Building the J-Future

I’m Anna, the UPIU intern. When I started out here this summer, Senior Mentor Krista Kapralos and International Coordinator Harumi Gondo said they wanted me to write an article on autism.  “OK,” I thought, “What about autism?”

Three weeks later, I had an article titled “‘Roadmaps of Progress’ or Roadblocks to Success?” that highlights young adults with autism.

How did I go from a one-word assignment to a 1,500-word article? Read the steps below to find out.

1.)  Audience:  I had to narrow down the topic of autism to appeal to the primary readership of UPIU.com, which is college-aged people in their 20s.
I asked, “What do young adults want to know about autism and why should they care?”

2.)  Research: I started researching autism and how it affects young adults.
I asked, “What are the most pressing issues young adults with autism are facing?”

3.)  Topic: Through my research, I discovered that one of the most pressing issues young adults with autism face is their struggle to transition into adulthood.
I asked, “Is this an interesting topic for UPIU?”

4.)  Sources: After determining that this was a good story for UPIU, I made a list of about 20 possible sources. In my list, I had government officials, school administrators, nonprofit employees, autism experts and families of autistic young adults.
I asked, “Even if I don’t use all of these sources, does this list include all possible angles of my story?”

5.)  Facts: I tracked down facts and statistics from federal government reports and agencies as well as nonprofit organizations and other advocacy groups.
I asked, “where is the best information I can find to include in my story to give it depth and credibility?”

6.)  Reporting: I spent a solid week on the phone and out of the office speaking with sources, compiling information and composing an outline. The outline was crucial in helping me organize all of my information into a coherent storyline.  Then, I reviewed the outline with Krista and set a deadline for my article.
I asked, “What information is missing from my reporting?”

7.) Shoeleather: I didn’t sit at my desk and send e-mails for all of my information, which is often called “armchair journalism.” Instead, I spoke directly to my sources, found a newsworthy event that brought life to my story and attended it in person. This direct, traditional style of reporting is called “shoe-leather journalism.” With my notepad and pen, a digital voice recorder and a camera, I attended the Project SEARCH graduation ceremony where two autistic students had completed the program that helped them learn skills needed to get competitive jobs.
I asked, “Is this the event that is going to make my general story on autism newsworthy?”

8.) Follow-up: I followed up after the graduation ceremony in two ways. First, I interviewed a family I met at the ceremony by going to their home and getting additional information, photos  and audio. Second, I interviewed many of my sources a second time, getting more information straight from the source on everything relevant to this program and event.
I asked, “Do I have all the information I need?”

9.)  Write: After transcribing 10 pages of interviews with 20-plus sources and organizing pages upon pages of research, I spent about three days narrowing down my information, writing, editing and rewriting my article.
I asked, “Will others be informed and entertained by my story?”

10.)  Fact-check: Krista and I thoroughly edited and fact-checked my story several times. I sent a source list to Krista that included names and titles of sources and the sources of all my facts.
I asked, “Am I being as credible and clear with my reporting and writing as I can?”

11.) Finish: I took Krista’s edits and suggestions seriously and after several draft versions, I finally finished the three-week project of researching, reporting and writing about autism.