Investigates some of the disjunctions between writing as it is taught in academic institutions and writing as it is employed in professional workplaces, especially in the areas of writing context, time pressure, collaboration, and consequences of writing. Considers how these disjunctions might be addressed in the writing classroom. (TB)

Discusses what usability is and how to test for it. Offers nine suggestions for technical communicators working on usability testing. (SR)

Finds that augmenting written comments on students' business writing assignments with audiotaped remarks motivated student writers, and improved feedback, context, and performance. (SR)

Explores the benefits of using a voice-graded writing approach, which offers instructors an opportunity to engage in virtual office critiquing of student assignments. (SR)

Examines interactions occurring when writers collaborate, and explores how writers use computers to collaborate. Describes a case study of one group in an upper-level business and technical writing course taught in a computer-assisted writing lab. Concludes that students used computers throughout the collaborative process primarily to share drafts…

Cites research showing that many technical writing courses do not give students an accurate conception of the workplace. Notes the importance of communication skills, inadequacies of writers in the workplace, and the need for practice and instruction in collaborative writing. Outlines a one-term course containing a collaborative writing project…

Compares the language of business writing students communicating face to face and on a real-time computer network. Finds that during network meetings, participation was more equal, responses more substantive and text specific, and students more willing to offer direction than during face-to-face meetings. Notes more positive evaluations by…

Describes a technical writing assignment in which students learn to consider the needs of an audience through writing query letters. Discusses researching the magazine, comparing competitors, editors' responses, and the advantages results of the assignment. (PRA)

Uses a particular case study to demonstrate the usefulness of the case method of teaching within the context of technical writing and business communication courses. (SR)

Analyzes earlier studies which suggest that women are better than men in considering audience during writing tasks. Argues that little difference actually exists between males and females as they construct a verbal and visual set of instructions. Provides data from original research on this topic. (HB)

Identifies problems in the computer-supported group writing of MBA students who are both novice strategic report writers and novice users of technology that supports group work. Suggests several reasons for these problems. (KEH)

Surveys perceptions of technical writing held by department heads at a technological university regarding: (1) content, instruction, and assessment of a technical writing course; and (2) writing products and processes. Calls for writing program administrators to study the institutional context for courses and programs in technical writing. (SR)

The technical complexity of the language of academic journals is discussed in terms of graduate students' needs for information, especially in developing countries. An examination of problems in two articles in "Language" and one in "American Anthropologist" points out the nature of the difficulties and some of the solutions. (Author/LB)

Argues that the most effective CD-ROM user's guides are written by a documentation team skilled in instructional design, graphic design, and writing. Three purposes of a manual--installation guide, teaching tool, and ongoing reference--are explained, and 10 guidelines for developing effective documentation are offered. (NRP)

Uses ethnographic field methods to investigate the ways that scientific authors develop an understanding of their audiences. Finds that, rather than writing a text for an abstract audience, these scientists engaged their readers in direct interactions to obtain a clearer sense of their concerns. (RS)