Registry
Module Specifications
Archived Version 2022 - 2023
| |||||||||||||||||||||||||||||||||||||
Description The purpose of this module is to introduce students to the concepts and skills involved in editing news and news features. | |||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Describe the organisational structure and practices of a subs desk. 2. Distinguish readability from legibility. 3. Demonstrate an ability to edit and/or rewrite news and news features copy fairly and quickly. 4. Write standfirsts, headlines, straplines, subheads, crossheads, pullquotes and captions for a wide variety of media. 5. Display a basic knowledge of the technical aspects of typography, its architecture and furniture. 6. Process a wide range of news articles and news features which are complete, fair to all parties mentioned therein and interesting. | |||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
|||||||||||||||||||||||||||||||||||||
Indicative Content and
Learning Activities TOPICSModule descriptor; reading list; assessment regime; editing desk structure; sub-editing functions; news v features; use of graphics; visualization; readability v legibility; Gunning's fog index; copy checking; defamation; privilege; sub judice; copy editing for print, online and brodcast; writing v editing as careers; duties of down-table sub; writing headlines - direct v oblique approaches; fitting headlines; turn heads and lines; headlines for court, crime, accident, sport and business stories; headlines on running stories and special/freestyle headlines; headline count, shape, size, pattern, typography, accessories; choosing and mixing display faces; subheads - style and frequency, when to use, where to position and how to space; captions - their role and how to write them; in-class-test. | |||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||
Indicative Reading List
| |||||||||||||||||||||||||||||||||||||
Other Resources None | |||||||||||||||||||||||||||||||||||||
Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||
Archives: |
|