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)

Explains that peer evaluation in news writing courses is an effective way to increase the amount of information provided to student writers without adding to an instructor's grading load. Suggests several feedback structures, including source questionnaires, grading grids, and directed peer evaluation guides. (MM)

Emphasizes the need for teaching specificity as well as accuracy in beginning journalism courses. Presents a questionnaire which can be used to show how general phrases are often misinterpreted by readers. (MM)

Claims that the long list of traditionally accepted news values can be replaced with a single concept, vividness, and that vivid information may not be the best information. Blames much of the alleged deficiencies associated with journalistic practice such as sensationalism and preoccupation with conflict on the journalistic practice of writing to…

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)

Notes that the ways in which feature stories "go wrong" tend to cluster into patterns, and presents a classroom developed list of tag-words and one-line definitions for marking feature assignments and use in group critiques. (HTH)

Discusses the school newspaper of Westlake High School in Austin, Texas, which regularly features "hard" news stories and how, as a result, the students have learned the responsibility and honesty involved in ethical journalism. (SRT)

A story on the wire services puts an institution's name before editors and news directors at media outlets all over the state and region and maybe even across the nation. To get potential stories onto the wires, the development officer needs to have sound news judgment, the ability to write clearly, and tact. (MLW)

Observes that, in summarizing the school sports season, the reporter must look at the performances of the season in the context of the player/coach/team expectations. Offers guidelines for writing season summaries and scoreboard information, and includes sample summaries. (HTH)

Describes a computer simulation of getting information for news stories by interviewing various sources that was presented at a journalism workshop on databases and software for journalism education. (HTH)

Traces the development of the "new journalism" that appeared in the United States at the end of the nineteenth century and shows how it influenced European news publications. (FL)

Describes one school's use of microcomputers for the school newspaper and literary magazine and the advantages of this method. (HTH)

Shows how newspaper columnist Goodman's sermonic rhetoric is rooted in comparison. Examines examples of her editorials to explore their epistemic function and their force as argument and as symbolic action. (PD)

Argues that under strict deadlines students develop into more careful writers, making fewer errors and creating better news stories, than do the students writing a story at a more leisurely pace. (RB)

Analyzes the effectiveness of self-instructional materials for broadcast news writing on the skills of those students who will work primarily with the print media. (RB)