be written as one paragraph, and should not contain displayed mathematical equations or tabular material. The abstract should include three or four different keywords or phrases, as this will help readers to find it. It is important to avoid over-repetition of such phrases as this can result in a page being rejected by search engines. Ensure that your abstract reads well and is grammatically correct.

Background: The diffusion of component content management and structured authoring workflows and technologies in technical communication requires that instructors of documentation courses determine effective ways to teach component content management to students who may initially be intimidated by authoring environments and structures, such as the Darwin Information Typing Architecture (DITA). This teaching case describes how component content management and DITA were integrated into the Creating User Documentation course of an undergraduate professional writing program. Research questions: How can instructors of technical and professional writing best teach English and humanities students to operate within a structured authoring workflow? How can computational abstraction be combined with students' previously acquired genre knowledge to ease their adoption of the DITA to create technical documentation? Situating the case: The development of this course was informed by literature from a variety of scholarly and industry sources, which reveal connections between DITA, computational thinking, and Rhetorical Genre theory. Specifically, the concept of “layers of abstraction” guides the development of the course's structure, allowing students to separate and independently process the various aspects of a structured authoring workflow. How the case was studied: The case was studied informally through the experience of the authors as they developed and taught the course, through informal discussions and structured interviews with industry professionals, and through student reflections from discussion forum posts from Fall 2012 through Fall 2013. About the case: Initially developed with a focus on print manuals and online help, the course began teaching topic-based authoring in the mid-2000s; however, most enterprise-level editors and tools were cost-prohibitive for students and faculty. Furthermore, many computing concepts associated with structured authoring were intimidating for an audience of students in an English department. An affordable solution was adopting the open-source DITA standard, using free trials or open-source editors. The intimidation factor was minimized by designing the course around five layers of abstraction that draw on students' previous rhetorical knowledge: Layer 1: Developing quality documentation, Layer 2: Separating content from design, Layer 3: Authoring granular content with XML, Layer 4: Authoring and linking Component Content Management modules with DITA, and Layer 5: Single-sourcing and content reuse. This case discusses each layer of abstraction, the associated assignments for each layer, and the results of each layer based on student feedback. Results and conclusions: Although the course is not universally loved by students, it has seen many successes and provides a much-needed foundation in component content management and structured authoring for students who might become technical communicators. The teaching team has learned to avoid overemphasizing coding and automation in structured authoring, maintain a solid grounding on writing principles and good technical communication requirements, and draw upon students' existing knowledge of genres and their constraints.

Research problem: This study provides insight into practitioners' reasons for choosing a particular language (English versus the local language) in the genre of job ads in countries where English is a foreign language (EFL countries). Scholarly publications and public discourse have suggested reasons for language choice, but these were not based on the perspectives of practitioners. Research questions: (1) What reasons do Dutch job ad writers give for using all-English, all-Dutch, or partly English ads and what genre factors inform these reasons? (2) To what extent do the reasons given by Dutch job ad makers for using all-English,P all-Dutch, or partly English ads complement reasons mentioned in publications on job ads? Literature review: Genre theory identifies three factors as important determinants of genre: contextual factors (such as characteristics of the organization and the sector in which the genre is produced), reader-writer factors (characteristics of the genre's target audience and author), and textual factors (the genre's content, structure, and wording). The reasons mentioned for the use of all-English job ads are that English is the organization's corporate language and that the organization is looking for English-speaking candidates. The reasons given for the use of job ads in the local language are that English is less clear than the local language and that English words are strange and exaggerated compared to equivalents in the local language. Among the reasons mentioned for the use of partly English job ads are that English words attract more attention than equivalents in the local language and that English job titles sound more modern and have more status than equivalent job titles in the local language. Methodology: In this qualitative study, we conducted 25 interviews with practitioners who designed job ads in the Netherlands, selected because they had recently placed an all-English, an all-Dutch, or a partly English job ad in a Dutch newspaper. They were asked an open-ended question about their reasons behind the language used in the job ad they placed. Interview data were labelled and categorized; subsequently, patterns were identified across categories. Results and conclusions: The interviews showed that all three types of genre factors-contextual, reader-writer, and textual-underlie practitioners' language choices. Practitioners mentioned the same types of factors that were mentioned in publications on job ads, but gave a greater variety of reasons for language choice. Of the reasons mentioned by the practitioners, the large majority were not given in publications. These findings underline the importance of obtaining text producers' perspectives and can be used to sensitize both novice and experienced professional Human Resources writers to the relevance of genre factors in language choice. A limitation of the present study is that the desired effects of language choice mentioned by the respondents were not verified with the target group of the job ads. Therefore, future research on language choice in workplace writing should test whether particular language choices in job ads actually achieve the recruitment effects Human Resource Manager professionals expect.

Research problem: Examines how Korean entrepreneurs in an entrepreneurship program revised their English-language slide decks for their competitive presentations (“pitches”) by reusing content from professional communication genres, including their own documents and feedback from potential stakeholders in their target markets. Research question: As entrepreneurs learn to pitch ideas to unfamiliar markets, how do they revise their slide decks by reusing content from other professional communication genres? Specifically, what strategies do they follow when reusing content? Literature review: The professional communication literature demonstrates that reuse tends to take place in documentation cycles where documents are set in interaction with each other and that reuse itself involves rhetorical choices. Yet such reuse strategies have not been examined in existing studies of entrepreneurial pitches in marketing and technology commercialization. Methodology: In an exploratory qualitative study, researchers textually analyzed 14 sets of five related document genres in the archives of an entrepreneurship program. These genres represented a full cycle of activity: application to the program, initial pitches, initial feedback from program personnel, detailed feedback from representative stakeholders in the target market, and revised pitches. Interviews and surveys of program personnel further contextualize the data. Results and conclusions: Entrepreneurs reused content from professional communication genres, including those that they had generated as well as those generated by market stakeholders. However, reuse went simply beyond accepting and copying feedback; as they learned to make their pitch arguments, these entrepreneurs had to weigh this feedback and engage with it critically. This reuse can be characterized as Accepting (repeating verbatim or in close paraphrase); Continuing (extending lines of argument); and Resisting (rebutting lines of argument). These findings suggest that entrepreneurs need all three strategies as they refine their pitches for their target markets.

Research problem: This study investigates the difference in perceptions within the family-owned businesses of messages received from family members and outsiders to assess the role that relational familiarity (the amount of prior experience two people share communicating with each other) plays in internal business communication in these settings. Previous research has shown that this relational familiarity-along with experience with the communicative medium, the message topic, and the business context-lead to channel expansion (the ability to reduce uncertainty from a message with limited communicative cues) for business communicators. But the impact of relational familiarity on communication competence and personal biases between family members-which could impact the ability of relational familiarity to achieve its intended goals-has yet to be fully explored. Research questions: (1) Does increased relational familiarity between communicators lead to increased perceptions of message effectiveness and appropriateness in lean media settings? (2) In family business settings where familial biases may be prevalent, is increased relational familiarity linked to perceptions of increased sender likeability and lowered message negativity? Literature review: Channel Expansion Theory, which proposes that communicators can overcome the limitations of a medium by using their personal experience, guides this study. Previous research found that with personal experience with the communicator sending the message, a message receiver can enhance the limited capacity of a medium to convey cues that aid in understanding the message. Four perceptual variables-message effectiveness, message appropriateness, message negativity, sender likeability-result in benefits accrued from channel expansion and relational familiarity, such as reduced uncertainty and equivocality about the message topic. Methodology: A quasiexperimental setting was designed to elicit messages from business co-workers using email. Message senders were instructed to describe the same business problem in order for the recipient to understand the problem and decide how to proceed. Eighty-three family business owners, managers, and employees received one message from a family member belonging to the same business and one message assigned at random from a nonfamily member working elsewhere (a stranger). The 83 message receivers were asked to complete instruments measuring their perceptions of the messages. Results and conclusions: Results suggested that the relational familiarity between communicators played a significant role in improving message effectiveness and message appropriateness. Sender likeability was also enhanced when family members correctly identified the source of the message. The findings suggest that family members can benefit from channel expansion, though not as many members as expected, and that complex problem and task descriptions were communicated using lean media (communication channels that inhibit sending messages infused with communicative cues) and are perceived as most effective when described by familiar others.

Research problem: Gauging the quality of product reviews through helpfulness votes is problematic for a variety of reasons. We examine potential characteristics of review quality that span review credibility, informativeness, and readability to contribute to better ways of assessing review quality. Research question: Do specific review characteristics improve reviewer users' perceptions of review quality? Literature review: Studies from information systems, electronic marketing and commerce, and technical and professional communication suggest that characteristics of reviews fall into three areas, each with specific characteristics of quality. Findings from these studies suggest the 11 characteristics of review quality within those three areas as potential contributors to review quality. The first area is credibility, a construct consisting (in part) of expertise; we tested these potential specific characteristics of credibility: an assertion of a relevant role, of use of a prior model, of other products in the brand, of a similar product, of having conducted research on the product, and of having tested the product. The second area is informativeness, which is a review's diagnosticity. We tested these potential specific characteristics: a general recommendation, a specific recommendation, a statement about the product's value, and a statement about the extent to which the product met expectations. The third area is readability, which is (in part) comfort of reading, and has this specific characteristic: the use of headings. Methodology: We conducted a quantitative study using a survey distributed though SurveyMonkey Audience, a service that samples from a pool of 30 million respondents. Using control and experimental versions of 11 product reviews, we gauged participants' perceptions of review quality on a five-point scale. We looked for significant differences in participants' perceptions of quality using Pearson's chi square. Results and conclusions: We received 829 responses to include in the analysis. We found the following significant at the p > 0.05 level: a statement about reviewer's prior experience with a similar product (credibility). We found the following significant at the p > 0.01 level: A statement about researching the product, for example, online research (credibility), a general recommendation about the product (informativeness), and formatting with headings (readability). We found the following significant at the p > 0.001 level: a statement about the extent to which the product met expectations (informativeness) and a specific recommendation about the product (informativeness). Using these results, companies can better locate quality reviews; reviewers can increase the quality and, therefore, salience of their reviews; and communication specialists can help reviewers write and revise reviews for improved quality. Future research on review quality could investigate other potential characteristics of credibility, informativeness, and readability.

This study explores the characteristics of authors who have published in technical communication journals between 2008 and 2012 to generate insights into who is actively contributing to scholarship in the field. These insights drive a broader discussion regarding programmatic implications and interdisciplinary approaches to research. Research questions: (1) Who is publishing in technical communication journals? In which departments are they housed and in which departments did they receive their Ph.D. training? (2) What relationship exists between an author's departments (current and Ph.D.) and the publication venues he or she chooses? (3) What relationship exists between an author's department (current and Ph.D.) and the type of research he or she produces? (4) What relationship exists between an author's department (current and Ph.D.) and collaboratively authored articles? Also, is there a relationship between doctoral training outside the US and collaboratively authored articles? (5) Among authors with Ph.D.'s in technical communication, is there a relationship between doctoral program and research output (collaboratively authored articles and research method)? Literature review: All disciplines, especially maturing disciplines, must examine and evaluate the research its scholars produce in order to identify trends that signal growth and areas that require additional growth. Previous research indicates that departments in which people trained and where they work influence the research profiles of individuals, and by extension, the field. This is particularly true in technical communication, whose research features a plurality of methods, a positive attribute of the field. However, an uneven distribution of research methods used in the field also presents potential areas for growth. Methodology: A data set of 674 authors who have published in the IEEE Transactions on Professional Communication (TPC), Technical Communication Quarterly, and Journal of Business and Technical Communication (JBTC), between 2008 and 2012 was coded for current department, Ph.D. department, department with a technical communication degree program, research method, and collaboratively authored articles. Data were analyzed using contingency table analysis and correspondence analysis. Results and discussion: Authors from English departments constitute nearly 30% of the sample; authors from information systems and technology departments and management, business, and economics departments made up more than 20% of the total sample. A little over 20% of the sample received a Ph.D. degree in technical communication. Authors from information systems and technology departments and management, business, and economics departments are highly associated with TPC. Authors from English departments and writing departments were associated with TCQ and JBTC. TC is associated with authors from education departments and human-centered design departments. Authors from information systems and technology departments and management, business, and economics departments were associated with surveys and experiments. Authors from English departments were associated with case study and mixed methods research. Non-US authors and ones from engineering, computer science, linguistics, information systems and technology, and management, business, and economics departments were all highly associated with collaboratively authored articles. These results provide insights into which disciplines are most influential and opportunities to consider the approaches and training of our diverse population of scholars in an effort to build a cohesive body of research. The results are limited by the time frame of the study, and future studies could examine a more extensive sample to examine shifts in authorship characteristics over time.

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 co-authors' 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 the primary entry in the Author Index.

Research problem: In recent years, many businesses have become involved in internationalized projects, yet understanding the dynamics of engineering communication in virtual dispersed teams is limited. Research questions: How do the factors mentioned in the literature function in an international engineering project? Are there factors that enhance or constrain the work in an engineering setting that are not mentioned in previous studies? Literature review: Existing knowledge on the contextual factors that affect virtual international professional communication is mainly built on the study of the communication practices of students or business professionals who are not engineers. Results of that literature have identified factors that enhance communication for dispersed virtual teams (which include cross-cultural training, using appropriate communication technology, face-to-face communication opportunities, respect for partners, regularly scheduled meetings, a common language, a common discipline, and cross-cultural understandings though popular media). There are factors that challenge communication for dispersed virtual teams (which include differing cultural assumptions, differing cultural communication styles, US Government export control regulations, proximity and time issues, and differing levels of perceived power and influence). Methodology: This study involved observing international engineer meetings in the US and the UK and interviewing 19 engineers leading an international design team. The participants worked for the same international company with about half from the US and half in Great Britain. Results and discussion: Many of the factors identified in general professional communication studies held true for this context. But some features were unique to an engineering environment that the literature had not previously mentioned, including iplanning for and working with intercultural dispersed virtual engineering teams and that people need to consider many complexities of culture that affect communication practices. Because this study observed one team in the context of only two cultures, future research may determine whether these factors are more widely found in other teams, workplaces, and cultures. Future research may also determine the relative levels of influence of the contextual factors on international dispersed virtual engineering teams. In addition, the study of engineers learning to communicate in international settings may be illuminating.

Research problem: The question: How Korean entrepreneurs in an entrepreneurship program revised their slide decks for their presentations (“pitches”) in response to professional communication genres representing feedback from potential stakeholders in their target markets is examined. Research questions: As entrepreneurs learn to pitch ideas to unfamiliar markets, how do they revise their slide decks for their pitches when interacting with other professional communication genres that represent the concerns of market stakeholders? Specifically, what changes do entrepreneurs make to the claims, evidence, and complexity of arguments in their pitches? Literature review: The professional communication literature demonstrates that the revision process tends to take place in documentation cycles where documents are set in interaction with each other. Yet such revision processes are not studied in detail in existing studies of entrepreneurial pitches in marketing and technology commercialization. Methodology: In this exploratory qualitative study, researchers textually analyzed 14 sets of five related document genres in the archives of an entrepreneurship program. These genres represented a full cycle of activity: application to the program, initial pitches, initial feedback from program personnel, detailed feedback from representative stakeholders in the target market, and revised pitches. Interviews and surveys of program personnel further contextualize the data. Results and conclusions: Entrepreneurs revised their claims and evidence based on their dialogue with their target market. Some of the entrepreneurs altered their slides to make more complex arguments rebutting stakeholders' concerns. These findings suggest that entrepreneurs engage in dialogue with their target markets, but their engagement tends to be guided by tacit, situated experience rather than through an explicit, systematized approach.

be written as one paragraph, and should not contain displayed mathematical equations or tabular material. The abstract should include three or four different keywords or phrases, as this will help readers to find it. It is important to avoid over-repetition of such phrases as this can result in a page being rejected by search engines. Ensure that your abstract reads well and is grammatically correct.

"Higher Education in the Digital Age" (edited by William G. Bowen) is divided into two sections. The first section includes adaptations of Bowen's presentations at The Tanner Lectures at Stanford University in 2012. The second section includes discussion responses from respected colleagues, and Bowen's response to the same. This unique structure enables the reader to be involved as an insider to this debate - a witness not only to the author's assertions but also to the lively discourse that ensues in response. The reviewer feels this book is provocative in addressing pressing issues that can no longer be ignored. Bowen's assertion that the time at hand to begin a transformation is supported by research, and the data support the dire need for a resolution to the student debt crisis and productivity problem in higher education. The gaps in the research he presents, particularly involving MOOCs, invite technical researchers to take advantage of this timely opportunity, not only to continue the conversation but to seek solutions to the viability he proposes. Bowen,s concern that public opinion of higher education matters and his insistence that institutions and educators must come together to lead the change while they can is an important call to action for IEEE Transactions on Professional Communication readers in particular.

be written as one paragraph, and should not contain displayed mathematical equations or tabular material. The abstract should include three or four different keywords or phrases, as this will help readers to find it. It is important to avoid over-repetition of such phrases as this can result in a page being rejected by search engines. Ensure that your abstract reads well and is grammatically correct.

be written as one paragraph, and should not contain displayed mathematical equations or tabular material. The abstract should include three or four different keywords or phrases, as this will help readers to find it. It is important to avoid over-repetition of such phrases as this can result in a page being rejected by search engines. Ensure that your abstract reads well and is grammatically correct.

This study explores a comprehensive sample of experimental and quasi-experimental research within five leading technical communication journals over a 20-year period. Exploratory studies can overview how a method has evolved within a field, highlighting how it has advanced understanding of communication and identifying areas for further inquiry. Research questions: (1) How has experimental research in technical communication journals developed over the 20-year period? Specifically, how much is being published, which journals publish experiments, what topics are being explored, and what fields are informing this research? (2) What content characterizes experimental research in technical communication? Specifically, how explicit are the research questions/hypotheses, are the results of pilot studies reported, what are the sample sizes and populations used, and what measures do researchers use? (3) Who publishes experimental research in technical communication? Specifically, which authors and affiliates are most associated with experimental research, and how does the sample's gender and authorship distribution compare to existing research? Literature review: We first address how scholars have assessed research in technical communication and how these findings implicate experimental research. We then review features of other exploratory studies that inform this study's design. Methodology: We conducted a quantitative and qualitative analysis of 137 experiments, a comprehensive sample identified from a corpus of 2,118 refereed papers published from 1992 to 2011. We coded 14 variables related to the causal relationships that the experiments addressed and who produced the research. We subjected the data to multiple statistical measures, including contingency table analysis and correspondence analysis. Results and conclusions: Over the 20 years, the journals published experimental research at a consistent rate. This could indicate that these methods have a stable presence in the field, or a discouraging sign that output is not on the rise despite calls from leading scholars. IEEE Transactions on Professional Communication (TPC) emerged as a strong producer of experiments, publishing 45% of the sample. TPC was also associated with most recent experiments, assuming this role from Journal of Technical Writing and Communication, which was associated with early experiments. In addition, TPC, Journal of Business and Technical Communication, and Technical Communication correlated with experiments on collaboration, pedagogy, and intercultural communication, respectively. The results also revealed that recent experiments reported significantly more explicit research question/hypotheses and pilot studies, an encouraging sign for the quality of future experiments. Finally, Spyridakis published the most experiments over the past 20 years, and researchers at the University of Washington and the University of Twente were the top affiliates associated with output. The configuration of both of these institutions' programs, which seem to align with a traditional science model, might suggest how the evolution of technical communication programs impacts the type of research that its affiliates produce. Our results are limited by the small, though comprehensive, sample and the exploratory natures of measures like correspondence analysis. Future research could use the proposed framework to investigate the evolution of other research methods in technical communication, strengthening our body of knowledge.

Research problem: Indirect communication is prevalent in business communication practices. For information systems (IS) projects that require professionals from multiple disciplines to work together, the use of indirect communication may hinder successful design, implementation, and maintenance of these systems. Drawing on the Speech Act Theory (SAT), this study investigates how direct and indirect speech acts may influence language comprehension in the setting of communication problems inherent in IS projects. Research questions: (1) Do participating subjects, who are IS professionals, differ in their comprehension of indirect and direct speech acts? (2) Do participants display different attention processes in their comprehension of indirect and direct speech acts? (3) Do participants' attention processes influence their comprehension of indirect and direct speech acts? Literature review: We review two relevant areas of theory-polite speech acts in professional communication and SAT. First, a broad review that focuses on literature related to the use of polite speech acts in the workplace and in information system (IS) projects suggests the importance of investigating speech acts by professionals. In addition, the SAT provides the theoretical framework guiding this study and the development of hypotheses. Methodology: The current study uses a quantitative approach. A between-groups experiment design was employed to test how direct and indirect speech acts influence the language comprehension of participants. Forty-three IS professionals participated in the experiment. In addition, through the use of eye-tracking technology, this study captured the attention process and analyzed the relationship between attention and comprehension. Results and discussion: The results show that the directness of speech acts significantly influences participants' attention process, which, in turn, significantly affects their comprehension. In addition, the findings indicate that indirect speech acts, if employed by IS professionals to communicate with others, may easily be distorted or misunderstood. Professionals and managers of organizations should be aware that effective communication in interdisciplinary projects, such as IS development, is not easy, and that reliance on polite or indirect communication may inhibit the generation of valid information.

Research problem: Although much research exists on virtual worlds, very few studies focus on professional virtual worlds used for working in a global setting. Research questions: (1) How do global managers currently use and experience professional virtual worlds (Virtual Worlds) as a communication media for global work? and (2) How do these Virtual Worlds support global and professional communication in a geographically distributed context? Literature review: We reviewed Virtual World literature in the area of social sciences, education, and games. Little research has been conducted on Virtual Worlds for workgroups. But those studies support the assumption that Virtual Worlds are suitable for global distributed work as a collaboration and communication medium. Methodology: With an explorative and qualitative interview research approach, we conducted 47 semi-structured interviews with virtual world vendors, researchers, and managers using virtual worlds in their work. Data were analyzed based on Grounded Theory Analysis methods. Results and conclusions: The results show four different use cases applied for professional Virtual Worlds: small team meetings, trainings, community building, and conferences. Furthermore, our findings confirm Virtual World literature that states that the professional Virtual World as a communication and collaboration tool supports geographically distributed work as well as visualization and learning in a global context.

Research problem: This corpus comparison study examines the occurrences of <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> as used in British and New Zealand engineering lectures in order to discover its frequency and functions and to consider its role in professional communication. Research questions: Is <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> as frequent in the academic genre of university lectures as in other genres of spoken English? (1) Does <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> have the same functions in British and New Zealand engineering lectures as found in a previous study at an American university? (2) Does a better understanding of the different ways that <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> is used in lectures have pedagogical implications for professional communication, especially for English as an additional language learners? Literature review: Previous studies show <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> mainly functions as a ‘”minimizer’” (merely, only, simply) in university lectures in America, and functions the same in British and New Zealand university lectures on engineering. <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog Just}$</tex></formula> also functions as part of a metadiscursive frame (let me <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> explain), and stance (the speaker's attitude toward the content communicated: don't <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> copy down what I've done). In response, English as an additional language learners can learn to recognize and distinguish the different functions of <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> and use them appropriately. Methodology: The researcher used a corpus linguistics methodology to determine the frequency of <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> and a discourse analysis method to see if the functions of <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> identified in a previous study of the Michigan Corpus of Academic Spoken English applied to the corpus of British and New Zealand engineering lectures. These lectures are all part of the Engineering Lecture Corpus, which was started at Coventry University and includes AUT University in New Zealand. Results and discussion: The frequency of <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> in British and New Zealand engineering lectures was high: it occurred in the top 50 words in the wordlists of both sets of lectures. <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog Just}$</tex></formula> was used in British and New Zealand engineering lectures the same way as in the American university, functioning mostly as a “minimizer,” often to reduce the imposition of what was being said or asked. It occurred much more frequently in the British engineering lectures than the New Zealand ones, often in short stretches of discourse. Its “locative” meaning, used when indicating a precise location, occurred more often in the New Zealand Electrical Engineering lectures and in the British Civil Engineering lectures. A study of the different ways that <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> functions, and the frequency with which it is used in spoken academic English should lead to a better understanding of its function in professional communication. The limitation of the study was the sample size, and the fact that it was an opportunistic sample taken from a limited number of lecturers in a limited number of universities. While adopting the functions used in the American study was a limitation, the additional category of <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> used in multiword units was uncovered. Limitations of the unavailablilty of recordings to determine pronunciation differences was also noted, with examples provided to show possible misunderstandings. Future research would examine an expanded data sample, providing better representation of the language of lectures in the UK and New Zealand within and outside the subdisciplines of engineering, and investigating the ways that the pronunciation of <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> affects its meaning. Other spoken academic and general corpora, such as the British Academic Spoken English corpus and the spoken components of the British National Corpus and the Corpus of Contemporary American English could be studied for comparison purposes of the frequency and functions of <formula formulatype="inline" xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"><tex Notation="TeX">$\,\font \frog = w52tim\hbox{\frog just}$</tex></formula> .

The sixth edition of this book provides a valuable guide applicable to businesses small, medium, and large. The book contains 24 content-rich chapters, four appendices of additional resources and tools, a handy list of acronyms and abbreviations, an extensive bibliography for further reading, and a detailed index, as well as a compact disc (CD) full of usable forms and documents described in great depth in the book. Internalization and application of the tools and practices presented in this book should help any US business write successful proposals that win a variety of types of contracts both domestically and internationally. Overall, this book is an exceptional resource for companies of all sizes-not just small ones-looking to create successful proposals. One notable problem with the text is its incredible length. This book is a total of 716 pages of single-spaced text that would take approximately a week of five hours of reading per day for an employee to finish (figuring two minutes per page, plus time to peruse the CD), and it is unlikely the average employee or manager has that kind of time to spare. Another issue is that it does not provide any information for a foreign business looking to do business with the US. Though the general business advice and proposal writing strategies contained therein seem as if they would be equally applicable to an internationally-based company, a separate chapter or at least a section in Chapter 22 on such concerns would make the book more universally appealing and could enable greater international sales of it. Aside from those concerns, however, this book is a highly valuable tool crafted by an experienced professional.

The author of this book provides a successful rhetorical analysis of Lysenkoist discourse by examining two speeches given by T.D. Lysenko in 1936 and 1948. Stanchevici (who is from Moldova, which was once a part of the Soviet Union) uses his background and education in professional writing and rhetoric to add unique insights to this analysis. The book begins with an introduction to Lysenkoist science, categorizing its rhetoric as political propaganda that sustained itself by its opposition to Mendelian genetics. The author provides a thorough background on Lysenkoist themes. These themes include: the orrespondence of Lysenkoism and classical genetics to Marxist-Leninist dialectical materialism, the fitting of Lysenkoism and genetics into the dominant ideology of Stalinist Russia. The author achieves his overall purpose in showing how Lysenko's manipulative rhetoric was able to prevail over Mendelian genetics for a time. Stalinist Genetics provides readers with a thorough analysis and background in order to understand the controversy surrounding Lysenkoism. In a time where politics are intertwined with many aspects of our lives, this book reminds scientists and rhetoricians of the danger of manipulative rhetoric and the negative influences that can result when combining politics and science. REFERENCES [1] Z. Medvedev, The Rise and Fall of T. D. Lysenko. New York: Columbia Univ. Press, 1969, Trans. by I.M. Werner