Discusses the composing skills that students need to acquire on their way to becoming better writers. (AEA)

Illustrates how business communication courses fit into tertiary business studies programs generally and recounts the evolution of such courses at Nepean College of Advanced Education in Sydney, Australia. (AEA)

It is noted that there is some expectation that the word processor may soon become an effective tool to teach writing but that there is debate on this issue. Three educators present their views in separate statements and within the context of a group discussion. (MP)

The traditional "developmental" lesson in which the teacher tried to develop ideas and insights is impossible because student reading abilitiy has deteriorated. The ability to read is seen as a source of liberation, but it is dependent on the degree of literacy and the quality of what is read. (MLW)

The author argues that the talent of writing should be maximized on the cognitive grounds that writing best expresses and exercises the recursive nature of thinking and on the pedagogical grounds that people can be taught various applications of those recursive operations that are natural to the human brain. (CT)

Identifies eight important generalizations about writing and children's writing. The implications of each generalization for methods of teaching written composition are described. (CM)

The skills of prose composition and "top-down" computer programing, such as in BASIC, are viewed as closely interrelated so that careful attention to one will almost always bring improved competence in the other. The structure of this report is compared to a typical quiz/tutorial program to illustrate the point. (MP)

A major weakness in high school and college graduates is their inability to spell and use correct grammar. Secretaries do not correct obvious mistakes and young executives do not have good grammatical and letter writing skills. Teachers must develop proofreading skills in their students. (JOW)

In two experiments, college students wrote preliminary and final drafts of a persuasive document. Elimination of sentence-formation and sequence operations produced corresponding increments in persuasive argument production, with average-ability writers benefiting more than low-ability writers. Comparatively few new arguments were constructed…

The authors describe a developmental approach for teaching expressive writing skills to learning disabled adolescents. General guidelines for remediation are outlined, and activities useful in a developmental writing approach are listed. (SW)

The author explores problems in technical writing, the editor's role, and the author-editor relationship. He presents a list of basic writing rules to help the technical writer achieve success. These involve subject matter, deadlines, purpose, topic sentences, arrangement, clarity, idea development, examples, vocabulary, reading level, and…

If the conference-workshop method is used to its full potential in writing instruction, a number of dialogs can be established during a semester which are mutually reinforcing, and which, because of their interpersonal nature, can help to break down egocentricity in students' first-person narratives. (RL)

Although it is costly to write, in both personal and financial terms, few other endeavors provide the same professional rewards and recognition, according to the author. He outlines the basic routine that any aspiring academician must follow in order to develop a successful publication record. (Editor/SJL)

Discusses four stages through which writers pass during prewriting. Offers ways of helping students pass through these stages so that they can begin to organize their writing more effectively. (RL)

Examines the problems of college graduates in business occupations who are unable to compose well-written business correspondence, and offers steps to ensure that students graduate with good writing skills. (HTH)