Describes an assignment for a sophomore-level technical-writing course which teaches students to respond to different audiences with different needs by having them analyze and then respond to actual complaint letters (on the same topic but from two very different people). Includes successful and unsuccessful responses generated by the students.…

Describes guidelines used in a unit devoted to legal issues in a business communication class. Teaches students how to avoid legal liability in their writing by choosing words carefully, avoiding words with negative connotations, preferring language with positive or neutral connotations, drawing conclusions carefully, writing with precision, and…

Presents of set of questions developed for use as heuristics when students decide whether and how to develop a Web page for a client. Notes that these questions help students design a communication strategy considering audience, purpose, and informational content before they design the Web site. (SR)

Describes a successful approach used by the author in "Composition and Literature" courses which teaches students to write in a relaxed manner about material unnatural to them (literary texts). Describes focusing on communicating to a generally ignorant reader who is knowledgeable about the work. Argues that papers became clearer as the semester…

Analyzes the ways three postcolonial feminists open up the workings of representation such that participants are no longer disposed in the classical tradition but are rather "beside themselves." Analyzes changes in concepts of ethos and audience under the historical conditions of postcoloniality. Attends to the ways teachers and students…

Examines the process of review as a method of formative evaluation of texts. Bases the description on three empirical studies of professional writing practices including the goals of review, the actors involved in the process, the moments in the text production process that review is taking place, and the procedures followed. (SG)

Describes the writer's experiences teaching American business writing in Russia and attempting to find documents for comparison of Russian and American approaches to business communication. Finds that the most documents common in the United States are rare or nonexistent in Russia; there, documents exist largely to show to officials rather than to…

Notes that while many technical communication instructors declare the benefits of client projects, too often instructors do not prepare students to interact with clients. Reviews a qualitative case study that demonstrates the difficulty students can have interacting with clients. Relates how students may not always be prepared to listen or respond…

Suggests that through Kenneth Burke, writing teachers can approach writing as something to be feared, something to approach with trembling and mortification. Examines Burke's notion of how language "goads" writers to eliminate the response of others. Examines contemporary and Burkean approaches to writing that would help students to…

Cites legibility, distinctiveness, handsomeness, and appropriateness as benchmarks for creating and assessing constants used in newspapers and magazines. Presents a history of where these elements originated. Adds that the masthead usually anchors the editorial page and should carry a smaller version of the logotype--other information should…

Discusses the use of the verb "said"--the verb of neutrality--and states that it is a good writer's trusted literary companion. Cites various examples of its use in promoting objectivity in stories, and offers advice from grammar writers as to using "said" effectively. (PA)

Considers how the Internet offers new opportunities for both audience research and content analyses, but notes that old problems researchers have encountered over the years remain. Notes that mass communication research will be better off or worse off depending on the skill of researchers in using the Internet. (SC)

Outlines Willard Van Orman Quine's theory of language in the generation of empirical knowledge, gleaned from two works from his voluminous ouvre. Draws connections between Quine's theory and that of Richard Rorty, the American pragmatist philosopher. Sketches how this theoretical perspective can be applied in the technical communication classroom…

Uses the term "shape shifting" to describe a set of evolving, institutionalized practices that are open to both dark and benign interpretations. Discusses ways to foster diversity. Presents a practical guide on how graduate programs can be more proactive in preparing students for positions that demand a diversity of specialization and skills. (SG)

Suggests how the teaching of "you-attitude" (or "you-perspective") in business communication classes can be enhanced by using politeness theories, case grammar, and information structure. Uses a brief written announcement to show how these linguistic theories can inform specific writing strategies. Suggests that a "you-attitude" is gradable…