Points out the need for audience consideration in technical writing. Discusses how memory divides information into chunks for processing, and how this affects the readability of technical text. (HTH)

Presents a program for effective revision procedures based on five criteria: amount/kind of detail, appropriate emphasis of content, logical progression, stylistic appropriateness, and mechanical accuracy. (PD)

Proposes that a discussion of narrative techniques and their application helps technical writing students better understand their audience's needs and interests. Discusses point of view and sequence. (HTH)

Examines research favoring the use of active voice over passive voice verbs and the influence of active voice on sentence length and position and emphasis. Discusses the implications of this rule on technical writing. (HTH)

Examines the "situation-problem-solution-evaluation" structure, as well as other organizational structures useful in report writing. Discusses briefly the limitations and applications of information structures. (HTH)

Examines comical problems arising from the overuse of business and technical jargon and syntax, including alienation of the reader. Offers suggestions for business writers to avoid usage that can appear comical in their business correspondence. (HTH)

Examines the role of communications in accounting, with particular emphasis on the accounting education. (FL)

Through the process of writing and rewriting a committed voice can be recovered in which individuals are allowed to find out what they think, say what they think, and then stop. (HOD)

Argues that too little information on audience analysis is available to technical writers and suggests that such analysis should be done in relation to the reader's level of competence and motivation. (TJ)

Summarizes a number of ways technical editors can develop an atmosphere of mutual respect in editing the writing of subject matter specialists. (TJ)

Describes an intensive, two-day program for business and institutional editors offered by the extension service of the University of Wisconsin at Madison. (FL)

Describes some of the elements that the author deliberately incorporated in his writing of textbooks. Two categories are discussed: some general guiding principles, and more minor technical features. (CS)

Discusses the various arrangements whereby aspiring technical writers and editors receive training and work experience within the United States federal government. (RL)

Argues that instruction in technical writing can be valuable to medical students. (MKM)

A diamond-shaped model depicts the researcher/writer's progress from problem definition through preliminary research and major research to the stages of consolidating the data, writing, revising, rewriting, and final production. (RL)