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Abstract
This study investigated a diagnostic and instructional framework for written communication. Eighty composition and technical writing aspects were tracked during sequences in a collegiate business communications course. Data were compared regarding assessment of student-generated written messages and student perceptions of aspects according to difficulty, both pre- and postassessment. The average convergence of students' perceived difficulties and assessed deficiencies increased by 30% between pre- and postassessment perception rankings, with technical aspects converging to a greater extent than composition aspects.