Classical rhetorical theory has been used for relatively discrete, practice-oriented purposes in its application to teaching Scientific and Technical Communication. However effective these appropriations are, they isolate these resources from a comprehensive framework and from that framework's role in shaping disciplinary practice. Because these theoretical assets are integral to each student's preparation to be an effective, responsible practitioner, I have developed and taught an upper level rhetorical theory course for STC majors that is grounded in Aristotle's On Rhetoric and in his understanding that effective communication is a systematic tekhne/art.

In the workplace setting professionals use language to create boundaries of exclusion and inclusion, using the discourses of their professions and of specific workplace domain. Some boundaries are marked by formal tests—directed memos, posted notices, stamps that read “For Your Eyes Only.” Less overt forms, and arguably more effective, are specific rhetorical devices relying on knowledge of the corporate and professional culture. People are included or excluded from such cultures by their knowledge and ability to manipulate professional fables and folklore, historical data, workplace experience narratives, and practical knowledge. These discourse practices can be used to promote solidarity and positively strengthen professional cultures, but they can also be used to obstruct communication and to create social fragmentation in the workplace. This article examines some examples of discourse practices among managers and employees in the customer service department of a large manufacturing firm, and shows how knowledge of the ways that language can both include and exclude people from cultural groups in the worksite can help professional communicators facilitate more effective and responsible communication practices in workplace settings.

Compelling arguments from researchers studying the rhetoric of science have convinced both scientists and humanists that technical writing involves invention, or discovery of the available means of argument. If we agree that inventio is crucial to technical writing, however, we encounter a problem: namely, that the rhetor engaged in invention as part of a technical writing process does not necessarily have expertise in the subject matter of the composition. What, then, is the expertise that the technical writer contributes to the invention process? Working from the notion that knowledge is an activity rather than a commodity [1], I argue that a technical writer's expertise in invention lies in an ability to adapt rhetorical heuristics to situations of interdisciplinary collaboration. This focus expands our understanding of how invention works when the goal of communication is producing knowledge across disciplinary boundaries, rather than winning an argument with persuasive techniques.1

The role of literary and rhetorical tropes in scientific discourse is frequently overlooked, largely because “rhetoric” and “science” seem to be incompatible modes of expression. However, if we look closely at scientific explanations—especially those designed to inform a general public—we find that they are as reliant on, if not more so, than more “subjective” forms of public discourse. In A Grammar of Motive, Kenneth Burke posits that all forms of discourse rely heavily on the “four master tropes” of metaphor, metonymy, synecdoche, and irony to express ideas, and science is not an exception. This article outlines the processes behind the four master tropes and demonstrates instances where these tropes occur in the expression of scientific concepts found in such fields as biology, physics, and even mathematics. The purpose is to show that, contrary to what many members of the scientific (and lay) community suppose, rhetorical and literary tropes are necessary components to a linguistic understanding of complex scientific concepts; that such tropes do not hinder our understanding, but are in fact necessary to it.

This article analyzes the ethical perspectives of four technical communication textbooks. It argues that the authors do not engage in ethical inquiry as it is defined traditionally. Instead, they engage in the ethics-related activities known as moral casuistry, which deduces moral judgements, and moralism, which prescribes moral principles. The authors deduce and prescribe, but they do not justify or critically examine the underlying principles of morality. The analysis also suggests that at least two of the textbooks introduce ideas that are either inconsistent with traditional ethical theories or are subject to the objections that philosophers have raised against them in previous ethical inquiries. Finally, the article recommends that authors avoid approaches that are either strictly rhetorical or provide no ethical guidelines for students. They should avoid resorting to cursory accounts of traditional ethical theories because briefly mentioning philosophers' ethical approaches has very little practical value. They should also treat moral principles, not as objective and self-evident statements of fact, but as evaluative assumptions whose truth-values and meaning are both tentative and lacking universal agreement.

This article demonstrates the advantage of having students create their own Web pages (hypertexts) to enhance their awareness of the importance of rhetorical organization. Hypertexts utilize a method of linking pages to each other. This “linking function” of hypertexts causes writers of hypertexts an increased need for more attractive pages and effective presentation of information. Compared with writers of regular writing, hypertext writers also have much more choices in showing information. By letting students exploit these choices and possibilities, instructors of writing can force students to analyze the relationships both within and between pieces of information. Thus, instructors can increase students' awareness of the importance of rhetorical organization, which is mainly responsible for indicating structures and relationships of information in regular writing.

Many current technical writing handbooks still advise writers to avoid the passive voice except in certain limited situations, primarily when the agent is unknown, understood, unimportant, or better left unnamed. However, a growing body of research indicates that the passive voice has a broader array of rhetorical functions. To identify some of the functions of the passive, as well as the active, voice, the frequencies of active and passive verbs were determined in 185 documents written by twenty-eight civilian and military members of the U.S. Air Force. The frequencies were similar to those in similar types of documents written by nonacademic writers in previous studies. In addition, writers were queried about their reasons for choosing active or passive verbs. While the results of the study confirmed the importance of agency in the choice of active or passive, they also revealed numerous other factors that were significant in writers' choices. The most significant reasons for choosing one type of verb over another were the voice of the verb, organizational requirements, audience awareness, efficiency, genre, euphony, personal preference, agency, emphasis, and topic-comment flow. These results suggest that technical writing instruction and handbooks should promote general principles for the use of both active and passive verbs rather than advising against the use of passive verbs.

In 1994, the Chicago Tribune announced in a blaring page-one story that fraud had been discovered in an important nine-year-old medical study which compared two treatments for early-stage breast cancer. The study had assured women that lumpectomy plus radiation was as safe as the more invasive mastectomy procedure for early-stage breast cancer; however, the revelation of fraud called these results into question. We examine the reactions of two professional medical journals to demonstrate how negotiations for upholding ethical norms in science took place within the pages of these publications. Then, we analyze the public discourse surrounding the fraud and show that much of the coverage was devoted to scandal. Both forums missed opportunities: professional journals ignored a chance to explore the blurry boundary between “writing up” and “making up” results that all scientists must negotiate in interpreting and publicizing data, while public discourse neglected women affected by the fraud.

Cola Rienzi, the 14th century notary and usurper who briefly resurrected the Roman Republic during the Avignon Papacy, is an important figure in the history of professional writing. The son of an unlettered country innkeeper, Cola combined a passion for classical rhetoric and literature with extensive training in legal documentation to create and sustain a messianic regime. By imitating Ancient Roman memos and reports in his written edicts, Cola convinced the people that he was their tribune and savior. The aristocrats and clerics chafing under Cola's authority, however, considered these documents sortilegio, sheer witchcraft. When Rienzi's edicts became increasingly self-serving and grandiloquent, the mob, sickened by his megalomania, tore him to pieces. Although he was posthumously declared anathema by the Church—partly for having invented the fountain pen—Cola's legislative reforms, and his revolutionary use of the classics to reshape administrative writing, helped pave the way for Renaissance Humanism.

The two purposes of this article are: 1) to use metaphorical analysis to determine whether or not Max Planck invented the quantum postulate and 2) to demonstrate how metaphorical analysis can be used to analyze the rhetoric of revolutionary texts in science. Metaphors often serve as the basis of invention for scientific theories. When we identify these metaphors in Planck's original 1900 quantum paper, it is clear that Planck did consider the quantum postulate to be important. However, we also see that he does not consider the quantum postulate to be revolutionary.

Policy and procedure documents play an important role in developing and maintaining a consistent quality of interaction in organizations. Unfortunately, the pedagogical and research literatures are weak in this area. Here, we attempt to initiate further discussion by defining and describing policy and procedure documents, and identify a third kind, work instructions. A genre approach is used to outline characteristics based on information type, institutional purpose, and organizational functions. Rhetorical, audience, and functional linguistics analyses are used to describe more specific characteristics.

Over a quarter century ago, James W. Carey and John J. Quirk questioned the prevailing belief that technology would revolutionize communication. Now that we have begun traveling on the information superhighway, we are bombarded more often than ever by what Carey and Quirk called “the rhetoric of the electronic sublime.” Yet an exploration of some fifty award-winning health messages on the World Wide Web suggests that our well-worn maps—that is, the traditional concepts of source, content, purpose, audience, and presentation—can give us a sense of direction as we begin our fall down the rabbit-hole.

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.

Can technical writing still be taught credibly by teachers with only academic experience? This article draws a distinction between courses designed for students expecting to be full-time technical communicators and general-purpose service courses designed for students in a variety of fields. The article then argues that teachers of service courses can teach credibly without having worked as writers in nonacademic workplaces if they fulfill these conditions: they should have a critical command of research into nonacademic writing, rhetorical theory, and reading theory; they should define technical writing broadly enough to see themselves as technical writers; they should seek and take advantage of everyday opportunities to practice technical writing and reading; and they should carefully consider the sense in which their courses reflect reality.

This study concerns the relationship between agent, author, and matters of fact in the doctrine and practice of classical empiricism. More particularly, it aims to provide a tentative answer to the following questions: how were empirical facts originally considered the principal object of scientific research and communication? What were the images of human conduct and the ethical codes which accompanied the rise of the fact as the prime object of human understanding? What rhetorical sources were originally deployed for the purpose of the communication of scientific factual knowledge? The historical study of empiricism provides a critical perspective on positivism on the one hand, and social constructivism on the other. It yields important insights into the linkage between experience and intentionality and its role in establishing trust in collective processes of learning.

Research and writing often begin with a play of determinacy and indeterminacy, or “in-determinacy” Do. Other disciplinary levels include invention and presuppositions D1, formal findings D2, and technical and media products D3. This rhetorical approach leads, here, to identifying levels and relationships; tracing cross-disciplinary information and dominant influences; applying the results to specific cases in science, literary criticism, ethics, and technical writing; thus, suggesting a typology for furthering such dialogue.

This article is a case study of a small controversy involving a 1983 government research report on gender biases in naval officer fitness reports. The research at issue indicated that male commanding officers customarily wrote differently in naval fitness reports about women than in fitness reports they wrote about men, and the researchers concluded that the commanding officers needed to change their writing habits. But the objectivity of the researchers was soon challenged. In this survey of the controversy, the writing of several groups—male commanding officers, female naval officers, male newspaper editors, and female personnel researchers—is both illustrated and critiqued. The main focus here is rhetorical credibility in professional communications when gender is the issue at hand.

Designing a good quick reference guide is a complex rhetorical act. To motivate software users to read a quick reference guide, writers must “prove” to readers that it is not just an abbreviated user's manual in disguise, but a different rhetorical form entirely, one visually structured to allow readers to move about the text easily and effectively. Such a structure provides readers with a sense of progress: as they need fewer visual cues to find pertinent information, they demonstrate an “advance” in their skill and knowledge as users. Professional writers from Bell Northern Research, enrolled in the University of Waterloo's Language and Professional Writing Program, successfully attempted to meet this rhetorical challenge. They designed a quick reference guide for in-house use, and then provided a theoretical framework to ground and explain their visual design choices. This article is a teaching case: it offers a summary of the students' quick reference project, as well as the instructor's theoretical reflections on how visual design can motivate readers to read and use documentation.

In earlier centuries, authors of medical works intended for popular readers defended their use of the vernacular against potential criticism from their learned colleagues. Scholars have shown that by the sixteenth to seventeenth centuries such defence reflected rhetorical posturing more than political reality. This article examines self-help medical literature in 19th-century Canada, revealing that authors adopted a similar stance in writing for the public. Not only did this rhetorical convention continue, but it also did not assure adoption of the plain style advocated. Moreover, a comparison of their style with that of medical textbook authors reveals few real differences.

This study investigates The Treatise on Fishing with an Angle from The Book of Saint Albans to determine how a fifteenth-century author approached the problem of writing accurate, technical prose on angling, a subject never before treated in a written work. The examination reveals that many of the rhetorical features are similar to the practices of modern technical writing. For example, the treatise makes a determined effort to relieve user stress about the new technology it introduces. It also makes its information easier to understand by forecasting its organization and by using common, concrete, and consistent terminology. Finally, the treatise includes illustrations that supplement the text in ways similar to modern illustrations.

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.

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 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.

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.

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.

With the vocabularies of their own disciplines, students majoring in technical subjects can access fresh insights into how writers write. For example, the symbols of computer flowcharts may bring insights when used to monitor rhetoric. Charts of organizational hierarchies, such as those that many corporate executives use, may illuminate equally well the shifting hierarchies of the characters in a work of fiction. Graphs and charts of syntactic and lexical networks may reveal the hidden structures of a narrative. An engineering major needs to see how a writer engineers words, a business major to see how a writer establishes hierarchies, a computer science major to see how a writer devises the flow of rhetoric. If we encourage students to explain literature with the professional vocabularies of their own disciplines, we can train them as lively apprentices, not as drudges. If we English teachers heed our students' special vocabularies, we may expect students to examine our own jargon more thoughtfully, such as the vocabulary by which we chart subordination and punctuation. Literature is everyone's heritage. No discipline monopolizes the critical insight or the vocabulary with which to articulate it.

To make informed decisions about ethical issues, technical communicators need to understand how to apply general ethical principles to the kinds of dilemmas they will face routinely, concerning such issues as plagiarism, trade secrets, and misrepresentation of text and graphics. This article reviews the controversy about the relationship between ethics and rhetoric among the Greeks, provides basic definitions of ethics, and applies the literature of business and professional ethics to the concerns of technical communicators and other professionals who communicate, showing how they must think through the conflicts of obligations to their employer, the public, and the environment. It provides a case study that can be used to reinforce a student's understanding of the relationship between technical communication and ethics.

As analysts of scientific writing begin to modify their stance against the passive voice and explore the complexities of its use, more research is needed on the rhetorical functions it serves in scientific writing. An analysis of twelve articles reporting experimental studies in speech-language pathology revealed consistently higher percentages of passive structures in the Method and Results sections, with relatively lower percentages in the Introduction and Discussion sections. These findings suggest that passive structures are more appropriate for expository purposes, in those sections where the author's rhetorical role is to describe procedures and present data. In contrast, active structures are more appropriate for argumentative purposes, in those sections where the author is criticizing previous research or advocating a new thesis.

Recent research suggests that pragmatic emphasis on writing proficiency alone does not produce a good technical communicator. Attention must also be given to the technical communicator as liberally educated generalist who writes well and feels an affinity for science or technology. To this end, technical communication needs to be studied in the larger context of evolving science and technology, developing trends in technical education, and the oratorical tradition of broad learning applied to the active life. Recent studies of the collaborative culture of the workplace should be supplemented by increased attention to humanistic questions of what a person needs to be and know in order to cooperate effectively as a practicing technical communicator.

Researchers continue to miss useful references because of unsystematic methodology and because on-going efforts at systematic bibliography have not utilized some key resources. Although no combination of available resources guarantees comprehensive bibliographic coverage for technical communication, composition, or rhetoric, researchers can significantly improve their personal efforts by using citation indexes and a few other databases.

Sales activities have been understood by some to be negative, one-sided rhetorical encounters. Teachers of technical communication will find it more helpful to view sales proposals as aimed toward the construction and maintenance of long-term relationships, a view held by far-thinking sales professionals. Hermeneutic theory, by offering a different conceptual relationship between means and ends than even new rhetoric suggests, can help clarify the process by which ethical know-how intersects with persuasion. Consequently, it can offer technical communication instructors a valuable perspective from which to teach sales proposal writing.

While several strategies have been credited for enhancing the rhetorical acceptability of important historical works in scientific and technical writing, little attention has been paid to William Harvey's On the Motion of the Heart and Blood in Animals. A close examination of his work shows his fear of publication (because of his contemporaries' long-held beliefs about the order of the body and its functions) and his strategies for reducing resistance to his ideas: appropriate circular references and metaphors and organizational techniques that clarify and enhance not only his thesis—that the blood circulates through the body—but also demonstrate the circular pattern as part of God's natural order for the universe.

The Edwin Smith Surgery Manual and the Ebers Manual are two of the oldest technical texts available for analysis; both illustrate the complex rhetorical dynamics characteristic of ancient Egypt. In both, the contents present or encourage substantive reformulation of medical practice and thinking within a strongly conservative, authoritarian culture. In both, we can see how ancient Egyptian rhetorical forms allowed for challenges to tradition, while simultaneously adhering to the value placed on tradition.

In trying to project a positive corporate image and financial health in their annual reports, companies too often confuse and alienate readers with rhetorical smoke and statistical mirrors. Through a more complete understanding of their audiences and by applying effective rhetorical principles to reach those audiences, corporations can both meet the informational needs of report readers and promote a positive and accurate corporate ethos.

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.

In their searches for examples of rhetorical strategies, students of modern rhetoric frequently overlook writers from the past. In his huge six-book work on the “Art of Falconry” written about 1247–1249, Frederick II, Holy Roman Emperor, a remarkably versatile ruler, an early renaissance man, an empirical researcher, provided numerous excellent examples of rhetorical practices from which students and practicing writers well could learn. This article offers extended examples of definition, contrast, partition, causal analysis, classification, and description, to name but a few.

Because of the recent emphasis on rhetorical context in business and technical writing (BTW) instruction, the problem-solving case has become a staple in BTW classrooms. However, a number of critics have voiced concerns about the use of the rhetorical case. These concerns recall an ancient debate among Roman rhetoricians over an early case-study method called declamation. For contemporary theorists, the debate over case study revolves around its value as a stimulant to problem-solving skills, its ability to imitate the realistic circumstances of professional BTW, and its emphasis on persona and audience along with its deemphasis of the teacher. A full spectrum of arguments on these and other issues in the case-study debate indicates that the discipline is entering a new phase in its deliberations over the role of problem-solving and pragmatics in the BTW classroom.

The purpose of this study was to describe the reports regularly written in mental health hospitals and community mental health centers. Psychiatrists, psychologists, social workers, pastoral counselors, administrators, and records specialists were interviewed. A total of 150 randomly selected samples of five basic mental health records were analyzed. Rhetorical contexts for each were evaluated.

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.

Technical writing students often misuse models given them for their writing assignments because they fail to distinguish between model and example and between different kinds of models. The results of this misuse are texts that contain inappropriate material and are unfit for their intended audiences. The approach to writing taken by these students is too narrow and rigid. This article details the problem and defines the models used in writing as partially abstract, analogous representations of social codifications of linguistic experience. Since models are social artifacts shared by both writers and readers, a clearer understanding of them should help writers produce texts appropriate for their audiences while giving the writers greater rhetorical flexibility.

Amplification is the set of rhetorical techniques by which a discourse is elaborated and extended to enhance its appeal and information value. Even in the manual, long considered the most laconic of the genres of technical communication, amplification has its place. Drawing on the theory of classical and modern rhetoric, this article shows how amplification tends to increase and improve the coverage, rationale, warnings, behavioral alternatives, examples, previews, reviews, and general emphasis of technical manuals.

Technical writers need a historical perspective in order to distinguish between enduring and transitory writing standards, to understand the variety of past styles in building future styles, and to give the profession a better sense of self-identity. To overcome the problems in developing a historical perspective, such as a dearth of artifacts to examine and the peculiarities in rhetorical time and place which undercut attempts to generalize on historical information, the 200 year-old federal collection of patents is offered as a solution. This collection of patents is also very often the only remaining written work of the ordinary mechanic of the nineteenth century, and this collection truly reflects technical not legal, business, or science writing.

This article describes a study of written communication on-the-job and reports writing practices found in seventeen agricultural and engineering firms and agencies in the authors' immediate geographical region. Information was gathered by questionnaire and on-site interviews. Data confirmed the importance of writing on-the-job. Our findings demonstrate the importance of context and reveal the variations in types and length of documents, rhetorical genres, and strategies. The study proved useful for designing instructional materials and strategies and for expanding our basic understanding of what on-the-job writing entails.

Findings from a comparison of undergraduate and on-the-job writers recommend some changes in traditional methods of teaching technical writing in college. Freshmen, sophomores, juniors, and “competent” writers in business and industry were given the same composing task. The writing of the employees showed telling and sometimes unexpected differences in a wide variety of areas, in length, vocabulary, organization, specificity, coherence, sentence formation, and surface error. Implied is increased attention to several general writing skills: compression of meaning, fluency of expression, efficiency in techniques of coherence, expandability of organization and syntax, and rhetorical maneuverability and adaptability.

This article is concerned with reviews, surveys, tests, and other formal procedures used in writing for the computer industry that are designed to provide authors and publications managers with information about the quality and nature of documentation. The literature in this area reveals a number of problems with feedback in hightech writing, including the lack of a consistent definition of feedback processes. The article investigates various types of reviews, theoretical aspects of feedback, and elements of feedback specific to hightech writing. This investigation yields three consistent perspectives on feedback: management, style and rhetoric, and research.

This study examines three dimensions of paragraph topic sentence use in a corpus of scientific writing made up of research articles in biochemistry, geology, psychology, and sociology: 1. frequency of topic sentence use; 2. variation of topic sentence frequency in five rhetorical divisions; 3. variation of topic sentence types in these rhetorical divisions. Although the scientific writers used topic sentences in 55 percent of their paragraphs, differences existed among rhetorical divisions as to topic sentence frequency: writers used topic sentences quite often in results, results/discussion, and discussion, but quite seldom in methodology. Furthermore, topic sentence types differed across the divisions. In methodology, the topic announcement predominated; in discussion and introduction, the propositional occurred most often; in results and results/discussion, there was a balance of the two types. All these variations are thought to be related to differences in function (reporting facts versus interpreting) and texture (attributive versus logical text) across the rhetorical divisions. These variations may also affect ways of teaching paragraph skills in scientific writing.

Based upon several years of research on proposal writing in large management consulting firms, this article attempts to define the proposal genre and argue the importance of the background section, especially in the management consulting environment. Because the background is the first major section in these proposals, it offers writers the opportunity to demonstrate implicitly their qualifications as problem solvers long before a qualifications section does so explicitly. That demonstration, the projection of image and ethos, can occur logically—through an argument that responds to the generic requirements of proposals, and psychologically—through the incorporation of themes that respond to the rhetorical situation.

Instructors in the field of technical writing must incorporate an ever increasing amount of information into their courses. They can save time and stretch the teaching potential of individual assignments by devising writing situations that combine different audiences and purposes. Such situations force students to perceive the writing activity as an integrated whole and make them evaluate different ways to present the same information. The lessons suggested in this article demonstrate the interrelationships between report types and rhetorical approaches, and they allow oral activities to arise naturally. The lessons do not interfere with the philosophical choices that an instructor has made about the proper approach to teaching report writing.