This study has designed to test whether or not the use of metaphors affects audience recall and retention of news. The study is designed to test the hypotheses that metaphors help the reader recall a greater amount of information immediately after exposure (i.e., short-term memory, identified in this study as recall), and that metaphors aid in a greater amount of information retained at a later date (i.e., long-term memory, identified in this study as retention). Recall and retention help demonstrate whether or not metaphors promote reader understanding and remembering of facts in news stories better than in stories that do not use metaphors or images.The methodology of this study consisted of two tests in which subjects answered open-ended questions to see if the presence of metaphors aided in retention and recall of information. Two versions of a newspaper story with identical news were presented. The metaphor story contained one primary metaphorical image which ran continuously throughout the story. The nonmetaphor story featured no manipulation by the researcher. The first test measured the amount of information recalled immediately after exposure to a given story. The second test took place five days after the initial exposure.Using a MANOVA repeated measures design, the researcher found a difference between the metaphor and nonmetaphor variables and significant difference between the recall and retention variables, but no interaction between all of the independent variables. Therefore, this study did not support the hypothesis that news stories with metaphors aid in both recall (short-term memory) and retention (long-term memory) of information. / Department of Journalism

The general purpose of this study was to gather data to describe the newswriting process as conducted by three practicing journalists. Protocol analysis was employed as the primary research tool. Verbal protocols require subjects to "think out loud" as they compose; the writing sessions are tape recorded.Three reporters who covered news daily were selected by their editors for the study. In the first protocol session the subjects wrote from sets of news facts. The second and third protocol sessions were conducted in the newsroom. All three reporters composed at least one szcry at the video display terminal. The protocol transcripts, interviews, notes from the stories, and the completed stories provided the data for analysis. A coding scheme was prepared which isolated and labeled activities of the newswriting process.Findings indicated that the selection and writing of the lead was the most time-consuming task,that the writers wrote in a patterned sequence, that they concerned themselves with -small units rather than the story as a whole, and that no overall goals or evaluations for the story were made. In addition, the writers showed evidence of recursiveness in their writing, and they had difficulty writing when the information for the story was not from their own newsgathering process.A major conclusion was that the lead writing task was the most important act the writer performed because the selection of the lead determined the direction of the entire story; the lead selecting and writing had to take place before any other writing could be completed. The story was organized as it was written, not planned in advance. Editing was an integral part of the writing process, not a separate act of refining. Memory was the writer's most important tool for obtaining information during the writing process; notes provided cues for initiating a more detailed recall of the incident. The newsgathering and news writing tasks were so closely related that they could not easily be separated. The writers planned and wrote one sentence at a time by orchestrating a complex set of activities all directed at the immediate task at hand.

No description available.

Thesis (Ph. D.)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 258-276).

Thesis (LL. M)--University of Toronto, 2005. / Includes bibliographical references.

Thesis (doctoral)--Schlesische Friedrich-Wilhelms-Universtät zu Breslau, 1933. / Cover title. Vita. Complete work (vii, 144 p.) issued as Beiträge zur Anglistik, Heft 2. Breslau : Trewendt & Granier, 1933. Includes bibliographical references.

Thesis--Cologne. / Vita tipped in back.

Thesis (D.S.M.)--Northland Baptist Bible College, 2000. / Includes bibliographical references (leaves 200-205).

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 154-164). Available also in a digital version from Dissertation Abstracts.

Thesis--Cologne. / Vita tipped in back.