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| Acknowledgments | |
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| About the author | |
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| About this resource | |
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| Gaining Perspective, Gaining Control | |
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| Focus: Your role as adviser | |
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| So much to do, so little time | |
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| A key to success: FOCUS | |
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| Priorities and expectations | |
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| Priority and progress assessment | |
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| Whose paper? | |
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| Wanted: A staff that works | |
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| What works ... works | |
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| Staff application | |
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| Application for editor and staff positions | |
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| Creating a sense of teamwork and responsibility | |
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| Code and contract for staff members | |
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| Staff manual: Job descriptions | |
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| Grading: The need for creative solutions | |
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| Reporters' special duties | |
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| Special duty assignment sheet | |
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| Portfolio contents | |
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| Progress report: Special duty assignments | |
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| Daily staff diary | |
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| Defining your publication's purpose and personality | |
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| Questioning your role | |
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| Assess your position | |
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| What is the major concern of the school newspaper? | |
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| Purpose and advantages of publishing a school paper | |
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| Settling on size | |
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| What works--what doesn't | |
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| How medium affects message | |
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| School newspapers as a laboratory for learning | |
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| Dialogue box: Your chance to speak out | |
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| Checklist for fine-tuning your paper's coverage | |
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| Students' rights ... and Hazelwood, too | |
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| The need for student press freedom | |
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| It's the law! Hazelwood School District vs. Kuhlmeier January 13, 1988 | |
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| The student press as public forum: Right for schools and students | |
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| Sample policy statement | |
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| Where you fit in as adviser | |
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| Successful approaches for advising without begging or threats | |
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| Defining your paper's mission | |
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| Mission statement | |
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| Ground rules for reporting sensitive and controversial issues | |
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| Outside and inside pressure groups | |
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| Controversial and sensitive issues: What course to take | |
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| Newswriting Workshop | |
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| Good reporting: The key to good papers | |
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| What makes a story newsworthy | |
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| How to find "hard" news for a school paper | |
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| Where stories come from | |
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| School coverage | |
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| Getting on the beat | |
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| Beat coverage of clubs | |
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| Building on beats | |
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| Coverage form: Department chairpersons | |
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| Community coverage | |
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| Local concerns | |
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| Community problems and possibilities | |
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| Entertainment and activities | |
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| Participatory journalism | |
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| National and world issues | |
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| Bringing the world closer | |
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| Avoiding pitfalls of issue-oriented reporting | |
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| Getting the issues in focus | |
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| Getting good interviews | |
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| Reporter guidelines | |
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| Reporter guidelines: Beyond the 5W's and H | |
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| Newswriting Workshops | |
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| Newswriting workshop: Note to advisers | |
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| The clean, lean style of newswriting | |
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| Exercises | |
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| Developing the newswriter's mindset | |
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| Exercise | |
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| Focus on newswriting | |
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| Exercises | |
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| Focus on newswriting--Using quotes correctly | |
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| Exercises | |
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| Write it right--Obeying the rules | |
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| Write it right--Who's who and what's that | |
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| Exercise | |
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| Write it right--Little words, big problems | |
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| Exercise | |
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| Write it right--A theory of relativity | |
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| Exercise | |
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| Write it right--Making difficult choices | |
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| Exercise | |
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| Write it right--Words for the wise | |
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| Exercises | |
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| News stories--Putting first things first | |
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| Exercise | |
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| Getting a good start | |
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| Get the essentials in every summary lead | |
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| Exercise | |
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| Writing the lead | |
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| Exercises | |
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| The new newswriting | |
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| Organizing straight news, inverted pyramid style | |
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| Exercise | |
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| News briefs--Sharpening your skills | |
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| Exercises | |
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| The time is now | |
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| Exercises | |
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| Note to advisors | |
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| Copy editing via symbols | |
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| Exercises | |
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| Paragraphs in transition | |
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| Steps for organizing complex news stories | |
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| Exercises | |
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| The whens, hows, and whys of using quotes | |
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| Exercise | |
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| Choosing the sidebar route | |
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| Variations on the lead | |
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| Exercises | |
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| Featuring features | |
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| Getting your features in focus | |
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| Exercises | |
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| In-depth reporting--Covering all the angles | |
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| Exercises | |
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| Original approaches to columns and humor | |
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| Exercises | |
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| Accent on entertainment | |
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| Exercises | |
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| Room for opinion--Editorials | |
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| Exercises | |
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| Problem or promise--School sports writing | |
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| Exercises | |
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| Preparation of copy | |
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| Tracking sheet | |
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| Interview evaluation request | |
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| Reporter's assignment sheet | |
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| Newswriting workshop: Answer key | |
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| Newspaper Layout: The Sense Behind the Style | |
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| Getting attention | |
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| Choosing Style | |
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| This above all: Content | |
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| Designing reader-friendly copy blocks | |
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| Exercise | |
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| Recreating a dummy | |
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| Guidelines for marking dummy layouts | |
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| Exercise | |
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| Setting attractive standards | |
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| An introduction to popular type families | |
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| What's in a nameplate? | |
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| Laying out pages: From the beginning | |
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| Writing effective headlines | |
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| Newspaper headline schedule | |
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| Character count chart for writing headlines | |
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| Exercises | |
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| Headline assignment form | |
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| Refining the method | |
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| A note about bad copy | |
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| Exercise | |
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| Page layouts: The total effect | |
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| Guidelines for avoiding layout pitfalls | |
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| Exercise | |
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| Adding advertising | |
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| The pluses of advertising | |
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| Making advertising an asset to layout | |
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| Ad placement comes first | |
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| Achieving sharp-looking advertising | |
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| And then there's the business card | |
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| Varying ad shapes and sizes | |
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| Make it a rule | |
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| Thinking like a copywriter | |
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| Questioning classifieds | |
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| Exercises | |
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| Photography--Picturing the news | |
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| The double duty of a good photograph | |
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| Step one to better photography: Planning | |
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| Step two: The view through the camera | |
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| Photo assignment sheet | |
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| Photo identification form | |
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| Guidelines for better news photos | |
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| The final step: Creative cropping makes a difference | |
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| Manipulating photos by computer | |
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| Guidelines for creative cropping | |
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| Managing to Find Time, Finding Time to Manage | |
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| Curing financial woes | |
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| Believe in the need! | |
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| Sources of support | |
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| Ten reasons today's school newspaper is a vital tool for learning | |
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| Setting your goals | |
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| Mounting your advertising campaign | |
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| Launching your campaign | |
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| Getting started | |
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| Letter to potential advertisers | |
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| Request letter to past advertisers | |
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| End-of-year thank-you for support | |
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| Advertising contract | |
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| Invoice | |
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| Organizing the school newsroom | |
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| Creating a system within a system | |
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| Dealing with space | |
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| Preparing for action | |
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| Keeping kids posted | |
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| Space of their own | |
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| Planning ahead with forms and files | |
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| Contribute to recycling | |
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| File as much as you can by computer | |
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| Count on the computer--Keep it organized | |
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| Make your space work-oriented | |
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| Shortcuts worth taking | |
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| Adopt a 'no excuses' policy | |
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| Organizing for efficient computing | |
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| Direct your--and your students'--energies | |
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| Assess your true needs | |
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| Learn by doing | |
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| Glossary of keyboard shortcuts for computer commands | |
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| Glossary of shortcuts for keyboard-generated icons | |
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| Making a good paper better | |
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| Assess your own progress | |
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| Self-checking critique: 100 points for judging school papers | |
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| More than 50 hints for every phase of publication | |
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| Appendices | |
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| Glossaries for Desktop Publishing and Journalism | |
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| Style manual | |
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| Ideas for stories, ads, money raisers | |
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| Resources for additional information and support | |