This article describes how 2 classrooms of 4-year-old children incorporated popular media (cartoons, television shows, video games, movies, and music) into their conversations with peers during writing. The findings assert that (a) children naturally incorporate popular culture into their writing, (b) children include popular culture in their…

Explains that semiology provides a broad perspective for analyzing the range of signs, their differences in form and function, along with the relative efficiency of different signs for different purposes and situations. Applies some general semiological notions to the printed page. (SR)

Steps aside from conventional ideas about diagrams to examine how they work. Brings to bear ideas from a perceptual psychologist, a communication theorist, and a philosopher. Introduces the papers in this special issue as diagrams for worldmaking. (SR)

Presents a study testing the ability of "trained" and "untrained" undergraduates to perceive stylistic differences in samples of business writing. Concludes that both groups have difficulty identifying tested differences, "trained" students having only a modes advantage. (MS)

Examines the way communication researchers write about the unconscious and its relationships with communication behavior. Shows that they use ordinary words to describe unconscious processes and are burdened by those words' implications of conscious agency. (SR)

Explores how graphic symbols came to represent underlying linguistic constituents. It is suggested that the relationship between speech and writing may be just the opposite of what is traditionally assumed. Writing systems may provide the concepts and categories for thinking about the structure of speech rather than the reverse. (47 references)…

Reconsiders the usual typologies of diagram presentations, questioning accepted taxonomies. Examines diagrammatic structures, revealing some hardened categories. Suggests that new discoveries can be made if questions are raised about how information is framed. (SR)

Many recent studies on computer-mediated communication (CMC) have addressed the question of orality and literacy. This article examines a relatively recent subgenre of CMC, that of written online sports commentary, that provides us with written CMC that is clearly based on firmly established oral genres, those of radio and television sports…

Describes a study of the administrative and instructional practices of large corporations providing written communication programs for middle management employees. (MS)

Follows particular parallels between oralist and electronic mediation to explore narrative or storytelling as a rhetorical form that transcends mediation. Reviews how writing-based cognition may bind progress in rhetorical practice and theory. Examines how narrative is media-transcendent. Reflects on the nature of media shifts. (SR)

A study investigated the mode of communication and the type of information that best serves an organization's purposes during the orientation interviews of new employees. Preliminary interviews with ten new employees and ten experienced employees indicated task-related performances for oral or written organizational communications--structured…

Examines the syntactic and stylistic features of an emergent phenomenon called Interactive Written Discourse (IWD), the written language occurring in simultaneous terminal-to-terminal typed dialogues. Finds that IWD is a naturally occurring register and a hybrid language variety, displaying characteristics of both oral and written language. Notes…

"Text and Performance Quarterly" (TPQ) is the new name (beginning 1989) of a journal that started in 1980 under the name "Literature in Performance." This partial (promotional) issue of "TPQ" consists of a single article from the January 1989 issue that briefly explains the background and scope of the re-defined…

Investigates differences between college students' reading and listening processes in conjunction with variation in oral-based or literate-based language style. Finds that: listening required less cognitive effort than reading, irrespective of language style; listeners and readers alike best comprehended oral-based discourse; and that reading was…

Studies the distraction potential of 45 written usage elements, traditionally considered errors, for 2 different educated reading audiences: postsecondary business communication teachers, and executive vice presidents in large firms. Finds that the usage errors least distracting to both audiences were lexical elements and the use of an adverbial…