How writers can adapt to their readers is an important issue in effective communication strategies, and certainly crucial in the case of functional texts. Therefore, it is necessary to look at how readers are constructed as partners in a communication co-production. This article explores the concept of the "active reader," which is getting more…

Uses a brief fictional narrative to discuss how visual media frequently offer a superior alternative to prose for the communication of some kinds of information, specifically, to describe; represent abstract structures; convey spatial relationships; provide a meaningful context for unfamiliar information; assist readers in their attempts to solve…

Looks at a sample of instructional documents using Restricted and Elaborated Code and metadiscourse analysis to determine how easily users can read and understand the material. Suggests that the documents do not send a clear message to authors and editors and can be stylistically hard to understand and consequently, the approved standards…

Finds that textbook prefaces are used by authors both to help the audience use the book and to convince them of its value, which accounts for relevant features of prefaces: the frequent use of textual metadiscourse and the pervasive presence of evaluation. Discusses evaluative criteria used in prefaces and how they are related to the audience's…

Studies the speech act strategies of indirectness in professional letter writing through an analysis of statements which were evaluated by college seniors. Discusses indirectness strategies from the perspectives of (1) value index; (2) writer/addressee orientation; (3) linguistic characterization; and (4) location within sentences. Suggests that…

Discusses three aspects of reading (inferring, reasoning analogically, and learning). Demonstrates in sample texts their role in building consensual meaning in persuasive business communications. Proposes four guidelines to supplement guidelines already developed. (SR)

Proposes that readability formulas cannot predict text difficulty. Presents results of an experiment designed to demonstrate that "text difficulty" is determined by individual differences (perception) and not by the objective qualities of a text. (NH)

Reviews previous research on the effects of signals (structural cues that announce or emphasize content or reveal content relationships) on readers' comprehension of expository prose. Concludes that inconsistent results are due to inadequate methodologies that fail to control for confounding variables, such as text length and difficulty, topic…

Investigates readers' response patterns to informative documents. Finds that readers make direct confirmations and positive comprehension evaluations when information is conveyed clearly; when understanding is impaired, readers seek more clearly established relationships in the text. Concludes that readers make evaluative suggestions that…

Investigates the role of signaling (structural cues that announce or emphasize content or reveal content relationships) in helping good readers comprehend expository text. Finds that signals do improve a reader's comprehension, particularly comprehension two weeks after the reading of a passage and comprehension of superordinate and superordinate…