Examines the dissemination of information about new methods for teaching technical writing at the University of Wisconsin-Stout as an example of diffusion theory. Results indicate that though the formal impetus for change came from above, the innovation originally came from below and spread through peer networks. (SRT)

Suggests having students act out descriptions of technical processes rather than write them. Argues that students will describe the process with more clarity and detail than in an ordinary report. (SRT)

Explains why instructors need to make report writing an integral part of courses in business and technical writing. Discusses the advantage of group projects on campus-related issues. (EL)

Stresses benefits of freewriting techniques and writing support groups to improve student writing, shows that the usefulness of writing as exploration is better communication, and points out the advantages of having audience-centered communication and a shared responsibility for a project. (EL)

Suggests that technical writing teachers reconceive their purpose and curricula to give students the skills they really need to meet current demands of technical writing jobs. Explores the moral and pragmatic purposes of teaching literature and technical writing, the disparate needs and motivations of technical writing students, and the…

Reviews literature on specific computer systems and automated text editing and publishing. Concludes that most such research is being carried out by teachers of composition rather than technical writing and that research by most technical writing teachers is applied research designed to solve problems posed by professionals in the field. (HTH)

Reports on a survey of business managers indicating (1) that managers consider skills in written and oral communication important to career success and employee job performance and (2) dissatisfaction with employees' ability to communicate effectively. Suggests aligning at least some writing assignments more closely with job-related writing tasks.…

Research on the communication demands that local industries require of technicians and the writing responsibilities of the technicians are described. Responses from a questionnaire and information from personal interviews are included. (MLW)

Describes (1) an annual report assignment that includes concepts to be learned and teaching strategies, (2) methods of introducing the business communications course during its first week, (3) and preparing visual aids from financial periodicals. (EL)

Reports the results of interviews with people in business who were asked what should be taught business writing students to prepare them as well as possible for writing they will do on the job. (EL)

Suggests that microbiology activities/experiments are suitable for teaching skills in designing experiments, manipulating tables/graphs, and the rewriting of work. Shows how students design an experiment using a table and how another experiment provides material for a group discussion on writing and rewriting. (DH)

Discusses a student-centered teaching method that allows business communication students to work in editing groups and use an overhead projector to teach the class about business letter writing. (FL)

Describes the phases of a data processing project used to help computer science students become better writers. (FL)

Lists books, articles, and reviews appearing in 1982 that dealt with some aspect of technical writing. (FL)

Describes a business communications class assignment to complete an annotated bibliography on high technology communication and its objectives. Includes questions discussed by the class on the due date of the assignment. (HTH)