The New Indian Express.docx

8/9/2019 The New Indian Express.docx

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About Us

The New Indian Express is the oldest English daily of an undisputed credibility for the last 80 years.

New Indian Express is arguably the flagship publication incorporating national and international themes and

sections on deelopmental issues! society! politics! literature! arts! cinema! trael! lifestyle! sports! business!

finance! new"age liing! self"deelopment and entertainment.

The readers of the newspaper spread all across the world with a ery high N#I traffic to the website.

The publication boasts of a dynamic and discerning profile of informed readers who are constantly exploring new

possibilities to ma$e their lies better.

The company was promoted by Express %ublications &'adurai( )imited which is the flagship *ompany of the +roup.

Express %ublications &'adurai( )imited publishes the prestigious English language Newspaper! The New Indian

Express from ,- centers in Tamilnadu! arnata$a! Andhra %radesh! erala and /disha.

It also publishes unday tandard from New 1elhi. Express %ublications &'adurai( )imited also publishes Tamil daily

1inamani ! *inema Express &Tamil(! 'alayalam 2ari$a &'alayalam( and a$hi &annada(.

The company is owned and managed by hri 'ano3 umar onthalia. The Editorial1irector of the group is 'r

%rabhu *hawla.

Chapter 1: What is news?

Here we consider what makes one thing worth reporting, while another thing is not. We offer

a test for news which can work in all societies. We consider what makes some news stories

stronger than others. Finally, we look at how news comes to journalists, and the areas of life

where we most often find it.

________________________________________________________________

Life appears to be a shapeless jumble of events, falling over each other, elbowing and jostling each other.

Journalists each day structure this chaos, so that the public receives it sorted out and neatly packaged

into stories, the same day on radio, television or online and the next day in newspapers.

It will have been evaluated. he biggest news will be given first in the bulletin or on !age "ne of the

paper, in detail# lesser news will be given in less detail later in the bulletin or on an inside page# and the

rubbish will have been thrown away.


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$ow do journalists decide what is news and what is not% $ow do they distinguish between a big news

story and a small one% he answer is that they do it in exactly the same way as everybody else.

&verybody makes those same judgments whenever they decide to talk about one event rather than

another.

'or example, which do you think

is more interesting(

a) * girl going to primary school, tohigh school,

or to university%

b) * man aged + marrying a girl aged +-, or a

man aged marrying a girl aged %

c) * car killing a chicken, a pig or a child%

&very one of these events might be news for the

community in which it happens, but some are

more newsworthy than others.

/ou very likely answered that the most

interesting things were a girlgoing to university,

a man aged marrying a girl aged , and a

car killing a child. If your answer was different,

though, it does not necessarily mean that you

were wrong.

he same event can have different levels of

interest in different societies, and will be talked

about in different ways. If a farm wall has

collapsed, killing a cow and a pig, which is moreimportant% 0learly, the answer will vary from one

society to another, depending upon the relative

importance of cows and pigs.

'or this reason, the content of the news can be different in different societies. he way in which the news

is judged, though, is the same everywhere.

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Criteria of newshe criteria by which news is judged are(

• Is it new%

• Is it unusual%

• Is it interesting or significant%

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• Is it about people%

Is it new%If it is not new, it cannot be news. he assassination of 2rs 3andhi is unusual, interesting, significant

and about people, but it cannot possibly be reported in tomorrow4s papers, because it is not new.

If some facts about that assassination became known for the first time, however, that would be news.

he assassination would not be new, but the information would be.

&vents which happened days or even weeks earlier can still be news, as long as they have not been

reported before. If you are telling a story for the first time, it is new to your readers or listeners and

therefore it can be news.

5ews of the death of 2ao se6tung, for instance, was not released to the world by the 0hinese

government for several days# when they did release it, however, it was still very definitely news.

Is it unusual%

hings are happening all the time, but not all of them are news, even when they are new. * man wakesup, eats breakfast and goes to work on a bus# it has only just happened, but nobody wants to read about

it because it is not unusual. "rdinary and everyday things do not make news.

"f course, if that same man was 7- years old and was still catching the bus to work every day, it would

be unusual8

he classic definition of news is this( 9:og bites man9 is not news# 92an bites dog9 is news.

his definition, though, is not universal. If dogs are eaten in your society ;at feasts, for instance) then it

will not be news when a man bites a dog 6 so long as it has been cooked.

oman 0atholic 0hurch should ordain women priests, that is

not news. If an archbishop says it, it is news, because what he says on the subject is significant. It is the


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views of people such as the archbishop which help to form the policy of the 0hurch.

"nce again, what is interesting or significant in one society may not be interesting or significant in

another. he content of the news may be different, therefore, in different societies, but the way it is

identified will be the same.

Is it about people%2ost news is automatically about people, because it is the things people do to change the world which

makes news.

$owever, news can also be made by non6human sources, such as a cyclone, a bush fire, a drought, a

volcanic eruption or an earth?uake. It is when reporting these stories that it is important to make sure

that the story is centred on people.

he cyclone would not matter if it blew itself out in the middle of the !acific "cean, away from any

inhabited islands# the fire could burn for as long as it likes in bush where nobody lives# the =ahara

:esert has a near6permanent drought, but in most of it nobody is there to rely on rains# a volcanic

eruption or an earth?uake which damages nobody4s property and injures nobody is really not news.

*ll these natural disasters only become news when they affect people4s lives. &very story can be told in

terms of people. *lways start by asking yourself the ?uestion( 9$ow does this affect my readers4,

listeners4 or viewers@ lives%9


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How strong a story? * story which is new, unusual, interesting, significant and about people is going to be a very good

story indeed. "ne way of deciding the strength of a story is to check how many of those five criteria it

meets.

here are other factors, though, which make stories strong or weak(


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0losenesshe same event happening in two different places can have two ?uite different news values. * coup

d@Btat in your own country is as big a story as you can ever have ;although you will probably not be at

liberty to report it as you would wish8). * coup in the country next door is still a big story, because it may

affect the stability of your own country.

$owever, a coup in a small country in another continent is unlikely to merit more than a few paragraphs.

he appeal of local news is that your readers or listeners might know the people or place involved.

>emember, though, that the word 9local9 means different things to different people. If you broadcast to a

wide area or sell your newspaper in many different towns, you must realise that a small story which

interests readers in one place, because it is local, may not be of any interest to readers elsewhere.

!ersonal impacthe average reader, listener or viewer may be a parent, a person wanting a good education for the

children, dreaming of buying a car, looking forward to going home on leave, anticipating the next bigcommunity feast or festival. /ou will need to have a very clear understanding of what your own readers

or listeners are like.

=o stories about bride6price or dowries, children, land disputes, new schools, cheaper or dearer fares, or

whatever else is important and may affect your average reader, will have personal impact.

!eople can identify with stories about other people like themselves. =o those stories with which many

people can identify are stronger than those which only apply to a few.

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How do we get news? * lot of news will come to you as a journalist without any real effort on your part. 3overnment handouts,2inisters4 speeches and announcements of new developments come into the newsroom after being

processed by press officers or public relations officers.

!assing on such information, as long as it is genuinely interesting and informative, is an important

function of the media, to provide society with the hard facts of what is happening in the country.

It is part of your job as a journalist to sort out what is interesting and informative from the millions of

boring words which may be sent to you.

here is also news which journalists find for themselves and reveal to the public. his need not be a

subject which somebody wants to be kept secret. 2any people have a story to tell but do not know how

to write a media release. It is part of your job as a journalist to find these people and report their stories.

here are also some stories which people want to keep secret but which the public ought to know about.


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Where does news come from? 5ow we know what makes news. he following are the main areas of life in which we expect fre?uently

to find news stories. 'or each category below, think of at least one event or situation which could make a

news story in your own society.

Conflicts: his category includes wars, strikes, revolutions, secessionist groups, tribal and clan fights,

elections and the power battles of politics.

&isaster and tragedy: his may include air crashes, train crashes, ships sinking, volcanic eruptions,

earth?uakes, or human tragedies like children falling down deep wells from which they cannot be

rescued.

'rogress and de(elopment: :evelopment is always news in a developing country. he report should

be always of how the changes affect people4s lives, for better or for worse. 5ew ideas or progress in one

area may stimulate ideas in another. :evelopment stories may include education, the development of

new technology, improvement of farming techni?ues, road building and irrigation schemes. 0itiCens of

more developed countries may also appreciate stories about developments in things which affect their

lives or well6being, such as medical breakthroughs, new technologies or initiatives to make transporteasier, ?uicker or cheaper.

Crime: *ny crime can be news, whether it is a road traffic offence, break and enter, corruption, forgery,

rape or murder 6 but more serious crimes or unusual crimes generally make bigger news stories.

)oney: hese stories include fortunes made and lost, school fees, taxes, the Dudget, food prices, wage

rises, economic crises and compensation claims.

It is not only large sums of money which make news# the little girl who gives her only ten cents to a

huge fund6raising event is more interesting than the businessman who gives E--.

#he underdog: his is one of the great themes of literature and drama ;:avid and 3oliath, the $are

and the ortoise, 0inderella). "ne traditional role of the journalist is to defend the rights of the littleperson 6 the soldier against the unjust officer, the innocent man against false charges, the poor against

exploitation.

eligion: here are two types of religious news story. 'irst, there are events involving people4s religious

lives, such as the building of a new church or a pilgrimage. =econd, there are statements by religious

leaders on moral and spiritual affairs, such as contraception or salvation. It is important for the journalist

to be aware of the relative numerical strengths of 0hristianity, Islam and other religions 6 including

traditional local beliefs 6 in his or her country. he importance of a statement by a religious leader in your

society depends both upon the news value of what he has to say and upon the siCe of his following.

Famous people: !rominent men and women make news.


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Weather: he weather may affect the daily routine of people and is of interest when it behaves

unusually, with exceptionally high or low temperatures, or exceptionally high or low rainfall.

Food and drink: he rich person plans feasts, the poor person wants enough to eat and drink.

=hortages and gluts, crop diseases and harvest siCes, prices of food in the market or the launch of a new

brand of beer 6 these all make news.

ntertainment: =tories about music, dance, theatre, cinema and carving keep us informed of

developments in the arts, who is doing what, who is performing where, and what it is worth going to see

or hear.

*port: 2any people participate in sport and many others are spectators. hey all want to know sports

results, news of sportsmen and sportswomen and their achievements.

Human interest: here are often unusual and interesting aspects of other people4s lives which are not

particularly significant to society as a whole. =tories about these are called human interest stories.

&xamples might be a child going abroad for surgery# a pilot recovering from injuries received in an air

crash and determined to fly again# or a man with a collection of a million picture postcards.

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News and entertainment 2ost people agree that the purpose of the news media 6 newspapers, magaCines, radio and television 6 is

to inform, to educate and to entertain. $owever, the purpose of the news itself is to inform and to

educate your readers, listeners or viewers.

he entertainment can come from other areas 6 music and drama programs on radio# cartoons and

crossword puCCles in newspapers. It is not the job of news to entertain.

his does not mean that news should be dull. If a news event has an element of humour, you should

always try to write the story in a way to amuse your readers or listeners.

5evertheless, the news should only be reported if it is real news. :o not report non6news as if it was

news only because the story is entertaining.

*s you gain more experience, you may be able to write things which are purely entertaining 6 such as a

humorous look at current events. his is not news, however, and should not be presented as if it was.

2ake it clear to your readers or listeners what is news and what is not.

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TO SUMMARISE#o decide what you should report, you must sort out news from non-news. #o do this, ask

yourself the following uestions a/out anything you think may /e news:

Is it new?

Is it !n!s!a"?

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Is it interesting?

Is it significant?

Is it a#o!t $eo$"e?

#o decide how to report it, ask yourself the following uestion:

How does this affect my readers%& "isteners% or 'iewers( "i'es?

!f it is not new or unusual, if it is not interesting or significant, and if it will not affect your

readers0 or listeners0 li(es, then it is not news. &o not pu/lish it or /roadcast it as news.

Chapter : What is a journalist?

Here we will discuss: who journalists are and what they do2 why people /ecome journalists2

and what ualities you need to /e a good journalist.

____________________________________________________________

Journalists work in many areas of life, finding and presenting information. $owever, for the purposes of

this manual we define journalists principally as men and women who present that information as news to

the audiences of newspapers, magaCines, radio or television stations or the Internet.

What do )o!rna"ists do? eporters may work on the staff of news organisations, but may also work freelance,

writing stories for whoever pays them.

3eneral reporters cover all sorts of news stories, but some journalists specialise in certain areas such as

reporting sport, politics or agriculture.

*u/-editors take the stories written by reporters and put them into a form which suits the special needs

of their particular newspaper, magaCine, bulletin or web page. =ub6editors do not usually gather

information themselves. heir job is to concentrate on how the story can best be presented to their

audience. hey are often called subs. he person in charge of them is called the chief su/-editor,

usually shortened to chief sub.

'hotojournalists use photographs to tell the news. .i.photojournalists#hey either cover events with a


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reporter, taking photographs to illustrate the written story, or attend news events on their own,

presenting both the pictures and a story or caption.

#he editor is usually the person who makes the final decision about what is included in the newspaper,

magaCine or news bulletins. $e or she is responsible for all the content and all the journalists. &ditors

may have deputies and assistants to help them.

#he news editor is the person in charge of the news journalists. In small organisations, the news editor

may make all the decisions about what stories to cover and who will do the work. In larger organisations,

the news editor may have a deputy, often called the chief of staff , whose special job is to assign

reporters to the stories selected.

Feature writers work for newspapers and magaCines, writing longer stories which usually give

background to the news. In small organisations the reporters themselves will write feature articles. he

person in charge of features is usually called thefeatures editor. Larger radio or television stations may

have specialist staff producing current affairs programs 6 the broadcasting e?uivalent of the feature

article. he person in charge of producing a particular current affairs program is usually called

theproducer and the person in charge of all the programs in that series is called thee+ecuti(e

producer or '.

*pecialist writers may be employed to produce personal commentary columns or reviews of things

such as books, films, art or performances. hey are usually selected for their knowledge about certain

subjects or their ability to write well. *gain, small organisations may use general reporters for some or

all of these tasks.

here are many other jobs which can be done by journalists. It is a career with many opportunities.

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Why #e a )o!rna"ist?

!eople enter journalism for a variety of reasons but, money apart, there are four main motives(

he desire to writeJournalists are the major group of people in most developing countries who make their living from

writing. 2any young people who see themselves as future novelists choose journalism as a way of

earning a living while developing their writing skills. *lthough writing for newspapers and writing for

books re?uire different ?ualities, the aspiration to be a great writer is not one to be discouraged in a

would6be journalist.

he desire to be known2ost people want their work to be recognised by others. his helps to give it value. =ome people also

want to be recognised themselves, so that they have status in the eyes of society. It is not a bad motive

to wish to be famous, but this must never become your main reason for being a journalist. /ou will notbe a good journalist if you caremore for impressing your audience than for serving their needs.

he desire to influence for goodFnowing the power of the printed or spoken word or image, especially in rural areas, some people enter

journalism for the power it will give them to influence people. In many countries, a large number of

politicians have backgrounds as journalists. It is open to ?uestion whether they are journalists who



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moved into politics or natural politicians who used journalism as a stepping stone.

here is a strong belief that journalists control the mass media but the best journalists recognise their

role as servants of the people. hey are the channels through which information flows and they are the

interpreters of events. his recognition, paired with the desire to influence, can produce good

campaigning journalists who see themselves as watchdogs for the ordinary man or woman. hey are

ready to champion the cause of the underdog and expose corruption and abuses of office. his is a vital

role in any democratic process and should be e?ually valuable and welcome in countries where a non6

democratic government guides or controls the press.

here is a difference between the desire to influence events for your own sake, and the desire to do it for

other people. /ou should never use journalism for selfish ends, but you can use it to improve the life of

other people 6 remembering that they may not always agree with you on what those improvements

should be.

here is a strong tradition in western societies of the media being the so6called G'ourth &stateH.

raditionally the other three estates were the church, the aristocracy and the rest of society but

nowadays the idea of the four estates is often defined as government, courts, clergy and the media, with

the media the G'ourth &stateH acting as a balance and an advocate for ordinary citiCens againstpossible abuses from the power and authority of the other three estates. his idea of journalists

defending the rights of ordinary people is a common reason for young people entering the profession.

he desire for knowledge0uriosity is a natural part of most people4s characters and a vital ingredient for any journalist. Lots of

young men and women enter the profession with the desire to know more about the world about them

without needing to specialise in limited fields of study. 2any critics accuse journalists of being shallow

when in fact journalism, by its very nature, attracts people who are in?uisitive about everything. 2ost

journalists tend to know a little bit about a lot of things, rather than a lot about one subject.

Fnowledge has many uses. It can simply help to make you a fuller and more interesting person. It can

also give you power over people, especially people who do not possess that particular knowledge. *lwaysbear in mind that power can be used in a positive way, to improve people4s lives, or in a selfish way to

advance yourself.

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What does it ta*e? 2ost young men and women accepted into the profession possess at least one of the above desires from

the start. Dut desires alone will not make a successful journalist. /ou need to cultivate certain special

?ualities and skills.

*n interest in life

/ou must be interested in the world around you. /ou must want to find things out and share yourdiscoveries with your readers or listeners 6 so you should have a broad range of interests. It will help if

you already have a wide range of knowledge to build upon and are always prepared to learn something

new.

Love of language/ou cannot be a truly great journalist without having a deep love of language, written or spoken. /ou

must understand the meaning and flow of words and take delight in using them. he difference between



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an ordinary news story and a great one is often not just the facts you include, but the way in which you

tell those facts.

Journalists often have an important role in developing the language of a country, especially in countries

which do not have a long history of written language. his places a special responsibility on you, because

you may be setting the standards of language use in your country for future generations.

If you love language, you will take care of it and protect it from harm. /ou will not abuse grammar, you

will always check spellings you are not sure of, and you will take every opportunity to develop your

vocabulary.

he news story 6 the basic building block of journalism 6 re?uires a simple, uncomplicated writing style.

his need for simplicity can frustrate new journalists, even though it is often more challenging to write

simply than to be wordy. "nce you have mastered the basic news story format, you can venture beyond

its limits and start to develop a style of your own.

:o not be discouraged by a slow start. If you grow with your language you will love it all the more.

*n alert and ordered mind!eople trust journalists with facts, either the ones they give or the ones they receive. /ou must not be

careless with them. *ll journalists must aim for accuracy.


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If you suspect you are being given inaccurate information or being told deliberate lies, do not let the

matter rest there. *sk your informant more ?uestions so that you can either satisfy yourself that the

information is accurate or reveal the information for the lie that it is.

:etermination

=ome people call it aggressiveness, but we prefer the word determination. It is the ability to go out, finda story and hang on to it until you are satisfied you have it in full. De like a dog with a bone 6 do not let

go until you have got all the meat off, even if people try to pull it out of your mouth.

his means you often have to ask hard ?uestions and risk upsetting people who do not want to co6

operate. It may be painful but in the end you will gain their respect. =o always be polite, however rude

people may be. he rule is simple( /e polite /ut persistent.


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Chapter 6: #he shape of the news story

Here we will introduce the concept of the inverted pyramid, which is the /asic shape of the

news story. We see why this is a good way to present news.

____________________________________________________________

5ews stories go straight to the point. In this respect, they are ?uite unlike other forms of written &nglish,

such as novels and short stories, committee reports, letters and theses. *ll these are written primarily

for people with the time to consider and absorb what has been written.

hey also follow the usual pattern of spoken language, in which it is generally impolite to jump straight

to the main point which you wish to make without first establishing contact.

'or example, a female student writing home may say(

9:ear 2um and :ad, I don4t want you to worry about me, but I have some news for you which you are

not going to like. I met a boy here at the start of the semester and he likes me a lot.


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of escape and all perished.

he reader knows the outcome of the drama in the first sentence of the news story. he background

information about how it happened, and why it happened, are filled in later in the story.

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To$ $riority 5ews stories are written in a way which sets out clearly what is the top priority news, what is the next

most newsworthy, and so on. his makes it easier for readers and listeners to understand.

In many societies, people read newspapers and web pages in a hurry. hey probably do not read every

word, but skim ?uickly through, reading headlines and intros to see which stories interest them. =ome

which seem at first glance to be interesting may seem less interesting after a few paragraphs, and so the

reader moves on.

In other societies, people may find reading a newspaper hard work. his may be because it is written in

a language which is not their first language# or it may be because they are not good at reading. hey,

too, will look at headlines and intros to decide which stories are interesting enough to be worth the effort

of reading them.

In either case, the readers will generally read less than half of most stories# there are very few

stories indeed of which they will read every word.

=imilarly, people do not listen intently to every word of a radio or television news bulletin. nless the first

sentence of each item interests them, they allow their minds to wander until they hear something that

interests them.

he way a news story is written therefore has to do two things(

• It has to sell the story to the casual reader or listener.

• It has to give the main point of the story very ?uickly, so that even if the reader moves on afterone or two paragraphs, or if the listener stops listening after the first sentence or two, they willstill have a fair idea of what the story was about.

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The in'erted $yramid

his way of writing a news story, with the main news at the start and the rest of the detail following indecreasing order of importance, is known as the inverted pyramid. * pyramid has a broad base and

tapers towards its top# the news story is just the opposite, with a broad top and tapering towards the

base. It is therefore called an inverted ;or upside6down) pyramid.



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his 9shape9 of the news story, with a 9broad9 top and a 9narrow9 base, is in the weight of the news

itself. Look back at the earlier example, of the $ohola house fire. =ee how the first paragraph of the

news story is the biggest news, and how the story begins to

taper down towards the minor detail.

he first paragraph, which is called theintro, contains the

most newsworthy part of the story 6 the newest, most

unusual, most interesting and most significant 6 told clearly

and simply. his is followed by a full explanation and all the

details. he most newsworthy parts of the story will be

written nearest to the top of the story.

he later part of the story 6 the tapering point of the inverted

pyramid 6 contains detail which is helpful, but not essential.

$ere is an example of a short news story in the inverted

pyramid# structure(

* !alauli woman whose body was found in the sea is believed to have drowned.!olice say the K6year6old woman, whose name has not been released, was an epileptic.

$er body was found floating in the sea near !alauli, =avaii, on 2onday.

* post mortem examination will be conducted today.

his format has a practical advantage, too. If it is necessary to cut a number of lines, to fit the story into

the available space on a page or into the available time in a news bulletin, it is best if the least important

facts are at the end. hey can then be cut without harming the story.

It will be clear from this that the most important part of any news story is the intro and that intro writing

is one of the most important skills of a journalist.


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Chapter 9: Writing the intro in simple steps

Here we consider the ualities which a good intro should ha(e. We look at how a reporter

decides what information to put in the intro2 and offer ad(ice on how to make your

intro more effecti(e.

________________________________________________________

he intro is the most important part of any news story. It should be direct, simple and attention6

grabbing. It should contain the most important elements of the story 6 but not the whole story. he

details can be told later.

It should arouse the interest of the reader or listener, and be short. 5ormally it should be one sentence

of not more than +- words for print media, and fewer for radio and television.

The $erfect intro

• he intro should be based on the most newsworthy aspect of the story.

• he intro should be kept short, uncluttered and relevant to the main story. It should be simple

grammatically.

• he intro should make the reader want to read the rest of the story.

• he intro should be appropriate in style to the story.

5ewsworthyo write an intro, you must first decide what makes the story news. here may be several things which

are newsworthy in the story. If so, you have to decide which is the most newsworthy. his will be in theintro.

In this way, your readers or listeners will be provided with the most important information straight away.

&ven if they stop reading or listening after the first one or two sentences, they will still have an accurate

idea of what the story is about.

"ne simple way to do this is to imagine yourself arriving back at your office and being asked by the chief

of staff( 9


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and confused sentence.

he words you use should be short and simple, and the grammar should be clear and simple.

/ou should not try to give too much detail in the intro. he six main ?uestions which journalists try to

answer 6 Who? What? Where? When? Why? and How? 6 will all need to be answered in your newsstory, but they should not all be answered in your intro. ry to remember these ?uestions as he 'ive


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• Is it unusual%

• Is it interesting or significant%

•

Is it about people%

*ny fact or opinion which meets some or all of these criteria is what we call a key point. *ll the key

points belong in the news story, but only the most newsworthy belong in the intro. It is your job to

decide which.

3o through your notes, go through the handouts and, on a piece of paper, list all the key points.

5ow go through the list of key points, ranking them in order of newsworthiness, according to the criteria

we have just mentioned. he key point which best meets the criteria will be number one on your list.

Let us do this with the following example.

Information At 2 a.m. yesterday morning, meteorologists at the Nadi Weather Centre detected a cyclone

developing rapidly near Nauru and moving quickly south-est across the !acific toards the

"olomon #slands. $hey named the cyclone %&ictor%. At ' a.m., they contacted the "olomon #slands

government arning of the approach of Cyclone &ictor. (overnment officials immediately put

emergency plans into operation. $hey arned all shipping in the area of the cyclone)s approach.

$hey broadcast arnings on the radio, and alerted the police, ho in turn sent officers to arn the

people. *y + a.m., inds in oniara ere bloing at more than + kilometres per hour. At about

midday, the centre of the cyclone passed directly over oniara before tracking into the Coral "ea,

here it ble itself out. #n oniara, more than 2 houses ere destroyed and a number of other

buildings sustained considerable structural damage. /ore than + people are no homeless. "i0

people ere killed. Another +1 people have been treated in hospital for minor inuries. /opping-upoperations have started in oniara. $he emergency services are still aaiting nes from outlying

districts but believe that oniara has been the orst affected. !olice say that of the si0 people ho

died, three men droned hen their car as blon off the road into a river, and to omen and a

man ere killed by flying debris.

*nalysis'irst we go through the story picking out the key points. 'or the purposes of this exercise, we shall limit

ourselves to six or seven of the most important ones.

>emember our four criteria and test each of the facts against them.

'or example, how new, unusual or significant is it that meteorologists in 5adi detected the cyclone% *fter

all, this is one of their jobs. *lso it happened at + a.m. yesterday, many hours ago. 2ore significant andcertainly more up6to6date is the fact that they warned the =olomon Islands government. 2aybe that is

not too unusual in the event of a cyclone, but certainly an unusual occurrence in the day6to6day

communication between the two nations.


20/50


21/50

call it the news angle.

he news angle is that aspect of a story which we choose to highlight and develop.


22/50

$oniara be hit in the =olomon Islands%)


23/50

========================================================

#he importance of language

>our main task as a journalist is to help people understand what is happening around them2 in

their (illage, in their country and in the world. )ost readers or listeners will not ha(e yourknowledge of language, so you must simplify it for them. >ou should /e a/le to e+amine the

most complicated issues and e(ents then translate them into language which your audience

can understand. !f you fail in this, people will stop /uying your newspaper or tuning in to your

radio or tele(ision station. >ou will /e failing in your jo/.

For many journalists today, nglish is the main language used for newspapers or magaines,

radio, tele(ision or the !nternet. #his /ook is written in nglish, so these chapters

concentrates on the nglish language. !t is worth remem/ering, howe(er, that e(en a

language as common as nglish is not e+actly the same all o(er the world. #here are

differences /etween, for e+ample, @ nglish and 7merican nglish. #here are often also

differences in the way nglish is written or spoken within indi(idual countries. !t may

sometimes /e difficult to decide what is correct in the nglish used in your country. 4anguage

is de(eloping all the time, and your country may not yet ha(e a well-esta/lished set of rulesfor nglish. !f this is so, you should use the form which is accepted as correct /y the most

literate educated people in your country. 7/o(e all, use words and grammar which are most

easily understood /y your readers or listeners.

7lthough you are reading this in nglish, you may do a lot of writing in other languages. )any

of the general points we make a/out writing style will apply to these other languages. 4earn

the general points and try to apply them to your own language or languages.

>ou may get some guidance on such things as sentence length, punctuation or word usage

from your organisation0s style /ooks. #hese are /ooks which lay down rules for language you

must follow in your particular paper or /roadcasting station. >ou should ask your editor or

chief of staff for a copy of your organisation0s style /ook. @nfortunately, many small or new

organisations do not ha(e their own style /ook. !n these chapters, we try to gi(e you some

general guidelines for language use and writing style. @se this ad(ice to create your own style

guide. For more details on how to keep and use a style guide, see Chapter 1A: %ewsroom

/ooks.

*hort, sharp, clear sentences

Whether you write for newspapers, /roadcasting or the !nternet, you should always aim for

words and sentences which pro(ide the ma+imum amount of understanding with the

minimum risk of confusion. #his generally means keeping words and sentences short and

simple. >ou can use long words, /ut you must /e sure they are doing their jo/ properly.

!nChapter A: Writing the intro, the golden rules, we said that many words are like fat and lay

people sitting /ack without paddles in a canoe. emem/er, there is no room in your sentencesfor fat and lay words. !f words do not add to understanding, throw them o(er/oard.

*entence length

#here is no single rule a/out the length of sentences in news writing, /ut you should set

yourself a target for the ma+imum num/er of words you use. We suggest that you ne(er use

more than ; words in any sentence, e+cept in special circumstances. !f you follow this rule,


24/50

your sentences will /e simpler, there will /e less room for error and you will make a more

efficient use of words.

7n alternati(e way of judging the /est length for your sentences is to count the num/er of

ideas or concepts you e+pect your reader or listener to understand. Compare these two

e+amples of the same story. %otice how (ersion 7 tries to pack all the ideas into one

sentence, whereas (ersion 5 splits them into three separate sentences:

*tory 7

Four aircraft passengers, the pilot and three people tra(elling in a car were killed when a

twin-engined 5eechcraft 5aron aircraft hit an electric power line and crashed near %adi

airport this week.

*tory 5

ight people died when an aircraft crashed near %adi airport this week.

#he pilot and four passengers died when their twin-engined 5eechcraft 5aron hit a power line.

#he plane then crashed into a car on a road near the airport, killing three more people.

%otice that, although *tory 5 is 1 words longer than *tory 7, it is split into three sentences.%one of the sentences in *tory 5 is longer than ; words. "et someone to read /oth stories

out loud to you, and you will uickly see that *tory 5 is easier to understand.

#he reason is simple. *tory 7 contains si+ separate ideas for the reader or listener to

understand at one time:

1. the people in the plane2

. the people in the car2

6. the type of plane2

9. the cause of the crash2

A. the location of the crash2

B. the time of the crash.

*tory 5, /y comparison, has fewer ideas in each sentence. #he first sentence has just four

simple ideas:

1. the total num/er of dead2

. a simple description of the type of plane2

6. where it crashed2

9. when it crashed.

#he second sentence tells us:


25/50

1. how many died in the plane2

. the e+act type of plane2

6. the e+act cause of the crash.

#he third sentence tells us:

1. how the people in the car died2

. where the car was2

6. how many died in the car.

>ou may argue that *tory 5, as well as /eing longer, gi(es a total of ten ideas to understand.

Howe(er, many of those ideas are not separate. #hey relate to details in the preceding

sentence. 4inking ideas and repeating details often helps understanding. )ore important,

those ten ideas are not thrown at our audience in one /reath. #he full stop at the end of eachsentence which comes as a pause on radio and tele(isionD allows the reader or listener time

to digest one set of facts /efore mo(ing on to new details.

We recommend that you try to limit each sentence to no more than three separate ideas. >ou

can occasionally use four ideas per sentence, as long as those ideas are not complicated. We

fitted four ideas into the intro of *tory 5 a/o(e /ecause two of the ideas - the time and place -

are (ery simple and easy for the reader to understand.

4ook /ack at the e+ample of the Fiji cyclone in Chapter B to see how we changed an e(en

/igger mass of confusing detail into easily digesti/le sentences.

EE/ack to the top

4i(ely language

#he words you use will help to make your story easy to understand. 4ater, in Chapter 11, we

gi(e lists of words you should a(oid, either /ecause they are difficult to understand or

/ecause they are fat and lay and do not help to push your sentence along.

7s we said earlier, long words are not /ad in themsel(es, if they are the only words a(aila/le

to e+plain a particular meaning accurately. Howe(er, the nglish language is large and (aried

so there are usually shorter alternati(es which do the jo/ just as well as long words.

)any young journalists think that they ha(e to use the whole of their (oca/ulary whenwriting e(en the simplest news story. >ou may wish to show off your knowledge of the

language, /ut remem/er that your knowledge is not what matters. #he (oca/ulary of your

reader or listener is more important.

*ome journalists also /elie(e that they can only add drama or depth to a story /y adding

words. We get sentences like:

#he man ran swiftly across the street to help the defenceless /oy who was



26/50

/eing /rutally /eaten.

#ake out the adjecti(es and ad(er/s in italics. #hey are unnecessary and only slow the

sentence down. #he word swiftly is unnecessary /ecause people do not usually run slowly.

#he /oy is o/(iously defenceless, otherwise he would not /e /eing /eaten. 7nd the word

/rutally is unnecessary, as most /eatings are /rutal. #he sentence is now much li(elier and

sharper:

#he man ran across the street to help the /oy who was /eing /eaten.

#he most effecti(e way to add drama to a sentence is to choose the (er/s carefully. For

e+ample, try changing the (er/ ranG to strolledG, walkedG, flewG or thunderedG. *ee how

they alter the whole picture of what happened. We do not suggest that you change (er/s

simply to add drama. (ery word must accurately descri/e what happened. 5ut it is /etter to

choose the correct (er/ than to add unnecessary adjecti(es and ad(er/s. #he use of a (ariety

of (er/s is most common in sports reporting, where we read of players kicking, shooting,

powering or rocketing the /all into the net.

EE/ack to the top

@sing new words

)any careless writers introduce new words without thinking how they will /e understood /y

ordinary people. *ometimes they change nouns into (er/s, in order to make sentences

shorter. #he danger with this is that the resultant (er/ is often less precise than the original

phrase and is less readily understood /y people. 7(oid using (er/s such as:

#o author use to writeD

#o hospitalise use to admit to hospital or to /e in hospitalD

#o parent use to /e a parent or to act like a parentD

>ou must /e (ery careful a/out introducing new words which your readers or listeners might

not understand. #his is especially important if the word is in their second language. *tay with

familiar words.

Howe(er, if you cannot a(oid using a new word, you must follow it immediately with an

e+planation. For e+ample, many nglish language newspapers and /roadcasters use the

ussian word glasnost uite freely when speaking of the changes in the *o(iet @nion. When

they first /egan to use it, they needed to e+plain that glasnost means the opening up of a

society which has pre(iously /een rigidly controlled.

#here are also times when new words or usages ha(e /een readily accepted /y society /efore

the media decide to use them. !t would /e foolish, for e+ample, to fight against the use

of farewell as a (er/ in the *outh 'acific. 'eople often speak of Ifarewelling a friend0.

EE/ack to the top

*entence structure

!t is not enough to write short sentences using simple words. >ou also ha(e to construct your

sentences in such a way that the ideas are easy to understand. !n Chapter 9 we discussed one



27/50

of the /est ways of doing this - using the acti(e (oice.

>ou will remem/er that the sentence the man hit the ta/le is in the acti(e (oice where the

man is the hitterD. #he sentence the ta/le was hit /y the man is in the passi(e (oice.

Where(er possi/le, write in the acti(e (oice. #hat is the way most people speak. 'eople do not

say the /us was missed /y me, they say ! missed the /us.

Howe(er, there are times when you cannot a(oid using the passi(e (oice. #his is particularly

so when it is not clear who is responsi/le for the action or when the su/ject of the sentence is

unimportant or unclear. For e+ample we would write:

#hree children ha(e /een admitted to hospital with suspected food poisoning. 'assi(e (oiceD

!t would /e wrong to use either of the following (ersions, the first /ecause it is not clear who

admitted them was it a doctor or a nurse?D, the second /ecause we are not sure that it was

food poisoning:

*omeone admitted three children to hospital with suspected food poisoning.

or:

Food poisoning put three children in hospital.

$ther factors which can make sentences too complicated for your reader or listener to

understand include:

*u/ordinate clauses

>ou should a(oid starting a sentence with a su/ordinate clauses. *u/ordinate clauses usually

/egin with words such as while..., as..., although..., e(en though..., /ecause ... and

despite.... #hey are separate phrases within a sentence which help to put the main part of

the sentence in conte+t. !n the following e+ample of /ad sentence construction, the

su/ordinate clause is in italics:

57&

7lthough there has /een a ; percent increase in murders this year, the 'rime )inister has

(owed not to /ring /ack hanging.

#he main point of the sentence is that the 'rime )inister has said he will not /ring /ack

hanging. #he su/ordinate clause sets this promise in the conte+t of the rising crime rate. !n

the e+ample a/o(e, putting the su/ordinate clause at the /eginning of the sentence may

confuse your readers or listeners. #hey e+pect to hear the main facts first. ewrite the

sentence as follows:

5##:

#he 'rime )inister has (owed not to /ring /ack hanging, despite a ; percent increase in

murders this year.


28/50

7nd and /ut

(en simple joining words like and and /ut can cause confusion if they are not used wisely.

#hese words are called conjunctions /ecause they join things together. #he word and is uite

accepta/le when used to join together two words or phrases:

#he man and the woman had two daughters and a son.

Howe(er, it should not /e used to join together long lists of ideas which can uite easily /e

split into separate sentences. !n the two e+amples which follow, the first (ersion is confused

/y using and and /ut. 5y splitting it into separate sentences we do not alter the meaning, we

simply make it easier to understand, for reasons we discussed in the section on sentence

length:

!"H#:

Import duty on meat and vegetables will

be reduced by ten percent.

he special subsidy for rice exporters willbe increased by five percent. hese

changes will come into effect after the

next budget.

W$%":

:uty on imported meat and vegetables

will be reduced by ten percent and the

special subsidy for rice exporters will beincreased by five percent but these

changes will not come into effect until

after the next budget.

'aired negati(es

'aired or dou/le negati(es in nglish are not only /ad grammar he has not got no

pawpawD, they usually create confusion, especially in the spoken word. 7lthough logically

paired negati(es simply cancel each other out, many people do not use them in this way.

)any other languages ha(e totally different rules a/out paired negati(es, and e(en some

5ritish dialects use the paired negati(e to add stress to a negati(e idea.

For e+ample, the sentence He was happy is easy to understand. *o is the sentence He was

unhappy. 5ut what do you understand /y He was not unhappy. Was he happy or unhappy?

&o you see the confusion? )ake it a rule: a(oid paired negati(es.

EE/ack to the top

$/jecti(ity

>our language must not only /e easily understood, it must /e fair. >ou should not use words

which gi(e a /iased (iew of a person, an e(ent or a situation.

)any words de(elop special, /iased meanings /ecause of the way they are commonly used ina community. !n some cases, you cannot a(oid using such words. #ake care that the words

you use reflect the meaning in the community and not your own opinions.

!n particular, you should /e careful a/out using words which descri/e disputes or conflicts. !n

these cases, each side to the dispute may choose to use the words which reflect well on them

and /adly on their opponents. 7s a journalist, you should try to steer the middle course.

#he most o/(ious cases of /ias are introduced /y the use of adjecti(es and ad(er/s. 7

protester0s peaceful resistance may seem like (iolent o/struction to a policeman on duty. 7n



29/50

injured person waiting for an am/ulance may think it arri(ed slowly when the am/ulance

dri(er /elie(es he dro(e fast.

8er/s too can /e loaded with /ias. #he same protester who lo//ed a stone at a police (an may

/e seen /y the men inside to ha(e hurled it at them. 7 /oss sees his workers go onstrike, the

workers may say they withdraw their la/our. Words like sack, retrench and make

redundant descri/e similar situations in which people lose their jo/s, /ut they mean uite

different things to the /osses and workers in(ol(ed. *ome 7merican companies e(en speak

of letting workers go, e(en though the workers themsel(es ha(e no choice.

%ouns can also e+press /ias. 7 /uilding can /e a house to a poor person, yet seem like

ashack to the rich o/ser(er. !t may seem to /e in a su/ur/ to its owner, and in a slum to the

rich man. 7nd who is rich? !f you ha(e J1;; you will /e rich to a /eggar, /ut poor to a

millionaire.

!t is impossi/le to list all the words which may contain /ias. >ou must look at each word

indi(idually and ask yourself if it is fair and accurate.

Kuotes

>ou are on safer ground when you use words in uotes. #hat way the reader can judge the

/ias through the eyes of the person you uote. !n radio or tele(ision, it is /etter to use a

recording of people speaking the actual words, called actuality.D !n the following e+ample,

look at the difference /etween these two sentences descri/ing the same crime. %otice how

the magistrate and the accused see the crime in opposite ways:

#he magistrate said: #hese were mean and despica/le thefts, carried out against a

defenceless family for no good reason.

#he accused said: ! ne(er ro//ed anyone. ! just took from the rich people and ga(e it /ack to

the poor.

&o not pass judgment. "i(e the words in uotes and let you readers or listeners judge for

themsel(es.

7n added ad(antage of using uotes is that you can use much li(elier language - the words

the people themsel(es used. We talked a/out this in detail in Chapters L and M on uotes and

attri/ution.

#$ *@))7!*:

>ou must keep your language clear and simple so that your readers or listeners can

understand.

*entences should /e short - no longer than ; words or three concepts ideasD.

*entence structure should /e simple2 it is /est to write in the acti(e (oice.

+plain any new words whene(er you use them.


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#his is the end of 'art 1 of the this four-part section on language < style. !f you now want to

read on, follow this link to the second section, Chapter 11: 4anguage < style - words.

EE/ack to the top

Chapter 11: 4anguage < style - words

!n this, the second chapter on 4anguage < *tyle, we look at the words you use to tell your

story. We see how important spelling is and how to a(oid confusing your readers or listeners

with the words you choose. We also list some words which are /etter than others, words you

should a(oid and some words which are commonly misused - together with the correct forms.

!n the following two chapters in this section we will look at grammar and at translations.

__________________________________________________________

=o far, we have been looking at some general principles governing the way we write for understanding.


31/50

audience by simply repeating the difficult words which they have been given and don4t understand. /ou

should first ask the person concerned to explain what they mean in simpler terms.

his is especially obvious in reporting on government and the public service. "fficials often hide behind

their own jargon, using it as a wall to keep the public away from their secrets. * !apua 5ew 3uinea

2inister for 2inerals, speaking about foreign shareholders in a big mine, was ?uoted as saying(

9...they were invited to participate in the development of that mineral resource and they are obligated to

honour their agreement to participate.9

!ut into simple &nglish, this means(

hey agreed to take part in mining and must stick to that agreement.

5otice that we have had to take the sentence out of direct ?uotes. /ou cannot drastically alter the words

a person says and leave your readers or listeners believing that they were a direct ?uote. It is much

better to use reported speech that people can understand than use ?uotes which they cannot.

he message is clear. !f you do not understand what you are writing, do not write it. If you have

a good knowledge of language, you can translate jargon yourself. If you have any doubts, go back to the

people who gave you the information and ask them( 9


32/50

adjacent to

affluent

a great deal of

ahead of schedule

along the lines of

anticipateapproximately

ascertain

as of that time

assistance

at an early date

attempt

at that moment in time

at the present time

at this moment in time

behind schedule

beverage

by means of

cause injuries tocommence, commencement

compel

concerning

constructed of

currently

deceased

demonstrate

despite the fact that

discontinue

dispatched

donate

due to the fact that

encountereventuate

exceedingly

facilitate

filled to capacity

gained entrance to

gathered together

give approval to

give consideration to

give rise to

hospitalisedhospital

to implement

in addition

in advance of

in attendance

in conse?uence oof

inform

in isolation

initiate

in light of the fact

in many cases

near

rich

a lot of

early

like

expectabout

find out

then

help

soon

try

then

now

now

late

drink

byPusing

injurestart

force

aboutPon

made of

now

dead

show

although

stop

sent

give

because

meethappen

very

help

full

got in

met

approve

consider

cause

put in hospital

to doP carry out

also

before

there

because of

tell

alone

start

because

often


33/50

in order to

in?uire

in regard to

in spite of

in spite of the fact that

in the course of in the direction of

in the event of

in the vicinity of

is suffering from

made good their escape

manufacture

materialise

measure up to

meet with

necessitate

an objective

on the occasion of

on the part of participate

passed away

pay tribute to

personsPpersonnel

place under arrest

to possess

prior to

proceed

purchase

regarding

render assistance to

residence

shortfall in supplysubmitted his resignation

subse?uently

sufficient

sustained injuries

take action on the issue

terminate

take into consideration

transmit

urban centres

utilise

valued at

voice disapproval of

was of the opinion that

whole of

with reference to

with the exception of

to

ask

about

despite

although

whiletowards

inPif

near

has

escaped

make

happenPappear

fitPreach

meet

forcePneed

an aim

when

bytake part

died

thankPpraise

peoplePworkersPstaff

arrest

to have

before

go

buy

about

help

home

shortageresigned

later

enough

was hurt

act

end

consider

send

cities or towns

use

worth

object to

thoughtPsaid

all

about

except

11back to the top



34/50

Unnecessary words!eople fre?uently put in extra words or phrases which do not add to understanding. *s a journalist you

should judge which words help your reader or listener and which only make the sentence longer. 'or

example, people write about waiting for a period of to years. he phrase a period of is unnecessary#

you should simply say aiting for to years.

*nother common fault, particularly in the spoken word, is to add adjectives or adverbs to nouns or verbs

which should not have them. In grammar, this is called redundancy. It usually happens where the noun

or verb is an absolute# that is, where something either is or is not, with no half measures. It is clearly

wrong to describe a woman as very pregnant . * woman is either pregnant or she is not# there is a

definite moment when she becomes pregnant. If the very is being used to indicate that she has been

pregnant for several months, it is best to give exact details saying, for example, the woman is eight

months pregnant .

It is e?ually wrong to describe a person as utterly dead . here is a moment at which life stops# people

are either dead or they are alive, they cannot be slightly dead or rather dead . hey may be nearing

death, but that is a different and ?uite acceptable phrase.

he following is a list of unnecessary words and redundant phrases. 3et rid of the words in italics(

absolute perfection

absolutely necessary

accidentally stumble

acute crisis

adequate enough

advance planning

a distance of two metres

all-time record

a number of examples

a period of two yearsappear on the scene

ask the question

assemble together

at a later date

attach together

best ever

bla6ing inferno

broad daylight

comment to the effect that

completely untrue

connect together

continue in e0istence

continue on

co6operate together

definite decision

during the course of

each and every

entirely new

estimated at about

ever since

hot water heater

in a week)s time

joined together

ust recently

last of all

link together

may possibly

meet together

merge together

necessary re?uirementnever at any time

ne beginning

ne innovation

ne record

original source

other alternative

past history

postpone until later

promoted to the rank of

quite empty

quite uni?ue

raise up

repeat again

returned back

share out

sink don

small in si6e

still continue

strangled to death

temporarily suspended


35/50

e0actly identical

e0actly the same as

face up to

few in number

filter out

follow after for a period of

future prospect

gather together

general public

honest truth

total extinction

totally destroy

totally unnecessary

true facts

unite together

usual customviolent explosion

whether or not

widow of the late

win out

worst ever

11back to the top

C"ich,shese are phrases which have been used so often in such a variety of situations that they have lost most

of their meaning and force. hey become boring to regular readers or listeners and should be avoided.

Journalists in older &nglish6speaking countries such as Dritain and the nited =tates are usually taught to

avoid clichBs. here are two problems facing young journalists in developing countries in the use of

clichBs. "ne is that clichBs often depend on aspects of a culture specific to certain countries. o describe

something which happens very slowly, a Dritish person might say at a snail)s pace, whereas an *merican

would say as slo as molasses in 7anuary ;a reference to the way that sticky li?uids like molasses are

harder to pour in cold weather). he *merican clichB might not be understood by many Dritish people,

who call molassestreacle. It would be meaningless to people living south of the &?uator, for whom

January is a hot month 6 and for people in the tropics who have no experience of cold seasons.

Journalists should be able to recognise clichBs which develop in the language of their own country. If, for

example, everyone talks about things or people being as fat as a buffalo, this becomes a clichB. he

good journalist will find an alternative which is more accurate or more lively.

he second problem with clichBs is that phrases which have become boring in one country may seem

fresh and powerful in another. *gain, it is your responsibility as a journalist to recognise which phrases

are fresh and meaningful, which are stale and meaningless.


36/50

bitter end

blessing in disguise

blunt instrument

brutally murdered

budding genius

busy as a beecalm before the storm

colourful scene

conservative estimate

crime wave

crystal clear

daring robbery

dramatic new moves

dull thud

easy prey

fateful day

festive mood

few and far between

finishing touchesflow like water

foregone conclusion

gruesome find

hail of bullets

hang in the balance

head over heels

hot pursuit

ill6fated

in full swing

in the hot seat

in the limelight

in the nick of time

2other 5ature

mystery surrounds

nipped in the bud

order out of chaos

pool of blood

proud fatherraced to the scene

rags6to6riches

red6blooded male

sadder but wiser

sea of faces

second to none

sigh of relief

sign of the times

silver lining

smell a rat

sparkling eyes

steaming jungle

storm of proteststormy session

sweeping changes

terror6stricken

thick and fast

tiny tots

top6level meeting

tower of strength

vanish into thin air

watery grave

whirlwind tour

white as a sheet

widespread anxiety

11back to the top

Tro!#"esome words* large number of words in the &nglish language are misused. "ften it is simply a matter of confusion

between similar6sounding words. It is important that you use words correctly. 'or example, there is often

confusion in radio and television between the word diseased ;which means having a disease)

and deceased ;which means dead). In fact, the word deceased causes young reporters so many

problems you should avoid using it altogether. !olice reports often speak of the deceased when referring

to a dead man or woman. * reporter who simply parroted a police statement about a fight between two

men wrote the sentence(

he deceased went up to the accused and hit him over the head with a stick.

It is clearly nonsense to say that a dead man hit anybody over the head with a stick. :ead people do not

do that. he sentence would have been much clearer if the reporter had used both men4s names.



37/50

he following is a list of words which fre?uently cause problems, especially through misuse(

affect( is a verb meaning to have an influence on. "ften confused with effect which is the noun. =o we

say( $he girl)s headache affected her performance, but the noise had no effect on her .

all right( is two words. :o not spell it alright .

alternati(es( a choice between two things. If there are more than two, use choices.

among( used when there are more than two things. If there are two things, say beteen.

an+ious( means to be troubled or orried . It is sometimes wrongly used to mean eager .

/eside( means at the side of . 5esides means in addition to.

can(ass( means to ask for something. :o not confuse it with can(as, which is a cloth.

charge( there is often confusion between to charge ith and to charge for . * person is charged ith an

offence ;the man as charged ith murder ) !eople are charged for goods or services they receive ;he


38/50

as charged 82 for his ticket ).

chronic( means long6lasting.


39/50

Journalism co"ers many iferent #obs $$ reporter is one o% them

Relate rticles• Startin' Salary %or a Journalist

•

What (ucation an )rainin' Is *ecessary to Be a Reporter?• Diference Between Summary o% +ualications an Work (-perience on a Resume

• .ow to Dress %or /our 0irst )1 Reporter Inter"iew

• What Is the Diference Between a 2sychiatrist & 2sycholo'ist?

)he iference between a #ournalist an a reporter is a little like the iference between a

police o3cer an a homicie etecti"e4 the secon is #ust a specic instance o% the rst5

While there are many iferent kins o% careers in #ournalism, a reporter6s #ob co"ers a

narrower scope an re7uires a specic skill set5

s by 8oo'le

Submit Resume *ow

Immeiate Re7uirement5 Si'n up to pply & 0in Jobs

www5monsterinia5com

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40/50

)he Scope o% Journalism

While there is some contro"ersy about the precise enition o% the term, a 9#ournalist9 is

someboy who 'athers an isseminates in%ormation on public afairs, usually %or a

perioical publication, a news broacast, or %or some electronic %orm o% istribution5 While

this enition clearly inclues the role o% reporter, other in%ormation workers such as eitors,news anchors, publishers, columnists an opinion writers are also consiere #ournalists5

)he Reporter6s 0unction

reporter has a more specic %unction within the realm o% #ournalism5 Reporters are usually

en'a'e in the irect 'atherin' an communication o% public in%ormation, usually throu'h

primary in%ormation sources such as rst$person inter"iews, news con%erences an

attenance at news e"ents5 )he material they communicate is usually $$ but not always $$

limite to the %acts they ha"e 'athere4 eitoriali:in' or sharin' opinions on the news is not

consiere part o% the reporter6s role5

Skills a Reporter *ees

!ore so than most other #ournalists, reporters must be able to e"elop an locate their own

sources o% in%ormation5 )hey must be able to work 7uickly4 usually reporters work uner

ealine pressure, an some must meet multiple ealines per ay5 Reporters must be able

to keep accurate notes an recor in%ormation %aith%ully5 s eyewitnesses to e"ents, it is

their perceptions that etermine what reaers will learn about the news5

(-panin' Denition o% Journalism

)he 7uestion o% who is an is not a #ournalist has 'rown thornier with the 'rowth o% new

in%ormation sources such as blo's an pocasts5 Journalists were once ene as employees

o% newspapers, wire ser"ices or broacast news or'ani:ations5 But the a"ent o% 9citi:en

#ournalism9 $$ amateurs who witness e"ents an write about them on the Internet $$ has

blurre the lines between the pro%essional #ournalist an the mere bystaner5 )he 7uestion is

important, because #ournalists are pro"ie certain protections, such as the ri'ht to conceal

the ientity o% conential sources, which orinary citi:ens are not5

s by 8oo'le

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(arn Rs5;


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References !"

Resources #"

$bout the $uthor

Scott Knickelbine be'an writin' pro%essionally in ;FGG5 .e is the author o% =H books an hiswork has appeare in hunres o% publications, incluin' 9)he *ew /ork )imes,9 9)he

!ilwaukee Sentinel,9 9rchitecture9 an 91ieo )imes59 .e has written in the els o%

eucation, health, electronics, architecture an construction5 Knickelbine recei"e a

Bachelor o% rts cum laue in #ournalism %rom the ni"ersity o% !innesota5

The New Indian Express

From Wikipedia, the free encyclopedia

For the bifurcated Northern India edition, see The Indian Express.

The New Indian Express

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The New Indian Express.docx

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