Professional Documents
Culture Documents
Counselling hours
Mondays: 1 p.m. – 4 p.m.
Classes
Wednesdays: 10 a.m. - 6 p.m., RCC 185
Rogers Communications Centre
This course will introduce you to the fundamentals of news reporting and
writing. While we will focus on print reporting, the skills you will learn will
help you report well for any medium. This course is designed to teach you
good journalism practices, how to think critically and ask the right questions,
and how to communicate clearly and succinctly.
The great British editor David Randall has said that all good reporters share a
belief in what the job is about: This is, above all things, to question.
Good journalists hold up a mirror to society, reflecting its vices and virtues
and debunking its cherished myths; they ensure that justice is done and
seen to be done, and investigate when this isn’t so. They comfort the
afflicted and afflict the comfortable, and provide a voice to those not
normally heard in the public debate.
To do this means working tirelessly to understand the reality and concerns of
people who aren’t like you, whether because of religious, ethnic, cultural or
other differences – and it means working to understand how systems and
processes function at every level of society, so you can help readers
understand too.
And, of course, good journalists should never forget that our job isn’t at heart
different from that of the ancient bards: We have to tell a story, to grab our
readers’ attention and hold it.
Doing this isn’t easy. As you’ll discover when you are sweating over your
umpteenth attempt at a good lead, or when you are tempted to settle for
mediocrity, good reporting requires great effort, attention to accuracy and
detail, and a lot of thought about how to write for our readers.
But it’s also the most fun, satisfying work there is.
In this class, we’ll focus on the basic practices of good reporting and news
writing:
Honesty. You can’t lie your way to the truth. Anything less than an honest
approach to
gathering information will compromise you and your story and lead to a loss
of credibility and a loss of trust.
Fairness. Be aware of your biases and try your hardest to set them aside.
You should approach every story with an open mind and a sense of fairness
for all those you interview – no matter what your own views.
Persistence. When doors are closed in your face, you have find ways to
open them or learn to find the story elsewhere. Reporters can’t give up
because they face
intimidation, threats or closed doors. When you hit a barrier, when your mind
or body
wants to pack it in, take a moment to regroup and refocus.
Enterprise. Reporters have to think on their feet. They have to have ideas;
they have to
observe what’s going on around them; they have learn to see stories others
overlook, to find ways to get their stories and to make the routine
interesting. Dullness is the enemy.
Keeping your opinions out of news stories. You may report on what
other people
say and do (or fail to do). Save your opinion for the editorial or opinion
pages.
Ruthlessness about your own writing. Don’t settle for the first word, the
first sentence, the first paragraph you write. Good writers rewrite -- and
rewrite often.
Reporting well is about much more than just gathering and purveying facts. If
there is one thing editors look for when they’re hiring journalists, it’s a sense
of passion and excitement.
Journalism is exciting. Even when the people you need to interview are
trying to avoid you. Even when suspect your assignment must have come
from an editor in a drunken stupor. Even when you feel so frazzled you can’t
possibly put three words together, let alone a complete sentence. Even –
perhaps especially – when you find yourself thinking, “what the hell am I
doing here?”
To become a good journalist means understanding that this work isn’t just a
matter of crafting words or transcribing what someone says. You must
understand, appreciate and come to take pride in the craft and tradition of
journalism; if you can’t see its redeeming qualities – along with
acknowledging its warts – it will be difficult, even painful, to report and write.
It is a craft that requires dedication and commitment. It is not a great
confidence builder or ego booster. Learning to be accurate, balanced, fair,
resourceful, persistent, enthusiastic, curious, eager and passionate is hard
work. William Zinsser, in his book On Writing Well, says writing is one of the
hardest things that people do: “A clear sentence is no accident.”
CLASSES
This class relies on your participation. Your progress will depend in part on
active classroom discussion and constructive critiques.
I will give you deadlines in class for stories and other assignments.
Assignments must be handed in by deadline or penalties will be imposed
(see GUIDELINES ON WRITING AND SUBMITTING STORIES FOR
REPORTING CLASS). Once assignments are marked, I will return them to
your file folder in the student lounge. Please review the markings carefully;
they are intended to help you see how to improve your reporting and writing.
Check your files every day for your stories or for other notes from me.
If you have a concern about the editing of your work, the written comments,
or how the grade was determined, check the Common Course Outline
first to determine what each grade means. If that fails to answer your
questions, please see me for further discussion.
MARKS
Most of the details on the grading system for The Culture of News are
contained in the Common Course Outline. Your overall mark will be out of
50 points, which will be multiplied by two to become your mark for the
semester. This will break down as follows: You will have three graded
reporting assignments for ten points each (accounting for 60 per cent of your
final grade). The Canadian Press style test will be out of 10 points,
accounting for 20 percent of your final mark; and your in-class work will be
out of 10 points, for 20 per cent of your final mark. (An example of for-class
work will be a note you will be assigned on your fear of interviewing).
Although your early assignments will not receive a letter grade, ALL
assignments must be completed to receive a grade for the course If
all assignments are not completed, you will receive a failing grade.
COUNSELLING HOURS
My hours are posted on the front of this course outline and on my office door.
Formal hours aside, students are welcome to discuss stories, ideas and
critiques any time I’m not in the classroom.
2) It is your responsibility to find out from another student what you have
missed if you are absent from class. If necessary, have another student pick
up handouts for you. It is also your responsibility to show up on time for
class. While on occasion there may be extenuating circumstances, showing
up 15 or 20 minutes late is inconsiderate to the instructor and to your fellow
students.
This course outline is in addition to the Common Course Outline for The
Culture of News. The Common Course Outline explains in detail: how stories
are graded; the School of Journalism policies on fabrication (making up
information) and plagiarism (offering up someone else’s words, data,
arguments as your own); required books for the course; and other
recommended reading.
Then I reported for the Seattle Times, which led to an offer from the Wall
Street Journal. At the Journal, I became the paper’s correspondent for the
Rocky Mountain region, and also reported from Mexico, Central America and
other places. While there I wrote the book “In Sam We Trust,” a business
history and exposè about Wal-Mart and its founder, Sam Walton.
I joined the journalism department at Ryerson one year ago. This will be my
second year teaching news reporting to undergraduate students.
GUIDELINES ON WRITING
AND SUBMITTING
STORIES FOR REPORTING CLASS
2007
I only require one copy of your story. However, you should keep a second
hard copy for yourself and store it on a disk, CD, thumb drive or other
storage device. Always, always back up your stories. There is no
acceptable excuse for not having a backup copy in case the original is
lost.
Do not staple the pages of your story together. When I’m editing, I
often have to jump back and forth between pages. Use paper clips. They
will be on my desk. Feel free to use them.
When you are working on a story for this class, remember always to identify
yourself fully to sources you contact. You can say you are a student
reporter from the Ryerson School of Journalism and you’re working on a
story about … This way, those you interview are aware from the start that
they are being interviewed for a story that could end up in print. Should
they ask if it is a class assignment, you can say that it is, but that it might
still be considered for publication on or off campus.
Unnamed sources cannot be used in your stories. You must get the first
names (or two initials) and last names of everyone you interview. Ryerson
students should be identified by their program and year (example: Jon
Smyth, a second-year radio and television arts student). When you are
doing “streeters,” don’t use those who refuse to give their names. Move
on. Interview more people.
Keep in touch with me, your editor for the year. It’s not good enough to
call me a day or a week after you’ve failed to show up on story
assignment day. You must advise me immediately by phone if you cannot
be in class for assignments.
Long distance calls on a story can be made from my office, but they must be
cleared with me first and recorded on a call log I will provide.
Thou shalt not interview Ernie the hotdog man -- unless your story has to do
with the state of the hotdog business or hotdog vendors.
Thou shalt not interview fellow journalism students -- unless they represent
some organization that is relevant to your story.
Maintain a close check of your file in the student lounge. Edited and
graded stories are returned to those files. I might also leave other notes
related to the course in your files. You should check them daily.
Keep a portfolio of all your work -- originals and edited versions, including
any rewritten stories.
Keep a record of the full names and phone numbers of those you interview.
They may come in handy for future stories. Also: I may ask for them to
make accuracy checks on your stories.
Get it in print. If you think the story is worth selling to a newspaper, try it.
How about the Ryersonian, the Eyeopener, ethnic newspapers,
entertainment papers (eye, NOW), business publications? Newspaper
recruiters are always looking for a variety of published clippings at job-
hunting time.
You are not permitted to switch stories with another student reporter. See
me if there is some compelling reason for balking at a story
assignment.
Any background clippings you get with your assignment are simply that:
BACKGROUND. They provide you with some basic relevant facts and
the names of potential contacts. While you may take some factual
information from these clips, they are not the foundation of your story.
Your job is to update the story by finding a fresh angle on which to
focus.
The assignment schedule (known as the sked) is the editor’s idea of how
and what to go after for a story. If the story as assigned changes for
the better, go with it. But you cannot simply change the focus on a
whim or because you don’t like the original idea. Talk to me about it.
You can also talk to more people than those suggested on the sked.
Your job is to dig out the story.
You MUST meet deadlines. There are times when getting it right and
getting it in on time are more important than crafting the perfect turn
of phrase. When you are writing to same-day deadlines, a full grade
will be docked for missing the deadline, and another for every 10
minutes over deadline. With a 6 p.m. deadline, that means a story
turned in at 6:00:01 but before 6:10 will receive only a maximum grade
of B; a story turned in by 6:20 p.m. will receive only a maximum grade
of C; a story turned in by 6:30 p.m. will receive only a maximum grade
of D. Beyond that, it’s an automatic fail.
IMPORTANT NUMBERS
Final comment: Most stories in first year suffer from too few
interviews. Talk
to lots of people. This isn’t so that you can use all of them in your story.
It simply
gives you more to choose from when it is time to write -- and likely gives
you
more variety of opinions with which to work.
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