International Journal of Business Communication

Speech-act theory can illuminate and unify the principles of written busi ness communication through its emphasis on intention, context, and language, especially in relation to the reader. Conventional principles and patterns of business communication are interpreted in the light of speech- act theory so as to provide a useful pedagogic tool.

This study analyzed the relationship between writing style and leadership style of 117 supervisors. It also analyzed the effect that supervisory expe rience, formal education, and management training had on this relationship. Style was defined and measured in terms of structure and consideration. There was no significant positive relationship for the dimension of consid eration. However, there were significant negative relationships for the dimension of structure. Management training had a significant effect on writing style.

Relatively few studies have been conducted to determine the readability of business-related textbooks. This article reports the results of a survey of twelve recently published textbooks in business communication to deter mine the level of readability of those textbooks. The survey shows that, using the Flesch Reading Ease Score, important differences do exist in readability among business communication texts. The majority of the texts surveyed were found to be within or below the lower end of the undergraduate level reading range.

The perennial debate about differential grading—is it good or bad?—is beginning to move in a new direction—what causes it? This study, based on responses provided by a random sampling of ABCA members, examines one of the causes: varying evaluative criteria. The study reports that busi ness communication instructors identify a variety of criteria for grading but tend to use a consistent terminology when analyzing student writing. This consistent terminology does not, however, guarantee a consistent evaluation.