September 27, 2005
Blog Portfolio
Prior to taking EL 227- News Writing, my academic career only consisted of literature and creative writing classes. For the first time this semester however, I'm interacting with journalism and blogging. The following entries and comments are a collection meant to demonstrate my understanding of the course and it's objectives. If you have any suggestions or feedback, I'd appreciate hearing from you! Happy reading!
ENTRIES-
Coverage: "responses to the assigned readings"
"Crazy Angles: Are They Right or Just Obtuse?"-
"Gotta Fight for Your Right..."-
Depth: "ability to critically examine concepts"
"Gotta Fight for Your Right..."-
Interaction: "interacting with peers through weblogs"
"Gotta Fight for Your Right..."-
"PA State Standards and Journalism"-
Discussions: "personal blog that generated conversation"
"Crazy Angles: Are They Right or Just Obtuse?"-
Timeliness: "a blog written early enough which sparked discussion"
"Crazy Angles: Are They Right or Just Obtuse?"-
"Gotta Fight for Your Right..."-
Xenoblogging: "created works which help other people's weblogs"
"Gotta Fight For Your Right..."-
"PA State Standards and Journalism"-
Wildcard: "a blog entry of pure craziness"
COMMENTS-
Primo: "launching an intellectual discussion"
"Idea regarding Homecoming 'News' " by Mike Sichok- I commended Mike on his unique angle and posed several question which I felt would benefit him while seeking out his story.
Grande: "a long, thoughtful comment"
"Wildcard: My Passion" by Katie Lambert- I presented Katie with several questions regarding the political representation of OZ.
"Additional Uses for The Reporter's Notebook" by Jenna O'Brocto- I discussed about the PA State Standards and requirements in secondary schools, whether either focuses on journalism as they should.
Informative: "passing references and offering details"
"Oedipus and Greek Mythology" by Katie Lambert- I offered my annotated bibliography from a Literary Criticism project.
Gracious: "giving credit where credit is due"
"Where loyalties lie" by Chris Ulicne- I referred Chris to my blog which touched upon his concerns regarding how the Setonian is put together and it's division with the SHU community.
Posted by BethanyHutira at 09:40 PM | Comments (0)
PA State Standards and Journalism
While searching through Jenna O'Brocto's blog entry, "Additional Uses for The Reporter's Notebook," I was able to join in Katie Lambert and Jason Pugh's discussion regarding on the focus of journalism in secondary education.
I was able to comment back to them and introduce the idea of the PA State Standards. I must apologize if they were stirred in the wrong direction from my comment. I researched those standards and discovered that journalism is indeed found within "The Academic Standards: 1.2: Reading Critically in All Content Areas."
Section 1.2.8 states:
A.Read and understand essential content of informational texts and documents in all academic areas.
• Differentiate fact from opinion utilizing resources that go beyond traditional text (e.g., newspapers, magazines and periodicals) to electronic media.
• Distinguish between essential and nonessential information across texts and going beyond texts to a variety of media; identify bias and propaganda where present.
• Draw inferences based on a variety of information sources.
• Evaluate text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy and thoroughness.B. Use and understand a variety of media and evaluate the quality of material produced.
• Compare and analyze how different media offer a unique perspective on the information presented.
• Analyze the techniques of particular media messages and their effect on a targeted audience.
• Use, design and develop a media project that expands understanding (e.g., authors and works from a particular historical period).C.Produce work in at least one literary genre that follows the conventions of the genre.
Although brieftly mentioned, the standards do include...NOT exclude journalism within the state educational requirements. Part of me wishes however that english education majors could dive more into journalism because it brings new insights and benefits to our development as readers and writers.
Posted by BethanyHutira at 04:39 PM | Comments (0)
Media Analysis
In my first analysis exercise for news writing, I choose to watch the 5 o'clock news on WTAE-Channel 4 and compare and contrast the difference found within a Tribune-Review copy and WTAE's online article. While shifting through each article, this is what I learned...
Bethany Hutira
EL 227- News Writing
Dr. Dennis Jerz
Media Analysis
August 30, 2005
After reviewing three accounts of Tuesday’s reported Lake Erie plane crash, I observed one distinct difference between the various media. As the story transitions from print-form to regional broadcast, the angle shifts from hard to soft news. The lead and attributions within the copy help demonstrate this development of human interest towards the fatalities.
Within each lead, the news reported a search’s end for Kevin Jesteadt, 24, Lindsey Myers, 23, and pilot James Regal, 22. Granted, each media form stood correct regarding the victims’ names and age; yet, what followed skewed some story angle’s attempting to relate its self better to the audience. Scott Baker began WTAE’s story coverage by distinguishing that “the U.S. and Canadian Coast Guards called off the search for three [plane crash victims] from the Pittsburgh area.” Whereas WTAE’s online site, ThePittsburghChannel.com, simply notes that Jesteadt, Myers, and Regal were “Pennsylvanian residents.” In truth, the crash victims resided in Prospect and Butler according to Brandon Keat’s Tribune Review article. Although many individuals from outside the Allegheny County gladly proclaim “I’m Pittsburghese,” they aren’t (unless they actually live in the city). Because WTAE’s briefing singled out the fatalities as “Pittsburghers,” the story appeared relatable. Rather than viewing this piece as pure facts, the news broadcast made me feel (as an audience member) that “one of my own” was lost. The moment “Pittsburgh area” was mentioned the viewer attention was grabbed making us hang upon every word. The need human interest angle twisted the facts to suit the station’s need to dispense relevance onto its audience.
Fortunately, Keat’s account offered more accurate information. His use of attributions subsequently aided the Tribune’s delivery of a well-developed, straightforward copy. Throughout Keat provides several quotes from U.S. and Canadian Coast Guard authorities, Erie County Sheriff’s Department, and family members. These quote inclusions provided the reader with an objective view point to the story. Keat isn’t the sole contributor for which we can source our information. Instead, the U.S. and Canadian Coast Guard, Paula Jesteadt (a victim’s aunt), and Kevin Caffery of the Erie County, N.Y., Sheriff’s Department played an equal role in delivering the story. Unlike Keat, ThePittsburghChannel.com article summaries from a possible quote from the Coastal Guard: “The last known position of the plane was about 25 miles southwest of Buffalo, according to the U.S. Coast Guard.” And anchorman Baker included in the story’s conclusion second-hand accounts that “several eyewitnesses [could see] debris and an oil stain.” Despite the later attempts of WTAE, each story felt conversational. As if, I would have read the paper and decided to share the story with family or friends. Because either the media or online story failed to draw the line between fact and feature, human interest took precedence as main angle over accuracy.
Works Cited
Keat, B. (2005, August 30). Search ends for victims of plane
crash.Tribune Review, pp. A13.
ThePittsburghChannel. (2005, August 30). Couple, Pilot Still Missing;
Rescue Efforts End. Channel 4: ThePittsburghChannel.com.
Retrieved August 30, 2005, from
http://www.thepittsburghchannel.com/news/4913548/detail.html.
WTAE Channel 4 Five O’clock News [Television Broadcast].(2005,
August 30).Pittsburgh, PA: WTAE News.
Posted by BethanyHutira at 04:15 PM | Comments (0)
Peer Profile
After looking through several of my classmates blogs, I decided to post my peer profile article on Mike Sichok.
While writing the article, I learned a few things about Mike that I hadn't know. Also, I realized how difficult leading into an unique angle can be. Where do I sacrifice what the audience may already know about Mike to cover new, intriguing details? When reviewing transitions, what's the best possible way to ease the reader into the article? Or should I even worrying about this aspect?
I realize the transitions aren't traditional to the "Inverted Pyramid," but it was a first try at news writing. Anyway, check it out and learn something new about a fellow classmate.
Post-Grad Reveals Hidden Past In Techno-Euro Scene
“You can’t go home again” described Mike Sichok’s feelings when he decided to return to the classroom. Ten years after graduating from St. Vincent’s College, Sichok felt “it was time to make a difference.” That desire led him to Seton Hill University.
The school’s historic atmosphere, university status, and reputation for its education program attracted Sichok to enroll for fall 2004 classes as an English Secondary Education major.
Throughout his three semesters at the university, Mike has added “a touch of “alternative” to the classroom…unlike the experiences contributed from high school students. He brings a little of the real world…life experiences,” notes Katie Lambert, Mike’s close friend and classmate. These classroom contributions, however, stem from a multitude of experiences; many which rest within Mike’s white Apple Ipod.
Sparked at an “Information Society” concert in the 80’s, Sichok possessed a love for music and realized its inseparable connection to his life. Years later, after learning guitar, Sichok began his own band—“Fetish in the Sweatbox.” The group recorded two records and landed air time in several European clubs around Lithuania and Belgium. “Different radio stations contacted me through the Internet requesting that I send them a track and it got me thinking,” an idea that inspired Mike to develop his own recording company.
Named after the promiscuous Berlin club, “Atom Age” (Sichok’s label) signs, records, and mixes electronic compositions from local musicians. The music produced is anything but vulgar. Rather, Sichok seeks to help unknown bands and deejays “get their music recorded and out into the market.”
While blending intense electronic rhythms with pop, his current music project entitled Paramour, Mike continues to juggle his academic and personal life. He notes that although “things may get kicked around,” his focus to make a difference remains solid. Graduation may fall only two semesters away, but Mike Sichok’s contributions won’t end at Seton Hill. Instead, they’ll travel onward to an energetic beat escaping from his headphones.
Posted by BethanyHutira at 04:06 PM | Comments (2)
DeChantal Revision
In reference to several of my blogs, here is my spot news article on DeChantal and it's toilet paper issues.
DeChantal: Wiping Away Necessities?
Greensburg—Open house for Seton Hill’s newest residence hall was “just as DeChantal would’ve expected” and more, noted President JoAnne Boyle on Monday, September 12, 2005. Although the hall appears to provide upperclassman with every necessity, some argue that DeChantal isn’t flawless.
“[Room and board] costs more, but you get less,” said Senior Tim Blasko about un-provided toilet paper in DeChantal—a luxury other campus residents regularly receive. According to the Admission Department’s “Undergraduate Basic Costs for the Academic Year 2005-2006” pamphlet, room and board costs $3,410 -$4,395 per semester: DeChantal’s fees rest within the higher price range. With Wal-Mart charging $1.99-$2.59 for a 4-roll toilet paper package, the dollars add up.
Ex-Farrell resident Johanna Dreyfuss, who endured this experience while living in last year’s newest residence hall, said “[My roommates and I] spent more money on toilet paper than anything else…any spare money went towards purchasing more, limiting any extra groceries we wanted.”
Despite extra costs, the building intends to offer students apartment-style living. Assistant Director of Residence Life, Keisha Jimmerson commented that because DeChantal is like an apartment complex “no one will key into the room and clean or restock the bathrooms.” Seton Hill will, as Jimmerson informed, provide students with the toilet paper brand supplied throughout all campus restrooms upon request to Residence Life.
DeChantal’s six person air-conditioned suites feature a lounge, larger bath, and community kitchen. Yet, it’s “more than just a place to sleep” said Dr. Robin Anke, Associate Dean of Student Services and Director of Residence Life. DeChantal plans to entertain students through floor program activities and its common lounge, which will contain pool tables and an entertainment center.
During Monday’s open house, attendants could tour “Phase 1,” the building’s completed half which holds 85 students. Anke added that “Phase 2” of DeChantal will be completed in November 2005 housing the remaining 61 residents in January 2006.
Posted by BethanyHutira at 02:56 PM | Comments (0)
Reader Friendly
Since I first began skimming through The Reporter's Notebook, I've found that Levin's text would provide secondary ed. teachers with an excellent introductory text to journalism.
The book's structure, small and spiral binding, doesn't intimidate the reader. Instead, the light-weight book allows students to frequently carry it with them without the added pounds of regular textbooks.
Its readability also draws the reader into the text because the terms used are simple and straight-forward. We aren't required to analyze and frantically research to understand what the author is trying to tell us.
And, this part is my favorite, the book is specifically designed for the writer to write/scribble inside it. Anytime I purchase a textbook, I'm worrying about not "damaging the text." I attempt to be daring at times and write/underline/arrow various points and reflections. But, it bothers me to write in pen. Since receiving this book, I've taken the liberty of marking and filling in story ideas, listing upcoming college events, and brainstorming notes regarding the assigned exercises- WITH PEN!!!
I feel that high school students would get excited too. Finally, they can write in a textbook without receiving any punishment. The only problem, of course, remains within the district's hand and the amount of money they allot for textbook purchases. Even so, the teacher isn't restricted to use Levin's various methods and exercises (i.e. p. 23) in their classroom.
Posted by BethanyHutira at 12:10 AM | Comments (1)
September 26, 2005
Gotta Fight for Your Right...
to Whip!!!
After reading through the Communicator (which actually never contained an article about DeChantal Hall) and the Setonian, I realized that my article focused on a separate issue rather than reporting the DeChantal Open House.
Whereas the Setonian never wavered in covering the event, I did. In order to provide a unique angle, I used the open house to lead my reader into learning about the "toilet paper issue." I don't want to down play what I wrote, but in truth that story was separate. Granted, the two subject share a common grounds; however, the spot news article wasn't meant to dive into such a topic.
If I could turn back time, like Cher, I probably would have made two articles. One focusing primarily on the open house, which the Setonian (hats off to Meredith Ponczak) successfully wrote. And the other, the exact assignment I turned in to Dr. Jerz.
Surprisingly, I discovered an angle that all on my own. In a way, I uncovered the "dark, dirty details" and relished in exposing them. It thrilling to say, "Guess what news I have today?" I hope this doesn't appear like gossip, because that's not really what I'm getting at.
Within a comment on my "angle blog entry," , Dr. Jerz mentioned about the love journalists for reporting. After reflecting sometime about the Setonian's article to my own and Dr. Jerz's comment, I realized that I have experienced those emotions. Present truth to a wide spread audience was concept I never really grasped till now. It's a power surge for the individual; we directly create change.
Whether reminding the reader about the past or enlightening them about current events, each journalist is given the responsibility to their audiences. I believe Kovach and Rosenstiel dive into this topic within the third chapter in The Elements of Journalism:
Journalism's first loyalty is to citizens.
I feel the Setonian, and it's differences to my article, allowed me to see this point further. It was my responsibility to first present the story of the open house, then write a follow up on the toilet paper. I response to classmate Chris Ulicne's blog, "Where Loyalties Lie," the paper does have an affect on some of the student body- myself included.
I completely agree that there exists a separation between the SHU community and Setonian. Yet, by continuing to provide their diligence and time, the staff demonstrates their commitment to the citizens. Those actions will slowly, but surely, develop that ideal connection of trust and loyalty that journalism strives towards.
Posted by BethanyHutira at 11:11 PM | Comments (4)
Oedipus
After reading through Katie Lambert's blog this evening, I was estatic to learn that she had posted several blogs on Oedipus. This subject stirs such excitement in me because I spent a majority of my time researching this theory along side Freud and Jung for Dr. Arnzen's Literary Criticism class.
If you're looking to dive further into the topic, I have an annotated bibliography and a file of various copied chapters from these sources.
If you have any other questions, let me know. I'd love to help you out and discuss the subject!!!
Bethany Hutira
Literary Criticism
Dr. Michael Arnzen
Independent Project
May 11, 2005
Oedipus File: An Annotated Bibliography
Badcock, C.R. The Psychoanalysis of Culture. Oxford: Basil Blackwell, 1980.
Balmary, Marie. Psychoanalyzing Psychoanalysis: Freud and the Hidden Fault of the Father. Baltimore: The John Hopkins University Press, 1979.
Marie Balmary’s work reviews Freud’s psychoanalytic theories and exposes it’s faults as evidence from excessive sexuality, historical and biological concepts, and language found within the Oedipus complex. Through her various questions and reevaluations regarding the myth and theory, Balmary dismisses Freud’s castration theories by respectively calling attention to Oedipus Rex’s origins, symbolic and symptomatic names, and parallels between the male characters while incorporating Lacan theory into the legend. The introduction and first chapter successfully challenge the reader to re-examine the questions stirred from Oedipus and present newly expanded theories found underneath the myth’s surface.
Buchanan, Brad. “Oedipus in Dystopia: Freud and Lawrence in Aldous Huxley’s Brave New World”. Journal of Modern Literature. 25.3/4 (2002): 15+. MLA International Bibliography. EBSCOhost. Reeves Lib., Greensburg, PA. April 13, 2005
Within Buchanan’s article, the writer presents a “casebook” on Aldous Huxley’s Brave New World and the Oedipus complex. As Freud’s theory discusses the incestuous and seemingly dangerous relationships that occur between child/parent, Buchanan reviews Huxley’s need to suppress or exert these desires created by the Oedipus complex in order to maintain social stability. Incestuous love, as the writer notes, is the "only love" found in Brave New World’s futuristic world—John Savage represents that Oedipal figure whose obsession regarding his mother drives this conflicting relationship. The article benefits the reader seeking critical reviews which apply Freud’s Oedipal terms.
Freud, Sigmund. The Sexual Enlightenment of Children. New York: Collier Books, 1963.
Freud’s first chapter of The Sexual Enlightenment of Children begins by introducing the child’s “sexual journey” from the infancy stage then immediately to the pre-puberty stage. As in most psychology courses, the chapter reviews and examines the sexual sensations (oral, anal, and genital) that occur amongst infants and adolescents throughout life’s beginning stages. Yet, the most interesting aspect of the piece reveals the advanced mental capabilities children possess when defining sexual terms and organs. Although child may not have physically reached their sexual peak, Freud states that they mentally understand sexual characteristics as evident through frequent need to ask questions and seek answers.
Fromm, Erich. Introduction. Oedipus Myth and Complex: A Review of Psychoanalytic Theory. By Patrick Mullahy. New York: Hermitage Press, Inc., 1948.
Erich Fromm presents a clear, understandable summary to Mullahy’s discussion and study of Freud’s psychoanalytic terms. The introduction refreshes the reader’s memory regarding the Oedipus myth and complex while diving into intricate historical attributes of science and man. The writer notes that despite the changes that may have occurred throughout the generations, we are all interconnected. All concepts and symbols have and will manifest themselves into the theories and practices of today and tomorrow. Fromm alludes that psychoanalysis and the Oedipus complex will continue on into the future and possible that past theories aren’t as foreign as they may seem.
Harrington, Thea. “The Speaking Abject in Kristeva’s Powers of Horror”. Hypatia. 13.1 (1998): 20+. MLA International Bibliography. EBSCOhost. Reeves Lib., Greensburg, PA. April 13, 2005
Primarily her own critical analysis, Thea Harrington analyzes various aspects found within Julia Kristeva's Powers of Horror and compare Kristeva’s work to several other books the author produced. The essay presents the reader with a “taste” of the “abject theory” (an analysis of the horror found within the female- which Oedipus myth frequently portrayed as the Sphinx) and tempts its audience to learn more about Kristeva’s practices and works. Most notable about this review or critic lies within Kristeva’s constant re-examination of Freud’s theories and her inclusion of a feminist overview of a “male-dominated” theory.
Moore, Kathleen. “Jason Compson and the Mother Complex”. Mississippi Quarterly. 53.4 (2000): 18+. MLA International Bibliography. EBSCOhost. Reeves Lib., Greensburg, PA. April 13, 2005
Acknowledging the vast audience of William Faulkner’s The Sound and the Fury, Moore presents an excellent analysis on the relationship between Jason Compson and his mother. Deemed the “mother-fixation complex” by the writer, Jason Compson plays the role of the Oedipal figure unable to escape his child fantasies and connection to his mother. While exploring Jason’s other relations with the novel’s female characters, Moore provides the reader with a second strong example of literary criticism and her application of Freudian and Oedipal theory onto classical literature.
Morgenstern, Naomi. “The Oedipus Complex Made Simple.” University of Toronto Quarterly: A Canadian Journal of the Humanities. 72.4 (2003): 12+. MLA International Bibliography. EBSCOhost. Reeves Lib., Greensburg, PA. March 13, 2005
Morgenstern’s essay performs the task of explaining the Oedipus theory exactly as her title suggests—Freud’s theory is “made simple.” However, the writer not only focuses on the theory its self; she also discusses the changes that occurred within Freud's Oedipus complex and concepts as psychoanalysis developed throughout the remaining 20th century. Included within the piece are early references or evidence of Oedipus complex while focusing its attention towards Oedipus’s importance to psychoanalysis. Morgenstern essay capably clarifies some of the feminist theories encountered later within this Oedipus file and defines connections and relationships feminist critics have formed with the Oedipus complex.
Mullahy, Patrick. Oedipus Myth and Complex: A Review of Psychoanalytic Theory. New York: Hermitage Press, Inc., 1948.
Within his text, Patrick Mullahy provides the audience with direct psychoanalytic definitions from Freud and Jung. These “crash course” chapters and sections leave the reader with a concrete understanding of the issues and information they’ll encounter while plummeting in psychoanalysis, particularly the Oedipus complex. Although several other articles may appear confusing, Mullahy’s Oedipus Myth and Complex: A Review of Psychoanalytic Theory offers students and theories a solid start to their further inquiries on Freudian and Jungian theory.
Rieff, Philip. Introduction. The Sexual Enlightenment of Children. By Sigmund Freud. New York: Collier Books, 1963.
While introducing Freud’s The Sexual Enlightenment of Children, Philip Rieff
discusses the “Little Hans” case that Freud occasionally resorts to throughout the duration
of his work. Using Rieff’s account of the case, the reader can undoubtedly apply their
knowledge regarding various Oedipal terms and practices. The introduction acts as an
excellent critical exercise for the reader to investigate the desires and complexities which
occur in the parent/child relationship.
Searle, Leroy F. “The Conscience of the King: Oedipus, Hamlet, and the Problem of Reading”. Comparative Literature. 49.4 (1997): 25+. MLA International Bibliography. EBSCOhost. Reeves Lib., Greensburg, PA. April 13, 2005
Searle’s piece acts as an advisory piece by presenting the numerous dilemmas a reader can encounter while critical reading. Held within the piece, the writer dives into the “common reading mistakes,” “the quality of those reading mistakes,” and provides various definitions regarding literary meanings.” Aside from discussing Sophocles' Oedipus Rex, the essay overview other classical works from Dickens and Shakespeare; thus, possibly to correct the traps readers face while setting up carefully analyzed plot events as exemplified examples to follow.
Smith, J.C., and Carla Ferstman. The Castration of Oedipus: Feminism, Psychoanalysis, and the Will to Power. New York: New York University Press, 1996.
Stephens, William N. The Oedipus Complex: Cross-Cultural Evidence. New York: The Free Press of Glencoe, 1962.
Posted by BethanyHutira at 10:53 PM | Comments (0)
September 25, 2005
Peer Discussions
After looking several times through me blog, I reread a comment left by fellow classmate and friend, Johanna Dreyfuss.
http://blogs.setonhill.edu/BethanyHutira/2005/09/crazy_angles_ar.html
Interestingly, without her and Micheal Diezmos, I would have never written the article that I did. Through our discussion during lunch, I received a real eye-opener...
Originally, I planned this boring piece which I discussed in "Crazy Angles: Are they Right or just Obtuse?"
http://blogs.setonhill.edu/BethanyHutira/2005/09/crazy_angles_ar.html
Even after this experience, when I attended an optional workshop, Ashlee L., Ashley W., and Jenna O'Brocto helped me further shape the article. Although they weren't the only ones assisting me, (which suddenly makes me wish I had a camera during Dr. Jerz'z tapping frenzy)I left the classroom knowing and understanding what direction I needed to move towards.
Peer interaction forces each student to push beyond their maximum potential. Sure this appears competitive, yet I think many of us are competitive by nature. We love to correct and question each other motives- defend all our reasonings for our actions.
I think thus far the class has performed these "critic tasks" in a constructive manner. I'm excited to work together with many of you on the next workshop day for our second spot news assignment.
Now that we've put a month of news writing under our belts. I anticipate the new techniques everyone in the class will focus on. Does the article follow the "Inverted Pyramid?" Were who, what, where, when, why, and how covered? Are certain details needed after a quote or ar they simply background material?
Granted, beforehand, I focused on clarity of ideas, spelling, word choice, and leads. Yet, now I trust those to be taken care of this time around. Our eyes will have plenty to look for, let's hope that time will allow all these aspects to be explored and discussed.
I think that only question left unanswered is whether or not Dr. Jerz's next dance performance be a ballet number?
Posted by BethanyHutira at 12:46 PM | Comments (0)
September 21, 2005
Reports, Shoots, and Leaves
While reading through Elements of Journalism, specifically Ch.4, I was appalled to read the development in sensationalism versus factual reporting. Granted, I wasn't naive to these concepts; however, today's class forced me to open my eyes a bit more.
The Trib's above fold featured a dramatic headline and disastrous photo. Although these two were unrelated, I couldn't help but continue to wonder about their placement.
If the newspaper is designed to attract our attention and offer the reader "quick news," won't we psychologically (and for that matter, automatically) connect the two? Any time I read "Rita halts reopening of city," I refer back to the photo of flames. Likewise, when reading " N. Korea backpedals on nuke breakthrough." In my mind, I still envision flames and destruction.
Despite the ambiguous headline, the writer performs an excellent job of refraining from panicking the audience. Had this been a television broadcast, I don't believe the same would occur.
Instead, like tonight's coverage of Flight 292 in Los Angeles, the viewer would have been forced to hang on every word. The media unfortunately wraps themselves around the sensation that they are covering current news. Yes, the media must cover these incidents; yet, is it fair to the individuals involved and their loved-ones?
Television reports, films a few shoots, repeats, and then breaks for commercials, leaving the audience in suspense. I'm left thinking "What will happen while I'm watching a Chevrolet commercial?" Why should people bother to be put through this "game?"
More so, what occurs when the story's conclusion is far from over? Jae-Soon Chang provided some assurance and contained the sensationalism within his article. Yet, it still manages to keep my attention as I look for further details elsewhere.
Posted by BethanyHutira at 09:40 PM | Comments (6)
September 16, 2005
Crazy Angles: Are They Right or Just Obtuse?
While searching for sources, I found myself fighting for the attention of several interviewees and their thoughts. Once their attention was caught and questions asked, I learned that my page of quotes was boring. What angle could I possibly cover to supply my audience with a newsworthy story? Ironically, the answer lay among my most ridiculous quote: "It's so unfair that we have to purchase our own toilet paper."
Before attending class on Wednesday, my mind was set upon covering the differences between Farrell and DeChantal Hall. Can anyone feel their eyes drooping at this point? I did.
Luckily, I happened to discuss the article at lunch with a few classmates. This discussion helped me to refocus and put faith into a seemingly absurd story idea. Suddenly, sources were easily contacted, appropriate quotes were added, and the "Inverted Pyramid" wasn't a foreign concept. I eventually revised and edited my draft to a point that only one sentence was left untouched.
Although my initial spot news experience at DeChantal's Open House seemed hectic and unproductive, it resulted in an angle that worked. The right angle transformed my story into an article worth reading.
Posted by BethanyHutira at 06:59 PM | Comments (2)
September 02, 2005
Newbie
The joys of the blog newbie, how sweet they are!
Although I've never before blogged, I find the experience easier than expected. I'm offered the same immediate response community, as in instant messaging, and am allowed a close second look at entries, like forums.
Of course, my blog layout will suffer a while; I'd appreciate any suggestions or direct help. Thanks!
Posted by BethanyHutira at 07:02 PM | Comments (4)