Describes what business plans are and how educators can use them in class for a team writing assignment. (RS)

Describes adding lessons on stress management to the business communications classroom. (RS)

Describes a project assignment for a business communication course that is the central organizing principle for the course and addresses researching, interviewing, writing and reporting topics, and the inevitable question of why this course is required. (SR)

Describes two assignments conducted during the first few days of class that introduces students to the concept of format, provides a writing sample from each student, and furthers the process of students getting to know each other and the teacher. (SR)

Describes a business communication assignment in which students participate in a formal meeting (on coursework and evaluation) and later analyze the group processes. Notes that written activities from each student include preliminary memos, minutes of the meeting, and comments on group processes. (SR)

Discusses a writing assignment in a business writing class in which students write business letters that meet legitimate needs and will be mailed to the addressee. (SR)

Discusses performance appraisals in business. Describes a performance appraisal assignment that involves written assignments, role-playing an appraisal interview, and subsequent discussion of issues that arise. Includes several figures describing assignment activities. (SR)

Describes three approaches to writing a persuasive sales letter that require the student to either taste a product, try out an item, or touch an object before writing the sales letter to a prospective audience. Describes preassignment activities, the assignment, and student reaction to the activities. (SR)

Describes a team assignment in an undergraduate report and proposal writing course in which students analyze a request for proposals. Discusses incorporating collaborative writing groups in the assignment and the grading method. (SR)

Describes oral presentations and writing assignments for an upper-division course in management information systems. Presents students' reaction to these activities. (MM)

Presents the writing-intensive design for a retailing management course developed by its instructor in accordance with writing-across-the-curriculum principles. Provides an overview of the semester-long project. Details project procedures for preparatory activities, field research, and writing the marketing plan. (SR)

Describes having students write an organizational analysis paper as part of a collaborative writing project in a human relations course. Discusses initial group formation and outlines the project. (SR)

Asserts that a newsletter assignment is a good alternative to the long report. Describes a newsletter assignment that demonstrates how basic requirements for identifying problem and purpose, using primary and secondary sources, and designing graphics are similar to those for the typical long report assignment. (PRA)