The paper describes the implementation of a learning community involving a technical communication course and an accounting course. Students are simultaneously registered in all the courses constituting the learning community. The learning community approach to writing instruction can be viewed as one way to implement writing across the curriculum with the following distinguishing features. First, students are registered simultaneously for both courses; the communication skills taught in one course are simultaneously reinforced in another course. Second, the faculty of the two courses interact extensively to deliver skills (e.g., communication skills) in a coherent manner across the two courses. We describe the development of a theoretical framework for connecting the two courses. This theoretical framework guided implementation decisions such as the choice of communication skills to be covered in the accounting course, the design of assignments, and the design of evaluation criteria. While we focus on the integration of an accounting course with a communication course, the learning community approach and the implementation steps are applicable to other disciplines.

It is pointed out that many organizations have decentralized their operations to respond more quickly to rapid changes in markets and technologies. Decentralization has legitimized crossfunctional communication and decision making at relatively low levels in these organizations as a means of improving the quantity and timeliness of information. However, decentralization can adversely affect an organization's communications unless a new communication system is designed as part of the altered communication process. It is suggested that working within a new approach to organizational change, called sociotechnical design, technical communicators can help define performance standards for new communication systems, including those integrated with computer-mediated information systems. The objectives of sociotechnical design are consistent with the language-action perspective of the modern office. That perspective asserts that language organizes work relationships and actions by means of conversations (or transactions) in which requests and promises are made among individuals and groups. These conversations are structured by procedures, policy guides, handbooks, training materials, and a host of other communications.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>