Describes a testing program to identify journalism students who need remedial work in spelling and grammar. (TO)

Describes the use of accuracy surveys as a means of making students aware of the need for detailed information when citing or quoting sources in news stories. (RB)

Offers several examples of label leads and sentences and describes how one professor teaches students to avoid using them in their stories. (TO)

Analyzes the work of Horace Greeley, and outlines Greeley's view of good journalistic traits. Notes that Greeley believed that revision was the key to improving writing. (MM)

Examines the effectiveness of grammar checking computer software in the journalism classroom. Finds that grammar checkers, in their current stage of development, may detract from learning rather than enhance it because of numerous errors in students' writing that went undetected. (RS)

Describes an advanced public affairs journalism course at Michigan State University in which students cover city council meetings, the police beat, and court proceedings. (RB)

Argues that literary journalism is no threat to fundamental news writing and that it does not place style above substance. (FL)

Claims that newswriting practice contributes to the development of advertising writing skills and that it is particularly relevant given the increasing enrollment in advertising programs. Describes five factors common to both news and advertising writing: audience, distillation, freshness, substance, and easy access. Provides examples of each…

Describes an experimental grammar workshop for journalism students who are severely handicapped in grammar as identified on a standardized test. (TJ)

Describes the effectiveness of grammar, punctuation, and spelling review sessions in improving journalism students' writing. (KS)

From the results of two experiments, it would appear that weekly research papers can be assigned in large classes without placing heavy added burdens on the journalism instructor. (HOD)

Illustrates how knowledge of allusion, hyperbole, irony, and so on can improve students' advertising copywriting skills. (KS)