Games have long been a staple of active learning environments. They are a fantastic way to reduce anxiety, promote competition, and energize classrooms. Board games, in particular, can be very useful in building real-world skills in a fun and non-threatening environment. Therefore, the author uses them extensively for Business English classes and…

Argues that many of the points taught in college English composition classes can be contrary to good business writing, particulary the "college impersonal tone," grammatical correctness, and adequate development and support of ideas. (FL)

Offers a suggestion for helping students write letters of application involving (1) a "what I have done" paragraph, (2) a "what I can do for you" paragraph, and (3) a combination paragraph including both ideas. (FL)

Describes how a high school business English teacher convinces her students that the rules of grammar are important. Discusses how and what grammar issues to teach and how to apply the rules of grammar. (RS)

Describes a method for teaching students to prepare transmittal correspondence (memos or letters that accompany reports). (FL)

Discusses the special training in report writing needed by students majoring in social work (practice in specific report structures, and in certain style matters, including objective word choice, excessive passive voice, and parallel structure in lists). (SR)

Argues that oral communication is important in business but is rarely taught in business communication courses. Provides five suggestions to teachers of oral communication: teach organization, teach different types of oral communication, offer training in the use of visual aids, use cassettes or videotape, and stress functional oral communication.…

Asks what can an advanced composition course offer its students that is both new and valuable to all of them despite the diversity of students' fields and career goals? Argues that job-related writing requires special attention to audience. Suggests ways to organize course content to develop audience awareness. (JG)

Suggests incorporating business writing into a freshman English course. Outlines three writing and research assignments: a financial status memorandum, a management analysis report, and an evaluation of applicants for a position at a university. (TJ)

Applies speech act theory to professional writing. Argues that speech act theory supports the use of an explanation in composing negative messages and also provides a useful classification of such explanations based on five universal strategies for politely refusing requests. Notes that this classification illuminates novice writers' problems in…

Presents an approach to teaching various kind of business messages that helps students recognize that different situations call for different rhetorical strategies. Details a memo assignment that blurs the boundaries between message types. (HB)

Advocates the use of a portfolio approach to teaching business writing. Describes how a semester portfolio can be prepared by the student. Gives guidelines for the portfolio, suggestions for portfolio evaluation, and the benefits of such an approach. (HB)

Explains how multicultural communication can be incorporated into units and assignments in a variety of introductory business communications courses. Considers how multicultural communications principles can be included in several specific types of courses. (HB)

Outlines the major goals and units that might be instituted in an international business communication course. Discusses important features of such a course. Describes how one teacher undertakes and carries out the achievement of the goals. (HB)

Describes an exercise for a technical writing course on documenting a problem within a corporate environment, thus giving students experience in appropriate documentation to tackle some of the operational, political, and ethical problems common in the workplace. (SR)