When you’re drafting a news release, the devil’s in the details, especially with AP style. It’s a bit like Goldilocks: not too hot, not too cold, but just right. For example, get your dateline city names in ALL CAPS. It’s a spotlight on where the action is happening. And those state abbreviations? They’re not a free-for-all; they’ve got to match AP’s specific style.
Headlines, though? They’re more of a low-key affair. Stick to sentence case—only the first word and proper nouns earn the right to a capital letter. It’s like a calm handshake compared to a high-five. And when releasing your news, timing is everything. “For Immediate Release” can scream urgency, but sometimes a specific date whispers professionalism.
Remember, too, that active voice is your friend. It strides confidently into the room, while passive voice might just hover at the door. These aren’t just tips; they’re the threads that weave your news release into a tapestry of credibility. Let’s zoom in and fine-tune these elements, ensuring your news release hits all the right notes with the precision of a professional.
Common Errors to Avoid
Below are some more of the most common errors I tend to see in the first news releases written by public relations students.
Forgetting that a news release needs to be NEWSWORTHY
AP style errors, most notably including a serial comma, capitalizing titles after a name and improper abbreviations
Missing required elements, such as end marks, contact information and boilerplate content
Including exclamation points unless they are part of a quotation from a source
Using I/we/our, unless you are using a direct quotation. The story should read as though it is from a journalist, not a PR practitioner or the client.
Editorializing in a news story.
Failing to use a quotation or two to liven up the story
So what’s the best way to avoid these errors? Read news releases from written by public relations practitioners. And just like getting to Carnegie Hall? Practice, practice, practice.
PR Pros & Journalists: What other mistakes do you tend to see new public relations writers make?
If you’re preparing to take graded Associated Style quizzes, it would definitely benefit you to take a few practice quizzes first. Below are several sites with practice quizzes. NOTE: I have not verified that every quiz site has correct answers on all their quizzes, but this should give you a great, low-pressure start.
I remember the first time I was asked (told) to use a “peer-reviewed article” in my research for a paper, I had no clue what the professor was talking about. I looked around the room, and the other students in the course were either nodding along or nodding off; no one looked confused, so I decided I wasn’t going to speak up and ask what she meant.
But I didn’t want to do poorly on the assignment, so I waited until after class and went up to ask.
Thank goodness I had a kind and caring professor who was much more interested in making sure her students learned than showing how intelligent she herself was. She told me that in general, it meant that the article came from an academic or professional journal (rather than something like a popular magazine) and that the article had gone through a rigorous review process before being published. It wasn’t just the writer and editor who decided it was good enough to print; other experts in the field provide their input. (There’s a lot more to it than that, but this was a clear enough explanation to get me started.)
When I got to the library (yes, I had to physically go to the library when I was an undergrad), I went to the periodical section and took a recent Public Relations Journal off the shelf. Flipping through the journal, I realized quickly that these articles were nothing like the ones in People or Newsweek. They were written in a much (much!) more formal way, a way that would take some serious getting used to. I pored over an article, trying to make sense of it.
Then, I had an a-ha moment.
Reading a journal article is kind of like going to a new restaurant.
Should we even go here?
Now, when we explore a journal article, we want to make sure it’s a trustworthy source. Think of it like checking out a new restaurant. We’ll look at things like the reputation of the journal (like checking online reviews), the authors’ credentials (are they renowned “chefs”?), and when the article was published (fresh ingredients or stale leftovers?). There’s not really a Yelp for academic journals, but maybe that would be a fun side gig for me. But I digress.
Read the menu
Before we dig in too deep, let’s start by giving the article a quick skim. Think of it as reading the menu to see if anything catches your eye. We’ll check out the title, abstract, and headings to get a sense of what the article is all about.
Eat dessert first
Despite what your parents and grandparents might have told you as a child, it’s 100% okay to eat dessert first, at least in terms of reading a journal article. A journal article is NOT a mystery novel. You won’t ruin anything by knowing how it ends before you start. Skip to the end of the article and read the limitations and conclusions right away to see if it supports or denies the claim you are trying to make in your own research paper. (NOTE: You will want to read articles on both sides of your claim.)
Taste the app
Now, the introduction is like the appetizer that sets the stage. We’ll find out why the authors decided to do the research, what questions they wanted to answer, and why it’s important. It’s like the first taste that gets our curiosity going. Still interested? Then . . .
Sit at the chef’s table
Time to get to the juicy parts! In the methodology section, we’ll learn how the researchers cooked up their study. We’ll look at the ingredients they used (research design), how they gathered data (like secret recipes), and how they analyzed everything. We want to make sure their approach is solid and follows the rules of the kitchen; it’s like sitting at the chef’s table in the restaurant kitchen, watching how things are prepared for the diners.
Dive into the main course
Ah, the results and discussion sections, the main course! This is where the researchers present their findings and start digging into the flavors. This is the meat of the article (see what I did there?). We’ll see charts, graphs, and analysis. Then, in the discussion, they’ll interpret those results, link them to previous research, and talk about any limitations. It’s like a chef explaining the unique flavors and how they relate to other dishes.
Try an intermezzo
At a restaurant, an intermezzo is a refreshing sip or bite of a palate cleanser between courses. Reading journal articles can be heavy. If you’re feeling like your brain is getting full, get up and walk around for five minutes or watch that TikTok that your best friend just sent you. Then get back to your table.
Savor the dessert
Finally, let’s enjoy the article’s takeaway. It’s time to indulge in our own thoughts and opinions. We’ll consider what we’ve learned, how it contributes to the field, and how it might inspire our own research or practice. And don’t forget, we’re here to discuss and debate, so feel free to spice things up with your own ideas!
Yelp it
Once you’ve finished with the article, you won’t want to forget what it was about. Take the time to make notes on the article, including all the required information for an APA citation (just in case you’ll actually use it in your research) and your own paraphrased thoughts about the article. I used to use the app EndNote to keep track of information like this — it was great when I was working on my Ph.D., as I could easily find articles I’d read for previous classes using it.
A question for you: do you remember what it was like reading your first academic journal article? What advice would you give students early in their college careers on how to read one?
NOTES
The analogy comparing reading a journal article to going to a restaurant was inspired by ChatGPT. Images were created using Adobe Firefly.
For my COMM 4633 Social Media for PR & Journalism Class
Below you will find several additional resources to augment your course materials for COMM 4633. Each student will be assigned to read/complete one of the resources. During Week 12, we will have an in-class Speed Learning activity where you will share what you learned with your classmates. (This activity will be discussed in more detail after Spring Break.)
Additionally, after you watch or complete any of these, you may wish to write a blog post about what you learned; these posts could become some of your PR Connections for the semester.
Learn why local content is essential to your survival, and how you can continue being the chief information source to your community, no matter what the platform.
In this course, you’ll hear editors and publishers from across the industry share their stories and their strategies for success. Talk to a virtual colleague to think through some of the questions and concerns you’ll want to address. And test your knowledge of online audiences and the tools you can use to drive them to your site. Along the way, you’ll collect the info you’ll need to create an action plan for your newsroom.
Want to spread your wings beyond print reporting, but don’t know where to start? In this course, you’ll learn the basic steps of telling your story with multimedia. You’ll discover ways to map out your story before you head out to do your reporting. And you’ll learn when to use such tools as audio, video and graphics.
In the days that followed Hurricane Katrina, online news organizations took stock of their skills and resources and turned out some of the best work to date. They sent video reporters out on boats to float through the streets of New Orleans. They fashioned multimedia blogs out of the simplest of technologies. They set up forums for citizen participation. And a few of them saved lives in the process.
For years, newspapers have worked with user-generated content (UGC) in the form of letters to the editor and similar contributions. Now, news organizations of all shapes and sizes are grappling with a dizzying array of community-written content. Non-staffers are publishing things such as full-length stories, blog posts and multimedia content.
This trend provides new opportunities for your publication to engage with audiences, spotlight new voices and address under-covered topics and communities.
PERSONAL LEARNING PROJECT (350 POINTS OF YOUR FINAL GRADE)
This project is designed to provide you with an opportunity to tailor an assignment to your own learning needs and course-related interests. For this assignment, you will identify an area of social media/PR you want to learn more about, outline a plan of study, and decide on appropriate learning deliverables to demonstrate your mastery of the material. You will then submit this plan to me for approval. Once your study plan has been approved, you will create a personal learning network to guide you in your learning. You may utilize any content you wish including books, web pages, video tutorials, library resources, open educational material, etc. to help you complete your deliverables by the deadline specified in your learning plan. In other words, you will be able to learn the material in the manner, and with the resources of your own choice.
My goal for this assignment is to prepare you for today’s highly competitive and rapidly changing workplace by allowing you to develop experience in directing your own learning. Today, knowledge has a very short shelf life, which means that one of the most important skills you can learn while in college is to become an independent learner. It is my hope that you take this project as an opportunity to help you enhance those skills. It should therefore go without saying that you shouldn’t pick a topic/area you already master for this assignment. Although it would be a way to an easy project and grade, you would simply be cheating yourself and your education.
Though you are welcome (even encouraged) to post any portion of your Personal Learning Project on your own blog, to earn credit for each Part, please use BlackBoard to submit your work.
PART 1 – THE LEARNING PLAN (50 POINTS OF FINAL GRADE)
DUE: February 12, in BlackBoard
For this part of the assignment, you will identify an area of social media/PR you want to learn more about, outline a plan of study, and decide on appropriate learning deliverables to demonstrate your mastery of the material. Please use this template when designing your learning plan. You’ll be evaluated based on the thoroughness of your plan. To help you get started, I’ve listed a few examples of possible project ideas below.
Researching social media applications for nonprofits and designing a social media training session (the deliverable) for a local nonprofit interested in learning how to engage its stakeholders via social media. This would more than likely be a group project.
Researching how journalism has changed with the advent of social media, and offering suggestions / a workshop to the campus newspaper for how to benefit from social media.
Researching QR (quick response) applications for small businesses, offering your services to a local business and designing a concept for QR campaign tailored to their needs.
PART 2 – THE PERSONAL LEARNING NETWORK (100 POINTS OF FINAL GRADE)
DUE: March 18, in BlackBoard
Your personal learning network (PLN) needs to include a Twitter, blog and social bookmarking component. We will discuss how to create a PLN in much more detail in class. You also need to identify blogs, web sites, and social bookmarks that are relevant to your project and subscribe to them. You may even want to subscribe to a Google Alert on your topic (optional). At the end of the semester, you will need to hand in a UPDATED description of your personal learning network along with your deliverables. You’ll be evaluated based on the depth and breadth of the personal learning network you built. In order to hand this in, create a list of people you follow on:
Twitter: list the people in your Twitter PLN with their Twitter UserId. Only list people that pertain to your project (i.e. don’t list your buddies here)
Blogs: list the bloggers you followed for this project. Identify them by a) name, b) blog URL, and c) blog name.
Social bookmarking sites: list the people you follow on Delicious, Diigo or any other social bookmarking site. Again, only list people you followed for this particular project. List them with their social bookmarking URL.
Any other social media sites/platforms
PART 3 – THE PLN PRESENTATION (50 POINTS OF FINAL GRADE)
DUE: March 22, in class
You will give a 5-minute presentation in which you will present the learning network you’ve created thus far. You should start off with a brief description of the project you’ve picked for your personal learning project before presenting your network. Please create a separate slide for your Twitter, social bookmarking, and blogging network and include the following information. You’ll be evaluated based on the progress made on your PLN and on your presentation overall.
Twitter network slide
How many experts on your project’s topic area are you following?
List at least five of those experts by their Twitter handle
During your presentation, give an example of useful info (related to your project’s topic area) each ONE of them has tweeted about.
Social Bookmarking network slide
How many experts on your project’s topic area are you following on Delicious, Diigo or another social bookmarking service?
List at least five of those experts by their Social Bookmarking UserID.
During your presentation, give an example of useful info (related to your project’s topic area) each ONE of them has bookmarked.
Blogging network slide
How many bloggers who are experts on your project’s topic area are you subscribing to with your feedreader?
List at least five of those bloggers (name the title of their blog)
During your presentation, give an example of useful info (related to your project’s topic area) each ONE of them has blogged about.
As you listen to your classmates’ PLN presentations, take special note of members of their PLNs who might be useful for you to learn more about. Additionally, offer suggestions to your peers regarding members of your own PLN who might benefit them in their projects.
PART 4 –PROJECT DELIVERABLES (100 POINTS OF FINAL GRADE)
DUE: April 15, in BlackBoard
Your project deliverables are identified in your personal learning plan and approved in consultation with me. Remember to include an UPDATED version of your PLN that you submitted in Part 2; identify which people you have added to your network. If all of your deliverables are in digital form, simply submit (in BlackBoard) the URL(s) to those deliverables. Be sure to indicate what each URL refers to. You’ll be evaluated based on the quality of your final product.
PART 5 –PROJECT PRESENTATIONS (50 POINTS OF FINAL GRADE)
DUE: April 17 & 19, in class
At the end of the semester you will present your personal learning project deliverables to the class. For this assignment, you will need to create a professional 10-minute presentation in which you will introduce the project you worked on, explain the process involved in creating your deliverable, discuss how your PLN helped you accomplish that process, and showcase your final project. You’ll be evaluated based on the extend to which you address those four areas and on the level of professionalism displayed in your presentation.
(NOTE: Many thanks to Dr. Corinne Weisgerber for permitting me to use, with very slight adaptation, the Personal Learning Project from her Spring 2011 Social Media for PR class at another SEU: St. Edwards University.)
Image Credit: "Maple Leaf Structure" by Steve Jurvetson
If you’re looking to get a jumpstart on my classes this fall, here are the books and other required resources that we will be using. I’ve linked to many of them at Amazon.com, but of course you can purchase them from anywhere you like. I recommend you try the Facebook Marketplace first, so you can get a good deal AND help a fellow student.
Public Relations Applications (COMM 2322)
Syllabus (will be posted by mid-August)
Wilcox, D.L., Cameron, G.T., Reber, B.H., & Shin, J. (2010). THINK public relations. Boston: Allyn & Bacon.
For this semester’s public relations and journalism courses that I’m teaching for Southeastern University, I am again augmenting my own content and our textbooks with several courses offered by Poynter’s NewsU.
First, create a free account at NewsU. (NOTE: When you enroll in NewsU, the form will ask you for a course code. We do not have a code for your course, so just leave it blank.) Then come back to this blog post.
Next, it’s smart to enroll in all the courses you will need for the semester. It will make your life easier later on. To enroll, first click on the name of the course(s) below, then click on Enroll Now under Course Overview.
Send me your Course Report to my Southeastern University e-mail address. The short screencast below shows you now. Have the report come to my university e-mail address. (NOTE: This screencast was recorded earlier this year, so some of the dates are old, though the process remains the same.)
I’ve created this short screencast to walk you through the process.
For some courses, you’ll blog about what you learned as a Topic of the Week. For the ones that are not required as TOWs, you can choose to have them be PR Connections, if you wish.
[NOTE: In order to get credit for completing the a NewsU Course, you need to complete the course, fill out the form & send me the course report — by Saturday midnight during the week it’s assigned.]
