Recognizing that graduate students seldom have the opportunity to participate collaboratively, either in providing or receiving feedback to improve their academic writing skills, this study reports on the design of a computer-supported collaborative learning (CSCL) system used to investigate how graduate students transform and construct their…

Argues that teaching arrangement inductively offers an alternative to the standard imitation of business communication text models. Asserts that the inductive method stimulates individual rather than formulaic responses to the problems of organization, and that inductively-trained writers see arrangements as a powerful element in persuasive…

Presents five research-based writing models to help student writers analyze their composition processes: (1) discovery, (2) direct writing process, (3) five-stage process, (4) write-talk-write, and (5) four key questions. Discusses advantages and disadvantages of each model. (PD)

Shows how to teach the six writing processes on-the-job writers will need: invention; adaptation for audience, clarification of purpose, organization, control of voice or persona, and polishing. Processes are based on an informal survey of 125 writers in business, industry and government. Provides teaching methods and application. (PD)

Discusses the appropriateness of the process method for the business writer. Describes how the method might be taught in a business communication course. (JD)

Discusses the problem of asking students to write for the teacher, an authoritative, superior reader. Asserts that a better approach is to ask the students to first address their papers to a small group, and second to choose a specific value system to characterize the attitudes and beliefs of the group selected. (PRA)

Argues that business writing is not compatible with currently fashionable process approaches that are adapted to personal, expressive writing. Claims that good business writing is transactional and requires a formulation that cannot be reconciled with the pedagogical theories, assumptions, and techniques of current process writing. (JD)

Suggests duplicating the depth and texture of real-life writing in the classroom by using the college organization and its functions to create more accurate writing assignments. (CRH)

The need for effective communication is reflected in the increased number of privately sponsored technical writing workshops and in the increased demand for business and technical communication courses on campuses. In these learning situations the traditional methods that have been used to teach adolescents how to write become inappropriate.…

Examines how speaking/writing relationships help and hinder communication. Suggests ways to make business communication students aware of differences between speaking and writing. Identifies research needed to further understanding of these relationships in business communication. (PD)

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)

Examines the theoretical background for a process-based pedagogy. Denotes a sample progression for a process-based course, including a description of the phases in the writing process and an application of this description to various assignments. Includes an extended example. (JD)

Discusses the applicability of teaching rewriting and revision skills and using peer evaluation techniques in a technical writing class. (AEA)

Doubts the ability of formulas to predict readability and questions their use as aids in writing readable prose. Points out that formulas also hamper the teaching of business writing because they emphasize written products instead of the writing process. (PD)

Offers a sequence of writing assignments that provide experience for managerial communication students who must learn to organize thoughts and data efficiently to present information in a professional manner. Focuses on understanding context, developing points, analyzing texts, and creating an authoritative, committed voice. (KEH)