Argues that the process approach to writing should not be stressed too heavily in business communication courses because the process may (1) be a luxury; (2) be an illusion; and (3) vary so much between writers that urging a set series of steps might accomplish little and make inefficient use of class time. (JD)

Defines the four phases of the process approach to writing instruction--prewriting, drafting, revising, and editing. Argues that more emphasis should be placed on process, rather than strategy, in business writing texts. (JD)

Discusses the essential difference between the writing process and its product; namely, that the former is a private and unique activity, whereas the latter is an observable artifact that can be publicly evaluated. Argues that even proponents of the process approach to writing cannot escape basing their discussions on products. (JD)

Claims that the product approach to business writing prescribes a way of operating similar to imitation and creates an illusion of a static world when, in reality, the business environment is constantly in flux. Argues that the process approach to writing instruction should be used in business communication classes. (JD)

Claims that the process approach to writing (1) suffers from methodological defects; (2) appears to be based on a number of mistakes about the nature of language and mind; and (3) may lead to contentless courses full of solipsistic students. Argues that, examined critically, process ideas have only limited usefulness in business communication. (JD)

Discusses the benefits of using a "process" approach to writing instruction. Claims that beginning a writing course by reading about and discussing the approach makes students excited to use the same technique as professional writers and aware of the skills writing requires. (JD)