Offers a reference report assignment as a final task instead of an exam in a business and technical writing course. Notes that the purpose of the report is not to research but to organize and synthesize the information learned over the semester. (JC)

Points out problems with using the case approach in the classroom to duplicate real business situations. Discusses the advantages of using student experiences that are analogous to those instructors attempt to reproduce in the classroom. (EL)

Describes an assignment in which students write a short memo report analyzing and comparing both what a company says in its annual report and what its balance sheet shows. Describes four simple mathematical formulas students can use to quickly diagnose a company's financial health. Appends a sample of the short report format. (RS)

Presents an example of a poorly written memo that students must rewrite and edit for style and organization. The exercise works best with four or five students at a time. (SRT)

Surveys international businesses in the United States regarding written communication skills required. Finds that there are major writing responsibilities in various departments within international companies, that the variety of documents produced was similar to domestic businesses, and that the major writing deficiency was mechanics. (SR)

Describes a 14-hour course designed to teach grammar to adults in the business world. Describes the kinds of students in the course and why they have not learned grammar previously. Presents 10 suggestions on how a similar course might be taught. (RS)

Investigates whether an English and spelling pretest administered to business communication students helped teachers evaluate the language arts skills or deficiencies of their students. Finds that the test is a good predictor of performance ability in business communication and that the pretest and posttest scores help teachers and students to…

Presents a case addressing ethical issues regarding grading the work of nonnative speakers of English in business communication classes. Lists nine questions to consider. (RS)

Provides a condensed refresher course in improved proposal writing. Focuses on the following points that are applicable to a range of documents: (1) be persuasive; (2) be logical; (3) control the presentation; (4) review the presentation; (5) make a final evaluation and revise accordingly. (JD)

Suggests that those who feel the need for competency testing in their program should find or construct a test that reflects the faculty's expectations, locate a coordinator to put the test into the curriculum, and find ways to bring the marginal student up to expectations. (EL)

Discusses the binder method approach to teaching business report writing, explains its basic procedures, its organizational advantages, its time saving qualilty, and its adaptation to more than one user at different locations or different times. (EL)

Encourages business communication teachers to consider teaching a consulting course to people already in business and industry. Provides a set of directions for planning the first consulting course and suggestions for the course content. (EL)

Discusses the purpose and effects of collaborative writing in proposal development projects. Suggests how collaboration serves the larger social functions of the modern corporation. Discusses how the circumstances of proposal development affect collaboration. Describes storyboarding--a common and often highly effective tool for fostering…

Describes the writing and business communication problems of college-educated workers in Silicon Valley. Discusses hidden illiterates in the universities and in the workplace. Offers solutions for professors and managers faced with the problem of hidden illiterates. (PRA)

Focuses on the collaborative writing done for a large report or proposal over a period of several weeks or months in a business writing course. Discusses short-term writing projects and nonwriting tasks for project administration, meeting management, student/instructor conference, project planning and time estimates, and oral presentations. (PRA)