Discusses guidelines for the effective use of electronic media, including linear video, interactive video disk, multimedia programing, video-projected programing, and teleconferencing. (SR)

Reviews speech act theory to explain the function of writing transitions in terms of the illocutionary and perlocutionary effect of explicit performatives. Identifies explicit performatives in samples of professional writing in technical and academic areas. Suggest ways to revise textbooks to include the findings from speech act theory. (SR)

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 aspects of collaborative writing in the workplace, including styles of management and collaboration; deciding whether to adopt a collaborative approach; research and implementation; collaboration in process; and evaluation, recognition, and rewards. (SR)

Discusses the style and structure of videos. Discusses four models particularly suitable for communicating technical subjects: lecture, demonstration, documentary, and dramatization. Discusses how to select the most appropriate style for a proposed video and offers an example of each of the four basic styles. (SR)

Maintains that magazine and journal articles can be a powerful marketing and education tool. Discusses planning an article, getting the most from the material, and working with editors. (SR)

Discusses expertise, what an expert system is, what an expert system shell is, what expert systems can and cannot do, knowledge engineering and technical communicators, and planning and managing expert system projects. (SR)

Outlines a method used for teaching brochure writing in nine one-hour class periods. Discusses grading, and notes ways that students benefit from brochure writing. (SR)

According to data from 144 technical writing students, 16% had writing apprehension and 16% had test anxiety; only 3.5% had both. Gender and age predicted test anxiety but not writing apprehension. Number of composition classes predicted writing apprehension but not test anxiety. (SK)

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)

Argues for changes in the way technical communicators design new documentation systems to accommodate readers with impaired vision, mental abilities, and motor control. Recommends use of larger type, careful choice of ink and paper color, use of matte-finish paper, thoughtful page and screen design, and use of contextual aids, priming strategies,…

Compares a 1992 survey of Australian technical communicators with a 1991 survey of American technical communicators, looking at similarities and differences. Discusses member profiles, employment profile and salary, job satisfaction, and other issues. Finds no marked differences between the profiles of Australian and United States technical…

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)

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…

Describes how recent research in industry and academia on collaborative writing has redefined authorship, documented writing experiences, developed models, and established guidelines for successful collaboration that include attention to both writing processes and group processes. (SR)