УДК 811.111’276.6:070(075.8) ББК 81.432.1-324я73 A64

Серия основана в 2001 году

Авторы: О. В. Лущинская (Unit 1, 4), А. А. Маркович (Unit 2), И. В. Пасюкевич (Unit 3), И. В. Толстоногова (Unit 5), Д. В. Шахлевич (Unit 6)

Под общей редакцией О. В. Л у щ и н с к о й

Рецензенты: заведующий кафедрой английской филологии Гродненского государственного университета имени Янки Купалы кандидат педагогических наук, доцент Ж. А. Короткевич; заведующий кафедрой межкультурных коммуникаций и технического перевода Белорусского государственного технологического университета кандидат филологических наук, доцент А. В. Никишова

Английский язык. Профессиональное общение журналиста = English. А64 Professional Communication of a Journalist : учебник / О. В. Лущинская [и др.] ; под общ. ред. О. В. Лущинской. – Минск : БГУ, 2021. – 239 с. : ил. – (Английский язык для специальных целей = English for Specific Purposes). ISBN 978-985-881-011-5.

Учебник реализует принципы коммуникативного, профессионально ориен­ тированного и дискурсного подходов в преподавании иностранного языка, направлен на совершенствование и развитие навыков и умений иноязычного устного и письменного общения в журналистском дискурсе: подготовку презен- таций, проведение дискуссий, работу над проектами, написание эссе, новостных сообщений и др. Предназначено для студентов учреждений высшего образования по специаль­ ностям «Журналистика (по направлениям)», «Журналистика международная».

УДК 811.111’276.6:070(075.8) ББК 81.432.1-324я73

ISBN 978-985-881-011-5 © БГУ, 2021 CONTENTS

INTRODUCTORY WORD ...... 4

SYMBOLS USED IN THE BOOK ...... 6

UNIT I. THE PROFESSION OF A JOURNALIST ...... 7

UNIT II. TRAINING FOR JOURNALISM ABROAD ...... 30

UNIT III. PRINT MEDIA ...... 60

UNIT IV. NEWS WRITING ...... 90

UNIT V. RADIO AND TELEVISION ...... 131

UNIT VI. NEW MEDIA ...... 158

GRAMMAR FILE ...... 184

SUPPLEMENT ...... 206

KEYS ...... 229

REFERENCES ...... 239 INTRODUCTORY WORD

Dear students,

For your future career you have chosen one of the most interesting and appealing spheres of our life – journalism. In no time you will graduate from the university and will work in different media: print or broadcast media, online journalism, but all of you will work with people and for the good of these people. To become a real specialist in journalism you need to be knowledgeable, competent and possess professional skills. This textbook aims at providing you with some knowledge in the field of journalism as well as developing certain skills necessary for your future career. The purpose of your English studies is both to further develop a good command of the English language in the sphere of Mass Media and to learn more about journalism using your knowledge and abilities to speak, to write, to read and to listen in English. To be more specific, you will practice your skills in making video projects related to journalism; conducting interviews and writing articles on the basis of these interviews; participating in different discussions on journalistic topics; writing news stories, etc. This book is made up of six Units; each one is devoted to a particular topic connected with journalism and includes the following structural components: Vocabulary File aimed at the language development; Grammar File, which provides you with some theoretical material for revision as well as practical tasks; Reading and Discussing; Watching Video; Listening; Translation and Writing. You will discuss various career prospects in journalism and pay special attention to ethics appropriate for these careers. More than that, each Unit has its own peculiarities, contains interesting facts, various tasks and creative activities for you to do. You will also develop skills in listening comprehension and watching original videos and films. These audio and video files are available on free cloud storage service as well as some references are posted in the tasks.

4 https://cloud.mail.ru/public/ybtv/pHym6GaEq

To evaluate the knowledge and skills you acquired and developed while working with each Unit, you are suggested an Achievement Test. At the end of this book you can find the Supplement, which has a number of additional texts for reading and doing tasks for each Unit. We wish you good luck in your studies and hope that you will enjoy while working with the material of this textbook and develop your skills in the English language as well as master your professional skills. Photos used in the textbook are taken from the available internet sources. SYMBOLS USED IN THE BOOK

 speaking in pairs

& reading and discussing

translation and writing activities

watching video

 listening

 project work

1 material for portfolio UNIT THE PROFESSION I OF A JOURNALIST

We all have our likes and our dislikes. But ... when we’re doing news – when we’re doing the front-page news, not the back page, not the op-ed pages, but when we’re doing the daily news, covering politics – it is our duty to be sure that we do not permit our prejudices to show. That is simply basic journalism. Joseph Pulitzer

Journalism means the activity of gathering, assessing, creating, and presenting news and information. It can be distinguished from other activities and products by having certain characteristics and practices. Journalism serves many diff erent roles. One of them is to inform the public. Once the journalist reports the information, that information is available to anyone wishing to receive it. Journalism is a hard job distinguished because of its contributions to the public and its impact on the society.

In this Unit you will learn about:  what people as well as professionals think of the essence of journalism;  journalists’ jobs and diff erent types of journalism;  skills and qualities that make a media specialist;  career opportunities for future journalists;  ethics in journalism and ethical challenges journalists confront in their work.

You will be able to:  make a vocabulary as well as cognitive maps on the topic;  describe the benefi ts and diffi culties of journalism as a profession;  prepare individual reports on the topic;  share your ideas about the future career and explain your choice.

STARTER

In the encyclopedia of Britannica journalism is defi ned as “the collection, preparation, and distribution of news and related commentary and feature materials through such print and electronic media as newspapers, magazines, books, blogs, webcasts, podcasts, social networking and social media sites, and e-mail as well as through radio, motion pictures, and television. The word journalism was originally applied to the reportage of current events in printed form, specifi cally newspapers, but with the advent of radio,

7 television, and the Internet in the 20th century the use of the term broadened to include all printed and electronic communication dealing with current affairs” (see: https://www. britannica.com/topic/journalism). Oxford Dictionary definesjournalist as a person who writes for newspapers or magazines or prepares news to be broadcast on radio or television. Merriam-Webster Dictionary says that first known use of the notion goes back to 1693 and defines journalist as a person engaged in journalism; especially: a writer or editor for a news medium; a writer who aims at a mass audience; a person who keeps a journal. Many people associate journalism with national newspapers, glossy magazines, or radio and TV broadcasting. The public face of journalism is made up of the reporters and presenters whose bylines and images confront us on the breakfast table, on our journey to and from work, or just before we go to sleep. But behind these journalists are the ground-troops: correspondents, researchers, sub-editors, production staff, photographers, picture editors, cartoonists, gossip columnists and more. Also there are writers for the trade press or for web sites, editors of small circulation consumer magazines, translators, proof-readers, PR staff and others.

How would you formulate your own definitions of the terms journalism and journalist? Think them over, write down your own interpretations and then share your ideas with the groupmates.

The essence of journalism and journalists goes far beyond the definitions you have studied. Further in this Unit you will find information on what types of journalism are practiced today, what journalism jobs are in demand today, what skills and qualities are required to enter the field, as well as the rules media professionals observe in their activity. But before getting acquainted with this information, look at the following photos. The images below represent some personalities that made a mark in journalism. Do you know them? Find information about these media specialists and share it with your groupmates. Do you have your media icon?

1 2 3 4

TASK 1 Find some information about other world famous journalists as well as the 1 Belarusian ones, prepare short information about them and present the reports to your groupmates. You can read additional information about great journalists in the world in the Supplement for Unit I in Text 1 Ten most influential media moguls in history.

8 VOCABULARY

TASK 2 Using your knowledge and the material suggested in this Unit start building your 1 personal vocabulary map on the topic. What words and phrases do you associate with journalism, journalists and mass media? Journalism and journalists through the Media

TELEVISION PRINT anchor, to broadcast, mainstream media, ace teleprompter, … . CONVERGENCE reporter, … . platform, versatile, multimedia, … . RADIO WEB on-air talent, band, jingle, … . blog, digitized, hypertext, … .

TASK 3 There are words in your professional language that are similar in meaning, but are used diff erently. Note some of the diff erences. A journalist gathers information and writes news stories mainly for print media, and may also edit and off er them for broadcast. A reporter is a type of journalist who researches sources, conducts interviews, writes and presents reports in the media (mainly broadcast). Reporters work in a newsroom and go out to witness events and report from the scene. A correspondent is an agent who contributes reports to a news medium from a remote, often distant, location, often including own perspective on the news. The term correspondent refers to the original practice of fi ling news reports via postal letter.

Practise your knowledge of the diff erences among ajournalist , a reporter and a correspondent using them in the following sentences. 1. The life and work of a foreign _____ have a strong appeal for the youngest men and women in journalism. 2. He began his journalism career as a cub broadcast _____ for CNN. 3. As an ABC _____ based in Bangkok, Thailand, he further developed an already avid interest in the culture and practices of remote tribes. 4. The contest will pick as winners three practicing _____ from all television, radio and print broadcast outlets and even online media, whose work performance had contributed to the development of the nation. 5. The life and work of many outstanding _____ engaged with political, economic and social issues have defined norms and standards of modern journalism. 6. Radio _____ conduct both live and recorded interviews and gather suitable illustrative and background material to enable them to tell a story with sound.

9 TASK 4 A. When speaking on the topic about journalism and journalists you will use different linguistic devices, synonyms are among them. They can be very useful to make your speech varied and fluent. Find synonymous words and phrases in the two columns: 1) journalism a) announcement 2) statement b) to report 3) spotlight c) young reporter, beginner 4) assignment d) coordinate, correspond 5) Beat e) trick 6) Cub f) focus 7) Ace g) topic or subject a reporter covers 8) to cover h) news reporting 9) to dovetail i) task 10) a marketing ploy j) experienced journalist

B. Now substitute the underlined words with some of their synonyms in the following sentences. Consult the dictionary for the meaning of new words, if necessary. 1. The standard image of a journalist is of someone working a beat for a newspaper and finding stories. 2. Beginning reporters are usually given outside jobs – they don’t sit in the office but search for information and go to interview sources. 3. The style should be concise and precise with focus on the gist of the story. 4. Do you have to do many assignments a day? 5. The primary aim of the journalist is to report on events in a straight-forward manner that covers all the required facts. 6. Journalism is not limited to providing in-depth reports about the latest events. 7. Have you heard the recent statement of the government on new media policy? 8. Brian Williams is an experienced reporter and the NBC Nightly News top anchor.

TASK 5 Practice using journalism vocabulary. See if you can complete:

 passage I properly with the following words: achievement, anchor, interview, photographer, reputation, technology, angle and broadcasting. The (1) ___ who coordinates our local news program is especially informative. Everyone agrees that her (2) ___ has got better every year. In her brief (3) ___ career she has acquired many loyal fans. We appreciate her (4) ___, the point of view from which she presents a story. We are impressed with the way she uses communications (5) ___ to (6) ___ officials and eyewitnesses in distant locations. One recent (7) ___ was her exclusive talk with the (8) ___who took the pictures of a firefighter rescuing a child.

10  passage II with the following words: editor, media, celebrities, journalists, advertisements, contents, headlines, front page, reports, sports, daily, financial, review, online. (1) ___ write the stories but the (2) ___ controls the (3) ___ of the newspaper. He/ she decides which stories should go on the (4) ___ . Editors also write the (5) ___ for the main stories. The Sunday papers have more sections than (6) ___ papers, for example they have a (7) ___ section with (8) ___ of different sporting events, a (9) ___ section with articles about money and the stock market and a (10) ___ section. This often has interviews with (11) ___ like film stars and singers. Newspapers are cheap in the UK and they make lots of money by including (12) ___ . (13) ___ news is one of the fastest growing areas of the (14) ___ . If you face any difficulties with completing this task, then consult any dictionary.

TASK 6 Producing different media products journalist use various adjectives to describe 1 news such as objective, informative, descriptive, (un)biased, (im)partial, misleading, ethical, (un)reliable, factual, serious, slanderous, defamatory, exciting, (un)believable, scandalous, (un)ethical, vital, subjective and many others. Look through the following passage where some of these adjectives are used and practice writing the same type of paragraph on the topic related to journalism and journalists. Objective newspaper articles are often informative, factual, serious, unbiased and often reliable. The general public is drawn to such content because it is rarely partial, misleading or at worst slanderous. People do not want to read scandalous pieces of writing that can be extremely damaging for the concerned parties. In any case, writing such material is ridiculous and unethical. In consequence, journalists are encouraged to be as impartial and descriptive as they can when they cover a subject to avoid being overtly biased. Taken from https://learnenglishwithafrica.com/ media-journalism-vocabulary/

GRAMMAR Verb Tenses Revision: Active Voice

You are going to revise some grammar rules on the topic Active Voice and do the tasks to practice your knowledge and skills in the English grammar. You can find this information in Grammar File for Unit 1 The Profession of a Journalist.

11 & READING AND DISCUSSING 1

Whatever the medium, journalism is always associated with investigation and reporting of news, including political and social issues, current events, and popular trends. Throughout the years, there have been different types of journalism developed that have given different dimensions to the field of mass media. Some of these are: news journalism, celebrity journalism, sports journalism, investigative, citizen, business and finance, environmental journalism, etc.

TASK 7 A. Learn more about different types of journalism from the text Types of Journalism taken from http://www.buzzle.com/articles/types-of-journalism.html. Decide which type is described in each paragraph. Remember to write out key words for your vocabulary and cognitive maps on the topic: a) news journalism; b) business and finance journalism; c) celebrity journalism; d) investigative journalism (syn. watchdog journalism); e) fashion journalism; f) citizen journalism; g) sports journalism; h) environmental journalism. TEXT Types of Journalism 1. ( ) Here, the primary aim of the journalist is to report on events in a straight- forward manner that covers all the required facts. The style is concise and precise with focus on the gist of the story. The facts must be crosschecked to avoid media bias. Here, the story can be for the print media, television, radio, etc. Such news pieces often cover politics and social movements. Stories based on political suppression or abuse of human rights have proved instrumental in effecting many a social change, or giving voice to the oppressed. 2. ( ) The journalist is connected to news and events related to famous people from the entertainment world and also from music, sports, dance, art and politics. This journalism is all about news that is related to people’s professional and personal life. Reporting gossip is one of the angles of this, wherein journalists are often accused of misconstruing news or quotes in a deliberate fashion. 3. ( ) It is all about articles or reports related to the fashion world. Journalists are also known as fashion writers or fashion editors. The primary job is to cover the latest issues in the fashion business or develop lifestyle articles. Today, there are many television channels that cater only to this kind of journalism, which gives ample opportunity for journalists who have a passion to cover such topics.

12 4. ( ) This kind of journalism is about unearthing facts and studying cases that may require more efforts, which can take months or even years. Journalists who specialize in this branch create headlines with news that expose scandals. Sometimes, persistent follow-up of a story proves beneficial to uncover some hitherto solved cases. This would require in-depth research from the journalist along with evidence. 5. ( ) Here, journalists spend hours reporting on a particular sport event. A journalist has to report the accurate facts and statistics related to that event. Interviews with celebrity sport stars are yet one of the interesting features. Although sports-lovers watch the live coverage thanks to the media, there are many people who still enjoy reading or watching in-depth details about the event. 6. ( ) It is not only the professional journalists who are responsible for the news reports. Any person can participate and report news to the media. He/she collects and reports news to the media and participates voluntarily to offer help to the media. They bring to notice issues that may have been missed by media houses. 7. ( ) There are many journalists who prefer to cover issues related to the non- human world with which humans necessarily interact. These journalists must have an understanding of scientific language and practice, knowledge of environmental events, the ability to keep abreast of environmental policy decisions and the work of accountable organizations, a general understanding of current environmental concerns, and the ability to communicate all of that information to the public in a clear and understandable way, despite its complexity. 8. ( ) The journalist or reporter covers in-depth reports about the latest developments in business, launch of products, stock markets situation, etc. To work in this field it requires sufficient understanding of both domestic and international politics and economics to be able to report on a wide range of issues relating to business and finance, and to do so with the ability to humanize complex subjects, making them accessible to a general audience.

B. In small groups discuss:

 the ultimate aims and the established standards of the news journalism;  what is required to report on business and finance;  the challenges of investigative journalism;  the pro and contra of celebrity and fashion journalism;  what makes sports journalism ever popular;  the essence of citizen journalism.

С. Answer the following questions.

 What type of journalism would you like to go in for? What appeals to you about it? Ask your groupmates about their preferences.  Can you think of any other types of journalism not mentioned in the text and the video you have watched?

13 TASK 8 A. Do you agree that today’s journalism is a changing notion in a changing environment? Do you know what the term convergence means, its different types as well as convergent journalism? In what way do the outside developments influence the face and the essence of contemporary journalism? Read the suggested text and find answers to these questions. TEXT Convergence in Journalism When it comes to journalism, convergence means a new way of thinking about the news, producing the news, and delivering the news, using all media to their fullest potential to reach a diverse and increasingly distracted public. Convergence refocuses journalism to its core mission – to inform the public about its world in the best way possible. But nowadays, the best way is not just one way: newspaper or television or the Internet. The best way is a multiple media way, doing journalism for a public that sometimes gets news from newspapers, at other times gets news from television and radio, and at still other times seeks news online. To be successful at convergence, journalists need to understand the strengths of each news medium or outlet and work to develop and provide news stories that dovetail with those strengths. Convergence requires journalists to put the reading, viewing, and browsing public at the center of their work. In journalism convergence has many interpretations and definitions. More often than not, journalists distrust convergence. They view it as a marketing ploy, a way to promote the news as a “product,” emphasizing the business rather than the journalism in the news industry. They also view it as a management ploy, a way to get fewer journalists to do more work with fewer resources. Dictionaries provide a simple definition of convergence: convergence means the coming together of two or more things. Massachusetts Institute of Technology professor Henry Jenkins provides a simple framework for defining convergence. “Media convergence is an ongoing process, occurring at various intersections of media technologies, industries, content and audiences.” Applying Jenkins to the news business, convergence of technologies involves the coming together of different equipment and tools for producing and distributing news. Convergence in journalism means the coming together of journalists and certain types of journalism that have been operating in separate spheres – newspapers, magazines, radio, television, and online – to provide quality news in all those different formats. That coming together can involve shared resources and information. It can involve joint reporting and production on projects. It can involve “one-man bands” or “backpack” journalists – one person doing the reporting and producing of news for all the different formats. It can involve multimedia storytelling online or what could be called “converged presentation.” It can involve some or all of these variations. Convergence of journalistic content involves journalists working in different media coming together to provide different content for different audiences. Think about

14 newspaper websites and news organizations text-messaging the latest sports scores or stock quotes. Convergence in journalism requires changes in how news organizations think about the news and news coverage, how they produce the news, and how they deliver the news. Most convergence in journalism today focuses on the last of those areas, delivering the news. It involves a newspaper’s daily edition or a newscast’s scripts being placed online, a newspaper reporter appearing on television for a “talk-back” or interview on his or her story, the television weathercaster developing the weather page for the newspaper. However, dozens of news organizations are trying to also think about and produce news differently. They are trying to ensure that the news they are providing is best suited for the audiences of each medium or format being used to distribute the news. These organizations realize that newspaper readers want more context and detail to their stories, while online browsers are looking for quick hits of information, interactivity, and the ability to seek out other information, and broadcast listeners and viewers are looking for the latest information that puts them at the scene. Taken from the book Convergence Journalism. Writing and reporting across News Media by Janet Kolodzy. 2006.

B. Build a cognitive map on the basis of the text and share the ideas about the phenomenon of convergence using the information of this map.

C. What do you personally think of convergence in journalism? Does it have more advantages or disadvantages? Prove your point of view.

WATCHING VIDEO 1

MEDIA CONVERGENCE TASK 9 A. See what Jeff Greenfield (media critic for CBS “Sunday Morning”) thinks about convergence and the changes in the media landscape. You can find this video on the web-site https://www.youtube.com/watch?v=JdJlyh76dEc&feature=youtu.be Before watching, say what you know about the channels and networks mentioned in the video fragment. Biggest primetime networks

15 Cable channels

Social networking sites

B. After watching, mark the statements as True or False. 1. Media revolution means just more sources of media. 2. The major change is concerned with the way new media are delivered. 3. All the media today are digitized. 4. Previously every kind of information came in a different form. 5. Today every kind of information can be received on the same device. 6. This revolution shifted power from providers to the users of information.

C. Answer the questions. 1. How has the media landscape changed in recent years? 2. What popular platforms for delivering news and information appeared? 3. What is the difference in the way information was delivered previously and today? 4. Why has convergence become a buzzword today? 5. How have technological advancements influenced the audience – provider relations? 6. What fundamental media rules still apply despite the media revolution? 7. After watching the video what other positive and negative aspects of convergence in journalism can you add to those you have already mentioned? How has convergence changed contemporary journalism? 8. What can you say about media convergence in your country?

& READING AND DISCUSSING 2

“Journalists educate and inform the public about events and issues and how they affect their lives,” says Rebecca Briscoe, Houston Style Magazine, national features reporter. Journalists are storytellers. They write and report news stories about everything, from social issues and politics to sports and entertainment. A journalist presents information so folks can form opinions and make prudent decisions. The basic skills required of every journalist haven’t changed despite the revolution in technology. The job of news-gathering

16 and storytelling is still essential in journalism. What else do journalists do to satisfy the audience’s demand for information? You are going to learn about the professional activities of a journalist from the text What Journalists Do. Before reading the text think of the supposed activities and discuss them with your groupmates. Complement your list after reading the information. Translate the underlined words and expressions into Belarusian / Russian. Do not forget to add new lexical units to your vocabulary map. TEXT What Journalists Do In modern society, journalists are the chief purveyors* of information and opinion about public affairs. They go to the scene and write or narrate or shoot what is happening. They do months-long investigations and publish stories that hold power accountable. They ask pointed questions of authorities. They read public records and bring obscure but relevant facts to light. The standard image of a journalist, and one often portrayed in movies, is of someone working a beat* for a newspaper and finding stories. But journalists do all sorts of other things too. They use their powerful communication channels to bring attention to issues that they didn’t, themselves, first report. They curate and filter the noise of the Internet. They assemble all of the relevant articles in one place. They explain complicated subjects. They liveblog*. They retweet* the revolution. And even in the age of the Internet, there is value to being nothing more than a reliable conduit for bits; just pointing a camera at the news – and *Purveyor – a business that provides keeping it live no matter what – is an services or goods; important journalistic act. *Beat – an area, or topic a journalist There’s more. They provide covers. a place for public discussion, or *Liveblog – an online publication moderate such a place. And even format providing a rolling textual though magazine journalism can be coverage of an ongoing event; *Retweet – a re-post of someone else’s of a very different kind, we still call it content on Twitter to your followers journalism. And, of course, there are while crediting the source. the data journalists to cope with the Both liveblog and retweet are used here huge rise in the availability and value as verbs. of data. Adapted from http://mediacareers.about.com/od/ mediajobprofiles/a/Journalist.htm

TASK 10 A. What can you say about the difficulties of a journalist’s job? What skills and qualities essential for a good journalist would you mention? What factors affect journalists’ job? Why not speak about the benefits of this profession? Read the following text to see if you can add more ideas to your answers.

17 TEXT What it Takes to be a Journalist Ask anyone in the business what it takes to make a good journalist and you are likely to get the whole catalogue of human virtues in answer. You will be told, for example, that journalists have to be curious, possess genuine interest in people and compassion for them. Naturally, journalists have to have a compulsive urge to write, be able to express ideas clearly, be avid readers. On top of this they should have a pleasant personality, be sincere, enthusiastic, dependable, dedicated and open-minded. Interpersonal skills, excellent writing skills, reporter’s instinct (“nose for news”), broad outlook, and a great deal of responsibility is also essential here. The uncertainty of the daily routine makes it difficult to incorporate family, hobbies, and any regularly scheduled plans; but those who detest the predictability of nine-to- five jobs are attracted to journalism because “no day is a carbon copy of the day before.” Long hours and chronic deadline pressure can be significantly negative factors, too. But opportunity for your word to reach a large audience is tempting indeed, and many find the initial low pay, uncertain and occasionally dangerous conditions, and chaotic schedule a fair tradeoff to be allowed to do what they do. The type of work journalists do depends largely on the subject they cover. Another thing which affects journalists’ job is the outlet they produce news for: TV, the Internet, a newspaper, etc. For example, in print, these include editing, reporting, feature writing, sub-editing, photography, layout, illustration and graphics and a host of specialist jobs from drawing cartoons and compiling crosswords to researching background and commissioning artwork. In broadcasting, you could find yourself producing programs, writing scripts, reporting, presenting, interviewing, or even editing audio and video. Online journalism presents even more challenges. Even those who are not freelancers find that they may be required to work on magazines, web sites and multimedia presentations within the same company. That’s why journalists are to be versatile today. New technology has brought to stage new media journalism which demands from journalists new skills and new flexibility. Print reporters find themselves summarizing their stories into a television camera. Videographers select images to be published in the partner newspaper. Both print and broadcast journalists look for the Web links to connect their stories to the worldwide audience. Smart phones, phones capable of surfing the Web, such as iPhones and BlackBerrys, provide new outlets and require new storytelling techniques. Despite the revolution in technology, the basic skills required of every journalist haven’t changed. Whatever the medium, the skills of news-gathering and storytelling are essential to good journalism. Taken from http://books.google.by/books?id=AHsqIFnnn1YC&pg

B. Organize into three groups to find in the text information about: 1) qualities a good journalist should possess; 2) skills that help to work effectively; 3) negative and positive sides of the profession.

18 C. Arrange the following skills and qualities in the order of priority you attribute to them; explain your choice:  excellent writing, editing, research, leadership and interpersonal skills;  ability to handle a heavy workload and stress;  journalism education and journalism experience;  knowledge of a diversity of political and social issues;  ability to work to deadlines in a team with people holding diverse perspectives;  willingness to travel extensively;  willingness to take risks.

WATCHING VIDEO 2

A DAY IN THE LIFE OF A REPORTER

TASK 11 You are going to watch a video titled A Day in the Life of a Reporter which one can find on the web-site https://www.youtube.com/watch?v=Gpq6lPtDUMg. You will know about a usual day in the life of Erica Erwins who works for the edition Erie Times-News. After watching the video fragment, do the following tasks.

А. Fill in the information in the sentences below from the video. 1. The story process begins ______the readers see it ­­­______. 2. It can begin when we ______, when an editor ______, when you see ______, it starts in ______. 3. The next step is ______, what we all expect from the content and whether there’ll be any ______that we need to be taking; whether she’ll be ______from the event. Whether there’s an opportunity to engage ______on Facebook, if she is going to ______. 4. After that we go about the actual ______of getting it into______and onto ______.

B. Answer the questions about the content of the video. 1. What is “a story budget?” 2. How did you understand “a story shell?” 3. What do they do after discussing all the matters about the organizational process? 4. What is Erica going to write about? How did you understand this from the video? 5. Who are the people Erica is going to interview for her story? What is she going to do immediately in the classroom? 6. What is the reporter going to do back in the newsroom? 7. Does the career of a reporter appeal to you? Explain your choice.

19 TRANSLATION AND WRITING ACTIVITIES

TASK 12 1 Translate the following text into Belarusian / Russian.

Skills and Qualities of a Good Journalist Good journalists have several characteristics that cannot be taught in school, but must be part of who they are. Journalists have to have an eye for what is newsworthy. A good journalist must be resourceful to find a solution to difficult situations that can sometimes be at a dead end. Being a committed journalist is also important. The news business is highly unpredictable, and the person who refuses to work overtime usually won’t get far. Speed and accuracy is also crucial, especially when it comes to deadlines. This is where many aspiring journalists have problems. Good journalists have prioritization skills to produce stories due. Having a thick skin can also be helpful. There will be times where editors may yell and you will find yourself in a high-pressure environment, readers will criticize you and your work or you might even receive threats because of stories you write. A good journalist turns in relatively clean copy, which means you must possess decent spelling and grammar skills. Journalists have to juggle many things at a time which is why multitasking is also a must have skill. Interpersonal skills are extremely important. You need to be able to ask tough questions, get the details to have a story written with accurate facts and quotes. A good journalist must have the strength to take that extra step in order to get the story written. Taken from http://www.universalbyline.com/whatmakesagoodjournalist.php

& READING AND DISCUSSING 3

When asked about the reasons why taking up journalism as a career, professionals list a commitment to change the world, an authority to shape the discussion, a way to earn a living, a chance to realize love for writing. What are your reasons for choosing journalism as a career?

TASK 13 Interview extracts below tell us how working journalists come up with the reasons for choosing their track in the profession. While reading them, find those people who consider career in journalism as a:  chance to realize their love for writing;  way to earn a living;  power to form public opinion;  commitment to change the world.

20 Simone S. Oliver, Senior Producer, Styles – “I respect the written word deeply. The medium doesn’t matter. It could be a printed article, a blog post, an audio slide show or a video; it’s all storytelling. I would describe the reporting part as invigorating and inspiring. The writing part is excruciating. I get entrenched in every story I pitch, especially when the subject hits home.” Juan D, local newspaper reporter – “I believe writing for a newspaper is great because it allows you the opportunity to develop a deep personal understanding of how industries, economies, companies, government agencies and key decision-making individuals function.” Fernanda Santos, environmental section editor – “I write because I love to tell stories that make people see things they never saw. I like to put words together that paint pictures in the readers’ minds that stir emotions and make them laugh / cry / get angry. My audience greatly influences my writing because they make me want to write every story well, no matter how short or simple the story might be.” Girmay Gebru, photo journalist, Ethiopia – “For me Journalism is long-lasting responsibility in life. It is not simply transferring information but also a tool to shape the misinformed. It is all about to act in the middle of fire. So, a journalist has to be educated, well informed, and committed. Journalist has to be always in a painstaking struggle internally and at least legally neutral from any political membership.” Pete Thamel, radio reporter, sports – “I really and truly believe that sports’ writing is a prism that reflects every race, class and background of people from around the world. And I think it’s a privilege to be able to chronicle that. In writing I try to limit outside forces as much as possible and not to enter stories with angles or agendas.” Taken from http://learning.blogs.nytimes.com/2011/10/17/ why-i-write-q-and-a-with-seven-times-journalists

What other arguments for choosing journalism as a career are mentioned in the texts? Tell what inspires or drives you to choose journalism as a career.

TASK 14 Read the following text about the things important for the career in journalism. Pay special attention to the underlined words. Translate them into Belarusian / Russian and add to your vocabulary map. What is necessary to know for a future journalist if they choose mass media as their career? If you are not sure, this text can help you find an answer. TEXT Do you Want to Become a Journalist? Follow these Rules… Many people who desire to write professionally usually look toward journalism as a way to launch a respectable writing career. They envision themselves going to exotic locales to cover stories or winning a Pulitzer prize. While these things do happen to journalists, it takes a long time to build credibility before any news organization will send you on any interesting assignments.

21 A journalist is someone who reports on timely events. Timing is everything to a journalist. Whether you write for a periodical or a newspaper, you need to make sure that your articles are timely. Your purpose is to keep the public as up to date as possible about news and events that may affect them. This is the basic concept of being a journalist. If you are thinking about becoming a journalist, you have to remember that the following rules apply: Impartiality. You should report on all sides of a story, not just take one side, even if it appears that one side is right or wrong. A good journalist gets all sides of the story, prints it and then lets the reader decide, based upon the article. A good journalist does not make up the reader’s mind for them. Timeliness. Your stories have to be timely. You do not have a compelling story about something that happened 20 years ago unless it can relate to what is happening now. Journalism is in the now – the immediate present. You have to relate even historic pieces to what is happening right now. Facts. There is an old saying in journalism that still is used in the field today that states “If your mother says she loves you, check it out.” Check and re-check your facts. Be sure that you double check on names and spelling. If you remember these three rules, your career in journalism will be successful. If you break the rules – don’t worry. But if you consistently break the golden rules of journalism, your career will suffer. As a journalist, it is your job to reveal information to the public. This should be impartial, timely and truthful. You have to write the truth of what you see and hear and let the public form an opinion. You need always to quote sources when you are writing a journalism piece, and you should not attribute anything to your own knowledge. You should write articles from a third person point of view and from the outside looking in. As you continue in your career, you will find your “voice” through your written words. Do not be surprised if your editor rewrites your first articles. Another rule is not to fall in love with your own work. Do not feel hurt if an editor does not like a phrase in your article, or he makes some changes. Editors must do their jobs. You will soon get to know the editors and they will soon get to know your writing style. A journalist usually gets a job as a news reporter. Both news reporting and journalism are interchangeable careers. While many people think of journalists as writing on top stories all over the world, the education that you need to become a newspaper reporter and a magazine writer is the same – a degree in journalism. Anyone who writes an impartial article, be it news or feature stories, is practicing journalism. If you choose to have a career in journalism, you will most likely get many different assignments in your career. The basic rules of journalism apply to everything that you write. You should be able to work on a tight deadline as a journalist. Adapted from https://www.freelancewriting.com/ journalism/do-you-want-to-become-a-journalist/

Do you agree with all the ideas expressed in the text? If not, give your reasons.

22 TASK 15 A. Have you heard about a portfolio career in journalism? Consider this text to learn more about it and answer the questions that follow. TEXT Portfolio Career in Journalism A “portfolio career” is a career based on a series of varied shorter-term jobs either concurrently or consecutively as opposed to one based on a progression up the ranks of a particular profession. The portfolio worker is frequently self-employed, offering his or her services on a freelance or consulting basis to one or more employers at the same time. However, a portfolio approach can also be taken to full-time employment with a single employer, if the employee chooses to expand his or her experience and responsibilities through taking different roles within the organization. This is a new way of adapting to freelancing life in the 21st century, where journalists need to be more than sole traders pitching ideas to every editor in town. They should be their own business, with their own brand and a multitude of revenue streams. The Portfolio Career, or as some call it in other fields the Renaissance Career, was much more difficult before the Internet. The web makes it easier and cheaper both to set up a business and to maintain more than one. The web has also made it easier to develop a passive income: the right business ideas can bring in money without a proportional amount of work. A portfolio career is a great option for journalists because it enables to use different skills in different ways. There are journalists who teach, train, lecture and sell stuff online – all at the same time. To make this work one needs a good brand and a good portfolio presence on the web. It’s something young people are already familiar with. A survey called Creative Graduates – Creative Futures published in January 2010 questioned 3,500 UK students on creative or media courses: percent of them had already developed a portfolio career, while studying! Those who do it say it’s very fulfilling.

B. Answer the questions. 1. What are the benefits of a portfolio career? 2. Have you started your portfolio career already? How can it be helpful to you in the future? 3. Say what you think about pursuing a professional career while studying. 4. Discuss with your groupmates the “pro et contra” of combining work and studies.

TASK 16 Use the information of the texts and video extracts you’ve studied, as well 1 as the ideas that resulted from your discussions with groupmates to write a short essay on What it Takes to be a Journalist.

23 ETHICS IN JOURNALISM

Ethics in journalism is a pervasive topic. The innovations in science and technology have brought a revolution in the way information is gathered and shared, and this has posed new challenges for journalists to ensure that the much valued beliefs of transparency and truthfulness are not compromised for other alternatives, including desires for attention or fame. Read to know more on this topic. Ethics - n, plural – 1 [treated as plural] moral principles that govern a person’s behavior or the conducting of an activity; 2 [treated as singular] the branch of knowledge that deals with moral principles. Ethic - n, sing., – a set of moral principles relating to a special group or form of conduct: “the puritan ethic”. adj, – of or relating to moral principles or the branch of knowledge dealing with this.

& READING AND DISCUSSING 4

TASK 17 A. The text What Every Journalist Needs to Know dwells on ethical and legal issues in journalism. Do you think ethical is equal to legal? Are you aware of the basic principles of ethics in journalism? Is it always easy to follow them? TEXT What Every Journalist Needs to Know Ethics is a system of guidelines based on morals and values that we all follow in everyday life. Ethics can be personal and professional; each business and career path is governed by its own set of specific ethical principles. Though these guidelines can overlap at many times, it’s important to know that for certain professions (such as journalism); the ethical principles defining the execution of your job are unique. In the field of journalism, we must always be aware of the ethics and law surrounding what we do in pursuit of the truth. According to the Society of Professional Journalists (SPJ), a volunteer organization, there are four basic principles of journalism ethics:  seek the truth and report it;  minimize harm;  act independently;  be accountable. With each principle come more specific guidelines. When seeking and reporting the truth, journalists must be fair, honest and accurate when gathering and reporting information. To minimize harm, journalists must treat each source with respect and as a human being. Journalists need to have no other obligation during the course of

24 their work other than the public’s right to know, and at the same time, they need to be accountable to this public. In journalism, many times situations will arise in which these principles are in direct conflict with each other, and these are where journalists must weigh the information carefully to make the right decision. When acting in accordance with one ethical principle in journalism, it’s easy to also be contradicting another value that governs our work. You have to decide which path to follow. It might be helpful to follow a process for determining ethical decision making in journalism: define the issue, collect as much information as you need to make an informed decision, and consider the impact on different individuals and institutions as a result of your possible decisions. The situations are not always black and white. There is a lot to consider. When it comes to legal issues faced by journalists, the most common are libel and defamation. Defamation is a statement of fact about a person that is actually false, and that probably injures the person’s reputation. When defamation is printed, it’s called libel; when broadcast, it’s called slander. This is why it’s important for all journalists to independently verify information from their sources that could potentially damage a person’s reputation. Being a journalist is more than a career. For most, it’s the sense of duty to the public to expose not only wrongdoing, but celebrate the good news that is too often left off of page one. It’s the potential to change the world through words. Nobody ever said being a journalist is easy. We have to decide what the best course of action is, given the circumstances that surround our dilemma. Remember that no matter which course of action you follow, be 100 percent sure that you’re able to face the consequences no matter what. Journalism is not for the thin-skinned. Adapted from http://voices.yahoo.com/ ethical-legal-issues-journalism-186704.html

B. Answer the questions. 1. What is ethics in journalism? 2. What does it mean to follow the four basic principles of journalism ethics? 3. Why is it often difficult to follow all ethical principles in journalism? 4. What is defamation? How is it different from libel and slander? 5. Why being a journalist is more than a career? 6. Do you agree to the advice given in the last paragraph?

TASK 18 Often in their work journalists are confronted with ethical dilemma. Work in pairs  or small groups. Consider the following example and try to solve the suggested ethical dilemma. Come to a decision and tell what you would do in this situation. Scenario. You are doing a routine feature on a charitable organization in the region. This charity has provided a lot of money to low-income families. You interview several individuals who have benefited from the charity, and they all share with you stories of low-paid jobs and sickness. Money from the charity helped them secure housing, health

25 care and education for their children. As a human being, you are moved by the stories of these people whose lives have been changed from the charitable organization. Problem. However, when researching the financial records to obtain accurate numbers of the money that has been donated since the charity’s creation, you discover that the CEO of the organization has submitted false income reports and that they are making much more money than the public knows. This leads you to uncover a trail of embezzlement of money from the charity at the hands of its creator, a person who has been publicly applauded for their efforts. Conflict. You know you must be honest and accurate when reporting this information, but you also know that the charity would likely be dismantled (at least temporarily), and that would undoubtedly cause harm to the families who have benefited and who stand to benefit from the charity’s funds. Dilemma. This scenario presents a direct conflict between the four principles guiding our profession. Which is more important: the need to be honest and accurate, or the need to minimize harm? What would you do?

TASK 19 Journalism ethics and standards include principles to address good practice for professional journalists. The basic codes and canons commonly appear in statements drafted by both professional journalism associations and individual news organizations. Consider the following text for ideas on Journalism Ethics Code and do the task that follows. TEXT Journalism Ethics Code Codes of ethics assist journalists with ethical dilemmas they might come across in their careers. The written codes and standards may vary from organization to organization and from country to country but usually there is some type of framework established on ethics. Reporting the truth is never libel, which makes accuracy and attribution very important. Private persons have privacy rights that must be balanced against the public interest in reporting information about them. Public figures have fewer privacy rights and publishers vigorously defend libel lawsuits filed against their reporters. One of the most important rules is to make sure your sources given information is reliable and true. You are responsible for what material you are reporting. Always question your sources of information and dig deep in order to compare all the material that is available on the topic in question. When you obtain photography or video images for a report make sure not to distort the images in any way. An exception to the rule is to increase the clarity of the images. Make sure to focus on facts and details without making any personal comments or suggestions. This allows the reader to form his or her own opinions and give feedback. It is also important to use your career as a tool for the voiceless to be heard. Sources can be average people who have experienced events or are currently in difficult

26 circumstances and looking for a way to be heard. Be their aid and not only will you be helping them but you are also putting together a story that others will be touched by and may even relate to.

A. As a group, create a list of ethical standards you believe journalists should follow in their work.

B. In the Supplement for Unit 1 read the text The SPJ Code of Ethics. Highlight key ideas. Compare and contrast the standards in your list to the SPJ’s codes of ethics.  What are the most important positions in the SPJ’s code?  How closely does the SPJ’s code align with the code you created?  Is there anything in the SPJ’s code that you think should be left out?  Would you add anything to the SPJ’s code? Using the same positions, compare the SPJ Code of Ethics and the Journalists Ethics Code adopted in your country.

C. Ethics can be helpful in reporting sensitive or controversial issues. The goal in asking ethical questions before stories are published is to carefully consider the implications and consequences of the journalist’s choices. Express your opinion on the following issues.

 Is it ethical for a reporter to write a news piece on the same topic on which he or she has written an opinion piece in the same paper?  Under what circumstances do you identify a person who was arrested as a relative of a public figure, such as a local sports star?  Freelance journalists and photographers accept cash to write about, or take photos of, events with the promise of attempting to get their work on the prominent news outlets, from which they also will be paid. Is that ethical?  Can a journalist reveal a source of information after guaranteeing confidentiality if the source proves to be unreliable? If you want to learn more about ethics in journalism, particularly in different media, you can read text 3, 4, 5 and 6 in the Supplement for this Unit.

1 ACHIEVEMENT TEST

I. Match the term with the definition. Pay attention that there is one odd term (10 points): 1) agent who contributes reports to a news medium usually a) corresponddent from a remote location, often stationed in a foreign country 2) traditional means of communication and expression that b) commercial have existed since before the advent of the new medium of the Internet 3) information or reports about recent events c) legacy media

27 4) television station d) news 5) someone who gives a reporter information; a supplier of e) newspaper information 6) advertisements which are broadcast on television or radio f) channel between and during programmes 7) regularly printed document consisting of news reports, g) internet articles, photographs and advertisements that are printed on large sheets of paper which are folded together 8) large system of connected computers around the world h) ethics which allows people to share information and communicate with each other 9) someone who introduces a television or radio show i) presenter 10) principles of good practice as applicable to the specific j) source challenges k) front page

II. Find synonymous pairs (8 points): 1) an advantage a) a meeting with sb or sth 2) murky b) dark and difficult to see through 3) subscribe c) treat sb or sth badly or violently 4) abuse d) benefit 5) an encounter e) make known or seen 6) an urge f) receive or obtain by regular payment 7) reveal g) a disadvantage 8) a drawback h) a strong desire to do sth

III. Read the text. Write the correct tense form of the verbs (6 points). Here is the Saturday morning news. Public transportation unions just (to put) an end to the ten-day strike. Millions of commuters really (to be pleased) to hear the news. Negotiations on retirement issues (to start) 2 days ago, within the companies. Trade Unions (to decide) to return to work yesterday evening, but they also (to threaten) to start another strike in December if the results of the negotiations (not to meet) their requirements.

IV. Read the text. Use words from the active vocabulary of this Unit to replace those in italics with their synonyms (12 points). Young journalist recruited at an entry level either in traditional or new media are pretty much on the field. Following the editor’s assignments, they do their topics by interviewing people for information, gather facts, and take pictures. Often they go to the scene and report on events that happen at the moment. Beginners contribute information for experienced journalists who work in the newsrooms of print and radio / television media, or they can keep own web sites to share with all of their followers everything they consider to be important.

28 V. Choose the best alternative (11 points). 1. The ___ is the person who is responsible for the overall shape of the program. a) actor b) producer c) director 2. Turn on the TV! There is live ___ of the cricket match between England and Australia. a) coverage b) report c) review 3. “Those were today’s headlines. And now it’s Kim Stark with her weather ___ .” a) forecast b) broadcast c) presentation 4. I like the new ___ introducing and reviewing programs on our local TV. a) actor b) guide c) presenter 5. A printed statement of fact about a person that is actually false and injures reputation is ___. a) libel b) slander c) defamation 6. The time of day when most people are watching television is known as ___ . a) prime time b) popular time c) best time 7. A “beat” is an ___ a) area or topic a journalist covers b) type of radio advertisement c) amount of information on the Internet 8. “Welcome to another live TV debate. Our ___ is as usual Simon Bainbridge, and his guests today are some of Poland’s most prominent politicians.” a) announcer b) host c) actor 9. A (an) ___ is a neutral individual employed by a news organization to receive, investigate, report on and (in some instances) resolve reader or viewer complaints against a news organization. a) ombudsman b) broadcaster c) mogul 10. The largest means of information distribution which represent what the majority of media consumers are likely to encounter; generally reflective of the prevailing currents of thought, influence, or activity. a) mainstream media b) legacy media c) convergence media 11. A young reporter, who is a beginner in journalism is often called ___ reporter. a) tycoon b) ace c) cub

Total score – 47 points UNIT TRAINING FOR JOURNALISM II ABROAD

The whole purpose of education is to turn mirrors into windows. Sydney J. Harris. American journalist, the Chicago Daily News

The professional skills of journalists are probably the most recognized measurements of media quality. Establishing high standards is critical not only to professionalizing the media, but also to having a positive impact on public. Most entry-level professional journalists come out of university-based journalism programs, which make universities an important factor in media capacity building. Better trained journalists off er a direct path to transforming the overall media landscape. When professional expectations are raised, media professionals are more likely to strive to achieve better results.

In this Unit you will learn:  how journalists are trained in diff erent countries of the world.

You will be able to:  speak about the ways journalists are trained abroad and in Belarus;  make a vocabulary map on the topic;  make a cognitive map on the topic;  take part in the discussion about benefi ts and drawbacks of diff erent approaches to training for journalism.

STARTER

In order to be a professional one should have knowledge of the subject and professional skills to put the knowledge into practice. Many people consider a university degree to be a really good start for a professional career. A survey of the Poynter Institute, entitled the State of Journalism Education 2013, which involved more than 1,800 educators, students, media professionals and independent journalists showed the following: 96 % of educators believe that a journalism degree is very important to extremely important when it comes to understanding the value of journalism. Editors and those who work in journalism have a less favorable opinion, with only 57 % of professionals saying that

30 a degree is very important or extremely important. Now try to answer the following questions. 1. What does university education offer in general? 2. What does journalistic training equip you with? 3. What opportunities do you get as an undergraduate student of journalism? 4. What do they place focus on in journalistic training? 5. What skills does university education develop in future journalists?

TASK 1 Find answers for the questions above in the texts on journalistic education off ered at Cardiff University, UK and University of Missouri, US. School of Journalism Wherever you want to Media and Culture, go, a journalism degree Cardiff University offers can get you there. a stimulating intellectual The Missouri School environment committed of Journalism is where to maximizing your storytellers of all kinds can find their voices by potential with undergraduate degrees using them first. This hands-on philosophy that study the many facets of journalism, of learning-by-doing was deemed “the media, culture and communications. As Missouri Method.” Missouri journalism an undergraduate student at the School, students gain hands-on, career-ready you will have the opportunity to study experience in professional newsrooms. They diverse modules that cover socially learn how to tell stories that answer the six relevant topics in media, politics and fundamental questions of journalism: who, digital communication. We place focus what, when, where, why and how. Students on not just educating students about gain the skills needed to engage, entertain, theoretical and academic perspectives, and inspire audiences across platforms and but we also promote the development of interests. Our philosophy of learning-by- critical thinking and cogent writing doing will take you far beyond the walls of a techniques through lectures, seminars classroom. Report breaking news via social and personal tutoring sessions. media, produce the next game-changing Adapted from: documentary, or cover a SEC bowl game for https://www.cardiff.ac.uk/journalism- an NBC affiliate. Your story is waiting to be media-and-culture/ written. How you tell it is up to you! courses/undergraduate Adapted from: https://journalism.missouri.edu/ degrees-programs/undergraduate-degrees/

Is professional education essential for a journalistic career? What is really signifi cant  in the journalistic education? Share your opinion on this matter with your groupmates.

31 What conclusions have you made? Write them down below.

Do you know that the fi rst program for journalism education was introduced by former Confederate General, Robert E Lee, during his presidency at Washington and Lee University, in Lexington, Virginia, in the 1860s. Both the Missouri School of Journalism founded in 1908 and the Ecole Superieure de Journalisme in Paris, founded in 1899, claim to be the fi rst Journalism Schools.

You could hardly deny the importance of university education and professional training. In this unit you will learn about the ways journalists are trained in diff erent countries of the world. First of all, here is some vocabulary useful for learning the material on the topic, enriching your personal vocabulary and building your individual vocabulary map.

VOCABULARY

TASK 2 Here is an example of a word family of the word credit. Pay attention to the word- 1 building suffi xes and parts of speech they form.

accrediting accredited credential

accreditation credit accredit

Make your own word-family charts of the words train (v), evaluate (v), and educate (v).

n.1: n.2: n.3.:

adj.: train n.4: pre-

32 n.2: adj.1: adj.2:

n.1: evaluate v. :

n.2: adj.1: adj.2:

n.1: educate adv.:

TASK 3 Check your knowledge and use these words and their derivatives in the sentences below. 1. Some people doubt the necessity of mid-career journalism … . train 2. The Accrediting Council on Education in Journalism and Mass Communication (ACEJMC) meets twice a year and makes decisions about the … of the visited schools. accredit 3. The special course “Training for …” is designed for teachers train who are engaged in preparation of journalists. 4. The links with media … establishments abroad keep the graduates educate in touch with the pulse of the industry. 5. The … Committee is composed of journalism and mass accredit, communication … and representatives of the media industry. educate 6. The Council recognises the diversity of each … program and accredit, encourages … innovations. education 7. One of the purposes of the … scheme is to ensure the essential train, skills are … according to the national standards. evaluate

33 8. The … are supposed to attend … courses by training on-the-job train, accredit or by distance learning. 9. The … of skills and knowledge is carried out by a special evaluate commission during the examination. 10. More than 1.700 students and … take up the preliminary … in train, train journalism annually.

TASK 4 To make your speech varied you should be able to use different synonyms while speaking. Here you are offered to match the synonymous pairs: 1) сurriculum a) humanities 2) major b) apprenticeship 3) optional c) task 4) discipline d) program 5) assessment e) core, mandatory 6) liberal arts f) subject 7) assignment g) elective 8) internship h) evaluation 9) education i) diploma 10) credentials j) training

TASK 5 Now check your knowledge and substitute the underlined words by a proper synonym using the words from the previous task. Consult the dictionary for the meaning of new words, if necessary. 1. Any volunteer can sign up to the training courses in different subjects involving journalism. 2. Many countries have special structures to assess and accredit journalism programs. 3. The Council for Higher Education Accreditation, the USA, recognises that 75 % of the media students’ academic hours are in humanities. 4. Field apprenticeship means practical work in different media during the course of study. 5. One of the most important standards applied in evaluation of university activity is curriculum and instruction. 6. The internship is the key to the journalism market. 7. During the apprenticeship period young journalists do different odd jobs preparing to fulfil real tasks of the chief editor. 8. The NCTJ accredited courses must deliver core subjects and at least two electives. 9. Many have displayed a passion for teaching and have experience in educating fellow journalists about digital media tools. 10. Some of the top colleges, offering the program of diploma in Journalism and Mass Communication.

34 TASK 6 There are words close in meaning and usage, and still they are different words and are used in different situations. Understanding the peculiarities of their collocations will help you feel more confident while speaking English. Study the difference in meaning of some commonly confused words: Study teach  to take a course in a subject, as at  to give someone knowledge or to train someone; a college: Richard studied journa­ to instruct: She taught journalistic writing to foreign lism at Manchester University. students.  to apply the mind to the learning learn or understanding the subject, etc.  to gain knowledge or to acquire skills in a new by reading: I need time to study subject or activity: I’ve learnt a lot about media and this article before approving it. communication. You need to learn to control your voice.  to investigate or examine, as  to commit to memory: I do not know how anchors by observation, research, etc.: manage to learn all those lines. Researchers have been studying  to start to understand that you much change the how people under stress make way you behave: He is not afraid to learn from his decisions. mistakes. Train know  to prepare someone or yourself  to have information in your mind: She knows the for a job, activity or sport, by names of all the correspondents and journalists learning skills and/or by mental accredited at the White House. or physical exercise: She trained  to be certain, to be sure: I know that she’ll be really as a digital journalist. I have to pleased to hear the news. train myself to be assertive at work.  to be familiar with or have experience and understanding of: She grew up in New York, so she knows it very well. She knows Media Production inside out.

TASK 7 Match the synonymous pairs: 1) educator a) instruct 2) knowledgeable b) trainer 3) learner c) examination 4) study d) educated 5) teach e) trainee

TASK 8 Translate the words in italics from Russian into English. Mind the information above and possible word building suffixes. 1. Before applying for the course изучите carefully the suggested curriculum and possible academic outcome. 2. They преподают not only core subjects but the disciplines of liberal arts as well. 3. Learning how учиться is the motto of contemporary обучения.

35 4. 30 % of university students in Sweden are distance обучение students nowadays. 5. Many students consider that nowadays you’d better знать where and how to search for information than знать the information. 6. While at university many students изучают political science as an optional if they want to be engaged in global journalism. 7. Most students don’t like being учат what to do and how to do; they prefer учиться from their own mistakes. 8. If you take up a distance learning course you should be ready to make yourself учиться on your own, be well-organised and self-disciplined.

TASK 9 Match the words and word combinations with their meanings. Pay attention that there is an odd one: 1) advanced a) a person who has a first degree from a university or college; relating or working towards a university degree beyond the one your receive after four years of study 2) fellowship b) modern and well-developed; at a higher more difficult level 3) full-time c) money for teaching or study given to a post-graduate student, or a position at a university 4) distance (learning) d) done for the whole of a working week; done for all the hours people usually work 5) internship e) a student who is studying for their first degree at a college of university 6) graduate f) a way of studying in which you do not attend a school, college or university, but study from where you live, usually being taught and given work over the internet 7) undergraduate g) a period of time during which someone works for a company or organisation in order to get experience of a particular type of work 8) part-time h) has done or used it rather than read or learned about it 9) hands-on (experience) i) (of an activity or work) done for periods of time shorter than the usual hours or schedule 10) curriculum

TASK 10 Fill in the gaps with the words and phrases, modifying them, if necessary:

eligible  to enroll  to take a course (in sth.)  eligibility  to attend  to hone (skills)  admission  to practice (skills)

1. The college ______about 33,000 students. 2. Your past education level will determine whether you are ______for admission. 3. She is ______in investigative journalism that sounds really interesting.

36 4. Mike’s writing skills were ______in the course of his internship at the BBC. 5. To be a good journalist, you need ______your interviewing skills. 6. One of the biggest reasons to ______lectures is that the lecturer will present information that is neither outlined on the slides, nor covered in the course material. 7. ______to a degree program may be granted to applicants, who have received a Bachelor’s degree from an accredited college or university. 8. Applicants for admission must meet certain ______requirements.

TASK 11 Complete the text with the following verbs, changing them, if necessary:

to take (2)  to explore  to cover  to join  to work  to hone

Data Journalism students begin their program in the fall (1)______foundational computational and data courses as well as courses on the fundamentals of reporting. In the second semester, they continue (2)______their journalistic skills with Writing with Data and the Data, Computation, Innovation workshop, where they will (3) ______cutting-edge storytelling using data and computation, and take a 15 week seminar and production course with the Master of Science students. In the final semester, students (4) ______on the Master’s Project, a substantive piece of data- driven journalism. They also (5) ______the Master of Science students in taking a suite of courses called Journalism Essentials, which (6) ______the business, historical, legal and ethical issues of the field. They also (7) ______Storytelling with Data and Data, Computation, Innovation II.

TASK 12 Complete the text with the appropriate word combination from the box:

mid-career professional training  long-term  part-time study  distance learning courses  short-term training  fellowship and exchange programs  full-time courses  specialised training

Professional Development and Journalism Education Professional development of journalists can take many forms. Very often young entrants to the profession combine practical journalism with (1) ______. But university journalism education presupposes (2) ______of three to four years of study following by the Bachelor of Arts degree. In order to keep pace with the rapidly changing technologies and to meet the requirements of the modern life (3) ______is organised by many educational institutions. It may include (4) ______hands-on courses covering the fundamentals of journalism and public relations or (5) ______which usually includes intensive classes from one afternoon sessions to one-week workshops. Targeted or (6) ______may focus on advanced techniques (investigative and computer assisted reporting), new technology (web publishing or blogging) or special subjects (the

37 environment, HIV / AIDS, human trafficking, etc.). (7) ______may be available for journalists from different countries. Among the best-known programs of exchange is the Fulbright awards. One of the up-to-date training schemes which has become very popular recently is signing up for different (8) ______. The greatest benefit of this form of training is that people study on-line and can get a certificate in Media Law, Newspaper Law, Newspaper Reporting, etc. without leaving home or work.

GRAMMAR Passive Voice Revision

You are going to revise some grammar rules on the topic Passive Voice and do the tasks to practice your knowledge and skills in the English grammar. You can find this information in Grammar File for the Unit Training for Journalism Abroad.

WATCHING VIDEO 1

Do you know that Britain’s newest and most innovative university based education in journalism is offered at University of Kent’s Center for Journalism? It awards the annual Sky Bob Friend Memorial Scholarship named after the legendary Sky News presenter Bob Friend.

TASK 13 UNIVERSITY OF KENT CENTER FOR JOURNALISM

Watch the video about the Center for Journalism and do the tasks that follow it. You can find this video on the web-site: https://www.youtube.com/watch?v=_ 9eezqUlc8&list=PL_voamVqJ_ZyXRQ9jskBxiRp-AMc2gzCg. You will hear about the NCTJ which means “National Center for Training of Journalists.”

A. Tick the phrases you hear. The first point is done for you as an example: University of Kent Center for Journalism teaches … . 1  basic training in TV, radio, print and online 2 shorthand practice 3 freelance journalism

38 4 conflict reporting 5 do hands-on reporting 6 NCTJs 7 Wochit, Buri Newsroom system 8 Adobe InDesign, Final Cut Pro 9 news gathering, interviewing 10 creating stories

B. Answer questions about the video. 1. What degree are the students doing? 2. What courses can they take? 3. Why NCTJ is so important? 4. What software programs do students study?

& READING AND DISCUSSING 1

TEXT BA in Journalism, University of Kent TASK 14 A. Read about the BA in Journalism program at University of Kent to tell in which paragraph there are examples of the following:  principles and approach to teaching journalists;  modules and topics that students study;  lecturers’ experience;  the equipment students have access to. (1) The Centre for Journalism at Kent is leading the development of journalism as an academic discipline rooted in professional newsroom practice. On this professionally accredited programme, you study for an honours degree that includes history, politics and law while completing the National Council for the Training of Journalists’ (NCTJ) Diploma in Journalism. (2) The University of Kent’s BA in Journalism is officially the country’s most appreciated undergraduate programme – according to the results of this year’s National Student Survey (NSS). This is the best score of the 49 universities in the UK that have journalism programmes at undergraduate level. (3) We believe that the best way for our students to become media professionals is for us to treat them as media professionals from day one. That’s why so much of our teaching takes place in newsrooms and broadcast studios rather than in lecture theatres. There’s no better way to learn how to be a journalist or a TV producer than by doing the job. And that’s why we support our students with very high amounts of facetime from the award- winning editors, reporters, producers, correspondents and academics who make up our staff team. Our famous open-door policy means that students can drop by for a one-to- one chat with a member of the academic team at almost any hour of the working week.

39 (4) The first year introduces you to the academic and vocational knowledge you need to get a principled vision of the profession and its social purpose. Modules may include history of journalism, reporting and writing, government and politics, and convergent journalism. You also have intensive training in shorthand note-taking. (5) In your second and final years, you can study a range of topics, including: documentary making; television presenting and reporting; radio presenting and reporting; producing live radio and television programmes; producing quality newspapers and magazines; feature writing; news websites and citizen reporters and investigative reporting. (6) Tutors include working reporters and columnists, former editors of national newspapers, radio and television programmes and magazines, network broadcasters and web publishers. Their professional expertise is reinforced by excellent academic teaching by leading historians, political scientists and lawyers. (7) We believe that no student should study journalism at a centre that doesn’t have the backing of the National Council for the Training of Journalists (NCTJ), the professional body most widely acknowledged by editors in the industry. Our fully accredited programmes meet the NCTJ’s rigorous requirements, which means that our students are able to graduate not just with a university degree, but also with an NCTJ Diploma – the closest thing to a passport to a job in UK journalism. (8) Our state-of-the-art newsrooms are often the envy of visiting colleagues. Using our Apple Mac workstations, you learn sound and video editing, lighting, sound production, magazine layout and digital content production developing expertise in the same software used by professionals across the country. (9) Each student also has access to all of the equipment they will need to produce the professional-standard output: video cameras, microphones, digital sound recorders, 360-degree video cameras, lights, tripods and kits to use their phones as portable TV studios. Our teaching spaces are complemented by two radio studios, and a teaching TV studio. (10) Applicants must be able to demonstrate a serious interest in and commitment to journalism. All suitable applicants are interviewed and sit a written test at the Centre. We welcome applications from international students with internationally recognised qualifications. A high level of English (equivalent to a native speaker) is essential. And international applicants will be required to show a proficiency in English. An IELTS score of 7.0, with a written element of 8.0 and no element below 6.0, is a proof of this. Adapted from: https://www.kent.ac.uk/courses/undergraduate/105/journalism

B. In small groups discuss the following statements from the text, trying to reconstruct the educational values they imply: 1. “There’s no better way to learn how to be a journalist or a TV producer than by doing the job.” 2. “We believe that the best way for our students to become media professionals is for us to treat them as media professionals from day one.” 3. “We believe that no student should study journalism at a centre that doesn’t have the backing of the National Council for the Training of Journalists (NCTJ), the professional body most widely acknowledged by editors in the industry.”

40 C. Answer the following questions. 1. Is it so important to view journalism as an academic discipline rooted in professional newsroom practice? Why? 2. What does “a principled vision of the profession and its social purpose” imply? 3. How can applicants “demonstrate a serious interest in and commitment to journalism”?

WATCHING VIDEO 2

TASK 15 MIDDLESSEX UNIVERSITY LONDON

Watch the video about journalism training at Middlessex University London and answer the questions about the video. You can find this video on the web-site: https:// www.youtube.com/watch?v=t9NL38Y4jB4&t=87s. 1. What background does Middlessex University give to its students? 2. How many programs do they offer to journalism students? 3. Why London is a good place in terms of getting experience as a journalist? 4. What media outlets has the interviewed student worked for? 5. What do students do while studying broadcasting? 6. Do students get introduced to concepts and theories of journalism or get hands-on experience? What does the phrase “to get hands-on experience” mean? 7. What subjects do students study to become responsible journalists? 8. Why do teachers know what the field is about? 9. What are the facilities that they have at Middlessex University for journalism students? 10. What do you need to get yourself a long and fruitful career in the industry?

WATCHING VIDEO 3

Do you know that it was Joseph Pulitzer who proposed to set up a world class Columbia Graduate School of Journalism(CGSJ) and bequeathed his money on it? On September 30, 1912, classes at CGSJ began. 79 students enrolled. Among the famous graduates of CGSJ there are 4 US Presidents, including Barack Obama, 26 foreign heads of state, 97 Nobel Laureates, 101 Pulitzer Prize winners.

41 TASK 16 COLUMBIA UNIVERSITY GRADUATE SCHOOL OF JOURNALISM Watch the suggested video for you and do the tasks that follow it. You can find this video on the web-site: https://www.youtube.com/watch?v=JWTpiDGaNz8. While watching the film, you will hear the word alumni [ә´lλmnai] which means “graduates.”

A. Tick the phrases you hear. The first point is done for you as an example: Columbia University Graduate School of Journalism teaches … . 1  what it means to be a journalist 2 standards of investigative journalism 3 shoot, edit, produce 4 do television pieces 5 use modern tools 6 learning on the job 7 to develop as a reporter 8 the importance of listening 9 thinking critically 10 to filter: is this credible

B. Answer the following questions about the video. 1. What does the phrase “graduate school” presuppose? What degree will the students get after graduation from CGSJ? 2. Why did the students and alumni come to CGSJ? 3. What lessons have the alumni learnt at CGSJ? 4. What are the positions of the speakers? What media do they work for? 5. What is the mission of CGSJ? 6. How does CGSJ help its students in their professional life?

& READING AND DISCUSSING 2

TASK 17 TEXT M. S. Data Journalism A. Scan the text to provide the titles of the courses in M. S. Data Journalism Curriculum from Columbia University Graduate School of Journalism:

Reporting 1  Data and Databases  Storytelling with Data  Foundations of Computing  Data Computation-Innovation 1 and 2  Data Studio  Reporting 2  Journalism History and the History of Journalism  Writing with Data

42 Journalism in the 21st century involves finding, collecting and analyzing data for storytelling, presentation and investigative reporting. The journalism school offers a Master of Science in Data Journalism for students interested in advanced skills. The M.S. in Data Journalism is a three-semester program that provides the hands-on training needed to tell deeply reported data-driven stories in the public interest. Applicants do not need to have experience with data or computation to enroll in this program. All students are required to attend foundational courses that allow those with no data experience to hone their skills in data acquisition, extraction and analysis.

M. S. Data Journalism Curriculum Semester 1 (I) ______In this introductory reporting course, each student will be assigned a beat and will be expected to produce news stories on deadline. Students will learn to think like reporters and to practice the core skills of the trade: developing sources, conducting interviews, structuring a story, writing clearly and getting the facts right. As data journalists, they will also seek out and analyze data, both to deepen their reporting and to identify promising leads. In this way, the tools and techniques learned during the summer will be immediately applicable as data students begin to develop a journalistic mindset and the capacity to find and produce journalistic stories. (II) ______The course is an introduction to the ins and outs of programming and data analysis using the Python programming language, with which students will build a foundation for future coding-intensive classes and journalistic work. After this course, students will be able to find and execute solutions to most of the coding- or data-related problems they encounter in the newsroom. The course focuses on cleaning and analysis using the Python programming language, the command line, Jupyter Notebooks and the data package pandas. (III) ______Students will continue to learn how to apply their data and computational skills to real-world journalism. They will hone their ability to construct a narrative from both quantitative and qualitative sources, how to think critically, how to report under deadline and how to document so that others can replicate and critique their work. (IV) ______Students will become familiar with a variety of data formats and methods for storing, accessing and processing information. Topics covered include comma-separated documents, interaction with web site APIs and JSON, raw- text document dumps, regular expressions, SQL databases and more. Students will also tackle less accessible data by building web scrapers and converting difficult-to-use PDFs into useable information.

Semester 2 (V) ______In this project-driven course, students work on their own projects and learn everything from obtaining and cleaning data to data analysis and final presentation. Data is explored not only as the basis for visualization, but also as a lead-generating foundation, requiring further investigative or research-oriented

43 work. Regular critiques from instructors and visiting professionals are a critical piece of the course. (VI) ______This class will build upon the introductory reporting class and focus on honing the use of data and computation to find and tell stories. (VII) ______Students build on the lessons from the Data Analysis Studio class and deepen their learning of the concepts and foundations of data visualization, from chart-building to human perception. They will use tools such as the D3 JavaScript visualization framework for building custom interactive graphics and web-friendly maps.

Semester 3 (VIII) ______By dissecting pieces ranging from prize-winning to their own work, students will be trained in the standard of work that an editor will expect when pitching and executing a data story. Students will leverage their advanced technical skills in pursuit of asking the right questions of data sets and communicating about data findings in an accurate but accessible manner, while avoiding pitfalls common to data- driven pieces. (IX) ______Machine learning and data science are integral to processing and understanding large data sets. Whether you’re clustering schools or crime data, analyzing relationships between people or businesses, or searching for a needle in a haystack of documents, algorithms can help. Students will generate leads, create insights, and evaluate how to best focus their efforts with large data sets. Topics will include building and managing servers, linear regression, clustering, classification, natural language processing, and tools such as scikit-learn and Mechanical Turk. (X) ______You will take one of these modules in the first half of the semester, and the other in the second half: the course explores the historical development of the values, practices and social roles that cluster around the institution of journalism. The Business of Journalism will help you to understand the challenges and vicissitudes of this period of historic flux in the journalism industry.

B. Mind supplementing your vocabulary map with the following: 1) types of general journalistic activities; 2) data journalists’ activities; 3) journalistic skills.

C. Choose the right meaning of the words and phrases, used in the text. 1. Python is … a) a very large snake; b) programming language. 2. Jupyter Notebooks are … a) book of plain paper for writing on manufactured by the company Jupyter; b) an open-source web application that allows you to create and share documents that contain live code, equations, etc. 3. API is … a) Application Programming Interface; b) aerial photointerpretation.

44 4. In journalism data can serve as a … a) lead generating foundation; b) basis for optimization of traffic flows; c) foundation for visualization. 5. Pitching a story means … a) to move suddenly especially by throwing; b) introducing your story idea and defining your angle; c) throwing a ball towards a player (in baseball).

D. In small groups discuss the following questions. 1. What does “a journalistic mindset” presuppose? 2. Do you think that M.S. Data Journalism would be a popular program in your country? Provide arguments for your answer. 3. What are the core skills of the journalistic trade in data driven journalism that you would like to hone?

WATCHING VIDEO 4

TASK 18 MA INTERNATIONAL JOURNALISM, UNIVERSITY OF CARDIFF

You will watch the interviews of some graduates of the Master course of the University of Cardiff who share their thoughts about the degree and its relevance to their new career. They all answer the same question – What did you enjoy most about MA? Watch the video and do the tasks that follow. You can find it on the web-site: https://www.youtube.com/ watch?v=hytbzmDrtbI

A. Match the name of the person with their occupation and the country they are from: Name of the Occupation Country person 1 Thomas Barrett A correspondent, Reuters G Cardiff, the UK 2 Afreen Alam B financial news reporter H China 3 Jenifer DePaul C PR officer, University of Wales I London, the UK 4 William James D reporter, International J India Criminal Court 5 Judit Alguero Llop E science and environment K New York, the USA correspondent, News X 6 Tingjie Zhang F reporter and producer, L the Hague, the Netherlands the Fiscal Times

45 B. Think who spoke about the following. Put the initial letters of the names opposite the phrase. The first line is done for you as an example: № Initials They spoke about … 1 JAL A multicultural experience 2 B excellent tutoring 3 C the opportunity to be in multiple roles 4 D course itself 5 E experience of writing 6 F different way of approaching the story 7 G theoretical knowledge 8 H standards of teaching 9 I doing a lot and gaining a lot 10 J international community with no segregation 11 K rich discussions

TASK 19 A. Study the list of majors, included in the undergraduate curriculum of the Faculty of Journalism of the Belarusian State University. Practice translating the names of the subjects into English. You may use a dictionary or ask your teacher for help.

B. Study the Journalism curriculum offered at the Belarusian State University, or the curriculum of the College of Journalism and Communication, University of Florida, or Department of Journalism, City University of London: make a list of equivalent or similar disciplines and lists of unique subjects.

C. Find equivalents for the following phrases in the INFO texts B, C: 1) курс обеспечивает практическое образование и знание печатной, вещатель­ ной и онлайн-журналистики; 2) отделение журналистики неизменно входит в число лучших журналистских программ в стране; 3) миссия кафедры – научить искусству журналистики; 4) наряду с практической журналистикой студенты также изучают все другие предметы, которые необходимы для успешной карьеры.

D. Using the curricula from the INFO texts A, B, C, make a list of ten subjects, essential for a successful career in journalism, and justify your choice.

E. While advertising education and special training, educational establishments use promotional phrases and positive adjectives. Practice translating the phrases from the info texts B, C: 1) to acquire the up-to-date journalism skills; 2) to provide an intense and highly focused education;

46 3) a course all tailored to your needs; 4) to foster an appreciation for accuracy, fairness, truth, and diversity; 5) the training prepares students for careers in all kinds of media professions.

F. Compare the curricula and training of one of the foreign universities with the one at the Belarusian State University. Connectors of comparison and contrast may be of help for you.

Words of comparison: Words of contrast: both … and; just like; just as … Unlike; although; diff ers from; on so too; (to have) in common; the one hand … on the other hand; similar to; as well as; likewise; however; in contrast; conversely; also; too; similarly nonetheless

INFO A Факультет журналистики БГУ – один из ведущих учебных и научных центров в сфере массмедиа на постсоветском пространстве. Учебный процесс сочетает классическую форму преподавания с новыми образовательными технологи- ями. По каждой из специальностей предлагается ряд дисциплин специализа- ций, курсов по профилю, спецкурсов и спецсеминаров. Сегодня подготовка к журналистской деятельности ведется не только в аудиториях, но и в реальных редакционных условиях. Сквозной курс «Журналистское мастерство», занятия по 20 профильным курсам в творческих мастерских интегрируют и укрепляют практический аспект университетского образования.

1. Цикл социально-гуманитарных дисциплин 1.1 философия 1.2 экономика 1.3 политология 1.4 история

2. Цикл общепрофессиональных дисциплин 2.1 безопасность жизнедеятельности человека 2.2 информационные технологии 2.3 современный белорусский язык 2.4 основы журналистики 2.5 иностранный язык 2.5 профессиональная этика журналиста 2.6 правовые основы журналистики

47 3.a. Цикл специальных 3.б. Цикл специальных 3.в. Цикл специальных дисциплин дисциплин (журналистика, дисциплин (веб- (аудиовизуальная журналистика) печатные СМИ) журналистика) 3.1 язык и стиль средств массовой 3.1 язык и стиль средств 3.1 язык и стиль средств массовой коммуникации + курсовая работа массовой коммуникации + коммуникации + курсовая работа 3.2 техника телевидения и курсовая работа 3.2 основы интернет- радиовещания 3.2 современная полиграфия журналистики 3.3 технологии телевидения и 3.3 основы фотожурналистики 3.3 основы фотожурналистики радиовещания 3.4 выпуск учебной газеты 3.4 выпуск интернет-газеты 3.4 выпуск учебной телепередачи 3.5 дизайн газеты 3.5 веб-дизайн 3.5 менеджмент аудиовизуальных 3.6 основы творческого 3.6 основы творческой медиа мастерства + курсовая работа деятельности веб-журналиста + 3.6 техника телерадиоречи 3.7 компьютерная верстка курсовая работа 3.7 телерадиопроизводство 3.8 редактирование 3.7 компьютерная графика 3.8 аудиовизуальные средства 3.9 социология журналистики 3.8 проблематика интернет-СМИ массовой информации и + курсовая работа идеологический процесс + курсовая 3.10 история русской работа журналистики 3.9 редактирование 3.10 социология журналистики 3.9 зарубежные аудиовизуальные 3.11 история белорусской СМИ журналистики + курсовая 3.11 история белорусской работа журналистики + курсовая работа 3.10 социология журналистики 3.12 региональные СМИ 3.12 история русской 3.11 история русской журналистики 3.13 спортивная журналистики 3.12 история белорусской журналистика 3.13 региональные интернет-СМИ журналистики 3.14 журналистское 3.14 журналистское мастерство + 3.13 история аудиовизуальных СМИ мастерство + курсовой курсовой проект 3.14 спортивная проект 3.15 спортивная журналистика телерадиожурналистика 3.15 художественная 3.16 политология журналистики 3.15 профессиональное мастерство публицистика телерадиожурналиста (мастер- 3.17 зарубежная журналистика 3.16 зарубежная классы) + курсовая работа журналистика 3.18 дисциплины и курсы по 3.16 зарубежная журналистика выбору 3.17 дисциплины и курсы по 3.17 теория и практика рекламы в выбору аудиовизуальных СМИ

4. Цикл дисциплин специализации + курсовая работа

Adapted from: http://www.journ.bsu.by

48 INFO B City University of London the Department of Journalism Wherever you are in the world, on any given day you are likely to see, hear or read journalism from graduates of City’s Department of Journalism. Here at City, we provide an intense and highly focussed education to help you acquire the up-to-date journalism skills needed to enter your chosen area of the media. We have nine MA courses and a three-year BA course all tailored to your needs in online, data, broadcast and print journalism. The BA course is aimed at the many students who have decided to make a career in journalism. It provides practical education and proficiency in print, broadcast and online journalism as well as relevant studies in humanities such as politics and the history of journalism. Journalism education at City has a real-world emphasis. Time is spent in small workshops learning the multimedia skills required for a career in 21st century journalism: from writing, reporting and interviewing to social media analytics and preparing page layouts on screen. Along with practical journalism, the students also study all the other subjects which are essential to a successful career, including media law and government. They are able to choose between other courses including Teeline shorthand, international news and visual journalism. COURSE STRUCTURE I Year II Year III Year Core modules Core modules Core modules Introduction to news Audio and video journalism Advanced practical journalism: broadcast writing Feature writing Advanced practical journalism: print / online History of journalism Online and social media journalism Media law and ethics The British media Power without responsibility Journalism project Introduction to digital Employability and enterprise skills for One elective from journalism journalism International news Politics and current affairs Two electives from Fashion and lifestyle journalism Introduction to audio and Data journalism Arts and culture journalism video journalism Visual journalism Reporting science and the environment Foreign language general Political scandals and the media Reporting business and for specific purposes Shorthand American foreign policy Humanitarian reporting Literary journalism Sports journalism Political change in Europe Lies, damn lies, and statistics Ethnicity and nationalism: global perspectives Creative writing workshop Writing women Reading London Place and space Comparative Asian politics Dissertation module Politics of the USA Foreign language Adapted from: https://www.city.ac.uk/__data/assets/pdf_file/0008/371618/ USJOUR-BA-Journalism.pdf

49 INFO C The Department of Journalism consistently ranks among the best journalism programs in the country. It is housed in a college professionally accredited by the Accrediting Council for Education in Journalism and Mass Communication (ACEJMC). The department’s mission is to teach the art and craft of journalism and to foster an appreciation for accuracy, fairness, truth, and diversity. The courses enable students to develop their storytelling talent – in words, visuals or data – and prepare them for careers in all kinds of media professions, including as reporters, writers, photographers, editors, designers, multimedia storytellers, broadcast journalists, and more. Bachelor of Science in Journalism Applied Magazines COURSES Magazine Management and Publication Introduction to Journalism Specialized Journalistic Photography Writing Mechanics Advanced Photographic Journalism Broadcast Writing Problems and Ethics of Journalism in Society Reporting Individual Problems in Journalism Multimedia Writing Journalism Undergrad Research Applied Fact Finding Special Study in Journalism Data visualization and Mapping Journalism Internship Beat Reporting Applied Journalism Magazine Design Introduction to Media and Communications Design Writing Fundamentals for Communicators Visual Journalism Data Literacy for Communicators Data Journalism Mass Media and You Personal Branding for Communicators Multimedia Reporting Ethics and Problems in Mass Communications Introduction to Web Apps for Communicators Media Entrepreneurship Photographic Journalism Consumer and Audience Analytics Professional Practice Rock ’N Roll and American Society History of Journalism Sports Media and Society Journalism Studies Law of Mass Communication Advanced Reporting Advanced Online Media Production Investigative Reporting Survey of Photojournalism Public Affairs Reporting Writing and Reporting for Interactive Media News Center Practicum Audio News and Reporting Advanced News Center Practicum Advanced Audio Storytelling Advanced Design In-Depth Broadcast Reporting Literary Journalism Broadcast Performance Magazine and Feature Writing Broadcast News Producing Narrative Nonfiction Writing TV News Reporting Sports Reporting Advanced Reporting for Interactive Media Environmental Journalism Advanced TV News Reporting Reporting and Writing for Online Media Advanced Broadcast News Producing Advanced Web Apps for Communicators Sight, Sound and Motion Adapted from: https://catalog.ufl.edu/UGRD/colleges-schools/UGJRC/JM_BSJ/

50 & READING AND DISCUSSING 3

TASK 20 You have learned about the curricula of journalism training at several universities and used your chance to compare them. Now you will learn about the specifi cs of syllabus at various schools of journalism. A. Skim the text about the undergraduate program in Journalism at New York University. Find the paragraph where each of the following appears. Put the number of the paragraph in the blank: a) requirement to have a double major; b) studying journalism with NYU abroad; c) gaining experience in journalistic craft; d) the type and content of the studies; e) career support; f) the tracks, journalism major off ers. TEXT unDErgraDuaTE program in Journalism, nEW york univErsiTy (I) The undergraduate program at the Arthur L. Carter Journalism Institute emphasizes both the practical (basic and advanced skills training) and the theoretical. Students take lecture and seminar classes that emphasize professional ethics, the cultural politics of the media, the social role of the journalist, and the importance of craft (expository, explanatory, and literary technique). (II) Students can expect an immersive experience in New York City, and can avail themselves of numerous publishing opportunities, including online news sites produced within or in collaboration with the Institute. (III) Our strong liberal arts emphasis includes the requirement that all journalism students double major. Students within the College of Arts and Science can choose from over 60 majors to complement their studies in journalism, while students based at other NYU schools and colleges may elect journalism as a second major. (IV) The Institute’s undergraduate Honors Program invites eligible juniors or seniors to take special sections of Advanced Reporting in addition to a Senior Seminar course to complete a two-semester capstone project. Students can also opt to study journalism around the world through NYU’s robust Study Away opportunities. (V) In addition to providing undergraduates with high quality academic and practical training, the Institute is committed to preparing its students for meaningful careers in newspapers, broadcasting, magazines, and media criticism. We have a dedicated Career Services team that provides students with comprehensive career support, from resume and cover letter feedback to a yearly calendar of over 20 information sessions, networking events, and career fairs. As a result, our alumni are pursuing successful careers in journalism and related fields.

51 (VI) The journalism major consists of 8 courses (5 core courses and 3 electives) for a total of 32 credits. Journalism majors specialize by pursuing one of two tracks:  the Print/Online Track is designed for students who want to focus on writing and reporting for print and online media;  the Broadcast Track is for students who wish to focus on reporting and video production for broadcast media. Adapted from: https://journalism.nyu.edu/undergraduate/ program-requirements/#journalism-major

B. Explain the following notions in English. 1. Basic and advanced skills – 2. Immersive experience – 3. A double major – 4. A capstone project –

C. Answer the following questions. 1. What skills does the journalistic craft imply? 2. What minor could complement your studies in journalism, if you had the choice? 3. What does the phrase “meaningful careers” imply for you? 4. What does “comprehensive career support” include? 5. What are the tracks that students can pursue at your university?

D. Follow-up activities. (1) Put the following phrases in a logical order to draw a cognitive map about the undergraduate studies in journalism (to take classes; to prepare for careers in … ; the undergraduate program emphasizes … ; the journalism major consists of … ; to pursue tracks; students can choose from … ; to complete a capstone project). (2) Organise a press-conference about the undergraduate journalism program: choose up two groups – a group of journalists and a group of educators from Journalism Institute. Journalists prepare questions, educators make an introductory speech about the undergraduate program in journalism and answer the questions.

TASK 21 A. Read the following information about the internships students of journalism usually have to find out what the internship includes. TEXT Internship  the position of being an Internship intern or the period during There is no question that getting an internship which a person is an intern is the № 1 way to get your foot in the door and  практика, стажировка, ин­ make connections. Employers are ever impressed тер­натура by those committed enough to volunteer their  summer internship — лет­ time and energy to observe and learn from няя практика

52 experienced journalists in action. An internship also gives you the opportunity to demonstrate your talents and skills as a journalist to the editor. Internships are rarely glamorous. More often than not they consist of photocopying, faxing, filing, and potentially answering phones. But bear with it – and don’t settle comfortably in your space. Instead, pitch story ideas and show your interest in learning more about the profession. Ask for small writing assignments and for feedback. An internship, while generally unpaid, should be reciprocal. “A person without at least one internship is way behind his peers,” says George Rede, recruitment director at the Portland Oregonian. Lee Backer, an Ohio State Journalism professor, declares “Having an internship is a predictor of having a job.” John Krupetz, assistant professor and placement director at the Medill School of Journalism at Northwestern, says “It is next to impossible for someone to enter the job market without an internship. I never had a recruiter ask a student what his grades are. They want to know about the internships they’ve had and what people say about them.”

B. Translate the opinion of some officials about the role the internship can play in getting the first job.

C. Share your ideas about the necessity and possibilities of gaining practical  experience while studying. Do you support the points of view presented in the text above? Give your reasons.

TASK 22 Now you will learn some information about the organization which deals with providing training for journalism in Great Britain.

A. Read about the NCTJ Diploma in Journalism to mark the statements below as True or False. 1. The National Council for the Training of Journalists does not teach students, it only tests whether a professional qualifies or not. _____ 2. Both “new” and “traditional” journalistic skills are considered to be essential by the NCTJ. ______3. Completing five mandatory subjects is enough to gain the diploma from the NCTJ. ____ 4. Both training on-the-job and distance learning are the options to prepare for sitting the Diploma in Journalism Exam. ____

TEXT The NCTJ Diploma in Journalism The National Council for the Training of Journalists (NCTJ) delivers the premier training scheme for journalists in the UK. Established in 1951, it is dedicated to providing a world-class education and training system that develops current and future journalists for the demands of a fast-changing multimedia industry.

53 The NCTJ’s range of products and services include: course accreditation; qualifications; awards; distance learning; careers information; training and continuing professional development; information and research; and communications and events. The NCTJ organises more than 17,000 examinations. More than 500 journalists train each year for the National Certificate Examination. The National Council for the Training of Journalists (NCTJ) Diploma in Journalism is the qualification that editors look for when recruiting a trainee journalist. It equips with the knowledge and skills for professional entry level journalism. This new qualification was launched in 2010 to encompass the modern multimedia convergent journalism and is replacing the Certificate in Journalism. The qualification has three under-pinning values:  to focus on the vital skills of finding and telling stories accurately and to deadline;  to reflect that most journalists work in a multimedia environment and that “new” and “traditional” skills should be fully integrated and embedded in training and assessments;  to ensure the core essential skills are covered and assessed to a national standard but with flexibility to specialize. To gain the diploma, all candidates MUST complete the five mandatory subjects – the core skills for all journalists – plus at least two of the specialist options. This preliminary qualification can be gained by attending an NCTJ-accredited course, by training on-the-job and by distance learning. Anyone can sit the Diploma in Journalism exams on the national dates held twice a year in April and November. Note that NCTJ-accredited courses must deliver the mandatory subjects and at least two options. Centers can choose which options they offer students and this will vary depending on the course and the type of center. If a center doesn’t offer an option, it can be studied by distance learning. The NCTJ is an independent registered charity. The organisation won a National Training Award and is an Investor in People atgold level. Employees are based at its own self-contained offices in Newport, Saffron Walden, Essex as well and there are more than 250 freelance examiners, trainers and industry volunteers. The organisation’s structure includes trustees of the charity, a board of directors, qualifications and examination boards, editors’ focus groups, forums for heads of journalism and course leaders and a Student Council. Adapted from: www.nctj.com

54 B. Imagine you have attended an NCTJ-accredited course. Use the cognitive map in the text to share your experience of studying mandatory subjects and explaining your choice of the specialist options.

C. Express your personal opinion if it is worth having a similar body in Belarus which will deal with the organization of training courses, system of evaluation and awarding different certificates and degrees in journalism. You can use the following phrases: To express your positive attitude: To express your negative attitude:  I fully support the idea … .  I don’t think it’s a good idea … .  I feel quite positive about … .  I don’t really think it is necessary … .  I think it’s a good idea … .  I can’t agree that such organization … .  I agree that it is necessary … .  I’m afraid it may be waste of … .

TRANSLATION AND WRITING ACTIVITIES

TASK 23 It is very good when a person can not only express his / her ideas in a foreign language, but help others to understand somebody’s speech. So, practice translating the following text into Belarusian / Russian.

Global Journalism Education: a Conceptual Approach Whatever its shape or size, journalism education everywhere traditionally covers practical skills training, on the one hand, and general contextual education and liberal arts course, on the other hand. Roughly 40 % of journalists in 21 countries from all corners of the earth have a college degree in journalism. A closer look reveals that among those journalists younger than 30 years, college graduates are the vast majority. Considering the growth of higher education, the motivation to start, expand or innovate a program in journalism education becomes pertinent. Some kind of training in journalism at a university level is offered by a wide range of departments varying from the humanities, the social sciences up to computer sciences and library studies. Several authors identify two distinctly different positions for journalism education in society: the “follower” mode, where the mission of the school or program centers on training as a reflection of the actual wants and needs of the profession; and the “innovator” mode, where journalism is seen as a development laboratory, preparing students for a changing future rather than a static present. Following the American model as established and regularly updated by the Accrediting Council for Education in Journalism and Mass Communication (ACEJMC), several countries – particularly in the European Union and Southern Africa – are moving towards some kind of standardization of requirements for undergraduate and graduate programs in journalism education. Mark Deuze. Global Journalism Education. A Conceptual Approach // Journalism Studies. № 7 (1). 2006. P. 19–34.

55 TASK 24 You have learnt about the way journalists are trained in different countries and about some educational establishments which provide journalistic education. Write an advertising article about 200 words describing how journalists are taught at the Belarusian State University to post it at the English language version of the Faculty’s website.

 PROJECT WORK Option 1 Organize a round table discussion about different schools of journalism all around the world: elect a moderator, prepare short statements, ask questions, participate in the discussion. Option 2 Split into groups of 4–5 students and work out the best and the most up-to-date curriculum or training scheme for would be journalists. Present it to your groupmates. Option 3 Organize a final class discussion on training for journalism. Split into 4 groups and provide your arguments on the necessity of having a journalistic education to be a real professional. Each group should discuss the mentioned position: group 1 group 2 strengths weaknesses group 3 group 4 problems opportunities Option 4 Carry out a survey. Ask:  10 freshmen about their expectations of training for journalism at the Faculty of Journalism of the Belarusian State University;  10 sophomores about their experience of being taught at the Faculty (their likes, dislikes and desires to change something);  10 senior students about if their expectations as freshers have been realized during the course of study. Share the results of your analysis with your groupmates. What conclusion about the way journalists are trained at the Belarusian State University can you make? Would you like to make any changes?

Option 5 Make a presentation on the way journalists are trained in a country of your choice. Keep in mind you should touch upon the following:  the organizations which deal with the training for journalism (their aims and mission, structure and management, financing, etc.);  different courses and programs available for the training of journalists;  peculiarities of the undergraduate academic programs;  degrees, diplomas, certificates the trainees can get.

56 1 ACHIEVEMENT TEST

I. Match the term with the proper definition. Pay attention that there is one odd term (10 points): 1) curriculum a) a person undergoing training 2) preliminary training b) a course of training completed via the Internet 3) part-time training c) a person who has a first degree from a university or college 4) Trainee d) targeted training focused on advanced techniques, new technologies or specific subjects 5) distance learning e) the most important subject that a college or university course student is studying 6) accreditation f) initial training aimed at gaining basic knowledge and skills 7) Major g) a kind of training which combines work and study 8) Graduate h) the process of certification as meeting required standards 9) internship i) the subjects studied in a school, college, etc. and what each subject includes 10) specialized training j) period of time during which someone works for a company or organization in order to get experience of a particular type of work 11) fellowship

II. Substitute the word in italics with the proper synonym (10 points). 1. Journalistic education is accessible to working journalists and communicators through online master’s degree options. 2. The educational programs in journalism and mass communication enjoy popularity. 3. Journalism education in any country traditionally combines practical skills training and liberal arts courses. 4. Graduates are awarded degrees in journalism according to the core area they have specialized in. 5. In order to get the NCTJ diploma all candidates must complete five major subjects and at least two of the specialist options. 6. Some approved exam centers can evaluate the students’ knowledge they have gained at the distance learning courses. 7. Interns usually get small writing assignments from the editors. 8. There is an enormous amount of competition to land an apprenticeship. 9. He plans to get a degree in journalism and communication science.

III. Write a list of ten subjects, essential for journalistic training, in your opinion (10 points).

57 IV. Choose the best form of the verb (10 points): Early journalists used to (1) (be highly educated / highly educate). In the middle of the 19th century nine out of ten journalists (2) (had been studied/ had studied) in a university. This was general academic education and not professionally oriented education. The idea of journalism as a profession (3) (was evolved / evolved) only towards the end of the 19th century and in the first decades of the 20th century along with the growth of the press. The number of journalists (4) (has increased / has been increased) throughout the 20th century, particularly after World War II, along with the expansion of the media industries. And this development (5) (was revealed / has been revealed) in the growth of journalism education since the 1960s. The United Kingdom (6) (was provided / provides) a good example with over 100 organizations currently offering journalism education or training. Germany lists nearly 200 institutions which (7) (is engaged / are engaged) in some kind of journalism education. Of the other large European countries France lists 60 journalism schools and Poland 80 institutions of various types. Journalism (8) (integrate / is integrated) not only with other disciplines in the humanities and social sciences but it cannot (9) (be strictly separated / is separated) from the related media communication studies, such as organizational communication, marketing communication, speech communication and visual communication. Education can either (10) (uphold / be uphold) journalism as a relatively autonomous activity, or disempower it in the interests of the state or media institutions. Adapted from: Kaarle Nordensteng. Soul-Searching at the Crossroads of European Journalism Education. 2009.

V. Read the text and translate the words in italics into English (7 points).

CanaDa’s CapiTal univErsiTy Journalism has been central to Carleton’s (1) миссия from the university’s earliest days: three of the six degrees awarded at the university’s first convocation, held in 1946, were Bachelors of Journalism. In the years since, there has been steady growth in the School of Journalism and Communication. It added a (2) Магистр журналистики program in 1974 for students who already had extensive journalism experience. And in 1988 the modified (3) программа to incorporate university graduates without journalistic backgrounds was introduced. In 1977, the School of Journalism at Carleton University formally launched (4) программа подготовки студентов the academic study of mass communication, leading to a (5) степень Бакалавра гуманитарных наук. A Master of Arts program was added in 1991, and in September 1997, the school introduced its PhD program. Today, the School has nearly 900 undergraduate and graduate students (6) специализирующихся in its journalism and mass communication programs. The mass communication program at Carleton concentrates on the history, theories, political economy, technology and impact of communication.

58 In the second-year workshop on basic reporting, students learn techniques to find stories, conduct interviews and gather, organize and report information – the (7) основы of print, online, radio, and television journalism. Adapted from: www.carleton.ca

VI. Choose the best alternative (10 points). 1. BA in Journalism implies a) five years of studies; b) four years of studies; c) three years of studies. 2. Master of Arts is a) an undergraduate degree; b) a graduate degree; c) a post-graduate degree. 3. Vocational knowledge of journalism can be provided by such subjects as a) short-hand note taking; b) history; c) politics and law. 4. Hands-on experience presupposes a) knowledge you get from reading; b) skills and knowledge you get from doing something rather than reading; c) skills and knowledge you get from seeing something is being done. 5. When you have a double major, you a) get a degree from college or university; b) get a degree from college or university with enough credits for two majors; c) get honours degree. 6. A degree in interactive media advances your career in a) interactive, digital and social media; b) social media; c) convergent journalism. 7. The world class Columbia Graduate School of Journalism was founded with the financial assistance of a) General Robert E. Lee; b) William Hearst; c) Joseph Pulitzer. 8. Being an intern you a) you work as a trainee without pay; b) you do not gain work experience; c) you work as a trainee without pay in order to gain work experience. 9. In order to get the NCTJ diploma all candidates must complete a) 5 core subjects; b) 2 major and 5 elective subjects; c) 5 mandatory and at least 2 optional subjects. 10. The NCTJ products and services include a) contracts on organization of training for journalism in the UK; b) course accreditation, distance learning, training, careers information, etc.; c) requirements and establishing new training schemes for journalism. Total score – 57 UNIT III PRINT MEDIA

A newspaper should be the maximum of information and the minimum of comment. Richard Cobden (1804–1865), an English politician and pamphleteer

The easy availability of news online and on 24-hour television news networks has contributed to the decline of print journalism and ultimately to falling sales and advertising revenue. The Audit Bureau of Circulations’ fi gures show that sales of virtually all the UK and Ireland’s newspapers are falling year on year. The same situation is found everywhere in the world. Print can never keep pace with the Internet’s ability to give the public minute- by-minute news updates. The industry should stop trying. Instead, print should take another path. Breaking news should be an online game and print should be reserved for comments on current aff airs for an already-informed audience. For print journalism to survive, it has to kick out the new and embrace the old.

In this Unit you will know:  the history of newspaper;  the classifi cation of newspapers;  the rules of newspaper analysis;  career prospects for journalists involved in print media;  the basics of the article analysis.

You will be able to:  build a vocabulary map on the topic;  build a cognitive map on the topic;  speak about the history of the print media;  speak about the classifi cation of the;  newspapers in diff erent countries;  analyze British and American newspapers;  analyze newspaper articles;  explain what professional careers a journalist may have if he / she is involved in print media.

60 STARTER

Before starting to work on the Unit, let’s share the ideas about the notion of media and the way people learn news. Will you answer the following questions? 1. How do you usually get news? 2. What print media products can you name? What are their functions? 3. Do you often read newspapers and magazines / journals? Why yes / no? 4. Do you read traditional editions or their online versions? Explain your choice. 5. Name the newspapers and magazines / journals you like to read. What are their advantages over others? 6. Do you know how people had learnt news before printing was invented? Share you ideas with your group mates. 7. Can you guess who these people are, what countries they came from, what they are famous for?

1 2

3 4

61 VOCABULARY

Here is an example of a word family of the word edit (v). Pay attention to the word- building suffi xes and parts of speech they form.

editorship edition editor

edited edit (v) editorial

TASK 1 Make your own word-family charts of the words publish (v), advertise (v), print (v), circle (n), read (v), subscribe (v).

TASK 2 Try to practice your knowledge and use these words and their derivatives in the sentences below. 1. Competition for … and profit of newspapers was very serious at the circle end of the 19th beginning of the 20th centuries. 2. The introduction of the term “yellow journalism” is associated publish with the … William Hearst. 3. Joseph Pulitzer was the first publisher who introduced in the advertise newspaper a series of … stunts. 4. One of the canons of American journalism is that the press must be edit free of any bonds except public interest, i.e. it must not print … that knowingly subvert the truth. 5. … levels in the USA are not as high as they once used to be. read 6. Most of the … fall into two basic categories: display and classified. advertise 7. The main …’s task is to set the newspaper’s basic … and commercial publish, edit policies. 8. In some small newspapers the publisher is also the … . edit 9. Popular newspapers are designed first of all for undemanding … . read 10. Until the invention of … in the 15th century, the public had to get print news mainly from hearsay and rumour. 11. During the Middle Ages manuscript letters were … among the circle people who could read.

62 12. Francysk Skaryna is considered to be one of the first … in the East print Slavonic countries. 13. Many online services offer ... to access newspapers’ websites. subscribe

TASK 3 To make your speech varied it is recommended to use different synonyms while speaking. Practise in matching the synonymous pairs. 1) section (in a newspaper) a) partisan 2) to issue (v) b) copy, edition 3) issue (n) c) to decline (v) 4) type/typeface d) lay out, design 5) Unbiased e) rubric 6) to plummet (v) f) impartial, objective 7) to make up (v) g) to publish (v) 8) makeup (n) h) name, title of a newspaper 9) to cover (v) i) to appear in print 10) Biased j) to highlight (v) 11) to come out (v) k) font 12) Masthead l) to lay out (v)

TASK 4 Practice your knowledge in new vocabulary and substitute the underlined words in italics by a proper synonym using the words above. 1. Until 1829 the two outside pages of the weekend Guardian were finally made up and printed by the Friday midnight. 2. After the Constitution of the USA was adopted and political parties were in the process of formation, American newspapers became very partisan. 3. Each copy of Pulitzer’s St. Luis Dispatch contained extensive sport coverage and comic strips. 4. The Sunday papers are designed for family reading and include more rubrics that the daily ones. 5. The chief editor is primarily responsible for the final newspapers layout. 6. The New York Times claims to be objective in news reports boasting of separation fact from opinion. 7. The Financial Times, one of the oldest British dailies, was first published in 1888. 8. Newspaper circulation is plummeting all over the world. 9. Tabloid newspapers use bold font more often than the serious ones. 10. British national newspapers highlight national and international news. 11. National daily newspapers appear in print every day except Sundays and 25 December. 12. The name of Britain’s oldest Sunday newspaper is the Observer.

63 TASK 5 There are some words which are close in meaning and usage, but still they are different words and are used in different situations. Understanding the peculiarities will help you to feel more confident while speaking English. Study the difference in meaning of some commonly confused words. magazine journal a periodical paperback publication a newspaper or periodical with the containing articles, fiction, photographs, etc. specific inclination edit publish to prepare (text) for publication by checking to produce and issue (printed matter) and improving its accuracy, clarity, etc. for distribution and sale print type publish to reproduce (text, to write (copy) on a to produce and issue pictures, etc.) esp. typewriter or a computer (printed matter) for in large numbers, by distribution and sale applying ink to paper or other material

TASK 6 Translate the words in italics from Russian into English. Mind the information above and possible word building suffixes. 1. The international издание of the Financial Times is issued in Frankfurt, New York and Paris. 2. Most of the national newspapers публикуются in the capital city and distributed all over the country. 3. Scientific American, the respected American monthly журнал, has the aim of explaining new development in science to non-specific readers. 4. Ivan Fyodorov is famous for печатание books in the Church Slavonic language. 5. The Sunday papers are usually larger than the regular экземпляры. 6. New Woman is an American glossy журнал, designed for not only housewives, but also for professional working women between 25 and 45. 7. The Times печатается in Wapping press centre, which used to be a warehouse, alongside with the other British newspapers bought by Rupert Murdoch. 8. She uses the computer only as a word processor, she just печатает her articles, that’s all. 9. Редакторский department is in charge of gathering stories and photos, editing the copy and designing the page. 10. Издание a Sunday newspaper is a very expensive operation because of heavy costs involved in buying the coloured comics, and magazine material and creating feature sections, etc. 11. The заместитель редактора usually checks stories and analyses and rewrites headlines, while the picture редактор chooses the photographs.

64 12. The New Yorker, founded in 1925, is one of the America’s leading weekly журнал which presents an entertaining mix of stories, poems, humorous writing, essays, biographies and foreign reports. 13. The Wilson Quarterly, published since 1976, is an American quarterly журнал written by academic specialists to appeal to the academically-educated non-specialists.

TASK 7 Fill in the gaps with the appropriate preposition. A. The first news service … (1) England was supplied … (2) the great and wealthy people … (3) Elizabethian England (1558–1603). They had to spend part … (4) the year … (5) Parliament or … (6) the Law Courts, where they got news … (7) important events. They also exchanged daily gossip … (8) the crowds … (9) the streets … (10) London. But … (11) the summer the rich went … (12) their country houses. To keep … (13) touch … (14) the news they often employed private news-writers called Intelligencers (осведомляющий, доносящий), to send them regular bulletins … (15) the gossip … (16) the town. These reports were not printed, they were private letters … (17) a particular client. B. One … (1) the most popular categories … (2) youth-oriented magazines is the teenzines. These magazines play an important role … (3) shaping and reflecting the popular culture … (4) teenagers. Most teenzines are fan magazines dedicated … (5) 11 to 13-year-old girls. Teenzines got their start … (6) the 1950s, when popular music and motion-picture industry first started targeting young people … (7) a potential audience. The popularity … (8) these magazines grew in the 1960’s … (9) Beatlamania caused monthly circulation figures to skyrocket. Since then, rock music has dominated … (10) the content … (11) the magazines. Today these magazines print interviews with sexy superstars, discuss rock stars’ attitudes … (12) romance, drugs and love. Some … (13) the more popular teenzines are Tiger Beat, Teen Beat, 16, all … (14) girls. Male-oriented teenage fan magazines include Circus, Hit Parade, Metal, and Cream.

TASK 8 Fill in the gaps with the words from the box:

distinctive pink  world affairs influential  provides  founded  editorship  circulation  slogan  renamed  coverage  press

The Times For a large part of its history, The Times has been the most … (1) British daily newspaper, essential reading for the traditional ruling classes. It was … (2) by John Walter in 1785, as The Daily Universal Register, … (3) The Times in 1788. By the mid-19th century it had earned the nickname “The Thunderer” for its formidable editorials, and was renowned for its coverage of … (4) (it was the first paper to employ foreign correspondents). After a period of decline, its prestige revived under the … (5) of William Haley in the 1960s and 70s, marked by a famous – and controversial – advertising … (6), “Top People

65 Read the Times.” The Times, like its sister paper The Sunday Times, is now owned by the international … (7) magnate Rupert Murdoch. It is published in London.

The Financial Times The Financial Times, a British daily, was founded in 1888. It … (8) full daily reports on the Stock Exchange and on world markets, and a comprehensive … (9) of business affairs. But it is also greatly respected for its general news reporting and analysis, and for its reviews of literature and the arts. More expensive than other daily papers, and printed on … … (10) paper, The Financial Times is published in London, with an international edition published in Frankfurt, New York, and Paris. Its … (11) is around 155,000.

GRAMMAR Verbals Revision

You are going to revise some grammar rules on the topic Verbals and do the tasks to practice your knowledge and skills in the English grammar. You can find this information in Grammar File for the Unit Print Media.

& READING AND DISCUSSING 1

TASK 9 Now you will learn basic facts about the history of a newspaper. Read the paragraphs and choose the most suitable heading out of the suggested below. This work will help you to arrange the paragraphs according to the chronological order. Letter of the № Possible heading paragraph 1 The early evidence of spreading news. 2 The etymology of the word gazette. 3 The beginning of the real newspaper. 4 The first British newspapers. 5 The first American newspapers. TEXT From The History of a Newspaper A. The term newspaper became common in the 17th century. However, in Germany, publications that we would today consider to be newspaper publications were appearing as early as the 16th century. They were discernibly newspapers for the following reasons: they were printed, dated, appeared at regular and frequent publication intervals, and

66 included a variety of news items. The The term coranto was adopted by first newspaper, however, was said to be different countries. The coranto th the Strasbourg Relation, in the early 17 differed from previous German century. newspapers in format. It dropped B. The coranto form influenced the highly illustrated German title British newspapers. On 7 November page, instead including a title on the 1665, The London Gazette (at first called upper first page of the publication – The Oxford Gazette) began publication. the masthead common in today’s It is considered to be the newspaper that periodicals. Corantos also adopted decisively changed the look of English a two-column format and were news printing, echoing the coranto format issued on half sheets. of two columns, a clear title, and a clear date. It was published twice a week. Other English papers started to publish three times a week, and later the first daily papers emerged. It was in March 1702 when Elizabeth Mallet started to produce the Daily Courant. This was partly due to in the postal system between Dover and London. Newspapers in general included short articles, ephemeral topics, some illustrations and service articles (classifieds). They were often written by multiple authors, although the authors’ identities were often obscured. They began to contain some advertisements, and they did not yet include sections. Mass market papers emerged, including Sunday papers for workers to read in their leisure time. C. In early times very few people could read or write. So they mostly learnt news either from hearsay or rumors or from a priest during a sermon in church. And also there was a special person, a town crier, whose job was to come to the town square or market place and cry out some important news or an order from a governor. Before the advent of the newspaper, there were two major kinds of periodical news publications: the handwritten news sheet, and single item news publications. These existed simultaneously. The Roman Empire published Acta Diurna (Daily Acts), or government announcement bulletins, around 59 BC, as ordered by Julius Caesar. They were carved in metal or stone and posted in public places. In China, early government-produced news sheets, called tipao, were commonly used among court officials during the late Han dynasty (second and third centuries AD). Between 713 and 734, the Kaiyuan Za Bao (Bulletin of the Court) of the Chinese Tang Dynasty published government news; it was handwritten on silk and read by government officials. In 1582, there was the first reference to privately published newssheets in Beijing, during the late Ming Dynasty. D. In 1556, the government of Venice first published the monthly Notizie scritte (Written notices) which cost one gazetta, a Venetian coin of the time, the name of which eventually came to mean “newspaper.” These avvisi (notices) were handwritten newsletters and used to convey and spread political, military, and economic news quickly and efficiently throughout Europe, more specifically Italy, during the early modern era (1500–1700) – sharing some characteristics of newspapers though usually not considered true newspapers.

67 However, none of these publications fully met the classical criteria for proper newspapers, as they were typically not intended for the general public and restricted to a certain range of topics. E. The first newspaper in British North America, Public Occurrences Both Foreign and Domestic (1690), was immediately suppressed by the governor of Massachusetts. Official news was spread by means of proclamations and pamphlets or by newsletters and newspapers from London. The first regular newspaper in the colonies did not appear until 1704, and it was published by authority of the government. It was the weekly Boston News- Letter, published by John Campbell, the postmaster. Another paper replaced it in 1719, the Boston Gazette, published by postmaster James Franklin, an elder brother of Benjamin Franklin. Two years later James Franklin started his own New-England Courant. This was the beginning of independent journalism in the United States. Taken from www.en.wikipedia.org

Do you know that the idea of the freedom of press is associated with the so called Zenger trial of 1735? John Peter Zenger, publisher of the New York Weekly Journal, had printed stories that attacked and insulted the colony’s Royal governor. He ordered to arrest the publisher accusing him of libel. But Zenger’s lawyer argued and the jury agreed that the truth of the facts was the reason enough to print a story.

TASK 10 This exercise will help you to practice in text reconstructing. Provide additional information to the given key words or phrases using the material of the text above.

Ancient Rome Early evidence of spreading news China Venice, Italy The etymology of the word gazette coin the term newspaper The predecessor of a real newspaper Coranto format the Oxford Gazette The first British newspapers the Daily Courant Public Occurrences Both The first American newspapers Foreign and Domestic Boston News-Letter

68 TRANSLATION AND WRITING ACTIVITIES

TASK 11 Translate the following text into English.

Из истории развития прессы в Беларуси История прессы в Беларуси тесно связана с борьбой белорусов за националь- ное и социальное возрождение, так как польские и русские власти подавляли развитие национальной культуры, образования и журналистики. По этой причине в начале семидесятых годов XIX века в Беларуси не было никаких периодических изданий, кроме официальных: «Виленского вестника» и «Губернских ведомостей». В августе 1794 года «Виленский вестник» был переименован в «Литовский курьер». Первым редактором «Литовского курьера» стал Тадеуш Владек. Это была своего рода коммерческая газета, так как основная ее задача – зарабатыва- ние денег. Поэтому большинство статей в газете были перепечатки из петербург- ских газет. С 1805 года «Литовский курьер» издавался под редакцией профессора Вильнюсского университета. Прогрессивная либеральная атмосфера универси- тета сделала газету менее официальной. С 1834 года «Литовский курьер» стали печатать на двух языках – русском и польском. В 1840 году газета вернула свое первоначальное название «Вилен- ский вестник». После того как Адам Киркор стал редактором в 1860 году, газета приобрела большую социальную направленность. В ней начали печатать мате- риалы по истории, этнографии, экономике и культуре Беларуси, пропаганди- ровать патриотические чувства. Много внимания уделялось культурной жизни и традициям городских и сельских жителей. Сотрудники газеты полагали, что просвещение народа поможет обогатить белорусскую культуру и таким образом повлиять на уровень жизни граждан. В газете появились такие жанры, как эссе, сатирические статьи, географические очерки. Они соответствовали высоким журналистским стандартам и носили публицистический характер. Такие извест- ные деятели белорусской культуры, как Владислав Сырокомля и Дунин-Мар- цинкевич, принимали участие в издании «Виленского вестника». Таким образом, к концу XIX века газета «Виленский вестник» приобрела большую популярность на территории Беларуси.

TASK 12 Imagine that you are in the English language summer school for young journalists. Share your knowledge with your peers about the history of newspaper in Belarus (as a start you can make use of the text from Task 11) and / or in your native country.

TASK 13 You may probably take part in the students’ scientific conference. Try to make your report in the format of a presentation on the history of a newspaper.

69 WATCHING VIDEO 1

TASK 14 You will watch an interview with Kenneth Whyte, William Randolph Hearst’s (1863–1951) biographer. The name of William R. Hearst has always been closely associated with the origin of “yellow journalism.” So, watch the video and choose the best alternative.

Yellow Journalism, Origins and Definition 1. The common association with the term “yellow journalism” is … a) … scandals and sensations. b) … general news. 2. Kenneth Whyte considers that the mass market newspapers of the beginning of the 20th century were aimed at … a) … ordinary people. b) … high minded elite people. 3. Kenneth Whyte asserts that William R. Hearst’s newspapers spoke about … a) … politics and sensations. b) … human interest stories. 4. People loved Hearst’s newspapers because they … a) … contained information and illustrations. b) … were dull, boring and very pretentious. 5. Hearst’s innovations still used in modern newspapers are … a) … accurate analytical articles on the front page. b) … big headlines and pictures on the front page. 6. Kenneth Whyte considers modern newspapers resemble more … a) … elite newspapers of that time. b) … Hearst’s newspapers.

TASK 15 And now you have a chance to check if you are well aware of the history of a newspaper. Mark the following sentences as T (true) or F (false). If the information is inaccurate provide the necessary corrections. T/F № Sentence 1 In early times people shared news by exchanging newsletters. 2 Acta Diurna was the first attempt of official spreading of news in Ancient Rome. 3 The government news was disseminated in China as manuscripts carved in metal or stone and posted in public places. 4 The word gazette is associated with the name of the first newspaper appeared in Italy in the middle of the 16th century.

70 T/F № Sentence 5 The term newspaper became common in the 17th century. 6 The first English language newspaper appeared in Holland in the first half of the 17th century. 7 The first English newspapers were published in two columns with a clear masthead reflecting the coranto format. 8 The first English daily newspaper was started in 1702 by Elizabeth Mallet. 9 The Times is the oldest British daily which has existed since 1785. 10 The settlers of American colonies first got newsletters and newspapers of the English Crown. 11 The first regular newspaper appeared in America in the second half of the 18th century. 12 The tradition of the freedom of press is associated with the name of Joseph Pulitzer. 13 The Yellow Kid in Pulitzer’s New York World contributed to the origin of the term yellow journalism 14 Joseph Pulitzer and William Hearst introduced in newspapers such feature as big headlines and illustrations on the front page, human interest stories and sport columns which seriously increased readership.

& READING AND DISCUSSING 2

TASK 16 A. The text below considers the situation with print media decline in the contemporary digitalized world. Read it and fi nd the answers to the following questions. 1. What statistics does the author give to illustrate the fact that print journalism is losing ground? 2. What are the causes of print media decline? Can you name any other reasons? 3. What British newspapers have managed to hold their readership and circulation? TEXT saving prinT Journalism: ouT WiTh ThE nEW, in WiTh ThE olD Print journalism is dying. Newspaper circulation is plummeting across the board. The Sun, the best- selling newspaper in the UK, recorded a 12 % year-on-year decline in circulation in August 2019. The Guardian’s circulation is down 5 %, and The Telegraph’s readership has crashed by 15 % in the illustration by Amelia Jabry same period.

71 The free papers aren’t faring any better. The Evening Standard and City AM saw readership fall by 5 % and 9 % respectively. Regardless of cost, the public are clearly dissatisfied with print journalism. This is a natural consequence of the digitization of the media. With a 24-hour news stream at our fingertips, it’s no wonder we’re not waiting for the first editions to hit the streets every morning. What’s more, with so many news websites removing online paywalls (платный доступ) in recent years, the idea of paying for a newspaper seems anachronistic when one can access live news for free at the touch of a button. However, Private Eye, a print-only monthly publication, has held its readership relatively firmly compared to the major publications. It recorded a modest 1 % decline in circulation between June 2018 and June 2019. The Spectator has also avoided the fate of many of its competitors. Its circulation reached an all-time high in the latter half of 2018, with 7 % readership growth from the first half of the year. The Spectator’s online service, which sits behind a subscription fee, has flourished too, growing 50 % in the last 10 years. The fact of the matter is that the failure of the print news industry cannot be so easily attributed to changing consumer preferences. The performance of The Spectator and Private Eye demonstrate that the British public are not exclusively wedded to digital media. It’s certainly true that the news landscape has changed, with online news sources beating print at every turn and threatening to overthrow television as the UK’s predominant source of news. It’s not difficult to understand this trend. Online news and social media sites can disseminate breaking news within seconds. Live sports reporting and news updates increase the quality of the online offering, not to mention the convenience of being able to access all of this at the press of a button. Physical newspapers, on the other hand, are cumbersome and slow ways to stay informed. However, news executives can’t just sit on their hands bemoaning changing consumer preferences in the digital age if they want to survive. Inaction will kill the newspaper. The Spectator and Private Eye are flourishing because of their slow-roll approach to current affairs. Instead of publishing daily dross (отбросы), The Spectator focuses on quality. Each edition is a curated collection of articles which provide nuanced and informed commentary on current affairs. The editors at The Spectator know that you’ve read the news already. You’re buying their paper because you want to enjoy journalism, and they reward this. Private Eye takes this to a whole other level. Published fortnightly, Private Eye is a razor-sharp take on the month’s news. Each paper uses satire and is packed with a variety of carefully constructed articles and cartoons. The approaches taken by The Spectator and Private Eye represent the only way forward for print journalism. This current model is doomed to failure. Instead, print should become a more literary

72 experience. Articles should be longer, more lovingly crafted and more carefully selected to give the audience a taste of true journalistic quality in each and every edition. Adapted from the website The Beaver https://beaveronline.co.uk/saving-print-journalism-out-with-the-new-in-with-the-old/

B. Make a list of approaches that The spectator and Private Eye take to survive during the digitization of the media. Discuss them with your group mates. Express your opinion about the relevance and effectiveness of such means in achieving the purpose. What other possible measures can be taken in the today’s situation from your point of view?

WATCHING VIDEO 2

WOTTON TIMES: LOCAL NEWSPAPER FIGHTS TO SAVE PRINT MEDIA You will watch a news report of a British free-to-air television channel which is named RT. You can find it on the web-site http://www.youtube.com/watch?v=DwwdcBo6q9k. The video dwells about a British local newspaper The Wotton Times, a brand-new publication, distributed in a small town called Wotton-under-Edge (situated in the area Cotswolds Hills in England).

TASK 17 A. Watch the video and say what the motto of The Wotton Times is.

B. Watch the video again and chose the reasons for the founders of the newspaper, Matt Bigwood and Simon Hacker, to start The Wotton Times.  desire to prove that print journalism is not dying;  necessity to earn their living and get the profit;  desire to realize their thirst for writing;  chance to provide trusted news from within the heart of the local community;  belief that the community spirit of Wotton-under-Edge is underrepresented in print media;  opportunity to please the local authorities, for example the local Council;  desire to make the authorities do something for the benefit of society;  opportunity to publish long stories.

C. Answer the following questions. 1. Does the newspaper have online presence? How is it presented on the Internet? 2. What facts mentioned in the report prove that the newspaper is a success? 3. What is the feedback of the readers? 4. What are the plans of the editors for the future?

73 & READING AND DISCUSSING 3

TASK 18 A. In this part of the unit you will broaden your knowledge in print media reading the text about different types of the newspaper classification. While reading, write out the key words so as to make a cognitive map. Be ready to reconstruct the text on the basis of your cognitive map. TEXT Classification of Newspapers There are different types of classification of newspapers. First, there are free and paid newspapers. Free newspapers are distributed free of charge, often in central places in cities and towns, on public transport, with other newspapers, or separately door-to-door. The revenues of such newspapers are based on advertising. Second, the newspapers may be classified as daily and weekly newspapers. A daily newspaper is issued every day, sometimes with the exception of Sundays and some national holidays. Many daily newspapers now have Sunday editions, usually with a related name (e.g. The Times and The Sunday Times), but are editorially distinct, i.e. produced by separate journalistic and editorial staff. The Sunday issues tend to be larger, include more specialized sections and advertising inserts, and cost more. The Sunday Times, for example is known for its excellent reporting in eight separate sections: a main news section and others devoted to sport news review, business, the arts, jobs advertisements, fashion and travel as well as a book review. Top five U.S. daily newspapers by circulation are USA Today, The Wall Street Journal, The New York Times, the New York Post, the Los Angeles Times. Most daily newspapers are published in the morning. Afternoon or evening papers are aimed more at commuters and office workers. Weekly newspapers tend to be smaller than daily papers. The Observer is the oldest Sunday newspaper in Britain. In some cases, there are also newspapers that are published twice or three times a week. In the United States such newspapers are generally still classified as weeklies. Practically each state has from 1 up to 50 weekly newspapers, for example Metro Time, New Mexico Tribune etc. The next categorization of the press industry is the distinction between national and local / regional press. Most nations have at least one newspaper that circulates throughout the whole country – a national newspaper, as contrasted with a local newspaper serving a city or region. Of all British newspapers circulated on average every week about 57 % are national titles, compared to 43 % local or regional titles.

74 At the time of writing, in the UK there were 10 daily national newspapers (Sun, Daily Mail, Daily Mirror / Daily Record1, Times, Daily Star, Daily Telegraph, Daily Express, I, Financial Times, Guardian) and 9 Sunday national newspapers (Sun on Sunday, Mail On Sunday, Sunday Times, Sunday Mirror / Sunday Mail, Sunday Express, Sunday Telegraph, Daily Star Sunday, Sunday People, Observer). Most towns and cities in the UK have at least one local newspaper, such as the Evening Post in Bristol and The Echo in Cardiff. In the United States there are few truly national newspapers, with the notable exceptions The Wall Street Journal and USA Today. Large metropolitan newspapers with expanded distribution networks such as The New York Times and The Washington Post can fill the role of de facto national newspapers. But, the majority of the U.S. newspapers are local/regional. There is also a small group of newspapers which may be characterized as international newspapers. Some, such as Christian Science Monitor and the International Herald Tribune, have always had that focus, while others are repackaged national newspapers or “international editions” of national-scale or large metropolitan newspapers, like the Financial Times. Finally, both UK and the U.S. newspapers can be split into two distinct categories: the more serious and intellectual newspapers, usually referred to as the broadsheets due to their large size, and sometimes known collectively as “the quality press” or “heavies” and others, generally known as tabloids, and collectively as “the popular press.” Broadsheets cover what is called “hard news” – serious political, cultural, economic news. Tabloids have a focus more on celebrity coverage, human interest stories, gossip and sensations rather than political reporting or overseas news. In comparison with quality papers they are characterized by a smaller size of the page, large headlines, carry a lot of big photographs, and concentrate on personal aspect of news. Tabloids also are more irreverent and slangy in their writing style than their more serious broadsheet brothers. For example, in a crime story, a broadsheet refers to a police officer, while the tabloid calls him a cop. The tabloids in turn have been divided into 2 more groups: the more sensationalist mass market titles, or “red tops,” such as The Sun and the Daily Mirror, and the middle- market papers, the Daily Express and the Daily Mail. In the U.S. tabloid journalism is represented by regular tabloid-format newspapers (for example, Philadelphia Daily News) and supermarket tabloids, such as The Globe and the National Enquirer. American supermarket tabloids are national weekly magazines printed on newsprint in a tabloid format.

1 Unlike other major British tabloids the Daily Mirror has no separate Scottish edition; this function is performed by the Daily Record. The Daily Record is based in Glasgow but controlled from London. It has a close kinship with the Daily Mirror, with major stories of UK significance being reported in both titles.

75 For convenience of reading many traditional broadsheets, for example The Independent and The Times, have switched to a more compact-sized format, originally used by tabloids. The Guardian moved in September 2005 to what is described as a “Berliner” format, slightly larger than a compact. The Observer followed the suit. Both The Guardian and The Observer now use the tabloid format, having done so since January 2018. Despite these format changes, these newspapers are all still considered “broadsheets.” So the matter now is rather about the content and form of presenting material than about the size of page. Sunday broadsheets, including The Sunday Times, which tend to have a large amount of supplementary sections, have kept their larger-sized format. The national Sunday titles usually have a different layout and style from their weekly sister papers. Practically all the UK and the U.S. newspapers currently have websites, some of which provide free access. The Times and The Sunday Times have a paywall requiring payment on a per-day or per-month basis by non-subscribers. The Financial Times business daily also has limited access for non-subscribers. The Independent became available online only upon its last printed edition on 26 March 2016. However, unlike the previously mentioned newspapers it does not require any payment to access its news content. Taken from www.en.wikipedia.org

B. Study the circulation of British national newspapers and name three top ones. Find the information in the text above and / or go online to fill in the third and the fourth columns in the chart below. Use the titles of the newspapers as search tags.1

Title Circulation1 Daily / weekly Broadsheet / tabloid Times 359,960 Sun 1,206,595 Guardian 126,879 Metro 1,419,614 I 215,932 Financial Times 155,009 Evening Standard 787,447 Daily Star 274,808 Daily Record 103,222 Daily Mirror 441,934 Daily Mail 1,134,184 Daily Express 289,679 City A. M. 85,738

1 The figures originate from the Audit Bureau of Circulations.

76 Title Circulation Daily / weekly Broadsheet / tabloid Daily Telegraph 317,817 Observer 159,780 Sunday People 157,64

TASK 19 As you have learned, the newspapers can be broken into a number of types. The table below contains all the right information but it has got muddled up. Sort it out.

Type of a Definition Example Newspaper 1 National A Contains some national and international the Mid Sussex Times, news, but focuses on news relating to a the Western Morning specific area of the country News 2 Regional B Contains some national and international Bath Chronicle, news, but focuses on fairly local news topics Bristol Post in detail. Usually it is based around towns, Seattle Times cities or groups of villages. 3 Local C A newspaper which covers news across the the Daily Express, whole country, together with international the Guardian, news. the Sun 4 Tabloid D The largest type of a newspaper. Covers all the Times, national and international news, often in a the Daily Telegraph, serious or formal way. the Guardian, the USA Today 5 Broadsheet E Covers all national and international news. the News of the World Often contains a certain amount of more the Daily Mirror “gossipy” or scandalous news items, or more the Sun personal stories. Philadelphia Daily News

Taken from www.teachit.co.uk

TASK 20 Read the following characteristics of newspapers and divide them into two groups as to describe popular and quality newspapers. Are bigger in size, have lots of pictures, include topical features, contain detailed news coverage, easy to read, are sometimes called “heavy,” give more space to opinions, put emphasis on sensational stories, cater for educated readers, contain longer articles, have “human interest” stories, pay much attention to sports, publish cartoons and contests, contain editorials, “red-top,” are designed for undemanding readers.

77 TASK 21 Here you can see the chart of differences between the broadsheets and tabloids. Compare it with the information you have already learned. Summarize the whole material and speak about the peculiarities of the serious and popular newspapers.

Tabloids Broadsheets CRITERIA (popular press) (quality or serious press)

Readership aimed at a lower social grouping aimed at higher social groupings

Content

type of news Soft news: stories of human Hard news: serious political, interest, gossip, rumors, sex, economic, cultural news violence, scandals, sensations

intrusion into + – privacy

Form

size of the page half-standard-size page standard-size page, compact- sized, berliner

number of columns 5– 5+

length of the shorter articles, no “indepth” long detailed analytical articles articles reporting

headlines short headlines in a bold type long headlines in a small type

layout more colours, large, dramatic plainer layout pictures

the amount of more less pictures and photos

TASK 22 You are going to speak to the students of the English language summer school on Media studies. Make a report about the classification of newspapers in Belarus or in your native country.

TASK 23 In pairs compare the way newspapers are classified in your native country and in  Britain. What similarities and differences can you name?

78 WATCHING VIDEO 3

NEWSPAPER HEADLINES TASK 24 This task will help you to understand how important it is to know the meaning of words and the specific situations they can be used in. Watch the video about the peculiarities of the wording of the British newspaper headings and identify the meaning of the headlines below. You can find this video fragment on the web-site: http://www. youtube.com/watch?v=aEjKAJyqldA. 1. POLICE SEARCHING FOR CAMOUFLAGED ARMY TRUCK a) Is the vehicle hard to see? b) Has the vehicle been stolen? 2. DEFENDANT’S SPEECH ENDS IN LONG SENTENCE a) Were there a lot of words in his final sentence? b) Was the man sent to prison for a long time? 3. DOCTOR TESTIFIES IN HORSE SUIT a) Was the doctor dressed as a horse? b) Was the doctor giving evidence in a case concerning a horse? 4. JUDGE ACTS TO REOPEN THEATRE a) Is the judge going to act in a play? b) Is the judge going to do something judicial to get the theatre reopened? 5. JUVENILE COURT TO TRY SHOOTING DEFENDANT a) Are they going to shoot the defendant? b) Is the defendant guilty of shooting someone else? 6. MAN FOUND DEAD IN CEMETERY a) Did the man die in the cemetery? b) Did the man find some dead people in there? 7. MAN HELD OVER HUGE BUSH FIRE a) Did people dangle the man over the flames of a huge bush fire? b) Did the man get arrested for starting a huge fire? 8. MINERS REFUSE TO WORK AFTER DEATH a) Do dead miners refuse to work? b) Are the miners refusing to work after a colleague has died? 9. MORE STUDENTS ARE TURNING TO VEGETABLES a) Is the education system so bad that students are becoming vegetables? b) Are students beginning to eat more vegetables in their diets? 10. STOLEN PAINTING FOUND BY TREE a) Has a tree managed to find a stolen painting? b) Did someone find a stolen painting next to a tree? 11. WOMAN IMPROVING AFTER FATAL CRASH a) Has the woman made a miraculous recovery after being killed in an accident? b) Was the woman involved in a fatal accident in which she was injured? Taken from www.teachit.co.uk

79 & READING AND DISCUSSING 4

TASK 25 There are different types of newspaper ads. First, read the information about the peculiarities of these kinds of advertisements. Second, look through any copy of a newspaper, find the ads and specify their type. TEXT Types of Newspaper Advertisements The present press sector has been much transformed from its characteristics of the pre-internet era. Because of the different way in which people engage with a website, an online advert is worth much less than a printed one. The pace of change has accelerated which has not only encouraged users to migrate to new online services but also diverted advertising income away from traditional print. In spite of the fact there has been a fall in print advertising revenues and all newspapers are experimenting with charging for online content, newspaper advertising still promote business to a wide range of customers. Two basic kinds of advertisements used in newspapers are display and classified ads. Display advertisements are placed throughout the paper, while classified listings are under subject headings in a specific section.

Display Ad Newspapers usually offer either quarter-page, half-page or full-page display ads. Small display ads may be available, but the size of display ads stays consistent because newspapers usually advertise their rates in their media packets. Display ads are used to build awareness of a particular product or service and always contain some picture or photo. They may also inform people where to call or write for more information. Sometimes, full page ads contain order forms, which are considered a direct-response ad.

Classified Ad Newspaper classified ads are probably the most cost-effective of all newspaper ads. Businesses are usually charged a higher rate than consumers, who typically market their wares or used items in newspapers. Newspapers charge a certain rate per line for classified ads. A standard classified ad may consist of three or four lines of copy at a standard rate. The rate increases with additional lines. Classified ads tend to be more effective if they are run consistently for a certain period of time. Repetitive classified advertising can increase a company’s credibility as the consumer will often equate consistency with stability.

80 The two types of ads are printed right on the pages of a newspaper. But advertisers may use extra paper to print their advertising information.

Coupon Ad This ad is made in the form of a coupon, and consumers can get a discount and save money on a company’s product or service. Coupon ads can be any size, but publishers usually keep the size fairly uniformed throughout the newspaper. Coupons are either printed inside the newspaper and customers should cut them out, or they may be inserted as separate fliers.

Circular Sometimes advertisers use circulars, which are glossy inserts that come tucked inside a newspaper. They are frequently printed by a third party and shipped to a newspapers’ printing center where they are inserted into a paper.

Spadea (spadia / spadea fold) One more version of an extra paper ad is a spadea. It is a separately printed yet shorter sheet of paper that wraps around the left spine of a newspaper. Spadeas are also folded in half with the newspaper and can be easily removed for viewing. The primary benefit of a spadea is that it gets the reader’s attention because it covers part of the front page. This little annoyance is what helps draw attention to the spadea. Adapted from www.ehow.com, www.teachit.co.uk

ANALYSING A NEWSPAPER

TASK 26 This task is connected with the researching the newspaper. You know that the type of newspaper aff ects the audience and therefore the content and style. You have learned a lot about diff erent types of newspapers. Now get a copy of a tabloid or quality newspaper (either British or American) and research it.

A. General Organization and Content. Study the general organization and content of the newspaper under analysis. Present the results of your analysis to the group. You should pay attention to the following:  the masthead;  the country of origin (British / American);  if it is a daily / weekly / Sunday newspaper;

81  the type of edition (broadsheet / tabloid);  the readership;  the type of news (hard / soft);  the fact of intruding into privacy;  the size of the page;  the number of pages;  if there are / no supplements;  the length of the articles published;  the amount of photos;  the amount and type of advertisements;  length and complexity of headlines;  the rubrics or sections;  the range of news the newspaper introduces to the readers in the rubrics (e.g. home news and the news from abroad).

B. The Layout of the Front Page. Study the list of elements that are considered to be conventions of a front page. Analyze the layout of the front page of the chosen newspaper to see if it contains all the elements listed below:  Masthead  Slogan of the newspaper  “Puffs” or “blurbs” – colour bands above / under / on both sides of the masthead which aim to attract readers to stories inside the newspaper or “coming soon”  Menu – a table of contents showing what in each section is and where to go to find articles inside  Review of stories that are published inside the newspaper  Photographs  Stories beginning on the front page and with continuation on the other pages  By-line – journalist’s name  Lead-story – one that has been chosen as being of most interest to the most readers (the features that help to identify the lead-story: bold type of the headline, prominent position on the page, illustrating picture)  Secondary lead – still an important story, but less than the lead

С. The Layout of the Back Page. Finally, say what makes the layout of the back page. What articles can you see there? Is there a weather forecast, any games or crosswords, photos or ads?

TASK 27 Now speak about reading habits of people of different age, social or political status or interests. There is a possibly witty though true classification of English newspapers as for the people who read them. Have a look at it:  The Times is read by the people who run the country;  The Mirror is read by the people who think they run the country;

82  The Guardian is read by the people who think about the running the country;  The Mail is read by the wives of the people who run the country;  The Daily Telegraph is read by the people who think the country ought to be run as it used to be;  The Express is read by the people who think it is still run as it used to be;  The Sun is read by the people, who don’t care, who runs the country as long as the naked girl at page three is attractive. Taken from Newspapers in Britain by Natalya Predtechenskaya. www.eng.1september.ru

Now in small groups discuss your reading habits. Give arguments why you prefer  reading or not reading the newspaper. You can use the following phrases to have a good start:  to my mind … .  from my point of view … .  in my opinion … .  I’m convinced that … .  I’m absolutely sure … .  I doubt if it is … .  I believe it’s just waste of … .

& READING AND DISCUSSING 5

TASK 28 You certainly know that one of the most important people in the newsroom is the editor. But you may not know that there are different positions and different responsibilities of the editors. Read the text and fill in the missing words or word combinations from the box. Translate the editors’ titles. Think, if there are similar job titles in Belarusian print media. Share your opinions if the functions and responsibilities of editors in the English language and the Russian / Belarusian language newspapers correspond. TEXT Editorial Positions

executive editors  managing editor  copy editors  design editor  editorial positions  production editor  contributing editor  editor in chief

Editing is the process of selecting and preparing written, visual, audible, and film media used to convey information through the processes of correction, condensation, organization, and other modifications performed with an intention of producing a correct, consistent, accurate, and complete work. There are various (1) ____ in publishing. Typically, one finds editorial assistants reporting to the senior-level editorial staff and directors who report to senior executive

83 editors. Senior (2) ____ are responsible for developing a product to its final release. The smaller the publication, the more these roles overlap. The title of the top editor at many publications may be known as the (3) ____ , executive editor or simply the editor. A frequent and esteemed contributor to a magazine may acquire a title of editor at-large or (4) ____. Mid-level newspaper editors often manage or help manage sections, such as business, sports and features. In U.S. newspapers, the level below the top editor is usually the (5) _____. Copy editors correct spelling, grammar, and align writings to house style. (6)____ write headlines and work on more substantive issues, such as ensuring accuracy, fairness, and taste. In some positions, they design pages and select news stories for inclusion. At U.K. and Australian newspapers, the term is sub-editor. They may choose the layout of the publication and communicate with the printer – (7) ____. These editors may have the title of layout or (8) ____ or (more so in the past) makeup editor. Taken from www.en.wikipedia.org TASK 29 Practice jigsaw reading. Split into 4 groups. Read one out of the four suggested texts and complete the chart with the necessary information. Share the information you have got with your groupmates and you will fi nally get the completed chart (yours will need to be much bigger than this!).

Job What they do Where they work Additional information Cartoonist Columnist Freelancer Photojournalist

TEXT prinT mEDia CarEErs A cartoonist is a person who specializes in drawing cartoons. This work is usually humorous, mainly created for entertainment, political commentary or advertising. Throughout the 20th century, cartoons were widely published in print media of various kinds, featured in magazines such as The New Yorker and Punch. Cartoonists may work in many different formats: animation, booklets, comic strips, comic books, editorial cartoons, graphic novels, manuals, single-panel gag cartoons or video game packaging. The English satirist and editorial cartoonist William Hogarth, who emerged in the 18th century, has been credited with pioneering Western sequential art. His work ranged from realistic portraiture to comic strip- like series of pictures called “modern moral subjects.”

84 A freelancer, freelance worker, or freelance is somebody who is self-employed and is not committed to a particular employer long term. Fields where freelancing is common include; music, journalism, publishing, screenwriting, photojournalism, event planning, copy editing, proofreading, indexing, copywriting, translating. Payment for freelance work also varies greatly. Freelancers may be charged by the day, hour, a piece rate, or on a per-project basis. The term was first used by Sir Walter Scott (1771– 1832) in Ivanhoe (1820) to describe a “medieval mercenary warrior” or “free-lance” (indicating that the lance is not sworn to any lord’s services, not that the lance is available free of charge). A columnist is a journalist who writes for publication in a series, creating an article that usually offers commentary and opinions. Columns appear in newspapers, magazines and other publications, including blogs. Readers often open a publication with an expectation of reading another short essay by a specific writer who offers a personal point of view. In some instances, a column has been written by a composite or a team, appearing under a pseudonym, or (in effect) a brand name. Some columnists appear on a daily or weekly basis and later reprint the same material in book collections. Photojournalism is a particular form of journalism that creates images in order to tell a news story. Photojournalists create pictures that contribute to the news media. Like a writer, a photojournalist is a reporter but he or she must often make decisions instantly and carry photographic equipment, often while exposed to significant obstacles. The practice of illustrating news stories with photographs was made possible by printing and photography innovations that occurred between 1880 and 1897. The first known photojournalist was Carol Szathmari (Romanian painter, lithographer, and photographer) who did pictures in the Crimean War between Russia and Ottoman Empire, 1853 to 1856. Taken from www.en.wikipedia.org

You can also read about one of the most prestigious awards in the fi eld of journalism – Pulitzer Prize – in the Supplement for this Unit.

TASK 30 What sort of a journalist would you like to become? Explain what attracts you in this very job.

85 ANALYZING A NEWSPAPER ARTICLE

In this part of the unit you will learn how to make an article analysis. You will also get acquainted with its main elements and will find some useful hints to make it in a proper way. There are the following stages of the article analysis: 1. Stating the headline of the article, what newspaper it is from, when it was published. 2. Stating the topic, main idea and purpose of the article. 3. Spotting the rhemes. 4. Making the cognitive map. 5. Making the analytical summary. 6. Making the inference. The topic specifies what the article is about and is usually formulated in a short phrase or word combination. The main idea develops the topic and is formulated in the affirmative sentence. It usually represents the central idea the author wants the readers to understand. The purpose implies the reason why the author has decided to write the article. Rhemes are key phrases / sentences that work to develop the theme. A Cognitive Map is a kind of a “crib” (a slang word for the Russian “шпаргалка”) which you build in order to ease a text retelling. It is a thematic skeleton of the text. It names all the important themes of the text, shows how each of them is being developed by the author, and depicts how the themes are interconnected. Cognitive Maps contain phrases: noun phrases are used to formulate each theme, while verbal phrases show their development.1 An analytical summary is a brief report conveying a clear understanding of the ideas contained in the article. While making the summary, keep in mind the following advice: you should include only main points; you shouldn’t include anything beyond the author’s ideas; you should keep the original sequence; you should interpret, give your understanding, making use of the following phrases: The author speaks about describes informs about illustrates reports on demonstrates raises a question resorts to evaluates gives focuses attention upon concentrates on enumerates highlights discusses a problem related to presents names points out

1 Английский язык. Социальное общение = English. Social Сommunication : учеб.-метод. пособие / Е. В. Макарова [и др.] ; под общ. ред. Е. В. Макаровой. Минск : БГУ, 2012. Ч. 1.

86  you should avoid using quotations, but resort to an indirect speech  you should use the phrases that show the sequence of proceeding from one thought to another and phrases to introduce examples from the text of the article: first / firstly for instance at the beginning for example in the first paragraph in particular second / secondly next then finally The inference is the conclusion you make after you have read the article. It is advisable to express your personal opinion on the matter under consideration. While making the inference you should specify:  the genre of the article;  the target audience;  the language and style of presentation;  topicality of the material presented in the article.

TASK 31 Choose a newspaper article and make an article analysis according to the plan above.

1 ACHIEVEMENT TEST

I. Match the term with the proper definition. Pay attention that there is one odd term (8 points): 1) issue a) the readers collectively 2) circulation b) the act of process or publishing a printed work; any printed work offered for sale or distribution 3) readership c) something issued; an edition of stamps, magazines, etc. 4) censorship d) the action or practice of drawing public attention to goods, services, events, etc.; advertisements collectively 5) coverage e) a magazine or section inserted into a newspaper or periodical, such as one issued every week 6) publication f) policy or program of censoring 7) advertising g) the amount and quality of reporting or analysis given to a particular subject or event 8) supplement h) the distribution of newspapers; the number of copies of an issue 9) masthead

II. Complete the text with the best alternative given in the chart after the text. Mind the use of word-building suffixes (10 points). Periodicals are publications released on a (1) ____ basis that feature articles, poems, stories, and other types of writing. Many periodicals also (2) ____ photographs and drawings. Periodicals that are aimed at a general audience, such as weekly news

87 roundups, are also called magazines. Those with a more (3) ____ audience, such as publications of (4) _____organizations, can be termed journals. (5) _____, the difference between periodicals and news­papers has been a matter of format, publication schedule,­ and content. Most newspapers deal with the news of the day and are (6) ____ daily on pulp paper with relative­ly large, unbound pages. Periodicals focus on more (7) ____ material, and when they deal with the news they tend to do so in the form of (8) ___or commentaries. For centuries periodicals generally (9) ____ on finer paper than newspapers,­ with smaller (10) ____ pages, and at intervals long­er than a day (weekly, every two weeks, monthly, quar­terly, or even annually). 1 A regularity B regular C regularly D regulate 2 A inclusion B inclusive C including D include 3 A narrow B narrowed C narrowing D narrowness 4 A scholarly B scholar C scholarship D scholastic 5 A history B historically C historic D historical 6 A issue B issuance C issued D issuing 7 A specialize B specialization C specialized D specializing 8 A summarize B summarizing C summaries D summarized 9 A appear B appearance C appearing D appeared 10 A bind B bound C binding D binder

III. Choose the best alternative (15 points). 1. The introduction of the idea of the freedom of press is associated with a) Zenger trial of 1735; b) the USA Constitution of 1787; c) the New York Herald foundation in 1835. 2. The origin of the term “yellow journalism” is associated with the name of a) Joseph Pulitzer; b) William Hearst; c) James Gordon Bennett. 3. The word “gazette” is still used in many languages denoting a newspaper because of a) the name of the first newspaper circulated in Italy; b) the name of the coin for which first newspapers were sold in Italy; c) the little news sheets of paper issued occasionally in Italy. 4. The first evidence of official means of spreading news dates back from a) Ancient Greece; b) Ancient China; c) Ancient Rome. 5. The first English language newspaper was issued in 1620 in a) England; b) Holland; c) Scotland. 6. The first regular newspapers appeared in American colonies in a) 1704; b) 1719; с) 1690.

88 7. The most common and important classification of newspapers is into a) national and international; b) serious and broadsheet; c) broadsheet and tabloid. 8. The greatest difference between serious and popular newspapers is in a) the treatment of the topic they cover; b) the number and quality of ads; c) the typeface of the articles. 9. The example of the so-called national newspaper in the USA is a) the Wall Street Journal; b) the New York Times; c) the USA Today. 10. Tabloids a) are sometimes called “heavy”; b) cater for undemanding readers; c) give more space to opinions. 11. Two most common newspaper advertisements are a) display and classified; b) display and coupon; c) classified ads and spadeas. 12. Classified ads are a) retail advertisings; b) full-page advertisements; c) small-print brief announcements. 13. The title of the top editor in a newspaper is … a) a managing editor; b) an editor-in-chief; c) an executive editor. 14. A journalist who writes for publication in series which can sometimes be strongly opinionated is called a) a correspondent; b) a reporter; c) a columnist. 15. The “five C’s” (make the copy clear, correct, concise, comprehensible and consistent) summarize a) the copy editor’s job; b) the contributing editor’s job; c) the managing editor’s job.

Total score – 33 points UNIT IV NEWS WRITING

Take away the newspaper – and this country of ours would become a scene of chaos. Without daily assurance of the exact facts – so far as we are able to know and publish them – the public imagination would run riot. Ten days without the daily newspaper and the strong pressure of worry and fear would throw the people of this country into mob hysteria – feeding upon rumors, alarms, terrifi ed by bugbears and illusions. We have become the watchmen of the night and of a troubled day… Harry Chandler

Being a journalist means to be able to work in diff erent spheres of media: radio, television, on-line journalism and, of course, print media – newspapers and magazines. This Unit is devoted to writing news articles in English.

In this Unit you will learn about:  the peculiarities of the content of news stories (representation of discourse categories in news items);  the structure of news stories;  the language of news stories;  the interview as a method of gathering information for news stories (types of interview, an interview structure and tools, ethics of conducting an interview).

You will be able to:  analyse the representation of discourse categories in news stories;  prepare for and conduct journalistic interviews;  write separate components of a news item;  write complete news stories.

A NEWS STORY CONTENT: REPRESENTATION OF DISCOURSE CATEGORIES

 When you plan to write a newspaper or online article, what do you start with?  What things are very important to take into consideration while working on the story?  Have you ever heard anything about “discourse” and “discourse categories?” If “yes”, what knowledge do you possess about these things?

90 While studying this unit compose a cognitive map which will cover the information 1 about the writing process, mainly, about producing a news item. To write a good article and thus to 1. Discourse is a text in its social realize effective communication, first of context. all, it is necessary to analyse the situation 2. Discourse is a text with its in which the communication takes place form and content as well (its extralinguistic features) and then code as its subjective situation of the information taking into consideration communication which includes the discourse categories which correspond an addressee and an addressor, to a particular newspaper genre (a news their relationship which, thus, item, a news analysis article, a feature, an means realization of the editorial, a column, etc.). As we deal with participants’ certain roles. a news story, we need to describe its key 3. Discourse categories are discourse categories. operational components of Audience means reflection of the discourse content. characteristics of the audience: through identification of the audience and forms of address. A writer, as a rule, takes into consideration their readers (age, sex, interests, status, their values, etc.) and produces any story for a particular audience. In this way journalists choose arguments, different data, quotes to use in the content of a media text with the focus to specific readers. So, we can speak about a specialised audience, mass audience, children’s audience and so on. Self-identification is a discourse category which means self-representation (how the author of a particular text is represented in this text) through sign nomination and its interpretation (by means of semantics, grammar, stylistics, etc.). When reading media texts we can reconstruct the portrait of the writer of this or that text on the basis of implicit or explicit information. Time means displaying oneself in time (past, present, future; real / unreal). This category is represented in a news article in different ways as the author does not openly express his / her point of view on a certain problem / issue being covered, so it is shown through the described event and its representation in a time context. The situation described in a story may be related to currents events or the author may come back to some historic events and describe them because they are topical for present. Space means displaying oneself in space: geopolitical (local or global level) or modal (reality, virtuality level). In a news story it is represented by displaying an event in a certain space. Intertextuality means widening the latent content by means of citations, proverbs, illustrations, etc. In news stories this discourse category is widely used because journalists always refer to the opinions of different experts, officials, other people who are involved in a communicative situation described in the story. Intereventness means widening the latent content by means of referring to other events related or connected with the main one in this or that way and which help describe it fully and widely. Intersubjectivity represents, on the one hand, all the people who are mentioned in a media text, their relations with each other, why the author inscribes them in the

91 content, their attitudes to the described situation, etc. On the other hand, this category reflects the relations between the writer of a text and the addressee. Stylistic range means variety of stylistic registers (formal, informal, slang, etc.). It reflects linguistic peculiarities of a media text. Representation of these categories in a media text helps convey the information more fully and deeply and thus, establish a contact with the target audience and later get feedback from the readers. Now consider the article “University applications surge despite coronavirus uncertainty” taken from the Independent (published July 10, 2020) which shows you the above mentioned discourse categories represented in the text of the story.

University Applications Surge Despite Coronavirus Uncertainty Situation remains fragile, says Ucas chief. By Eleanor Busby @Eleanor_Busby

“Applications might not convert into enrolments” in the case of a second wave (Getty Images) The number of British school leavers applying to start From the lead we degree courses this autumn has surged to a record high despite understand that uncertainty amid the Covid-19 pandemic, Ucas figures suggest. the author informs A record 40.5 per cent of all UK 18-year-olds have applied the readers about to university. It is the first time more than two out of five have the current applied by this point in the cycle, according to the university situation in GB admissions service. (time and space) The latest Ucas figures – which look at all applications made by 30 June – suggest that 281,980 school leavers have applied, up from 275,520 last year, despite there being fewer 18-year- time olds in the population.

92 It comes amid fears that applicants would be deterred from studying at British universities this year after institutions have moved towards a mix of online and face-to-face classes during the Covid-19 lockdown. Some universities are considering making students live in a “bubble” with people on the same courses to limit social mixing, while other institutions are looking to hold virtual freshers’ week events. The latest figures show that the number of new nursing The author applicants between January and June was 63 per cent higher refers to different than the same period last year – from 7,880 in 2019 to 12,840 time periods to this year. demonstrate the The data also reveals that more than a quarter (25.4 per cent) figures (time) of young people from disadvantaged backgrounds across the UK have applied to university or college by the 30 June deadline. time Figures show the number of applicants from the EU is 2 per space cent lower than last year at 49,650, but applicants from outside time the EU is currently up 10 per cent to 89,130. Meanwhile, the overall number of applicants, of all ages from all domiciles, currently stands at 652,790, and it is the highest figure in four years, Ucas has said. During the Covid-19 lockdown, there was a 17 per cent intereventness increase in new applicants between 23 March and 30 June – time a total of 54,810 this year, compared with 46,770 in the equivalent period in 2019. time A total of 514,020 people of all ages from across the UK have now applied through Ucas this year for a place on an undergraduate course – up 1.6 per cent on this point in 2019. time But prospective students who have applied to study this year can request to defer at any point in the application cycle as there is no set deadline. If there is a second wave of the pandemic, or more local The author lockdowns in the months to come, then the number of enrolments predicts may not match the current number of applicants, the Ucas chief future events: has suggested. intereventness Speaking at a virtual higher education festival on Wednesday, intereventness Clare Marchant, Ucas’s chief executive, said the latest 30 June data was “very encouraging” and could mean that “more intertextuality students” enroll this year than last year. But she added that the situation was “fragile.” She told the event: “If a second spike occurred, and if we get more regional lockdowns, anything I say goes out the window intertextuality because people’s confidence levels take a real dip.”

93 Nick Hillman, director of the Higher Education Policy Institute, said: “The appetite for higher education continues to intertextuality grow – and it’s not surprising given that the alternative options, like finding a secure job, will be worse this year.” “However, we are not out of the woods because there is a difference between applying and enrolling. If, for example, there intertextuality were a major second wave of the pandemic, then applications might not convert into enrolments.” Ms Marchant added: “Confidence is building for an autumn term that safely captures the essence of the academic year’s intertextuality traditional start as much as possible.” She said: “We should celebrate seeing so many people keen to embark on a rewarding career in nursing. Inspirational stories throughout this pandemic have clearly sparked imaginations, intertextuality with people from all walks of life applying, determined to help others at a time when our universities are making huge contributions to fighting coronavirus.” Alistair Jarvis, chief executive at Universities UK, said the figures showed that individuals “recognise the many benefits intertextuality that a university education brings for their life chances, career prospects and their future.” He added: “Students can be confident that they will benefit from a high-quality and positive experience at university this intertextuality autumn, with the vast majority of universities planning to deliver much teaching, student support and social activities in person.”

The article is a news story published in the rubric “News” in its thematic section “Education.” From the text one can understand that the supposed audience is, first of all, the British people, mainly school leavers who applied for the university this year, their parents and, of course educators and officials related to the sphere of education in Great Britain. As the genre of the article is a news story, the author is not expressed explicitly in the content. However, on the basis of the information, statistics, opinions by different experts and other arguments we can say that the author is very competent in the topic, chooses the exact and accurate figures and presents them in a comparison way. All these things help us reconstruct the category of self-identification. The described event is related to the current situation, though the writer refers to the year 2019 to compare statistics (the category of time). We can reconstruct the discourse category space on the basis of the information where the journalist mentions Great Britain and the EU. In the news story the author two times refers to the events connected with the main one that demonstrates the representation of the category of intereventness. Closer to the end of the story the journalist uses quotes of several experts, which represent intertextuality.

94 The language of the article is neutral. The journalist provides the readers only with factual information. Mainly active constructions are used. Here we speak about the discourse category stylistic range.

TASK 1 Now you can practice the skills in analysing news stories. You are suggested to split  into small groups (you may work in pairs) and find any news story in American or British newspapers (or their e-versions on the Internet). Read these stories and identify how the above described discourse categories are reflected in these particular articles. Present your analysis to your groupmates.

& READING AND DISCUSSING 1

All extralinguistic peculiarities of a newspaper story are realised with the help of certain linguistic devices. Though we identify a newspaper style as a separate one, its different genres have some distinguished features. Now it is high time you learnt some things about the linguistic peculiarities of a news story.

TASK 2 You are going to read some useful information about the language of a news item. After reading, try to formulate short rules about the linguistic features of this genre. You can find additional information about how to write news stories on different sites on the internet and share this information with your groupmates. TEXT Writing for Newspapers As a reporter, you should use simple and straightforward language. You also need to get the balance right between being formal enough to sound authoritative but also using the language that is lacking in stuffiness. As a general rule you should not be using colloquial language or slang apart from in quotes. However, some newspapers do use terms like “cops” and “town hall chiefs” and you need to find out your newspaper’s policy on these. Even if you do not use slang, you need to make sure you are only using words that people use in everyday conversation. For example, never write “in addition to” because a person in the street would be unlikely to say this. Use “as well as” instead. You also need to make sure you are concise. This means you should go through every story after you have written it to make sure there are no words that do not need to be there. As the maxim goes, if in doubt, take it out. Sentences. Your sentences should be short and to the point but there should also be some variety to their length as this will make your story more enjoyable to read. But while there is nothing wrong with having a few longer sentences, never include a sentence that is so long that the reader is likely to have difficulty following it.

95 When you check your story, make sure every sentence is easy to understand and can only be read to mean one thing. “The most common mistake journalists make is to think that because they understand what they are writing, everyone else will too,” according to Chris Walker, regional managing editor for Trinity Mirror North West & North Wales. Your writing should also be active rather than passive, as this makes articles more readable. This means that you should structure your sentence so that people are doing things rather than having things done to them. Paragraphs. Try to keep your paragraphs short. Generally, each one should only be a sentence or two in length and each paragraph should only be making one point. This will help make your story easier for the reader to digest and having plenty of paragraphs will also make the text look less dense on the page. Following the Style Book. Every newspaper should have its own style guide and it should be a reference tool reporters refer to on an almost-daily basis. Make sure you read it from cover to cover and aim to remember as much of it as possible. This is important because if different reporters are following different rules (such as one article referring to “10” and another referring to “ten”) then it makes the newspaper seem inconsistent and unprofessional. Also, the sub-editors will be likely to notice and appreciate your efforts to stick to it. Keep on Learning. Do not assume you know it all just because you have been doing it for a couple of years. Writing copy that reads well and explains complicated arguments in a simple way is a real art and you can always get better at it. As the news desk and sub-editors change your articles, ask them why they have made the changes so you can learn from them. “You will continue to grow as a writer over the years so always be prepared to listen,” said Sam Holliday, editor of the Bath Chronicle. Taken from www.journoworld.co.uk/Newspaper_Journalism.html

GRAMMAR Modal Verbs Revision

You are going to revise some grammar rules on the topic Modal Verbs. You can fi nd this information in Grammar File for the Unit News Writing.

& READING AND DISCUSSING 2

Every genre of media discourse has a particular structure which helps organize the information of the story in a certain way, logically and thus make it familiar for the readers to read and comprehend the article.  Do you like writing articles?  Would you like to devote your career to print media / online media?  Have you ever thought about writing stories in English?  Where could you publish your own stories?

96 TASK 3 The text “Story Structure” written by Jim Hall will give you some useful information about the ways of writing news stories. While reading the text, define these ways and then together with your groupmates discuss both advantages and disadvantages of all the ways of how to write news items described in this particular text. Think which way of presenting information appeals to you. TEXT Story Structure You have several options when it comes to the structure of your story. You can choose a chronological order, where you present the key events in your story as they occurred. It is more likely, though, that you will use one of the three traditional news forms: a) the inverted pyramid; b) the narrative or c) the hourglass. The most popular structure for news stories is the inverted pyramid. In the inverted pyramid, the information is arranged in descending order of importance. The most important material is placed at the beginning of the story, and the less important material follows. Succeeding paragraphs explain and support the lead. The inverted pyramid is popular because it still serves readers well. It tells them quickly what they want to know. It also serves the reporter by forcing him / her to sharpen his / her news judgment, to identify and rank the most important elements of the story. But the inverted pyramid has big disadvantages. Although it delivers the most important news first, it does not encourage good writing. Many times stories do not have an ending crafted by the writer; they simply end. There is no suspense. Reporters tend to lose interest, time and energy. Writing in the second half of the story is casual at best, and poor at worst. One alternative to the inverted pyramid is narration or storytelling. Narration uses scenes, anecdotes and dialogue to build to a climax. People are prominent in the story, and they are responsible for the action. The story has a beginning, middle and end. Quotations sound like real speech. The words and actions of the characters’ reveal motives. A third story structure, the hourglass, combines some of the best elements of both the inverted pyramid and the narrative. It consists of three parts: a top, which tells the news quickly; the turn, a nimble transition; and the narrative, a chronological retelling of events. The hourglass works well with police stories, courtroom dramas and other incidents that lend themselves to chronological narration. The hourglass has several advantages: readers get the news high in the story; the writer gets to use storytelling techniques; and it encourages a real ending. Taken from www.courses.vcu.edu/ENG-jeh/ BeginningReporting/Writing/ storystructure.htm

TASK 4 As you already know, a well-organized article helps readers understand the story better and find in the text the necessary information a reader looks for. From the following text

97 you will know about several ways of structuring your news article. Study them thoroughly and compare with the Belarusian tradition of organizing a news item. Do you see more differences or common features? TEXT The Structure of a News Story When you organize your news stories, first find the news peg (the reason for doing the story, the new information), and place that in the lead. Then in the body, tell the reader the rest of the story, providing details as needed to make it complete and balanced, in decreasing order of importance. Of course, any good news story will be sprinkled liberally with quotations throughout. Although no story can fit into a formula, the following structure is fairly typical of news stories: Opening Lead: the first paragraph that tells the most important of the 5W’s and H. Second paragraph: tells the rest of the 5W’s if they were not included in the lead. Catchall Elaborates on the lead. paragraph(s) Expands on information introduced in the lead. Answers the who, what, when, where and why in more detail. The why and how may be left to later. Background Provided if it is a follow-up story that gives new details of an ongoing information story. Gives earlier details, or background, on what has occurred and has been reported on before. Sometimes simply provides explanatory material necessary to understand the story. Sales message If appropriate to the story, a quotation or a statement about what an event or situation means to the reader. Gives the significance of the event or situation. Answers the question of why readers should pay attention. Transition to Transitional statement or words that lead the reader into the details details of the story. Example: “Police said the accident occurred…” Example: “The council broke into open detail when Mayor Smith announced…” Details needed to Organized into blocks (or paragraphs) of unified details. complete a story Each paragraph provides one aspect of the enfolding story in decreasing order of importance. May need to go to a chronological retelling of some stories in order to make it readable, such as kidnapping. Taken from coolschool.k12.or.us/courses/190200/lessons/ lesson8/storystructure.htm

98 WATCHING VIDEO

TASK 5 Now you are going to watch a short video film about writing a hard news story delivered to you by D’Arcy Drury. You can find this video on the following web-site https://www. youtube.com/watch?v=PsHaFIKeu1c. While watching this video try to answer the following questions and do the suggested tasks. A hard news story is … . What are the three styles of writing mentioned in the film? What are their peculiarities? Where are they used? The speaker names several advantages of an inverted pyramid style. Fill in the following table. Advantages Description of the advantages 1. 2. 3. 4.

LEADS

As future journalists you might agree that writing a good lead is very important for a newspaper story as it attracts readers’ attention and helps understand them if to read this story till the very end or not. There are different types of leads, and which one to choose depends on the genre of the story as well as its content.  What kinds of leads do you know?  Do you face any difficulties while writing this or that lead? If you cannot answer these questions, read the following text which provides you with some theoretical information about leads. After reading choose the most essential information about leads and discuss it with your groupmates. TEXT Types of Leads There are two main types of leads: direct and delayed. The direct lead reveals immediately what the story is about. It is the summary or statement of the most important events contained in the story. It is the climax, the result of the investigation, the theme. If you told a joke as you wrote a direct lead, you would place the punch line first. The direct lead (also called the summary lead) is usually one sentence, but sometimes two. It answers immediately, in 25 words or less, the main questions of who, what, when and where. It is the workhorse of daily journalism, used at the top of most stories.

99 The best direct leads start with a compelling noun and a strong verb, not with a prepositional phrase. William Caldwell, a Pulitzer Prize-winning reporter, recalled the best lead he ever heard. The year was 1922. “I was on my way home from school and my stint at the local weekly. My little brother came running to meet me at the foot of the street. He was white and crying. A telegram had come to my mother. ‘Pa drowned this morning in Lake George,’ my brother gasped. I was ashamed to admit my inner response. Before I could begin to sense sorrow, despair, horror, loneliness and anger, before all the desolation of an abandoned child could well up in me, I found myself observing that the sentence my brother had just uttered was the perfect lead. Noun, verb, period, and who-what-when-where to boot.” There is a second type of lead that is used mostly on feature stories. It is the delayed or feature lead. It usually sets a scene or evokes a mood with an incident, anecdote or example. The writer may foreshadow events to come or create a sense of foreboding or anticipated surprise. Essential information is temporarily withheld. The writer teases before she pleases. The delayed lead can be short, perhaps two sentences, or it can be longer, up to four paragraphs. The delayed lead still must fulfill the two roles of the lead: it must capture the essence of the story and do it in a way that encourages the reader to continue. Like the direct lead, it leads the reader straight to the heart of the story. When the lead is delayed and does not immediately explain the main point of the story, it is important to include the theme statement somewhere high in the story, usually within the first four paragraphs. If you ask the reader to wait before he learns what the story is about, be sure to reward him with a clear statement of purpose, also known as a nut graph. Leads must be honest. They should never promise what does not follow in the story. Don’t begin with a startling or sensational anecdote if it is not organically related to the theme. As writer John McPhee said, “A lead should not be cheap, flashy, meretricious, blaring a great fanfare of trumpets, and then a mouse comes out of its hole.”

HOW TO WRITE GOOD LEADS

Now you will get some knowledge about writing good leads as it is suggested in the book by Bender R., Davenport L., Drager M., Fedler F. Reporting for the Media, 9th ed., Oxford University Press. At first, you are given examples which show bad leads and then examples of better (improved) leads for stories. You are also given some commentary how to write leads. The following example (slightly exaggerated) is a traditional lead that attempts to answer all six questions. Andrew A. Kernan, 18, a student at Central High School and the son of Mr. and Mrs. Harry Kernan of 1432 Hillmore Lane, died at about 3:30 p.m. Tuesday when his car over­turned near a sharp curve on State Road 12.

100 REVISED: An 18-year-old student was killed Tuesday when his car overturned while he was driving home from high school. Each of the following leads emphasizes the answer to only one of the six basic questions – the question that seems to be most important for that particular story: WHO: Three teenagers, including a 14-year-old who is eight months pregnant, today were sentenced to 20 years in prison for robbing and murdering a cab driver. HOW: A 15-year-old boy in the county jail ripped part of a sheet from his bedding and used it to hang himself from a coat hook in his cell. WHERE: Turbulent air 35,000 feet above the state jolted an Eastern Airlines jet last night injuring 23 passengers and 3 flight attendants. WHY: Desperate over the breakup of his marriage and financial problems, Teddy Bruce Flichum killed his 2-year-old son, then committed suicide in a motel room Wednesday.

Sentence structure in leads (1) Man dies on railroad tracks. REVISED: A 19-year-old Detroit man was killed early Tuesday when he was hit by a train while lying on some railroad tracks just south of Nova Road. (2) The federal government issued a report about welfare recipients today. The report stated that the number of welfare recipients in the United States has risen to 14.4 million, a record high. REVISED: The federal government reported today that the number of welfare recip­ ients in the United States has risen to 14.4 million, a record high. (3) While on a routine patrol, a police officer discovered that burglars had pried to open the back door of a liquor store on Pennsylvania Avenue and stolen more than 100 cases of whiskey Thursday night. REVISED: Burglars pried open the back door of a liquor store on Pennsylvania Avenue and stole more than 100 cases of whiskey Thursday night.

Be concise

A county education official Wednesday said she favors spanking elementary school chil­dren but admitted the practice should not be used on high school students. REVISED: A county educator Wednesday said she favors spanking elementary school children, but not high school students.

Be specific

A secretary whose child was born handicapped is suing a medical laboratory for what she says was negligence. REVISED: A secretary whose child was born blind and deaf is suing a medical laboratory which failed to detect her exposure to measles. Because of the negative test results, she decided to continue her pregnancy.

101 Use strong, active verbs

One person was killed and four others were injured Sunday morning when their car, which was traveling west on Interstate 80, hit a cement bridge pillar and was engulfed in flames. REVISED: A car traveling west on Interstate 80 swerved across two eastbound lanes, slammed into a cement bridge pillar and burst into flames, killing one person and injuring four others Sunday morning.

Emphasize the magnitude of the story

(1) PENSACOLA (AP) – A National Airlines Boeing 727 carrying 60 people plowed into Pensacola Bay on a landing approach late Monday night, killing at least one. (2) A power failure plunged New York City and Westchester County into darkness last night, disrupting the lives of nearly nine million people.

Stress the unusual

A local restaurant was robbed of $62 early Tuesday morning. REVISED: An elderly woman who was armed with a knife and said she needed the money to buy Christmas toys for her grandchildren robbed a local restaurant of $62 Tuesday morning.

Localize and update your lead

(1) The FBI reported today that the number of violent crimes in the United States rose 8.3 percent during the last year. LOCALIZED: The number of violent crimes committed in the city last year rose 5.4 percent, compared to a national average of 8.3 percent, the FBI reported today. (2) Two men robbed the First National Bank, 1841 Main St., of about $20,000 yesterday and shot a police officer in the chest. UPDATED: A police officer shot during a bank robbery is reported in critical condition today at Memorial Hospital.

Be objective and attribute opinions

An afternoon fishing trip turned into tragedy Wednesday when a 41-year-old mechanic drowned in Clear Lake. REVISED: A 41-year-old mechanic drowned Wednesday after he apparently suffered a heart attack while fishing in Clear Lake and fell out of a small boat.

102 Emphasize the news

A country and western bar on Benson Avenue was the scene of a fight last night that left one man critically injured. REVISED: A 41-year-old man is in critical condition after being stabbed by his brother-in-law outside a country and western bar on Benson Avenue.

Avoid “label” leads

LABEL LEAD: The Department of Health and Human Services issued a report on alcoholism today. REVISED: Alcohol is the major drug problem in the United States, and one out of 10 working Americans suffers from alcoholism or a lesser drinking problem, the Department of Health and Human Services reported today.

Avoid unfamiliar terms

Health care for the poor is substandard in this county, according to medical health care experts who met at an AMA conference here. They hope that Vertical Integration Systems will help reverse that trend. REVISED: To improve medical care in the county, experts want to establish eight clinics in poor neighborhoods and to refer only the most serious cases to specialists at County Hospital.

Avoid lists

Their family home, a new Cadillac, $2,500 a month, and a 50 percent interest in their family business were awarded to Claire Marcial, who sued her husband for divorce. REVISED: As part of the divorce settlement, a judge awarded Claire Marcial their family home, a new Cadillac, $2,500 a month and a 50 percent interest in their family business.

Avoid stating the obvious

The college’s Placement Center has a wide variety of information and facts to help prepare students for their future careers. REVISED: On Monday, the college’s Placement Center will install computers in every building to inform students about new jobs and job interviews.

Avoid the negative

Americans over the age of 65 say that crime is not their greatest fear, two sociologists reported today. REVISED: Americans over the age of 65 say their greatest fears are poor health and poverty, two sociologists reported today.

103 WRITING ACTIVITIES 1

To practice your skills in writing leads in English you are offered some tasks. The following exercises are taken from the book you have already known by John R. Bender and others Reporting for the Media. The instructions for these tasks are adopted and changed a bit with the focus of attention on key discourse categories representation in the content of a particular lead.

TASK 6 A. Condensing lengthy leads. Imagine that your editor asked you to help the beginning journalists working with you in the editorial office to correct and condense the leads written by them. You are to shorten them to no more than two typed lines, or about 20 words. Think of the audience and the edition where this story can be published. Roger Datolli, 67, of 845 Conway Road, a retired attorney and husband of Mayor Sabrina Datolli, who is serving her fourth term as mayor, was injured in a three- vehicle accident Thursday afternoon around 3:20 p.m. at the intersection of Warren and Davidson avenues, suffering a broken leg and several broken ribs when the car he was driving was struck broadside by a pickup truck driven by Jerry R. Harris, 31, of 2245 Broadway Ave., and then was pushed into the path of another vehicle.

B. Using Proper Sentence Structure. The following leads written by the beginners in journalism are too long and contain the information that can be omitted. You are asked to help them rewrite these leads, using the traditional word order: subject, verb, direct object. Avoid starting the leads with a long clause or phrase. You may want to divide some of them into several sentences or paragraphs. Think about the audience, the type of newspaper a ready story could be placed in, and take all these things into consideration while writing. 1. Wondering whether or not it was legally possible and if they could muster enough votes to support their desire to see changes implemented in the downtown historic section of the city, the city council members Sandra Gandolf and Alice Cycler at the regular monthly city council meeting raised the issue of having the city’s planning and zoning commission look into the possibility of creating a local board to oversee changes to buildings within the six-block downtown historic district. 2. Because the victim contributed in large measure to his own death by refusing medical attention that might have saved his life after the incident, James K. Arico, the 47-year-old man accused of stabbing him in the chest during an argument seven months ago, was allowed to plead guilty to assault today and was sentenced to six months in the county jail. He had been charged with murder.

C. Emphasizing the News. A beginner in journalism asked you to look through the following leads he / she had written. Help him / her rewrite these leads, emphasizing the news, not the attribution.

104 Limit the attributions to a few words and place them at the end, not at the beginning, of the leads. 1. At a news conference held at the Department of Energy in Washington, D.C., Monday afternoon the head of the agency told reporters that the Senate’s approval of a plan to dump nuclear waste material in the Nevada desert near Las Vegas will provide a safe haven for more than 77,000 tons of radioactive waste. 2. Tracy Tibitts, Lisa Drolshagen and Dorothy Brayton, all members of the Delta sorority at Iowa State University, appeared in a local courtroom this morning and testified that the defendant, Steven House, appeared drunk when he got into his car to leave the party moments before he struck and killed the pedestrian.

D. Stressing the Unusual. You are having an internship in one of the local newspapers. Your editor-in-chief asked you to look through the following information and write only a lead for the following story. Don’t forget to take into consideration certain discourse categories: audience, time, space, self-identification, stylistic range. Gladys Anne Riggs is 81 years old. Her husband, George, died 10 years ago. She is retired and normally receives about $800 a month in Social Security benefits. She complains she has not received her benefits for the past 4 months. When she inquired as to the reasons for the troubles, officials at a Social Security office in the city today explained that she was dead. Four months ago, her check was returned and marked “deceased,” so all her benefits were canceled. Because of the error, Mrs. Riggs fears that her check for the next month may also be late, and she says she needs the money to buy food and to pay her rent. She lives alone in a one-bedroom apartment and says she has already fallen behind in her rent and is afraid she will be evicted. Social Security officials said that they would correct the problem as soon as possible and that she would receive a check for all the benefits she had missed during the past 4 months, but that it might take several weeks to issue the check. They suggested that she apply for welfare until the check arrives.

E. Combining Multisentence Leads. Look through the following leads and rewrite each in a single sentence. 1. Mildred Berg, the former president of the City College, is a professor of economics at the college now. Berg got a call on Monday from David DeBecker, president of the Harrison County Board of Education. DeBecker offered Berg the job of superintendent of Harrison County Schools, a position Berg was interviewed for two months ago. 2. At 10:41 a.m., two police detectives saw the two men enter Barneys Liquor Mart in the Oak Hill Shopping Center. The shopping center is located in 1300 block of Oak Hill Avenue. The men were acting suspiciously. When the detectives entered the store to investigate, they saw one of the men pointing a gun at the clerk and the other taking money from the register. The officers pulled their weapons and shot the men with the gun. There have been seven robberies at the shopping center for the past month.

105 F. Updating Your Lead. Help a beginner in print media to write only the lead for the following story. The state Legislature passed a law which prohibits doctors from performing abortions on girls under the age of 16 without the consent of their parents or guardians. The law specifies that doctors found guilty of violating the law can be fined up to $5,000 and can lose their licenses to practice medicine in the state. The law, which was signed by the governor, will go into effect at midnight tonight. The Legislature adopted the law after news media in the state revealed that girls as young as the age of 11 were given abortions without their parents’ knowledge or consent. The law is intended to prevent that. The parents’ consent must be in writing. The law stipulates that the girl who is pregnant must also agree to the abortion, so her parents cannot force her to have one unwillingly.

TASK 7 Writing Basic News Leads You are on probation in the newspaper. Your editor wants to assess your skills in writing leads. Choose any story you like and write only the lead for the story. Pay attention to grammar and punctuation, as well as to the word choice. Think of the discourse categories necessary to represent in the lead. 1. There was an accident occurring in your city at 7:10 this morning at the intersection of Post Road and Rollins Avenue. Charles R. Lydon was driving north on Post Road and proceeded to enter the intersection in his van at a speed estimated at 40 mph. His van struck a fire engine responding to an emergency call, with its lights and siren in operation. Two firemen aboard the vehicle were hospitalized; however, their condition is not known at this time. Ch. Lydon was killed instantly in the accident. Authorities have not yet determined who was at fault. The truck was traveling an estimated 25 mph and responding to a report of a store fire. However, it was a false alarm. Lydon’s van was totally destroyed. Damage to the truck was $50,000. 2. An article appeared today in the Journal of the American Medical Association. The article concerns the dangers of hot dogs. “If you were trying to design something that would be perfect to block a child’s airway, it would be a bite-size piece of hot dog,” says a researcher. He concluded that children under 4 should “never be given a whole hot dog to eat,” and that hot dogs should never be cut crosswise. The hot dogs are so dangerous that every five days, it is estimated, someone chokes to death on them. Other risky foods for young kids up to 9 years of age include: candy, nuts, grapes, apples, carrots and popcorn.

Localizing Your Lead Being an intern in one of the local newspaper you have been given an assignment to write only a lead for the story. The state Department of Transportation today announced plans for the next year. It will spend a total of $418 million to build new roads and to improve old ones. The amount represents a $14.5 million increase over last year’s total. The money comes from a state gasoline tax amounting to 4 cents per gallon sold. The department allocates

106 the money on the basis of need, with the most congested and dangerous areas receiving more help. Included in the allocations for the next year are $17.8 million, allocated to widen from two to four lanes state highway 17–92, which runs through the southeastern part of your city for a distance of approximately three miles. Construction work on the highway project is expected to begin in four months and to be completed within one and one-half years.

TASK 8 Writing City, State and National Leads Your editor-in-chief has asked you to write a lead for any of these stories. Choose the story you like and write a suitable lead. Imagine that the first story (A) involves the event in the city; the second story (B) involves the event in the state (region, etc.); and the third story (C) involves the event in the nation. Take into consideration your audience. Think how you are going to represent the key discourse categories in the text of the article.

A. City Beat. The restaurant is located at 480 Parkside Dr. and specializes in Chinese cuisine. It is owned by Fred Lee, who also does all the cooking. The city health inspectors suspended its license late yesterday. They complained of poor food handling and storage. “The condition of the licensed premises was so serious that it was condemned as posing an immediate threat to public health,” the city’s emergency license suspension order states. Chester Garland, a city health inspector, said the city suspends licenses only when there are serious violations. “It has to be something that is a major problem,” Garland said. “We don’t just do it on minor stuff.” Garland added that the restaurant has consistently failed to comply with the city health codes. Violations cited yesterday by the city inspectors include rodent and roach infestations. The inspectors found rodent droppings strewn about storage areas and on canned goods. Garland’s report adds: “A mouse was seen running across the dining room. A live mouse was spotted in the pantry. Another mouse jumped on an inspector. Toxic materials were stored in food-preparation and dish-washing areas. Food was found improperly stored in a janitor’s closet as well as in uncovered containers and in locations less than 6 inches off the floor.”

B. State / Regional Beat. It was an interesting idea proposed today by a state (regional) senator from your city: Neil Iacobi. Today Mr. Iacobi made a proposal that would affect most newspapers in your state / region, or at least those that publish editorials. The senator said he was drafting legislation that would require newspapermen to sign the editorials they write, so people know the writer’s identity. “It’s one of the most blatant attempts at press-bashing in recent memory,” responded Tony DiLorento, executive director of the State Press Association. Mr. Iacobi said he has already found 32 co-sponsors for his bill. Violations would be punishable as second-degree misdemeanors. “It doesn’t say you can’t write something – only that you have to sign what you write,” the senator said. “Editorialists

107 should be accountable to their readers. They can attack you and tear you apart and do anything to you, and no one even knows who they are. That’s not right or fair. Only cowards would do something like that.”

C. National Beat. The nations homebuilders are concerned about a problem that affects young adults – but also the entire nation (and its economy as well). The problem is affordable housing. At its annual convention, currently being held in Las Vegas, Nevada, the National Homebuilders Association revealed that a survey it commissioned shows a drop in homeownership rates over the last 10 years among young families – and a rapidly dwindling stock of low-cost rental housing. The associations’ members expect the problems to continue. The homeownership rate among families in the 25-to-34 age group has fallen to 45 %, largely because they don’t have the cash for a down payment or the income to qualify for a loan. At the same time, rents are at record high rates in much of the country, making it harder for young families to accumulate the money needed for a down payment. Wayne Doyle, the association’s President, offered no concrete solutions to the problem, which has sent the homebuilding industry into the doldrums, with fewer sales and higher unemployment rates. “Young families face a difficult situation,” Doyle concluded. “They must accumulate enough savings to make a down payment but they are finding it harder to obtain good jobs, and also find that more and more of their money is going for rent, so it’s harder to save anything for a house.” By comparison, the homeownership rate for 65-to-74 year olds is 78.2 %.

WRITING THE SECOND PARAGRAPH

The second paragraph in a news story is almost as important as the lead – and as difficult to write. Like the lead, the second paragraph should emphasize the news. In addition, the second paragraph should provide a smooth, logical transition from the lead to the following paragraphs. While writing second paragraphs, some reporters fail to emphasize the news. Other reporters fail to provide smooth transitions. As a result, their stories may seem dull or disorganized. You are given some advice on how to write second paragraphs.

Avoid Leapfrogging Reporters often refer to an individual in their lead and begin their second paragraph with a name. However, many reporters fail to clearly link the two: to state that the individual referred to in their lead is the person named in their second paragraph, readers are forced to guess, to make that assumption. They will usually (but not always) be right. The problem is so common that it has been given a name: “leapfrogging.” To avoid the problem, provide a one- or two-word transition from the lead to a name in the second paragraph:

108 1. LEAPFROGGING: A 55-year-old man wept Wednesday after a Circuit Court jury found him not guilty of burglary and sexual battery. Gary Lee Phillips was arrested two months ago. REVISED: A 55-year-old man wept Wednesday after a Circuit Court jury found him no guilty of burglary and sexual battery. The defendant, Gary Lee Phillips, was arrested two months ago. 2. LEAPFROGGING: The Norfolk City Council has denied a former mayor’s request for the annexation and re-zoning of 19 acres located along Highway 50. E. E. “Sparky” Dawson threatened to sue the city. REVISED: The Norfolk City Council has denied a former mayor’s request for the annexation and re-zoning of 19 acres located along Highway 50. The former mayor, E. E. “Sparky” Dawson, threatened to sue the city.

Continue with the News After providing a smooth transition between the lead and second paragraph, con­ tinue with the news: more information about the topic summarized in your lead. Mistakenly, some reporters shift to a different topic – a decision certain to confuse their readers:

(1) CORVALLIS, Ore. – The police spend more of their time responding to domestic squabbles than to any other type of call. Merritt Tendall has been the police chief in Corvallis for 15 years. He has seen a lot of wrecks and a lot of crimes, but says he never wanted any other job. REVISED: CORVALLIS, Ore. – The police spend more of their time responding to domestic squabbles than to any other type of call. “We hate those calls,” says Police Chief Merritt Tendall. “You never know what to expect. We settle most of the disputes in a few minutes. But people get angry and irrational, and some take their anger out on us. I’ve been the police chief here for 15 years, and it’s my biggest problem.” (2) “No nation depends more upon its news media, and no media have more influence,” Marty Cirocca said. Cirocca added that this small group of people decides which stories millions of Americans will receive each day. REVISED: “No nation depends more upon its news media, and no media have more influence,” Marty Cirocca said. “Unfortunately,” Cirocca continued, “a small group of people, located primarily in New York, controls the most influential media, and that small group decides which stories millions of Americans receive each day.”

Before it was revised, the first story seemed to discuss two different topics. The lead summarizes a problem that confronts police officers everywhere: family disputes. The second paragraph shifts to the police chief: his career and goals. Until it was revised, the story’s second paragraph failed to even mention the problem of family disputes. The second story seems disorganized because, originally, its second paragraph mentioned “small group of people” but failed to identify them or to link them to anything mentioned in the lead.

109 Names, Names − Dull, Dull Other reporters place too much emphasis upon their sources’ identity. As a result, their second paragraphs fail to convey any information of interest to readers. The following examples have been revised to emphasize the news – what the sources said or saw – not who they are:

(1) A construction worker was killed Monday afternoon when a gust of wind toppled the frame for a new apartment building on Conway Road. Julian Prevatte, a carpenter for John McCormack & Sons, was an eyewitness to the accident. REVISED: A construction worker was killed Monday afternoon when a gust of wind toppled the frame for a new apartment building on Conway Road. Julian Prevatte, a carpenter at the site, said he tried to warn the victim when the frame began to collapse, but the noise made by a saw drowned out his shouts. (2) Three gunmen who took $4,200 from a Safeway Supermarket at 1010 S. Broadway Ave. Friday were captured in a nearby motel room 20 minutes later. Kathy Laxalt, 21, of 1842 S. Gayle Road was one of the two cashiers on duty when the men entered the store. REVISED: Three gunmen who took $4,200 from a Safeway Supermarket at 1010 S. Broadway Ave. Friday were captured in a nearby motel room 20 minutes later. Kathy Laxalt, a cashier at the supermarket, said the men stood near the entrance for five minutes before they came in, drew their pistols and forced an assistant manager to open the safe.

Background: too much too soon Also avoid devoting your entire second paragraph to background information. That information is rarely interesting and rarely new. The second paragraphs in the following sentences are dull because they emphasize that type of old, routine or insignificant detail:

(1) A state law designed to help police officers find hit-and-run drivers went into effect at 12:01 a.m. today. The law was passed by the state Legislature during its last session and was signed by the governor. (2) “Rape is the most difficult crime to solve because of the insensitive treatment given to victims,” District Attorney Russell Grant said during a seminar held last night at the YMCA. The seminar, the fourth presented in the county during the last year, was sponsored by the Rape Prevention Center, 1015 5th Ave., which offers counseling to rape victims and encour­ages them to prosecute their assailants.

The first example emphasizes the obvious: the fact that a state law was approved by the state Legislature and signed by the governor. The story’s second paragraph fails to convey any news: the latest developments. It might have reported what occurred after the law went into effect “at 12:01 a.m. today.”

110 The second example fails to emphasize the district attorney’s comments about rape. Instead, its second paragraph presents background information about the sponsor’s identity and goals. Yet the same background information might have been reported in stories about the group’s first, second and third seminars, held months earlier. Again, the background information should have been informed after an account of the news: a thorough summary of the district attorney’s remarks. Fortunately, the problem is easy to correct, as in this example. Six hundred children in the state needed foster homes last month, but only 220 new homes were licensed to care for them. Karen Hudgins of 2406 Eastbrook Road coordinates the program. She studied sociology in Tennessee and, after earning her master’s degree there, moved here in 1984. She is married and has three children. REVISED: Six hundred children in the state needed foster homes last month, but only 220 new homes were licensed to care for them. Why? “With more women working, fewer are home and able to care for children, especially problem children,” an expert explained. “Also, it’s a lot of work with no pay. The only reward is sharing a part of a child’s life and knowing it’s important – something that has to be done.”

Before it was revised, the second paragraph shifted from a topic in the news (the shortage of foster homes) to background information about the person who administers the program. Again, that information should be moved to a later paragraph, preferably the story’s final paragraph.

Improving Later Paragraphs Each paragraph, regardless of its placement in a story, should present only one idea or unit of thought. When reporters shift to a new topic or a new phase of the same topic, they should start a new paragraph.

Because the quotation in the following example introduces a new idea – a fact unrelated to the topic of American norms – it should be placed in a new paragraph. At the same time, the topic of American norms might be expanded to explain or illustrate it more clearly. Living with his cousin has helped Faisal adjust to American norms. He added, “We often cook Middle Eastern dishes and invite our American friends over to our apartment.” REVISED: Faisal said living with his cousin has helped him adjust to American norms. He explained: “Life is so much freer here than in the Middle East. My cousin explains your ways to me and shows me what to do.” They often cook Middle Eastern dishes and invite American friends to their apartment.

111 Avoid generalities that have to be explained in a later paragraph. If you focus on a story’s specific details, the generalities often become unnecessary. The following para­graphs illustrate that principle. Until they were revised, they emphasized general topics rather than any specific information that sources provided about those topics:

She described the life she observed in New Zealand. REVISED: She said life in New Zealand is relaxed and carefree. He also talked about the economic hardships faced by unwed mothers. REVISED: He said 80 percent of unwed mothers under the age of 18 drop out of high school, and 84 percent become dependent on welfare.

Avoid reporting details within each paragraph in chronological order, especially about reporting the overall story in chronological order. Instead, emphasize the news. Many paragraphs report that a topic was discussed, and then slowly proceed to the results. Consequently, the most important details are buried in the final line:

Next on its agenda, the City Council opened bids to determine who would receive a contract to construct the recreation center. The lowest bid was $1.5 million. The budget for the center was only $1,240,000. “It was very disappointing,” the mayor said. “Now we’ll have to go back over the plans with our architects and eliminate some of the options to lower its cost. It’ll delay construction six to nine months.” REVISED: The construction of a recreation center will be delayed six to nine months because the bids were $260,000 more than budgeted for the work. The city had allocated $1,240,000 for the work, but the lowest bid was $1.5 million. The mayor said that city officials will “have to go back over the plans with our architects and nominate some of the options to lower its cost.”

Shorten Your Sentences Beginners use sentences that are too long and complicated. Yet the longer a sentence, the more difficult it is to understand. Moreover, when too many ideas are combined into a sentence, none receives the clarity and emphasis it deserves. As you read the following sentences, you are likely to stop and to start again. Why? All sentences contain more ideas than most readers can absorb at a glance. As you read each, count the number of ideas it contains:

Thirty-year-old Melvin Holder, an employee at the McDonald’s at 3710 Lake Ave., was cleaning the closed restaurant at 2:40 a.m. when the two men, one wearing a ski mask, knocked on a locked door, pointed a revolver at him and demanded to be let in.

112 WRITING ACTIVITIES 2

TASK 9 Writing second paragraphs A. Critically evaluate the second paragraph in the following stories. Which of the second paragraphs are most successful in:  providing a smooth transition from the lead;  continuing to discuss the topic summarized in the lead;  emphasizing the news: details that are new, important and interesting? 1. Jewel C. Harris, 42, of 2245 E. Broadway Ave. was arrested and charged with aggravated battery after her car struck a bicyclist, police say. Jerry R. Harris, 24, also of 2245 E. Broadway Ave., was transported to Memorial Hospital with cuts, bruises and a broken leg. 2. The School Board has expelled eight more students for using drugs, bringing the total this year to 81. Only one of the eight students appeared before the board last night to defend herself. She was accused of selling marijuana to a classmate. 3. A man claiming to have a bomb tried to rob the First Federal Savings and Loan Co. at 9:05 a.m. today. A man carrying a brown paper bag told a teller that it contained a bomb and that he would kill everyone in the bank unless she gave him $10,000. 4. A 22-year-old auto mechanic and his wife delivered their triplets at home Monday because there was not time to drive to a birthing clinic. Barbara and Paul Wyman of 2020 Lorry Lane delivered their triplets at 4:30 a.m. The babies and their mother are reported in excellent condition. 5. Complaining that college administrators are insensitive to their needs, 50 handicapped students, some in wheelchairs, picketed the Administration Building Friday. About 10 percent of the student population is handicapped, but there is no way of determining how many there really are. When the Rehabilitation Act of 1973 was passed, the disclosure of information about handicapped students was prohibited. The law is intended to ensure that a handicapped student is not discriminated against and denied entrance into a college. 6. Peter Laguna, a 24-year-old Alabama man, went on trial Wednesday on charges of armed robbery. The first witness was Lynita Sharp, a clerk who was working at the convenience store when it was robbed on July 18. 7. The School Board voted Tuesday to construct an elementary school on Grant Avenue. Two years ago, the Meadow Woods Subdivision offered to give the board land for the school. 8. A 22-year-old man today pleaded innocent to violating his probation, arguing that his poor education made it impossible for him to understand the instructions given by his parole officer. The defendant, Henry Forlenza, told the judge that he dropped out of high school and never learned to read.

113 B. Come back to Tasks 6–8, choose any story and on the basis of the given information write a lead and a secondary paragraph. While writing, keep in mind your target audience, time, space and if necessary, intertextuality. So now you have acquired some knowledge about the genre of a news story; you have practiced in writing separate components of this article, and further you will try to develop the skills necessary for writing complete news stories. But before doing this it is worthwhile paying attention to one more very important aspect in journalistic writing. It is finding information for your planned story. As future journalists you know different ways of gathering some data, statistics, etc. for an article. One of them is conducting an interview which is considered to be one of the methods of looking for information.

INTERVIEW

 How could you define the term “interview”?  What types of interview do you know?  Have you ever conducted any interview? If yes, share your experience. Did you face any difficulties?  If you could interview any person in the world, who would you choose? Why? What would you ask them?  What makes a good interview from your point of view?

Interview is  a formal consultation usually to evaluate qualifications (as of a prospective student or employee);  a meeting at which information is obtained (as by a reporter, television commentator, or pollster) from a person;  a report or reproduction of information so obtained. Taken from http://www.merriam-webster.com/dictionary/interview

Interview is a conversation between two or more people where questions are asked by the interviewer to elicit facts or statements from the interviewee. Taken from http://en.wikipedia.org/wiki/Interview

TYPES OF JOURNALISTIC INTERVIEWS

One of the most fundamental tasks a journalist engages in before writing a story is gathering information. A key part of that process involves calling, e-mailing or in-person interviewing of people who have knowledge about the subject of the story. There are different classifications of interviews, you can learn about them

114 in various sources of information: textbooks devoted to media studies, on the internet sites, etc. In the following text you will read about 10 types of interviews journalists use often. TEXT Types of Journalistic Interviews Newsgathering interview collects facts or history about a subject, either for a story or in preparation for another interview. Often, newsgathering interviews generate background information rather than quotes. You just need a smart person to bring you up to speed. In fact, you may be able to agree not to quote people to help them feel comfortable telling you more. If you decide you would like to put information on the record, ask their permission and agree on attribution. Reaction interview gathers reaction or responses to breaking news. News is breaking and you want to report reaction – to a vote, a decision or some new development in a story. You may discover that you are among the first to know, so you’ll need to brief the people you are trying to quote on the recent developments. If your interviewee hasn’t yet heard about the development, he or she may need some time to investigate for him- or herself. Be sure to ask if you can call back in 20 or 30 minutes. Experts interview adds the expertise of a knowledgeable source to your story. When an issue is particularly complex, it will build credibility for your newspaper if you reach out and interview an expert or two to report it accurately or put it in perspective. Or maybe you have so many conflicting opinions in your notes, that a neutral, knowledgeable source can help a reader make some sense of the debate. Experts can be anyone from a neighborhood activist to an academic or to a representative of a community organization. Q and A interview presents the information in a question and answer format. At times, you’ll want to present an interview in a minimally mediated form, as if the reader were listening in on a conversation. Perhaps the information you have doesn’t really have a single focus, or you think all of it would be interesting to your readers. You can publish a transcript of the interview, if you recorded it. You can also run an “edited” transcript, in which you just pick out highlights. In-depth interview engages in a long form conversation for a profile feature story or an enterprise story. When you are doing a more involved story, you want to invest the time for a formal sit-down interview. Remember, journalists don’t have an inalienable right to an interview, so you may need to “sell” your subject on the merits of the idea. Be sure to address the advantages of letting the person tell his or her side of a story, or setting a record straight, or serving as a role model with valuable advice for others. Come well-prepared. Know the titles, spellings of names and career highlights ahead of time. Use your interview time most productively: to zero in on what will be the primary focus of the article. Do research, so that you know what questions to ask, and so that you can engage in a conversation with your interviewee; show that you took the time to understand the pertinent issues. Confirmation interview checks the validity of a report or a rumor or gets a second source on an important piece of information. Sometimes you’ve heard a rumor and

115 want to find out if it’s true, or you’ve gathered information on something that you need to double-check with an official source or verify with a primary participant. To publish a fair, accurate, community news site, you must take basic steps to verify the information you are reporting. Information can be verified by covering news events, by checking documents or by interviewing participants or stakeholders. This is a necessity because readers will trust a newspaper or a site that consistently provides accurate information and keeps coming back to them. Person-on-the-street interview seeks input from diverse members of a community. Sometimes you will want to survey people informally on the street or in the community gathering places, as a way of ensuring that you have diverse viewpoints or a full range of ideas about the community issue. These kinds of interviews are sometimes referred to as “vox pop,” or “voice of the people.” So, be sure to seek out diversity of gender, age and race as well as a variety of opinions on the issue at hand. Balance interview shows the many facets of a story by getting multiple viewpoints. As a rule of thumb, journalists make a genuine effort to report all sides of a story. So if you’ve interviewed a proponent of a measure, it’s crucial to your credibility to talk to people with other points of view. And it makes for a better story to include information from those who see some merits in both positions and to report the common ground that is shared by people who might be considered opponents. One way to ensure you are giving voice to all viewpoints is to map out a list of those who would be affected and then reach out to people who belong to the various stakeholder groups. Showing the contrasting points of view can help your readers understand the multifaceted nature of an issue. For things like town legislative matters, your readers will benefit from knowing the pros and cons as told by those passionate about the topic. And if an individual or group feels that their voice was unfairly left out of a story, you can develop their input into follow-up stories. Presenting fair and balanced information in your articles is one of the core values of good journalism. Advance interview gathers information and writes about an upcoming event, author or celebrity. Is an author, speaker or entertainer of potential interest to your readers coming to town? You may already be in the habit of letting readers know about such events ahead of time. But you can also interview authors or speakers before they arrive, giving your readers an insight into a person’s work and character that may whet their appetite to attend the event. First, do research online about the person. Then, check Web sites for press contact information – there’s almost always someone listed under “press” or “to arrange for an interview” when authors and show-business people are booked in your city. You’ll need to explain who you are, why you want to do an interview and how you’ll use it. If they can’t accommodate an interview, you can still write an advance story reporting highlights of the person’s career. Gotcha interview confronts a subject, often with incriminating or embarrassing information. “Gotcha” interviews, sometimes known as confrontational interviews, are used most often by reporters in mainstream media, after they have gathered incriminating or embarrassing information. Many citizen media producers find these kinds of interviews to be the most daunting to entertain, but it is critical to your credibility and

116 only fair to the subjects of your stories to give them a chance to respond. “If I talk to one person who criticizes someone, then I have to talk to the person who was criticized,” says Suzanne McBride of Chicago Talks, a hyper local site for Chicago neighborhoods. If you need to ask a tough question, the best strategy is to be direct and cite your sources.

GOOD INTERVIEW QUESTIONS IN JOURNALISM

Interviews are a way to gather facts and historical data on an emerging event or issue. Ask the right questions at the right moment and your source may volunteer information that might otherwise have been ignored or overlooked. Fail to ask those questions, and you lose the opportunity to effect change or expose a problem. Combine soft questions, seeking background information and confirming facts, with tougher questions, seeking motives or intentions, to make your story more meaningful. Look through the following text just to know about typical journalistic questions you may ask while conducting an interview. TEXT Interview Questions in Journalism Open-Ended: “Tell Me About...” Get a source started with an open-ended question that does not frame the issue. This allows your source to define the issue himself / herself and gives you a glimpse into his / her mindset, feelings and basic understanding of the issue or event. Variations include “Tell me a little about yourself”; “What do you know about this event or issue?”; and “What did you see or hear when the event took place?” None of these questions blocks the source into a corner or makes any assumptions or judgments about his / her own role in the event or issue. Clarification: “What Did You Mean by...” Ask a source to explain what he / she means. This helps you avoid engaging in “gotcha” journalism, which is inherently biased and burns the bridge between you and your source. Although you may gain a few points from roasting your source, you lose any future chance at more information and make other possible sources more skeptical of your motives. People do not volunteer information when they are at risk. Asking for clarification of a point or explanations about why the source does or believes something respects that person’s right to frame his / her thoughts and actions to his / her own context. Fact-Checking: “How Do You Know...” Ask questions that help you determine the validity and authority of the source’s information without making him / her feel like you are calling him / her uninformed or a liar. “Where or when did you first learn...?”; “What is the source for that fact?”; “Where or when did you hear that?”; and “What made you believe the source of that information?” Even if you already have reputable, reliable sources for the basic facts, asking these questions helps you discover new sources of information and keeps you from presenting inaccurate information, perpetuating stereotypes or giving misinformation.

117 Follow-Ups: “Is There Anything I Haven’t Asked...” This allows your source to share what they think is the key information about the topic or issue. It sometimes provides you with a new direction for your story, confirms or contradicts the way you have framed the issue or exonerates one or more participants. Key unasked questions can have long-range consequences. Lillian McEwen, who dated Supreme Court Justice Clarence Thomas, stated that she did not provide information at his confirmation hearings that might have confirmed Anita Hill’s assertions of a hostile work environment because no one asked her, leaving Hill a lone voice. Taken from www.ehow.com/info_7791963_ good-interview-questions-journalism.html

CONDUCTING AN INTERVIEW

TASK 10 Now you are going to get acquainted with some information about conducting an interview. If you are interested in more details, you can find this information on the following Internet site: www.roguecom.com/interview/module5.html. On the basis of this text create a cognitive map to help you understand the whole procedure of conducting a journalistic interview. TEXT How to Conduct Journalistic Interviews Central to conducting any type of interview is establishing a productive interview climate. It does not happen magically but develops in the interactions between an interviewer and an interviewee. Interviews have an opening, body and closing. As the interviewer, you want to begin the interview in such a way that facilitates the interview process, ask questions that assist all parties in achieving their goals, and end the interview on a positive note. 1. OPENING – “breaking the ice.” The interview opening usually sets the tone for the remainder of the interview. Your goal is to establish a productive climate, so both you and your interviewee will participate freely and communicate accurately. Climate issues contribute to the mood or tone of the interview; both interviewer and interviewee are responsible for establishing the interview climate. Formality level reflects differences in status between interview participants; evolves and can change during the interview process. A. Nonverbal indicators of status include dress, proximity, location of the interview. B. Verbal indicators of formality level include how participants address each other (titles or first names), how much “small talk” participants engage in, use of slang. Rapport is the process of creating goodwill and trust between interviewer and interviewee. A. First impressions greatly influence how rapport is established; avoid jumping to conclusions about others based on little information.

118 B. When you and the interviewee share a similar frame of reference or worldview, it is easier to establish rapport. C. The interview’s formality level influences how rapport is established; for example, in more informal interviews, there is more “small talk” at the beginning, while in more formal interviews, the interviewer will tend to take a more direct approach. 2. BODY – asking questions. This is the main part of the interview. Here we’ll look at the order or sequences in which you might ask the questions. A. Funnel. Use this question sequence when the interviewee knows the topic well and feels free to talk about it, or when the person wants to express strong feelings. This is the most common of all question sequences for all types of interviews. In this sequence, the interviewer begins with broad, open-ended questions and moves to narrower, closed-ended questions. The interviewer may also begin with more general questions and gradually ask more specific questions. B. Inverted Funnel. This question sequence is effective when an interviewee needs help remembering something or to motivate an interviewee to talk. In this sequence, the interviewer begins with narrow, closed-ended questions and moves to broader, open-ended questions. The interviewer may also begin with more specific questions and gradually ask more general questions. C. Diamond. The Diamond question sequence combines the Funnel and Inverted Funnel sequences. Use this sequence when dealing with topics interviewees may find painful or difficult and, therefore, are reluctant to discuss. Begin with specific, closed-ended questions about a situation similar to the interviewee’s, then ask general, open-ended questions about the interview, and finally ask specific, closed-ended questions about the interviewee’s particular circumstances. D. Tunnel. In this sequence, all questions have the same degree of openness. Also called the “string of beads” questions sequence, the Tunnel sequence allows for little probing and variation in question structure. It can be useful for simple, surface information interviews, but not for in-depth interviews. 3. CLOSING – concluding the interview. The closing brings the interview full circle. Your goal is to leave the interviewee feeling positive and satisfied with the interview. Stages A. Conclusion preparation: the interviewer is responsible for signaling upcoming conclusion, as with, “My final question...” B. Final summary: is a consolidation of entire interview and provides a test of your listening and note taking skills C. Post-interview discussion: informal; not part of the formal interview; the interviewer and interviewee engage in “chit-chat.” In conducting the information interview, you want to be prepared, yet flexible, and create a communication climate in which the interviewee will feel comfortable. Balance note-taking with maintaining eye contact with the interviewee. If you record the interview, be sure to ask the interviewee’s permission before the interview. Don’t rely solely on the audiotape for recording the interview as tape recorders can fail. Signal your interest, but avoid leading the interviewee to respond in particular ways. Listen carefully, ask secondary / probing questions, and use your Interview Guide to keep you on track.

119 TASK 11 Study the excerpt from the interview with Prince Harry and Meghan Markle. Identify the type of the interview and analyze its structure, questions asked and the atmosphere created. If you are interested in this interview, you can find its full script on the site: https://www. news.com.au/entertainment/celebrity-life/royals/prince-harry-and-meghan-markles- firstever-interview-together/news-story/660f190641c22cd91291336cddfd23d1

Prince Harry and Meghan Markle’s First-Ever Interview Together Shortly after the announcement made by Clarence House that Prince Harry and American actor Meghan Markle were engaged to be married, the BBC’s Mishal Husain sat down with the happy couple for their first interview together, during which they described how they met, how Harry proposed, and what the Queen thinks of their relationship. INTERVIEWER (INT) MEGHAN MARKLE (MM) PRINCE HARRY (PH) INTERVIEWER: Your Royal Highness, Meghan Markle, congratulations to you both. MEGHAN MARKLE: Thank you. INT: Can we start with the proposal and the actual moment of your engagement. When did it happen? How did it happen? PRINCE HARRY: It happened a few weeks ago, earlier this month, here at our cottage; just a standard typical night for us. MM: Just a cosy night, it was – what we were doing just roasting chicken and having… PH: Roasting a chicken, trying to roast a chicken. MM: Trying to roast a chicken and it just – just an amazing surprise, it was so sweet and natural and very romantic. He got on one knee. PH: Of course. INT: Was it an instant yes from you? Yes, as a matter of fact I could barely let you finish proposing, I said – can I say yes now? HP: She didn’t even let me finish, she said can I say yes, can I say yes and then were was hugs and I had the ring in my finger and I was like can I – can I give you the ring? She goes – oh yes the ring. So no it was – it was a really nice moment, it was just the two of us and I think managed to catch – catch her by surprise as well. MM: Yeah. INT: And this is how long after you first met? MM: Oh it would be a year and a half, a little bit more than that? PH: No just about – it would be about a year and a half yeah. MM: Just about that?

120 INT: Which for most people would be quite a whirlwind, is that how it’s felt to you? MM: I don’t think that I would call it a whirlwind in terms of our relationship, obviously there have been layers attached to how public it has become after we had a good five, six months almost with just privacy, which was amazing. But no, I think we were able to really have so much time just to connect and we never went longer than two weeks without seeing each other, even though we were obviously doing a long distance relationship. So it’s – we made it work. INT: How did you first meet? PH: Ah yes, we first met – we were introduced actually by a mutual friend, who – we will… MM: We should protect her privacy and not reveal too much of that. PH: We’ll protect her privacy yeah. And – but it was – it was literally – it was through her and then we met once and then twice back to back two dates in London, last July. MM: Yes. PH: The beginning of July. And then it was I think about three, maybe four weeks later that I managed to persuade her to come and join me in Botswana. And we – we camped out with each other under the stars, we spent – she came and joined me for five days out there, which was absolutely fantastic. So then we were really by ourselves, which was crucial to me to make sure that we had a chance to – to get to know each other. INT: But the friend who introduced you was she trying to set you up? MM: Yes, it was definitely a set-up, it was a blind date. PH: It was a blind date for sure. MM: And it’s so interesting because we talk about now and even then I, you know, because I’m from the States you don’t grow up with the same understanding of – of the Royal Family. And so while I now understand very clearly there’s a global interest there, I didn’t know much about him. And so the only thing that I had asked her when said she wanted to set us up was – I had one question, I said, well is he nice? Because if he wasn’t kind it just didn’t – it didn’t seem like it would make sense. And so we went and had a – met for a drink and then I think very quickly into that we said, well what are we doing tomorrow, we should – we should meet again. PH: What are we doing tomorrow, let’s meet again. And then it was like right, diaries, we need to get the diaries out and find out how we’re going to make this work because I was off to Africa for a month, she was working. And we just said, right, where’s – where’s the gap. And the gap happened to be in the perfect place, so. INT: So how much did you, Prince Harry, know about Meghan, had you seen her on TV? PH: No, I’d – I’d never – never even heard about her until this friend said, Meghan Markle, I was like, right okay give me – give me a bit of background, like what’s going on here. So no I’ve never – I’d never watched Suits, I’d never heard of Meghan before. And I was beautifully surprised when I – when I walked into that room and saw her and

121 there she was sitting there. I was like okay, well I’m going to have to really up – up my game here. And sit down have a – and make sure I’ve got a good chat. MM: I think for both of us though it was – it was really refreshing because – given that I didn’t know a lot about him everything that I’ve learnt about him I learnt through him as opposed having grown up around different news stories, or tabloids or whatever else. Anything I learnt about him and his family was what he would share with me and vice versa. So for both of us it was just a really authentic and organic way to get to know each other. INT: And was that quite refreshing for you in the way that you’ve been brought up, you know – with a lot of people knowing a lot about you, was it refreshing… PH: Or thinking they know. MM: Exactly. PH: Yeah, no it was hugely refreshing, to be able to get to – know someone who isn’t necessarily within your circle, doesn’t know much about me, I don’t know about – much about her, so to be able to start almost afresh, right from the beginning, getting to know each other step by step. And then taking that huge leap of only two dates and then – and then going effectively on holiday together… MM: In the middle of nowhere. PH: … In the middle of nowhere and you know sharing a – sharing a tent together and all that kind of stuff, it was – no it was fantastic, it was absolutely amazing to get to know her as – as quickly as I did. INT: And starting a long distance relationship, you were working on Suits, you had, I imagine, a packed filming schedule, you’ve got lots of commitments of your own, how hard was it to keep things going? PH: It was – yeah… MM: It was just a choice, right. I think that very early on when we realised we were going to commit to each other; we knew we had to invest the time and the energy and whatever it took to make that happen. And – so yes, with the filming schedule, it was not the easiest, because it of course included a lot of travel back and forth, but… PH: I don’t think you had any idea what time zone you’ve been on for the last year and a half? MM: No. PH: Coming over here for four days, or a week and then going back and then straight into filming the next day, 4 am wake up calls on a Monday, straight into set, you know… MM: Yes, right off the plane and straight to set, and just coming back and doing it again. PH: Just trying to – just trying to stay as close as possible, but you know on two different time zones, and five hours apart it does have its challenges. But – but we – you know we made it work and now we’re here, so we’re thrilled. INT: But in the case of your relationship, unlike for most people there’s this whole layer of what it means to get involved with someone from the Royal Family, how much of a sense did you have Meghan of the enormity of what you were getting into, what it might mean for your life?

122 MM: I think I can very safely say, as naive as it sounds now, having gone through this learning curve in the past year and a half, I did not have any understanding of just what it would be like. I don’t think either of us did, but we both said that, even though we knew that it would be… PH: You know I tried – I tried to warn – I tried to warn you as much as possible, but I think both of us were totally surprised by the reaction after the first five or six months of when we had it to ourselves, of what actually happened from then. So I think you can – you can have as many conversations as you want and try and prepare as much as possible. But we were – we were totally un – unprepared for – for what happened after that. INT: The scrutiny? PH: Well, all sorts. MM: Well I mean I think also because – there’s a misconception that because I have worked in the entertainment industry that this would be something that I would be familiar with. But even though I’d been on my show for, I guess six years at that point, and working before that, I’ve never been part of tabloid culture, I’ve never been in pop culture to that degree and lived a relatively quiet life, even though I focused so much on my job. So that was a really stark difference out of the gate. But – and I think we were just hit so hard at the beginning with a lot of mistruths that I made the choice to not read anything, positive or negative, it just didn’t make sense. And instead we focused all of our energies just on nurturing our relationship. PH: On us, yeah. MM: On us, yeah. INT: And some of that scrutiny and you ended up making a very public statement about it, some of that scrutiny was centred around your ethnicity Meghan, when you realised that what did you think? MM: Of course it’s disheartening, you know it’s– it’s a shame that that is the climate in this world to focus so much on that or that that would be discriminatory in that sense. But I think you know at the end of the day I’m really just proud of who I am and where I come from and we have never put any focus on that, we’ve just focused on who we are as a couple. And so when you take all those extra layers away and all of that noise, I think it makes it really easy to just enjoy being together and tuning all the rest of that out. INT: But now that it is all official Prince Harry, do you have that sense that the combination of the two of you, your different backgrounds, that you together represent something new for the Royal Family? PH: I don’t know if it’s something new, I think it’s – you know it’s a – for me it’s an added member of the family, it’s a – it’s another – another team player as part of the bigger team. And you know for all of us all we want to do is be able to carry out the right engagements, carry out our work, and try and encourage others and the younger generation to be able to see the world in the correct sense, rather than – perhaps being just – having a distorted view. So you know the fact that I – the fact that I fell in love with Meghan so incredibly quickly was a – was sort of confirmation to me that everything – all the stars were aligned, everything was just perfect. It was this beautiful woman just sort

123 of literally tripped and fell into my life, I fell into her life. And the fact that she – I know the fact that she’ll be really unbelievably good at the job part of it as well, is obviously a huge relief to me because she’ll be able to deal with – with everything else that comes with it. But no you know we’re – we’re a fantastic team, we know we are, and we’ll – we hope to, you know, over time try and have as much impact for all the things that we care about as much as possible. MM: I am very excited about that, yeah.

TASK 12 As future journalists, you participate in different projects and activities carried out 1 at your faculty. One of them is to issue a faculty newspaper “ЖурФакты.” The next edition will be devoted to a group portrait. More than that, it will be published in English. You are given an assignment to write articles about your peers. Before writing a story you need to conduct an interview with your groupmates. Think about questions you would like to ask them about. Conduct the interview, choose the suitable information and on the basis of these facts write a story. Don’t forget about your audience and other discourse categories.

1 WRITING ACTIVITIES 3

TASK 13 A. Writing Complete News Stories. You are a journalist who works in a local editorial office. Your editor-in-chief has asked you to write a news story based on the suggested information. Choose any situation you like and write a complete news story. Think of the title for the story. Decide how to organize the structure of the article. Also use some quotations to make your media texts credible and supported with accurate information. Pay special attention to grammar, spelling and punctuation. Don’t forget to take into consideration discourse categories you are familiar with. Remember that you are given only factual information, you are to produce an adequate journalistic product. All these practical tasks are taken from Reporting for the Media. 1. It was almost like a popular movie titled “Home Alone.” It involved an 11-year- old girl in the city, Andrea Jones of 4851 Edmee Cir. When you interviewed her today, Andrea said she doesn’t feel much like a hero. “I was scared,” she said. “I thought he was going to see me and beat me up or something if he got in, so I tried to hide at first.” In fact, Andrea used her imagination and a baseball bat – to thwart a would-be burglar who tried to break into her family’s home when she was home alone.

124 The incident began when Andrea was home alone, watching television at approximately 6 p.m. last night. Her parents and 3 sisters had left the house to go to pick up a pizza for dinner. They had been gone for only a few minutes and were due back very shortly. Andrea told you that she was watching television and heard a noise. “I saw a man at the window and ran to my bedroom to hide in the closet,” she said. “Then I remembered the bat there. I went back into the dining room and saw this guy opening the window. He put his hand in first. He was coming in the window, and had his left hand on a table there. I took the bat and hit it as hard as I could. I, uh, really smashed it hard. He screamed like real loud man and ran away. Then, uh, I called 911.” The police detective Jack Noonan was at the scene and, when questioned, commented on the case, stating that: “Preferably, we would like to see someone with a painful left hand. In this case, the girl was lucky. She kept her head, and she was really brave about it. She was home alone and decided she should protect herself and her house. She must have really walloped the guy. There’s a lot of blood on the window and table, so now we’re looking for someone who’s injured.” The police found a guy later last night. After the break-in, they notified hospital emergency wards to be on the look-out for a man suffering from trauma to his left hand and, shortly after 1 a.m., received a call from the Regional Medical Center, where a man came in for treatment of a very badly cut, broken, swollen left hand, and matching a description Andrea gave the police. The police identified the man as Steven Jabil, 23, of 800 Crestbrook Loop, Apt. 314. 2. Some said she shouldn’t be charged with murder. She wasn’t. She’s a doctor. She had a patient with leukemia. She admitted helping her patient commit suicide. Today she was cleared by a state board of charges of misconduct. The 7-member Board for Professional Medical Conduct could have revoked her license to practice medicine. Instead, it concluded that the actions of Dr. Catrina Lowrie were “legal and ethically appropriate.” Lowrie is an internist at the Regional Medical Center in your city. No one might have known what she did, but she described it in a public speech sponsored by the city’s charter of the Hemlock Society, and an anonymous caller called the police about what she said. In the speech she described how she prescribed barbiturates for a patient and made sure the patient knew how many to take to kill herself. The patient, who has since been identified as Irma Cain of 427 Hidden Lane, was 37 years old and, her husband and parents said, in terrible, hopeless pain. They supported the doctor in the matter, their attorney said, but they refused to talk to you about it. Cain decided to commit suicide rather than undergo chemotherapy for cancer which would have given her only a 25 % chance of survival. Her death occurred six months ago. Last month, a grand jury investigated the matter and then cleared the doctor of criminal responsibility for the woman’s death. Now the board said that the doctor did nothing medically improper in prescribing the barbiturates because “she could not have known with certainty what use a patient might make of the drug she prescribed, and which was totally appropriate and needed by her patient.”

125 The members of the board stated that they were not condoning “so-called assisted suicide.” They added that this case differed from other recently publicized cases in that Lowrie had a longstanding relationship with her patient. In addition, she did not directly take part in ending her patient’s life. Rather, she prescribed pills needed to alleviate the patient’s pain, and the patient, by herself, took them all at once in a successful attempt to terminate her own life and very painful suffering from the deadly disease.

B. Reporting Controversial Stories. Write a complete news story about the following controversy. As you write the story, present both sides as fully and as fairly as possible. Also, try to integrate those conflicting viewpoints. Instead of reporting all the opinions voiced by the first source, and then all the conflicting opinions voiced by the second source, try – when appropriate – to report both opinions about the story’s most important issue. Pay special attention to proper grammar, word choice and punctuation. Take into consideration the key discourse categories.

School Attendance Incentive Program FACTS: Greg Hubbard, superintendent of schools in your city, has adopted a unique but controversial pilot program. Last year, the city’s school district lost $1,132,000 in state funds because it had an overall 6.4 percent absenteeism rate, compared to a statewide average of 5.3 %. Trying to solve the problem, Hubbard persuaded the members of the school board to set up a $25,000 fund to pay students at Roosevelt High School the equivalent of 25 cents a day – a maximum of $5 a month. Last fall students in the school began to get a coupon worth 25 cents for every day of attendance. Students can exchange their tokens in the school’s student bookstore for school supplies such as notebooks and pencils. Since then, the absentee rate at the 1,410-student school has averaged about 13.7 %, compared to 15.2 % for the same period last year, when it had the worst attendance in the city. ONE SIDE: In an interview in his office today, Hubbard said: “We’re trying this program out in one high school where our worst truancy problems exist. Then, if it works, we may expand it to other schools. Under this program, a student can earn the equivalent of $5 a month just for being there – for attending school and compiling a perfect attendance record. They are credited with the equivalent of 25 cents for every day they make it to school and to all their classes on time. They don’t actually get any cash. They get coupons they can use in the school store. We mark up the prices of goods sold in the store about 50 %, so it really costs us a lot less than the students receive. So far as I know, the idea has been tried in only two or three other school districts, including one in San Diego, and I just thought we might try it here. We’ve really got nothing to lose. Some students just don’t see any other reason to attend school. My responsibility is to give teachers an opportunity to teach the students and make them attend class. We already can see the results. Attendance is up, and inquiries have been pouring in from other school districts from all over the state and from news organizations as far away as England and Japan. There’s a tremendous curiosity about it. It is a shock that some parents have to pay children to go to school, but nothing else has worked. If this works,

126 it could save us thousands of dollars a year in lost state aid, and certainly the students are better off being in school.” THE OTHER SIDE: Stephen I. Wong is chairman of the city’s School Advisory Committee, which is composed of one parent representative from each school in the city. Mr. Wong is opposed to the program. Today he said: “The program gambles with taxpayers’ money. The 25 cents they give students comes out of our tax money. If attendance improves by 25 percent or more over a full year, we’ll recover the money in increased state aid. But if the attendance figure remains low, we’ll lose money. So we’re gambling, and that just doesn’t seem right. It’s also materialistic and amounts to bribery. We shouldn’t have to pay our children to do something as basic as going to school because then they expect to get paid for everything. Already, we’ve got some students in that high school complaining they aren’t being paid enough and students in other schools are demanding that they get paid, too. These kids are winding up with some very unrealistic ideas about how the world works and about what education is all about. Besides, the whole thing is cosmetic. It doesn’t solve our real problems. The long-term remedies for truancy lie in more fundamental changes. I’ll admit attendance is up so far this year, but not very much, and we don’t know the real reason. It could be the money, or it could be something totally different. You also have to recognize that, once these students get to high school, they don’t have to do well. They can flunk all their classes and still get paid. Some of these students also could be disruptive, so it may be better for other students if they don’t come to school. It’s a hell of a mess.”

1 ACHIEVEMENT TEST

I. Guess, what discourse categories these are (4 points):  widening the content of a news story by means of citations, proverbs, illustrations, etc.;  representation of all people in a media text, reflection of their relations, attitudes to the described situation as well as representation of the relations between the writer and the addressee;  widening the content of a news story by means of referring to other (non-topical) events;  covering the event in a time context.

II. Name the ways of structuring a news story (3 points): 1. ______2. ______3. ______

III. Name the following paragraphs (4 points):  the one which elaborates on the information stated in the lead, provides more details;

127  explains what covered event means to the reader, explains the significance of the news;  tells the most important information about the event;  gives earlier details, or background, on what has occurred and has been reported on before.

IV. Match the type of interview with its definition (5 points). 1. News a) Engages in a long form, conversation for a profile feature gathering story or an enterprise story. Use your interview time most interview productively: to zero in on what will be the primary focus of the article. Do research so that you know what questions to ask, and so that you can engage in a conversation with your interviewee; show that you took the time to understand the pertinent issues. 2. Q and A b) Gathers reaction or responses to breaking news about which interview you want to report reaction (to a vote, a decision or some new development in a story). You’ll need to brief the people you are trying to quote on the recent developments. If your interviewee hasn’t yet heard about the development, he or she may need some time to investigate for him- or herself. 3. In-depth c) Collects facts or history about a subject, either for a story or interview in preparation for another interview. Often, interviews of this type generate background information rather than quotes. You can put information on the record, but you should ask the permission of an interviewee and agree on attribution. 4. Reaction d) Confronts a subject, often with incriminating or embarrassing interview information. This type of interview, sometimes known as a confrontational interview, is used most often by reporters in mainstream media, after they have gathered incriminating or embarrassing information. Many citizen media producers find these kinds of interviews to be the most daunting to entertain, but it is critical to your credibility and only fair to the subjects of your stories to give them a chance to respond. 5. Gotcha e) Presents the information in a question and answer format. interview At times, you’ll want to present an interview in a minimally mediated form, as if the reader were listening in on a conversation. You can publish a transcript of the interview, if you recorded it. You can also run an “edited” transcript, in which you just pick out highlights.

V. Imagine that you are writing an article for the newspaper / internet edition you are working in. Study the following information and write a complete news story. You

128 are offered two options. Choose any you like. Follow the structure of the article; think about the language, the word choice and grammar constructions, as well as about the punctuation marks. Analyse the key discourse categories and represent them in the content of the article. You may change the category of space in the story if you like. Don’t forget about the title for the article (20 points).

Story 1 The announcement was made at a press conference this morning in the office of Enrico Lowdes, director of the Regional Medical Center. The announcement is that the hospital is one of 10 medical facilities located throughout the country selected to participate in an important new study, the purpose of which is to determine whether or not a new technique will be successful in helping smokers to stop smoking. The hospital will not accept volunteers to participate in the experiment. Rather, Mr. Lowdes said, doctors in the city will be asked to refer a total of 800 of their patients who smoke and want to stop smoking to the hospital for participation in the experiment. Mr. Lowdes noted that nicotine is as addictive as cocaine or heroin. That may explain why 28 % of adults in the country smoke. Experts estimate that as many as 90 % of those who now smoke say they would like to quit. Many have tried to kick the habit many times but failed. The most difficult part of kicking the habit, the director said, is acute withdrawal symptoms ranging from physical cravings, nervousness, irritation, difficulty concentrating, difficulty sleeping, and changes in appetite. That is why the Regional Medical Center sought to be one of 10 medical facilities in the country to test a new nicotine patch that may help smokers who want to discontinue the habit to ease the pain of withdrawal. Mr. Lowdes explained that the smokers asked to participate in the study will be prescribed adhesive patches. They will be instructed that, as soon as they get up in the morning, they are to apply one of the patches to their upper body. The patch releases a steady level of nicotine throughout the day. It is less nicotine, however, than that provided by cigarettes – but is thought to be enough to alleviate withdrawal symptoms. Nicotine gum is designed to work in much the same way, but some evidence indicates that the patch may be more effective because some people find the gum hard to chew, chew it improperly, or don’t use it in sufficient quantity. The 800 patients will be monitored monthly for an entire year in an attempt to determine how many are helped by the patches: how many succeed in stopping smoking over a period of 1 year. The director added finally that the patch may also help smokers quit smoking without gaining as much weight as sometimes happens to smokers who quit the habit.

Story 2 A new law that goes into effect next fall will affect elementary, junior high and high school students throughout the state / any region. The state / region Legislature enacted the law, and the governor signed it today. Basically, the law prohibits the sale of so- called junk food at public schools. So, as a result of the law’s passage, the content of all school vending machines will undergo a drastic change. The machines no longer will contain any candy bars, gum, soda or other foods with high sugar content. Instead, they will be replaced by foods which are considered by many to be healthier, foods such as

129 canned soups and juices, jerky, toasted soy beans, sunflower seeds, yogurt, nuts, cheese, popcorn, pretzels, ice cream and milk. The law was supported by physicians, dentists and educators, who testified in legislative hearings that many students bought snacks and soft drinks from machines instead of eating the more nutritious meals served in school cafeterias. Other people, primarily food manufacturers and vending-machine operators, opposed the law. Students, too, generally opposed it, claiming that their rights were being violated and that they were old enough to make their own decisions about what they want to eat. Some school principals also opposed the law, pointing out the fact that the law will be costly since they receive a percentage of the receipts of the vending machines located in their buildings. Some big high schools earn up to $20,000 a year from machines and use the money to buy materials such as supplemental textbooks, library materials, calculators for their mathematics laboratories, cameras for their communications classes, and athletic equipment. School bands and athletic programs will be hurt most severely by the loss of revenue. Critics said it was inconsistent for schools to teach good nutrition in classes and then make food with high sugar content easily available. The ban will be in effect only during school hours, so the junk food will be sold after school hours: during school dances and sports events, so schools can continue to earn a limited amount of money from their sale. One opponent added, “There’s simply no sense in talking to kids about dental care and good nutrition and selling them junk food at the same time.” Opponents responded that students will buy candy anyway, simply going off campus to buy it.

Total score – 36 UNIT V RADIO AND TELEVISION

Television and radio do a wonderful job in focusing attention on the problems of our society. Richard J. Daley, an American politician who served as the Mayor of Chicago

In this Unit you will learn about:  the history of radio and television;  the way radio and television are organized in the UK and in the USA;  the language, grammar, stress and pausing of broadcast stories;  how to analyze TV news.

You will be able to:  build a vocabulary map on the topic;  build a cognitive map on the topic;  speak about the history of radio and TV;  speak about radio stations and TV channels in the UK and the USA and the type of information they provide;  explain what diff erences and similarities in the work of the British, the American and the Belarusian Radio and TV there are;  create your own a 15-minute slot for a radio station / TV channel;  make an analysis of a TV news program.

STARTER

Despite the strong popularity of digital media, radio and TV are still a thriving industry with a demand for quality, educated employees. Radio is popular with people who drive and want distraction, like long-haul truckers and daily commuters. TV is a very important household gadget. When it is on in the kitchen, it makes cooking food more entertaining; when it is on in the living room, it brings the whole family together. And what about you? Discuss the following questions. 1. Which do you prefer: TV or radio? Explain why. 2. How often do you listen to the radio? 3. Which radio stations are the most popular in Belarus?

131 4. Would you like to work in TV industry? Explain why / why not. 5. What differences do you think there are between being a newspaper journalist and being a TV journalist?

If you want to learn whether you are a TV addict, you can complete the survey “Are you a TV addict?” in the Supplement for this Unit.

VOCABULARY

TASK 1 Match the people on the left with their activities on the right. PEOPLE IN BROADCASTING 1) an anchor a) describes an event, e. g. a sports match, as it happens 2) a host b) introduces guests and performers, especially on television or radio 3) a foreign c) reads the news on camera correspondent 4) a producer d) prepares video clips, edits sound, and controls the teleprompter 5) a control room e) reports on events from other countries operator 6) a commentator f) decides what news stories to show, how long each story will be and in what order

Which of the above jobs would you prefer to do? Which ones would not appeal to you?

TASK 2 Study the sentences below and match the underlined words to their meaning. 1. I hate it when the commercial interrupts the programme at the most exciting moment. 2. He did not even need to look at his teleprompter to work that out. 3. The first part was pretty good but the sequel was appalling! 4. The news is broadcast during prime time, when everybody is watching. 5. My mother always watches soap operas in the afternoon. 6. I can’t stand voice-overs. I prefer either dubbing or subtitles. 7. The boss told everyone to be quiet while the programme was on air. 8. The author’s best-selling book was made into a television serial. 9. George Clooney was the star of a TV series called ER (Emergency Room). 10. Friends is a popular American sitcom that is broadcast all over the world.

132 a) a set of television episodes on the same topic and using the same characters, but each episode is a different story; b) a single story on television or radio broken into several episodes; c) a television series with the same characters, created to make people laugh; d) being broadcast on television; e) a machine that shows electronic text so that journalists can read it; f) next part (of a film); g) television series about the lives and problems of ordinary people; h) radio or TV advertisement; i) when someone you cannot see speaks the words; j) when the largest number of people are watching.

Which popular series, serials or sitcoms do you watch? Do you prefer subtitles, dubbing or voice-overs when watching a foreign film or TV show? Taken from https://www.linguahouse.com/

TASK 3 Study the following vocabulary one can need to talk about broadcast journalism. Broadcast (v) – to use a video camera (or microphone for radio) and send recording to television sets, radios, and computers all over the world. For example: Channel 3 broadcasts the news twice a day. Broadcast (n) – a radio or television programme. For example: Channel 3 news broadcast is on TV twice a day. Broadcast (adj) – relating to the activity of making programmes for television or radio. For example: This unit is on broadcast journalism. News programme – a regularly scheduled broadcast news show. Live news programme – we’re seeing and hearing what broadcast journalists are saying, at the time that they are saying it. Segment – a news story that’s broadcasted rather than printed. Copy – a script, or a written text, of what the journalist is going to say. The words “station”, “channel” and “programme” may cause confusion. Typically, there are stations on the radio, for example Radio 1, but channels on TV, for example BBC 1. Each station or channel typically broadcasts many programmes each day, for example a documentary. In US English and in computing, the correct spelling is “program”, for example a computer program. Rating – reports that show the number of viewers each news program has. Exclusive – not shared with others. For example, by getting exclusive interviews news programs can stand out, offer their viewers something different and as the result get more listeners / viewers. Sensationalism – focusing too much on the most shocking, frightening, or exciting stories. Sensationalism is one more way that news programs try to attract more viewers. There are different types of sensationalism. The most frequently used ones are celebrity culture (when the news focuses on the lives of celebrities and not the events that

133 affect everyday people) and overreporting on disasters (an extreme event that involves weather – like tornadoes, tsunamis, earthquakes, or transportation – like a missing plane, train accident, or unexpected violence – like a terrorist attack).

TASK 4 Practice the vocabulary from TASKS 1–3 and do the following crossword puzzle.

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DOWN 1. The news is generally broadcast ______which means that the audience sees it at the same time that the news anchor says it. 2. Ian is a financial ______. He is a reporter who specialized in stories about the economy. 5. An ______is a person who hosts the news show. 7. Celebrity culture and over reporting on disasters are examples of ______. 9. Before a segment is broadcasted, the _____ must be approved by the producer. 10. ______are important because news programs want the most viewers. 12. The Olympics are usually broadcast by only one channel. This channel can show ______interviews because they are the only channel that has the Olympics.

134 ACROSS 3. A ______is a machine that is located right in front of the camera. That way, the anchor can read the script and it looks like they are looking into the camera. 4. Every night, I watch “News at 10.” It’s a news ______on channel 3. 6. Robyn enjoys news ______about health because she’s a doctor. She also reads articles about health. 8. A ______is a person who decides which stories to cover in a news program. 11. When breaking news is happening, anchors and correspondents should broadcast the story with ______, or right away. 13. Famous people, or ______, are usually in the news, even if the story is not very newsworthy. Taken from: https://www.coursera.org/learn/journalism

GRAMMAR Conditionals Revision

You are going to revise some grammar rules on the topic Conditionals and do the tasks to practice your knowledge and skills in the English grammar. You can find this information in Grammar File for the Unit Radio and Television.

TRANSLATION AND WRITING ACTIVITIES

TASK 5

1 Translate the following text into Belarusian / Russian. Live Reporting Live reporting involves the most difficulties for reporters. Reporters must be able to think and talk and sometimes even move all at the same time. Live reporting is complicated. The news is breaking on the air. The reporter at the end of that microwave or satellite link has to make split-second decisions – reporting what is happening, explaining it, and putting it into perspective. Any reporter who has to do a lot of live reports must have a strong sense of time and timing. Unless it is the first report from a major breaking story, any live report has time limits. Within newscasts the live reports are scheduled to fit into a certain spot. Even if the live reports are segments within a live special, producers give them a length assignment and expect reporters to conform. Satellite live reports are even more strictly timed since satellite time is bought by the minute and often other stations are waiting to use the satellite immediately after the first report is off the air. Another major skill requirement – being at ease (or seeming to be at ease) out there in front of your peers, the competition, and the audience – is a natural one. Some have it. Some don’t.

135 & READING AND DISCUSSING 1

“This invention [radio] brought people closer, brought entertainment to the doorsteps of homes… it contributed to the happiness and welfare of human society.” (R. Parthasarathy, an Indian poet, translator, critic, and editor.)

TASK 6 Now you will learn basic facts about the history of radio. Read the text The History of Radio and choose the most suitable heading for each of its parts out of the ones suggested below: a) “Hello Rainey!” b) Radio everywhere. c) Signals only. d) The inventor of wireless telegraph. e) Who then?! TEXT The History of Radio 1. ______Guglielmo Marconi (1874–1937) was born in Italy and studied at the University of Bologna. He was fascinated by Heinrich Hertz’s earlier discovery of radio waves and realized that it can be used for sending and receiving telegraph messages, referring to it as “wireless telegraphs.” Marconi’s first radio transmissions, in 1896, were coded signals that were transmitted only about a mile (1,6 km) far. Marconi realized that it held huge potential. He offered the invention to the Italian government but they turned it down. He moved to England, took out a patent, and experimented further. In 1898 Marconi flashed the results of the Kingstown Regatta to the offices of a Dublin newspaper, thus making a sports event the first “public” broadcast. The next year Marconi opened the first radio factory in Chelmsford, Essex and established a radio link between Britain and France. A link with the USA was established in 1901. In 1909 Marconi shared the Nobel prize in physics for his wireless telegraph. 2. ______But Marconi’s wireless telegraph transmitted only signals. Voice over the air, as we know radio today, came only in 1921. Marconi went on to introduce short wave transmission in 1922. Marconi was not the first to invent the radio, however. Four years before Marconi started experimenting with wireless telegraph, Nikola Tesla, a Serb who moved to the USA in 1884, invented the theoretical model for radio. Tesla tried unsuccessful to obtain a court injunction against Marconi in 1915. In 1943 the US Supreme Court reviewed the decision. Tesla became acknowledged as the inventor of the radio – even though he did not build a working radio.

136 3. ______There are other claims to the throne of radio inventor. Indian scientist J.C. Bose demonstrated the radio transmission in 1896 in Calcutta in front of the British Governor General. The transmission was over a distance of three miles from the Presidency College and Science College in Calcutta. The instruments (“Mercuri Coherer with a telephone detector”) are still there in the science museum of the Calcutta University. Bose repeated his demonstration in the Royal Society in London in 1899. As a result he was offered Professorship in Cambridge, but declined. Marconi was present in the meeting of the Royal Society and it is thought that he stole the notebook of Bose that included the drawing of the “Mercuri Coherer with a telephone detector.” Marconi’s Coherer, which he used in 1901, was the exact copy of that of Bose. Apparently Marconi was unable to explain how he got to the design. Bose did not apply for a patent on his design because he believed in the free flow of inventions in science. But under pressure from American friends, he applied for the patent in September 1901. He was awarded the US patent for the invention of the radio in 1904. 4. ______It is reputed that Nathan B. Stubblefield, a farmer from Murray, Kentucky, made a voice transmission four years before Marconi transmitted radio signals. In 1892, Stubblefield handed his friend Rainey T. Wells a box and told him to walk away some distance. Wells said later: “I had hardly reached my post... when I heard HELLO RAINEY come booming out of the receiver.” Stubblefield demonstrated his invention to the press in 1902 but, being afraid that his invention will be stolen, never marketed his wireless radio. When he was found dead in 1929, his radio equipment was gone. 5. ______Even though it was once predicted that radio has no future, today there are more than 40,000 radio stations around the world – proof that video never killed the radio star. Taken from https://www.radio.about.com/

TASK 7 Now you have a chance to check if you are well aware of the history of radio. Mark the following sentences as T (true) or F (false). If the information is inaccurate, provide the necessary corrections. 1. Marconi was born in France and studied at the University of Sorbonne. 2. Marconi’s first radio transmissions were coded signals that were transmitted about a kilometer far. 3. The Italian government turned Marconi’s invention down. 4. Marconi opened the first radio factory. 5. Marconi shared the Nobel prize in physics for his wireless telegraph. 6. Marconi’s wireless telegraph transmitted signals and voice over the air.

137 7. Marconi also invented the theoretical model for radio. 8. Tesla did not build a working radio. 9. Indian scientist Bose invented the instruments “Mercuri Coherer with a telephone detector.” 10. Bose was offered Professorship in Cambridge and accepted it. 11. Marconi stole the notebook of Bose that included the drawing of the “Mercuri Coherer with a telephone detector.” 12. Stubblefield made a voice transmission four years before Marconi transmitted radio signals. 13. Stubblefield demonstrated his invention to the press and then marketed his wireless radio.

TASK 8 This exercise will help you practice in reconstructing the text. Provide additional 1 information to the given names using the material from the text. THE HISTORY OF RADIO The inventor’s name The year Short description of the invention Guglielmo Marconi Nikola Tesla J.C. Bose Nathan B. Stubblefield

Discuss with your partner the contribution of different inventors to the development  of radio.

If you want to learn about the invention of the wind-up radio and its uses, you can read the text “Trevor Bayliss and the wind-up radio” in the Supplement for this Unit.

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TASK 9 Now you will learn about radio in Great Britain. Read the following text and do the exercises after it. TEXT Radio in Great Britain Radio enjoys a large number of listeners in the United Kingdom. There are around 600 licensed radio stations in the country. Radio in Great Britain is dominated by the BBC, which operates radio stations both in the United Kingdom and abroad. The BBC has five national radio networks:

138  BBC Radio 1 broadcasts mostly current pop music output, with live music throughout the year;  BBC Radio 2 is the United Kingdom’s most listened-to radio station, playing popular music from the last five decades as well as special interest programmes in the evening;  BBC Radio 3 is a classical music station, broadcasting high-quality concerts and performances. At night, it transmits a wide range of jazz and world music;  BBC Radio 4 is a current affairs and speech station, with news, debate and radio drama;  BBC Radio 5 Live broadcasts live news and sports commentary with phone-in debates and studio guests. The most popular radio station by number of listeners is BBC Radio 2, closely followed by BBC Radio 4. The BBC also has over 40 local radio stations in different parts of the country, mainly broadcasting a mix of local news and music aimed at an older audience. All BBC stations are non-commercial. They do not carry advertisements and are financed by money, paid for TV licences. You do not have to buy a licence if you have only a radio and not a TV. The BBC World Service as a part of BBC is the world’s largest international broadcaster, which broadcasts radio and television news, speech and discussions in more than 40 languages to many parts of the world. It reflects British opinion and the British way of life. To provide high-quality and wide-ranging programmes that inform, educate and entertain, to provide also greater choice and competition the government encourages the growth of additional radio services run on commercial lines. There are three national commercial radio stations, namely Absolute Radio, Classic FM and talkSPORT. Also available a lot of local commercial stations which broadcast to a city or group of towns. The predominant format is pop music, but many other tastes are also catered for. London’s most popular commercial station is Capital London. Commercial stations are financed by the advertisements, which they broadcast. Community radio stations broadcast to a small area. They are not-for-profit organisations, owned by local people, on which the broadcasters are mostly volunteers. The broadcasters predominantly serve an easily defined racial community such as Asian Star FM in Slough, or a geographically defined community such as Coast FM, Speysound Radio and The Bay Radio. They can also serve religious groups, such as Christian radio station Branch FM in Yorkshire. As well as this, they can also be linked with universities and student unions, for example Smoke Radio in London, Demon FM in Leicester, and Spark FM in Sunderland. Combined from https://www.projectbritain.com/media.htm https://en.wikipedia.org/wiki/Media_of_the_United_Kingdom https://en.wikipedia.org/wiki/Radio_in_the_United_Kingdom

139 TASK 10 Match the BBC radio stations (1–6) to the genres (a–f): 1) a) Classical music

2) b) Global music and documentary

3) c) Popular music, youth-oriented

4) d) News and sport

5) e) Easy-listening music, adult-oriented

6) f) News, current affairs and arts

Discuss the following questions. 1. Do you ever listen to BBC radio? What do you listen to? 2. Which radio station described in the text would you most like to listen to? Explain why.

 LISTENING 1

TASK 11 Listen to the excerpts taken from different radio programmes. Decide which radio station they belong to: BBC Radio 1, BBC Radio 2, BBC Radio 3, BBC Radio 4, BBC Radio 5 Live or BBC World Service. Explain your decision.

TASK 12 Listen to Richard Moody, a British citizen, who is going to say a few words about radio in the United Kingdom. Then expand the following statements. 1. British Radio and TV can be divided into 2 sectors ______. 2. The Private radio stations developed from ______in ______.

140 3. These non-state radio stations were started by ______and broadcast on ______. 4. The private radio sector derives most of its financing from ______. 5. The radio stations can be differentiated as ______, catering for ______. 6. The State Radio Broadcasting Corporation is part of ______. 7. The state – owned stations are financed through a ______. 8. As for the role of the radio in current British society ______.

Now you know a lot about the British Radio. Compare the systems of the British and the Belarusian Radio. What are the similarities / differences?

TASK 13 1 In the world of information overload, it’s vitally important to spot meaningful points and to select the supporting words. Build up a cognitive map “Radio in Great Britain” using the information from the text and the audio above.

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TASK 14 Now you will learn about radio in the USA. Read the suggested text and discuss the questions that follow it. TEXT Radio in the USA Theoretically, anyone in the United States can start a newspaper or a magazine, but to become a radio or television broadcaster one must be granted a portion of the limited radio-television spectrum by the government’s licensing board, the Federal Communications Commission (FCC). Some radio stations are only talk radio – featuring interviews and discussions – while music radio stations broadcast one particular type of music: Top 40, hip- hop, country, etc. Radio stations usually have five minutes of news on the hour, though many cities have all-news stations which broadcast news 24 hours a day. Radio broadcast companies have become increasingly consolidated in recent years. Across the United States there are more than 9,000 radio stations. Almost all of them are commercial. On May 3, 1971, Americans were treated to the first broadcast of a national radio network without commercials. National Public Radio, or NPR, is a nonprofit organization that produces and distributes news and cultural programs heard on more than 770 public radio stations in the United

141 States. The organisation’s flagship shows are two drive-time (refers to that daypart in which radio broadcasters can reach the largest number of people who listen to car radios while driving, usually to and from work) news broadcasts, Morning Edition and the afternoon All Things Considered, both are among the most popular radio programs in the country. A new form of radio that is gaining popularity is satellite radio. The biggest subscriptions based radio service is Sirius XM Radio. Unlike terrestrial radio, satellite radio channels are commercial free or feature minimal commercials. Satellite radio is not regulated by the Federal Communications Commission. During the advent of the internet in the 21st century, internet radio and digital streaming services have been emerged. Taken from https://en.wikipedia.org/wiki/Media_of_the_United_States

Discuss the following questions. 1. What do you need to become a radio or television broadcaster in the USA? 2. How many radio stations are there in the USA? How many of them are public ones? 3. Most radio stations in the USA are non-commercial? 4. What is NPR? 5. What are NPR’s most popular shows? 6. Which other forms of radio is gaining popularity nowadays? Why?

TASK 15 From the text you have learnt that NPR is the biggest non-profit media organization in the USA. It produces and distributes news and cultural programming. Now it’s high time you learnt more about NPR’s most-listened-to shows. Match programs with their short descriptions. 1) a) a talk show of contemporary arts and issues that is fed live weekdays at 12:00 noon. 2) b) an hour-long weekly news-based radio panel show. On the program, panelists and contestants are quizzed in humorous ways about that week’s news. It is typically broadcast on weekends.

3) c) the flagship news program that combines news, analysis, commentary, interviews, and special features. Its segments vary in length and style. The program airs weekdays from 4:00 p.m. to 6:00 p.m.

142 4) d) a news program that airs weekday mornings (Monday through Friday) and runs for two hours.

Which radio show described in the table would you most like to listen to? Explain why.

 LISTENING 2

Now you’re going to listen to one of the segments broadcast on NPR’s flagship show “Morning Edition” on March 3, 2020. But before listening read the host’s introduction to the segment: DAVID GREENE, HOST: So did you find that you were speaking with people over the weekend and they were talking nervously about the coronavirus and that made you just more anxious (тревожный)? Well, if that happened to you, you are not alone. But there are ways to reduce your risk and reduce your anxiety (тревога) level. NPR’s Allison Aubrey reports that you can start by focusing on what you can control.

TASK 16 Now listen to the segment and put the following tips in the correct order: Plan ahead to feel more in control. Prioritize good sleep. Unplug from the news. Wash your hands. Keep a safe distance.

Work in pairs / small groups and decide which tip is the most effective one. Explain  your idea. How do you usually reduce your anxiety level?

Listen to the segment once again and discuss the following questions. 1. What type of segment* is it? 2. What is it about? 3. Who are the characters? 4. What do you think about the segment? 5. What have you learnt from it?

*Common types of stories (segments) for broadcast journalism. New stories – news reports of any length, usually presented in a straightforward style and without editorial comment. Investigative journalism – a type of report that tries to discover information of public interest that someone is trying to hide.

143 Human interest stories – reports designed to engage attention and sympathy by enabling one to identify readily with the people, problems, and situations described. Commentary – a spoken description of an event on the radio or television that is broadcast as the event happens. Consumer report – reviews or compares the things we buy. It usually takes a critical look at a product or service. Feel-good stories – stories that leave the audience feeling good about the world. Feel good stories generally focus on a person or people similar to a human interest story. A human interest story however doesn’t always have a positive feeling, a feel-good story does.

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The inventor of the television would not let his own children watch TV. He once said to his son “There’s nothing on it worthwhile, and we’re not going to watch it in this household, and I don’t want it in your intellectual diet.” – Philo T. Farnsworth.

TASK 17 Now you will learn basic facts about the history of television. Read the parts and choose the most suitable heading out of the ones suggested below: a) Electronic television; b) Mechanical technology of TV picture transmission; c) Modern television; d) The beginning of television; e) The etymology of the word television; f) The Iconoscope and Kinescope invention. TEXT

Television Invention 1. ______Television is a way of sending and receiving moving images and sounds over wires or through the air by electrical impulses. The big breakthrough in technology was the ability to send sound and pictures over the air. The word television comes from the Greek prefix tele and the Latin word vision or “seeing from a distance.” The TV camera converts images into electrical impulses, which are sent along cables, or by radio waves, or satellite to a television receiver where they are changed back into a picture. 2. ______As with most inventions, television’s development depended upon previous inventions, and more than one individual contributed to the development of television, as we know it today. People started experimenting with television during the 19 th

144 century. When you ask the question – who invented television, you may get a few different answers. 3. ______In England in 1878, John Loggie Baird, a Scottish amateur scientist, successfully transmitted the first TV picture, after years of work, in 1926, with his mechanical system. Baird’s system used a mechanical camera consisting of a large spinning disc, with a spiral of holes that Paul Nipkow had developed in 1884. This old mechanical technology was quickly replaced by superior electronic television. 4. ______Philo Farnsworth successfully demonstrated electronic television in San Francisco, in 1927. Farnsworth, at the age of fifteen, began imagining ways that electronic television could work. One day while working in the fields among rows of vegetables, he was inspired. He realized that a picture could be dissected by a simple television camera into a series of lines of electricity. The lines would be transmitted so quickly that the eyes would merge the lines. Then, a cathode ray tube television receiver would change those lines back into a picture. Initially, television was available only in black and white, even though experiments with color began in the 1920s; however, you could not buy a color television until 1953. 5. ______Nobel laureate Ferdinand Braun invented the cathode ray tube. Vladimir Zworykin improved television with the invention of a completely electric camera – the Iconoscope, and a receiver – the Kinescope, which both used a cathode ray tube. David Sarnoff, head of RCA (Radio Corporation of America) and founder of the NBC (National Broadcasting Company) television network, backed his powerful belief in the possibilities of television with financial backing by hiring Zworykin and purchasing the rights to use Farnsworth’s image dissector in RCA products.

Zworykin Zworykin demonstrates demonstrates the Iconoscope the Kinescope

6. ______We have come a long way and now, “The sky’s the limit.” We have regular television, known as terrestrial (land), cable which brings signals through underground cable, microwave signal transmission, and satellite. Today there are many satellites orbiting the earth. Transmitters on the ground are beaming signals up to the satellite, and then they are beamed back down to another receiver.

145 TASK 18 Now you have a chance to check if you are well aware of the history of television. Mark the following sentences as T (true) or F (false). If the information is inaccurate, provide the necessary corrections. 1. Television’s development depended upon previous inventions. 2. Just one individual contributed to the development of television. 3. People started experimenting with television during the 20th century. 4. John Loggie Baird successfully transmitted the first TV picture in 1926 with his mechanical system. 5. Philo Farnsworth also worked with mechanical technology and successfully developed it. 6. Philo Farnsworth was inspired by rows of vegetables. 7. Ferdinand Braun invented the cathode ray tube. 8. Vladimir Zworykin improved television with the invention of a completely electric camera – the Kinescope, and a receiver – the Iconoscope.

TASK 19 This exercise will help you practice in reconstructing the text. Provide additional 1 information to the given names using the material of the text above. THE HISTORY OF TELEVISION The inventor’s name The year Short description of the invention John Loggie Baird Philo Farnsworth Vladimir Zworykin

Discuss with your partner the contribution of different inventors to the development of radio.

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TASK 20 You are going to learn about television in Great Britain. Read the following text and then discuss the questions that go after it. TEXT Television in Great Britain The United Kingdom has no analogue television. The entire country switched to digital on 24 October 2012. Digital content is delivered via terrestrial, satellite and cable, as well as over IP (Internet Protocol).

146 There are five major nationwide television channels: commercial-free BBC One and BBC Two, and commercial ITV, Channel 4 and Channel 5. The domestic services of the BBC are funded by the television licence while the commercial operators rely on advertising for their revenue, and are run as commercial ventures. BBC One – the Corporation’s primary network, broadcasting mainstream comedy, drama, documentaries, films, news, sport, and some children’s programmes. BBC One is also the home of the BBC’s main 30-minute news bulletins. The main news bulletins are followed by local news. BBC Two – home to more specialist programming, including comedy, documentaries, dramas, children’s programming and minority interest programmes, as well as imported programmes from other countries, particularly the United States. The ITV (Independent Television) franchise transmits the 3 different networks in different parts of the country. These are known as ITV (in England, Wales, Scottish Borders, Isle of Man and Channel Islands), STV (In Central and Northern Scotland), and UTV in Northern Ireland. The ITV is the most popular commercial television channel in Britain. ITV programmes include news, information, light entertainment and are interrupted at regular intervals by commercials. Channel 4 provides a national TV service throughout Britain, except in Wales, which has a corresponding service in Welsh – Sianel Pedwar Cymru (S4C). Channel 4 broadcasts documentary, cultural and informative programs. Channel 5 broadcasts a wide variety of programmes. The channel mainly broadcasts entertainment programmes, such as reality television, game shows and imported American dramas. The channel broadcasts some sports events not covered by other broadcasters. It also broadcasts its own news service. There is also satellite and cable television. Many British-based satellite television channels have been set up to supply programmes to cable operators and viewers with satellite dishes. Some offer general entertainment, while others concentrate on specific areas of interest, such as sport, music, children’s programmes and feature films. Usually through the use of satellite and cable technology it’s possible to watch foreign television. However the amount of quality programming within this wide spectrum is often quite limited. One more disadvantage of the expansion of satellite and cable television is that these corporations are generally very large and have huge purchasing power. For example, in Britain the rights for broadcasting a number of sporting events have been purchased exclusively by the satellite and cable companies. Formally these events were shown on state television, so now not all people have access to them. There are three distinctly marketed satellite services: subscription service Sky TV, free satellite service Freesat from Sky and free satellite service Freesat. Cable services are delivered through underground cables and are paid for subscription. There were many regional companies when cable television services were developed in the late 1980s and 1990s. Today they have amalgamated to become Virgin Media. Combined from https://www.projectbritain.com/media.htm https://en.wikipedia.org/wiki/Media_of_the_United_Kingdom https://en.wikipedia.org/wiki/Television_in_the_United_Kingdom https://en.wikipedia.org/wiki/BBC_Television#Channels

147 Discuss the following questions. 1. What sectors does the British television fall into? 2. What are the characteristic features of the BBC 1 and BBC 2 programming? 3. What is the difference between the BBC and the ITV? 4. Are there any other television stations in Britain apart from the five nationwide ones? 5. Why is the satellite and cable industry so popular in Great Britain? 6. What are the disadvantages of the expansion of private, in particular, satellite and cable TV?

Choose one of the five British nationwide television channels and prepare a short  presentation about it (pair / small group work).

 LISTENING 3

TASK 21 Listen to Richard Moody who is going to say a few words about the role and the future of TV in the United Kingdom. Then discuss the following questions: 1. What in the speaker’s opinion can ensure the quality, variety and innovation of the British television? 2. Is the speaker optimistic or pessimistic about the future of television? 3. Do you agree with Richard Moody’s predictions about the future of television? Explain why / why not. 4. What changes have you seen in Belarusian television in recent years?

TASK 22 In the world of information overload, it’s vitally important to spot meaningful 1 points and to select the supporting words. Build up a cognitive map “Television in Great Britain” using the information from the text, your presentations and audio.

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TASK 23 Now you will learn about television in the USA. Read the text Television in the USA and discuss the questions after it. TEXT Television in the USA Television is one of the major mass media of the United States. As a whole, the television networks that broadcast in the United States are the largest and most distributed in the world, and programs produced specifically for U.S.-based networks are the most widely syndicated internationally.

148 There are four commercial TV networks in the U.S. – NBC (the National Broadcasting Company), CBS (formerly the Columbia Broadcasting System), ABC (the American Broadcasting Company) and Fox (the Fox Broadcasting Company) – that broadcast nationwide through local stations. Commercials may interrupt the shows as often as every ten minutes. There’s also a noncommercial public network – PBS (Public Broadcasting Service). Public television has a far smaller role than in most other countries. However, a number of states, including West Virginia, Maryland, Kentucky, and South Carolina, among others, do have state-owned public broadcasting authorities which operate and fund all public television stations in their respective states. The income received from the government is insufficient to cover expenses and stations also rely on corporate sponsorships and viewer contributions. All five networks broadcast twenty-four hours a day. Most TV stations have local news and weather before national and international news. Edward R. Murrow (the photo of whom you can see), the legendary American broadcaster who began his career in the 1930s, established honesty, integrity, and non- partisanship in reporting as the news industry standard. Today, though, Americans are not always getting an objective report when they tune in to the news. Instead, they often hear so-called “experts” yelling at one another about the issues of the day. Since 2000, the number of Americans turning to cable for their information has been on the rise, and a recent study conducted by the Pew Research Center (a nonpartisan American think tank based in Washington, D.C.) found that there are two main reasons for this: 1) the cable networks broadcast 24 hours a day, whereas a newscast on all five major nationwide TV networks takes place at a scheduled time – and then is over; 2) cable news programs tend to offer a lot more “opinion” than the newscasts on the five major nationwide TV networks. Nowadays there are up to 500 cable stations. Two well-known ones are HBO (Home Box Office), which shows movies, and CNN (Cable News Network), which specializes in news. Among other cable stations the most popular are MTV (music), Syfy (science fiction), Discovery Chanel (documentary), Animal Planet (documentary). Satellite TV was originally designed to offer a greater selection of programs to people in rural areas that could not easily connected to the cable system. Now it provides аnуbody who is ready to have a satellite dish installed in his or her backyard with the same programming as cable TV. DirecTV and Dish Network are the major satellite television providers. And of course The Internet and digital TV has become increasingly popular in the USA, especially for young people. Combined from https://en.wikipedia.org/wiki/Media_of_the_United_States https://www.voanews.com/archive/are-biased-sources-replacing- standard-news-networks-america

149 Discuss the following questions. 1. The television programs produced in the United States are the largest and most distributed in the world. Why? What is the secret? Explain your idea. 2. What sectors does the American television fall into? 3. American public television has a far smaller role than in most other countries. Why? Explain your idea. 4. What is the recent change in the news industry standard on American TV? What is the main reason for this change? Explain your idea. 5. Are there any other television networks in the USA apart from the five nationwide ones? 6. What caused a boom in the cable industry?

Choose one of the five American nationwide television networks and prepare a  short presentation about it (pair / small group work).

TASK 24 In the world of information overload, it’s vitally important to spot meaningful 1 points and to select the supporting words. Build up a cognitive map “Television in the USA” using the information from the text and your presentations.

WATCHING VIDEO 1

TASK 25 ANALYZING TV NEWS Millions of people watch the news on TV. For many people, newscasts are their only source of current and local information. Understanding TV newscasts will help you analyze and evaluate the information you receive. Visit https://edition.cnn.com/CNN10 and find the recent newscast. Watch it using the following strategies and the chart to track the stories. 1. Consider the type of news. Reporters, editors, and news directors don’t report every type of news story in the same way. Viewers receive different information based on the type of news the story is. The type of news also affects when and where viewers receive it.  Recognize that hard news stories are fact-based and reported in an objective, straightforward manner. They usually lead a newscast. Typically, hard news stories receive more time and space.  Understand the purpose of soft news. Stories about real people capture readers’ attention and appeal to their emotions. Soft news stories often have more quotations, details, and descriptions. 2. Consider newsworthiness. A newscast can feature only a limited number of the day’s events. Editors and news directors must choose which stories to feature, where and when to feature them, and how much time to devote to each story. Editors and news directors use the following criteria to help them determine a story’s newsworthiness.

150  Timeliness: Current or breaking stories usually receive the most prominent coverage.  Negativity.  Widespread Impact: The more people the information potentially affects, the more newsworthy the story is.  Proximity: People pay attention to a story that’s unfolding where they live.  Human Interest.  Uniqueness: Stories that are different often grab people’s attention and keep them interested.  Compelling Footage: A story may get more play if the news station has shocking or exclusive footage.

Story Subject Type Newsworthiness 1 2 3 4 5

TASK 26

Imagine you are a participant of the Summer School “Global Television” at New York  University Steinhardt. For the case study to investigate similarities and differences in the systems of the British, the American and the Belarusian Radio and TV. Make your investigation and present the results in the form of a report.

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TASK 27 The broadcasting industry is a large field that includes those working in front of the camera as well as those who handle the camera equipment itself. Study the information given in the text Careers in Broadcasting and match the names of the positions with the corresponding descriptions in the text. a) Camera operators. b) News anchors. c) Newswriters. d) Weather forecasters. e) Sportscasters. f) Producers. g) Reporters.

151 TEXT Careers in Broadcasting 1. ______are responsible for interpreting and analyzing the news data. These broadcast specialists present the news on-camera in an organized fashion. Reading news stories from the teleprompter and introducing live transmissions are some specific duties. They can sometimes specialize. They could go on to become political correspondents or sportscasters, for example. 2. ______spend their work days gathering news stories by interviewing, researching and analyzing information to prepare for later broadcast. Their duties include writing and editing their stories and sometimes taking accompanying photos or videos. In some instances, these professionals collect information and present it in the form of a live, on-the-scene news broadcast. They usually cover a specific topic that they report on, such as politics or entertainment. 3. ______work behind the scenes at broadcast stations, where they develop and plan live or taped newscasts. They are in charge of setting up the production for on-air appearances. This includes overseeing areas such as lighting, props, sets, scripts, talent and sound. It is their responsibility to coordinate on-air schedules with production staff and on-air hosts so the shows can be organized and streamlined in the time allotted for the on-air broadcast. 4. ______scientifically study weather conditions and make reports predicting what the weather will be like for the next few days. 5. ______are responsible for handling the video cameras and other equipment that is used in television studios. They must also operate mobile electronic news gathering cameras that are used outside of the studios. They must carry heavy camera equipment for long periods of time and keep up with the latest trends in video and television production and technology. 6. ______are tasked with researching stories (often going to the field for more information and interviews) and writing the actual text of the story. They must have strong research skills and be able to write in a direct but pleasant style. 7. ______appear on television or radio, giving information and news about sports events, cover sports news and may give a running commentary of a game or event in real time, usually during a live broadcast. Taken from https://learn.org/ Which of the positions seem more appealing to you and why?

WATCHING VIDEO 2

FILM WATCHING You are invited to watch the film Morning Glory, a romantic comedy set in the hilarious and dysfunctional world of the American morning television. The film features an upstart television producer who accepts the challenge of reviving a struggling morning show program with warring co-hosts.

152 Main characters: Becky Fuller, Mike Pomeroy, Coleen Peck, Adam Bennett Professional terms: producer, executive producer, senior producer, assistant, anchor, co-anchor, weatherman, IBS news (Day Break), CBS network (Good Morning, America), NBC network (Day show) Enjoy the watching and do the tasks that follow.

TASK 28 Who said this and in what situation. 1. We have to let you go. 2. At 8 it was adorable, at 18 it was inspiring, at 28 it is a bit embarrassing. 3. Anchors are difficult. The program is understaff, underfunded and the pay… 4. National platform is invaluable resource. 5. I devote completely to my job. 6. He is the third worst person in the world. 7. I’m pulling the train up with my teeth. 8. I’ve come to get professional feedback. 9. Every story should be sensational. 10. That was better than a great story. 11. You are worse than I am. 12. We need your useful energy.

Discuss the following questions about the plot of the film. 1. What was the reason for Becky being made redundant at the News, New Jersey program? 2. What sort of education does Becky have? 3. What position was Becky offered at IBS? 4. What problems did the “Day Break” program have? 5. Why did Mike Pomeroy refuse to work in “Day Break?” How did Becky manage to persuade him? 6. What innovations has Becky made to raise the rating of the program? 7. How has the whole story ended up?

Answer the following questions expressing your personal viewpoint. 1. How would you characterize Becky as a person and as a professional? 2. Would you like to do Becky’s job? Explain why / why not?

WATCHING VIDEO 3

Now it is high time you learnt some things about the linguistic peculiarities of a broadcasting story. You are going to watch three useful videos by University of Pennsylvania* about the language, grammar, stress and pausing of a news item. After watching, try to formulate short rules about the linguistic features of this genre. *The University of Pennsylvania (Penn or UPenn) is a private Ivy League research university in Philadelphia. Penn’s founder and first president is Benjamin Franklin.

153 Donald Trump is one of Penn’s distinguished alumni. Penn has four undergraduate schools as well as twelve graduate and professional schools. Among its graduate and professional schools is the Annenberg School for Communication that prepares specialists in critical journalism, digital media and social networks, media and communication effects, etc.

TASK 29

 Write a copy for a broadcast. Imagine you had a 5-minute slot* on a national radio station / TV channel. What genre would it be? How would you introduce it? Write the script for your slot. Remember to use: a) a lead-in sentence; b) short and simple sentences; c) present tense and contractions; d) active voice. Plan your writing in class with your partners and complete it as a homework activity. Do not forget about stress and pausing. Record your broadcast and play it back to your class. Give feedback on each other’s performances.

*A slot is a section in a radio or TV programme which has a time allocated to it in a schedule.

1 ACHIEVEMENT TEST

I. Choose the best definition (11 points). 1. A news show on television, on the internet, or on the radio: a) program; c) segment; b) commentary; d) broadcast. 2. To use a video camera (or microphone to radio) and send that recording to television sets, radios, and computers all over the world: a) segment; c) program; b) broadcast; d) teleprompter. 3. Seeing or hearing what people on television, the internet, or on the radio are saying at the time that they are saying it: a) program; c) on location; b) live; d) feel-good story. 4. A news story that is broadcasted on television, the internet, or on the radio: a) commentary; c) segment; b) feel-good story; d) program.

154 5. A script, or the written text, of what the journalist is going to say: a) copy; c) commentary; b) consumer report; d) anchor. 6. A machines that scrolls electronic text so that someone in front of the camera can read it: a) producer; c) copy; b) anchor; d) teleprompter. 7. The lead journalist who reads the news on camera: a) producer; c) correspondent; b) teleprompter; d) anchor. 8. Broadcast journalists who present news segments: a) correspondents; c) teleprompters; b) producers; d) anchors. 9. When a correspondent travels to where the news is happening and reports from there: a) segment; c) live; b) commentary; d) on location. 10. The person who decides what news stories to show, how long each story will be, and in what order: a) control room operator; c) anchor; b) correspondent; d) producer. 11. People who prepare video clips, edit sound, or control the teleprompter: a) control room operators; c) anchors; b) producers; d) correspondents.

II. Choose the correct word (15 points). 1. … (BBC / NPR) is a nonprofit radio network without commercials that produces and distributes news and cultural programs in the USA. 2. … (Hard / Soft) news stories are fact-based and reported in an objective, straight forward manner. They usually lead a newscast. Typically, such news stories receive more time and space. 3. A … (news anchor / producer) interprets and analyzes the news data, presents the news on-camera in an organized fashion, reads news stories from the teleprompter and introduces live transmissions. 4. A … (producer / reporter) works behind the scenes at broadcast stations, where they develop and plan live or taped newscasts. 5. All BBC radio stations and TV channels are … (commercial / non-commercial). 6. Almost all radio stations in the USA are … (commercial / non-commercial). 7. Radio in Great Britain is dominated by … (BBC / NPR), which operates radio stations both in the United Kingdom and abroad.

155 8. The BBC has … (four / five) national radio networks. 9. The most popular radio station by number of listeners is … (BBC Radio 2 / BBC Radio 5 Live). 10. There are … (four / five) commercial TV networks and … (one / two) non-commercial public network in the USA. 11. Two well-known cable stations in the USA are … (CNN / HBO / MTV), which shows movies, and … (CNN / Discovery / HBO), which specializes in news. 12. When a broadcaster presents the news, they want to communicate immediacy to the audience. The main ways to do this are to use … (past / present / future) tense and … (active / passive) voice.

III. You’re going to read an article on a Nordic phenomenon called “Slow TV” – watching something on television in real time for hours and hours. Complete the article with the correct word (10 points).

a live broadvast  broadcaster  cameraman  continuous coverage  featured  segments  shows  the programme  tuned in  viewers

Slow TV: the Latest Nordic Trend Characterised by hour upon hour of 1) ______by fixed cameras on one subject, Slow TV has been championed by Norway’s television channel NRK 2 (Norsk Rikskringkasting). It all began in 2009, when 2) ______of a seven-hour train trip from Oslo to Bergen attracted an audience of one million – or 20 per cent of Norway’s population. This was followed by an even longer broadcast of a cruise ship sailing along Norway’s west coast. More than half the country 3) ______to this 134-hour epic. 4) ______was also shown online, and 4 per cent of the people who watched outside Norway were from the UK. NRK’s marathon broadcasts are now booming. On offer last year were 18 hours of salmon swimming upstream, 100 hours of chess played by a Norwegian grandmaster and an epic “sheep-to-sweater” view of knitting. “They allow you to go far deeper, to enjoy more details,” a viewer told the German 5) ______Deutsche Welle. Not that Germans are new to Slow TV, because the Berlin-based Bahn TV followed train rides across Germany from 2003 to 2008. The British 6) ______Peter Middleton did something similar 20 years earlier, when he created “Video 125” (named after British Rail’s high-speed trains) with the intention of recording the driver’s-eye view of the entire British rail network. But the roots of Slow TV go even further back, at least as far as Andy Warhol’s 1963 conceptual movie “Sleep” – which 7) ______six hours of a snoozing poet, John Giorno. In 1966 New York City television station WPIX produced a Christmas film called “Yule Log,” which showed a burning log in a fireplace accompanied by festive music. Norwegian TV did something similar in 2010 when it hosted “National Firewood Night,” a 12-hour broadcast of logs being cut and burned – although it introduced a social-media element, inviting Facebookers to submit advice on how to position the wood. 8) ______became very excited about when the next log was going to be laid.

156 It has been observed that, of the millions of Norwegians who tuned in to NRK’s cruise-ship epic, most watched only small 9) ______Others ask why people don’t just reach for a book if they want a break from TV? But then television drama has become more like books – this started in America, since 10) ______like “The Sopranos” and “The Wire” and “Mad Men” have been popular. In Britain, because webcams and shows like “Big Brother,” many young people are used to a lack of pace and excitement. However, perhaps the older generation discovered Slow TV first – I’m talking, of course, about televised cricket. Taken from https://www.independent.co.uk/

IV. Checking understanding. Mark the correct answer to each question (5 points). 1. What did Norway’s first 7-hour Slow TV programme show? a) a train journey; b) somebody reading; c) drying paint. 2. How many people watched it? a) 500; b) 1 million; c) 10 million. 3. The same Norwegian TV channel televised a journey by ship. How long was the programme? a) 24 hour; b) 72 hours; c) 134 hours. 4. Which “slow sport” was televised on Norway’s Slow TV channel? a) chess; b) cricket; c) walking. 5. What did the first “slow film” show? a) cows eating grass; b) a person sleeping; c) a rainy day. 6. When was the first “slow film?” a) 2001; b) 1983; c) 1963.

IV. Checking understanding. Put T (True) or F (False) next to each statement (9 points). 1. Slow TV began in Norway in 2008. 2. Slow TV programmes are not very popular. 3. Slow TV is new in Germany. 4. Filming long train journeys started in the UK. 5. The first Slow TV film was called Sleep. 6. Viewers found “National Firewood Night” boring. 7. Most Slow TV viewers watch the programmes from start to finish. 8. American television dramas have become more like books. 9. In the UK, young people are used to Slow TV.

Total score – 50 points UNIT VI NEW MEDIA

The past decade has seen more change in the craft of journalism than perhaps any other. Some of the changes have erupted into the mainstream, others have nibbled at the edges. Paul Bradshaw, British online journalist and blogger, professor, author of online journalism handbooks

The fast and vast growth of the Internet and World Wide Web has given rise to new media – an interactive two-way communication with users being the active producers of content and information. New technologies have a huge impact on the journalism fi eld which has led to the emergence of a separate type of journalism – online journalism. The speed at which news can be disseminated on the Web and the profound penetration to anyone with a computer and Internet connection have greatly increased the quantity and variety of news reports available to the public. While the bulk of online journalism is the extension of existing print and broadcast media into the Web via online versions of their primary products, it is also introducing new formats of reporting news that are a great challenge to the traditional media.

In this unit you will learn about:  the ways online journalism diff ers from the traditional media;  the unique online formats;  the pros and cons associated with the advent of online journalism;  its infl uence on traditional media and audiences;  the emerging ethical problems connected with online journalism;  job requirements and career prospects in online journalism market.

You will be able to:  make a vocabulary map on the topic;  make a cognitive map on the topic;  speak about the distinguishing features and formats of online journalism;  discuss the future perspectives of online journalism;  speak about career prospects in online journalism.

158 STARTER

No doubt, the Internet has become an essential part of our life. It has changed our life in numerous aspects and has brought numerous opportunities.

 What is the Internet? What was it created for?  Are the Net and World Wide Web the same things?  Are you an active Net user? How much time do you spend online?  What do you usually use the Internet for?  Describe your favorite website or a website that you often visit.  Do you consider yourself web-savvy? Why yes / no?  Do you use the Internet as a news source? What platforms do you use?  What do you understand by the term “new media?”  What types of new media are you familiar with? How useful do you find them?  Do you want to become an online journalist? Why yes / no?

TASK 1 In pairs discuss if the following are examples of new or old media. Explain why.

books  blogs  multimedia CD-ROMs  cinema  email and attachments  game consoles  interactive kiosks  interactive television  magazines  mobile phones  newspapers  podcasts  radio  software  television  websites  wikis

Decide which examples of new media in the previous exercise you associate with the following words.

Broadband connection  free downloads  high definition video on demand

Taken from “Cambridge English for the Media” by Nick Ceramella and Elizabeth Lee, series editor – Jeremy Day

TASK 2 Do you know the people in the photos? What pictures are they associated with? What is their contribution to the development of Mass Media? Tell about your role model in online news world.

159

1 2 3

4 5 6

A B C

D E

TASK 3 Oxford Dictionary of Journalism specifies that “online journalism” includes various kinds of news that are disseminated via websites, social media, RSS channels, e‐mails, newsletters and other forms of online communication.

160 Look at other definitions of “online journalism” given at the message board below. Comment on them and present your own understanding of the term.

Taken from https://www.quora.com/What-is-online-journalism

161 Write down the definition of “online journalism” and all distinctive features mentioned above.

VOCABULARY

TASK 4 Match the words with their definitions. 1. Hyperlinking a) the involvement of users in the exchange of information with computers and the degree to which this happens 2. Interactivity b) the fact that someone can be believed or trusted 3. Immediacy c) broadcasting video and sound of an event over the internet as it happens 4. Multimedia d) a web page or screen that updates often to show the latest news or information 5. Credibility e) the connection that allows you to move easily between two computer documents or two pages on the internet 6. Live streaming f) the process or practice of using another person’s ideas or work and pretending that it is your own 7. Newsfeed g) the use of a combination of moving and still pictures, sound, music, and words, especially in computers or entertainment 8. Plagiarism h) the fact that something seems real and important, which causes the feeling of being directly involved

TASK 5 Fill in the gaps with the words from the box:

interactive  evolving  bloggers  struggles  newsrooms  investigative journalism  encourages  bloggers  audiences

A media revolution is transforming the nature of journalism and its ethics. The means to publish is now in the hands of citizens, while the internet (1) ______new forms of journalism that are (2) ______and immediate. Our media ecology is a chaotic landscape (3) ______at a furious pace. Professional journalists share the journalistic sphere with tweeters, (4) ______, citizen journalists, and social media users. Amid every revolution, new possibilities emerge while old practices are threatened. Today is no exception. The economics of professional journalism (5) ______as (6) ______migrate online. Shrinkage of (7) ______creates concern for the future of journalism. Yet these fears also prompt experiments in journalism, such as non- profit centers of (8) ______.

162 TASK 6 World Web is so wide and contains so many things within it! Read the description of some web-outlets and identify them. 1. Sites that collect and categorize links from news sources. 2. Sites without much original content but many links to existing sites, like Open Directory Project, Yahoo!, AboutUs.org, etc. 3. Sites that facilitate the connection of people and involve them into discussion, like Slashdot, etc. 4. Journals / diaries written on-line and accessible to users of the Internet. 5. Sites where people set up a personal page or profile to which they could post updates on what they were doing, while also keeping track of the activities of family, friends and colleagues, like Twitter, Facebook, LinkedIn, MySpace, Google Buzz, etc. 6. Interactive seminars conducted over the World Wide Web. 7. Broadcasts of events over the World Wide Web. a) Webinars d) News aggregators b) Share and discussion sites e) Social network websites c) Webcasts f) Index and category sites g) Blogs

TASK 7 Synonyms can be very helpful when some words you want to use slip out of your mind. Forgot a word? Replace it with another word similar in meaning! The more synonyms you know the better impression you make on your partner. Here you are offered to match some synonymous pairs: 1) message board (n) a) available 2) stop (v) b) unknown 3) accessible (adj) c) post 4) anonymous (adj) d) cite 5) place (v) e) forum 6) join (v) f) aggregate 7) refer to (v) g) interrupt 8) collect (v) h) connect

TASK 8 Now it is time to check your knowledge and substitute the words in italics by a proper synonym, use the words from the previous task. 1. Many people enjoy keeping conversations on different message boards. 2. Sometimes you need to register if you want to place your message, sometimes you may stay unknown. 3. Many sites collect news from different news providers to give a twenty-four-hour news cycle to the users from all over the world.

163 4. Plagiarism is a widely spread problem nowadays. In the case you get some information from the Internet for your reports or articles, remember to refer to the sources you use. 5. Web journalism offers an opportunity to add to the story and join other people who want to discuss the topic. 6. Some sites cannot be accessible at a certain moment for technical reasons. You just need to wait or check if your Net connection hasn’t been stopped and you are still online.

GRAMMAR Reported Speech Revision

You are going to revise some grammar rules on the topic Reported Speech and do the tasks to practice your knowledge and skills in the English grammar. You can find this information in Grammar File for the Unit New Media.

& READING AND DISCUSSING 1

TASK 9 Ask any journalist today how the Internet has changed journalism, and the most likely reply will be, “How hasn’t it?” The Internet has changed journalism in every conceivable way. It has changed the journalists, the audience, the advertisers … − “the whole ecosystem.” Read the text and name the changes mentioned there. As an active Net-user and a beginning journalist, add some more ideas to provide a deeper insight into the topic. TEXT Journalism and the Internet The Internet has become a time-saving research resource for journalists and editors, especially for reporters looking for background. The Internet has opened up new ways of storytelling through different technical components. Web journalists offer a variety of media to tell their stories, such as audio, video, and digital photography. They create an opportunity for niche audiences, allowing people to have more options as to what to view and read. Online media reach a wider audience. People all over the world could be reading stories in the New York Times and sharing what they read with friends. The Huffington Post has already emerged as a leader in this respect, as it takes pride in the fact that it is an online newspaper with diversified ideas read worldwide. On social networking sites such as Twitter and Facebook people are finding and reading the news quickly as it is right at their fingertips. Readers can also subscribe to breaking news and get it on their mobile phones via SMS texts.

164 More and more people of today turn to the Internet. They can actively engage and participate in the news as online media provides the opportunity to share, discuss, and debate a certain news event taking place. Most big news sites now have a way for readers to post their comments. On some news sites, such as Digg.com, readers’ votes determine which stories make it to the front page. There is a growing number of news sites in which readers do the writing or editing – or both – of all the news that’s published. OhMyNews.com and Orato.com are just two examples in this growing category. Because of the popularity of the Internet, most people can add their own forms of journalism to the information network. Individuals who are not professional journalists who present news through their blogs or websites are often referred to as citizen journalists. One does not need a degree to be a citizen journalist. Citizen journalists are able to publish information that may not be reported otherwise, and the public has a greater opportunity to be informed. Citizen journalism is everywhere today. Online journalists have the same influence on their audiences that conventional journalists have – by choosing which stories to report; which facts, quotes, and other story elements to include and which to exclude; by choosing to tell the story from a particular point of view. A crime story told from the point of view of the victim, will elicit a different reaction from the same story told from the point of view of the criminal, for example, whether that story is presented in the morning newspaper, on the 6 o’clock TV news, or on the Web. The Web’s interactivity and hyperlinking gives the journalist more opportunities to examine multiple points of view in a particular piece than traditional, analogue media. The lack of serious space limitations permits online journalists to develop a story more fully and to publish source documents and background material. The high number of Internet users is attracting a lot of advertisers away from newspapers. Many newspapers have to close down as loss in advertising revenue further damages print media abilities to continue publishing. Internet advertising is cheaper and, no doubt, is much more promising than classified ads in print media. Although the Internet may have succeeded in revolutionising the way news is gathered and present, many people are critical of online journalists, bloggers and twitters. As online journalism is not regulated properly, the accuracy and credibility of its stories is often questioned. Taken from http://en.wikipedia.org/wiki/Digital_journalism

TASK 10 In pairs discuss the following issues:  purposes for which journalists use the Internet;  ways that the Internet has changed journalism;  opportunities which the Internet has brought to journalists and to the audience;  new ways of storytelling, multimedia elements that can be used to supplement an online story;  challenges which the Internet has brought in journalism;  the concept of citizen journalism.

165 Share with your groupmates thoughts in what ways the Internet can be useful in your own job. The Internet has been around for an almost equal amount of time as most of common media forms, but only recently it has become a popular way of retrieving information. The Internet takes the best of all other media and combines them into a very unique form. This combination of paper publishing, TV, radio, telephones, and mail is the future of communication. The Internet is a place for several types of journalism which can be defined into three broad sections. The first section is online newspapers / magazines and online broadcasting. The next group is resource files and web pages. The third is discussion groups / forums and e-mail.

TASK 11 Read the texts. While working on the material offered, write out key words and phrases that will help you reconstruct the texts and to expand a cognitive map on the topic. Work in three groups which are responsible for 1) online newspapers 2) online radio 3) online TV. Provide a detailed picture of each type of division for your groupmates. After the discussion switch the parts and try to retell everything you’ve found out from other students. TEXT Internet Media Products A. ONLINE NEWSPAPERS It would be difficult to find a daily newspaper in the UK or the USA, in fact in the world, in the 21st century that does not have or share a website. Declining profit margins and declining circulation in daily newspapers have forced executives to contemplate new methods of obtaining revenue from websites. Most newspapers in the USA have an online edition today. Some newspapers with specialized audiences such as The Wall Street Journal and The Chronicle of Higher Education and others successfully charge subscription fees. There are also many newspapers which are free of charge: The Los Angeles Times, The Washington Post, USA Today, and The New York Times. Online editions are popular in the UK as well. The Guardian experimented with new media in 2005, offering a free twelve part weekly podcast series by Ricky Gervais. Another UK daily to go online is The Daily Telegraph. In India, major newspapers went online, too, to provide latest and most updated news from them: Times of India, Hindustan Times, The Hindu, Indian Express and The New Indian Express. Some newspapers even provide E-Paper which is regarded as the digital replica of the newspaper. In Australia, some newspaper corporations also offer an online version to let their audience read the news online: The Australian, Sydney Morning Herald. The Santiago Times operates out of Santiago, Chile and is 100 % on line, editions are published in English covering Chilean current events daily Monday through Friday. The true online-only paper is a paper that does not have any hard copy connections. An example of this is an independent web-only newspaper, introduced in the UK in 2000,

166 called the Southport Reporter. It is a weekly regional newspaper that is not produced or run in any format other than “soft-copy” on the Internet by its publishers PCBT Photography. Unlike blog sites and other news websites it is run as a newspaper and is recognized by media groups in the UK, like the NUJ and / or the IFJ. Also they fall under the UK’s PCC rules. Another example is the Atlantic Highlands Herald, a New Jersey based web-only daily newspaper published in the US since 1999. Print media is gradually turning to online only publication. The collapse of the traditional business model of print newspapers has led to various attempts to establish local, regional or national online – only newspapers – publications that do original reporting, rather than just commentary or summaries of reporting from other publications. An early major example in the U.S. is the Seattle Post-Intelligencer, which stopped publishing after 149 years in March 2009 and went online only. In Scotland, in 2010, Caledonian Mercury became Scotland’s first online-only newspaper with the same aims as Southport Reporter in the UK. In the US, technology news websites such as CNET, TechCrunch, and ZDNet started as web publications and enjoy comparable readership to the conventional newspapers. Also, with the ever-rising popularity of online media, veteran publications like the U.S. News & World Report are abandoning print and going online-only. Hybrid newspapers are some newspapers which are predominantly online newspapers, but also provide limited hard copy publishing. An example is Annarbor. com, which replaced the Ann Arbor News in the summer of 2009. It is primarily an online newspaper, but publishes a hard copy twice a week. B. INTERNET RADIO Internet radio (also web radio, net radio, streaming radio, e-radio webcasting) is an audio service transmitted via the Internet. Music streaming on the Internet is usually referred to as webcasting since it is not transmitted broadly through wireless means. Internet radio involves streaming media, presenting listeners with a continuous stream of audio that cannot be paused or replayed, much like traditional broadcast media; in this respect, it is distinct from on-demand file serving. Internet radio is also distinct from podcasting, which involves downloading rather than streaming. Many Internet radio services are associated with a corresponding traditional (terrestrial) radio station or radio network. Internet-only radio stations are independent of such associations. Internet radio services are usually accessible from anywhere in the world, for example, one could listen to an Australian station from Europe or America. Some major networks like CBS Radio and Citadel Broadcasting (except for news / talk and sports stations) in the US, and Chrysalis in the UK restrict listening to in-country because of music licensing and advertising concerns. Internet radio remains popular among expatriates and listeners with interests that are often not adequately served by local radio stations (such as eurodance, progressive rock, ambient music, folk music, classical music, and stand-up comedy). Internet radio services offer news, sports, talk, and various genres of music – every format that is available on traditional radio stations. C. INTERNET TELEVISION Internet television (otherwise known as Internet TV, or Online TV) is the digital distribution of television content via the Internet. It should not be confused with

167 Web television – short programs or videos created by a wide variety of companies and individuals, or Internet protocol television (IPTV) – an emerging internet technology standard for use by television broadcasters. Some Internet television is known as catch- up TV. Internet Television is a general term that covers the delivery of television shows and other video content over the internet by video streaming technology, typically by major traditional television broadcasters. Internet television has become very popular through services such as RTЕ Player in Ireland; BBC iPlayer, 4oD, ITV Player (also STV Player and UTV Player) and Demand Five in the United Kingdom; Hulu in the United States; Nederland 24 in the Netherlands; ABC iview and Australia Live TV in Australia; Tivibu in Turkey. Internet television allows the users to choose the content or the television show they want to watch from an archive of content or from a channel directory. The two forms of viewing Internet television are streaming the content directly to a media player or simply downloading the media to the user’s computer. With the “TV on Demand” market growing, these on-demand websites or applications are essential for major television broadcasters. For example, the BBC iPlayer brings in users which stream more than one million videos per week, with one of the BBC’s headline shows “The Apprentice” taking over three percent to five percent of the UK’s Internet traffic due to people watching the first episode on the BBC iPlayer. Availability of online TV content continues to grow. As an example, in Canada as of May 2011 there were more than 600 TV shows available for free streaming, including several major titles like “Survivor” and “The Daily Show” with Jon Stewart. Every night the use of on-demand television peaks at around 10 pm. Most providers of the service provide several different formats and quality controls so that the service can be viewed on many different devices. During Peak times the BBC iPlayer transmits 12 GB (gigabytes) of information per second. Over the course of a month the iPlayer sends 7 PB (petabytes) of information. Many providers of Internet-television services exist including conventional television stations that have taken advantage of the Internet as a way to continue showing television shows after they have been broadcast often advertised as “on-demand” and “catch-up” services. Today, almost every major broadcaster around the world is operating an Internet- television platform. Examples include the BBC, which introduced the BBC iPlayer on 25 June 2008 as an extension to its “RadioPlayer” and already existing streamed video- clip content, and Channel 4 that launched 4oD (“4 on Demand”) in November 2006 allowing users to watch recently shown content. Most Internet-television services allow users to view content free of charge; however, some content is for a fee. Taken from www.en.wikipedia.org

TASK 12 Choose one particular type of online media (online newspaper, online radio or online TV) and compare it with the traditional analogue. Enumerate its advantages and disadvantages.

168 TASK 13 In the digital era news-making comes far beyond the platforms mentioned above. Today the Internet offers journalists more and more media outlets to publish their stories. Blogs, social networks, wiki services, news aggregators and discussion groups are at disposal of an online journalist. Read the texts below, complete your cognitive and vocabulary maps with new information. Be ready to provide the characteristics of each media outlet. TEXT

Social Media as News Sources Development of online social networks was marked by technological advancements and employment of Web 2.0 in 2004. This new dynamic type of providing Web content allowed the users to create their own products and thus became very attractive also in relation to business activities. At present, a wide spectrum of social networks is available. These media “unite” their users on basis of different communication platforms. As a general rule, we may talk about “universal” social networks without any specific thematic (content) orientation that provide communication among individual users: Facebook, Google+, Twitter, Instagram may be categorized here. However, there are also various specialized social media that integrate users in accordance with their common interests and hobbies. For example, LinkedIn offers communication activities related to professional growth, human resources and doing business. Besides offering personal profiles of individual users, social networks also include accounts operated by commercial subjects and public institutions, firms and associations, e.g. universities. Even in the sector of education, it is crucial to employ appropriate forms of marketing communication in order to “stay in touch” with the target audiences. As the communication via social media is highly interactive, the users are able to evaluate shared contributions through “likes” and disseminate them further by “sharing” and thus adding the content to their personal profiles. Social media may also be defined as tools for interaction between journalists and recipients. The “traditional” forms of feedback (e.g. letters, phone calls) have been replaced by SMS, e-mails and reactions received through Facebook or Twitter. The social media also positively influence the overall quality of the published content as it is closely watched by the public and media producers are very well aware of that. The tendency mostly leads towards further development of journalistic reporting style and thus aims to better meet the readers’ expectations and preferences, e.g. by creation of attractive headlines, shorter sentences, interesting subheads, etc. The virtual environment created by online social media is also special because of the ways it encourages people to “join in,” to participate in various activities bound to the social network. Adapted from https://www.intechopen.com/books/ the-evolution-of-media-communication/ online-journalism-current-trends-and-challenges

169 What social networks can you name? What are their peculiarities and functions? What opportunities can each of them bring to a journalist? Do you have your personal page on some of them? Make a short report about one of the social networks as a news dissemination tool. TEXT Ways of Getting Information On-line BLOGGING

Do you know that the term “weblog” was coined by Jorn Barger on 17 December in 1997? The short form, “blog,” was coined by Peter Merholz, who jokingly broke the word weblog into the phrase “we blog” in the sidebar of his blog Peterme.com in 1999. Shortly thereafter, Evan Williams at Pyra Labs used “blog” as both a noun and verb (“to blog,” meaning “to edit one’s weblog or to post to one’s weblog”) and devised the term “blogger” in connection with Pyra Labs’ Blogger product, leading to the popularization of the terms.

The Internet has also given rise to more participation by people who are not normally journalists. Bloggers write on web logs or blogs. Traditional journalists often do not consider bloggers to automatically be journalists. This has more to do with standards and professional practices than the medium. But blogging is gaining more and more attention and is leading to serious effects on mainstream journalism. A blog is a discussion or information site published on the World Wide Web consisting of discrete entries (“posts”) typically displayed in reverse chronological order so the most recent post appears first. Until 2009 blogs were usually the work of a single individual, occasionally of a small group, and often were themed on a single subject. More recently “multi-author blogs” (MABs) have developed, with posts written by large numbers of authors and professionally edited. MABs from newspapers, other media outlets, universities, interest groups and similar institutions account for an increasing proportion of blog traffic. The rise of Twitter and other “micro-blogging” systems helps integrate MABs and single-author blogs into social newstreams. Most good quality blogs are interactive, allowing visitors to leave comments and even message each other on the blogs and it is this interactivity that distinguishes them from other static websites. In that sense, blogging can be seen as a form of social networking. Indeed, bloggers do not only produce content to post on their blogs but also build social relations with their readers and other bloggers. Many blogs provide commentary on a particular subject; others function as more personal online diaries; yet still others function more as online brand advertising of a particular individual or company. A typical blog combines text, images, and links to other blogs, Web pages, and other media related to its topic. The ability of readers to leave

170 comments in an interactive format is an important part of many blogs. Most blogs are primarily textual, although some focus on art (art blog), photographs (photoblog), videos (video blogging or vlogging), music (MP3 blog), and audio (podcasting). Microblogging is another type of blogging, featuring very short posts. “Blog” and “blogging” are now loosely used for content creation and sharing on social media, especially when the content is long-form and one creates and shares content on regular basis. So, one could be maintaining a blog on Facebook or blogging on Instagram. WIKI A wiki (sometimes spelled “Wiki”) is a server program that allows users to collaborate in forming the content of a Web site. With a wiki, any user can edit the site content, including other users’ contributions, using a regular Web browser. Basically, a wiki Web site operates on a principle of collaborative trust. The term comes from the word “wikiwiki,” which means “fast” in the Hawaiian language. A wiki allows a visitor to the “wikified” Web site to edit the content of the site from their own computer. Visitors can also create new content and change the organization of existing content. The simplest wiki programs allow editing of text and hyperlinks only. More advanced wikis make it possible to add or change images, tables, and certain interactive components such as games. A wiki provides a simplified interface. At any time, contributors can conveniently view the Web page as it looks to other subscribers, before and after the changes they have made. It is not necessary to know HTML (hypertext markup language) or perform work in HTML code. The best known example of a wiki Web site is Wikipedia, an online dictionary building collaboration. RESOURCE FILES The Internet also offers options such as personalized news feeds and aggregators, which compile news from different websites into one site. One of the most popular news aggregators is Google News. Others include Topix.net, TheFreeLibrary.com … . The list is really wide. But, some people see too much personalization as harmful. For example, some fear that people will have narrower exposure to news, seeking out only those commentators who already agree with them. A large number of aggregators rewrite articles from other news organizations. Original reporting remains a challenge on the Internet as the burdens of verification and legal risks remain high in the absence of any net-wide approach to defamation. DISCUSSION GROUPS Other significant tools of on-line journalism are Internet forums, discussion boards and chats, especially those representing the Internet version of official media. The widespread use of the Internet all over the world created a unique opportunity to organize a meeting place for people to discuss different events and problems. Often this gives a unique chance to find new, alternative solutions to different problems and conflicts, but often the Internet is turned into the battlefield by contradicting parties creating endless “online battles.”

171 An Internet forum, or message board, is an online discussion site where people can hold conversations in the form of posted messages. They differ from chat rooms in that messages are at least temporarily archived. Also, depending on the access level of a user or the forum set-up, a posted message might need to be approved by a moderator before it becomes visible. Forums have a specific set of jargon associated with them; e.g. a single conversation is called a “thread.” A discussion forum is hierarchical or tree-like in structure: a forum can contain a number of subforums, each of which may have several topics. Within a forum’s topic, each new discussion started is called as it has been stated above a “thread,” and can be replied to by as many people as so wish. Depending on the forum’s settings, users can be anonymous or have to register with the forum and then subsequently log in in order to post messages. On most forums, users do not have to log in to read existing messages. Taken from www.en.wikipedia.org

Do you agree with the classification offered here? Can you add any other types and formats offering news? Make a short report on those not mentioned above.

TASK 14 Explain in English the following notions: Online newspaper Vlogging Hybrid newspaper Microblogging Online-only newspaper Tweeting Internet radio Wiki Streaming News aggregator Internet TV A forum / message board Web television A chat Internet protocol television Instant messaging A social network Messenger channel A blog E-mailing Live blogging

TASK 15 Make a table reflecting all the platforms and their descriptions. Mark their typical features. Share what benefits each of these media outlets can bring to you. On what platforms would you like to present yourself as a professional?

TASK 16 Work in pairs. Imagine that one of you is a first year student of journalism who asks the other one for advice where to start news publishing. The second student tells about the opportunities each of these platforms gives to an online journalist.

172 TASK 17 Tell your groupmates about the format you like most of all to get news. Provide examples of websites or apps. Describe its advantages. You can found out more about storytelling formats reading Text Online storytelling forms in the Supplement for this Unit.

TASK 18 Make a survey. Ask your friends and relatives what platforms they use to get news on the Internet and why. Keeping in mind the results make a diagram and identify the most popular format. Present it to your group together with the reasons of its popularity. You can see the example below.

10 %

10 % 30 % Instagram 10 % Facebook 10 % 10 % tut.by

20 % onliner.by google news

WATCHING VIDEO 1

WHY MOBILE JOURNALISM IS A MUST FOR NEWS ORGANIZATIONS TASK 19 Maybe you have noticed that more and more people are turning to their gadgets to get the news. Watch the video and enumerate reasons why mobile journalism is getting more and more popular. https://www.youtube.com/watch?v=uWMfU9wyXXQ&t=12s 1. What opportunities does mobile journalism offer? 2. Enumerate advantages of a smartphone as a professional tool of a journalist. 3. What functions of a smartphone can be used by a journalist for storytelling? 4. Would you like to be a MoJo? Explain your point.

You can discover more reasons why mobile journalism is getting more and more popular while reading Text Mobile journalism in the Supplement for this Unit.

173 & READING AND DISCUSSING 2

TASK 20 You have learnt a lot about online formats. What are their pluses and minuses 1 as compared to their traditional counterparts? The text below and your personal experience will help you to collect facts and fill in the table.

Advantages Disadvantages … …

TEXT Advantages and Disadvantages of Online Journalism Online journalism has both advantages and limitations. This is due to the many characteristics and issues specific to the medium. One of the most significant advantages of online journalism is its immediacy. Prior to the development of online journalism radio was the most immediate medium, with news bulletins every thirty minutes or every hour. However, the online environment allows for much greater immediacy. Journalists in this medium have the unique ability to publish news events as they happen. They can then update the stories to include subsequent information easily and speedily at any time of the day or night. As soon as the information is uploaded to the web, it is available around the globe. Other advantages of online journalism relate to other medium-specific characteristics. The incorporation of multimedia elements makes news websites more informative and entertaining. Hyperlinks, blogs and discussion forums allow web-users a more hands- on experience, allowing them to be participants in the news process. The archiving ability of news websites is also a great advantage as it provides an extensive research resource to the public. Another advantage of online journalism is that the medium is reflecting changes in society as well as technology. About one hundred million people access the world wide web and the number is ever increasing. As online information can be accessed at any time, it is a convenient way for people to stay up-to-date on local, national and world news. Despite the numerous advantages of online journalism, there are also limitations. The benefit of immediacy can give rise to some serious ethical issues. The desire to publish new information and the ease of which it can be altered may cause information to be made accessible before it is verified. This undermines the journalistic principle of accuracy and can lead to misinformation. Another potential problem is the dilemma of breaking a news story immediately on the Internet and therefore alerting rival news outlets, or waiting to break the news in another medium and have an exclusive story.

174 Other limitations are more general. The immense size of cyberspace and the extent of information available may intimidate audiences and cause information overload. Furthermore, it may be difficult for audiences to distinguish between credible news websites and other non-official news websites. This can lead to confusion and misinformation. There are also limitations in online journalism regarding the issues of surveillance, censorship and privacy. Taken from http://jazaka.blogspot.com/2010/08/ advantages-and-disadvantages-of-online.html

TASK 21 Let`s draw some conclusions:  Name all the distinctive features of online journalism.  Enumerate all current trends occurring in digital journalism.  Compare the advantages and disadvantages of online journalism with the pros and cons of traditional one.  How has the Internet affected traditional journalism?  How reliable is online information?

TASK 22 On the basis of your knowledge have a group debate on the future of journalism. Will online reporting replace traditional media? Provide your standpoint and defend it with arguments. The following videos can give you some ideas.

WATCHING VIDEO 2

THE FUTURE OF JOURNALISM: TOM ROSENTIEL AT TED*ATLANTA TASK 23 After watching the video about the future of journalism, complete the tasks that follow it. https://www.youtube.com/watch?v=RuBE_dP900Y&t=1s.

A. Explain the meaning of the following notions: Classified ad “Show me” era Craiglist Attention span Newsroom Crowdsourcing (open) journalism “Trust me” era

B. Fill the gaps with the correct statistic figures and make a conclusion from the given numbers. 1. ______of the classified advertising in newspapers ten years ago is gone. Newspapers have _____ less revenue than they had in 2000. The number of reporters in newspaper

175 newsrooms in the United States is ______less than it was ten years ago. The audience for network news like ABC, NBC, CBS is ____ what it was in the 1980s. 2. _____ of American adults say they get more news than they used to. ____ say they get less. And on mobile devices where the news is more convenient ___ say they get more news than ever before. ____ of people first hear about breaking news from TV and then go elsewhere to get that news. _____ went to a second source and _____ of those people went to a source that was a different platform. ____ of them go to familiar trusted brands who they know have a track record. 3. The average age of a traditional newspaper reader is ____. The average age of newspaper reader on a mobile device is ____. And the average age of a mobile only reader is ____. More than ____ of people 18 to 40 read a newspaper every week but _____ of them do it digitally. 4. For the first ___ years of the Internet people did not read long form on computers. The length on any one web page was ___ seconds. But now ____ of people who get news on tablets say they read long stories on them and ____ do it every day. ____ of people who get their news on their smartphones read long stories on them. 5. ____ newspapers today charge for digital subscriptions. ____ did three years ago.

C. State whether the following sentences are True (T) or False (F). Comment on them using information from the video. 1. Nowadays traditional media are financially challenged. 2. Nowadays audience has to adapt to the media. 3. Digital technologies bring new audiences to news media. 4. The audience will determine the future of news. 5. Nowadays people read news less. 6. Our society has gone with “show me” era to “trust me” era. 7. Nowadays journalists should provide evidence and be transparent in the way they deliver news. 8. Crowdsourcing journalism has a lot of advantages for reporters.

D. Answer the questions. 1. What is the present state of traditional journalism? 2. How the Internet influenced print media? 3. What benefits does digital journalism provide? 4. How should the news of the future be presented? 5. What is the speaker`s opinion on the future of journalism? Innumerate all his points to prove the idea. 6. Do you agree with the speakers’ standpoint? Why yes /no?

E. Work in groups. Enumerate all the recommendations to modern media you can give on the basis of this talk. Come out with the detailed set of rules how to be successful in modern journalism.

176 WATCHING VIDEO 3

JOURNALISM IN 10: STUDENTS ON THE FUTURE OF MEDIA TASK 24 Watch the video and fill in the table with the corresponding opinion. https://www. youtube.com/watch?v=e23mInmBHNY Sahara White, Southern California Easter Wood, City University of New York Nathan Eckstrand, Pittsburgh, Pennsylvania David Spett, Campus Progress Harry Waisbren, Madison, Wisconsin

So if you’re interested in pursuing the career in digital journalism, watch the next video interview with an online journalist Reece who will tell you what steps you need to take to succeed in the sphere.

WATCHING VIDEO 4

I WANNA BE ONLINE JOURNALIST TASK 25 Watch the video and do the tasks that follow it. https://www.youtube.com/ watch?v=qFIejeUSW9U

A. Answer the questions. 1. What is the massive part of online journalism according to the host? 2. What does it mean to be a bit of a one-man band? 3. What is the typical day of Reece? 4. Why did he want to become an online journalist? 5. What is the hardest part of online journalist according to Reece? 6. What steps do one need to take to enter the field? 7. What specific skills and qualities should a person possess to become an online journalist?

B. Work in two groups: one of them is responsible for typical day of online journalists. Make a detailed picture of their duties. Make a presentation about it. The second group should make a presentation on the portrait of an online journalist. Depict all qualities and skills that lead them to success. You can use some prompts from Text Entering the field of online journalism in the Supplement.

177 C. Make a creative and detailed roadmap how to become an online-journalist. Write or draw what qualifications, experience and skills one should have to enter the career. Turn to Text Become an Online Journalist: Education and Career Roadmap in the Supplement for this Unit to have a look at the example.

TASK 26 In the previous century, journalists were a clearly defined group. For the most part, they were professionals who wrote for major mainstream newspapers and broadcasters. The public had no great difficulty in identifying members of the “press.” Today citizens without journalistic training and who do not work for mainstream media call themselves journalists, or write in ways that fall under the general description of journalists as someone who regularly writes on public issues for a public or audience. It is not always clear where the term “journalist” begins or ends. If someone does what appears to be journalism, but refuses the label “journalist,” is he or she a journalist? On the basis of the information from the videos you watched and your own knowledge organize a panel discussion to find the answers to the following hot questions. 1. How would you define a professional journalist in the age where anyone is able to publish online? 2. Do we need trained journalists? 3. Would you class a blogger as an online journalist? 4. Do bloggers have the same responsibilities and obligations as the traditional journalists? 5. Do bloggers and tweeters have their own ethical standards? How much do they differ from the ethical principles of traditional journalists? 6. Do you believe that bloggers and other citizen journalists should be expected to work under the same codes of practice as professional journalists or follow their own standards? 7. Do you agree that online forms of journalism present new ethical dilemmas? What are they? 8. Should the present-day media ethics be rethought and reinvented? Why yes / no? 9. Should online journalists have a separate code of ethics, different from the traditional media?

TRANSLATION AND WRITING ACTIVITIES

TASK 27 Practice translating the following text into Belarusian / Russian.

Writing News Stories for the Web By Tony Rogers Updated October 09, 2019 Journalism’s future is clearly online, so it’s important for any aspiring journalist to learn the basics of writing for the web. Newswriting and web writing are similar in many

178 ways, so if you’ve done news stories, learning to write for the web shouldn’t be hard. Here are some tips to help you learn how to get started writing for online news. Keep It Short People generally read slower from a computer or phone screen than on paper. So if newspaper stories need to be short, online stories need to be even shorter. A general rule of thumb: Web content should have about half as many words as its printed equivalent. So keep your sentences short and limit yourself to one main idea per paragraph. Short paragraphs look less imposing on a web page. Break It Up If you do have an article that’s on the long side, don’t try to cram it onto one web page. Break it up into several pages, using a clearly visible “continued on next page” link at the bottom. Focus on SEO Unlike newswriting, writing for the web has to take into consideration search engine optimization (SEO). You put in the work to write a great article, and you want people to see it online – this means following SEO best practices. Research and apply Google’s content and technical guidelines for inclusion on the Google News page to ensure that your site’s articles pop up with other reputable publications. Incorporate relevant keywords and link to other articles within your site as well. Write in the Active Voice Remember the subject-verb-object model from newswriting? Use it for web writing as well. S-V-O sentences written in the active voice tend to be short, to the point, and clear. Use the Inverted Pyramid Summarize the main point of your article right at the start, just as you would in the lead of a news story. Put the most important information in the top half of your article, the less important details in the bottom half. Highlight Key Words Use boldface text to highlight especially important words and phrases. But use this sparingly; if you highlight too much text, nothing will stand out. Use Bulleted and Numbered Lists This is another way of highlighting important information and breaking up chunks of text that may be getting too long. Bulleted and numbered lists can help you organize details in a story in a way that is easily digestible for readers. Use Subheads This is a key to the standard online journalism format. Subheads are another way to highlight points and break up text into user-friendly sections. Keep your subheads clear and informative so a reader can navigate the story or skim the page. Use Hyperlinks Wisely Use hyperlinks to bring readers extra, contextual information to your story. Keep in mind that it’s best to hyperlink internally (to another page within your own site). Taken from https://www.thoughtco.com/writing-for-the-web-2074334

179 TASK 28 Imagine that you work for a digital newspaper. You have the task to keep its profile on social networks. You need to publish some news there. Choose an event you’ll write about. If you have no ideas find them in print newspaper and try to adapt the text to social networks peculiarities. Keep in mind rules given above.

TASK 29 Choose a topic and make your own presentation. Option 1. Analyse an online version of a newspaper / magazine or a TV / Radio channel. Study its structure, content, linguistic and extralinguistic peculiarities in material presentation and audience. Compare it with its traditional version if there is any. Which version is more popular with readers / viewers / listeners? Think over the possible reasons for more popularity. Will the situation change in future? Organize your findings and ideas in a report and speak out in class. Option 2. Do you have a blog of your own? If yes, introduce it to your group mates and speak about the following: What made you start blogging; which knowledge and skills you needed to create your blog; how it is organized structurally and what kind of information you provide your audience with. If you haven’t got your own blog yet, research for what you must know and what you need to do to create it. Make a detailed plan of your actions and share it with other students.

1 ACHIEVEMENT TEST

I. Solve the crosswords (10 points). 2 6 3 5 10

9 4 7 1

8

1. The newspaper which is predominantly online, but which also provides a limited hard copy. 2. To transfer data from a computer or a phone to another device or to the Internet.

180 3. A site of discussion of a particular topic. 4. An audio file similar to a radio broadcast which can be downloaded and listened to on a computer. 5. A system that allows various networks around the world to interconnect. 6. To make something more modern or suitable for use now by adding new information. 7. A software package that enables a user to find and read hypertext files, esp. on the World Wide Web. 8. A group of connected pages on the World Wide Web containing information on a particular subject. 9. Each single conversation of a forum. 10. Broadcasting of events over the World Wide Web.

II. Match the word with its definition. Pay attention that there is one odd term (12 points). 1. Blog a) a service or an online platform which people use to build social relationship with other people 2. Social network b) a computer program that is written and designed for a specific need or purpose 3. Mobile journalism c) a system of interconnected computer systems, terminals, and other equipment allowing information to be exchanged 4. Netiquette d) a user of the Internet 5. News aggregator e) journalism in which professionals collaborate with ordinary people to create a product 6. Bookmarking f) all of the data stored in a large computer or network represented as a three-dimensional model through which a virtual-reality user can move 7. Webinar g) a journal written on-line and accessible to users of the Internet 8. Application h) form of new media storytelling where reporters use portable electronic devices with network connectivity to gather, edit and distribute news from his or her community 9. Crowdsourced i) identifying and storing (a website) so that one can return journalism to it easily 10. Cyberspace j) an interactive seminar conducted over the World Wide Web 11. Network k) a service collecting and categorizing links from news sources 12. Netizen l) A set of rules about behavior that is acceptable on the Net 13. Hyperlink

181 III. Complete the following tips for successful blogging, using the words in the box (7 points).

White space  entries  main  knowledgeable  mistakes  titles  useful

1. Readers only have a short attention span so keep your blog ____ short. 2. Blogs must be ____: for example they should provide the reader with entertainment, news, debate, etc. 3. Use short, descriptive, interesting _____ for blog entries. 4. Use headings, sub-headings, lists, ______, photos, images, underlining, etc. to help readers navigate your blogs more quickly. 5. Blog about something you are _____ or passionate about. 6. Include your ______point in the first couple of sentences so readers can decide if they want to continue reading your post. 7. Check your blog for ____. A well-written blog is easier to read than a blog with confused content and language errors.

IV. Read the following sentences and translate the words and word-combinations in italics into English. This activity is a good way to train your memory and refresh your English vocabulary (8 points). 1. While writing for (цифровых медиа) the writer will need to be more (лаконичным) using shorter sentences and paragraphs. 2. (В социальных сетях) such as Twitter and Facebook people are finding and reading the news quickly as it is right at their fingertips. 3. Readers can also (подписаться на) breaking news and get it on their mobile phones via SMS texts. 4. Internet radio involves (потоковые) media, presenting listeners with a continuous stream of audio that cannot be paused or replayed. 5. (Социальные медиа) may also be defined as tools for (взаимодействия) between journalists and recipients. 6. The Internet also offers options such as personalized (новостные ленты). 7. Most good quality blogs are interactive, allowing visitors to (оставлять комментарии). 8. Depending on the forum’s settings, users can be (анонимными) or have to (зарегистрироваться на) the forum

V. Translate the underlined parts into Belarusian / Russian (8 points). 1. Many people nowadays have a twenty-four-hour access to the Internet. 2. Sometimes you need to log in to post your message on the forum. 3. It is a great way to tell a more complete story using all modern means of communication.

182 4. The Internet has become a time-saving research resource for journalists and editors, especially for reporters looking for background. 5. One does not need a degree to be a citizen journalist. 6. The “traditional” forms of feedback have been replaced by SMS, e-mails and reactions received through Facebook or Twitter. 7. But blogging is gaining more and more attention and is leading to serious effects on mainstream journalism. 8. Original reporting remains a challenge on the Internet as the burdens of verification and legal risks remain high in the absence of any net-wide approach to defamation.

Total score – 45 points GRAMMAR FILE

UNIT I THE PROFESSION OF A JOURNALIST

GRAMMAR Verb Tenses Revision: Active Voice

In Journalism, the use of Voice (active or passive) is meaningful, as active verbs move the action and reveal the actors while passive verbs emphasize the receiver. Compare: a) I read the report, and I admit I made a mistake (active); b) It was admitted that the report has been reviewed, that mistakes were made (passive). In journalism writing Active Voice prevails as it allows for a more direct language and clear indication of action performed by the subject.

Simple Continuous report / reports am / is / are reporting write / writes am / is / are writing used for permanent situations and states, used for actions taking place now repeated and habitual actions, timetables or around the moment of speaking, and programs, general truths and laws of temporary actions, fixed arrangements, Present Present nature, reviews and dramatic narrative changing and developing situations, to express irritation and criticism with always, continually, forever, constantly

Reported was / were reporting wrote was / were writing for actions that happened one after for actions in the middle of happening another, past habits and states, completed at a stated past time, actions in progress Past Past action or event at a stated time, actions interrupted by another past action, two not connected with the present or more simultaneous past actions, back- ground descriptions of events in a story

184 Simple Continuous have / has reported have / has been reporting have / has written have / has been writing for actions which started in the past and for actions started and finished in the continue up to the present, recently finished past and lasted some time with result actions with result visible in present, actions visible in the present, to put emphasis on happened at an unstated time in the past, the duration of an action which started in Present Perfect Present to put emphasis on number, to express the past and continues up to the present, personal experiences / changes to express anger or annoyance had reported had been reporting had written had been writing for actions happened before another action for action continuing over a period of time or a stated time, visible results in the past, to a specific time in the past, for certain Past Perfect Past as past equivalent to the Present perfect durations with visible results in the past will (shall) report will be reporting will (shall) write will be writing for on the spot decisions, actions we for actions in progress at a stated future

Future Future cannot control and that will inevitably time, actions as a result of a routine happen, actions we haven’t decided to or arrangement routine, when asking do yet; for hopes, fears, offers, requests politely about people’s arrangements will have reported will have been reporting will have written will have been writing

Future Future for actions finished before a stated future for actions which will continue up until a Perfect time particular event or time in the future

Some notes on specific usage of Active Voice in journalism writing: In newspaper headlines (Headlinese style) a) Most verbs are in the Simple Present, e.g.: Governor signs bill. b) The future is expressed as “to” followed by a verb, e.g.: Governor to sign bill. In Hot News writers can use the Present Perfect to announce news and the Past Simple to give the details of what happened at a definite time:  Have your heard? Maria has just quit. She went up to the boss and shouted.  What did the boss say?  Nothing! He just looked really shocked and told us to get on with our work! In providing a commentary on the events as they occur, reporters and commentators use the Present Simple instead of the Present Continuous: e.g.: Ronaldo dribbles round the defender and shoots.

TASK 1 Read the passage. State and explain grammar usage of the highlighted verbs. Here is the Saturday morning news. Public transportation unions have just put an end to the ten-days-strike. Millions of commuters were really pleased to hear the news. Negotiations on retirement issues started two days ago, within the companies. Unions

185 decided to return to work yesterday evening, but they also threatened to start another strike in December if the results of the negotiations don’t meet their requirements.

TASK 2 Read the news brief. Use the necessary tense form of the verbs (keep in mind the text is a piece of journalism writing). Now it’s 21.30 on 23rd November, 2007. A strong hurricane 1 (to pass through) Bangladesh. But the country has very poor capabilities to overcome this natural destruction within a very short time. So it takes a lot of time to recover. The people of Bangladesh 2 (to be) really shocked although they 3 (to hear) the precaution but 4 (not to believe) that alert.

TASK 3 Use the appropriate grammar tense. 1. Journalists (to question) sources and (to dig) around for news pegs as part of their daily routine. 2. People say the media (to be) biased today. 3. The Internet (to change) the way people (to get) news in the recent years. 4. She (to host) the morning news show for about five years before the channel (to change) its broadcasting policy. 5. Reporters Without Borders (to release) its annual Press Freedom Index last Tuesday. 6. Some ace journalists believe new media (to destroy) the credibility of mainstream journalism. 7. He is a very motivated student. By graduation from university he (to file) a good portfolio and (to get) his foot in the media door. 8. Some of the stories we (to cover) were really inspiring. 9. Meeting deadlines always (to be) an integral part of the newsroom reality. 10. The way information is delivered to the public (to transform) greatly in the recent years, and it (to change) even more by the 2020s.

UNIT II TRAINING FOR JOURNALISM ABROAD

GRAMMAR FILE Passive Voice Revision

to be + past participle (pp) Passive Voice construction is used when the action itself is more important than the person who carries it out, as in news headlines, newspaper articles, formal notices, instructions, advertisements, etc. Note: the passive is used more often in written English than in spoken English.

186 Grammar tense Example Present Simple am / is / are + pp He is educated to become a journalist at the courses twice a week. Present Continuous am / is / are being + pp He is being educated to become a journalist now. Present Perfect Simple have / has been + pp He has already been educated to become a journalist. Past Simple was / were + pp He was educated to become a journalist in the early nineties. Past Continuous was / were being + pp He was being educated to become a journalist when I first met him. Future Simple will be + pp He will be educated to become a journalist after graduating from school. Future Perfect Simple will have been + pp He will have been educated as a journalist by the time he graduates from the university. Present Infinitive (to) be + pp He needs to be educated as a journalist if he wants to be promoted. Modals modal be + pp He can be educated as a journalist if he enters School of Communication.

TASK 1 Read the text. Find the Passive Voice constructions and translate them into Russian.

The United Kingdom Journalism Education Landscape What might be called “the British system” of journalism education and training has undergone extraordinary transformation in the last 35 years. This was comprised of three interrelated aspects. First of all, journalism education primarily involved university graduates. Second, growing numbers of those graduates were enrolled in dedicated to journalism programs and, third, most of these courses of study were located in higher institutions. Education and training in the UK are offered in two main modes: prior to employment (called “pre-entry”) and following employment (mid-career and professional development). In the pre-entry realm a range of degrees, diplomas, certificates at undergraduate and postgraduate levels are awarded. Many of these awards are accredited by industry bodies which simultaneously provide their own courses and qualifications. Attempts were made to codify them all under a National Qualification Framework and European standards under the Bologna Declaration. 70 courses in

187 40 institutions (including 22 universities, four commercial organizations and two media companies) were accredited by the National Council for Training Journalists in the UK at the moment of writing this article. Taken from Michael Bromeley, “The United Kingdom Journalism Education Landscape”, “European Journalism Education”, first published in the UK in 2009 Intellect, the Mill, Pamall Road, Fishponds, Bristol, BS 16 3JG, UK

TASK 2 Re-write the sentences in Passive Voice. 1. Students can explore various forms of journalism (print, broadcast or online). 2. The links with media education establishments abroad and global media outlets keep the graduates in touch with the pulse of the industry and up to date with the latest trends in the media sector. 3. Do technical demonstrators teach students the skills needed to use the specialist journalism suites including newsrooms, TV and radio studios? 4. Lecturers will teach students through a range of methods from lectures, presentations, seminars and workshops. 5. In this course students do not have the option to gain a NCTJ accreditation. 6. Minor is a block of course work completed in any academic unit outside the major; the student’s academic unit must approve the minor. 7. College of Journalism and Communication offers the Master of Arts in Mass Communication degree. 8. In either track, students may choose from the following specializations: Journalism, Public Relations, Telecommunication, International / Intercultural Communication. 9. Applicants must submit recent official scores from the Graduate Management Admission Test (GMAT) and official transcripts for all previous academic work. 10. All program options require at least two years of full-time professional work experience performed after receiving an acceptable bachelor’s degree, along with written essays and personal recommendations from employers.

TASK 3 Complete the text, using the phrases from the box:

have been designed  will be supported  will be required  is delivered  will be awarded  are based  are provided with

The course International Journalism for Digital Media (1) ______at the University’s state of the art facility at MediaCityUK, which has specialist journalism suites including newsrooms, TV and radio studios staffed by highly competent technicians, demonstrators and trainers. Our core modules (2) ______to ensure that you’ll learn the key skills needed to succeed on this course. Students (3) ______a timetable that include a breakdown of the scheduled lessons with timeslots for students to explore their independent research interests. The classes (4) ______at MediaCityUK campus

188 with the BBC and ITV studios next door. You (5) ______by your module tutors and will undertake a work placement within the journalism community of practice. Once you’ve completed your modules, you (6) ______with credits that will eventually contribute towards your overall finished award. International applicants (7) ______to show a proficiency in English.

TASK 4 Read the text. Change the words in italics into the Passive Voice constructions. Make the necessary changes in the word order.

The Origins of Journalism Education in Sweden In the fall semester 1905 professor Otto Sylwan, head of the department of literature, (1) held a series of lectures on journalism at the University of Gothenburg, analyzing American journalistic writing. It was no journalism education per se, but it (2) reflected the interest in increasing knowledge in this field. Two years later the board of the Swedish Union of Journalists, founded in 1901, (3) discussed a proposal to initiate formal training of journalists. At the beginning of the twentieth century they (4) defined learning of journalism craft as two years of non-salaried work in newspaper. In 1900 Stockholm journalists (5) discussed the first code of conduct. And in 1916 the Publicists’ Club (PK) (6) established an honorary court to solve conflicts between journalists. The Swedish Union of Journalists and the Association of Newspapers Publishers (7) backed up the initiatives of the PK to increase the quality of journalism. So, in the early 1930s they (8) founded a private school in Stockholm with the focus on journalistic writing. The most interesting initiative was a Bachelor of Journalism program started at the University of Gothenburg in 1938. It was a program which (9) offered students courses relevant to journalism, supplemented by seminars with leading journalists and a possibility for internship. Taken from Marina Ghesetti and Lennart Weibull, “The Swedish Journalism Education Landscape”, “European Journalism Education”, first published in the UK in 2009, Intellect, the Mill, Pamall Road, Fishponds, Bristol, BS 16 3JG, UK

UNIT III PRINT MEDIA

GRAMMAR Verbals Revision

Verbals are special forms of the verb such as infinitive, participle, gerund. The infinitives are:  the to – infinitive (e.g. I hope to publish my first article soon.);  the bare infinitive (without to) (e.g. in the Middle Ages only few people could read or write.).

189 Tenses of the infinitive Active Passive Present (to) edit (to) be edited Present Continuous (to) be editing – Perfect (to) have edited (to) have been edited Perfect Continuous (to) have been editing –

The to-infinitive is used to express purpose He stopped in the center of the street to read the advertisement on the bill board. after certain verbs (know, decide, ask, People learned how to print books in the 15th century. learn, remember, etc.) followed by the At the beginning of the 19th century some of the question words, and some other verbs newspapers appeared to be too partisan. (advise, agree, appear, expect, hope, manage, want, etc.) after adjectives such as nice, sorry, He was glad to be appointed the chief editor of the glad, happy, afraid, etc. city newspaper. after too and enough He is educated and experienced enough to be appointed the chief editor. after would like, would love, would I would prefer to read a tabloid newspaper if I don’t prefer to express specific preference need to learn political news. The bare infinitive is used after modal verbs (may, should, can, You can learn about what is happening in the country must) in the rubric “home news.” after verbs let, make, see, hear, feel Rupert Murdock made some experienced journalists leave the newspaper after he had bought the Times.

The participles are:  present participles (e.g. publishing);  past participles (e.g. published);  perfect participles (having published). The participles are used to express time Having published the classified military documents the New York Times had to explain its position in court. to express reason Being unsatisfied with the newspaper partisanship John Gordon Bennett founded a new newspaper- the New York Herald.

190 The participles are used instead of a relative pronoun Journalists not working in the staff are known as freelancers. and full verb as an adjective A new advertising agency has been opened recently. Advertorial is an advertisement designed to look like editorial.

The -ing form (the gerund) is used as a noun Reading is a very good habit. after love, like, enjoy, dislike, Most businessmen prefer reading the Financial Times or the hate, prefer to express general Wall Street Journal. preference after certain verbs (consider, Joseph Pulitzer suggested using sport comments in the avoid, deny, look forward to, newspaper to attract more readers. confess, risk, mind, suggest, etc.) after it’s no use, it’s (not) worth, There’s no point in discussing the matter of possibility of it’s no good, there’s no point in, invasion of privacy. It’s out of the question. can’t help, can’t stand, be used to, etc.

TASK 1 Read the sentences. Pay attention to the words in italics. State the type of a verbal (infinitive, participle, and gerund). Translate the word in italics into Belarusian / Russian. 1. The early evidence of an official means of spreading news dates from 59 BC in Rome. 2. The Freedom of Information Act allows anyone to get information that elsewhere is simply not available. 3. In old England the traveling packman would bring news to the villagers of what was happening in the world. 4. The first written news service was supplied to the great and wealthy people in Elizabethian England. 5. Needless to say that people are not very happy with a strong tradition of investigative reporting because of the invasion of privacy. 6. The New York Times started to be published with its well-known slogan “All the news that’s fit to print” at the end of the 19th century. 7. A newspaper is a public-service publication offering readers articles and features on the whole range of interests. 8. Each of the national papers can be characterized as belonging to one of the two distinct categories: broadsheets and tabloids. 9. Associated Press news agency has over 10.000 subscribers, which pay to receive AP news and photos.

191 10. The emphasis on revealing the details of people’s private lives has led to discussion about the possible need to restrict the freedom of press. 11. If you go into any well-stocked newsagent’s in Britain, you will see rows and rows of newspapers and magazines catering for almost every imaginable taste. 12. To protect their reputation for objectivity, both AP and UPI have strict rules of professional behavior. 13. Careful effort to preserve objectivity is made even by such a monopoly newspaper as the Washington Post. 14. It is a mystery why in Britain reading intelligent papers should need highly- developed skills of paper folding.

TASK 2 Translate the part of the sentence in italics into English using a verbal. The necessary verb is given to you. 1. Most serious newspapers provide extensive news coverage сообщающий (document) international, national and local events. 2. Big-city dailies are highly varied public-service publication предлагающие (offer) readers articles on a great range of interests. 3. Покупательская (purchase) price of the paper depends on the readership to a great extent. 4. The primary concern of the publishers is продать (sell) as many copies as possible and привлечь (attract) as much advertising as possible. 5. The newspapers try to observe none of the political parties to be чрезмерно представлены (over represent) on their pages. 6. In order привлечь (attract) the readers the newspapers used sensationalism. 7. The Economist has the reputation of one of the best weeklies in the world because its quality of написания материала (write) is very high. 8. The mass media in the US claim explicit recognition of their right быть (be) free from government control and censorship. 9. The British Daily Express is noted for its lively репортаж (report) and enthusiastic patriotism. 10. It is widely agreed that a tabloid format newspaper is very easy for the reader обращаться (handle). 11. The Guardian appeals mainly to middle-class readers who regard themselves as либерально-настроенные (mind liberally). 12. Often newspapers try to avoid платить (pay) for the news используя (use) the original newspaper story and цитируя (quote) the story indirectly. 13. The right критиковать (criticize) the government was established by the Zenger trial in 1735. 14. Journalists write their stories чтобы найти ответ (find the answer) to the “5Ws and H” questions.

192 UNIT IV NEWS WRITING

GRAMMAR Modal Verbs Revision

As you may already know, modal verbs are a type of auxiliary verbs which express the mood of another verb or, to put it differently, the subjective attitudes and opinions of the speaker including possibility, obligation, probability, necessity, etc. When you write news stories you also express some modality using a particular modal verb. The table below will provide you with information about the meaning of these verbs and their use in the present / future as well as in the past tenses.

Use Present / Future Past He can speak Spanish. He could / was able to speak Spanish. ability He’s able to write news stories in He was able to write news stories in Spanish. Spanish. He can still be at work. (90 % certain). We could have failed a deadline. (luckily we didn’t)

She could be busy. (50 % certain; it is possible she is busy)

Susan may be writing an article. John may have conducted an (50 % certain; it is possible that she is interview with an actress. (perhaps, writing) she did it possibility You might need to come tomorrow. Jane might have lost the editor-in- (40 % certain, perhaps, you need to chief’s telephone number. (perhaps, come tomorrow) she has lost it)

It is likely that Sue will give up It was likely that she had made a working. report.

Sue is likely to give up working. Sue was likely to have made a report. They will be in Spain tomorrow. – (100 %, prediction) probability We should see him there. (90 % certain, He should have finished the report by future only; it is probable) now. (He has probably finished)

193 Use Present / Future Past She ought to be in Canada on a special They ought to have started the assignment by now. (90 % certain, she course in writing by now. (They have will probably be in Canada) probably started the course)

He must be exhausted. (90 % certain – He must have won the award. (positive; positive; I am sure he is exhausted) I’m sure he has won the award)

She can’t be serious. (negative; I’m She can’t have rejected the logical sure she’s not serious) assignment. (negative; I’m sure she assumption didn’t)

They couldn’t be on holiday. (negative; They couldn’t have been colleagues. I don’t think they are on holiday) (negative; I don’t think they were colleagues)

You can / can’t take my camera. He was not allowed to / couldn’t (giving or refusing permission; informal) board the plane. He was allowed to see the patient. (not: could)

Could I be excused? (more polite; – asking for permission)

You may be excused. (formal; giving – permission) permission Might I speak to the desk editor? – (more formal; asking for permission)

I am afraid you can’t / mustn’t – have visitors. (informal; refusing permission)

Guests may not smoke in their rooms. – (formal; refusing permission – written notice)

I must write a news story for tomorrow. I had to write a news story. (it was (I say so) obliged to)

She has to find a new job. (necessity She had to find a new job after she necessity coming from outside the speaker) was dismissed from the newspaper.

They’ve got to go to the interview. They had to go to the interview (informal) yesterday.

194 Use Present / Future Past The camera needs repairing (or The The camera needed repairing (or The camera needs to be repaired). (it is camera needed to be repaired). (it necessary) was necessary)

She doesn’t have to / doesn’t need to / She didn’t have to / didn’t need needn’t leave when they do. (it isn’t to work as hard as me. (it was not necessary – absence of necessity) necessary for her to work as hard as me and she didn’t – absence of necessity)

We ought to reply to the invitation. (it She needn’t have got a taxi.(it was not is necessary) necessary for her to get a taxi but she did)

You should try to make more of an You should have paid more attention. effort. (general advice; I advise you) (but you didn’t)

You ought to keep to the speed limit. She ought to have asked about the (I advise you, most people believe this) interview in advance. (but she didn’t) advice You had better not keep her waiting. It would have been better if you hadn’t (it is not a good idea; advice on a kept her waiting. (but you did) specific situation)

Shall I apply for the job? (asking for – advice)

She could at least wait until 5 o’clock. She could at least have waited until 5 o’clock.

They should warn us. They should have warned us. (but they criticism didn’t)

You ought to be more polite to her. You ought to have been more polite to her. (it was the right thing to do, but you didn’t do it)

I must practice more writing. (I need I had to get more exercise because to; I say so) I was unfit.

I have to practice more writing. (I’m I had to practice more writing obligation obliged to; the doctor says so) because I was unfit.

We ought to give more money to We ought to have given more money charity. (it is the right thing to do, but to charity. (it was the right thing to do, we don’t always do it) but we didn’t do it)

195 Use Present / Future Past Can I use your phone? (informal) –

Could I use your phone? (polite) – May I make a phone call, please? – (formal) requests Might I borrow your pen? (very – formal)

Will you give me a hand? (very – friendly)

Would you mind helping me? (polite) – Can I / we do anything to help? – (informal) offers Shall I / we help you tidy up? – (informal) Would you like me to do it for you? – Shall we stop for a snack? – suggestions I / we can always leave early. – We could eat out tonight if you want. He could have asked for advice. You can’t wear jeans at work. (you They couldn’t wear jeans at work. aren’t allowed to) (they weren’t allowed to) You mustn’t walk on the grass. (it is – prohibition forbidden) You may not talk during the test – (formal) All members must follow the rules. All members had to follow the rules.

duty People ought to live in peace. (it is She ought to have treated us more the right thing to do, but people don’t fairly. (it was the right thing to do, but always do it) she didn’t do it)

Taken from http://www.detailenglish.com/index.php?page=articles&op= readArticle&id=411&title=Summary-of-Functions-of-Modal-Verbs

TASK 1 To practice your skills in modal verbs use, read the following sentences and choose the suitable modal verb from the list of the suggested ones. Compare the answers with those of your groupmates’. 1. I’m not really sure where Beverly is. She (must sit / might be sitting / ought to be sitting) at the editorial office or perhaps she’s at the press conference.

196 2. Mike (should have returned / can return / must have returned) the video we have made on his way to work. It was on the table at the news desk, but now it has gone. 3. You (must check / ought to check / can check) the text of the article to be sure that everything is alright. 4. The computer is not working. I (will not be able to meet / mustn’t meet / have to meet) the deadline. The computer (must have been damaged / may have been damaged / can be damaged) during production. 5. We (must to / have to / ought to) get a package and a live from our New York correspondent. 6. The editor thinks you (ought to / must / should) interview the film festival organizers. 7. If Debbie hasn’t come yet, she (may be waiting / should wait / must be waiting) for us in the city desk. 8. Nick decided not to join us for lunch. He (had to / ought to / must) stay at work to finish the report. 9. The cameraman says he (has better / should / must) get footage of the setting before we arrive. 10. Jim is still an inexperienced reporter; he (need to / must / ought to) be told what news to write about. 11. We (could / might to / need) get an exclusive if we don’t waste any time. 12. We (should / need / ought to) also interview the police and find some experts who can talk about how big the problem is across Europe. 13. If I hadn’t taken a taxi, I (could have been / might have been / must be) late for the meeting with the editor-in-chief. 14. You (will need to / must / ought to) write all that up in a brief for us, but you (don’t have to / mustn’t / needn’t) go into too much detail. 15. We (should / have to / must) remember to be sensitive during the interview.

UNIT V RADIO AND TELEVISION

GRAMMAR Conditionals Revision

Conditional sentences contain 2 clauses: main and subordinate. 1. There are 3 types of conditionals in English. Type 1 Real Present refers to a situation that may or may not happen in the future. Remember! In the subordinate clause of type 1 Future is not used. E.g. If I find a well-paid job, I will buy a new camera.

197 Type 2 Unreal Present refers to the situation that is not real in the present. Remember! In the subordinate clause of type 2 Past Simple is used. In the main clause we use Would / Could+ bare Present Infinitive. E.g. If we had enough money, we would go by air.

Type 3 Unreal Past refers to the imaginary situation contrary to the facts in the past. Remember! In the subordinate clause of type 3 Past Perfect is used. In the main clause we use Would / could+ bare Perfect Infinitive. E.g. If I had got my university degree, I could have found a good job 3 years ago.

2. We use the verb wish and the expression if only to express wish. It is always followed by a Past Tense Form. Unreal Present expresses regret about a present situation we want to be different. Remember! In the sentences of this kind we use Past Simple. E.g. I wish (If only) I lived in a warmer country! Я бы хотела жить в более теплой стране / Жаль, что я не живу в более теплой стране. I wish (If only) I were in your place. Я бы хотела быть на вашем месте. Unreal Past expresses regret that something happened or didn’t happen in the past. Remember! In the sentences of this kind we use Past Perfect. E.g. I wish (If only) I had had a map yesterday. Жаль, что у меня вчера не было карты с собой.

TASK 1 Make up sentences and then say, what type of conditional each sentence is. 1. If something interesting is on a) your voice will not be acceptable for interviews and on-the spot reports. 2. If you had covered these events in b) we will spend the evening in front of the your report TV. 3. Unless you work strictly at your c) they would have been on the air yesterday. speaking skills 4. If you took a course in computer d) in the nearest future your salary would be programming very attractive. 5. I can hear the speaker all right but e) your career prospects would be higher. I wish 6. If you moved up to a big-time f) I could see him too. position either on the air or in Management

198 TASK 2 Open the brackets using the necessary verb form. 1. You will never finish your work if you (to waste) time like that. 2. If you (not to enter) the news room so late yesterday, the director wouldn’t have got so angry. 3. If we don’t transmit the message now, it (to be) too late. 4. If you had had a broadcast experience in weather or sports, when there were two vacancies at Bowling Green last year, you (to become) a sportscaster or a weathercaster at this commercial TV station. 5. I wish (to have) a Smart Hub in my Samsung TV set. 6. If you (to become) famous, your face and voice would be familiar to the public.

UNIT VI NEW MEDIA

GRAMMAR Reported Speech Revision

Reported speech is used when we are saying what other people say, think or believe:  He says he uses the Net every day.  They think we are successful bloggers.  I believe people keep well-informed reading news websites.  You said you didn’t like social networks but now you do!  I told you she had posted her message on that forum.

1. Reported Statements When we are reporting things in the Present, Future or Present Perfect there is no backshift of tenses in reported speech:  He thinks the Net offers many opportunities.  I’ll tell her you are twitting tonight.  He has said he’ll register next week. If the introductory sentence starts in the Past, there is often backshift of tenses in reported speech (One-Tense-Back Rule is used).

Direct Speech Reported Speech Susan: “I have an access to the Net in my Susan said (that) she had an access to the Net office.” in her office. Richard: “I will create my personal profile page Richard said (that) he would create his on Facebook.” personal profile page on Facebook.

199 Backshift Of Tenses From To Simple Present Simple Past Simple Past Past Perfect / Simple Past Present Perfect Past Perfect Past Perfect Past Perfect Will Would Progressive Forms: am / are / is Was / were Progressive Forms: was / were, has been / Had been had been

The Past Simple can usually stay the same in reported speech, or you can change it to the Past Perfect. Direct Speech Reported Speech Tom: “I woke up feeling tired after sleepless Tom said (that) he woke up felling tired, so he night at my computer, so I didn’t go to work.” didn’t go to work. Tom said (that) he had woken up felling tired, so he hadn’t gone to work. In some cases, the backshift of tenses is not necessary, e.g. when statements are still true. Direct Speech Reported Speech John: “My brother is a blogger.” John said (that) his brother was a blogger. John said (that) his brother is a blogger. Modal verbs could, might, would, should, ought to usually do not change in reported speech. Direct Speech Reported Speech Steve: “You might not plagiarize from the Steve said (that) I might not plagiarize from the Internet!” Internet! Mike: “I should acquire some computer skills Mike said (that) he should acquire some to become an online journalist.” computer skills to become an online journalist.

The modal verbs will, can, may, must usually change in reported speech. From To Will Would Shall Should May Might Must Had to Can Could

200 When must is used to say that it is necessary to do something, we can usually use either must or had to in the report, although must is less common. Direct Speech Reported Speech My teacher says: “You must be careful with My teacher said I must / had to be careful with anonymous sources!” anonymous sources.

However, when must is used to conclude that something (has) happened or that something is true, then we use must, not had to, in the report. Direct Speech Reported Speech Neil says: “I keep forgetting PIN code. I must Neil said he must be getting old. be getting old.”

We have to change the pronoun if we are reporting what someone else said. Direct Speech Reported Speech Vicky: “I have created my own website to Vicky said (that) she had created her own promote my business.” website to promote her business. Patrick: “I go on Google every day to search Patrick said (that) he went on Google every day for information for my reports and articles.” to search for information for his reports and articles.

If the sentence contains an expression of time, you must change it as well. Shifting of expression of time

From To this (evening) that (evening) today / this day that day these days those days now Then yesterday the day before / the previous day (a week) ago (a week) before last weekend the weekend before / the previous weekend Here There next (week) the following (week) Tomorrow the next / following day Direct Speech Reported Speech This blogger: “My blog will not be available for That blogger said (that) his blog would not be some technical reasons tomorrow.” available for some technical reasons the next / the following day.

201 Say and tell are the verbs most commonly used to report statements. Remember to use an object after tell, but not after say: He told me that he was off-line. She said __ (that) she would be a citizen journalist. But you can “say something to somebody” There are many other words to report someone’s speech: to agree, to mention, to notice, to promise, to think, to report, to inform, to explain, to announce, to recommend, to advise, to suggest, to ask, to require, to complain, etc.

2. Reported Commands If you put a command into reported speech, there are some steps which are the same like in statements: changing of the person, backshift of tenses, changing of expressions of time.

Affirmative commands Negative commands Direct speech Direct speech My antivirus program: “Interrupt connection My parents: “Don’t waste your time on social now as some viruses have attacked your networking sites these days, your exams are computer.” coming!” Reported speech Reported speech My antivirus program asked me to interrupt My parents told me not to waste my time on connection as some viruses had attached my social networking sites those days because my computer. exams were coming.

3. Reported Questions If you put a question into reported speech, there are some steps which are the same like in statements and commands: changing of the person, backshift of tenses, changing of expressions of time. In reported speech there is no question anymore, the sentence becomes a statement. That’s why the word order is: SUBJECT + VERB.

General questions (yes / no questions) Questions with question words Direct speech Direct speech John asked me: “Do you receive news releases My friend asked: “Why do so many newspapers via email?” create their own online sites?” Reported speech Reported speech John asked me if (whether) I received news My friend asked why so many newspapers releases via email. created their own online sites.

TASK 1 Open the brackets. Remember that you should use the rules of Sequence of Tenses. 1. Ann said that she (to graduate) from the University two years ago already! 2. I met him at the conference yesterday and he told me that I (to do) a great research.

202 3. The girl responded that her hobby (to be) blogging and she (start) her blog 5 years before. 4. Has John already finished the article? – No, but he said he (to finish) it in a couple of days. 5. Did you ask Mike to take the camera to the scene? – Yes, he told me that he (to come) and (to take) a lot of pictures. 6. The monitor reported that many of the students (to be) ready to take part in the seminar in web-journalism. 7. Miss Hornby says that you (to lack) any work experience. 8. The editor says that the newspaper (to launch) its website in a month.

TASK 2 Use reported speech to convey people’s ideas. 1. Mary said: “I created my profile page on Facebook two years ago.” 2. Tom said: “I will become a citizen journalist!” 3. Susan told her teacher: “I am creating my own blog now.” 4. The professor asked us: “Are you web-savvy?” 5. Mike told Kate: “I can help you to maintain your website.” 6. My friend asked me: “What is your attitude to social networking?” 7. The teacher told us: “Become Web literate and use critical thinking to evaluate the credibility of sources!”

TASK 3 Yesterday you met an ex-colleague of yours, Barbara. Here are some of the things Barbara said to you. 1. I am glad to see you. 2. I haven`t seen you for ages! 3. I am working for New York Times now. 4. I won the Pulitzer prize last year. 5. I have a blog of my own where I share with my journalistic experience. 6. My blog has more than 10 000 followers. 7. I will go to Nigeria next week in order to cover the latest events. 8. I was invited to lecture in the City University.

Later that day you tell another colleague what Barbara said. Use reported speech. 1. Barbara said that she was glad to see me. 2. She said that ______. 3. ______. 4. ______. 5. ______. 6. ______. 7. ______. 8. ______.

203 TASK 4 Here are some things Charlie asked his friends about and the answers he got. Match the questions with the proper answers. Use reported speech. Put one of the following words in the main sentence to report someone’s ideas: say, tell, answer, reply, explain, exclaim, remark, state, agree, notice.

Do you have a favorite Yes, I like to visit Yahoo! website that you often visit?

Charlie Susie

E.g.: Charlie asked Susie if she had a favourite website that she often visited. Susie replied that she liked to visit Yahoo! Charlie 1. “What is your attitude to social networks?” 2. “When did you get your first personal PC?” 3. “What do you think about the Internet?” 4. “Why do you want to join Facebook?” 5. “Is Wi-Fi convenient to use?” 6. “Where can I read and discuss your brother’s articles?” 7. “Is it important to be web-savvy today?” 8. “What new subject are you studying this term? Is it useful?” 9. “What made Nick’s blog so good? How did he manage to do that?” 10. “Do you have a habit of copying some materials from the Net?”

Friends Mary: “The Internet is a great thing! I can’t imagine my life without the Net!” Steve: “I have never used Wi-Fi, I don’t know if it is convenient.” Jack: “I got my first PC two years ago.” Vicky: “My attitude to social networks is quite negative.” Nick: “I want to register in Facebook because it is a good way to keep in touch with my friends.” Margaret: “My brother will create a profile at the TimesPeople to share his articles with others.” Jane: “I am studying HTML this term. It will be of great help to me in my future work.” Mark: “I never plagiarize from the Net. I have never copied any videos, pictures or texts without permission.” Bob: “It’s very important to be web-savvy nowadays!” Mitch: “Many things made his blog good. He had studied plenty of things to create it!”

204 TASK 5 The following sentences are the direct speech:

Meet Fulfill this task, Don`t worry! Hurry up! deadline! please.

Repeat, Stick to the Attend it. Cover it. please! point!

Now choose one of these to complete each sentence below. Use reported speech. 1. We were waiting for Bill for a long time, so I told him to hurry up. 2. She was nervous about her new project, so I told her ______. 3. I had difficulty to understand the foreigner, so I told him ______. 4. Peter is always slow to write articles, so I reminded him ______. 5. Mary is good at translations, so I asked her ______. 6. The cub reporter went into the extra details, so I told him ______. 7. The journalism school organizes the seminar for students, so I told them ______. 8. The game is going to be tense. I told my reporters ______. SUPPLEMENT

UNIT I THE PROFESSION OF A JOURNALIST

TEXT 1 TEn MosT InfluEnTial MEDia Moguls in HisTory Since the dawn of mass media, newspapers, radio and television have all been used to inform and educate the public. They have also been used to whip mobs into a frenzy, control the world of politics and consolidate their owners’ power. These media moguls all straddled the line between entertainment and politics, preaching to the public and wielding an immense influence over lawmakers and politicians.

Silvio Berlusconi Silvio Berlusconi has cut out the middle-man between politics and the media by serving as Prime Minister of Italy while holding the majority of shares in Italy’s largest free-to-air private TV company – as well as owning the country’s largest publisher, largest advertising company and one of its most successful soccer teams, AC Milan. And he’s kept things in the family – his wife and brother each part owns a nationwide daily newspaper. Often accused of using his media powers to deflect criticism, Berlusconi still manages to be mired in controversy and allegations of improper conduct – he has faced numerous accusations of corruption and bribery as well as a series of sexual scandals.

Ted Turner As founder of CNN, Ted Turner established the world’s first 24-hour cable news channel, which made history by covering the Challenger shuttle disaster and the Gulf War. He sourced programming for his cable super-station WTCG by developing a successful wrestling league (WCW), establishing the Goodwill Games and buying sport-teams such as the Atlanta Braves outright. He was once the largest private landowner in the US and has become well-known as a philanthropist, donating $1 billion to support UN causes and taking vocal stands on issues such as

206 climate change, war and off-shore drilling. Meanwhile, as part of a long-running grudge with Rupert Murdoch he has repeatedly invited the News Corp tycoon to fistfights. To cap it all off, he created Captain Planet.

William Randolph Hearst William Randolph Hearst’s empire began with his father’s paper, The San Francisco Examiner and stretched to include 30 newspapers at its peak; after expanding to magazines he created the largest magazine and newspaper business in the entire world. He dabbled in politics and was twice elected as a US Congressman, but his real influence was through his media empire. Indeed, the circulation war between Hearst and Pulitzer was instrumental in pushing the United States into the Spanish-American war on the back of sensational coverage of revolution in Cuba. The inventor of “yellow journalism” also inspired Citizen Kane, one of the most acclaimed films ever made.

Lord Beaverbrook William Maxwell “Max” Aitken, 1st Baron Beaverbrook was an Anglo-Canadian business tycoon, politician, and writer. Lord Beaverbrook held a tight grip on the British media as an influential Press Baron, owning The Daily Express newspaper, as well as the London Evening Standard and the Sunday Express. While serving as the UK’s Minister of Information during the World War I, Max Aitken added to his chain of newspapers by gaining control of the Daily Express. After the war he made the Express the largest selling paper in the world, developing a feared reputation as a man who could make or break any career. During the World War II he served as a Minister and was a close friend of Prime Minister Winston Churchill.

Joseph Pulitzer In the late 1870s Joseph Pulitzer bought the St Louis Post and the St Louis Dispatch merging them to form the St Louis Post Dispatch and the New York World. In the 1880s he expanded his holdings to include the New York World. He was an unceasing crusader against corruption and big business, exposing government scandals and was even indicted for libeling Theodore Roosevelt over allegations of payments to the French Panama Canal Company. Originally a Republican, he switched his allegiance to the Democratic Party, serving as a congressman for a time before leaving to concentrate on his newspapers. As well as leaving a grant for the creation of Columbia’s School of Journalism, Pulitzer is best remembered for founding the Pulitzer Prize, which bears his name, recognizing achievement in journalism.

207 James Gordon Bennett, Sr James Gordon Bennet was anything but a quitter, trying to launch newspapers for years before hitting gold with the New York Herald in 1835, which he made the highest selling newspaper in America by 1866. He pioneered various staples of the genre, including the first newspaper interview, cash up-front payments from advertisers and the first exclusive from a sitting President. Bennet endorsed several presidential candidates including James Buchanan. Backing the Union in the Civil War, Bennet’s influence was central to the perception of Lincoln as a martyr after his assassination.

Frank Ernest Gannett Frank Ernest Gannett started his media empire at the age of 30, when he purchased the Elmira Gazette in 1906. Over the next few years he expanded his holdings to include the Ithaca Journal, and various smaller papers that he combined, forming the Times-Union. By 1923 he had grown this small duchy into a nationwide multimedia empire. While initially neutral regarding FDR’s New Deal, he opposed the court-packing scheme and became a founding member of the National Committee to Uphold Constitutional Government, profoundly supporting the opposition. He was long active in state politics and unsuccessfully contested the Republican nomination for President in 1939. Today the Gannet Company has the largest total daily circulation of any US newspaper organization.

Henry Luce Have you heard of Time, Life, Fortune or Sports Illustrated? By launching a series of magazines that targeted upscale Americans, Henry Luce managed to profoundly alter both journalism and the nation’s reading habits. Time informed on news, Life dominated visual perceptions in the pre-television era, Sports Illustrated opened up the strategies of key sportsmen and Fortune introduced new economic theories and practices. Quite simply, without Luce there would be no Time Man of the Year. And that is entirely apart from Luce’s properties in the worlds of radio and newsreels. As a lifelong Republican he was strongly anti-communist, using Time to support right-wing dictatorships and anti-communist groups – notably, China’s Nationalist leader Chiang Kai-shek graced the cover of Time on a number of separate occasions between 1927 and 1955. Luce’s 1941 Life article “The American Century” is credited with helping to shape US foreign policy of the 20th century.

208 Michael Bloomberg Mayor of New York and 13th richest individual in the US, Michael Bloomberg owns 88 % of media company Bloomberg L.P., and is worth an estimated $18.1 billion. The self-named company offers financial information services and financial news via its magazines, television network and radio station. While originally seen as a life-long Democrat he switched to the Republicans for his 2002 mayoral race before divesting himself of party trappings and running as an independent in 2009. He has often been the subject of speculation about presidential ambitions – but has yet to run for that office.

Rupert Murdoch Rupert Murdoch started with one Australian newspaper before turning his News Corporation Company into an international multimedia empire, reaching from tabloids in the UK to 20th Century Fox studios in the US. He owns the Wall Street Journal, and has investments in film, TV and the web. In many ways Fox News drives American political discourse, while his UK tabloids have broken stories on politicians and celebrities alike, giving him a commanding role in the political world with the power to make or break governments. The 40th birthday party of his daughter, Elisabeth Murdoch, chairman and CEO of the Shine group, was attended by Tony Blair, David Cameron, and then the leader of the UK opposition and a string of newspaper editors – as well as Bono and Bob Geldof. The company has recently hit the rocks following allegations that one of his tabloids, the News of the World, was involved in the phone-tapping of murder victims, politicians and 9/11 victims, had established corrupt relationships with dozens of police officers and had been engaged in a huge cover-up over the details. Forbes ranked him as the world’s 13th most powerful person in 2010, and he is thought to be the 117th richest individual in the world. TEXT 2 SPJ Code of Ethics The Society of Professional Journalists Code of Ethics Preamble Members of the Society of Professional Journalists believe that public enlightenment is the forerunner of justice and the foundation of democracy. The duty of the journalist is to further those ends by seeking truth and providing a fair and comprehensive account of events and issues. Conscientious journalists from all media and specialties strive to serve the public with thoroughness and honesty. Professional integrity is the cornerstone of a journalist’s credibility. Members of the Society share a dedication to ethical behavior and adopt this code to declare the Society’s principles and standards of practice.

209 Seek Truth and Report It Journalists should be honest, fair and courageous in gathering, reporting and interpreting information. Journalists should:  Test the accuracy of information from all sources and exercise care to avoid inadvertent error. Deliberate distortion is never permissible.  Diligently seek out subjects of news stories to give them the opportunity to respond to allegations of wrongdoing.  Identify sources whenever feasible. The public is entitled to as much information as possible on sources’ reliability.  Always question sources’ motives before promising anonymity. Clarify conditions attached to any promise made in exchange for information. Keep promises.  Make certain that headlines, news teases and promotional material, photos, video, audio, graphics, sound bites and quotations do not misrepresent. They should not oversimplify or highlight incidents out of context.  Never distort the content of news photos or video image enhancement for technical clarity is always permissible. Label montages and photo illustrations.  Avoid misleading re-enactments or staged news events. If re-enactment is necessary to tell a story, label it.  Avoid undercover or other surreptitious methods of gathering information except when traditional open methods will not yield information vital to the public. Use of such methods should be explained as part of the story.  Never plagiarize.  Tell the story of the diversity and magnitude of the human experience boldly, even when it is unpopular to do so.  Examine their own cultural values and avoid imposing those values on others.  Avoid stereotyping by race, gender, age, religion, ethnicity, geography, sexual orientation, disability, physical appearance or social status.  Support the open exchange of views, even views they find repugnant.  Give voice to the voiceless; official and unofficial sources of information can be equally valid.  Distinguish between advocacy and news reporting. Analysis and commentary should be labeled and not misrepresent fact or context.  Distinguish news from advertising and shun hybrids that blur the lines between the two.  Recognize a special obligation to ensure that the public’s business is conducted in the open and that government records are open to inspection.

Minimize Harm Ethical journalists treat sources, subjects and colleagues as human beings deserving of respect. Journalists should:  Show compassion for those who may be affected adversely by news coverage. Use special sensitivity when dealing with children and inexperienced sources or subjects.

210  Be sensitive when seeking or using interviews or photographs of those affected by tragedy or grief.  Recognize that gathering and reporting information may cause harm or discomfort. Pursuit of the news is not a license for arrogance.  Recognize that private people have a greater right to control information about themselves than do public officials and others who seek power, influence or attention. Only an overriding public need can justify intrusion into anyone’s privacy.  Show good taste. Avoid pandering to lurid curiosity.  Be cautious about identifying juvenile suspects or victims of sex crimes.  Be judicious about naming criminal suspects before the formal filing of charges.  Balance a criminal suspect’s fair trial rights with the public’s right to be informed. Act Independently Journalists should be free of obligation to any interest other than the public’s right to know. Journalists should:  Avoid conflicts of interest, real or perceived.  Remain free of associations and activities that may compromise integrity or damage credibility.  Refuse gifts, favors, fees, free travel and special treatment, and shun secondary employment, political involvement, public office and service in community organizations if they compromise journalistic integrity.  Disclose unavoidable conflicts.  Be vigilant and courageous about holding those with power accountable.  Deny favored treatment to advertisers and special interests and resist their pressure to influence news coverage.  Be wary of sources offering information for favors or money; avoid bidding for news. Be Accountable Journalists are accountable to their readers, listeners, viewers and each other. Journalists should:  Clarify and explain news coverage and invite dialogue with the public over journalistic conduct.  Encourage the public to voice grievances against the news media.  Admit mistakes and correct them promptly.  Expose unethical practices of journalists and the news media.  Abide by the same high standards to which they hold others. SPJ Code of Ethics is voluntarily embraced by thousands of journalists, regardless of place or platform, and is widely used in newsrooms and classrooms as a guide for ethical behavior. The code is intended not as a set of “rules” but as a resource for ethical decision-making. It is not – nor can it be under the First Amendment – legally enforceable.

211 The present version of the code was adopted by the 1996 SPJ National Convention, after months of study and debate among the Society’s members. Sigma Delta Chi’s first Code of Ethics was borrowed from the American Society of Newspaper Editors in 1926. In 1973, Sigma Delta Chi wrote its own code, which was revised in 1984, 1987 and 1996.

TASK 1 Evaluate the information in the Code. Would you like to add anything else or exclude any information? TEXT 3 Ethics of Journalism The ethics of journalism is one of the most well-defined branches of media ethics, primarily because it is frequently taught at schools of journalism. Topics covered by journalism ethics include: News manipulation. News can manipulate and be manipulated. Governments and corporations may attempt to manipulate news media; governments, for example, by censorship, and corporations by share ownership. The methods of manipulation are subtle and many. Manipulation may be voluntary or involuntary. Those being manipulated may not be aware of this. Truth. Truth may conflict with many other values. Revelation of military secrets and other sensitive government information may be contrary to the public interest, even if it is true. However, public interest is not a term which is easy to define. Privacy. Salacious details of the lives of public figures are a central content element in many media. Publication is not necessarily justified simply because the information is true. Privacy is also a right, and one which conflicts with free speech. Fantasy. Fantasy is an element of entertainment, which is a legitimate goal of media content. Journalism may mix fantasy and truth, with resulting ethical dilemmas. Taste. Photo journalists who cover war and disasters confront situations which may shock the sensitivities of their audiences. For example, human remains are rarely screened. The ethical issue is how far one should risk shocking audience’s sensitivities in order to correctly and fully report the truth. Conflict with the law. Journalistic ethics may conflict with the law over issues such as the protection of confidential news sources. There is also the question of the extent to which it is ethically acceptable to break the law in order to obtain news. For example, undercover reporters may be engaging in deception, trespass and similar torts and crimes. Taste and taboos. Entertainment media are often questions of our values for artistic and entertainment purposes. Normative ethics is often about moral values, and what kinds should be enforced and protected. In media ethics, these two sides come into conflict. In the name of art, media may deliberately attempt to break with existing norms and shock the audience. That poses ethical problems when the abandoned norms are closely associated with certain relevant moral values or obligations. The extent to which this is acceptable is always a hotbed of ethical controversy. Trust is the foundation of all media. They are independent and impartial.

212 TASK 2 Now, when you have read the text Ethics of Journalism, would you add any more principles? If yes, which ones? TEXT 4 A Muckraker. Undercover and Investigative Journalism You have already known about the standards of professional behaviour of journalists and have already got acquainted with the samples of Codes of Ethics for journalists. Among the most important issues of professional ethics are the matters of fair, objective revealing the truth, disclosing the malpractices of top officials and the problem of invasion of privacy. Now you will learn about three closely interrelated spheres of journalism in which it is essential not to break a very tiny line walking on the razor’s edge. You can use the dictionary or ask your teacher for help if you have problems with understanding the information. A muckraker is an American English term for a person who investigates and exposes issues of corruption. The term is most usually associated with a group of investigative reporters, novelists and critics in the Progressive Era from the 1890s to the 1920s. It is also applied to post 1960 journalists who followed in the tradition. Muckrakers have most often sought, in the past, to serve the public interest by uncovering crime, corruption, waste, fraud and abuse in both the public and private sectors. Undercover journalism is a form of journalism in which a reporter tries to infiltrate in a community by posing as somebody friendly to the community. The role of undercover journalism has become the topic of much debate as moral and ethical lines have been crossed. As reporters have gone undercover some of these guidelines of the standard rules of ethical behavior may be bent and broken in order to uphold others. Undercover reporting has brought to light numerous atrocities throughout history, yet often these reporters sacrifice ethical and moral code in the process. Investigative journalism is a form of journalism in which reporters deeply investigate a single topic of interest, often involving crime, political corruption, or corporate wrongdoing. British media theorist Hugo de Burgh states that: “An investigative journalist is a man or woman whose profession is to discover the truth and to identify lapses from it in whatever media may be available. The act of doing this generally is called investigative journalism and is distinct from apparently similar work done by police, lawyers, auditors and regulatory bodies in that it is not limited as to target, not legally founded and closely connected to publicity.” The term “watchdog journalism” is strongly related to the practice of investigative journalism. To perform in an investigative manner, the journalist is in the “role” of a watchdog (a person or a group of people that acts as a protector or guardian against inefficiency and illegal practices). The role of a watchdog journalist as a guardian is to supply the citizens with information they must have “to prevent the abuse of power” and “warn citizens about those that are doing them harm.”

213 TASK 3 One of the most famous cases which gave a very strong impulse to modern investigative reporting is known as Pentagon papers. Express your position on the following question: Do you think it was ethical of the New York Times to publish material of the top secret? If you don’t know the essence of the case read the text below.

Pentagon Papers Times v. United States is generally considered a victory for an extensive reading of the First Amendment officially titled “United States – Vietnam Relations, 1945–1967. A Study Prepared by the Department of Defense.” The papers were first brought to attention of the public on the front page of the New York Times in June 1971. The newspaper had no authority to publish classified documents. President Nixon’s administration argued journalists Ellsberg and Russo were guilty of a felony under the Espionage Act of 1917. After failing to persuade the Times to voluntarily cease publication a federal court injunction forcing the Times to cease publication after three articles was obtained. The Times publisher Arthur Ochs Sulzberger said: “We are really a part of history that should have been made available, considerably longer ago. I just didn’t feel there was any breach of national security, in the sense that we were giving secrets to the enemy.” The newspaper appealed the injunction, and the case New York Times Co. v. United States was soon heard in the Supreme Court. On June 18, 1971, the Washington Post began publishing its own series of articles based upon the Pentagon Papers. Fifteen other newspapers received copies of the study and began publishing it. http://en.wikipedia.org/wiki/Pentagon_Papers–cite_note-correll200702-2. On June 30, 1971, the Supreme Court decided, 6–3, that the government failed to meet the heavy burden of proof required for prior restraint injunction.

TASK 4 Read the text “Ethics of Print Media” written by India Richardson, eHow Contributor and define why ethics is so important for a journalist’s work. TEXT 5 Ethics of Print Media Print media is most likely what you come in contact with on a daily basis. It’s how you get your information, and they include everything from newspapers and magazines to billboards and posters. Journalism’s top priority is to ensure that information provided is truthful and accurate, that professional ethics is understood and practiced. This is achieved by making ethical decisions that apply to the media. Function. Why is being ethical so important? Why does it even matter? Many people who don’t quite grasp the function of ethics in print media may ask these questions. But the answer is simple. Ethics in print media is used to establish credibility and to distinguish between what is “right” and what is “wrong,” whatever the case may be.

214 According to the book, Media Ethics: Issues and Cases, “ethics takes us out of the world of ‘This is the way I do it’ or ‘This is the way it’s always been done’ into the realm of ‘This is what I should do’ or ‘This is the action that can be rationally justified.’ ” Being ethical allows you to combine your values with your responsibilities to decide what to do in questionable situations. For example, a journalist who sees it as his responsibility to produce a true and factual story for the public will place a high value on getting the truth and will not sacrifice doing something illegal to get it. Significance. Because being a credible source in the world of journalism is so important, so is ethics. At every college, that has a journalism program, you will find at least one course on ethics that is required for students to take early in their undergraduate programs. This shows a huge role ethics plays in the field of journalism. Even the most well-known journalism organizations worldwide, such as the Society of Professional Journalists (SPJ), have their own ethical codes its members and others are encouraged to follow. SPJ’s Code of Ethics is accessible through its Web site. Follow the Code. The SPJ Code of Ethics consists of four main points, along the lines of looking for and reporting truth, decreasing harm, acting on one’s own and being accountable, according to the Web site. Each of these points has points that provide further explanations for how to use the Code as a guide for ethical behavior. The code, as SPJ states, “is intended not as a set of rules, but as a resource for ethical decision-making.” The organization also states that under the First Amendment – the freedom of speech, religion, the press, petition and assembly – its code is not and cannot be legally enforceable. It is merely a resource for journalists and others to use as they are producing information for the print media. Ethical Elements. Media Ethics: Issues and Cases lists in several ethical news values believed to be as equally important as the qualities journalists use most that define what is newsworthy, such as timeliness and prominence. On the list is accuracy (combining correct facts with correct words), reciprocity (the Golden Rule) and diversity (covering every aspect of the population fairly). Combining these ethical elements with the more familiar elements, TIPCUPS = = timeliness, interest, prominence, conflict, unusualness, proximity, significance, makes for a more well-rounded and credible story. The Clear Effect. The results ethics in print media bring are there for the world to see. For example, if there is a specific newspaper or magazine you are loyal to, it is most likely because it has proven itself to be credible and accurate in your eyes. You believe what they produce because over time they have not steered you wrong. That particular medium has probably been faced with all types of ethical decisions, but has stayed true to journalism’s biggest priority – being truthful and accurate above all else. TEXT 6 What are the Ethics of Online Journalism? Online journalism is by all means different from any of the traditional media form. Its contents and methods are very adaptive to the demands of the technological market; thus, it affects the particulars of journalism ethics. Although online journalism presents a different ethical standard, the ethical principles of journalism, in general, remain the

215 same. To shed more light on this, read about some of the ethical principles that govern online journalism at present. The ethics of online journalism are, ultimately, no different than the ethics of journalism. The Society of Professional Journalists has articulated a comprehensive policy of journalism ethics that can help guide any conscientious online writer. Here are some basic commandments to follow and essential qualities that any good online writer ought to demonstrate:

NO PLAGIARISM!

By now, you’ve likely discovered that writing is hard work. You certainly don’t want someone else swiping your effort and presenting it as his or her own. So don’t steal others’ work. Such theft is plagiarism. It includes not just cutting and pasting whole articles, but copying photos, graphics, video and even large text excerpts from others and putting them on your web page as well. If you want to reference something on another website, link it instead.

DISCLOSE, DISCLOSE, DISCLOSE!

Tell your readers how you got your information, and what factors influenced your decision to publish it. If you have a personal or professional connection to people or groups you’re writing about, describe it. Your readers deserve to know what has influenced the way you reported or wrote a story. Don’t hide whom you work for, or where the money to support your site comes from. If your site runs advertising, label the ads as such. Let readers know if you are making money off links elsewhere on your site, as well.

NO GIFTS OR MONEY FOR COVERAGE!

One common way journalists avoid conflicts of interest is by refusing gifts or money from sources they cover. Writers who accept gifts, payments or honoraria from the people or groups they cover open themselves up to charges that their work is a paid advertisement for those sources. Or, at the very least, those writers are too “close” to these sources to cover them honestly. You can avoid controversy by politely declining such offers. Most major news organizations do allow their writers to accept free admission to events for the purpose of writing a feature or review. But most of those organizations bar their writers from “junkets,” where groups provide free travel and hotel rooms in addition to attendance at their event.

CHECK IT OUT, AND THEN TELL THE TRUTH!

Just because someone else said it, this statement does not make it true. Reward your readers with accurate information that stands up to scrutiny from other writers. Check out your information before you print it. Find facts, not just others’ opinions, to support your comments. Start with sites such as a guide to reporting to learn how to

216 find real data, not someone else’s spin. Make sure that what you are writing isn’t merely repeating some urban myth. If you are writing about someone else, call or e-mail them for a comment before you publish. If your subject has a blog, link to it. That link will notify the subject that you’ve written about, and will allow your readers to click-through and read the subject’s side of the story. If you want to write satire or spoofs, fine. But make sure your audience knows that what you are writing is not literal truth. Tricking readers won’t help you develop the respect, credibility or loyal audience that truthful writers enjoy and rely upon.

BE HONEST!

In summary, be honest with your readers and transparent about your work. If people wonder for a moment about your honesty or your motives, you’ve lost credibility with them. Don’t let them do that. Answer those questions even before readers ask. And most important is to never utilise your power of press for personal gains or simply annoying someone. Taken from http://amadorcountynews.org

TASK 4 What would you add to or exclude from the set of principles offered? Discuss your ideas with your groupmates.

UNIT III PRINT MEDIA

In this text you will find some useful information about the origin of the Pulitzer Prize and the categories it is awarded in. Find out the information about the history of such a prominent award. Recollect the names of some journalists who were awarded the Pulitzer Prize and what category it was. TEXT Pulitzer Prize Awards

The Pulitzer Prize is a U.S. award for achievements in newspaper and online journalism, literature and musical composition. It was established by American (Hungarian-born) publisher Joseph Pulitzer in 1917 and is administered by Columbia University in New York City. He gave money in his will to Columbia University to launch a journalism school and establish the Prize. $250,000 was allocated to the prize and scholarships. He specified “four awards in journalism, four in letters and drama, one in education, and four traveling scholarships.” After his death, the first Pulitzer Prizes were awarded on June 4, 1917; they are now announced each April.

217 Prizes are awarded yearly in twenty-one categories. In twenty of these, each winner receives a certificate and a US$10,000 cash award. The winner in the public service category of the journalism competition is awarded a gold medal, which always goes to a newspaper, although an individual may be named in the citation. Awards for journalism categories such as General News Reporting may be awarded to individuals or newspapers or newspaper staffs. The Pulitzer Prize does not automatically evaluate all applicable works in the media, but only those that have been entered with a $50 entry fee (one per desired entry category). Each year, 103 judges are selected to “serve on 20 separate juries” for the 21 award categories (one jury for both photography awards). For each award category, a jury makes three nominations. The board selects the winner by majority vote from the nominations or bypass the nominations and select a different entry with a 75 % majority vote. The board can also vote no award. In addition to the prizes, Pulitzer travelling fellowships are awarded to four outstanding students of the Graduate School of Journalism as selected by the faculty. Here are some of the Pulitzer Prize categories:  Public Service – for a distinguished example of meritorious public service by a newspaper through the use of its journalistic resources, which may include editorials, cartoons, and photographs, as well as reporting. Often thought of as the grand prize, the Public Service award is given to the newspaper, not to individuals, though individuals are often mentioned for their contributions.  Breaking News Reporting – for a distinguished example of local reporting of breaking news.  Investigative Reporting – for a distinguished example of investigative reporting by an individual or team, presented as a single newspaper article or series.  Explanatory Reporting – for a distinguished example of explanatory newspaper reporting that illuminates a significant and complex subject, demonstrating mastery of the subject, lucid writing, and clear presentation.  Local Reporting – for a distinguished example of local newspaper reporting that illuminates significant issues or concerns.  National Reporting – for a distinguished example of newspaper reporting on national affairs.  International Reporting – for a distinguished example of newspaper reporting on international affairs, including United Nations correspondence.  Feature Writing – for a distinguished example of newspaper feature writing giving prime consideration to high literary quality and originality.  Editorial Writing – for distinguished editorial writing, the test of excellence being clarity of style, moral purpose, sound reasoning, and power to influence public opinion in what the writer perceives to be the right direction.  Editorial Cartooning – for a distinguished cartoon or portfolio of cartoons published during the year, characterized by originality, editorial effectiveness, quality of drawing, and pictorial effect.

218  Breaking News Photography, previously called Spot News Photography – for a distinguished example of breaking news photography in black and white or color, which may consist of a photograph or photographs, a sequence, or an album.  Feature Photography – for a distinguished example of feature photography in black and white or color, which may consist of a photograph or photographs, a sequence, or an album.  Fiction – for distinguished fiction by an American author, preferably dealing with American life. Taken from www.en.wikipedia.org; www.pulitzer.org

UNIT V RADIO AND TELEVISION

TEXT 1 Survey: are You a TV Addict?

1. When do you have the TV on? a) always when I’m at home b) when there’s something I want to see or when I don’t have anything to do c) hardly ever or never 2. Do you watch TV when you are eating? a) always or almost always b) sometimes c) rarely or never 3. Where do you watch TV most? a) in my bedroom b) in the living room c) I don’t watch TV 4. Do you ever stay up after your normal bedtime to watch TV? a) often b) sometimes c) never 5. How much TV do you watch a day? a) more than three hours b) about three hours c) less than three hours 6. Do you like watching reality shows? a) yes b) sometimes c) no

219 7. The TV is broken and will take two weeks to repair. What do you do? a) rent or borrow another TV b) watch TV on another device or at a friend’s house c) spend more time doing other things 8. You’re watching a show that you like and a friend comes to see you. What do you do? a) continue watching the show b) chat with my friend and watch the show at the same time c) turn off the TV 9. Do people say you watch too much TV? a) often b) sometimes c) never 10. Do you know what’s on TV tonight? a) yes, of course b) only the shows I watch regularly c) no Calculate your score: 2 points for every “a” 1 point for every “b” 0 points for every “c” Analysis 0–5 Either you don’t like TV or you have very strict parents! 6–10 You like watching TV, but you’re not a TV addict. 11–15 You watch a lot of TV. Be careful not to become an addict! 16–20 You are definitely a TV addict!

Do the results of the survey surprise you? Taken from https://www.onestopenglish.com/

TEXT 2 Trevor Bayliss and the Wind-up Radio Trevor Bayliss invented the wind-up radio. He first thought of it when he was watching a television programme about children dying of AIDS in Africa. The figures were shocking: 11 million Africans were already dead because of AIDS, and 22 million were infected with the HIV virus. Bayliss knew that the most important way to stop AIDS from increasing was education. And he knew that the best way to educate large numbers of people in Africa was by radio. But many parts of Africa do not have electricity, and batteries are very expensive. So Bayliss began to think about alternatives. His idea was very simple: a wind-up radio. When you wind up the radio, you wind up a spring.

220 When the spring is released, energy is also slowly released. If you wind the spring for 20 seconds, the radio will play for 40 minutes. At first, no-one was interested in the wind-up radio, but then Bayliss’s idea was shown on television in the UK in 1994. Soon after that, finance expert Christopher Staines and entrepreneur Rory Stear established a company called BayGen Power Industries in Cape Town, South Africa. The company employed disabled workers to manufacture the Freeplay® wind-up radio. About 30,000 radios are produced every month and many are bought by humanitarian organizations such as the International Red Cross. They are distributed where they are needed. People in Africa can now listen to their radio and educate themselves and their families about AIDS. They can find out how to prevent it, and what medicines they can get.

TASK A. Read the text and answer this question. How can a radio help to prevent AIDS in Africa? a) It helps to cure the disease. b) It helps to educate people about the disease. c) It helps to spread electricity.

B. Find the numbers to complete these sentences. 1. How many people in Africa were infected with HIV? 2. How many people in Africa were dead because of AIDS? 3. How long does the radio play after you wind it for 20 seconds? 4. When was Bayliss’s idea shown on television?

C. Can you think of any other important inventions that have helped other people? What would you like to invent? The text and the exercises are taken from https://www.onestopenglish.com/

UNIT VI NEW MEDIA

Here’s a look at how to tell stories online and the range of forms being used by major online news organizations. This list was the first comprehensive effort to document online storytelling forms. Read the text and discuss what multimedia elements you would use in your stories. TEXT 1 Online Storytelling Forms Telling news stories online is exciting and challenging because of all the tools at our disposal. Online journalists must think on multiple levels at once: words, ideas, story structure, design, interactives, audio, video, photos, news judgment.

221 TV is about showing the news. Print is more about telling and explaining. Online is about showing, telling, demonstrating and interacting. It’s easy for online journalists, most of whom have been trained in traditional media, to stick to broadcast and print storytelling forms. But that would be a waste. In online journalism you have many more elements to choose from – so use them. Combine the best of each world:  Use print to explain;  Use multimedia to show;  Use interactives to demonstrate and engage. Layer information. Aim to present news in small, digestible bits of information, rather than everything at once. Then use some combination of text, art, audio, video, links and interactives to provide deeper layers of information the readers can dig into as they desire. Give choices, but limit them. Too few choices and you’re not taking advantage of the strengths of the Web. Too many choices and readers may not select any because they might get confused or not want to spend the time deciding. Plus, the more choices you give, the less control you have over how the news is conveyed. Remember, readers are coming to your site in part because they trust your news judgment, so don’t be afraid to use it. The Basic Forms Here’s an overview of some of the most common storytelling forms being used by major news Web sites. Print plus This is the basic form of online journalism, used by every major news site. The form is built around a text article, often one that was not specifically written for the online medium, such as a wire or newspaper story. Other elements – such as photos, links and video – are then added to the page containing the story. The form is efficient for resource-strapped news organizations, making it easy to slap together an already-written article with a clip from TV. But the form doesn’t take full advantage of the medium. It is primarily a way to repackage news produced by traditional media. Clickable interactives In the most common forms, these are simply interactive versions of traditional newspaper and TV graphics, used to provide information to supplement a story. But the same tools and techniques also can be used to tell stories. Generally, they combine linear and non-linear storytelling, giving the user choices but guiding him or her along a path. Animation, audio and video can be incorporated. This form has produced some of the most innovative online journalism. It tends to be very popular among users, but is very time-consuming to produce. Slideshows Slideshows are more than just an easy way to present multiple images about an event. The form can be used to tell stories all by itself, by combining descriptive photos and using the caption field to convey additional information. Rather than just throwing

222 together a bunch of interesting photos, select photos that will, when placed in a certain order, tell a cohesive story – creating a type of photo essay. When done right, this is one of the more effective ways of using the Web to tell stories. Audio stories Audio can be an incredibly powerful way to tell a story. There’s a reason radio didn’t disappear after TV came along; a reason NPR is so popular. Use audio when there are sounds that can’t be described in words; where the way a person says something adds meaning that the words alone can’t convey. Don’t just hotlink text to a sound clip of a quote. Use photos of the speakers to draw users in. And use audio in creative ways, to bring traditional man on the street or ask the experts features to life. Narrated slideshows This form combines slideshows, audio and the video format to create powerful stories. The producer selects a series of photos and audio sound bites that complement one another. As the photos advance automatically, the corresponding audio plays. The entire package is played as streaming video or a Flash movie. The result often resembles the documentary style of Ken Burns. This is a useful form for stories with strong images and sound. Live chats Chats may not seem like storytelling, but they can be. When moderated properly, live chats are an interactive version of the Q&A story format, where the readers are asking the questions. This can be a very powerful way to convey information because the readers help create and shape the story. Of course, many online chats are either not moderated at all or are poorly moderated, and as a result are nearly worthless. Quizzes and surveys These too may not seem like storytelling, but the forms can be used to do so. Rather than just make a quiz as a fun aside to a story, an entire story can be told through the quiz format by breaking the information into questions and answers. This can be very effective because it engages the reader. Animated stories Stories can be told entirely through animation. This is a great way to tell stories visually when there are no photos or video. A lot of animation being used online doesn’t tell a story. Heck, it doesn’t tell the reader anything. And along with all the annoying ads, that’s just helped train online readers to ignore animation. So don’t overuse it. That said, it can be a great tool. It’s OK to use it to grab the readers’ attention, but do so sparingly because it can distract the user from the real story. Use animation to bring newspaper infographics to life, when you want to recreate an event that has motion or action, to show how something happened or works. Or use it for humorous stories, such as editorial cartoons. Interactive webcasts Webcasting streaming video has been around for a while, but news sites are just beginning to combine various interactive tools with the Webcasts into packages. Adding

223 links to related stories, chats, polls that are referred to in the Webcasts create a very different experience than just watching TV. More advanced versions use technologies such as Flash and SMIL to embed instructions within the video so that text, links, etc., can be called up at certain points in the video. During the 2000 presidential debates, for example, MSNBC.com users could watch the debate on their computer and on the same screen see a Debate Monitor panel that was continuously updated with facts related to the statements each candidate made, as they made them. Multimedia interactives Many online journalism elements and stories combine multiple forms, creating, in effect, new, hybrid forms. The most complicated of these use Flash’s animation technology to integrate text, clickable graphics, audio, photos, video – and sometimes even polls or quizzes – to create comprehensive interactive packages that tell stories in ways no other medium can. Other forms Here are some other interesting examples of online storytelling: stories without words, surround photos and video, weblogs, databases, using community, interactive memorial, text chunking (semi-linear storytelling with words), games. By Jonathan Dube Publisher, CyberJournalist.net

TASK Describe online storytelling formats available to the journalist. What can you add to this list? Imagine that you work in an online newspaper / have your blog on social networks / have a news Telegram channel. What storytelling forms would you use for each case? TEXT 2 Mobile Journalism The way we consume news has obviously been affected by the introduction of the smartphone. We can receive instant updates, read articles, and watch video as a story unfolds in real time. But it has also had a large effect on the way news is produced and reported. Traditionally, when news breaks, even the first to the scene takes time to get there. An entire van filled with reporters, a camera crew and bulky equipment need to make their way there. The entire process – filming, editing, broadcasting – requires lots of people and equipment. Today, a journalist with a smartphone can tell a story from beginning to end, independently handling every step along the way, all on their own. The power of a mobile phone and all of its tools are a huge part of what makes this possible: a smartphone allows them to film, record audio, take photographs, edit video, write stories, connect and post to the web, and of course, make actual phone calls. Equally important are the reporter’s resulting mobility, independence, and ability to work on the go. This, in a nutshell, is mobile journalism.

224 Compared with traditional journalism, mobile journalism has many benefits. Realizing the added benefits of mobile journalism can help you be on your way to becoming a mobile journalist. Here are some of the top benefits of becoming a MoJo: It’s Affordable. When you add up the costs of all the heavy duty equipment that’s needed to be a journalist, it can start to get very expensive. Being able to capture high- quality pictures, video and audio with your phone without any additional cost is a huge money-saver. Even with added costs of supplementary apps and equipment, it’s still a much cheaper way to tell a story. It’s Flexible. Taking away all of the heavy duty equipment, in addition to the team needed to operate it all, means you’ll be much more flexible. You won’t be slowed down by a van filled with cameras and other people. It’ll just be you and your phone. You can move at your own pace, going wherever you want, whenever you want, without being held back. It’s Empowering. With all that newfound flexibility and mobility comes independence. Working on your own means you get the freedom to choose what story you want to tell. Your phone empowers you to control every aspect of production, meaning you get the opportunity to make your voice heard. It’s Discreet. Reporting a story can mean having to go places where you’re not wanted. Oftentimes, a large camera and camera crew will have trouble getting access to specific locations, events or venues, but you can take your mobile phone with you virtually anywhere you go. It’s Friendlier. Big news cameras can be intimidating. If you’re trying to get an interview with a local or a witness, they may be less open to doing so with a giant camera in their face. Mobile phones are smaller and more familiar, and therefore less intimidating, making you much more approachable to a person who you’d like to talk to. It’s Safer. Journalism can be a risky business. Whether it’s covering a natural disaster or reporting from a war zone, covering a story can be dangerous. Doing it from a mobile device can allow you to be more mobile, and not to draw attention to yourself when in risky situations. By Glen Mulcahy Taken from https://www.movophoto.com/pages/mojo-mobile-journalism

TASK Explain what mobile journalism is and what its typical features are. What benefits does it give to a journalist? TEXT 3 Entering the Field of Online Journalism Journalism is a very diversified and vast field with unlimited career choices. You may contribute to either traditional or web journalism. No doubt, today the Internet is the most influential medium to present your views and becoming a web journalist is a great and exсiting career. Indeed, journalists of past generations would scarcely recognize the profession today. Most journalistic research is done on the Web; interviews are frequently

225 set up, if not conducted, over e-mail; and telephone interviews have become the norm. Many reporters never leave the office all day. Virtually every newspaper, magazine, TV and radio station now has an online component, while Internet news aggregators serve up selections from all across the Web. Meanwhile, the rise of blogs and citizen journalism have created a world in which anyone can create their own journalism – and get it heard by an audience of millions. Many people consider online journalism to be their dream job. However, it can be a difficult field to break into. You must have all of the skills of a traditional journalist (these include interview skills, research skills, accuracy and good writing skills) plus many Internet-related skills such as web design and knowledge of HTML code. You must also be prepared to start by accepting jobs that you may not like at a modest level of pay. Do not expect to become a successful online journalist overnight. It will take time and hard work. Here are some tips for breaking into the field of online journalism.

GET A GOOD TRAINING!

Good training always helps you advance in the profession. It is important to study basics of journalism first. Many universities and colleges all over the world offer undergraduate, postgraduate and doctorate degrees in journalism. After graduation, you can also perform professional courses offered by various institutions in a particular area.

HAVE A PASSION FOR JOB!

Journalism is a field where only training isn’t enough. You must be willing to work hard, often for long hours, usually for rather modest pay. The best online journalists are those who have positive attitudes and great people skills.

GET REAL WORLD EXPERIENCE!

Before trying to break into the online market, try to get some experience in the real world. Work in a newsroom and interact with people. This is invaluable in learning how to communicate and write like a reporter.

CONSIDER TAKING A JOB THAT IS NOT YOUR IDEAL!

Be open-minded and think about applying for jobs that you may not love but that will give you experience. Think of these jobs as stepping stones to your dream job.

BECOME FAMILIAR WITH ONLINE TOOLS!

Use and experiment with Real Audio, Photoshop, streaming video, Shockwave and other applications that will enhance your writing. On the Internet, writing a great article isn’t enough. You need to be able to incorporate pictures, video and audio into your text.

226 STUDY NEWS WEBSITES!

See how sucessful writers incorporate links, polls, audio and video into their articles online.

CREATE OWN WEBSITE OR BLOG TO ARCHIVE YOUR WORK!

So, if you’re an aspiring journalist, the time to establish an online presence for yourself is now. Many employers Google the names of job applicants, and the better stuff that shows up, the better. So, use websites, blogs, Facebook and Twitter to create an online archive of your stories and promote your work on the web. Today more and more professional, citizen, and student journalists are starting their own websites or blogs, driven by the need not just to archive their work, but also to create an online presence – a brand – for themselves.

LOOK AT ONLINE JOB LISTINGS!

A number of job portals on the Internet (Craigslist.com, Monster.com, Hotjobs.com and Careers.com. …) provide information related to job opportunities in this profession. Since the market for online journalism is huge, candidates wishing to become online journalists generally do not face any problem finding employment. However, it might be a good idea to have some experience in a related field, and get in touch with professional online journalists. Once you’ve developed an understanding of online journalism practice and a basic set of skills, it’s time to start work. Good luck in all your beginnings! Taken from http://www.ehow.com

TEXT 4 Become an Online Journalist: Education and Career Roadmap Journalists, also known as correspondents or reporters, typically cover a specific area or topic, such as sports or entertainment. As technology grows more advanced, print publications and other media sources are making the necessary move to digital formats to keep up with the trends. As a result, the increasing number of electronic news media outlets has created a greater demand for online journalists. Professionals in this field often work freelance or are self-employed and the quest for assignments or publication may be very competitive. Career Requirements

Degree Level Bachelor’s degree preferred Degree Fields Journalism, communications or related field Experience Experience from internships or entry-level positions is beneficial

227 Key Skills Communication skills, objectivity, interviewing skills, persistence, familiarity with Web design, editing, analytical, spreadsheet and other industry software, experience with video cameras, mobile phones and microphones Salary (2015) $38,453 per year (Average wage for journalists) Taken from U.S. Bureau of Labor Statistics (BLS); O*Net Online, www.payscale.com. Step 1: Earn a College Degree According to the BLS, a majority of employers prefer candidates with a bachelor’s degree in journalism, communications or a related subject. Bachelor’s degree programs in this field teach students about reporting, research, writing, editing, journalism ethics and laws regulating mass communications. Some of these programs may also offer classes that teach students about digital media, changing technologies and how they impact the media industry. Students learn how to use video recording and editing, develop interactive story graphics and design websites. They also become familiar with computer software that combines text, audio, image and video elements commonly used on news outlet websites. Success Tip: Gain extracurricular experience. Acquiring hands-on experience during undergraduate studies can provide journalism students with a competitive edge over their peers. Internships, part-time jobs and volunteer experience working for school or community newspapers, magazines or television stations all provide students with the opportunity to gain practical experience. During an internship, students can expect to research, write and edit stories, take photos and design websites. Step 2: Build an Online Portfolio Having a portfolio can help an online journalist highlight his or her best work. Traditionally, journalist portfolios consist of a compilation of published clips in hard copy form. Online journalists should create website portfolios that display their reporting, writing and editing skills, as well as their expertise with digital media. When creating the online portfolio, aspiring journalists should ensure that no grammatical or spelling errors or inaccuracies are present. All links should be checked to guarantee they are live and lead to the correct pages. Overall, the website should be organized and easy to navigate. Success Tip: Join a professional organization. Organizations like the Online News Association can provide journalists with a variety of resources. Organization members typically have access to industry conferences and networking opportunities. Step 3: Prepare for the Job Interview The BLS reported that competition for journalism jobs is intense, especially in large metropolitan areas with major media outlets. Candidates new to the field can prepare for interviews by researching the company and preparing a list of questions to ask the interviewer. Asking questions not only shows interest, but also illustrates journalistic aptitude. Demonstration of good communications skills and knowledge of current events are also key skills a journalist should exhibit during an interview. Taken from https://study.com/articles/ Become_an_Online_Journalist_Education_and_ Career_Roadmap.html KEYS

UNIT I THE PROFESSION OF A JOURNALIST

STARTER Images: 1. Vladimir Pozner. 3. Rupert Murdoch. 2. Oprah Winfrey. 4. Joseph Pulitzer.

VOCABULARY TASK 3 1. Correspondent 3. Correspondent 5. Journalists 2. Reporter 4. Journalists 6. Reporters

TASK 4 A. 1 – h; 2 – a; 3 – f; 4 – i; 5 – g; 6 – c; 7 – j; 8 – b; 9 – d; 10 – e.

B. 1. A topic 3. Spotlight 5. To cover 7. Announcement 2. A cub 4. Tasks 6. News reporting 8. Ace

TASK 5 Passage 1: 1 – anchor; 2 – reputation; 3 – broadcasting; 4 – angle; 5 – technology; 6 – interview; 7 – achievement; 8 – photographer. Passage 2: 1 – journalists; 2 – editor; 3 – contents; 4 – front page; 5 – headlines; 6 – daily; 7 – sports; 8 – reports; 9 – financial; 10 – review; 11 – celebrities; 12 – advertisements; 13 – online; 14 – media.

GRAMMAR FILE TASK 2 1 – has just passed; 2 – were really shocked; 3 – heard; 4 – did not believe.

229 TASK 3 1 – question, dig 6 – will destroy 2 – are 7 – will have filed, will have got 3 – has changed, get 8 – covered 4 – had been hosting, changed 9 – have always been 5 – released 10 – has transformed, will have changed

UNIT II TRAINING FOR JOURNALISM ABROAD

STARTER TASK 1 1) a stimulating intellectual environment committed to maximizing your potential; 2) knowledge and the skills in journalism, media, culture and communications; 3) opportunity to study diverse modules that cover socially relevant topics in media, politics and digital communication; to learn how to tell stories; to gain hands-on, career-ready experience in professional newsrooms. 4) they place focus on not just educating students about theoretical and academic perspectives, but also promote the development of critical thinking and cogent writing techniques; 5) the skills needed to engage, entertain, and inspire audiences across platforms and interests.

VOCABULARY TASK 3 1 – training 6 – accredited … Educational 2 – accreditation 7 – training … evaluated 3 – trainers 8 – trainees … accredited 4 – education 9 – evaluation 5 – accrediting … educators 10 – trainees … training

TASK 4 1 – d; 2 – e; 3 – g; 4 – f; 5 – h; 6 – a; 7 – c; 8 – b; 9 – j; 10 – i.

TASK 5 1 – disciplines; 2 – to evaluate; 3 – liberal arts; 4 – internship; 5 – program; 6 – trainer; 7 – assignments; 8 – major … minors; 9 – training; 10 – credentials.

TASK 7 1 – b; 2 – d; 3 – e; 4 – c; 5 – a.

230 TASK 8 1 – study; 2 – teach; 3 – to learn, training; 4 – learning; 5 – know, know; 6 – study; 7 – taught, leaning; 8 – study.

TASK 9 1 – b; 2 – c; 3 – d; 4 – f; 5 – g; 6 – a; 7 – e; 8 – i; 9 – h.

TASK 10 1 – enrolls; 2 – eligible for admission; 3 – taking a course (in sth.); 4 – honed; 5 – to practice; 6 – attend; 7 – admission; 8 – eligibility.

TASK 11 1 – taking; 2 – honing; 3 – explore; 4 – work; 5 – join; 6 – covers; 7 – take.

TASK 12 1 – part-time study; 2 – full-time courses; 3 – mid-career professional training; 4 – long-term; 5 – short-term training; 6 – specialized training; 7 – fellowship and exchange programs; 8 – distance learning courses.

GRAMMAR FILE TASK 2 1. Various forms of journalism (print, broadcast or online) can be explored by students. 2. The graduates are kept in touch with the pulse of the industry and up to date with the latest trends in the media sector via the links with media education establishments abroad and global media outlets. 3. Are students taught the skills needed to use the specialist journalism suites including newsrooms, TV and radio studios? 4. Students will be taught by lecturers through a range of methods from lectures, presentations, seminars and workshops. 5. A NCTJ accreditation cannot be gained in this course by students. 6. Minor is a block of course work completed in any academic unit outside the major; the minor must be approved by the student’s academic unit. 7. The Master of Arts in Mass Communication degree is offered by College of Journalism and Communication. 8. The following specializations: Journalism, Public Relations, Telecommunication, International/Intercultural Communication may be chosen in either track by the students. 9. Recent official scores from the Graduate Management Admission Test (GMAT) and official transcripts for all previous academic work must be submitted by applicants. 10. At least two years of full-time professional work experience performed after receiving an acceptable bachelor’s degree are required in all program options, along with written essays and personal recommendations from employers.

231 TASK 3 1 – is delivered; 2 – have been designed; 3 – are provided with; 4 – are based; 5 – will be supported; 6 – will be awarded; 7 – will be required. TASK 4 1 – a series of lectures was held; 2 – the interest in increasing knowledge was reflected; 3 – a proposal was discussed; 4 – learning of journalism craft was defined; 5 – the first code of conduct was discussed; 6 – an honorary court was established; 7 – the initiatives of PK were backed up; 8 – a private school was founded; 9 – students were offered courses relevant to journalism.

UNIT III PRINT MEDIA

STARTER Picture 1. Yohannes Gutenberg (≈ 1398–1468) – a German blacksmith, goldsmith, printer and publisher. He introduced printing in Europe. He invented a mechanical movable type printing in around 1439. Picture 2. William Caxton (≈1414/1422–1492) was an English merchant, diplomat and printer. He introduced printing press in England. The first book to be printed in English was produced in 1473. Picture 3. Ivan Fyodorov (≈1525–1583) was one of the fathers of the Eastern Slavonic printing. Being a deacon in church of St. Nicolas in the Moscow Kremlin he together with Pyotr Mstislavets established the Moscow Print Yard and published a number of liturgical works in Church Slavonic. Picture 4. Francysk Skaryna (≈1485–1540; ≈1490–1551) was one of the first publishers in Eastern Europe. In 1517 he established a printing press in Prague where he published his first book in the Old Belarusian language. He printed a translation of the Bible in 22 books during 1517 to 1519.

VOCABULARY TASK 2 1 – circulation; 2 – publisher; 3 – advertising; 4 – editorials; 5 – readership; 6 – advertisements; publisher’s; editorial; 8 – editor; 9 – readers; 10 – printing; 11 – circulated; 12 – printers, 13 – subscription. TASK 3 1 – e; 2 – g; 3 – b; 4 – k; 5 – f; 6 – c; 7 – l; 8 – d; 9 – j; 10 – a; 11 – i; 12 – h. TASK 4 1 – designed / laid out; 2 – biased; 3 – issue; 4 – sections; 5 – makeup / design; 6 – unbiased / impartial; 7 – issued; 8 – declining; 9 – type / typeface; 10 – cover; 11 – come out; 12 – masthead.

232 TASK 6 1 – edition; 2 – are published; 3 – journal; 4 – typeface; 5 – printing; 6 – editions/ issues; 7 – magazine; 8 – is printed; 9 – types; 10 – editorial; 11 – publishing; 12 – sub editor; magazine; journal.

TASK 7 A. 1 – in 4 – of 7 – of 10 – of 13 – in 16 – of 2 – to 5 – in 8 – with 11 – during 14 – with 17 – to 3 – in 6 – in 9 – in 12 – to 15 –of B. 1 – of 5 – to 9 – as 12 – to / towards 2 – of 6 – in 10 – in 13 – of 3 – in 7 – as 11 – of 14 –for 4 – of 8 – of 11 – of

TASK 8 The Times The Financial Times 1 influential 7 Press 2 Founded 8 Provides 3 Renamed 9 Coverage 4 world affairs 10 distinctive pink 5 Editorship 11 curculation 6 Slogan

GRAMMAR FILE TASK 2 1 – documenting; 2 – offering; 3 – purchasing; 4 – to sell, to attract; 5 – over represented; 6 – to attract; 7 – writing; 8 – to be; 9 – reporting; 10 – to handle; 11 – liberally minded; 12 – paying, using, quoting; 13 – to criticize; 14 – to include.

UNIT IV NEWS WRITING

GRAMMAR FILE TASK 1 1 – might be sitting; 2 – must have returned; 3 – ought to check; 4 – will not be able; must have been damaged; 5 – must; 6 – should; 7 – must be waiting; 8 – had to; 9 – had better; 10 – needs to; 11 – might; 12 – should; 13 – might have been; 14 – will need to; don’t have to; 15 – must.

233 UNIT V RADIO AND TELEVISION

VOCABULARY TASK 1 1 – c; 2 – b; 3 – e; 4 – f; 5 – d; 6 – a.

TASK 2 1 – h; 2 – e; 3 – f; 4 – j; 5 – g; 6 – i; 7 – d; 8 – b; 9 – a; 10 – c.

TASK 4 Down: 1 – live; 2 – correspondent; 5 – anchor; 7 – sensationalism; 9 – copy; 10 – ratings; 12 – exclusive. Across: 3 – teleprompter; 4 – program; 6 – segments; 8 – producer; 11 – immediacy; 13 – celebrities.

GRAMMAR FILE TASK 1 1 – b; 2 – c; 3 – a; 4 – e; 5 – f; 6 – d.

TASK 2 1 – waste; 2 – hadn’t entered; 3 – will be; 4 – would have become; 5 – had; 6 – became.

UNIT VI NEW MEDIA

STARTER Internet – the single worldwide computer network that interconnects other computer networks, on which end-user services, such as World Wide Web sites or data archives, are located, enabling data and other information to be exchanged. Also called: the Net. Differences The Internet – ВСЯ совокупность механизмов передачи информации по Все- мирной сети. WWW – Одна из «служб» интернета. Есть и другие службы, которые сюда не входят, например, электронная почта не входит в WWW. Интернет – как плат- форма для WWW. WWW включает в себя ТОЛЬКО сайты.

234 What was the INTERNET created for? The Internet as we know it today (web pages and email) has been around since about 1991 but the infrastructure that it all runs on has been in development since the mid 1970’s. The Internet was developed in 1973 by the U.S. Defense Advanced Research Projects Agency (DARPA) as a research program. It was first used in scientific and military fields. The Web, which adds an ease-of-use layer to the Internet by providing a graphical user interface (GUI), was developed in 1990 by English computer scientist Tim Berners-Lee (1955), who wrote the Web software at the CERN physics laboratory near Geneva, Switzerland. Berners-Lee wrote a program defining hypertext markup language (HTML), hypertext transfer protocol (HTTP), and universal resource locators (URLs). The Web became part of the Internet in 1991 and has played a major role in the growing popularity of the international computer network, making information more accessible to the user via multimedia interfaces, which allow the presentation of graphics (formatted text and hyperlinks, photos, and illustrations) as well as streaming or downloadable audio and video.

TASK 1 News media is any kind of media that can only be created or used with the help of a computer. Old media: television, magazines, newspapers, books, cinema, radio. New media: multimedia CD-ROMs, software websites, blogs, wikis, email and attachments, interactive kiosks, interactive television, mobile phones, podcasts, game consoles. Broadband connection: websites, blogs, wikis, email and attachments, interactive kiosks, interactive television, game consoles. Free downloads: podcasts, websites, blogs, mobile phones. High definition: interactive television, game consoles. Video on demand: interactive television, mobile phones, websites.

TASK 2 1. Jack Dorsey (C) – an American developer and businessman widely known as the creator of Twitter. Twitter is a social networking site that was created in March 2006. Users can read, tweet and post tweets through the website interface, SMS, or a range of apps for mobile devices. Users can be both: registered and unregistered. 2. Mark Zuckerberg (D) – a creator of a social networking service Facebook (February 2004). Facebook has over one billion active users, more than half of whom use Facebook on a mobile device. Only registered users can use the site. 3. Steven Jobs (A) – an American entrepreneur and inventor, co-founder and chairman of Apple Inc. He is known as a charismatic pioneer of the personal computer revolution and for his influential career in the computer and consumer electronics fields, transforming “one industry after another, from computers and smartphones to

235 music and movies …” He is often described as the “Father of the Digital Revolution, ”a “master of innovation,” and a “design perfectionist.” (An interesting fact: He co-founded and served as chief executive of Pixar Animation Studios; he became a member of the board of directors of The Walt Disney Company in 2006, when Disney acquired Pixar.) 4. Julian Assange (B) – an Australian editor, activist, publisher and journalist. He is best known as the editor-in-chief and founder of WikiLeaks which publishes submissions of secrete information, news leaks and classified media from anonymous news sources and whistleblowers. He was a hacker as a teenager, then a computer programmer before becoming internationally known for his work with WikiLeaks and making public appearances around the world speaking about freedom of the press, censorship, and investigative journalism. 5, 6. Sergey Brin and Larry Page (E) – founders of the company Google Inc. that is an American multinational corporation providing Internet-related products and services, including Internet Search, software and advertising technologies. The company’s mission statement from the outset was “to organize the world’s information and make it universally accessible and useful and the company’s unofficial slogan is “Don’t be evil!” Current headquarters is in California.

VOCABULARY TASK 4 1 – e; 2 – a; 3 – h; 4 – g; 5 – b; 6 – c; 7 – d ; 8 – f.

TASK 5 1 – encourages; 2 – interactive; 3 – evolving; 4 – bloggers; 5 – struggles; 6 – audiences; 7 – newsrooms; 8 – investigative journalism.

TASK 6 1) news aggregators (d) 5) social network websites (e) 2) index and category sites (f) 6) webinars (a) 3) share and discussion sites (b) 7) webcasts (c) 4) blogs (g)

TASK 7 1) e (message board – forum) 5) c (place – post) 2) g (stop – interrupt) 6) h (join – connect) 3) a (accessible – available) 7) d (refer to – cite) 4) b (anonymous – unknown) 8) f (collect – aggregate)

TASK 8 1 – forums; 2 – to post; anonymous; 3 – aggregate; 4 – to cite; 5 – connect; 6 – available, interrupted.

236 GRAMMAR FILE TASK 1 1 – had graduated; 2 – had done; 3 – was, had started; 4 – would finish; 5 – would come, would take; 6 – were; 7 – lack; 8 – will launch.

TASK 2 1. Mary said that she had created her profile page on Facebook two years before. 2. Tom said that he would become a citizen journalist. 3. Susan told her teacher that she was creating her own blog then. 4. The professor asked us if / whether we were web-savvy. 5. Mike told Kate that he could help her to maintain her website. 6. My friend asked me what my attitude to social networking was. 7. The teacher told us to become Web literate and use critical thinking to evaluate the credibility of sources.

TASK 3 1. Barbara said that she was glad to see me. 2. She said that she hadn`t seen me for ages. 3. She said that she was working for New York Times then. 4. She said that she had won the Pulitzer Prize the year before. 5. She said that she had a blog of her own where she shared with her journalistic experience. 6. She said that her blog had more than 10 000 followers. 7. She said that she would go to Nigeria the following week in order to cover the latest events. 8. She said that she had been invited to lecture in the City University.

TASK 4 1. Charlie asked Vicky what her attitude to social networks was / is. Vicky said (that) her attitude to social networks was / is quite negative. 2. Charlie asked Jack when he got his first personal PC. Jack answered (that) he got / had got his first PC two years before. 3. Charlie asked Mary what she thought about the Internet. Mary exclaimed (that) the Internet is / was a great thing and she can’t / couldn’t imagine her life without the Net! 4. Charlie asked Nick why he wanted to join Facebook. Nick explained (that) he wants / wanted to register in Facebook because it is / was a good way to keep in touch with his friends. 5. Charlie asked Steve if Wi-Fi is / was convenient to use. Steve replied (that) he had never used Wi-Fi, so he didn’t know if it was convenient. 6. Charlie asked Margaret where he can / could read and discuss her brother’s articles. She told Charlie (that) her brother would create a profile at the Times People to share his articles with others.

237 7. Charlie asked Bob if it is / was important to be web-savvy that day. Bob agreed (that) it is / was important to be web-savvy nowadays. 8. Charlie asked Jane what new subject she was studying that term and if it was / is useful. Jane said (that) she was studying HTML that term and it would be of great help to her in her future work. 9. Charlie asked Mitch what made / had made Nick’s blog so good and how he managed / had managed to do that. Mitch stated (that) many things made Nick’s blog good and that Nick / he had studied plenty of things to create it. 10. Charlie asked Mark if he has / had a habit of copying some materials from the Net. Mark remarked (that) he never plagiarized from the Net and he had never copied any videos, pictures or texts without permission.

TASK 5 1. We were waiting for Bill for a long time, so I told him to hurry up. 2. She was nervous about her new project, so I told her not to worry. 3. I had difficulty to understand the foreigner, so I told him to repeat. 4. Peter is always slow to write articles, so I reminded him to meet deadline. 5. Mary is good at translations, so I asked her to fulfill that task. 6. The cub reporter went into the extra details, so I told him to stick to the point. 7. The journalism school organizes the seminar for students, so I told them to attend it. 8. The game is going to be tense. I told my reporters to cover it. REFERENCES

AP Stylebook and Briefing on Media Law 2011. New York : Associated Press, 2011. Cambridge Advanced Learner’s Dictionary / ed. C. McIntosh. 4-th ed. Cambridge : Cambridge University Press, 2013. Deuze, M. Global Journalism Education. Journalism Studies / M. Deuze. 2006, 7:1. 19–34. DOI: 10.1080/14616700500450293 Fowler, H. W. A Dictionary of Modern English Usage / H. W. Fowler. Oxford : University Press, 2004. Lull, J. Media, Communication, Culture: a Global Approach / J. Lull. UK : Polity Press, 1995. News Reporting and Writing. Tenth ed. University of Missouri School of Journalism, 2011. Nordenstreng, K. Conclusions: Soul-searching at the crossroads of European journalism education [Electronic resourse] / K. Nordenstreng. 2009. Mode of access: https://www.researchgate.net/publication/292482500_Conclusions_Soul-searching_ at_the_crossroads_of_European_journalism_education Oxford Learner’s Thesaurus a dictionary of synonyms / chief ed. D. Lea, eds. J. Bradberry, R. Poole, H. Warren. Oxford : Oxford University Press, 2017. Reporting for the Media [Electronic resourse] / R. Bender [et al.]. Ninth ed. Oxford : Oxford University Press, 2009. Mode of access: http://www.oup.com/us/companion. websites/9780195337433/student_ resources/. Учебное издание

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ENGLISH. PROFESSIONAL COMMUNICATION OF A JOURNALIST

АНГЛИЙСКИЙ ЯЗЫК. ПРОФЕССИОНАЛЬНОЕ ОБЩЕНИЕ ЖУРНАЛИСТА

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