Lists six steps to the systems approach, illustrating their use in resolving written business communication problems. (RL)

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 method of teaching business communications that cuts down on paperwork and emphasizes the process of writing. Termed the "office tutorial," the method is built upon a series of short, direct conferences between student and teacher. (FL)

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

Points out that by using a cassette tape recorder, the teacher of report writing can better make a useful evaluation that explains more fully, clearly, and sympathetically how reports can be improved in both major and minor ways. (FL)

A survey of 14 business managers possessing outstanding dictating skills reveals that preparation is the key to efficient dictation, dictation is not confined to brief letters or memos, the ability to dictate over the phone and to machines is important, and you cannot dictate if you cannot write. (FL)

Concludes that if the course is designed to aid the student in obtaining information, assimilating it, and presenting the findings in written and oral modes, the usefulness of independent study as a means of teaching business communications is questionable. (FL)

Describes a program designed to familiarize students with library research methods. (FL)

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

Describes an experiment which used a simulation approach to increase student motivation by combining career education with major written and oral goals of a business communication course. (KS)

Describes a graduate course in communications that emphasizes marketing strategies. (AEA)

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