As society's storytellers, journalists often draw upon a standard set of archetypal forms to convey all of the day's news to their readers. This study considers the practice of commemorative sports journalism, in particular how (and by whom) the stories surrounding Title IX's 40th anniversary were constructed at two of the nation's leading sports news outlets. Drawing from a combination of narrative and critical discourse analysis grounded in hegemonic theory, we contend that ESPN and Sports Illustrated shifted away from the traditional battle-of-the-sexes narrative; the end result was a celebratory women-centric model, one that offered progressive ways of understanding Title IX but sometimes fell prey to flaws associated with what White has called the 'content of the form'.

Journalism educators have encouraged the creation of an experiential learning environment for more than two decades. Although many reformers have advocated such environments, little discourse exists on the pedagogical approaches for journalism instruction. This article seeks to provide an overview of differing course designs used in sixteen undergraduate magazine publishing classes taught at U.S. universities. In particular, the article provides insight into the experiential learning environment within a major Southern university's magazine publishing class by closely examining the course design and pedagogical approach.

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