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)

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)

Describes how journalism students can learn basic reporting skills by writing news stories from popular children's stories, fables, rhymes, or songs. (MM)

Explains how computers can be used in the journalism class for a variety of writing exercises. (FL)

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)

Indicates that, although it was not easy for students to apply what they had learned from writing personal narratives to other subjects and other types of stories, the personal narrative assignment turned out to be much more than a way to keep students writing between interview-based assignments. (JK)

Describes the use of computer based exercises for copy editing and tutorial dialog for lead writing instruction. (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)

Presents a course that combines history, literature, and journalism. Suggests that students can be enriched if communication historians integrate their research into as many of the courses they teach as is possible. (JK)