CollegeWriting.info: "Writing a X" Fun Page

1. Divide into small groups of three or four people each (choosing a coordinator, writer, reader, and timer). Choose a subject related to your class. You may choose a serious subject or one that is strange, unusual, creative, or playful. (You probably will need to invent, partly or entirely, the whole article.) Then choose a target magazine or journal related to the subject of your class (again, this may be made up). Write down your subject, the magazine name, and a brief (30-50 word) description of the magazine and of its typical audience.

2. Create an argument to write about, concerning this subject. Write down your main argument in one clear sentence. Then add to it two reasons why your argument is true--write down one sentence per reason.

3. Next, write a strong opening story example for the beginning of your article, 50-100 words in length. Be sure that you use one-person, one-time, one-place storytelling. Then add your main argument sentence to the beginnning or end of your story, wherever it fits best.

4. Write the first body section: start with an interesting subtitle, write your first reason as a topic sentence, and then write another story example and/or interesting, compelling, or startling facts or quotations that help prove or otherwise develop your reason. Write 50-100 words (and remember, you may make up as much of this practice article as you need to).

5. If you have time, write a second body section as above, using your second reason.

6. If you have time, go back over your story examples, especially the first one, and add whatever five senses (sight, sound, taste, touch, smell) and five W’s (who?, what?, where?, when?, why/how?) are missing.

7. And,if you have time, write a final story-example conclusion that either continues the introductory story or provides a new one: 30-50 words. Then add the main argument and an interesting closing sentence.

Readers want to read an interesting article when they open a consumer magazine (one from a newsstand: e.g., Psychology Today) or a trade magazine (one that is job-related: i.e., Molecular Scientist). They want to learn from the article, to be entertained, and to be able to read something easily and quickly without having to study it or look up words.

A feature article usually is a kind of argument that presents interesting, convincing examples and other details. The audience is the readers of whatever magazine for which you choose to write; however, the real audience is the editor who will examine your article. The need is to start with fascinating detail--often a compelling story--that will hook the editor (and therefore the readers) into wanting to read the rest, and then to continue with a mix of more storytelling, examples, facts, sometimes quotations, and other details that will continue to educate the reader while entertaining her. Writing articles such as this usually is easier if we feel strongly about our subject and have researched it well.

Choose a subject in your area or field of interest, a subject on which you have a unique, different, or unusually entertaining slant or perspective--one you can write about from your own experience or the experiences of a person or people you can interview. Have a specific magazine or type of magazine in mind, one you have studied to see what subjects and organizational structures are used in its articles. Open with your strongest story or example and facts, and mention your basic argument right before or after this opening. Then develop two or three body sections, each of which develops an important reason why your argument is true. In support of your reasons, provide plenty of stories, examples, facts, and/or quotations throughout these body sections. Close with your second strongest story or other detail.

The final draft should be written at the reading level used in your target magazine or magazine group (e.g., most consumer magazines--and newspapers--are written at approximately the fourth to eighth-grade level; high-brow magazines and many trade magazines are written at the eighth to tenth-grade level.) The article should be typed in standard double-spaced essay form.

Here are three major steps of focusing during the writing process. Each is further divided (in most chapters) into two sub-steps. Remember that you may rearrange or otherwise change the steps shown here to suit your individual writing needs.

Brainstorm: Skim this chapter and its samples. Then skim and/or choose a magazine or type of magazine for which you would like to write. Before or after finding the magazine, pick an unusual or different slant on a subject you know and like, and list or imagine some of the stories you would like to tell about it.

The best way to brainstorm ideas for writing feature articles usually is a mixture of two processes for most feature writers: examining magazines and developing ideas for them. Some writers start with one or more excellent ideas first and then find the magazines to which to sell them; others examine the magazines first and develop ideas as they read the magazines. Professional free-lancers tend to go back and forth constantly between magazines and ideas, ideas and magazines.

Part of brainstorming ideas for features also should consist of skimming this chapter and its sample to get a feel for the general outline of feature writing. Another important key is to not confine yourself to logical ideas but also to consider images, feelings, people, and even made-up fantasies (at least as a start). Often it is helpful to explore a number of ideas, images, etc. in order to arrive at a rather interesting or unusual slant on an idea. They say in the magazine trade that there are no new ideas, just new ways of stating the old. While that may not be completely true, it is important to remember that editors--your real audience for writing for magazines--want "fresh" material--something different from what has been done before in their or other magazines.

One of your best guides when you consider what ideas to consider or choose is whether you have stories to tell about them. Stories are the lifeblood of most feature articles: such articles are full of specific examples of individuals experiencing events and the problems and results of their experiences. A second guide is how strongly you feel about a subject. Strong feelings about a subject may help you write an article. (But be careful: if you feel too strongly about a subject, you may be unable to keep the objective tone that such articles are supposed to maintain!)

The next step is to create a rough draft. Often free-lance writers will start their rough drafts by writing their stories they have to tell: the reason for this is that it is the stories in a feature article that most attract and interest readers, so it is the stories that must be written best. If you have several good stories and examples to tell, much of the rest of a good feature article simply is filling in material between your stories.

How do you tell a good story? The best way is to not just write about an event, but rather to describe

This is part of the basic formula of storytelling throughout the world. In fact, you may want to read the chapter in this book that describes how to write stories. A good story, true or made up, often begins with the thought, "Once there was a person named _____ who had a problem with _____." The final part of this formula is the solution. You do not always have to show solutions for your stories, but if you do, the solutions should be related to your main argument or main belief that your feature article will be expressing. Ask yourself, "What are the stories I want to tell in this article," and "What is the main point I want these stories to tell?"

In addition, as you write, remember: this is not an academic or business paper (as are many others in this textbook). Avoid an academic tone. A friendly or neutral tone is best, depending on the magazine(s) for which you wish to write. In fact, often the best tone can be achieved when you write as if you are writing for or speaking to a friend who wishes to understand more on the subject.

Quickly write a rough draft primarily of stories and examples about the subject. Do not organize unless doing so makes the writing easier. Write as if for a friend or fellow professional in a nonacademic manner.

After you have finished a rough draft, it is time to begin evaluating more specifically how to organize your feature. You need to be aware both of the typical organization of feature articles and of the specific parts that are typical in the particular magazine(s) for which you wish to write. So you will need to study both: read this chapter and its sample thoroughly, and read (study) the parts and pieces of one or more feature articles in the magazine(s) you have chosen.

Among the items you need to evaluate in your target magazine(s) (and in the sample for this chapter) are the following:

Once you have evaluated this chapter’s sample and some sample features from your magazine(s), you are ready to add whatever you still are missing, and to place in order what you already do have, according to the overall organizational pattern shown in your magazine(s). A typical average organizational pattern is shown below.

There are several typical organizational patterns for magazine articles. The feature article, which this chapter discusses, has two methods that are very similar. The most common has just a few body parts, as shown in the "Map" page earlier.

The less common type has a larger number of body parts--at least five or six and sometimes more than a dozen--each of which is short, so that the net effect is that of an article which flows more quickly from one idea to the next, to the next, and to the next. Actually, one sees this kind of organization more often in academic essays. It also is a common format to use when writing how-to articles: the typical how-to article provides steps or instructions.

This latter form of organization--a flow of ideas or steps--is less common for feature articles precisely because, when there are so many brief parts, it is hard for longer examples, quotations, and other details to be used in fully arguing each of your major points. This format--using just a few sections with greater length for each--allows, especially, the telling of stories. Stories are the best examples available for capturing the average reader’s interest.

Two other somewhat common magazine formats, ones usually not used for feature writing, are the profile and news report format, and the storytelling format.

The profile and news report format uses the five W’s of journalism (who?, what?, where?, when?, and why/how?) or a similar format to develop a profile of a significant person (an article about that person) or a profile of a significant place (an article about that place). This kind of pattern--the use of the five W’s--has been adapted from newspaper journalism, which is explained in the chapter "Writing a News Article."

The storytelling format is very different. It is a format used in fiction writing, but it also is used in telling good-quality, interesting stories that are nonfiction: true stories. The basic pattern of storytelling is called the "plot." A plot usually includes three parts:

Often there also is a rhythm or division of three in the way the story is told (this is especially true of Hollywood movie scriptwriting):

1st 1/3 of Story            Middle 1/3             Final 1/3

Presentation (of          Resistance             Resolution
characters, place,       (the difficulty         (the solution
problem’s origin)        proceeds.)              or tragic end)

Stories also use such devices as the five W’s of journalism at the beginnings and endings of scenes, and of the five senses and dialogue interwoven--often thoroughly--in a story. To read more about storytelling, whether fiction or true, read the chapter called "Writing a Story." However, it is important to note that even the rather short stories found in feature articles contain many of the elements above. This means that you should attempt to include them--especially the person-and-problem and five senses--as much as possible when you provide story examples in your feature articles.

Now that you’ve seen some of the other options available for writing articles, here is a closer examination of the most common, strongest, and popular form of article writing: the feature article. It consists of the following major parts:

- a longer, developed opening
================================
- 2-3 body sections (occasionally more)
================================
- a conclusion

However, a more helpful way of viewing the organization of most strong feature stories is as follows. As you organize, you should be sure that you have brainstormed a number of stories for your feature article, and then you should consider using these stories to decide on the organization of your feature by arranging them in this pattern:

- best story and/or set of facts (introduction)
=================================
- third best story/set of facts (body #1)
-----------------------------------------------------------
- least best story/set of facts (body #2)
-----------------------------------------------------------
- fourth best story/set of facts (body #3)
=================================
- second best story/set of facts (conclusion)

What is the reason for such organization? It is simple: stories and/or especially strong, fascinating, or startling facts are what make a feature article entertaining. And make no mistake about it: good magazine writing may be educational, inspirational, helpful, practical, or any number of other things; above all, however, it must be entertaining.

For this reason, you should grab your reader at the very beginning by placing your best writing there. Similarly, you should leave the reader with something strong at the very end, to make him or her feel good about the article, remember it better, and want to continue on to the next article to read it. In general, editors assume that if you can get a reader at least half way through an article, then he or she will continue reading it, especially if the entertainment factor starts getting stronger again after the half way point. For this reason, you should try to bury your least interesting information in the middle: it will do the least damage there to reader interest.

Similarly, most feature articles also have an argument structure. Most of them argue a point. Sometimes that point is very mild: a feature may try merely to convince you of the importance of something. At other times a feature may work, subtly or overtly, to persuade you that something is good or necessary. Whatever the point being made in features that argue, the argument structure should look something like this:

- introduction: statement of point (with story)
==================================
- body section #1: one supporting reason why
(with supporting details)
-------------------------------------------------------------
- body section #2: a 2nd reason (with details)
-------------------------------------------------------------
- body section #3: a 3rd reason (with details)
==================================
- conclusion: restatement of point (with story)

Each reason in the body must fit accurately and appropriately with the basic argument you have presented in the introduction. To test whether reasons and argument fit together correctly, you may use the following formula to fill in the blanks. (However, do NOT alter the words in the formula--if your argument and reasons will not fit, you may not have three reasons why your argument is true!)

For more information about how to form and develop an argument, see the chapter "Writing an Argument."

Revising is a time to double-check everything you have done above to see that it is most effective for readers. If you have organized well, you should revisit your stories and facts, and your argument structure. Make sure both shine. To your stories, try to add more of the five senses so that each, even the rather short ones, has at least two or three sensory descriptions. For example, how many of the five senses (sight, sound, taste, touch, and smell) can you identify in the story example that has been started below?

And if you have longer story examples (fifty words or more), try to add some or all of the five W’s wherever you can--earlier rather than later if possible. Examine the story example directly above and see how many of the five W’s (who, what, where, when, and why/how) you can identify.

In addition, check your stories to be sure they are more than just narratives--that is, more than just a description of an event: remember a story is an event that also discusses a person who has a problem.

In addition, be sure that your stories are specific enough. One important rule of thumb in helping to determine this is the 1-1-1 rule:

Also, examine your argument structure. Make sure that it follows the logic of using the "this is true because" pattern.

Also, remember the educational level at which you are writing. If you have terms or concepts that exceed that level, be sure you have explained them fully and clearly in the educational level you are using.

As you fine tune your paper, be sure to tend to the tone or voice, sentence by sentence. Whether you are trying to convey a friendly tone or a more serious (but presumably still accessible) one, be sure that each sentence echoes this sound, this style, this mood you are trying to create. Controlling the tone from sentence to sentence is very much like controlling the mood of a musical piece: imagine that the words and phrases that you write actually are musical notes and phrases--hear how readers may read them in their heads by reading them aloud or within your own head. Play your word processor like you are playing an instrument, adding or subtracting words as needed to make the tune of your "song" sound right.

Be careful, too, of course, of the usual grammatical usages, spellings, and punctuation needs. Some magazines and journals will allow you much more leeway in bending or even breaking rules than will other magazines. The best way to tell what is safe and what is not is to study the typical feature articles in the magazine(s) for which you wish to write, then emulate their use of grammar, spelling, and punctuation.

In addition, use plenty of transition words and phrases: they are especially necessary in popular writing (writing that reaches a large number of readers and is for non-technical purposes or audiences to be read in their spare time). Notice the differences in the two examples below:

The only difference between these two versions is that the first one is full of transition words and phrases while the second one is not. As a result, the first one flows, has a clearly identified subject, and makes sense instantly. The second one, however, is harder to read and understand, and it is somewhat jerky or machine-like in its tone.

Remember to read the sample attached to this chapter. Feature articles are among the more difficult and complex types of papers to write. However, in many ways they are among the most rewarding: a successful feature article reaches more people, conveys complex ideas and experiences in clearer ways, and is more enjoyable to read than most academic and technical writing. Because you can reach more people and move them more deeply, you have the opportunity to affect others’ lives more fully--and to help more people, too.

[Note to Readers: This paper uses APA style for dates and page numbers, and not the more common MLA style.]

In the following diary entry, 84-year-old Anna Mae Halgrim Seaver (1997) expresses a disturbing sentiment that is common among residents in today's nursing homes:

Seaver's diary entry indicates that nursing homes are filled with physically unmotivated and lonely individuals. A solution that can improve the quality of life for the residents is for nursing homes to set up an exercise class for those who are able to participate. The benefits of a regular exercise program include a more physically fit group of individuals with more independence, the promotion of positive interpersonal relationships among the residents, and finally, the reduction of stress and anxiety levels.

The primary reason why America's nursing homes must incorporate an exercise regimen into the residents' lives is because it serves to increase their physical fitness levels. In fact, numerous studies have proven that regular exercise contributes to an increase in energy and stamina, regardless of whether one is young or old. Moreover, Applegate and Pahor (1997), researchers at the University of Tennessee, stated the following regarding exercise among the elderly: "Exercise programs do not need to be elaborate to have health effects.... Tai chi (Chinese shadow boxing) in the home probably improves balance, reduces the risk of falls, and may improve strength" (p. 1863).

Likewise, another fitness study by Buckwalter and DiNubile (1997) focused on the role that exercise played in the lives of debilitated nursing home residents. These individuals were exposed to eight weeks of exercise. Their results indicated that "significant functional improvements accompanied the strength and muscle mass gains” (p. 131). These "functional improvements" refer to the independence that is gained as a result of increased strength. That is, the increased muscle strength enabled these people to rely more upon themselves for their various needs. Therefore, they wouldn't be as dependent on the nurses for assistance.

The story of Anna Kelly, a woman in her eighties, demonstrates the independence she reclaimed as a result of her physical efforts. Before the yoga class was introduced at her nursing home six months ago, Ms. Kelly was very thin and frail. She often complained of having no physical energy. Ms. Kelly was dependent upon nurses for the majority of her needs. For instance, she needed help wheeling herself around, eating, getting dressed, and bathing. However, as a result of her weekly yoga class, Ms. Kelly is reaping the benefits of increased strength and flexibility in her arm and shoulder muscles. She now has the ability to dress herself from the waist up. Ms. Kelly can also feed herself Moreover, she can wheel herself to the cafeteria, to the craft room, or simply take a leisurely stroll outside in her wheelchair. Not only can she engage in her favorite hobbles again, but also she has the strength to do them for longer periods of time without becoming fatigued as easily.

Research conducted by Mary Marmoll Jirovec, Ph.D., illustrates another form of independence that many seniors often exhibit as a result of increased physical activity. Her studies focused on a possible relationship between seniors who exercise and a decrease in their urinary incontinence, or the inability to control the bladder. Dr. Jirovec (1991) has concluded that "the incidence of urinary incontinence within this sample of nursing home residents was decreased after the exercise regimen. Apparently, urinary incontinence in nursing homes is ... related to the atrophy of mobility skills such as walking that often develops within institutionalized settings" (p. 149).

In addition to improving residents' physical fitness levels and increasing their independence, the institution of an exercise program also serves to promote positive relations among the residents. For example, Ruuskanen and Parkatti (1994) researched many of the factors that are linked with exercise. They concluded that "physical activity ... increases the possibilities for a more varied and stimulating social life" (p. 990). Furthermore, in Dr. Jirovec's "Literature Review," she states that the researchers of another exercise experiment "reported some improvement in residents' social behavior" (p. 146).

Clearly, the social atmosphere in many nursing homes is an area that is in need of great improvement. That is, it is not uncommon to find residents who stay in their rooms the entire day. Some spend this time sleeping. Others, as Seaver stated earlier, stare at a television screen all day long. Unfortunately, these withdrawn behaviors often lead to loneliness and depression.

Therefore, a regular exercise program would serve as an activity that would encourage many of these elderly people to come out of their secluded rooms and into a positive atmosphere that would serve to improve the camaraderie among the residents. Likewise, to encourage further socialization, each person could be paired up with another individual for the class. This allows the pair to practice the routine together and help each other with the various stretches. It also allows them to motivate each other. More importantly, it provides them with an opportunity to make friends with those they had once considered strangers.

The following is an example of a man whose social life dramatically improved after deciding to join his nursing home's Tai Chi class. Bill was placed under the care of the Prairie View Nursing Home by his children several years ago. During his first two months at Prairie View, he did not associate with any of his peers. When his son came to visit, he discovered that his father was becoming very antisocial and quite unhappy. The son suggested that he become an active member of Prairie View's Tai Chi class. After attending only one session, Bill made several new friends. Now he and his friends get together outside of the class. They play poker and chess. The friends also requested that their dining room seating arrangements be reassigned so that they can sit together.

Finally, a third benefit of instituting an exercise program in nursing homes is that it would help reduce the stress and anxiety levels of the participants. It is important to realize that although it may not seem as though retired individuals have stressful issues to deal with, most elderly people living in nursing homes would disagree.

For instance, in her diary, Anna Mae Halgrim Seaver (1997) commented further about her dismal life in the nursing home. "The afternoon drags into early evening. This used to be my favorite time of the day.... Pop open a bottle of Chablis and enjoy the fruits of my day's labor with my husband. He's gone. So is my health. This is my world" (p. 11). This excerpt mentions a few common causes of anxiety among the elderly. These include boredom, the loss of a spouse, and deteriorating health. Another cause of anxiety is the fact that these individuals often live far away from their loved ones. What can worsen this situation, however, is when a person's family does live close by, but never comes to visit. Similarly, adjusting to life in a new environment that does not allow for the freedom they once had can also be very difficult. Ruuskanen and Parkatti's (1994) research in nursing homes has led them to believe that "depression is often attributable to these life changes" (p. 990).

Another source of anxiety and depression among seniors is the poor self-image that often develops with age. That is, as people age, they often become discouraged as their bodies become weaker and more fragile. The activities that were once easy for them to engage in suddenly become very strenuous and difficult. This leads to frustration. However, 83-year-old Edith Mucke, an avid walker, discovered that exercise has simplified many of the tasks in her life. "She finds that the vacuum cleaner isn't as heavy to push. Doors open more easily." Her ability to do many of these tasks again has improved her self-confidence (Meier, 1997, p. E2).

Therefore, given that physical activity is highly beneficial in the prevention and treatment of anxiety and even depression among the nursing home patients, an exercise program is essential to the maintenance of their well being. Ruuskanen and Parkatti (1994) have also stated the following: “A trend was found for a positive association between contentment with life in the nursing home or meaningfulness of life and a physically active lifestyle" (p. 989). Therefore, it is clear that a fitness program would not only help the elderly cope with various forms of stress, but also help them rediscover that they still have a lot to live for.

As a final thought, we should be aware that there is a great need for America's nursing homes to institute a fitness program for its residents. Research has demonstrated that elderly residents suffer from lethargy, isolation, and stress. While many claim that it is too costly to introduce an exercise program in all nursing homes, it is important to consider how we can afford not to help them. The story of Allen Peters reinforces the fact that American nursing homes must take more responsibility for prioritizing their residents' needs. Allen Peters used to jog every day. Peters said that exercise kept his mind and body fit. When his wife died, he moved into a nursing home. His state of mind became melancholy. His body grew decrepit and weak. Finally, he decided that in order to end this dismal period of his life, he would begin exercising again. Each morning he begged the nurses to take him outside for a walk. However, they claimed they were too busy. It is unfortunate that this simple request was not acknowledged. This intensified his depression until he finally gave up. Residents such as Mr. Peters are becoming physically unmotivated and unhappy. Therefore, they deserve this opportunity to live a full life to the end.

[Note: Normally a bibliography (as below) is typed on a SEPARATELY NUMBERED, DOUBLE-SPACED PAGE.]

[Note #2: The bibliography below uses APA style for dates and page numbers, and not the more common MLA style.]

Applegate, W. B., & Pahor, Marco. (1997). Geriatric medicine. Journal of the American Medical Association, 277, 1863-1864.

Buckwalter, J. A., & DiNubile, A. T. (1997, September). Decreased mobility in the elderly. The Physician and Sportsmedicine, 127-133.

Jirovec, M. (1991). The impact of daily exercise on the mobility, balance and urine control of cognitively impaired nursing home residents.

Meier, P. (1997, February 3). Pumping a little iron. The Star Tribune, pp. E1, E2.

Ruuskanen, J. M., & Parkatti, T. (1994). Physical activity and related factors among nursing home residents. Journal of American Geriatrics

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1. new gold (for highest levels) Hex={FF,B9,35}	2. new gold moved to nearby hexagon (secondary levels) Hex={FF,CC,00}	3. light match to new gold and new brown (tertiary levels) Hex={FF,C2,53}	4. lighter match to new gold and new brown (quaternary) Hex={FF,CF,75}
new brown (for top brown bars) Hex={E8,97,00}
new gold moved directly left to red-gold, and lightened (OK) (5th level?) Hex={FF,88,66}	lighter version of "...red-gold" (Ann hasn't seen it, yet.) (5th level?) Hex={FF,A3,88}	old brown (OK) Hex={FF,8F,20}	light version of old brown (OK) Hex={FF,B8,71}

The views and opinions expressed in this page are strictly those of the page author.The contents of this page have not been reviewed or approved by the University of Minnesota.

The views and opinions expressed in this page are strictly those of the page author.
The contents of this page have not been reviewed or approved by the University of Minnesota.