Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 167-171).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1958. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 223-229).

Agricultural journalism and agricultural communication have been researched in depth, identifying job skills, job satisfaction, educational backgrounds, and curriculum issues. However, a study examining the spheres (subjective, institutional, contextual, and societal) that influence how agricultural journalists and communicators do their jobs—as indicated by Esser’s (as cited in Frölich & Holtz–Bacha, 2003) model of spheres of influence on journalists—could not be found. This study utilized Esser’s model to identify those factors and determine whether their influences differ demographically. A total of 256 members of the International Federation of Agricultural Journalists, American Agricultural Editors’ Association, North American Agricultural Journalists, and Association for Communication Excellence in Agriculture, Natural Resources, and Life and Human Sciences responded to a researcher-designed instrument and a thirdparty Web-based survey tool. The respondents demographically resembled populations in similar studies. Data were analyzed using statistical tools and quantitative content analysis. This study found a relationship between the jobs that agricultural journalists and communicators do and the societal sphere (p=.04), which includes personal values, desire for self-realization, professional values, and conception of a journalist’s role. The spheres of influence of international organization (IFAJ, AAEA, and NAAJ) members and domestic organization (ACE) members were compared. The difference in the societal sphere was of medium effect size (d = .39), indicating that organizational membership influences members’ perceptions about themselves and their roles. Respondents indicated the most important skills for new agricultural journalists were personal attributes and skills, such as curiosity and adaptability; writing; and communication. The most important skills for new agricultural communicators were communication, personal attributes and skills, and journalistic skills. The most important future issue for agricultural journalists and communicators was agricultural technology and development. The findings indicate that agricultural journalists and communicators are influenced by their personal and professional values, perception of their professional roles, and desire for self-realization. Future agricultural journalists and communicators should seek training in personal attributes and skills, writing, communication, and journalistic skills. This study contributes to research in agricultural journalism and communication because it encompasses a global perspective by including respondents outside North America.

No description available.

Over the years, multiple studies have been conducted to determine what influences writing. Through the studies, few concrete conclusions have been reached on why individuals write the way they do. Research on children has shown that reading does influence writing; however, there has been little research done on adults. Some research has been conducted on how emotions influence writing, but no solid consensus has been reached. This study asked a select group of agricultural journalism and communications student writers what they perceived influenced their writing. The results of this study have implications for the way agricultural journalism and communications students learn and are taught. The study may serve as a model for further research. The purposive sample was agricultural journalism and communications students who were selected by the lead instructor at their school. The instructors served as gatekeepers. Each U.S. university with an agricultural journalism and communications program was asked to participate. The study showed that respondents believe many things influence their writing, and the factor mentioned most was surroundings. Respondents also mentioned the things they read and the things they had written in the past as influencers of their writing. The following recommendations were made based on the findings and conclusions of this study. Researchers should continue to look at what writers believe influences their writing as a way to develop better writers. Instructors should focus on teaching students in various surroundings. Students should not be allowed to write only in the surrounding in which they feel the most comfortable. Research should be conducted to determine if what respondents perceive influences their writing truly does.

Call number: LD2668 .T4 1958 P32

No description available.

No description available.