There are a variety of ways to approach this question, but let me suggest this answer as a way to combine our interests as teachers as well as our interests as publishers/advisers:
A story belongs to the writer, for the most part. That is, although editors and advisers may read, respond to and suggest changes to a story, the actual rewriting/revising should be done by the writer. Could these revisions be accomplished more efficiently by an editor? Perhaps, but we all know that such efficiencies actually slow the learning for the writer. The best editors provide support, advice and attention, but avoid writing the stories themselves.
BUT... there does come a time when the ownership of a story shifts from the writer to the publication. At a certain point in the process (for instance, two days before the paper goes to press, or whatever seems workable) it seems counterproductive to simply let inferior material run, with the rationale that it will be very educational for the deficient reporter.
Our readers deserve better than that. They don't know or care about the total educational picture for a reporter. They want their news, and they want it right.
Occasionally I see a paper with a blank space, with a small explanatory bit of type saying that so-and-so failed to do her job. Sorry, but we can't bring you that story, or that photo. Ouch! It must feel pretty satisfying at a visceral level to publicly hang that kid out to dry, but I wonder if the paper itself isn't taking a worse hit.
And one more thought: The hardest thing you will ever do as an adviser is keep your hands off a story or design that you KNOW you could improve. After all, you are the journalism "coach," and if your team performs poorly, there certainly may be some reflection on you.
But coaches don't make tackles, or shoot 3-pointers during games. It's not a perfect analogy, but my point is that the paper belongs to the students, not the teachers, administration or general public. You can be as hands-on as you want during practice. You can map out a game plan. You can critique the game films. But when the ball is kicked off, you are stuck stewing on the sidelines, just like the football coach.
May your next issue have no dropped passes, no silly penalties and no lack of hustle!
1 comment:
In general I agree with this post. However, I also think it is helpful for students to "see" their stories being edited to understand weaknesses in their writing and ways to improve. One way around interfering too much with stories for publication might be to work as a class on rewriting and editing examples of rough copy with the advisor leading the process.
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