Lists the following 10 tips for improved sports writing in high school publications: reporting comes before writing; do not try to do too much; show, do not tell; do not do game stories; avoid cliches; avoid "jock-talk"; use the drama of sports; do not write the obvious story; sports is also news; and read great sports writing. (PM)

Explains how the news story surrounding the Watergate events led not only to the resignation of President Nixon but also to one of journalism's greatest triumphs. Presents a Watergate timeline with 25 events. Gives three exercises to accompany the study of the journalism side of the Watergate events and to compare the movie, "All The President's…

Presents the front pages (or home pages) of 16 high school newspapers that covered the terrorist attacks of September 11th, 2001. Includes brief comments from advisers on how they approached covering the attacks. (RS)

Describes a high-school journalism adviser's experience working at the Sports desk of the "Sacramento Bee" during one summer. Suggests the short-term job helped the author flesh out what it means to be a working journalist, and helped him take some of the passion, energy, and excitement of the professional newsroom back to his classroom. (RS)

Discusses how a high-school journalism adviser shifted from a newspaper format to a magazine format that comes out few times a year. Suggests the magazine format is more flexible, creative, and well-thought-through. Notes it requires some attention to detail, commitment to longer stories, and in-depth coverage. (RS)

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…

Notes the importance of opinion and students' use of opinion in relation to editorials. Discusses three things to keep in mind when teaching students how to choose a topic for an editorial: make it controversial, contextual, and confined. (SC)

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)

Notes an often-ignored important step in opinion writing: gathering facts and data to use in supporting arguments. Presents specific 50-60 minute classroom activities to help create a unit for students. Includes a lesson plan for three days, tips for writing a good editorial, and an article by Cat Kasko entitled "Forgiveness is a beautiful thing."…

Discusses the qualities it takes for journalism students to be good interviewers and outlines several guidelines to follow. Lists seven "Boy Scout rules of interviewing." Gives a list of eight points on how to "punctuate what people say." (SC)

Presents techniques for weaving quotes into a stylish feature story. Describes "Quote Framing" and "Split Quotes," and gives different levels of appropriate and inappropriate uses for each. Suggest that most professional newspapers and magazines are working examples of correct form for the use of quotations, direct and indirect. (SC)

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…

Describes the production of a special edition by Brink Junior High, Moore West Junior High, and Westmoore High School (Moore, Oklahoma) after a tornado destroyed entire neighborhoods only days before. Notes the positive reaction of students and the community, as well as the sense of unity that developed in the community. (RS)

Describes efforts by the publications staff of North Hall High School (Gainesville, Georgia) to cover a tornado and its aftermath. Notes that the first issue published after the storm focused in intrusion by the media. Suggests that an anniversary issues was more effective in achieving the emotional catharsis the school needed. (RS)

Describes a school newspaper editor's attempts to cover the devastating tornado that severely damaged her school--North Hall High School in Gainesville, Georgia. Notes that the 16-page special edition she and the staff produced included first-hand accounts, tributes to victims, tales of survival, and pictures of the tragedy. (RS)