Peter Radosh
Writer of the Year Application

“In fall I like to”

Then ... nothing, no more clues, documentation, or evidence as to what seven-year-old me was thinking about that day in October. It was the first time I saw a computer, let alone used one, and I was so lost in the maze of computer keys that I had barely written the prompt by the time our 20 minutes of computer time had ended.

I’d bet my left foot that hardly anyone remembers the first five words they ever typed, so why do I remember mine? Because that day, those twenty minutes, was an adventure. Brainstorming my response, scanning the keyboard rows, and finding each successive character was a scavenger hunt. It was a journey, one where I felt discouraged when I saw others typing much faster than me, yet one where I was content with what I accomplished. Even if it was just five words, I put forth my best effort.

Now, 11 years later, I’m a tad bit taller. I know the keyboard like the back of my hand — or front if we’re being literal — and understand how to use semicolons; yet, the one constant throughout the years has been my desire to give everything I do everything I have. Because for me, every time I put pen to paper, fingers to keyboard, I’m telling a story, whether as emotional as a personal feature or as routine as a preview of an event, I’m chronicling a journey. In the same way, the work that goes into each story is a journey for me — because journalism is my journey. It’s a journey where I’ve been discouraged, scared even, but also one where I’ve had some of the best experiences and met some of the coolest people in all my life so far. Sure, I could go on about my journalistic outlook, mission, and principles in an essay, but the truth is that, like myself, those are evolving. My senior year has been the most pivotal in my journalistic journey thus far, so instead of just telling you my story, why don’t I show you.

From Alumnus to Paris Olympian - September 23, 2024

Northern Illinois Scholastic Press Association Blue Ribbon Award

In the midst of my interview over ZOOM with Olympic Hammer Thrower Erin Reese an end-of-summer storm cut my power out. Although another emailed link and a few apologies got the interview back on track, in retrospect, writing this story was a lot like that storm: chaotic. After sitting through and sorting two-and-a-half hours worth of interviews with Reese and her coach, then going through countless hours of further research on how hammer throw rankings and Olympic qualification works, I was left with a mountain of information to organize and outline, because telling her story isn't as easy as just saying what happened.

I decided to give some background on Reese's high school and college throwing career, then focus on the major moments in her professional career, from getting injured after training in a junkyard during COVID-19, to her 2021 and 2024 Olympic trials, then her unconventional qualification and eventual appearance in Paris. I let my interviewing do most of the work, as Reese's quotes told most of the story, then used my writing to provide context for each event in Reese's life and information on how hammer throwing works.

Although I did similar extensive profiles during my junior year — my most notable being one on a Denver Broncos offensive lineman and one on a Japanese internment camp survivor — the depth of my interviewing and the sheer amount of organization this profile took made it my first real taste of biography-style writing. The girl who went from Mount Prospect to Paris by throwing hammers was the the talk of the town that summer, and I'm proud to have served my community by documenting her story.

Addressing reality of violence - October 25, 2024

Northern Illinois Scholastic Press Association Blue Ribbon Award

Illinois Journalism Education Association First Place Best In-Depth News Story

By October, the election was on everybody's mind and thus came a politics-focused issue from our newspaper. While most of our stories were features explaining the election and how classrooms would deal with its results, I wanted to focus not on the broad national story about the election but on the story happening at home — threats and the actions taken in response to the threat of school shootings. Over the summer — in response to local threats and national news — administration tightened security rules and expanded procedural education for emergencies. As might be expected, students didn't take too kindly to the changes; many of them failed to follow the new rules and took drills lightly. But honestly, at the time, I couldn't blame them. We were never given a clear reason why the new rules were implemented, aside from administrators simply stating "safety." So, I wrote this story to provide the student body with that reason.

This was my first taste of in-depth news writing, and my goal was to help a high school audience understand the severity of school gun violence in the United States and the actions our school was taking. I interviewed a teacher who had attended my high school during the Columbine massacre, a well-read student at my school, and the associate principal and police officer in charge of safety procedures. Writing this story taught me how to truly understand and balance my sources and my audience. I had to acknowledge that a third of the students surveyed found the new rules unreasonable while also explaining through evidence and quotes why the administration made the changes that they did. This story may have been my most shared within the community, as just a few weeks after its publication, our middle school had a shooting threat. This story served as a public medium for parents to learn about the action being taken by the high school administration. Our post with the link to this story received around 1,200 views, more than double our usual engagement with print stories.

Gladiator II Review: Not just a movie — a holiday lesson - November 28, 2024

Illinois Journalism Education Association First Place Best Review

After I tried in-depth news writing, I decided to continue the learning trend and write a movie review. Though I've never been a "movie-buff," I can still appreciate a good film when I see one.

Though a movie review — at first glance — may seem frivolous to include in such an application, for two reasons this review was pivotal in my growth as a writer, and more importantly journalist. This review is complete with a lede, film analysis, broader message and conclusion, all of which I wrote and edited in a night. I watched the movie at 7:00 p.m. and finished the story by 12:00 a.m.

Writing-wise, this review helped me improve my voice. At the time, I was very news and sports focused, meaning that, though my writing wasn't bland, it was always objective, and I could never really write with a distinct voice. In this review, I used colorful language, made jokes, and referenced Ridley Scott's past work, connecting the film to the world at the time.

Disruptive empathy - February 7, 2025

Illinois Journalism Education Association Second Place Best Feature Story

Illinois Journalism Education Association Second Place Best Front Page

I mentioned earlier that there were times during my journalistic journey when I was scared. I was primarily referring to the creation of this story. When the news broke that there could be a ceasefire in Gaza, I knew that I had to write something on it — I just didn't know what. Never in the history of The Prospector have we addressed the conflict. I had the task of addressing an incredibly sensitive issue without dividing the school community, causing a board meeting, or getting my adviser fired. I had written quite a few sensitive stories before, including one on a Japanese internment camp survivor and one on school gun violence, as seen earlier. So, I did what I always do: I started speaking with people connected to the issue.

I interviewed seven Israeli and Palestinian students and teachers for this story. However, due to sources changing their minds or their views being outside the scope of the story, I ended up with two. An Iranian-Jewish student who had a personal story from the day of the ceasefire, and a teacher, John Camardella, who holds a master's degree from the Harvard Divinity School and has worked in both Israel and the West Bank. I focused on Camardella's teaching philosophy, which encourages students to understand their perspective as part of the "bigger picture," which includes the experiences of others.

Though I wish I wasn't limited with my sources, this story taught me how to balance perspectives and stay strong as a writer. I had a source who, to my face, told me that there was no way I could write this story without sowing more division. Multiple people across the political spectrum didn't want this story to be published. And that's precisely why I published it. If any real change is made to people's mindsets, especially regarding systemic issues and years of trauma like this conflict. Somebody has to start the conversation. Within my high school, I started it with the idea of "disruptive empathy."

Clothesline leaves class, not community - April 14, 2025

There are many shared experiences in high school, such as graduation and the first dance. But at Prospect, there is one that's more somber: the Clothesline Project exhibit. The exhibit features, run by the Northwest Center Against Sexual Assault (NWCASA), displays shirts created by survivors of sexual violence or those with loved ones killed by sexual violence. Every sophomore for the last 15 years has had a day where their health class walks through the exhibit. So imagine students' surprise when we found out that this year, the clothesline exhibit wouldn't be returning.

This is the last story I wrote for The Prospector, and it is almost a culmination of all the skills I learned this year. I did interviews and wrote the story in three days. I first contacted the health department at my school, where I learned that they ended their partnership with NWCASA because the latter removed the clothesline exhibit from their prevention education program. I then interviewed the Executive Director of NWCASA to get their side of the story and learned the legitimate reason behind the clothesline exhibit's removal as a required school activity, as well as the fact that it is still offered as an optional community activity.

From this story, I learned how to coordinate interviews, conduct research, and execute a sensitive story within a tight timeline. I had to ensure I was on track while also taking the time to give the subject at hand the care and understanding it deserves. It's telling that this was my last story for my high school newspaper because it was the first time I felt like a real journalist. I had a sensitive community issue at hand, which I addressed by reaching out to people outside the school, all while working under a tight deadline and remaining impartial in a situation where one party had cut off another.

Each of my stories taught me another lesson about writing. And from this year alone, I've gone from someone whose comfort area was sports and culture writing to a writer who understands impartiality, ethics, and voice. I've learned why journalism — the art of observation and interview — is so special to me. Journalism and, more specifically, writing allows you to transport voices, and when you spread voices, you can start conversation. And when you start conversation, you can create change.

Thank you for your time,