Storytelling about gender- responsive agricultural solutions TRAINING GUIDE January 2025 Developed by Econnect Communication (Jenni Metcalfe, Toss Gascoigne, Sarah Cole, Madeleine Stirrat) and Marianne Gadeberg This publication is copyrighted by Econnect Communication. It is licensed for use under the Creative Commons Attribution 4.0 International License. To view this license, visit https://creativecommons.org/licenses/by/4.0 Copyright © 2025 by Econnect Communication. Unless otherwise noted, you are free to share (copy and redistribute the material in any medium or format), adapt (remix, transform, and build upon the material) for any purpose, even commercially, under the following conditions: ATTRIBUTION. The work must be attributed, but not in any way that suggests endorsement by Econnect Communication, the CGIAR GENDER Impact Platform or the author(s). Citation: Econnect Communication. 2025. Storytelling about gender-responsive agricultural solutions: Training resource. Brisbane, Australia: Econnect Communication. Acknowledgments This work was carried out under the CGIAR GENDER Impact Platform, which is grateful for the support of CGIAR Trust Fund contributors: https://www.cgiar.org/funders. This document was prepared by trainers from Econnect Communication as part of three 8-module training programs, conducted virtually and in person in 2023–25, funded by and for the CGIAR GENDER Impact Platform. It was developed by Jenni Metcalfe, Toss Gascoigne, Sarah Cole and Madeleine Stirrat, and informed by important and invaluable contributions from Marianne Gadeberg. Thank you to CGIAR GENDER Impact Platform Alliances Module lead Marlène Elias for guidance and insights and to a wide range of CGIAR gender researchers for input to the initial concept for this training. We would also like to thank the CGIAR gender researchers who served as panelists during Module 1 of the first run of this training—Steven Cole, Eileen Nchanji and Ester Njuguna-Mungai—the experts involved in our panel in Module 1 of the second training—Ranjitha Puskur, Riina Jalonen and Surbhi Bhatia—and the panelists in the third training course—Ranjitha Puskur and Marianne Gadeberg. We would also like to thank the editors and journalists who gave tips on pitching stories over the three training courses: Jackie Opara and Ranjit Devraj (SciDev.Net); Candice Bailey, Thabo Leshilo and Natasha Joseph (The Conversation), Shalini Umachandran (Mint Lounge), Karishma Mehrotra (Washington Post), and Surbhi Bhatia (data journalist). We would especially like to thank the 45 enthusiastic participants who joined the sessions and shared their challenges, insights and ideas. Disclaimer This training resource guide is based on materials developed by the authors over 20 years and adapted and expanded for the needs of this specific training. The opinions expressed herein reflect those of the authors; not necessarily those of the CGIAR GENDER Impact Platform. Contact Econnect Communication PO Box 3474, South Brisbane 4101, Australia Ph. +61 408 551 866, Director Dr Jenni Metcalfe admin@econnect.com.au, Studio Manager For questions about the training guide or to enquire about running similar training, please email Econnect or see the website. https://creativecommons.org/licenses/by/4.0 https://www.cgiar.org/funders mailto:admin@econnect.com.au mailto:admin@econnect.com.au https://www.econnect.com.au/contact III Contents Introduction ................................................................................................ 5 Aims of this guide ............................................................................................................................... 6 Organization of training modules ..................................................................................................... 8 Module 1: Identifying and sourcing stories about gender-responsive agricultural solutions ................................................................................. 9 What makes agricultural solutions gender responsive? ................................................................... 9 Stories that highlight gender-responsive agricultural solutions .................................................... 10 Finding gender-responsive agricultural solutions to write about .................................................. 11 Tips for mentors ............................................................................................................................... 11 Module 2: Understanding your readers ................................................ 13 Targeting your story to the reader .................................................................................................. 13 Possible media outlets for gender-responsive agricultural solution stories .................................. 14 Understanding the needs of editors and journalists ....................................................................... 15 Tips for mentors ............................................................................................................................... 15 Module 3: Interviewing and researching your story ............................ 16 Identifying the right people to interview ........................................................................................ 16 Preparing for interviews .................................................................................................................. 16 Conducting interviews ..................................................................................................................... 17 Tips for mentors ............................................................................................................................... 18 Module 4: Taking publishable photos and videos ................................ 19 The importance of photographs and videos .................................................................................... 19 Taking publishable photographs and videos .................................................................................. 19 Depicting women in images ............................................................................................................. 19 Considering consent ......................................................................................................................... 20 Editing photos and videos ................................................................................................................ 20 Writing photo captions .................................................................................................................... 20 Tips for mentors ............................................................................................................................... 21 Module 5: Drafting your story ................................................................. 22 Remembering your readers ............................................................................................................. 22 Structuring your story ..................................................................................................................... 22 Starting and finishing strongly ........................................................................................................ 24 Choosing and using quotes well....................................................................................................... 26 Tips for mentors ............................................................................................................................... 27 IV Module 6: Crafting your story ................................................................. 28 Remembering your readers ............................................................................................................. 28 The power of visualization .............................................................................................................. 28 Getting the language right ............................................................................................................... 29 Avoiding gender myths and cliches ................................................................................................. 29 Editing gendered language .............................................................................................................. 29 Tips for mentors ............................................................................................................................... 31 Module 7: Editing your story ................................................................... 32 Remembering your target publication outlet .................................................................................. 32 Avoiding the seven deadly sins of writing ...................................................................................... 32 Eight sentence-level strategies for editing ....................................................................................... 33 Asking for feedback ......................................................................................................................... 34 Tips for mentors ............................................................................................................................... 34 Module 8: Pitching your story ................................................................. 35 Find out what editors are looking for .............................................................................................. 35 Be short and direct ........................................................................................................................... 35 Tips for mentors ............................................................................................................................... 35 References ................................................................................................. 36 About .......................................................................................................... 36 About the authors ............................................................................................................................ 36 About Econnect Communication ..................................................................................................... 37 About the CGIAR GENDER Impact Platform .................................................................................... 37 Appendices ................................................................................................ 38 Appendix 1. Gender-responsive agricultural solutions and their stories....................................... 38 Appendix 2. Identifying outlets and audiences ............................................................................... 38 Appendix 3. Interviewing, photography and videography ............................................................. 39 Appendix 4. Form for structuring a news story .............................................................................. 40 Appendix 5. Drafting and crafting your writing ............................................................................. 42 Return to contents 5 Introduction Gender equality is high on sustainable development agendas. Yet in 2020, 62 percent of all bilateral aid remained ‘gender blind’. That same year, only 1 in 10 of more than 100,000 research papers on ending hunger considered gender differences in outcomes, and investments and evaluations of gender outcomes are still sorely lacking. Despite women’s significant contributions to agri-food systems, positive stories about women’s roles are few and far between in agri-food system discussions and media coverage. Dominating narratives often cast women as victims, entrench gender stereotypes and myths, and patronize or downright misrepresent their roles and contributions. In this way, the currently dominant narratives about women’s role in agri-food systems can be perceived as counterproductive, standing in the way of progress towards inclusive, equitable agri-food systems. Historically, in many cultures, stories were told around campfires to pass on lessons about life. They were a way of passing on knowledge at a time when many people could not read or write. The stories were dramatic and memorable, to engage the listener or reader. They were often repetitive. Storytelling—long lauded as one of the most powerful communications tools for influencing perceptions and actions—can be leveraged to reverse negative gender narratives by offering a persuasive vehicle for the evidence and experiences that can help readers and viewers understand rural women’s realities. Yet, the art of storytelling is rarely used to elevate and celebrate the experiences of rural women, despite its potential to effect greater focus, funding and research in support of more gender equality. As such, there is a pressing need to collect, produce and share ‘better’ stories about women in agri- food systems and agricultural solutions that work for women. Accordingly, in 2023 and through to 2025, the CGIAR GENDER Impact Platform organized three training programs, comprised of eight 2-hour modules, conducted partly virtually and (for the second training group) partly in person for a total of 45 science communicators from CGIAR and partners (as well as journalists) from around the world on how to prepare and publish stories on agricultural technologies that work for rural women. Mentoring was an essential component of ensuring the success of the training in delivering published stories. Econnect’s mentors worked individually with participants over three months of training to help them identify a story about a gender-responsive agricultural solution, organize their interviews and field trips, draft and edit their stories, and pitch their stories appropriately to their target publications. The training was based on a Theory of Change (table 1) which broadly assumes that greater capacity for telling positive, captivating, persuasive stories about women in agri-food systems will lead to more prolific and ‘better’ stories, which in turn will instil increased regard and expectations for development of gender-responsive agricultural solutions. This training resource guide was developed as part of this storytelling training series. https://wedocs.unep.org/bitstream/handle/20.500.11822/32638/GCS.pdf?sequence=1&isAllowed=y https://www.iisd.org/articles/press-release/donors-must-double-spending-end-hunger-2030-research-finds Return to contents 6 Aims of this guide • To support science communicators working in the gender, agriculture, development or related fields in producing stories about gender-responsive agricultural solutions, using inclusive language and imagery. • To provide resources and materials for similar training programs on how to tell ‘better’ stories about gender, women and agriculture. The content in this guide has been developed for eight 2-hour modules with associated tips for those mentoring training participants. It draws on lessons learned during the two training programs organized by the CGIAR GENDER Impact Platform in 2023–25. The eight modules broadly cover three topics: 1. Gender-responsive agricultural solutions: what they are, why they matter, and how to detect stories and sources to explore the topic. Modules include a suggested panel discussion with gender researchers, biophysical researchers and journalists familiar with the topic. 2. How to produce good, engaging, publishable stories, whether written articles, photos, videos or a combination. Modules address challenges such as understanding your readers/viewers, how to conduct interviews, how to craft a great story, and how to pitch your story to your target publication. 3. How to write about, or otherwise portray, women in agriculture with sensitivity and consideration. Although well-intended, some messages use phrases, vocabulary, statistics or cliches that can entrench the gender stereotypes and myths we work hard to break. Tips integrated throughout the modules are intended to help those writing about gender to avoid making imprecise statements, proliferating undocumented assumptions, reinforcing stereotypes or making generalizations. The training program has been designed in this manner in response to the challenges experienced by the 45 participants in the initial training programs organized by the CGIAR GENDER Impact Platform. When asked what kind of challenges they faced when writing about agricultural research and development with regards to rural women in agri-food systems, they reported that they have experienced that: • The rural women they interview, across regional contexts, are reluctant or afraid to share information due to cultural constraints. • Rural women are shy about sharing their stories and lack confidence. • Rural women are time poor [and therefore they have no time for interviews]. • Rural women may face backlash in patriarchal communities from telling their stories. • The role of women in agriculture is often downplayed, even by women themselves, so there is a need to find creative ways to unearth stories. • It can be difficult to find the right words to portray the diversity of rural women and their roles, challenges and experiences correctly, and avoid gender myths. This resource guide is not exhaustive, but a starting point for storytellers who are seeking clear and easy-to-follow guidelines on how to engage and write about women in agriculture—and about agricultural solutions that work for them—with due rigor, respect, consideration and sensitivity. Return to contents 7 Table 1. Theory of Change of CGIAR GENDER Impact Platform storytelling training programs Gaps Assumptions Outputs Outcomes Impact Narrative Lack of investments in and time for research on gender- responsive agricultural solutions (despite support and stated intentions) Lack of funding for and evaluations of outcomes on gender in agri-food systems Lack of positive, persuasive stories about women’s roles in agri-food systems Increasing capacity for telling ‘better’ [positive, captivating, persuasive] stories about women in agri- food systems will instil increased respect, appreciation and expectations for development of gender-responsive agricultural solutions Extensive curriculum of training materials Eight-module training series on telling stories about gender- responsive solutions, supported by resources, mentoring, practical exercises, and expert insights ‘Bank’ of published success stories about gender-responsive solutions for women in agriculture that raise the profile of such solutions and their successes Science communicators have greater capacity for and interest in telling ‘better’ stories about agricultural solutions that work for women Researchers are reminded of the value of gender- responsive solutions for gender equality, social inclusion, and their impact on agriculture and food systems Increased regard and expectations for development of gender-responsive agricultural solutions leads to greater investment of time and resources Suggested evaluation methodology Short-term: Evaluating number of participants (applications/ attendees), their engagement and attendance, and the number of published stories. Mid-term (12–18 months): Analysis of survey that followed up with past participants on # of stories, feedback, change Long-term (18+ months): Analysis of interviews with participants to collect evidence of significant changes to their careers and focus as a result of the training Return to contents 8 Organization of training modules This training resource guide is broken down into eight modules that reflect the delivery of the training. In Module 1, Identifying and sourcing stories about gender-responsive agricultural solutions, we look at what is meant by ‘gender-responsive’ solutions, how to identify them for a story (and where), and address the core principles of what makes a good story. In Module 2, Understanding your readers, we identify suitable publications for pitching stories about gender-responsive solutions, and look at what the editors of such publications are looking for in compelling science and technology stories. In Module 3, Interviewing and researching your story, we look at how to identify the right people to interview for a story, how to ask the right questions, and preparing for and conducting interviews. In Module 4, Taking publishable photos and videos, we discuss what makes a good photo, how to take good photos and videos in the field using smartphones, and making interviewees comfortable on screen. In Module 5, Drafting your story, we discuss structuring a good story, the differences between news and feature articles, crafting a good lead in, and choosing powerful quotes. In Module 6, Crafting your story, we cover painting vivid pictures for your reader, getting the language right, gender myths to avoid, and leaving readers with a strong message. In Module 7, Editing your story, we address strategies for editing your own work, avoiding gender stereotypes in your language, and editing for specific publications. In Module 8, Pitching your story, we look at what editors are looking for in a pitch, considering the audience of the publication, and how to pitch to and follow up with your chosen publication outlet, whether it be a newspaper, sector-specific magazine, online news site or other outlet. We introduce, address and revisit the concept of gender-responsive agricultural solutions and its language throughout the modules. These are concepts that must be understood and addressed at every stage of the storytelling process. Understanding these concepts will help you identify relevant stories, structure them well, and tell them appropriately and effectively. The appendices include links to the module resources and further information used to develop and deliver the training material. Return to contents 9 Module 1: Identifying and sourcing stories about gender-responsive agricultural solutions What makes agricultural solutions gender responsive? Gender-responsive agricultural solutions seek to reduce gender inequalities in agri-food systems by addressing the specific needs of women farmers. Gender-responsive solutions can be technologies, social innovations or a combination. Social innovations often complement technologies and enable them to work for women in practice. Agricultural solutions can exist on a spectrum of gender responsiveness: ranging from those that exploit, accommodate or transform gender and power relations. While ‘gender-sensitive’ solutions acknowledge different needs of women (and men), ‘gender-responsive’ solutions use this understanding in their design, promotion, piloting and implementation, and deliberately and intentionally respond to addressing these needs. Source: Sanyal (2021) What gender-responsive agricultural research and developments are: • asking about and understanding women's different needs and preferences • creating solutions that actively works to meet those needs and preferences—or better, co- creating solutions with women • making sure the pilot, promotion and delivery processes—not just the design—suit how women like to be involved and receive information and ideas • implementing social change, if that is what is needed to have the solution taken up by women and men One step further than a gender-responsive solution are solutions that actively benefit women and eventually contribute to changing gender norms (i.e. gender-transformative solutions). Return to contents 10 What they are not: • creating solutions that hopefully or luckily ‘work’ as well for women as they do for men • piloting, promoting and delivering new solutions in ways that do not account for women’s needs and preferences • delivering new solutions that cannot be fully used by women because of social norms (e.g., new climate-smart fodder that women cannot plant/buy because they do not own land/control spending) • saying a new solution is successful only because many people are using it—i.e., need to consider are the women benefiting? Is their drudgery less? For more information, see Appendix 1 for resources on Researchers’ perspectives on integrating gender, and Tools and methods for gender-responsive work. Stories that highlight gender-responsive agricultural solutions Often, improving agriculture with and for women will involve addressing norms, institutions, policies, regulations and more. For example, a new seed variety on its own may not make a difference if norms prevent women from travelling to the market to buy the seed. Gender-responsive technology recognizes that the adoption of a new seed variety may require actions that also address such norms. In your stories, it can be useful to show how social innovations can be combined with technological innovations to achieve desired outcomes. Examples of gender-responsive solutions Multi-crop threshers save women time and tiresome work (CGIAR GENDER Impact Platform 2023) Threshers are machines used to separate, for example, bean grains from plant stalks. Women often do this work manually, using sticks to beat the harvested plants until the grains or beans release, which is laborious and time consuming. When mechanical bean threshers were developed, they were often too big for women to operate and were difficult to transport from farm to farm. In response, CGIAR researchers have worked with partners and manufacturers in Kenya and Tanzania to make threshers smaller and portable, so that more women farmers can access, use and benefit from these threshers. Simultaneously, farmers in producers’ and women’s groups are working together to get the most out of the equipment by sharing access among members at a reduced cost. In addition, women’s groups and youths are buying and providing threshing services to multiple farmers, especially ‘last-mile’ farmers in remote rural areas, resulting in increased profits. Rural women are key for limiting crop pests and diseases (CGIAR Research Program on Roots, Tubers and Bananas 2020) When a community-led disease management strategy in Ethiopia failed to stave off highly destructive potato late blight, investigations revealed it was primarily women farmers who had neglected to implement prevention practices, such as field scouting for disease. Women farmers were also not spraying their fields, which has been set as community by-law. They were fined for not following the requirement. https://www.pabra-africa.org/bean-threshers-transforming-post-harvest-and-food-safety-handling-in-kenya/ https://www.pabra-africa.org/empowering-zinduka-womens-group-in-tanzania-to-produce-quality-bean-seed-and-better-their-community/ Return to contents 11 According to the Food and Agriculture Organization, women farmers produce less than their men counterparts because of limited access to resources, including information and agricultural extension services. They have less access to or ownership of land and use fewer inputs. Through a social learning exercise conducted as part of a broader joint research project of CGIAR Research Program on Roots, Tubers and Bananas and Wageningen University, investigators learned women farmers lacked the money to buy fungicides for spraying. Acting on this knowledge, the farmers’ monitoring committee devised a program to give financial support to women farmers to help them buy fungicides and minimize the risk of late blight by spraying their crops. Digital extension services increase women’s access to information (CGIAR GENDER Impact Platform 2023) When women, early on in the COVID-19 pandemic, were given mobile phones, SIM cards and time charge cards in one study in Tunisia, 75 percent said they benefited from receiving agricultural tips, such as veterinary advice, but also from being able to communicate with vets, milk complexes, feed suppliers and other partners. Addressing the digital gender gap by providing women with mobile phones and targeted information increased their adoption—as well as their entire households’ adoption—of new agricultural approaches, especially knowledge-intensive ones such as conservation agriculture. In addition to providing women with phones, CGIAR researchers also compensated for high illiteracy levels, particularly among women, by sending messages that prompted both women and men to share information with their spouses and by using the radio to convey agricultural advice. Avoiding gendered greetings—such as “Dear brother farmer”—also increased parity in access to information. Finding gender-responsive agricultural solutions to write about To find potential sources of stories you could: • Find a gender expert to talk to. • Look at what research is happening in agriculture that involves considering gender. • Join the Facebook group Gender Responsive Agricultural and Global Development Researchers. • Look for research/projects that used gender-responsive tools or methods to design, deploy and evaluate agricultural technologies. • Look for research/projects that used gender-responsive tools or methods for value chains, markets or entrepreneurship. • Look at publications you or your target audiences read; do they have stories about gender and agriculture? Could you write the next chapter of this story? • Consider the content of Advancing Gender Equality Through Agricultural and Environmental Research: Past, Present, and Future (Pyburn and van Eerdewijk 2021). Tips for mentors Check in with participants to make sure that their stories feature agricultural solutions that are deliberately gender responsive, in that the innovations: • address issues or needs that women specifically face • make it easier or better for women involved in agriculture • are not just a lucky accident https://www.facebook.com/groups/2620079988234861/?mibextid=HsNCOg Return to contents 12 Just because a new technology or solution benefits women does not mean it is gender responsive. Suggest that participants ask the main researcher or developer involved in the solution the following questions: • Did you find out about a women's issue and seek to respond to it? • Did you ask women about solving a problem they have? • Did you design/test something with women that would suit their needs? If their answer to ALL questions is NO, then maybe the solution is not gender responsive. Find links to reference material and further information in Appendix 1. Return to contents 13 Module 2: Understanding your readers Targeting your story to the reader Before developing your story further, deciding on the structure and choosing a style, you need to consider the one thing that should influence your writing more than anything else—the reader. • Who are your readers? What is their background, education and experience? What are their preconceptions about the issue? Their concerns? • Why will they read your story? What do they hope to gain? What do they want to know? What action could they take based on your story? • What do they already know about the topic? Do they understand the context and importance of the issue? What does you reader want from the content, structure and style? Once you have identified your audience, think about what your readers want and need in terms of content, structure and style. What visuals (photos, video, illustrations, diagrams, charts) will you use for examples and to increase their understanding? Lay people The content they want Preferred style and structure Visuals Local relevance Details of what they need to do, if anything Local examples Outcomes, not process Gets to the point up front Plain language, concrete words Active voice Jargon-free Small chunks, meaningful headings Photos, simple diagrams Funding agencies, donors The content they want Preferred style and structure Visuals Benefits, costs ($) Opportunities Options How it fits with strategic directions Specific examples Relevance Details of what they need to do Formal Jargon-free Active voice Persuasive—a call to action Graphs showing trends only Statistics to support their needs Return to contents 14 Scientists The content they want Preferred style and structure Visuals New information Relevance to their work Opportunities to collaborate/link with other people How it fits the ‘big picture’ Experiment details Process A clear explanation of a problem and the progress you have made toward a solution Structure depends on purpose: specialist scientific papers have a different structure to reports, or to articles in Nature Some jargon is acceptable but needs to be screened for the audience Select visuals that fit the format you have selected Graphs, diagrams and photos can all help tell the story of your work Decision-makers The content they want Preferred style and structure Visuals Focuses on the bottom line Sharply focused on the concerns of the decision-maker’s organization or business Actions you want them to take Clear explanation of the choices, both benefits and costs Opportunities How it fits with strategic directions Specific examples Outcomes, not process Succinct: 1–2 pages Short and sharp Problem- and solution-focused Offers options and summarizes the pros and cons of each alternative Language selected for non-specialists who must make decisions Relatively formal Active voice May be persuasive Graphs showing trends only Statistics to support their needs Pie charts, flow diagrams Photos Possible media outlets for gender-responsive agricultural solution stories There are many outlets for the stories you want to write and the readers you want to reach. Most of them are online. Your local and national newspapers, radio and TV also likely provide online news and feature stories. Do a search. One outlet that seeks out good freelancers in low-income countries is SciDevNet, https://www.scidev.net/global/. SciDevNet’s mission: “to use independent journalism to help individuals and organisations apply science to decision-making in order to drive equitable, sustainable development and poverty reduction.” “The subject of the news story should be directly related to the impact of science, technology and innovation on development, particularly their contributions to health improvement, food security, and the protection of the natural environment. We are also interested in stories on science, technology and innovation policy in, or affecting, developing countries.” https://www.scidev.net/global/ Return to contents 15 SciDevNet publishes under several categories, including agriculture and environment. Some of their published stories on gender include: • African female farmers clamour to be heard at COP27 • Food taboos causing malnutrition in pregnant women • We can’t beat climate change without listening to women Understanding the needs of editors and journalists Most outlets have guidelines, but the best guidelines are the articles your target publication has already printed or published online. Before you write a story with a specific outlet in mind, save time by looking at what the outlet has already published. • What kind of stories do they cover? Do you think yours would work for their audience? • Do a quick keyword search on their site. • Are you reporting something new/that will affect people? • Can you explain it well and simply for their readers? • Pay attention to the news. What are people talking about? • Is it the kind of thing the general public (not just other communicators/scientists) might be interested in? Tips for mentors Suggest that participants read articles in the media outlets where they want to publish their stories. When selecting a suitable outlet, it is important to: 1. Try for a public media outlet first—not your organizational website or blog, which you can republish to later. 2. Be realistic about your target outlet. Check if they will take pitches from freelancers. 3. Focus on one outlet at a time—you can have backup options if your pitch is rejected. 4. Check there is a contact person or email address for you to pitch to. Once a suitable outlet is selected, it is important to further analyze the types of stories that are written: • Who are their readers? • How long is a typical story, paragraph, sentence? • What sort of pictures and graphics do they use to illustrate their stories? How many? • How many people are quoted? • What the typical length of a headline? Do they use subheadings? Find links to reference material and further information in Appendix 2. https://www.scidev.net/global/agriculture/ https://www.scidev.net/global/environment/ https://www.scidev.net/global/scidev-net-at-large/african-female-farmers-clamour-to-be-heard-at-cop27/ https://www.scidev.net/global/news/food-taboos-causing-malnutrition-in-pregnant-women/ https://www.scidev.net/global/opinions/we-cant-beat-climate-change-without-listening-to-women/ Return to contents 16 Module 3: Interviewing and researching your story Identifying the right people to interview For agricultural stories, interviewing at least one farmer and one researcher involved is a good start. You may want to interview 2–4 people for the story, but any more might be too many. You want to find interview candidates who are: • inner circle (crucial)—e.g.: o women farmers involved in researching, developing or piloting the solution, or who are already applying the solution o lead researcher who designed or co-designed the solution with women • second circle (significant)—e.g.: o women’s group representative involved in the project or its application o head of business association in the village who now can buy more of the women’s produce o local government representative o research funding agency representative Preparing for interviews • Have an idea of your questions—based on who you are writing for—but be flexible. Listen actively. Clarify. Be curious. • Make sure you agree on time and location, and give interviewees a sense of the questions you will likely ask. • Do you need a transcription of the interview? Make sure to prepare for getting a recording. • Collect informed consent from your interviewee (or from their parent or guardian if your interviewee is below the age of 18). See Module 4 for details. • Check your phone/camera/recording device. Bring spare batteries or a charging device. Make sure you have enough storage space. What questions should you ask? • Something very simple to start with to get the process going. • Be curious. How does this work? What happens next? When did you become aware this was a problem? How has it changed things for you as a farmer? What reaction have you had from farmers to your ideas? • Ask for examples. Ask for details. Ask what has changed. Ask how things work. Ask to see! Ask for demonstrations. Ask about cost. • Ask how it made them feel, to be involved, to have success. People’s emotions make for great quotes. • Do not go mechanically through a list: listen carefully to the responses and be prepared to ask follow-up questions. Return to contents 17 Conducting interviews Listening is a conscious activity which requires attention. Rather than waiting to speak, you need to listen attentively to fully understand the other person. Following the principles of active listening (LACE) helps ensure successful interviews. Listen • Use open/open-ended questions (i.e., not yes/no questions). • Ask questions that start with the five Ws and H: who, what, when, where, why and how? • Fully concentrate on what is being said, rather than just ‘hearing’ the message of the speaker. • Listen with all senses, verbally and nonverbally. • Avoid interrupting, finishing their sentences, or thinking about your next question as they speak. Examples: maintain eye contact, nod your head, smile, acknowledge what they are saying (i.e., say ‘yes’/‘mm hm’, unless you are recording for future playback), keep your body directed toward them, not fidgeting Acknowledge • This is a powerful way to show you understood what your interviewee said, reinforce their message, help them focus, build rapport and encourage them to keep talking. • You can paraphrase what they said. • Stick to the topic of the interview, do not go off track. Interviewee: “… and then the researchers got in touch with us about how the machine was too big for us to pick up.” You: “The researchers wanted to know what was difficult about the machine for women?” Clarify • Make sure you got the message right, and resolve any confusion or misunderstanding, by asking questions or summarizing. • Admit if you did not understand something. • Ask for something to be repeated, or for an example. Interviewee: “… and that’s when we decided to ask about the best way to introduce the program to women nearby.” You: “So you wanted to roll out the program in a gender-responsive way because someone had suggested that during the design step?” Elicit You might want more information, to find out more about your interviewee, to explore the beliefs/opinions/ideas/attitudes people have about an issue, to get the interviewee to think about something in a new way. • What do you mean by __________? • Tell me more about __________ • What concerns you about __________? Return to contents 18 • What would it mean for ________ if ________ did ________? • If you do this, how will it affect _________? During the interview, remember: • Establish rapport with your interviewee by asking some easy, general questions first. • Smile, enjoy the interview—this will help your interviewee relax. • Use open questions—be conversational, be curious. • Ask the questions your readers/viewers would want answered. o examples: costs, how farmers can access this, what difference it makes to women, any downsides, how did men in their lives react, any cultural issues • Always test/check equipment (e.g., batteries). • If you are recording your interview on a smart phone, turn it to airplane mode first so you do not get disturbed by a call, text or email during the interview. • If you are filming an interview, use a tripod to get a well-framed and stable shot. And after the interview, remember to thank them for their time. Get their best contact phone number so you can check any details you missed with them afterwards. Offer to send them copies of any photos you took. Tell them you will send them a copy of the story once it is published. Tips for mentors Check in with participants to ensure they have identified at least one woman who has benefited from the solution and one scientist who has contributed to it. Other tips to share: • Use open-ended questions. • Start gently with easy questions. • Be conversational; be curious. • Listen to your interviewee’s answers. • Ask the questions your readers/viewers would want answered: costs, how farmers can access this, what difference it makes to women, any downsides, how did men in their lives react, any cultural issues? Find links to reference material and further information in Appendix 3. Return to contents 19 Module 4: Taking publishable photos and videos The importance of photographs and videos Videos and photographs are popular and powerful storytelling tools. A short film or a series of photographs can be quicker to produce than a written piece of communication, but they also complement the storytelling of written media. Videos and photographs capture real-life examples, and statistics show that audiences engage more with visual and multimedia content than with text-only content. All successful online stories use visual elements to engage their readers. Taking publishable photographs and videos Photography and videography follow some similar principles, but apply these in different ways. Principles Tips for shooting on smartphones Photos • lighting • composition (rule of thirds) • consider the background • look for interesting angles • keeping the camera still • making the most of lighting • composing your shot—keep in mind the rule of thirds • changing the angle • getting action • check shots Videos • lighting • framing • movement • sound • put phone on ‘airplane’ mode • make sure you have memory and charge • find a quiet space • use your phone in landscape (unless for social media) • frame subject using the ‘rule of thirds’ • keep your phone as still as possible • avoid back lighting/strong lighting • get lots of different shots from different angles (wide shot, medium, close-up) Depicting women in images Be mindful about how you portray women and others in images. Just like words, images have meaning. For example, you may opt to not portray women as victims or passive actors, but as leaders, active users of advanced technologies (not involved in drudgery), participants in discussions, entrepreneurs, equal partners with men, and so on. Every so often, women farmers are misrepresented in visual stories we see. But we can tell better, gender-inclusive stories about women, men and youth without entrenching the gender stereotypes we work so hard to break. You can watch a recording of the GENDER workshop Telling an impactful and inclusive story through your photographs: A workshop for communication specialists and journalists online. Browse a selection of the CGIAR GENDER Impact Platform’s favorite photos and remember to credit correctly. https://www.youtube.com/watch?v=nXHrxkkmUXs https://gender.cgiar.org/events/inclusive-and-gender-responsive-visual-story-telling-telling-impactful-and-inclusive-story https://www.youtube.com/watch?v=nXHrxkkmUXs https://www.youtube.com/watch?v=nXHrxkkmUXs https://www.flickr.com/search/?user_id=187086330%40N03&faves=1 https://www.flickr.com/search/?user_id=187086330%40N03&faves=1 https://www.flickr.com/search/?user_id=187086330%40N03&faves=1 Return to contents 20 Considering consent It is important to establish appropriate consent when interviewing or photographing/filming subjects for a story. In some situations, you may need to visit the head of the village before doing interviews, so find out what the local customs are. Here is a summary of the types of consent you need for different situations under ILRI’s ethical photography guidelines (ILRI 2018). Consent is not needed from: • people who are not recognizable (face and identifying features are obscured) in a public space • public figures in public spaces (note in some countries consent is required) • large crowds in public spaces You should obtain consent from: • all individuals in other settings • children and parents, guardians or teachers of children • directors/managers of projects and beneficiaries Specifically written consent should be obtained from: • any recognizable individual of any age portrayed in a sensitive context and for whom private or personal information is revealed in the photo or accompanying caption/story (the sensitive context might include their health status, behavior or activities, employment, personal history, status as a survivor or perpetrator of gender‐based violence) • individuals and small groups in clinical or education settings • survivors of exploitation and abuse, including sexual exploitation and gender‐based violence or individuals living with HIV/AIDS, TB or other medical conditions • patients and doctors in clinics, hospitals or care settings • persons engaged in politically sensitive or socially marginalized activities • persons located in areas or undertaking activities for which they could reasonably expect privacy (e.g., washing or cooking, childcare) Editing photos and videos Consider what resolution, length, size and format of images you need to provide to your publications. The most valuable edits you can make are 1) cropping for better composition, and 2) correcting the lighting of your background or subjects. Writing photo captions Good image captions add value to a story. In fact, a good picture and its caption can tell a whole story. Captions also improve accessibility for readers with visual impairments and boost the visibility of online articles. Good captions should: • Be relevant, descriptive and concise. Communicate why the photo is relevant to the story. • Add new information, context, commentary. Try to go beyond simply describing the photo. • Identify the main subjects. Name people from left to right. (Check spelling of names/titles). Return to contents 21 Tips for mentors Encourage participants to take photos or video footage using a smart phone, which is easy to transport and handle, and which still produces great quality. Other tips to share: • Keep the camera still. • Make the most of lighting, especially on people’s faces. • Compose your shot using the rule of thirds. • Change the angle (higher, lower). • Get action shots of people doing things, preferably outside on the farm. • Check your shots before moving to a new subject. • Take lots of shots. Find links to reference material and further information in Appendix 3. Return to contents 22 Module 5: Drafting your story Remembering your readers When planning and drafting your story, reflect on what structure is preferred by your intended audience, and what information they are looking to get out of a story. • What do you want to communicate to your intended reader? • What do they need/want to know from a story? • What story structures works best for this audience? If your intended reader is a lay person, funding agency, donor or a decision-maker, who are short on time, get to the point up front. This convinces your reader whether it is worth their time to keep reading for more details. Detail outcomes of the story, not processes. The news style of telling a story where the most important information is at the top of the story is best for busy readers. These readers primarily want to know the benefit for them of your research. They are more interested in a solution to a problem—whether you have found one or are aiming to find one—or information to help them make a decision, rather than how you have gone about your research. If your audience is scientific, you can delve deeper on the details and processes. These audiences want a clear explanation of a problem and the progress you have made toward a solution. You want to include new information and its relevance to the ‘big picture’. You might include opportunities to collaborate/link with other people. Some media outlets and readers like to read more in-depth stories, of feature stories. These stories are generally longer, quote more people with different perspectives and include more detail. They still need to engage the reader with a strong start, but the challenge is maintaining the interest of the reader throughout the story. Structuring your story To start framing your story, ask yourself these eight questions. By answering these eight questions in one to two sentences, you will have the core of your story, which you can add more detail to later. 1. What was the problem for women farmers and where were they located? How were women farmers affected? The start needs to grab the readers’ attention. 2. What was the solution, and how does it make things better for women farmers? Provide details. 3. Introduce a woman who benefitted, a farmer or a researcher, one of your interviewees. Say in one sentence who she is, what she does. 4. How has this solution changed her life? Quote her directly, in quotation marks. Focus on benefits. 5. Who led the development of this solution, and what organisation are they from? Introduce the main researcher/developer, identifying them, their position and their workplace. 6. What motivated the lead researcher/developer to do this work? Quote them in 1–2 sentences. Return to contents 23 7. What has been the success of the new solution so far? What effect has it had on the farmers? How has it changed their lives? Describe this, then find another farmer/community leader to quote. This may take up several sentences and paragraphs. 8. What factors are important for making the new solution a success (e.g., collaboration, actions by men and/or women, support, etc.)? You may want to quote the researcher/developer again, describing the impacts of the intervention. Structuring a news story A typical news story flips the ‘introduction–background–methods–results–discussion–conclusion’ structure of academic writing upside-down. This is known as the ‘inverted pyramid’ structure. The most important information (e.g., the outcomes or implications of your story) comes first. The ‘who, what, where, why, when and how’ of the story will be answered in the first two sentences. As the story progresses, it goes into more detail. Historically, this format allowed newspaper editors to edit an article from the bottom, cutting text to make it fit the available space without losing vital information. Today, it reflects how people like to read news and information, especially when it is online. They look at the picture and the headline, read the first sentence and decide if they want to read any further. The content they want Details “The Lede”: most important information Who, what, when, where, why, and how May include a ‘hook’—a provocative quote or question Approximately 30 words (1–2 short sentences) Title: Has to be catchy and short (5–8 words). First sentence (or paragraph if you choose to use two sentences): Has to attract the interest of the reader. Do NOT mention names of institutions or researchers. Focus on the problem that the women face. Second sentence: You now introduce the solution and its benefits. In the first two sentences you should have answered most of the fundamental questions: who, what, when, where, why, and how. “The Body”: the crucial information Argument, controversy, story, issue Evidence, background, details, logic, etc. Quotes, photos, video, and audio that support, dispute, expand the topic Third sentence: Introduce the first person who you want to quote. Name them and what they do. If you are quoting a farmer, give their name and the location they farm. Fourth sentence: Include a direct quote from this person. This could be the most important point about the new solution which makes it gender responsive (e.g., ‘This is a new rice variety, which reduces the need for me to bend over during harvest…‘). Fifth sentence: You can now introduce who developed the solution and their organization. Sixth sentence: Then quote them, and so on, about what motivated the work. If it is a researcher, give their title and place of work. e.g., CGIAR gender researcher, Dr xxxx xxxx said… Return to contents 24 You could use the above idea with the below seven questions to begin writing your story. See also Appendix 4 for a story checklist that can help you get started on a story using this structure. Structuring a feature story Feature articles follow a more traditional storytelling format than news articles and allow room for more creative language and in-depth detail. Intro Lede: The “hook”, could be a quote, anecdote, startling statistic, question. Relevance: Why should the reader care? Background: Give context, history or trends that the reader should know—but keep it short. Body (3 parts): The body can be organized several ways, for example: literary style (rising action, climax, falling action), by themes of the topic, or in chronological order of events. Conclusion Wrap-up: Revisit the key ideas or themes. Kicker: Leave readers with a strong message. Give them an action or revisit your lede to bring the story full circle. Tips for writing feature stories: 1. Make your story relevant to your readers. 2. Include people as well as their direct quotes. Have one or two ‘characters’ that go throughout the story. 3. Use simple, active colloquial language, and avoid bureaucratic language. 4. Use examples to illustrate your points. 5. Use emotion. Starting and finishing strongly All good stories start strongly and capture the reader’s attention. The first example below has some interesting facts in it, but its series of facts may not capture our attention as well as the alternative two sentences, which immediately summarize the most important aspects of the story. The content they want Details “The Tail”: extra info Interesting/related items May include extra context In blogs, columns and other editorials, the journalist’s own assessment Seventh sentence: Describe the success and benefits of the solution, and you could quote another farmer/researcher, etc. Eighth sentence: Talk about what factors were important for the solution being helpful. Return to contents 25 Example: Nigeria is a global leader in cassava production with about 4.5 million Nigerian farmers engaged in cassava farming. Research has shown that weeding takes 50 percent to 80 percent of the total labor budget of cassava growers and women contribute more than 90 percent of the hand weeding labor. Also, about 69 percent of farm children between the ages of 5 to 14 are forced to leave school and engage in weeding with their parents. Alternative: A new approach to controlling weeds in Nigeria’s cassava crops is going to make life easier for the millions of women farmers who produce most of the crop. Weeding is tedious and backbreaking work for farmers, and a new herbicide control holds the promise of freeing women from controlling weeds using the hoe and cutlass. Starting a news story versus feature story Example news story ‘starts’ from participants: • An instant porridge rich in fish nutrient-rich instant porridge improved the nutrition and livelihoods of women in a pilot study conducted recently in Southern Zambia. The porridge meant means women could can participate in fishing activities instead of spending all their time preparing ingredients for food. • Resurrecting dilapidated traditional rainwater harvesting ponds (havelis) in India’s Bundelkhand has filled the dry wells with water again—greening the drylands and transforming hundreds of women’s and girls’ lives. Example feature story ‘starts’ from participants: • The southern part of Nepal—we are in the Terai flatlands, where lush green fields extend to as long as we can see, where farming has long been the backbone of livelihoods, and where deep-rooted societal norms have long dictated the roles of men and women. For generations, women have been primarily confined to the sphere of household chores, including cooking, cleaning, and childcare; while men have shouldered the responsibilities of agricultural activities, including harvesting, plowing and sowing. • From a distance, it appeared to be just another congregation of villages, as we took a sharp left from the National Highway. The narrow roads led to Harpur, a small village perched at one corner of the Bandra block in Muzaffarpur district in Bihar, flanked by small houses on both sides, with extended courtyards. I was there to have a closer look at women farmers who are at the forefront of a revolutionary change, with no claims to fame at all. Finishing your story strongly With news stories, it might mean more details at the end. With feature stories it could mean ending in a similar way to how you started. If you start with an anecdote about a farmer, you might end with another that says what this farmer is hoping for the future. Example feature story finishes from participants: • In the gentle hum of a solar-irrigation pump (SIP), we hear the whisper of progress, the promise of a more equitable future. The story of Mahaludin Khatoon is emblematic of the larger narrative unfolding across rural landscapes. It’s a narrative of resilience, adaptability, and the harmonious coexistence of Return to contents 26 tradition and innovation. The journey of grid-connected SIPs has just begun, but the path ahead is illuminated by the warm embrace of the sun, the ingenuity of farmers, and the determination to create a better tomorrow for all, one drop of water at a time. • Dr. Malik is hopeful about the future, given programs like this. “This collaborative research might not be the answer to the glaring gender gap in agricultural R&D. However, it does provide an enabling environment for young women to build practical skills, and boosts their confidence and aspirations for a possible future in agriculture sciences.” Choosing and using quotes well Good quotes bring a story to life Before you start writing, look at your interviews for quotes that: • use colorful quotes in everyday language “I might not have gone to school,” says Nduru, “But today I am a professor of potatoes!” • express emotion about how people feel or felt “They were horrified that I wanted to go into agriculture,” she recalls. “They told me that St Clare’s girls didn’t become farmers.” • paint a picture On this particular call I asked: “Do you want a woman or a man?” It took him by surprise. “Oh, I didn’t know there were Palestinian women farmers…” • add authority to your argument “Information often does not reach women because the training sessions are mostly attended by men while women are busy with household chores. My husband has learned about new mechanization techniques, but I haven’t.” • are punchy and direct “Now that we produce quality seed close to home, we have more time to focus on better agronomic practices.” Using quotes effectively in your story 1. Avoid quotes that repeat what has already been said or could be better written as narrative. 2. Avoid quotes detailing facts and figures that you could write more concisely yourself. 3. Do not use too many quotes together; break them up with factual information. 4. Try to quote more than one person, but more than four people can confuse a reader. Editing quotes You can edit quotes for clarity, conciseness and grammar. The important thing is that you: • keep the speaker’s meaning, intended message and general content • maintain the integrity and accuracy of the interview • offer to check people’s quotes with them afterwards to ensure accuracy. Return to contents 27 Tips for mentors Encourage participants to use the story check list in Appendix 4 to identify the key elements of their stories. Other tips to share include: 1. Don’t forget to mimic the writing style of your target publication—length of story, sentences, paragraphs; use of subheadings or not; style of opening sentence. 2. Quote at least one farmer and one researcher. 3. Use colorful quotes which sound like everyday language and express emotion about how people feel or felt, paint a picture, add authority, and are punchy and direct. 4. Make sure your opening captures the attention of the reader. In a news story it will summarize the most important aspect of the story, which will likely be how women have benefited from an intentional solution designed to address their needs. In a feature story it may be a quote, an example, the painting of a scene about how women are affected. Find links to reference material and further information in Appendix 5. Return to contents 28 Module 6: Crafting your story Remembering your readers When crafting your story, reflect on what kind of language and visuals are preferred by your intended audience. Lay people • use plain language and concrete words • use an active voice and avoid jargon • use visuals that paint a picture, like photos and simple diagrams Funding agencies, donors • be formal • use an active voice and avoid jargon • use graphics showing trends only • use statistics that support their needs Scientific • some jargon is acceptable but needs to be screened for the audience • use visuals that fit your format • graphs, diagrams and photos can all help tell the story of your work Decision-makers • language selected for non-specialists • graphs showing trends only The power of visualization People like to visualize what they are reading so, especially for abstract concepts, give examples that paint vivid pictures and bring the story to life. Paint a picture for your reader: 27-year-old Lò Thị Khuyên lives with her parents, husband and daughter in Oi village. The family has 10 pigs; two cows; and two hectares of mango, plum and longan trees. During the pandemic, the fruit rotted on the ground because the family could not find a buyer. Buying feed for the pigs became more expensive, and the price of fattened animals at markets dropped by a third. The family had to sell some of their livestock to meet their household expenses. Use anecdotes to illustrate ideas: “I see the animals when I walk through the villages, and they now look shiny and in good condition. If the farmers take those animals to market, everybody wants to buy them; they look different even at the market. This is a result of programs to improve the general health of the animals, genetics and feed interventions. When a farmer is happy, I am satisfied.” Mulatu Handore, an animal health assistant from the Areka Agricultural Research Center, Ethiopia Return to contents 29 Getting the language right News articles are not the place for academic jargon or bureaucratic language. Do not slow your reader down by using language that is not direct or informative. Examples: ‘impact on beneficiary community’, ‘capacity building for women on agricultural practices’, ‘market orientated livelihood program’, ‘weed management technology’ A good test: Can you picture it? Avoiding gender myths and cliches Some often-reproduced statistics or conclusions can be imprecise, stereotypes, generalizations, or altogether undocumented. Here are some typical myths to avoid when writing about women in agriculture. Women produce 60–80 percent of the world’s food. IMPRECISE. It is unrealistic to accurately attribute the share of food produced globally to women (or men), and similarly challenging to imagine precisely accounting for men’s greater access to resources for food production. 70 percent of the world’s poor are women. UNDOCUMENTED. Although it is well documented that women and girls worldwide are disadvantaged in terms of schooling, access to resources, earnings and productivity gaps, many questions about the data on which this myth is based remain unanswered. Women own one percent of the world’s land. UNDOCUMENTED. There is lack of clarity on the measurement and interpretation of statistics on gender and land. Women are inherently better stewards of the environment than men. STEREOTYPE. This part of a wider myth presenting women as heroines who rescue the environment. We should not expect women to be “inherent drivers of conservation”. Feminization of agriculture is bad for women and for farming. GENERALIZATION. The changing roles of women and men that result from men’s migration away from rural areas vary widely across contexts. It is true that some women might experience increased drudgery, but it is also true that many women are active agents that can take advantage of men’s absence to take on new roles. Similarly, there are many examples where women farmers and farm managers are just as productive as men. As well, the feminization of agriculture is itself questioned, so it is not a given. For more examples of myths to avoid, see: Gadeberg, Marianne. 2023. Myths about gender and climate. https://hdl.handle.net/10568/134952. Editing gendered language Although well-intended, some messages use phrases, vocabulary, statistics or cliches that can entrench the gender stereotypes and myths we work hard to break. Here are some tips for editing your own writing to avoid these stereotypes. https://hdl.handle.net/10568/134952 Return to contents 30 Writing about empowerment Problem: Things/animals/institutions do not “empower” women. To be empowered is to have an intrinsic feeling, within oneself, that you are able to make decisions about your own life, how you spend your time and income, for example. Therefore, women (and men) necessarily empower themselves. Saying otherwise is patronizing. Women may benefit from research or action, they are not “empowered” by it. Example: ‘Providing women with vaccines against Newcastle disease empowers them to grow their poultry businesses and increase their incomes’ Alternative: ‘Providing women with vaccines against Newcastle disease enables them to keep their chickens healthy, grow their poultry businesses and increase their incomes’’ Avoid patronizing language Problem: Patronizing words/tone/attitude which ignores the social norms or institutional inequalities that have put women in their current situation and therefore don’t tell the full story. Example: ‘Women in the workplace need to be trained on how to be more confident and negotiate better for higher salaries.’ Alternative: ‘Stereotypes and societal bias mean that women get fewer wage raises than men, even though women do ask.’ Problem: Women described as impassioned rather than rational. Men are less likely to be described in this way. Example: ‘… head of plant biotechnology Leena Tripathi has made an impassioned plea for genome editing and its potential’ Alternative: ‘… head of plant biotechnology Leena Tripathi has made a strong case for genome editing and its potential’ Problem: Portraying women as victims or passive actors rather than as leaders and active users of advanced technologies, participants in discussion, and as entrepreneurs. Example: ‘Women in highland remote areas are at the mercy of the harsh landscape and the restrictive social norms, which means they cannot own land.’ Alternative: ‘Women in highland remote areas are working with their communities to look at how they can gain cooperative ownership of the land to …’ Acknowledge the difference between gender and sex Problem: Using ‘female’ as an adjective to describe farmers or other women. ‘Female’ reduces women to their biological sex compared to recognizing them as whole human beings. Example: ‘Female farmers often work small garden blocks at the back of their dwellings compared to male farmers who work the larger cropping areas further afield.’ Alternative: ‘Women farmers … compared to men farmers …’ Return to contents 31 Be specific, carefully Problem: Saying ‘gender-based violence’ (or even worse, GBV), if what we mean is violence against women. Example: ‘Gender-based violence is an issue in the small farming communities of …’ Alternative: ‘The small farming community of X have a high rate of violence against women.’ Problem: Saying ‘gender’ if you really mean ‘women’ Example: ‘We need to increase gender equity in access to new technologies …’ Alternative: ‘We need to increase women’s access to new technologies …’ Problem: Using gendered generic terms. Examples: ‘mankind’, ‘maternity leave’, ‘fisherman’, ‘brotherhood’, ‘gender empowerment’, ‘manpower’ Alternatives: ‘humankind’, ‘parental leave’, ‘fisher’ or ‘fisherfolk’, ‘community’ or ‘kinship’, ‘women’s empowerment’, ‘labor’ Problem: Being general about ‘youth’. People often associate youth with young men. Example: ‘Youth also find accessing markets difficult …’ Alternative: ‘Young women and men also find accessing markets …’ Problem: Lumping ‘women and youth’ into one category. Women and young people in low- and middle-income countries may face some similar challenges, but they also face very different challenges, and similarities are no excuse for combining the two topics. Example: ‘Women and youth involved in Tanzania’s dairying industry find it hard to get directly involved in selling their products at market.’ Alternative: ‘Women find access to Tanzania’s dairy markets is limited due to social norms. Youth also find access to Tanzania’s dairy markets difficult because …’ Tips for mentors Offer to review participants’ draft stories to screen for myths or imprecise statistics. Encourage participants to adopt the practice of asking a peer to read through future drafts to catch any problematic language, representation or ‘facts’. Other tips to share: 1. Avoid using statistics without substance by going to authoritative sources. 2. Portray the diversity of women and their different voices and experiences, rather than writing about ‘all’ women. 3. Include men and their roles in your stories. 4. Show women as leaders, investors and businesswomen rather than helpless victims. 5. When writing about women, consider if you would say the same thing or use the same language about men. Find links to reference material and further information in Appendix 5. Return to contents 32 Module 7: Editing your story The first thing to remember when editing your own work is that it is hard to do, especially soon after you have drafted a story. Leave your story for as long as you candon’t open it, don’t read it, don’t touch it. You will have ‘new’ eyes the next time you see it. The following provides some tips and examples for editing your work in English. However, stories of gender-responsive solutions will be more powerful when published in the local language. The general concepts presented in this module can be applied across languages, other than English. Remembering your target publication outlet Before editing your story, look at stories your target outlet has published (do a keyword search to find stories they have published on your topic or similar ones). What is the typical wordcount of articles and number of pictures used? Do they use direct quotes, or tables/diagrams? Many outlets have their style guides publicly available to help contributors edit their own stories. Avoiding the seven deadly sins of writing Reducing complexity Example: Women come up against time difficulties (unpaid care work limits farming time). Alternative: Women are constantly juggling the needs of such work with their unpaid domestic work. Reducing ambiguity Example: It was too involving and heavy duty that women could not persevere. Alternative: Traditional fishing was too heavy duty for women. Reducing verbosity Example: Women subscribing to Kiyindi Women Fish Processing Association also bear witness to the enormous advantages of the fish kiln since they first encountered with it in 2017 when the research team was testing the technology. (35 words) Alternative: Women involved in the Kiyindi Women Fish Processing Association saw the advantages of the fish kiln when the research team tested the technology in 2017. (25 words) Return to contents 33 Reducing abstract words Example: the weed control method Alternative: spraying weeds with herbicide Reducing a wall of words Example: Eight cows in total—four bulls, three cows, and one she-calf—make up her herd. She started out with just one cow. Then, it kept expanding. Even before being married and up until the time her physically disabled kid was born, she reared cows. She enrolled her son in High Care School, a different institution from Taramela School. She subsequently sold all her cattle and rented a home close to the school for four years where she and her son lived. Her aging mother-in-law passed away in February of last year, and when her son decided he no longer wanted to attend school there, she returned to her house and resumed grazing cattle. She currently owns chickens, ducks, cows, goats, and pigeons. Alternative: Salma started out with just one cow. Then, it kept expanding. Even before being married and up until the time her son was born with a physical disability, she reared cows. Her herd now consists of eight cows in total—four bulls, three cows, and one she-calf. She currently owns chickens, ducks, cows, goats, and pigeons. She sells her bull each year, and she uses the profits to buy land. Salma also grows wheat and mustard seeds in the fields. Reducing jargon Example: … with a high prevalence of Critical (15-29.9 percent) in Turkana … Alternative: In Turkana, up to 1 in 3 people are critically malnourished. Improving style and tone Example: … now enjoy access to better agronomic practices, … Alternative: When they were taught better agronomic practices, … Eight sentence-level strategies for editing 1. Use active voice. ‘Field trials were conducted’ becomes ‘They ran field trials’. 2. Put the action in as a verb. ‘The local cooperative made recommendations …’ becomes ‘The local cooperative recommended …’ 3. Use short, simple words. ‘Approximately 10 kg was purchased’ becomes ‘She bought about 10 kg’. 4. Avoid jargon and unexplained terms. • acronyms (unless very well known) • variety names for crops (unless very well known) Return to contents 34 5. Write short sentences and paragraphs. Example: Poli Rani (38), Director of RK metal enterprise, a leading manufacturer of fodder choppers, highlights the benefits of the technology for women farmers. Prior to the introduction of the fodder chopper, women would use a knife to chop grass, which was a backbreaking and time-consuming task. SPLIT HERE However, with the new, safer, and more efficient machines, women can chop the feed quickly and with ease, reducing their workload and increasing productivity. Poli Rani states that “many women who care for cows frequently use the fodder chopper, which is particularly helpful for those who have multiple animals to feed.” 6. Write meaningful (useful) subheadings. ‘The innovation helps women in the field’ becomes ‘Machine cuts women’s field time in half’. 7. Cut redundant words. Example: The researchers need to do more research on drought-resistant crops with a particular focus on genetic improvement in the future. Alternative: Researchers next want to explore how better genes could create more drought- resistant crops. 8. Be specific, not vague. ‘Economic impact for women’ becomes ‘their income this year increased by nearly 15 percent’. Asking for feedback After you have applied these tips to revise your own work, ask for feedback. Give it to someone you trust (but who does not know too much about the issue) to read it and comment. Does your organization have a media officer? Tips for mentors Remind participants of key editing tips: • Use simple language—not bureaucratic, no buzzwords—and don’t be afraid to rephrase. • Paraphrase the ‘boring’ details of quotes yourself—keep quotes for the great ‘grabs’. • Use short paragraphs (that match your target outlet). • Get the quotes right (where the “ “ go; if they use “says” or “said”). • Make sure your paragraphs link to each other. • Use hyperlinks appropriately: don’t link a long part of a sentence, unless perhaps linking to a research result. If you need to, link only to a person’s name, and definitely not their position. Find links to reference material and further information in Appendix 5. Return to contents 35 Module 8: Pitching your story Find out what editors are looking for • Stories that interest their readers; does the outlet have similar stories? • SO WHAT? i.e., Why should people care about this story? • What is new? What is different? • What is the significance of the research? How many people will it affect? How will it make the lives of the readers different? • Does the story have a ‘wow!’ factor? • Does it have good pictures? What do editors want to hear when you pitch a story? SciDevNet’s instructions: Send a brief summary (2–3 paragraphs) explaining the story as concisely — but as concretely — as possible. We strongly encourage you to do this before writing the news item in full. See how to pitch to SciDevNet’s regional editors; read their Guide for pitching to science editors. Be short and direct Pitches need to be short and sharp. You should be able to get the editor’s interest in 100 words, or around four sentences. “Tell us what the story is, and why it should matter. Answer the ‘so what?’ question. You need to capture the argument of the story.” Remember to follow up your pitch with an email or quick call. Newsrooms are busy places, and things can get lost or go wrong. If you do hear back, but they want changes, work with them to makes these changes. Editors know what their audience wants. If you get rejected, be persistent and try other outlets (changing your story to fit their style). Remember, everyone gets rejected at some time, and often multiple times. Tips for mentors If possible, give participants the opportunity to practice pitching by bringing them together with few editors of relevant news outlets (either virtually or in-person). Encourage participants to review the tips below before finally pitching their complete story to their target outlet: • Ready a 1–2 sentence summary of the most interesting aspect of your story. • Look at your target outlet again: What kind of stories do they cover? Do you think yours would work for their audience? • Do a quick keyword search on your target outlet’s site and see how your story links to past stories, and include this in your pitch. • Are you reporting something new/that will affect the readers of your target outlet? • Can you explain the story well and simply for their readers? • Pay attention to the news, especially from your target outlet. What are people talking about? Does your story link with current news? If so, make this explicit in your pitch. https://www.scidev.net/global/content/work-with-us.html https://www.scidev.net/global/practical-guides/pitch-science-editor-journalism/ Return to contents 36 References Gadeberg, M. “Six agricultural technologies CGIAR researchers have designed to work for women,” Gender Insights (blog), CGIAR GENDER Impact Platform, March 5, 2023, https://gender.cgiar.org/news/six-agricultural-technologies-cgiar-researchers-have-designed- work-women. ILRI (International Livestock Research Institute). 2018. ILRI research publishing procedure 10: Ethical photography guidelines. Nairobi, Kenya: ILRI. https://hdl.handle.net/10568/89055 Pyburn, R., and A. van Eerdewijk, eds. 2021. Advancing Gender Equality through Agricultural and Environmental Research: Past, Present, and Future. Washington, DC: International Food Policy Research Institute (IFPRI). https://doi.org/10.2499/9780896293915. “Rural women are key for limiting crop pests and diseases,” News (blog), CGIAR Research Program on Roots, Tubers and Bananas, October 12, 2020, https://www.rtb.cgiar.org/news/rural-women-are- key-for-limiting-crop-pests-and-diseases/. Sanyal, R. Figure 1. The Gender Integration Continuum, 2021, “Making India’s Social Protection Gender Responsive: Opportunities for a post COVID-19 world,” SocialProtection.org, April 5, 2021, https://socialprotection.org/discover/blog/making-india%E2%80%99s-social-protection-gender- responsive-opportunities-post-covid-19-world. About About the authors Jenni Metcalfe is director of Econnect Communication, established in 1995. As a science communicator since 1989, she has worked as a journalist, practitioner, university lecturer and researcher. She is the author of numerous research papers and book chapters on science communication. Jenni was a member of the scientific committee of the International Public Communication of Science and Technology (PCST) Network from1996-2023. Jenni is a Visiting Fellow at the Australian National University’s Centre for Public Awareness of Science.. Jenni has been developing and running communication skills training workshops for those involved in science for more than 30 years. Toss Gascoigne has extensive experience in training researchers in media and presentation skills, developing communication plans, and the art of successful collaboration. Toss works at the interface between people working in research and tertiary education, and policymakers in parliament and government. Toss devised and organized the Science meets Parliament event in 1999. He served as Executive Director for FASTS and CHASS, two peak councils representing the interests of Australians working in research, education and practice. Toss was a member of the scientific committee of the International Public Communication of Science and Technology (PCST) Network from 1996 to 2023. Sarah Cole is a science writer, senior editor, program facilitator and trainer. She has extensive writing, editing and proofing skills; and research and media experience. Sarah led a six-year champion program that connected farmers Australia-wide with climate and agriculture researchers. She is passionate about working with community members on collaborative programs that meet their https://gender.cgiar.org/news/six-agricultural-technologies-cgiar-researchers-have-designed-work-women https://gender.cgiar.org/news/six-agricultural-technologies-cgiar-researchers-have-designed-work-women https://hdl.handle.net/10568/89055 https://doi.org/10.2499/9780896293915 https://www.rtb.cgiar.org/news/rural-women-are-key-for-limiting-crop-pests-and-diseases/ https://www.rtb.cgiar.org/news/rural-women-are-key-for-limiting-crop-pests-and-diseases/ https://socialprotection.org/discover/blog/making-india%E2%80%99s-social-protection-gender-responsive-opportunities-post-covid-19-world https://socialprotection.org/discover/blog/making-india%E2%80%99s-social-protection-gender-responsive-opportunities-post-covid-19-world https://www.econnect.com.au/ https://cpas.anu.edu.au/ http://www.fasts.org/index.php?option=com_content&task=view&id=28 http://www.fasts.org/index.php?option=com_content&task=view&id=1 http://www.chass.org.au/ Return to contents 37 needs. Sarah is a professional science communicator who takes pride in her work and pays keen attention to detail. She began at Econnect Communication in 2010. Madeleine Stirrat is a science writer, editor, and graphic and web designer. She has worked at Econnect since 2017 on writing and visual communication projects. Madeleine’s work includes producing public science exhibitions that interpret unique local ecosystems and cultural heritage; writing and editing for different formats; and building and managing websites, producing videos, and designing publications. She is skilled at writing and interpreting complex language and concepts into plain English. About Econnect Communication Econnect Communication is a unique consultancy team in that we do all phases of science communication, from research to practice, and our communication research informs our practice to ensure excellence in meeting the needs of various groups. We are science communication experts. We bring to all our projects: • skills in developing, implementing and evaluating communication and engagement frameworks and strategies that work to change behaviors and policies, influence attitudes, raise awareness and exchange information • specialized skills and experience in writing, editing, design and publishing, including interpreting complex language and concepts into plain English, and writing and communicating visually for print and online • skills and experience in liaising with project managers, project leaders, researchers, industry, decision-makers, government agencies, communities and policymakers • an understanding of the challenges involved in multidisciplinary, participatory and collaborative research programs • experience in sourcing information from researchers and other experts, and refining it to suit specific individuals, groups and communities. As well as communication credentials, we each have science and/or technology qualifications and experience. We understand the culture of research agencies—both public and private—and the needs of scientists and researchers. About the CGIAR GENDER Impact Platform GENDER (Generating Evidence and New Directions for Equitable Results) is a CGIAR impact platform that synthesizes and amplifies research, fills gaps, builds capacity and sets directions to enable CGIAR to have maximum impact on gender equality, opportunities for youth and social inclusion in agriculture and food systems. GENDER puts equality at the forefront of global agricultural research for development, both within and beyond CGIAR, to kick-start a process of genuine change toward greater gender equality, improved opportunities for youth and social inclusion. We envision greater social and gender equality driving food systems to become more productive, sustainable, resilient and equitable. https://gender.cgiar.org/ https://econnect.com.au/ Return to contents 38 Appendices Appendix 1. Gender-responsive agricultural solutions and their stories Understanding gender-responsive solutions Tools and methods for gender-responsive work: This document outlines tools and methods that researchers have used to create better agricultural technologies or better value chains/markets. You will find story ideas if you find people/projects who have used these tools. Citation: Econnect Communication. 2025. Tools and methods for gender-responsive work. Nairobi, Kenya: CGIAR GENDER Impact Platform. Researchers’ perspectives on integrating gender: Based on a CGIAR study of researchers, read insights from researchers who are trying to integrate gender into their work about their challenges and needs. [226.6 Kb] Citation: Econnect Communication. 2023. Researchers’ perspectives on integrating gender. Nairobi, Kenya: CGIAR GENDER Impact Platform. https://hdl.handle.net/10568/129922 Finding stories Stories that highlight gender-responsive solutions: These stories are written about technologies that address women’s concerns and needs. They cover both technology-centered responses and changing norms/policies/etc. [200.5 Kb] Citation: Econnect Communication. 2023. Stories that highlight gender-responsive technologies: A note about gender-responsive technologies. Nairobi, Kenya: CGIAR GENDER Impact Platform. https://hdl.handle.net/10568/129925 Finding story ideas: 10 excellent sources for finding story ideas about gender-responsive technologies relevant to CGIAR work, including experts, story leads, research, and social media groups. Citation: Econnect Communication. 2025. Finding story ideas. Nairobi, Kenya: CGIAR GENDER Impact Platform. Appendix 2. Identifying outlets and audiences Targeting your story to the reader: How can you work out what your readers want, and write to that? Use this to understand your reader’s needs for content, structure and style—with examples. Citation: Econnect Communication. 2023. Targeting your story to the reader. Nairobi, Kenya: CGIAR GENDER Impact Platform. https://hdl.handle.net/10568/129924 Potential outlets for gender-responsive agtech stories: Here you will find many online media outlets you could tailor your stories for, plus details on each outlet’s audience, remit, examples, and pitching/publishing instructions. Citation: Econnect Communication. 2025. Potential outlets for gender-responsive agtech stories. Nairobi, Kenya: CGIAR GENDER Impact Platform. https://hdl.handle.net/10568/129922 https://hdl.handle.net/10568/129925 https://hdl.handle.net/10568/129924 Return to contents 39 Appendix 3. Interviewing, photography and videography Interviewing Interviews and quotes: Prepare for your interviews, including question ideas, how to actively listen, then how to choose and use quotes in your story. [111.0 Kb] Citation: Econnect Communication. 2023. Interviews and quotes. Nairobi, Kenya: CGIAR GENDER Impact Platform. https://hdl.handle.net/10568/130133 Photos and video ILRI’s ethical photography guidelines: ILRI’s policy covers consent, ethics, standards of practice, children, cultural sensitivity and stigma, and example consent forms at the end. [235.2 Kb] Citation: ILRI. 2018. ILRI research publishing procedure 10: Ethical photography guidelines. Nairobi, Kenya: ILRI. https://hdl.handle.net/10568/89055 Reporting on/working with violence against women: Download PDF from the Global Protection Cluster. These practical guidelines will help storytellers reporting on gender-based violence or working with people experiencing it. https://hdl.handle.net/10568/130133 https://hdl.handle.net/10568/89055 https://www.refworld.org/docid/5c3701d27.html Return to contents 40 Appendix 4. Form for structuring a news story Example Your story Title Has to be catchy and short (5–8 words) Ugandan fish smoking kiln cuts cancer risks First question: What was the problem for women farmers and where were they located? How were women farmers affected? Pioneers of a fish smoking kiln designed to reduce the risk of cancer and other health problems say it is improving the lives and livelihoods of hundreds of women in Uganda. The women, who dominate the country’s fish processing industry, have for decades suffered the effects of smoking fish using locally made ovens, spending sleepless nights watching over their fish to stop them from getting burnt or stolen. Second question: What was the solution, and how does it make things better for women farmers? Third question: Introduce a woman who benefitted, a farmer or a researcher, one of your interviewees. Say in one sentence who she is, what she does. Fatuma Nassiwa, a member of the Women of Hope Katosi Fish Processing Association, tells SciDev.Net that the new kiln has improved the quality of life the of the women. Fourth question: How has this solution changed her life? Quote her directly, in quotation marks. “Since we started using the new kiln, we are more peaceful and less worried about the safety and quality of our fish. I can load the fish and do other house chores or even go to the market – unlike before, when I would sit there throughout, monitoring the fish so it does not get burnt,” said Fatuma Nassiwa, a member of the association. Fifth question: Who led the development of this solution, and what organisation are they from? Introduce the main researcher/developer, identifying them, their position and their workplace. John Yawe, a scientist at the organisation, said it was developed to reduce cancer risks as well as the burdens women face while smoking fish. Sixth question: What motivated the lead researcher/developer to do this work? Quote them in 1– 2 sentences. According to Kamya Simon, fish kiln cluster coordinator at the National Agricultural Research Organisation, 165 women fish processors from the Kaliro fish farmers cluster have also benefitted from the kiln. Simon says it has made fish processing easy for the women and helped expand their market beyond Uganda to include the Democratic Republic of Congo, Kenya, and Rwanda. https://gender.cgiar.org/news/ugandan-fish-smoking-kiln-cuts-cancer-risks-0 Return to contents 41 Example Your story Seventh question: What has been the success of the new solution so far? What effect has it had on the farmers? How has it changed their lives? Describe this, then find another farmer/community leader to quote. This may take up several sentences and paragraphs. “In addition to reducing the cancer-causing agents, it was largely designed with women at the centre because it is mostly women involved in the fish smoking industry,” Yawe said. Yawe says that the kiln reduces impurities and cancer- causing elements such as polycyclic aromatic hydrocarbons from the locally smoked fish, from up to 40,000 parts per billion to two parts per billion. “The polycyclic aromatic hydrocarbons are as a result of burning wood, garbage, plastic and they are associated with increased cancer cases in addition to reduced lung functionality, asthma, lung and heart diseases.” Eighth question: What factors are important for making the new solution a success (e.g., collaboration, actions by men and/or women, support, etc.)? You may want to quote the researcher/developer again, describing the impacts of the intervention. Return to contents 42 Appendix 5. Drafting and crafting your writing Key resources for writing about women in agriculture Starting a story well about women in agriculture: These stories about women in agriculture show examples of an engaging start. [118.6 Kb] Citation: Econnect Communication. 2023. Starting a story well about women in agriculture. Nairobi, Kenya: CGIAR GENDER Impact Platform. https://hdl.handle.net/10568/129921 Writing for gender equality: Steer clear of these phrases, vocabulary and cliches about gender stereotypes—and avoid these gender-based myths. [241.9 Kb] Citation: Econnect Communication. 2023. Writing for gender equality. Econnect Communication. Nairobi, Kenya: CGIAR GENDER Impact Platform. https://hdl.handle.net/10568/129917 Other resources Doss, Cheryl, Ruth Meinzen-Dick, Agnes Quisumbing, and Sophie Theis. 2018. “Women in Agriculture: Four Myths.” Global Food Security 16 (March): 69–74. https://doi.org/10.1016/j.gfs.2017.10.001. “The Last Word On Nothing | The Finkbeiner Test: A Tool for Writing About Women in Their Professions.” 2017. https://www.lastwordonnothing.com/2017/10/26/the-finkbeiner-test-a-tool-for- writing-about-women-in-their-professions/. Miller, Wyatt. 2020. “Writing about Gender: Questions to Consider.” J&J Editorial. May 14, 2020. https://jjeditorial.com/writing-gender-questions-consider/. Shephard, Nicole. 2019. “How to Make Your Writing More Gender-Inclusive.” Medium. June 14, 2019. https://writingcooperative.com/how-to-make-your-writing-more-gender-inclusive-1961686124f3. Hu, Jane C. 2020. “Gut Check: Working with a Sensitivity Reader.” The Open Notebook. January 21, 2020. https://www.theopennotebook.com/2020/01/21/gut-check-working-with-a-sensitivity-reader/. “Inclusion and Diversity: Resources for Book Authors.” n.d. www.elsevier.com. https://www.elsevier.com/authors/book-authors#language. “Diversity Style Guides for Journalists.” 2023. The Open Notebook. https://www.theopennotebook.com/diversity-style-guides-for-journalists/. https://hdl.handle.net/10568/129921 https://hdl.handle.net/10568/129917 https://doi.o