Addresses these questions: (1) What are conference proceedings? (2) Why are they prepared? and (3) How are they prepared? Explains that, for editors, the processes of preparing conference proceedings has three major components: planning the proceedings, selecting the content, and processing the proceedings. (EL)

Discusses the development of a pragmatic model of the writing process in the workplace, focusing on the importance of "drafting" as part of that process. Discusses writers' attitudes about drafting and the structures of the workplace that drafting has to accommodate. Introduces a drafting model and discusses results of using this model…

Describes the technical, experiential, and systemic challenges encountered in computer-assisted writing classes. Discusses the gap between the theoretical benefits and the reality of computer-assisted writing instruction. Offers recommendations for teachers planning syllabi, assignments, and lesson plans for computer-assisted classes. (MM)

Reports survey results on the major factors or stressors related to teaching business and professional writing and the actual or potential coping strategies to reduce that stress. (SR)

Presents an overview of Disk Operating System (DOS)-based computer-supported collaborative work group writing tools. Suggests a framework to classify group writing tools. (RS)

Considers how ideology in its various manifestations intersects with collaborative composing both in the business writing class and in the corporation. Describes several classroom experiences which demonstrate how ideology influences students' collaborative dynamics. Considers from a more distant vantage how specific composing ideologies influence…

Looks at academic burnout from the perspective of the transplanted humanist teaching business communication. Describes disparities of fit between the quantitative methods of a business school and the qualitative approach of a humanist. (SR)