A study assessed the effectiveness of the standard report writing segment of two postsecondary courses in English as a Second Language one in accounting and one in secretarial communication, at a Hong Kong polytechnic. The 69 subjects were in 4 groups, one in each subject receiving instruction with a problem-solving approach and one in each subject using a traditional seminar format. Student report-writing before and after instruction were compared, and information was gathered through questionnaire, interviews, and classroom observation. Results indicate that on the whole, all groups achieved the instructional objectives, attributed in part to instruction and in part to students' previous education. Marked improvement in overall report organization was observed. Of the objectives poorly achieved, most were entirely absent in pre-course writing samples. The courses were well-received, and most course content was found useful. Questionnaire and interview responses suggest some changes in classroom technique. The problem-solving approach was also found to be beneficial to students. Recommended course improvements include adoption of a field experience in which students must identify real-world problems, carry out research, and make reports. Some changes in the course evaluation process are also suggested. A brief bibliography is included. (MSE)