Describes five teaching units designed to broaden students' understanding of the many ways in which things may be seen, to teach about analogies, and to teach the use of analogies in generating ideas in advertising. (GT)

Recommends that publications staffs obtain staff artists and offers several suggestions for working with a staff cartoonist. Includes cartooning tips and sample cartoons from a high school cartoonist. (GT)

Notes the need for media education and argues that the journalism course is the natural place for media study. Describes types of critical reading and thinking skills that a journalism course can promote and reports on projects that teach students about newspaper writing and make them into better newspaper readers. (GT)

Describes a program at the University of Central Florida at Orlando that acquaints minority group high school students with career opportunities in mass media and gives them a taste of the college-level training required. (GT)

Outlines a unit on the Black press for high school and college courses in journalism and mass communications; includes a list of helpful resources. (GT)

Questionnaires completed by students at the beginning and end of an introductory mass communications course indicated that student opinion did not move in the direction of perceived instructor bias, that students' conclusions were independent of "correct" journalistic responses, and that students applied First Amendment considerations differently…

Reports that significantly greater numbers of high school students have jobs now than did in the past, limiting the time student publication staff members can give to their publications. Offers suggestions to advisers with busy staff Members. (GT)

Reports results of a survey of the attitudes of Illinois high school principals and publications advisers toward student journalism and freedom of the press. Concludes that Illinois high school students enjoy only a limited amount of journalistic freedom. (GT)

Tells how an Austin, Texas, high school principal fought and won a battle to permit media students to videotape varsity athletic events. (GT)

Provides copyreading guidelines for the reporter, the typist, the section editor, and the copy editor; includes a chart of copyreading symbols. (GT)

Provides pointers for writing yearbook picture captions and discusses ways of getting ideas for captions. (GT)

Suggests ways of planning and conducting a workshop session to teach yearbook staff members about layout design. (GT)

Describes projects for students in a journalism class, including researching journalism history, interviewing their parents, critiquing exchange newspapers, writing a term paper about journalism, working with outside agencies to plan a charity project, and publishing such school-related publications as football programs and play programs. (GT)

Urges yearbook staffs to experiment with graphics; describes the use of the "modular geometrick design," and includes reproductions of yearbook pages based on this design. (GT)

Describes six common weaknesses of student publications advisers and suggests ways of overcoming them. (GT)