Feature Writing

Jerry M. Noveno
Instruction Specialist III
Philippine Science High School—Bicol Region Campus
Goa, Camarines Sur
 WHAT A FEATURE STORY IS
• It is simply not a news story
The differences being:
1. Treatment of issue (news have no room for opinions,
feature stories can be opinionated);
2. The depth of research (news are somewhat shallow,
features go in-depth)
3. The style of writing (news are formal, features can be
flashy, informal)
4. Structure of the piece (inverted pyramid for news, normal
pyramid for features)
• It is not an editorial or opinion piece
Features can use either the perspective of a
first person to project engagement or the
second or third person to maintain distance.

• It is not an academic paper

Features are written in a way that avoids the
use of jargons and complex language that
cannot be easily understood by a general
audience.
What is a feature article?

• Offers insights about people, places, things

or events that we encounter daily but to
which we pay little attention

• Often exposes human emotion or feelings

• Focuses on the most interesting, not

necessarily the most important, part of a
story
• Is always based on facts, not fiction

• Presents and provides the human

dimension to an event

• It tends to be original and descriptive;

original in ideas and writing skills

• It is based on that mysterious ingredient in

journalism called human interest---an event
that appeals to us because we can relate to
it
 QUALITIES OF FEATURES
1. It contains an introduction, body, and
conclusion.
2. The contents are based on the writer’s
development of ideas.
3. Can have complex narration or presentation,
if “suspended interest structure is used.”
4. It often reflects the personality, tendencies,
beliefs, and aspirations of the writer.
5. It includes quotations from principal
characters, experts, and variety of sources.
6. It can use the elements of fiction and informal
writing.
7. It can use photographs, charts, sidebars or
boxes, drawings, diagrams, among others to
reinforce the message and bring life and color
to the subject.
 TYPES OF FEATURES
Features are human interest stories that speak
of people, places, and situations. They tend to
be descriptive and original in ideas and writing
skills. But they can go beyond description.

(THERE ARE NO LESS THAN 14 TYPES OF

FEATURES.)
1. NEWS BEHIND THE NEWS STORIES
An in-depth look at the stories behind a current news.
2. PERSONALITY SKETCH/PROFILE
Profile stories of the rich and the famous. Readers want to
know the hidden traits and lives of famous personalities.
3. SCIENCE AND TECHNOLOGY STORIES
They concentrate on the latest advancement in science and
technology with the aim of informing the readers and
arousing their interests
4. HUMAN APPEAL STORIES
They are also called “concerned stories.” They expose
burning issues which need urgent solutions. These stories
show the magnitude of the problem through cases,
 anecdotes, and quotable quotes. These features highlight the
dramatic condition and experiences of certain groups of
people. They are written using heart-piercing presentations
which evoke emotional responses the readers.
5. HISTORICAL AND CULTURAL FEATURES
Historical events and sites can provide readers a sense of
identity. By comparing the present to the past, they can see
how time has changed their environment, culture, values and
perspectives.
6. HOW-TO AND WHAT-TO-DO FEATURES
They are educational in essence. They provide knowledge
about process or activity.
7. BUSINESS AND DEVELOPMENT FEATURES
They provide a glimpse and insight on the business world and
the development of certain sector or area. This writing
requires a working knowledge and special interest on the
workings and operations of the business community.
8. LIFE STYE FEATURES
Changing fashion trends and life-styles makes an interesting
reading.
9. ENTERTAINMENT FEATURES
Movie stars, pop singers, and show business events are
common subjects. The goal is to entertain and give relief to
people.
10. HOBBY FEATURES
They interest the readers who are into exceptional hobbies.
11. CAREER FEATURES
They focus on career guidance, tips or issues.
12. SEASONAL THEMES
These articles magnify the significance and relevance of
holidays, anniversaries, and special events.
13. TRAVEL FEATURES
These features highlight the beauty of interacting with people
and places. They offer endorsements and guidelines on places
where money would be worth spending. Travel feature writers
demand exceptional descriptive and narrative skills.
14. INSIDER FEATURE
Insiders look at unusual occupations, issues, or events which
are hidden from the public. Readers are attracted to unusual
details or “well-kept secrets” about procedures or activities
they might not ordinarily be exposed to or allowed to
participate in.
 THE EFFECTIVE FEATURE WRITER
1. Is a keen observer;
2. Has an analytical mind;
3. Is a wide reader;
4. Is a frequent writer;
5. Clearly presents the message;
6. Is eloquent or able to express ideas in a
grand manner; and
7. Is a master of language.
THE STAGES OF WRITING
A FEATURE
1. PRE-WRITING
2. WRITING
3. REVISING

PRE-WRITING
Before setting the first draft, plan, research, gather data,
organize information. Planning involves finding out what you
should write about and your purpose. WHAT TO SAY & HOW TO
SAY IT.
Limit the topic. Choose the theme. Narrow down and focus.
(THEME, SUBJECT, TOPIC)

WRITING
Know the level of consciousness and knowledge of your
audience. Find out if they read for entertainment,
information, analysis, or commentaries. This will make your
article more responsive and sensitive to the issues and
concerns of the reader.

Observe the normal pyramid structure.

THE INTRODUCTION
Should be able to hook the readers. The body
should sustain the interest. The conclusion
should help the reader remember the story.

AN INTRODUCTION WITH A PUNCH

The introduction serves as a taste test for the rest of
the article.
WAYS TO DEVELOP THE LEAD

1. Question lead asks the reader’s questions

which the article will try to explore and discuss.
Who’s does not know Facebook?
Did you know that shopping malls are not
safe?
2. Startling statements or exclamation leads to compel
attention.
a. Freedom!
b. That’s incredible! A college graduate at 12 years
old?

3. Striking statement lead is enticing piece of

information in a short punchy format. It adds
suspense.
If you think that children do not understand google
maps, think again.
4. Descriptive lead can draw the reader into the
story by creating a strong image in his or her
mind. The words are colorful and concrete
enough for the reader to appreciate and feel
the ideas presented in the story.
The island wears a human face. Its tranquility
is mirrored by the blue ocean. Its white sands
and waving palms can comfort a weary soul.
5. Summary lead sums up the general
topic of the story (but does not follow
the inverted pyramid).
At an early age, Andoy and Badong serve
as breadwinners for their families by
selling cigarettes and newspapers by day
and night. They represent the growing
number of child workers in poor urban
communities.
6. Anecdotal lead relies on a conversational
tone to create an intimacy between the
reader, the writer and the characters in the
article. It is loaded with specific details.
David met Grace in a five-star hotel bar in
Bangkok. David, in his tuxedo, was mesmerized by
the beauty of the Chinese-looking female in red
gown. “Can I offer you a drink?” the bachelor
asked with confidence. The woman did not refuse
the gentle offer. They talked and smiled. That was
three years ago. They now have two lovely
daughters.
7. Quotation lead relies on an arresting quote. The
selected quotes reinforce the message of the article.
“Honesty is the best policy.”

8. Contrast lead, the writer sets off his subject with two
apparently contradictory pieces of information. This
is to emphasize two contending ideas or events.
Three days ago, Mang Kanor was driving his boss to
work. This morning, he was seen driving his own car,
the very first souvenir he bought for winning the
jackpot prize in lottery.
9. Break formal lead leaves to the reader ‘s
imagination the things that happened in between
events.
He said he would. And he did.
10. Character lead, which introduces the central
person in a story. These are most common in
personality profiles or stories in which you use an
individual to represent a larger topic. Here's an
example tied in to the national park setting:
Marvin Wells always seems to have a smile on his
face - even when his truck won't start in the
morning.
PARAGRAPH DEVELOPMENT
Some techniques used to develop paragraphs and sentences:
1. Improve the simple narration strategy by magnifying the
character of a person or an event.
Instead of saying that Pedro is happy, sad or angry try to
reconstruct the sentence by saying that, “Pedro was so
happy that he kissed the forehead and cheeks of Mario and
hugged him tight.”

2. Avoid using ambiguous modifiers such as “tall,” “short,” “fat,”

“thin.”
Say: “Pedro was so short that he had to climb up the acacia
tree to see the parading soldiers.”
3. Animate verbs and work for sounds. Add color
to the actions of the characters. Instead of
“drank quickly,” write “gulped,” walked quietly
– tiptoed.

4. Use the active voice.

5. Avoid cliches by reconstructing them.

6. Play with figures of speech.
a. simile
b. metaphor
c. personification

7. Vary sentence length. This is to emphasize

thought.
CONCLUSION
It is a rule that the ending of a feature
story should be glorious and must show
the reader that the time they invested in
reading the piece was well-spent. It must
remind them of the main message and
idea of the article.
HERE ARE SOME WAYS TO END YOU FEATURE STORY
1. Summarize the key points of the story.
Ex.: Emilia’s message is simple: We, the hope of
the future, must prepare our glasses to catch
each and every single precious drop of
knowledge.
2. The argument conclusion mentions the main
point of the article for the first time based on
previous discussions.
3. Straightforward question is effective in
challenging the readers and making them
think through the story.
Ex.: Would you let malnutrition take the better
of us?

4. Offering solutions and recommendations help

the readers make informed choices.
Ex.: It is never wrong to give ourselves some
time to relax in this busy world.
5. Forecast or prediction shows a good
understanding of the arguments and the
implications of current situation to the future.
This conclusion offers inferences on the future
based on the foregoing arguments.
Ex.: Given his determination to conquer his fears,
it is never impossible for Dave to become the
person he wants to be.

6. Appropriate quotations are effective in

dramatizing the main points raised by the article.
Ex.: Indeed, honesty is still the best policy.
POST-WRITING
Edit your article for clarity and grammatical
correctness. Refine your sentences, find better
choices for words, cut out unnecessary phrases,
ensure your story flows in a coherent manner.
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Advice Features
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Educati
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(Example of “personal experience feature”)
(This “personal experience feature” was written by 17- year-old Filipina, Dahlia
Valeroso, who graduated valedictorian from the Ulysses S. Grant High School in Los
Angeles, California in the summer of 1991. The essay, which tells of her nostalgic
moments as a child in the Philippines, having grown up with her grandmother, won for
her a $1,000 prize and the chance to enroll under a partial scholarship at the
prestigious Stanford University in California.)

The Importance of a College

Education
By Dahlia Valeroso

It is unusual for Southern California to

experience an outpouring of rain. Hearing
the raindrops pelting my roof is magical in
itself, yet is made more special by an
outpouring of memories.
On rainy days like this one, I sat on my
grandmother’s lap as a child. With hot
cocoa in hand, I listened attentively to the
stories she told. With humble pride in her
eyes, she used to recall the struggles she
and her children had weathered. My
grandfather died early in life, leaving her
with burden of raising a family of six. It is
evident that even today this would have
been a trying situation to anyone. How my
grandmother managed to financially support
six children with barely an elementary
education is still a mystery to me.
Even more impressive was her
perseverance in furthering her children’s
education. In a small town where most
people were content with an elementary
education, her dogged pursuit of college
diplomas for all of her children was
scorned and laughed at by her neighbors.
They incessantly asked, “Why would
anyone go to the trouble of sending her
kids to school when she barely has the
money for food? She’s just showing off by
trying to do what is out of her reach.”
My grandmother remained undaunted by
these cruel and scornful remarks. She
sweated and toiled immensely every year in
order to assure sufficient funds for her
children’s education. Luckily enough, she
received full cooperation from all her children,
who possessed the same unusual dedication
and desire for further education that she had.
They did their part by walking several miles to
and from school. Rain did not hinder them;
they trudged on with nothing but banana
leaves to scantily give them shelter.
Nevertheless, all the six children refused to
allow any barriers in the pursuit of their goals.
My grandmother now has three teachers, one
journalist, who is also a published author, one
accountant, and an engineer for her offsprings. I
regret missing the chance to witness the silent
pride in her misty eyes as each one of her
children walked across the stage to receive his
or her hard-earned and well-deserved diploma.
Yet, I can see her expression vividly. Is it
because of my mother’s clear description when
she recounted the family struggles? No, I must
have seen that look in my grandmother eyes
myself. It was last week when I told I was
graduating as class valedictorian. Her response
was simply to take me in her arms and whisper,
“Keep up the tradition of academic excellence.”
My grandmother is now 72 years old. It
almost made me cry when she pointed
out that she might not see me receive my
own college diploma. Still, I am
heartened by the fact that I will bring joy
to her come June 19, 1991, my high
school graduation day. Even if she does
not live long enough to share my next
triumph, I will hold dear in my heart her
request and will keep up the tradition of
academic excellence in my family.
Thank you!