Abstract

This paper outlines the common failures of those in-service education programs which attempt to promote good writing among professionals through courses modeled on college composition curricula. It analyzes the practices of both the university and the extramural society in an attempt to define those elements which historically have promoted good writing and which, insofar as they have been de-emphasized today, have impeded good writing practices among professionals. Finally the distinct responsibilities of both the university and society at large are used to develop another model which may better encourage sound writing habits at all managerial levels.