible for choosing, assigning and editing content 4 and maintaining the highest standards of journalistic professionalism and integrity.

Advertising: 1.0 Business Advertising 1.1 Advertising is accepted for publication 1.2 The Olympus staff reserves the right to not publish advertising that violates libel, obscenity, copyright and/or invasion of privacy laws.

1.3 The Olympus staff further reserves the right to refuse advertising that advocates illegal activities, including, but not limited to, drug and alcohol use.

1.4 Businesses, in their advertisements, may acknowledge current Hercules High School student employees regardless of grade level.

1.5 This policy may be reviewed and revised as needed.

2.0 Senior Dedication Pages 2.1 Senior dedication pages are limited to featuring current seniors and their friends.

2.2 Senior dedication pages may be purchased by students and/or families.

2.3 All dedication pages must not violate libel, obscenity, copyright, or invasion of privacy laws.

2.4 The Olympus staff reserves the right to not publish senior dedication pages that violate libel, obscenity, copyright, and/or invasion of privacy laws.

2.5 In the event of inappropriate content, the Olympus staff will contact the purchaser for revision of the content or to arrange refund of payment should purchaser decide not to revise.

2.6 Any and all revisions must take place in a timely manner to meet deadlines.

Failure to meet revision deadlines on the part of the purchaser will result in a refund of payment.

2.7 This policy may be reviewed and revised as necessary.

Standards of Ethical Practice: All ethical standards will be guided by the Model Code of Ethics for the High School Journalist, First Edition. (National Scholastic Press Association, 2009) 1.0 Photographs, taking, storage, release of 1.1 Staff photographers grant the Olympus rights to publish any or all photographs taken during the course of an assignment for staff.

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West Contra Costa Unified School District Board Policies posted at http://www.gamutonline.net <21 July 2009> California Education Code Section 48907 at http://www.splc.org/law_library.asp?id=6 <23 July 2007> 4 California Education Code Section 48907 at http://www.splc.org/law_library.asp?id=6 <23 July 2007>

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1.2 Staffers are prohibited from taking photographs from the staff room for their personal use. Staffers found to have taken Olympus photographs without prior authorization will be subject to disciplinary action.

1.3 The Olympus staff reserves the right to release event photographs to the Titan Template or other media outlets.

1.4 The Olympus staff further reserves the right to release photographs to students and/or their families following the publication of the yearbook each spring. Released photographs may carry a nominal charge for processing.

1.5 Olympus staff photographers, in consultation with the editors, may delete from storage photographs that are unsuitable for publication because of composition, quality, and/or content. Unsuitable content would be defined as that which violates laws of libel, obscenity, copyright or invasion of privacy.

1.6 This policy may be reviewed and revised as needed.

2.0 Photographs, use in yearbook 2.1 Photographs used in the Olympus may be cropped to improve composition and/or fit in the space required.

2.2 Photographs will not be electronically altered except to create photo illustrations.

2.3 Any photo illustration will be clearly labeled as such and will include the names of the original photographer and the photo illustrator.

2.4 Photograph alteration without prior consent of the editors will result in disciplinary action.

2.5 This policy may be reviewed and revised as needed.

3.0 Reporting 3.1 Student writers will, at all times, endeavor to maintain the highest journalistic standards for professionalism and integrity.

3.2 Student writers will follow AP Style on all assignments for the Olympus.

3.3 Student writers will correctly identify each subject in an article with full name and grade.

3.4 Student writers will, when reporting issues deemed controversial by the staff or events with conflicting stories, make every effort to provide balanced coverage of the issue or event.

3.5 Primary and secondary coverage in the Olympus will identify the staff writer with a byline.

4.0 Plagiarism/Copyright 4.1 Plagiarism is defined as “an act or instance of plagiarizing” which is “to steal and pass off as one’s own; to use without crediting the source.”5 4.2 Copyright violation includes, but is not limited to, borrowing graphics, images or text from a source without the express written permission of the owner of the copyright.

4.3 Plagiarism is not acceptable in a student publication or any student work.

4.4 Plagiarism and/or copyright violation will not be tolerated in articles, photographs, graphics or design in the Olympus.

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http://www.m-w.com/dictionary/plagiarism http://www.m-w.com/dictionary/plagiarizing <23 July 2007>

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4.5 Suspected plagiarism will be thoroughly investigated. If a staffer is found to have plagiarized any or all of his or her article or photograph, that student will face disciplinary action.

4.6 Disciplinary action for plagiarism and/or copyright violation may include disciplinary referrals to administration, conferences with parents, a failing grade on the assignment and/or removal from staff.

5.0 Sources 5.1 Olympus staffers, including freelance or independent study students, will identify all sources consulted during reporting.

5.2 Students will make every effort to identify and interview representative stakeholders from all sides of campus events.

5.3 Reporters may not have anonymous sources in their articles without prior approval of editors and adviser.

5.4 Further, reporters may not conduct interviews in which they collect information â&#x20AC;&#x153;off the record.â&#x20AC;?

5.5 This policy may be reviewed and revised as needed.

6.0 Death Coverage 6.1 In the event of student and/or faculty or staff death during the current school year, individuals will be remembered in the Olympus with a photograph along with the year of birth and the year of death.

6.2 Only students currently enrolled in Hercules High School will receive such coverage.

6.3 Individual student, faculty and/or staff members will each receive the same amount of space in the book.

6.4 Remembrances will be placed in the back of the book on the last printed page.

6.5 This policy will be reviewed annually.

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West Contra Costa Unified School District Board Policy on Student Expression West Contra Costa USD Board Policy BP 5145.2 Students Freedom Of Speech/Expression The Governing Board believes that free inquiry and exchange of ideas are essential parts of a democratic education. The Board respects students' rights to express ideas and opinions, take stands on issues, and support causes, even when such speech is controversial or unpopular.

On-Campus Expression Students shall have the right to exercise freedom of speech and of the press including, but not limited to, the use of bulletin boards; the distribution of printed materials or petitions; the wearing of buttons, badges, and other insignia; and the right of expression in official publications. (Education Code 48907) Student expression on district or school Internet web sites and online media shall generally be afforded the same protections as in print media.

Students' freedom of expression shall be limited only as allowed by Education Code 48907, 48950, and other applicable state and federal laws.

Students are prohibited from making any expressions or distributing or posting any materials that are obscene, libelous, or slanderous. Students also are prohibited from making any expressions that so incites students as to create a clear and present danger of the commission of unlawful acts on school premises, the violation of school rules, or substantial disruption of the school's orderly operation.

(Education Code 48907) The use of "fighting words" or epithets is prohibited in those instances where the speech is abusive and insulting, rather than a communication of ideas, and the speech is used in an abusive manner in a situation that presents an actual danger that it will cause a breach of the peace.

School officials shall not engage in prior restraint of material prepared for official school publications except insofar as the content of the material violates the law. (Education Code 48907) The Superintendent or designee shall not discipline any high school student solely on the basis of speech or other communication that would be constitutionally protected when engaged in outside of school, but may impose discipline for harassment, threats, or intimidation unless constitutionally protected.

(Education Code 48950) A student shall be subject to discipline for off-campus expression, including expression on off-campus Internet web sites, when such expression poses a threat to the safety of other students, staff, or school property, or substantially disrupts the educational program. The Superintendent or designee shall document the impact the expression had or could be expected to have on the school program.

Legal Reference: EDUCATION CODE 48907 Exercise of free expression; rules and regulations 48950 Speech and other communication 51520 Prohibited solicitations on school premises UNITED STATES CODE, TITLE 20 4071-4074 Equal Access Act CALIFORNIA CONSTITUTION Article 1, Section 2 Freedom of speech and expression U.S. CONSTITUTION Amendment 1 Freedom of speech and expression Updated July 2009

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COURT DECISIONS Smith v. Novato Unified School District, (2007) 150 Cal.App.4th 1439 Lavine v. Blaine School District, (2001) 257 F.3d 981 Emmett v. Kirkland School District No. 415, (2000) 92 F.Supp. 2d 1088 J.S. v. Bethlehem Area School District, (2000) 757 A.2d 412 (Pa. Commw. 2000) Beussink v. Woodland R-IV School District, (1998) 30 F.Supp. 2d 1175 Muller v. Jefferson Lighthouse School, (1996) 98 F.3d 1530 Lovell v. Poway Unified School District, (1996) 90 F.3d 367 Hazelwood School District v. Kuhlmeier, (1988) 108 S. Ct. 562 Leeb v. DeLong, (1988) 198 Cal.App.3d 47 Bethel School District No. 403 v. Fraser, (1986) 478 U.S. 675 Bright v. Los Angeles Unified School District, (1976) 18 Cal. 3d 350 Tinker v. Des Moines Independent Community School District, (1969) 393 U.S. 503 Management Resources: CALIFORNIA DEPARTMENT OF EDUCATION LEGAL ADVISORIES Limitations on Student Expression in School-Sponsored Publications, March 4, 1988 WEB SITES CSBA: http://www.csba.org California Department of Education: http://www.cde.ca.gov Policy WEST CONTRA COSTA UNIFIED SCHOOL DISTRICT adopted: August 20, 2008 Richmond, California

West Contra Costa Unified School District Board Policy Instruction Publications West Contra Costa USD Board Policy BP 6145.3 Instruction Publications Official school publications shall be free to provide thoughtful, relevant commentaries while serving to instruct students in the basic skills of responsible journalism.

All statements and editorials must be substantiated by fact. Editorials may freely aim constructive criticism at school organizations, procedures and policies. Editorial columns which express only the opinion of the writer shall be bylined.

As space permits, editorial pages shall be open to any students wishing to express their ideas or to rebut editorials in a letter. School newspapers shall print a fair selection and accurate representation of the letters they receive.

Faculty advisors shall supervise student publications so as to maintain professional standards of English and journalism and to assure that their content complies with the provisions of Board policy. The advisors and/or principal shall exercise no prior restraint of prepared material except as provided in the Publications Code (BP 5145.2) for that which is obscene, libelous, slanderous, or incites students to commit unlawful acts, violate school rules, or disrupt school operations.

Legal Reference: EDUCATION CODE 48907 Student exercise of free expression Policy WEST CONTRA COSTA UNIFIED SCHOOL DISTRICT adopted: June 6, 2007 Richmond, California Updated July 2009

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West Contra Costa Unified School District Board Policy Community Relations District Sponsored Publications: Advertising West Contra Costa USD Board Policy BP 1325 Community Relations The Governing Board desires to promote positive relationships between schools and the community in order to enhance community support and involvement in district schools. The Superintendent or designee may approve: 1. Distribution of noncommercial materials that publicize services, special events, public meetings or other items of interest to students or parents/guardians 2. Distribution of promotional materials of a commercial nature to students or parents/guardians 3. Paid advertisements in school-sponsored publications, yearbooks, announcements and other school communications 4. Products and materials donated by commercial enterprises for use in the classroom, as long as they serve an educational purpose and do not unduly promote any commercial activity or products. Such materials may bear the name and/or logo of the donor.

Prior to distribution or publication, the Superintendent, principal or designee shall review and approve all advertising copy and promotional materials to ensure compliance with Board policy.

The Superintendent, principal or designee may selectively approve or disapprove distribution of materials or publishing of copy based on the criteria listed below, but may not disapprove materials or copy in an arbitrary or capricious manner or in a way that discriminates against a particular viewpoint on a subject that would otherwise be allowed.

All materials to be distributed shall bear the name and contact information of the sponsoring entity.

The use of promotional materials or advertisements does not imply district endorsement of any identified products or services. Schools are encouraged to include a disclaimer in school publications and yearbooks stating that the school does not endorse any advertised products or services.

Criteria for Approval The Superintendent, principal or designee shall not accept for distribution any materials or advertisements that: 1. Are obscene, libelous or slanderous (Education Code 48907) 2. Incite students to commit unlawful acts, violate school rules or disrupt the orderly operation of the schools (Education Code 48907) 3. Promote any particular political interest, candidate, party or ballot measure, unless such materials are being distributed at a forum in which candidates or advocates from all sides are presenting their views to the students during school hours or during events scheduled pursuant to the Civic Center Act 4. Discriminate against, attack or denigrate any group on account of any unlawful consideration 5. Promote the use or sale of materials or services that are illegal or inconsistent with school objectives, including but not limited to materials or advertisements for tobacco, intoxicants, and movies or products unsuitable for children 6. Solicit funds or services for an organization, with the exception of solicitations authorized in Board policy 7. Distribute unsolicited merchandise for which an ensuing payment is requested The Superintendent or designee also may consider the educational value of the materials or advertisements, the age or maturity of students in the intended audience, and whether the materials or advertisements support the basic educational mission of the district, directly benefit the students or are of intrinsic value to the students or their parents/guardians.

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Schools may establish additional criteria pertaining to the content of advertisements in school publications and yearbooks. Such criteria may limit advertisements to those that contain congratulatory or commemorative messages, curriculum-related content, advertisements for products or services of interest to students, noncontroversial content, and/or other content deemed appropriate by the school publication staff and adviser in accordance with law and Board policy.

Legal Reference: EDUCATION CODE 7050-7058 Political activities of school officers and employees 35160 Authority of governing boards 35160.1 Broad authority of school districts 35172 Promotional activities 38130-38138 Civic Center Act 48907 Student exercise of free expression BUSINESS AND PROFESSIONS CODE 25664 Advertisements encouraging minors to drink U.S. CONSTITUTION Amendment 1, Freedom of speech and expression COURT CASES DiLoreto v. Downey Unified School District, (1999) 196 F.3d 958 Yeo v. Town of Lexington, (1997) U.S. First Circuit Court of Appeals, No. 96-1623 Hemry v. School Board of Colorado Springs, (D.Col. 1991) 760 F.Supp. 856 Bright v. Los Angeles Unified School District, (1976) 134 Cal. Rptr. 639, 556 P.2d 1090, 18 Cal. 3d 350 Lehman v. Shaker Heights, (1974) 418 U.S. 298 Policy WEST CONTRA COSTA UNIFIED SCHOOL DISTRICT adopted: November 7, 2007 Richmond, California

California Education Code 48907 Student Expression Students of the public schools shall have the right to exercise freedom of speech and of the press including, but not limited to, the use of bulletin boards, the distribution of printed materials or petitions, the wearing of buttons, badges, and other insignia, and the right of expression in official publications, whether or not such publications or other means of expression are supported financially by the school or by use of school facilities, except that expression shall be prohibited which is obscene, libelous, or slanderous. Also prohibited shall be material which so incites students as to create a clear and present danger of the commission of unlawful acts on school premises or the violation of lawful school regulations, or the substantial disruption of the orderly operation of the school.

Each governing board of a school district and each county board of education shall adopt rules and regulations in the form of a written publications code, which shall include reasonable provisions for the time, place, and manner of conducting such activities within its respective jurisdiction.

Student editors of official school publications shall be responsible for assigning and editing the news, editorial, and feature content of their publications subject to the limitations of this section. However, it shall be the responsibility of a journalism adviser or advisers of student publications within each school to supervise the production of the student staff, to maintain professional standards of English and journalism, and to maintain the provisions of this section.

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violates this section. School officials shall have the burden of showing justification without undue delay prior to any limitation of student expression under this section.

"Official school publications" refers to materials produced by students in the journalism, newspaper, yearbook, or writing classes and distributed to the student body either free or for a fee.

Nothing in this section shall prohibit or prevent any governing board of a school district from adopting otherwise valid rules and regulations relating to oral communication by students upon the premises of each school.

Notes:

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Staff Organization and Responsibilities Editor(s) in Chief  Responsible for the publication’s content and quality; provides spreads for production deadlines; and manages a staff of peers.  Responsible for coming up with a theme and a plan for using the theme after consulting with the staff.  Designs or oversees design of the cover, endsheets and any theme-related spreads, including opening, closing and dividers.  Writes the colophon  Conducts weekly staff meetings to review deadlines and upcoming photo and copy coverage  Compiles the ladder.  Approves any changes to the ladder as coverage develops.  Checks and prepares all spreads for submission to the plant.  Attends a summer journalism workshop to prepare for the upcoming leadership role.

Section Editors  Responsible for compiling the section content and submitting a partial ladder to the editors for consideration.  Works with PRED team as they: o Assign photos for any coverage within the section o Write copy or assign copy for each spread o Work on design o Create headlines and captions o Write captions for each photo  Meets deadlines set by editors and ensures that all of those working for him or her make theirs deadlines.  Attends all mandatory work sessions for the deadlines.  Helps select photos to be used within the sections, with the assistance of the photo editor or photographer.  Transfers all scanned photos, typed stories, sidebars and captions of the section template.  Coaches, copy edits one other section’s spreads for content, readability and errors before deadline.  Sports Editor o Keeps scores for all games for all sports on a weekly basis o Collects team/game statistics o Encourages and maintains positive working relationships with coaches, their assistants and the athletic director o Organizes sports group photos and identifies all participants on the team.  Clubs/Organizations o Arranges for all club photos o Gets names for all group shots and ensures that they are edited properly.  Class Editor o Assists in management of Picture Day(s) o Distributes forms to inform any senior students who did not have his/her picture taken for the yearbook that he or should would not be pictures in the upcoming yearbook’s senior section.

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o Makes every effort to ensure that those students without a portrait have a candid published somewhere else in the yearbook so that they will be represented. o Assists in posting of “not-shot” lists after senior portrait sessions or Picture Day(s).  Attends a summer journalism workshop for the upcoming leadership role.

Photography Editor  Responsible for the coverage and quality of photos used in the yearbook.  Responsible for managing a staff of student photographers.  Makes photo assignments for all photographers and logs these assignments on a log posted online.  Keeps track of all camera equipment and alerts the adviser when theft or damage has occurred.  Carries a camera with him/her at all times and accepts photo assignments.  Covers or makes sure there is coverage when a photographer is not able to shoot an assignment.  Assists in the selection of all photos used in the yearbook.  Organizes a system for filing all photos to be used in the yearbook.  Sees that photos are uploaded in a timely fashion, generally no more than 24 hours.  Culls duplicates or poor quality photographs from storage  Assures that all photographs are in CMYK color.

Photographers  Carries camera with him/her at all times at school  Shoots all assignments or makes arrangements for all assignments to be covered.  Collects caption information on photos.  Consults with photo editor on selection of photos.

Advertising/Business Manager  Organizes staff ad sales campaign  Sells advertisements  Keeps and files copies of all ad contracts  Keeps a list of all yearbooks ordered  Organizes any necessary fundraising campaigns to fund the yearbook or to allow students to travel to conferences or workshops.  Oversees the design of ads and mailing of proofs to the client.  Answers emails to the staff.  Returns phone calls to clients.  Writes feature stories or design infographics for use on advertising spreads, as necessary.

Staffer  Works alone or with a team to complete assignments, including articles, captions, headlines, photo selection and the like.  Assumes personal responsibility to see that assignments are completed on time.

The staffer realizes that if the event is not covered, it cannot be included in the yearbook and the story of the year will be incomplete.  Notifies Editors and Adviser well in advance if assignment cannot be completed or the event covered.  Edits his/her own work and assures that it is edited by others as well.

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 Checks the spelling on all names Social Events Manager  Gathers and maintains information on staff birthdays and other special events  Organizes staff celebrations for birthday, deadlines, other events  Maintains a record of purchases and receipts for reimbursement  Works to maintain a high level of staff morale and decrease friction between staff members during deadlines

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Computer Use The 37 computers in the yearbook room were purchased by Contra Costa County ROP for the construction of the Hercules High School Olympus. The first computers were purchased for fall of 2005, the most recent were purchased in fall of 2008. These computers are meant to last us several years, therefore there are some rules that need to be observed to preserve and protect our electronic friends.

1. Absolutely no food or drink on the computer tables. Both are deadly to computer parts.

2. As the primary function of the computers is to construct the yearbook, there will be no personal use of the yearbook computers while there is work to be done. Staffers may check email IF it is related to a class assignment. Staffers may also conduct internet research relevant to yearbook assignments.

3. Print spreads using the Brother printers (Brother 1, Brother 2 and Sister). Print out samples in color. Articles should be printed in black only. You may use the HP printer (Uncle) to print articles. DO NOT try to print spreads using the HP printer. You may also use the Samsung printer. Please ask permission before doing any personal printing.

4. Should the printer become jammed or cease to function, please report the problem immediately to your instructor.

5. All yearbook work is to be saved to the storage drive in the appropriate folder. If you donâ&#x20AC;&#x2122;t know the folder, please ask. We donâ&#x20AC;&#x2122;t want to spend valuable time looking for your work later.

6. All articles for the yearbook will be written and edited in GoogleDocs. This will prevent missing assignments on deadline.

7. Pages for the yearbook are designed using Adobe InDesign CS3. You will receive instruction in this program.

8. Digital photographs will be uploaded to the appropriate folders on the storage drive.

They will be batch named using the naming convention (see below) and will be colorcorrected using Adobe Bridge. All photos will be changed to CMYK color.

Naming Conventions Use the following guidelines to name your articles and photographs.

Articles: Yrbk_name_article title Yrbk_joesmith_homecoming Yrbk_janedoe_varvolleyball Photographs Event abbreviation_date_photographer initials_001.jpg Wlkthru_081607_js_001.jpg Wlkthru_081607_js_002.jpg

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Yearbook Basics You are about to start one of the great adventures of school life, the creation of your yearbook. These are exciting times to be involved in publications and communications. The technology of the digital revolution has given us the tools to work with hardware and software programs that both exhilarate and instill creativity.

Like most worthwhile experiences, your yearbook will require more dedication and more imagination than you ever thought you had. But don't despair, as a yearbook staff member, you are not alone.

You're part of a team that collectively can create an exciting, original yearbook that truly represents your class. All it takes is the team effort to bring home a winner.

Read on carefully, then seek out the advice and aid of other team members: your advisors and teachers, your professional photographer and publisher's representative. Their knowledge and experience will help you reach your goal without making many of the mistakes that have plagued yearbook staffs in the past.

Let's start with a very basic question, what is a yearbook? Is it a senior memory book? A reflection of the good and the bad times all rolled into one volume? Is your yearbook a directory of teachers and students? An archive of the school year's events? Yes, a yearbook is all of these things interpreted in your own way. Your imagination and creativity will determine what your yearbook will be. Truthfully, there is no correct or incorrect definition of a yearbook. Each school has a unique personality, just like a set of fingerprints. It is the responsibility of the yearbook staff to accurately judge the needs of the student community and ensure that those needs are satisfied in your publication.

For example, an art school may have a majority of students that see the chief function of the yearbook as a showcase for the year's painting and sculpture. The yearbook staff may opt to replace student sports and activities with student portfolios of representative artwork. A yearbook done in such a way probably wouldn't satisfy most people's concept of a yearbook, but it would reflect the interests of that particular student community. That's the main purpose of a yearbook.

A good way to find out what your public wants in a yearbook is to ask them. Try sending out questionnaires to the student community. By eliciting feedback from your buying public, you're sure to improve school interest, school participation and readership. Remember, most authors who write a book hope that people will want to read it. You don't have that problem. Your yearbook will be composed of people who will want to read it and want to be represented in it, the student body. Don't let your viewers down by composing a yearbook that's geared for a small segment of the student community; produce a book that everyone can relate to. A yearbook is a people book. The more people you can capture in your images, the better. Give your yearbook mass appeal. In doing so, you will create a demand for the purchase of your publication.

AUDIENCE Every student should be included in the yearbook multiple times. Coverage of students’ participation in school activities, organizations and athletics is important. But, for a more complete and interesting story of the year, it’s also important to cover the lives of students separate from organized activities and outside of school, especially because many students attend school but don’t participate in activities, organizations or sports.

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All readers are important, and while the secondary audience deserves less attention when planning content, the faculty and staff, parents, community members and advertisers who make up this group shouldn’t be ignored. As well as being readers, they are also part of the year. Yearbook contest judges might be considered audiences as well.

ACCURACY THERE IS NO EXCUSE FOR SPELLING SOMEONE’S NAME WRONG. Reporters should always confirm the correct spelling of names when interviewing and the spelling should be checked again with a school directory or master list during the editing process. The writer must also verify figures and other facts during the editing process.

A writer’s and publication’s credibility depends on accuracy While the spelling and grammar check can catch many mistakes and should be used, that’s only one step in the editing and proofreading process. Again, it goes back to credibility.

Mistakes indicate sloppy reporting, writing and editing. Mistakes make readers think that correctness doesn’t matter to the publication’s staff. When mistakes occur in the way something is written, readers have reason to question the accuracy of the content. They lose respect for the publication and its staff. Writers should remember that they’re responsible for everything in their stories.

GRAPHICS Graphic techniques such as lines, tints, screens, textures and color set apart the look of the theme pages from the rest of the book. Logos incorporate both graphic and typographic techniques. Illustrative art works well with more abstract theme concepts. If art is used on the cover, it can be repeated or adapted inside the book.

When colors are introduced on the cover and then repeated on the theme presentation pages inside the book, them unity become obvious to readers. A color or colors can capture the theme’s mood.

Yearbooks serve three distinct purposes - they are memory books, reference books and history books. Yearbooks are keepsakes, giving us a colorful window to the past that preserves our memories and documents the times. Knowing the yearbook's purpose is important. Likewise, it's important to know what parts make a yearbook whole.

Where is the THEME developed in the book? 

The theme hits the cover, endsheets, title page, divider pages, and opening and closing pages.

What's included on the COVER? 

Graphics and/or type choices on the cover usually appear throughout the book (on folios, dividers, etc.) as a way to visually unite the book.

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  

Standard elements for every cover include the name of the yearbook and year of publication.

The spine should always include the name of book, year of publication, school name, city, state and volume number.

Contrary to popular belief, you can judge a book by its cover. First impressions are usually very important, so why not involve your reader immediately with an eye-catching yearbook cover.

Using elements such as color, design, lettering, a textured surface, and photography, the mood of your yearbook can be set and create instant interest created.

What's included on the ENDSHEETS?   

Many staffs use the endsheets to print the Contents and Colophon. Other staffs leave them blank.

The endsheets appear between the cover and inside pages and are usually printed on heavier paper stock.

The end sheets are the inside covers of your book. There has been a trend in recent years either to leave end sheets plain or to color co-ordinate them with the outside covers. Obviously, light color end sheets are popular because they allow space for student autographs. Some yearbook staffs go one step further and create photographic and designer type end sheets. If you should choose to work with these inside covers and graphics, keep your theme in mind.

You might find a great lead-in to your book.

What's included on the CONTENTS page?  

A listing of the sections, opening, closing and index only.

The contents appear on the front endsheet or in the opening, but never on the Title Page.

What's included on the TITLE PAGE?    

The name of the school, complete address, telephone number and website. Also year and volume number.

A strong combination of 1 to 3 photos is usually found here, supporting the theme visually.

Typographic elements on the cover are usually repeated here.

The title page is always page 1 of the yearbook.

What's included in the OPENING & CLOSING? These pages introduce and conclude the theme through copy, photos, graphics, design and color.

Copy in this section makes specific references to events and news items throughout the theme.

It's usually written in second person, explaining the theme and how it relates to the school, the students and the year.

The design and photo placement of the opening and closing spreads is consistent.

The opening and closing serve as the first and last pages of the book. They are usually 2 to 6 pages in length.

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What's included in the SECTIONS?  Student Life - This is 20 to 25% of the total book. This is where you cover the things students think, feel, say and do that gives their lives meaning.  Sports - This is 18 to 22% of the total book. Competition is important, but don’t overlook the participation element. Cover the whole story of athletics, including injuries, trainers, summer practices and away games, etc. Collect scores and details from the big games for the copy.  People - This is 22 to 28% of the total book. Consider adding features, quotes, first-person narratives, etc. to the student mug shots.  Clubs/Organizations - This is 12 to 15 % of the total book. Collect a brief profile on each, along with officers and sponsors. Also, be sure to cover the major activities and special events they hold.  Academics - This is 10 to 15% of the total book. Cover courses and teachers in your school.

Remember to include support services (library, counseling, etc.). Brainstorm activities or experiences that reflect academics (i.e. homework, special projects, report cards, tests, etc.)  Ads & Community - Attract readers to this section with current events coverage, candid photos and quotes, trivia and other quick-read elements.  Other Coverage - Other special coverage sections are often added, usually not taking up more than 5% of the total book.  The sections are to be ordered in a manner that’s easy to follow and that’s carefully and logically organized based on reader benefit and theme.

What's included on the DIVIDER PAGES?  Utilize photos, graphics, type, color and copy to explain how each section specifically relates to the theme.  The design and photo placement on the divider pages remains consistent throughout the book.  Each section of the book should support the theme. Separate each section with a divider page.

What's included on a SPREAD?  A spread includes photography, headlines, copy, captions, graphics and folio packaged in a two-page unit.  All pages, excluding the title page and last page, are designed together in pairs: pages 2 and 3, pages 4 and 5, etc. The idea is to make the two pages appear as a unit or "spread" to the reader.

What's included in the INDEX?  Alphabetical listing of all students, teachers, advertisers, activities, clubs, etc.  There should be one complete index; not separate ones for each grade or for faculty and advertisements.  The index usually appears after the closing (or ad section, if applicable) and before the last page of the book.

What's included in the COLOPHON?  List of yearbook staff - editors, staff, volunteers and advisers.  Specification - details about the cover process, theme and section designs, graphic and typography specs, number of pages, type of paper, second and process color usage, photographic process, desktop publishing software, etc.

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  

Acknowledgments & thanks - a listing of individual groups who contributed to the success of the publication, such as administrators, yearbook company representatives, consultants, etc.

Awards - a listing of awards received by both the publication and its staff members/advisers.

The Colophon usually appears on a spread within either the advertising section, index or on the back endsheet. It should be inconspicuous, so it doesn't overemphasize the staff.

The Art Of Yearbook Diplomacy The success of your yearbook will depend on the amount of cooperation and goodwill you are able to generate between your staff and the school community. Obviously, one goal during your tenure as yearbook staff will be to encourage and maintain faculty support. The easiest way to achieve this is through diplomacy.

Throughout the school year, you will need to communicate with organization advisors, coaches, indeed the entire faculty when you have to set up staff photos. Start by sending a notice to all teachers through their school mailboxes or email facilities. Share your yearbook goals and be enthusiastic about your publication. You'll find that enthusiasm is contagious and this contact with the faculty is a perfect time to set the positive tone of your relationship.

Yearbook notices should be well designed. With desktop publishing capabilities at your disposal, this is a great opportunity to show your creativity. Start by designing a distinctive letterhead and logo use it on all communications, no matter how short. To draw the attention of the faculty, use an off-color pink, yellow or lime green stationery, your messages will stand out and be quickly identifiable as coming from the yearbook staff.

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Deadlines

These deadlines are not negotiable. We must have the appropriate pages done for each deadline.

Deadline 1 October 10, 2008 October 9, 2009

Theme Pages, closing pages, opening of school, academics including staff and faculty, student life

Deadline 2 November 14, 2008 November 13, 2009

Underclassmen pages, advertisements, senior dedications, all fall sports

Deadline 3 December 13, 2008 December 12, 2009 Remainder of senior dedications and advertisements, remainder of academics and clubs, remainder of student life

Deadline 4 February 3, 2009 February 2, 2010 Senior class section, winter sports

Final Deadline March 20, 2009 March 19, 2010

Index, colophon, all remaining pages

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Style Guide Names and Titles Use Mr., Mrs., Ms., Miss or the proper title with names of teachers and other adults on first reference: Mrs. Carol Leedy, Athletic Director Tim Watkins, Dr. Tom Gumpf. On subsequent references in a story, use the last name with Mr., Mrs., etc.

The first time a name appears in a story, use the full name. This includes teachers. The second time the person is named in the story, use only the first name for students. Never use a single initial. Be sure names are spelled correctly.

The first time a name appears in a story, identify the person with his or her proper title. Short titles usually precede the name, but longer titles usually follow • the name. They are not capitalized unless they replace Mrs., Mr. Ms.. etc.; Mr. Marc Fesenmyer, president of Greenpeace, President Ralph Machio.

Abbreviations    

Abbreviate Jr. and Sr. following a name. Do not use a comma: Hank Williams Jr. Abbreviate long names of organizations or other familiar names when there can be no confusion. Use no spaces or periods! NHS, FTA., TVC. Do not use periods in ACT, PSAT, SAT Always use figures for an address number.

Do not use signs or abbreviations for percents, distances, weights or degrees.

Capitalization

Capitalize:    

      

All proper nouns, months, days of week, holidays.

Names of sections of the country, but not directions: The Midwest, but he was walking west.

Short titles when they precede the names of adults: Principal Pamela Beam, Coach Kevin Meade.

Full names of schools, clubs, organizations, streets, geographical areas or companies: NelsonvilleYork High School's Ping-Pong Club, National Honor Society, First Street, Tri-Valley Conference, McDonald's.

Proper names for races and nationalities: African-American, American.

Nicknames of athletic teams: Badgers, Tomcats Principal words in titles of books, plays, movies or songs, including a. an. or the when it appears first in the title.

The word All-League only when it is used as an overline in the picture caption.

A class with its years of graduation, but not names of classes in the school: The Class of 1999, the junior class, junior Tom Smith.

Titles such as coach when they are used before a name: Coach Kevin Meade, but not when it is preceded by a qualifier such as basketball coach Jay Kline.

Do Not Capitalize:    

School subjects except languages or specific course tides: algebra, journalism, language arts, but Algebra I, Chemistry II and English.

Personal titles used without names: the principal spoke.

False titles such as soloist Jane Smith or defensive end Joe Evans.

Street, company or club or other words unless they are part of a specific name.

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      

The Science Club met yesterday. The club elected officers.

Abbreviations for the time of day: a.m., p.m.

Seasons of the year: summer, fall, winter, spring* Academic departments, except for words derived from proper nouns: English Department, math department Names of classes: ninth grade, senior.

Boards and committees, unless given a distinctive name: student body. Executive Committee.

School rooms, except for buildings with special names: room 15, auditorium, Ruth Street Theater.

Dates and Times

   

Dates are written one way only: July 28, never July 28th, 28 July or the 28th of July.

Never use the year for a date within the current year, nor for the preceding or coming year unless there would be confusion: May 20. last June 14, next April.

When a month is used with a specific date, abbreviate Jan., Feb., Aug., Sept, Oct. Nov. and Dec. All others, spell out entire month. Spell out all months when using with a year alone: December, Dec. 25, February 1990.

Do not use o'clock in showing times. Omit zeroes in even hours: 3:10 p.m., 1p.m., noon, not 2:00 p.m.

Figures Always use figures for ages, dimensions, money, percents, days of the month, degrees, hours of the day, scores, room numbers: She is 5 feet 7 inches tall, May 30, room 7,20 percent of the students body.

Except for those in the preceding rule, spell out numbers to and including nine and use figures for numbers 10 and over.

For money under $1, use figures and the word cents; for $10 or over, use the dollar sign. Do not use zeroes when they are not needed: 25 cents, five dollars, $10,$1.50.

Do not begin a sentence with a figure. Spell it out or rewrite the sentence.

Punctuation

Comma:           

Use to separate all words in a series: French, algebra, journalism and English. Do not use a comma before the 'and.'

Use to set off parenthetical expressions or nonessential clauses: Ms. Susan Bails, the journalism teacher, will be there.

Use to set off nouns of address: Lisa, will you be there?

Use to set off identifications: Zach Odenthal, journalism student, will take notes.

Use to separate a quotation from the rest of the sentence: "I'll invite you," Mike said, "to my party.' Note that the comma goes inside the quotation marks.

Use in numbers over 999, except for street numbers, telephone numbers or items numbers; 1.789, but 1305 First St. Use in sports scores: Nelsonville-York 56, Alexander 0.

Use before *and,' 'but,' *or' for connection clauses in a compound sentence: I am not going to work today, and I do not plan to go tomorrow either.

Use after introductory adverb or adjective clauses. If you are interested, I will give you more information about the workshop.

Do not use in place of a period to separate complete sentences.

Do not use between month and year alone: March 1998.

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Semicolon:   

Use to separate independent clauses not connected by a conjunction: He wrote the story; she typed it.

Use between main division of a listing; Officers are Connie Chung, president; Antonio Banderas, vice president; and Bill Gates, secretary-treasurer.

Colon: Use to introduce series after 'as follows' or a similar term, but not after verbs such as 'are' or 'include'.

The following officers were elected: Cheryl Swoops, president, etc., new officers are Tom Dolan, president, etc.  Use to separate minutes from seconds in sports times; 6:18.6  Use in Q and A Q: How will the school finance such a project?

A. I don't know.

Apostrophe: 

    

Use for forming a possessive: Donna's book.

To form the possessive of every singular word, add an apostrophe and s: Jake's sweater. To form the possessive of a plural word not ending in s, add an apostrophe and s: children's toys.. To form the possessive of a plural words ending in s, add an apostrophe only: girls' sports.

Use in contractions or to show omitted letters or figures: (it's (meaning it is), don't, '99.

Use in plurals of letters and figures: A's,3's.

Do not use in possessive pronouns: theirs, its, hers, yours.

Quotation Marks:     

Use to show the exact words of a speaker When not quoting exactly, use an indirect quotation without quotation marks. “That was a great game," exclaimed Keri Strugg. She said it was one of the best she had ever seen.

If a quotation includes several paragraphs, use quotation marks at the beginning of each paragraph and only at the end of the last.

For a quotation within a quotation, use single quotes.

Periods and commas are always placed within the quotation marks.

Start a new paragraph each time there is a change of speaker.

Hyphen:         

Do not use a hyphen with vice: vice principal, vice president, Do not use in such words as weekend, bylaws, copyreader. cheerleader, homecoming, makeup or textbook.

Use with compound adjectives, but not with the same words as nouns: 50-yard-line, cherry-reddress; but, he ran 50 yards. The dress was cherry red.

Use in sports scores: Buckeyes won 48-7.

Use between syllables only to divide words at the end of a line.

Use after anti which means against: anti-war, anti-drug.

Generally use after all when it is used as an adjective: all-league.

Use in words that denote status or occupation: co-chairman, co-star, co-captain.

Do not hyphenate coed, cooperate, coordinate.

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Dash:   

After an introductory phrase in calendars or columns: March 13—Baseball, Buckeyes, away.

Tom Hanks-"I like the program."

Before a name at the end of material such as letter to the editor or a long quote as in -Charles Nash Do not use to replace periods, commas, colons or semicolons in sentences.

Titles of Books, Television Programs, etc.

Apply these guidelines to book titles, movie titles, opera titles, play titles, poem titles, song titles, television program titles and the titles of lectures, speeches and works of art. Capitalize the principal words, including prepositions and conjunctions of four or more letters. Capitalize an article-the, a, an-or words of fewer than four letters if it is the first or last word in a title. Put the names of all such works in italics.

 

Spelling and Usage Use the shorter spelling for program, quartet and catalog, but do not use simplified forms such as thru.

Use the er form of adviser, theater. accept, except

Accept means receive: She accepts the candy.

Except means exclude: She took all the candy, except for the licorice, affect, effect To affect means to influence. The headline about the poll affected the voters.

To effect means to bring about. Through the referendum, voters effected a needed change.

An effect is a result the new trade bill had a powerful effect on the auto industry.

A lot - always two words.

Baby-sit, baby-sitting, baby sitter.

Berth, birth Use as follows: playoff berth, to give birth.

congratulations-note that there is no d. council, counsel, counselor A council is a group that deliberates and discusses. The student council met today.

A counsel is advice. He gave me thoughtful counsel.

A counselor gives advice. The guidance counselor helped me with my college planning. curriculum disc jockey, not DJ

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freshman, freshmen   

Use freshman to denote a person and as an adjective: Ed Jones, a freshman; the freshman year; freshman class, freshman football team.

Use freshmen as a plural noun: The freshmen elected Mary Ross president.

Do not use frosh as an abbreviation for freshman in formal writing

Hopefully  

Do not use hopefully to mean I hope as in, "Hopefully, it will be sunny tomorrow.

Hopefully is an adverb that means in a hopeful manner: The child looked hopefully at the cookie jar. teacher, faculty

Teachers are part of the faculty which includes administrators. very, really, actually Avoid these overused words and others like them.

Miscellaneous 



 

       

When labeling rows, use: Front Row: Second Row: Back Row: capitalize, italicize and follow with a colon. Always place a period after the last name in each row. Do not use and before the last name in a row.

Use the word 'said* throughout to give attribution unless you arc using the word to convey emotion: “I am not a freshman I" Mary shrieked. "It was great!" Joan exclaimed. Attempt to place the word said at the end of the statement after the name of the person making the comment When identifying mug shots, list first name followed by last name. All commas, periods, semi-colons, colons are followed by only one space.

For track and field , do not use a colon before times given in seconds and tenths of a second. Use 6.0.9.4. 10.1, etc. For longer distances such as the mile run, use 3:36.1 for three minutes, 36.1 seconds. For field events, use these forms: 26 1/2 for 26 feet, one-half inch; 25-10 1/2 for 25 feet, 10 1/2 inches. Do not use the words feet and inches. Spell out meter so it will not be confused with anything else.

Do not place one line or part of a line at the top of a column. This is called a wicket. Rewrite the paragraph to avoid the problem.

When writing multiple deck headlines, do not separate adjective from their nouns and do not split prepositional phrases.

Distinguish between homonyms: their, there; it's. its; who's, whose,; your, you're.

Also watch words as sell, sale. whether, weather, and there, they're.

Hint: If you avoid using contractions, you can eliminate some of the problems.

Do not add s to forward, backward or toward. try out (verb): Susie is going to try out for cheerleader. tryout (noun): Tryouts will be held Thursday.

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Subject and Verb Agreement Collective nouns Use with singular verbs and singular pronouns: The team met its goal. The band played its favorite song. Everybody wants his own way. She asked everyone to be a good sport.

He/she, his/her Do not use. In general, change to they or their', making certain that attending verbs and referents are appropriately changed.

If the rule does not appear here, check The Associated Press Stylebook. If you do not find the role there, check Webster's Collegiate Dictionary. If you still do not find the rule, ask your instructor.

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Coaching Writers WHAT IS COACHING? Coaching is a way to improve news writing by helping journalists do their best work. It focuses on improving the writers instead of the copy.

HOW DOES COACHING DIFFER FROM FIXING?* Fixing Coaching a) Focuses on the editor’s control. a)Focuses on the writer’s growth. b) Leads to dependency and frustration b) Builds the writer’s confidence c) Solves immediate problems, but c) Takes longer initially, but frees must be repeated again and again editor and writer over time. d) Sets individual against individual d) Encourages team work.

WHAT MUST THE EDITOR/COACH DO? _ Let the writer talk first and most. _ Listen intently. _ Encourage the writer by looking for areas to praise. _ Ask useful questions. _ Help the writer develop the piece while leaving ownership with the writer.

AN INVENTORY Give three answers for each: 1. How does an editor or writer help you do your best work?

2. How does that person hinder your best efforts?

3. How do you help that person?

4. What would that person like you to change about the way you work?

WRITING AND EDITING PERSONAL GOALS _ Improve the communications to improve the journalism. _ Take responsibility for your growth. _ Look for newsroom heroes/heroines and learn from them.

COACHING PHOTOGRAPHERS Essential elements for creativity and progress: _ Present yourself as an ally. _Listen carefully. _ Create neutral ground for teamwork. _ Reset the scale to zero. _ Be willing to learn new languages. _ Be prepared to take a risk. _ Give honest feedback. _ Don’t be judgmental. _ Help focus, but don’t press the shutter. *Adapted from Coaching Writers by Roy Peter Clark and Don Fry

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Editing Your Work BASICS Writers and editors use standard copyreading marks to make corrections.

Proofreaders and typesetters use standard proofreading symbols to correct print-outs or proofs of completed stories and pages.

Verify the spelling of all names. Obtain the student directory or a set of locator cards, and a list of complete faculty names (usually from a morning check-in list or the principal’s secretary).

Verify all facts with at least two sources.

All statements of opinion or fact not generally available or known to readers must be attributed in the story.

All opinion is based on fact. If the facts don’t support an opinion, remove the opinion.

Omit the word that when its absence will not affect the reader’s understanding of the statement: He said he was sorry (not “He said that he was sorry”).

Write in third person (avoid “you”). Do not use you, we, us, or I, except in a special feature, an editorial or a column. For straight news reporting, the writer should not be a part of the story.

Read the story at least three times.

READ THE LEAD: •Does it have strong, interesting first words?

•Does it summarize or hint at the story’s subject and tone?

•Does it arouse interest?

•Does something else in the story do this better?

READ THROUGH THE ENTIRE STORY: •Does it hang together?

•Does it have good transitions?

•Should paragraphs or information be rearranged for more effective, logical order, such as most important element first?

•Is the meaning clear?

•Is the subject clearly identified, including the subject’s authority to speak about the subject?

•Are there any facts missing or unverified?

•Have facts been cross-checked so everything adds up correctly?

•Has the story been edited for length?

•Is the story properly developed?

READ THE STORY FOR MECHANICS, CORRECTING: •Spelling •Journalistic style •Sentence structure •Grammar •Punctuation •Concise wording •Lack of repetition •Precise wording •Quotes accurately attributed, punctuated Updated July 2009

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•Opinion quotes attributed to source •”When asked, she said” form avoided LEADS Summary leads are most often used for hard news such as briefs, straight news and sports news.

Novelty leads are most often used for soft news such as feature stories, columns and editorials.

Keep lead paragraphs short — Leads are 20-36 words.

Keep other paragraphs short. Paragraphs usually consist of one to three sentences.

THE STORY Begin leads with the Who or What, Why or How, in most cases; seldom do leads begin with When or Where.

Avoid beginning leads with A, An, The or with past dates.

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A        

ad: An abbreviation for advertisement. Money collected for advertising in the yearbook helps the staff offset the cost of the yearbook and afford to add additional features to the book. advertising space: The pages or part of pages in a yearbook devoted to advertising or paid patronage. all caps: Words typed or printed entirely in capital letters.

Ampersand: A symbol (&) also called “short and.” Used as substitute for the word “and.” artwork: Any illustration, transfer type, drawing, logo, or other artistic material submitted for printing in the yearbook. asymmetric balance: Balance achieved by strategic arrangement of unequal elements. A heavy item on one side does not necessarily require a corresponding heavy element directly across from it. Informal balance. attribution: To credit a quotation to the source. autograph pages: Yearbook pages, usually without printing, that are included for student and faculty autographs.

B           

Backbone (spine): The part of a book that connects front and back lids of the cover. balance: Stability in design; condition in which the various elements on a spread are at rest. Creates a pleasing and harmonious effect. baseline: Imaginary horizontal line (bottom of x-height) on which all type characters in a line rest. Descenders drop below the baseline. binding: The spine part of a hard cover which, along with thread, glue, and other supportive materials, connects the cover to the pages of the book; also, the process of joining the pages, endsheets and cover into a bound book. bit map: A computer-produced image made up of dots or pixels. Bit mapped images are generated by scanners and digital cameras. bleed: A photograph that extends past the exterior margin to the edge of the page, without leaving a margin. body copy: The main text of a page, section, or book that details the story of an event, as distinguished from headlines or captions. body type: The type selected for body copy, as distinguished from headlines and captions. It is usually 10 or 12 point type and is set in one face. bold face: Thicker, heavier type used for emphasis with a lighter type face. border: Plain or ornamental frame around any page element. byline: Line at beginning of a copy giving name of person who wrote it.

C  

candid photo: An unposed photo. caption: Used to describe a picture. Captions should be placed as close to their corresponding pictures as possible, and no more than two captions should be stacked. Every picture should have its own individual caption.



catch phrase: A word or group of words incorporated into the visual presentation of the theme to catch the readers’ attention and link theme spreads together. center of interest: The focal point of a picture, page, or spread. centered: Placement of element, usually a headline, at a midpoint in relation to some other element. collage: A grouping of photos, often trimmed in irregular shapes around subjects, and overlapped and printed without captions. colophon: A listing of the technical printing information about the yearbook, such as price, number of copies printed, colors used, type, cover design, workshops staff attended, photography studios, and awards won by the previous year’s book.

Color Chart: A wall chart that samples the standard spot colors column design: Dividing the double page spread into a number of equal divisions, such as four, five, six, etc. All pictures, headlines, copy and captions are then designed to fit within the designated column design. conclusion or closing: The final three to five pages of the yearbook where the theme is wrapped up. condensed type: A narrow type face. contents: Listing of the pages containing each section, the opening, the closing, and the index. The contents usually are placed on the front endsheet or in the opening, but not on the title page. continuing story: A story that begins on one spread and ends on a subsequent spread. Also called a jump spread or jump coverage. copy block: Designation for copy placement on the layout. Also called text box

          

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       

copyright: The exclusive right for the creator or owner of original literary, artistic, or photographic material to make, distribute, and control copies of that work for a specified number of years, as guaranteed by law. copy starters: Typographic techniques for starting copy and caption blocks. Options include inset initial letters, raised initial letter, enlarged first words, and overlines. cover: Outside of the yearbook which protects the contents. Name of book and year should appear on front cover. cropping: Eliminating portions of a photo to improve its composition and make it proportional to layout space.

Indicating with marks on a photograph the area of the image that is to be reproduced. custom embossed cover: The artwork is made into a brass die. Using heat and pressure, the die is stamped onto the cover which creates a three-dimensional relief on the cover’s surface. Designs can also be created that are lower than the surface of the cover. These are called debossed designs. cutline: Short description or explanation adjacent to an illustration or photograph, other than a title or heading.

Usually used in reference to newspapers. cutout: Picture or drawing cut out in desired shape for accent in layout. cyan: Translucent blue ink that is used as a process color.

D            

deboss: The reverse of the embossing process; letters, artwork, or panels are pressed down into the surface of a page4 or cover. descender: The lower stroke to those lower case letters that extend below the base line, for example, g, p. design: A process that involves arranging design elements and planning the overall appearance of a spread. die: An engraved metal plate for cutting or embossing an image on paper or a cover. die cut: A pattern or design that is cut out by a die and removed from a page or endsheet so that part of the next page is visible. dividers (division page): Double page spreads used to separate each of the sections of the yearbook. Any of the theme/concept pages introducing each new section of the book, and relating each back to the main theme/concept with photos, captions, and detailed copy. dominant photo: The first picture to be placed on the layout. The dominant photo should be two to tow and a half times larger than any other picture on the spread. dots per inch: A measure of screen or printer resolution; the number of dots in a line one inch long. Abbreviated dpi. double-page spread: Two facing pages in a publication. downstyle: Style of headline with only the first word and proper nouns capitalized. drop cap: Another term for initial cap. dummy layout: A rough draft of a layout showing the amount of space to be occupied by copy, photos, artwork, etc. It’s used for roughing layouts so corrections and changes can be made. It’s also used to organize ideas and photo requests.

E          

editor: The leader in charge of the yearbook or a portion of the book. editorializing: When a reporter gives his/her opinion for the reader, it is considered an editorialized statement.

The reporter should remain objective and allow readers to establish their own opinions based on the information presented by the report. Avoid editorializing! elements: The pictures, headlines, folio tabs, copy, and captions as well as graphics used on the spread. ellipses: Three periods (…) used to indicate an omission of words or a pause. emboss: To produce a raised design on a cover or paper with a die. emphasis face: Bold or italicized type used in conjunction with a matching regular type face to stress important words or sentences. enlargement: An image, usually a print, that is larger than the negative. Made by projecting an enlarged image of the negative onto sensitized photographic paper. endsheets: Heavier sheets of paper which hold the pages of the yearbook to the cover. Endsheets may be plain or designed to reflect the theme. The front endsheets usually contain the contents. external margin: The space around the outside of the spread. All layouts should be designed to include a consistent external margin. eyeline: Formed by arranging photos, type, or other page elements to form an even band of white space across the two facing pages. It is used to visually link a spread.

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F       

flat: The eight pages printed on one side of a large sheet of paper. One side of a signature, which is 16 pages. foil stamping: A process by which a foil is applied to covers and/or endsheets using a die, heat, and pressure. folio: A page number placed at the bottom corner of the page. folio tab: Page identification that appears with the folio. four color: The printing of a color photograph using the four process colors; magenta (reddish-pink), cyan (blue), yellow, and black. freestyle design: Double page spread design which does not utilize columns. fund raising: An activity or project that gives the yearbook staff money for the yearbook in addition to that earned through subscription sales and advertising sales.

G    

ghosting: A special effect that overexposes a photograph or artwork so that it will be lightened and have less contrast when reproduced. glossy: Shiny photographic prints, called glossies because of the finish required for sharp reproduction. grain: In book binding, a fine textured pattern embossed on the entire surface of a cover. graphics: Elements such as rule lines, gray screens, large initial letters, and special type treatments which enhance the book’s design.



gutter: The center (fold)of the spread where the two pages meet and are bound into the cover.

 

hairline: Very fine rule or line approximately a quarter of a point in width. halftone: The printed reproduction of a black and white continuous tone original, the images being reproduced with a pattern of tiny dots that vary in size. Their size and closeness give the appearance of the range of grays seen in a continuous tone. hanging indentation: First line of a paragraph set full length, and all following lines indented. hard copy: Printed copy of text stored in computer memory. Often used as a permanent visual record. head or heading: Display line of copy, usually set in a larger size or different typeface than text, summarizing text below and used to draw attention. headbands: Decorative cloth edging applied to top and bottom of the book’s spine. headline: Phrase or sentence to summarize the story. Most yearbook headlines are feature-type, designed to get the reader’s attention and make him or her want to read the copy.

H     

I   

  

image: The visual representation of a photographed subject: the picture. indent: Placing space before or after words in type line (example, paragraph indent) index: One complete alphabetical listing of all students, teachers, advertisers, and events covered in the yearbook. infographic (information graphic): Statistical information condensed for the reader into a pictorial representation which is easily understood. initial letter: The first letter in text, set larger than remaining text and either plain or decorated. Used for emphasis. Also called a drop cap. internal margin: The one-pica spacing between all pictures, captions, headlines, and copy on the spread. italic: The style of letters that slant forward, in distinction from upright letters. Used for words requiring emphasis. introduction or opening: The first two to four pages of the yearbook which introduces the theme.

 

jump head: Headline over story continued from another page justify: To set type so that both sides of a column are straight, or flush.

  

ladder: A page-by-page listing of the yearbook’s contents. layout: Arrangement of pictures, captions, headlines, and copy on the double-page spread. lead: The opening paragraph of a story; it sets the tone for the story, giving it purpose and direction.

 

J L

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     

leaders: Rows of dots or dashes, evenly spaced, designed to carry the reader’s eye across rows of a table or from a section title to its page number in the table of contents leading: The spacing between lines of type. lead-in: the first words of a caption or story. They draw attention to the copy and are often set apart typographically for emphasis. line art or drawing: An illustration in which all drawn marks are black with no gradations of gray. logo: The use of distinctive typography and/or artwork as a trademark for a theme or design concept.

lower case (l.c.): The small letters in type, as distinguished from the capital letters.

M       

magenta: Translucent red ink that is used as a process color. margin: Space forming the border of a pager or sheet. matte finish: A photographic or printing paper, characterized by a dull, smooth surface. mini-mag: Special section with a completely different design from the rest of the yearbook. May include a specific event at school (such as an anniversary), or may report national, world, and entertainment news. mini-theme: The use of a secondary unifying concept as contrasted with the overall theme of the book. Minithemes can be incorporated to unify sections of the book. mock-up: A paste-up created by cutting pictures, copy, and headlines out of magazines and positioning them according to a final layout to simulate the finished design. mug shot: A class picture.

N     

name plate: The personalization of a yearbook by engraving an individual’s name on a piece of metal which glues on to the cover of a book. name stamping: The personalization of a yearbook by stamping an individual’s name on the cover in a decorative foil color. natural spread: The two center pages of a signature which are the only two pages in the signature that are printed side by side, as they will appear in the book. negative: A type of photographic film that shows the image in reverse, i.e. the black parts are clear and the white parts are black. negative space: Alternative term for white space.

O  

overburn: Process of superimposing dark printing over areas already printed, i.e., caption printed on light portion of a photo. overline: A caption headline that verbally links the caption with the visual content of the photo.

P             

page: One side of a leaf of a book. page proof: A simulated version of a page showing copy, pictures and artwork which is used for editing purposes prior to printing. panel pictures: Group of individual class pictures that are printed directly next to each other with only a thin white rule line separating them. photo essay: A series of photos which tells a story. A photo essay must begin with a dynamic photo and have a beginning and end to the story. pica: A unit of measurement equal to 12 points or 1/6 inch. point: A subdivision of a pica. There are 12 points in a pica and 72 points in an inch. point size: The height measurement of a type face from the top of the highest ascender to the bottom of the lowest descender. press run: The number of yearbooks printed. primary headline: The main headline of a spread which first captures the attention of the reader. It generally is larger and bolder than other copy on the spread. process colors: magenta, cyan, yellow and black. These are the least expensive colors. proof: Copies of the final paste-ups sent to the staff for corrections and approval. proofreading: Checking copy for spelling, content, and grammatical accuracy. proportion: The comparative relation between the width and height of photographs, helpful in determining reduction or enlargement percentages.

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 

publish: To produce and sell or otherwise make available printed information to the public. Printing is only one part of the operation. pulled quote: Words “pulled” from text and displayed as a quotation.

Q 

quotes: Direct statements obtained through the interviewing process by the reporter, to be included word-forword in copy.



ragged: Type set unjustified. The normal condition is flush left, ragged right. Copy may also be set flush right, ragged left or centered line-for-line. raised initial: Initial letter projecting above first line of text type. rough: Preliminary layout or sketch. rule lines: Straight black lines used to unify or separate elements on a spread. running head: A headline phrase or phrases running over several spreads. Also called a jump head.

R    

S                 

Sample Signature: A folded, untrimmed sheet of paper printed with 16 consecutive pages, specially prepared to illustrate the principle of the signature, natural spread, and economical color placement. sans serif: A type style distinguished by characters that have no short finishing strokes at the ends of the main strokes. scorebox (or scoreboard): Listing of all results for a particular sport. Each sport covered in the yearbook should include a scorebox. secondary headline: Coupled with a primary headline, it supplements the main element and adds additional information, giving more insight into the story of the text copy. section: A part of a yearbook devoted to a certain subject matter, such as sports, classes, academics, etc. serif: A small finishing stroke at the end of the main stroke of a letter; a style of type, distinguished by characters having serifs. shipping date: Date on which finished books are scheduled to leave the printing plant. sidebar: A smaller, supplemental story on a spread. Must be designed in a way that harmonizes with the spread, but doesn’t overpower the main story and headline. signature: A large sheet of paper containing 16 yearbook pages, eight on each side. Before the plant can print the signature, all 15 pages must be submitted. small caps: Smaller capital letters provided with many fonts. The size of the font’s x-height; they usually are used in combination with the regular caps. specialty column: Also known as a plus column, is visibly narrower or wider than the other columns on the spread, and is generally used for displaying sidebar stories, quotes, scores, small photos, and captions. spine: Area of yearbook between front and back covers. Name of school, city/state, volume number, and year should appear there. spin-off: A “mini theme” used as a section title. Spin-offs help carry the theme through the book. spot color: One additional color plus black. Spot color is cheaper than full color. spread: Two facing pages in a yearbook, such as 2 and 3, 4 and 5, 6 and 7, etc. stand-up initial: Initial letters which rise above the body copy which they introduce rather than being inset into it.

Also a raised cap or upstanding starter. style: A complete set of grammatical, capitalization, punctuation, spelling, typographical and design rules adopted by the staff to govern the production of the yearbook. These style guidelines should add consistency and unity to the publication, and are given to the staff in written form.



subhead: A minor headline or title, usually set in a point size smaller than headlines and larger than body copy.

 

text: Also body copy. theme: A statement or feature which clearly communicates the action, tempo, mood, and personality of the students at your school this year. A theme unifies the message of the yearbook. title page: Page one of the yearbook. It should include the name of the book, name of the school, completed school address, volume number, and year. School telephone number and enrollment may also be listed there. tool lines: White lines used to separate paneled portraits.

T  

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



trapped white space: An unplanned gap of white space in the center of the spread generally created by violating the consistent interior spacing. trim size: The final trimmed dimension of a book’s pages; standard yearbook trim sizes are 7 ¼” x 10 ½”, 8 ½” x 11”, and 9” x 12”. type style/family: All the variations of a specific type face design, such as italic, bold, extra bold, condensed, outline, etc. (i.e. Helvetica, Helvetica Italic, Helvetica Bold, Helvetica Extra Bold, Helvetica Condensed, Helvetica Outline). typo: Typographical error.



upstyle: All major words in an upstyle headline are capitalized. Example: A Clear and Present Danger.

  

value: How light or dark a color is. vertical headline: Wording that reads downward rather than across. vignette: A halftone with a background gradually fading away and blending into the surface of the paper.

 

U V W   

wavy line: A special effect that reproduces a continuous tone original with a subtle wavy linear pattern running either vertically or horizontally. white space: Bank areas where no elements are placed. Planned white space is an important part of the spread. widow: A short last line of a paragraph.

Y 

yearbook: The annual publication telling as complete a story as possible of one school year in pictures and printed words. Also a reference book, a history book, a picture book, a memory book.



Zapf dingbats: A decorative font used by designers to start captions or copy, as an endmark or to break unindented copy into paragraphs.

Z

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Spelling Demons a capella (choir)

committee

flexible

a lot (two words)

conceive

forty

absence

conscience

fulfill

accidentally

conscientious

gelatin

accommodate

conscious

grammar

accumulate

consensus

halftime

acknowledgment

cooperate

harass

acquainted

coordinate

inadvisable

adviser (not advisor)

council

incidentally

advisory

counselor

inconsistent

aisle

criticism

incredible

all right (two words)

curriculum

indestructible

AP (no periods)

cymbal

inseparable

appetite

defense

interfere

arguing

definite

intermittent

assistance

deity

intramural

athlete

desperate

itâ&#x20AC;&#x2122;s (it is)

athletics

dilemma

its (possessive)

beggar

discipline

judgment

believe

disease

kidnapped

benefited

dissipate

liable

blond (male)

ecstasy

liaison

blonde (female)

eligible

lineup

bookkeeper

embarrass

literature

bouillon

English

loose

bus, busses

entrepreneur

lose (loss)

biscuit

equipped

maintenance

bussing

erroneous

mischievous

cafeteria

exaggerate

minstrel

canceled

existence

misspelled

cemetery

facility

ninety

changeable

fiend

ninth

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notable

quizzes

supersede

noticeable

rebuttal

syllable

occasion

receipt

teenage (no hyphen)

occurred

receive

temperamental

occurrence

recommend

theater (not theatre,

offense

referee

which is British

pamphlet

rescind

spelling)

parallel

reversible

their (possessive)

paraphernalia

rhythm

there (place)

pastime

runner-up

theyâ&#x20AC;&#x2122;re (they are)

picnic

satellite

thorough

picnicking

schedule

tomorrow

poll

semifinal

tragedy

precede

sensible

transferred

preference

separate

traveled

preparation

shepherd

try out (verb)

principal (of a

sophomore

tryout (noun)

school)

speech

verbatim

principle

sponsor

villain

privilege

subtle

weird

query

superintendent

yacht

questionnaire

supersede

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Sources ___________________________. “Concept Yearbook.”

Lifetouch Publishing; Minneapolis, MN. 2007. ___________________________. Course Description: Arts and Communication Services: Desktop Publishing: Yearbook. Regional Occupational Program, Contra Costa County Office of Education. 2003. "a capella." Online Etymology Dictionary. Douglas Harper, Historian. 09 Jul. 2008. <Dictionary.com http://dictionary.reference.com/browse/a capella>.

Melton, Rob. “The Newswriter’s Handbook.” Third Edition.

Portland, Oregon. 2002.

Willard, Pam. “Hassayamper Yearbook Handbook 2005-06.”

Prescott High School; Prescott, AZ. 2005.

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