Bias in Television News: The Influence
Bias in television news is a prevalent and pressing issue that warrants closer examination. The influence of bias on the reporting and presentation of news has far-reaching implications for public opinion, media credibility, and democratic processes. One example that highlights the potential impact of bias in television news is the case study of Channel X’s coverage of the 2020 presidential election.
In this case study, it was observed that Channel X heavily favored one candidate over the other throughout their election coverage. This bias manifested itself through selective reporting, framing techniques, and subtle language choices that subtly shaped viewers’ perceptions of the candidates. Such biased reporting not only raises questions about journalistic integrity but also underscores how television news can become a powerful tool for influencing public sentiment and swaying political outcomes.
The purpose of this article is to explore the various dimensions of bias in television news and its ramifications on society at large. By delving into existing research studies, analyzing real-life examples, and considering theoretical frameworks from communication theories such as Agenda-Setting and framing, we aim to shed light on the complex interplay between bias, journalism ethics, media consumption patterns, and socio-political dynamics. Ultimately, understanding these influences will empower individuals to critically engage with televised news content and make informed decisions based on multiple perspectives rather than relying solely on one biased source.
To achieve this goal, we will first provide an overview of the different types of bias that can manifest in television news, such as partisan bias, corporate bias, and sensationalism. We will explore how these biases can shape the selection and presentation of news stories, resulting in an imbalanced portrayal of events and issues.
Next, we will examine the potential consequences of biased reporting on public opinion and democratic processes. We will discuss how biased news coverage can contribute to polarization, reinforce existing beliefs, and hinder constructive dialogue among citizens. Additionally, we will explore the implications for media credibility and trustworthiness when viewers perceive a lack of objectivity or fairness in their news sources.
Furthermore, we will analyze case studies like Channel X’s coverage of the 2020 presidential election to illustrate how bias can be subtly embedded in news content through framing techniques and language choices. By dissecting specific examples from this case study, we aim to help readers identify common indicators of bias in televised news reporting.
Lastly, we will consider potential solutions to address bias in television news. This may include promoting media literacy education to empower individuals with critical thinking skills necessary to navigate a complex media landscape. We will also discuss the importance of diverse perspectives and independent journalism as key elements in ensuring balanced and unbiased news coverage.
In conclusion, this article seeks to highlight the significance of examining bias in television news while emphasizing the need for a more informed and discerning audience. By understanding the role of bias in shaping news narratives, individuals can actively engage with multiple sources, question information presented to them, and ultimately make well-rounded decisions based on a variety of perspectives.
The Power of Presentation
Television news has a profound influence on public opinion, shaping our understanding of the world and informing our perspectives. However, it is essential to recognize that this influential medium is not without its biases. Bias in television news can manifest through various means, including the power of presentation.
One example illustrating the impact of presentation lies in the use of images and visuals. A news segment on a protest rally could be presented differently depending on how cameras capture and edit footage. For instance, zooming in on protestors who engage in violent acts may create an impression that the entire demonstration was unruly or even dangerous. Conversely, focusing solely on peaceful moments might convey a more positive image. This manipulation of visual elements influences viewers’ perceptions and shapes their opinions.
To further understand the role of presentation bias, consider these emotional triggers:
- Emotional language: The use of emotionally charged words can sway viewers’ sentiments towards a specific viewpoint.
- Selective reporting: Highlighting certain incidents while omitting others can distort reality and skew audience perception.
- Framing techniques: Presenting information within a particular context can shape viewer interpretation.
- Soundbites: Selectively chosen quotes from interviews or speeches can alter intended messages.
Moreover, we must acknowledge that bias extends beyond just textual content; it also encompasses non-verbal cues such as body language and tone of voice used by news anchors or reporters during broadcasts.
To illustrate these concepts visually, refer to Table 1 below:
|Emotional Language||“Heartbreaking tragedy”||Evokes empathy and sympathy towards victims|
|Selective Reporting||Focusing only on one side||Skews perception by excluding alternative views|
|Framing Techniques||Placing blame on a group||Shapes opinion by directing responsibility|
|Soundbites||Misquoting or decontextualizing||Alters original intent and message|
In conclusion, the Power of Presentation in television news cannot be underestimated. The way information is presented can significantly influence viewers’ perceptions and opinions. Understanding the various techniques used to shape narratives is crucial for media literacy and critical analysis. Moving forward, it becomes essential to explore how perception itself plays a role in shaping reality.
Transitioning into the subsequent section about “How Perception Shapes Reality,” we delve deeper into the interplay between individual interpretation and the messages conveyed through biased presentations.
How Perception Shapes Reality
While presentation undoubtedly plays a significant role in shaping our perception of news, it is essential to explore how this perception can influence our understanding of reality. By examining the ways bias manifests through television news, we can gain insight into the extent of its impact on society.
Perception is a powerful force that shapes our understanding and interpretation of information. To illustrate this point, let us consider a hypothetical scenario where two different news outlets cover the same event—a political rally—each presenting it with their own biases. Outlet A portrays the rally as an inspiring display of grassroots democracy, emphasizing unity and community engagement. In contrast, Outlet B focuses on isolated incidents of violence and discord, painting a picture of chaos and division. These contrasting narratives highlight how differing presentations can shape viewers’ perceptions and ultimately influence their reality.
To further understand the impact of biased presentation in television news, we must examine several key factors that contribute to this phenomenon:
- Selective story choice: Media outlets often prioritize stories aligned with their editorial stance or target demographic, leading to an imbalanced representation of events.
- Framing techniques: Through strategic framing choices such as headlines, visuals, and interviews, broadcasters can manipulate audience opinion by emphasizing certain aspects while downplaying others.
- Language usage: The selection of words and phrases influences public sentiment towards specific individuals or groups involved in news stories.
- Guest speaker dynamics: Inviting guests with similar views strengthens confirmation bias among audiences who are more likely to seek information affirming their pre-existing beliefs.
|Factors Influencing Biased Presentation|
|1. Selective story choice|
These factors, when employed intentionally or inadvertently by news broadcasters, can significantly shape the way viewers perceive reality. By highlighting certain aspects of an event or issue while omitting others, television news subtly influences public opinion and molds societal understanding.
As we delve deeper into the influence of bias in television news, our focus will shift toward exploring how media outlets employ subtle manipulation techniques to further their agendas. Understanding these strategies is crucial for individuals seeking a well-rounded perspective on current events and for maintaining an informed citizenry.
Moving forward, let us examine “The Media’s Subtle Manipulation” to uncover additional tactics used to control narratives and shape public perception without explicitly stating any particular steps.
The Media’s Subtle Manipulation
Television news plays a significant role in shaping public opinion and understanding, as it has become an integral part of our daily lives. However, one cannot ignore the possibility of bias within these news broadcasts. The influence of biased television news can be seen through various means, such as selective reporting and subtle manipulation techniques employed by media organizations.
To illustrate this point, consider a hypothetical scenario where two major news networks cover the same event but present contrasting narratives. Network A focuses on highlighting the positive aspects of the event while downplaying any negative implications. Conversely, Network B emphasizes the negatives and uses inflammatory language to evoke strong emotions in its viewers. This stark difference in coverage demonstrates how bias can shape public perception and create divergent realities based on individual news consumption.
There are several underlying factors that contribute to biased television news:
- Editorial decision-making: Editors play a pivotal role in determining which stories make it to air and how they are presented. Their personal beliefs or organizational agendas may inadvertently lead to skewed coverage that favors certain perspectives over others.
- Corporate ownership: Many media outlets are owned by conglomerates with diverse business interests beyond journalism. It is inevitable that their financial considerations might seep into editorial decisions, leading to potential conflicts of interest or censorship.
- Political affiliations: In some cases, journalists themselves may have political leanings or affiliations that unconsciously affect their reporting style and content selection.
- Ratings and viewer preferences: Media organizations often cater to specific target demographics for higher ratings and increased advertising revenue. Consequently, sensationalism and partisan viewpoints tend to dominate programming choices.
The impact of biased television news extends far beyond mere information dissemination; it influences public discourse, shapes opinions, and contributes to societal polarization. To fully comprehend this complex issue, we must delve deeper into the hidden forces behind news production – exploring not only how biases emerge but also why they persist despite efforts to maintain objectivity.
Understanding the deeper motivations behind biased news reporting is crucial in unraveling “The Hidden Forces Behind News” and shedding light on the broader implications for society.
The Hidden Forces Behind News
Section H2: The Media’s Subtle Manipulation
In the previous section, we explored how the media employs subtle tactics to manipulate public opinion. Now, let us delve deeper into understanding the hidden forces behind news coverage and how they contribute to bias in television news.
To illustrate this point, consider a hypothetical scenario where two major political events occur simultaneously: an important policy announcement by one party and a scandal involving another party. While both events should ideally receive equal coverage, bias can creep in through selective emphasis. Television networks may choose to give more airtime and prominence to the scandal, thereby influencing viewers’ perceptions of the parties involved.
This biased portrayal is often fueled by several underlying factors:
- Editorial decisions: Editors play a pivotal role in determining which stories get covered and how they are presented. Their personal beliefs or affiliations can inadvertently seep into their decision-making process, leading to imbalanced reporting.
- Corporate interests: Media organizations are profit-driven entities with corporate ties that may influence their editorial agenda. This can lead to prioritizing certain narratives or perspectives over others, further perpetuating bias.
- Audience preferences: Networks cater to specific demographics and aim to retain viewer attention for maximum ratings. Consequently, they might tailor content based on audience biases or sensationalize stories to generate interest.
- Political pressures: Governments exert varying degrees of control or influence over media outlets, either directly or indirectly. Such pressures can result in self-censorship or skewed reporting that aligns with those in power.
- Distorted reality shaping public opinion
- Loss of trust in media as objective source
- Polarization among viewers due to divergent viewpoints
- Potential erosion of democracy’s foundation
Furthermore, it is essential to understand these mechanisms within the larger context of bias in media coverage. To shed light on this complex issue comprehensively, let us now explore “The Hidden Forces Behind News,” which will delve further into the role of media ownership, political affiliations, and external influences in shaping television news.
As we transition to understanding “The Hidden Forces Behind News,” it becomes evident that bias in television news is not a singular phenomenon but rather an intricate web woven by various factors. By examining these underlying forces, we can gain insight into how opinions are intentionally shaped through the subtle manipulation of information.
The Art of Shaping Opinions
Section: Bias in Television News: The Influence
Television news plays a crucial role in shaping public opinion, but the influence it holds can be subject to bias. To exemplify this, imagine a scenario where two major news channels report on the same event—a political debate between two candidates. Channel A emphasizes one candidate’s eloquence and ability to connect with voters. In contrast, Channel B focuses on the other candidate’s lack of experience and inability to answer tough questions. This example highlights how media bias can subtly steer viewers’ perceptions by selectively highlighting certain aspects while downplaying others.
The influence of biased television news extends beyond individual stories or events; it permeates various levels of reporting and affects wider societal perspectives. Here are some key points to consider:
- Selective coverage: Television networks often prioritize certain topics over others based on their target audience or editorial agenda. This selectiveness may result in overlooking important issues that require attention or amplifying less significant ones for sensationalism.
- Framing techniques: Media outlets employ framing techniques to shape how audiences perceive information. For instance, using emotional language, specific imagery, or repetitive messaging can evoke strong reactions and influence viewer opinions even before they have had an opportunity for critical analysis.
- Echo chambers: Biased television news may contribute to the creation of echo chambers, where individuals only consume content that aligns with their preexisting beliefs and values. This phenomenon reinforces existing biases and limits exposure to diverse perspectives.
- Confirmation bias: Viewers tend to seek out information that confirms their existing beliefs rather than challenging them. Biased television news can exploit this tendency by presenting narratives that resonate with particular ideological leanings without providing alternative viewpoints.
To further illustrate the impact of these factors, we present a table showcasing hypothetical examples of biased frames used by different TV networks covering a controversial topic:
|Media Outlet||Frame||Emotional Language|
|Channel A||“Victims of Injustice”||Exploitation, Discrimination|
|Channel B||“Threat to Society”||Danger, Invasion|
|Channel C||“Defense of Freedom”||Patriotism, Heroism|
|Channel D||“Unnecessary Conflict”||Division, Chaos|
These frames demonstrate how a single event can be portrayed in vastly different ways depending on the biases and agendas of news networks. Such biased framing techniques contribute to public polarization and further reinforce existing divisions within society.
In light of these considerations regarding bias in television news reporting, it becomes evident that understanding the influence media holds is crucial for maintaining an informed citizenry. The subsequent section will delve into another aspect of this influence: media framing and its effects on shaping public opinion without relying solely on personal beliefs or preconceived notions.
The Influence of Media Framing
Once an opinion is shaped through various techniques, it becomes essential to explore the influence that these opinions can have on individuals and society as a whole. The media plays a significant role in shaping public perception, with television news being one of the most influential platforms. By employing specific framing techniques, news organizations can subtly sway viewers’ opinions without their conscious awareness.
To illustrate this point, consider the following hypothetical situation: Imagine two different news channels reporting on a recent political event. Channel A frames the event as a triumph for democracy, highlighting the high voter turnout and diverse representation in elected officials. On the other hand, Channel B frames the same event as marred by corruption and inefficiency, focusing on allegations of voter fraud and bureaucratic mishandling. These contrasting narratives presented by each channel will undoubtedly shape how viewers perceive the event and form their own opinions.
Media framing encompasses several strategies designed to elicit emotional responses from audiences while subtly influencing their viewpoints. To better understand some of these techniques, we can examine them in bullet point format:
- Selective presentation: News outlets may choose which aspects of a story to emphasize or omit entirely based on their editorial bias.
- Word choice: The use of specific language can evoke particular emotions or associations in viewers.
- Emotional appeals: Manipulative tactics such as appealing to fear or empathy are often employed to sway public opinion.
- Visual cues: Images and visuals used alongside news stories can significantly impact viewer perceptions.
Understanding how media framing operates requires recognizing its characteristics across different contexts. Consider the following table showcasing examples of media framing techniques within distinct societal issues:
|Societal Issue||Media Framing Technique|
|Climate change||Denialism vs. Urgency|
|Immigration||Criminalization vs. Humanitarianism|
|Healthcare reform||Government intrusion vs. Social justice|
|Economic inequality||Individual responsibility vs. Systemic injustice|
By employing these framing techniques, news organizations can subtly mold public opinion and influence the way individuals perceive various societal issues. This power to shape perspectives highlights the need for media literacy among viewers, empowering them to critically evaluate information presented by television news channels.
Transitioning into the subsequent section on “Unveiling the Manipulative Techniques,” it becomes evident that understanding how media frames information is crucial in order to identify and analyze manipulative tactics employed within television news programming. By delving deeper into these techniques, we can unveil a range of strategies utilized by news outlets to sway public opinion towards their desired narratives.
Unveiling the Manipulative Techniques
Television news plays a significant role in shaping public opinion, but it is crucial to recognize that bias can exist within these broadcasts. In order to fully understand how biases are manifested, it is important to unveil the manipulative techniques used by television networks. By examining specific examples and analyzing common strategies employed by media outlets, we can gain insight into the potential influence they hold.
One key technique utilized by biased television news outlets is Selective storytelling. This occurs when certain aspects of a story are emphasized or omitted in an effort to shape public perception. For instance, imagine a hypothetical scenario where a news network airs a segment on crime rates in a particular city. Instead of presenting a comprehensive view of the situation, the broadcaster focuses solely on crimes committed by individuals from marginalized communities. By selectively highlighting this information, the network perpetuates stereotypes and reinforces existing biases among viewers.
To further manipulate their audience’s opinions, biased television news often employs emotional appeal tactics. These tactics aim to evoke strong emotions such as fear or anger through carefully crafted narratives and visual imagery. A bullet point list below illustrates some commonly used emotional appeal strategies:
- Sensationalizing headlines
- Dramatic music or sound effects
- Provocative language
- Exclusive interviews with emotionally charged individuals
In addition to selective storytelling and emotional appeals, another tactic frequently observed in biased television news is cherry-picking evidence. This involves using only those pieces of information that support pre-existing biases while disregarding any contradictory evidence. To better illustrate this strategy, consider a real-life example where a news outlet covers a political debate between two candidates. The network may showcase clips that portray one candidate negatively while excluding moments that shed positive light on them. By cherry-picking evidence in this way, the network skews viewers’ perceptions and influences their understanding of events.
As consumers of television news content, it is essential for us to be mindful of these manipulative techniques. By recognizing selective storytelling, emotional appeals, and cherry-picking evidence, we can better navigate the web of biased information that surrounds us.
Navigating the Web of Biased Information
As we delve deeper into the realm of biased information, it becomes crucial to unveil the manipulative techniques employed by television news networks. One notable example is the selective use of visuals and soundbites to shape viewers’ perceptions. Consider a hypothetical scenario where a news segment covers a protest rally against government policies. The network may choose to focus solely on confrontational moments or violent acts, creating an impression that the entire protest was chaotic and unruly, rather than highlighting peaceful demonstrations within the same event.
To fully comprehend how bias operates in television news, let us examine some common manipulative techniques:
Omission: Television news often omits certain key details or perspectives that do not align with their narrative. This deliberate exclusion can significantly alter viewers’ understanding of events, leading to incomplete or distorted conclusions.
Loaded Language: Biased reporting frequently employs emotionally charged language designed to sway viewers’ opinions. By using carefully chosen words and phrases, networks can subtly guide audiences towards specific beliefs or attitudes without directly stating them.
Stereotyping: Another method used extensively is the creation and reinforcement of stereotypes through portrayals of individuals or groups associated with particular ideologies or backgrounds. These stereotypes perpetuate bias by simplifying complex issues and promoting preconceived notions.
False Equivalence: Some news outlets attempt to create balance by presenting two opposing viewpoints as equally valid, even when evidence overwhelmingly supports one side over another. This false equivalence gives undue credibility to unfounded arguments and fosters confusion among viewers seeking objective information.
The table below illustrates these manipulative techniques commonly found in biased television news:
|Omission||Deliberate exclusion of relevant facts or alternative perspectives|
|Loaded Language||Use of emotionally charged words or phrases designed to influence audience sentiment|
|Stereotyping||Portrayal of individuals or groups based on simplified and often distorted generalizations|
|False Equivalence||Presentation of opposing viewpoints as equally valid, despite evidence favoring one side over the other|
By understanding these manipulative techniques, viewers can become more discerning consumers of news. In the following section, we will explore strategies for navigating this web of biased information and developing a critical mindset to evaluate news content effectively.
Breaking Free from Cognitive Traps
Transitioning from the previous section, where we discussed the challenges of navigating biased information on the web, it is essential to explore an equally significant aspect – bias in television news. To illustrate this point further, let us consider a hypothetical case study involving two news channels covering a recent political event. Channel A presents a nuanced and balanced analysis of various perspectives, providing viewers with well-rounded coverage. In contrast, Channel B heavily favors one particular viewpoint, omitting crucial details that may challenge their narrative.
Understanding the influence of bias in television news requires recognizing certain key aspects:
Selectivity: News outlets often selectively present stories or viewpoints that align with their own agenda or target audience preferences. This selectivity can limit viewers’ exposure to diverse opinions and hinder their ability to form informed judgments.
Framing: How news events are framed significantly impacts how they are perceived by audiences. By using specific language choices, visuals, or emphasizing certain aspects while downplaying others, television news channels shape public discourse and sway opinion.
Confirmation Bias: Viewers tend to seek out information that confirms their existing beliefs and values rather than challenging them. Television news outlets often cater to these biases by presenting content aligned with preexisting views, reinforcing individuals’ confirmation bias.
Emotional Manipulation: Television news frequently employs emotional appeals through sensationalism or fear-mongering tactics to captivate audiences and maintain viewership. Such strategies can lead to heightened emotional responses among viewers without necessarily fostering critical thinking skills.
To emphasize the impact of bias in television news more vividly, consider the following examples:
|Channel A||Channel B|
|Coverage||Nuanced and balanced||Heavily favoring one viewpoint|
|Perspectives||Varied range of opinions||Limited perspective|
|Language||Impartial and objective||Emotionally charged language|
|Visuals||Representing both sides fairly||Biased visuals reinforcing one viewpoint|
Understanding the influence of bias in television news is crucial as it directly affects individuals’ perception of reality. By recognizing the selectivity, framing techniques, confirmation biases, and emotional manipulation at play, viewers can begin to critically analyze the information they consume. This awareness will empower them to make more informed decisions about the news they choose to trust.
Transitioning into the subsequent section on “The Impact of Filter Bubbles,” we delve further into how biases in media consumption can create echo chambers that limit our exposure to diverse perspectives.
The Impact of Filter Bubbles
In examining the bias prevalent in television news, it is crucial to understand the impact of cognitive traps that can hinder individuals’ ability to critically evaluate information. These traps often lead to a reinforcement of existing beliefs and an unwillingness to consider alternative perspectives. To illustrate this point, let us consider a hypothetical scenario where two viewers, John and Sarah, are watching a news segment on climate change.
John firmly believes that human activities have no significant impact on climate change and tends to watch news channels that align with his viewpoint. On the other hand, Sarah is convinced that urgent action needs to be taken to address climate change and actively seeks out news sources that confirm her stance. As they watch the same news report discussing recent scientific findings supporting human-induced climate change, both viewers fall into cognitive traps.
For John, confirmation bias comes into play as he dismisses any evidence presented in favor of anthropogenic climate change. He selectively focuses only on arguments or data points that support his pre-existing belief system while disregarding contradictory information. Similarly, Sarah falls victim to groupthink by surrounding herself with like-minded individuals who reinforce her views without questioning them objectively.
To better comprehend these cognitive traps and their implications for media consumption, we present four key factors contributing to their perpetuation:
- Selective exposure: Individuals tend to seek out information sources that align with their existing beliefs.
- Confirmation bias: People prioritize information that confirms their preconceived notions over conflicting evidence.
- In-group influence: Social circles consisting of like-minded individuals discourage dissenting viewpoints.
- Distrust of opposing opinions: A lack of trust in alternative perspectives reinforces biases and hinders critical evaluation.
As seen in the table below, these factors interact and contribute to the formation of echo chambers within which one’s own beliefs are continuously reinforced:
|Selective exposure||Reinforces existing beliefs||Limits exposure to differing viewpoints|
|Confirmation bias||Disregards contradictory evidence||Hinders objective evaluation|
|In-group influence||Discourages dissenting opinions||Limits critical thinking|
|Distrust||Reinforces biases and hinders openness||Impedes consideration of alternatives|
To overcome these cognitive traps, individuals must actively work towards breaking free from their echo chambers. This necessitates a willingness to engage with diverse perspectives while critically evaluating information presented by the media. By consciously seeking out sources that challenge their beliefs, viewers can foster intellectual growth and develop a more comprehensive understanding of complex issues.
Revealing the Echo Chamber Effect, our subsequent section delves deeper into the impact of filter bubbles on individual perceptions and societal divisions.
Revealing the Echo Chamber Effect
As we have explored the impact of filter bubbles on news consumption, it is essential to delve into another crucial aspect that contributes to a distorted news narrative – Bias in Television News. This section will examine how biases can influence television news reporting and shape public perception.
One example that illustrates the echo chamber effect perpetuated by biased television news is the coverage of political campaigns. During election seasons, many TV networks tend to favor particular candidates or parties, thereby presenting a one-sided perspective to viewers. By selectively highlighting certain policies or actions while downplaying others, these biased portrayals contribute to the formation of echo chambers where individuals are less likely to encounter diverse viewpoints.
To further understand the implications of bias in television news, consider the following emotional responses evoked by this issue:
- Frustration at not receiving well-rounded information
- Anger towards media outlets for their lack of objectivity
- Concern about potential manipulation and misinformation dissemination
- Skepticism towards televised sources due to perceived bias
This table highlights some common biases found in television news reporting:
|Type of Bias||Description||Example|
|Political||Favoring a specific party or ideology||Providing more airtime and positive coverage to one candidate over others during an election season|
|Sensational||Emphasizing dramatic elements for increased viewer engagement||Choosing sensational headlines even if they misrepresent the actual story|
|Corporate||Promoting interests aligned with corporate sponsors||Avoiding critical coverage against companies sponsoring advertisements|
|Confirmation||Reinforcing existing beliefs rather than challenging them||Interviewing only experts who share similar views|
The presence of bias within television news has significant consequences for public perception. It can shape the way people interpret events, influence their political opinions, and even contribute to polarization within society. Recognizing the impact of bias on news reporting is crucial in fostering media literacy and promoting a more informed citizenry.
Moving forward to understanding the distorted news narrative, let us explore how these biases can manipulate information dissemination and affect the overall credibility of television news sources.
Understanding the Distorted News Narrative
Building upon the implications of the echo chamber effect, this section delves deeper into understanding how television news narratives can become distorted due to biased reporting. By examining the mechanisms behind these distortions, we can gain valuable insights into the potential impact on viewers’ perceptions and beliefs.
Distorted News Narrative
One example that highlights the power of a distorted news narrative is the coverage surrounding a highly contentious political issue. Let us consider a hypothetical scenario where a heated debate on immigration unfolds. In one instance, Channel A decides to focus primarily on stories highlighting criminal activities committed by immigrants, painting them as a threat to national security. Meanwhile, Channel B chooses to emphasize heartwarming tales of immigrant success stories, showcasing their contributions to society. These divergent approaches result in two drastically different narratives being presented to viewers.
To understand how such distortions occur, several factors contribute to shaping the news narrative:
- Selective Story Choices: Television news outlets often selectively choose which stories to cover or prioritize based on their own biases or agenda.
- Framing Techniques: The way information is framed can significantly influence viewers’ perception of events. Biased framing may involve emphasizing certain aspects while downplaying others or using emotionally charged language.
- Source Selection Bias: Journalists have discretion when selecting sources for their reports. If they predominantly rely on individuals with specific viewpoints or affiliations, it can lead to an imbalanced representation of opinions and perspectives.
- Implied Causation: Another mechanism used in distorting news narratives involves implying causation when there might only be correlation between events or phenomena.
These factors illustrate how television news narratives can easily become skewed towards particular ideologies or agendas, potentially leading audiences astray from objective reality.
|Factors contributing to Distorted News Narratives|
|Selective Story Choices|
|Source Selection Bias|
While it is essential for news outlets to exercise journalistic autonomy and freedom, it becomes crucial for viewers to be aware of these potential distortions. By being mindful consumers of information, individuals can better critically evaluate the narratives presented to them and seek out a range of perspectives.
In light of these observations, understanding the impact of biased reporting on public opinion formation takes on even greater significance. The subsequent section will delve into this aspect by examining empirical studies that shed light on how television news biases influence viewer attitudes and beliefs.


The topic I am researching is ‘This is How Music is Taught’, where I examine the different pedagogical methods into teaching music within the classroom and how they are utilised most effectively to bring out the most of the student’s potential. The article ‘Pedagogical techniques and student outcomes in applied instrumental lessons taught by experienced and pre-service American music teachers’ by Henninger, Flowers and Councill highlights the importance of employing effective and versatile educational techniques, where they encourage further training into teachers to providing the best experience for music students. They compare teaching traits such as methods of explanation and teaching styles such as application and engagement. Junda’s article ‘Developing Readiness for Music Readiness’ builds on the notion of employing effective and purposeful teaching methods by emphasising the importance on student’s ability to utilise their voices. She explains the potential detrimental effects of achieving future musical pursuits without providing students with foundational skills in the classroom where she addresses some valuable and engaging musical activities that educators can implement within the classroom to combat this issue. Alongside providing students with knowledge of musical fundamentals, another aspect of effective classroom music teaching is educating the student’s social scope. McClung in his article ‘Extramusical Skills in the Music Classroom’ expresses the need of developing these aspects in young children into the musical classroom, rather than a concentration on only the music academia. As a possible future secondary teacher, this research on the different educational approaches has provided me with an insight with aspects I should take on board into my future classroom as well as methods in which I can approach learning throughout my studies and beyond.
The authors of this article base their research and findings on works including ‘Measure of instructional effectiveness in music research’ by R. A. Duke where learning outcomes can be better addressed through further improvement of educational methods. Also, Thomas W. Goolsby’s article ‘Time Use in Instrument Rehearsals: A Comparison of Experienced, Novice, and Student Teachers’ findings indicated that music educators with more experience tended to conduct their sessions more proficiently, using a range of techniques which allows a greater musical experience by students. Continued research and growth of effective teaching techniques for aspiring educators is beneficial to yield improvements in the quality and effectiveness in the music classroom. The writers of this article encourage further research into training and mentoring music educators to promote efficient skills to improve the learning experience of student musicians. They express concern regarding the teaching where a predominant focus of repetitive and somewhat monotonous learning was the methodology used by teachers of the less-experienced calibre. The student’s musical experience in the lesson seemed to be impacted by an overuse of criticism with a somewhat inappropriate proportioning of time between critiquing and student practical involvement, which affects the student being able to reach their potential. The amounts of negativity used by educators compared to words of praise and encouragement is unreasonably high. There are a range of strategies implied to address this matter, including the use of practical hands-on explanations where “modeling activities had a significance improved ear-to-hand coordination.” The rationale and reasoning should be included as part of teaching the material, alongside addressing the conceptual skill. A musical experiment of attempting to teach ‘Mary had a Little Lamb’ from both experienced and less-experienced educators indicated a more active verbal student participation, likely resulting from uses of effective remarks from them. The purpose of discussing this experiment is to highlight the benefits and outcomes to music students of utilising effective and purposeful pedagogical techniques which should be taught to music teachers. The exploration and experiment involved in the article suggests a need to implement good teaching habbits by teachers to raise the quality and confidence of the performance and learning experience by music students. Henninger’s later article ‘The Effects of Performance Quality Ratings on Perceptions of Instrumental Music Lessons’ investigated further into the types of scrutiny of teachers of the less-experience calibre
Rutkowsi’s article ‘The Measurement and Evaluation of Children’s Singing Voice Development’ expresses concern over the lack of success in learning and perplexing in music is caused by the inability to use the singing voice as a tool. If a larger emphasis is placed on educating and enhancing students understand of music fundamentals at an early age in the school classroom, the issue of unable to fully develop musically can be better addressed. Junda writes this article to address the necessity of fundamental music training in the school classroom in order for young students to engage musically in more difficult activities. The ability to recognise and interpret music notation and participate in more advanced musical tasks is hindered without successful mastery of a solid understanding of music basics. Although educators may be introducing musical material to students of a young age, their full potential may not be unlocked without implementing some changes to their teaching methodology. There are a range of teaching strategies and tools that educators can utilise within the music classroom to address this. Students can be introduced to basic and engaging activities using their singing voice to a range of activities. An engaging activity is for students to use their voices as onomatopoeia for real-life sounds. Educators should monitor their progression and provide constructive feedback to the students such as asking them to imitate a range notes and pitches to test their vocal ability. This coupled with peer reviewing is also encouraged. Furthermore, students can be trained to distinguish between different melodic patterns and note registers by practising with interpreting intervals. The concept of duration should also be introduced by activities such as “clap the rhythm”. The utilisation of these elementary activities means that students have a more sophisicated groundwork of the music fundamentals which they can use aboard in more difficult musical tasks. The ability to recognise notation can be more successful after grappling and achievement of these classroom tasks. The exploration of this article highlgihts the vitalness of training and mastery of the foundational skills within not only the music classroom, prior to the exposure of higher-order tasks. The article ‘Part Singing Revisited’ by Junda mentions students can have the ability to sing more advanced and demanding type singing activities, given they are equipped and trained with the foundational skills needed.
Writer McClung’s article refers to the works of William E. Fredrickson ‘Social influence and Effects on Student Perception and Participation in Music’ where a valuable experience such as the exposure with music participation at a young age can unlock various positive and provocative memories. Daniel Goleman ‘Emotional Intelligence: Why It Can Matter More Than IQ’ article highlights the importance of the development of an emotional aspect in children referred to as “Emotional Quotient”. In order to train and learn these importance skills, a positive and encouraging environment is needed as such a musical space is used. McClung expresses concern over the lack of catering and development of various aspects of student’s cognitive and emotional attributes where this can be better addressed in the parameters of a music-orientated classroom. These emotional aspects cannot be fully dealt with and mentored with a mainly Intelligence-focused school curriculum, which may impact the students to maintain an appropriate level of mental healthiness and the ability to communicate their psychological and social needs. The arising issue cannot be overcome and dealt without a drastic change as “those who lack the skills necessary…is growing”. There are couple of strategies that are adopted by schools to combat this including the introducing and utilisation of “Extramusical Skills”. This could include the use of programs such as the school choir where student’s response to aspects such as “integrative associations, communicative emotions” had seen an improvement and these attributes were seen as of value. Also, a greater emphasis on integrating the Emotional Quotient component into the confines of the music classroom such as practising peer bonding and socialising should also be beneficial for children. The mastery of these types of behaviours can be effectively taught by incorporating each of these behavioural elements into certain learning outcomes of the music classroom and to create positive and motivating classroom activities for the students to put into practice alongside teaching the material. McClung suggests these changes to be put in place in schools as to address the previous concerns of the neglect of the Emotional Quotient training in students where these aspects can be trained in a music-orientated space where Fredrickson mentions memoriable expeirences can be experienced by a child. After implementing these adjustments to the delivery of syllabus material to the music classroom, these psychological factors in students can now be addressed in pupils which can ultimately leads to commendable results of a successful academic experience of both the Emotional and Intelligence Quotient. McClung’s exploration of this has allowed teachers to challenge and their methods of teaching and to ensure that the social aspect of students is better addressed in their classroom. His article ‘Using Video Self-Assessment to Enhance Nonverbal Conducting Gesture’ highlights the importance of effective conducting techniques, a communicative behaviour which can be used effectively in a musical setting, likewise with the training of social skills.
The research that I have gathered and learnt throughout has provided me with innovative approaches to learning and attributes which I can utilise in not only my future studies at the university, but in addition, as an aspiring high school teacher. As a contemporary music student, one of the skills involved in music production is the ability to be proficient at utilising a DAW such as Logic Pro X. The mastery of this software may take some time and practise. As the second articles highlights the need for a well-developed foundational base, one of the units of study which I will undertake in Semester 2 is called ‘Creative Music Technology’, where I hope to continue to develop and hone in my basic DAW skills, prior to pursing more advanced and higher-level musical projects in the future. In addition with one of the music skills units ‘Fundamentals of Music 3’, it will be beneficial for my learning if I revise needed material from ‘Fundamentals of Music 2’ as some of the new content learnt may be expanded on from the latter course which I completed this semester. Furthermore, as an aspiring secondary music or mathematics teacher, I value the importance of equipping students with rudimentary skills prior to introducing harder concepts. For example, the concept of duration can be introduced by asking students to clap along to nursery rhymes such as ‘Humpty Dumpty’ and ‘The Grand Old Duke of York’ as I play it on the piano to identify the rhythm, prior to writing the meter. In relation to the first article, employing purposeful teaching methodology and to focus on the rationale rather than a somewhat ineffective memorising exercise, I hope to provide a purposeful and hands-on learning experience for my future students, including the ‘why?’ in my explanations to hopefully engage my students in the classroom. For example, when introducing a formula, I try to provide students with a derivation of the formula, rather than just completing questions. Monitoring and recording my student’s progress is essential in their academic development. Finally, in terms of the third article, addressing the social and behavioural aspects of students in the classroom is necessary to promote aspects such as communication and interaction between my students.
Elevating Essay Writing: Delivering Excellence and Literary Distinction
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1. Duke, Robert A. “Measures of Instructional Effectiveness in Music Research.” Bulletin of the Council for Research in Music Education, no. 143 (1999-2000): 1-48.
2. Goolsby, Thomas W. “Time Use in Instrumental Rehearsals: A Comparison of Experienced, Novice, and Student Teachers.” Journal of Research in Music Education 44, no. 4 (1996): 286-303.
3. Henninger, Jacqueline C., Patricia J. Flowers, Kimberly H. Councill. “Pedagogical Techniques and Student Outcomes in Applied Instrumental Lessons Taught by Experienced and Pre-Service American Music Teachers.” International Journal of Music Education 24, no.1 (2006): 71-84.
4. Henninger, Jacqueline C. “The Effects of Performance Quality Ratings on Perception of Instrumental Music Lessons.” Update: Applications of Research in Music Education 27, no. 1 (2008): 9-16.
5. Ruthowski, Joanne. “The Measurement and Evaluation of Children’s Singing Voice Development.” Visions of Research in Music Education 16, no. 1 (1990): 81-95.
6. Junda, Mary Ellen. “Developing Readiness for Music Reading.” Music Educators Journal 81, no. 2 (1994): 37-41.
7. Fredrickson, William E. “Social Influence and Effects on Student Perception and Participation in Music.” Update – Applications of Research in Music Education 15, no. 2 (1997): 29-32.
8. booktopia: Emotional Intelligence Why It Can Matter More Than IQ. Accessed 5th June 2019. https://www.booktopia.com.au/emotional-intelligence-daniel-goleman/prod9780747528302.html.
9. Mcclung, Alan C. “Extramusical Skills in the Music Classroom: This article proposes that extramusical skills can be taught in the music classroom alongside music skills.” Music Educators Journal 86, no.5 (2000): 37-68.
10. Mcclung, Alan C. “Using Video Self-Assessment to Enhance Nonverbal Conducting Gesture.” Choral Journal 45, no. 9 (2005): 26-35.
 Robert A. Duke, “Measures of Instructional Effectiveness in Music Research,” Bulletin of the Council for Research in Music Education, no. 143 (1999-2000), 1.
 Thomas W. Goolsby, “Time Use in Instrumental Rehearsals: A Comparison of Experienced, Novice, and Student Teachers,” Journal of Research in Music Education 44, no. 4 (1996), 286.
 Jacqueline C. Henninger, Patricia J. Flowers, Kimberly H. Councill, “Pedagogical Techniques and Student Outcomes in Applied Instrumental Lessons Taught by Experienced and Pre-Service American Music Teachers,” International Journal of Music Education 24, no.1 (2006), 72.
 Henninger, Flowers, Councill, “Pedagogical Technique and Student Outcomes,” 73.
 Henninger, Flowers, Councill, “Pedagogical Technique and Student Outcomes,” 73.
 Henninger, Flowers, Councill, “Pedagogical Technique and Student Outcomes,” 74.
 Henninger, Flowers, Councill, “Pedagogical Technique and Student Outcomes,” 77.
 Jacqueline C. Henninger, “The Effects of Performance Quality Ratings on Perception of Instrumental Music Lessons,” Update: Applications of Research in Music Education 27, no. 1 (2008), 9.
 Joanne Ruthowski, “The Measurement and Evaluation of Children’s Singing Voice Development,” Visions of Research in Music Education 16, no. 1 (1990), 81.
 Mary Ellen Junda, “Developing Readiness for Music Reading,” Music Educators Journal 81, no. 2 (1994), 37.
 Junda, “Developing Readiness for Music Reading,” 38.
 Junda, “Developing Readiness for Music Reading,” 39.
 Junda, “Developing Readiness for Music Reading,” 40.
 Mary Ellen Junda, “Part Singing Revisited,” Music Educators Journal 83, no. 6 (1997), 35.
 William E. Fredrickson, “Social Influence and Effects on Student Perception and Participation in Music,” Update – Applications of Research in Music Education, no. 2 (1997), 29.
 booktopia: Emotional Intelligence Why It Can Matter More Than IQ, accessed 5th June 2019, https://www.booktopia.com.au/emotional-intelligence-daniel-goleman/prod9780747528302.html.
 Alan C. Mcclung, “Extramusical Skills in the Music Classroom: This article proposes that extramusical skills can be taught in the music classroom alongside music skills,” Music Educators Journal 86, no.5 (2000), 38.
 McClung, “Extramusical Skills in the Music Classroom,” 38.
 McClung, “Extramusical Skills in the Music Classroom,” 39.
 McClung, “Extramusical Skills in the Music Classroom,” 39.
 McClung, “Extramusical Skills in the Music Classroom,” 39.
 McClung, “Extramusical Skills in the Music Classroom,” 42.
 Alan C. Mcclung, “Using Video Self-Assessment to Enhance Nonverbal Conducting Gesture,” Choral Journal 45, no. 9 (2005), 26.


- How Science Works
- Sources and Experts: Where to Find Them and How to Vet Them
- Making Sense of Science Stats
- Editing for Story
- Editing Controversial Science
- Holding Science to Account
- Covering Health Care
- Climate and the Environment
- Fact-Checking Science Journalism: How to Make Sure Your Stories Are True
Illustrating Complex Science Stories
- The Role of Visuals in Science Journalism
- The Process of Building Science-Centric Graphics
- Strategies for Using Visuals to Put Breaking Science in Context
- Special Considerations for Data Visualization
- Uncertainty and Misinformation
- Editorial Illustration, Photography, and Moving Images
- Additional Reading and Resources
- About the Author
- Social Media and Reader Engagement
- Popular Science
- Op-Eds and Essays
- About This Handbook
Crafting Social-Media Posts for Science
By Katie Fleeman / 12 minute read
As a tool, social media can serve a number of purposes:
- Broadcast/distribution: Reach (and increase) your audiences where they already are. This can include enticing readers to return to your site, attracting new audiences in a target demographic, and establishing your publication’s authority on a particular topic.
- Monitor: Spot emerging stories, identify information needs within your audience, and find and cultivate sources. Interacting with readers can foster trust and help you check your own biases and weak spots.
- Storytelling in its own right: Use tools particular to the platform to get information to your audience without sending them back to your own site. For example, news might first break via a tweet, with the full reported story to follow.
What makes a good social-media post? Although each platform has its own specifications, these are the elements that routinely show up in most link-based social-media posts:
- Headline: With a few exceptions, it will always appear whenever the story is shared on social, whether it’s a post from the publication’s handle or from readers sharing it on their own feeds. If you want any crucial information to follow the story around the internet, this is the place to write it.
- Preview image: Auto-populates from the site. Similar to the headline, this will show up on most social-media platforms, regardless of who is sharing the link.
- Deck: This line of text that sometimes follows the headline is often cut off on mobile, so don’t rely on it to convey information on social.
- Post text: The copy that is written and published directly onto the social-media platform. It’s the Instagram caption, the text of a tweet, the text accompanying a Facebook video, etc.
The headline, preview image, and deck are usually populated via metadata on your site. (On Twitter, these constitute a “card.”) Some content-management systems give you the ability to customize the headline, deck, and preview image for social media and/or search-engine optimization (SEO).
With an understanding of the elements that get shared online, it’s time to think about the criteria that a social-media post must meet:
- It’s accurate: While this may seem obvious, when you’re moving quickly and trying to condense a tricky, technical topic into a few characters, errors can creep in. Avoiding misleading sensationalism as well: if a headline unduly scares the reader of a social post, then it is probably inaccurate.
- It’s self-contained: Social media’s click-through rates are typically low (think 1.64%), and social-media consumers are notorious for absorbing only the packaging. So craft every post with the goal of someone’s skimming it and walking away with an accurate understanding of the facts.
- It’s within the length limits: Twitter has a 280-character limit. LinkedIn’s limit is 600. Headlines will get lopped off if they run long. Other platforms without stringent character counts have limitations as well; Facebook has a “fold,” at which some of a post will turn into a “read more.” It’s important to get the crux of your message in before it’s cut off. (For an up-to-date list of character limits, check out Sprout Social’s Know Your Limit: The Ideal Length of Every Social Media Post)
How long should my post be? There are different schools of thought when it comes to the ideal length. Conventional wisdom is “the shorter the better” – but you may encounter stories in which including additional context is wise. Editorial discretion comes into play: A lighthearted story may be well-served with just a few quippy words or emoji, but a serious or complicated topic may call for more.
Take care not to shorten or oversimplify to the point of creating an error or obfuscating the facts. See, for example, this Twitter post about the evolution of cells to encode proteins:
Biologists were quick to point out the error:
Note, though, that the source handled it with a friendly tone, so as not to alienate the audience.
A common trope in social media is to post question-style headlines. There’s an old headline mantra that says, “If the headline is a question, then the answer is ‘no.’”
But, for social media, question headlines can be even more problematic, turning them into misleading implications. As Brandon Echter, engagement editor at Snopes.com puts it:
If a rumor is: Does Brandon Echter eat five-day-old rotten lettuce? I would put in a tweet to that [story] either a ‘false’ notification or say, ‘It's absurd that Brandon would even think of eating lettuce, eating rotten lettuce is literally bad for you.’ [I want to include] something that will be a background indication that this is false, because what you don't want to happen is [for] me to share this fact check: ‘Does Brandon eat five day old rotten lettuce?’ And have an emoji of a gasping face 😱. Because that makes it look like, ‘Oh my god, you won't believe the answer! Of course Brandon does it!’ and can be very easily pulled out of context.
Of course, those are just minimum standards. Once you’ve cleared those basic hurdles, you can start working to make a post sparkle and stand out — especially if you’re able to test posts to see which ones work the best.
Zapping the Jargon
Frankie Schembri, audience-engagement editor at Undark, encapsulates the goals and challenges of communicating using social media’s brief, quippy format:
One, your objective is to get the reader or the user to notice the tweet. Two, get them to read the tweet. And then from the tweet, ingest, and get some sort of fact or interesting quote or anecdote from the story. And within that self-contained message, come away with something that is accurate and actionable. If all goes well, they will then click the link and actually read the story, but even if they don't, even if they just retweet it without reading it — which you hope they never do, but people likely always do — you want that self-contained package of the headline, the deck, the image, and the copy to be an accurate, self-contained representation of what the article is. And that's a very tall order for 280 characters.
In meeting that goal, you have a fraction of a second to catch a potential reader’s eye. Technical, complicated, or unfamiliar language can cause them to scroll on past.
Plus, you rarely have the space on social media to define complex scientific jargon. So it’s important to make your posts accessible.
If we’re writing about a new species of deer, I’d much rather have ‘New Species of Deer’ [in the headline] than ‘New Species of Whatever the Binomial Nomenclature’ is.Sukee Bennett, audience-engagement editor, NOVA
That said, “accessible” is a subjective term, and setting parameters is tricky: Just how technical you can get in your social-media copy depends on your editorial goals, your audience, and in some cases the platform:
- If your audience consists of broader population, or you hope to communicate beyond the science-savvy, you may have to be careful with seemingly straightforward scientific terms. For example, if a study was conducted using C. elegans, then consider referencing “worms” or “animal trials” instead.
- But if you are trying to reach a more scientifically sophisticated audience, defining or avoiding precise terms may come across as condescending. For example, a discipline-specific subreddit may consider it patronizing to refer to C. elegans as “worms.”
Echter points out that some words might not seem obviously “inaccessible.” For example, the use of “theory” might not raise a flag, but as he points out, scientists and the general public interpret this word very differently. “For a scientist or researcher, ‘theory’ means that this is like 100 percent. This is basically as good as it gets. It’s very solid. Versus a regular person who isn’t a scientist, ‘theory’ [might mean], ‘Oh, we don’t actually know yet.’”
This is an area where your readers will help you out: Monitor comments and replies to assess whether you are using too much jargon, and adjust accordingly.
Showcasing the Story — Accurately
This should be obvious, but it needs to be said anyway: Don’t bait and switch your audience. Provide a good and honest taste of the story you’re promoting, and make sure to match the tone of your social post with the tone of the story
Start by using the same language and framing that are in the original article. If you, the reporter, or another editor has already labored over the precise wording, then why redo the work for the social-media post?
As a general work-flow principle, I suggest you task writers with providing three or more prewritten social-media posts. But to whomever the responsibility falls, there are a few places in a story you can mine for social-media gold:
- The lede
- The nut graf
- Interesting data or stats (contextualized properly)
- Image captions
- Quotes from a researcher (explaining the significance)
- Quotes from someone affected by the science (e.g., a patient describing the impact)
Asking a writer “How would you describe this as at a cocktail party?” can also elicit conversational gems about the work.
Social media are highly visual, and compelling imagery will help your posts pop on the feed. Some estimates are that, at least on Twitter, including an image can boost a Tweet’s engagement by 35 percent.
When adding images, make sure your link posts populate with preview images that fit the platform’s ideal dimensions. (For the most current image specs, check out Sprout Social’s Always Up-to-Date Guide to Social Media Image Sizes).
You can also create standalone posts using gifs, photographs, graphics, data visualizations, illustrations, and videos. The upside is that they are highly shareable, which can help with the reach of your content. The downside is that even if you point back to the story in the text, they are not as easily clickable as a pure “link” post. Think of them as part of a diverse mix that will keep your followers engaged with the page.
It should go without saying that you should put as much thought into selecting the appropriate image as you do in crafting the social-media text. Things to be thinking about include:
- What does the preview image look like with the social headline? Remember that the caption on your website will not show up. Consider whether the combination of the preview image and the headline would create a misleading package.
- Does the image evoke an emotion — and if so, is that emotion appropriate to the story? Vaccine stories are a popular example of misalignment of images and text. (Read Glendon Mellow’s critique of frightening vaccine images in news stories and accompanying list of alternative image sources.)
- Is the image accurate? Check that scientists are wearing proper lab gear and correctly using their equipment; and that the species being described is the same species as the one being shown.
- Is it accessible for all users? Adding “alt text” to images, and captions to videos, are tools for making posts inclusive to individuals with disabilities.
- Are you applying the same editorial-art best practices for your social-media images that you use on the article? See our chapter on graphics and other visuals.
This is where the “marketing” side of audience engagement kicks in. You have to step back from a story and critically ask yourself: What would make me want to read this story?
One way is by taking advantage of the “curiosity gap,” a term coined in the early 1990s by George Loewenstein, of Carnegie-Mellon University. Curiosity comes when we feel a gap “between what we know and what we want to know.” By taking advantage of this framework, you can give readers a nibble of what they will learn if they click through and read the article.
In the cringiest form, the curiosity gap manifests as clickbait — “Scientists Studied Headlines on Social Media… And You’ll Never Guess What They Found!” — that preys upon readers’ curiosity and manipulates them into clicking. That’s not what I’m advocating, of course.
You want to be specific and interesting enough to be enticing, but without giving everything away. If a headline or post is too vague, potential readers may not realize that the story is something they would want to read; if the headline explains everything, they are given no reason to read more.
This Scientific American tweet avoids both pitfalls and works well to entice the reader:
In some cases, reserving information for the click-through might not be appropriate. Editors and reports should decide if there’s anything in particular that should not be gapped — is there “need to know” info that needs to be in the social-media post?
That’s what this MIT Technology Review tweet about immunity passports and Covid-19 does, providing the essential piece of information (that at the time of posting, not enough was known about antibody-testing reliability and infection rates). Readers of the story will get more details, but even those who see just the social-media post will learn the key takeaways.
In this example, the magazine opted not to “go hard” with a curiosity gap, because the reporter wanted the drawbacks of immunity passports to be evident without having to read the story.
Making Sure it’s Time-Appropriate
The news moves faster than ever, so it’s important that your social-media posts are created with an awareness of current events. If you post directly, in real time, you will probably already be thinking about the context in which your item appears. You can also consider resharing strong evergreen content that can provide crucial context to the news.
However, many organizations use tools to schedule social-media posts to promote new articles and resurface archival pieces. If you use a scheduling tool, it’s important to keep tabs on queued content, in case it becomes irrelevant or inappropriate to breaking news.
During natural disasters or other breaking-news events, it’s my philosophy to observe how people are using social media before jumping in with content. For example, if people in the midst of a wildfire are using certain hashtags to share evacuation information, I steer clear of using those hashtags on related — but not immediately relevant — stories that could slow down vital communication channels.
Humanizing Your Approach
Human experiences can make for compelling social-media content by showcasing the personal side of science, even when — or maybe especially when — the topic is technical. Highlighting the “people” (such as scientists or patients) and/or weaving a more casual, conversational tone into your social media helps keep the content more approachable. That’s an especially good tactic if you have to apologize for a technical error.
Crafting posts that touch on personal or sensitive subjects, consider what the emotional experience might be for your audience — especially someone who might have difficulty encountering that content.
Suicide is one such topic. Care must be given to how suicide is discussed, as mental-health experts have pointed out a direct correlation between media references and an increase in suicides. It’s a phenomenon known as “suicide contagion.” In addition, the conventional term, “committed suicide,” suggests that someone has committed a crime or sin, which carries with it blame or stigma. Experts recommend using the phrase “died by suicide.”
Likewise, various communities have strong feelings about how they are described or the labels used to identify them. This is an issue that Chelsey Coombs, engagement editor at Spectrum, has dealt with in stories about people with autism.
“Within the [autism] community, a lot of autistic people want to be referred to as ‘autistic people,’” Coombs says. “They don’t want to be referred to as ‘people with autism.’ And there are people on the other side of that as well.”
Coombs says she wants to make sure people understand that her newsroom is listening to them, and that it refers to them using their preferred terms. That can be challenging when there is disagreement within the community itself. “There are some people who want to use solely ‘autistic people’ and some people who want to use ‘person with autism’ language,” she says. “But from my experience on social media, most autistic people want to be referred to as ‘autistic people,’ because reflects the fact that being an autistic person is something that informs like their entire self. They don’t think it’s a disease — which it’s not; it’s just another way that people think.”
The Conscious Style Guide addresses this issue with an essay from AutisticaHoya.com, “The Significance of Semantics: Person-First Language: Why It Matters“. It sides with the “autistic person” framing but also points to other perspectives.
Finally, keep in mind that if you enter online spaces that center vulnerable communities — characteristics such as medical conditions, neurodiversity, race, and gender — you are an outsider there. Take the time to consider respectful ways of speaking and interacting.
Allow Yourself to Be Creative — and Test, Test, Test
Guidelines are just those — guidelines. When it comes to your specific content and audiences, you will very likely find that you will have your own customized approaches. To that end, it is important to test and monitor different social-media tactics to see what works best for you. (Jump ahead to Analytics for more about analyzing results.) And don’t assume that what works today will work in six months. Tastes and norms evolve, so you want to keep testing your assumptions, updating them as necessary.
When “Hedging” Goes Awry
Including Writer Names/Handles in Social-Media Copy
Depending on your philosophy, you may consider including your writer’s handle when posting non-opinion pieces as well. Some of it comes down to style.
Here are some of the issues seen by Chaseedaw Giles, social-media manager at Kaiser Health News:
Say the tweet goes viral: A lot of times people will like or retweet something without even reading the story, and they'll have no idea who wrote it. We want the reporters to get credit. Another part of our job, as I see it, is really highlighting these writers, because it's their work, and they spend so long on the stories, and they want to be seen for the work that they did.
Other considerations: Are you trying to build up your own writer’s social-media profile? Do you have a “celebrity” writer whose byline might attract readers? Practically speaking, do you just want to notify writers when you’ve shared their stories? Excluding the handle is also common, so this is by no means a requirement.