Technology is commonly described in magical terms, not only in advertising but also in journalism and technical communication. This article provides some background on the use of magical language in technical contexts, gives examples of magical discourse in technology advertisements and newsmagazine articles, and proposes a technical communication pedagogy of media analysis. The proposed pedagogy involves students in conducting diagnostic critiques of media texts and affords them the opportunity to examine critically their own unwitting use of magical language in technical discourse.

Research on citations has generally examined citations as part of a system of rewards or as a rhetorical tool for strengthening arguments. This study examines the role of citations both as reward and as rhetoric. The reward system was examined by tracing over time the citation patterns of 13 research articles by two groups of scientists in chaos theory. The rhetorical practices were examined by determining how these articles were cited, by reviewing 609 citations of the 13 research articles. The analysis revealed that scientists consistently used five rhetorical practices: (1) using citations in the introduction, (2) using authors' names in the citation, (3) using the citation in a statement that asserts a high level of certainty, (4) using citations to create a research space, and (5) combining the use of the authors' names with placement in the introduction. These features indicated the articles' centrality in scientific discourse.

Instruction in the technical and scientific disciplines often provides students with the technical skills necessary to succeed in industry. However, these disciplines also focus on socializing students into professional identities. This study examines one exemplar discipline, mechanical engineering, to see how classroom discourse and practice construct professional identities for students (as future engineers) and their customers. Results suggest that although students' conceptions of the customer provided glimpses of professional identity, design processes in these classrooms were ultimately driven and shaped by academic communicative practices, audiences, and goals. Given this, instructional interventions are provided to integrate professionalization processes within classrooms where situated learning is apparent.

Drawing on an extended ethnographic study of the textual practices of economists at the Bank of Canada, this article looks at narrative construction as a communal process of corporate knowledge making. Employing theories of narrative, genre, and distributed cognition as a conceptual frame, the article traces three stages in the development of a narrative known in the bank as the monetary-policy story. Evolving across a number of written genres, this symbolic representation functions as an important site of intersubjectivity among the institution's economists. In its final form, the narrative serves the bank's executives as a shared cognitive and rhetorical resource for making decisions about monetary policy and communicating these decisions to the Canadian public. This account of knowledge making at the Bank of Canada may be useful as a heuristic for researchers studying the dynamics of discourse in other professional settings.

Despite the prevailing assumption that narrative and scientific discourse are incompatible genres, in this article the authors show that scientific texts typically follow a narrative pattern. This simple observation that narrative and scientific texts are similar is not all that surprising when we recognize that scientific discourse, like all narratives, describes what happened and what it meant. Indeed, scientific texts are almost always accounts of scientists' experiences in reality. After developing a vocabulary of narrative, the authors analyze the works of Newton and Einstein, using narrative analysis to illuminate scientific texts as stories.

Although many excellent histories of photography and its invention exist, few focus on the rhetoric employed in debates over scientific priority and the romantic construct of nature as the active agent in photographic processes. This article surveys the range and complexity of rhetorical claims made for the first practical photographic process, daguerreotypy. It presents a rereading of the standard and romanticized history of the invention, defines the daguerreotype as a made object and cultural artifact with its own supratextual rhetoric, and presents examples from the discourse of 1839-1860 that show how daguerreotypes were argued to be simultaneously equal to, superior to, and inferior to natural human perceptions and representations.

Management is a symbolic activity that depends to a great extent on a manager's control of language resources. However, relatively little is known about the linguistic and pragmatic features of managers' spoken discourse in a range of speech events common in organisations (e.g., meetings, negotiations, presentations, and so on). Drawing on a corpus of authentic business meetings videotaped at a large airline in Hong Kong, this article investigates a number of aspects of the managerial discourse that occurs in business meetings (chair-talk). Three specific aspects of “chair-talk” are considered: the proportion of chair-talk that occurs in business meetings, the patterns of speech acts that commonly occur in chair-talk, and the ways in which chairs convey command-oriented directive speech acts. These findings are then discussed within the context of such issues as hierarchical power structure in organisations, the function of different meeting types, the role of directness and indirectness in personal relationships, and linguistic tolerance in intercultural encounters.

This article presents the results of a stylistic analysis of 200 samples of electronic mail memorandums gathered from four organizations. Through systematic counting of textual features such as sentence and paragraph length, grammatical types of sentences, sentence openers, and diction, the study examines patterns of rhetorical choice common to electronic mail. In this sample, writers combined elements of formal and informal discourse but preferred simple coordinate sentence patterns, brief paragraphs, and active verbs. Additionally, the serial structuring of message content and reluctance to coordinate and subordinate ideas into appropriate rhetorical patterns indicate a general inattentiveness to providing logical frameworks for readers.

This article reviews recent studies of legal discourse and nonacademic writing and presents the results of a historical case study of an environmental public policy. The author examined the rhetoric of public sector communication to show how an Indiana water quality standards administrative law was socially constructed as it was written collaboratively in two cycles by members of a text-centered legal discourse community. Key findings describe a dynamic discourse community with changing writing roles among government employees, lay members of the audience, and water pollution control board members. The social and political context surrounding this collaborative effort delayed formal adoption of the water quality standards in the public sector. Controversial provisions of the law stimulated social and political actions, including legislation, and in the process delayed rulemaking.

In the study of law, postmodernism's interpretive turn has given rise to a wealth of scholarship analyzing the relationship of law's rhetoric to its social, cultural, and political contexts. This shift has influenced some teaching of “substantive” law school courses. At the university level, the interpretive turn has prompted composition scholars to reconsider how the teaching of writing is implicated, but no similar shift has occurred in legal writing pedagogy. Instead, those teaching legal writing largely teach as they were taught, emphasizing the use of rhetoric as a tool for successful lawyering. Legal writing professors must move beyond this narrow conception of rhetoric to help students become adept at the discourse of the legal community and capable of critically evaluating it.

In addition to reflecting the social and power relationships between the writer and the reader as well as the degree of imposition, politeness strategies in administrative writing also reflect the values of the organization. Operating in the egalitarian climate perpetuated in a university setting, administrators obscured their legitimate power when they wrote nonroutine memos to faculty. Hiding and de-emphasizing their empowerment by using indirectness, tentativeness, indebtedness, and personalization, academic administrators achieved a high level of politeness. This intensified politeness contrasts with the moderated politeness used in a corporation that openly accepts hierarchy and promotes efficiency. This study, therefore, offers a context-based approach to analyzing administrative writing, an approach that can be used to uncover discourse strategies in other organizational sites.

Scholars in professional communication have called for a reexamination of pedagogy, asking that it instruct students not simply in the forms of workplace discourse but also in the connections between that discourse and socially responsible communicative action. This article posits that narrative can provide a basis for a pedagogy of social action—for a pedagogy, that is, that enables students to understand the workings of power and cultural reproduction in professional settings and that fosters reflection, critique, and dialogue. The article first reviews narrative theory supporting this claim, then discusses ways that teachers can use narrative to help students critique examples of professional discourse and their own composing choices. The article closes by discussing both the concerns about and the possibilities for such a pedagogy.

When a vehicle maintenance unit of a public transit agency underwent extensive demographic diversification of its work force, original workers escalated the symbolic actions and language patterns traditionally used to establish and maintain hierarchy in that workplace. Taken literally and seen as malicious by new workers, the shoptalk and horseplay became vehicles for internal power struggles that led the organization toward dysfunction and even violence. Management responded by stepping up structural control and punishment. The managers failed to acknowledge and provide for the need of newly diverse discourse communities in this workplace to negotiate a new order in which sufficient shared meaning and agreed-upon language and behaviors could be constructed.

Despite the fact that letters and memos are the most prevalent forms of written discourse in the business community, there has been little theoretical study of professional correspondence as a distinct rhetorical genre. A theory of correspondence as a form of dialogue can, however, be constructed with the help of two very different scholars, Erasmus and Bakhtin. Erasmus, the Renaissance humanist, offers a pragmatic guide to the practice of dialogue in correspondence, and Bakhtin, the twentieth-century Russian philosopher of language, provides theoretical concepts that define the nature of dialogical communication. The present article combines the ideas of both scholars into a unified theory of business correspondence and then presents both a set of guidelines and a model for the practice of dialogical correspondence.

Although the research has clearly established that reading comprehension improves when the writer forecasts the discussion in an introductory or transitional passage, technical writing textbooks offer little guidance on how to construct effective forecasts. The most common pattern, in which the items to be discussed are listed, is boring and can leave unanswered some critical questions that can prevent the reader from paying full attention. This article describes techniques, based on four of the journalistic prompts (what, where, why, and how), that can help writers create contexts for their readers, thereby improving readers' comprehension and enlisting them in the creation of the discourse.

Business and technical communication have conventionally been separated in academe—a separation that formalist rhetorical theory has supported. Epistemic rhetorical theory, however, suggests that this separation does not reflect the profession's current understanding of workplace discourse. This article demonstrates that the labels business and technical communication are not helpful in understanding two workplace documents: a memorandum and a report. The article then explores the increased explanatory power in two epistemic theoretical approaches, social construction and paralogic hermeneutics, after which the article discusses the radical implications of these approaches for a curricular dialogue concerning workplace writing. Finally, the article describes interests inside and outside academe that preserve the status quo and thus mitigate against curricular change, positing that such change would be difficult, but not impossible, to achieve.

This article analyzes postaccident investigation reports from a feminist perspective to show (a) how the conventions of public discourse privilege the rational (male) objective voice and silence human suffering, (b) how the notion of expertise excludes women's experiential knowledge, (c) how the conventions of public discourse sanction the exclusion of alternative voices and thus perpetuate salient and silent power structures, and (d) how interpretation strategies that fail to consider unstated assumptions about gender, power, authority, and expertise seriously compromise the health, safety, and lives of miners—and in a broader sense—all of those who are dependent on technology for their personal safety.

The authors explore the parallels to be found by comparing descriptions of the technical communicator with differing views of the communication process—the transmission, translation, and articulation views of communication. In each of these views, the place of the technical communicator and of technical discourse shifts with respect to the production of meaning and relations of power. The authors argue from the standpoint of the articulation view for a new conception of the technical communicator as author and of technical communication as a discourse that produces an author.

Technical-professional communication as praxis, or social action, is extended beyond skill or amoral art into the realm of phronesis, concerned with reasoning about ends rather than means. However, praxis and phronesis are sociologically constructed and, like social-epistemic rhetoric, ideologically defined in the political context by the ethic of expediency enabling deliberative rhetoric. Hitler's use of propaganda to construct praxis and define phronesis in Nazi Germany is examined in terms of the rational but open-ended nature of Aristotle's political-ethical thought, and the implications for our understanding of Aristotelian praxis is discussed. Finally, the failure of professional discourse surrounding the siting of a low-level nuclear waste facility to create a persuasive reality and yet ideologically construct praxis is examined, raising questions concerning the possibility of a deliberative technical rhetoric in U.S. democracy.

Mohan Limaye presents two important concerns in his insightful response to my article [“Categorizing Professional Discourse: Engineering, Administrative, and Technical/Professional Writing,” Journal of Business and Technical Communication 6:1 (January 1992), pp. 5–37]. I wish to comment on these points and also to submit a correction to the text of the article.

As in the fields of composition and technical writing, the emphasis on hierarchical organization of texts in business writing has led to a devaluation of narrative, perhaps because the kind of knowledge that narrative creates has been insufficiently understood. By elucidating the special properties of narrative as a mode of discourse and as a cognitive instrument, this article argues for the potential power of narrative in many common business writing situations.

This study provides descriptive analysis of a 20-hour training program to prepare peer tutors to work in a writing lab. The subjects included 20 first-year MBA students who demonstrated proficiency in writing and interpersonal skills. Nine students chose to participate. The analysis includes conversations, actions, and reflections of peer tutors during the training period. The process involved instructors with peer-tutor training experience, a selection procedure that incorporated a student-centered philosophy, several general meetings to orient and deal with concerns about tutoring, and a number of simulated sessions that moved the tutors from sentence- to discourse-level concerns.

Rhetorical categories can and should be developed by scholars of professional writing to identify how values held within professions constrain the ways discourse is interpreted in organizational settings. Empirical research (conducted by the author and others), discourse theory, and pedagogical practice in professional writing strongly suggest that at least three categories of professional writing exist: engineering, administrative, and technical/professional writing. The author demonstrates this claim and distinguishes the characteristics of these three categories. Engineering writing is shown to respond to professional values of scientific objectivity and professional judgment as well as to corporate interests. Administrative writing reflects the locus of decision-making authority and promotes institutional identity. Technical/professional writing aims to accommodate audience needs through complying with professional readability standards. Future research should focus on defining the characteristics of these varieties more precisely. Articulated definitions of these three varieties of professional writing can help scholars and practitioners better understand how discourse is framed and interpreted in organizational settings.

To help students enter a professional discourse community, teachers must assess how accurately they both understand the community's discourse practices. Our research investigated how job recruiters seeking to fill positions in mechanical engineering or marketing were influenced by the quality of writing in student résumés. The résumés varied in elaboration, sentence style, mechanics, and amount of relevant work experience. The recruiters rated the résumés to indicate their willingness to interview the students. We found that recruiters in the two fields—engineering and marketing—valued quite different writing features. When we subsequently asked students in business writing and technical writing classes to rate the same résumés, we found that they underestimated the importance of various writing features. Generally, however, students' ratings resembled those of the recruiters in their respective disciplines. This study documents how students can improve their résumés and provides insight into the variations of discourse practices in professional disciplines.

If science is conducted within a scientific culture, then the classical concept of epideictic rhetoric should be applicable to internal scientific discourse. A theory of epideictic rhetoric as the “rhetoric of orthodoxies” is presented, along with its five rhetorical functions: education, legitimation, demonstration, celebration, and criticism. Suggestions as to how these concepts might be applied to internal scientific discourse are given, with special attention given to studies of science already completed by philosophers, sociologists, and rhetoricians.

This research report examines the roles of convention, conflict, and conversation in the formation of audience constructs. One group of construction engineers and another group of design architects and engineers, both working in a bureaucratic setting, relied on disciplinary and institutional conventions while constructing, addressing, and invoking audiences. Incongruities among contextual conventions restricting audience analysis resulted in inappropriate textual features and necessitated conversation during corporate training. This conversation focused on redefining problems of audience analysis and accommodation. The problem solving associated with analyzing situational audiences during the composing process was possible only when writers understood the problem-posing conventions of their discourse communities.

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.

What is the role of interaction, or, more generally, orality, in multiple-audience analysis and adaptation? How does orality relate to literacy in the evolution of corporate documents? A qualitative study of how seven engineers in two divi sions of a large corporation wrote for multiple audiences revealed that, in the more rhetorically successful cases observed, interaction was the central means of analyzing and adapting discourse to multiple audiences, fulfilling rhetorical and social goals, and building and sustaining a corporate culture; and orality was more potent than literacy in the engineers'composing behavior and the au diences' acceptance of the engineers' ideas and documents.