This index covers all technical items - papers, correspondence, reviews, etc. - that appeared in this periodical during the year, and items from previous years that were commented upon or corrected in this year. Departments and other items may also be covered if they have been judged to have archival value. The Author Index contains the primary entry for each item, listed under the first author's name. The primary entry includes the coauthors' names, the title of the paper or other item, and its location, specified by the publication abbreviation, year, month, and inclusive pagination. The Subject Index contains entries describing the item under all appropriate subject headings, plus the first author's name, the publication abbreviation, month, and year, and inclusive pages. Note that the item title is found only under he primary entry in the Author Index.

From the Publisher: An unforgettable journey into the dark heart of the Information Age, Escape Velocity explores the high-tech subcultures that both celebrate and critique our wired world: cyberpunks, cyberhippies, technopagans, and rogue technologists, to name a few. The computer revolution has given rise to a digital underground - an Information Age counterculture whose members are utilizing cutting-edge technology in ways never intended by its manufacturers. Poised, at the end of the century, between technological rapture and social rupture, between Tomorrowland and Blade Runner, fringe computer culture poses the fundamental question of our time: Will technology liberate or enslave us in the coming millennium? Mark Dery takes us on an electrifying tour of the high-tech underground. Exploring the shadowy byways of cyberculture, we meet would-be cyborgs who believe the body is obsolete and dream of downloading their minds into computers, cyberhippies who boost their brainpower with smart drugs and mind machines, on-line swingers seeking cybersex on electronic bulletin boards, techno-primitives who sport biomechanical tattoos of computer circuitry, and cyberpunk roboticists whose Mad Max contraptions duel to the death before howling crowds. Most cyber- titles are a breathless mix of New Age futurism and gadget-happy cyberhype. Escape Velocity stands alone as the first truly critical inquiry into cyberculture. Shifting the focus of our conversation about technology from the corridors of power to disparate voices on the cultural fringes, Dery wires it into the power politics and social issues of the moment. Timely, trenchant, and provocative, Escape Velocity is essential reading for everyone interested in computer culture and the shape of things to come.

How well do you understand copyright law? How about the doctrine of fair use? If a recent study reported in the Business Communication Quarterly is any indication, IEEE members may not have a very solid understanding of either. J.V. Arn, R. Gatlin, and W. Kordsmeier reported the results of a questionnaire survey of the membership of the Association for Business Communication (ABC) (see Bus. Commun. Quart., vol.61, no.4, p.32-9, 1998). The survey was designed to test the understanding of ABC members of various parts of copyright law including the sections cited in the fair use guidelines for educational multimedia. In their brief description of fair use, the authors explain: "fair use is a possible defense to copyright infringement in an educational or nonprofit environment but not in a commercial application" (p. 36). This difference has long been recognized in differing fees for use. Nonprofit institutions who publish newsletters, monographs, and books routinely pay nominal fees to use copyrighted materials, but what about more limited uses such as in the classroom or in a presentation at a professional meeting? Defining multimedia as "a single, computer-controlled product that integrates text, audio, graphic, still image, and moving pictures", J.V. Arn et al., note that such a "variety of sources requires the producer to understand a wide variety of legal constraints" (p. 33). Their study showed that ABC members often underestimated their rights to use copyrighted material.

The quality of technical documents often depends on the way in which spatial information is expressed. The coherent processing of installation procedures, route directions, maintenance instructions, and many other technical documents often implies the construction of an almost literal mental space within which instructions have to be executed. Visuals are certainly a powerful tool in expressing instructive space, but text remains indispensable and even dominant. The article focuses on verbal spatial expressions in instructions in which text and visuals are combined. The first part provides the reader with an overview of the problems associated with putting the instructive space into language, In the second part, we report the setup and results of an experiment in which the preference for two basic types of spatial expressions is investigated: user-oriented descriptions (e.g., pull the handle to the right) versus functional descriptions (e.g., push the start switch toward the tone button). The results show an overall preference for producing functional descriptions, but also a higher degree of acceptability for user-oriented descriptions if the user-oriented perspective is explicitly expressed in text.

The study examines the use of screen captures in manuals. Three designs of manuals were compared, one textual and two visual manuals. The two visual manuals differed in the type of screen capture that was used. One had screen captures that showed only the relevant part of the screen, whereas the other consisted of captures of the full screen. All manuals contained exactly the same textual information. We examined the time used on carrying out procedures (manual used as a job aid) and the results on retention tests (manual used for learning). We expected to find a trade-off between gain in time and learning effects. That is, we expected that higher scores on the retention tests involved an increase in time used and, vice versa, that gains in time would lead to lower retention test scores. We also explored the influence of manual design on user motivation. For job-aid purposes, there were no differences between manuals. For learning, the full-screen captures manual and the textual manual were significantly better than the partial-screen captures manual. There was no proof for the expected trade-off. More learning was not caused by an increase in time used. We found no effects on user motivation. This study does not yield convincing evidence to support the presence of screen captures in manuals. However, if one wants to include screen captures, this study gives clarity for the type of screen capture to choose. The use of full-screen captures is preferable to partial ones. Finally, we conclude that documentation designed to expedite the execution of tasks does not necessarily hamper the learning that may result.

Contents: Editor's Introduction. Preface. Glossary of Acronyms. Introduction: Mapping the Territory. Going Ballistic. Part I: Coming to Terms I. The Knowledge in Defense Technology. The Dynamics of Knowledge Production. Part II: Coming to Terms II. Heavy Hands on the Market. The Color of the Money. Customers and Vendors: Dyads in a Dance. Marketing and the Co-Production of Knowledge. Part III: Coming to Terms III. The Paper Trail: Transactional Genres. Formulating the Fundable Problem. Capability Statements: The Truth But Not the Whole Truth. The Knowledge Cycle. Part IV: Coming to Terms IV. Reaching Out. Appendix: Defense Critical Technologies.

From the Publisher: The essays collected in this volume address the full range of pedagogical and programmatic issues specifically facing technical communication teachers and program directors in the computer age. The authors locate computers and computing activities within the richly textured cultural contexts of a technological society, focusing on the technical communication instructional issues that remain most important as old versions of hardware and software are endlessly replaced by new ones.

From the Publisher: The great divide between the approaches of systems developers and those of social scientists to computer supported cooperative work has been vigorously debated in the systems development literature. In spite of their differences in style, the two groups have been cooperating more and more in the last decade, as the people problems associated with computing become increasingly evident to everyone. This book is the first to address directly the problem of how to bridge the divide. It offers an exciting overview of the cutting edge of research and theory, and will constitute a solid foundation for the rapidly coalescing field of social informatics.

In a series of books published between 1964 and 1987 (C. Alexander, 1964; 1987; C. Alexander et al., 1975; 1977), Christopher Alexander, an urban planner and architect, has inspired object oriented programmers with his idea of a pattern language, which originally catalogued solutions to common problems faced by any community or individual creating livable structures such as a town or a house. His approach might also help technical communicators polish and perfect our own standard rhetorical structures (such as the procedure, user guide, or reference), viewed as common ways of answering frequent, if virtual questions from our users. Alexander's way of describing age-old patterns such as neighbourhoods, streets, paths, and homes may give us a model for creating our own set of patterns in technical communication, whether or not we adopt some of the eager elaborations offered by folks in the object oriented design world.

The aim of the study was to map the influence of reading task and text format on reading results with an online text. To this purpose, an experiment performed by S. Gordon et al. (1988) was replicated and enhanced. In four conditions, subjects were given a reading task (summarize or answer specific questions) and an online text (linear or hypertext format). In all conditions, both text and task were administered through the World Wide Web, After the subjects had completed their reading, all were given the same assignment: make a summary and answer specific questions. No significant main effects of the independent variables (format and task) were found on the performance of the subjects. There proved to be a significant interaction effect, however, on the completeness of the summaries. The most thorough summaries were written by subjects who were told before the experiment that they would have to summarize the text, and who were presented with the text in a linear version. As far as reading time was concerned, there was a significant difference between the format conditions: reading the text in linear format took more time than reading the text in hypertext format.

Technical writers, for the most part, write user documentation of some kind. However, they also have skills that might enable them to also serve as user-advocates on product development teams and testers of prototype systems. In the computer hardware and software industry, they have the additional skills needed to develop online help tools, to design user interfaces, and to write system and error messages (J. Fisher, 1998). Fisher's recent survey of (Australian) technical communicators showed that some are employed in such tasks, but not widely so. She reports, for instance, that only 38% were consulted by developers about error messages, only 32% actually wrote error messages, and only 13% reported that they had some role in system testing (J. Fisher, 1998). A question emerges out of such results: is there really any necessary and supportive connection between the process of explaining a product to a user and the original process of developing that product? As technical writers looking to expand our roles [and salaries], we would like to say yes. But, in fairness, we have to admit our bias. We need to check such biases against other, independent evidence. The article interfaces this question with a parallel question in the philosophy of science: is there any connection between experimental test results used to "sell" a theory to a scientific audience and the original process of developing that theory?.

How did the United States become the world's largest consumer of energy? In Consuming Power, David Nye shows that this is less a question about the development of technology than it is a question about the development of culture. Nye focuses on the lives of ordinary people engaged in normal activities, examining how these activities changed as new energy systems were constructed, from colonial times to recent years. He also shows how, as Americans incorporated new machines and processes into their lives, they became ensnared in power systems that were not easily changed: they made choices about the conduct of their lives, and those choices accumulated to produce a consuming culture.

All technical documentation projects benefit from a good content plan or doc spec. The doc spec is a blueprint for a document. It identifies the product, users, source materials, and subject matter experts (SME). It also provides a preliminary outline of topics, and it estimates the effort to produce the document. Although the doc spec described is for a printed software user guide, you can adapt your doc spec for other types of documentation, including hardware manuals and training guides. The doc spec template is simply a tool that leads you through the document planning and estimating process. Your customized doc spec captures the who, what, when, why, and how of your project.

Beginning Electrical and Computer Engineering (ECE) students often have difficulty learning the genre of lab report writing. This difficulty can be alleviated through genre theory strategies and research, which writing center consultants, for example, can use to focus on the specific form and content of engineering writing, which then can be taught to students in a writing center environment. Genre theory provides a means (1) for humanities writing center consultants to learn specific characteristics about engineering writing, (2) for interdisciplinary collaboration between writing professionals and engineers to take place, and (3) for students to have increased opportunities to learn the discourse of their field. All of these benefits are enhanced by discipline-specific writing programs that support and facilitate them. In addition, the collaboration provides a stimulating, fluid, creative environment in which to discuss engineering writing, an environment which reflects the changing needs of engineering education as a result of technological advancements. As technology continues to influence engineering education, prompting evolutions in both technical and communication skills and knowledge, genre theory and interdisciplinary collaboration will continue to gain importance as strategies for initiating students into the communication demands of their field. The discussion focuses on the integration of genre theory with writing instruction in the ECE Department at the University of South Carolina. This integration stimulated interaction among ECE faculty, composition and rhetoric faculty and students, and ECE students.

Based on a study of nearly 200 international faculty in the field of computer science and computer engineering, roughly 90 written genres in the computing discipline are identified and organized according to five central aims in the profession: generation, procuration, dissemination, evaluation, and regulation. The importance of writing in the field is discussed, and recommendations for further research follow to encourage greater breadth and depth in the identification and study of generic corpora characteristic of specific professional communities. Benefits of such research assist students preparing to enter a profession, working professionals wishing to improve their writing in a profession, and writing specialists who offer training or editorial services for a profession.

The Writing Program faculty at the University of California, Santa Barbara (UCSB), developed a unique three-quarter writing sequence for College of Engineering freshmen. These students write a variety of engineering documents: design proposals, project management plans, status reports, instructions, poster papers, etc. The genres in the sequence, their identification, and their teaching result from outreach to the engineering community. Although this curriculum benefits from a three-quarter sequence, the methods used are applicable to shorter courses in academic and industry settings. This curriculum may be of interest to industry professionals who recruit or who wish to contribute to undergraduate engineering curriculum innovations.

Analytical reports, being one of the most difficult genres to teach in a technical writing course, are best taught through the "open case" method. Open cases take advantage of the fact that students are already situated in a workplace environment, the college campus. Engineering students can use the genre to impose order on this chaotic environment, conducting various forms of research on engineering-related campus issues. A process for developing open case assignments is provided.

Although handbooks (those often used as references in business and industry) tend to adhere to traditional usage prescriptions, it is clear that they cannot possibly all display the same degree of prescriptivism. Likewise, people who select handbooks, whether they are writing instructors or professional writers, differ in how much importance they invest in following traditional prescriptions. What is needed, then, is a method to match handbooks to users, enabling writing professionals to select a reference that reflects their views on the importance of adhering to traditional rules. Toward this end, this article describes a study of the level of prescriptiveness of 14 handbooks and provides a method based on this study for gauging the prescriptiveness of other handbooks. This study supports W.E. Meyers' (1995) findings in that it suggests prescriptive usage entries are still prevalent in handbooks. However, handbooks do display some variation in their prescriptiveness, and their prescriptiveness can be gauged by analyzing a sample of ten usage items.

A standard model for describing the structure of research article introductions, the CARS (Create A Research Space) model, is evaluated in terms of how well it can be applied to 12 articles which have received "best paper" awards in the field of software engineering. The results indicate that, although the model adequately describes the main framework of the introductions, a number of important features are not accounted for, in particular: an extensive review of background literature, the inclusion of many definitions and examples, and an evaluation of the research in terms of application or novelty of the results.

Language plays an enormous part in an audience's perception of a writer, particularly when such language is highly intense. High-intensity language tends to be more colorful, subjective, emotionally charged and personal (e.g. "plot", "scheme"), while low-intensity language tends to be more bland, objective, dispassionate and impersonal (e.g. "plan"). High-intensity language can be good for the professional writer since color and emotion attract interest, but this can be a damaging sort of interest if readers are offended by the level of intensity. Low-intensity language, on the other hand, is safer because it is less personal and hence less likely to offend, yet too much of it may put the reader to sleep. Thus, the challenge for professional writers is to find a median intensity, a healthy balance between subjectivity and objectivity.

"The seven habits of highly effective people" (S. Covey, 1989) has become a classic precisely because Covey's principles are applicable to both personal and professional responsibilities-from building a stronger relationship with one's family to becoming a more effective leader within one's business organization. I have tried to suggest some ways that Covey's paradigm might help us rethink the way that we approach the writing process. This article is my interpretation of how we can apply Covey's seven habits to writing. The habits are: (1) be proactive; (2) begin with the end in mind; (3) put first things first; (4) think "win/win"; (5) seek first to understand, then to be understood; (6) synergize; and (7) sharpen the saw (i.e. self-renewal).

Many of today's telecommuters are knowledge workers who require substantial communications to perform their jobs. The research presented investigates the nature of communication links between individuals in two work groups comprised of both telecommuters and nontelecommuters. Communication network analysis is used to map the communications in the groups and identify blocks of individuals. Blocks are groups of individuals with high levels of communication linkages among them. Work setting, gender, job type, tenure, and number of telecommuting days are investigated as potential factors in determining individuals' membership in blocks. There appears to be a tendency for telecommuters to communicate more with other telecommuters as well as for females to communicate more with one another. However, only job type was statistically related to block membership. These results indicate that there is a limited impact of telecommuting on the communication structure of work groups, which should reduce potential concerns of telecommuters about being left out of the office network. They should also reduce managers' concerns about having knowledge transfer and assimilation of corporate culture differences between telecommuting and nontelecommuting employees.

The study assesses the value of including a communications component in engineering courses that concentrate on basic handwritten mathematical analysis. From examination of past material, a tutorial was developed which was presented to students involved in the study. Examples of some pitfalls and "cures" in the communication of basic mathematical analysis are given. Guidelines for structuring mathematical handwritten material are explained and summarized by the mnemonic "VIDEOGRAM". The results of the study are presented in the form of relative frequency charts taken from anonymous student evaluations. These statistics show that there is considerable student support for the approach, A majority indicated that the techniques learned would have value beyond the university.

The paper looks at the virtual organization in an electronic market environment and the different models of communication and management that may be required. The authors begin by providing some clear definitions of virtual cultures and different models of virtuality that can exist within the electronic market. Degrees of virtuality can be seriously constrained by the extent to which organizations have predefined communication linkages in the marketplace and the extent to which these can be substituted by virtual ones, but also by the intensity of virtual linkages which support the virtual model. Six virtual organizational models are proposed within a dynamic framework of change. In order to realize strategic advantage, virtual organizations must align their management models and communication processes with their virtual culture.

Geographically distributed software development projects have been made possible by rapid developments primarily within the data communication area. A number of companies recognize that distributed collaboration has great potential for the near future. The article describes the empirical study of a cooperative student project located at two different geographical sites. The project was carried out at two universities: one in Sweden and one in Finland. The initial goals were to give the students the opportunity to learn about the practical aspects of cooperation between two geographically separate institutions and to study specific problems anticipated by the teachers with regard to communication, coordination, language, culture, requirements' handling, testing, and bug fixing. The article focuses on communication and coordination within the cooperative project, as these were identified as the most significant problem areas. We also thought that these areas were the most interesting and the ones most likely to lead to improvements. The article not only describes our findings but also gives hints about what to think about when running similar projects, both with respect to project related issues and teaching issues.

A Web site depends on more than its ability to attract. Crucial to its success is understanding what Web site users need and want, and consequently choosing appropriate content, structure, and navigational support. In creating Web based information, professional communicators are able to incorporate the kinds of textual and structural support for readers that is impossible to achieve in hardcopy. This reader-centered approach is familiar to technical communicators, but what about readers who have special needs? The question is important for organizations to consider as they move increasingly to online information for the public. The article describes problems that language-impaired users may face in getting information from the Internet. They focus on language disorders resulting from Alzheimer's disease and brain damage (e.g., a stroke). The article highlights the mental and language skills that are involved in using the Internet.

Some years before electronic mail and Web-based hypertext became important features of professional communication, Robert Pirsig observed that information has always had higher value if it was organized in small chunks that could be accessed and sequenced at random. The paper discusses dynamic and static communication in electronic media.

We often hear the expression that mathematics is the universal language of science and technology. Yet, while mathematics can cut across certain communicative boundaries, it is not the actual language of the sciences, for that role has already been filled by English. The author considers how English is the international language of technical communication.

The range of roles performed by technical communicators during the systems development process was identified and published from a 1997 survey of Australian technical communicators. Follow-up case study research investigated the development of 20 information systems. The research sought to quantify the technical communicator's contribution from the external viewpoint of developers and users. The paper describes the major findings from this research. The results support the 1997 survey findings that technical communicators do contribute positively to information systems development. The results quantitatively demonstrate that users are significantly more satisfied with computer systems where technical communicators are involved in the development process.

Although over 11 million virtual workers in the USA are classified as teleworkers, we know relatively little about them. Drawing on the construct of telepresence, the relationships among four sets of variables seem especially important: actual communication technology use, identifications with aspects of work, degree of virtuality, and various teleworker demographic characteristics. A survey of 86 teleworkers in a wide range of organizations revealed that basic telephone and voicemail are the most frequently used and most vital communication technologies. However, several differences in technology use based on message content and interaction partners also exist. Additionally, moderately virtual teleworkers are more identified with their work team, organization, and occupation than are those who telework small or large portions of their work week. Also, use of advanced phone technologies is most predictive of organizational and occupational identification. Among the implications discussed are: equipping teleworkers with appropriate communication technologies and establishing telework programs where workers are only virtual for a portion of the working week.

Professional communication has manifestations particular to the type of organization in which it originates. Cutting across organization type, however, is the universally employed inter/intraoffice memorandum. The criteria by which a memo author selects individuals for inclusion on the ancillary, or cc, list are rather nebulous. It is this conundrum that the author elaborates on. He suggests that in the main the author's choices will be influenced by a task component which asks who needs to be told the information in the memorandum, whom the author needs to tell that information to, and who is privileged to know that information, as well as by a socio-emotional component deriving from the interpersonal relations between the author and potential readers.

When document designers localize documents for readers in another country, they often assume that the organization of the material used with its original audience will be effective for readers in another country. Whether this assumption is sound depends on what organizational structure readers in other countries are accustomed to seeing. The study examines the organizational structure of 17 Japanese expository texts with the goal of determining what expository structure Japanese readers are most accustomed to reading. The results lead to implications for document designers and readers in both Japan and native English speaking countries.