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)

Presents students with the opportunity to evaluate e-writing techniques and information design components of two financial and investment Websites. Discusses strategies for teaching e-writing. Uses a three-part information design model developed by Carliner (2000). Discusses how the physical, cognitive, and affective aspects all work…

Attempts to make classroom activities relevant to the real world, and, whenever possible, provide students with assignments in their final year of studies that both prepare them for their Masters dissertation and allow them to carry out research relevant to real people and the real world. Describes an interdisciplinary and intercultural…

Advocates a holistic method for evaluating assignments. Notes how the system reflects the evaluation procedures used in business for determining the success of a written communication by assigning numbers (0,1, or 2) for unacceptable, acceptable, and excellent work respectively. Explains that this system not only reduces the time commitment of…

Explains the rubrics the author has developed to assure some degree of consistency in grading among instructors and teaching assistants in various sections of the same writing course. Finds these rubrics particularly useful for evaluating individual student performance in group projects. (SG)

Focuses upon the wording of position listings and the methods two companies used to evaluate applicant communication skills in order to provide business communication educators with insight into business practices regarding communication expectations, needs, and assessment. Concludes that while employers may use general phrasing when referencing…

Focuses on the challenges and opportunities for international public relations practice. Looks at current United States-Arab relations issues in international crisis communication. Discusses those issues, especially the role of culture and media. Proposes strategies including a case study that teachers can use to help students become effective…

Examines the history of business communication principles. Concludes that principles developed for business communication found in early twentieth-century business communication textbooks can be traced to a 2000-year-old tradition of epistolographic writings. Notes that business communication in the twentieth century and the ancient…

Determines which oral communication skills are necessary for success in business, and which communication skills are in greatest need of improvement among persons in business. Reports that listening, message, and emotional behaviors stand out as the most important to success. (MM)

Examines the history of business communication principles. Concludes that principles supposedly developed for business communication can be found in turn-of-the-century composition textbooks and can be traced to a 2000-year-old tradition of epistolographic writings. Questions the viability of principles whose validity depends on rhetorical…

Outlines a plan for evaluating written work in business communication, rating three aspects of writing: tone and logic, mechanics, and program (the appropriate approach for a particular assignment). Notes that this plan is an effective and objective way to evaluate students' writing projects. (MM)

The author discusses the planning and implementation of a course in international business communication. Topics covered include (1) planning the course, (2) developing an outline, (3) assembling course materials, (4) planning teaching strategies, (5) evaluating students, (6) recruiting students, and (7) planning for advanced courses. (CH)

Presents an approach to teaching various kind of business messages that helps students recognize that different situations call for different rhetorical strategies. Details a memo assignment that blurs the boundaries between message types. (HB)

Advocates the use of a portfolio approach to teaching business writing. Describes how a semester portfolio can be prepared by the student. Gives guidelines for the portfolio, suggestions for portfolio evaluation, and the benefits of such an approach. (HB)