Suggests that attention to three style checkpoints--sentence openers, verb choices, and independent clauses--can help business writers confronted by deadlines and production costs address numerous writing problems in a short amount of time. (RS)

Asserts that the advantages of word processing for business writing classes are clear. Even though a teacher confronts giving up some lecture or discussion time, the hour spent in the lab frees students from tedious recopying, provides the teacher with professional-looking papers, and permits time for more writing assignments. (RAE)

Points out the disadvantages of checkmark grading. States that many students will not be able to revise their work with the help of only a few symbols on their papers and that students will set their sights as low as the grading system lets them. (EL)

Describes a writing assignment designed to aid students' perception of audience, purpose, format, vocabulary, pertinent information, and peer editing. Establishes a framework for both independent student research and group work and revision. Encourages students to establish a rapport with groups to evaluate the writing's content, presentation,…

Offers basic advice on using a word processor to teach writing, from how to choose the appropriate software before selecting a computer and a printer, to the benefits of using a word processor instead of a typewriter. (NKA)

Offers a strategy for having composition students write a clear, complete set of instructions for performing some task, while eliminating the possibility for plagiarism and collaboration. (JC)

Describes a lesson which uses collaborative revision strategies to help teach cohesion to second-language speakers of English in business communication classes. (SR)

Presents an effective strategy for having business writing students create drafts of their work, so that final copies of assignments receive better grades, and students subsequently feel better about the class. (JC)

Recounts the experience of writing a biographical profile in which the language used to describe a professional woman was unwittingly sexist and how this was corrected in successive revisions. (NKA)

Describes a group exercise whose goal was to reinforce students' ability to write--and to recognize--organized, easily readable, business reports which use graphic aids as supplements to words. (NKA)

Focusing on process description, provides a step-by-step class presentation of an assignment given to a technical writing class that uses a computer program to teach instructions. Discusses the assignment's benefits to class discussion, the editing session, and the writing produced. (JD)