Notes that business communication courses should include basic machine dictation training. Lists advantages of machine dictation over other methods and gives an example of a unit outline for training students. Provides two exercises and a form for evaluating dictation. (TJ)

Describes a system for grading individual assignments that combines objective guidelines with flexibility for the instructor and gives students opportunities to earn positive reinforcement. Shows how the system allows for the addition or subtraction of quality points. (RL)

Demonstrates a model business-report format that can be used in business classes other than business report writing. (RL)

The author requires students to sample articles in two magazines and compare their readability levels. He also emphasizes the importance of writing directly--not up or down--to an audience. (RL)

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)

Notes that an assignment to write a technical book review for a journal informs business students about a technical subject, teaches criticism and judgment, and tests their knowledge and writing skills. Describes the steps followed by students in completing such an assignment. (TJ)

Presents a teaching assignment for business communication students involving library research and a process description assignment for technical writing students. (FL)

Offers two assignments to develop students' problem solving skills: the first focuses on drawing issues, distinguishing key from subsidiary issues, and determining the relative importance of supportive details; the second helps students develop coping skills, relating the known to the unknown in a simulation of the work environment. (RL)

Notes that using magazine advertisements to teach sales letter writing can help students understand sales techniques they see daily, but do not think much about. Presents a four-point strategy to help them put together effective sales letters. (FL)

Shows that requiring students to evaluate the business communication course in a memo to the teacher gives students writing practice while ensuring total feedback about the course from all the students. (RL)

Describes a "warm-up" exercise that gives students practice in documentation procedures and prepares them for the later assignment of an extended research paper. Provides an outline of the short paper assignment. (RL)

Indicates how annual reports can be used for class discussions, class demonstrations, and out-of-class writing assignments in business communications courses. (RL)

Describes the writing assignments and general philosophy of the basic course at Georgia Tech. (KS)

Describes a communication assignment that require business communication students to interview business executives. (FL)

Offers a writing assignment in which students analyze the operations of a failing small business and make written recommendations on improving prospects. (AEA)