Discusses the characteristics of a proposal generated from within a company--its focus on content, narrow arguments, and audience consideration. Describes four possible responses to internal proposals, constructing them on a grid, and offers strategies to meet the most difficult response. (HTH)

This digest discusses the common sections of a research report and highlights frequently made mistakes. At every stage of the research activities, the researchers should think about the eventual research report. The report should be planned to focus on a single important finding or a highly related group of findings. Suggestions are made for the…

"Innovative Approaches to Teaching Technical Communication" offers a variety of activities, projects, and approaches to energize pedagogy in technical communication and to provide a constructive critique of current practice. A practical collection, the approaches recommended here are readily adaptable to a range of technological and institutional…

Part of a continuing series. (VM)

Lecture presented in September 1971 at the International Conference on Pharmaceutical Sciences in Washington, D.C. (VM)

Describes the preparation and presentation of a library orientation program for technical report writing students given at the University of Akron, Ohio. (HTH)

Discusses the history, editors, and contributors of the first encyclopedia, which appeared in Europe in the eighteenth century. Describes two articles contained in that publication that stand out above the others. (HTH)

Suggests some basic steps for understanding and constructing an effective executive summary. (AEA)

Argues that technical writing instruction is the responsibility of content area instructors. Discusses seven benefits English teachers would derive if the responsibility for technical writing instruction were removed from them. (HTH)

Proposes that all the rhetorical sources of argument--"ethos" and "pathos" as well as "logos"--are essential to technical writing and should be taught. (RL)

Points out two facets of the concluding section of a problem-centered report: the semantics of three widely used terms--finding, conclusion, and recommendation--and what can be done to clarify them; and how these terms can be put into useful patterns that will facilitate organizational decision making. (FL)

Provides step-by-step directions for planning and conducting an inhouse course in business and technical writing at an engineering or technical firm. (RL)

Shows how a rhetorical classification system of 13 static, progressive, and repetitive logical topics can be used in technical writing classes, both as a heuristic for probing a subject and as guiding principles for arrangement and development. (RL)

Argues that many of the points taught in college English composition classes can be contrary to good business writing, particulary the "college impersonal tone," grammatical correctness, and adequate development and support of ideas. (FL)

Offers guidelines for writing letters that say "no," including: (1) Whenever possible, be indirect rather than direct; (2) cushion bad news with a positive or neutral opening; and (3) talk directly to the reader by using personal pronouns and terms the reader will recognize. (FL)