Students will learn to edit and revise cutlines, also called captions, for style, length and accuracy.
- Students will ensure cutlines are accurate.
- Students will edit cutlines to include all necessary parts.
- Students will consider the importance of word choice and style.
Common Core State Standards
|Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.|
|CCSS.ELA-Literacy.W.9-10.2.d||Use precise language and domain-specific vocabulary to manage the complexity of the topic.|
|CCSS.ELA-Literacy.L.9-10.1||Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.|
|Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.|
Slideshow: How to improve a cutline
Handout: Cutline rubric (enough for each student)
Handout: Sample cutlines and photos
Resource: Teacher’s guide to corrections
1. Review/Slideshow — 15 minutes
Students will view the “How to improve a cutline” slideshow, asking questions if they have any and taking notes.
2. Application — 20 minutes
Students will pair up and receive the handout with sample cutlines and photos plus the additional cutline info sheet (they can trust the spelling and facts on that sheet). They will also receive enough eutline rubrics to evaluate each of the 10 cutlines. They improve each cutline by fixing problems and adding possible missing information. More information is available on the cutline info sheet.
3. Review — 10 minutes
As a class, groups will share the problems they think need to be corrected or information added to each cutline. (See Teacher’s guide to corrections.)
Have students in class or before the next class use the checklist and evaluate cutlines in recent publications or some that might be going in the next publication.
Outside of class, have students find photos with cutlines on ISSUU.com or distribute copies of exchange papers and have students find examples of cutlines that follow the “rules” and examples of those that break them. Indicate what makes it great or not-so-great. Compile in a portfolio to share in class.
If students need samples, use those during the slideshow to illustrate points. If some students have no experience writing cutlines, they can be paired with a more experienced staffer.