Abstract

Empirical studies of gender-based language differences have provided con flicting, discreet conclusions that have little relevance for business- communications instruction. This paper presents informally collected obser vations of male and female students in undergraduate and graduate business- and technical-communication courses. Calling for future formal studies to verify its findings, this study concludes that people-intensive work experience modifies gender-based language differences in written business communica tions of undergraduate and graduate students. However, instruction in audi ence analysis, tone, content design, and style also modify these gender differences. If formally supported, these observations would help teachers argue for the value of business-communications instruction in helping stu dents develop varied and androgynous communication styles important for job-related communications.

Journal
Journal of Business and Technical Communication
Published
1990-01-01
DOI
10.1177/105065199000400102
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Citation Context

Cited by in this index (9)

  1. IEEE Transactions on Professional Communication
  2. Written Communication
  3. Journal of Technical Writing and Communication
  4. Journal of Business and Technical Communication
  5. Journal of Technical Writing and Communication
Show all 9 →
  1. Journal of Technical Writing and Communication
  2. IEEE Transactions on Professional Communication
  3. Technical Communication Quarterly
  4. IEEE Transactions on Professional Communication

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