This experimental, statistical study investigated the effects that a review of grammar and writing mechanics would have on the overall quality of college students' documents in technical/business communication. In the experimental group of 25 students, the professor assigned several exercises in grammar and mechanics as a review related to composing skills. However, the professor did not assign these exercises to the 25 students in the control group. The researchers hypothesized that the experimental group would show more statistically significant gains and outcomes in overall writing quality than what the control group would demonstrate. The study used "paired T-tests" for statistical analysis of variance on pretest and posttest letters of application for a job, which each of the 50 students had written. The results of the study supported the hypothesis, showing that the students of the experimental group made statistically significant gains and outcomes over the control group in their overall writing quality on the letters of application for a job, although the control group did make statistically significant gains as well. The researchers concluded that the experimental group's review of skills in grammar and writing mechanics gave these students a statistically significant edge over the control group in their gains and outcomes of writing quality on the letters of application for this technical/business communication course. Contains 37 references and 2 tables of data. An appendix offers instructions for scoring Regents' testing program essays. (Author/RS)