In discussing letter-writing methods for business communication classes, the article explains that claim letter formats other than the direct approach are not only legitimate, but also effective, and suggests that the approach selected should depend upon the circumstances surrounding the claim. (CT)

Tells how to develop ways for students to share writing with others both inside and outside the classroom. Discusses possibilities for publishing within the school and in the community, as well as how to submit entries to writing contests and national publications. Contains tips about submitting manuscripts. (EL)

Includes titles from more than 180 periodicals published in 1984, with most of the literature continuing to center on communication, media relations, and writing techniques. Also includes books, theses, and dissertations. (PD)

Presents evidence from former slaves on specific aspects of the literacy process: which slaves learned to read and write, what levels of literacy they attained, who taught them, the context in which this teaching and learning took place, and why slaves were taught or taught themselves. (CMG)

Shares the experiences of a History of Ideas instructor in teaching freshman writing classes. Discusses personal perceptions of writing instructors held prior to teaching Freshman Comp, the new composition paradigm employed, reading and writing assignments, and the potential and limitations of Freshman Comp for improving writing. (DMM)

Comments on the previous article (CS 730 577), pointing out areas of agreement and disagreement. (FL)

Examines various definitions of process analysis and finds a noticeable lack of agreement between them. Suggests clarifying the concept by separating it into three modes: instruction (how to do it), narrative (how it was done), and analysis (how it happens). (RBW)

Indicates features of Black dialect, or Black English vernacular, and discusses relationships between speaking Black English and learning to read and write. Suggestions for teaching speakers of Black English to write are offered. (RH)

A traditional abnormal psychology course was restructured to emphasize writing using a personalized system of instruction. The major benefit was that students showed significant improvement in writing style and clarity. The major costs of the course were the high student turnover and the abnormally large workload for students and instructor. (RM)

Reports that sports editors believe that sportswriting is getting better and that less "cheerleading" is occurring on their pages now than in the past. (FL)

Sets out a list of 10 principles to instill in students of business communication and calls for papers and responses to the list. (AEA)

Discusses three facets of classical invention: (1) the use of topics, (2) the distinction of kinds of issues, and (3) the difference between technical and nontechnical methods of argument. (AEA)

A study of an experimental technique of grading papers after they were returned to students for correction, instead of before they were returned. (DD)

This article, the second in a four-part series on concerns of shorthand teachers, discusses contrasting beliefs relating to improving shorthand instruction. (HD)