Readers can explore 13 teaching innovations presented at the 2019 Association for Business Communication annual international conference in Detroit, Michigan. These assignments are designed to add fuel to oral and written persuasion, including the practical use of rhetorical tools. Ideas to advance learners' professional development are presented.…

This article argues for a flipped learning approach to business and professional communication composing processes. Flipped learning sequences can scaffold more robust engagement with prewriting activities and support opportunities for in-class collaborative and facilitated drafting exercises. These types of learning experiences offer numerous…

Given the rapid advances in information communication technology (ICT) and the ever-increasing likelihood that students will be collaborating on cross-cultural teams in their future careers, creating opportunities to engage in collaborative writing projects across borders and then observing the dynamics of international virtual online…

A key challenge facing professional communication teachers is the need to bridge the gap between the culture of the classroom and the reality of the workplace. One area of difference between the two contexts is the way in which collaborative activities surrounding the construction of written text are enacted. Differences in collaborative practices…

Many business and technical writing students find classroom discussions of professional ethics interesting and enjoyable. However, when trying to incorporate the content of discussions directly into their writing practices, they often experience difficulties linking ethical concepts to writing process. This article discusses how instructors can…

Presents instructional strategies designed to maximize cohesion and minimize conflict in collaborative writing groups. Argues that an understanding of sources of conflict, conflict management strategies, and group processes allows productive and creative group energy to be channeled into effective business writing. (RS)

Describes a collaborative classroom process that helps build cohesion among group members by placing all students into the roles of writer, reader, editor, and evaluator. Presents six teaching tips for the process. (RS)

Describes a team assignment in an undergraduate report and proposal writing course in which students analyze a request for proposals. Discusses incorporating collaborative writing groups in the assignment and the grading method. (SR)

Focuses on the collaborative writing done for a large report or proposal over a period of several weeks or months in a business writing course. Discusses short-term writing projects and nonwriting tasks for project administration, meeting management, student/instructor conference, project planning and time estimates, and oral presentations. (PRA)

Describes a collaborative writing assignment which features a series of interconnected business messages arising out of a case study and including inhouse memos and an analytical report. Shows how the design of a collaborative writing assignment can foster creative rather than debilitative tension. (RS)

Describes the "Numbers Game"--a collaborative simulation to prepare students for participation in a full collaborative writing project. (RS)

Discusses collaborative planning as a heuristic for dealing with the rhetorical elements often considered by experienced writers when they plan and prepare documents. Defines collaborative planning, identifies its benefits, discusses its implementation in upper-level business communication courses, and presents a series of examples of students…

Presents a 33-item annotated bibliography of articles and books in 6 areas essential for both novice instructors and those experienced in assigning collaborative writing: (1) research implications; (2) theoretical foundations; (3) cooperative learning; (4) small group dynamics; (5) pedagogical practices; and (6) textbooks. (RS)

Explains how student "companies" can be made more effective by giving them more responsibility for the way the group is run. Claims student companies will be more cohesive, and will provide students with more writing that combines the personal and professional. (MS)

According to Corman (1995), theory and practice are two sides of the same coin. Each is essential for effective function in organizational contexts and effective teaching in organizational communication courses. However, the classroom experience can benefit from increased efforts to provide students with activities that allow them to apply theory…