Finding errors.

I think that by far, one of the worst mistakes I found was one that occurred during the Sandy Hook elementary school shooting coverage. Poynter.org writes how several news organizations began running the Facebook photo of the shooter, named Ryan Lanza; however, the photos weren't of the correct Lanza. Errors like these not only destroy the lives of the falsely accused, but also tarnish the reputation of the reporting news sources. One source, Mediaite, published the photo with the headline "Is this Connecticut school shooter Ryan Lanza's Facebook?" and then upon realizing their mistake, changed the headline to "Apparently, this is NOT Connecticut school shooter Ryan Lanza's Facebook." Many other sources followed suit and edited their headlines, while others ran corrections at the end of their online stories with an apology. 

In general, most of the other corrections I've seen have been pretty simple: names misspelled, incorrect ages, and the Boston Globe misprinted winning lottery numbers. While these all seem pretty trivial, and nothing compared to the Ryan Lanza debacle, errors still add up. No matter how little the error is, if your news organization continually makes them, it all adds up to lost credibility. Readers depend on the news for accuracy and quality, and any error-- no matter how small-- affects that dependability.  

Running corrections.

For this exercise, I looked at three New England news sources: the Boston Globe, TNH, and the Portland Press Herald.

In the Globe, corrections are printed on the second page of the paper, under a section titled "For the Record." In this section, it says that the Globe, "welcomes information about errors that call for correction," and lists both a phone number and an email that corrections can be sent to.

TNH also runs a printed corrections section on the second page of their paper, under a large heading that reads "Corrections." Under this, it says that, "if you believe we have made an error, or if you have questions about TNH's journalistic standards and practices," you can contact the Content Editor, listing both his phone number and email. 

On the Portland Press Herald's website, it was surprisingly difficult to find a corrections section, but I did find on one story that a correction was listed in italics at the end of the piece. There was also a link to an accuracy form that you can fill out, which can also be found under the "Reader Services" tab.

I feel like most of these correction sections sound like light-hearted suggestions, and none of them particularly draw too much attention to themselves. The Boston Globe's "For the record" title doesn't even explicitly say what it is. I am a bit surprised how long it took me to locate any sort of corrections service for the Portland Press Herald. While I think it's okay to not draw all the attention to the errors, I think a news source should at least make a corrections section easy to locate. 

If I had a corrections policy, I'd want to keep it kind of light, to remind the readers that we're all human, and that mistakes happen from time to time. I think mine would go something like:

Oops! You caught us. If you've found an error in one of our stories, we are more than willing to look into it. At this news organization, we value accuracy and quality; however we all make mistakes now and then, and we thank you for letting us know about ours. To let us know about any errors, send your corrections to wedonefudged@murraynews.com, or call us at 207-800-8135. Once reviewed, the correction will run the next day in this section, and online within 24 hours. 

I think this works as a policy because it admits that as news organizations, we are capable of making mistakes, but also that we will take the time and care to verify corrected information and not just blindly print it. I think this policy makes us sound human, relatable, and grateful for our readers.

Editor's credo: REDUX

Back at the beginning of the semester, I wrote my own "editor's credo," which went like this:

Being an editor means being encouraging, constructive, and never close-minded. Editing is a cooperative relationship. It’s not just improving the writing—it’s improving the writers and helping them realize their full potential. Being an editor means being trustworthy and trusting. Writers should be able to look to you for advice, but you also have to believe in their own ideas. It's like being the captain of a ship; you can give direction, but you won’t get anywhere without the contribution of those looking to you for guidance.

I mean, it still pretty much sounds good to me, but now that I've learned a lot more over the semester, I'd probably add a little to it. Something like: 

As an editor, it is my responsibility to be encouraging, constructive, and never close-minded. Editing is a balance between the input of reporters, and my good judgement as an editor. I will not just improve the writing, but I will try to improve the writers and help them and their stories reach their full potential. As an editor, I have to be trusting and trustworthy; I have to believe in the ideas of the reporters, but I also have to be able to provide help and advice. It is my job to recognize what is fit to print, and what is going to tarnish my reputation and the reputation of journalism as a whole. As an editor it is my job to recognize a story's flaws, potential, holes, strong points, weak points, and everything in between. 

Semester in review.

I think I got a lot more out of this class than I ever really expected. When I signed up for an editing course, I thought we'd strictly be doing copy-editing, and consequently I assumed it would be a tad bit miserable. Fortunately, I was wrong. I've learned so much valuable information in this class, and that's really given me a lot more hope and optimism when I think about finding a career as an English major. I've also loved everyone I've gotten to work with this semester, and the little 8-person editing family we've made, and I'm going to call it that whether any of you like it or not. 

I know there's still probably a lot left to learn when it comes to this stuff, but right now I'm feeling like a lot of things have been answered for me.

Meeting with my reporter, round dos.

Olivia and I met again on Friday, March 29. She's been sending me her stories via email, so I can look over them and give her suggestions. After reading through several of her stories, what sticks out most t me is that many of them read like school reports, and not feature stories--they don't quite have the cosmic elements or attention-grabbing leads that we've been studying.

A our meeting, we talked about how to improve leads. She had been writing a story about the new firehouse in Durham that's been debated at town meetings. I suggested to her what we learned in class last semester: don't write the story with the main event being that a meeting occurred, but write the story using someone's passion about the topic as a jumping-off point. She said that there were a few speakers there who seemed   to have strong opinions about the firehouse location, so I suggested she look into leading with those.

Olivia has definitely made progress from her first story to her latest ones, so I hope that my comments about how to write leads can give her stories the element that they've been missing.

Meeting with my reporter.

Okay, I'm a little behind, surprise surprise. I actually first met with my 621 reporter a while ago, but I forgot to write an entry about it, so this is what I can remember.

In our first meeting, Olivia and I just got to know each other a bit. From the start, I could tell we were very different people in terms of our  personal lives: Olivia is a dedicated Christian, and I'm just... not. While the difference in our religious views was originally a bit intimidating, Olivia turned out to be extremely sweet and very enthusiastic about working together. I'm really lucky I got a reporter who's really looking forward to our collaboration because her willing participation and openness seems key to this working out.

We basically just talked about how she had been doing in the class so far, what the hardest things were for her to do, what kinds of stories she wants to write, etc. I was a little uncomfortable with talking like I had the answers to her questions because really, I only took the class she's in a few months ago. I don't really feel like an authority figure yet, but I guess that's something for me to work on.

Covering the Boston Marathon bombings.

The bombings that occurred at the Boston Marathon on Monday affected me on two different levels. For me, and I’m sure many others, it hit extremely close to home. To me, Boston is “the big city,” where I would always go on daytrips with my family. My older brother went to Emerson, and over the years, as I would visit him, I learn to navigate a small part of the city—what I like to call “My Section of Boston.” My Section of Boston is the area near the Commons: from Boylston Street, to Tremont Street, to Beacon Hill. I’ve spent a lot of time at Emerson, and I applied to Northeastern and BU, and while I ended up at UNH, many of my friends attend different schools in Boston. I’ve always had strong ties to the city, and I always will. To think that something like this can happen in a place I hold so close to my heart is, in a word, devastating. While I didn’t know anyone injured by the bombings, or even running the race, I know some friends who have run it in previous years. This year, one of my friends was at the finish line but luckily decided to leave 10 minutes before the attacks. Other good friends of mine were supposed to be there to watch at the finish line, but because of last-minute circumstances, they couldn’t make it. Though none of my friends or family were direct victims of this event, the chances that they could have been were high.

For me, one of the most surreal aspects of this is that just Saturday night, I was in that area with my friend. We were in town for a concert, and spent the day down by Boylston and Tremont. One thing I can’t stop thinking about is how the singer we were seeing, Mika, sang his song “Relax (Take It Easy),” which he said he penned right after the London subway bombing; two days later, bombs went off just blocks away from the venue we saw him in.

Personal ties aside, the incident also affected me as a journalism student. From the moment I walked into class, I began taking in the information that was pouring out about what had happened. While the news sources were constantly releasing “new” information, it really seemed to be all the same, and it all showed that no one really knew much of anything as the details were still being discovered. I lost count of how many times I saw the UNH student in the red cap cross the screen on the same video feed over and over again. But, as the classroom functioned as a news room, each of us with our own social media sites up and different news feeds running, we managed to pull together a somewhat concrete idea of what had actually happened.

Since Monday, authorities have discovered considerably more information about the bombings. As the news was breaking, many news sources were reporting that there were two dead, and 23 injured—with the exception of the New York Post who had incorrectly stated that the toll was at 12 dead. Current reports say that at this point, there are three dead and close to 200 injured. Overall, on Monday, information was hazy at best, with many statements released that eventually proved to be false: cell phones couldn’t be used because they might set off bombs, cell phone service was shut down, a Saudi national was named as a person of interest in the bombings, a bombing also occurred at JFK Library, etc., etc. With these also came many rumors about the victims, including the report that a girl from Sandy Hook elementary was killed, along with a woman whose fiancé planned to propose to her once she crossed the finish line. I think that the release and subsequent retraction of these reports raises an important question for journalists: When does being first become more important that being accurate? I think the news source that reported that a Saudi national was named as a suspect should have asked themselves this question—and if they did, they should have thought about it for longer. With a false statement such as the one they made, they held the potential to raise hysteria and ruin lives. 

Though in chaotic events such as these it can be difficult to separate the facts from the false claims, in any situation—especially ones as sensitive and critical as this—being accurate should always be the first priority.

For me, I think it’s important to realize that these events don’t simply end when all the victims have been named, or even if the perpetrator has been captured. There are always questions that can be asked. As reporters, we can talk to the families of those affected, or the first responders to get their accounts. We can find out the next steps that can be taken, or see the global effect of this event. How are people around the country showing their support? How will this bombing affect the turn-out of future Boston Marathons? Following up, asking the deeper questions, and finding new answers are the best ways to keep this story fresh, and to keep the readers thinking. 

Headlines exercise.

These headlines are based on my reporter's story about Esther Bauer, the Holocaust survivor who gave a speech in the Strafford Room on Wednesday, April 3.

Print: 

Bauer, Holocaust survivor: 'You are the future'

Online: 

WWII survivor

tells story

Comparing headlines.

Boston Globe headlines-- April 8, 2013

"A quiet deal done on the Hub’s last frontier" (paper)

"A quiet deal done on a prime Boston waterfront site" (online)

I think the difference between these two is pretty important. The one printed in the paper refer's to the site as "the Hub," while the online version refers to it as "a prime Boston waterfront site." I think this makes a big difference because those who aren't from the Boston area might have no idea what the Hub is...I mean, I know I didn't. I was pretty thankful for the online version clearing that up. While the printed headline is more concise, the online headline is a bit more clear.

"OUI arrests are now rare in Boston"

"Drunken-driving arrests becoming rare in Boston"

There's an important difference between these two, and I think it;s that they actually convey two different facts. One states that OUI arrest are rare, while one says that they are becoming rare. We can assume that they mean the same thing, but if they are taken literally, they actually are saying different things. I think that in the space allotted, the printed headline is fine, but the online headline conveys the actual story. 

"One thing money can’t buy: a break from nature’s fury"

"What money can’t buy: a break from nature’s fury"

The difference between these two headlines is so negligible, it feels pointless to even talk about it. Honestly, I don't think one is better than the other, I think the difference is there just to save a little space in the print version of the paper.

"Walczak jumps into race for mayor"

"Bill Walczak jumps into race for Boston mayor"

I like the conciseness of the printed headline, and I like the effect it has. While the online version of this headline is a bit more helpful with understanding who's doing exactly what, I like the urgentness of the printed headline, and I think it matches the tone of the event.

"Now screening: Professor vs. filmmaker"

"BU caught in middle as filmmaker, professor feud"

Hands-down, the printed headline is more awesome. No question about it. It's got a pun, and who doesn't love that? I like the humorous quality of it, and I think it draws the reader in more. The online version, again, is more informational, but I think the printed headline does a better job of enticing readers into the story. It's just so funny.

6 questions behind the question.

1. Is this a visual story?

I think this could definitely be a visual story. It carries both a lot of emotion and information.The piece could be enhanced with a picture of Bauer from the event, or even a video from her speech. Maps of where she lived in Hamburg, or the locations of the concentration camps to which she was sent could give the reader helpful information about the locations used in the story. A timeline infographic could also be helpful as a visual way to show the events of Bauer’s life and when they happened in relation to each other and the events of the war. I think images of concentration camps, or photos of a young Bauer could also add emotional impact to the story.

2. Is this a complex story?

This story isn’t too complex; it just outlines details about Bauer’s life given in her speech. There isn’t much you would want to hyperlink, in my opinion, since the information is subjective, and the events are told from Bauer’s perspective. I think the only link that might make sense is to an informational page about Terezin.

3. Is this a time-sensitive story, developing, or deadline story?

This story certainly isn’t exactly any of these. It covers an event that already occurred, so there’s no need for any follow-up.

4. Could the reader have a role in this story?

I think there is potential for the reader to get involved with this. Many students attended Bauer’s speech, and given the quotes at the end of the piece, it seems as though there was an array of student reactions to her story. So… go here.

5. Is this story fun, or serious?

Given that the topic is a Holocaust survivor’s story, I’d say it’s a serious piece.

6. Does location matter?

No, it really doesn’t play a role in this piece. 

Reader involvement

If you attended Esther Bauer's speech in the Strafford Room on April 3, we'd love to hear from you! We're collecting reader's reactions to her story, and we want your opinion. What brought you to this event? How did her story affect you? Did it change you or your perspectives in any way? Let us know!

State of the News Media 2013

Okay, so I honestly thought this was going to be very boring and painful, but in reality, it really wasn’t that bad. It was interesting seeing how in-depth this research goes, and all the different aspects of the news media that it covers. Plus, there were a ton of graphs, and who doesn’t love a good graph every now and then?

After reading the State of the News Media report, something that really struck me was how the cuts being made to news reporting resources are ultimately leading to “a news industry that is more undermanned and unprepared to uncover stories, dig deep into emerging ones or to question information put into its hands.” 60% of people who have abandoned their news sources have done so because the stories seem “less complete,” and the coverage of the latest presidential campaign was labeled as mainly a “direct relaying of assertions” without any interpretation on behalf of the journalists. All of these findings show that editors are facing a major problem, and that is a decrease in story quality…which seems like a pretty bad problem to have. I feel like no one really wants a team of reporters giving you stories that just aren’t very thorough. But, I guess the silver lining in this is that the reporters have the basics down; they just need that extra push, and being able to give them that is a pretty great opportunity for an editor. I think this is really going to give editors reasons to stay sharp and be able to find the missing elements of a story. I think this really amplifies the role of the editor because with stories becoming less in-depth, they are not only going to have to find the cosmic elements in these stories, but they are also going to have to work along with the writers and be able to help them identify the spark in their own stories.

I also found it interesting in the report where it said that, “The gap between acting on a digital news tip or a conversation one makes sense: It is easier and faster to click on a link that is literally at your fingertips than it is to find a story in a newspaper.” The report said a lot about the transition to digital media and I think this quote really sums up the convenience of it, and why people are making that change from the old format to a new one.