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Writing & Reporting
FOR THE MEDIA
Writing & Reporting
FOR THE MEDIA T WELF TH EDITION
JOHN R. BENDER
UNIVERSITY OF NEBRASKA-LINCOLN
LUCINDA D. DAVENPORT
MICHIGAN STATE UNIVERSITY
MICHAEL W. DRAGER
SHIPPENSBURG UNIVERSITY OF PENNSYLVANIA
FRED FEDLER
UNIVERSITY OF CENTRAL FLORIDA
987654321
Printed by LSC Communications, United States of America
BRIEF CONTENTS
Preface xix
1 Journalism Today 3
2 Selecting and Reporting the News 14
3 Newswriting Style 29
4 The Language of News 47
5 Libel, Privacy and Newsgathering Issues 79
6 Ethics 106
7 Basic News Leads 131
8 Alternative Leads 163
9 The Body of a News Story 180
10 Quotations and Attribution 211
11 Interviewing 235
12 Feature Stories 256
13 Writing for Broadcast News 274
14 Visual Journalism 294
15 Speeches and Meetings 311
16 Brights, Follow-Ups, Roundups, Sidebars and Obituaries 337
17 Public Affairs Reporting 355
18 Introduction to Investigative Reporting 391
19 Journalism and Public Relations 414
Appendix A City Directory 435
Appendix B Summary of AP Style 451
Appendix C Rules for Forming Possessives 469
Credits 473
Index 475
CONTENTS
Preface xix
Sensationalism 21
Rumors 22
Sexual Assault 22
Names of Juveniles 22
Trade Names 22
The Importance of Accuracy 23
Accuracy in Facts 23
Accuracy in Names 24
Accuracy Is a Priority 24
GUEST COLUMNIST: Why I Stayed at a Small-Town Newspaper 25
THE REPORTER’S GUIDE to Accuracy 26
Review Exercises 27
Dangling Modifiers 57
Personification 57
Parallelism 58
Syntax 58
Spelling 59
Punctuation 59
Writing Like a Pro 59
Diction 59
Precision 60
Use Strong Verbs 61
Problems to Avoid 62
Overuse of Adjectives and Adverbs 62
Clichés 63
Slang 64
Technical Language and Jargon 64
Euphemisms 65
Profanity 66
Stating the Obvious 66
First-Person References 67
Negative Constructions 67
Echo 68
Gush 68
Vague Time References 68
Use of the Present Tense 69
Excessive Punctuation 69
THE WRITING COACH: Become a Power Lifter When Picking Verbs 71
THE REPORTER’S GUIDE to the Language of News 72
Review Exercises 73
Libel 80
The Elements of a Libel Suit 81
Who Is a Public Official? Who Is a Public Figure? 85
Major Defenses to Libel Suits 87
Steps for Avoiding Libel Suits 89
Privacy 90
Intrusion 90
Giving Publicity to Private Facts 92
False Light 93
Appropriation 94
Newsgathering Issues 94
Access to Nonjudicial Events and Records 95
x Contents
Prewriting 131
Identifying the Central Point 131
Story Outlines 132
Planning the Digital Story 133
CONTENTS xi
Criticisms 166
Types of Alternative Leads 167
“Buried” or “Delayed” Leads 167
Multiparagraph Leads 168
Quotation Leads 169
Question Leads 169
Suspenseful Leads 171
Descriptive Leads 171
Shockers: Leads with a Twist 172
Ironic Leads 173
Direct-Address Leads 173
Words Used in Unusual Ways 173
Other Unusual Leads 174
THE REPORTER’S GUIDE to Writing Alternative Leads 175
Review Exercises 176
xii Contents
Quotations 212
When to Use Direct Quotations 212
When to Use Indirect Quotations 214
When to Use Partial Quotations 215
When Sources Seek Quote Approval 216
Blending Quotations and Narrative 217
Explaining Quotations 217
To Change or Not to Change Quotations 218
Deleting Profanities 220
Editorialization 220
Attribution 221
The Purpose of Attribution 221
Statements That Require Attribution 221
Guidelines for the Placement and Frequency of Attribution 222
Direct Quotations 223
Partial Quotations 223
Indirect Quotations 224
Word Choice in Attributing Statements 224
Identifying Sources 225
THE WRITING COACH: Do You Use Said Enough? 228
THE REPORTER’S GUIDE to Quotations and Attribution 228
Review Exercises 230
CONTENTS xiii
Brights 337
Follow-Ups 339
Roundups 341
Sidebars 342
Obituaries 343
Writing the Biographical Obituary 344
Writing the Feature Obituary 346
THE REPORTER’S GUIDE to Writing Brights, Follow-Ups, Roundups,
Sidebars and Obituaries 348
Review Exercises 349
Courts 369
General Information about the Court System 370
Criminal Cases 371
Civil Cases 373
GUEST COLUMNIST: Developing Sources on the Police Beat 375
GUEST COLUMNIST: Journalists Deliver the Information the Public Needs 376
THE REPORTER’S GUIDE to Public Affairs Reporting 377
Review Exercises 378
Credits 473
Index 475
PREFACE
Y
ou might think the news business is in trouble if you look only at the
traditional measures of success: circulation and advertising revenue. The
New York Times’ daily circulation has dropped to about 570,000 printed
copies, and its advertising revenue from the print edition was $64 million for
the third quarter of 2017. But these numbers do not reflect the new realities
of U.S. journalism. While the Times has lost print subscribers, it has rapidly
gained digital subscribers. It now has 2.5 million people who pay to read the
newspaper online. The Times’ overall subscriber base has more than doubled
over the last four years. For the 2017 third quarter, digital subscription revenue
was $86 million. The transition from a print advertising revenue base to a digital
subscription revenue base has been a rocky one for the news business, and it is
not complete. But the Times and many other newspapers are profitable and are
looking to expand.
The readership and revenue numbers for the Times and for most other news
organizations reflect a changing industry. More and more Americans turn to
digital devices—computers, tablets, smartphones—for news. In the digital world,
however, advertisers depend less on traditional news and entertainment media
for access to the consumers they want to attract than they did in the print world.
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 for finding and holding jobs. At some schools, students
are learning 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 creat-
ing 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, news editors and producers who hire journalism graduates
want employees with solid skills in the core of writing, editing and researching.
They want reporters who can think critically to evaluate information and work in
teams to develop and present stories.
Just as the news business and journalism education have been changing, this
textbook has been changing. We have added material on such things as writing
xix
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no related content on Scribd:
"Mutta harmittaa minua vähän, että se meidän paistimme vei",
sanoi
Antti.
"Nyt eivät ainakaan ahmat tai muut metsän pedot pääse meidän
saalistamme koskemaan. Eipä kontiokaan sieltä mitään saisi, sillä
patsasta myöten ei sinne pääse kiipeämään, eikä se taida sentään
ymmärtää nostaa porraspuuta pystyyn, vaikka onkin viisas."
"Ei ole tässä muita kuin talon väkeä. Kotiväkeä ovat nämä kaikki,
niinkuin näette", selitettiin heille.
"Silloin tuli talon isäntä meille avuksi. Hän karjasi äkkiä Antti-
vainaalle: 'Ulos hevosia illastamaan sinä siitä, siinä istut ja töllistelet
vieraita niinkuin lehmä uutta konttia. Ei ole aika vielä yöpuulle
asettua.'
*****
Uusia tulokkaita.
Juuri kun hän oli näissä aikeissa, sattui Yrjö tulemaan kylään. Kun
hän kuuli kerrottavan Taneli Tiaisen kohtalosta ja Liisan tuumista,
meni hän Liisan luo. Tanelin isä oli ollut hänen partiotovereitaan.
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kulkiessaan salolle, ja se elämän tehtävä, joka silloin oli hänelle
selvinnyt, oli yhä syvemmälle hänen mieleensä juurtunut. Sen
ohjaamana hän nytkin kiiruhti Liisan luo, ja neuvoi häntä
rauhottumaan ja malttamaan mielensä. Mutta kun Liisa sanoi, ettei
hän missään tapauksessa voi jäädä entisille asuinpaikoilleen
elämään, että hän menehtyisi tässä tuskaan ja pelkoon, ehdotti Yrjö,
että Liisa muuttaisi poikansa tyttären kanssa hänen luokseen
asumaan Ahmavaaralle. Siellä kaukana soiden takana hän
varmaankin saisi elää lopun ikäänsä rauhassa.
Siinä oli koko talous. Koivujen syvälle alas riippuvia oksia oli
sidottu yhteen ja niistä muodostettu vitmi. Yhteen sidottujen oksien
päälle oli pantu suuri tuohilevy, siihen koottu kuivia, pehmeitä
sammalia ja niiden päälle pantu pari vaatevaippaa. Siten oli
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vitmiä. Kaikki olivat vaatteet puutteellisia, käsivarret paljaat, jalat
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koottu päälaelle. Hän milloin hyväili lastaan, milloin heilutteli vitmiä ja
välistä nauroi kilpaa pikku poikansa kanssa.
"Vahoitukkaiseen, muurekukkaiseen, pääsköilintuiseen", sanoi
hän. Ja hän luetteli kaikki mitä kaunista tiesi, pienet linnut, kukat,
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kutsui poikaansa, hän vertasi häntä kauneimpaan, miellyttävimpään,
mitä hän tiesi. Kielen kauneimmat sanat hän omisti pojalleen.