This conceptual article presents a critical review of gender-difference and gender-sameness theory and research. The focus is upon gender workplace communication, a topic often debated in the popular and organizational literature. A contextually-based integrated paradigm is proposed which represents a shift from a gender-difference foundation to a more integrated approach that includes the interaction of gender with Standpoint Theory, culture, organizational climate, and structure and task context. The network of shared meanings concept is introduced as having a major impact on gender communication orientation. Research using an example of communication to create a contextual meaning for social support is highlighted. Implications and conclusions for organizations, researchers, and educators are discussed.

A large number of technical writing textbooks, many of them revised editions, is entering the college education marketplace. This review of five recent textbooks not only thoroughly analyses the content of the texts, but also raises two serious concerns. The survey finds that the textbooks provide inadequate guidance on paragraph structure. The survey also reveals that this textbook genre appears to rely upon a scanty, and sometimes dated, theory base. The authors ask whether this could lead to the production of manuals based upon “received wisdom,” rather than professional writing guides based upon sound communication theory.

This article reviews the data collection process. This process is of crucial importance because data offer empirical answers to theoretical research questions. Although the literature provides a wealth of instruction on the treatment of already collected data, far less has been written about the selection of the data. The present view focuses on this overlooked portion of research methodology. An actual illustration is used to demonstrate the factual decisions and procedures that may be used in any data collection process.

Beginning in the 1850s, authors of American and British scientific and technical publications began to integrate photographs into their texts. These chemical and photo-mechanically reproduced images often functioned as the basis for carefully defined claims for truth. In the natural sciences, in microscopy, in medicine, in the emerging studies of psychology and the social sciences, and in the dissemination and promotion of technological accomplishments, the verity of early published photographs led authors to claim that an image could be equal to its referent in nature, or even exceed its referent when conveying scientific and technical information. This article presents a technological, cultural, and rhetorical history of published photographs based upon twenty-three images selected from a review of forty photographically illustrated texts published between 1854 and 1900.

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 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 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.

This article proposes that an examination and analysis of a company's overall communication network may provide some significant guidelines for increasing the organization's communication effectiveness. Through a review of literature in organization communication, this article explains network roles and considers their contributions to the communication climate. Managerial implications are also discussed.

This article reviews previous research on the effects of certain structural cues, called signals, that affect a reader's comprehension of expository prose. It concludes that the inconsistent results of many studies may be due to inadequate methodologies that have failed to control for confounding variables, such as text length and difficulty, reader familiarity with the topic, and timing of comprehension tests. Further, accepted signal types (headings, logical connectives, and previews) have not been sufficiently examined for their individual effects, perhaps creating unidentified disordinal interactions that could preclude the possibility of researchers identifying significant effects. This article concludes with recommendations for more valid research methodology to be used in prose assessment studies. The next issue of this journal will present Part II of this article, which details a new study of signaling effects for readers of expository prose, a study that is based on the refined methodology suggested in this article.

A review of the current literature suggests that the concept of purpose has not received sufficient theoretical or pedagogical attention. In this article, theoretical depth is provided by a discussion of four components of purpose: purpose as associated with discourse types, purpose from the writer's viewpoint, purpose as it relates to situation, and purpose from the reader's viewpoint. Research is cited, and examples from computer documentation are used to illustrate each component. Cooperation and conflict among components are examined in a sample document, and classroom applications are discussed.

A review of recent research in the field of technical writing and communication indicated that although the methodologies employed were sound, they were not fully articulated. An attempt to use a double-blind research design in the writing classroom by dividing the students into competing teams that reviewed each other's work led to some interesting reactions by the students as well as to some the need to introduce more open-ended assignments in our classrooms. Asking our students to come up with competing solutions to the same problem and requiring them to design means of testing their effectiveness can develop their abilities in critical thinking and group dynamics. At the same time this approach will allow teachers to pursue their own research on various problems in technical communication. The result is a unit which has pedagogical effectiveness and suggests new directions for writing research.

Native and international science, engineering, and humanities graduate students at The University of Texas at Arlington experience real-world communication situations in an interdisciplinary, projected-oriented technical communication course team-taught by a technical writer and a mechanical engineer. The course simulates the writing requirements of industry and helps students prepare theses and dissertations. A special feature for international students is a supplementary weekly laboratory session devoted to intensive review of writing fundamentals. The course, which has been offered three times since 1976 with enrollments of eleven, five, and nine students, has been received well by science and engineering students for whom it was initially designed and by humanities students who now also enroll. Even though in some cases the progress that a foreign student makes in one semester is limited, all students have found the course of great benefit. The interdisciplinary team approach is an effective way of teaching graduate-level technical communication, providing engineers an opportunity to learn to express ideas to humanists and providing humanists an opportunity to learn to communicate effectively with engineers and scientists.

The first section sketches a broad historical framework in which to understand the emergence of the computer and the profession of technical communication and sets the stage by concluding that the computer is both a part of the technological milieu which needs technical communicators and a tool which communicators can use. Then comes a brief review of computer applications in terms of numerical, nonnumerical, and communication applications and dumb, clever, and intelligent program functions. Then the author argues that advances in computer science will narrow the gap between writing computer programs and documenting them to the point where technical communicators in the software field will be programmers. The final section suggests that computing technology will give technical communicators professional autonomy comparable to that currently enjoyed by doctors and lawyers.

The present confusion over what technical communication is or ought to be is a temporary condition brought on by challenges like those issued by Paul Anderson, John Brockmann, and Jack Selzer. They have raised important issues which challenge practices and assumptions which many of us in the field have accepted tacitly. However, the weaknesses they have identified in the disciplines of theory and pedagogy do not necessarily indicate the failure of those disciplines to come of age. Thomas Kuhn's concept of “paradigm” suggests that such criticism may actually indicate new growth in already mature disciplines.

Some general rules are given that may be followed in the editorial policy concerning the publication of book reviews in primary scientific and technological journals and the writing of such reviews.

An instructional product review process is conceived and analyzed from a generic and systemic viewpoint. As conceived, it is composed of the planning, implementation, and analysis stages, with each stage converging on a series of generic concerns. The review process is illustrated with materials which can be used to assess the quality of an instructional package or module. And includes a set of “Directions for Reviewers,” a list of module assessment or development criteria, and an instrument entitled “External Module Review Form.”

A myriad of articles have been published in all conceivable kinds of professional journals on the technicalities involved in the writing of books and articles. However, though every issue of such a journal carries book reviews, few guidelines have been published for the technics involved in this important area of communication. This article is an attempt to help the inexperienced reviewer communicate his judgment to the reader.