Perswazyjnie o warsztacie dziennikarskim (na przykładzie publikacji w rubryce „Media – warsztat” miesięcznika „Press”)
Journalistic Craft in a Persuasive Manner (based on a publication in a column entitled “Media – Good Practice” in the month periodical Press)

Summary/Abstract: The article is dedicated to aspects of a journalist’s work published between 1996–2014 in the professional monthly magazine Press, aimed at people interested in media, advertisement and public relations. These statements help other media professionals become familiar with the work experience of their colleagues, as well as help acquaint new entrants to the profession with the rules, dif culties and dilemmas associated with this work. The author classifies and de nes three types of published texts: those written in an instructional form, those which approach the conventions of an informative article, and finally, copyright protected publications. An analysis of these texts leads to a conclusion that the primary aims of the publication have led its authors to focus attention on perceptions and the practical dimensions of the knowledge being shared. They use detailed descriptions, and have gradually abandoned ready solutions, encouraging readers instead to consider a range of possibilities; they also illustrate their suggestions with examples from personal experience. They do not fail to provide enlightening recollections of their own mistakes or detail the difficult beginnings of their own careers. The role models presented demand from the reader an ability to synthesize various elements. The original structure of the publication as well as its thoughtful and recollection-driven approach to the subject helps to achieve this. An awareness of the technical nature of texts urges experienced journalists to explain in plain terms the ins and outs of the profession by presenting specific events, making comparisons, and offering brief advice or warnings. This also relates to the language of expression they use, which makes even the of cial and hackneyed style of instructional discourse easy to understand.

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