Develop Vocabulary
English, Journalism, Media Arts
Each profession has its particular argot, the language that communicates the activities and daily function of people doing that work. In the Know has the vocabulary associated with interviewing. Teachers should get acquainted with these terms and introduce them to their students during the different suggested interview projects.
Form the Questions
Career Education, English, Journalism
Writing questions that will secure substantive responses is an essential skill of journalists — and useful in other professions. Teachers need to cover the difference between a closed question and an open-ended question. After explaining the difference, ask students to write questions to learn more about an event happening at your school.
• What do they want to know about the event?
• Who would they interview to get more details?
• Write three questions to ask this person about the event.
• Share the questions and discuss whether they are open-ended or closed questions. Will they get the information they want?
Give students "It's More Than a Question" to help student understand that interviewers must have a sense of purpose — know why they are interviewing this individual or event or place.
Read Post Columns
English, Journalism, Media Arts
Columns are a form of opinion writing found in publications. The columnist is expected to give thoughtful personal opinion. Sometimes the opinion is based on a particular expertise, other times on experience and insight. Locate examples of columns in the op-ed pages. Explain to students who the writers are and the different perspectives each provides.
Advice columns, how-to and entertainment pieces often make use of the Q&A format. Give students “The Q&A in The Post.”
After students have completed this activity, discuss the benefits of the Q&A. Let students know that even though they plan their interview questions, the order of the Q&A may be changed for better flow and progression of ideas that are communicated. Never separate the question from its answer. Always remain true to the interviewee’s intent.
Practice an Interview
English, Journalism, Media Arts
Give students “Interview Tips” and discuss each of the steps.
Pair students to conduct the first interview. Give a total of ten minutes for the interview; four minutes for one student to interview the other, switch roles of interviewer and interviewee, allow four minutes for the next interview. Use the remaining time to confirm what people said or ask a follow-up question.
Ask students to review the information they gained. Did they record the correct spelling of the interviewee’s name and grade? Do they have a quotation they might include? Do they see a theme or attitude in the answers? For example, an independent streak, enjoyment of adventure or a preference for solitude.
Plan a Q&A
English, Journalism, Media Arts
Teachers might invite the principal or another administrator to be a guest interviewee. Another approach would be to select a person in your school or community whom students would like to interview. After the person has been invited and confirmed, prepare students for the interview. Review the applicable steps in “Interview Tips.”
Ask the interviewee to provide a short bio or one-page resumé. Review this information with students. Place students in groups of three or four students each. Ask students to work together to write questions.
• What do you know about the person? Professional and personal sides?
• Is there information in this person’s bio/resumé that they would like to know more about?
• What influences have shaped this individual?
Ask each group to share its questions with the class. If there are similar questions, which one has the best wording? Which is the most unique question? Which may not be an appropriate question to ask? Combine to create a basic list of 20 questions.
Remind students that they should be ready to ask follow-up questions.
Write a Q&A Piece
English, Journalism, Media Arts
After students have conducted the interview, work in the same groups of three or four students. Review the answers and make sure they agree on the wording of responses. If there is uncertainty about the response, listen to the tape of the interview to get exact wording.
Give students "When it becomes more than a T-shirt" to read and discuss. This BUSINESS section article gives insight into founding and succeeding in a business. Discuss the order of the interview questions and answers. How does the story of CustomInk unfold through each response? What do they learn that may apply to any business?
Students should now return to their interview. Decide on the order of the questions and answers. Prepare the final Q&A. Share the Q&A prepared by each group. Why were certain choices made to change the order of the questions? Are all the responses accurately quoted?