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)

Interviews newspaper reporters to show that journalists, like scientists, usually have hypotheses in mind in working a story. Finds, however, that unlike those of scientists, journalists' hypotheses were both explicit and implicit. (MG)

Describes service journalism, journalism focusing on action-oriented, reader-oriented articles. Notes that high school journalists should provide information that their audiences want to know. (MM)

Discusses how service journalism (action-oriented, reader-oriented articles) dates back to the first school newspaper in 1777. (MM)

Discusses how service journalism has limitless possibilities in the scholastic press in terms of topics and angles for news stories. (MM)

Argues that the criteria used in deciding news value has little to do with how editors and reporters operate in the everyday world of journalism. Contends that journalists' knowledge of news is reducible to their common-sensical understanding of it. (MS)

Cautions that sports writing should be done out of love for both sports and the act of writing. Presents reasons for becoming a sports writer. Provides a list of do's and don'ts for sports writing. (PA)

Discusses emerging practices in graphics courses, how graphics affects writing and reporting, and the danger of reporters overillustrating. (MG)

Notes the importance of opinion and students' use of opinion in relation to editorials. Discusses three things to keep in mind when teaching students how to choose a topic for an editorial: make it controversial, contextual, and confined. (SC)

Shows how a reasonably thorough understanding of risk reporting can be taught in a basic environmental reporting course by applying S. Klaidman's (1990) "Reasonable Reader" approach. Discusses what risk reporting is and what its biases are. Outlines the environmental course, the teaching of risk reporting, and the "Reasonable…

This activity helps students understand the relationship between public relations (PR) writing and news writing by demonstrating how PR material gets used in the production of news stories. Considering that "more than 70 percent of daily newspaper copy emanates from PR-generated releases," it is important for students to learn how PR professionals…

A study focused on isolating the differences in perceptions community newspaper editors have about the functions of their newspapers, and determining how those attitudes affect the editors' definition of news and, ultimately, the content of the newspapers. The study hypothesized (1) that the perceptions community newspaper editors have toward the…

Since the most pervasive ethic of American journalism is that of objective news reporting (the apparently impartial reporting of verifiable data from a detached point of view), a study examined how and to what extent general news reports differed over time in terms of objective reporting. The news content in six representative daily newspapers for…

In focusing on the epistemology of journalism, this paper seeks to determine how reporters, particularly investigative reporters, know what they know. It begins by distinguishing between the validity of knowledge claims and their everyday justification, assuming the latter to be the proper focus for a phenomenological study of what passes as…

This book presents a series of fifteen articles, written in 1911 by the journalist Will Irwin, that discuss the origins, purposes, and principles of newspaper journalism. The articles first appeared in "Collier's" magazine and have been reprinted to give journalism students a better understanding of how twentieth-century newspapers…