Interviewing

Interviewing 101 Jim Streisel

Carmel (IN) High School www.hilite.org/streisel

Know your angle before you interview l  What do you want readers to think about? l  Why are you telling readers this story? l  What research should you conduct before

you interview? l  Who should you talk to to get information?

WHO should you interview?

WHO should you interview? l  Main “face” – the person who the news

affects. Generally introduced in the lead and generally a student.

WHO should you interview? l  Main “face” – the person who the news

affects. Generally introduced in the lead and generally a student. Expert – provides credibility to the story. Often an adult.

WHO should you interview? l  Main “face” – the person who the news

affects. Generally introduced in the lead and generally a student.

l  Expert – provides credibility to the story. Often an adult.

l  Secondary source – verifies/lends credibility to the information presented by the face or expert OR contradicts those sources to present an alternate view.

HOW should you prepare?

HOW should you prepare? l  Set up an appointment – face-to-face on the

source’s turf.

HOW should you prepare? l  Set up an appointment – face-to-face on the

source’s turf. l  Write questions – 15 to 20 of ’em. Plenty of

open-ended (how & why) questions.

Write questions (con’t) 1.  How do you spell your name and what is

your title as it pertains to this story? (Accuracy leads to credibility.)

2.  Do you think people of all ages can enjoy Santa’s Secret Shop and Gifts Unlimited? (Filter question. Usually answered yes or no.)

Write questions (con’t) 7.  How are the programs funded from year to

year? 8.  How do the underclass marketing students

assist the seniors in running the shops? 9.  Why is the increase for profit on

merchandise 35 percent? How and why questions result in better quotes.

Write questions (con’t) 12.  What other differences are there between

the shops and how are those differences significant? (Avoid two-part questions.)

13.  Describe for me the typical experience that a young shopper will have in the stores. (A question that’s not really a question – may result in good storytelling quote.)

Write questions (con’t) 15.  Is there anything that I haven’t asked that

you think readers should know? (Remind the source of your audience.)

16.  How may I get in touch with you if I have additional questions? (Leave the door open for follow-up.)

HOW should you prepare? l  Set up an appointment – face-to-face on the

source’s turf. l  Write questions – 15 to 20 of ’em. Plenty of

open-ended (how & why) questions. l  Bring materials – list of questions, something

to write on, something to write with, tape recorder (optional).

WHAT should you listen for?

WHAT should you listen for? l  Storytelling quotes – quotes that only the

source could tell in his or her own words.

WHAT should you listen for? l  Storytelling quotes – quotes that only the

source could tell in his or her own words.

“You know, I made a promise when my son was born. I said if anything ever happened to him, they wouldn’t find me in some nightclub or some drug house. If the police had to come, I’d be right here at home.”

WHAT should you listen for? l  Storytelling quotes – quotes that only the

source could tell in his or her own words.

“The ferrets must have a mouth full o’ teeth. No filing of the teeth; no clipping. No dope for you or the ferrets. You must be sober, and the ferrets must be hungry – though any ferret’ll eat yer eyes out even if he isn’t hungry.”

WHAT should you listen for? l  Opinions – You must remain objective, but

your sources can say what they want.

WHAT should you listen for? l  Opinions – You must remain objective, but

your sources can say what they want.

“I think this is the worst team we’ve had in my 27 years of coaching.”

WHAT should you listen for? l  Opinions – You must remain objective, but your

sources can say what they want.

“The dress code we’ve got this year is the stupidest thing I’ve ever had to deal with. I mean, c’mon, students and teachers are never going to agree about what is and is not acceptable. And in this case, the students always lose. It’s not fair.”

WHAT should you avoid?

WHAT should you avoid? l  List of questions in a staff member’s mailbox

– leaves no room for follow-up. Impersonal.

WHAT should you avoid? l  List of questions in a staff member’s mailbox

– leaves no room for follow-up. Impersonal. l  E-mailing questions – See above. If you do

this, make sure attribution says “via e-mail.”

WHAT should you avoid? l  List of questions in a staff member’s mailbox –

leaves no room for follow-up. Impersonal. l  E-mailing questions – See above. If you do this,

make sure attribution says “via e-mail.” l  Writing lists of questions with space in between for

responses – What about follow-up? What if you run out of room? What if the interview follow a different “script” than your list?

WHAT should you avoid? l  List of questions in a staff member’s mailbox – leaves no

room for follow-up. Impersonal. l  E-mailing questions – See above. If you do this, make sure

attribution says “via e-mail.” l  Writing lists of questions with space in between for responses

– What about follow-up? What if you run out of room? What if the interview follow a different “script” than your list?

l  Coach quotes – “We’re just looking for ways to win each week.” Duh. Ask better questions to get better answers.

WHAT should you avoid?

HOW should you follow up?

HOW should you follow up? l  Immediately following the interview

l  Verify quotes l  Leave the door open for follow-up questions l  Thank the source for his or her time

HOW should you follow up? l  Once you’ve left

l  Go over your notes l  Write a thank-you card l  Write a draft of your story and compile follow-up

questions l  File your notes/tapes/research somewhere safe

Contact me Jim Streisel

www.hilite.org/streisel jstreise@ccs.k12.in.us