Describes a vocational-technical English program for high school seniors which involves a simulation of job related activities. (DD)

Notes that technical writing in industry includes instruction manuals, proposals, reports, and brochures and requires quality, quantity, and teamwork. (MKM)

Develops technical writing skills by organizing the class as a "company." Class activities include forming the company, defining the product, and completing exercises and situations in internal and external business communication. (RL)

Describes the experience of one teacher that led to his being hired by the English Department of the University of Michigan at Ann Arbor; the curriculum at the University for teaching communication skills to engineers is briefly outlined. (KS)

Argues that in the real business world, there are important considerations in writing besides clarity, precision, and grace--the value of vagueness and the art of memo-writing are discussed. (KS)

Describes the writing assignments and general philosophy of the basic course at Georgia Tech. (KS)

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)

Outlines the fields that can contribute research results to a theoretical understanding of broad goals that can govern design choices in on-line documentation. Suggests five theoretical precepts and pulls together research pertinent to the four main forms of on-line documentation: tutorials, assistance, messages, and modes of control. (HTH)

Provides annotations for developmental, freshman, and advanced writing texts, as well as professional texts. Materials cited include readers, workbooks, composition and literature texts, and business and technical writing texts. Publishers' information is included. (HTH)

Describes "Analysis of Technical Writing," a course developed for a graduate rhetoric program to provide interested students an opportunity to gain experience in teaching technical writing and to give them an advantage in applying for college teaching positions. (MS)

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)

Summarizes recently articulated research needs in business and technical communication. Argues that qualitative studies of writing on the job and in the classroom are the most needed form of empirical research. Shows how research can be conducted using one type of qualitative research, ethnography. (JAD)

Examines two passages from Thucydides'"History of the Peloponnesian War" to illustrate the origins of scientific writing and to explore the relationship between scientific writing and epideictic rhetoric. Concludes that Thucydides' work merits an important position in the history of scientific and technical writing. (JAD)

Explores contradictory purposes for writing instruction: the business world wants writers to obtain predetermined results, yet composition theorists see writing as a way to help students learn about themselves. Suggests teachers help students analyze their potential professions by focusing on the way writing invents those professions. (MS)

Notes that recent work in argumentation has emphasized social and disciplinary influences on argumentative discourse, that rhetoricians have also been debating the role of good reasons in argument, and that the informal logic movement has shown increasing awareness of the rhetorical dimensions of argument. (SKC)