Highlights the development of objective news reporting in commercial newspapers and the rise of journalism as a profession, legitimating its major institutional role as the self-announced protector of the public good. (JMF)

Lists recommended readings in journalism, arranged according to a number of categories, including publication design and graphic arts, magazine editing, student press law, reporting, editorials, photojournalism, and yearbook publication. Includes addresses for catalogs of books on topics related to journalism. (GT)

The press has the power either to foster or to diminish confidence in the schools. Educators must learn some ways to use the news media to the schools' advantage. (JM)

Describes one teacher's efforts to provide training in realistic team reporting situations. (RL)

Points out the dilemma facing principals who try to encourage freedom of expression in student publications while insisting on responsible journalistic practices; notes the importance of appointing well-prepared, mature advisers who will teach students how to write. (GT)

A variety of formats for writing news articles and announcements on a variety of common topics (current events, cultural events, sports, surveys, interviews, travelogs, and classified advertising) is presented in fill-in-the-blank form. Suggestions are offered for using these formats to teach French usage at all levels. (MSE)

Describes a course which addresses the minority media coverage issue through publication of a bilingual newspaper. Points out that the program provides experience in reporting, writing, photography, and other skills, while offering the mostly White students an opportunity to learn about minorities. Argues for more programs of this type. (SG)

Explores the effects of emotionally disturbing news stories upon recall of other newscast details. Explains that undergraduate communication students viewed an eight-item news telecast which included an item whose arousing properties were demonstrated in a pretest. Reports adverse effects upon recall of innocuous information presented after…

Describes a nationwide pilot project to incorporate intensive journalistic writing into honors or Advanced Placement English courses. Discusses how 15 experienced high school journalism teachers and their classes participated in the project, which focused on improving students' writing and helping them prepare for the College Board's English…

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)

Maintains that the challenge of writing vibrant yearbook copy means accepting the risk of self-exposure, doing extensive preliminary research, asking pointed questions during interviews, and double-checking quotes prior to publication. (SR)

Examines three groups of studies that demonstrate what communication research has to say about the relationship between peace and news, between war and the media. Presents a model of five discourses used in the coverage of war and peace in the news media. (MS)

A self-contained class of students with mild to moderate disabilities published a monthly newsletter which was distributed to students' families. Students became involved in writing, typing, drawing, folding, basic editing, and disseminating. (JDD)

Suggests that, more than anything else, scholastic journalism should create an opportunity for understanding, and that by providing fair and full coverage the student media can serve as a conduit for telling the story of every student in the school. Argues complete coverage can be achieved using a triad approach to coverage: news accounts, feature…