Describes a writing assignment requiring students to extract information from a simulated telephone conversation and construct a notice of an upcoming meeting. (JAD)

Outlines the process of writing an employment resume, focusing on women who are entering, returning to, and advancing in the job market. Claims the suggested approach helps students find answers to their problems by unlocking latent achievements and skills. (JAD)

Reports on a national survey of Association for Business Communication members to determine how extensively employment skills are being taught, what employment skills are being taught, how important they are, and what employment skills should be taught. (JAD)

Outlines an assignment for teaching job search skills, including writing a cover letter, resume, and interview follow-up letter. Proposes that the instructor act as interviewer, video tape each interview, and analyze each student's performance. (JAD)

Presents an assignment that introduces business communication students to an array of writing reference works. Appends a list of 24 suggested reference works for the assignment. (SR)

Claims self-generated cases overcome the disadvantages of standardized cases by including students' individual needs, interests, and areas of expertise, and by cultivating students' intellectual initiative as they invent original material. (MS)

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

Identifies strengths and weaknesses of a computer software package called Rightwriter and concludes that it is easier to learn and costs less than its competitors. (DF)

Discusses ideas to enhance and enrich writing programs, particularly those designed to familiarize students with the writing requirements of the workplace. (PRA)

Presents a list of articles published in journals outside the immediate field of business communication that discuss various aspects of professional writing. (JD)

Outlines a plan to provide practice in writing questionnaire reports. Teaches students: (1) how to know what report format is appropriate; (2) how to interpret and present statistical data; and (3) what recommendations to make, if any. (RAE)

Reviews specific examples of cliched anecdotes from recent publications intended for student use, warning that these reflect poorly on the field. Calls for more qualitative research to validate the principles espoused in business communication literature. (RAE)

Discusses the special training in report writing needed by students majoring in social work (practice in specific report structures, and in certain style matters, including objective word choice, excessive passive voice, and parallel structure in lists). (SR)

Outlines five steps to simplify business writing: (1) identify the kind of communication required; (2) analyze the audience; (3) understand the function of the communication; (4) choose the best organizational pattern; and (5) use the most efficient input medium. Claims that business writing can be easy and enjoyable if students follow these…

Provides guidelines for resume writing. Discusses standard and optional categories of information and methods for organizing these categories. Discusses also how to secure and list references. (PRA)