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 American business schools fail to emphasize business communication, despite research indicating its huge importance to qualitative improvement. Considers the importance of communication in business success. (HB)

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 collaborative research and writing being carried out by scholars in the field of business writing. Narrates examples of long-term partnerships in which research has been carried out together by multiple contributors over a sustained length of time, along with its possible risks. (HB)

Narrates one example of a long-term partnership in which research has been carried out over a sustained length of time between two women at the same college. Discusses how differences can be negotiated, how collaborative ethics are formed, and how implications alter views of research. (HB)

Argues that business cards, as a key means of initiating business contacts, are worth studying in business writing courses. Shows instructors how to incorporate a unit on business card design into their business communications courses. Suggests the criteria by which business cards can be evaluated. (HB)

Analyzes communication apprehension, as operationalized in the Personal Report of Communication Apprehension, as an example that questions the boundaries of business communications and may constitute a banner for it. Examines the application of the report to a specific context. (HB)

Provides a transcript of a dialogue between two researchers concerning their experiences as collaborative ethnographers. Describes some of the positive and negative benefits of collaborative work. (HB)

Presents a method for teaching report writing that first establishes the order followed when writing a good business report and then presents, in reverse order, the steps of gathering information, interpreting information, and organizing information. (SRT)

Describes an activity that helps students overcome the multicultural barriers that might be encountered in dealing with people from various cultures in a global economy. Outlines instructions, reporting procedures, principles to emphasize, and time required for the exercise. (HB)

Summarizes four basic strategies in persuasion based on classical rhetoric, modern communication theory, and practical methods from advertising that can be translated for immediate use in the classroom. Suggests that the following maneuvers be taught: (1) echo the reader; (2) sell use; (3) ask for action; and (4) talk the reader's language. (KEH)

Discusses some aspects and strategies of persuasion that might underlie any written persuasive business message. Focuses more on "Think about It" rather than "How-to." (KEH)