{"id":738,"date":"2021-03-31T00:27:02","date_gmt":"2021-03-31T00:27:02","guid":{"rendered":"http:\/\/uocatalyst.com\/?page_id=738"},"modified":"2021-03-31T00:27:02","modified_gmt":"2021-03-31T00:27:02","slug":"sojo-story-structure","status":"publish","type":"page","link":"https:\/\/catalystjournalism.uoregon.edu\/sojo-story-structure\/","title":{"rendered":"SoJo Story Structure"},"content":{"rendered":"[vc_row][vc_column][vc_column_text width=”800″ align=”center”]\n

Solutions Journalism\u2019s \u201cFour Qualities\u201d<\/h2>\n

Solutions Journalism: Structure<\/h2>\n

SoJo Story Structure<\/strong><\/p>\n

Objectives: <\/strong>Understand how to structure SoJo stories; understand how reporting and structure are intertwined
\nDelivery method:<\/strong> Student exploration followed by facilitated discussion and take-home assignment
\nMaterials:<\/strong> Display facility, flip charts, markers, tape (if needed)
\nRoom setup:<\/strong> Course leader by display, Student work areas
\nTime:<\/strong> One to one and one-half hours (depends on numbers)[\/vc_column_text][vc_column_text width=”800″ align=”center”]\n

Activity 1: Creating graphic organizers of SoJo stories<\/h3>\n
    \n
  1. Instructor displays copy of the inverted pyramid and asks students to explain what it really is (i.e. a graphic representation journalists visualize in their minds to guide story structure)<\/li>\n
  2. Using a SoJo story students have already read\/listen to\/viewed and analyzed for the Four Qualities, ask students to tease out turning points in the story and places where the qualities appear and shift from one to the other. In small groups, students then create their own graphic representation of the categories on flip charts they find to illuminate their understanding of the structure. Activity Note:<\/strong> It helps for students to make notes on one sheet of paper and then determine the graphic representation on another sheet of paper.<\/em><\/li>\n
  3. When the graphic organizers are finishes, instructor facilitates share out at each station and discussion about differences and similarities between the groups\u2019 ideas. Most groups\u2019 designs will include evidence of the narrative shifting between the \u201cbig picture\u201d of the solution and problem and the \u201csmall picture\u201d of the localized response.<\/li>\n
  4. Instructor should challenge students to see how the structure reflects the reporting. Also, prompt them to consider how their reporting to date might play out structurally and what else is needed to ensure a full narrative. Tip:<\/strong> Solutions stories also can employ different story models. While that type of reporting isn\u2019t typically possible in a university setting, it can be helpful to include discussion of this in the classroom.<\/li>\n<\/ol>\n[\/vc_column_text][vc_column_text width=”800″ align=”center”]\n

    Activity 2: Take-home assignment<\/h3>\n

    This activity may be followed by a take-home annotation assignment, exploring the \u201chowdunit\u201d narrative style employed in the most rigorous solutions stories. Here is an example of an annotated story. The specific \u201chowdunit\u201d style is often not possible for students to achieve given their reporting experience and the time available in an academic term. But it is helpful to emphasize that solutions stories focus on the \u201chow\u201d more than the \u201cwhat\u201d and to have students consider what questions to ask to include \u201chow\u201d moments, even in shorter pieces.[\/vc_column_text][vc_column_text width=”800″ align=”center”]\n

    Video Tutorials<\/h3>\n[\/vc_column_text][vc_row_inner][vc_column_inner width=”1\/3″][vc_video link=”https:\/\/vimeo.com\/344867915″ align=”center”][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_video link=”https:\/\/vimeo.com\/344867941″ align=”center”][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_video link=”https:\/\/vimeo.com\/344867955″ align=”center”][\/vc_column_inner][\/vc_row_inner][vc_row_inner][vc_column_inner width=”1\/3″][vc_video link=”https:\/\/vimeo.com\/344867972″ align=”center”][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_video link=”https:\/\/vimeo.com\/344868004″ align=”center”][\/vc_column_inner][vc_column_inner width=”1\/3″][vc_video link=”https:\/\/vimeo.com\/344868023″ align=”center”][\/vc_column_inner][\/vc_row_inner][\/vc_column][\/vc_row]\n","protected":false},"excerpt":{"rendered":"

    [vc_row][vc_column][vc_column_text width=”800″ align=”center”] Solutions Journalism\u2019s \u201cFour Qualities\u201d Solutions Journalism: Structure SoJo Story Structure Objectives: Understand how to structure SoJo stories; understand how reporting and structure are intertwined Delivery method: Student exploration followed by facilitated discussion and take-home assignment Materials: Display…<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-738","page","type-page","status-publish","hentry","entry","no-media"],"_links":{"self":[{"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/pages\/738","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/comments?post=738"}],"version-history":[{"count":1,"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/pages\/738\/revisions"}],"predecessor-version":[{"id":739,"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/pages\/738\/revisions\/739"}],"wp:attachment":[{"href":"https:\/\/catalystjournalism.uoregon.edu\/wp-json\/wp\/v2\/media?parent=738"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}