Practical English Composition: Book II by Edwin L. Miller (best books to read fiction .txt) 📕
III. Class Organization
For the present the teacher of the class studying this book may act as city editor and the pupils as reporters. Later, perhaps, a more formal organization may be effected, with pupils as managing editor, assistant managing editor, city editor, etc.
IV. Newspaper Coöperation
The editor of the local paper will probably be willing to print any really good material that the class produces. If possible, an arrangement for this purpose should be made with him
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The news editor, or night editor, as he is called on a morning paper, has charge of all the routine that is involved in the production of the paper. Its make-up is in his hands. An autocrat on space and place, he is seldom praised, but must take the blame for everything that goes wrong. Under him are: (1) A telegraph editor, whose business it is to handle news from outside the State; (2) a State editor, who directs as best he may a horde of local correspondents who represent the paper in the rural and semi-rural districts; (3) one or more “rewrite men” or copy-readers, whose business it is to write out the news sent in by telephone, to correct the errors of illiterate reporters, and to rewrite articles when necessary; and (4) the city editor.
This last functionary is frequently the most important man on the paper. He is responsible for gathering nearly all of the original news that goes into its columns. To be able to do this he must have a wide and exact knowledge of the people and the history of the city. He works like a slave; and the reporters, who are under his direct control, find in him a stern but appreciative taskmaster.
These reporters, or news-gatherers, lead a strenuous but not unhappy life. It is somewhat like that of the huntsman, their business being to stalk news, which is perhaps the biggest and certainly the most elusive game which the world produces. Their lives are sometimes, their liberty oftener, and their jobs always, in danger. If one of them permits a rival paper to get a “scoop,” he is apt to find himself in the situation of the warrior described in Shakespeare’s sonnet:
After a thousand victories once foiled,
Is from the book of honour razëd quite,
And all the rest forgot for which he toiled.”
Some reporters hunt everywhere; others are assigned to special “beats.” Of the latter the city hall is the most important, but the central police station yields the largest number of good stories, because it is there that tales of human folly, crime, and tragedy are most promptly known. On most papers the law courts, politics, sport, drama, religion, education, marine affairs, and society provide other “beats.”
The organization thus briefly sketched is fairly typical, though by no means universal. The outline on page 5 may make it a little clearer.
[Textual representation of diagram.]
Good reporters are not numerous. The reason is that, to succeed in this work, a man or a woman must be able to gather news and to write. There are plenty of people who can do either, but few who can do both.
In order to get news one must be physically tireless, fond of adventure, persistent, unabashed, polite, courageous, and resourceful in the highest degree. To the successful reporter an impossibility is only an opportunity in disguise. In his lexicon there is no such word as “fail.” He must know how to make and keep friends. He must have that kind of originality which is called “initiative.” Above all, he must be scrupulously honest. He must be actuated by a fixed determination to get the news, the whole news, and nothing but the news.
In order to write well one must be able to spell, punctuate, and capitalize; know the laws of grammar and how to apply them; be familiar with the principles of rhetoric; and have a wide acquaintance with good books. These qualities are not usually found in company with those which make a successful news-gatherer. A person who has both is therefore worth his weight in gold to a newspaper. The fact that this combination of qualities is so rare leads many papers to employ special rewrite men whose business it is to put into good English the raw material furnished by the news-gatherer.
One other newspaper functionary remains to be noticed, the writer of editorials. News items are confined to facts. Editorials contain expressions of opinion. Everybody reads news, because it speaks for itself. Editorials are designed to mould public opinion. Unless they are characterized by extreme good sense or brilliancy, nobody heeds them, though, if he makes a mistake in one, the writer of editorials is apt to conclude that everybody reads them. The writer of editorials must therefore be a person of exceptional qualifications.
III. Class OrganizationFor the present the teacher of the class studying this book may act as city editor and the pupils as reporters. Later, perhaps, a more formal organization may be effected, with pupils as managing editor, assistant managing editor, city editor, etc.
IV. Newspaper CoöperationThe editor of the local paper will probably be willing to print any really good material that the class produces. If possible, an arrangement for this purpose should be made with him. It is also possible that he may be willing to supplement this chapter by talking to the class.
V. Topics for Oral Discussion What Is a Newspaper? The History of Journalism. Why is a Study of Journalistic Writing Practical? The Organization of a Newspaper. The Managing Editor. The Composing-room. The Business Manager. The Assistant Managing Editor. The Telegraph Editor. The State Editor. The City Editor. The Reporter. “Beats.” “Scoops.” Editorials. The Gospel of Work. VI. Suggested ReadingKipling’s The Man Who Would Be King and The Light That Failed.
VII. MemorizeLife is but an empty dream,
For the soul is dead that slumbers
And things are not what they seem.
And the grave is not its goal;
“Dust thou art, to dust returnest,”
Was not spoken of the soul.
Is our destined end or way;
But to act, that each to-morrow
Find us farther than to-day.
And our hearts, though stout and brave,
Still, like muffled drums, are beating
Funeral marches to the grave.
In the bivouac of Life,
Be not like dumb, driven cattle!
Be a hero in the strife!
(Continued on Page 13.)
←Contents
NEWS ITEMS
“Facts are stubborn things.”
Le Sage.
I. AssignmentFind and report some unusual and interesting thing that has been made or done by boys or girls. Do not get your information from literature. Get it from life. Above all, don’t make it up. It must be fact, not fiction.
When the city editor gives a reporter an assignment, he does not expect to answer questions. The reporter’s business is to give the city editor copy, not to rely on him for information. The reporter who does not promptly learn this fact soon ceases to be a reporter.
II. Getting the FactsIn all writing the gathering of material is more important than any other one thing. In reportorial work it is almost all-important. Almost anybody can tell a story if he has the facts. Energy, persistent politeness, and a pair of stout legs are more essential in reporting than is a large vocabulary. The pursuit of news is always a fascinating and sometimes a dangerous game. If you do not believe this, read Fighting in Flanders, by E. Alexander Powell; or The Events Man, by Richard Barry. Above everything else, remember that the most uncompromising adherence to facts is essential.
Do not make the mistake of supposing that newspaper men fail to recognize the importance of telling the exact truth. They strive constantly and strenuously to do so. In the office of the New York World there used to be, and probably still is, a placard on which Joseph Pulitzer had printed these three words: “Accuracy, Accuracy, ACCURACY.” All reporters strive constantly to be accurate. If they do not always succeed, it is due to the difficulty of the task. They have to work fast lest the news grow cold. Usually they write in the midst of an uproar. When you are disposed to find fault with them by reason of their carelessness, remember that Sir Walter Raleigh, unable to determine the facts concerning a quarrel that occurred under his own window, concluded that his chance of telling the truth about events that happened centuries previous was small.
III. WritingIn preparing manuscript the typewriter in these days is almost indispensable. The value to a reporter of a course in typewriting is therefore obvious. It is also obvious that copy must be letter-perfect. Before it can be printed, it must be entirely free from mistakes in spelling, punctuation, capitalization, and the other essentials of good usage.
IV. ModelThe following article is clipped from a New York daily. In what it says and leaves unsaid it is an excellent model.
Hundreds of persons were attracted yesterday to Brook Avenue, near One Hundred and Forty-ninth Street, to inspect the handiwork in snow of three fourteen-year-old boys.
They had built a thick-walled cottage, 25 feet high and with 15 × 16 feet ground dimensions. Roof and walls, inside and out, had been smoothed; and a coat of water had turned the snow house into a shimmering glaze.
The interior was divided into four rooms, all bearing out the truthfulness of the sign tacked up without, which read: “House to let, three rooms and bath.” Even the bath, modeled in snow, was there. Rugs, tables, chairs, and sofas made the Esquimau edifice cozy within; and an oil stove kept eggs and coffee sizzling merrily at dinner time.
The builders were three days at their task. They are Tom Brown, of No. 516 East One Hundred and Forty-seventh Street; Arthur Carraher, of No. 430 Brook Avenue; and Walter Waller, of No. 525 East One Hundred and Forty-fifth Street.
V. Notes and Queries State the reason for the use of each capital letter and each mark of punctuation in the model. Tell whether each sentence is simple, complex, or compound. Explain the syntax of each adverb in the model. Point out three words or phrases that have color, character, or distinction. What is the subject of each paragraph? Are the “Four W’s” sufficiently indicated? Point them out. Study the heading. The art of writing good headings is almost as difficult as that of writing good poetry, which it resembles in that, as the poet is limited to a certain number of syllables, the writer of headlines is limited to a fixed number of letters. VI. Suggested Time Schedule Monday Discuss Sections I, II, and III of this chapter. Send the class to the board and dictate the model as an exercise in spelling, punctuation, and capitalization. Review last week’s work. Tuesday Recitation on Notes and Queries. Wednesday Oral Composition: i.e., each pupil will bring to class his news article—not written but in his head—and be prepared to deliver it to the class as if he were a reporter dictating to a stenographer or telephoning his report to his paper. Thursday Profiting by Wednesday’s discussion, the pupils will write their articles and hand them to the teacher, who will proof-read them and return them on Monday. Friday Public Speaking—Organize the class as a club. Let the officers arrange a program consisting of declamations, debates, essays, dialogues, etc. This day may also be used for the reading of the best articles that members of the class have written. VII. Organization of MaterialAfter you get your story, you must decide on a plan for its
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