This article, the first of a two-part series, catalogs teaching innovations presented at the 2013 Association for Business Communication (ABC) Annual Convention, New Orleans. They were presented during the My Favorite Assignment session. The 11 Favorite Assignments featured here offer the reader a variety of learning experiences including…

Describes two teaching methods that use (1) oral reports to end student term paper plagiarism and (2) newspapers in business communication classes. (FL)

Outlines a plan to provide practice in writing questionnaire reports. Teaches students: (1) how to know what report format is appropriate; (2) how to interpret and present statistical data; and (3) what recommendations to make, if any. (RAE)

This article describes how to use a bulletin board to help intermediate grade-level students organize and present the results of library research about the geographical features of different places. (JDH)

Describes a project used in a technical writing class to teach students about questionnaires and informal reports. Tells how students work in small groups to create questionnaires, use the questionnaires on selected populations, evaluate the questionnaires, and write informal reports of the project. (TJ)

Offers a reference report assignment as a final task instead of an exam in a business and technical writing course. Notes that the purpose of the report is not to research but to organize and synthesize the information learned over the semester. (JC)

Describes how a comparison chart may be used by children in grades three through six to record and organize information from several sources for student reports. (DD)

Describes how to use weekly reports and addresses three questions: (1) What did you learn this week?; (2) What questions remained unclear?; and (3) If you were the professor, what questions would you ask to find out whether students understood the material? Student writing was used as a two-way feedback tool in teaching science. (Contains 21…

Describes a four-week business communication course in which students visited companies. They prepared a formal report describing the companies in general terms, the activities they engaged in on the visit, and the presentations they made at each of the companies. (EL)

Students in college freshman composition are shown to be motivated by writing on topics in which they are interested, especially teenage developmental problems. The use of class discussions and instruction in techniques to create topics, do research, and write are presented. (CM)

Reports on 20 different ways that students can "review a book" besides writing a report. (FL)

Describes a strategy to incorporate interactive and cooperative methods into oral reports of term papers. Introduces fresh perspectives into the subject of discussion and sparks new interests on the part of the students. (JRH)

Recommends a four-part structure for retrospective internship reports: (1) introduction, (2) narrative, (3) analysis and evaluation, and (4) appendix. Advises teachers to present the report form to the student before the internship begins to add structure to the internship experience. (SKC)

A procedure is outlined by which all students, not just one spokesman, report back to the class on small group projects, thus increasing participation in class discussions. (SJL)

Suggests that business communication students can improve their management and communications skills by forming teams and playing the roles of corporate employees, including holding stockholders' meetings, drawing up reports, discussing new products, and in general honing their professional appearance and conduct. (JC)