Abstract
Instructors in the field of technical writing must incorporate an ever increasing amount of information into their courses. They can save time and stretch the teaching potential of individual assignments by devising writing situations that combine different audiences and purposes. Such situations force students to perceive the writing activity as an integrated whole and make them evaluate different ways to present the same information. The lessons suggested in this article demonstrate the interrelationships between report types and rhetorical approaches, and they allow oral activities to arise naturally. The lessons do not interfere with the philosophical choices that an instructor has made about the proper approach to teaching report writing.
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