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This package of instructional materials was designed to give workshop participants a practical experience with specific problems or situations, as well as criteria to use when developing written material for a variety of library instruction situations. Content consists of guidelines for developing written materials, some design and printing considerations for any type of written material for such instruction, and seven exercises, each prefaced by procedures and guidelines for handling the situation. The exercises include a self-guided tour, point of use guides, newsletter and news release, library bookmarks, printed materials for classroom use, study guides and tests, exercises, and worksheets. The specific objectives of this workshop are to enable the user to recognize and understand effective and noneffective printed instructional material, recognize and understand how to design these specific types of printed materials, and identify appropriate printed media for various institutional activities. (Author/CWM)

Intended as an introduction to the study of journalism in an English class, this booklet is divided into two sections, the first of which focuses on the purpose and importance of newspapers in a free thinking democratic society. In addition to considering the purpose of newspapers, the first section discusses responsibilities of journalists, a code of journalism standards, approaches to writing news, slanted reporting, objective reporting, elements of news stories, the "5 w's" and "how" in news stories, news leads, news story structure, feature stories, techniques of interviewing, a checklist for news stories, and a checklist for feature stories. The second section presents guidelines for community-focused student journalism projects. It is arranged into suggestions for selecting a topic, organizing a folder, using resources, conducting specific lessons, forming project groups, writing summary reports, doing layouts, discussing problems, and getting a story. The booklet concludes with a checklist for student reporters; a discussion of problems and pitfalls; ideas for extra credit, field trips and trip activities; and a bibliography. (HOD)

Designed for educators at all levels, this booklet offers guidelines on developing proposals for mini-grants. An introductory section underscores the importance of involving those colleagues who will be affected by the project and allowing enough time to develop the proposal. The remainder of the booklet is divided into nine sections. Number 1, "Getting Started" describes the steps in preparing a winning proposal and suggests a timeline; (2) "Writing the Mini-Grant Proposal" gives an outline to follow and explains each component; (3) "Search Strategies" suggests a way to locate funding sources, starting at the local level; (4) "The Pre-Proposal Contact" tells how to get the information needed to tailor a proposal to the requirements of a particular funding source; (5) "Avoiding Pitfalls" gives suggestions on how to avoid some of the most common mistakes made by grantwriters; (6) the "Sample Mini-Grant" is a proposal for a project, with each section annotated to reinforce what should and should not be included; (7) "The Award Decision" discusses what to expect after the funding source makes its decision on the proposal; (8) "Managing Your Grant" lists suggestions for organizing and operating the project; and (9) "Resources" lists directories and other sources of information about grants and 15 corporations with a history of funding educational projects. (AC)

Designed for students who produce newspapers and newsmagazines in junior high, middle, and elementary schools, this booklet is both a scorebook and a fundamentals text. The scorebook provides realistic criteria for judging publication excellence at these educational levels. All the basics for good publications are included in the text of the fundamentals sections. Topics covered include writing features, editorial coverage, sports coverage, photography, writing the news story, opinion pages, headlines, cutlines (captions) for photographs, page makeup, typography, illustrations, advertising, special considerations, suggestions for duplicated publications, and tips on using graphics in mimeographed papers. Also provided are a list of newspaper terms and a guide to references on the discussed topics. (RL)

This syllabus provides occupational education teachers in secondary schools with a guide for developing a course in trade graphics which meets the minimal requirements that an acceptable two-year program in New York State must provide. The content is presented in six sections, and each one includes terminal objectives and suggestions for correlated content, behavioral objectives, and teaching. The first, an introduction to graphics occupations, covers class organization, industrial organization, history of printing, printing materials, and printing methods. The next three sections cover the following graphics occupations respectively: (1) pre-press (includes letterpress, offset, darkroom operations, and camera operation), (2) presswork (includes letterpress and offset), and (3) bindery (includes paper cutter, folder, collator, paper drill, stitcher, plastic punch, plastic binder, perfect binder, padding press, and materials handling). The fifth section, on ancillary procedures, covers maintenance and business procedures. The last section focuses on preparation for employment, including applying for a job, evaluating job offers, and inservice education. Lists of resources, as well as suggested equipment, tools, and supplies, conclude this syllabus. (EM)

This teacher's guide outlines how to prepare foreign language brochures using cultural themes. The four brochures given as examples are based on the "world" theme, the "career" theme, the "yes" theme, and the "school logo" theme. Instructions on how to make each brochure include details on how to design the cover, how to introduce the theme, and how to write the description of the program. The pen-and-ink designs can be used by typing the message directly onto the page or by adapting the design to fit specific needs. Suggestions for designing one's own brochure include: (1) remember to address the audience for whom the brochure is intended; and (2) have students read the copy to make suggestions. (NCR)

This handbook guides the tutor of adult literacy students in the use of newspapers to teach either basic reading or conversational English skills. The first part of the handbook, an outline of the general teaching approach, gives facts about newspapers and suggestions for preparing lessons using newspapers to teach reading and critical thinking skills. Adult performance level skills and content area goals are outlined and used throughout. Classroom activities recommended and discussed in this section include introducing the newspaper, the front page, the news or feature story and the elements of news writing, cartoons and comic strips, classified and display ads, opinion, social and community news, weather, pictures and charts, and sports. Suggestions are included for maintaining student interest. The second part of the handbook provides 36 sample lesson plans for specific topics based on items selected from newspapers of all sizes throughout North America. A bibliography, notes on tutoring approaches and techniques, and a lesson plan worksheet are appended. (MSE)

These instructional materials are designed for students with some French reading skills and vocabulary in late beginning or early intermediate senior high school French. The objectives are to introduce students to a French newspaper, "Le Figaro," and develop reading skills for skimming, gathering specific information, and relying on cognates. The material is presented in six units adaptable to various group sizes. Specific learner objectives include: (1) scanning the front page for specific information; (2) designing a front page or comparing front pages of the French and American newspapers; (3) summarizing an article by skimming it; (4) noting the international tone of the movie listings; (5) selecting a movie to go to based on their descriptions; (6) selecting a job to apply for from the classified advertisements; (7) comparing American and French television listings and constructing a listing from the French model; (8) reading a French television listing to select programs in specific situations; and (9) deriving specific information from advertisements. The materials presented include teacher instructions, notes for the student, exercises, illustrations from "Le Figaro," quizzes, and an answer key. (MSE)