Exhibit JC42 - The Leveson Inquiry

For Distribution to CPsDevelopments in the Practical Journalism Component of the Diploma for Journalism 1935-1939 ioncluding a Termly Examination from 1937 onwardsprovide. Clarke’s approach was different, as students soon discovered attheir first lecture.Students themselves found their own conceptions about writing(’atmospheric’ as opposed to factual reporting, as one put it) received arude awakening in the hard school of crisp demands for answers to thequestions: ’Who, What, Where, When, How? ’8 What some former studentsinterpreted as over-emphasis on the academic was seen by others asproviding the necessary background knowledge that would pull them out ofthe rut of covering events which required little more than common senseand a knowledge of shorthand.Monitoring Student ProgressAlthough Dunhill’s reminiscences mention the ’delightful feeling of goingback to school.., with the Diploma exam two years off,’ he would havereceived a rude shock if he had been there one year later because first,year students had to sit a termly examination on 14 m December, 1937. Thepaper was as follows:’Termly ExaminationShorthand reporting test (10 marks)Re-write the attached Police Court Report for publication (10 marks)Name six important points in the presentation of copy (5 marks)Mention three major news stories in this morning’s papers and say howthey struck you (15 marks)As junior reporter on the local paper in a Cumberland town of 16,000inhabitants whom would you contact regularly for news? (10 marks)’Marks awarded ranged from 15 to 41, out of 50, and nine of thosescoring under 60 per cent left the course before it finished and 3 out of 7absent for the examination also dropped out. 20 students achieved marksof 64 per cent, or above, and all of them finished the course.Miss Skipsey’s comments on the marks was that they were ’rather bad. Ithink perhaps I’ve marked them too kindly, so please be the dragon T.C. ’9She had marked all the questions, except the fourth, and added commentsabout students’ performance:’Question 1. Badly done. Invariably failed to read their shorthand accuratelyand I marked them low for unintelligent reporting.Question 2. Appallingly done. If they missed the two bad faults in the firstline I knocked them down to half immediately.Question 3. Easy, the most get full marks.Question 4 .... very interesting and intelligence comments. I suggest amaximum of five marks per story.Question 5. Quite well done, but too few realised the special contacts for aCumberland town. Thus Winifred Coales, who remembered climbers...gets full marks.’(Note: Marks taken from students’ individual records for the year 1937/38).The second highest marks on this test were shared between G.C.Pinnington and Katharine S. Walker, who when contacted, did not wanther attendance on the course mentioned. Pinnington, a Newspaper SocietyExhibitioner regularly scored high marks and went on to become the editor142MOD100051313