Use of systematic feedback can produce significant improvement in students' writing skills. (Editor)

Whether he writes editorials, prints controversial materials, or merely determines article position and design, the editor reflects his own values. (Editor)

Suggests that the lack of a target audience and interesting topics could account for the frequent inept attempts in the freshman composition course. (DS)

Offers advice on good writing to art educators. Recommendations include using plain words; avoiding repetition, jargon, and esoteric language; completing sentences; focusing on the topic; and varying the sentence structure. When finished, the material should be put aside and read critically at a later date. (CS)

Presents a model of generative reading comprehension stating that learning to read with comprehension involves acquiring and using some of the same generative skills needed to learn to write. (JL)

Describes the design of three types of resume: traditional, functional, and mixed; includes examples of a functional resume. (AEA)

Effective communication depends on several ingredients including an appropriate readability level and thorough analysis of the audience. Readability levels and audience analysis are discussed, with implications for researchers and other technical personnel. (MLW)

Argues that writers gain skill in manipulating syntactic structures as they learn to engage in reflexive reading of complex texts. (MM)