Discusses methods of effective copy editing that will help students develop as quality writers. (MG)

Discusses ways to write effective headlines that can help make newspapers more "reader friendly." (SR)

Argues that in no other course can students get such a varied knowledge base combined with practical experience as in scholastic journalism. Discusses how students learn writing, technological, and business skills; are well prepared for standardized testing; and receive character education. (SR)

Describes seven activities for teaching students "researched writing"--activities that offer possibilities for active and interactive researching, writing, and thinking, and that include small group work, discussion, and other activities. (SR)

Describes a writing assignment (useful for junior high through college age students) that seeks to improve students' descriptive writing through a set of class writing assignments using visual and concrete objects. Allows students to gain awareness, gain knowledge and discuss it, and ask questions as a body of learners rather than in isolation.…

Describes eight assorted activities, all based on the use of almanacs, that offer high-interest activities developing skills which students can use in other, later work--activities that can be interspersed throughout the year during those unplannable days that occur at the ends of units, on days before breaks, or when everyone needs a break from…

Describes an assignment in which students read a travelogue excerpt and then must determine specified aspects of the writer's character based on evidence from the text. Notes how this exercise shapes students' awareness of how character influences writing, and how biases and assumptions influence reading. (SR)

Argues that comparison and contrast are an essential part of review writing for high school newspapers. Offers examples and discusses their use in reviews of movies, albums, restaurants, books, concerts, and more. Notes the importance of including audience and reviewer reaction, of grading, and of a good lead and conclusion. (SR)

Notes professional journalists know they cannot be efficient news reporters without being able to do basic math. Describes five kinds of calculations journalists use, kinds of stories calculations appear in, and how to work with them. Discusses questions to ask about the reliability of data. Offers exercises dealing with mean and median, percent…

Describes how the author developed her own program for teaching grammar in the context of writing. Shows how, after laying some groundwork, she lets students' needs direct her teaching to specific usage areas. Shows how she gives specific instruction, supports it with examples, and then has students apply this to their writing. (SR)

Looks at frequent mistakes made with verb forms, widespread even among sportscasters, school board members, and others. Outlines common verb form problems to look for, and ways to avoid such errors. (SR)

Suggests that students can improve their writing by being instructed on how to write badly. Applies the criteria of testability, tunnel-vision, excessive vagueness, flying in the face of established fact, and hazy authority to tabloid newspaper stories. Discusses how students can write their own "rotten" tabloid stories by taking these…

Discusses the use of the verb "said"--the verb of neutrality--and states that it is a good writer's trusted literary companion. Cites various examples of its use in promoting objectivity in stories, and offers advice from grammar writers as to using "said" effectively. (PA)

Argues that the rigidity of the five paragraph theme actually dissuades students from practicing the rhetorical analysis necessary for them to become critical thinkers. Suggests that English teachers continue to teach the essay as a rhetorical form with three units, an introduction, a body, and a conclusion, which may consist of more than one…

Notes the difficulty in writing a newspaper column and gives several questions and responses to consider. Discusses what a column should do, how a column should be written, and questions to consider. Presents a sample page with an explanation of several different columns. (SC)