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Two studies investigated the editing strategies used by college basic writing (BW) students as they went about correcting sentence-level errors in controlled editing tasks. One study involved simple word processing, and a second involved an interactive editor that supplemented the word-processing program, giving students feedback on their correction attempts and helping them focus on the errors. In both studies BW students showed two clearly different editing strategies, a consulting strategy in which grammatical rules were consulted and an intuiting strategy in which the sound of the text was assessed for “goodness” in a rather naturalistic way. Students consistently used their intuiting strategies more effectively; however, errors requiring consulting strategies showed a larger improvement after intervention by the interactive editor. Cognitive implications of the editing strategies are discussed in terms of the requisite knowledge involved in successful application of each strategy.

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This study investigates the relationship between the oral and written language of one college-level basic-writing student who is a speaker of Vernacular Black English. One possible explanation for basic-writing students’ difficulties in writing is that they may inappropriately use features from their oral language in their written language. We found in this study that neither VBE patterns in the student’s oral language nor other features of orality which previous research has identified primarily account for his writing problems. For other such students, future research will need to explore 1) whether or not the use of oral, or the lack of literate, features account for problems in writing, and 2) the nature of other, as yet unidentified, features of orality and literacy.

Business and industry spends a great deal of time and money in standardizing office and shop methods, all to promote efficient operations. Yet they give little—if any—thought to one pervasive operation that wastes an unfathomable amount of time and money: written communication. They allow almost any writing approach, as long as something is written. Why? … because they believe that to know how to write an English essay is to know how to communicate on the job. Nothing is further from the truth. Writing in business and industry requires a particular philosophy as well as special writing mechanics that, when combined and standardized, promote efficient communication. This article advances such a philosophy—and some basic writing mechanics—for that standardization.

Of graduating seniors, businessmen assume basic writing skills. Graduates of business administration curriculums are assumed to have, additionally, not only basic language competence but also some expertise in report writing. Experience, both in the classroom and with personnel in formal organizations, bears out that neither students nor practitioners have a real grasp of organization, rhetorical techniques, and reader devices. Consumerism in Communication suggests what is being done in the College of Business Administration's undergraduate communications course to prepare students to meet realistically, confidently, and competently the expectations of their employers. Based on both research and experience, the course design pragmatically aims at reducing frustration on the part of employers who are dismayed at the verbal deficiencies of college graduates.