Lesson 8: Rewriting TV Scripts for the Web
Prepared by Lillian Williams , Columbia College Chicago
Objectives
The goal of this lesson is to help students understand basic differences between writing news for television and for the Web. In addition, it’s designed to alert students to a major change within television newsrooms – the rise of the Web as a major priority for the journalists who work there. The lesson begins with a review of good broadcast writing characteristics and then walks students through the changes needed to convert TV copy to online text.
Teaching Materials
Materials include:
Video version of a TV news package.
Instructor’s Guide
PART 1—BACKGROUND DISCUSSION
Begin with an open-ended question, “In general, what words would you use to characterize a broadcast news writing style?
The goal is to note general descriptions such as conversational, clear, concise writing style. Also, note that broadcast writing is meant for the ear, not for the eye. Good broadcast writing refers to video and audio.
Play the attached news story. Ask students to pay attention not only to the reporter package, but also to the anchor lead-in.
Ask another question, “What are some specific style rules for broadcast news writing?”
The goal is to elicit characteristics regarding the use of contractions, attribution at the beginning of sentences, and fewer details, in contrast to the exact titles and addresses typically found in newspaper copy. Also, sentence fragments are allowed in broadcast scripts.
Note that broadcast reports say, “yesterday,” or “today” rather than the specific day of the week. Numbers typically are rounded off.
Ask another question, “What is the purpose of the anchor lead-in?”
The goal is to elicit remarks that the anchor lead-in is meant to draw attention to the upcoming story, not to deliver all of the nuts and bolts.
All of the things we just talked about are critical to keep in mind when writing a broadcast script, but in today’s competitive news environment, many managers are demanding that staff quickly rewrite those well-written TV scripts for Web sites. Why? Cory Bergman, founder of LostRemote.com and the Director of Digital Media at KING-TV in Seattle, points out that despite the growing popularity of online video, written stories still garner the majority of Web traffic. Bergman advises that Web writing should be “tighter and more conversational than print, but more detailed and a little more formal than TV.”
Bottom line? Those beautifully-written TV scripts will typically not work well online. For the Web, write complete sentences. Change sound bites to quotations with proper quote marks. Spelling counts tremendously. In general, eliminate direct references to video and audio. No delayed, lead-ins. Get to the point quickly. Grammarians move to the front.
Let’s rework the CBS 2 Chicago story that we just watched.
Again, the anchor lead-in for the TV script says, “Newly released video tape shows the moments of terror inside a South Side bank when the gun wielding robbers burst in. CBS 2’s Dorothy Tucker is in the Loop with new video and the court appearance of two of the suspects in the case.”
Ask an open ended question, “What changes would you recommend to make the copy acceptable for the Web?”
Your goal is elicit responses that readers of the Web version cannot see the video, though that most certainly is the expectation in the TV story. Therefore, video references must be altered. Also, the Web version needs to state the day of the week that the event occurred. After all, readers might look at the Web story days after it was posted online. Note that the television script does not indicate the city where this robbery unfolded. A Web version typically includes a location, particularly because the Web can draw in readers from all over the world.
Take a look at the Web version’s lead: “(CBS) CHICAGO Two suspects from a deadly bank robbery on the South Side had their first court appearance Monday afternoon…”
Solicit other possible versions from students.
Let’s continue to rework the TV script.
Starting at the top, the reporter says:
(Reporter/ live shot) Those two suspects, they are lifelong friends. Police say they are members of the same gang. In fact, according to court records, one of the suspects was supposed to be in court on a gang-related charge. Authorities say he never showed up. Now, they think they know why.
(Reporter track) Just two weeks ago, these three masked men stormed into the Illinois Federal Bank, sprayed the place with bullets, killed a teller and injured two others. Today, two of three charged in the bank robbery were in court. Staring at them from a bench, Verton Gibson, father of the murdered bank teller, Tramaine Gibson.
Your goal is to note the sentence fragments. Again, they are acceptable in television, but not for the Web. Note the reference to “today,” the preferred style for television, however, for the Web the “today” reference is initially OK, but be sure that word gets replaced with the specific day before it becomes outdated at the end of the day.
Let’s look at how CBS 2 Chicago handled the rewrite:
“Just two weeks ago, three masked men stormed into the Illinois Service Federal Bank, sprayed the place with bullets, killed a teller and injured two others. Monday, two of the three charged in the bank robbery were in court. Staring at them from a bench was Vernon Gibson, the father of the murdered teller.”
Again, note the complete sentences and reference to the day.
Next, draw attention to a powerful sound bite in the TV script:
(SOT/father) It was very difficult to see them interacting with people. One of the guys was even smiling. He’s able to function and my son will never be able to do that. It’s very difficult.
Take a look at the Web version: “It’s very difficult to see them interact with people,” said Vernon Gibson, the father of shooting victim Tramaine Gibson. “One of the guys was even smiling. He’s able to function and my son will never be able to do that. It’s very difficult.”
Note that the same words are used in the online version, but quote marks break up the copy. Attribution comes at the end of the sentence. Stress that it’s a good idea to keep a print version of the AP Style Guide handy for quick checks about quote marks, word usage, grammar, punctuation and spelling.
PART 2—THE EXERCISE
Let’s apply some of these concepts. Each of you has a handout of a TV script about a county board controversy. You have additional facts that provide more details for the Web version.
Also, you have a handy checklist of guidelines for rewriting TV scripts for the Web.
Read over the checklist. Rewrite the TV script for a version that could appear on a Web site. A suggested time limit is 30 minutes.
PART 3—WRAP-UP AND DISCUSSION
Let’s hear some key changes that you think are necessary to make the copy suitable for the Web.
The goal here is to summarize major points and discuss any challenges. Where appropriate, affirm that several versions of the Web copy are acceptable. Again, stress the need for a reference handbook, such as the AP Style Guide.
Source: TV script used with permission by CBS 2 Chicago.
© RTNDF Educator in the Newsroom Lesson Plans
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