RFTM Ch. 19: Advanced Reporting

Up to now, we've concentrated on reporting via sources and basic documents. Now, we'll look at other ways to gather data and offer news, including using statistics.Much of the information gathered by reporters come in the form of statistics (budgets, sports scores, studies, ect.).

Reporters must make those numbers interesting and understandable for readers. We need to highlight what those numbers mean for readers. How do those numbers impact them? How are those numbers interesting and relevant?

One way to do that is by emphasizing human interest. Like, finding an human anecdote that reflects the numbers. For example, for a tuition hike story, find a student socked by the tuition hike, and use his or her anecdote for an alternate type of lede.

Another way is to present numbers as simply as possible. Find the numbers that are most telling to the story, and explain what those numbers will mean to readers. For example, if tuition is going up 7 percent, figure out how many dollars that would be for someone carrying atypical load of classes. Telling readers that a tuition increase will mean paying $500 more per semester for the typical student is more impactful than just saying 7 percent.

Also, consider finding more illustrative forms of using numbers. Instead of saying something like, 33 percent of the population will die from cooties, translate that to a more easily-understood proportion, like, one in three people will die from cooties.

Plus, put numbers in context, consider proportion and be fair. If the number of fatal cootie deaths in the U.S. grows from one to two, it's unfair to trumpet a 100 percent increase.

RFTM Ch. 19: Advanced Reporting

Up to now, we've concentrated on reporting via sources and basic documents. Now, we'll look at other ways to gather data and offer news, including using statistics.Much of the information gathered by reporters come in the form of statistics (budgets, sports scores, studies, ect.).

Reporters must make those numbers interesting and understandable for readers. We need to highlight what those numbers mean for readers. How do those numbers impact them? How are those numbers interesting and relevant?

One way to do that is by emphasizing human interest. Like, finding an human anecdote that reflects the numbers. For example, for a tuition hike story, find a student socked by the tuition hike, and use his or her anecdote for an alternate type of lede.

Another way is to present numbers as simply as possible. Find the numbers that are most telling to the story, and explain what those numbers will mean to readers. For example, if tuition is going up 7 percent, figure out how many dollars that would be for someone carrying atypical load of classes. Telling readers that a tuition increase will mean paying $500 more per semester for the typical student is more impactful than just saying 7 percent.

Also, consider finding more illustrative forms of using numbers. Instead of saying something like, 33 percent of the population will die from cooties, translate that to a more easily-understood proportion, like, one in three people will die from cooties.

Plus, put numbers in context, consider proportion and be fair. If the number of fatal cootie deaths in the U.S. grows from one to two, it's unfair to trumpet a 100 percent increase.

Stats: Math Is Hard

Be careful with numbers. Make sure you say what you mean, and you mean what you say, and that you understand what you say.

For example, let's look at this passage:

The U.S. Census Bureau ... (found) 61.8 percent have computers, an increase of almost 54 percent since 1984.

This is a fatal.

How is that? you may say. It went from 8.2 percent in 1984 to 61.8 percent now. The difference is 53.6 percent!

That's because the difference in percentage points is 53.6 percent. But the difference in percentage growth is actually 653.6 percent!

Here's what I mean:

In 1984, 8.2 percent of 100 percent households had computers. If 100 percent is 113.1 million households, that means 8.2 percent is around 9.2 million households.

Today, 61.8 percent of that 113.1 million households have computers. 61.8 percent of 113.1 million is around 69.9 million.

So the percentage increase isn't 8.2 to 53.6; it's roughly 9.2 million to somewhere around 69.9 million. And that's an increase of over 650 percent. If the 9.2 million only went up just over 53 percent, we'd be talking about a total of around 14 million or so.

What I think you meant to say was that the percentage of households with computers has risen 53.67 percentage points. Which it did. But that's not what you said.

If you're not sure, check with your sources to make sure your math is correct and in proper context.

Now, I understand math is hard. That's why many of us went into writing; to get away from math, right?

Still, we have to know how to accurately calculate percentage change, and these day it's never been easier with the Internet. Just do a Google search for "percentage change calculator" and you'll find dozens. That's how I did my math.

By the way, this isn't an isolated mistake. In my class last semester someone made the exact same mistake as you did here. So did someone the semester before that.

So don't fret. Do work on remembering the lesson, and not repeating the mistake.

RFTM Ch. 19: Advanced Reporting

Up to now, we've concentrated on reporting via sources and basic documents. Now, we'll look at other ways to gather data and offer news, including using statistics.Much of the information gathered by reporters come in the form of statistics (budgets, sports scores, studies, ect.).

Reporters must make those numbers interesting and understandable for readers. We need to highlight what those numbers mean for readers. How do those numbers impact them? How are those numbers interesting and relevant?

One way to do that is by emphasizing human interest. Like, finding an human anecdote that reflects the numbers. For example, for a tuition hike story, find a student socked by the tuition hike, and use his or her anecdote for an alternate type of lede.

Another way is to present numbers as simply as possible. Find the numbers that are most telling to the story, and explain what those numbers will mean to readers. For example, if tuition is going up 7 percent, figure out how many dollars that would be for someone carrying atypical load of classes. Telling readers that a tuition increase will mean paying $500 more per semester for the typical student is more impactful than just saying 7 percent.

Also, consider finding more illustrative forms of using numbers. Instead of saying something like, 33 percent of the population will die from cooties, translate that to a more easily-understood proportion, like, one in three people will die from cooties.

Plus, put numbers in context, consider proportion and be fair. If the number of fatal cootie deaths in the U.S. grows from one to two, it's unfair to trumpet a 100 percent increase.

Stats: Math Is Hard

Be careful with numbers. Make sure you say what you mean, and you mean what you say, and that you understand what you say.

For example, let's look at this passage:

The U.S. Census Bureau ... (found) 61.8 percent have computers, an increase of almost 54 percent since 1984.

This is a fatal.

How is that? you may say. It went from 8.2 percent in 1984 to 61.8 percent now. The difference is 53.6 percent!

That's because the difference in percentage points is 53.6 percent. But the difference in percentage growth is actually 653.6 percent!

Here's what I mean:

In 1984, 8.2 percent of 100 percent households had computers. If 100 percent is 113.1 million households, that means 8.2 percent is around 9.2 million households.

Today, 61.8 percent of that 113.1 million households have computers. 61.8 percent of 113.1 million is around 69.9 million.

So the percentage increase isn't 8.2 to 53.6; it's roughly 9.2 million to somewhere around 69.9 million. And that's an increase of over 650 percent. If the 9.2 million only went up just over 53 percent, we'd be talking about a total of around 14 million or so.

What I think you meant to say was that the percentage of households with computers has risen 53.67 percentage points. Which it did. But that's not what you said.

If you're not sure, check with your sources to make sure your math is correct and in proper context.

Now, I understand math is hard. That's why many of us went into writing; to get away from math, right?

Still, we have to know how to accurately calculate percentage change, and these day it's never been easier with the Internet. Just do a Google search for "percentage change calculator" and you'll find dozens. That's how I did my math.

By the way, this isn't an isolated mistake. In my class last semester someone made the exact same mistake as you did here. So did someone the semester before that.

So don't fret. Do work on remembering the lesson, and not repeating the mistake.

RFTM Ch. 19: Advanced Reporting

Up to now, we've concentrated on reporting via sources and basic documents. Now, we'll look at other ways to gather data and offer news, including using statistics. Much of the information gathered by reporters come in the form of statistics (budgets, sports scores, studies, ect.).

Reporters must make those numbers interesting and understandable for readers. We need to highlight what those numbers mean for readers. How do those numbers impact them? How are those numbers interesting and relevant?

One way to do that is by emphasizing human interest. Like, finding an human anecdote that reflects the numbers. For example, for a tuition hike story, find a student socked by the tuition hike, and use his or her anecdote for an alternate type of lede.

Another way is to present numbers as simply as possible. Find the numbers that are most telling to the story, and explain what those numbers will mean to readers. For example, if tuition is going up 7 percent, figure out how many dollars that would be for someone carrying atypical load of classes. Telling readers that a tuition increase will mean paying $500 more per semester for the typical student is more impactful than just saying 7 percent.

Also, consider finding more illustrative forms of using numbers. Instead of saying something like, 33 percent of the population will die from cooties, translate that to a more easily-understood proportion, like, one in three people will die from cooties.

Plus, put numbers in context, consider proportion and be fair. If the number of fatal cootie deaths in the U.S. grows from one to two, it's unfair to trumpet a 100 percent increase.

Stats: Math Is Hard

Be careful with numbers. Make sure you say what you mean, and you mean what you say, and that you understand what you say.

For example, let's look at this passage:

The U.S. Census Bureau ... (found) 61.8 percent have computers, an increase of almost 54 percent since 1984.

This is a fatal.

How is that? you may say. It went from 8.2 percent in 1984 to 61.8 percent now. The difference is 53.6 percent!

That's because the difference in percentage points is 53.6 percent. But the difference in percentage growth is actually 653.6 percent!

Here's what I mean:

In 1984, 8.2 percent of 100 percent households had computers. If 100 percent is 113.1 million households, that means 8.2 percent is around 9.2 million households.

Today, 61.8 percent of that 113.1 million households have computers. 61.8 percent of 113.1 million is around 69.9 million.

So the percentage increase isn't 8.2 to 53.6; it's roughly 9.2 million to somewhere around 69.9 million. And that's an increase of over 650 percent. If the 9.2 million only went up just over 53 percent, we'd be talking about a total of around 14 million or so.

What I think you meant to say was that the percentage of households with computers has risen 53.67 percentage points. Which it did. But that's not what you said.

If you're not sure, check with your sources to make sure your math is correct and in proper context.

Now, I understand math is hard. That's why many of us went into writing; to get away from math, right?

Still, we have to know how to accurately calculate percentage change, and these day it's never been easier with the Internet. Just do a Google search for "percentage change calculator" and you'll find dozens. That's how I did my math.

By the way, this isn't an isolated mistake. In my class last semester someone made the exact same mistake as you did here. So did someone the semester before that.

So don't fret. Do work on remembering the lesson, and not repeating the mistake.

RFTM Ch. 19: Advanced Reporting

Up to now, we've concentrated on reporting via sources and basic documents. Now, we'll look at other ways to gather data and offer news, including using statistics. Much of the information gathered by reporters come in the form of statistics (budgets, sports scores, studies, ect.).

Reporters must make those numbers interesting and understandable for readers. We need to highlight what those numbers mean for readers. How do those numbers impact them? How are those numbers interesting and relevant?

One way to do that is by emphasizing human interest. Like, finding an human anecdote that reflects the numbers. For example, for a tuition hike story, find a student socked by the tuition hike, and use his or her anecdote for an alternate type of lede.

Another way is to present numbers as simply as possible. Find the numbers that are most telling to the story, and explain what those numbers will mean to readers. For example, if tuition is going up 7 percent, figure out how many dollars that would be for someone carrying atypical load of classes. Telling readers that a tuition increase will mean paying $500 more per semester for the typical student is more impactful than just saying 7 percent.

Also, consider finding more illustrative forms of using numbers. Instead of saying something like, 33 percent of the population will die from cooties, translate that to a more easily-understood proportion, like, one in three people will die from cooties.

Plus, put numbers in context, consider proportion and be fair. If the number of fatal cootie deaths in the U.S. grows from one to two, it's unfair to trumpet a 100 percent increase.

Stats: Math Is Hard

Be careful with numbers. Make sure you say what you mean, and you mean what you say, and that you understand what you say.

For example, let's look at this passage:

The U.S. Census Bureau ... (found) 61.8 percent have computers, an increase of almost 54 percent since 1984.

This is a fatal.

How is that? you may say. It went from 8.2 percent in 1984 to 61.8 percent now. The difference is 53.6 percent!

That's because the difference in percentage points is 53.6 percent. But the difference in percentage growth is actually 653.6 percent!

Here's what I mean:

In 1984, 8.2 percent of 100 percent households had computers. If 100 percent is 113.1 million households, that means 8.2 percent is around 9.2 million households.

Today, 61.8 percent of that 113.1 million households have computers. 61.8 percent of 113.1 million is around 69.9 million.

So the percentage increase isn't 8.2 to 53.6; it's roughly 9.2 million to somewhere around 69.9 million. And that's an increase of over 650 percent. If the 9.2 million only went up just over 53 percent, we'd be talking about a total of around 14 million or so.

What I think you meant to say was that the percentage of households with computers has risen 53.67 percentage points. Which it did. But that's not what you said.

If you're not sure, check with your sources to make sure your math is correct and in proper context.

Now, I understand math is hard. That's why many of us went into writing; to get away from math, right?

Still, we have to know how to accurately calculate percentage change, and these day it's never been easier with the Internet. Just do a Google search for "percentage change calculator" and you'll find dozens. That's how I did my math.

By the way, this isn't an isolated mistake. In my class last semester someone made the exact same mistake as you did here. So did someone the semester before that.

So don't fret. Do work on remembering the lesson, and not repeating the mistake.

RFTM Ch. 19: Advanced Reporting

Up to now, we've concentrated on reporting via sources and basic documents. Now, we'll look at other ways to gather data and offer news, including using statistics. Much of the information gathered by reporters come in the form of statistics (budgets, sports scores, studies, ect.).

Reporters must make those numbers interesting and understandable for readers. We need to highlight what those numbers mean for readers. How do those numbers impact them? How are those numbers interesting and relevant?

One way to do that is by emphasizing human interest. Like, finding an human anecdote that reflects the numbers. For example, for a tuition hike story, find a student socked by the tuition hike, and use his or her anecdote for an alternate type of lede.

Another way is to present numbers as simply as possible. Find the numbers that are most telling to the story, and explain what those numbers will mean to readers. For example, if tuition is going up 7 percent, figure out how many dollars that would be for someone carrying atypical load of classes. Telling readers that a tuition increase will mean paying $500 more per semester for the typical student is more impactful than just saying 7 percent.

Also, consider finding more illustrative forms of using numbers. Instead of saying something like, 33 percent of the population will die from cooties, translate that to a more easily-understood proportion, like, one in three people will die from cooties.

Plus, put numbers in context, consider proportion and be fair. If the number of fatal cootie deaths in the U.S. grows from one to two, it's unfair to trumpet a 100 percent increase.

Stats: Math Is Hard

Be careful with numbers. Make sure you say what you mean, and you mean what you say, and that you understand what you say.

For example, let's look at this passage:

The U.S. Census Bureau ... (found) 61.8 percent have computers, an increase of almost 54 percent since 1984.

This is a fatal.

How is that? you may say. It went from 8.2 percent in 1984 to 61.8 percent now. The difference is 53.6 percent!

That's because the difference in percentage points is 53.6 percent. But the difference in percentage growth is actually 653.6 percent!

Here's what I mean:

In 1984, 8.2 percent of 100 percent households had computers. If 100 percent is 113.1 million households, that means 8.2 percent is around 9.2 million households.

Today, 61.8 percent of that 113.1 million households have computers. 61.8 percent of 113.1 million is around 69.9 million.

So the percentage increase isn't 8.2 to 53.6; it's roughly 9.2 million to somewhere around 69.9 million. And that's an increase of over 650 percent. If the 9.2 million only went up just over 53 percent, we'd be talking about a total of around 14 million or so.

What I think you meant to say was that the percentage of households with computers has risen 53.67 percentage points. Which it did. But that's not what you said.

If you're not sure, check with your sources to make sure your math is correct and in proper context.

Now, I understand math is hard. That's why many of us went into writing; to get away from math, right?

Still, we have to know how to accurately calculate percentage change, and these day it's never been easier with the Internet. Just do a Google search for "percentage change calculator" and you'll find dozens. That's how I did my math.

By the way, this isn't an isolated mistake. In my class last semester someone made the exact same mistake as you did here. So did someone the semester before that. And the one before that. Seriously. Every. Single. Semester!

So don't fret. Do work on remembering the lesson, and not repeating the mistake.

Stats: Math Is Hard

Be careful with numbers. Make sure you say what you mean, and you mean what you say, and that you understand what you say.

For example, let's look at this passage:

The U.S. Census Bureau ... (found) 61.8 percent have computers, an increase of almost 54 percent since 1984.

This is a fatal.

How is that? you may say. It went from 8.2 percent in 1984 to 61.8 percent now. The difference is 53.6 percent!

That's because the difference in percentage points is 53.6 percent. But the difference in percentage growth is actually 653.6 percent!

Here's what I mean:

In 1984, 8.2 percent of 100 percent households had computers. If 100 percent is 113.1 million households, that means 8.2 percent is around 9.2 million households.

Today, 61.8 percent of that 113.1 million households have computers. 61.8 percent of 113.1 million is around 69.9 million.

So the percentage increase isn't 8.2 to 53.6; it's roughly 9.2 million to somewhere around 69.9 million. And that's an increase of over 650 percent. If the 9.2 million only went up just over 53 percent, we'd be talking about a total of around 14 million or so.

What I think you meant to say was that the percentage of households with computers has risen 53.67 percentage points. Which it did. But that's not what you said.

If you're not sure, check with your sources to make sure your math is correct and in proper context.

Now, I understand math is hard. That's why many of us went into writing; to get away from math, right?

Still, we have to know how to accurately calculate percentage change, and these day it's never been easier with the Internet. Just do a Google search for "percentage change calculator" and you'll find dozens. That's how I did my math.

By the way, this isn't an isolated mistake. In my class last semester someone made the exact same mistake as you did here. So did someone the semester before that. And the one before that. Seriously. Every. Single. Semester!

So don't fret. Do work on remembering the lesson, and not repeating the mistake.