Treating visuals as sites of power inscription, the authors advance a Foucauldian design model based on the Panopticon—Bentham's late-eighteenth-century architectural figure for empowerment based on bimodal surveillance. Numerous examples serve in demonstrating that maximum effectiveness results when visuals foster simultaneous viewing in the two panoptic modes, the synoptic and the analytic. The panoptic theory of visual design is shown to be compatible with many privilegings in the literature of visual design that have hitherto appeared ad hoc and undertheorized, with relations masked by the disparate terminologies employed. The limitations of panoptic theory are located in its neglect of oppositional practices—seen as the most compelling horizon for research on the empowerment of designer and viewer through visual design.

The article argues the relevance and utility of communication theory and models in the research, design and development of computer-mediated information systems. Toward this end, the underlying communication model of early management information systems (MIS), termed the information-transfer (IT) model, is derived. In particular, MIS are examined from seven aspects: epistemological and ideological bases, context, agents, problems addressed, nature and role of communication. The widely acknowledged failures of early MIS are traced to shortcomings of the underlying IT model. A model reflecting recent developments in communication theory is also presented, and state-of-the-art information systems are described and critiqued with reference to both communication models. The critique suggests directions for information-system development based on sounder communication theory.

Rhetoric teachers often defer responsibility for technical-problem treatment to either the technical student or the technical instructor. But these technical persons are trained largely in academic problems and treatments, which are shown to differ profoundly from their professional counterparts. For engineering students are traditionally trained in a discipline dissociated from a professional base at its very origins, enrolled in a science-oriented curriculum, and taught by technical instructors lacking professional experience. Rhetoric instructors should not, therefore, consider engineering students experts in the articulation and treatment of typical problems addressed by professionals. This paper describes representative student difficulties in the selection and treatment of technical problems in simulated professional reports. Based on results obtained with questionnaires and in-depth interviews, these difficulties are traced to the use of academic materials as sources. Representative case histories are used to illustrate typical student pitfalls in adapting academic source materials. Pedagogical suggestions are offered.