ATTRIBUTION

Besides the organization of the story, the JO must be aware of other problems in the speech story. Attribution - identifying the source of information or

opinion - is needed in almost every paragraph. The writer must make it clear who is talking. Thus the writer should include attribution often. Beginners should attribute every sentence expressing opinion, for too often the reader forgets, and it seems the writer is making the statements in the story.

Attribution may consist merely of the phrase "he said." However, to be sure the reader does not forget who the speaker is, the writer should occasionally insert the speaker's name. The writer may put the attribution at the beginning, middle or end of the sentence, but the natural place for attribution is at the end of the sentence.

When writing a speech story, never use such words, unless quoted, as "I," "our," "us," "we," "me," "you" or "your." Standing alone, these words represent the writer's viewpoint. So, if the speaker says our country needs more nuclear surface ships, the writer says: "The United States needs more nuclear surface ships." If the speaker says "I," it means just that and not the newswriter.

"SAID" AND OTHER VERBS

Many reporters covering speeches are tempted to use vivid words to describe how the speaker talked. Unfortunately, the truth often conflicts with the vivid verbs. The best verb to use is "said." Here is the natural and neutral link between the speaker and what he said. But many writers feel their creativity is stifled by using too many "saids." There are, of course, synonyms like "cajoled," "pleaded," "beseeched," "asked," "murmured," "digressed," "asserted," "told"

"declared" and thousands of others that can often be used for variety.

When using these words to describe how the speaker expressed himself, be sure you describe the speaker's emotions accurately. Always be alert to exact meaning and connotation.

PAINTING A PICTURE

To add more color to the story, the writer may occasionally describe interesting hand movements or gestures the speaker made. An example appeared earlier in this chapter when Petty Officer Tyler emphasized a point as he stroked his "bushy black hair."

When former Russian Premier Khrushchev removed his shoe and pounded it on a table at the United Nations, every story covering his speech included it high in the account. Most speakers will not be that flamboyant, but they may raise a hand toward the ceiling or pound on the lectern for emphasis. An occasional mention of this adds flavor to the story and points up what the speaker feels is important.

GETTING THE FACTS

Before writing the speech story, you must get the facts. Most reporters depend on tape recordings or a copy of the speech. Frequently, a speaker may be approached - either directly or through his public affairs staff - for a copy of the speech if it is not supplied in advance.

Should you find yourself in a situation where you must rely on your own note-taking to gather facts, make sure you get the main points of the speech. A JO is not expected to be a stenographer, but you will still be held accountable for what you write. So listen carefully and write those quotes accurately.

Most professional reporters have their own system of note taking, which usually consists of shortcuts. For example, a writer may drop all vowels from words - sailor becomes "sir," soldier becomes "sldr," and so on. Similarly, the reporter may not dot the "i' s" and cross the "t's" when writing rapidly. If you want to write down the word responsibility, you might dash off "respons" and later, when looking over the notes, the scribbling will be understood. Use your notes while they are fresh in your mind.

By using a homemade shorthand, you can listen to the meaning of the speech. You are waiting for the important points of the speech, not mechanically copying down every word as a stenographer does.

In summary, remember the following key ideas about speech stories:

The most important fact goes in the lead (what and who said it).

Use ellipses to handle long quotations.

Use the quote-summary method to organize the story.

Learn to attribute information or opinion in the story.

Use vivid words carefully.

Tony Giberson

Figure 3-4. - Rugby is one of a wide array of Navy sports the Navy journalist will cover.

Get the facts straight. (Use your notes, tape recorder and a copy of the speech when possible.)

THE SPORTS STORY

LEARNING OBJECTIVE: Recognize the principle of sports writing, the structure of a sports story, the use of quotes, the various sports writing rules and considerations and the sources of sports information.

Sportswriting, whether it is for a great metropolitan daily or for a four-page internal Navy publication, can be the very lifeblood of a publication. No other editorial phase of a newspaper has quite so much to offer the imagination and creativity (fig. 3-4).writer - or so much to challenge the writer's

Sportswriting is a difficult side of journalism. It is tricky for the sportswriter who regularly covers a National Football League team. It is tricky for the JOSN who wades through the task of writing an eight-inch story about a touch football game played on the base yesterday.

For some people, sportswriting is easier than for others, probably because they are athletes or because they are longtime fans. It is not true, however, that only ex-jocks and channel-hopping sports addicts can write sports. With a little training and practice, any writer can become, at least, an adequate sportswriter.