Points out the advantages to journalism students of working on student newspaper staffs and discusses principles of news reporting. (GW)

Explains the format and uses of a teacher-devised scoresheet for evaluating news stories written by students. (GW)

Tells how college journalism students can use video display terminals to learn how to typeset and edit their news stories electronically. (GT)

Reminds college newspaper staffs that they need not choose between serving the students' needs and winning journalism awards, since the two are inseparable and that reporting and editorials must be directed toward the students and how news events affect them. (HTH)

Presents several introductory rules for writing in the news style collected under the headings short (words, sentences, paragraphs); simple (words, sentence constructions); and specific (denotative rather than connotative, concrete rather than abstract). (DMM)

Points out that writing errors of journalism students can result from faulty thought patterns involving thinking in sentence fragments, personifying objects, using bureaucratic abstractions, and condensing complex ideas; examines ways of dealing with bureaucratic coding and compressed sentences. (Conclusion of a two-part article.) (GT)

Describes how two Los Angeles students successfully submitted their writing to the "Los Angeles Times." (KS)

Describes a project, which begins with coloring a mural and ends with writing a news story, designed to illustrate the difficulty in communicating within an established framework of rules. (KS)

Points out that writing errors of journalism students can result from faulty thought patterns involving thinking in sentence fragments, personifying objects, using bureaucratic abstractions, and condensing complex ideas; examines ways of dealing with sentence fragments and personification. (First of a two-part article.) (GT)

Urges college journalism instructors to contribute to the training of high school students by learning about the professional press, sharing their knowledge with high school teachers, and setting up one-day workshops for high school students. (GW)

Describes a test of language usage, spelling, and grammar and punctuation which is used to predict students' performance in writing courses. (KS)

Explains how to get beginning reporters producing publishable copy in a hurry. (KS)

Reports on the topics discussed at workshops for community college journalism teachers. Among the areas dealt with were staff morale, teaching and grading methods, adviser legal liabilities, and advertising and post-Proposition 13 publishing. (GT)