Reports on the topics discussed at workshops for community college journalism teachers. Among the areas dealt with were staff morale, teaching and grading methods, adviser legal liabilities, and advertising and post-Proposition 13 publishing. (GT)

Highlights twelve common mistakes made in college and university publications and information dissemination, with examples, and offers specific techniques for creating more interesting and persuasive communications. Discussion refers to fund-raising letters, publication headlines and headings, photo captions, use of attributions, use of jargon,…

National, metropolitan, and local newspaper coverage in Sydney, Australia, of individuals with developmental disabilities was analyzed in terms of content--categorical focus, age of individuals, possibility for and means of improvement, and terminology used. Although the study found frequent use of inappropriate terminology when referring to…

Warns of the dangers of broadcast news, which increasingly entertains (rather than communicates ideas), and seeks to evoke feelings (rather than communicate facts). Discusses how journalism teachers can get students to question the nature of news in all media, and do battle for print, memory, and reason. (SR)

Reports the results of a year-long program incorporating intensive journalistic writing into Advanced Placement English courses. Notes that most students who took the course received high scores on the Advanced Placement English Language and Composition test, and that all students in the course improved their writing. (MM)

Describes the author's experiences when incorporating an intensive journalistic writing program into her high school English class. (MM)

Shows how the addition of intensive journalistic writing can enliven the traditional high school English class. (MM)

Analyzes newspaper coverage of Hispanics during a seven-day period in Los Angeles, San Antonio, New York, Chicago, and Washington, D.C. Discusses media bias. Rates stories "positive" or "negative" in business, culture, crime, public issues, and people. Discusses elements affecting Hispanic coverage, including newspapers'…

Describes efforts by the Westport (Massachusetts) High School's publications staff to cover violence in their school and in their small town. Notes the student newspaper devoted 16 pages over five issues in the spring of 1999 to violence in schools and among high school-aged students. (RS)

Describes how "The Lakewood Times" (Lakewood, Ohio) covered the shootings at Columbine High School. Suggests that the newspaper covered the story differently than other media by taking many different angles to the story. (RS)

Describes how the student newspaper staff at Rocky Mountain High School covered the shootings at Columbine High School (Littleton, Colorado, only 70 miles away). Notes that the students published a six-page special edition in only two days, instead of a larger edition later on, in an attempt to bring peace to the students and provide a means to…

Describes how a journalism adviser at Lugoff-Elgin High School (South Carolina) dealt with issues surrounding a controversial series of articles about the murder of a student that had occurred three years before. Notes that the adviser convinced the victim's mother to intervene with the school principal to let the series be published. (RS)

Suggests that student journalists need to establish a positive working relationship with the law enforcement agencies in their coverage area. Discusses publications by the Student Press Law Center that may aid student journalists in obtaining information from official sources. (RS)

Describes how the staffs of the yearbook, newspaper, online Web page, and literary magazine (at the Pottsville Area High School in Pennsylvania) worked together on a special insert to cover the deaths of three students in an auto accident. Appends an exercise on deciding coverage of automobile accidents. (RS)

Demonstrates the usefulness of ability grouping in a "media, writing, and information gathering" course to improve students' writing skills. Notes students improved to the point where the gap in skills between ability groups was eliminated. Finds objective tests of mechanical skills did not predict students' writing ability. Suggests writing…