Leadership, Editing, and Team Building
Communication + Organization
Shown above: Our story spreadsheet mid-new cycle, text messages I sent to staff to remind and inform them of important events, and our story pitch form.
With our altered block schedule, we only meet twice a week (we used to meet 5 times). This has increased our need for clear communication since we have shifted to working independently and fully virtual. We have three group chats: a full staff group chat, an editor’s group chat, and an editorial board group chat. In the full staff group chat, we communicate about the general announcements and answer any questions. In our editor’s group chats, we communicate more frequently - reminding editors about deadlines and due dates, sending reminders about meetings, and communicate about any breaking news.
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In terms of organization, we had to convert our news cycle to be fully digital. In the past, we had staff writers print their stories so that the editors could edit on hard copies. Now, all editing (both on designs and stories) takes place on Google Docs. First, all writers fill out a google pitch form with a link to their story. Then our managing editor, Mishal Charnia, creates a master document with every story going into the paper. Editors, EIC, and designers refer to the spreadsheet and when they finish their task, they mark it as done within the column.
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As EIC, I used the spreadsheet to see who has fallen behind so that I can reach out individually to them.
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Preparing our staff -- starting a bootcamp
Shown above: For our editor's bootcamp, we gave assignments to the staff through Google Classroom. I am teaching a lesson on story structure to the entire newspaper staff as apart of our beginning of the year boot camp.
This year, right before our first issue, I organized an Editor’s Bootcamp to teach the editors the basics of design, leadership, and writing. Each of the senior members planned and taught a lesson, prepared an ice breaker, and created an assignment. Not only was it a great way to review material, but it was also a great way to bond the editors together before the school year.
After school started, using our presentations and lesson plans from the summer, we did a longer Bootcamp for the whole staff in September. For one month, the editors lead classes in Indesign, writing, photography, and multimedia. Many of our staff members were new, so the Bootcamp was a great way to ease them in and teach them the basics of journalism.
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Creating a community
Last year, some writers in my section didn't know my name. I knew this year I had to bridge the gap between editors and writers. So, I decided to create in-class mentor groups. Essentially, we switched from working in a large class setting to small mentor groups, separated by sections. So, for example, all the sportswriters work with Quinn Newhouse, the sports editor. And all designers work with Julie Park, our design editor. By bridging the gap between writers and editors, we saw a huge improvement in stories. Editors were not just editing stories. They were helping staffers write interview questions, answer AP-style edits, and forming meaningful relationships with writers. In my mentor group, my writers don't just work - they share, stories, tell jokes, and build connections. In a fully virtual school, mentor groups provide important human connections.
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Additionally, I have tried to build a community within the editor's group. We meet every Thursday and talk daily in a group chat. To show my appreciation for them, I give awards to them every news cycle. It may be small - but small shoutouts help show my appreciation.
The Emery editors at our morning editors meeting!
Editing
Three example edits I gave to a staff writer, who wrote "New Horizons: Quarantine and gaming". I always explain my thought process when leaving an edit and I also try to give compliments, so the writer is not overloaded with crtiques.
Editing is the bulk of my job. On average, I will edit over 20 stories per new cycle (I spilt the stories with my Co-EIC, Clara Bowman). When I am doing EIC edits, I am nit-pitty - looking at wording, AP style errors, quote transitions. Major edits should have been made at the section editing stage. Oftentimes, I will meet one-on-one with writers after I edit my piece to explain all my edits and the strengths and weaknesses of their work.
An example of my editing
with permission from the author
Before
After
An Indian song plays, and she dances full-on Garba. Garba is a form of dance that originates in the state of Gujarat. This is what Nishita Shah did outside her personal project classroom.
Shah is a sophomore at Huron High School and has been dancing ever since she could remember.
“Dancing has always been a part of my life,” said Shah.
“My family always encouraged me to be a dancer I am, and I believe it is an amazing way to express oneself.”
Not only does Shah dance, but so does her entire family.
“Music and dance are in our blood.”
Shah’s personal project is about dance. She has invited people from, Ann Arbor, Ypsilanti, and Novi, to take part in her personal project.
“I am creating and implementing a dance program where I teach three different cultural dances and have a final performance,” said Shah.
The Dance program is at her house, every Saturday, for a period of 5-7 weeks. Shah choreographed all three dances beforehand.
“Lately, I haven’t had enough time to choreograph and teach, but this class gave me the opportunity to pursue this project,” said Shah.
She has been choreographing since she was a sixth-grader, and this year, it will be her 4th year choreographing for the Gujarati Society of Greater Detroit.
“I would choreograph on my own performances as well as for others, mainly kids. I also co-choreograph with my best friend for huge events,” said Shah.
Janvi Desai, a Junior at WIHI(Washtenaw International High School), is one of Shah’s best friends.
“I have known Nishita for 15 years, and one word isn’t enough to describe her, but if I had to choose, then it would be kind-hearted,” said Desai.
Desai is taking part in Nishita’s personal project.
“I wanted to do something different from my regular activities, and when she told me she was doing this project, I saw it as a way for me to do something.” Nishita is an amazing dancer and choreographer. She is very creative with the ways she chooses to express herself,” said Shah.
Shah is a very dedicated dancer and choreographer, and doing this project means a lot to her.
“I don’t know where to start. Maybe the moment where I am on stage and all the hard work my team and I put in is finally going to be seen. Or it’s the moments during dance practice where the music and choreography just clicks. One thing for sure, I love the thrill of dancing!”
Outside of Ms. Kim’s Personal Project room, the faint sounds of traditional Indian music can be heard. The noise comes from Nishita Shah’s iPhone X, as she dances to traditional Garba, which is an energetic Indian dance that honors the Hindu goddess Durga.
Shah, a sophomore at Huron High School, has been dancing ever since she could remember.
“Dancing has always been a part of my life,” Shah said. “My family always encouraged me to be a dancer, and I believe it is an amazing way to express oneself.”
Not only does Shah dance, but so does her entire family. She grew up dancing different forms of Indian dance, such as Bollywood, Garba, Classical Bhangra, Dandiya, and Lavni, at religious and family functions.
“Music and dance are in our blood,” said Shah.
When creating a personal project topic, Shah knew that she wanted to design a project that involves that love of Indian dance. She created a dance class program where she will teach three different cultures dances, within India. The program is held at her house, every Saturday, over 5-7 weeks. After the classes are finished, she will hold a final performance, including her and seven other people.
“Lately, I haven’t had enough time to choreograph and teach, but this class gave me the opportunity to pursue this project,” Shah said.
Shah has been choreographing since she was in sixth grade, and this year will be her fourth year choreographing for the Gujurati Society of Greater Detroit.
Janvi Desai, a Junior at Washtenaw International High School, is a part of Shah’s personal project.
“I wanted to do something different from my regular activities, and when she told me she was doing this project, I saw it as a way for me to do something,” Desai said. “Nishita is an amazing dancer and choreographer. She is very creative with the ways she chooses to express herself.”
“What’s my favorite part of choreographing, and dancing?” Shah paused and laughed. “Well, I don’t know where to start. Maybe it is the moment when all the hard work that has been put in is finally going to be seen on stage. Or it’s the moments during practice where the music and choreography click together. But one thing I know is, I love the thrill of dancing.”
notes:​
After reading the rough draft of the piece, I recommend the following....
1. Rewrite the lead --> make it more engaging!
2. Elaborate on the first quote --> what type of dance was she exposed to growing up?
3. Remember to always attribute your quotes!
4. Find additional information about her dance classes
5. Tighten the quote from Desai --> kept the important information
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After making edits, this piece got published in the in-print and even submitted for awards! I am very proud of this writer :)