MINI MODULE OF ENGLISH FOR JOURNALIST

Dosen Pengampu:
Rully Agung, M.Pd

Di susun oleh:

1. Velerin Virlinsia P (1212040176)

2. Winu Salamah (1212040181)

PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS

FAKULTAS TARBIYAH DAN KEGURUAN

UNIVERSITAS ISLAM NEGERI SUNAN GUNUNG DJATI

BANDUNG

2024
 UNIT 1

A. READING

Checking Online Sources

The internet is a great resource for journalists, as long as the information found is treated with
caution. Journalists, more than anyone, should know not to believe everything they read. In the
past it was relatively easy to check out the credentials of a book, newspaper or magazine, but in
the digital age anyone can make a professional looking website and publish whatever they want.
Hoax stories do quite often make it into the mainstream media. In one famous case Reuters
published a story about Pol Pot visiting Sweden. A Reuter's journalist had seen a website
showing photos of Pol Pot arriving at a Swedish airport and, believing the site to be the official
site of a Russian news agency, filed the report. Reuters put the story on the wire and to their
embarrassment discovered later that it was a hoax created by a Swedish web design company.

So how could the unfortunate journalist have avoided the embarrassment? If he had looked up
who owned the site, he would have realized that it had nothing to do with a news agency. All
owners of domain names have to register with a Network Information Center (NIC), and these
data is available to the public. You simply have to go to the appropriate NIC, and type in the
domain name. For all .com domain names this is the INTERNIC. A query to INTERNIC would
have told the journalist that the domain name was owned by a Swedish company, and given him
contact addresses and telephone numbers. He would have known that it was very unlikely to be
the site of a Russian news agency, and a telephone call could have confirmed his suspicions.

As well as checking out the owner of a site, there are other criteria you can use to decide if a
site is useful and reliable. Is the content original and current? Just because the information is new
to you, doesn't mean it is necessarily up-to date. Does the site represent a specific cause or issue?
Is the information fair and balanced? Many sites have an 'About' page which gives data about the
owner, authors and editorial policy. Finally, treat information gathered from the internet like any
other information. Double-check the facts whenever possible and if you're not sure about the
veracity of a story, don't publish it.
B. VOCABULARY IN CONTEXT

1. Treat: If you treat someone or something in a particular way, you behave towards them,
or deal with them in that way.
2. Resource: The resources of a country, organization, or person are the things they have
and can use.
3. Embarrass: If something embarrasses you, it makes you feel shy or ashamed.
4. Mainstream: People or ideas that are part of the mainstream are regarded as normal.
5. Publish: When a company publishes a book or magazine, it prints copies of it, which are
sent to shops and sold.
6. Confirmed: You use confirmed to describe someone who has a particular habit or belief
that they are unlikely to change.
7. Domain: Someone's domain is the area where they have control or influence; a formal
word.
8. Hoax: A hoax is a trick in which someone tells people something that is not true.
9. Register: A register is an official list or record of names, objects, events, and so on.
10. Confirm: If something confirms what you believe, it shows that it is definitely true.

C. COMPREHENSION QUESTIONS

ESSAY

1. Do you think whatever we find on the internet are reliable?

2. How could the internet help journalists?
3. Should we believe the reliability of the information on the internet?
4. What are the criteria we can check in order to understand whether the data are
correct?
5. How could the journalist have avoided the embarrassment of reporting a hoax
story about Pol Pot visiting Sweden?
MULTIPLE CHOICE

6. What cautionary advice does the passage give to journalists about using online
information?
A) Journalists should believe everything they read online.
B) Journalists should treat online information with caution and verify its
credibility.
C) Journalists should avoid using the internet altogether.
D) Journalists should only trust mainstream media sources.

7. What lesson is learned from the Reuters' incident involving Pol Pot's visit to
Sweden?
A) The importance of international news coverage.
B) The necessity of fact-checking online sources before reporting.
C) The unreliability of Swedish web design companies.
D) The significance of hoaxes in digital journalism.

8. How could the journalist have avoided embarrassment in the Reuters' incident?
A) By publishing the story first and correcting it later.
B) By ignoring the website altogether.
C) By checking the ownership of the website through the appropriate NIC.
D) By contacting the Russian news agency directly.

9. What information does the passage suggest journalists can find by querying the
INTERNIC?
A) The latest news stories from Russia.
B) Contact details and ownership information of domain names.
C) Original and current content about Swedish web design.
D) Fair and balanced editorial policies of online platforms.

10. What does the passage recommend journalists check beyond the ownership of a
website?
A) The popularity of the website.
B) The frequency of website updates.
C) The cause or issue the website represents.
D) The political affiliation of the website.
BEST POSSIBLE ANSWERS (KEY ANSWERS)

1. No, not all information found on the internet can be considered reliable. Most
information on the internet can vary in quality and accuracy, so it needs to be
carefully considered before fully trusting.
2. The internet can assist journalists by providing quick and extensive access to
various sources of information. They can conduct more efficient research, access
historical data, contact sources, and publish news more rapidly.
3. Not always. We should not immediately trust the reliability of information on the
internet without additional verification. It's important to cross-check with other
sources and follow steps to verify the authenticity of information.
4. Some criteria that can be used to assess the accuracy of information on the
internet include:
- Authenticity and freshness of content: Ensure that the information provided is
genuine and up-to-date.
- Purpose or agenda behind the website: Understand whether the site represents a
specific purpose or issue.
- Balance of information: Check if the information provided is fair and balanced.
- Reviewing the 'About' page: Information about the website owner, authors, and
editorial policies can provide clues about the reliability and intentions of the site.
5. The journalist could have avoided the embarrassment by conducting a basic check
on the ownership of the website where the hoax story originated. By looking up
the domain name ownership through a Network Information Center (NIC), the
journalist would have discovered that the site was owned by a Swedish company,
not a Russian news agency as believed. This simple step would have alerted the
journalist to the likely inauthenticity of the story and prompted further
investigation before reporting it as credible news.
6. B) Journalists should treat online information with caution and verify its
credibility.
7. B) The necessity of fact-checking online sources before reporting.
8. C) By checking the ownership of the website through the appropriate NIC.
9. B) Contact details and ownership information of domain names.
10. C) The cause or issue the website represents.
D. SPEAKING SKILLS

Part 1: Role Play

A: You are a journalist who has just come across an intriguing story online. Describe the
story to your partner, emphasizing the importance of verifying online sources before
publishing.

B: Respond as the partner, questioning the credibility of the source and suggesting ways
to verify the information.

Part 2: Discussion

Discuss the following questions with your partner:

1. How has the internet changed the way journalists verify information compared to
traditional methods?
2. Have you ever encountered a misleading or false story online? How did you verify its
credibility?
3. What are some red flags to look out for when assessing the credibility of an online
source?
4. How can journalists balance the need for timely reporting with the importance of
verifying information thoroughly?

E. WRITING SKILLS

COHERENCE

Each paragraph in your story should flow naturally from the one before it. If you have
gathered enough information, and if your lead is strong enough, you may find that your
story seems to write itself, flowing naturally from beginning to end. Meanwhile, there
are stories which seem “choppy”, with the narrative taking jags and loops that could
lose or confuse the reader. Transitions smooth out those jags and make the story easier
to read. Here are some guidelines:
 ● Make sure your story elements are presented in a logical order. The most common
order is the chronological order. This happened, then this happened, then this happened.
For the sake of variety, you want to use the word “then” no more than once.

● Use introductions as transitions between speakers. For example: Smith, professor of

biology at Ohlone, disagrees with the idea that frozen yoghurt causes split ends.
“That’s the craziest idea I’ve ever heard,” he said.

● Set the scene for a new area of discussion. Don’t just start in a new direction without
notifying the reader. For example: Meanwhile, a group of Ohlone instructors have been
developing another theory, one based on experiments with bananas. “We think we’re
on to something,” said Professor Harold Foote.

APPLYING

Task 9a Choose the correct connector from the ones in parentheses.

Dear Sir,

I am writing concerning last week’s editorial Discipline in our Schools. 1)

(Sometimes/ Generally speaking/ Of course), I do not write letters to newspapers, but I
feel that I have to write on this occasion. 2) (Literally/ Frankly/ In my
opinion), I got extremely angry when I read the editorial, which virtually maintained that
discipline is the same as cruelty. 3) (Strictly/ Personally/ Quite
properly), when I was at school, we were told what to do, and we did. 4) (In
short/ Undoubtedly/ Naturally), if we did not, we were punished and if we repeatedly refused
to obey, we were punished severely. 5) (Of course/ Indeed/ As a matter of fact),
this may seem hard to some people, and 6) (evidently/ in brief/
understandably), we resented it at the time. But we did not really suffer, and we learned
certain values and a certain self-respect.
7) (Apparently/ To be precise/ As far as I am concerned), I am convinced
the discipline is essential if children are to have a sense of security. 8)
(Obviously/ With respect/ Technically), a child needs to know what is right and what is
wrong, i.e. it needs more guidance. 9) (Practically/ Clearly/ Unjustly), to judge
from their behavior in public, many children nowadays have no such guidance. 10)
(Really/ Officially/ Admittedly), physical cruelty would be going too far, but good
sound discipline would make these young people happier with themselves and better
members of society.
 COHESION

Cohesion describes the process of referring to other parts of a text, using words like
they, this, some to create a well-organised piece of writing. The most common cohesive
devices are personal pronouns (she, him, its, their, etc.), demonstrative pronouns (this,
that, these, those) and words such as the same, both, some, and respectively. Most of
the time these devices are used to refer backwards to things already mentioned but, as
you can see in the example below, it is also possible to refer forwards.

Placing a job advertisement on the internet may result in applications from around the
world. Until they [refers forwards to the candidates] notice the opportunity, some of the
candidates may never have thought of working outside their home country.

NOTA BENE Journalists are supposed to use gender-neutral pronouns such as they,
them, their, everyone. “They” is one of the more common gender-neutral pronouns.
Here are some examples of how to use it:

I spoke to the marketing director and they said they’d get back to me. I think
someone left their laptop behind.

Who’s in charge of that campaign? I’ll email them.

APPLYING

Task 9b Fill in the gaps with suitable words.

1. When a job advertisement has been written, the question of where to place must
be addressed.
2. Steele argues that the police are wary of being used for political purposes, and that
impartiality is vital to the institution.
3. Webber was surprised at the lack of interest in specific policies that the ordinary voter
displays when enter the polling station.
4. Businesses must try to anticipate the problems that will have in a
particular sector.
5. Staying in hotels can have certain disadvantages for the business traveller if look
for quiet and isolation.
DISCUSSION POINTS

● Should news outlets personalise the news feed?

● Is life happier with less news?
● Citizen journalism vs. professional journalism: How far can you trust citizen journalism?

GRAMMAR FOCUS

● Learn the basic grammar terms in subsection C3 of Supplementary Section C of Unit 1.

 UNIT 2

A. READING TEXT

Social Media

Social Media is a term that is used quite often these days. It is a new thing and one would
imagine that everyone knows or understands what social media is. It is a fact that ninety percent
of all online users use social media in some way or the other. It is also a fact that most of these
people will not be able to name more than a handful of social media platforms besides the ones
that they are using. It may have been due to the pace of development in the social media arena or
just plain lack of interest in the developments that make it seem like social media jumped out of
nowhere and took people by surprise.

The emergence of social media began in the early days of the internet when people started
sharing information and communicating with each other. It was just that the earlier platforms
were more "technology" intensive and required some expertise to use and hence the number of
people using these platforms was limited. Over a period of time as the technology matured,
platforms were developed where regular users, without any technological background, could also
use the services. This was a turning point in the history of the internet, making the internet
technology all-inclusive, where people were no longer silent spectators to the content being
dished out to them. Now they can create their own content, share it with others, respond to
people, and collaborate with them, and more. This user interaction is what gave impetus to the
development of social media, as we know it today.

Contrary to the general perception of social media being restricted to networking websites
like Facebook & Twitter, social media encompasses all the services that facilitate the creation,
sharing and exchange of user-generated content. These include but are not restricted to
internet
forums, groups, blogs, micro-blogs, networking sites, social bookmarking sites, wikis, podcasts,
content communities for articles, video/photo sharing sites, Q&A sites, review sites, etc... Each
type of social media has its own benefits and there is something for everyone. Unfortunately,
people tend to partake in the most popular websites and expect them to fulfill all their needs
instead of settling for a service that best serves their needs. If one has focused objectives and
knows exactly what he wants, s/he would certainly find a social media platform that will meet
his/her particular needs.
B. VOCABULARY IN CONTEXT

1. Quite: the extent or degree of engagement or popularity of a post or content.

2. Imagine: the creative process of envisioning and conceptualizing content.
3. Handful: managing a manageable number of followers, interactions, or engagements.
4. Platform: the digital spaces where users interact, share content, and connect with others
online
5. Arena: users compete for attention, engagement, and influence.
6. Media: the content shared and consumed on these platforms, including text, images,
videos, and audio.
7. Perception: influences perceptions, both of individuals and brands.
8. Facilitate: facilitates communication, connection, and collaboration among users.
9. Inclusive: strive to be inclusive spaces where people from diverse backgrounds can
participate and feel represented
10. Fulfill: to meet certain objectives or goals, such as reaching a target audience, and
generating engagement.

C. READING COMPREHENSION

ESSAY

1. What are the two popular social media in the text?

2. Do you have an account or membership in the aforementioned social media?
3. What do you normally do on social media?
4. Do you think you can benefit from these social media, if yes, in what ways?
5. Do you think everyone knows or understands what social media is?

MULTIPLE CHOICE

6. What percentage of online users engage with social media, as mentioned in the
text?
a) 80%
b) 90%.
 c) 70%
d) 60%

7. According to the text, what was a significant turning point in the evolution of the
internet?
a) The emergence of networking websites
b) The creation of user-generated content
c) The development of technology-intensive platforms.
d) The rise of internet forums

8. Which of the following is NOT listed as a type of social media in the text?
a) Podcasts
b) Internet forums
c) Email services.
d) Video/photo-sharing sites

9. What does the text suggest about people's perception of social media platforms?
a) People explore a variety of platforms to meet their needs
b) People often settle for the most popular platforms regardless of their needs
c) People rely on specialized platforms for specific needs
d) People are selective and only use user-friendly platforms

10. According to the text, what fueled the development of social media?
a) The advancement of technology
b) The emergence of networking websites
c) The creation of user-generated content.
d) The introduction of Internet forums

BEST POSSIBLE ANSWERS (KEY ANSWERS)

1. Facebook and Twitter.

2. Based on perceptions of personal students.
3. Based on perceptions of personal students.
4. Based on perceptions of personal students.
5. Based on perceptions of personal students. 6.
b. 90%.
7. a. The emergence of networking websites.
8. c. Email services.
9. b. People often settle for the most popular platforms regardless of their needs.
10. c. The creation of user-generated content.
D. GRAMMAR

GRAMMAR MATERIAL TO TEACH

Lesson 1: Present Simple Tense for Job Descriptions

Objective:
Students will be able to describe various roles in news reporting using present simple
tense.

Grammar Focus: Present Simple Tense

Activities:
1. Introduction to News Reporting Jobs:
- Present a list of common roles in news reporting such as journalist, editor,
photographer, correspondent, etc.
- Provide brief descriptions of each role using present simple sentences.
2. Fill in the Blanks:
- Provide sentences with gaps for students to fill in with the correct present simple form
of the verbs.
- Example: "A journalist (write) articles for the newspaper."
3. Role-play Activity:
- Divide students into pairs.
- Assign each pair a specific role in news reporting.
- Students should engage in a role-play conversation where they describe their job
responsibilities using present simple tense.

Lesson 2: Past Simple Tense for Reporting Events

Objective:
Students will be able to narrate past events in news reporting using past simple tense.
Grammar Focus: Past Simple Tense
Activities:
1. Introduction to Past Simple Tense:
- Review the formation and usage of past simple tense.
 - Explain how past simple tense is used in news reporting to describe events that have
already occurred.
2. Listening Comprehension:
- Play a recorded news segment or provide a written news article.
- Students listen to or read the news and identify past simple verbs used to report
events.
3. Writing Activity:
- Provide students with prompts to write short news reports using past simple tense.
- Encourage creativity and accuracy in reporting past events.

Lesson 3: Present Continuous Tense for Reporting Current

Events

Objective:
Students will be able to describe ongoing events in news reporting using present
continuous tense.
Grammar Focus:** Present Continuous
Tense Activities:
1. Introduction to Present Continuous Tense:
- Review the formation and usage of present continuous tense.
- Explain how present continuous tense is used in news reporting to describe ongoing or
current events.
2. News Headline Matching:
- Provide students with a list of news headlines.
- Students match each headline with the correct present continuous sentence describing
the ongoing event.
3. Speaking Activity:
- Students work in pairs to create their own news headlines and describe the
corresponding ongoing events using present continuous tense.

EXERCISE FOR GRAMMAR

Complete each sentence with the appropriate form of the verb in parentheses. Choose the
correct tense based on the context provided.

1. The chief editor (review) the final draft before publication.

2. Our team of reporters (cover) the breaking news story at the scene.
3. The photojournalist (capture) stunning images of the protest for the front
page.
4. Journalists (interview) key witnesses to gather information for the article.
5. The news anchor (deliver) the latest headlines live on air every evening.
6. Editors (proofread) articles for grammatical errors and factual accuracy.
7. Our correspondent (report) from the war zone for the past six months.
8. The investigative journalist (expose) corruption within the government.
9. Reporters (attend) press conferences to ask questions and gather quotes.
10. The newsroom (buzz) with activity as deadlines approach.

E. SPEAKING SECTION

INSTRUCTION

Speaking Section: Jobs in News Reporting

Instructions:
Work with a partner to discuss the following questions related to jobs in news reporting.
Take turns answering each question, and try to provide detailed responses based on your
own experiences or opinions.

1. Role Responsibilities:
- What do you think are the main responsibilities of a journalist in a newsroom?
- How do the responsibilities of an editor differ from those of a reporter?

2. Career Paths:
- What career paths are available in the field of news reporting?
- Can you describe a specific job role in news reporting that you find interesting? Why?

3. Challenges and Rewards:

- What are some of the challenges faced by journalists in their day-to-day work?
- What do you think are the most rewarding aspects of working in news reporting?

4. Technology and Innovation:

- How has technology impacted the way news is reported and delivered to audiences?
- Do you think new technologies have created more opportunities or challenges for
journalists?

5. Ethical Considerations:
 - What ethical considerations should journalists keep in mind when reporting news
stories?
- Can you think of an example where ethical considerations played a significant role in
a news report?

6. Future of News Reporting:

- How do you see the future of news reporting evolving in the age of digital media and
social networks?
- What skills do you think will be most important for aspiring journalists in the future?

7. Your Interest in News Reporting:

- Are you personally interested in pursuing a career in news reporting? Why or why
not?
- What aspects of news reporting do you find most appealing or intriguing?

8. Reflection:
- After discussing various aspects of jobs in news reporting, what insights have you
gained about this profession?
- Do you have a greater appreciation for the work that journalists do after this
discussion?

F. WRITING SECTION

TEXT EXAMPLE

Role of a Journalist:

Journalists are the frontline storytellers in the world of news reporting. Their primary
responsibility is to gather information, investigate stories, and report the news accurately
and objectively. Journalists often conduct interviews, research facts, and attend events to
provide firsthand accounts of newsworthy events. They play a crucial role in informing
the public, shaping public opinion, and holding individuals and institutions accountable.
Strong writing skills, curiosity, and a commitment to truth and accuracy are essential
qualities for success in this role.
WRITING PRACTICE

Task 1: Cover Letter for a Reporter Position

Imagine you are applying for a job as a reporter at a leading news organization. Write a
cover letter introducing yourself and explaining why you are interested in the reporter
position. Highlight your relevant qualifications, experiences, and skills, and express your
enthusiasm for the opportunity to contribute to the organization's news coverage.

Sample Writing Practice:

[Your Name]
[Your Address]
[City, State, Zip
Code] [Your Email
Address] [Your Phone
Number] [Date]

[Hiring Manager's Name]

[News Organization Name]
[Organization Address]
[City, State, Zip Code]

Dear [Hiring Manager's Name],

I am writing to express my strong interest in the reporter position at [News Organization

Name], as advertised. With a background in journalism and a passion for storytelling, I
am excited about the opportunity to contribute to your esteemed newsroom team.

As a seasoned reporter with [X years/months] of experience in the field, I have developed

a keen eye for newsworthy stories and a knack for presenting them in a compelling and
engaging manner. During my tenure at [Previous News Organization], I covered a wide
range of beats, from local politics to international affairs, producing articles that garnered
attention and sparked meaningful discussions within the community.

What sets me apart as a candidate is my dedication to thorough research, my ability to

cultivate sources, and my commitment to upholding the highest standards of journalistic
integrity. I am adept at conducting interviews, analyzing data, and crafting well-rounded
stories that provide audiences with the information they need to stay informed and
engaged.
I am particularly drawn to the reporter position at [News Organization Name] because of
the organization's reputation for delivering accurate, balanced, and impactful news
coverage. I am inspired by the opportunity to work alongside a team of talented
journalists and contribute to the organization's mission of serving the public interest
through journalism.

Thank you for considering my application. I am eager to discuss how my background,

skills, and passion for journalism align with the goals of [News Organization Name]. I
am available for an interview at your earliest convenience and can be reached at [Your
Phone Number] or [Your Email Address].

Sincerely,
[Your Name]

Task 2: Editorial Piece on the Role of an Editor

Write an editorial piece that explores the critical role of an editor in news reporting.
Discuss the responsibilities of an editor, the impact they have on the quality and accuracy
of news content, and the importance of their role in upholding journalistic standards. Use
examples and anecdotes to illustrate the significance of effective editing in the
newsroom.

Note to Learners:
Take your time to craft your writing, ensuring clarity, coherence, and persuasiveness. Use
appropriate language and terminology related to news reporting, and aim to engage your audience
with compelling arguments and insights.
 UNIT 3

A. READING TEXT

Writing for the Web

Studies show that people read differently on the Web. They read significantly more
slowly than reading print. They scan for headlines, summaries and captions, and pay little
attention to graphics. They skip from Web page to Web page. Research shows that most people
read article summaries rather than complete articles. To be effective, Web writing needs to take
these factors into account. Here are some guidelines:

Some Guidelines:

● Make the headline meaningful: It should summarize the article. A well- written headline
helps readers decide if they want to read on.
● Use the inverted pyramid style: Start with the conclusion, then summarize the most
important and interesting information. Details and background information come last.
● Keep paragraphs short and restrict them to one idea: Short paragraphs are easier to
understand and easier on the eye.
● Be concise: Web articles are much shorter than print articles. Cut unnecessary words.
When rewriting print texts for the web, cut them by at least 50%.
● Use short, familiar words in simple sentence structures, edit your writing ruthlessly.
Write meaningful captions for graphics: Web readers focus on text rather than graphics,
so captions are important.
● Lists facilitate scanning: They highlight impotent and slow the reader down. If the order
doesn't matter, use bullet points. If the sequence is important, use numbered points.
B. VOCABULARY IN CONTEXT

1. Significant: something that is important.

2. Headline: the title of a newspaper story, printed in large letters.
3. Caption: a picture or cartoon is the words printed underneath.
4. Effective: produces the intended results.
5. Guideline: a piece of advice about how to do something.
6. Meaningful: sentence or event has a meaning that you can understand.
7. Restrict: you put a limit on it to stop it becoming too large.
8. Unnecessary: something that is not needed or does not have to be done.
9. Sequence: the order in which things happen or are arranged.
10. Bullet: a small piece of metal which is fired from a gun.

C. READING COMPREHENSION

ESSAY

1. Why is it important to make headlines meaningful in web writing?

2. Explain the inverted pyramid writing style in web writing.
3. What is the significance of keeping paragraphs short in web writing?
4. Why is it necessary to be concise in web writing?
5. What are the two types mentioned in the text?

MULTIPLE CHOICE

6. What is one reason why people read differently on the web compared to print?
a) They read faster on the web.
b) They pay more attention to graphics on the web.
c) They scan for headlines, summaries, and captions.
d) They read complete articles on the web.
 7. Which style does the guideline recommend for writing web content, starting with
the conclusion?
a) Horizontal pyramid style.
b) Vertical pyramid style.
c) Inverted pyramid style.
d) Triangle pyramid style.

8. Why does the guideline suggest keeping paragraphs short in web writing?
a) To make the article longer.
b) To make it harder to read.
c) To make it easier to understand and scan.
d) To include more details in each paragraph.

9. What is the purpose of using short, familiar words in web writing?

a) To confuse the reader.
b) To impress the reader with complex vocabulary.
c) To make the content easier to understand.
d) To increase the word count of the article.

10. How do lists help in web writing according to the text?

a) They make the reader skip important information.
b) They make the article longer.
c) They highlight important points and slow the reader down.
d) They confuse the reader with unnecessary details.

BEST POSSIBLE ANSWERS (KEY ANSWERS)

1. It helps readers decide if they want to read on.

2. The inverted pyramid style starts with the conclusion, followed by summarizing
the most important and interesting information, with details and background
information coming last.
3. Short paragraphs are easier to understand and easier on the eye for web readers,
because they facilitate scanning and help maintain reader engagement by
presenting information.
4. Web articles are significantly shorter than print articles, necessitating the
elimination of unnecessary words.
5. - Bullet points, used when the order doesn't matter.
- Numbered points, used when the sequence is important.
6. c) They scan for headlines, summaries, and captions.
 7. c) Inverted pyramid style.
8. c) To make it easier to understand and scan.
9. c) To make the content easier to understand.
10. c) They highlight important points and slow the reader down.

D. GRAMMAR

GRAMMAR MATERIAL TO TEACH

The selected parts for the grammar material to teach from the provided text Writing for
the web are:

1. Inverted Pyramid Style: This section explains a specific writing style used for web
content, where the main idea or conclusion is presented first, followed by
supporting details and background information. This demonstrates how to
structure information effectively for online readers.
2. Keep Paragraphs Short and Restrict Them to One Idea: This guideline emphasizes
the importance of concise and focused paragraphs in web writing. It explains the
benefits of short paragraphs for comprehension and readability, and it provides a
practical tip for organizing ideas effectively.
3. Be Concise: This part highlights the difference in length between web articles and
print articles, and it instructs writers to eliminate unnecessary words. It also
provides a concrete guideline for reducing the word count when adapting print
content for the web.
4. Use Short, Familiar Words in Simple Sentence Structures: This guideline advises
writers to use clear and straightforward language in web writing. It emphasizes
the importance of simplicity and readability for online audiences.
5. Write Meaningful Captions for Graphics: This section explains the role of
captions in web writing and emphasizes their importance for conveying
information to web readers. It provides guidance on how to write effective
captions that complement graphics and enhance understanding.
6. Lists Facilitate Scanning: This part discusses the use of lists to improve
readability and highlight important information for web readers. It explains when
to use bullet points or numbered points based on the significance of the sequence,
demonstrating practical strategies for organizing content effectively.
EXERCISE FOR GRAMMAR

Exercise: Writing for the

Web Instructions:
Read the following sentences from the text "Writing for the Web." Identify the
grammatical errors in each sentence and correct them. Then, explain why the correction
is necessary based on the guidelines provided in the text.

1. "Studies show that peoples read differently on the Web."

Correction: Studies show that people read differently on the
Web.
Explanation: The word "peoples" is incorrect. "People" is the correct plural form
of "person."

2. "They read significantly slower than reading print."

Correction: They read significantly more slowly than reading print.
Explanation: "Slower" should be replaced with "more slowly" to maintain
parallelism and proper adverb usage.

3. "They scan for headlines, summaries, and caption."

Correction: They scan for headlines, summaries, and captions.
Explanation: "Caption" should be changed to "captions" to maintain parallel
structure with "headlines" and "summaries."

4. "Use short, familiar words in simple sentence structures, edit your writing
ruthless.”
Correction: Use short, familiar words in simple sentence structures, and edit your
writing ruthlessly.
Explanation: "Ruthless" should be replaced with "ruthlessly" to match the
adverbial form required in the sentence.

5. "Lists facilitate scanning: They highlight impotent and slow the reader down."
Correction: Lists facilitate scanning: They highlight important points and slow the
reader down.
Explanation: "Impotent" should be replaced with "important points" to convey the
intended meaning, and a conjunction ("and") should be added to clarify the
relationship between the two parts of the sentence.
E. SPEAKING SECTION

INSTRUCTION

Speaking Section: Writing for the

Web Introduction:
Welcome to the speaking section of our module on "Writing for the Web." In this section,
we will focus on discussing key aspects of effective web writing and how to tailor your
language and style for online audiences. Let's dive in!

1. Discussion Prompt: Writing Style Differences

Discuss with your partner how writing for the web differs from writing for print.
Consider factors such as reading speed, audience behavior, and content structure.

2. Role-play Activity: Writing a Web Headline

Imagine you are a content creator for an online news platform. Role-play a
scenario where you need to craft a headline for an article. Consider the
importance of making the headline meaningful and engaging to capture readers'
attention.

3. Group Discussion: Strategies for Concise Writing

In groups, brainstorm strategies for making web writing more concise. Share
examples of how you can cut unnecessary words and streamline your writing
while maintaining clarity and meaning.

4. Presentation: Captions for Graphics

Prepare a short presentation discussing the importance of writing meaningful
captions for graphics in web content. Share tips on how to create captions that
complement visuals and enhance the reader's understanding.

5. Debate: Use of Lists in Web Writing

Divide into teams and debate the effectiveness of using lists in web writing.
Discuss whether lists truly facilitate scanning and highlight important
information, or if they can sometimes overwhelm the reader.
F. WRITING SECTION

TEXT EXAMPLE

Writing Section: Writing for the Web

Writing for the Web

Studies show that people read differently on the Web. They read significantly
more slowly than reading print. They scan for headlines, summaries and captions, and
pay little attention to graphics. They skip from Web page to Web page. Research shows
that most people read article summaries rather than complete articles. To be effective,
Web writing needs to take these factors into account. Here are some guidelines:

Some Guidelines:

● Make the headline meaningful: It should summarize the article. A well- written
headline helps readers decide if they want to read on.
● Use the inverted pyramid style: Start with the conclusion, then summarize the
most important and interesting information. Details and background information
come last.
● Keep paragraphs short and restrict them to one idea: Short paragraphs are easier
to understand and easier on the eye.
● Be concise: Web articles are much shorter than print articles. Cut unnecessary
words. When rewriting print texts for the web, cut them by at least 50%.
● Use short, familiar words in simple sentence structures, edit your writing
ruthlessly. Write meaningful captions for graphics: Web readers focus on text
rather than graphics, so captions are important.
● Lists facilitate scanning: They highlight impotent and slow the reader down. If the
order doesn't matter, use bullet points. If the sequence is important, use numbered
points.

Introduction:

Welcome to the writing section of our module on "Writing for the Web." In this section,
we will practice applying the guidelines discussed earlier to create effective web content.
Let's get started!
1. Writing Task 1: Crafting a Meaningful Headline
Your task is to write a headline for an article titled "The Impact of
Technology on Modern Education." Ensure that your headline
summarizes the main idea of the article concisely and attracts the
reader's interest.

2. Writing Task 2: Using the Inverted Pyramid Style

Choose a topic of interest and write a short article using the inverted
pyramid style. Start with the conclusion or main point, followed by a
summary of important information, and conclude with additional
details or background information.

3. Writing Task 3: Creating Short Paragraphs

Rewrite a paragraph from a print article into shorter paragraphs
suitable for web reading. Remember to restrict each paragraph to one
main idea and keep them concise and focused.

4. Writing Task 4: Conciseness Exercise

Take a piece of text, either from a print article or your own writing,
and reduce it by at least 50% to adapt it for web reading. Eliminate
unnecessary words and phrases while retaining the essential
information and message.

5. Writing Task 5: Simplifying Language and Sentence Structures

Rewrite a complex paragraph into simpler language and sentence
structures suitable for web readers. Use short, familiar words and
straightforward syntax to improve readability.

6. Writing Task 6: Crafting Captions for Graphics

Choose an image or graphic and write a meaningful caption that
provides context and enhances the reader's understanding. Consider
how the caption complements the visual content and adds value to the
overall article.

7. Writing Task 7: Creating Lists for Scanning

Identify a topic that can be presented as a list and create either a
bulleted or numbered list. Ensure that the list format facilitates
scanning and highlights important points for the reader.
 MODULE REVIEW
Group 10 (ESP for Agriculture): Salwa Bina Fadilah (1212040156)
Seni Halimatul Bais (1212040160)
Reviewing Group 5 (ESP for Journalist): Velerin Virlinsia Velupessy (1212040176)
Winu Salamah (1212040180)

UNIT 1
1.1 Reading Section
• Is the reading material appropriate for the level of the students? Is it
relevant to the unit’s objectives? The reading material on "Checking Online Sources"
is appropriate for the intended level of journalism students. It covers critical concepts
relevant to the field, such as the importance of verifying information sourced from the
internet and the steps journalists can take to ensure the credibility of online content. The
material is directly relevant to the unit's objectives, focusing on developing students'
skills in evaluating online sources—a crucial competency for modern journalists. It
provides practical examples, such as the Reuters incident, which makes the theoretical
advice more tangible and understandable.
• Are the comprehension questions clear, relevant, and effective in assessing
understanding? The comprehension questions are clear, relevant, and effective in
assessing students' understanding of the material. Essay Questions: These questions
prompt students to think critically and apply the information they have read. The
questions encourage students to reflect on their knowledge and articulate their
understanding in detail.
Multiple Choice Questions: These questions effectively test specific details from the
reading, ensuring students have grasped key points. They are well-constructed to avoid
ambiguity and focus on critical aspects of the text. The question directly assesses the
students' understanding of the practical implications discussed in the reading.
• Is the reading material engaging and likely to hold students' interest? The
reading material is engaging and likely to hold students' interest. The use of a real-world
example, such as the Reuters incident, adds a layer of intrigue and relevance, making
the content more relatable and memorable. The practical advice provided is directly
applicable to the students' future careers, which should further motivate their
engagement with the material.
Strengths
● The reading material is highly relevant to the unit’s objectives, focusing on the
critical skill of verifying online information, which is crucial for journalists. The
complexity and vocabulary level are appropriate for intermediate to advanced English
learners.
 ● The use of a real-world example, such as the Reuters hoax story, makes the
material engaging and relatable. It illustrates the practical implications of
not verifying online sources.
● Both the essay and multiple-choice questions are clear, relevant, and effective
in assessing students' understanding. They encourage critical thinking and
application of the concepts discussed in the reading.
● Vocabulary Support: Providing definitions for key terms within the context
helps students better understand and retain new vocabulary.

Areas for Improvement

● The reading material relies heavily on a single example (the Reuters incident).
Including additional examples could provide a broader perspective and
reinforce the lesson.
● The module could benefit from more interactive elements, such as
discussions, group activities, or practical exercises where students can practice
verifying information from various online sources.
● While the material covers the basics of verifying online sources, it could
delve deeper into advanced verification techniques and tools used by
professional journalists.

Suggestions
● Incorporate more real-world examples of hoaxes and misinformation that
have affected journalism. This could include case studies from different parts
of the world or various media types (e.g., text, video, social media).
● Introduce practical exercises where students must investigate the credibility
of different online sources. This could involve looking up domain
registrations, evaluating content for bias, or fact-checking news stories.
● Provide supplementary materials such as videos, articles, or tutorials on
advanced verification tools and techniques, like reverse image
searches, metadata analysis, and using fact-checking websites.
● Add discussion prompts to encourage students to share their experiences
and challenges with verifying online information. This can foster a
collaborative learning environment and provide practical insights.

Questions
● How will the module be integrated into the overall curriculum?
● What is the background knowledge of the students?
● What tools and resources do students have access to?
● How is student progress assessed?
1.2 Grammar Section
 • Are the grammar points explained clearly and concisely? The provided
speaking section does not explicitly include grammar points or explanations. Instead, it
focuses on role-playing and discussion activities designed to practice speaking skills
related to verifying online sources. Therefore, there is no assessment of the clarity and
conciseness of grammar explanations as they are not present in this section.
• Are the grammar points relevant to the unit’s objectives? While specific
grammar points are not highlighted, the speaking activities are relevant to the unit’s
objectives. They encourage the use of language and skills necessary for discussing the
verification of online information, a critical aspect for journalists. The role-play and
discussion questions require students to use appropriate grammar and vocabulary to
articulate their thoughts clearly and convincingly, which indirectly reinforces relevant
grammar usage.
• Are the grammar exercises varied and effective? Do they help reinforce the
grammar point in practical ways? Since there are no direct grammar exercises
included, we can evaluate the effectiveness of the speaking activities in terms of
reinforcing practical language use:

● This activity is effective as it simulates a real-world scenario, prompting

students to use language authentically. It encourages them to practice descriptive
language, question formation, and critical thinking—all essential for verifying
information.
● These questions are varied and promote extensive use of language. They
require students to discuss past experiences (using past tenses), express
opinions (using modal verbs and conditional sentences), and provide
suggestions (using modal verbs and imperative forms).

Suggestions
1. Include Explicit Grammar Points: Integrate a brief explanation of grammar
points that are particularly useful for the speaking tasks, such as modal verbs
for making suggestions and expressing uncertainty (e.g., might, could), and
structures for giving advice (e.g., should, ought to).
2. Grammar Practice Activities: Add exercises that focus on these grammar
points before the speaking activities. For example:
● Modal Verbs Exercise: Students could complete sentences
with appropriate modal verbs related to verifying information.
● Conditional Sentences Practice: Students could practice using
conditional sentences by creating scenarios where information might be false and
suggesting actions.
3. Feedback and Correction: During speaking activities, provide immediate
feedback and correction on grammar usage to help students
refine their language skills in context.
Questions
● How will the speaking activities be assessed?
● What is the students’ proficiency level in speaking?
● How often will these speaking activities be conducted?
● What resources are available for students to practice outside of class?
1.3 Speaking Section
• Are the speaking activities engaging and appropriate for the student’s
level? The role play activity is engaging and appropriate for the students' level. It
allows students to practice real-life scenarios, encouraging them to apply their
knowledge about verifying online sources. This practical approach makes the learning
experience more relevant and interactive. The discussion questions are thought-
provoking and relevant. They encourage students to reflect on their experiences and
opinions, which can lead to meaningful conversations and deeper understanding of the
material.
• Are the instructions for the speaking activities clear? The instructions for
both the role play and discussion activities are clear. The role play specifies the roles
and the main focus of the interaction, while the discussion questions are straightforward
and easy to understand.
• Do the speaking activities align with the unit's objectives? The speaking
activities align well with the unit's objectives. They reinforce the importance of
verifying online information and provide opportunities for students to discuss and
reflect on this crucial aspect of journalism. By practicing these skills in a speaking
format, students can better internalize the concepts and apply them in real-world
situations.
Strengths
● The role play simulates a real-world scenario, helping students practice
the critical skill of verifying sources in a controlled environment.
● The activities are designed to be interactive and engaging, promoting
active participation and collaboration among students.
● The discussion questions are directly related to the challenges journalists face
in the digital age, making the activities highly relevant to the students' future
careers.

Areas for Improvement

● Depth of Role Play: The role play could be expanded to include more complex
scenarios or additional roles to provide a more comprehensive practice
session.
● Variety of Activities: Including a variety of speaking activities, such as
debates or presentations, could cater to different learning styles and keep
students
engaged.

Suggestions
 ● Expanded Role Play Scenarios: Introduce additional scenarios or
complications within the role play, such as conflicting information from
multiple sources or pressure to publish quickly.
● Integration with Other Skills: Combine speaking activities with other skills,
such as writing a brief report after the role play or researching a topic before the
discussion. This integration can help reinforce the learning objectives.
● Guest Speakers or Interviews: Invite experienced journalists to speak to the
class or conduct interviews. This can provide students with real-world insights
and
enhance their speaking skills through interaction with professionals.

Questions
● How will the speaking activities be assessed?
● What resources are available to support these activities?
● How much time is allocated for these activities?

1.4 Writing Section

• Are the writing prompts clear, engaging, and appropriate for the students’
level? The prompts and examples provided are clear and directly address common
writing issues such as narrative flow and the use of transitions. The guidance on using
chronological order and setting the scene for new areas of discussion is practical and
useful. The level of the tasks is appropriate for journalists, who need to have a strong
command of language and the ability to structure their writing effectively. The tasks
require students to think critically about how they construct their narratives and ensure
their writing is cohesive.
• Is there adequate guidance on how to approach the writing tasks? The
exercises are well-structured and relevant. Task 9a focuses on choosing the correct
connector, which is crucial for logical flow and coherence. Task 9b on filling in gaps
with suitable words reinforces understanding of cohesion.
• Are there suggestions on how students can receive and incorporate
feedback on their writing? The module does not explicitly mention how students can
receive and incorporate feedback on their writing, which is a critical component for
improvement.

Strengths
● The sections on coherence and cohesion provide practical, applicable advice
that is directly relevant to journalistic writing.
● The applying tasks (9a and 9b) are engaging and help students
practice important writing skills in a structured manner.
● The instructions for the writing tasks are clear, making it easy for students
to understand what is expected of them.
Areas for Improvement
● There is no clear mechanism for students to receive and incorporate feedback
on their writing, which is essential for learning and improvement.
● Including a wider variety of writing tasks could cater to different learning
styles and help students practice different aspects of writing.

Suggestions
● Incorporate peer review sessions where students can exchange their work and
provide constructive feedback to each other. This not only helps improve
writing but also fosters critical thinking and collaborative learning.
● Establish a clear process for instructor feedback on writing tasks. This
could include written comments, one-on-one sessions, or group feedback.
● Add more diverse writing tasks such as drafting news reports, opinion
pieces, and investigative articles to give students a broader range of practice.

Questions
● What is the expected length of the writing assignments?
● How will writing assignments be graded?
● Are there any additional resources available for improving writing skills?

UNIT 2
1.1 Reading Section
• Is the reading material appropriate for the level of the students? Is it
relevant to the unit’s objectives? The reading material is appropriate for students who
are at an intermediate to advanced level of English proficiency. It provides a
comprehensive overview of social media, its history, and its significance, which aligns
well with common educational objectives related to digital literacy and contemporary
media studies.
• Are the comprehension questions clear, relevant, and effective in assessing
understanding? The comprehension questions are generally clear and relevant. They
effectively assess the students' understanding of the key points discussed in the text,
such as the types of social media, their uses, and the evolution of social media
platforms.
• Is the reading material engaging and likely to hold students' interest? The
reading material is likely to be engaging for students, especially since social media is a
ubiquitous part of their daily lives. The text covers familiar platforms and activities,
which can help maintain their interest and relate the content to their personal
experiences.
Strengths
1. The topic of social media is highly relevant to students' lives, making the
material engaging.
2. The text covers the evolution of social media and its various types, providing a
thorough overview.
3. The reading is clear and well-structured, making it accessible for intermediate
to advanced students.
4. The vocabulary section helps students understand key terms in context,
aiding comprehension.

Areas for Improvement

1. The text could delve deeper into the implications of social media on society,
privacy, and mental health.
2. The comprehension questions could include more critical thinking and
application-based questions.
Suggestions
1. Include sections on the positive and negative impacts of social media on
society, privacy concerns, and mental health issues.
2. Incorporate higher-order thinking questions that require students to analyze,
evaluate, and create based on the information given.
Questions
1. How can the text be modified to better address the impacts of social media on
privacy and mental health?
2. What additional types of comprehension questions could be included to assess
higher-order thinking skills?
3. Are there specific interactive activities that could enhance understanding and
engagement with the material?
1.2 Grammar Section
• Are the grammar points explained clearly and concisely? The grammar
points are explained clearly and concisely. Each lesson focuses on a specific tense
(Present Simple, Past Simple, Present Continuous), providing definitions, usage
explanations, and examples relevant to news reporting, which aids in contextual
understanding.
• Are the grammar points relevant to the unit’s objectives? Yes, the grammar
points are relevant to the unit’s objectives. The focus on different tenses for job
descriptions, past events, and current events aligns well with the objective of teaching
students to describe roles and report events in a news context.
• Are the grammar exercises varied and effective? Do they help reinforce the
grammar point in practical ways? The grammar exercises are varied and effective.
They include fill-in-the-blank activities, role-plays, listening comprehension, writing
tasks, headline matching, and speaking activities. These exercises reinforce the grammar
points by applying them in practical, real-world scenarios related to news reporting
Strengths
1. Grammar points are introduced with clear and concise explanations.
2. The grammar topics are directly tied to the objectives of describing roles and
reporting news.
3. A range of activities (fill-in-the-blank, role-play, listening, writing, speaking)
ensures that different learning styles are addressed.
4. Exercises are designed to apply grammar in realistic contexts, making the
learning process more engaging and meaningful.
Areas for Improvement
1. Some examples could be expanded to include more complex sentences or
scenarios.
2. There could be more opportunities for students to receive feedback on their
grammar use during activities
Suggestions
1. Introduce more complex examples in the explanations and exercises to
challenge advanced students.
2. Incorporate structured feedback sessions after activities to help students
understand and correct their mistakes.
3. Create more detailed role-play scenarios that require the use of multiple tenses,
enhancing the practical application of grammar points.
Questions
1. How can feedback be effectively integrated into the grammar exercises to
enhance learning?
2. What additional complex sentence structures can be included to challenge more
advanced students?
3. Are there other engaging activities that could be added to reinforce the
grammar points further?
1.3 Speaking Section
• Are the speaking activities engaging and appropriate for the students’
level? The speaking activities are engaging and appropriate for the students' level. The
questions are designed to provoke thoughtful responses and encourage detailed
discussions, making them suitable for intermediate to advanced students.
• Are the instructions for the speaking activities clear? The instructions for the
speaking activities are clear. Each activity is introduced with a specific question
or
prompt, guiding students on what to discuss and how to structure their responses. The
turn-taking aspect ensures that both partners actively participate.
• Do the speaking activities align with the unit's objectives? Yes, the speaking
activities align well with the unit's objectives. They focus on various aspects of jobs in
news reporting, including roles, career paths, challenges, technology, ethics, and future
trends. These topics are integral to understanding the field of news reporting and are
relevant to the overall unit's aim of exploring this profession.
Strengths
1. The questions are engaging and stimulate detailed discussions.
2. Instructions are clear, making it easy for students to follow and participate.
3. The activities align with the unit's objectives, covering essential aspects of
news reporting.
4. The questions cover a wide range of topics, providing a comprehensive
overview of the profession.
Areas for Improvement
1. Some questions might need more scaffolding to help students provide in-depth
responses.
2. While the questions are varied, ensuring a balance between positive and
challenging aspects of news reporting might provide a more rounded discussion.
Suggestions
1. Provide Scaffolding: Offer additional prompts or sub-questions to help
students elaborate on their responses.
2. Balance Topics: Ensure an equal number of questions that focus on both
the rewarding and challenging aspects of news reporting to provide a
balanced discussion.
3. Incorporate Real-life Examples: Encourage students to bring real-life
examples or case studies into their discussions to make the conversation more
concrete
and relatable.

Questions
1. How can additional scaffolding be provided to help students give more in-
depth responses?
2. What methods can be used to ensure a balanced discussion of both positive and
challenging aspects of news reporting?
3. Are there specific real-life examples or case studies that can be incorporated into
the activities to enhance understanding and engagement?
1.4 Writing Section
• Are the writing prompts clear, engaging, and appropriate for the students’
level? The writing prompts are clear and engaging. They are suitable for intermediate
to
advanced students who have a solid grasp of English and an interest in news reporting.
The tasks are practical and relevant to real-world journalism, which can motivate
students to complete them.
• Is there adequate guidance on how to approach the writing tasks? There is
adequate guidance on how to approach the writing tasks. Each prompt includes specific
instructions and an example for the cover letter task, which provides a clear structure
for students to follow. However, the editorial piece could benefit from more detailed
guidance or an outline.
• Are there suggestions on how students can receive and incorporate
feedback on their writing? The provided text does not include specific suggestions on
how students can receive and incorporate feedback on their writing. This is an area that
could be improved to ensure students can refine their writing skills through constructive
feedback.
Strengths
1. Clarity and Engagement: The prompts are clear and directly relevant to the
field of journalism, making them engaging.
2. Real-world Relevance: The tasks are practical and mirror real-life writing
situations that students might encounter in journalism.
3. Guidance for Cover Letter: The sample cover letter provides a good model for
students to follow, helping them understand the format and content required.
Areas for Improvement
1. Detailed Guidance for Editorial Piece: The editorial task could use more detailed
guidance or a structured outline to help students organize their thoughts.
2. Feedback Mechanism: There should be clear suggestions for how students can
receive and incorporate feedback on their writing.
Suggestions
1. Provide an Outline for Editorial Piece: Offer a suggested structure or outline
for the editorial piece, including key points to cover.
2. Incorporate Feedback Sessions: Introduce peer review sessions or teacher
feedback opportunities to help students improve their writing.
3. Example Editorial: Provide a sample editorial piece to give students a concrete
example of what is expected.
Questions
1. How can additional guidance be provided for the editorial piece to help
students structure their writing?
2. What methods can be implemented to ensure students receive constructive
feedback on their writing?
3. Are there other writing tasks that could be incorporated to further develop
students’ skills in news reporting?
 UNIT 3
1.1 Reading Section
• Is the reading material appropriate for the level of the students? Is it
relevant to the unit’s objectives? Yes, the reading material is appropriate for students,
likely at an intermediate to advanced level of English proficiency. The text uses
straightforward language and introduces key vocabulary relevant to web writing. It
assumes some prior knowledge of journalistic principles, which is suitable for students
studying English for Specific Purposes (ESP) with a focus on journalism. The
material is relevant to the unit’s objectives. The text provides practical guidelines for
writing for the web, which is a crucial skill for modern journalists. It emphasizes
important aspects such as the inverted pyramid style, conciseness, and the effective use
of headlines and lists, aligning well with the objective of improving web writing skills.
• Are the comprehension questions clear, relevant, and effective in assessing
understanding? The comprehension questions are clear. They ask direct questions
about the text that do not require extensive interpretation, making it easy for students to
understand what is being asked. The questions effectively assess understanding. They
cover both specific details (e.g., the structure of the inverted pyramid) and broader
concepts (e.g., the importance of conciseness), ensuring a comprehensive evaluation of
the students' comprehension.
• Is the reading material engaging and likely to hold students' interest? The
material is likely to be engaging for students interested in journalism. It addresses
practical aspects of their future profession and provides real-world examples, such as
how people read differently on the web compared to print. This relevance to their career
makes the material interesting and applicable.
Strengths
1. The guidelines provided are highly practical and directly applicable to
the students' future work as journalists.
2. The text is well-organized, making it easy to follow and understand.
3. The vocabulary section helps clarify key terms, supporting students
in understanding the reading material better.
4. The questions are well-crafted to ensure they test the students'
understanding thoroughly.

Areas for Improvement

● While the guidelines are practical, the content could delve deeper
into examples or case studies to provide more context.
● Some vocabulary words (e.g., “bullet” in the context of writing)
could use more context or examples to ensure understanding.
Suggestions
1. Adding examples of well-written web articles and case studies of successful
web writing could provide more depth and context.
2. Incorporating interactive elements such as hyperlinks to actual web articles
or videos on web writing techniques could enhance engagement.
3. Provide additional exercises that require students to practice writing
headlines, summaries, and web-friendly paragraphs.

Questions
● What is the target proficiency level of the students?
● How often will students be practicing these skills?
● What resources are available for students to continue learning outside of class?
1.2 Grammar Section
• Are the grammar points explained clearly and concisely? The grammar
points are explained clearly and concisely. Each guideline is succinctly described, and
practical examples are provided to illustrate the concepts. The explanations are
straightforward, making them easy for students to understand and apply.
• Are the grammar points relevant to the unit’s objectives? The grammar
points are highly relevant to the unit's objectives. They focus on essential aspects of
web writing, such as conciseness, readability, and clarity, which are crucial for effective
communication in journalism. These points directly address common challenges faced
by journalists when writing for the web.
• Are the grammar exercises varied and effective? Do they help reinforce the
grammar point in practical ways? The grammar exercises are varied and effective.
They provide opportunities for students to identify and correct grammatical errors,
reinforcing the grammar points in practical ways. The exercises also encourage students
to apply the guidelines in the context of web writing, which helps solidify their
understanding and improve their writing skills.
Strengths
1. The grammar points are presented clearly and concisely, making them easy
for students to grasp and apply.
2. The selected grammar points are directly relevant to the unit's
objectives, focusing on key aspects of effective web writing.
3. The exercises are designed to be practical, allowing students to practice
correcting common errors and applying web writing guidelines in real-world
contexts.
4. By integrating grammar lessons with specific web writing techniques,
the module ensures that students learn grammar in a context that is
directly
applicable to their field of study.
Areas for Improvement
1. While the explanations are clear, they could benefit from additional depth,
such as more examples or explanations of why certain grammatical structures
are preferred in web writing.
2. The exercises could include a wider variety of tasks, such as rewriting longer
passages for conciseness or creating new web headlines and summaries based
on given information.

Suggestions
1. Include more examples for each grammar point to show various contexts in
which the guidelines can be applied. This will help students better
understand the nuances of each rule.
2. Incorporate different types of exercises, such as rewriting entire paragraphs to
be more concise or identifying multiple issues within a single passage. This
variety can help reinforce learning and keep students engaged.
3. Encourage peer review activities where students critique each other's
writing based on the guidelines. This can foster collaborative learning and
provide practical feedback.
4. Integrate real-world examples from news websites to show how
professional journalists apply these grammar points in their writing. This
can provide
students with concrete models to emulate.

Questions
● What is the students' current level of familiarity with these grammar points?
● How frequently will these grammar exercises be incorporated into
the curriculum?
● Are there opportunities for students to apply these grammar points in actual
web writing assignments?

1.3 Speaking Section

• Are the speaking activities engaging and appropriate for the students’
level? The speaking activities are engaging and appropriate for intermediate to
advanced students. They cover practical and relevant aspects of web writing, such as
writing style differences, crafting headlines, and using lists, which are essential skills
for anyone interested in digital content creation.
• Are the instructions for the speaking activities clear? The instructions for the
speaking activities are clear and straightforward. Each activity is introduced with a
specific task and context, making it easy for students to understand what is expected of
them.
• Do the speaking activities align with the unit's objectives? The speaking
activities align well with the unit's objectives. They focus on effective web writing
techniques, tailoring language for online audiences, and the importance of concise and
engaging content, which are all key elements of writing for the web.
Strengths
1. The activities are interactive and encourage active participation through
discussions, role-plays, group brainstorming, presentations, and debates.
2. Instructions are clear, making it easy for students to follow and participate in
the activities.
3. The topics covered are directly related to the unit's objectives of improving
web writing skills.
4. A diverse range of activities ensures that different aspects of web writing are
addressed, catering to various learning preferences.
Areas for Improvement
1. Some activities could benefit from more detailed instructions or examples to
guide students better.
2. There is no mention of how students will receive feedback on their speaking
activities.
Suggestions
1. Include more detailed examples or scenarios for each activity to help students
understand the context better.
2. Introduce structured feedback sessions where students can receive constructive
feedback from peers or instructors to improve their speaking and content
creation skills.
3. Ensure a balance between theoretical discussions and practical application to
solidify learning.
Questions
1. How can additional examples or scenarios be integrated to enhance students'
understanding of each speaking activity?
2. What methods can be used to provide constructive feedback on students'
speaking activities?
3. Are there other engaging activities that could be included to further develop
students' web writing and speaking skills?
1.4 Writing Section
• Are the writing prompts clear, engaging, and appropriate for the student’s
level? The writing prompts are clear, engaging, and suitable for intermediate to
advanced students. They provide practical tasks that align well with real-world web
writing requirements. Each prompt is directly related to the guidelines provided, making
them relevant and useful.
• Is there adequate guidance on how to approach the writing tasks? There is adequate
guidance on how to approach the writing tasks. Each task is well-defined and linked to specific
guidelines discussed earlier. This helps students understand what is expected and how to execute
each task effectively.
• Are there suggestions on how students can receive and incorporate feedback on their
writing? The text does not explicitly include suggestions on how students can receive and
incorporate feedback on their writing. Adding a feedback mechanism would enhance the learning
experience by helping students refine their skills through constructive criticism.
Strengths
1. The prompts are clear and engaging, encouraging students to apply web writing principles
in practical ways.
2. The tasks are highly relevant to real-world web writing, making the exercises practical and
useful.
3. The tasks cover various aspects of web writing, from crafting headlines to simplifying
language and creating lists, providing a well-rounded practice experience.
Areas for Improvement
1. The section lacks explicit suggestions on how students can receive and incorporate
feedback on their writing.
2. Providing examples for each task would give students a clearer idea of what is expected.
Suggestions
1. Incorporate peer review sessions or instructor feedback opportunities to help students
improve their writing through constructive criticism.
2. Include examples for each writing task to give students a model to follow and better
understand the expectations.
3. Offer more detailed strategies for simplifying language and sentence structures, perhaps
through mini-lessons or additional resources.
Questions
1. How can a structured feedback mechanism be integrated into the writing tasks to help
students improve their skills?
2. What additional examples or resources could be provided to enhance students'
understanding of each writing task?
3. Are there other writing tasks that could be incorporated to further develop students' web
writing skills, such as SEO-focused writing or multimedia integration?
 REFERENCES

Anderson, R., & Bay, E. (2018). Journalism: A Critical History. Bloomsbury Publishing.

Azar Najla et.al (2013). English for Students of Journalism: Herat University, Afghanistan.

Carole Rich. (2009.2010). Writing and Reporting News book: New York, NY. Michael
Rosenberg.

Franklin, B., & Carlson, M. (Eds.). (2019). Journalism Studies: The Basics. Routledge.

Kovach, B., & Rosenstiel, T. (2014). The Elements of Journalism: What Newspeople
Should Know and the Public Should Expect. Crown Publishing Group.

Hicks Wynford with Adams Sally and Gilbert Harriett. Writing for Journalism.

http://blog.abhinav.com/2010/08/the-role-of-media-in-today-society, Adapted by: Dr.

Suzanne Griffin.

http://www.britishcouncil.org/professionals-specialisms-journalism-1-3.htm, Adapted by:

Dr. Suzanne Griffin.

Krug, S. (2014). Don't make me think, revisited: A common sense approach to web
usability. New Riders.
Nielsen, J. (1997). How users read on the web. Nielsen Norman Group. Retrieved from
https://www.nngroup.com/articles/how-users-read-on-the-web/
Strunk Jr., William, and E.B. White. The Elements of Style. Longman, 2000.