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 CONTENTS

Preface ......................................................................................... xv
SECTION I THE TOOLS OF JOURNALISM ........................................................ 1
Chapter 1 JOURNALISM TODAY...................................................................... 3
The Journalism Profession ............................................................3
Technology and Journalism ....................................................... 4
More News from More Sources .....................................................5
The News as a Business ................................................................6
What Does It Take to Be a Successful Journalist? .......................7
Journalism Terms ...................................................................... 9
Journalism Style .......................................................................... 10
The Writing Coach: The “N.E.R.D.” Factor
in Getting a Job................................................ 11
Chapter 2 SELECTING AND REPORTING THE NEWS ..................................12
News Characteristics and News Elements ................................. 13
Types of News: Hard News and Soft News.................................. 17
Applying The Elements of News .............................................. 18
The Concept of Objectivity ............................................................ 18
Public Journalism .....................................................................19
What Is Not Newsworthy? ............................................................ 19
Questions for Evaluating News ................................................ 20
The Importance of Accuracy ........................................................20
Reporter’s Guide to Accuracy .................................................. 23
Guest Columnist: Why I Stayed at a
Small-Town Newspaper ................................. 23
Exercises ...................................................................................... 25
Chapter 3 NEWSWRITING STYLE ................................................................. 27
Simplify Words, Sentences and Paragraphs ............................... 27
The Tone of News ..................................................................... 28
Combining Long and Short Sentences .................................... 29

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A Sample of Prize-Winning Writing ......................................... 30

One Sentence, One Idea ........................................................... 30
Eliminate Unnecessary Words ..................................................... 31
Examples of Wasted Words ..................................................... 31
Repetitive Phrases ................................................................... 31
When One Word Will Do ........................................................... 32
Quiz ............................................................................................... 32
Remain Objective ..........................................................................33
Respecting Diversity ....................................................................33
Effective Use of Pronouns ........................................................ 35
Reporter’s Guide to Newswriting Style ................................... 36
Don’t Write Like This ................................................................ 36
Exercises ...................................................................................... 37
Chapter 4 THE LANGUAGE OF NEWS ..........................................................45
The Effectiveness of Words..........................................................45
Mastering Grammar .....................................................................46
Basic Sentence Structure ............................................................46
Parts of Speech ........................................................................ 46
Common Grammatical Errors ..................................................... 51
Spelling ......................................................................................... 57
Punctuation .................................................................................. 57
Writing Like a Pro ......................................................................... 57
Punctuation Marks ...................................................................58
Problems to Avoid ........................................................................60
The Writing Coach: Become a Power Lifter
When Picking Verbs ........................................61
Complete the Cliché ................................................................. 62
Reporter’s Guide to the Language of News ............................. 69
Exercises ...................................................................................... 70
SECTION II THE LAW AND ETHICS OF JOURNALISM.................................... 77
Chapter 5 LIBEL, PRIVACY, AND NEWSGATHERING ISSUES ...................... 79
Libel ..............................................................................................80
Elements of Libel Defined ........................................................ 81
Evidence of Actual Malice ........................................................85
Steps for Avoiding Libel Suits .................................................. 89
Privacy ..........................................................................................89
The Elements of Intrusion ........................................................ 90
The Elements of Publicity to Private Facts ..............................91
The Elements of False Light .................................................... 92
The Elements of Appropriation ................................................ 93
Newsgathering Issues..................................................................93
Tips for Covering News Scenes ............................................... 95

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 C ON T EN T S ix

Nine Categories of Records Exempt Under FOIA .................... 96

Bar-Press Guidelines ............................................................... 98
Exercises ..................................................................................... 101
Chapter 6 ETHICS ........................................................................................ 104
Ethical Decision Making ............................................................. 104
News Media Credibility ...........................................................105
Two Sets of Guiding Questions ................................................105
Six Guides to Ethical Decisions ...............................................106
Ethics Matters ............................................................................ 106
Ethics Issues Regarding Conduct .............................................. 106
Guest Columnist: How to Get Information Out
of Sources Without Cozying Up ................... 108
Ethics Issues Regarding Content ............................................... 114
The Writing Coach: Journalists Should Understand:
Victims Face Wall of Grief ............................. 116
Codes of Ethics ........................................................................... 121
Reporter’s Guide to Media Credibility .....................................122
Exercises .....................................................................................123
SECTION III THE BASIC SKILLS OF JOURNALISM......................................... 131
Chapter 7 BASIC NEWS LEADS ...................................................................133
Prewriting ................................................................................... 133
The News Lead ........................................................................... 135
Sentence Structure in Leads ..................................................... 138
The Writing Coach: Oh Where, Oh Where Does
the Time Element Go? ...................................139
Guidelines for Writing Effective Leads ...................................... 140
Avoiding Some Common Errors ................................................ 146
Reporter’s Guide to Writing Leads.......................................... 151
Exercises .....................................................................................152
Chapter 8 ALTERNATIVE LEADS .................................................................164
Criticisms.................................................................................... 168
Types of Alternative Leads ......................................................... 169
Using Questions.......................................................................... 172
Exercises .....................................................................................177
Chapter 9 THE BODY OF A NEWS STORY .................................................... 181
The Inverted-Pyramid Style ....................................................... 181
The Writing Coach: How to Find the Right
Endings to Stories .........................................189
The Hourglass Style ................................................................... 190
The Focus Style .......................................................................... 192
The Narrative Style .................................................................... 194
Using Transitions ........................................................................ 198

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Explain the Unfamiliar ............................................................... 199

Three Ways to Explain the Unfamiliar ....................................199
The Importance of Examples ..................................................... 201
The Use of Description ............................................................... 201
Describing the Aftermath of Hurricane Katrina .................... 202
The Need to Be Fair ....................................................................203
The Final Step: Edit Your Story ..................................................203
Reporter’s Guide to Writing News Stories ............................. 204
Exercises .................................................................................... 205
Chapter 10 QUOTATIONS AND ATTRIBUTION ...............................................210
Quotations................................................................................... 211
Types of Quotations ................................................................. 211
Best Reasons for Using Direct Quotations ............................. 211
When Sources Seek Quote Approval ......................................213
Defamatory Quotation Marks ..................................................215
Blending Quotations and Narrative ........................................... 215
Attribution................................................................................... 219
The Writing Coach: Do You Use Said Enough? ....................... 225
How to Identify Sources ......................................................... 225
Guidelines for Using Anonymous Sources ............................ 226
Reporter’s Guide to Quotations and Attribution .................... 227
Exercises .................................................................................... 228
Chapter 11 INTERVIEWING ........................................................................... 233
Preparing for the Interview ........................................................234
Steps in Preparing for an Interview ....................................... 235
Advantages of Thorough Research Before an Interview ...... 236
Preparation Helped FBI Interrogate al-Qaida Suspects ....... 237
Questions for Eliciting Anecdotes and Quotations ................ 238
Questions for Personality Profiles......................................... 238
Conducting the Interview ...........................................................238
Interview Traps to Avoid ......................................................... 240
Guest Columnist: Interviewing Three People
About a Deadly Accident .............................. 242
Approaches to Asking Difficult Questions ............................. 243
Seeking Details to Uncover Terrorism .................................. 244
Telephone and Email Etiquette .............................................. 244
Writing the Interview Story ........................................................246
Reporter’s Guide to Interviewing ........................................... 247
Exercises .................................................................................... 248
Chapter 12 WRITING FOR RADIO AND TV NEWS ........................................ 253
Comparing Broadcast and Print Copy ................................... 254
Story Structure ........................................................................... 255

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Leads .......................................................................................... 255

Four Common Broadcast Leads ............................................ 256
The Body of a Story .................................................................... 256
Updating Broadcast News Stories ............................................. 256
Structures for Broadcast Stories .......................................... 257
Guidelines for Copy Preparation ................................................ 257
Examples of Updated Leads .................................................. 258
Sources for Broadcast News ..................................................... 260
Broadcast Interviewing .............................................................. 261
The Newsroom ........................................................................... 261
Writing for Your Listener ........................................................ 262
Writing for Your Announcer.................................................... 264
Reporter’s Guide to Radio and TV News Writing Style .......... 265
Exercises .................................................................................... 266
Chapter 13 DIGITAL MEDIA: ONLINE, MOBILE AND SOCIAL MEDIA .......... 270
Linear vs. Nonlinear Writing ...................................................... 271
Elements of the Story Package .................................................. 275
Blogging and Digital Media ........................................................ 277
The Writing Coach: Be Social, but Understand
the Dangers of Networking...........................281
Reporter’s Guide to Writing for Digital Media........................ 283
Exercises .................................................................................... 284
Chapter 14 VISUAL JOURNALISM ................................................................ 285
The Roots of Visual Journalism .................................................285
Visual Journalism Today ............................................................288
Code of Ethics ......................................................................... 290
The Digital News Package ......................................................... 291
Technology You Will Need ..........................................................298
Reporter’s Guide to Visual Journalism ..................................300
SECTION IV APPLYING THE SKILLS OF JOURNALISM ................................. 301
Chapter 15 SPEECHES AND MEETINGS....................................................... 303
Advance Stories ..........................................................................304
Covering the Speech or Meeting ................................................304
Common Steps for Covering Speeches or Meetings ............. 305
Follow Stories ............................................................................. 305
The Writing Coach: The Expectations of Public
Officials Toward Journalists ........................308
Internet Brings Pornography to Children ............................... 311
Vary the Location of Attribution ..............................................313
Remember Your Readers ........................................................... 313
Adding Color ............................................................................... 314

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 xii Contents

Reporter’s Guide to Reporting Speeches

and Meetings .................................................316
Exercises .....................................................................................317
Chapter 16 BRIGHTS, FOLLOW-UPS, ROUNDUPS,
SIDEBARS AND OBITUARIES..................................................... 329
Brights ........................................................................................ 329
Follow-ups .................................................................................. 331
Roundups ....................................................................................333
Sidebars ......................................................................................334
Obituaries ...................................................................................336
Types of Death Reports .......................................................... 336
Sample Death or Funeral Notice ........................................... 337
Information Included in Biographical Obituaries .................. 337
Reporter’s Guide to Writing Brights, Follow-ups,
Roundups, Sidebars and Obituaries ............340
Exercises .....................................................................................341
Chapter 17 FEATURE STORIES .....................................................................348
Finding Story Ideas and Gathering Information ........................348
Universal Needs: A Tool for Identifying
Feature Stories ............................................ 349
Parts of Feature Stories............................................................. 350
Remembering 9/11 .................................................................. 350
Finding an Ending ................................................................... 352
Types of Feature Stories ............................................................ 352
Reporter’s Guide to Features ................................................. 359
Exercises .................................................................................... 360
Chapter 18 PUBLIC AFFAIRS REPORTING ................................................... 365
Qualities of a Public Affairs Reporter .................................... 366
Crime and Accidents .................................................................. 366
Guest Columnist: Developing Sources on
the Police Beat ............................................. 368
Key Police Documents ........................................................... 369
Elements of Crime Stories ......................................................371
Local Government ...................................................................... 373
Guest Columnist: Journalists Deliver the
Information the Public Needs ...................... 375
Local Government Documents .............................................. 378
Examples of School Records Open to the Public .................. 379
Courts .........................................................................................380
Reporter’s Guide to Public Affairs Reporting ........................ 386
A Note About This Chapter’s Exercises ..................................... 387
Exercises ....................................................................................388

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Chapter 19 INTRODUCTION TO INVESTIGATIVE REPORTING ..................... 401

Investigative Reporting in American Journalism ......................402
What Is Investigative Reporting?................................................403
Whom and What to Investigate ..................................................404
Guest Columnist: Developing Investigative
Story Ideas ...................................................405
Developing an Investigative Story ..............................................406
Three Types of Documents .....................................................410
The Investigative Interview ........................................................ 412
Writing the Investigative Story ................................................... 412
Using Technology in Investigative Reporting ............................. 414
Ethical Issues in Investigative Reporting ................................... 418
Reporter’s Guide to Investigative Reporting .......................... 420
Chapter 20 JOURNALISM AND PUBLIC RELATIONS ................................... 421
What Is Public Relations?........................................................... 421
Becoming a Public Relations Practitioner.................................423
Working With News Media ......................................................... 424
Tips for Effective News Releases .............................................. 424
Types of News Releases......................................................... 425
From the Journalist’s Perspective: Working with
Press Releases........................................................................... 426
The No. 1 Problem: Lack of Newsworthiness ........................... 427
Focusing on the News ................................................................ 428
Tightening the Writing ................................................................ 429
The No. 2 Problem: Lack of Objectivity ..................................... 429
Eliminating Puffery ....................................................................430
Other Problems with News Releases ........................................430
Reporter’s Guide to Public Relations ..................................... 432
Exercises ....................................................................................433
Appendix A City Directory.............................................................................. 439
Appendix B Rules for Forming Possessives ................................................. 455
Appendix C Answer Keys ............................................................................... 459
Credit Lines ................................................................................ 469
Index ............................................................................................471

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 PREFACE

T
he numbers for The New York Times reflect the situation for many U.S.
newspapers in the 21st century. The average daily circulation for the print
edition of The Times is about 730,000. But another 1,133,000 read The
Times online, for a total daily circulation of about 1,865,000. That reflects
an increase in total readership over previous years. But online circulation is less
lucrative than print circulation. During a recent three-month period, The Times
brought in $159 million in advertising revenue, but only $38 million—less than
24 percent—came from digital advertising. In fact, The Times now brings in
more revenue from circulation than from advertising, a reversal of the pattern
that had prevailed in the news business since the late 19th century.
The readership and revenue numbers for The Times and for most other news
organizations reflect a changing industry. More and more Americans turn to dig-
ital devices—computers, tablets, smartphones—for news. But in the digital world,
advertisers are less dependent on traditional news and entertainment media for
access to the consumers they want to attract.
As the news business has changed, so have the expectations for the men and
women starting careers in journalism. Journalism schools and departments are
rethinking their curriculums as they try to figure out what sets of skills will best
prepare their graduates to find and hold jobs. At some schools, students are learn-
ing how to write HTML code, tell stories visually, develop and manage databases
and even design video games. Other schools want students to become proficient
in multiple skills, such as shooting still and video images and creating webpages,
as well as the more traditional journalistic skills. A few schools have closed their
journalism programs or merged them with other departments and majors.
At the same time, however, news editors and producers who hire journalism
graduates want employees with solid skills in the core of writing, editing and re-
searching. They want journalists who can think critically to evaluate information
and work in teams to develop and present stories to readers and viewers.
Just as the news business has been changing and as journalism education
has been changing, this textbook has been changing, too. We have added chap-
ters on such things as writing for digital media and visual journalism. At the
same time, however, we remain committed to emphasizing the basic skills of
journalism, skills that will be demanded of all journalists, no matter whether
they are writing for a traditional newspaper, a television station, an online news
organization, a blog or a public relations organization. Every journalist must be xv

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 xvi Preface

able to write clearly and correctly and make complicated issues understandable
and interesting.
The function of journalism that sets it apart from other jobs and businesses
involved with communication is its role in providing citizens in a democracy with
the information they need to govern their society. As James Madison said nearly
190 years ago, “Popular government without popular information, or the means
of acquiring it, is but a prologue to a farce or a tragedy or perhaps both. Knowl-
edge will forever govern ignorance. And a people who mean to be their own gov-
ernors must arm themselves with the power that knowledge gives.”
Self-government in the 21st century requires citizens to confront such issues
as health care, global warming, criminal justice, economic stability, interna-
tional trade, war and diplomacy. The catalogue of issues is long and daunting. If
citizens are going to be able to make sound decisions about these issues, they
need reliable information. And most citizens will get the bulk of their informa-
tion from journalists. The journalists who are best able to provide that informa-
tion will be ones who have a broad understanding of how society works and the
ability to explain the issues and how they affect citizens in an understandable
and interesting manner.
Successful reporters possess two traits:

1. They are engaged in the world around them.

2. They are articulate.

Being engaged in the world means reporters have a high degree of curiosity
about their beats and life in general and they feel empathy for the people who are
the subjects of their stories. Curiosity helps reporters see story ideas in almost
everything around them and develop the stories assigned to them.

● Many communities have charter schools, which are supported with tax
money but exempt from some of the requirements placed on public schools.
Do students in charter schools perform as well as students in ordinary public
schools? Do charter schools enroll the same proportion of students with dis-
abilities or students whose native language is not English as public schools?
● Civil forfeiture laws allow states to confiscate money and property obtained
illegally, as through the sale of illegal drugs, and use the money to finance law
enforcement. What do state and local governments do with the money and
property they confiscate? Are the people whose property is confiscated always
convicted of crimes?
● States offer tax incentives to lure businesses so as to provide more jobs for
their citizens. What businesses are getting these tax incentives? How much
do they cost and how many jobs do they create?

These are just a few examples of the kinds of questions and the kinds of stories
journalists can generate if they have curiosity. Reporters must constantly ask
about the details of their beats, even when they have no expectation the answers
will lead to stories. No reporter can predict what tidbit of information may help
unravel a great story. But even the information that yields no story might help the
reporter understand and explain events to readers and viewers.

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 PREFA CE xvii

Being engaged also means having empathy for the sources and subjects of news
stories. People in the news often confront highly emotional situations. The sources
and subjects may be victims of crime or the relatives of a victim; they may be
people who have lost loved ones in a plane crash; they may be athletes who have
just suffered a defeat; or they may be community residents worried about how a
proposed development might affect their lives and their property. A story about a
knife attack by a male employee on a female supervisor is not just an antiseptic
crime story or an exercise in deductive logic. It is a story about anger, frustration,
betrayal, terror and humiliation. A reporter who cannot empathize with the
people involved cannot truly understand their experiences or tell their stories.
The ability to empathize does not require reporters to abandon objectivity and
impartiality. Empathy differs from sympathy. Sympathy requires one to have the
same feelings as another or to achieve a mutual understanding with another. Em-
pathy involves projecting one’s personality into that of another so as to under-
stand the other person better. Reporters who have empathy for others can
understand them without embracing or approving their emotions. Empathy is
consistent with objectivity; it also is indispensable for producing a truly objective
and thorough story. If reporters cannot understand the emotional states of the
people they write about or assess the emotional changes events inflict on sources,
they will fail to report the full story.
Curiosity and empathy enable reporters to get the who, what, when, where,
why and how of a story. Putting those elements into a coherent, interesting and
readable story requires that reporters be articulate, which combines at least two
skills. One is the ability to use words effectively, to select the appropriate words
and use them correctly and to arrange them in sentences that are grammatically
correct and properly punctuated. The other skill is the ability to organize the ele-
ments of the story—the facts, the quotations and the anecdotes—in a manner that
is captivating, informative and dramatic.
Reporters who understand grammar and diction can construct sentences that
are clear and precise. The following sentences contain the same words but mean
different things, simply because one word is in a different location:

She kissed only him on the lips.

She kissed him only on the lips.

A skillful writer understands that in the first sentence, “only” limits whom she
kissed, and in the second sentence, it limits where she kissed.
A skillful writer also knows that one of these sentences accuses the subject of
a crime:

Wanda sent her husband Bob to the store.

Wanda sent her husband, Bob, to the store.

The first sentence uses “Bob” as an essential modifier of “husband,” meaning that
Wanda has more than one husband and the one she sent to the store is Bob. The
sentence implies Wanda has committed the crime of bigamy. The second sen-
tence, because it uses commas before and after “Bob,” makes it clear that Wanda
has only one husband, and his name is Bob.

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 xviii Preface

The ability to construct clear, correct sentences is fundamental. But a news

story may contain nothing but clear, correct sentences and still be impossible to
read because the writer has failed to organize the material. Readers crave organi-
zation; if they do not find it, they stop reading. A story that jumps from one topic
to another and back to the first without any sense of direction will confuse read-
ers and drive them elsewhere for information. Reporters need to know how to
organize information so its significance and drama become clear.
All of the skills one needs to become a great reporter—curiosity, empathy, a
knowledge of grammar and the ability to organize stories—are skills a student
can learn. Some students may learn them more easily than others, or some may
develop one set of skills more than the others. But anybody who can handle
college-level course work can cultivate the skills a professional reporter needs.
The 11th edition of this textbook offers many features—some new to this edition—
to help students master the skills of news reporting.

NEW FEATURES IN THE ELEVENTH EDITION

As with the previous editions of this textbook, the 11th edition contains several
changes. It also adheres to the approach and practice Fred Fedler developed
when he created this textbook nearly 40 years ago. The co-authors who have
taken over much of the responsibility for this book hope longtime users will be
comfortable with it and new users will find it attractive.
Although the 11th edition contains hundreds of changes, some major ones are
worth noting:

● Foremost is the change in title to “Writing and Reporting for the Media”
from “Reporting for the Media.” We think the new title accurately reflects
the objectives of the book for developing the abilities of journalism student
to gather and evaluate information and to present it in a clear and interest-
ing manner.
● The book contains two entirely new chapters. Chapter 14, “Visual Journal-
ism,” explains the basics of what journalists entering today’s job market will
have to do to create video and audio content, incorporating it in news stories
for delivery over the Web. Chapter 19, “Introduction to Investigative Report-
ing,” explores how to begin developing skills in an essential aspect of Ameri-
can journalism. The chapter on investigative reporting replaces the old
“Advanced Reporting” chapter.
● The chapter on grammar and spelling has been revised and combined with
Chapter 4, “The Language of News.” The discussion of the parts of speech has
been greatly condensed while the treatment of basic grammatical errors has
been expanded.
● The chapter “Selecting and Reporting the News” has been moved earlier in
the book. The discussion of news judgment was considered so basic to a
newswriting and reporting class that it should come as early as possible in
the book.
● The book contains many more visual elements. The number of photographs,
information graphics and cartoons has been greatly expanded, and many
of those visual elements are in full color.

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● The text for nearly every chapter has been revised and rearranged to create
more entry points to the text and break up the long columns of gray type. A
number of sidebars have been created for most chapters. Often these sidebars
have information that was in the text previously but which seemed to inter-
rupt the flow of the presentation of major ideas. In other cases, the sidebars
have information that is new to the book.
● The text is shorter by nearly 20 percent. Every chapter has been trimmed.
This keeps the text more tightly focused on key concepts and helps lower the
cost of the book so it remains affordable for students.
● The Web presence (www.oup.com/us/bender) for the book has been
expanded. The website, which is password protected so that only instructors
and students will have access, includes many new and old exercises. Some
of the exercises are self-graded so that instructors can have their students
complete them online and then download the scores to their computers or
to course management software.
● The summary of the AP Stylebook is being published as a separate pamphlet
and packaged with the textbook. This was a late addition to the 10th edition,
but it proved popular and will be retained for this and future editions.
● New and updated examples have been added throughout the book. Many deal
with news events that have occurred since the writing of the 10th edition,
such as the Boston Marathon bombing and the shootings at Sandy Hook Ele-
mentary School in Connecticut.
● New columns have been written specifically for this book. Paula Lavigne, an
investigative reporter for ESPN, has written a column on developing story
ideas, and Andrew Nelson, a reporter with the Omaha (Neb.) World-Herald,
offers some tips on covering the police beat. The book retains a number of
columns on writing by Joe Hight, editor of the Colorado Springs (Colo.)
Gazette, and columns on reporting by Don Stacom of the Hartford (Conn.)
Courant. New photographs and illustrations have been added, some to
chapters that had no illustrations in the past.

OTHER FEATURES OF INTEREST

Answer Keys
Some students want more practice after they have read the chapters and worked on
their exercises. They can complete the extra exercises marked “Answer Key Provided,”
then correct their own work. The answers to those exercises appear in Appendix C.

Appendices
“Writing and Reporting for the Media” provides three appendices: (A) a city di-
rectory, (B) rules for forming possessives and (C) answer keys for some exercises.

Reporter’s Guides
Most chapters end with reporter’s guides (e.g., “Reporter’s Guide to Accuracy” in
Chapter 2) that summarize the major points covered in the chapter and help

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 xx Preface

students’ writing assignments based on those chapters to organize their stories

and make sure they are including all important information.

Flexibility
“Writing and Reporting for the Media” is flexible. Teachers can assign the chap-
ters in almost any order. Moreover, the book and website provide enough exer-
cises that instructors can assign their favorites and then assign extra exercises for
students who need more help. Some teachers use the book for two semesters: for
basic and advanced reporting classes. There are enough exercises for both terms.
The book can be used in general media writing classes and those specific to
newswriting and reporting. Still, those who prefer the book’s traditional empha-
sis on the print media can assign the chapters on public relations and writing for
the broadcast media as optional readings.

Hundreds of Examples
“Writing and Reporting for the Media” contains hundreds of examples from the
work of students and professionals. Each new topic or discussion of errors typi-
cally includes examples. Students are also shown how to avoid or correct errors.
Some examples have been written by prize-winning professionals, and stu-
dents can use their stories as models. For instance, examples from The Associated
Press, The New York Times, The Washington Post and several other U.S. newspa-
pers, large and small, illustrate many of the concepts discussed in the text.

Realistic and Often Genuine Exercises

This book contains a multitude of exercises, and teachers can select the ones most
appropriate for their students. Many are real. Chapter 15 (“Speeches and Meet-
ings”) includes President George W. Bush’s speech announcing the end of major
combat operations in Iraq. Chapter 18 includes exercises based on real traffic
accidents, crimes and fires. Exercises in other chapters, although fictionalized,
are drawn from real events.
To add to the realism, many of the exercises contain ethical problems: profan-
ities, sexist comments, the names of rape victims, bloody details and other ma-
terial that many editors would be reluctant to publish. Students completing those
exercises will have to deal with the problems, and their decisions are likely to
provoke class discussion.

Instructor’s Manual
The authors provide a detailed Instructor’s Manual that includes ideas, recom-
mendations, answers and quizzes. The manual’s introductory sections discuss
accuracy, grades, suggested policies and assignments. Those sections are fol-
lowed by sample course outlines and lists of the exercises that contain ethical
dilemmas and sexist remarks. Other sections provide answers for many of the
exercises. The manual also includes tests covering AP style, vocabulary, attribu-
tion and spelling.

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 PREFA CE xxi

Practical Approach
Like previous editions, the 11th edition is concrete, not abstract or theoretical.
Its tone is practical and realistic. Its language is readable: clear, concise, simple
and direct. Because of the book’s realism, students will encounter the types of
problems and assignments they are likely to find after they graduate and begin
entry-level jobs with the media.

Pro Challenge
Several exercises in the chapters about leads and the body of news stories are
subtitled “Pro Challenge.” Professionals have completed the exercises so students
assigned the same exercises can compare their work to that of the professionals.
The professionals’ examples appear in the Instructor’s Manual.

A Single Volume
By combining everything students need in a single volume, “Writing and Report-
ing for the Media” provides a convenient package at a reasonable price. Like ear-
lier editions, the 11th edition includes both the instructions and examples that
students need to learn to write more effectively. It also includes a multitude of
exercises so that students do not have to buy separate workbooks and stylebooks
along with the text.

A NOTE OF THANKS
Journalists are wonderful people: enthusiastic, interesting and helpful. While
working on this book, we wrote to dozens of them. Reporters, photographers and
editors from Portland to Philadelphia, from Miami to New York, answered our
letters and provided advice and samples of their work.
We would especially like to thank the many professionals who have given
us permission to quote their work: Tom Rosenstiel, the executive director of
the American Press Institute; Craig Silverman of the Toronto Star; Steve
Buttry, digital transformation editor of Digital First Media; Sue Hadden,
former editor of the Waynesboro (Pa.) Record Herald; Henry McNulty, owner
of Henry McNulty Communication Services and a former associate editor of
the Hartford (Conn.) Courant; David Cullier, an assistant professor of jour-
nalism at the University of Arizona; Matthew Stibbe, freelance journalist and
CEO of Articulate and Turbine; Roy Peter Clark, senior scholar and vice pres-
ident of the Poynter Institute for Media Studies; Don Fry, an affiliate of the
Poynter Institute for Media Studies; John Mollwitz, formerly of the Milwaukee
Journal-Sentinel, who has worked in almost every newspaper job from paper
boy to copy editor to board of directors member; Andrew J. Nelson, a reporter
for the Omaha (Neb.) World-Herald; Don Stacom, a reporter for the Hartford
(Conn.) Courant; Joe Hight, editor of the Colorado Springs (Colo.) Gazette;
Paula Lavigne, a reporter for ESPN’s Enterprise and Investigative Unit; Jack
Hart, former managing editor of The Oregonian in Portland; Scott Pohl, a
radio news reporter for WKAR in East Lansing, Mich.; Robert Gould, television

00-Bender-FM.indd xxi 27/12/14 1:01 PM

 xxii Preface

journalist and instructor at Michigan State University; and Naomi Creason,

city editor for the Carlisle (Pa.) Sentinel.
Numerous organizations, publications and news services gave us permis-
sion to quote their stories or republish their photographs: Albany (N.Y.) Times
Union, Ann Arbor (Mich.) News, Associated Press, Baltimore Sun, The Boston
Globe, Carlisle (Pa.) Sentinel, Chambersburg (Pa.) Public Opinion, Dallas
Morning News, Detroit News, Gannett News Service, Hagerstown (Md.)
Herald-Mail, Harrisburg (Pa.) Patriot-News, Lansing (Mich.) State Journal,
Los Angeles Times, Maryland Gazette (Glenn Burnie), McClatchy Washington
Bureau, New Orleans Times-Picayune, New York Daily News, New York Post,
The New York Times, Orlando (Fla.) Sentinel, Palm Springs (Calif.) Desert
Sun, Pittsburgh Post-Gazette, Society of Professional Journalists, St. Petersburg
(Fla.) Times, Time, Voice of America News, USA Today, Washington Post,
Washington Times, Waynesboro (Pa.) Record Herald and Westchester (N.Y.)
Journal News.
The following professionals completed the exercises titled “Pro Challenge”:
Naomi Creason of The Sentinel in Carlisle, Pa.; Veronica Daehn of the Omaha
(Neb.) World-Herald; Leah Farr, director of strategic communications for a
nonprofit organization in Harrisburg, Pa.; Ryan Marshall of the Gazette
Newspapers in Montgomery and Prince Georges counties, Md.; Melanie M.
Sidwell of the University of Colorado; Dane Stickney, formerly of the Omaha
(Neb.) World-Herald; Carolyn Swift of The (Easton, Md.) Star Democrat;
Gwen Tietgen, formerly of the Garden City (Kan.) Telegraph; Liz Vargo of
Shippensburg University of Pennsylvania; and Brendan deRoode West of The
Times-Tribune in Scranton, Pa. Their contributions appear in the Instructor’s
Manual.
Additional thanks for reviews and editing go to colleagues Geri Alumit Zeldes,
Michigan State University, and Patricia Mills, independent writing professional
and formerly of Ball State University; and to former students, Serena Carpenter,
Arizona State University; Julie Goldsmith, National Endowment for the Human-
ities; and Nicholas J. Robinson, Michigan State University.
For their insightful comments and useful suggestions during the development
process, thanks go to Berrin Beasley, University of North Florida; Scott Brown,
California State University–Northridge; Deborah Givens, Eastern Kentucky Uni-
versity; Joseph Hayden, University of Memphis; Marian Meyers, Georgia State
University; Neil Nemeth, Purdue University; Elizabeth Skewes, University of
Colorado; Chris Waddle, Jacksonville State University; and Cathy Werblin,
Orange Coast College.
We would also like to thank the staff at Oxford University Press. They have
worked wonders with making the text more visual, colorful, rigorous and
intellectually challenging for instructors and their students. Our thanks go
to Editor Mark Haynes, Editorial Assistant Paul Longo, Editorial Director
Patrick Lynch, Production Editor Marianne Paul, Production Manager Lisa
Grzan, Copywriter Kristin Maffei, Art Director Michele Laseau, Senior De-
signer Bonni Leon-Berman, Designer Colleen Andrews, Marketing Manager
David Jurnman, Marketing Assistant Elizabeth Geist, and Vice President and
Publisher John Challice.

00-Bender-FM.indd xxii 27/12/14 1:01 PM

 PREFA CE xxiii

ABOUT THE AUTHORS

JOHN R. BENDER is a professor in the College of Journalism and Mass Com-
munications at the University of Nebraska–Lincoln. Bender worked for six years
for the Pittsburg (Kan.) Morning Sun, starting as a reporter covering local gov-
ernment and politics. He became the paper’s assignment editor, news editor and
then managing editor. During his term as managing editor, the Morning Sun
won awards for farm coverage, photography and editorial writing. Bender has
taught at the college or university level for 30 years. He was an assistant professor
of journalism at Culver-Stockton College in Canton, Mo., for five years, and he
joined the faculty of the University of Nebraska in 1990. His teaching and re-
search areas include news reporting and writing, communications law, media
history and controls of information. In 2007, he won a College Award for Distin-
guished Teaching, and in 2011, he received UNL’s James A. Lake Award for his
work in promoting academic freedom. He is also a past executive director of the
Nebraska High School Press Association. Bender has held a number of faculty
governance positions at UNL, including president of the Faculty Senate. His
bachelor’s degree is in sociology from Westminster College in Fulton, Mo. He
holds a master’s degree in journalism from the University of Kansas and a doctor-
ate in journalism from the University of Missouri at Columbia.

LUCINDA D. DAVENPORT is the director of the School of Journalism at

Michigan State University, and was recently dean of Graduate Education and
Research for the College of Communication Arts and Sciences. She received the
College of Communication Arts and Sciences Faculty Impact Award and the
Michigan State University Excellence in Teaching Award and developed about
15 different courses. Davenport participates on numerous committees concern-
ing journalism education and has been president of the board of directors for
MSU’s independent student newspaper. Davenport has earned five Top Faculty
AEJMC awards for her research that focuses mainly on newspaper ethics,
computer-assisted reporting and media history. Davenport has worked as a
newspaper reporter, broadcast news director and reporter, public relations prac-
titioner and online news editor. As an undergraduate at Baylor University,
Davenport earned a double major in journalism and radio/TV/film. She earned
a master’s degree in journalism from the University of Iowa and a doctorate in
mass media from Ohio University. Both her thesis and dissertation were firsts
about online news and information.

MICHAEL W. DRAGER is an associate professor in the Department of

Communication/Journalism at Shippensburg University of Pennsylvania. He grad-
uated with a bachelor’s degree in art from Millersville University in Pennsylvania.
While working as a newspaper reporter, Drager earned a master’s degree in com-
munication at Shippensburg University. Drager received his doctorate in mass
media from Michigan State University. As a journalist, Drager has worked as a
reporter, copy editor, editorial writer, columnist and photographer. He has also
worked in public relations as a writer and publications designer. As an educator,
Drager has 27 years of experience in both public and higher education. He has

00-Bender-FM.indd xxiii 27/12/14 1:01 PM

 xxiv Preface

taught courses in news reporting, news editing and design, digital journalism,
public relations writing, photography, photojournalism, magazine design and
media ethics. His research explores the relationship between mass media and
public policy. In addition, he has conducted workshops and seminars on the
relationship between journalism and public institutions. In 2011, Shippensburg
University recognized his commitment to diversity by presenting to him the
Dr. Martin Luther King Jr. Humanitarian Award.

FRED FEDLER taught journalism at the University of Central Florida for 38

years until his retirement in 2008. For 16 years he was the head of the UCF School
of Communication’s Journalism Division. Fedler received his bachelor’s degree
from the University of Wisconsin in Madison and then worked as a newspaper
reporter in Dubuque and Davenport, Iowa, and as a copy editor in Sacramento,
Calif. He received his master’s degree from the University of Kentucky and doc-
torate from the University of Minnesota. He conducted research in the field of
journalism but also wrote freelance for popular publications. Fedler’s other books
include “Introduction to the Mass Media,” “Media Hoaxes” and “Lessons from the
Past: Journalists’ Lives and Work—1850–1950.” In addition, Fedler served on nu-
merous committees concerned with journalism education.
Many students and teachers have written us over the years telling us what they
like and dislike about this book and suggesting new features. We have adopted
many of those ideas, and we would like to hear from you. If you have a comment
or suggestion, please write one of us:

John R. Bender Michael W. Drager

College of Journalism and Department of Communication/
Mass Communications Journalism
University of Nebraska–Lincoln Shippensburg University of
Lincoln, Neb. 68588-0474 Pennsylvania
jbender1@unl.edu 1871 Old Main Drive
Shippensburg, Pa. 17257
Lucinda D. Davenport mwdrag@ship.edu
School of Journalism
Michigan State University
East Lansing, Mich. 48824-1212
ludavenp@msu.edu

00-Bender-FM.indd xxiv 27/12/14 1:01 PM

Another random document with
no related content on Scribd:
Gaols, 59-61
Germans, 23, 27, 102, 146
Girl Students, 35, 50, 161-74, 180-4, 193, 208, 212
Goitre, 78
Government, Chinese, 25, 50, 61, 62, 81, 154, 211, 221
Governors, 58, 59, 106, 145, 171, 190-2, 200
Grand Canal, 35
Guilds, 178, 206
Gymnasium, 209

Haiphong, 36
Hakka, 13
Hangchow, 31-6
Hankow, 41-4
Han River, 43, 215
Hart, Sir Robert, 92
Helena May Institute, 36
Henry, Dr. Augustine, 125-35
Heyworth, Dr., 185, 212
Home for Incurables, 34
Honan, 171
Hong Kiang, 145
Hong Kong, 36, 197, 216-7
Hosie, Sir A., 40, 88
Hospitals, American, 146, 151-2
Anshunfu, 97
Changsha (Yale), 152
 Chao Chowfu, 214
French (Yünnanfu), 70
Hangchow, 32-4
Peking, 22
Swatow, 212
Taiyuanfu, 62
Tsinan, 25-6
Wênchowfu, 205
Yünnanfu (C.M.S.), 70
Hotels:
Amichow, 38;
Amoy, 213;
Canton, 218;
Foochow, 213;
Hangchow, 35;
Lao Kay, 37;
Swatow, 213;
Yünnanfu, 39
Hunan, Ch. VI, 41, 42
Hupeh, 43
Hygiene, 26

I-chia or Lolos, 125, 127-135

Indo-China, 36
Industrial Life, 22, 23
Institute, Soldiers’, 24
International Life, 66

Japan, 23, 59, 154, 191-3, 218, 220

Japanese boycott, 183, 208
Education, 50, 59
Japanese Steamers, 42
Jordan, Sir John, 37, 51, 106
Jowett, Benjamin, 48

Kahn, Dr. Ida, 185

Kalachin, Princess, 185
Keh-lao Tribe, 97
Keller, Dr., 73, 152-3
Kuan Tzu Yao, 91
Ku-Chin, 72
Küticul, 79
Kütsingfu, 40
Kwangsi Province, 41, 171
Kwantung Province, 171
Kweichow Province, Ch. IV, 40, 41, 83
Kwei Yang, 41, 104-8

Lacquer, 98, 209

“La Jeunesse,” 194
Lang-Tai-Fung, 95
Language, 55, 56
Lolo, 127-9
Miao, 120-1
Lan-ni-Kou, 104
Lao-Kay, 37
League of Nations, 190
Leper Hospital, 33, 34
Li Ching Chien, Miss, 71
Lingle, Mr. and Mrs., 150
Locke, Mr. and Mrs., 149
Loess, 62
Logan, Mr. and Mrs., 165
Lolo, 124-137
Lo-yung-kio bridge, 35
Lugard, Sir F., 197

Macao, 217
Main, Dr. and Mrs., 31
Malong, 40, 79
Mandarin Chinese, 24, 57
Maternity Hospital, 32, 33
Medicine, Schools of, 22, 24, 33
Mencius, 16
Mettle, 17, 164
Military Escort, 76, 107-11
Minerals, 42, 75, 89
Missions, Baptist, 25, 152, 214-5
C.I.M. (China Inland Mission), 97, 105, 143, 146, 149, 206
C.M.S. (Church Missionary Society), 34, 70, 179, 208
Danish, 153
English United Methodist, 206
L.M.S. (London Missionary Society), 153
Norwegian, 153
Presbyterian (Eng. & Amer.), 149, 210-6
Russian, 153
Wesleyan, 154, 163
Mixed Courts, 28
Mohammedans, 27
Money, 36, 38, 39, 40, 222
Mongtsze, 38
Morals, 117, 120
Morrison, Dr., 88
Mott, Dr., 163
Music, 54, 135, 208

Nanking, 24, 44
National Language, 56
Nestorians, 132
New York, 199
North and South, Division of, 37
troops, 150, 154-5, 159, 160, 170
Norton, Mr. and Mrs., 209
Nurses, 33, 212

“On the Trail of the Opium Poppy,” 40, 88

Open ports, 28, 43-4, 160, 218
Opium, 70, 72, 76, 79, 80-1, 105-6, 127, 160-1, 170, 218
Otterwell, Mr., 39
“Outward Bound,” 49, 201

Pagoda Anchorage, 207

Partington, T. Bowen, 206
“Passionate Pilgrim,” 188
Peking, 17, 18, 20-3, 71, 92
Peng-I-Hu, 194
Physical Culture, 51, 167, 180, 209
Pike, Mr. and Mrs., 105-7, 111
Ping-yüe, 41
Pollard, S., 135
Portuguese, 80, 217
Postal Commissioners, 39, 91, 92, 106
System, 91-2
Presbyterian Mission, 165, 210-6
Pukow Ferry, 18

Railways, 17, 18, 220

Canton to Hong Kong, 220
Changsha to Chuchow, 150
French, 18, 36
Haiphong to Yünnanfu, 36-8
Hankow to Canton, 41
Peking to Hankow, 18
Shanghai to Hangchow, 31-2
Shanghai to Peking, 17
Shihchiah Chwang to Taiyuanfu, 18, 19
Tsinan to Tsingtau, 24
Rawlinson, 185
Red Cross, 25, 143, 150
Religion, 194-5
Renaissance, 194
Rest House, 34
Richthoven, Baron v., 62
“Ritual of Chau,” 176
River Traffic, 43, 112, 142-3
Rockefeller Institution, 22, 152, 185
Roman Catholics, 96, 151
“Rules for Women,” 176

Scouts, Boy, 26
Script, New, 54, 55
Seaports, Ch. X
Sericulture, 52, 209
Shanghai, 17, 28-31, 197
Shansi, 19, 49
Shantung, 24, 27, 195
Shenchowfu, 146-8
Shihchiah Chwang, 18
Shrines, Wayside, 99, 100
Sianfu, 54
Siang-Kiang, 42
Slichter, Mr. and Mrs., 97
Smuts, General, 204
Soap Tree, 100
Social Welfare, 29, 201
Soldiers, 24
S. S. Lines—
Changsha to Hankow, 42, 150
Changteh to Changsha, 42
Hankow to Shanghai, 42
 Hong Kong to Haiphong, 36
Hong Kong to Macao, 217
Hong Kong to Swatow, 216
Shanghai to Hong Kong, 36
Standard Oil Coy., 148
Stone, Dr. Mary, 72
Student Movement, Ch. IX, 182
Student Strikes, 182-4, 191
Sun Yat Sen, 171
Swatow, 131, 185, 212-6
Symbolism, 83
Szechuan, 159

Taiyuanfu, 17, 18, Ch. II

Tan Family, 213-4
Taoism, 43, 94
Ta-ting, 102
Temples, 43, 54, 112, 194, 215, 219
Tengyueh, 39, 71
Ten-ten, 98
“Tide of New Thought,” 191
Tientsin, 24
Ting Fang Lew, 194
Tin-mines, 72
Tong Ting Lake, 42, 150
Trade and Commerce, 43, 171, 166, 209
Tribes-people, Ch. V
 list of, 123-4
Trinity College, Foochow, 209
Tsai Yuanpei, 197
Tsao, Lady, 176
Tseng, Miss, Ch. VIII
Marquis, 178
Tsinanfu, 23-7
Tsingchoufu, 25
Tsingtau, 192
Tungsten, 42

Universities—
Hong Kong, 197-8
Peking, 197
St. John’s, Shanghai, 147
Shantung Christian, 24

Varnish tree, 98

Wang Ch’ang Ling, 24

Wang, L. K, 208
Wang of Amoy, 211
War Lords, 171
Warren, Dr., 154
Wênchowfu, 205
West Lake, Hangchow, 24, 35
Hotel, 35
White wax, 144
 Whyte, Dr., 215
Wight, Dr., 214
Witchcraft, 135-6
Witt, Dr., 146
Women, Chinese, 174-7, 185
Nurses, 185
“Wooden Combs,” 124
Wordsworth, 116
Workhouse, 54
Wu-chang, 43
Wu Pei Fu, General, 164, 222
Wu-Ting-Fang, 135

Yale in China, 151, 184

Yangtze River, 42-5
Yen Hsi Shan, Ch. II, 70, 194
Yi-ling, 78
Y.M.C.A., 29, 70, 153, 211
Youth of China, Ch. IX
Yuan-Chowfu, 143
Yuan Shi Kai, 192, 221
Yüen Kiang, 41
Yünnanfu, 37, 66-75
Yünnan Pass, 40
Yünnan Province, Ch. III, 38

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