Describes a strategy to increase students' awareness of journalistic ethics through making ethics the topic of news stories. (KS)

The author develops students' appreciation for accuracy in reporting by having them write correction notices for stories in which they made mistakes in the facts, and by withholding assignment grades until corrections have been submitted. (RL)

Tells how students in a journalism class learn copyreading skills through reading and editing each other's work. (GT)

Proposes that educators need to take some risks and break out of the familiar patterns of teaching. Finds that teaching students risk-taking as a method to write news stories is rewarding for both the students and the teacher. (MS)

Offers four ways to help first-year reporting students get on the right copy-editing track: copy edit three times, copy edit aloud, use a tape recorder, or read a story backwards. (Author/RL)

Describes a course that recently integrated instruction in reporting and editing into a basic newsgathering and processing class. (HTH)

Presents 10 teaching tips in the areas of advertising, news reporting and writing, interviewing, radio broadcasting, videotape editing, and internships. (HTH)

Contributors offer six teaching tips concerning (1) news writing, (2) editing, (3) laboratory time utilization, (4) legal responsibility, (5) telephone interviews, and (6) investigative reporting. (HOD)

Offers teaching tips for journalism courses focused on advertising, court issues, news writing, editing, and video display terminals. (HOD)

Develops a model for the news writing process based on research conducted with both professional and student journalists in their normal work environment over the past six years. Finds evidence indicating that leads do more than grab the reader's attention, and that reporting and writing are not separate acts. (MS)