Implications
Journalism
Many of the suggestions in Table 1 are already being used in publications
like USA Today, recently redesigned newspapers in the Gannett and Knight-Ridder
chains, textbooks, popular nonfiction books like Megatrends, magazines,
and many newsletters. They are part of the new style of shorter articles
and colorful graphics that mark many publications in the age of television.
What appears in such publications to be a "style" of writing and
layout may be a reflection of something far deeper -- an understanding of
the strategic reader. When analyzed in the terms of this study, many articles
and layouts seem to have been designed with a surprising degree of cognitive
reading theory in mind.
It seems unlikely, however, that cognitive theory
is the driving force behind the redesign of newspapers. Note
49 It is more likely that the focus groups and reader surveys used in
the redesign of newspapers have led to practices similar to those derived
here from cognitive theory (see, for example, the redesigns described in
the Knight-Ridder 25/43 Project). Note
50 Indeed, current innovative practices in newspaper writing and design
may be ungrounded in any kind of theory; they are probably products of the
practitioner's art.
When asked to explain the wave of redesign sweeping across journalistic
publications, editors often use terms from stimulus-response, association,
and information theories. Yet the creative innovations of recent redesigns
have caused these journalists to leap into a style of writing and layout
that can be understood only in terms of cognitive theory.
As is so often the case with professionals, practitioners of journalism
can do far more than they can explain. Practice has outrun theory. Journalists
and journalism educators need a theory that not only explains what journalists
are already doing, but provides concepts that can be used to improve both
journalistic practice and professional education. Note
51 This paper is offered as one contribution toward that goal.
The Teaching of Writing
See Table 1, "Serving the Strategic Reader," for a suggestions
on how to apply the concepts of this article to writing and the teaching
of writing.
Table 1. How to Serve
the Strategic Reader
Summary
Contents