Power, determined by rank, can be a primary determinant of how communication acts are structured by the writer and perceived by the reader. The sales model underpinning traditional business communication principles does not consider the effect of such power in memos written by managers to subordinates. Three rhetorical and linguistic strategies that reflect the construct of power in managerial communication are projecting leadership, assuming commonality, and controlling information. These strategies, which have not been sufficiently considered in theoretical and applied research, suggest the need to consider new ways of articulating principles for management communication.

Practitioners and consultants, who have developed much of the theory on the direct mail sales letter, emphasize one point: The reader must be enticed to read the letter. One way to entice the reader is to use an indirect arrangement of support: Invitation, Benefits and Proof, Acceptance, and Teaser. Other reader-directed principles are 1) create the look of a personalized letter and 2) employ strategies to promote readability.

This study is an empirical investigation to determine if gender has an influence on academic performance and scholarly writing. A stratified random sample of faculty from 21 midwestern universities was selected to complete a 20-item survey. One variable revealed gender differences: Men were more likely than women to perceive children and family responsibilities as constraints on their ability to do scholarly writing. A second variable approached significance: Women were more likely than men to identify themselves as doing theoretical work. Although the women and men in this survey reported to have published similar amounts, women were less likely to be associate and full professors than were men. This study suggests that the organizational culture and structure of academia privileges men.