Matthew's Comm 303 Blog

Let it snow, let it snow, let it snow; but how much is to much snow? The Washington Post and other news organizations have been pilled up with snow reports. Articles mostly cover the basic snow storm forte, but some reporters are taking a different spin on this winter wonder land “miracle”. One particular article in the Post covers the expenses and the crippling budget of the State High Way Administrations in Maryland, Northern Virginia, and Washington D.C.. Reported by Ashley Halsey III on the fifth of February 2010, her article was able to show the reader a better inside look on the expenses, and cut backs of the State Highway Administrations. Maryland was hit the hardest in spending limits, and is now trying to come up with ways to supplement the already negative budget. Maryland is usually given $45 million for snow removal, but this year’s budget was pegged at $26 million. To date, Maryland has spent $36 million in snow removal and the administrations knows it will spend more based on weather forecast of Wednesdays supposed storm. The Virginia Department of Transportation is also dealing with declining revenue and the continued snow fall. Northern Virginia was given $27.6 million for plowing streets, but has spent $36 million after last weekend. Washington D.C. was given $6.2 million but has spent $4 million on the December 2009 storm alone. All administrations are bracing for the current snow storm, and future snow storms, while trying to figure out different ways to replenish their depleting budgets. Their attitude and drive to continue to keep going makes every commuter thankful for the safe roads, and collected snow piles. Most people will wake up the morning of The February Blizzard 2010  and see white, while the administrations see red. Although the weather outside is frightful, and the fires are delightful, the administrations will wish it wont snow, but, let it snow, let it snow let it snow.

Ashely Halsey III was able to draw the reader in by taking a spin on something so commonly overseen by the general public. Her detail in the given spending limits for the State Administrations showed the magnitude of the severed budget. Halsey portrayed the administrations as mistreated, but optimistic about the blizzard and collected snow. She was able to pull the reader in by offering something most people never really think about. A different spin on the article makes the reader more apathetic toward the road plowing teams. The news value of the article is represented by the importance of money and the huge amounts of funding the state receives. Snow is on everyones mind and Halsey was able to construct a different, but interesting spin on back-breaking work. Her different angle on snow and its importance made me more interested in different, but related stories. Also it has made me more aware of improper and ill-adviced budgets for less important commodities. Each time the reader learns about different spending habits and cut backs, Halsey amplifies the story by demeaning the loved or hated snow.

1. What are the news values that are present in each of the stories?

First Story: Jury Recommends Death for 69-Year-Old Grandmother.

For the first story, the headline basically tells the reader the news value. The unexpected title of a grandmother being recommend for the death sentence pulls the reader into the story. As the reader continues to read, facts and history become more present about the unusual killings. Another news value about the report gives facts about Faye Copeland being the oldest person in Missouri to be sentenced on death row.

Second Story: FBI Continues Digging Suspected Mob Grave.

This story tells the reader of the mob and a grave site located in a garage behind Richard Joseph Beedle Sr. locksmith shop.  The news value of the story, shown by the reporter, revels to the reader to the true magnitude of the situation. The reporter lists the important people involved giving the illusion of a community effort to solve the murders. Also, this case is fairly important because the bodies where found  within the Patriarca organized crime family location, which raises awareness in that community.

Third Story: “Good Guy” Holds Teacher, Students Hostage.

The news value of this story is also seen in the title because of the importance of the report. Hostage situations are usually life changing experiences which gives the report more news value. When reading the story, the reader gets detailed information on the suspect, teacher, students, and the police. The reporter continues to grab the audience by giving detailed information about the gun, the suspects personal background, and a students relationship with the suspect prior to the hostage situation.

2. List the who, what, when, where, and how elements of each story.

First Story:

The main “who” of the report includes Faye Copeland, then second to her is the jury and judge, and later, her husband (Ray Copeland) and attorney David Miller are also mentioned. The “what” is the jury recommending the death sentence, or life imprisonment, to a 65-year-old grandmother. The “when” lists the time of the bodies being found last year, the courts decision on Tuesday night, and future trials involving a psychologists evaluation of Copeland. The “where” is the location of the court (Chillicothe Missouri), and the location of the buried bodies in northern Missouri. The “how” in the report only tells the reader about four bodies found, the juries decision of Copelands case, and the possible defense case for Copeland, involving a diseases called, “battered-wife syndrome”.

Second Story:

The “who” involves Richard Joseph Beedle Sr., U.S. Attorney Stanley A. Twardy Jr., the Patriarca mob family, federal agents, and Salvatore “Butch” D’Aquila Jr. The “what” involves Beedle Sr. being charged with accessory after the fact of a murder committed in aid of racketeering, 10 years in federal prison, and the $250,000 fine. The “when” involves the day of the week of continued searching (Monday), and the actual day of the week in which the grave was found (Friday). The “where” tells the reader of the division of federal agents (New York), the court house (U.S. District Court in New Haven), the location of the grave (behind the locksmith shop in a garage), the location of the Patriarca mob family (Hartford Connecticut, and Springfield Mass.),  D’ Aquila Jr. location (Middletown), and Breedle’s home in Hamden.  The “how” tells the reader of a continues digging effort from other racketeering informants, and how the charges where determined based on evidence found.

Third Story:

The “who” involves the suspect, Eli Dean, the teacher, Melody Money, the police Sgt.  Martin Jenkins, and a student name Amanda Garr. The “what” involves the students and teacher being kept hostage, the School (Central High School), the gun and where it was obtained, and the location of the hostage standoff (Money’s classroom). The “when” tells the reader the location of where the hostage situation went down (Central High School), which day of the week (Monday), the estimated time of released students (mid afternoon, and evening), past suspensions of the suspect (two weeks),  and the start and end time of the siege ( 7:30 p.m. EST, and 11:10 a.m.). The “where” tells the reader that the hostage situation took place at Central High School, the location in which Dean got the gun (stepfather’s room), and the location in which Dean kept his hostages (Money’s classroom).  The “why” involves the description of Dean being angry and suspended for breaking a window and setting off a fire alarm, and Amanda Garr’s short testament about how he was a “good guy”. The “how” again states that he obtained the gun from his stepfather, and his annoyance with his suspensions. Also his relationship with the teacher and Dean showed their relationship as a councilor and student.

3. Which of the three major types of sources of information are used in these stories?

In the first story, the suspect and court information most likely came from a police report and an interview with the arresting officer, and attorney. For the second story, the sources again came from a police report, but also old news paper, and arrest records.The last stories sources also most likely came from a police report, and interviews with the student and teacher at the school.

4. List the sources that specifically mentioned in each story? How do you think that the reporters were able to get this information?

In the first story, the reporter lists the charges of the suspect which can be told in an interview with the police officer. Also the reporter uses quotations when the attorney most likely was interviewed. For the second story the reporter also uses quotations in order to show an interview with police officers and attorneys. Also the reporter might have obtained past arrest records to get viable information on each suspect (racketeering, and gambling). The last story, again, most likely used interviews as the source of information. The student and police officer both where recognized in the article with quotations. Also the reporter might have interviewed the principal to get the information on the suspects suspensions.

5. On the basis of your limited knowledge about the events, analyze each of the stories for accuracy. Are these points in the story that might not be accurate? If you were the editor, what would you question? What would you want the reporter to double-check?

For the first story, I think the information is basically accurate because the reporter did not have facts that where counterintuitive and very straight forward. There are really no points in the story that makes the reader think its inaccurate. If I was the editor, the reporter would have to check the relationship of the husband and wife. More information of a motive would have been nice.

The second story tells me the most amount of information, showing that to obtain this information a lot of research was done prior to the publication. Some points of the story that may be inaccurate would include the days of the week in which the bodies where found vs. when they started looking. If I was an editor I would tell the reporter to find out more information on the mob family and their involvement in the crime. I would have the reporter double check the location of where the mob family was living, and also give the reader more information on the other suspects.

The last story tells me more information that is personal to the student being interviewed and gives a twisted outlook on his personality. The girl says he is a good guy while the reporter found information on is suspension. The most inaccurate information about the story would involve the interview with the suspects friend. I would question the girl to why she though the suspect was a good guy. Also I would find out more information on the suspects stepfather. I would want the reporter to double check the location of where the high school in located and the dates and times given from the police officers interview.