Appendix I

SUGGESTIONS FOR STUDY

These Suggestions for Study embody the method used in the course in News Story Writing in the Course in Journalism of the University of Wisconsin. The text of the several chapters corresponds to the lectures that are given in preparation for, and in connection with, the study of the various kinds of news stories. These Suggestions for Study correspond to the exercises by which the students learn the application of the principles embodied in the lectures. Hence these suggestions are given mainly from the instructor's point of view; however, a slight alteration will adapt them to home or individual study. Although they give very little practice in news gathering, they enable the student to gain practice in the writing of news--in accordance with the purpose of this book. The reporter who is studying the business in a newspaper office may use them to advantage in connection with his regular work.

EXERCISES FOR THE FIRST CHAPTER

1. Collect clippings of representative news stories, printed in the daily papers, to be used as models.

2. Keep a book of tips of expected news in your town or city.

3. Study news stories in your local paper and try to determine from what source the original news tip came. Try to discover from the story the routine of news gathering which furnished the facts.

4. In the same stories try to determine what persons were interviewed; frame the questions that the reporter might have asked to secure the facts. The instructor may impersonate various persons in a given news story and have the students interview him for the facts; this is to assist the student in learning to keep the point of view and to keep him from asking ridiculous questions.

5. Try to discover what stories in any newspaper are the result of actual reporting by staff reporters--point out where the others come from.

6. Notice the date line on stories that come from the outside, and learn its form.

EXERCISES FOR THE SECOND CHAPTER

1. Watch for local stories that seem to be worth sending out; determine what element in them makes them worth sending out; calculate how far from their source they would be worth printing.

2. Study the news value of stories that are printed in the local papers; determine why they were printed. Look for the same things in stories with date lines in the local papers.

3. Determine what class of readers any given news story would interest.

4. Notice the time element (timeliness) in newspaper stories.

5. Try to determine the radius of your local paper's personal news sources: how near the printing office one must live to be worth personal mention.

6. Watch for local stories whose news value depends upon the death element, upon a prominent name, a significant loss of property, mere unusualness, human interest, or personal appeal; see what the local papers do with these stories and whether the local correspondents send them out.

7. Analyze the nature of the personal appeal in stories that are printed only for their personal appeal.

8. Notice how local reasons change the news values of local stories.

9. In any or all of these stories determine what the feature is. Distinguish between the fundamental incident which the story reports and the additional significant feature which enhances the news value of the fundamental incident.

EXERCISES FOR THE THIRD CHAPTER

1. Run over the Style Book at the end of this book; note the essential points in newspaper style.

2. Give the principal rules for the preparation of copy.

3. Glance over the "Don'ts" in the Style Book.

EXERCISES FOR THE FOURTH CHAPTER

1. Study the form and construction of news stories, especially simple fire stories.

2. Pick out the feature of each story--the additional incident in the story which increases the news value of the story itself--and see if the striking feature has been played up to best advantage.

3. Notice how the reader's customary questions--what, where, when, who, how, and why--are answered in the lead. Make a list of the answers in any given story.

EXERCISES FOR THE FIFTH CHAPTER

1. Collect good fire stories appearing in the newspapers. Study the construction of the lead and the order in which the facts are presented in the body of each story.

2. Write the leads of fire stories. The chances are that actual fires will seldom occur at the time when the student wishes to study the writing of fire stories, but the instructor may give his class, orally or in writing, the facts of a fire story. He may use imaginary facts or he may take the facts from a story clipped from a newspaper--the latter method is better because it enables the instructor to show the students, after they have written their stories, just how the original story was written in the newspaper office. The facts should be given in the order in which a reporter would probably secure them in actual reporting so that the student may learn to sort and arrange the facts that he wishes to use, and to select the feature. The instructor may even impersonate different persons connected with the story and have the class interview him for the facts. This method is to be followed throughout the whole study of news story writing. (In individual study, practice may be secured from writing up imaginary or real facts.)

3. In these first fire stories, use fires that have no interest beyond the interest in the fire itself--that is, no feature. Begin the story with "Fire" and devote the lead to answering the reader's customary questions.

4. Look for newspaper fire stories that are not correctly written and reconstruct the lead according to the logic of the fire lead. That is, strive for conciseness and cut out details that do not properly belong in the lead.

5. Make a list of the reader's customary questions concerning any fire and write out the briefest possible answers. Then construct a lead to embody these answers. Determine which answer should come first and which last, according to importance.

6. Write the bodies of some of these stories. First list the facts that are to be presented and determine the order of their importance.

7. Emphasize the separateness and completeness of the two parts of the story--the lead and the body of the story. Test the leads to see if they would be clear in themselves without further explanation.

8. Strive for brevity, conciseness and clearness; wage war on all attempts at fine writing.

EXERCISES FOR THE SIXTH CHAPTER

1. Study fire stories which have features--an interest beyond the mere fire itself--and see how the newspapers write them.

2. In a feature fire story of Class I., make a list of the reader's customary questions concerning the fire, as if it were a simple fire story, and a list of the answers. See if any answer is more interesting than the fire itself, or if its presence makes the story more interesting. Show that such an answer is the feature.

3. Write fire stories with features in some one of the reader's customary answers. (Class I.)

4. Study a simple fire story and try to imagine what things--properly answers to the reader's customary questions--might happen to give the fire greater news value. This will show the student how to look for the feature of a story.

5. Write the lead of any fire story in as many different ways as possible, striving in each one to play up the same feature.

6. Study a simple fire story and try to imagine what unexpected things might occur in connection with the fire which would be of greater interest than the fire itself. Show that these would be features and that they do not fall within the answers to the reader's customary questions--i. e., they are unexpected.

7. Write fire stories with features in unexpected attendant circumstances.

8. Make up lists of dead and injured; notice how the newspapers arrange and punctuate these lists.

9. Study fire stories with more than one feature. Work out the possibilities in any given fire along these lines.

10. Write fire stories in which there is more than one feature worth a place in the lead. Try various combinations in the lead to discover the happiest arrangement. Show how one of many striking features may be of so much importance as to drive the other features entirely out of the lead.

EXERCISES FOR THE SEVENTH CHAPTER

1. Count the number of words in the sentences and paragraphs of representative newspaper stories.

2. Practice writing fire leads that might be printed alone without the rest of the story.

3. Take a fire lead and experiment with various beginnings to show the possibilities:

a. Noun--experiment with and without articles. b. Infinitive--Distinguish infinitives in "to" and in "-ing." c. That clause. d. Prepositional phrase. e. Temporal clause. f. Causal clause. g. Others.

Show that any of these beginnings may be used in the playing up of any one feature.

4. Study how a name may overshadow an interesting story; determine when a name is worth first place in a lead. Study the practice of representative papers in this--do not hesitate to show how a paper has been illogical in beginning certain stories with an unknown name, for everything one sees in a newspaper is not ipso facto good usage in newspaper writing.

5. In students' stories, notice what the principal verb says and point out any misplaced emphasis.

6. Wage war on "was the unusual experience of" and "was the fate of" in leads.

7. Try to avoid "broke out" in fire leads. Devote the space to more interesting action.

8. Cut out all useless words in students' exercises; strive for brevity. Go through a student's story and weigh the value of each word, phrase, and sentence; cut out the useless ones or try to express them more briefly. Do the same to actual newspaper stories.

9. Weigh the value of every detail introduced into a lead and cut out the unnecessary ones; relegate them to the rest of the story.

10. Wage war on all meaningless generalities; demand exactness.

11. Refer the class to the Style Book in this volume and require them to follow a uniform style. Point out the differences in style of various papers.

12. See if the bodies of students' stories mean anything without the presence of the leads. Require the body of the story to be separate and complete in itself. This need not, of course, be carried to the point of repeating addresses given in the lead.

13. Try writing a story by simply elaborating and explaining the details mentioned in the lead of the story. Determine what facts must be added.

14. See if any story can stand the loss of its last paragraph. Determine how many paragraphs it can lose without sacrificing its interest.

15. In writing the body of a fire story, list the facts that are to be told, in their logical order; thus: origin, discovery, spread, death of firemen, escapes, injuries, rescues, explosion, extinguishing of fire. Number them in the order of their importance. Try to build a story out of these by following the logical order and at the same time crowding the most interesting facts to the beginning.

16. Practice getting the facts of a story by means of interviews. The instructor may have the students determine what persons they wish to interview for the facts and the instructor may impersonate these persons in turn. The class may then write the story from the facts gained in this way without reference to the interviews. This is for selecting and arranging facts in their logical order.

17. Practice the use of dialogue in stories. Judge its effectiveness and show that in most cases it is well to avoid dialogue.

18. Practice rewriting long stories into short press dispatches of 150 words or less, considering the different news value.

EXERCISES FOR THE EIGHTH CHAPTER

1. Collect clippings of other kinds of news stories.

2. In writing these other stories use the fire story as a model; the facts may be presented as they were in the fire story.

3. Study the possible features in accident stories; write accident stories with various features; make lists of dead and injured.

4. Study and write robbery stories with various features; distinguish between the various names applied to robbery and to the people who rob.

5. Study and write murder and suicide stories with various features, striving in each case to give the facts without shocking the reader. Show how the featureless murder or suicide story is very much like a featureless fire story.

6. Study and write riot, storm, flood, and other big stories.

7. In the study of police court news have the class go to the local police courts and report actual cases.

8. Send the students to report meetings. Report conferences, decisions, etc. Insist that the story begin with the gist of the report in each case and never with explanations.

9. Write stories on bulletins, catalogues, city directories, etc. Study them with reference to their timeliness and try to discover what in them has the most news value. Require the student to begin with this element of news value and to give the source (the name and date of the bulletin, etc.) in the lead.

10. Look over the daily papers and pick out news stories which bury the gist of their news and have the students rewrite the leads to play up the real news or to give greater emphasis to buried features.

EXERCISES FOR THE NINTH CHAPTER

1. Collect good examples of the follow-up and the rewrite story; follow one important story through several days' editions to see how it is rewritten day by day. Examine an afternoon paper's version of a story covered in a morning paper.

2. Take any news story and work out the follow-up possibilities; imagine what the next step in the story will be.

3. On this basis, write follow-up stories and rewrite stories.

4. Write a follow-up story which, while beginning with a new feature, retells the original story.

5. Study and write follow-up stories involving fires, accidents, robberies, murders, suicides, storms (present condition), etc.

EXERCISES FOR THE TENTH CHAPTER

1. Collect good examples of speech reports.

2. Take notes on oral speeches and write reports of varying lengths. Practice taking notes in the proper way and write the report at once--perhaps as an impromptu in class. The instructor may send his students to public lectures or read representative speeches to them in class.

3. Write reports of speeches from printed copies of the speech; that is, edit them in condensed form.

4. Take one lead and experiment with different beginnings, playing up the same idea in each case.

5. Discuss speeches to determine the newsiest and timeliest thing in the speech--the statement to be played up in the lead.

6. In the body of the report try to use as much direct quotation as possible, use complete sentence quotations, do not mix quotation and summary in the same paragraph or sentence. Study the rules regarding the use of quotation marks.

7. Have the students write running reports of speeches--that is, have them write their report as they listen to the speech and submit their report in this form. Naturally the lead must be written later.

EXERCISES FOR THE ELEVENTH CHAPTER

1. Collect representative interview stories.

2. Have students interview various people without the aid of a note book; have them bring back quoted statements by the use of their memory. Have them interview some one who will criticize their manner and method.

3. Have a definite reason or timeliness for every interview--have the student map out a definite campaign beforehand. Try writing out the questions beforehand in shape to fill in the answers.

4. Write interview stories from the results of these attempts.

5. Begin the same interview story in various ways.

6. Write an interview story in which the feature is a denial or a refusal to speak; tell what should have been said and what the denial or refusal signifies.

7. Study the form of the body of the report (see Speech Reports).

8. Write stories which are the result of several interviews on the same subject; arrange them informally and formally.

EXERCISES FOR THE TWELFTH CHAPTER

1. Collect examples of good court reports.

2. Attend and report actual cases in the local courts (preferably civil courts).

3. Determine what is the most interesting thing in each.

4. From this, write court reports--reports of the cases which the students have heard.

5. Experiment with the various beginnings for the same report.

6. Try summarizing a case in one paragraph.

7. Practice getting down testimony verbatim.

8. Practice summarizing testimony in indirect form.

9. Practice writing out the testimony in full in the various ways.

10. Write testimony with action in it for the sake of human interest.

11. Show how all of these may be combined into one good court report.

EXERCISES FOR THE THIRTEENTH CHAPTER

1. Notice how various newspapers treat social news; study the reason in each case; collect examples.

2. List the facts of a wedding story; write short and long wedding stories.

3. Write wedding announcements, beginning in various ways.

4. Write engagement announcements.

5. Write up receptions, banquets, dinners, etc.; report actual functions.

6. Write announcements for the same functions.

7. Write up some unusual social story as a news story.

8. Practice writing obituaries and simple death stories with accompanying obituary. Write sketches of the lives of prominent people.

9. In these exercises use actual events as subjects.

EXERCISES FOR THE FOURTEENTH CHAPTER

1. Study sporting stories for their material and method.

2. Report a football game or some other sporting event.

3. Make a running account of a football or baseball game.

4. Write a brief summary of the game to be sent out as a dispatch, limiting it to 150 words.

5. Write up the same game in 200-300 words; attach a condensed running account of the same length.

6. Write a long story of the same game, following the outline given in the text; attach a detailed running account by periods or innings; compile tables of players and results for the end.

7. The study of sporting news may be taken out of its logical place and studied during the baseball or football season.

EXERCISES FOR THE FIFTEENTH CHAPTER

1. Collect human interest and newspaper feature stories.

2. Watch for material for human interest stories; look at the facts in your other news stories in a sympathetic way and see how they could be made into human interest stories.

3. Write human interest stories on facts given by the instructor and on facts discovered by the students.

4. Write animal stories, and witty comments on the weather.

5. Write up some timely local subject as a 1500-word feature story.

EXERCISES FOR THE SIXTEENTH CHAPTER

1. Gather good theatrical reports and watch for those in which the whole report is written around a single idea.

2. At the theater watch for things to comment on; try to bring away one definite idea about the play--with illustrations.

3. Write dramatic criticisms that are the embodiment of a single idea or criticism on the play.

4. Try to point out the bad things in a play without being bitter or personal.

5. Write a half-column of copy on a vaudeville show, supposing that the copy is paid for and must praise, not only the show as a whole, but each individual act.

EXERCISES FOR THE SEVENTEENTH CHAPTER

1. Notice the form and punctuation of the date line: MADISON, Wis., Feb. 29.--

2. Notice the writing of street addresses: 234 Grand avenue, 4167 Twenty-sixth street; 3857 138th street; (without "at").

3. Notice in the use of figures--sums of money, hours of day, ages, figures at the beginning of sentence.

4. Notice use of titles; use of Mr. before a man's name--always give a man's initials or first name the first time you mention it in any story.