Most business communication textbooks treat "unfavorable" communications as written documents--denials of credit, collection requests, rejections for employment, inability to meet deadlines, etc. These written "unfavorable" documents are no longer actually written by most employees. In fact, many of these communications are computer generated and…

Metadata is information about computer-generated documents that is often inadvertently transmitted to others. The problems associated with metadata have become more acute over time as word processing and other popular programs have become more receptive to the concept of collaboration. As more people become involved in the preparation of…

Suggests methods for integrating word processing into business communication courses to help ensure that students are familiar with important concepts. The author feels this is necessary in light of the increasing number of organizations installing word processing systems. (NRJ)

Describes the Electronic Office Project that aimed to determine how technology can improve office productivity and how schools can best teach this technology. (JOW).

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)

According to a survey of 160 of 265 business professionals, most create memos more frequently than other documents; use word processing on micro, mini, or mainframe computers; learned word processing on their own; and believe that electronic mail and voice input will increase and secretarial support will decrease. (SK)

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)

A group of 41 business communication students were taught to use a grammar/style checker and completed a writing exercise. Compared to 44 controls who did not use the software, there were no differences in error scores. Previous computer experience did not affect scores, but prior language skills may have influenced them. (SK)

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 a way to give word-processed feedback on business communication assignments. Describes some advantages of this mode over both handwritten and audio comments, and identifies limitations of this method. (SR)

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)

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)

One hundred twenty-four college business communication students who were already familiar with word processing software were taught how to use a writing-analysis program. Although the writing-analysis group performed higher on all criterion measures, their scores were not significantly different from the group that edited their letters without the…

This study examines user insights on the issues of keyboarding and computer knowledge. It presents reactions of first-time microcomputer users and reveals insights that may be helpful to educators presenting courses to this population. Recommendations are presented and fall into three categories: lab schedule, microcomputer as typewriter, and…

Emphasizes the need for business or technical writing teachers to consider the machines used in the workplace when planning materials and procedures for courses. Recommends gaining familiarity with machines, choosing which technology to teach, and implementing the use of computers and other business machines in the classroom. (KEH)