In response to disruptions introduced to the job market by AI resume screeners, this article introduces a novel theoretical framework for the life cycle of artificial intelligence systems to help unblackbox resume screening AI systems. It then applies the AI life cycle framework to a digital case study of RChilli’s job-resume matching algorithm. The article introduces an eleven-step computational job-resume matching assignment that writing instructors can use in their classrooms to explore the pedagogical implications offered by the AI life cycle framework. The assignment helps students simulate important phases in AI production and development while highlighting biases and ethical concerns in AI screening of resumes. By exploring job-resume analytics, this study helps to teach critical AI and data literacy, make job-resume matching algorithms more explainable, and transform how professional writing can be taught in the age of automated hiring.

Latinx students are a growing demographic in postsecondary English classes, but the majority of research on them and on the faculty who teach them is based in the US Southwest at Hispanic-Serving Institutions. The purpose of this study is to describe some of the pedagogical and extracurricular considerations of faculty who teach Latinx students in two community colleges in the Midwest in order to support these students, especially in developmental courses. This study draws from qualitative data collected at two community colleges, Mann College and Kinsella College (pseudonyms). This exploratory study provides recommendations for the kind of professional development that faculty may need in order to support Latinx students, the importance of understanding students’ myriad identities, and the ways political forces may shape students’ experiences.

This empirical study of a virtual writing marathon (Write Across America) theorizes a dynamic online ecosystem in which the five realms—virtual place, design, writing, sharing, and emotion—interact in the process of writing. The study has implications for students and for the professional development of writing instructors.

The increasing diversity of US higher education has brought greater language diversity to institutions nationwide. While writing studies researchers have increasingly paid attention to the linguistic diversity of student writers, little attention has been paid to the growing numbers of writing teachers who speak English as a second language. This article reports on a study in which we surveyed seventy-eight nonnative English-speaking instructors and conducted follow-up interviews with eleven of them. Following a presentation of the survey data and profiles of selected interviewees, we recommend ways of working with instructors and students in order to decrease language prejudices and better facilitate the professional development of nonnative English-speaking teachers in writing programs.

Drawing upon a two-year study of student-veterans in college writing classrooms, this article analyzes three types of courses developed in an effort to respond to increased military-affiliated student enrollments: veterans-only, veteran-focused, and veteran-friendly. The article concludes with recommendations for an asset-based approach to professional development for writing faculty

Dear Colleagues,I have served our organization in elected positions for almost eight straight years, and I am happy to be able to write you one last time about the state of our organization before stepping down and taking on the much lighter duties of the Immediate Past Chair. I'm looking forward to sitting under my own vine and fig tree, a moment alone in the shade to reflect on the organization we have made this past year.This period has been characterized by substantial change. After the death of Kent Williamson, long-time NCTE Executive Director, and the interim directorship of Barbara Cambridge, NCTE hired Emily Kirkpatrick as its new Executive Director about a year ago. With virtually no honeymoon period, Emily worked to identify cost savings, improve organizational communications and policies, and modernize the NCTE brand. I look around at how lucky we are to be a conference of NCTE right now, as the CCCC has participated heavily in these strategic decisions. NCTE and CCCC have realized immediate benefits in our shared expenses throughout the organization, and CCCC saw an instant improvement to the bottom line of our convention, as Emily and her team were able to identify tens of thousands of dollars we were wasting in unnecessary convention expenditures. CCCC is also participating in the NCTE content-management, branding, and publishing initiatives. Emily's a mind at work, and I feel confident of CCCC's stability within NCTE's leaner and more responsive structure.A second structural wrinkle we experienced was my predecessor's resignation before his term was up, forcing us to call former Chair Howard Tinberg back into that position for several months last year. Rather than see this period as the world turned upside down, the officers and Executive Committee approached it as a time filled with opportunity-to tighten our belts, to make strategic investments in our members, to reengineer the working culture of the Executive Committee, to convey organizational transparency and accountability to our members, and to continue to reinvent what it means to be a conference.Not Your Father's Executive CommitteeAt its November 2015 retreat, the CCCC Executive Committee took up questions of member participation, organizational transparency, institutional bias, the nature of organizational committees, and the possibility of creating a more active, robust Executive Committee. It is ironic that elected members of the EC reported that they felt disenfranchised in the past, longing for something to be a part of.As a way of building capacity with people of energy and passion, I wanted to foster a sense of reinvention, and I invited the EC to brainstorm new models for imagining our conference and our way of doing things. We began taking steps to become a more active EC, changing from a body that endorses things to a body that acts on things.The 2016 CCCC Officers Team met in Austin in January for its annual retreat and took up this challenge of creating a more open organization and a more engaged EC. We began by considering the previous year's EC task force report on organizational bias and lack of transparency. We felt this report was a great example of what a subcommittee of the EC can accomplish in a short amount of time. The synthesis reflected what we anticipated-that there have been some ambitious and hopeful efforts in the past, but the organization encounters challenges sustaining and completing them. We can see that initiatives without direct action goals risk languishing, and this observation helped us begin crafting initiatives during the year.We identified three challenges we are facing: internal trust, external awareness, and slowness/pace. Many of this year's efforts addressed these three challenges. Internally, we began loosening structures to make CCCC inclusivity visible. We also began new work in maintaining and disseminating the history and good work of committees, task forces, and their charges. …

0Make, O Muse...0.1 Knowing I was speaking about disruption, I thought what's more disruptive than playing punk music for an academic talk? So I played punk for you. I'll play some more punk for you after the talk. It's hard to be complacent when you listen to punk. If you want, stick that in your head as the soundtrack for today's talk. Punk and disruption may also produce in your mind's eye the image of friends working in a garage or the basement, and I encourage you to keep that image in your head, because whether they're taking a new approach to rock and roll or inventing the Apple computer, the garage tinkerer and inventor is our muse today as we reflect on making disruptive and innovative action in our discipline and our organization.1CCCC1.01 I've been coming to the C's for a long time, since I was a graduate student in the '80s. For me (like many of you, I'm sure), the CCCC is a natural academic home. And it's easy to see why: a wide range of pedagogical approaches visible in the program, all our theories on display, varied interests (FYC, creative nonfiction, creative writing, linguistics, rhetorical theory, history, technical and professional writing), and a general concern about writing both in the classroom and in society. The convention has one of the friendliest and most helpful group of members in higher education. It's a culture of fun (witness C's the Day and its Sparkleponies), and a culture of sharing and learning, where most of us are like Chaucers Clerk in that would we [all] learn and gladly teach1.02 We have an acceptance rate that's stingy-but not too stingy- so that we can put a lot of people on the program. There are workshops on Wednesdays, and we serve as a magnet for other organizations such as TYCA, ATTW, and WPA-GO to meet at the same general time.1.03 And during this same span of time that I've been coming to our convention (which is, unbelievably, almost thirty years), I have seen the C's take steady and meaningful steps to become more than a guild of writing teachers and researchers, but also an organization committed to openness, access, inclusivity:We have established travel and research scholarships that are designed to enable travel to and participation in the convention for both international and domestic scholars who may not have travel support from their institutions. These awards, along with reduced registration fees, have benefited a host of traditionally marginalized scholars, including contingent faculty, graduate students, retired members, Latin American scholars, tribal fellows, LGBTQ scholars, among others. And the one that started it all, the Scholars for the Dream in 1993, includes membership in NCTE/CCCC, travel assistance, and mentoring to help foster future leaders in our organization.We have an inclusive leadership structure, where elected positions on the executive committee, nominating committee, and chair rotation are broadly representative of the diversity of our organization. And we continue to evolve in this respect. Did you know, for example, that we have in the last five years added elected positions on the EC for graduate students and contingent faculty?What sort of new discussions are possible in governance with broader representation?We have created and supported research throughout our organization, rewarding scholars at all levels, from our undergraduate posters to graduate students, our book and article awards, and our wildly successful research initiative.We have taken steps to ensure inclusivity without regard to rank, tenure, job title, or type of institution. We feature undergraduate research posters, a graduate student on the EC, a thriving cross-generational (XGEN) initiative, and SIGs for grad students and retired professors. The program includes papers and roundtables from graduate students, adjunct and contingent faculty, tenure-track faculty, non-academic or alt-ac practitioners-from private institutions, two-year, four-year, regional universities, and R1's. …

This article connects the pedagogy of the multimajor professional writing (MMPW) course with two important contemporary discussions in composition studies: the pedagogy called writing about writing (WAW) and the conversation about the transferability of rhetorical knowledge from school to work. We argue that the capaciousness of the WAW approach accommodates the best of genre-based and client-based pedagogies for the MMPW course and provides a framework for expanding the course beyond skill-based outcomes to include preparing students to be learning transformers. The article includes two iterations of what a writing about writing–professional writing (WAW-PW) course can look like.

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This article describes the rationale and efficacy of a graduate-level teaching module providing loosely structured practice with real archives. Introducing early career scholarsto archival methods changed their beliefs about knowledge, research, teaching, and their discipline(s). This case study suggests that archives can be productive training spacesfor all writing studies researchers.

This article reviews the deeply conflicted literature on learning transfer, especially as it applies to rhetorical knowledge and skill. It then describes a study in which six students are followed through their first co-op work term to learn about which resources they draw on as they enter a new environment of professional writing. It suggests that although students engage in little one-to-one transfer of learning, they draw on a wide range of internalized rhetorical strategies learned from across their academic experience.

This article describes an interdisciplinary professional writing program and its benefits for students (in terms of knowledge, habits of mind, and developing careers). The authors present qualitative research findings about habits of mind and knowledge domains of successful students, which may prove valuable for faculty teaching in similar programs as they consider curriculum design, or for faculty pondering issues of career development for master’s degree graduates.

Sabbatical leaves are designed to give the faculty member time forfurther professional development through research, private study, travel, writing, etc. Sabbatical leaves may not be usedfor work toward an advanced degree. The sabbatical leave is a privilege, awarded through competitive peer-reviewprocess.... The primary criteria are the probable value of the sabbatical leave experience in increasing the professional competence of the faculty member and its value to the academic programs in which the applicant participates. -Faculty Handbook, The Citadel

I analyze the public and professional discourse of learning disability, arguing that medical models of literacy misdirect teaching by narrowing its focus to remediation. This insight about teaching is not new; resurgent demands for behaviorist pedagogies make understanding their continuing appeal important to composition studies.

Globalization, or “fast” capitalism, has changed the workplace and writing in it dramatically. Composition epistemologies and practices, elaborated during the twentieth century in tandem with Taylorized workplace literacy requirements, fail to embrace the complexities of writerly sensibilities necessary to students entering the new workforce. To update these epistemologies and practices, MA students in professional writing were positioned as autoethnographers of workplace cultures, reporting to classmates on organizational structures and practices as they affected discursive products and processes. Their studies produced a database of petits recits on workplace cultures, and their work is analyzed for the ways in which it forecasts subjective work identities of writers in the years ahead. Implications are drawn for composition administration, curriculum design, course design, and collaborative work among academics and writers in private and public spheres.

early Methodism John Wesley created an extracurricular site of literacy and rhetoric that empowered women and the working classes to read, write, and speak in public. Wesley's method of literacy in community not only transformed religious life in Britain but also redefined the intersections of education, class, and gender. an article based on her 1993 CCCC Chair's address, Anne Ruggles Gere critiqued the field of composition: In concentrating upon establishing our position within the academy, we have neglected to recount the history of composition in other contexts; we have neglected composition's extracurriculum (79). Influenced by Shirley Brice Heath's study of community literacy practices, Glenda Hull's work on workplace literacy, Patricia Bizzell's concept of multiple discourse communities, and others, Gere examined the cultural work and literacy practices of writing groups outside the academy, focusing particularly on nineteenth- and early twentieth-century American clubwomen, both white and African American. Gere urged us not only to expand our field's history to

We offer institutional critique as an activist methodology for changing institutions. Since institutions are rhetorical entities, rhetoric can be deployed to change them. In its effort to counter oppressive institutional structures, the field of rhetoric and com-position has focused its attention chiefly on the composition classroom, on the de-partment of English, and on disciplinary forms of critique. Our focus shifts the scene of action and argument to professional writing and to public discourse, using spatial methods adapted from postmodern geography and critical theory.

Susan Peck MacDonald here tackles important and often controversial contemporary questions regarding the rhetoric of inquiry, the social construction of knowledge, and the professionalization of the academy. MacDonald argues that the academy has devoted more effort to analyzing theory and method than to analyzing its own texts. Professional texts need further attention because they not only create but are also shaped by the knowledge that is special to each discipline. Her assumption is that knowledge making is the distinctive activity of the academy at the professional level; for that reason, it is important to examine differences in the ways the professional texts of subdisciplinary communities focus on and consolidate knowledge within their fields. MacDonald s examination concentrates on three sample subdisciplinary fields: attachment research in psychology, Colonial New England social history, and Renaissance New Historicism in literary studies. By tracing, over a period of two decades, how members of each field have discussed a problem in their professional discourse, MacDonald explores whether they have progressed toward a greater resolution of their problems. In her examination of attachment research, she traces the field s progress from its theoretical origins through its discovery of a method to a point of greater conceptual elaboration and agreement. Similarly, in Colonial New England social history, MacDonald examines debates over the values of narrative and analysis and, in Renaissance New Historicism, discusses particularist tendencies and ways in which New Historicist articles are organized by anecdotes and narratives. MacDonald goes on to discuss sentence-level patterns, boldly proposing a method for examining how disciplinary differences in knowledge making are created and reflected at the sentence level. Throughout her work, MacDonald stresses her conviction that academics need to do a better job of explaining their text-making axioms, clarifying their expectations of students at all levels, and monitoring their own professional practices. MacDonald s proposals for both textual and sentence-level analysis will help academic professionals better understand how they might improve communication within their professional communities and with their students.

Rachel brings together nineteen previously unpublished essays concerned with ways in which recent research on workplace writing can contribute to the future direction of the discipline of technical and professional Hers is the first anthology on the social perspective in professional writing to feature focused discussions of research advances and future research directions.The workplace as defined by this volume is a widely diverse area that encompasses small companies and large corporations, public agencies and private firms, and a varied population of writersengineers, managers, nurses, social workers, government employees, and others. Because much research has been conducted on the relationship between workplace writing and social contexts since the ground breaking 1985 publication of Odell and Goswami s Writing in Nonacademic Settings, Spilka contends that this is an appropriate time for the professional writing community to consider what it has learned to date and where it should be heading next in light of these recent discoveries. She argues that now professional writers should try to ask better questions and to define new directions.Spilka breaks the anthology into two parts. Part 1 is a collection of ten essays presenting textual and qualitative studies conducted by the authors in the late l980s on workplace has chosen these studies as representative of the finest research being conducted in professional writing that can serve as models for current and future researchers in the field. Barbara Couture, Jone Rymer, and Barbara Mirel report on surveys they conducted relying on the social perspective both to design survey instruments and to analyze survey data. Jamie MacKinnon assesses a qualitative study describing what workplace professionals might need to learn about social contexts and workplace Susan Kleimann and editor Rachel discuss multiple case studies they conducted that help explain the value during the composing process of social interaction among the participants of a rhetorical situation. Judy Z. Segal explores the negotiation between the character of Western medicine and the nature of its professional discourse. Jennie Dautermann describes a qualitative study in which a group of nurses claimed the authority to restructure their own procedural information system. Anthony Parefinds in a case study of social workers that writing can be constrained heavily by socially imposed limitations and restrictions. Graham Smart describes a study of discourse conventions in a financial institution. Geoffrey A. Cross reports on a case study of the interrelation of genre, context, and process in the group production of an executive letter and report.Part 2 includes nine essays that assess the implications of recent research on workplace writing on theory, pedagogy and practice, and future research directions. Mary Beth Debs considers research implications for the notion of authorship. Jack Selzer explores the idea of intertextuality. Leslie A. Olson reviews the literature central to the concept of a discourse community. James A. Reither suggests that writing-as-collaboration in the classroom focuses more on the production of texts to be evaluated than on ways in which texts arise out of other texts. Rachel continues Reither s discussion of how writing pedagogy in academia might be revised with regard to the social perspective. Patricia Sullivan and James E. Porter respond to the debate about the authority of theory versus that of practice on researchers notions of methodology. Mary Beth Debs considers which methods used in fields related to writing hold promise for research in workplace Stephen Doheny-Farina discusses how some writing researchers are questioning the underlying assumptions of traditional ethnography. Finally, Tyler Bouldin and Lee Odell suggest future directions for the research of workplace writing.

Introduction - explanations of current international crises, A.R. Welch and P. Freebody literacy strategies - a view from International Literacy Year Secretatiat of UNESCO, L.J. Limage pen and sword - literacy, education and revolution of Kurdistan, A. Hassampour aboriginal education in Northern Australia - a case study of literacy policies and practices, C. Walton rights and expectations in an Age of Debt Crisis - literacy and integral human development in Papua New Guinea, N. Ahai and N. Faraclas literacy and primary education in India, K. Kumar adult literacy in Nicaragua 1979-90, C. Lankshear literacy and dynamics of language planning - dynamics of Singapore, A. Kwan-Terry and J. Kwan-Terry the troubled text - history and language in American university writing programmes, J. Collins workplace literacy in Australia - competing agendas, P. O'Connor individualisation and domestication in current literacy debates in Australia, P. Freebody and A.R. Welch.

Richards on Rhetoric, Ann E. Berthoff W. Ross Winterowd Balancing Acts: Essays on the Teaching of Writing in Honor of William F. Irmscher , Virginia A. Chappell, Mary Louise Buley-Meissner, and Chris Anderson Sam Watson A Sense of Audience in Written Communication, Gesa Kirsch and Duane H. Roen Chris M. Anson Beyond Communication: Reading Comprehension and Criticism, Deanne Bogdan and Stanley B. Straw Sandra Stotsky The Writing Center: New Directions, Ray Wallace and Jeanne Simpson Muriel Harris Writer’s Craft, Teacher’s Art: Teaching What We Know, Mimi Schwartz Wendy Bishop Teaching Advanced Composition: Why and How, Katherine H. Adams and John L. Adams Richard Jenseth Textbooks in Focus: Creative Writing: Creative Writing in America: Theory and Pedagogy, Joseph M. Moxley Released into Language,Wendy Bishop Writing Poems, Robert Wallace What If?: Writing Exercises for Fiction Writers, Anne Bernays and Pamela Painter The College Handbook of Creative Writing, Robert DeMaria Chuck Guilford Textbooks in Focus: Technical WritingTechnical Writing: A Reader-Centered Approach, Paul V. Anderson Designing Technical Reports: Writing for Audiencesin Organizations, J. C. Mathes and Dwight W. StevensonTechnical Writing and Professional Communication, Leslie A. Olsen and Thomas N. Huckin Technical Writing: A Practical Approach, William S. Pfeiffer Technical Writing: Principles,Strategies, and Readings, Diana C.Reep Design of Business Communications: The Process and the Product, Elizabeth Tebeaux Carolyn R. Miller

The American Community College, Arthur M. Cohen and Florence B. Brawer Nell Ann Pickett Rescuing the Subject.: A Critical Introduction to Rhetoric and the Writer, Susan Miller The Written World: Reading and Writing in Social Contexts, Susan Miller Joseph Harris Writing as Social Action, Marilyn M. Cooper and Michael Holzman Deborah Brandt The Double Perspective: Language, Literacy, and Social Relations, David Bleich Joyce Irene Middleton Writing and Response: Theory, Practice, and Research, Chris M. Anson Anne Ruggles Gere Technical and Business Communication: Bibliographic Essays for Teachers and Corporate Trainers, Charles H. Sides Alice Philbin Writing and Technique, David Dobrin Deborah H. Holdstein Worlds of Writing. Teaching and Learning in Discourse Communitieast Work, Carolyn B. Matelene Stephen A. Bernhardt Creative Writing in America. Theory and Pedagogy, Joseph M. Moxley D. W. Fenza

Last year I became a student writer again-and a novice at that. For although I'd been teaching and writing nonfiction for years-both academic articles and feature stories-I never wrote much fiction. And although I dabbled in poetry, even had a few poems published once, I never before took a course in poetry writing. Frankly, I didn't have the guts in college, never thought of myself as creative enough to risk such public exposure. The budding confidence I felt in fourth grade when my suspense thriller, Thunderstorm, was published in a class booklet had been buried under too many years of exposition, both for school and work. I didn't really recover it until long after graduation, when I received a fellowship that gave me released time from full-time teaching in order to take two creative writing courses at Princeton University: one in fiction writing with Russell Banks, author of the much-acclaimed Continental Drift; the other in poetry writing, with Pulitzer-Prize winning poet, Carolyn Kizer. These were undergraduate courses incidently, because that's all Princeton offers, so except for three other older women (i.e., over 40) in the poetry class, the rest of my peers were under 22. It was a remarkable experience-to wear the shoe on the other foot and be a student again. For one thing, I realized how much more I enjoy learning now than I did at 20 when my future loomed before me like a huge, unmarked field. And how much more focused I am in energy once scattered on a million other concerns. For another thing, I've toughened up over the years. Twenty-five additional years of living and writing have helped me know and risk more, personally and intellectually, than I would ever have dared, even ten years ago. I have more of life to draw upon and more laurels to rest upon, as needed. These assets, I've found, are shared by other over-30 adults--even if, like many of my returning students, their extra writing experiences are mainly in letter or report writing. Life experience and writing success notwithstanding, I was surprised at my own vulnerabilities as a writer. Many of my fears, confusions, and needs were not as different from my younger counterparts' as I would have predicted. Remembering what it

The teaching of paragraphs needs a revolution. Classroom instruction offers patterns and precepts which cannot be applied to the ordinary process of writing and which, moreover, are unsupported by current resg arch. Researchers English like Braddock, Meade and Ellis, and Knoblauch report findings which directly contradict the textbooks' platitudes:' paragraphs admired professional writing do not necessarily contain topic sentences, they rarely follow prescribed patterns, and they seem essentially accidental, invented as the writer composes. We have found that textbooks do not heed these warnings. Students perceive a strange disjunction between the paragraphs they read and those they are asked to write class. Too often the latter are miniature five-element themes-introductory and concluding sentences, with three intervening sentences connected by therefore and in addition. We believe that paragraphing is best presented to student writers as an important signaling system, based on signals of two sorts, visual and substantive. To readers, the strip of indented white space separating paragraphs indicates both connection and discontinuity. It heightens their attention. To the writer, marking paragraphs offers opportunity for manipulating the reader's focus. Strategically paragraphed prose not only streamlines a message but also molds and shapes it to achieve the writer's purpose. We shall argue for a reader-oriented theory of the paragraph.2 In order to paragraph effectively, a writer needs to know, not the five, ten, fifteen, or twenty most common paragraph patterns that current theories enumerate, but how indentions affect the reader's perception of prose discourse. Knowing how readers perceive prose, the writer can arrange his text to mesh with their perception. Our argument proposes (and, we hope, proves) two main theses: 1. Paragraphs depend for their effectiveness on the exploitation of psycho-

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Kathleen Kelly, Professional Writing in the Humanities Course, College Composition and Communication, Vol. 36, No. 2, Writing in the Academic and Professional Disciplines: Bibliography Theory Practice Preparation of Faculty (May, 1985), pp. 234-237

In 1980-1981, a new requirement of a junior course in went into force at the College Park campus of the University of Maryland. The course was created by the University to ensure that future UM graduates would be more literate and more articulate than recent graduates. The staff of the new course chose to meet the University's goal by giving the course a strong technical writing or professional writing emphasis. The course is taught (with English Department supervision) by professors from every division of the University, and by professionals in many fields (from law to veterinary medicine) from the Washington, D.C. area. Students write papers using subject matter from their intended professions, and they are graded on their ability to make that subject matter clear to students (semi-professionals) in other disciplines. This new junior course has led those of us who teach the freshman course to seriously reconsider what we are teaching. Since our course has shifted from independent to sequential status, we naturally feel some anxiety about possible new restrictions, but we also see the change as an opportunity to think through, more systematically, some crucial issues-what to teach, where to begin and end, and what theories should be guiding our discussion and analysis. We have decided that setting limits on content in the freshman course on the grounds that what we teach might be repeated in the later course would be counter-productive. Students, especially at the college level, should be tested, prodded, and stretched to their limits. Moreover, we-and the students-ought to be able to see a second course not as repetition, but as welcome practice. William Irmscher has reminded us (in Teaching Expository Writing) that better is largely a matter of better-educated intuition, and that better-educated intuition comes from repeated practice in reading and writing. We all know studies like the Dartmouth study reported by Albert Kitzhaber in Themes, Theories, and Therapy (p. 109), which show that

Part 1 Preliminaries of Business Reports Chapter 1 Orientation to Business Reports Part 2 Writing the Report Chapter 2 Techniques of Readable Writing Chapter 3 Qualities of Effective Report Writing Chapter 4 Techniques of Cross-Cultural Communication Part 3: Problem Analysis and Research Chapter 5 Determining the Problem and Planning the Investigation Chapter 6 Collecting Information: Library Research Chapter 7 Collecting Information: Primary Research Part 4 Structure of Reports Chapter 8 Organizing Information and Constructing the Outline Chapter 9 Interpreting Information Chapter 10 Constructing the Formal Report Chapter 11 Constructing Short and Special Reports Part 5 Mechanics of Report Construction Chapter 12 Physical Presentation of Reports Chapter 13 Documentation and the Bibliography Chapter 14 Graphic Aids for Reports Chapter 15 Correctness of Communication in Report Writing Part 6 Oral Reporting Chapter 16 Communicating through Oral Reports Appendix A Report Problems Appendix B A Grading Checklist for Reports Appendix C Statistical Techniques for Determining Sample Size and Reliability Appendix D Communication Process and Communication Theory

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