This study examined the effect of news writing instruction in freshman composition to determine whether the diversity of instruction would result in improved writing performance and attitudes of students. Data were gathered from 71 students at a private Oklahoma college randomly assigned to three control groups (taught by a traditional approach) and one treatment group which received one-half semester of news writing instruction. Subjects were given pre- and post-semester tests consisting of a placement test, a writing exercise, and a questionnaire which included the Geer Fear Survey measuring students' self-assessment of their ability, attitude, motivation, and practicability. Writing instructors used a holistic grading scale to grade the essay portion of the tests. Results revealed no significant difference between the treatment and control groups for six of the seven factors examined--anxiety; self-assessment; motivation; attitude; grammar and mechanics; and writing skills. Results, however, did reveal a significant difference in the students' perception of the practicality of the writing instruction they received for work after college. More research, especially longitudinal evaluation, is called for to measure these seven factors more conclusively. (Twenty-nine references are attached.) (KEH)