Exhibit JC42 - The Leveson Inquiry

For Distribution to CPsEditorial Attitudes Towards News Reporting Revealed in Clarke’s Lecture Notescollecting and making-up the news on make-up sheets presented byvarious London papers, usually the evenings, The Star and the EveningNews. There were two of everything, from editors, chief sub-editors, news,foreign, picture editors, to leader writers (one each side) plus twotelephonists (to take the stories telephoned in) and two ticker attendants tocope with the teleprinter news agency copy, plus sub-editors and reporters.Often the lists were shorter, denuded of picture editors and leader writers.The layout of the newspapers was decided in advance so that thereoccasionally might be ’big stories - "2’ and ’3 heads. 1 st line of 12 letters,2 nd (Turn) of 16 letters and 3 rd (Turn) of 14 letters’ with advice about spacescounting as one letter. Occasionally there might be a law court reporter tofile legal reports or a sports editor setting up a sports page. Usually the twogroups met both Clarke and Skipsey at 10 a.m. to discuss the day with thelatter arranging collection of wire service copy (by hand) from British UnitedPress and the Press Association.Once the operation began Miss Skipsey took notes of the two groups’performance for later analysis. On Thursday, November 3, 1938,Pinnington played the editor of The Star and Joan Veale that of theEvening News editor. By 2 p.m. Miss Skipsey had Pinnington assessed as’excellently organized. Working apparently in co-operation’ while of MissVeale she noted: ’Quite unorganized, subs working separately in variouscorners. She realised her mistake by 2.15 p.m. and centralized the subs onone table. By the close, at 3.15 p.m. The Starwas still better organized butMiss Skipsey comments: ’Pinnington rather despairing but working,8intelligently. This simulation was a small operation with only four editorialstaff, one reporter, four sub-editors plus telephonist and Reuters teleprinterattendant. Later versions of the exercise had up to 21 staff and theybecame increasingly more complex in execution. In this way Clarkeprovided the element of pressure that students would have to face whenworking in newspaper offices, but he did it for pedagogical reasons: tofacilitate students learning by providing simulated, first-hand, experienceand not leaving it to the pages of books to describe what happens in anewspaper office, as did so many manuals of journalism. By the time thecourse was it is final year, 1939, The Daily Telegraph printed the competingpages for the students.Language of Headlines, Make-up, Voluntary AssignmentsNothing was too simple for inclusion in Clarke’s list of lectures; themysteries of ’Headlines and (content) Bills’ were utilized to demonstratethat the journalist ’had to think out what the news is you have to say.’ Hetalked about the influence of headlines on language and how short wordswent into them but rarely long ones. ’Contents Bill used by newspapersellers’, Clarke suggested, ’should indicate the news, leaving it to theheadlines to tell the news.’These second-year students spent another two Thursdays eithermaking-up pages, or reporting on the Port of London Authority. On 17 thNovember 1938, there were 38 such reports to discuss; G.C. Pinnington(he became editor of The Sunday People in 1972) one of six not handing in128MOD100051299