Offers tips to business communication teachers on how to write for money. Tips include: (1) Begin by writing for free, (2) use business contacts, (3) vary approaches to writing, and (4) write about personal experiences. (FL)

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)

A survey of 14 business managers possessing outstanding dictating skills reveals that preparation is the key to efficient dictation, dictation is not confined to brief letters or memos, the ability to dictate over the phone and to machines is important, and you cannot dictate if you cannot write. (FL)

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

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.…

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)

Reviews what is taught in the basic college-level business communication course and speculates on curriculum trends for the future. (KS)

Presents a career planning questionnaire for use in business writing classes to help students understand job search strategies. (FL)

Discusses three reasons why the teaching of job search skills in a business communications course is inappropriate. Explores the question of domain, professionalism beyond personal needs, and the importance of job searching skills relative to other skills taught in business communications. (HTH)

Provides tips for teachers of technical writing on ways to prepare students to apply for jobs. Discusses the mistakes recent graduates often make in applying for jobs. (FL)

Distinguishes between managerial communication and organizational communication. Reports the findings of a survey of college communication teachers and department heads concerning managerial communication. (FL)

Describes a cooperative program involving the English and business communication faculty at a community college that was designed to improve the writing skills of nontraditional students. Includes a questionnaire used to gather suggestions for appropriate business writing assignments and approaches that might be used in all writing classes. (FL)

Describes a graduate course that integrates written, oral, and organizational communication and is designed to meet the needs of both masters and doctoral students. (FL)