THE NEWS STORY
V. WHAT NEWS IS
34. Essentials of News Writing.—To write successful news stories, four requisites are necessary: the power to estimate news values properly, the stories to write, the ability to work rapidly, and the power to present facts accurately and interestingly.
35. The "Nose for News."—Recognition of news values is put first in the tabulation of requirements for successful writing because without a "nose for news"—without the ability to recognize a story when one sees it—a reporter cannot hope to succeed. Editorial rooms all over the United States are full of stories of would-be reporters who have failed because they have not been able to recognize news. The following is a genuine first paragraph of a country correspondent's letter to a village weekly in Tennessee:
There is no news in this settlement to speak of. We did hear of a man whose head was blown off by a boiler explosion, but we didn't have time to learn his name. Anyhow he didn't have any kinfolk in this country, so it don't much matter.
Then follow the usual dull items about Henry Hawkins Sundaying in Adamsville and Tom Anderson autoing with a new girl.
36. Need of Knowing News.—The fault with this correspondent was that he did not know a good story. He lacked an intuitive knowledge of news values, and he had not been trained to recognize available news possibilities. A clear understanding of what news is, and an analysis of its more or less elusive qualities, is necessary, therefore, before one may attempt a search for it or may dare the writing of a newspaper story.
37. Definition of News.—In its final analysis, news may be defined as any accurate fact or idea that will interest a large number of readers; and of two stories the accurate one that interests the greater number of people is the better. The student should examine this definition with care as there is more in it than at first appears. Strangeness, abnormality, unexpectedness, nearness of the events, all add to the interest of a story, but none is essential. Even timeliness is not a prerequisite. If it were learned to-day that a member of the United States Senate had killed a man in 1912, the occurrence would be news and would be carried on the front page of every paper in America, even though the deed were committed years ago. And if it should transpire that Csolgosz was bribed by an American millionaire to assassinate President McKinley in 1901, the story would be good for a column in any paper. Freshness, enormity, departure from the normal, all are good and add to the value of news, but they are not essential. The only requirements are that the story shall be accurate and shall contain facts or ideas interesting to a considerable number of readers.
38. Accuracy.—The reason for emphasizing so particularly the need of accuracy in news requires little discussion. Accuracy First is the slogan of the modern newspaper. If a piece of news, no matter how thrilling, is untrue, it is worthless in the columns of a reputable journal. It is worse than worthless, because it makes the public lose confidence in the paper. And the ideal of all first-class newspapers to-day is never to be compelled to retract a published statement. This desire for accuracy does not bar a paper from publishing, for example, a rumor of the assassination of the German Crown Prince, but it does demand that the report be published only as an unverified rumor.
39. Interest.—The statement, however, that interest is the other requisite of news requires full explanation, because the demand immediately comes for an explanation of that elusive quality in news which makes it interesting. In other words, what constitutes interest? Any item of news, it may be defined, that will present a new problem, a new situation, that will provoke thought in the minds of a considerable number of readers, is interesting, and that story is most interesting which presents a new problem to the greatest number of people. It is a psychological truth that all men think only when they must. Yet they enjoy being made to think,—not too hard, but hard enough to engage their minds seriously. The first time they meet a problem they think over it, and think hard if need be. But when they meet that problem a second or a third time, they solve it automatically. A man learning to drive a car has presented to him a new problem about which he must think keenly. The steering wheel, the foot-brake, the accelerator, the brake and speed levers, the possibility of touching the wrong pedal,—all demand his undivided attention and keep him thinking every moment of the time. But having learned, having solved his problem, he can run his car without conscious thought, and meanwhile can devote his mind to problems of business or pleasure. As Professor Pitkin says: