@article{katz_2008, title={Assessing a hybrid format}, volume={22}, ISSN={["1050-6519"]}, DOI={10.1177/1050651907307710}, abstractNote={ As college instructors endeavor to integrate technology into their classrooms, the crucial question is, “How does this integration affect learning?” This article reports an assessment of a series of online modules the author designed and piloted for a business communication course that she presented in a hybrid format (a combination of computer classroom sessions and independent online work). The modules allowed the author to use classroom time for observation of and individualized attention to the composing process. Although anecdotal evidence suggested that this system was highly effective, other assessment tools provided varying results. An anonymous survey of the students who took this course confirmed that the modules were effective in teaching important concepts; however, a blind review of student work produced mixed results. }, number={1}, journal={JOURNAL OF BUSINESS AND TECHNICAL COMMUNICATION}, author={Katz, Susan M.}, year={2008}, month={Jan}, pages={92–110} }
 @article{katz_2008, title={CREATING APPROPRIATE GRAPHICS FOR BUSINESS SITUATIONS}, volume={71}, ISSN={["2329-4922"]}, DOI={10.1177/1080569907312877}, abstractNote={CHARTS AND GRAPHS are ubiquitous in business documents, and most students in my business communication courses are well aware that they need to be able to create many different types of data representation. Most of them have had a great deal of experience working with spreadsheet applications, and they know how to manipulate data and present them in the various forms permitted by their software. However, they don’t always understand how to make the most appropriate choice among those forms for a particular situation. For example, they often use a pie chart when a bar graph would be more informative or a bar graph when a line graph would make the data’s meaning more obvious.}, number={1}, journal={BUSINESS AND PROFESSIONAL COMMUNICATION QUARTERLY}, author={Katz, Susan M.}, year={2008}, month={Mar}, pages={71–75} }
 @article{katz_casey_aiman-smith_2005, title={Optimizing ROI of time-to-market practices}, volume={48}, ISSN={["0895-6308"]}, DOI={10.1080/08956308.2005.11657315}, abstractNote={OVERVIEW: Most managers recognize that time-to-market practices provide benefits for their organizations, but few have considered all available TTM strategies. Further, little research has been done into the advantages and disadvantages of these strategies. Developing a process for and examining the cost effectiveness of TTM can be particularly useful. Measurements of usage and cost derived from organizational experience can be used to calculate the cost effectiveness of TTM practices within any setting. This information can then be used by management to optimize return on investment by achieving TTM with minimal costs. The goal is to create a set of balanced practices that meet the specific needs imposed by industry constraints.}, number={3}, journal={RESEARCH-TECHNOLOGY MANAGEMENT}, author={Katz, SM and Casey, R and Aiman-Smith, L}, year={2005}, pages={47–57} }
 @inbook{katz_2003, title={Writing review as an opportunity for individuation}, booktitle={Professional writing and rhetoric: readings from the field}, publisher={New York: Longman}, author={Katz, S.}, year={2003}, pages={103–170} }
 @inbook{katz_2002, title={Ethnographic research}, booktitle={Research in technical communication}, publisher={Westport, Conn.: Praeger}, author={Katz, S.}, editor={Gurak, L. J. and Lay, M. M.Editors}, year={2002} }
 @article{katz_organ_2001, title={Service learning partnerships: is there a snake in the garden?}, volume={27}, number={1}, journal={NSEE Quarterly}, author={Katz, S. M. and Organ, P. J.}, year={2001} }
 @article{katz_1999, title={Coherence Scoring Manual}, author={Katz, Susan M.}, year={1999} }
 @article{katz_odell_1999, title={Moving from print to digital media}, volume={17/18}, number={1999/2000}, journal={Works and Days}, author={Katz, S. M. and Odell, L.}, year={1999}, pages={139–156} }
 @misc{katz_1999, title={Other floors, other voices: A textography of a small university building, by John M. Swales}, volume={36}, DOI={10.1177/002194369903600406}, abstractNote={cumspection. Nevertheless, they do show that some theories match the perceived data better than others and, by implication, that some management strategies are smarter than others. Systematic empirical research is scarce in these essays, it is true, but one receives the benefit of much careful reading and thinking on the part of prominent international organization scholars. The collection’s achievements as well as its lapses entice one to choose a thread of the conversation and join in.}, number={4}, journal={Journal of Business Communication}, author={Katz, S.}, year={1999} }
 @article{katz_1998, title={A newcomer gains power: An analysis of the role of rhetorical expertise}, volume={35}, DOI={10.1177/002194369803500401}, abstractNote={Theories of organizational power explain how an entry-level employee in a hierarchically structured organization was able to have a significant impact on her workplace. These theories tell us that one way to gain power is by demon strating some type of expertise that is valued within the organization. This case study of an auditor who was an expert writer will demonstrate how her exper tise led to changes within the organization. As a young woman at the lowest professional level in a male-dominated bureaucratic organization, she would not have been expected to gain power. However, her rhetorical expertise- her awareness of the importance of audience and purpose, and her knowledge of what to say and how to say it - gave her the power to revise the processes by which her organization did its work, to rewrite the job descriptions of the managers within the organization, and to create a unique role for herself within the workgroup.}, number={4}, journal={Journal of Business Communication}, author={Katz, S.}, year={1998} }
 @article{katz_1998, title={How newcomers learn to write: Resources for guiding newcomers}, volume={41}, DOI={10.1109/47.712348}, abstractNote={For part I see ibid., June 1998. Part I focused on what newcomers need to learn in order to write appropriately on the job and suggested resources and strategies to help supervisors guide their new employees through the maze of organizational discourse conventions. This article, based on the same ethnographic study of newcomers in two organizations which provided the basis for Part I, will describe theories that explain how newcomers learn, show evidence of those theories in action, and provide further suggestions for facilitating learning about writing in the workplace.}, number={3}, journal={IEEE Transactions on Professional Communication}, author={Katz, S.}, year={1998} }
 @article{katz_1998, title={Learning to write in organizations: What newcomers learn about writing on the job}, volume={41}, DOI={10.1109/47.678552}, abstractNote={When newcomers join an organization, one of the most challenging tasks that they face is learning to write the way that particular organization recognizes as appropriate. Supervisors who review the writing produced by those newcomers are often expected to ensure that the documents meet organizational standards. This article, based on an ethnographic study of newcomers in two organizations, describes what newcomers need to learn in order to write appropriately and suggests resources and strategies that can help guide employees through the maze of organizational discourse conventions. Part II of this article will describe how newcomers learn and will provide further suggestions for facilitating learning about writing in the workplace.}, number={2}, journal={IEEE Transactions on Professional Communication}, author={Katz, S.}, year={1998} }
 @book{katz_1998, title={The dynamics of writing review: Opportunities for growth and change in the workplace}, ISBN={1567503748}, publisher={Stamford, CN: Ablex Pub. Corp.}, author={Katz, S. M.}, year={1998} }
 @inbook{katz_harrison_1997, title={On taking organizations seriously: Organizations as social contexts for technical communication}, booktitle={Foundations for teaching technical communication: Theory, practice, and program design: Vol. 1}, publisher={Greenwich, Connecticut}, author={Katz, S. M. and Harrison, T. M.}, year={1997} }