Lauren French - Lauren French: San Diego Journalist

My Work

Resume

Blog Posts

JMS 430 Story Project

Final Project Essay

Contact

Hello everyone! Welcome to my website!

Welcome!

This is a compilation of my published work!

My Work 

My Resume

This is my collection of blog posts for my JMS 430: Digital Journalism class.

My Blog Posts

Lauren is a journalism major at SDSU. She has taken numerous journalism and media classes, along with sociology classes for her minor. She is a tutor and mentor for SDSU's LING420 classes, and has written articles about the CSU's budget issues and trans rights. Her goal is to share timely issues and stories to the community and to spread knowledge and information.

Lauren French

Student Journalist

About Me

Blog Post 1 - Published on 9/10/2025Hi everyone! Welcome to my website! This site will act as a portfolio of my work for the class JMS430 at SDSU. I will be creating and writing blog posts discussing class concepts and ideas, as well as posting the stories I write throughout the semester.I am very excited to dig deep into the digital aspect of journalism by using this website for my work! I am most excited for my big, evergreen story due at the end of the semester! I aspire to really get my hands dirty in both my classes and the Daily Aztec this year, as it will be my last as an undergraduate.If you have any questions, feel free to contact me. I hope you enjoy my writing!Blog Post 2 - Published on 10/08/2025So far in this class, I feel as though I've learned a lot about the importance of the internet in journalism today. Even now, I'm creating a website to showcase my work to future professors and employers as using the internet to our advantage is critical in today's world of news.Online content is the new normal for reporters. We must adapt our styles and the ways in which we get information in this digital world. Artificial Intelligence is now a tool we can use to help us gather information, brainstorm, analyze data, and all of this cuts costs compared to hiring humans. This new world is very different from what we grew up with.This course, however, is teaching me how I can use these digital tools to help me succeed in my writing and reporting. How to write for digital platforms, how to differ AI from reality, the essence of blogging and the importance of newsletters all are contributing to how I am progressing my skills.I'm excited to learn more about this digital world and how I can better myself through it.Blog Post 3 - Published on 12/12/2025As I am wrapping up this semester and reflecting back on the work I've done in this class, I can say that I have learned so many new digital skills that I can use beyond both this class and college.From learning how to visualize data through maps and infographics, to copyediting, mobile journalism and social storytelling, this course had given me the necessary tools and skills to navigate journalism online.One of my favorite things we did this semester was learn how to create infographics. I created 2 in-depth infographics for my final project story using Canva, and I had a lot of fun developing those into an effective data visualization for my readers. This is a skill I will definitely be using in the future. I also really enjoyed learning about social storytelling, or how we can use social media conversations to tell a story. For this assignment, I talked about the government shutdown that recently took place. I was able to tell a story about the people directly affected by the shutdown by looking at both news stories and social media to help me curate the conversation. One other aspect of the class that I'm glad was included was the section about newsletters, as I've seen multiple job openings for newsletter writers. It was a cool experience to subscribe and monitor different newsletters and analyze their attributes - what makes them concise and well-done. I loved seeing what stories and topics are considered the most important to have in the newsletters. We also got to create this website - something that I've never done before but now feel confident enough to maintain my own website for my journalistic work. Overall, I am utterly grateful for what this class has taught me. It has made me a better journalist and will only continue to help me in my future career. To my professor - thank you for everything this semester!

Blog Posts 

JMS 430 - Final Project Essay

Contact Lauren French

Providing flexible and professional freelance writing services tailored to various media outlets and publications.

Woman's hand on a laptop keyboard shot from overhead. Her other hand holds a pen writing in a notebook.

Freelance Writing

Thorough and well-researched investigative pieces uncovering important issues and informing the public.

Investigative Reporting

Thought-provoking editorials and opinion pieces reflecting expert analysis and perspective on current events.

Editorial Content

Hi! This is my portfolio of my past work from my SDSU classes.

My Portfolio of Class Assignments 

This is where my articles for the Daily Aztec will be when they are published. As of now, I don't have any published work in the DA, but it will be coming soon!

The Daily Aztec Work - Coming Soon !

This is where you can find my old work from my high school newspaper. These articles were written in 2020-2021.

CVHS Articles

<h4>College students and birth control: How students choosing and accessing contraceptives on San Diego campuses</h4>By Lauren French&nbsp;San Diego State University sophomore Olivia De Lisser Barata began her birth control journey in early high school because of her painful periods.&nbsp;“It was a nightmare, actually,” De Lisser Barata said. “The thing I remember most was how much I hated getting my period, so the main reason I started wasn't because I was sexually active.”De Lisser Barata explained how she faced a lack of resources and support when finding which birth control would be best for her. Her family encouraged her to get the intrauterine device, or IUD, a <a target="_blank" rel="noopener noreferrer nofollow" href="https://www.plannedparenthood.org/learn/birth-control/iud">long-acting birth control device</a> that is inserted directly into the uterus.&nbsp;For De Lisser Barata, the insertion attempt was excruciating.&nbsp;“That experience was just really horrific,” said De Lisser Barata. “I didn’t even get the IUD in the end because it didn’t work. I was just in all that pain for so long.”&nbsp;De Lisser Barata’s experience reflects a broader issue that many college women face: despite having access to campus health services, students often feel underinformed, stigmatized or confused about their options, especially as national politics intensify fears about reproductive rights.&nbsp;<a target="_blank" rel="noopener noreferrer nofollow" href="https://www.kff.org/womens-health-policy/contraception-in-the-united-states-a-closer-look-at-experiences-preferences-and-coverage/">In a study conducted by Brittni Frederiksen and her colleagues</a>, it was found that only 30% of the women surveyed said they received all of the information needed before choosing their birth control method. The majority of women of reproductive age don’t feel informed enough when making these health decisions.&nbsp;SDSU Student Health Services Interim Director Tanushree Ghosh explained that despite constant outreach and promotion, many people still don’t know the extent of services available to students on campus.&nbsp;“Unfortunately, sometimes I find that someone will come in as a senior, and they have no idea that we’ve been here the entire four years that they’ve been there,” Ghosh said.&nbsp;Birth control is not just for pregnancy prevention&nbsp;Since the overturn of <a target="_blank" rel="noopener noreferrer nofollow" href="https://supreme.justia.com/cases/federal/us/410/113/">Roe v. Wade</a>, a landmark case that established federal abortion rights, women across the nation have been weary about their reproductive health. Stigma against abortion, women and sex play critical roles in why college students struggle when finding and choosing a birth control method.&nbsp;For many students, birth control isn’t about preventing pregnancy; it’s about managing acne or controlling painful menstrual cycles.&nbsp;Selennah Sianez, an SDSU senior, discussed how she started looking for birth control last year because of her acne.&nbsp;“I started looking for it because I had really severe acne,” Sianez said.&nbsp;Sianez’s experience isn’t unique. De Lisser Barata tried a few other forms of birth control after trying the IUD, including the ring and the pills, but none of them fully worked to get rid of her painful period.&nbsp;“I tried a couple and they either made me get my period for way longer or they made me spot a lot,” she said. “I would go off them because I was tired of taking these pills that weren't helping me at all.”&nbsp;The information gap&nbsp;Both a lack of information and misinformation are some of the biggest frustrations among choosing a birth control method.&nbsp;“My family always made it seem like it was a scary thing,” Sianez said.She had done her own research by browsing TikTok and asking friends who are on birth control what their experiences were like.&nbsp;“I remember when I was first looking into my birth control, I had thought about getting the shot on your arm,” Sianez said. “When I did research the shot, it looked so painful. So I’m like, ‘Okay, good thing I researched that’ because I cannot imagine just showing up and them being like ‘Okay, we’re gonna numb your arm and then we’re gonna shoot it.’”&nbsp;De Lisser Barata expressed the same struggle, as she was only 15 when she tried to get the IUD.&nbsp;“I’ve never gotten an IUD before. How was I supposed to know that I needed to ask specific questions to get these specific answers,” De Lisser Barata said. “I feel like (the pain) is something that should’ve been communicated previously.”Barriers to access&nbsp;College students have to face a difficult endeavor in accessing these resources as most college-aged women are considered adults and over the age of 18, meaning they usually have to make these decisions and pay for their services on their own.&nbsp;“I get my prescription at CVS off campus because if I get it on campus, then I have to pay a $7 copay every single time I pick it up,” Sianez said, discussing the struggle of accessing birth control as a college student.&nbsp;Student Health Services at SDSU operates on a student-fee model; meaning that health services like consultations, lab tests and x-rays are free for students after tuition is paid, as there is a health services fee added to SDSU students’ tuition. SDSU Student Health Services does not bill insurance for on-campus visits, but students can use their insurance at outside pharmacies if they prefer, according to Ghosh.&nbsp;&nbsp;Ghosh explained that SDSU’s Student Health Services also provides eligible students with a free-to-enroll program, <a target="_blank" rel="noopener noreferrer nofollow" href="https://sacd.sdsu.edu/health-promotion/healthier-you/family-pact">Family PACT</a>. This program covers the costs of any gynecological services one may need from the campus health center, including birth control, STI testing and other reproductive health care services.&nbsp;While SDSU’s student health services provide many attainable and free health services to students, many women are uninformed or scared to access these services available on campus.&nbsp;“Even when I talked to my doctor about it, I felt ashamed,” Sianez said. She described how she felt the stigma that many young women feel when trying to learn about birth control, even from medical professionals.&nbsp;A changing political landscape&nbsp;These personal struggles are unfolding against a shifting national landscape that has made many students fear their current options may not last. The current government administration in the U.S. perpetuates rhetoric and language that ultimately makes these decisions and ability to access female contraception much more difficult than previous administrations.&nbsp; In July of this year, President Donald Trump<a target="_blank" rel="noopener noreferrer nofollow" href="https://www.plannedparenthoodaction.org/community-action-fund-planned-parenthood-orange-and-san-bernardi/get-involved/defunding"> signed the One Big Beautiful Bill Act</a> into law, defunding Planned Parenthood and significantly cutting Medicaid funding. While Planned Parenthood challenged this law and a federal judge temporarily blocked the measure, ordering that Medicaid payments continue until the case is determined.&nbsp;Other proposed legislation, including a<a target="_blank" rel="noopener noreferrer nofollow" href="https://www.oklahoman.com/story/news/2024/02/15/oklahoma-abortion-law-kevin-west-bill-creates-database-women/72613836007/"> bill proposed last year in Oklahoma</a>, had vague language concerning the banning of IUDs and emergency contraception methods, such as the Plan B pill, added to the sense of uncertainty among young women.&nbsp;For De Lisser Barata, these fears are motivating. She explained that she has an appointment later this month to get the IUD again.&nbsp;“The reason I’m trying to get the IUD again is because I have a little bit of a fear that it might not be accessible,” De Lisser Barata said. “Everything is going downhill really fast.”&nbsp;Sianez said the broader stigma around women’s health remains frustrating.&nbsp;“Overall it’s just disappointing because why am I being shamed at 17, 18, 19 years old because I’m experiencing what every single male has been experiencing since 15,” Sianez said. “I just wish we would fund it. It’s literally healthcare.”&nbsp;Ghosh encourages any SDSU students with questions to call Student Health Services at (619) 594-4325, and to take advantage of the services available to them.&nbsp;&nbsp;Published on 12/12/2025

Synopsis&nbsp;Over the course of this semester, this class has taught me many elements of digital media and how to use these tools to my advantage. From blogs, newsletters, social storytelling, mobile journalism, to how to write captions and how to analyze data online; this course has led me to becoming a better digital journalist.&nbsp;Developing the StoryWhen I began developing my story, I started with a completely different story pitch than what I ended up writing about. I initially wanted to write my final project about graduates and their struggles to find work in their respective fields in the midst of today’s job market. However, after struggling with sources, I decided to switch up my idea to another story pitch I gave at the beginning of the semester: how college students access and choose birth control.When I began developing my new idea, I kept many ethical standards in mind; such as keeping my perspective out of my writing, asking for consent to record my interviews, and being transparent with my sources about my story topic.&nbsp;Some challenges I faced in my development have to do with sources. I reached out to many places of interest, one specifically being Planned Parenthood. I really wanted to get their insights on college students coming in for birth control, but I instead was able to talk to a pediatrician at SDSU’s Student Health Center who gave some great insight into what kind of services are offered here on campus. Another challenge I came across was navigating the structure of my story. I had a lot I wanted to say, but I had a hard time creating smooth transitions between topics. I was able to add subheadings to my story that structured it just the way I wanted it to.&nbsp;Opportunities that I gained while working on this story include interviewing students about how birth control has affected their lives, talking to someone who gives these kinds of services out, and I learned how to make effective infographics with information I gathered and analyzed.&nbsp;Digital Media ExperienceI am honestly very grateful for all of the experience this class has given me. Before this course, I understood the importance of digital journalism, but not how to navigate it myself as a writer. After learning about topics such as Artificial Intelligence, blogging, newsletters, readability, usability, mobile journalism, social storytelling and copyediting, I feel as though I have gained the necessary skills to continue being a journalist in this digital age of media.&nbsp;Throughout the course, we gathered and analyzed data in a few different ways. The most enjoyable and interesting way we did this was our data visualization through Google Maps and our infographics. I had never used location data before as a tool in my journalistic writing, so learning how to gather location data and present it on a map for my viewers to understand in an effective way was very impactful for me. We also learned how to create an infographic using data that we gathered. I think creating these infographics became more fun as I went, as once I got the hang of it, I was able to really create a presentation of data for my story project that was easy for a reader to understand.&nbsp;I am also very grateful for all of the digital media tools that we were able to work with this semester, including Google Maps, AI sites, and Google Analytics. I was able to increase my experience using AI tools and learn how to use them more effectively and to my advantage. I am glad that we talked about how to fact-check AI as well. I am also excited to say that I am certified in using Google Analytics, thanks to this course!&nbsp;Like I said before, my most enjoyable experience from this class was being able to have great interviews with students my age about their experiences using birth control. I also really enjoyed making my story infographics. I am very happy with the way both my story and my digital media pieces turned out for this final project. This class has given me skills that I will use for the rest of my career as a journalist.