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It explains the purpose of Part I and why copy editing, proofreading, and design chapters are included as essential story-completion knowledge. Provides guidance for classroom discussion, use of external media resources, and practical exercises drawn from daily and weekly newspapers, with support examples for instructors who adapt 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Harriss  \nStanley Johnson  \nAllyn and BaconBoston·London·Toronto·Sydney·Tokyo·Singapore  \nChapter 17Meetings and Special Events  \nChapter 18Illnesses,Deaths,Funerals  \nChapter 19Fires and Accidents  \nChapter 20Seasons,Weather and Natural Disasters  \nChapter 21  \nCrime  \nChapter 22Courts,Trials,Lawsuits  \nChapter 23Government and Politics  \nChapter 24Business,Industry,Agriculture,Labor  \nChapter 25Education,Research,Science  \nChapter 26Religion,Philanthropy  \nChapter 27  \nLifestyles Sections  \nChapter 28  \nSports  \nChapter 29The Arts,Entertainment,Criticism  \nChapter 30Editorials and Columns  \nChapter 31Rewriting Faulty Stories  \nChapter 32  \nCopy editing  \nChapter 33  \nProofreading  \nChapter 34  \nHeadlines  \nChapter 35  \nNewspaper Design  \nInstructor's Guide  \n### Preface\n\nThe organization of the seventh edition of The Complete Reporter closely follows that ofthe earlier editions which have served students and instructors well.  \nTo help students understand why newspapers present the news as they do,it is essentialthat they should have some knowledge of journalism as a career the role of a reporter in the newsorganization,what news and news style are and the legal and ethical constraints on reporters.PartI provides that for the student before introducing news writing techniques.  \nThe remaining sections carefully lead students from very basic news writing techniques andbasic news stories to more complex and specialized reporting assignments.Although someinstructors skip around in the text,experience shows that for beginning reporting classes,inparticular,this step-by-step progression has been an extremely-effective teaching method.  \nSince reporting classes generally do not cover copy editing,proofreading and design,somehave questioned the need for those sections.They have been included because the authors believeit is important that the student have a complete understanding of what happens to a story once it hasbeen written.In addition,those chapters provide a standard reference for journalism programs thatdo not have extensive editing and design courses but still produce student publications.  \nAll the exercises have been taken from daily and weekly newspapers and were carefullyselected to give students experience writing the kinds of stories they will face when they becomeprofessional journalists.The exercises are practical and cover a broad range of stories  \nObviously,there are more than enough of them for a one semester course,especially if aninstructor makes out-of-class assignments of actual news events on campus or in the community.The authors highly recommend out-of-class assignments.  \nTHE COMPLETE REPORTER  \nInstructor's Guide  \n### Preface 2\n\nThis guide is not an answer book.It does not provide examples of how every assignmentin the exercises should be written.It is a mistake to assume that there is just one way to write astory.There are many.Instructors are encouraged to adapt the exercises to their own particularsituations to make them more significant to students.However,the guide does include a numberof examples of possible ways to write some of the stories.But the authors believe it is importantthat students understand all editors rarely sees a story in exactly the same way.  \nMany of the suggestions for class activities that normally are included in an instructor'sguide are included in the exercises as they have been in earlier editions of the text.But they aresupplemented in this guide by additional ideas for assignments.  \nMost classes will not finish the entire book in a single quarter or semester.At somecolleges and universities it has been used over a two-ser:ester sequence of writing and reportingcourses.Generally the first five parts are covered in the first semester and the specialized reportingsections in the second.  \nThe Complete Reporter has alw","cbCaihWQqhqUfsQL","https://ap.wps.com/l/cbCaihWQqhqUfsQL","pdf",3770196,94,"English","# Preface\n# Chapter 1 Journalism as a Career\n# Chapter 17 Meetings and Special Events\n# Chapter 18 Illnesses, Deaths, Funerals\n# Chapter 19 Fires and Accidents\n# Chapter 20 Seasons, Weather and Natural Disasters\n# Chapter 21 Crime\n# Chapter 22 Courts, Trials, Lawsuits\n# Chapter 23 Government and Politics\n# Chapter 24 Business, Industry, Agriculture, Labor\n# Chapter 25 Education, Research, Science\n# Chapter 26 Religion, Philanthropy\n# Chapter 27 Lifestyles Sections\n# Chapter 28 Sports\n# Chapter 29 The Arts, Entertainment, Criticism\n# Chapter 30 Editorials and Columns\n# Chapter 31 Rewriting Faulty Stories\n# Chapter 32 Copy editing\n# Chapter 33 Proofreading\n# Chapter 34 Headlines\n# Chapter 35 Newspaper Design","[{\"question\":\"What teaching approach does the instructor’s guide emphasize for beginning reporters?\",\"answer\":\"It emphasizes a step-by-step progression from very basic news writing techniques and stories to more complex, specialized reporting assignments.\"},{\"question\":\"Why are copy editing, proofreading, and design included in the course materials?\",\"answer\":\"They are included so students understand what happens to a story after it has been written, and so programs without extensive editing and design courses still have a standard reference.\"},{\"question\":\"How should instructors adapt the exercises in this guide?\",\"answer\":\"Instructors are encouraged to adapt exercises to their own classroom situations and make them more significant to students, recognizing there are many valid ways to write a story.\"}]","Instructor's Manual - The Complete Reporter - Chapter 17-35 | PDF",1791880265,237]