Thoughts on COMM207 and Modern News Editing

While there may be disputes as to who said it first, Mary Poppins said it best. “What’s well begun is half done.” This statement works well, too, when applying it to course curriculum. More often than not, students will have less trouble with upper level courses once they have completed the appropriate prerequisites. In a sense, their work will be half done because they have already been exposed to the information they need in order to understand new material in higher level courses.

In my opinion, COMM207: Editing for Publication should be used as a prerequisite or introductory course to the communication program at Benedictine University at Springfield. This is because this course and its textbook, Modern News Editing, provide much needed background knowledge about the world of publication and different within it. While it focuses on print publications, it also looks at the growing area of online publications as well as the different jobs of editors, reporters, photographers, copy editors, and the like. Additionally, the book has chapters that deal with the law, ethics, and responsibility in journalism and publication. Therefore, students are given a taste of various areas that they may come into contact with when in a job in the field of communications.

This book and course may expose students to many of the different aspects or jobs within the communications realm, which could help them decide which one they prefer. The text does a nice job at highlighting what it is like working at news organizations of various sizes as well as what it might be like for a day in life of an editor or reporter. Another plus for this textbook is that it shifts from “what it’s like in the newsroom” to technical and practical information needed in publication and writing in general. And it is in the multitude of examples that this text stands out from the rest. Modern News Editing is a quick read that is supplemented with relevant examples. Authors Mark D. Ludwig and Gene Gilmore give examples of newspaper page layouts, online publication layouts, dummy sheets, different types and sizes of headlines, how to write straightforward versus clever headlines, proper punctuation for headlines, how to edit an article, and so much more. There are also tons of quick tip lists that are helpful in reference situations. Some fun lists include: Commonly Misspelled or Misused Words, Standard Copyediting and Proofreading Marks as well as Words and Phrases Often Mistakenly Used.

Honestly, I was very impressed with this book and its ability to layout material that could be very foreign to some in such a user friendly manner. It is definitely a book that students should be encouraged to keep after the class has ended. The text contains information that they will use later on in their studies within the communication program. It is also a simple, easy-to-read and easy-to-navigate book for times when students need a quick refresher on some editing point or whether they should use further or farther in their paper.

Another reason that this book was good for this class was that it came with a disc that contained many, many different practice exercises for editing articles, designing dummy pages, creating headlines, etc. And there weren’t just one or two exercises for different topics in the book, such as editing articles and writing headlines. There were tons of examples and activities for each topic that professors could choose from. These activities were really what helped pull the class together. This is because you can only read about something so much in a textbook before it becomes dull. With these exercises, students can read study the skills that the book talks about and then practice those same skills in a hands-on format. This really adds quality training to the course. Students can try out what they are reading about in the book, what actual people in the publication business do on a daily basis.

Finally, COMM207: Editing for Publication should be used an introductory course or prerequisite to the communication program because it provides basic information on a variety of communication related topics. Early introduction to these common principles and ideas can help students when they begin to work in higher level required courses, such as News Writing and Reporting, Advanced Journalism Writing, Print Media Layout and Design and Mass Media Law and Ethics.

For the two news writing courses, students will have already been exposed to how to work with stories before they begin to write their own. They will have been introduced to the very basics of news writing such as editing marks, news story structures, and general tips for writing and editing news stories. This background information can then help them when they begin to develop their own writing as they should be familiar with much of the information. With Print Media Layout and Design, students will have been somewhat exposed to what it is like to develop and work with different layout formats. Though the book does not cover layout in great detail, it does discuss tips for designing publication layouts and how a layout can reflect the message put out to an audience, which is an important point to know. Thirdly, if taken before many core communication classes, Editing for Publications will have given students some background knowledge for Mass Media Law and Ethics. Modern News Editing does a nice job at summarizing major points of publication in regards to both law and ethics. Therefore, students can have a basic understanding of how law and ethics relate to the field of communications. As law and ethics can often be tricky subjects to grasp, Mass Media Law and Ethics can build on information presented in the Editing for Publication’s textbook.

COMM207: Editing for Publication (especially in conjunction with its textbook, Modern News Editing) should come before many core classes in the communication program at Benedictine University at Springfield. This is because it presents, in a simplified, easy-to-understand way, some of the basic concepts and ideas, which students will inevitably come into contact with not only in their future coursework, but in the world of communications as well.

Modern News Editing: Chapter 8

Chapter nine, “Editors and Design,” of Modern News Editing was very informative mostly because of the numerous examples it had to accompany the information it presented. Also, this chapter was interesting to me because it talked about how technology has benefited the mass media and society. One thing that was interesting was how the Poynter Institute used eye tracking system to track where the eye moved across the page, what the eyes focused on, and how long the eyes focused on a certain portion of the page. A second exciting use of technology that has been beneficial to the mass media involve how they are able to instantly upload new material to the webpage once they write and file their stories.

Two main points that I took away from this chapter were 1) the news media may not tell us what to think, but they most definitely tell us what to think about, and 2) editors need to make the design of the pages work for the news of the day not the other way around.

It was just discussed in my Mass Communication class that the news media are the gatekeepers of information. They are the ones who decide what is worthy to be considered news of the day. The Modern News Editing book says a similar in stating that “another function of design is to tell the reader what editors consider the days most significant stories” (Ludwig and Gilmore, 2005, 127). So, the news media not only decide what is news, they then tell us which of that news is the most important and least important. With print media this is done through page placement. According to the text, “placement cues the reader. A story on page one rates high . . . But if it is three paragraphs long and deep inside a section, the reader realizes that the editor considers the item little more than a filler” (Ludwig and Gilmore, 2005, 131).

I think the previous quote is an example of why someone needs to understand the personality and values of the publication they choose to read. That way, if they agree with the publications values or ideologies, they can have more trust in the editors that they are not downplaying or overplaying one side of an issue over the other (even though newspapers shouldn’t do that anyway). Just having the same ideologies and values of the publication you read gives you more trust in the information. Still, you need to consider multiple sides of a story before forming an opinion. If you don’t, your opinions will not be well received because they are not back up by logical support and facts.

Then second main point of this chapter is that editors need to use the design of the page to enhance the stories. The text book states that “no matter how clever the makeup, the editors must be willing to scrap or revise it when ever news events demand” (Ludwig and Gilmore, 2005, 131). Similarly, the text stated that an editor should build a newspaper around a particular news package such as a feature story. Therefore, editors must not get too caught up on using a certain style of page design. He or she needs to make the page design work for the news and not force the news into a specific design that could be displeasing to readers.

In conclusion, I think the main thing to take away from this chapter is that editors need to understand that news comes first and that they have a responsibility to present the news in a way that is appealing to readers. Also, the news should be presented in a way that readers can understand and use to see which pieces are perhaps more important than others. This is important in today’s often hectic life style where people may have little time to get the news throughout the day.

Modern News Editing: Chapter 7

Again, I would like to point out the good points of the book Modern News Editing by Ludwig and Gilmore. First off, the book is a quick read, supplemented by pictures and graphics that illustrated points. Along with those graphics and illustrations, the book also gives ample examples for different topics discussed in each chapter. This helpful and useful technique the writers employed was no different in chapter 7, “Writing Headlines.”

(I supposed I should follow the writing rules and write chapter seven as numbers fewer than ten are written out).

Either way, this chapter was interesting for a variety of reasons. One thing that I found interesting (yet complicated) was the numerical aspect of setting the headlines and picas and points sizes, etc. While it was a different aspect of headline writing to learn about, I am not completely sure I understand it. Okay, I don’t understand it, but I understand its value. (I like writing and English because of its general lack of numbers.)

One quote from the chapter that stuck in my mind was: “If the heads do their most important job – rapid summary – the careful skimmer will get the general drift of events and slow down for a story that may be worth careful reading” (107).

I see this in two ways. One: We are living in a fast paced, mobile society where people want information, and they want it now. People today need to get information quickly and can then make the decision – based on what they read in the headlines – whether or not the story is worth their time. However, this brings us to side number two: How many people in our society will actually take the time to read an article once they have read the headline? If the headline summarizes information, why would the readers think they need to read the article further?

This is where the problem lies because, I believe, that many people may not choose to read the article for more information, or they may not read the article carefully. This relates back to one of Neil Postman’s theories in Amusing Ourselves to Death. In his book, he thought that we, as Americans, knew lots of little bits of information, but were really uneducated on the hearts of the matters. We could tell you what we knew about an issue but it would usually have no depth. I agree with this in that the majority of Americans can regurgitate what they hear on a 30-second radio broadcast or read in a newspaper headline, but they can’t tell you anything in depth about the event or situation. In that respect, we are a very uninformed society that pretends otherwise.

A final aspect of this chapter that I found interesting was that they mentioned a few different times that a specific publication’s style lends to its personality and identity. And often, “a sudden, drastic change in heads may make a reader feel that a familiar friend has moved away” (108). Similarly, Ludwig and Gilmore stated that “readers become accustomed to these appearances and often express alarm when they are changed” (117). I think this all has to do with forming niches and brand loyalty. A reader will come back to a certain publication day after day because of how they do things (i.e. types of stories they cover, variety, aesthetic style, etc). Those are the specific things that draw those readers to that publication; therefore, editors should not change them unless readers express concern or their audience changes. In that way, editors need to know and understand the demographics of their audience and produce what appeals to those persons, while still serving the best interest of their publics by providing them with accurate, needed information.

Those are my thoughts on this chapter. Chapter seven did a very nice job of going over the basics of headline writing with relevant examples and supplemental graphics without getting overly technical with journalistic jargon.

And, the example they used of a clever headline, “Gift Wrap Goes Over the Top”, made me smile. Well done.

Modern News Editing: Chapter 6

Chapter six, in Modern News Editing, is (like chapter five) one of the most valuable I have found in the book. This is because it takes you out of the life of an editor and gives you specific rules and examples to go by when working with stories. This chapter gave lists of words that were mistakenly used as well as lists of grammatical points journalists should review and commonly misspelled words.

Honestly, I love lists! I love lists of facts and information that I can learn and then put to use in some situation in the future. I am positive that all of the random information and tidbits of knowledge that I have in stored in my mind will come in handy one day. And, these types of lists, regarding the English language and writing, fit perfectly with my talents and aspirations. I will definitely be keeping this book to refer back to when I am writing, creatively or journalistically or what not. Also, I can refer back to the list when I will, inevitably, get in word fights with other literary friends. It happens, all in good fun.

So, here are a few of my favorite examples from the lists:

Misused words

Sudden explosion is redundant. Um, yes. When is an explosion not?

Thief. A person who steals without threatening people or breaking into buildings. I did not know this. This is a great piece of information for me to use sometime.

Foreseeable future. Who can see into the future? This one made me giggle.

Alumna, alumnus, alumnae, alumni. One female graduate is an alumna. More than one, alumnae. One male graduate is an alumnus. More than one, alumni, which is also the plural for a group including both men and women. This was VERY helpful. I had no idea there were such distinctions.

Grammatical Points

Farther refers to distance; further refers to thoroughness. “He wanted to check further on the flood damage, so he walked farther onto the bridge.” I NEVER understood this distinction until I read this. Then, it clicked. Finally!

Beside/Besides. Besides means “in addition to,” while beside means “next to.” That clarifies that!

Complement means “to accompany” or “to enhance.” Compliment means “to praise.” I never knew there was a distinction. Now, I do.

Misspelled Words

Guillotine is one of the most commonly misspelled words. Although, I just have to wonder how often it comes in writing for it to be misspelled. Hmmm . . . .

Sizable, lovable. I always want to add an “e” before the “able.”

Necessary. I can never spell this right! I mean I just did, but I had to.

So, there are some of my favorite examples from chapter six. This chapter has been my favorite so far, and I will definitely refer back to it when questions arise.

Modern News Editing: Chapter 5

In Modern News Editing, Chapter 5, “Working with Stories,” is a very valuable one. The other chapters have done a very good job at getting into the mind of the editor and what goes on in most newsrooms across the nation. However, I think those are things that can only be experienced on the job in order for someone to really learn something from them. While there is no doubt that information will prepare us on what to possibly expect in real life, there is a difference between reading it in a book and experiencing it first hand in an actual newsroom with actual assignment, and actual deadlines.

Chapter five, though, goes into more technical aspects of an editor’s job when they work with the stories they write and the ones that they assign. This chapter concisely gave examples of common errors and problems for which editors need to be on the lookout. This ranged from structural errors to pesky grammatical problems, homonyms, and word choice issues. And, honestly, one of my favorite things about this chapter was that it gave examples of actual errors that have either gotten through to the presses or that have been “good catches.”

Giving examples was extremely helpful, because I don’t know how many books list the dos and don’ts of one thing or another, but then do not give examples to show what they mean. That leaves the reader wondering, “Okay. But what do you mean by that? How do I do (or avoid) that?” With this chapter, it explained why something was correct or incorrect and then gave examples to support it and show what has occurred in the field in real life. Also, the examples were amusing and pointed out that even simple mistakes may be funny to readers, but they are embarrassing to the publication when they get through. For example, I would be kind of embarrassed if a story of mine got through with something like “killed to death” in it. I would be embarrassed that I wrote it, and equally embarrassed that it got through.

Another thing that I think was very important in the chapter was that they mentioned how an editor must know their community. This seems so obvious, but it is vitally important to serving the best interest of the readers. By knowing a community, an editor can avoid basic errors that may annoy loyal readers. This enhances the validity and reliability of the publication in the eye of the reader when an editor knows that it is Devonwood Drive instead of Devonwood Street. It also enhances the relationship between reader and publication when readers realize that the editors and staff care about their publication enough to avoid such errors or correct them when they do occur.

In conclusion, I think that chapter five is one that gives a great overview of who editors work with stories. It is definitely one that I will be referring back to as this course continues and as I work with my own and the writing of others. From what I can tell, I think the book is now going to shift into the more technical aspects of an editor’s job. It is going to shift into information that is valuable in a different way than that which came before it.

Modern News Editing: Chapter 4

Some of the information in chapter four, “Editors as Managers,” related back to thoughts I had about a previous chapter in regards to the importance of praise within a news organization.

A section of chapter four expounded upon this idea by discussing the importance of staff evaluations. It talked about how they can be used appropriately to better the work of staff members in a positive way, instead of being that dreaded thing that happens once a year. One really important thing the book said about evaluation is that “it should be a continuing process” (63). I believe this to be true, and I think it emphasizes the main theme of this chapter: An editor must always strive to develop the talents and potential within their staff in order to produce the best quality publication.

In this way, I think it is true that editors should also be considered coaches. They need to know where it is they want their publication to go, and then find out the best ways to motivate their employees so that they can do their best work, which will ultimately head the paper in the desired direction it needs to go.

And, I think that it is important to discuss the direction and goals of the paper with your staff. Reporters, photographers, and artists will feel more motivated if they know they are part of team working for the same goal. Also, they will feel invested in the paper because they know that their thoughts and decisions are valued. According to the book, “the publication then becomes ‘our newspaper’ or ‘our Website,’ not merely ‘the paper’ or ‘the site’” (62). Thirdly, another benefit (I suppose it could be called that) of all staff having an understanding of the goal of the paper (as well as the desired writing style, etc.) is that it can make it easier for staff to decide if this is indeed the right publication for them to be working on. This is because I believe the organization (and its goals, style, etc.) have to mesh well with the works own goals, values, and style in order for them to do the best work.

Along the same lines, I think that any reporter, photographer, artist, or other staff member needs to understand that they will not end up in their desired section or beat over night. They are going to have to prove to their editors that they are capable of handling such tasks by adequately performing what tasks are given to them, even if those stories or assignments are perhaps less than desirable.

Similarly, though, an editor needs to listen to the concerns and thoughts of an employee and recognize when their talent could be better put to use, perhaps covering stories in another section or taking a crack at a beat they have always wanted to try. They also need to consider assigning a different type of story or a different beat to a reporter whose writing may have been slipping lately. This could be just what he or she needed to get out of a rut.

All in all, what this comes down to is that communication is key in any newsroom. Staffers need to know that they can come to their editor with thoughts, ideas, and concerns without fear of being criticized or rebuked. Also, editors need to monitor what is happening in the newsroom to assess what, if any, changes need to made for the betterment of the staff, and in turn, the organization as a whole.

Modern News Editing: Chapter 3

In Modern News Editing, chapter three (“The Editor in the Newsroom”) reinforced some basic ideas I had taken away from other journalism/communication classes. The main concept that this reading reinforced was teamwork.

When working in a newsroom, you basically need to be able to play well with others. If not, then the entire publication could suffer, and that would not be good for anyone. You need to understand that no one could do this job alone and that your job, whatever it may be, is a vital part of the organization.

And a mainstay in maintaining that teamwork and positive morale within the newsroom is the staff or section editors. One thing the chapter brought up multiple times was the importance of positive reinforcement. While it doesn’t have to be anything drastic, just simple things like telling someone that they have written a good headline is important. One example of praising workers came from the San Francisco Bee where they send out newsroom wide emails to reward excellence (48). I think this is a good way to let staffers know about accomplishments happening amongst the employees. It is also very simple, yet effective. I believe whole heartedly that supervisors need to praise their staffers for excellent work. While it shouldn’t be over the top and so frequent that it becomes routine, positive reinforcement can go alone way. I think it is especially important nowadays when people are so bogged down by the economy, personal problems, financial worries, running a home, etc.. A few words of praise could brighten someone’s day and remind them that their work is appreciated and respected.

Another concept that was reinforced in this chapter was considering and covering all facets of a story. You need to look for your angle in a story that will make it the most interesting to readers. You also need to consider all of the different aspects that could be covered a given story, so that you can reach a variety of readers. I think the chapter did a good job of applying it to sports writing. I liked how it talked about how sports editors are starting to broaden the scope of sports on which they are reporting. Instead of just covering the basics like basketball, baseball, and football, they are putting together features on noncompetitive sports as well. This is good because it offers variety and can attract new readers. I also thought it was interesting that sports editors are working to make sure they cover a sport and not promote it. That goes hand in hand with keeping bias out of writing as much as possible and giving readers the information with which they can form their own opinions.

And, I still say that the job I would like to have at a newsroom would be that of a copy editor. With this position, I would get to utilize my writing talents and read a variety of news copy. I think it would be fun and interesting to be “the reader’s eye” for a newspaper. I had never considered that to be a key importance of the copy editor, but I think it is a vital one that I could handle.