Discussion of how to report writing skills highlights a computer program designed to provide feedback on the communicative effectiveness of students' written reports; presents an example of the typical feedback format which the program provides; and reviews students' reactions to computer assisted feedback. (MBR)

Discusses the essential difference between the writing process and its product; namely, that the former is a private and unique activity, whereas the latter is an observable artifact that can be publicly evaluated. Argues that even proponents of the process approach to writing cannot escape basing their discussions on products. (JD)

Claims that the product approach to business writing prescribes a way of operating similar to imitation and creates an illusion of a static world when, in reality, the business environment is constantly in flux. Argues that the process approach to writing instruction should be used in business communication classes. (JD)

To aid those advising English majors in college, this article compiles information on technical writing careers from surveys in professional journals, occupational literature, 1980 census data, and Bureau of Labor Statistics publications. (SRT)

Cites bibliographies, books, and reviews of books on communication and works on technical communication theory and instruction. (HTH)

Details responses students got from an assignment in which they were required to ask questions of people in eight different occupations about the kind of writing they do in their jobs, the most important qualities of writing, and the biggest problems they see in the writing of others. (EL)

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)

Describes a study that explored the collaborative writing processes of a group of business executives over the course of a year as they prepared a vital company document. Shows how context affected the writers' conceptions of their rhetorical situations and their writing behavior and how the rhetorical activities influenced the structure of the…

At Wayne State University, a two-year research and curriculum effort, the Professional Writing Project (PWP), showed that English departments can better prepare students to write effectively for the workplace and increase writing faculty's research and teaching capabilities through collaborating with industry to plan a professional writing…

Discusses two types of video field trips: (1) motivational tapes which include interviews and tours and are designed to relate writing skills to job success, and (2) tutorial tapes, which include interviews, discussion films, subject films, and videotape projects, and are designed to enhance specific assignments in a technical writing course.…

Deals with the special problems of collaborative writing, such as integrating style, tone, and purpose. Notes that with access to a computer, collaborative writers can improve communication by using electronic mail to review rough drafts and by editing their work with word processing software. (EL)

Points out that students can be motivated to improve their writing if writing assignments can be designed to be similar in scope and purpose to those that the students will be doing later in their professions. (EL)

Discusses communication by objectives, a strategy that extends management by objectives techniques into the area of communication to strengthen ties between decision making and decision communicating. Discusses its classroom application. (FL)

Presents a model for a technical writing course with special emphasis on the needs of English as a second language students. Explanations of assignments focus on the rhetorical, syntactical, and grammatical features to be stressed. Also considers problems resulting from cultural differences, and the advantages and disadvantages of the sequence.…

Describes an undergraduate course in scientific writing and communications designed to improve the science major's ability to communicate with the general public via mass media. (SL)