Despite intense research efforts by both advertising and communication researchers, there is no definitive answer to the question of what makes a print advertisement successful. Yet, common wisdom contends that lexicon, syntax, and text layout have much to do with how readers perceive advertisements. This study, an extension and refinement of two of our previous studies, tests this assertion by assessing reader reactions to a broad range of lexical, syntactical, and text layout conditions, both in isolation and interactively. Our results suggest that in affecting readers' perceptions, the role of each of these elements independently is not quite as critical as perhaps assumed. Nonetheless, this research does suggest that certain perceptions are significantly affected by specific lexical, syntactical, and layout combinations, which indicates that creating effective advertisement text requires tailoring the copy to the target audience and thinking of the text as a synergy of both language and text layout elements.

This article presents an overview of research and unanswered questions related to gender issues in technical communication. Specific issues affecting our profession, our research, and our pedagogical philosophies and assignments are presented. The article addresses the consequences of the feminization of technical communication, the avenues for research on gender differences in communication—specifically those differences that affect technical communicators—and the means for encouraging a more gender-balanced view of business and industry within our technical communication classrooms by giving students a chance to practice writing about gender-related issues.

Business communicators today risk legal liability as courts are increasingly holding writers and their employing organizations responsible for reasonable—although often unintended—interpretations of their routine writing. Research and pedagogy have not kept abreast of this change. Rhetorical theory, particularly a social perspective, provides a useful foundation for understanding judicial resolution of claims arising out of writing; however, theory must also account for factors not encompassed within extended audience analysis. Current texts offer general descriptions of the laws most likely to affect business writers; in addition, writing pedagogy must provide specific strategies for avoiding liability-prone prose.

This article describes an audience analysis exercise that offers a striking series of examples of how one business communication textbook has been adapted over the years by its authors to accommodate these authors' changing perceptions of their audience. The exercise also attempts to make students aware of their own involvement in various discourse communities by means of a letter-writing activity and subsequent classroom discussion. Additionally, this article argues for the need to help students become aware of how the values and presuppositions of discourse communities affect communications within those communities.

Gender-studies scholars describe the ways relationships within the family in fluence the gender identity of males and females, while composition special ists study the social nature of writing. In the areas of self-disclosure, control, trust, perceptions ofgroup and ofconflict, congruence, and reward, these gen der roles affect the abilities of men and women to collaborate successfully and determine their responses to interpersonal conflict. Through classroom activi ties and journal keeping, students can learn the limits ofgender roles and have access to a full range of collaborative strategies.