Published in a 2008 issue of "Journal of Basic Writing" ("JBW"), "Journalism, Poetry, Stand-Up Comedy, and Academic Writing: Mapping the Interplay of Curricular and Extracurricular Literate Activities" was Kevin Roozen's first single-authored publication. Drawn from data collected for the first case study from…

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…

Presents a step-by-step outline of the "Old Choo-Choo System of Magazine Writing"--a model for teaching feature article writing. Notes that this visual example helps students focus their feature writing. (MM)

Charts the dimensions of introductory newspaper news writing classes as they are taught today in colleges and universities. Defines a model for excellence in the class by distinguishing between courses in nationally recognized writing programs versus those in programs that have not attained such acclaim. (MM)

Argues that certain techniques of literary journalism should be taught to journalism students. Asserts that teachers of journalistic writing should focus on the following critical aspects of quality writing: narrative and scenes within the narrative; use of dialogue; incisive characterization; insightful interpretation; and flair, color, and…

Describes several ways in which instructional examples of news stories can be used effectively in the classroom: describing features, analyzing matched examples, and using problem-solving activities. (MM)

Proposes that educators need to take some risks and break out of the familiar patterns of teaching. Finds that teaching students risk-taking as a method to write news stories is rewarding for both the students and the teacher. (MS)

Uses poetry and skeletal outlines of similes to stimulate students' use of imagery in their feature writing. (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 successful writing activity to help students become confident reporters for a classroom newspaper. Notes that this assignment incorporates several writing styles and literary devices. (MG)

Relates the experience of a communication professional with 18 years experience who began teaching a basic course in news writing for college students. Advocates coaching methods for teaching writing, rather than lectures and paper grading. (PA)

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)

The author explains how she taught third- and fourth-graders the skills needed to produce a class newspaper: note-taking, layout, news writing, and proofreading. She found that learning research skills and disciplined newswriting improved students' writing in general. (SJL)

Describes the author's experiences when she added an intensive journalistic writing component to an honors English class. Details how the course can be designed to prepare students for the Advanced Placement Language and Composition Test. (MM)

Describes the author's experiences teaching two semesters of an advanced placement intensive writing class. Discusses problems encountered in the course, and notes curriculum differences between the first and second semester classes. (MM)