Suggests having students write a series of business magazine article summaries as part of a journal assignment. (MS)

Presents a memorandum report assignment involving the selection of magazines in students' major fields. (MS)

Offers four steps to broaden students' thinking by questioning the "facts" from cases or problems. Claims the assignment helps students understand the process of dissecting the parts of a problem, researching the alternatives, writing a factual report, and orally presenting recommendations. (MS)

Discusses objections to an article describing a teaching assignment in which students were to compose and mail a letter to at least one individual or organization in order to elicit a written response. (DF)

Presents a method for teaching report writing that first establishes the order followed when writing a good business report and then presents, in reverse order, the steps of gathering information, interpreting information, and organizing information. (SRT)

Discusses a favorite assignment, which is to require students to write a "real-world" business letter and then mail it with the anticipation of a response. (EL)

Focuses on the writing of problem and purpose statements of a report and what the authors of various textbooks say about the writing of these statements. Concludes that no single definition of problem and purpose statements exist to which the writers of communication textbooks agree. (KEH)

Describes a simple introductory in-class writing assignment that serves to clarify the multiple issues involve in effective letter writing of the persuasive type. Examines the diagnostic value, the lesson learned, and objectives served by such an assignment. (KEH)

States that writing must be taught in a way that interests and involves students and prepares them for life outside the writing classroom. Gives examples of appropriate assignments, including writing a letter of complaint and writing job application letters and resumes. (DF)

Stresses the need for relevant topics to be given to students in business writing classes and states that they can be found by examining the campus and community to determine topics of interest. (DF)

Describes a simulated business approach in which students write about the kinds of correspondence that members of company departments might write. Discusses determining a schedule, forming departments and choosing a company, making assignments, and using student managers. (EL)