Yvonne TeemsMy research will explore the effectiveness of editing practices in helping novice newspaper reporters improve their writing. Because less research has been done on novice writers in the field of journalism than has been done on transitioning novice writers into the workplace, my research will be two-fold. First, I will review composition research that explores how novice writers transition into the workplace and how their transition can be made easier. Second, I will review journalism and journalism education research that explores editing practices in the journalism classroom and in the journalism field. By focusing much of my research on the deeply researched composition field, and by adding some research from the less researched journalism field, I hope to put together a well-rounded body of research on helping novice newspaper reporters improve their writing.
Adam, Christine. “What Do We Learn From the Readers? Factors in Determining Successful Transitions Between Academic and Workplace Writing.” Transitions: Writing in Academic and Workplace Settings. Eds. Patrick Dias and Anthony Pare.
Arwood, John M. What Editors and Educators Say about News-Editorial Education: Toward a Curriculum that Responds to Change. Annual Meeting of the Association for Education in Journalism and Mass Communication, Aug. 1993,
Beaufort, Anne. “Creating a Fit: Socializing Writers into the Community.” Writing in the Real World: Making the Transition from School to Work.
Dias, Patrick; Aviva Freedman; Peter Medway and Anthony Pare. “Students and Workers Learning.” Worlds Apart: Acting and Writing in Academic and Workplace Contexts.
Dias, Patrick; Aviva Freedman; Peter Medway and Anthony Pare. “Virtual Realities: Transitions from University to Workplace Writing.” Worlds Apart: Acting and Writing in Academic and Workplace Contexts.
Hickey, Neil. “Rating the Recruits.”
Katz, Susan. “An
MacKinnon, Jamie. “Becoming a Rhetor: Developing Writing Ability in a Mature, Writing- Intensive Organization.” Writing in the Workplace: New Research Perspectives. Ed. Rachel Spilka.
Wiist, W. Michael. “Seeking a Coaching Style of Teaching News Writing.” Journalism and Mass Communication Educator 51.4 (Winter 1997): 68-74. Wiist advocates using a coaching style in the journalism classroom as opposed to the traditional teaching style of writing comments on papers and handing them back to students without opportunities for revision. Wiist makes his argument by talking about the research and commentary of others, including Donald Murray and Poynter Institute researchers Roy Peter Clark and Don Fry, as well as his experiences as a journalism teacher and a journalism graduate student. A coaching style of teaching is simply conferences between teacher and student in which the teacher can prompt the student to talk about his or her writing, its good points and its downfalls. It allows the student to better identify problems in their writing and improve upon their weaknesses in the next assignment. The article applies to my research in that it draws the distinction between the real-world newsroom and its growing trend of the coaching style of editing and the journalism classroom and its traditional style of teaching news writing. It shows that students entering as novices into the journalism field may be unfamiliar with the coaching style and it advocates a coaching style as an effective method for improving novice writer’s writing.