Discusses ways journalism faculty can contribute to the goals of Writing across the Curriculum (WAC) programs, including: speaking at WAC teacher training seminars and publishing student writing. (MS)

Describes a project undertaken at New Mexico State University in which students set up and operated their own ad agencies. (FL)

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 several activities that can be used to involve students in class and prevent them from becoming merely passive observers of the teacher. (FL)

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)

Argues that even with the proliferation of computers by newspapers, students still need to learn paper and pencil editing skills--which can be used in places other than newsrooms. (FL)

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 writing exercises that release students' imaginative powers and help their news writing become fresher and more descriptive. (RL)

Suggests that writing a resume as a classroom exercise is invaluable in promoting media writing by emphasizing editing in all areas of media. Contends that the resume will teach future journalists and media specialists that accuracy and clarity are intrinsic to success in the communications field. (JK)