TITLE : BASIC BUSINESS COMMUNICATION. REVISED ED.

Readable. Because a writing text should practice what it preaches, I wrote in plain, everyday English to the best of my ability. Conventional readability measures (Flesch, Gunning) show that I have succeeded. In fact, I am pleased to report that no other business communication book tested showed better readability.

Teachable. To lighten the work load of the business communication teacher I included an abundance of end-of-chapter exercises, problems, and questions. I developed grading checklists for all phases of writing. And I prepared a teacher's manual filled with teaching aids. Perhaps my efforts to write clearly and the marginal summaries also will make the teacher's job easier. The learning objectives at chapter beginnings should prove helpful to those who use them. In addition, new with this revision is an optional student workbook. Designed to emphasize the key text messages, this workbook can serve as a major teaching aid.

Learnable. To help the student learn the subject, I used a number of special features. Included are situation descriptions (to add realism to the subject matter), marginal summaries (to aid in study and review), abundant illustrations (to show how), and challenging problems (to enable demonstration of what is learned). Included also are the learning objectives (to emphasize study goals) and building-block diagrams (to visually outline contents). In addition, the readability of the writing should make learning easier. The vignettes and cartoons should make the subject more interesting. And the optional workbook mentioned earlier can serve effectively to reinforce the text messages in the students' minds.

Thorough. I made evely effort to cover the subject thoroughly. The Content of the first edition was hased on survey results from over 100 business communication teachers. I updated these results hy questioning a panel of highly competent business communication teachers. Their responses determined the changes made in this revision.

Authoritative. My efforts to present the subject matter authoritatively involved a thorough review of the research and thinking in the field. I am confident that the book follows the main stream of fact and thought in business communication.

In achieving the foregoing goals I followed the organization plan that was dictated by the survey of business communication teachers referred to earlier. This plan was supported by the panel of reviewers for this revision. It is a rather basic plan. It begins with a review of foundation writing techniques (Part One). Here the emphasis first is on how to write clearly; then it turns to writing for effect. The text next covers the basic patterns of business letters (Part Two and then some special letter situations (Part Three). Report writing comes next (Part Four). Although the emphasis is on the shorter report forms, coverage of the long report is thele for those who want it. Next is a review of the more mechanical aspects of letters and reports (Part Five. This coverage includes graphic aids, letter and report forms, and writing correctness. The final section of the book (Part Six) covers the techniques of oral communication.

Although I changed the organization of the book only a little, I substantially changed certain content parts. I prepared new problems thoughout. As in the first edition, these problems are the in-depth, realistic types which I feel are best for learning purposes. I update(l the join application section to include current approaches and style preferences. In the persuasive writing chapter I added currently popular and successful sales techniques. Perhaps most significant of all, I expanded the emphasis on the basics of clear writing wherever the topic appears. My goal was to pictuce the most current and complete coverage possible.

In any comprehensive work such as this, credit must go to a multitude of people. Certainly all author must acknowledge the contributions of the pioneers in the field, especially those whose teachings have hecome a part of the author's thinking. Their influence is evident thlougllout this book, and I am grateful to them. Although I cannot acknowledge all these pioneers individually, I must acknowledge one-my dear friend and mentor, William P. Boyd, now professor emeritus, The University of Texas at Austin. His contributions are liberally sprinkled throughout this book.

Raymond V. Lesikar