A FIELD THEORY OF COMMUNICATION 211
he is likely to go along with that author in his recommendations.
This, then, is the procedure that must be followed in the analysis of an editorial. The class works together on editorials until students are satisfied that all are likely to find the same verbal pattern and that the discovery of pattern is essential to the understanding and the evaluation of a written work.
The analysis and evaluation of editorials is a sitting-down-reading-discussion program. Having made this first step, we move to periodical literature, and here every student is on his own. Each one is asked to choose a field of interest, and the only requirement is that the student must want to read and talk about the topic of his choice.
When a reader concentrates on one broad topic, he soon finds that the general topic can be represented by one organizing formator that systematizes others of lesser scope. The Architectural Record, for example, is concerned with one broad formator, architecture; and lesser formators may be design, materials, etc. Every periodical, the reader soon finds, follows such a hierarchical pattern. A Journal of Communication will, for example, include articles on reading, writing, speaking, and listening. And special aspects of these formators can, in turn, be stated as formators which are on a lower level of abstraction. Thus, a Journal of Communication would carry articles on poetry, the drama, the novel, reports, letters, conferences, etc. The point to be made here is that the reader soon begins to look at his topic of interest as an organized body of information. Everything he reads has its place in the structure of the topic as a whole.
At this stage, periodical literature suits our purposes