Unit 6 news writing

Take away the newspaper – and this country of ours would become a scene of chaos. Without daily assurance of the exact facts – so far as we are able to know and publish them – the public imagination would run riot. Ten days without the daily newspaper and the strong pressure of worry and fear would throw the people of this country into mob hysteria – feeding upon rumors, alarms, terrified by bugbears and illusions. We have become the watchmen of the night and of a troubled day… 

Harry Chandler

Being a journalist means to be able to work in different Mass Media: radio, television, on-line journalism and, of course, print media – newspapers and magazines.

This unit is devoted to newspapers, to be more exact, to writing news articles for newspapers in English.

Different journalistic cultures have different traditions. So, it concerns the British, as well as the American journalistic tradition. After studying this unit

you will know about

• the peculiarities of the content of news stories (representation of certain discourse categories in news items);

• the structure of news stories;

• the language of news stories;

• the interview as a method of gathering information for news stories (types of an interview, its structure and tools, ethics of conducting an interview);

• some careers in the sphere of print media;

• ethics of print media;

you will be able

• to analyze the representation of discourse categories in news stories;

• to write separate components of a news item;

• to write complete news stories.

6.1 Representation of Certain Discourse Categories in the Content of a News Story.

STARTER

• When you plan to write a newspaper article what do you start with?

• What things are very important to take into consideration while working on the story?

• Have you ever heard anything about “discourse” and “discourse categories”? If “yes” what knowledge do you possess about these things?

 While studying this unit try to compose a cognitive map which will cover the information about the writing process, mainly, about producing a news item.

To write a good article and thus to realize effective communication first of all it is necessary to analyze the situation in which communication takes place (its extralinguistic features) and then code the information taking into consideration the discourse categories [1] which correspond to a particular newspaper genre. As we deal with a news story, we need to describe its key discourse categories.

Self-identification is a discourse category which means self-representation (how the author of a particular text is represented in this very text) through sign nomination and its interpretation (by means of semantics, grammar, stylistics, etc.).

Time means displaying oneself in time (past, present, future; real / unreal). This category is represented in a news article in a different way. As the author does not openly express his / her point of view on a certain problem / issue being covered, so it is shown through the described event and its representation in a time context.

Space means displaying oneself in space: geopolitical (local or global level) or modal (reality, virtuality level). In a news story it is represented by displaying an event in a certain space.

Audience means reflection of the characteristics of the audience: through identification of the audience and forms of address.

Intertextuality means widening the latent content by means of citations, proverbs, illustrations, etc.

Intereventness means widening the latent content by means of referring to other (non-topical) events.

Discourse practice means extensional characteristic of discourse, realised with the help of the key topic, which is both the goal and the result (for example, discourse of consolidation, confrontation or lobbying discourse).

Stylistic range means variety of stylistic registers (formal, informal, slang…).

Representation of these categories in a newspaper text helps convey the information more fully and deeply and thus establish a contact with the target audience and later get a feedback from the readers.

Have a look at the following article taken from the Observer which shows you the above mentioned discourse categories represented in the text of the story.

LONDON 2012: GREG RUTHERFORD OVERCOMES INJURY TO CLINCH GOLD

The British long jumper's triumph at the Olympic Stadium comes after he considered quitting due to a spate of setbacks

Cass Jones

The Observer, Sunday 5 August 2012

Greg Rutherford celebrates after winning the men's long jump for Team GB at the Olympic Stadium while Mo Farah runs past in the 10,000 meters final. Photograph: Tom Jenkins for the Guardian

With a career blighted by injury that saw him finish a disappointing 10th at the 2008 Beijing Olympics, long jumper Greg Rutherford hadalmost considered quitting the sport. But his failures were a distant memory when he leapt to glory to win a gold medal in front of a home crowd – becoming the first British man to take the title in nearly 50 years. The Milton Keynes-born athlete added toTeam GB's gold medal tally with a 8.31m jump on what was a glorious night in British sporting history. The joint British record holder has had a rollercoaster journey to glory after suffering major setbacks through injury. Last year, he said the fitness problems that hindered his career had left him feeling at an all-time low and he considered giving up. But all this was behind him as he triumphed at the Olympic Stadium, finishing ahead of Australia's Mitchell Watt, who recorded 8.16m to take silver. Rutherford, 25, had shown natural sporting talent from an early age. As a teenager, he spent six months on trial at Aston Villa football club, following in the footsteps of his great-grandfather, Jock Rutherford, who played for Newcastle United and Arsenal and won League Championship and FA Cup medals. But it was in the long jump that he showed the most promise and, in 2005, he won the AAA Championships before going on to win gold at the European Junior Championships with a 8.14m jump. In 2006, he won silver at the European Championships in Gothenburg, but was forced to miss almost all of the 2007 season through injury. He only managed to finish 10th in the 2008 Beijing Olympics, but went on to break the British record with a jump of 8.30m at the World Championships a year later, beating rival Chris Tomlinson's mark by one centimeter. But injury came back to haunt him in 2010 when he was ruled out of the European Championships with a foot problem. He went on to miss a place in the final of the World Championships a year later after suffering a hamstring injury during the qualifying round. After adapting his jumping style to imitate four-times Olympics long jump champion Carl Lewis, Rutherford equalled the British record with a world-leading 8.35m jump in May 2012, equalling the mark set by Tomlinson the previous year. It meant he was a strong contender for a medal in the London 2012 games. The rest is now Olympic history. It was the first time Great Britainhad taken the title in the men's long jump since Lynn Davies in the 1964 Olympics in Tokyo.

intereventness, time and space intereventness, intertextuality intereventness intereventness, time and space intereventness, time and space time and space intereventness, time and space intereventness time intereventness, time and space

In this particular sports news story the discourse category intereventness is prevailing. The author refers to different events preceded the main one (when he describes the sportsman’s career).

As the story is written in the newspaper the Observer it is clear that the target audience is the British people who are interested in sports events. The journalist mentions a lot of championships, competitions, etc.

The author (self-identification) is competent in the sports sphere. We can judge about it by his knowledge of different sporting events he writes about in the news article. The journalist observes the rules of the genre and presents the information in the 3d person singular without any commentary or analysis.

The story is about the Olympic games 2012, so it describes the present time, though the author refers to different historical events from sport (time). In the center of the article is Britain, but when writing about other games and sports events we find in the story mentioning of such countries as China, Japan and others (space).

In the article we practically do not find any reference to other texts (intertextuality), though this news item would be more interesting if the author had mentioned any of them.

The language of the article is very neutral (stylistic range), the journalist gives only facts; we can find some epithets such as disappointing and glorious. The author chooses mainly active constructions.

The main topic is being developed throughout the story (discourse practice).

TASK 1

Now you can practice the skills in analyzing news stories. You are offered to split into small groups (or if you wish you may work in pairs) and find any news story in American or British newspapers (or their e-versions on the Internet). Read these stories and identify how the above described discourse categories are reflected in these particular articles. Present your analysis to your groupmates. If you wish you may analyze a news story from the “Supplementary reading” Text 1.

6.2 The Language in News Stories

You will agree that all extralinguistic peculiarities are realized in a news story with the help of certain linguistic devices. Though we identify a newspaper style as a separate one, its different genres have some distinguished features. Now it is high time you learnt some things about the linguistic peculiarities of a news story.

 READING AND DISCUSSING 1

You are going to read some useful information about the language of a news item. After reading try to formulate short rules about the linguistic features of this genre.

Text 1

WRITING FOR NEWSPAPERS

As a reporter, you should use simple and straightforward language. You also need to get the balance right between being formal enough to sound authoritative but also using the language that is lacking in stuffiness.

As a general rule you should not be using colloquial language or slang apart from in quotes. However, some newspapers do use terms like “cops” and “town hall chiefs” and you need to find out your newspaper’s policy on these.

Even if you do not use slang, you need to make sure you are only using words that people use in everyday conversation. For example, never write “in addition to” because a person in the street would be unlikely to say this. Use “as well as” instead.

You also need to make sure you are concise. This means you should go through every story after you have written it to make sure there are no words that do not need to be there. As the maxim goes, if in doubt, take it out.

Sentences

Your sentences should be short and to the point but there should also be some variety to their length as this will make your story more enjoyable to read. But while there is nothing wrong with having a few longer sentences, never include a sentence that is so long that the reader is likely to have difficulty following it.

When you check your story, make sure every sentence is easy to understand and can only be read to mean one thing. “The most common mistake journalists make is to think that because they understand what they are writing, everyone else will too,” according to Chris Walker, regional managing editor for Trinity Mirror North West & North Wales.

Your writing should also be active rather than passive, as this makes articles more readable. This means that you should structure your sentence so that people are doing things rather than having things done to them.

Paragraphs

Try to keep your paragraphs short. Generally, each one should only be a sentence or two in length and each paragraph should only be making one point.

This will help make your story easier for the reader to digest and having plenty of paragraphs will also make the text look less dense on the page.

Following the Style Book

Every newspaper should have its own style guide and it should be a reference tool reporters refer to on an almost-daily basis. Make sure you read it from cover to cover and aim to remember as much of it as possible.

This is important because if different reporters are following different rules (such as one article referring to “10” and another referring to “ten”) then it makes the newspaper seem inconsistent and unprofessional. Also, the sub-editors will be likely to notice and appreciate your efforts to stick to it.

Keep on Learning

Do not assume you know it all just because you have been doing it for a couple of years. Writing copy that reads well and explains complicated arguments in a simple way is a real art and you can always get better at it.

As the news desk and sub-editors change your articles, ask them why they have made the changes so you can learn from them. “You will continue to grow as a writer over the years so always be prepared to listen,” said Sam Holliday, editor of the Bath Chronicle.

www.journoworld.co.uk/Newspaper_Journalism.html

For more detailed information about the linguistic peculiarities of news items read Text 2 in the section “Supplementary reading”.

Grammar File Modal Verbs Revision

As you may already know, modal verbs are a type of auxiliary verbs which express the mood of another verb or, to put it differently, the subjective attitudes and opinions of the speaker including possibility, obligation, probability, necessity, etc. The table below will provide you with some information in short about the meaning of these verbs and their use in the present / future as well as in the past tenses.

When you write news stories you also express some modality using a particular modal verb. Study the following table to refresh in your memory some knowledge about different modal verbs as well as their use and the tense form.

USE	PRESENT / FUTURE	PAST
Ability	He can speak Turkish. He’s able to write news stories in Turkish.	He could / was able to speak Turkish. (repeated action – ability in the past) He was able to write when he was four. (single action)
Possibility	He can still be at work. (90% certain) She could be busy. (50% certain; it is possible she is busy.) Susan may be writing an article. (50% certain, it’s possible that she is writing.) You might need to come tomorrow. (40% certain, perhaps you need to come tomorrow) It is likely that Sue will give up working. Sue is likely to give up working.	We could have failed a deadline. (luckily we didn't) John may have conducted an interview with an actress. (perhaps he did it) Jane might have lost the editor-in-chief’s telephone number. (perhaps she has lost it) It was likely that she had made a report. She was likely to have made a report.
probability	They will be in Spain tomorrow. (100% certain, prediction) We should see him there. (90% certain, future only; it’s probable) She ought to be in Canada on a special assignment by now. (90% certain, she will probably be in Canada)	---- He should have finished the report by now. (He has probably finished) They ought to have started the course in writing by now. (They have probably started the course.)
Logical assumptions	He must be exhausted. (90% certain-positive; I’m sure he’s exhausted) She can’t be serious. (negative; I’m sure she’s not serious) They couldn’t be on holiday. (negative; I don’t think they are on holiday.)	He must have won the award. (positive; I'm sure he has won the award.) She can't have rejected the assignment. (negative I'm sure she didn't) They couldn't have been colleagues. (negative; I don't think they were colleagues)
Permission	You can / can’t take my camera. (giving or refusing permission; informal) Could I be excused? (more polite; asking for permission) You may be excused. (formal; giving permission) Might I speak to the desk editor? (more formal; asking for permission) I'm afraid you can't / mustn't have visitors. (informal, refusing permission) Guests may not smoke in their rooms. (formal; refusing permission-written notice)	He wasn't allowed to / couldn't board the plane. He was allowed to see the patient. (not:could) --- --- --- --- ---
Necessity	I must write a news story for tomorrow. (I say so) She has to find a new job. (necessity coming from outside the speaker) They've got to go to the interview. (informal) The camera needs repairing (or The camera needs to be repaired. (it is necessary) She doesn't have to/ doesn't need to/ needn't leave when they do. (it isn't necessary-absence of necessity) We ought to reply to the invitation. (It is necessary)	I had to write a news story. (It was obliged to) She had to find a new job after she was dismissed from the newspaper. They had to go to the interview yesterday. The camera needed repairing (or The camera needed to be repaired. (It was necessary) She didn't have to/didn't need to work as hard as me. (It wasn't necessary for her to work as hard as me and she didn't – absence of necessity) She needn't have got a taxi. (It wasn't necessary for her to get a taxi but she did).
Advice	You should try to make more of an effort. (general advice; I advise you) You ought to keep to the speed limit. (I advise you, most people believe this) You had better not keep her waiting. (It's not a good idea; advice on a specific situation) Shall I apply for the job? (asking for advice)	You should have paid more attention. (but you didn't) She ought to have asked about the interview in advance. (but she didn't) It would have been better if you hadn't kept her waiting. (but you did) ---
Criticism	She could at least wait until 5 o'clock. They should warn us. You ought to be more polite to her.	She could at least have waited until 5 o'clock. They should have warned us. (but they didn't) You ought to have been more polite to her. (It was the right thing to do, but you didn't do it).
Obligation	I must practice more writing. (I need to; I say so) I have to practice more writing. (I'm obliged to; the doctor says so) We ought to give more money to charity. (It's the right thing to do, but we don't always do it).	I had to get more exercise because I was unfit. I had to practice more writing because I was unfit. We ought to have given more money to charity. (It was the right thing to do but we didn't do it.)
Requests	Can I use your phone? (informal) Could I use your phone? (polite) May I make a phone call, please? (formal) Might I borrow your pen? (very formal) Will you give me a hand? (very friendly) Would you mind helping me? (polite)	--- --- --- --- --- ---
Offers	Can I / we do anything to help? (informal) Shall I / we help you tidy up? (informal) Would you like me to do it for you?	--- --- ---
Suggestions	Shall we stop for a snack? I / we can always leave early. We could eat out tonight if you want.	--- --- He could have asked for advice.
Prohibition	You can't wear jeans at work. (you aren't allowed to) You mustn't walk on the grass. (It's forbidden) You may not talk during the test. (formal)	They couldn't wear jeans at work. (they weren't allowed to) --- ---
Duty	All members must follow the rules. People ought to live in peace. (It's the right thing to do, but people don't always do it).	All members had to follow the rules. She ought to have treated us more fairly. (It was the right thing to do but she didn't do it)

http://www.detailenglish.com/index.php?page=articles&op=readArticle&id=411&title=

Summary-of-Functions-of-Modal-Verbs

TASK 2

To practice your skills in modal verbs use read the following sentences and choose the suitable modal verb from the list of the suggested ones. Check the answers with those of your groupmates’.

1. I’m not really sure where Beverly is. She (must sit/ might be sitting/ ought to be sitting) at the editorial office or perhaps she’s at the press conference.

2. Mike (should have returned/ can return/ must have returned) the video we have made on his way to work. It was on the table at the news desk, but now it has gone.

3. You (must check/ ought to check/ can check) the text of the article to be sure that everything is alright.

4. The computer is not working. I (will not be able to meet/ mustn’t meet/ have to meet) the deadline. The computer (must have been damaged/ may have been damaged/ can be damaged) during production.

5. We (must to/ have to/ ought to) get a package and a live from our New York correspondent.

6. The editor thinks you (ought to/ must/ should) interview the film festival organizers.

7. If Debbie hasn’t come yet, she (may be waiting/ should wait/ must be waiting) for us in the city desk.

8. Nick decided not to join us for lunch. He (had to/ ought to/ must) stay at work to finish the report.

9. The cameraman says he (has better/ should/ must) get footage of the setting before we arrive.

10. Jim is still an inexperienced reporter; he (need to/ must/ ought to) be told what news to write about.

11. We (could/ might to/ need) get an exclusive if we don’t waste any time.

12. We (should/ need/ ought to) also interview the police and find some experts who can talk about how big the problem is across Europe.

13. If I hadn’t taken a taxi, I (could have been/ might have been/ must be) late for the meeting with the editor-in-chief.

14. You (will need to/ must/ ought to) write all that up in a brief for us, but you (don’t have to/ mustn’t/ needn’t) go into too much detail.

15. We (should/ have to/ must) remember to be sensitive during the interview.

If you wish to practice more on modal verbs use you may find theoretical information as well as practical tasks on the following site on the Internet: http://menuaingles. blogspot.com/2011/01/unit-19-level-3-upper-intermediate.html

6.3 The Structure of a News Article

Every newspaper genre has a particular structure which helps organize the information of the story in a certain way, logically and thus make it familiar for the readers to read and comprehend the article.

• Do you like writing articles? Would you like to devote your career to print media?

• Have you ever thought about writing stories in English? Where could you print your own stories?

 READING AND DISCUSSING 2

The text “Story Structure” written by Jim Hall will give you some useful information about the ways of writing news stories. While reading the text define these ways and then together with your groupmates discuss both advantages and disadvantages of all the ways how to write news items described in this particular text. Think which way of presenting information you personally appeal to.