During the past 30 years, workplaces in Northern Ireland have suffered the consequences of ongoing political and religious conflicts, often resulting in severe operational disruptions and financial loss. Yet little if any research has explored organizational communication in divided workplaces such as those in Northern Ireland. This study examines intergroup relations and communication within such settings. It employs a range of research methodologies to ascertain the perceptions and perspectives of employees in four of the largest workplaces in Northern Ireland, including their perceptions about appropriate ways to deal with contentious issues. The findings should be relevant to those interested in communication in diverse workplaces.

Since the collapse of Enron Corporation in November 2001, annual reports and corporate financial disclosures have been the focus of government, corporate, and public attention. This article examines the literature written about annual reports between 1989 and 2001 to identify trends in research and determine areas of future study. Articles were categorized as related to SEC regulations and guidelines, summary annual reports, online annual reports, rhetorical analysis of annual reports, readability and accessibility of annual reports, methods of conveying negative information in annual reports, effective annual report writing, use and importance of annual reports, or use of annual reports in business writing classes. Post-Enron, it is likely that the number of articles in this area will dramatically increase over the next five to ten years.

Abstract This article answers Carl Hemdl's call for furthering critical approaches to research in professional communication by forwarding Kenneth Burke's concepts of symbolic action, dramatism, and the pentad. This article illustrates, through an analysis of data gathered in a case study of technical writers, how Burke provides us with tools that can produce more varied terministic screens for how critical researchers conceptualize, interpret, and analyze workplace communication.

Professional communication is a growing component of English departments and other communication programs. Yet, in most cases, the term professional communication is used as a catchall term for various types of workplace and occupational writing. As such, professional communication, as it is currently framed, seems to have little to do with professionals or the process of professionalization. This article calls for a more thorough examination of the concept of professional communication by reviewing (1) the ways in which researchers have used this term to describe the rhetoric of professionals who communicate, (2) the democratic and knowledge-based contradictions between rhetorical scholarship and professional powers, and (3) the current challenges facing professional workers, including deprofessionalization and proletarianization. The author argues that if professional communication research and teaching are to remain prominent parts of academic programs, researchers, theorists, teachers, and students must become more aware of conceptual issues that inform and define professional work.

Professional communication is a growing component of English departments and other communication programs. Yet, in most cases, the term professional communication is used as a catchall term for various types of workplace and occupational writing. As such, professional communication, as it is currently framed, seems to have little to do with professionals or the process of professionalization. This article calls for a more thorough examination of the concept of professional communication by reviewing (1) the ways in which researchers have used this term to describe the rhetoric of professionals who communicate, (2) the democratic and knowledge-based contradictions between rhetorical scholarship and professional powers, and (3) the current challenges facing professional workers, including deprofessionalization and proletarianization. The author argues that if professional communication research and teaching are to remain prominent parts of academic programs, researchers, theorists, teachers, and students must become more aware of conceptual issues that inform and define professional work.

I analyze the public and professional discourse of learning disability, arguing that medical models of literacy misdirect teaching by narrowing its focus to remediation. This insight about teaching is not new; resurgent demands for behaviorist pedagogies make understanding their continuing appeal important to composition studies.

This article proposes ethnomethodology as a theoretical approach for resolving the structure-agency binary and for treating the activities of writers in organizations as simultaneously embedded in and constitutive of organizational context. Structure is defined as those elements of social circumstances that writers orient to as relevant to their immediate writing task. In orienting to these elements, writers reproduce them as external and constraining social facts. The value of ethnomethodology is illustrated with data from a study examining the social practices that surrounded the writing of an evaluation report by two managers in an educational institution.

Considers how the introductory business writing course is appropriate for the development of critical literacy, especially for students at second-tier, working-class colleges. Notes that the opposition between labor and management offers rich opportunities for the critical examination of corporate rhetoric, opportunities that are as relevant in business writing class as they are in other courses.

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Globalization, or “fast” capitalism, has changed the workplace and writing in it dramatically. Composition epistemologies and practices, elaborated during the twentieth century in tandem with Taylorized workplace literacy requirements, fail to embrace the complexities of writerly sensibilities necessary to students entering the new workforce. To update these epistemologies and practices, MA students in professional writing were positioned as autoethnographers of workplace cultures, reporting to classmates on organizational structures and practices as they affected discursive products and processes. Their studies produced a database of petits recits on workplace cultures, and their work is analyzed for the ways in which it forecasts subjective work identities of writers in the years ahead. Implications are drawn for composition administration, curriculum design, course design, and collaborative work among academics and writers in private and public spheres.

This article explores three ways to design US empirical methods to be more valid and ethical in cross-cultural studies. First, intercultural researchers need to distinguish broad rhetorical and cultural patterns from regional, organizational, and personal patterns, a process that requires balancing the fact of difference with the need for generalization. Second, US researchers need to distinguish not only the differences in rhetorical patterns in a form of communication but also in the ways that form is used rhetorically. Third, researchers need to construct researcher-participant relationships that are sensitive to the values of organizational relationships in both cultures.

In three voices - one as a scholar, one as a writer, and one as an alcoholic - Hindman considers the question: in what ways can our own personal writing illuminate the theory and practice of teaching composition? Demonstrating the process of composing the self within the professional, she responds both passionately and personally to literary criticisms about recovery discourse. Her purpose is to “make writing matter” and, in doing so, to attempt to dispel the tension between competing versions of how the self is constructed. She also considers how, in and for recovery, she learned to write, and how it has affected her professional writing. This type of writing, which she has called “embodied rhetoric,” offers lessons for composing a better life.

This article turns to the concept of interdisciplinarity as a framework for the design and development of observational studies investigating the discourse of medicine in language-based fields such as linguistics, rhetoric, composition, and professional communication. It argues that observational studies be designed as disciplined interdisciplinary studies, defined as research that makes an acknowledged contribution to both medicine and language studies. It proposes two guiding principles for the design of observational studies in medicine, both of which focus on issues of prospective design.

Critical thinking pedagogy offers a supportive environment for teaching ethics in the professional communication classroom. Four important aspects of critical thinking which particularly encourage ethical thought and behavior are identifying and questioning assumptions, seeking a multiplicity of voices and alternatives on a subject, making connections, and fostering active involvement. Focusing on these behaviors allows an ongoing incorporation of ethics into many different aspects of the classroom.

Notes that student writers gain greater insight into the importance of audience by analyzing business documents. Discusses how business writing teachers can help students understand the rhetorical refinements of writing to an audience. Presents an assignment designed to lead writers systematically through an analysis of two advertisements.

As service learning becomes a popular pedagogical approach to technical and professional writing courses, instructors need to examine critically the causes of practical problems that arise when classroom work involves nonprofit agencies. Nonprofit management theory provides a possible solution in its discussion of some basic characteristics of organizations in the nonprofit sector. By understanding these characteristics, instructors and students might anticipate and solve problems they encounter.

Research Article| January 01 2001 A Flare from the Margins: The Place of Professional Writing in English Departments Kathryn Rentz Kathryn Rentz Search for other works by this author on: This Site Google Pedagogy (2001) 1 (1): 185–190. https://doi.org/10.1215/15314200-1-1-185 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Permissions Cite Icon Cite Search Site Citation Kathryn Rentz; A Flare from the Margins: The Place of Professional Writing in English Departments. Pedagogy 1 January 2001; 1 (1): 185–190. doi: https://doi.org/10.1215/15314200-1-1-185 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2001 Duke University Press2001 Article PDF first page preview Close Modal You do not currently have access to this content.

We offer institutional critique as an activist methodology for changing institutions. Since institutions are rhetorical entities, rhetoric can be deployed to change them. In its effort to counter oppressive institutional structures, the field of rhetoric and com-position has focused its attention chiefly on the composition classroom, on the de-partment of English, and on disciplinary forms of critique. Our focus shifts the scene of action and argument to professional writing and to public discourse, using spatial methods adapted from postmodern geography and critical theory.

Suggests that beginning writers can improve skills when they exchange letters with peers, teachers, and others. Offers a brief historical perspective on the use of letters as a pedagogical device. Outlines current applications of letter writing and exchanges in: English as a second language; technical and business writing; composition and literature classes; and portfolio reflection letters.

Although studies of actual communication practices in the workplace are now commonplace, few historical studies in this area have been completed. Such historical studies are necessary to help researchers understand the often complicated origins of genre conventions in professional discourse. Historical research that draws on contemporary genre theory helps address this void. A genre perspective is particularly valuable for helping researchers trace a given type of document's emergence and evolution. This perspective also provides a way of accounting for the connections between communicative practices and the other activities that occupy the attention of workplace organizations. To illustrate what this perspective brings to historical research in professional communication, I examine the development of communicative practices at a national production company that relied on texts to mediate its organizational activities across geographically dispersed locations.

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.

To bridge the gap between composition and professional communication studies, we should add multiculturalism to the widely accepted international perspective in professional communication instruction, thus transforming the classroom into a contact zone (Pratt). The practical necessity of intercultural communication in a global marketplace necessitates internationalization. The international perspective, accounting for the heterogeneity of the technical communication audience, focuses on audience analysis and leads us to encourage students to learn about the multiple, cultural layers of audience. A multicultural perspective, however, can teach students of professional communication about the complex relationship between language and ideology and the underlying forces that shape and reflect the ways we use language. Multiculturalism's critical component provides insights into the structures and ideologies of domination/subordination and provides students with the linguistic, intellectual, and moral tools for resisting fear and prejudices. Likewise, the international perspective in professional communication can inform issues of audience analysis in composition.

Designing desktop publishing courses around a model of service familiar In the U.S.—the pro bono publico tradition of professional gratis service—would broaden students’ professional horizons in addition to meeting growing demands for service learning. Such courses would mate volunteerism with the democratic spirit of desktop publishing, a technological platform that provides a means for unrepresented voices to be heard and read. One community project is outlined.

Narrative has been neglected in the education of professionals. The persuasive power of narrative is essential to all the sense-making activities that govern the lives of professionals, for in sense making, they are regularly using narrative. The central example here is the O. J. Simpson legal defense that was organized within the narrative frame of Simpson's story. The authors compare his story with a famous Norwegian folktale to illustrate the role narratives play in amplifying the values of a community. Using Propp's structural analysis of the folktale, they deconstruct the Simpson trial, which reveals implications of the narrative paradigm for the professional.

This article calls for a rhetorical perspective on the relationship of gender, communication, and power in the workplace. In doing so, the author uses narrative in two ways. First, narratives gathered in an ethnographic study of an actual workplace, a plastics manufacturer, are used as a primary source of data, and second, the findings of this study are presented by telling the story of two women in this workplace. Arguing that gender in the workplace, like all social identities, is locally constructed through the micro practices of everyday life, the author questions some of the prevailing assumptions about gender at work and cautions professional communication teachers, researchers, and practitioners against unintentionally perpetuating global, decontextualized assumptions about gender and language, and their relationship to the distribution and exercise of power at work.

While some models of computer writing environments have emerged in the literature on writing, most of them are done with the purpose of helping writers in an academic context and very few, if any, with the aim of facilitating the work of professional writers or students in professional writing. We think, however, that we can learn from the previous models to build a multi-purpose computer writing environment that will take into account the needs of the professional writers as well as those of the students learning to write. We will begin by looking at some models of writing proposed by Hayes and Flower in 1980 and also at the model of White and Arndt. Afterwards, we will review the model of professional writers developed by Clerc and link it with the previous models. We will then have to look at some computer writing environments described in the literature and see how these environments take into account the process and tasks identified in writing. Finally, we will suggest our model.

In partial answer to the many questions that have been raised about the definition and location of technical writing programs, a random sample of full-time teachers of professional writing was conducted. The results indicate that those located in English departments do not receive the respect and support they need. Those located in other departments are significantly more satisfied. Some strategies for improving the situation are suggested.

Daniel Defoe, one of the pioneers of the English novel, primarily earned his living as a journalist, pamphleteer, proposal writer, and freelance business consultant. A born entrepreneur, Defoe's many projects included promoting and marketing the first practical diving bell, designing commercial fisheries and improving London's sewer system, producing a series of popular self-help manuals, and founding and editing the first English technical writing journal, The Projector. These were the products of Defoe's indefatigable pen, and the utilitarian simplicity of his business and technical writing has strongly influenced English prose ever since. This article will examine two major pieces of Defoe's professional writing: An Essay of Projects, (1698) a portfolio of his best proposals, and the landmark The Complete English Tradesman (1725), the first English business writing manual. These and similar texts would form the loam of Defoe's great novels, Robinson Crusoe (1719), Moll Flanders (1721), and A Journal of a Plague Year (1722). While Defoe's professional writing shaped his creative writing, his gifts as a novelist—his plain, demotic style, his knack for concise narrative and analytical summary, his ability to create convincing personas through textual documentation—shaped his business writing. Both forms of writing made him the premier spokesperson of a new social and economic order.

Administrators and teachers for professional communication programs often are anxious to develop curricula that will teach “real world” practices of workplace practitioners. Many connections can and have been established in response to that concern. However, both practitioners and educators may mistakenly see such connections as a one-way exchange: practitioners with privileged knowledge sharing as a professional courtesy and with hopes of hiring graduates who may need less training on the job. However, the growth and sophistication of scholarship in professional communication, along with changes in the workplace that have led to more professional development needs among practitioners, have created new opportunities for two-way exchanges of expertise. Academics from professional communication programs now can and should use their programs' connections with the workplace to influence practices in the field. This article suggests ways to create more bi-directional educational exchanges.

This article argues that examining leaders and leadership techniques is a valid subject for technical and professional writing and communication classes. The article describes an assignment for studying leadership and provides related instructional materials.

Noting that recent research in workplace writing tends toward description of contexts for writing, this study turns its attention to text itself, focusing on the nominal expressions in the discourse on management. Analysis shows that these nominals recursively delete not only agent roles but also those of experiencer, object, and goal, and at the same time conflate the interests of researchers and managers. Calling on pragmatic theories of politeness, Giddens' characterization of bureaucracy as reflexive system, and Foucault's concept of “governmentality,” this study suggests that management nominals are a particularly intense expression of modernity itself.

Commentary: When this essay first appeared more than 10 years ago, it built on a small but substantial body of scholarship that declared scientific writing an appropriate field for rhetorical analysis. In the last 10 years, studies of scientific writing for both expert and lay audiences have increased exponentially, drawing on the long-established disciplines of the history and philosophy of science. These newer studies, however, differ widely in approach. Many take the perspective of cultural critique (e.g., the work of Bruno Latour and Stephen Woolgar), whereas others use the tools of discourse analysis (e.g., Greg Myers, M.A.K. Halliday, and J. R. Martin). But, application of rhetorical theory also thrives in the work of John Angus Campbell, Alan Gross, Charles Bazerman, Jean Dietz Moss, Lawrence J. Prelli, Carolyn Miller, and many others. Randy Allen Harris offers a useful introduction to this field in Landmark Essays on Rhetoric in Science (1997). “Accommodating Science” applies ideas from classical rhetoric and techniques of close reading typical of discourse analysis to the question of what happens when scientific reports travel from expert to lay publications. This change in forum causes a shift in genre from forensic to celebratory and a shift in stasis from fact and cause to evaluation and action. These changes in genre, audience, and purpose inevitably affect the material and manner of re-presentation in predictable ways. Two concerns informed this study 10 years ago: the impact of science reporting on public deliberation and the nature of technical and professional writing courses. These concerns have, if anything, increased (e.g., the campaign on global warming), warranting continued scholarly investigation of the gap between the public's right to know and the public's ability to understand.

Commentary: It is easier to articulate the issues addressed in this piece today than it was when Written Communication first published it in 1985; we now have the familiar idioms of postmodernism, cultural studies, and reception theory to help illuminate the paradigm that we were arguing governs everyday communication behavior in organizations. In particular, while terms such as contingency, intersubjectivity, shared understandings, social construction of meaning, and discourse communities were familiar enough at the time in the fields of philosophy and critical theory, they had not yet influenced textbooks in organizational communication. Instead, these textbooks were dominated by the human resource and social systems models of the organization at work and by prescriptive approaches to writing. We drew on the work of contemporary theorists (Polanyi, Popper, Kuhn, Toulmin, Perelman, and others) to support the notion that, like scientific communities, organizational communities are “rational enterprises” that develop rules and protocols for the admission and analysis of evidence—criteria which individual practitioners internalize unevenly, imperfectly, and tacitly, and which evolve over time in response to new situations, but which govern the construction of meaning. Through the analysis of a particular case of strategic communication (and one that was deliberately ordinary, not exceptional), we were interested in demonstrating how important the larger context is in shaping communication, how meaning is negotiated by writer and audience, how “good writing” depends less on transmitting a “message” or even adapting a specific format than on tapping (or reenvisioning) shared but tacit recognitions about what is important in the organizational context. Looking back, we are gratified that these observations now seem commonplace, and also that we addressed them in humanistic, cognitive, and philosophical terms to argue the centrality—and complexity—of consensus making. One of the closing sentences still seems like an appropriate call to continue such an inquiry: “In a world marked by divergent values, galloping change, and the need for ethical approaches to problem solving, a rhetoric that both acknowledges the human complexity of decision making and suggests a practical rationale for producing consensus is needed.”

Details a first-year college composition course that blends journalism instruction with first-year composition. Describes how students learn about news gathering and news writing techniques common to feature writing and complete a profile writing project which encourages a level of discourse that bears closer kinship to everyday workplace writing. Discusses course design, implementation, and evaluation.

Service learning, an expanding pedagogical movement, educates students to volunteer their expertise for the benefit of society. Teachers of business and technical writing can apply this pedagogy by assigning students to write for nonprofits. Such assignments prepare students for both workplace writing and responsible citizenship. To help our profession consider the appropriateness of this pedagogy, this article describes the origins of the movement and proposes a rationale for it in our field. This article then explains sequential projects and teaching methods intended to reduce problems related to collaborative writing for nonprofits. Last, resources are identified to help prepare grant proposals, perhaps the most beneficial kind of document for nonprofits.

This article proposes a model of organizational change by describing change as a discursive process, sparked by a conflict in an organization's narratives and images. As such, change is the process of realigning an organization's discordant narratives and images. Several implications that the model has for organizational communication and for the study of organizational change are presented.

We designed and piloted a technical communication course for software engineering majors to take concurrently with their capstone project course in software design. In the pilot, one third of the capstone design course students jointly enrolled in the writing class. One goal of the collaborative courses was to use writing to improve the usability of students’ software. We studied the effects of writing on students’ user‐centered beliefs and design practices and on the usability of their product, using surveys, document analyses, expert reviews, and user test results. When possible, we compared the usability processes and products of teams who did and did not take the writing class. Our findings suggest that the synergy of this interdisciplinary approach effectively sensitized students to user‐centered design, instilled in them a commitment to it, and helped them develop usable products.

This article describes the writer's experiences teaching American business writing in Russia and attempting to find documents for comparison of Russian and American approaches to business communication. She discovered that most documents common in the United States are rare or nonexistent in Karelia, where in many ways organizational culture is oral culture; documents exist largely to show to officials rather than to communicate with customers, clients, superiors, or subordinates. Although Hall's model of high-context communication accounts for some cultural differences between Americans and Russians, it is important to note the differences between Russians operating in official mode and in personal mode to understand the amount of explicitness and directness appropriate in various situations.

This article examines the critical perspective as an alternative to our current descriptive, explanatory research focus. The critical perspective aims at empowerment and emancipation. It reinterprets the relationship between researcher and participants as one of collaboration, where participants define research questions that matter to them and where social action is the desired goal. Examples of critical research include feminist, radical educational, and participatory action research. Adopting the critical perspective would require that scholars in professional communication rethink their choices of research questions and sites, their views of the ownership of research results, and the types of funding they seek for research initiatives.

Several global factors suggest the necessity of internationalizing the business and technical writing curriculum: increases in international business, in the number of workers employed by overseas businesses, in U.S. companies exporting products abroad, and in ethnically and culturally diverse population within our own borders. Despite these factors, however, many teachers in the business and technical writing classrooms are unsure of why they should internationalize their curriculum, or what methods to use to ensure that students benefit from such a curriculum. This critical bibliography provides a practical resource for teachers of business and technical writing who wish to internationalize their curriculum. The bibliography is divided into sections to provide practitioners with resources discussing the rationale for internationalization to specific assignments they may consider using in their classroom.

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.

In this article, the review process is described as a method of formative evaluation of texts. The description is based on three empirical studies of professional writing practices. It includes the goals of review, the actors involved in the process, the moments in the text production process that review is taking place, and the procedures followed. The studies make clear that review serves more goals than just improving the text. For improving the text, other methods than review probably produce better and more reliable results, especially when the goal is to improve the usability of the text. But review also has the function of having the information checked by experts and of building consensus and commitment in the organization. Because in most organizations review is taking place anyway, all remarks about the quality and acceptability of the document that are collected in the review process can be considered additional information that writers could use—with caution.