Describes PC-Outline, a computer program from Brown Bag Software. Reports that this outlining program is useful in organizing information into trees, hierarchies, outlines, or categories. (MM)

Shows how communication instructors can provide leadership in demonstrating how the cost of producing an average business letter can be reduced through the use of technology. (EL)

Presents a heuristic for finding appropriate word-processing software for business communication classes. Discusses hardware considerations, price, required training, company support, and security issues related to software selection decisions. (MM)

Provides a bibliography of 79 articles on technology and communication from the following sources: "ABI/Inform,""Academic Abstracts,""ERIC,""UMI's Dissertation Abstracts,""Wilson's Applied Science and Technology Index" and "Wilson's Education Index" (1986 through 1991); the "Journal…

Describes how the authors designed, tested, and implemented simple guides for Microsoft Word 5.0 and 5.5, WordPerfect 5.1, Rightwriter for the IBM Personal Computer and Microsoft Word, and Excel for Macintosh SE and/or LC. Urges business writing teachers to develop pragmatic translations of software manuals. (MM)

Addresses the question of whether text editing programs are successful in taking over the traditional functions of an editor. Compares the editing suggestions made by two of the most popular text editing programs ("RightWriter" and "Punctuation + Style") with those of an experienced editor. Finds that text editing programs are…

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)

Suggests the advantages of using one of the commercial integrated software packages for introductory business communications courses. Reviews three widely used integrated packages ("Enable," Microsoft "Works," and "PFS First Choice") that are available in low-cost student editions. (PRA)

Examines how style analyzers operate and offers advice on using textual analysis software in business writing courses. (PRA)

Recommends a technique designed to foster creative thinking in the business communication classroom. Describes an approach that incorporates several different communication tools, including analytical letter reports, oral presentations, and the use of computer-based technology in an ill-structured problem situation. (KEH)

Discusses an instructional plan for integrating computer activities with course content in a business report writing class. (PRA)

Presents an overview of Disk Operating System (DOS)-based computer-supported collaborative work group writing tools. Suggests a framework to classify group writing tools. (RS)

Presents the structure of a business communication course that utilizes computers. Describes challenges teachers must face in the areas of computer/software knowledge, keyboarding skills, lab facility, and teaching methods. Emphasizes the benefits of learning to compose and keyboard at the computer, particularly regarding job marketability. (JD)

Asserts that educators should help students to make the transition to the real world of desktop publishing (DTP) as smooth as possible by presenting DTP concepts in the classroom. Offers seven principles of page design and a classroom exercise on DTP. Reviews several word processing programs that include DTP functions. (PRA)

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)