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Flying Start: BTEC Creative Digital Media

BTEC Creative Digital Media is part of the wider VAPAM (Visual and Performing Arts and Media) Faculty. Within this faculty sit all the creative subjects and we

all work together successfully. We have Instagram accounts where you can update yourself on current work, recommendations and the latest

information.

LEVEL 3 NATIONAL EXTENDED CERTIFICATE IN CREATIVE DIGITAL MEDIA PRODUCTION – DIGITAL CONTENT PRODUCTION

Welcome to BTEC Creative Digital Media at TRCThank you for showing such a strong interest in studying with us. Your commitment to completing this work will not only get you off to a flying start in BTEC Creative Digital Media, it demonstrates to us that you are a highly motivated student who is able to take responsibility for their learning and take the steps necessary to achieve your goals.

The following activities will enable you to:

Develop an understanding of BTEC Creative Digital Media (if you have not studied it at Level 2).

Identify and consolidate what you already know about Media from wider Level 2 Courses (if you have studied them) such as Film Studies, Media Studies, IT, Art and Design, English or even Languages.

Develop knowledge, understanding and skills related to the BTEC Creative Digital Media course.

We are very much looking forward to meeting you in September and supporting you to develop your psychological literacy and creativity and achieve your best.

Creative Digital Media is a vocational and creative Level 3 BTEC – equivalent to 1 A Level – in which you will combine your ability to write factual copy in a journalistic capacity with your ability to produce page layout and design media products including magazines, newspapers, and leaflets. You will study how to produce factual copy for a range of publications and audiences as well as using your creative skills including photography, image manipulation and desktop publishing to produce a variety of practical digital media products.

You will learn to structure and develop articles to appeal to a variety of audiences in different styles such as soft news, hard news, opinion pieces and interviews. In addition to this you will learn how to analyse how digital media products create meaning for audiences as well as apply this understanding to your own practical work.

You can follow the TRC Film and Media Department on YouTube and Instagram.

@trcmediaandfilm

TRCMEDIASTUDIES

If you have any questions, or require any support, you can email at: [email protected]

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mailto:[email protected]

https://www.youtube.com/user/TRCMEDIASTUDIES



PlannerThe following plan is meant as a guide to help you structure the activities in this flying start pack between June and August.

However, if you would like to complete this at a different pace and/or spend less or more time on each activity this is entirely your choice.

Week Activity Page

Time Allocatio

nCompleted

?

1 Keyboard Shortcut and Literacy Assessment Tasks 4 2 hours

2 Skills Assessment Tasks 10 1 hour3 Photojournalism and Shot Type Task 12 2 hours4 Photojournalism Article 16 3 hours5 Conciseness and the 5 W’s Task 17 3 hours6 Magazine Flat Plan 18 3 hours7 Interview Task 20 2 hours

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Task 1: Keyboard Shortcut and Literacy Assessment TasksThese tasks will assess your current levels of literacy and IT skills.

Keyboard ShortcutUsing the internet, research the Microsoft Word keyboard shortcuts for the following:

Task ShortcutOpen documentClose documentNew DocumentPrintSpell CheckSave documentSave AsSelect AllCutCopyPasteCopy FormatPaste FormatBoldItalicUnderlineCentre textUndoRedoBullet PointFindNavigate to top of documentNavigate to bottom of documentSelect a wordSelect a lineIncrease font sizeDecrease font sizePage breakSingle space textDouble space textSwitch between open applicationsFind and Replace

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Literacy Skills TaskRead the rules below and use them to identify their correct and incorrect usage in the grid on page 8. Tick the correct answers and cross the incorrect answers.

The keyboard shortcuts for tick and crosses are:

✔ 2714 + Alt + X✖ 2716 + Alt + X

HomophonesThe word “homophone” is used to describe a word that sounds the same as another word, but that has a different meaning. It comes from the Greek words “homo”, meaning “same”, and “phone”, meaning “voice”. The two (or more) words may be spelled differently, but just to make life difficult, they can also be spelled the same.

Homophone – all words and phrases that sound the same but have different meanings. Homograph – words that sound and are spelled the same but have different meanings.

Graph means ‘writing’. Homonym – words that have the same spelling but a different meaning (‘nym’ means

‘name’). Heterograph – words that sound the same but are spelled differently and have

different meanings. Hetero means ‘other’ or ‘different’. Multinym – words that sound the same but have more than two different meanings and

spellings.

To, Two, Too To – used in the infinitive form of a verb, such as “to walk”, and also to mean “towards”. Too – this means “as well” or “also”; for example, “me too”. Two – this is the number; for example, “two days ago”.

There, Their, They’re There – this refers to a place that is not here; for instance, “over there”. It can also be

used to state something, such as “There is an argument to suggest. Their – this indicates possession: something belonging to them. For example, “we could

use their boat”. They’re – this is a shortening of “they are”. For example, “They’re going to be here at

12pm”.

Your/You’re Your – this is the second person possessive form, indicating something belonging to

you. For example, “This is your decision.” You’re – short for “you are”, as in “You’re amazing.”

By/Buy/Bye By – this preposition refers to something beside, near or through. For example, “There’s

an ice cream van over there by that tree.” Buy – this is a verb meaning to purchase something. For instance, “let’s go and buy a

car.” Bye – short for “goodbye”, this is an expression used to bid someone farewell.

Stationary/Stationery Stationary – this word is used to describe something that is motionless (not moving).

For example, “the cars were stationary in the traffic jam.” Stationery – pens, pencils and other things you write with or on, for use in the office or

when studying.

Here/Hear5


Here – this refers to something being in one’s current location – for example, “There is a strange smell here”. You can also use it when introducing something, such as “Here is something I know you’ll like.”

Hear – this means to detect a sound. If it helps you remember it, consider the fact that the word “hear” contains the word “ear”! You can also say “Hear, hear” to indicate that you agree with someone. This bizarre phrase is a shortened form of a 17th century phrase used in Parliament, “Hear him, hear him”.

Peace/Piece Peace – this is the absence of war, as referred to by Lennon in 1969. The word also

refers more generally to a feeling of contentment, for example “The woods were very peaceful.”

Piece – spelled this way, the word means a unit or portion of something, such as “a piece of cake”. To “say your piece” means to state your opinion about something, while “giving someone a piece of your mind” means to tell them – usually in anger – exactly what you think of a situation.

Whole/Hole Whole – this means “complete” or “entire” – used as in “the whole story”. Hole – a “hole” indicates a lack of something, as in an opening. For example, the hole in

a ring doughnut is the missing bit in the middle, while a “Black Hole” is an invisible area of space that appears to have nothing in it, because its gravity prevents even light from escaping.

Know/No Know – “to know” means “to be aware of something”; for example, “I know he is

afraid.” No – the opposite of “yes”, used to indicate the negative. Bizarrely, “no.” – with a full

stop after it – is also used to abbreviate the word “number”. For example, “No. of pages: 150.”

US Verses UK Usage and SpellingProgram/Programme

Program – US spelling used when referring to a computer program in UK English. Programme – UK spelling used for any other usage such as a TV programme or

program of events.

Practice/PractiseAmerican English doesn’t use ‘practise’, using practice for both meanings.

Practice – Noun – something that you do, e.g. good practice. Doctors practice medicine, architects practice architecture.

Practise – Verb – doing something repeatedly in order to get better at it.

Disc/Disk Disc - a flat, thin circular object such as a Compact Disc. Disk – A computer disk. Short for ‘Diskette’.

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Common Grammatical Errors

1. Misplaced ApostrophesThe rules:

Apostrophes indicate possession – something belonging to something or someone else. To indicate something belonging to one person, the apostrophe goes before the ‘s’. For

instance, “The girl’s horse.” To indicate something belonging to more than one person, put the apostrophe after the ‘s’.

For example, “The girls’ horse.” Apostrophes are also used to indicate a contracted word. For example, “don’t” uses an

apostrophe to indicate that the word is missing the “o” from “do not”. Apostrophes are never used to make a word plural, even when a word is in number form, as

in a date.

2. “Could/Would/Should of”This common mistake arises because the contracted form of “could have” – “could’ve” – sounds a bit like “could of” when you say it out loud. This mistake is made frequently across all three of these words.

The rules:

When people write “should of”, what they really mean is “should have”. Written down, the shortened version of “should have” is “should’ve”. “Should’ve” and “Should have” are both correct; the latter is more formal.

3. Fewer/LessThe rules:

“Fewer” refers to items you can count individually. “Less” refers to a commodity, such as sand or water, that you can’t count individually.

4. Amount/NumberThe rules:

“Amount” refers to a commodity, which can’t be counted (for instance water). “Number” refers to individual things that can be counted (for example birds).

5. Then/ThanConfusion between “then” and “than” probably arises because the two look and sound similar.

The rules:

“Than” is used in comparisons. “Then” is used to indicate something following something else in time, as in step-by-step

instructions, or planning a schedule (“we’ll go there then there”).

6. Me/Myself/IThe rules:

When referring to yourself and someone else, put their name first in the sentence. Choose “me” or “I” by removing their name and seeing which sounds right. For example, with the sentence “John and I are off to the circus”, you wouldn’t say “me is

off to the circus” if it was just you; you’d say “I am off to the circus”. Therefore when talking about going with someone else, you say “John and I”.

You only use “myself” if you’ve already used “I”, making you the subject of the sentence.7. Who/WhomThe rules:

“Who” refers to the subject of a sentence; “whom” refers to the object. “Who” and “whom” work in the same way as “he” or “him”. You can work out which you

should use by asking yourself the following:7


“Who did this? He did” – so “who” is correct. “Whom should I invite? Invite him” – so “whom” is correct.

“That” is often used incorrectly in place of “who” or “whom”. When referring to a person, you should not use the word “that”.

8. Affect/EffectThe rules:

Affect is a verb – “to affect” – meaning to influence or have an impact on something. Effect is the noun – “a positive effect” – referring to the result of being affected by

something. There is also a verb “to effect”, meaning to bring something about – “to effect a change”.

9. I.e. and e.g.The rules:

I.e. means “that is” or “in other words”. It comes from the Latin words “id est”. E.g. means “for example”. It comes from the Latin words “exempli gratia”. Only use “i.e.” and “e.g.” when writing informally. In formal documents, such as essays, it

is better to write out the meanings (“for example” or “that is”).

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Task

Correct/ Incorrect Correction

1 I am going too the park.2 There are two cakes.3 Park over there.4 Their car is in the car park.5 There dinner is getting cold.6 You’re hair is brown.7 You should have completed this work buy now.8 Bye me some milk.9 Say by to your mother.

10 The pencils are in the stationery cupboard.11 The train is stationary.12 Can you here me?13 I’m over here.14 I used a piece of lino to create my design.15 I need piece and quiet in order to work.16 The dove of peace.17 I completed the whole task before the deadline.18 Where is the hole punch?19 I’ve been here the hole time.20 I don’t no the answer.21 No, I won’t do that?22 What do you know about it?23 I practiced my Photoshop skills.24 It is good practise to use the grids and guides.25 Practice makes perfect.26 The horse’s are in the field.27 Pen’s for sale.28 In the 1980s.29 Janes horse is over there.30 The girls dresses are ready for them to collect.31 We didn’t want to do it.32 We could’ve gone there today.33 I would of done it sooner.34 You should’ve said.35 Ten items or less.36 Less sand.37 She was better at it then him.38 It was more than enough.39 A greater amount of people are eating more

healthily.40 We’ll go to the baker first, then the coffee shop.41 Me and John are off to the circus.42 Give it to John and me to look after.43 I thought to myself.44 Who shall I invite?45 Whom is responsible?46 He was the only person who wanted to come. 47 He waited for the medicine to have an affect.48 They were directly effected by the flooding.49 He objects to the changes – e.g. he won’t be

accepting them.50 He liked many different cheeses, i.e. cheddar,

camembert and brie.

Task 2: Skills Assessment Task9


What type of learner are you? Which out of the list of words best describes you? Pick as many as you want.

Creative Perfectionist Organised SpecificVisual Technical Hard-working Reader

Analytical Committed Communicative MotivatedWriter Hands-on Listener SocialLogical Vocal Group Worker Independent

Highlight which type of learner you feel best describes you. If you want to highlight more than one, then you may.

Visual Learner Auditory Learner Reading/Writing Learner

Kinaesthetic Learner

You prefer to see information and to

visualize the relationships between

ideas. For example; graphs,

charts, graphics, visual presentations,

etc.

You prefer to hear information rather than reading it or

seeing it displayed visually.

For example; reciting out loud, asking

questions, asking the teacher to repeat something, etc.

You prefer reading information and writing it down.

For example; note-taking, quizzes,

annotated hand-outs, worksheets,

presentations, etc.

You prefer hands-on exercises and the idea of learning by doing it yourself.

For example; roleplay, practical activities,

demonstrations, practice, etc.

Strengths and Areas for DevelopmentWhat are your strongest attributes? What were your strengths at school?

What attributes do you feel you could perhaps develop? What could you have improved during your time at school?

How could you turn these areas for development into strengths during your time at college?

Know Your SkillsUsing the table below, fill each column in the table based on how confident you are with each key skill listed at the top of the table. A full column is a skill you feel s fully developed whereas an empty column represents a skill that can be developed more.

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Applying Key

Concepts to Production

(Taking what you

have learnt and

applying it to

coursework)

Written Communication

Motivation and Commitment

Time Management

and Organisation

Research Skills

Evaluation Skills

Technical Proficiency

(Photography, Photoshop, InDesign)

What are your responsibilities and expectations?What are your expectations of the course and your teacher? What could they do to ensure that you achieve your desired target grade?

What responsibilities are expected of yourself in order to ensure that you achieve your desired target grade?

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Task 3: Photojournalism and Shot Types TaskThe right photographs can have a huge impact on the way a piece of journalism is perceived and interpreted by its audience. It can help a writer solidify the meaning they want the reader to take away from a piece of writing. Roland Barthes called this Anchorage.

ScenarioYou are a freelance photojournalist working for The Guardian. You have been given a stimulus for an upcoming article which you need to collect a series of photographs for to potentially use to support the article that is being written. Your editor wants a selection of photographs so they can choose the one that fits their angle.

The stimulus for the article is:

“The problem with being a young person in the U.K. today is…”You will first need to collect a series of photographs using either your mobile phone or a camera that could be used for the above-mentioned stimulus. The content of the images is up to you, as long as there is a connection between the stimulus provided.

You can collect as many images as you want – the more the better – however you must collect at least one of the following shot types to ensure there is plenty of range; extreme close-up, close-up, medium close-up, medium shot, medium long shot, long shot, extreme long shot, over-the-shoulder shot, point-of-view shot, high angle shot, low angle shot, Dutch tilt, two shot, three shot. Some of the shots can be combined if you want.

Use the guide below to help with your shot types.

Once you have completed the task you need to complete you should either; save your photos to a USB stick or email them to [email protected]

Shot Type Image DescriptionExtreme Close-Up

A shot where the image is very tight to the subject often focusing on miniscule or specific parts of the image, for example someone’s eye.

Close-Up A shot that primarily focuses on a person’s face allowing audiences to see their facial expressions and emotions. Close-ups are very common in magazines and newspapers.

Medium Close-Up

A shot which shows a subject’s face and upper part of the body, such as shoulders and torso though still close enough to see facial expressions and emotions. Medium close-ups are very common in magazines and newspapers.

Medium Shot

A shot which shows a subject’s face, upper body and some of the waist too as well as a significant amount of the background of the image. Medium shots are very common in magazines and newspapers.

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Medium Long Shot

A shot which shows a subject’s face, upper body, some of the waist, and part of the legs as well as a significant amount of the background of the image.

Long Shot A shot which shows the subject in full, from head to toe with a significant emphasis on the surroundings too.

Extreme Close Up

Sometimes called an ‘establishing shot’ and is primarily used to establish the certain location/time of the image.

Over-the-shoulder shot

Shot from ‘over-the-shoulder’ or a subject, usually used to emphasize the relationship between the person whose shoulder we are looking over and what they are looking at. Often used to show conversations.

Point-of-view shot

A shot literally from the ‘point-of-view’ of a subject putting the audience in their shoes, so to speak.

High Angle shot

An image shot from a high or in some cases vertical angle over the subject. Often used to make the subject appear inferior and weak as we as audiences are looking down on them, making them appear smaller.

Low Angle shot

An image shot from a low angle underneath a subject. This has the oppose effect as a high angle shot as it creates a sense of dominance and power in the subject as we are being looked down on as audiences. It creates a sense of authority in the subject.

Dutch tilt A Dutch tilt is where the camera is tilted to one side at an askew angle. This is not often seen in print media however when used, it creates a sense of unease and disorientation. It is also referred to as a ‘canted angle’.

Two shot A shot that contains two subjects – usually a medium shot.

Three shot A shot that contains three subjects – usually a medium shot. This is often called a group shot.

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Turn over the page for Task 2…

Identify the shot types used in the following print media products:

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https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=2ahUKEwit-u6cmvriAhWh3OAKHSqsCIsQjRx6BAgBEAU&url=https%3A%2F%2Fwww.magazinecafestore.com%2Fvogue-us-magazine.html&psig=AOvVaw28bG2HeIXr9OJd_oHYIB6g&ust=1561193787817028

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=2ahUKEwjFhpvFnPriAhWHohQKHYdOB7EQjRx6BAgBEAU&url=https%3A%2F%2Fwww.designyourway.net%2Fblog%2Finspiration%2Ftips-and-inspiration-on-how-to-design-a-magazine-cover%2F&psig=AOvVaw19rTeoRaiyHQ3nIPnWCinR&ust=1561194382252930


Task 4: Photojournalism ArticleThe Guardian newspaper is holding a competition for junior writers to get a piece of writing published in their newspaper during an event celebrating young talent. This is an opportunity for young writers to have their say on issues that are important to them – a side that can often go unheard in print media.

They would like writers to submit a 500 word Opinion Piece with a focus on the following stimulus; The Problem with Being a Young Person in the U.K. Today is…

The specific focus of the Opinion Piece is completely up to you however it must focus on the stimulus set by the publication and be on an issue considered to be important.

As it is an Opinion Piece you’re encouraged to choose a topic that is of a personal issue to you, however it must be backed up with relevant evidence to support your claims in order to bring

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readers over to your way of thinking. Sources should also be from reliable sources and referenced accordingly.

Your Opinion Piece should:

Include a Headline. Include a Standfirst paragraph that sums up the entire article at the very beginning

of your piece. This will allow audiences to understand your point of view immediately. Focus on a relevant, up-to-date topic. Use reliable sources/evidence to back up your points (for example statistics, quotes,

etc). Ensure the register (writing style) is suitable for The Guardian – higher level of

vocabulary and challenging to the reader. Stick to the issue you’re focusing on – don’t waffle. Make it personal if necessary. Challenge the writer. Rhetorical questions, perhaps? Consider the other side of the argument – but use this to strengthen your own

arguments. Include a killer closing pay-off – this should be done in a way that essentially ends the

argument/debate once and for all.

You should use the images you took for last week’s task in your article too.

The word count for this article is exactly 500 words, though 10 words either side is acceptable.

Task 5: Conciseness and the 5 W’s.To make something concise means to provide a lot of information in as few words as possible. The ability to write in a concise manner is one of the key skills of journalism.

The 5 W’s are the main purpose of writing news. This is minimum of what the reader expects to understand after reading a news article. The 5 W’s are:

What happened? When did it happen? Who was involved? Where did it happen? Why did it happen?

Pick a recent news story of your choice. It can be any news story from some serious hard news 16


topic (politics, crime, society, etc) or some light-hearted soft news (celebrities, entertainment, reality tv, etc).

Your task is to rewrite that news story in your own words three times.

The first time it must be done in 600 words

The second time it must be done in 300 words.

The third time it must be done in 100 words.

You should aim to ensure that you have established the 5 W’s in all of your articles.

Task 6: Magazine Front Cover ConventionsMagazine design is a large part of the first year of the BTEC Creative Digital Media course therefore it is important to understand the various conventions of magazine design, especially front covers.

Watch the following video on the conventions of magazine front covers:

https://www.youtube.com/watch?v=hUWAqtcnu-o&feature=youtu.be Using the knowledge you have learnt from the video, you’re to create a flat plan for a new magazine of a genre of your choice.

A flat plan is a hand-drawn, rough design of a product. It can be any genre (football, music, fashion, etc.) but it must follow the typical conventions of magazines, and especially the styles of your chosen magazine genre. It doesn’t matter how good you are at drawing. The purpose

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https://www.youtube.com/watch?v=hUWAqtcnu-o&feature=youtu.be

https://www.youtube.com/watch?v=hUWAqtcnu-o&feature=youtu.be


of a flat plan is about structure and placement. It’s about providing a good, clear representation of how a product will look before it has been made and makes the design process much easier and quicker.

Make sure you’re referring to real examples when designing your flat plans.

You should try to include as many magazine conventions listed in the table below in your design.

Magazine Convention Included? Y/N

Anchorage

Barcode

Coverline(s)

Dateline

Header

Main Coverline

Masthead

Pug

Pull Quote

Sans Serif Font

Serif Font

Splash

Strapline

Tags

Your flat plan should look a little bit like this:

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Task 7: Interview Task19

https://www.google.co.uk/url?sa=i&url=https%3A%2F%2Fbeharallpoppy000022405.wordpress.com%2F2013%2F11%2F&psig=AOvVaw0kzVQ7M59Pw4eG6MQd7CpL&ust=1589373369983000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCPjLq6yrrukCFQAAAAAdAAAAABAF


One of the Units studied in Year 1 is Interview Techniques. The ability to undertake an effective interview is a key skill of journalists including the ability to ask a range of challenging questions.

Types of Questions

Closed Questions (aka the ‘Polar’ question)

Closed, or ‘polar’ questions generally invite a one-word answer, such as ‘yes’ or ‘no’. For example, ‘do you drive?’ or, ‘did you take my pen?’ They could also include answers to factual or multiple-choice questions, such as ‘what’s your name’, or ‘would you like tea, coffee, or water?’

They’re popular as icebreaker questions in group situations because they’re easy to answer. Of course, most questions can be opened for further discussion, including closed questions — but more on that later.

Useful for: warming up group discussions, getting a quick answer

Open Questions

Open-ended questions require a little more thought and generally encourage wider discussion and elaboration. They can’t be answered with a simple yes or no response. For example: ‘what do you think of your boss?’ Or ‘why did you choose that car?’

Useful for: critical or creative discussion, finding out more information about a person or subject

Probing Questions

These questions are useful for gaining clarification and encouraging others to tell you more information about a subject. Probing questions are usually a series of questions that dig deeper and provide a fuller picture. For example: ‘when do you need the finished project, and is it ok if I email it to you?’

Useful for: seeing the bigger picture, encouraging a reluctant speaker to tell you more information, and avoiding misunderstandings

Leading Questions

These questions are designed to lead the respondent towards a certain desired positive or negative route.

In the workplace, you might encounter leading questions such as: ‘do you have any issues with the project?’, or ‘did you enjoy working on that project?’ The former subtly prompts the respondent towards a negative response; the latter towards a positive. Asking ‘how did you get on with that project’ will get you a more balanced answer.

Leading questions could also involve an appeal at the end that’s designed to coerce the respondent into agreeing with the speaker. For example, ‘this project is going well, isn’t it?’ encourages the respondent to say ‘yes’. This works particularly well because psychologically, we prefer saying yes over no. So when we’re put on the spot, we’ll usually opt for the former.Useful for: building positive discussions, closing a sale, steering a conversation towards an outcome that serves your interest

A word of warning: It’s important to use leading questions carefully; they can be seen as an unfair way of getting the answer you want.

Loaded Questions

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Loaded questions are seemingly straightforward, closed questions — with a twist: they contain an assumption about the respondent. They’re famously used by lawyers and journalists to trick their interviewee into admitting a fundamental truth they would otherwise be unwilling to disclose.

For example, the question: ‘have you stopped stealing pens?’ assumes the respondent stole a pen more than once. Whether she answers yes or no, she will admit to having stolen pens at some point.

Of course, the preferred response would be: ‘I have never stolen a pen in my life’ But it’s not always easy to spot the trap. These questions are quite rightly seen as manipulative.

Useful for: discovering facts about someone who would otherwise be reluctant to offer up the information

Funnel Questions

As with a funnel, these questions begin broadly before narrowing to a specific point — or vice versa.

When meeting someone new, we usually begin with specific, closed questions, such as ‘what’s your name?’ and ‘what do you do?’ – before broadening out into more open-ended questions, such as ‘why did you choose to be a firefighter?’ as you become more comfortable talking to each other.

The reverse — beginning with a broad question before homing in on something specific — is often used when questioning witnesses to gain the maximum amount of information about a person or situation. For example, ‘what do you do for a living? Do you work nights? Did you see a break-in? Was there more than one person?’ And so on.

Funnel questions can also be used to diffuse tension: asking someone to go into detail about their issue distracts them from their anger and gives you the information you need to offer them a solution, which in turn calms them down and makes them think something positive is being done to help them.

Useful for: building relationships, discovering very specific information, diffusing arguments.

Recall and Process Questions

These are a different beast altogether because they don’t really require an answer. They’re simply statements phrased as questions to make the conversation more engaging for the listener, who is drawn into agreeing with you.

For example, ‘isn’t it nice working with such a friendly team?’ is more engaging that ‘this team is friendly’, which doesn’t require any mental participation from the respondent.

Rhetorical questions are often used by coaches or public speakers for effect to get the audience thinking and agreeing. In this way, they’re a not-too-distant cousin of the leading question.

Useful for: persuading people, building engagement.

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Task

Imagine yourself a journalist for a magazine or newspaper who has arranged an interview with a well-known celebrity, politician, sports star, etc of your choice on a certain topic.

Using the above question types, come up with 30 questions to ask your subject during your interview. You must ask at least 3 types of each question type.

Subjects don’t often like being drawn into challenging questions straight away. Your questions should start off more light and ‘easier’ to answer before moving on to more challenging, in-depth questions. Keeping things light and easy at first gets the subject comfortable and you’re more likely to get more detailed answers later on down the interview.

Your questions should also stick to the topic you’re discussing.

You should research your subject before you create your questions as a professional journalist would do their research.

Your questions could end on more light-hearted, unrelated questions.

Don’t forget you can follow the TRC Film and Media Department on YouTube and Instagram.

@trcmediaandfilm

TRCMEDIASTUDIES

If you have any questions, or require any support, you can email at: [email protected]

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