Marie E. Flatley

Effects of an Electronic Meeting System Group Writing Tool on the Quality of Written Documents.

Electronic meeting systems (EMS) technology can effectively support groups in a diverse set of meeting functions. The introduction of the Groupwriter tool allows group composition of documents in a highly efficient environment. To test this tool, we conducted an experiment to compare the quality of policy and procedure docu ments written by groups in three face-to-face treatments: (a) those using the EMS Groupwriter tool with a planning guide; (b) those using pen and paper with a planningguide; and (c) those using only pen and paper. The dependent variables were planning quality, document length, document quality, and member satisfac tion with document quality. We found that EMS technology significantly improved planning quality over manual support. EMS groups wrote longer documents and, in comparison to manual groups with imposed planning, better documents. Mem ber satisfaction with document quality was not statistically different for all three treatments.

Supporting Group Writing with Computer Software.

Our article presents an overview of computer-supported collaborative work (CSCW) group writing tools. Although not an exhaustive overview, we suggest a framework to classify group writing tools. Our framework can be utilized for classifying future group writing software. The tools reviewed here are classified partly by the way group members enter and edit textual documents collectively since collectivity, we argue, is the essence of collaborative writing. Collaborative or group writing tasks are an important part of most business peoples’ work today. Collaboration occurs for writing short documents, such as memos, letters, information briefs, or press releases or for writing longer documents, such as reports, proposals, or policy and procedure statements. Group writing usually produces better documents because of the authors’ combined experiences and writing abilities. However, several problems are inherent in most group work such as time and distance constraints and differences in styles and personalities of group members. Some group writing problems, nevertheless, can be solved by using computer software tools specifically designed to enhance collaborative work. As a result, we discuss an assortment of

Teaching the Virtual Presentation.

Editor’s Note: For the October 2006 ABC conference in San Antonio, the ABC Teaching Committee convened a session, “My Favorite Assignment,” in which participants shared details about ideas that they have used successfully in their business communication courses. Following the conference, Marie Flatley undertook the task of compiling written versions from several of the participants; their contributions are presented here.

The Impact of Microcomputers on ABC with Recommendations for Teaching, Writing, and Research.

This article reports the results ofa study on the impact of nticrocowputer.s on ABC members. The findings include reports on such topics as the level of computer expertise of the respondents, time spent weekly using a computer, the type of hctrdware used by respondents and their students, the software used, and the application use of the respondents. Additionally, actions for both the Association and individual members are recommended. Members are encouraged to expand their individual use and to bring the computer into the classroom.

NetMeeting 2.0: A Tool for Virtual Collaboration.

The Internet is a powerful communication tool that is readily incorporated into written business communication courses. Although students may not always enjoy all aspects of their technology-based assignments (some become easily and quickly frustrated), they report seeing value in them. I believe instructors are remiss not to incorporate the Internet into their courses, especially when Internet resources

Managing the Large Business Communication Class.

Starting in the late 1950s, Sputnick triggered a national surge toward strengthening our mathematical and scientific education from K-16. From then until the late 1970s we were a growing and affluent society that provided our youth an educational bonanza. The gnawing memories of the depression-ridden 30s lay behind us, and entry to our American employment market was silky smooth for most of our college-educated youth, regardless of academic major. Yet, student demand for majors in business declined, percentagewise, in the late 1950s and early 1960s-a difficult-to-understand phenomenon for many. This decline began as America strived to meet a heavy and increasing demand for college education for young adults. Demand for the science and the arts triggered a structuring of college resources heavily committed to this trend. Many educators and adults agreed with this science and art focus; thus, staffing the professions and business in particular became less important, resulting in increasing short-term misallocation of long-term resources. From the late 1960s until today, the trend turned toward preparation for the student’s economic future as well as toward &dquo;general education.&dquo; From that point, demand for education for business began growing and has now reached a crescendo, culminating in &dquo;impaction of business education&dquo; at several of the California State Universities.

Responses to Bowman's "Review Essay: Megatrends: Unshocking the Future"

producing these things, (5) the people of the world differ greatly in the way they produce these things (some are still living in caves, still nomads, still tilling the soil by hand or ox, still undergoing their industrial revolution), (6) the United States, for whose people Naisbitt, Tofller, and company write, is not the whole world (thank God!), (7) computers are not, and never will, be capable of wisdom, and (8) data bases do not by themselves produce progeny, so there will always be need of consultants and their bases, the universities. Three cheers for Bowman! He has written what we need to read, digest, and continue to consider. But let us also rememher that &dquo;of making many books there is no end, and much study wearies the body&dquo; (Ecclesiastes 12:12).

Book Reviews : Language and the Internet: David Crystal. Cambridge: Cambridge University Press, 2001. 272 pages

E-MAIL USE has been increasing steadily, but recently a variety of events such as digital signature legislation, anthrax scares, and even increases in first class postage rates seem to have accelerated its growth. This use may cause some to worry that the demise of literacy and spelling may arrive sooner than they anticipated. David Crystal, a linguist and leading authority on language, however, argues the reverse in Language and the Internet. Among Crystal’s many publications are The Cambridge Encyclopedia of Language, The Cambridge Encyclopedia o f the English Language , English as a Global Language, and Language Death. In this book describing various Internet domains, he concludes that the Internet is an enabling tool. In fact, he concludes that it is a new medium-one that leads to the expansion and variety of language as well as enhanced opportunities for personal creativity. ,