Columbia Scholastic Press Association
Columbia University, Mail Code 5711, New York, NY
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By
Mary Kay Downes & Kathleen Zwiebel
Name of Yearbook Cynosure
Year
7\SHRI6FKRRO
2012
School Gilman School
Address 5407 Roland Ave.
City Baltimore
UPrivate/Parochial School
State MD
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I.
II.
III.
USenior High School
Reference
Verbal
Visual
Total School
Maximum Scores
ZIP 21210
Your Score
(200)
(400)
(400)
146
(1000)
704
232
326
UOther
All-Columbian Honors
U(190 points and above)
U (380 points and above)
U (380 points and above)
Gold Medalist (800-1,000)
Silver Medalist (600-799)
Bronze Medalist (Below 600
U
U
U
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Scholastic Yearbook Critique 3
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Both a Judge’s Workbook and
Your Scorebook
Because the judge uses this book for scoring the
yearbook, erasures and revisions of notations are
understandable. In case of obvious mechanical errors,
ratings will be corrected. Only when released by the
CSPA is a rating official. The decision of the Board of
Judges is final.
$+ indicates outstanding work; a indicates very
good work that meets the standard; aindicates
work that is below the level of the standard; and an X
indicates the material is not present.
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1. Yearbook Theme/Concept
creates a unique impression of
the book, school and current
year.
2. The book title and year appear
on the front cover and also on
the spine. The spine also contains
school name and yearbook
volume number. The volume
number is presented horizontally
as a readers’ aid and is in Arabic
numerals, not roman, to be
reader friendly
3. The endsheets are plain or
contain illustrative/informative
content that ties into the theme/
concept/look of the book.
4. Opening, closing, divider
pages (if used) reflect the theme/
concept/look of the book. The
verbal and visual coverage on
them is specific, unique and
relevant to theme/concept/look.
5. The title page is visually and
verbally connected to the theme/
concept/look package. It includes
book title, volume number, year,
school name, complete address,
city, state, zip code, telephone
and fax numbers and school
population (broken down by
students and staff.); email address
and web site if applicable.
4 Scholastic Yearbook Critique
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Reference refers to all of the information that make the book
reader-friendly and historically accurate. While schools may not
feature a separate reference section, the information referred to
should appear in the book.
6. The table of contents listing
is accurate and visually/verbally
goes with the theme/concept/look
of the book.
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7. Folios appear on at least one
page of each spread. Folio tabs
identify section/spread content.
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8. The index includes every person
in captions and copy; students,
faculty, staff and administration;
all spread topics, sections of the
book and advertisers.
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9. The colophon contains number
of copies printed, price book
sold for; software/hardware,
font families, paper stock used;
editorial philosophy, advertising
policy, staff listing, and appears in
or after the index.
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10. Each page includes photo,
design and copy credits.
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11. Student achievements, if
included, appear on the same
spread as the portraits (either
with names or in a readable
presentation) or as part of the
index.
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12. Each faculty member is
identified by title (Dr., Miss, Mrs.,
Ms., Mr.) with information about
exact subjects taught, positions
held and sponsorship or coaching
of any group or sport.
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14. The staff covers academics
thoroughly with coverage from
the viewpoint of the students
focusing on the unique events in
all academic disciplines for a full
year.
✔
15. The staff thoroughly covers
sports, including girls’, JV and
intramurals, as well as personal
sports with coverage focusing on
the events of a full year.
16. The staff thoroughly covers
clubs and organizations with
coverage focusing on the unique
events of a full year.
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13. All mug pages head sizes
and backgrounds are reasonably
consistent (if the school is
permitted to set specifications.)
Backgrounds do not distract
from faces.
17. The staff thoroughly covers
student life and not just events
with coverage focusing on the
unique events of a full year
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18. A complete scoreboard,
appears with each sport’s
coverage or in a reference
section with the team picture
which includes season and
league records and lists the
complete win-loss-tie record.
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19. All captions identify the
people in the photograph by
first and last name and title, if
appropriate
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20. Sports captions identify
players on home and opposing
teams by name and by jersey
number, if visible.
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Theme development seems appropriate and is carried out throughout the book.
Coverage of a K-12 school is always daunting since so many levels have to be covered. The student life
spreads following each level (lover, middle, etc.) is a good idea, but try to provide even more by using a
modular layout with a dominant photo and one strong copy block relating the year's events. Include quotes
from students, teachers, etc. Captions also need to be designed into the page layout, identifying those
pictured and what they are doing.
Same with sports, academics, clubs, etc. Photography is strong but needs to be supplemented with more
detailed copy and captions.
Scholastic Yearbook Critique 5
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2. Verbal encompasses body
copy, captions, headlines,
alternative copy, sidebars,
secondary stories, quick hits
and surveys that expand total
coverage.
3. Copy, whether traditional
or alternative, is specific with
colorful verbs and descriptive
adjectives, and storytelling
quotes that add depth to the
copy.
4. The school’s name, mascot
and initials do not appear in
copy.
5. Year designation (2010, 2011
etc.) and the term “this year”
never appear in any copy or
caption, unless necessary for
clarification.
✔
6. Sentences are short and
paragraphs brief, featuring
transitions that lead the reader
smoothly from one paragraph to
the next.
7. The journalistic writing format
of “lead-quote-transition-quote”
is followed in traditional body
copy.
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8. Editorializing is eliminated
from all copy.
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9. Transitions never repeat what
is contained in a quote.
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6 Scholastic Yearbook Critique
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1. The verbal element of the
book must emphasize telling the
story of the year in a compelling,
authentic, journalistic manner.
All copy should be written in
the voice of a student writer
and should feature riveting
quotations that pique reader
interest and expand coverage.
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Both traditional and alternative copy may be used throughout the book.
Regardless of the approach chosen, good reporting, substantive quotes and
correct style and mechanics must be used. Unless otherwise noted, any reference
to “copy” would indicate both traditional and alternative copy.
10. Begin a new paragraph
after each quote.
✔³
U
11. Run-on sentences or
sentence fragments do not
appear in any copy.
✔
³
U
12. Punctuation, usage and
spelling is correct.
✔
³
U
13. Correct spelling and
capitalization of proper nouns
appear in all forms of copy.
✔
³
U
14. Staff does not vary tense
use in copy. Past tense, third
person is used consistently.
³ U
✔
15. There is always agreement
between subject and verb
and between pronoun and
✔
antecedent.
³
U
16. There is evidence that the
staff has used a stylebook. For
example, they have exhibited
consistency in grade level
identifications, adult courtesy
titles, first and second name
references, etc.
✔
³
U
17. Staff has spelled out the
numbers one through nine
and used numerals for 10 and
above.
³ U
✔
18. Staff cites times correctly as
7 p.m. and 7:35 p.m.
✔
³
19. Staff has avoided use of
indefinite words such as many,
several, various, numerous, a
lot, some, few.
✔
³ U
20. Staff has avoided use of
all editorial adjectives such as
beautiful, spectacular, terrific,
outstanding, unprecedented,
wonderful and adverbs such
as gracefully, adroitly, skillfully. ³ U
✔
U
22. In all copy, captions and
headlines, the apostrophe
has been used correctly for
contractions and possession, for
example, ’90s, not 90’s, and Girls’
Basketball, not Girl’s Basketball.
23. Each sports story/alternative
copy for the entire school year
focuses on season highlights,
team and coach reactions. Fan
support and the influence of
coaches, trainers, managers and
others have been included.
24. Each group/organization’s
story/alternative copy for the
entire school year is preserved
in interesting copy, with specific
examples about its significant
activities.
25. Each academic department’s
story/alternative copy for the
entire school year is preserved in
interesting copy/alternative copy,
with specific examples about
its significant activities from the
viewpoint of students.
26. Each student life story for the
entire school year is preserved in
interesting copy/alternative copy,
with specific examples about
significant activities/events from
the viewpoint of students.
✔
✔
³
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21. The staff has avoided use of
clichés such as hard work and
dedication, blood, sweat and
tears, takes a break, a night
to remember, a night we will
never forget, and such words as
diligently, dedicated, successful.
30. Captions identify all students
relevant to the action by first and
last names, and clarify the content
of the photo.
✔³
U
31. Captions explain completely
the activities shown in
photographs and when
appropriate, provide additional
information about the event or the
game.
✔³
U
captions such as “and as ... looks
on.”
✔³
U
33. A simple name identification
caption may be used when the
design will not permit stand-alone
captions.
✔
³
U
34. The first sentence of a mini
story caption is in present tense
with an action verb. The second
sentence is in past tense and tells
more about the photo content.
The last sentence is also in past
tense and may be a quote or
provide additional information
about the photo.
✔³
U
35. Captions answer as many of
the 5 W’s and H as necessary.
✔³
U
36. Staff has varied leads for all
captions, avoiding overuse of
name leads, gerunds and quote
leads. Each caption on a spread
should have a different lead.
✔³
U
37. In all captions, staff has
avoided use of passive voice or
use of phrases such as is running,
is playing and directionals,
Pictured above (below, left etc.) are
Jim Brown and Mary Stein.
✔³
U
38. Group photos begin with
group name identification and
then use FRONT (bottom) to Row
2, Row 3, BACK (top) row. Avoid
use of left to right or l-r.
✔³
U
39. Sports captions give the result
of the action shown, and identify
players on home and opposing
teams by name. Captions include
³
U
32. The staff has avoided use of
U clichés and formulaic intros in
U
³ U
✔
³ U
✔
³ U
✔
27. Each people story for the
entire school year is preserved
in interesting copy/alternative
copy with specific examples
about significant activities/events,
personal narratives from the
viewpoint of students.
³
28. All copy begins with an
impact lead.
✔
³ U
29. Leads vary so that no pattern
is established.
✔
³ U
U
Scholastic Yearbook Critique 7
41. Main headlines are not labels
and do not state the obvious.
42. There has been an effort
to link the headline with the
³
U
✔³ U
44. All copy has been
meticulously proofread.
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43. A variety of main and
subheadlines styles are used
which are relevant to spread
content. They highlight copy
and attract the readers’ interest,
while avoiding repetition.
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dominant photo/dominant
element for a verbal/visual
connection.
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40. Some type of copy, other than
name identifications, appears on
every portrait spread.
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the name/nickname of the
opposing team, winner of the
game, match or meet, and/or
individual achievement.
✔³
U
✔³
U
✔
³
U
7RWDOSRLQWVSRVVLEOH 232
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While your yearbook provides coverage through excellent photos, you need to work on the verbal component; copy, cutlines
and heads.
Design layouts to accommodate a copy block that will provide a summary of the year's events and people. Interview students
and faculty and weave quotes, direct and indirect, throughout. You have a good start with the sports copy but need to expand it
with specific details and incorporate quotes. Also avoid editorializing ("prestigious," "amazing season," "coaches must be proud
of their teams"). Let the players or the coaches say that, not the reporter. You are supposed to be objective. Consult Josten's
texts (radical write or yearbook guide, 1,2,3) or Tom Rolnicki's Scholastic Journalism for writing guides.
Cutlines need to be 2 sentences long(for the most part) with the first in present tense, subsequent sentences in past. Avoid
beginning with the name whenever possible to reduce formula leads.
Heads need to be specific and not labels such as "Red Cross Blood Drive" or "varsity volleyball." Subheads can be taken from
the story and will add immediate information for the reader.
You also need to use a stylebook for such things as numbers (the numeral 7 should be written out on p.39) and consistency
(2nd graders, p.39; fourth graders, p. 40; 5th Grade, p. 43). Apply style rules to dates, beginning of sentences, etc.
Avoid "this year" and generic copy that could apply to any year (i.e., p.171: "Throughout their schooling at Gilman, students take
many different science courses").
8 Scholastic Yearbook Critique
,,,9LVXDO
1. The cover creates a unique
impression through the use of
type, color and graphics, and
introduces the theme/concept/
look of the publication.
2. The end sheets, title page,
opening, closing, emulate the
design of the cover so that
the design/concept thrust is
established.
3. A specific grid/modular plan
has been used throughout the
book.
✔
³
✔
³
✔
³
³
U
U
U
✔³
6. Every spread has at least three
points of entry for the reader.
³ U
✔
8. The staff has kept white space
to the outside of the layout
unless intentionally using “rail(s)”
of isolation to call attention to
a specific element in the spread
design.
✔³
U
✔³ U
9. Adequate and consistent
margins have been designed for
each section.
✔
10. The action of the
photographs leads onto, not off,
the page.
✔
³
U
³
U
U
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7. Body copy/alternative copy is
designed to visually coordinate
with the primary headline/copy
package.
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11. Photographs which cross
the gutter do not split eyes,
noses or mouths.
4. A dominant visual element/
photograph has been used on
each spread. Other elements/
photographs contrast in size and
shape and placement is varied
to avoid visual monotony.
5. The dominant photo/visual
element varies in shape from
spread to spread to avoid visual
monotony.
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Design and photography must go hand in hand to present a visually attractive story of the
year. Continuity must be present from spread to spread so that the individual pictures and copy
blocks can be viewed and read without distraction.
✔
³
U
12. Each page has been linked
to its facing page by one
of the following: eyelines,
photographs across the gutter,
graphics.
✔
³
U
13. The use of hand-drawn
artwork has been avoided.
✔
³
U
14. Each section of the book
has a personality of its own
which is evident whether
the book has a traditional,
chronological or nontraditional format.
✔³
U
15. All portraits have been
designed as solid rectangular
panels with names to the
outside (left or right).
✔
³
U
16. Photographs have
excellent contrast (with clean
blacks, shades of gray and
photographic whites) and/or
well saturated and accurate
color tones.
✔
³
U
17. Overall light or dark,
gray or muddy photographs,
burned out highlights and
improper color balance have
been avoided.
✔
³
U
18. All photographs are clear
and sharp. No fuzzy or blurred
photographs appear.
✔
³
U
19. Proper resolution for
digital images has prevented
pixilation from occurring.
✔
³
U
20. All photographs are
appropriately credited to the
photographer and copyright
laws have been strictly
followed.
³
U
Scholastic Yearbook Critique 9
³
U
✔
³
³ U
✔
24. All photographs have been
cropped to the focal point.
✔
³
27. Photographs showing only
tops of heads and/or backs do
not appear.
29. Staff uses a wide range of
candid shots, from the viewpoint
of the students, focusing on the
unique and daily events of a full
year.
30. Groups/Organizations —
Action shots dominate each
organization/group’s coverage
and show specifically the
activities of the organization/
group this year.
7RWDOSRLQWVSRVVLEOH ✔
28. Posed shots (excluding
portraits and group photographs),
especially those of students
“mugging” or “hamming it up” for
the camera, have been avoided.
✔
³
✔³
³
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326
10 Scholastic Yearbook Critique
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³
U
each section is contemporary and
readable, and complements the
look of the book.
✔
³
U
34. Body type is easy to read and
consistent in size and leading in
each section.
✔
³
U
U
35. Caption type is consistent in
family, size and leading within
each section.
U
✔
³
U
36. Captions have been placed
so that each is close to its own
photograph or, if stacked,
numbers, letters, dingbats, arrows
or single words are used to match
captions to photos. Captions are
not placed between photographs
(except group identifications).
U
✔³
U
✔
³
U
38. Group identifications, generally
no wider than 21-23 picas, begin
with the name of each group in
contrasting type and with row
designations also in contrasting
✔
type.
³
U
37. Caption widths conform to the
U column/grid/modular plan in each
section.
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26. Photographs use several
techniques such as rule of thirds,
leading lines, framing, patterns,
panning, backlighting and
silhouettes to draw the readers’
attention.
✔
32. The index is set in a type and
size that is easily read.
23. Group shots do not dominate
spreads, but are large enough
so that each face is easily
recognizable.
25. Photographs are not cut into
odd shapes.
31. Groups/Organizations — Group
photos without distractions or
unusual formations appear on the
spreads with group coverage or in
the index, or separate reference
section.
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22. Cropping of group
photographs is just above the
heads of those in the back row, to
the waist of those in the front row
and to the right and left, so dead
space is eliminated.
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21. Group photographs do not
feature formations or busy
backgrounds which detract from
faces.
U
39. Overprinted or reversed
U captions are easily readable, since
U
overprints appear only on solid,
light backgrounds and reverses
only on solid, dark backgrounds.
✔
³
U
40. Sports scoreboards follow
a consistent plan, with type
consistent in family, weight and
size.
✔
³
U
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Photo quality is excellent with virtually no blurry or gray photos. Work on less posed shots and more action. Case in
point, p. 227. Young man at left bottom is genuinely surprised at whatever he has found on the computer (or at least it
looks genuine). Young man at top right is obviously mugging for the camera. Bottom pic actually has several things
going for it. It uses a shallow depth of field and focuses on the boy by deliberately blurring the foreground and
background. It uses rule of thirds by placing the subject on an intersection, not in the center. The subject is looking into
the spread, not off the page.
The pic discussed above could have been your dominant along with several others on that spread. Consult Josten's
books for a discussion of page layout. You need to use one photo or a combination of related photos to serve as the
focal point or dominant of a spread. It should be approximately 2 1/2 times larger than any other photo. Smaller photos
are then placed with caption space above, below or to the side. You need one copy block per spread, usually to the
outside so copy can be shortened or lengthened easily. Sidebars can also be used with alternative copy spaces. This
will provide visual continuity, interest and ease of access for the reader.
Try to provide cutlines (also called captions) for every pic. Many spreads have none such as pp. 228-229. Group
photos are good but name all the people (pp.230-231) and, again, you need a dominant element.
2YHUDOOFRPPHQWV
Your photo quality is excellent but probably under-appreciated because you have too many photos on a
spread with no dominant one to provide eyeflow for the reader. Today's design styles do allow for many
small pics, but you still need a dominant to grab the reader.
Work on including more action and less posed pictures. It's a given for the senior section unless you change
the format (a concept that would be more design-oriented but probably not an option with your readership).
Since you know you can't avoid them there, make sure your other sections focus on action such as pp.
62-63. Again, make one of those pics the dominant (#5 might be cool because of the appreciative look on
the boy's face).
Body copy needs to be expanded with a more complete look at the year's activities and captions for all or
most of the pictures. Featuring quotes are fine but make them fairly short and an integral part of the page
layout.
The greyhound logo is cool, by the way, especially the title page overlay. Just add the missing info listed
under Reference, #5.
Scholastic Yearbook Critique 11