Journalism educators have long agreed on the problem: poor language and writing skills of students. Complaints have targeted the decline in students' critical thinking, their weak news judgment and story structure, their lack of clarity and conciseness, and their excessive grammatical and style errors. Although consensus may exist on the problem, faculty who teach writing courses often differ on suggesting appropriate solutions (i.e., approaches necessary to improve student performance). Given the personal and creative nature of writing, there appears to be little agreement among journalism educators on the best methodologies for teaching writing (Wolf and Thomason, 1986).
Elbow …