Research on newsletters, a major form of organizational communication, has largely been practical rather than theoretical. Certain theories, such as those in organizational theory and mass communication, can be applied to newsletters as forms of organizational communication and as media. Rhetorical theory, however, has not been used to understand how newsletter writing achieves its effects. This study applies rhetorical theory to newsletters produced by two political-activist organizations. The newsletters and the organizations are described, as background for the study. Three aspects of rhetorical theory (schema theory, social construction, and theories about audience) are presented, and their application to the newsletters is illustrated with sample passages. An agenda is suggested for further research on rhetorical theory and newsletter writing.

A study of forty current business/technical/professional writing textbooks suggests that little disciplinary agreement exists about what proposals are and how they differ from some kinds of reports; how the various types of proposals should be classified; and what structural features characterize the genre. Though many texts blur the distinction between proposals and internal recommendation reports, the two are never the same. The textbooks present a bewildering array of classification systems, often failing to distinguish between situation and function. A function-based system could divide all proposals into two categories-analytic (research proposals, R&D proposals, and consulting proposals) and service/product, with bids representing a special case. The lack of disciplinary agreement also makes it difficult for textbook users to internalize a generic structure that will serve for all proposal-writing tasks. Such a structure would include the following: situation, objectives, methods, qualifications, costs, and benefits. The major advantages of such a generic structure are its slots, which make it like a schema; its event sequence, which makes it like a script; and its ability to help writers and teachers understand the relationship among the macropropositions that exist explicitly or implicitly in all proposals.

Successful communication between persons within an organization is based on a foundation of mutual trust. Trust is explored through psychological/sociological avenues and finally through its implications for organizations. An atmosphere of trust can eliminate or minimize commonly prevailing communication barriers. Such barriers are classified as context-related (related to the communication environment or setting) and content-related (related to the message itself or the participants). Trust is a critical factor in overcoming communication barriers of both types. Organizational trust can be developed and improved by applying identified strategies. Individual relationships as well as organizational performance benefit from the establishment and maintenance of a trust atmosphere.

In taking “existing practice” in the workplace as their standard, technical and professional writing courses risk leaving students with the impression that whatever is done and is rhetorically effective is right. One way of countering the sophistry of this tendency is to raise questions about the ethics of common but suspect rhetorical practices. This article examines the ethics of one such practice: fostering false inference. Out of H. Paul Grice's analysis of how participants in a conversation correctly interpret what is only implied, it evolves a framework for judging the fostering of false inference. The article presents and discusses a hypothetical case in which a firm's proposal seems intended to mislead, while actually stating nothing that is not literally true.

Modern professionals commonly write documents to be signed by superiors, but are seldom taught how to do this. If students are successfully to fulfill everyday organizational writing tasks, they must learn to master skills of impersonating viewpoint, style and even personality. To teach such skills, we can adapt the ancient exercise of prosopopoeia or impersonation, either by varying the personas of standard textbook exercises, or by making use of the technical writing case study, or by having students impersonate professionals who were involved in famous (or infamous) current events.

Current treatments of tone rely on a hit-list approach in which writers are presented with lists of words to avoid and a few do and don't examples. Such treatments, however, do not constitute a theory of why certain linguistic elements create problems in tone. The linguistic concept of presupposition can be used to construct such a theory. Presuppositions are unstated propositions conveyed by the use of certain linguistic expressions called presupposition triggers. These presupposition triggers may convey the writer's beliefs about the truth of a proposition or the writer's value judgments about a proposition. Many problems in tone can be traced to one of two types of conflict between reader and writer: different beliefs about the truth of an implied proposition, and different attitudes toward a proposition whose truth is agreed upon.

Although engineers spend a substantial amount of their time writing or delivering oral presentations, the typical engineering curriculum segregates communications instruction from technical coursework. But out of an increasing sense of responsibility to provide more authentic professional training, engineering educators are developing programs which bring “real-life” contexts into the classroom. As a result, technical communications instruction is changing in significant ways. Writing clinics are tailoring their services to the precise needs of those they serve and expanding the range of professional support they offer. Furthermore, writing across the curriculum has significantly influenced engineering by linking composing and understanding. New communications courses parallel professional classes, and some redesigned engineering courses actually integrate verbal communication with “subject matter” instruction, Since these broad structural renovations are paradigmatic for other professional programs, technical writing teachers can and should facilitate and support such developments.

American business is now responsible for training an entire generation of poorly skilled writers. While brief writing seminars may help, the real cure begins with training managers on how to manage the writing process. They need to see the link between good writing and good leadership. Simply sending reports back to employees with a sarcastic note to “get it right” does little to build writing skill and confidence. Managers also need strategies for working with employees. These strategies extend from simple revising techniques to the use of sophisticated computer programs.

Climate surveys are an important part of an organizational communication program. They facilitate upward communication and provide an opportunity for meaningful change. Although many questionnaires are commercially available, managers in small organizations can seldom afford them—or even know where to get them. This article describes the conduct of a climate survey and provides a questionnaire for the readers' use.

It has long been recognized that one man's problems are another man's opportunities. But, whether one thinks of solving problems or exploiting opportunities, one must still apply skills and competencies in a systematic and clear manner. How to develop student skills and competencies as these relate to thinking systematically as a prerequisite to clarity of self-expression is the topic of this paper. To succeed in this task, departments of business and English must work together to enhance business students' thinking and writing skills. The student studying courses in his major area needs the English professor to guide him through a systematic problem-solving approach to report writing. Here the College of Business and the College of Arts and Science can benefit by requiring business majors to complete a technical professional writing course through the English Department which uses experiential learning as the focal point in report writing. The result is that the student writes in and studies an area of interest, but learns to apply the problem-solving approach to writing as he concentrates on a typical problem in the field of business. Students place a high value on this type of learning, and the two disciplines work well together in accomplishing their goals.

Roman Jakobson's six-factored model of verbal communication provides the schema to generate formal definitions of business writing and technical writing. It also enables us to apply these definitions to communication in the world of work. The six factors—addresser, addressee, context, message, contact, and code—have six parallel functions—emotive, conative, referential, poetic, phatic, and metalingual. Each of these factor/function pairs is present to some degree in all types of writing, from technical writing to poetry. However, in certain types of written communication a few functions dominate the others. For instance, the referential or informational function is primary in technical and scientific writing. An examination of different binary functional relationships yields distinctions among various types of writing. For example, the inspection of the you versus it relationship yields the most substantive theoretical distinction between persuasive business writing and technical writing. From this single theoretical distinction emerge various practical aspects of communication, such as good will, the “you-attitude,” and the techniques of behavior modification applicable in business writing; and objectivity, clarity, and precision of meaning aimed for in technical writing.

A survey of technical communication students at North Carolina State University has revealed information about students' perceptions of their communication skills and abilities, their immediate and long-range career plans, and what should be offered in a technical communication course. This information complements information gathered from surveys of business and industrial employers and of technical graduates on the job. The results of the survey suggest the desirability of increased technical communication course emphasis on oral reports and simulating professional communication activities. The survey also suggests specific areas for emphasis in the teaching of organization, format, and style.

This article describes a practical rationale for the use of documentation in technical or business reports and articles based on a definition of documentation which emphasizes its role in providing support for theses. Stressing the “evidential” aspect of documentation, and the importance of “verifiability,” the article shows how the concept of documentation is relevant to both primary and secondary research reporting. Advantages which follow from this approach are pointed out. The approach described is one formulated for and currently being used in technical and business writing courses at Auburn University.

Whether engineering students should be taught English and the communication skills in separate classes is a problem that has plagued teachers for many years. The author thinks that no distinction should be made between English for engineers and English for other students. The Kitzhaber Report is cited as an argument for anti-separatism and is set off against the views of the separatists. More specific statements are examined through the evaluation of a currently used anthology of technical and professional writing.

Trade journal writers should remember that behind the story of sales promotions, new processes, short cuts, and industrial developments of all kinds there are people for whom the new development is exciting, challenging, and filled with crisis. Trade articles that include such human interest are more appealing to the readers without distorting the factual information the articles must convey.

The conference is looked upon as a nearly magical device for problem-solving, decision-making, strengthening intra-organizational communication, and building morale. These intended functions place a heavy burden on the conference leader and bring about a dichotomy in the conference between progress towards a goal and total member participation in discussion. This dichotomy can only be eliminated if a more realistic view of the conference is taken, a view which takes into account the impossibility of the conference fulfilling all of the functions which it is now expected to fulfill.