Kenneth R. Mayer

The Status of Computer Use in Business Commu nication Instruction

The results of an ABC Undergraduate Studies Committee survey of members to determine the status of computer use in business communication courses are presented in this article. The majority of business communication instructors require students to complete all assignments on the com puter, and some instructors provide software training. Stu dents predominantly are using WordPerfect on networked IBM or IBM-compatible computers in labs managed by the college.

Design Options for a Desktop Publishing Course.

Recommendations to the developer of an undergraduate desktop publishing course are given concerning scholastic level and prerequisites, purpose and objectives, instructional resources and methodology, assignments and evaluation, and a general course outline. By using desktop publishing, students gain experience in preparing documents that are professional in form and content. After students master the hardware and software, instructional emphasis shifts to page layout and graphic design principles that students apply to the development of documents commonly prepared in the workplace.

The Role of Style Analyzers in Business Communication.

Recently, another computerized writing aid has joined the list of software which business writers use to complement their word processors computerized textual analysis programs, commonly called style analyzers. Although this software cannot do everything that a business communication instructor or editor can do, it can systematically detect a wide variety of common problems with writing style, readability, grammar, wordiness, and word usage. If properly used, style analyzers can be a useful tool for business writing student and instructor alike. This article examines how style analyzers operate and offers advice on using textual analysis software in business

Developing Delivery Skills in Oral Business Communications

ness writing; (2) they can apply these elements to any business writing assignment; and (3) students and instructor have a &dquo;common denominator&dquo; to use for analysis and discussion of writing problems. But the most important part of the course lies in the actual writing (and rewriting) of the letters and reports that are needed to handle various business situations. Through their writing (and critiques of their writing) students can see how these elements are essential parts of the writing process. They also acquire an awareness of how good writing results from clear thinking.

Using a "Lazlo Letter" in a Business Writing Class

ing — an Overlooked Management Writing Skill