Recalls the accomplishments of Sister Ann Christine Heintz, an educator who devoted her career to identifying the best and brightest young minority people, and encouraging them to get involved in journalism. (MS)

Describes what it is like to be a press photographer assigned to the White House. (JL)

Surveys the life of the journalist in Washington, DC. (JL)

Describes a mock libel trial held at North Side High School in Fort Wayne, Indiana, involving a question of whether a school newspaper may properly comment on a teacher's performance. Describes how the mock trial was integrated into various subjects, such as journalism, social studies, English, physics, art, and business. (SR)

Offers 11 concepts for organizing student publications staffs more effectively. (RL)

Describes the four basic information graphics: fever, bar, pie, and map. Provides five tips for creating visuals for graphs: (1) plot the numbers first; (2) set the numbers horizontally; (3) make it accurate; (4) use artwork that fits; and (5) use appropriate type. (MS)

Suggests approaches to help photographers shoot (and editors choose) effective action photos. (SR)

Offers guidelines for writing film reviews, and briefly discusses aspects of film criticism and advertising. (GW)

Interviews rookie reporter Rob Karwath, recent graduate of the University of Kansas journalism school, concerning his education, school newspaper experience, internships, and current job at the CHICAGO TRIBUNE. (SR)

Discusses topics for humorous feature stories dealing with significant questions that confront teenagers and can increase reader interest. (SRT)

Provides tips for improving photography in school publications. (FL)

Recommends localizing a piece of news and showing the significance of it to readers as a way to take the initiative and produce good reporting. (JL)

Lists 10 ways in which yearbook staffs can help the movement of their books through the production process, thereby avoiding unnecessary delays and resulting in a better product. (RL)

Notes that words such as "can" and "may" are routinely interchanged in casual conversation and professional writing and broadcasting. Proposes that because journalism students are likely to be supervised by people who care about standards, they should make the distinctions between such words. Explains why 10 pairs of words need…

Proposes that because student journalists and professional mass communicators put their words on public display, they cannot afford to take risks with being misunderstood. Argues for making word distinctions that are as precise as possible. Explains 10 commonly interchanged word pairs. (PM)