Transcript caption 1 – musical chairs

COMPLETING YOUR COPY WITH
CAPTIONS AND HEADLINES
(Lesson 1)
Renee Burke, MJE, Yearbook Adviser, Boone High School
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Completing Your Copy with
Captions and Headlines
Before anyone reads your well-crafted story on a yearbook spread, their
eyes will be drawn to your headline and captions.
Photos will draw their attention first, so it’s automatic that people
will read the accompanying captions to learn more about the people
and what they are doing.
Cleverly written and well-designed headlines will attract
readers to a spread almost as much as the dominant photo.
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Completing Your Copy with
Captions and Headlines
You may hear that students don’t read the copy in the yearbook.
They will if you begin writing enticing headlines and informative
captions.
Improving your copy in these two areas will lead readers to want to learn
more from the story.
This unit will focus on how to write better captions and headlines, including
practice to improve your skills.
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Completing Your Copy with
Captions and Headlines
Your journey to writing great caption and headline copy that readers will
enjoy starts now. In this unit you will learn to:
Write great captions using the ABCD formula
Write intriguing headlines that are vivid and descriptive while
staying factual
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Lesson 1: Writing
Great Captions
Objectives – In this lesson, you will learn:
How to write quality, informational captions that identify people and events
How to write informative captions creatively so people will want to read
them
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Lesson 1: Writing
Great Captions
Each year when schools are planning coverage and how to best write a story,
there are always yearbook staffs who say, “Why do we write body copy? No
one reads it.”
While it may be true that not everyone reads it immediately, people will
read it when they are reminiscing or before a reunion.
However, you cannot use that same defense against caption writing.
Photos are the largest, most-seen graphics in the yearbook.
If the photo has stopped the reader, he will read the caption to know
the story.
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Lesson 1: Writing
Great Captions
Captions are small bits of information given to the reader in
digestible chunks.
They tell the reader all the factual information they need to know
about the photo. To make it more personal, you can include a quote
from someone in the photo.
So, all of the good rules you’ve been taught will still ring true for caption
writing.
You still need to attend events, interview those involved and stick
to the facts.
Once you know the 5Ws and H – Who, What, When Where, Why
and How – captions write themselves.
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Lesson 1: Writing
Great Captions
Taking aim. All captions need to explain the who,
what, when, where, why and how to put the
reader in the moment the photo was taken. In
this case, the caption should put the reader into
that moment of the game. A quote about what
the player was thinking would be a nice touch as
the last sentence.
Sidney Taylor
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Writing a Caption is as
Easy as ABCD
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Lesson 1: Writing
Great Captions
Answer the question.
In this case the question is, what is he doing? The student is testing
electrical boards to ensure they were safe to use and would turn on the
light bulb.
Hannah Leyva
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Lesson 1: Writing
Great Captions
• List three to five words that grab the reader’s attention
and link the photo and caption together
• Lead-in states the obvious in an unobvious way
• Include the five Ws and H
• Use a variety of adjectives and adverbs
• Be descriptive
• Use strong, visual specific nouns
• Consider the action before and during the photo and reaction to the event
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Lesson 1: Writing
Great Captions
• Use colorful, lively, visual action verbs
• Write in present tense, active voice (unless changing tenses to
make it logical)
• Be factual
• Use a variety of sentence patterns
• Identify all people in picture (up to seven)
• Use complete sentences
• Use first and last names
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Lesson 1: Writing
Great Captions
• Don’t state the obvious
• Don’t begin leads with names or overuse the same lead
pattern
• Don’t use label leads (example: basketball girls, swimmers, etc.)
• Don’t use an excessive amount of –ing verbs
• Avoid “During” to begin your lead as it’s overused
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Lesson 1: Writing
Great Captions
• Don’t use “Pictured/Showed Above,” “Seems/Attempts to”
• Avoid using “to be” verbs
• Don’t use “gag” or joke captions
• Don’t comment or question the action in the picture; you
are telling the reader what happened, not conversing with
him
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Lesson 1: Writing
Great Captions
How does it feel?
You probably know what it is like to stick your hand inside a pumpkin.
Let your caption help readers experience what is going on in the
photo, in this case, feeling the slime like this student did.
Morgan Rollins
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Lesson 1: Writing
Great Captions
Special considerations:
• Identify both schools’ players and opponents by jersey number and name
• State position of the player(s)
• Consider plays leading up to the action
• Tell the result or outcome
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Lesson 1: Writing
Great Captions
Special considerations:
• Begin with name of group
• Identify from left to right, but don’t write that as part of the caption
• Give clear row designation in a different font than text
(CHEERLEADING Front: Name Here, Name Here. Row 2: Name
Here, Name Here. Back: Name Here, Name Here.)
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Lesson 1: Writing
Great Captions
• Attend the event and know what you are writing about
• Write the caption as soon as possible after the picture was taken
• Identify everyone in the photo
• Describe what is happening in the exact moment of the photo
• Give your photo a timeframe
• Avoid passive voice
• Don’t add unnecessary phrases such as “left to right” or “pictured
above”
• Check and recheck the spelling of the names and text
• NEVER make up information – it is journalistically wrong!
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Lesson 1, Activity 1:
Critique Captions
Take a newspaper section, magazine or go to an online news site. Find three
photos with captions. Write down the captions and answer these questions.
1. Critique the captions. How could each caption be improved? Is anything
missing from the captions?
2. Rewrite the captions with the information provided in the current caption
and/or the accompanying story. Remember to keep them factual.
CAPTION 1:
.............................................................................................
.............................................................................................
CAPTION 2:
.............................................................................................
.............................................................................................
CAPTION 3:
.............................................................................................
.............................................................................................
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Lesson 1, Activity 2:
Write the Captions
On the following slides are two photos with background information
provided so you can write the caption.
Remember your ABCDs. Write your caption .
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Lesson 1, Activity 2:
Write the Captions
CAPTION 1 – MUSICAL CHAIRS
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Juniors Jessica Peterson (left) and Mary Lopez (right)
Participate in blindfolded musical chairs at the first pep rally of the year
It was 97 degrees outside and two people suffered from heat exhaustion
This was a competition between the classes
Occurred on Sept. 6
“I couldn’t see so I sat really quickly on someone
and when I looked, it was Mary [my best friend],
so it was the perfect person to sit on. It just stunk
I was still out,” Peterson said.
“The music ended so quickly. I just sat as quickly
as I could. I thought it was so funny that Jessica
ended up on my lap,” Lopez said.
The seniors won this event.
Blake Waranch
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Lesson 1, Activity 2:
Write the Captions
CAPTION 2 – ACTOR
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Junior Clark Thornton plays a townsman who has an ailing back.
This was the drama department’s production of Anatomy of Gray.
The production ran Oct. 4, 5 and 6 at 7 p.m. in the school’s auditorium (unnamed).
Debra Christopher, a former student, directed the play.
This program earned the troop four Critic’s Choice Awards and 10 Best in Show
awards at the district competition.
“Being able to play a crazy man was so much fun,”
Thornton said.
“Through staging, I get to see every actor almost as a
unique chess piece, and it’s the director’s job to play the
game with the pieces and play it well,” Christopher said.
The setting was Gary, Indiana, in the 1800s.
Photo provided by Boone High School
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Lesson 1, Activity 2:
Write the Captions
Now that you’ve written a few captions, swap with a peer. Evaluate and
critique each other’s caption writing using a Caption Checklist. See how much
you remembered.
CAPTION 1 – MUSICAL CHAIRS
__ Makes a creative caption/photo connection (Attention getter)
__ Present tense sentence identifies who (everyone in photo) and describes what is
happening in each photo (Basic info)
__ Past tense sentence takes reader beyond moment of photos (Complimentary
info)
__ Quotes are interesting and not just facts (Direct quote)
__ Caption is factual
__ Avoids editorializing, school name, and terms like: this year, apparently,
seemingly
__ Written in third person (no you, us, we, our)
__ In active, not passive voice verb
__ Spelling, grammar, and punctuation are correct
__ Doesn’t begin with name or -ing
__ Overall captions are positive and interesting.
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Lesson 1, Activity 2:
Write the Captions
CAPTION 2 – ACTOR
__ Makes a creative caption/photo connection (Attention getter)
__ Present tense sentence identifies who (everyone in photo) and describes
what is happening in each photo (Basic info)
__ Past tense sentence takes reader beyond moment of photos (Complimentary
info)
__ Quotes are interesting and not facts (Direct quote)
__ Caption is factual
__ Avoids editorializing, school name, and terms like: this year, apparently,
seemingly
__ Written in third person (no you, us, we, our)
__ In active, not passive voice verb
__ Spelling, grammar, and punctuation are correct
__ Doesn’t begin with name or -ing
__ Overall captions are positive and interesting
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