Shows that organizational metaphors have a significant effect on the way writers think about readers and compose written reports. (SR)

Asserts that behind the issues of reliability and validity and ethnographic storytelling lurk the definitions of ethnography. Discusses ethnography's position in writing research and the author's problems with reconciling ethnographic research with positivistic methods. (PRA)

Offers a brief overview of Gestalt theory. Shows how six Gestalt principles (proximity, closure, symmetry, figure-ground segregation, good continuation, and similarity) can be applied to improve a reader's comprehension of a badly designed instruction module that uses several graphics. (SR)

Discusses how the notion of genre has recently been reconceived by theorists. Questions whether the explicit teaching of genre features and rules enhance the acquisition of such genres by students. Provides tentative responses to this question. Argues for more focused research of this question. (HB)

Responds to Aviva Freedman's article on explicit instruction of genre in the same issue of the journal. Reviews Freedman's argument. Disagrees with Freedman's conclusion that explicit instruction is not useful. Argues that research indicates that explicit instruction of genres can be beneficial to students. (HB)

Responds to two critiques of her own article published in the same issue of the journal. (HB)

Describes the complex meanings of the term "tradition," and relates these meanings to the search for the traditions of composition theory and teaching. Illustrates the constitution and revision of traditions by examining the work of theorists William E. Coles Jr. and David Bartholomae and the reception of their work. (HB)

Provides a critique of two recent monographs related to the general issues of writing centers: "Writing Centers in Context: Twelve Case Studies," edited by Joyce A. Kinkead and Jeanette Harris, and "Dynamics of the Writing Conference: Social and Cognitive Interaction," edited by Thomas Flynn and Mary King. (HB)

Finds that traditional aspects of writing, such as outlining, revising, and audience analysis, rated highest in a ranking by technical communicators of 67 possible topics of an undergraduate course. Notes that other fundamentals, such as style and mechanics, were close behind. (SR)

Responds to Deborah Wells Rowe's critique of Sarah J. McCarthey's article in the same issue. (HB)

Analyzes the recognition, development, and use of the power of persuasion in American sales letters from 1905-20, as well as two other business-writing traditions that developed during this period: the "you" viewpoint and the "five C's." (KEH)

Describes a study in which 30 letters from corporation executives to shareholders were examined for readability and writing style. Concludes that letters written by executives who were viewed as successful fell into accepted levels of readability. Observes that opening paragraphs tended to be equivocal or positive. Suggests study of shareholder…

Presents the text of an account of the author's research. Notes that the text's four layers (scientific report, reflective analysis, personal history, and deliberative appeal) are each indispensable yet individually inadequate to the task. Considers the tensions among possible accounts of the research and what these tensions say about the reading…

Finds that company recruiters are most interested in the following items commonly found on a resume: address information, job objective, education, work experience, and extra curricular activities. Finds also that the use of high quality paper and typesetting is not important, and that recruiters prefer the traditional historical/chronological…

Examines writers' options in organizing comparisons. Finds that chunking of content in a systematic way is a strong predictor of holistic quality ratings, and that higher rated papers tend to be written by students with higher verbal abilities and more extensive topic knowledge. Demonstrates the complexity of the choices writers must make in…