Offers tips to business communication teachers on how to write for money. Tips include: (1) Begin by writing for free, (2) use business contacts, (3) vary approaches to writing, and (4) write about personal experiences. (FL)

Describes a research study on the impact of readability of an annual report on the stockholders. Results of the study are presented along with implications for business teachers. Also examines the effectiveness of readability formulas. (CT)

Establishes the need for report writing skills. Examines the report writing process, data collection methods, composition, and format. (SK)

Students can learn to use concrete expression. To write more vividly, they should be encouraged to recognize the importance of using specific expression; perceive, think about, and remember detail; and use specific techniques such as addition, replacement, and figures of speech. (CT)

Proposes general semantics as the ideal means of teaching a process-oriented analysis of ethical standards. Discusses general semantics principles and their applicability in teaching business ethics. (PD)

Discusses changes in technology and culture described in the following books and implications for business communication instruction: William Glasser's "The Identity Society," Morris Massey's "What You Are Is Where You Were When," Alvin Toffler's "Future Shock" and "The Third Wave," and particularly, John…

Describes two teaching methods that use (1) oral reports to end student term paper plagiarism and (2) newspapers in business communication classes. (FL)

Discusses methods for teaching communication skills in accounting classes. Topics include (1) preparing a class outline, (2) discussing writing concepts, and (3) creating writing assignments using accounting skills. (CH)

Describes a project that allowed students to become familiar with computerized research while completing an assigned writing task. (FL)

Argues that the product versus process controversy applies to business writing because such writing is a form of composition. Discusses the advantages of a process-oriented approach to a business writing class. Claims that such a course leaves students better prepared to write effectively in the professional world. (JD)

Cites the literature comparing the effectiveness of large-class vs. small-class instruction and offers suggestions for handling large enrollment classes. (AEA)

Argues that teaching the concepts of conference planning offers a versatile focal point for business letter writing, report writing, group problem solving, and oral presentations. Offers an outline of such a course. (FL)

Offers a checklist for use in evaluating business letters written by students. Contends that the checklist can simplify paper checking, objectify grading, help students better prepare their letter assignments, and facilitate their understanding of letter writing principles. (FL)

Advocates the simplification of marking papers by using a list of 10 guide numbers given to students before the writing exercises begin. (DF)

This report describes and flowcharts the process of the paper work flow at a hypothetical automotive parts business from the disbursement of funds to the updating of the inventory records, in order to supply business students with a lesson in using the data processor. (CT)