Explains and illustrates some rarely explained and often underemphasized punctuation principles. (AEA)

Presents opposing views on the wisdom of teaching student writers to write for an "audience." (JL)

Concludes that ease of reading and lexical diversity and story length are related to reader perceptions of a newspaper's trustworthiness and competence. (FL)

Since the need for better communication in the accounting profession is evident, report writing should be emphasized in the accounting classroom. Three points to consider in writing reports are: (1) interpretation of accounting information, (2) presentation of the report, and (3) writing style. (JOW)

Discusses a study to determine the writing skills and projects which are most important to an accountant's success. Determined that students should be taught to prepare narratives, letters, and analytical reports. The student should learn to (1) write concisely, (2) construct smooth sentences, and (3) make conclusions. (JOW)

Discusses the use of policy memoranda writing in political policy courses to help students practice writing skills and learn about policy and policymaking. This essay describes four types of policy memoranda, provides guidelines and formats for writing each one, and suggests ways of incorporating them into relevant policy courses. (AM)

Suggests teaching students four processes for improving sentences: addition, subtraction, substitution, and transposition. (JL)

Illustrates the elusiveness of audience in written discourse. Clarifies some of the conceptual traps in the way "audience" is typically used. Suggests some general reference points that may be useful in thinking about the theory and the teaching of audience. (RL)

Formal, highly technical, and often unintelligible language is used by some professions, notably in law. Because of pressure from consumers, a trend away from this type of writing is emerging. (JOW)

The author suggests an intellectual approach to teaching learning handicapped students to write. The effectiveness of the developmental writing approach is supported by a study in which teachers were trained according to five propositions, including that all writing is thoughtful, and that writing is concerned with content. (CL)

Suggests that "specialists" writing for professional journals consider an audience beyond their peers and offers recommendations for business communication instruction to help narrow the gap between "jargon" in various fields and plain English. (HTH)

Discusses three main factors pertinent to successful proposal writing: the primacy of the agency's request for proposal, seeing the university through the agency's eyes, and defenses against faulty proposals. (HTH)

Presents a model for the long report that can be used to subsume several technical writing forms and skills: the proposal, the progress report, formal and informal oral presentations, and the format of the long report itself. (FL)

Argues that to improve students' writing in upper level business communication courses they must be exposed to the thesis that it is impossible to put together any piece of exposition, specifically letters, memoranda, and reports, without using one, or a combination of, rhetorical techniques arranged logically. (FL)

Relates the steps in the process of students' productions of radio plays, which can inspire quality writing experiences. (RL)