This study examined introductory journalism writing courses and compared hybrid (part online/part classroom) versus online grammar instruction. The hybrid structure allowed for grammar topics to be taught online, with a pretest following, and then reviewing missed/difficult pretest concepts in class prior to a posttest. The quasi-experimental…

Teaching skills, knowledge and abilities appropriate for career-ready graduates and assessing learning are complex issues. Developing a valid and reliable approach is often by trial and error. Instead, the authors employed Deming's PDCA Cycle of continuous improvement as a systematic procedure to incrementally move closer to their goal. This paper…

Wiki empowers users in generating, revising, and organizing their own content. In this study, we review literature to gain theoretical support for wikis that impact learning. In a context of student journalists learning news writing, we design a two-phase field study: (1) Phase I--to examine learners' reflections on learning news writing in wiki…

Journalist discusses why he became interested in journalism and how the writing of Ernie Pyle and Ernest Hemingway may serve as models for beginning writers. (DF)

Compares the content of the new genres of newsletters--the in-house letter focusing on writing quality--with what writing coaches have said are the major writing problems. Indicates that the newsletters may need refocusing and that, while coaches said news writers' chief problems are conceptual writing improvements, newsletters focus on mechanics…

Cites the news story "lead," which tells immediately what the story is about, as necessary for "hooking" the reader. States that leads do not come that easily, but that they must deliver the news. Adds that a good lead should eliminate unnecessary words and select key words. Offers examples of good and bad leads. (PA)

Surveys sources of news stories written by students in a media writing course concerning issues such as accuracy of facts, correct information, and use of direct quotes. Notes that having news sources respond to students' stories helps them to understand the importance of accuracy in writing and the implications of working with sources. (PA)

Offers a description of the journalistic way to write, condensed into the acronym CODE (Collect facts, Order, Development, and Edit). (SR)

Describes the successful use of a list of transitions in a reporting and an article writing class. Includes the list. (HTH)

Offers suggestions for attracting readers to news stories by adding a "human" element to lead paragraphs. (HTH)

Outlines several steps to follow to write exciting and lively news or feature stories. (SR)

Argues that cliches make writing stale and flat, and that getting rid of them is a necessity. Lists the "top 14" cliches gathered by a Columbia Scholastic Press Association judge. Uses examples to show how cleansing a passage of its superlatives and cliches improves the writing, adding clarity, fairness, and objectivity as well as freshness and…

Argues that writing models, such as the inverted pyramid, help students of news writing reach more quickly the point at which many of their skills become automatic. Describes the "news in four paragraphs" model for hard news stories, and discusses the limits of models. (SR)

Argues that using evocative details makes for truly effective high school yearbook stories. Notes that the art of observation is crucial. Describes the difference between telling a story and showing it with details that will help the reader see and feel the story through these powerful images. (SR)

Surveys students in journalism and mass communication. Finds that they do not view freshman composition as being especially useful to them in journalism, in their other courses, or for the work world; they felt they received better instruction in their journalism writing courses than in freshman composition in 9 of 11 skill areas. (SR)