The demand for help and hypertext systems has created a problem for many documentation departments, particularly those in smaller companies inexperienced in creating these forms of online documentation. The scarcity of existing literature compounds this problem. Literature that specifically addresses how to create such systems with limited resources and considerable time constraints would ease the burden faced by these companies. This article gives writers in small companies with limited resources some suggestions for undertaking a hypertext project. The writer views help text as a simple form of hypertext, and, as such, frequently refers to both simply as “hypertext.” This article is not concerned with describing in detail the various design features of hypertext.

During the creation and review process of software engineering specifications, developers seek to anticipate the design and development of a product before work on the product begins. Labor developers expend during early planning stages tends to substantially reduce rework during late stages. The people who write specifications can tremendously aid the development process if they employ basic iteration and prototyping techniques as they guide the document creation process. Software configuration management (SCM) practices provide ready models for iteration and prototyping. One model depicts a six-stage process in which developers see the product evolve from a scratch to a release condition. Use of such models will assist writers to guide document creation processes and will bring the documentation process itself into line with other software development management techniques.

Complex noun phrases, although key elements in technical writing for linguistically mature readers, also present major comprehension difficulties for others. This article establishes many important ways of paraphrasing complex noun phrases into simpler structures, and identifies the differences in meaning, style, is tone, and emphasis created by the paraphrases. Whereas many complex noun phrases at the start of the sentence can be easily paraphrased, those at the end of the sentence or embedded within the sentence present greater challenges. Similarly restrictive post-modifiers are easier to paraphrase than those that define. The principles are applied to a short legal text.

Not along ago, I received a call from a colleague who teaches technical writing, among other things, in the department and university which gave our field John Mitchell, one of the founders of the Society for Technical Communication and an early definer of our field. My colleague wanted to know how my former department would value, in terms of tenure and promotion, a book on Boston Harbor nautical matters. His department did not value it at all, and unfortunately, neither would have mine. It is this experience, which is too often common to technical communication scholars, that prompts the question in this article's title.

Paul Feyerabend elucidated the role of prior adherence to scientific theory in shaping subsequent perceptions of data. Thus one's theory choice shapes data, rather than data shaping theory, as is traditionally held. Feyerabend's philosophy also downplays the role of raw data, emphasizing instead debate among competing theories. This iconoclastic philosophy yields important new insights into the Challenger disaster, insights consonant with yet distinct from those of social constructionism. We learn from it the salience of meaning rather than raw data; the powerful role of prior conceptualizations in shaping the data of experience; and the surprising need for debate and pluralism for the wholesome pursuit of science and technology.

Technical or business communications courses need to be interculturalized to prepare students for effective productivity and humanity in the new global workplace. This article defines and exemplifies problems of ethnocentrism, language barriers, and cultural differences. To assist informed educators in preparing new pedagogies for meeting these challenges, strategies include out-of-class and in-class sensitizing activities, and lectures to expand knowledge of basic cultural traditions, such as those of the East and the West. Traditional assignments including letters, resumes, memos, research feasibility projects, oral reports, and visual aid usage are shown to be easily modified for an intercultural audience or with intercultural content. Resources include up-to-date intercultural books, journals, videos, newsletters, training programs, and databases. The scale of interculturalizing depends on the creativity of the educator, and the partnership within the institution and with business.

Computers and technology now enable the writer of a form letter to insert significant personal information about the individual recipient, the purpose of which is to induce compliance with the sender's purposes. This article is based on a project in producing medical advice letters tailored to individuals. Our evaluations, like other preliminary studies, suggest that individualizing such letters does improve compliance over the conventional (impersonal) form letter. In considering the inner logic of the individualized letter, different methods of forming personalized letters are presented: adding text, subtracting text, and rearranging text. It is shown how the requisite information can be represented by a questionnaire, a diagram, and the printed letter itself. These three components are logically connected so that the user can make various choices and letters can be quickly formulated. Finally, advice is offered to technical writers embarking on the development of an individualized form letter, with some general reflections about the future of this innovation.

This study investigated the need to include computer screens in documentation for software using a graphical user interface. Minimal manual principles emphasize the need to reduce verbiage. However, some suggest that depiction of screens in documentation can help the user coordinate documentation with computer screen displays. Documentation including button, icon, and screen information was varied with software designed for file transfers. College students used one of the three manuals designed along minimal manual principles. Students who used a manual with screens were significantly slower in transferring files and found it less helpful than students using either a manual with button and icon information or one with textual information only. Therefore, documentation for graphical user interfaces should include few, if any, screens. However, there appears to be a benefit for including icon and button information in the documentation.

This article reports the results of an empirical investigation of the preferences of personnel managers in Fortune 500 firms concerning the value of references on resumes. The study was conducted by a group of students and 228 of the 500 managers responded. The findings show that applicants should not include references in their resumes but should indicate that they are prepared to provide references upon request. The findings also show that references are of great importance in obtaining interviews and positions.

Cues to text structure have been proposed to operate a number of different levels and it has been suggested that lower-level factors (e.g., word decoding) are more critical to reader performance than are higher-level factors (e.g., paragraph and text structure). The current study involved presenting texts in their base form and with cues to coherence at two levels—at the word and paragraph level—removed. These manipulations were performed on technical texts at two levels of familiarity and were presented to technical readers. Tests of recall, recognition, and problem-solving revealed that while removal of cues to local coherence did produce reliable decrements in reader performance, more dramatic effects occurred when both types of cues were removed. Results are discussed in terms of their relevance to questions of information design.

This article analyzes Herbert C. Hoover's translation of the De Re Metallica (1956) in the context of the 1922 Mine Strikes. The De Re Metallica combines practical instruction in mining techniques with a philosophical justification of the practice of mining. In Book I of the De Re Metallica, Agricola consciously constructs a rationalized science of metallurgy and mineralogy to enable expert miners to profit in a risky enterprise. Analysis of the text thus reveals that Hoover's interest in Agricola's “intellectual achievements” may have been more than technical. The economical and political assumptions that drive Agricola's arguments—justification of mining as a profit-making enterprise, his notions that accidents occur because workers are careless, and his rhetorical use of the notion of scientific expertise—framed many of the early twentieth century debates between mine operators and union organizers. In revisioning Agricola's arguments in the context of Hoover's own Principles of Mining and his statements in the 1922 Mine Crisis, this article demonstrates how technical documents reflect the political ideologies of their writers and how political arguments presented as purely technical debates shape the uses and construction of future technologies.

Because they may interpret writing too narrowly as a means of displaying data, rather than as communication, some technical professionals produce documents exhibiting particular writing faults. For example, they may not write with a full consciousness of words' meanings in context, or they may fail to assess readers' knowledge levels accurately. Additionally, they may write too sequentially, forget to include clear references, or fail to use vivid language in their reports. Although all these errors derive from shared underlying attitudes towards language, the first evidence a reader is likely to encounter that something has gone wrong in a document is a misuse of such little words as “the,” “this,” “with,” “is,” “have,” and “then.”

Today many students learn how to use desktop programs such as PageMaker and Ventura in technical communication courses; however, few of those students are also learning the principles of graphic design underlying the production of mechanicals. The ability to use a desktop publishing program does not necessarily guarantee the ability to produce well-designed and effective documents. In fact, the growing use of desktop publishing software has led to a proliferation of documents that violate all the rules of good design. This article describes a technical publications course in which students gain a better understanding of the principles of design and layout by using mechanical paste up techniques. When required to use mechanical paste up in addition to desktop publishing software, students acquired a more thorough understanding of grids and white space as well as a greater confidence in their abilities to do page design.

Studies assessing the readability of business writing typically use either readability formulas or, less often, the cloze procedure. This study argues that the cloze procedure, rather than a formula, is the appropriate method of assessing the readability of business writing and uses the cloze procedure to determine the readability of a statement issued by the Governmental Accounting Standards Board (GASB). The GASB provides authoritative statements on the accounting required for local and state governments and agencies. The results indicate that one important GASB statement is unreadable by college-level readers. If this and other GASB statements are unreadable by the users of GASB pronouncements, the GASB may not be fulfilling its role of communicating governmental accounting principles.

Identifying problems in recent technical communication studies of historical medical text, this article suggests ways for researchers to overcome them. Its approach uses five steps for conducting sound historical research: establishing originality for historical textual analysis; adopting an authoritative text for analysis; understanding the genre or form of a historical text; understanding the intellectual or social context for a historical text; and understanding the publishing and readership context of a historical text. These steps are discussed within the context of related fields of inquiry, namely history of medicine, history of the book, literary criticism and historical linguistics, and analytical bibliography. The article concludes by exploring new directions for research in technical communication and history of medicine.

This article discusses two conflicts occurring during the first decade of the Royal Society (1660–1670). One conflict concerned the proper method of scientific experimentation, the other the proper writing style for communicating scientific knowledge. Following the method proposed by taxonomists, language would be a vehicle for representing the order of reality in its undisturbed state. Following the method proposed by conjecturalists, language would be a means for constructing a theory and arguing for its validity. Members of the Society were divided over these crucial questions, as evident in scientific documents of the period as well as in Thomas Sprat's History of the Royal Society. Parallels to this division are present in contemporary issues in technical writing, and this article closes by discussing some implications for teaching, practice, and theory.

Research on the visual presentation of instructions (and other texts) tends to be repetitious, unsystematic, and overly complex. A simpler yet rich approach to analyzing the visual dimension of instructions is Gestalt theory. Gestalt principles of proximity, closure, symmetry, figure-ground segregation, good continuation, and similarity provide a powerful approach to making instructions more inviting and consistent, as well as easier to access, follow, and understand. This article applies six Gestalt principles to a badly designed instruction to show what improvements result when Gestalt theory is considered in instructional design.

Current treatment of teaching transitions relies on an approach which presents students with lists of transitions to insert at unspecified places in the text. In addition, some textbooks and composition handbooks advise students to be “subtle” and warn against explicitly stating their purpose. This advice exists in spite of the fact that many professional writers are often explicit about the effect they intend in writing their transitions. Since handbook authors have failed to offer a general theory of how to write effective transitions, I propose that speech act theory can explain the function of transitions in terms of the illocutionary and perlocutionary effect of explicit performatives. An analysis of various samples shows that published writers regularly use explicit performatives in scientific, business, technical and academic writing. This analysis offers specific implications for improving handbook explanations and for instructing student writers in writing effective transitions by determining the illocutionary force of the specific speech act underlying each transitional device.

This article explores the assumptions about science and technology held by the engineers who attempted to delay the launch of the Challenger space shuttle. These assumptions, it is argued, affected the ways in which the engineers framed the arguments used to persuade managers not to launch. Examining the decision making processes prior to the tragedy reveals three dominant conceptions of science and technology which guided the engineers' persuasive efforts, and which appear to account for why the engineers did not succeed in their attempt to influence the managers.

A clinical investigator's brochure is a summary of the preclinical and clinical information about a drug that is about to enter clinical trials. It serves to update clinical investigators on the possible benefits, risks, and areas of uncertainty still left to be studied. The writer of the clinical investigator's brochure can create a streamlined, succinct, and easily readable document by using a format that closely parallels the research and the development history of the drug, as follows: 1) Introduction, 2) Chemistry, 3) Pharmacy, 4) Animal Pharmacology, 5) Animal Toxicology, 6) Animal Pharmacokinetics, 7) Clinical Experience, 8) Possible Risks and Precautions, and 9) Bibliography. In this article, the author explains what information is needed in each of these sections and suggests ways to avoid redundancy.

The case method of teaching is increasingly utilized as a tool for the teaching of business communication and technical writing. In addition to providing students with meaningful exposure to actual companies and written products, the use of cases challenge students to assume one or many various positions within an organization where effective communication with myriad publics is essential in meeting organizational goals and objectives.

Practitioners and consultants, who have developed much of the theory on the direct mail sales letter, emphasize one point: The reader must be enticed to read the letter. One way to entice the reader is to use an indirect arrangement of support: Invitation, Benefits and Proof, Acceptance, and Teaser. Other reader-directed principles are 1) create the look of a personalized letter and 2) employ strategies to promote readability.

The roles of physicians and nurses working in trauma centers are mirrored in their writing. Physicians must focus intensely on patients' injuries if lives are to be saved. Their professional prose is correspondingly, and appropriately, focused, with attention given to injuries and their repair. The doctors' partners in the admitting area, trauma nurses, adopt a holistic view, caring for patients' physiologic and psychologic stability. Nurses tend to be more comprehensive in their writing, describing patients as individuals, the families involved, and the threatening and encouraging events that emerge during recovery. Although the distance and impersonal nature of medical writing, as a subset of technical writing, is criticized by technical writing scholars, published works by trauma surgeons may require exactly those characteristics. Perhaps a reflection of that disparity, medical publishers give mixed messages regarding style to physicians and nurses who choose to be authors.

Twenty years ago I had no idea what a computer was. Ten years ago I knew what computers were, but I had never sat at a terminal. I just assumed that computers were machines used in those “other” disciplines, certainly not in English courses. Today, I teach my technical writing classes in a collaborative computer classroom. The classroom consists of twelve networked computers which my twenty-four students per class use in tandem. Despite my original ignorance of computers, I'm now happily ensconced in a computer classroom. In fact, computers are so important, I've concluded, that teaching writing without the aid of computers does our students a disservice. How did I make such a complete turn-around in attitude? I realized that far from being anathema, computers helped to create a perfect marriage for teaching and writing. First, computers let students write more effectively because computers are compatible with the writing process (writing and rewriting). Next, teaching students to write in a collaborative computer environment prepares our students for business and industry where they will be asked to work on group projects and to communicate electronically. Despite the values of computerizing our instruction, however, computers in the classroom present problems. Do the benefits outweigh the deficits? My answer is yes.

Advice for writers of business communication implies that certain stylistic conventions will contribute to the effectiveness of that communication. The case for improved readability and comprehension which arose from high-impact style is well made; however, a comprehensive review of the literature reveals little consideration as to the impact of the effect of writing style on behavior. To test the effect of writing style on compliance with instructions, the authors operationalized effectiveness as compliance with written instructions and conducted a field test involving 129 military officers. Instructions inviting subjects to obtain certain study materials were prepared in accordance with high-impact, low-impact, and high-impact with bottom line last prescriptions, and were provided to each of three randomly formed groups. Subjects in the group who received high-impact instructions complied with those instructions at a significantly higher rate than the group which received instructions in the low-impact style. Compliance data collected in the study also indicates that high-impact style elicits more timely compliance with instructions and that bottom-line first instructions may be more effective than other styles. The study generally validates the presumption that high-impact writing style is positively correlated with effectiveness in eliciting a desired behavioral response.

This article reports on a teaching method combining lectures, videos, discussions, self-assessments, simulations, and peer evaluations for teaching industry professionals preparation procedures for oral presentations in the “Oral Presentation” training program. The method avoided routine and monotony and made the students' learning experience more stimulating and interesting. Learning unit notes written by the author provided guidelines in conducting the three-hour class sessions spread out over two weeks. The students learned to use the four-step problem-solving approach suggested by Skopec to prepare oral presentations. In-class simulations offered students opportunities to practice this approach. Remediation checklists were given to aid the students to learn at their own pace.

Although Baconian induction—the belief that we can infer accurately from the known to the unknown—has been supplanted by social constructionism, the two perspectives are quite similar in their description of how science is done; the principal difference is that Baconian theory is overtly prescriptive, whereas social constructionism is essentially descriptive. The argument that the inductive organization of the science paper misrepresents how science is actually carried out is based on a faulty premise, for the purpose of a science paper is not to provide a narrative account of the laboratory work, but rather to enable the reader to assess the quality of the scientist's logical reconstruction of the laboratory work. The critical factor in determining the fidelity of the paper to the science is not the organization of the paper but the ethical intent of the writer.

While the written word is usually an exceptionally efficient medium of expression, visual media may offer a superior alternative to prose for the communication of some kinds of information. Writers and editors will be best equipped to choose the appropriate medium if their decisions are informed by an understanding of the differences in information processing demands that their choices impose on their readers. The following article examines the kinds of cognitive challenges verbal and visual media present to readers in their efforts to extract meaning from a message.

In recent years, a new pedagogical model has arisen in the teaching of technical writing, one of “technical writing as enculturation.” A close examination of this model reveals not only its relation to the workaday world of modern technology but also its roots in classical, especially Ciceronian, rhetoric. Our awareness that the model is both modern and classical may, in fact, enable us to carry its amplification and refinement even further.

This article describes the facts of the Bose v. Consumer's Union of U.S., Inc. case, a precedent-setting libel case that involved a technical review of a product, which was litigated over a fifteen-year period, from District Court to the Supreme Court. The litigation centered on interpretation of technical phraseology. The basic facts of the case are described, central legal issues are identified and some speculation about the relevancy of the final decision to other similar future situations is suggested.

This article discusses two communication issues associated with the development of an Executive Information System. The first issue examines the natural communication between systems designers and the executive end-user. The second issue addresses the human-computer interaction between the computer and the executive. Top executives constitute a unique group of end-users, and systems designers should exercise a wide range of skills in the process of identifying needs and presenting information to them.

This article discusses the typical form and content of forty theoretical scientific papers. These papers were chosen from the 400 most-cited papers in the Science Citation Index for the period 1945–1988 (reported by Eugene Garfield in a series of recent essays appearing in Current Contents). It was found that the typical form for these papers is similar to that for experimental and methods papers, but the content differs substantially. In brief, the content follows the logical sequence: problem or need, assumptions made in attempting to solve problem or meet need, theorem derived from those assumptions and additional considerations, proof of theorem by logical reasoning or validation by comparison with what is established or establishable, conclusions from previous discussion, and recommendations on future experimental or theoretical work. Also, compared with experimental and methods papers, these theoretical papers have somewhat fewer figures and tables, but many more references and equations.

This article quantifies specific elements of technical writing style in five award winning technical manuals where combined averages for the style elements are calculated. When these results are compared to what is generally regarded as good technical writing, the results show that the elements of style vary widely between the individual manuals examined. While attempting to define a good technical writing style, the value of such studies must be commented on.

This analysis is a specific study that investigates the role ethos plays in the scientific papers of American glacial geologists. Five articles, spanning the time period 1839–1988, a time period which saw the tentative beginnings, development, and maturation of glacial research and theory, were analyzed to determine the rhetorical strategies the writers used to establish their particular research and writing as being good science worthy of recognition and acceptance by their communities of glacial geologists. Early articles were written to portray the author's notion of good science as a strict attention to personal observation and analogy. Articles in the middle period continued to stress personal observation, but also appealed to the observations of other workers. The most contemporary articles favored quantified relationships and precise measurement.

This article focuses on recruiters' perceptions of technical writers in terms of what information should be included in cover letters and resumes, as well as the roles of interviewees and interviewers in the employment interview. The results reveal that 1) the interviewee should include information in the cover letter that is not in the resume, that 2) employment history and educational background are the most important parts of the resume, that 3) communication skills, credibility, maturity and work experience are the most important dimensions of the interviewee, and that 4) the interviewer should present an overview of the position, job description, and short-and-long range department goals. Other results are discussed in the article.

This article collects several examples of technical and creative writing in order to examine whether the differences which have been assumed to exist between the two genres do in fact exist. The formulation of such a dichotomy is traced from I. A. Richards' definition of “poetic vs scientific” writing through C. P. Snow's Two Cultures to Coleridge's Biographia Literaria (Richards' acknowledged source). Coleridge in turn has been shown to be heavily influenced by, in fact to have plagiarized, the work of German idealists, particularly the Schlegels. The German idealists, finally, were working with dichotomies which originate in Cartesian dualism and thus ultimately in the mind/body dichotomy with whose invention Nietzsche credits, or discredits, Plato. The differences and similarities discovered and discussed between the object texts turn out to be governed by Richards' elements of writing—“sense, feeling, tone and intention”—as these elements have been used to dichotomize technical and creative writing. Such previous formulations have attempted to show differences in what Aristotle termed “material cause.” The material causes—the tropes and devices of description—are in fact the same in technical and creative texts. The actual differences and similarities discovered between and among the object texts are, rather, differences governed by Aristotle's “final cause” ( telos).

Public relations writing has been neglected as a research topic in professional communication. This article uses rhetorical theory from a number of fields to examine a topic of recent concern—shared, or negotiated, meaning—in relation to two very different samples of public relations writing: the public relations texts produced by political-advocacy organizations involved in the midwestern farm crisis of the 1980s and an entry from an organizational newsletter. More specifically, the article studies the role of four rhetorical elements—exophoric and intertextual references, metaphors, and narratives—in generating a shared meaning. In doing so, the article develops the thesis that narratives were particularly important to this public relations writing because they provided a comprehensive, compelling framework for belief and thus contributed greatly to the shared meaning created by writers and readers.

Part I of this article, pp. 259–272, reviewed the relevant literature on advance organizers and suggested that methodological problems in previous advance organizer studies has not resolved the question of whether advance organizers facilitate the acquisition of subordinate information from text. This question is not an unimportant issue to technical communicators, whose readers often need to acquire factual information as well as more general concepts from the expository text they read. In two studies we investigated the influences of reader's background knowledge, advance organizers, relative importance of idea units, and idea units' position within a text structure on the recall of textual information. Subjects read introductory and text materials and subsequently were tested for their recognition of idea units that were structurally high and important, structurally high and unimportant, structurally low and important, or structurally low and unimportant. In the first study, forty-eight college students were randomly assigned to conditions consisting of relevant or irrelevant background, organizer or no organizer, and text or no text. There were significant main effects for having read a relevant text and for importance of idea units, and an interaction between structural level and importance. A significant organizer by text or no text interaction and absence of a significant main effect for the organizer indicated that the organizer influenced text processing rather than priming relevant prior knowledge, which is a previously undocumented requirement of advance organizer research. In the second study, conducted with eighty-eight college students, we substituted a purpose, no purpose condition for the text, no text condition of the first study. We observed a significant main effect for importance and a significant four-way interaction involving structure, importance, background, and organizer. The more relevant knowledge a reader had, the less dependent he or she was on text structure, and an advance organizer compensated for the absence of relevant prior knowledge.

This article reviews previous research on advance organizers, introductory text adjuncts intended to provide the reader of expository text with a meaningful context within which to process unfamiliar, or difficult, new information. Research conducted during the past thirty years well documents the fact that advance organizers do, indeed, inspire significant increases in comprehension among readers whose prior knowledge “subsumers” are inadequate to provide a necessary assimilative context. One issue on which theorists yet disagree, however, is the efficacy of advance organizers in facilitating the acquisition of subordinate text detail, or facts. Definitional inconsistencies and methodological deficiencies in previous research have clouded this issue. Subsequently in this journal, Part II of this article will present the results of two empirical studies that resolve these methodological problems and specifically address the question of the effects of advance organizers on the acquisition of text detail.

Prescriptions for scientific writing about jargon and the passive voice are based on principles of writing presumed to be universal. They do not take into account that language varies with rhetorical setting, that scientists report their research to peer scientists, and that simplification of scientific language is more often translation than synonymy. Jargon, i.e., scientific terminology, is essential for designating new entities for which the language has no name. It makes for economy and for the accuracy and precision required in scientific research. The passive voice is unavoidable because scientists focus on the subject of their research as objects. The proscription of the passive voice and scientific jargon is rooted in the expectation that scientists write so as to be understood by the general reader.

Products liability law requires manufacturers to supply adequate instructions with products when consumers need them to safely and effectively use the products. This article spells out what the courts say should go into directions and warnings to make them legally adequate. In a nutshell, the courts mandate that instructions contain complete, accurate, and tested directions that consumers can readily notice and follow. Further, instructions must meet government, industry, and company standards. And, for products that can cause harm, the instructions must warn of potential hazards.

The research described here examines the problems encountered by people when filling in forms. Subjects were required to complete forms on the basis of a situation sketch, while thinking aloud. From the completed forms, the observations, and the subjects' comments, conclusions could be drawn about the types of problems the subjects had encountered and about the strategies they had used. These conclusions, together with various suggestions found in the literature, provided a guideline for a thorough revision of seven forms. A test showed that, after revision, the number of forms completed unacceptably was reduced by about half.

This article tests the value of Kenneth Burke's methodology of placing screens before seemingly unproblematic objects to reveal their complex and often contradictory natures. The scientific article reporting experimental results is explored through three such “terministic screens”—the sermon, the playscript, and the blueprint. The result tells as much about Burke as a thinker as it does about the ways of thinking about the experimental article.

Because of the work of Francis Christensen, sentence-terminal modification was emphasized in college composition from about 1965 to 1980. The structures emphasized included absolutes, restating and summarizing appositives, participial phrases, non-participial adjective phrases, adjectival clauses and prepositional phrases, and adverbial clauses and phrases. This emphasis, however, had little effect on technical writing, in spite of the practical utility of terminal modifiers. This article, therefore, explains the terminal modifiers and exemplifies them in the context of technical writing; it then examines the texts of representative technical reports to determine the extent to which terminal modifiers are currently used. The findings—generally that the report writers do not take full advantage of terminal modification—indicate that increased attention to terminal modifiers, especially the absolute, the summarizing appositive, and the non-participial adjective phrase, would significantly increase the options for effective expression by technical writers.

Writing assignments for a graduate course in technical writing should develop students' technical backgrounds, their familiarity with reference materials, and their peer editing skills, as well as their writing skills. Also, the assignments should encourage students to write for publication. The three assignments described here—on a scientist, a topic in science, and a topic in technical communication—can help students achieve these objectives. Students write the first two articles for publication in general-audience newspapers or magazines, and the third for the same general audience or for a technical communication conference or journal.

This article contains results from a literary analysis of fifty scientific papers selected from the top 100 most-cited papers appearing in the Science Citation Index for the period 1945–1988. Most papers are from the field of biochemistry and became citation superstars because their authors discovered a method or material that numerous others could use in their own research. The typical paper has two authors, two tables, six figures, and twenty-two references. It adheres to the conventional topical organization, with the topics distributed as follows: 2 percent abstract, 5 percent introduction, 25 percent methods and materials, 50 percent results, 10 percent discussion, 4 percent conclusion, and 4 percent reference list. Tables and figures occupy about 30 percent of the article. With respect to the writing style, the average sentence is somewhat long (24 words) but not unreasonably so, and the sentence structure is simple greater than half the time. Moreover, sentences tend to rely heavily on to be verbs (about 80% of sentences have at least one) and abstract nouns (0.66 per sentence). Explanations for the typical form and writing style in these papers are provided.

There are differences of vocabulary, grammar, and usage in American English and British English. As international interchange of information increases, we must alert writers and editors to these differences, and encourage them to find forms of expression common to both versions of English. If they do not, their texts may create difficulties, not only for readers using English as a foreign language, but also for native speakers of American English or British English.

This article proposes a system for document organization based on cueing and page formatting techniques. The logical and systematic use of cueing and formatting creates a visual hierarchy organizing and signalling information for the reader. When the proposed system is properly applied, the result is increased reading speeds, increased ease of access and increased comprehension.

Desktop publishing is a meta-technology that allows professional writing students access to the production phase of publishing—which is crucial to readers' perception of the writer's text, yet is almost never controlled by the writer. Desktop publishing offers the most convenient means of giving students hands-on practice in preparing text for printing and in learning how that preparation affects the visual meaning of documents.

This article advocates listening to technical information in much the same way as scientists and engineers currently look at graphics in order to gain an understanding of the relations among variables. It specifies a number of potential benefits of this approach. 1) The ability to hear data may contribute to the greater understanding of the relationships that lie within data. This may lead to alternative theoretical interpretations and explanations. 2) Listening to the data may produce a greater long-term understanding. 3) It will facilitate the understanding of technical information by individuals whose dominant learning modality is acoustic rather than visual. 4) Acoustic data analysis is ideally suited for the analysis of processual data. The article provides a demonstration of the presentation of acoustic information with data on the frequency of television viewing, 1950–1988.