Journal Entry Unit




Motivationfor Institutional Writing

The article titled “Corporate, education, and children’sprograms” by Hilliard is the ninth chapter of the book “Writingfor television, radio, and new media” by the same author. Itdiscusses the various ways that different institutional entities haveincreased the use of television, radio, and new media as a marketing,informative, and public relations tool. As these institutions explorethese methods, the author examines the place of writers in meetingthe expectations of the entities and the response of the audience.Thus, the article explores various ways that writers can employ theirskills to enable institutions to achieve their goals in usingconventional and new media to achieve specified objectives. Mostimportantly, scriptwriters, directors, and producers must firstunderstand the aims of a given program. They must also know thedemographics of the audience, its purpose, and the availableresources and budgetary allocations set aside for the project.

Typesof Writers and Steps in Writing

The article notes that there are two main groups of writers andproducers in-house and independent ones. The independent writersface a greater challenge than in-house writers in understanding themanagement of the client organizations, learning the projectapproach, and its purpose. Accordingly, the article proposes keysteps for writers to follow in writing for institutional clientsnamely:

  • Understanding the purpose of the program

  • Liaising or holding conferences with the management

  • Learning about the available resources and the budget

  • Creating an outline of the production events (treatment)

  • Research

  • Production

  • Evaluation


Additionally, the article covers essential writing techniques to beemployed by both in-house and out-house writers. They includecreating a shadow script for training, using humor to capture theaudience`s attention, reinforcement and repetition, use of simple,colloquial language, precision, neatness, and thinking, writing, andrevising visually. To demonstrate these steps and techniques at work,the author discusses several writing events in several real-lifeorganizations and how both sets of in-house and out-house writersemployed them. Such illustrations of the steps at work break themonotony of the article and capture common arising challenges and howto respond to them.


Hilliard, R. L.(2015). Corporate, education, and children’s programs. In Writingfor television,

radio, and newmedia (11th ed.). Stamford, CT: Cengage Learning.