The abilities to research completely and write clearly are essential to both the court and the legal practitioner, and they must be emphasized in the law school curriculum. The written brief is particularly important. Law review experience can be particularly helpful in gaining experience, skills, and perspective. (MSE)

Describes an experimental course in content area writing in engineering taught at Triton College (Illinois). (HTH)

Points out the difficulties an English teacher faces when trying to teach technical writing to students from other disciplines. Focuses on the problem of making technical writing assignments (and their evaluations) meaningful. (RL)

Presents an assignment that helps technical writing students develop skills in preparing literature reviews. (RL)

Notes how the guest lecture portion of a team-taught writing course for engineers produced the need to teach the students listening skills. Describes class activities that ensure student development of writing, listening, and speaking skills in conjunction with the lecture series. (RL)

Examines the problem of attempting to simplify official texts, with examples from the Netherlands' government. (AM)

Discusses why technical writing should not be taken out of the English department and be placed in an engineering department or any other technical department. (HM)

Suggests how to teach the writing of technical proposals; thoroughly discusses each section that should be included in such proposals. (TJ)

The success of state assessment programs depends on how well the results are reported to their various audiences. This paper presents 11 guidelines for improving reporting practices, including: plan ahead; develop different reports for different audiences; and field test report formats, language, and content. (BW)

Proposes a model for teaching the writing process in technical writing classes, with examples of the model's application to writing titles, introductory components, resumes, and instructions. (RL)

Reports on a teaching technique that emphasizes the logical, sequential developments involved in business report writing by having students follow a model business report as they work on their own research projects. (RL)

Presents a check sheet used to grade a major report in a technical writing class. Indicates that the check sheet helps make grading more "even" over a period of time, allows students to know what will be evaluated on the report, and serves as a teaching tool for different types of reports. (TJ)

Provides a basic list of handbooks, encyclopedias, English dictionaries, and textbooks for translators in the sciences and technology. (AM)

The difference between mass and weight is explained. The explanation is sophisticated, technical, and directed toward advanced technicians and scientific personnel. (MK)

Notes the disagreements that occur between business communication teachers, their peers, and their students about the evaluation and grading of student work. Initiates a larger study of this problem by asking readers to rank seven business letters written by college students. (RL)