Describes a three and one half hour class in which students must rewrite stories for four editions of a daily newspaper, with updates on a fire in progress, press releases, and obituaries added during the class period. (HTH)

Presents an exercise in which students must write five broadcast leads from five of the major newspaper stories reported on the day they were born. (HTH)

Describes a newswriting exercise to teach coverage of public speaking events in which students were asked to report on Jesus Christ's Sermon on the Mount. (HTH)

Suggests that "gatekeeper" studies about subjective judgments can be useful in helping graduate journalism students appreciate the role that personal preferences and prejudices play in the selection of news. (HOD)

Discusses "crazy world" stories, stories that are dramatic, usually violent, and contain no clues to the motivations of the people involved. Suggests how these stories can be used in the classroom to discuss the motives that news stories ascribe to actors. (MS)

Presents an editorial assignment that addresses students' inability to formulate and stick to a theme, and their lack of tight writing, by highlighting the similarities between editorial writing and magazine writing. (HTH)

Describes a journalism internship program at an Alaskan university that bridges the gap between theory and practice by requiring a series of reports that make students reflect on their media experiences and discover how these experiences relate to concepts studied in coursework within and outside the journalism department. (HTH)

Describes how two objectives--enhancing public relations thinking and producing an attractive showpiece of writing talent for the student--form the basis of a course in public relations at the University of Florida. (HOD)

Describes a reporting exercise that yields a publishable story from a company's annual report. (HTH)

Suggests that few references to the important issues of audience awareness exist in news writing textbooks and that technical writing literature can fill this gap. Identifies two main aspects of audience awareness, three key reasons why it should be taught to journalists, and gives audience types. Provides classroom exercises. (MS)

Describes a journalism writing assignment in which students compile a specialized style manual with computer and business terms. (HTH)

Journalism teachers share ideas about copywriting assignments, research in public relations, student involvement in a television production, and the use of journalism classes to monitor language skills. (HOD)

Describes how a Wisconsin agricultural journalism course for nonmajors achieves success, despite large enrollments, through a heavy diet of writing exercises, review questions, out-of-class help, and student presentations. (HOD)