This article argues that researchers can benefit as scholars and teachers by conducting studies in the history of business and technical writing within the framework of the new historicism. It discusses the problems and features of the historical studies literature, explains the legitimizing effects of treating studies as the new historicism, and advocates teaching students to conduct new historical analyses of business and technical texts.

This article describes German correspondence styles in order to assist American managers. In the coming years, more and more American managers will find that they must correspond with their German counterparts either as colleagues within international organizations or as associates representing collaborative and competing businesses. The article explains typical conventions of both memo and letter formats, emphasizing the need to appreciate differences between formal and informal modes of communication. American managers who know and respect these differences can communicate more clearly and persuasively with their German contacts.

This article describes a method for motivating second-language (L2) business communicators to increase their English proficiency through the use of double translation. The lesson is explained and illustrated in light of current research on both L2 pedagogy and intercultural communication theory. Examples of double translations are offered, along with anecdotal observations concerning the positive effects of the lesson. These data support the notion that teaching methods that empower L2 communicators while involving them in ideas are preferable to traditional grammar and syntax exercises.