Abstract
This article interprets research in linguistics and psychology in order to revise and enlarge existing definitions of readability. It suggests instructional methods for teaching students to compose more coherent—and, hence, more readable—technical writing. For a text to be readable, it must be coherent. However, like readability, coherence is variable, depending on the writer and the reader as well as the text itself. The reader is able to understand a message by relying on his shared knowledge with the writer. A starting place for comprehension, cultural and professional knowledge and linguistic knowledge allow readers to set up expectations about a text and to read efficiently. Because accommodating shared knowledge is vital to readable writing, we should teach students how to assess typical audiences and compose in forms routinely used for technical documents. With practice in audience analysis, students learn to accommodate a reader's professional and cultural knowledge. With practice in traditional organizational patterns, stylistic imitation of readable writing, they learn to accommodate common expectations about language and form.