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Responds to a critique in this issue (itself a critique of earlier articles in this journal). Argues that to view business communication as a subarea of the bounded field of communication limits its future growth and is contrary to establishing the discipline as a legitimate field within academia. (SR)

Discusses the background of business communication as a profession and as an academic discipline. Describes Kenneth Boulding's model for establishing the legitimacy of a profession, and uses this model to advance the legitimacy of the profession of business communication. (SR)

Discusses the need for students to learn to recognize and cope with difficult co-workers. Describes a few types of personalities that exhibit difficult or disturbed behavior and offers suggestions for coping with these personalities. (JOW)

The study of persuasion is a significant means of dealing with others in the business environment. Speaker credibility and methods of establishing credibility are essential elements in the process of educating students for and about business. (JOW)

Writing letters to elected officials and letters to the editor helps students articulate their thoughts based on sound evidence and valid reasoning, avoiding "sounding off" and emotional appeals. Writing skills, critical thinking, and civic values are reinforced. (SK)

Lists 35 job titles and the communication skills required for them obtained from 1 issue of the "National Business Employment Weekly." (SR)

Today's business education students will become tomorrow's business leaders. Business teachers are responsible for helping them develop the leadership skills that they need to realize their full potential. (Author/JOW)

Reviews the pedagogy of business communication in the Association for Business Communication publications from 1963 through 1988. Provides phrases and quotations from each year to reveal the diversity of thought and to reflect the spirit of the times. (MM)

This article presents a practical approach to resolving difficulties experienced by classroom teachers. Areas discussed include student rights, techniques for correcting behavior, the value of conferences, the establishment of standards for behavior, and punishment. (CT)

Establishes the need for report writing skills. Examines the report writing process, data collection methods, composition, and format. (SK)

Discusses the term "process" using definitions from a small desk dictionary. Claims that communication theory reflects a process point of view. Describes how most models of the communication process are similar to that delineated by Aristotle. Discusses current business communication texts in light of these models. (JD)

The author discusses persuasive communication and explores why some speakers are seen as credible sources of information while others are not. She covers several factors related to perceived credibility, including (1) sex, (2) size, (3) age, and (4) social status of the source. Methods of establishing credibility are discussed. (CH)

Analyzes problems inherent in the Challenger project. Suggests that these are illustrative and worth the consideration of business communication teachers and practitioners as well as communication consultants. (JAD)

Lesson plans which take into account teacher-student interaction determine the success of the learning experience. This article contains a guide developed for student teachers which provides a rationale and practical suggestions for successful planning of lessons. (IAH)

In two university business communication classes, 300 students analyzed teachers' nonverbal behavior. Responses showed that instructors' nonverbal communication is integral to the formation of student attitudes toward the instructor and the course. (SK)

Discusses faculty stress in academe, noting such factors as workload, time constraints, the urge to publish, extremely high self-expectations, and dissonance between actual achievements and personal aspirations. Recommends long-term coping strategies. (SR)

Argues that the use of pathos in persuasive messages is not only necessary for those persons specializing in promotional activities, but requisite for all who produce and use persuasion in daily life. (EL)

Advocates using persuasive letter writing assignments in business communication courses. (RL)

A business professor offers a plea for clarity in communication and for the use and teaching of simple, unhackneyed English, giving examples of misuse, errors, lack of comprehension, and general bad usage. She suggests various techniques for business communication teachers to improve students' communication skills. (MF)