Demonstrates a model business-report format that can be used in business classes other than business report writing. (RL)

Describes the components and teaching procedures that constitute a semester course in business writing at a university. (RL)

Discusses the growth of business writing courses and their shift from business to English departments, the needs of the English department members brought about by the shift, the advantages of business writing courses, the nature of textbooks for the subject, and alternative course content. (FL)

Describes how changing a tire while students observe and take notes can be used as one way of teaching the description of a process. (TJ)

Argues that business writing teachers might profit from recent studies appearing in the composition literature that focus on the composing process, redefinition of rhetorical modes, and the use of classroom peer groups. (FL)

Divides suggestions for professional development in teaching technical writing into the following categories: self-help (readings), professional meetings, seminars, institutes, internships, and graduate study. (RL)

Enumerates the transitions, adjustments, challenges and satisfactions that new teachers of technical writing will face. Makes seven points about the content and emphasis of technical writing instruction and lists readings in technical writing. (RL)

Shows how visual property terms of spatial entities can be presented to technical writing students so that the students can find contrastive information about the subject-entity and develop it in their writings. (RL)

The author requires students to sample articles in two magazines and compare their readability levels. He also emphasizes the importance of writing directly--not up or down--to an audience. (RL)

Views technical writing as a discipline requiring skills basic to communication, with some distinctive elements, including that it is written by assignment and often to specification, is highly situational, is an analytic problem-solving process, and is a "real world" art. (TJ)

Points out that many teachers of English and writing are interested in supplementing their income by becoming consultants. Discusses six major problems that consultants encounter: travel, competition, difficult relationships with clients, scheduling, getting started, and trying to show a profit. (TJ)

Discusses a workshop method of instruction in technical writing as contrasted with a lecture method. Briefly describes the workshop course design, the amount of class time spent by the instructor, and some specific classroom activities. (TJ)

Describes how scientific documentation is taught in three 50-minute sessions in a technical writing course. Tells how session one distinguishes between in-text notes, footnotes, and reference entries; session two discusses the author-year system of citing references; and session three is concerned with the author-number system of reference…

Discusses basic reference materials--dictionaries, encyclopedic dictionaries, terminological dictionaries, and grammar books--useful to writers, editors, translators, and lexicographers working with the French Language. (AM)

Discusses the problem, in translating scientific Russian into English, of encountering borrowed or internationally used terms whose precise meaning can only be interpreted through either the broad scientific context in which they are used, or through the immediate context or combination of words. (AM)