Pub Date : 2025-11-24DOI: 10.1109/TPC.2025.3615256
Jordan Smith;Matthew J. Baker;Lauryn Wilde;Scout McMillan
Introduction: The technical editing discipline stands in need of additional empirical research—particularly language-level research. However, the time- and resource-intensive nature of data collection and analysis may prevent some scholars from completing the needed research. Therefore, this tutorial introduces TrackEDT, a tool we have developed to ease the process of collecting and analyzing edits and comments from edited documents. Key concepts: TrackEDT extracts editors’ tracked insertions, deletions, moves, and comments from Microsoft (MS) Word documents— all elements of traditional editorial markup. It outputs the extracted data into an MS Excel format that affords easier analysis of the editors’ data than would be possible in the data’s original MS Word format. Key lessons: Researchers can download TrackEDT as an executable file at editingresearch.byu.edu/trackedt. To run the file, they select a folder containing edited MS Word documents that have tracked changes and comments. After TrackEDT processes the documents, the researchers can analyze the extracted tracked changes, comments, and metadata in the resulting Excel reports, which include information such as who made the edit, what type of edit was made, when the edit was made, how long the edit was, and what comments were appended. Implications for practice: Technical editing researchers can use TrackEDT and its reports to ease their collection and analysis of editing data, thereby answering important empirical research questions related to language-level editorial changes and processes.
{"title":"Introducing TrackEDT: A Tool to Accelerate Empirical Editing Research","authors":"Jordan Smith;Matthew J. Baker;Lauryn Wilde;Scout McMillan","doi":"10.1109/TPC.2025.3615256","DOIUrl":"https://doi.org/10.1109/TPC.2025.3615256","url":null,"abstract":"<bold><i>Introduction:</i></b> The technical editing discipline stands in need of additional empirical research—particularly language-level research. However, the time- and resource-intensive nature of data collection and analysis may prevent some scholars from completing the needed research. Therefore, this tutorial introduces TrackEDT, a tool we have developed to ease the process of collecting and analyzing edits and comments from edited documents. <bold><i>Key concepts:</i></b> TrackEDT extracts editors’ tracked insertions, deletions, moves, and comments from Microsoft (MS) Word documents— all elements of traditional editorial markup. It outputs the extracted data into an MS Excel format that affords easier analysis of the editors’ data than would be possible in the data’s original MS Word format. <bold><i>Key lessons:</i></b> Researchers can download TrackEDT as an executable file at <uri>editingresearch.byu.edu/trackedt</uri>. To run the file, they select a folder containing edited MS Word documents that have tracked changes and comments. After TrackEDT processes the documents, the researchers can analyze the extracted tracked changes, comments, and metadata in the resulting Excel reports, which include information such as who made the edit, what type of edit was made, when the edit was made, how long the edit was, and what comments were appended. <bold><i>Implications for practice:</i></b> Technical editing researchers can use TrackEDT and its reports to ease their collection and analysis of editing data, thereby answering important empirical research questions related to language-level editorial changes and processes.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"68 4","pages":"514-527"},"PeriodicalIF":1.8,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145600679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-11-06DOI: 10.1109/TPC.2025.3615258
Binji Zao;Huiyu Zhang
Research problem: Taking a linguistic complexity approach, this study conducted a comparative analysis of the readability of English-language CEO statements in Chinese and American corporate social responsibility (CSR) reports. Research question: From a linguistic complexity perspective, are there significant differences in the readability of CEO statements between original American CSR reports and English translations of Chinese CSR reports? If so, what are the lexical, syntactic, and cohesive differences between them? Literature review: Previous studies of CSR reports’ readability primarily employed classic formula-based readability measures, but a systematic analysis from a linguistic complexity perspective is lacking. Scholarly attention to the readability of translated CSR reports is also scant. Methodology: This study collected English-language CEO statements from the CSR reports of American and Chinese top companies and then applied the TAALED and TAALES computational linguistic tools to calculate the lexical complexity, L2SCA to measure the syntactic complexity, and TAACO to gauge the cohesive complexity. Results: The results show that there are considerable linguistic variations between the American and Chinese companies’ reports in terms of lexical, syntactic, and cohesive complexity. The CSR reports produced by Chinese firms are generally less readable than those created by American companies. Specifically, they are characterized by higher informational density, more sophisticated words, longer syntactic length, more coordinate phrases, and more complex nominals, as well as fewer connectives, pronouns, and demonstratives. Conclusion: Our findings enrich the present understanding of the readability of CSR reports and communication through a quantitative linguistic lens, and provide practical insights for the CSR communication of firms from non-English-speaking countries in the context of internationalization.
{"title":"Comparing the Readability of English-Language CEO Statements in Chinese and American CSR Reports: A Linguistic Complexity Perspective","authors":"Binji Zao;Huiyu Zhang","doi":"10.1109/TPC.2025.3615258","DOIUrl":"https://doi.org/10.1109/TPC.2025.3615258","url":null,"abstract":"<bold><i>Research problem:</i></b> Taking a linguistic complexity approach, this study conducted a comparative analysis of the readability of English-language CEO statements in Chinese and American corporate social responsibility (CSR) reports. <bold><i>Research question:</i></b> From a linguistic complexity perspective, are there significant differences in the readability of CEO statements between original American CSR reports and English translations of Chinese CSR reports? If so, what are the lexical, syntactic, and cohesive differences between them? <bold><i>Literature review:</i></b> Previous studies of CSR reports’ readability primarily employed classic formula-based readability measures, but a systematic analysis from a linguistic complexity perspective is lacking. Scholarly attention to the readability of translated CSR reports is also scant. <bold><i>Methodology:</i></b> This study collected English-language CEO statements from the CSR reports of American and Chinese top companies and then applied the TAALED and TAALES computational linguistic tools to calculate the lexical complexity, L2SCA to measure the syntactic complexity, and TAACO to gauge the cohesive complexity. <bold><i>Results:</i></b> The results show that there are considerable linguistic variations between the American and Chinese companies’ reports in terms of lexical, syntactic, and cohesive complexity. The CSR reports produced by Chinese firms are generally less readable than those created by American companies. Specifically, they are characterized by higher informational density, more sophisticated words, longer syntactic length, more coordinate phrases, and more complex nominals, as well as fewer connectives, pronouns, and demonstratives. <bold><i>Conclusion:</i></b> Our findings enrich the present understanding of the readability of CSR reports and communication through a quantitative linguistic lens, and provide practical insights for the CSR communication of firms from non-English-speaking countries in the context of internationalization.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"68 4","pages":"497-513"},"PeriodicalIF":1.8,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145600690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-31DOI: 10.1109/TPC.2025.3609295
Lin Dong;Chen Chen;Yeqing Kong
Background: During two major rainstorm disasters in Henan and Shanxi provinces in 2021, digital volunteer groups in China used cloud-based technologies to facilitate rescue and relief efforts. Literature review: In technical and professional communication (TPC), crisis and disaster communication has been studied extensively in contexts such as public health emergencies, terrorist attacks and war, and natural disasters. However, less attention has been given to grassroots, digitally mediated volunteer networks, particularly through the lens of Actor-Network Theory (ANT). Research question: How did volunteer groups mobilize information through an expanded process of translation for disaster relief during the Henan and Shanxi rainstorm calamities? Research methodology: We conducted virtual, multisited ethnography by joining volunteer social media groups during the disasters. We also interviewed documentation creators and analyzed media coverage to understand the practices and infrastructures that supported their work. Results: We introduce a five-phase model of disaster communication: Problematization, Initiation, Launch, Optimization, and Transfer (PILOT). This ANT-informed model theorizes how distributed digital volunteer groups mobilized, stabilized, and transferred actor networks during crisis response, offering a more granular account of their emergent, decentralized, affective work than previous TPC scholarship. Conclusions: TPC professionals can (re)design adaptive communication infrastructures that support rapid response in digital environments, particularly in terms of organizational coordination, knowledge flow, and technological integration.
{"title":"How Documentation Saved Lives: An Actor-Network Analysis of Digital Volunteering in China’s Rainstorm Disasters","authors":"Lin Dong;Chen Chen;Yeqing Kong","doi":"10.1109/TPC.2025.3609295","DOIUrl":"https://doi.org/10.1109/TPC.2025.3609295","url":null,"abstract":"<italic><b>Background:</b></i> During two major rainstorm disasters in Henan and Shanxi provinces in 2021, digital volunteer groups in China used cloud-based technologies to facilitate rescue and relief efforts. <italic><b>Literature review:</b></i> In technical and professional communication (TPC), crisis and disaster communication has been studied extensively in contexts such as public health emergencies, terrorist attacks and war, and natural disasters. However, less attention has been given to grassroots, digitally mediated volunteer networks, particularly through the lens of Actor-Network Theory (ANT). <italic><b>Research question:</b></i> How did volunteer groups mobilize information through an expanded process of translation for disaster relief during the Henan and Shanxi rainstorm calamities? <italic><b>Research methodology:</b></i> We conducted virtual, multisited ethnography by joining volunteer social media groups during the disasters. We also interviewed documentation creators and analyzed media coverage to understand the practices and infrastructures that supported their work. <italic><b>Results:</b></i> We introduce a five-phase model of disaster communication: Problematization, Initiation, Launch, Optimization, and Transfer (PILOT). This ANT-informed model theorizes how distributed digital volunteer groups mobilized, stabilized, and transferred actor networks during crisis response, offering a more granular account of their emergent, decentralized, affective work than previous TPC scholarship. <italic><b>Conclusions:</b></i> TPC professionals can (re)design adaptive communication infrastructures that support rapid response in digital environments, particularly in terms of organizational coordination, knowledge flow, and technological integration.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"68 4","pages":"411-432"},"PeriodicalIF":1.8,"publicationDate":"2025-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145600677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: Presentation skills are vital for information technology (IT) professionals, especially when communicating complex information in workplace settings. Literature review: Although many studies focus on how these skills are taught in educational contexts, there is limited evidence about their development and use in actual professional environments. This lack of real-world insight is especially troubling given that academic curricula may not sufficiently address the development of these essential communication skills, further widening the industry-academia skill gap. Research questions: This study investigates how IT professionals in Spain are trained in presentation skills, how often they engage with presentations at work, and how they perceive ineffective practices. Methodology: A survey was conducted with 138 Spanish IT professionals enrolled in a project management master’s program. The questionnaire collected data on participants’ training backgrounds, exposure to presentations, and perceptions of common mistakes. Results and discussion: Two key findings emerged. 1. Although nearly all of the professionals agreed that presentation training is beneficial, nearly one-third reported never receiving any training. 2. Many professionals attend presentations regularly, but a significant proportion consider them poorly designed, particularly regarding text readability, unclear objectives, and excessive reading from slides. Conclusion: The findings suggest a need for better-integrated training on presentation skills in both IT education and the workplace. Improving these skills can enhance communication, collaboration, and overall professional performance in IT roles. Future research should explore European Skills, Competences, Qualifications, and Occupations (ESCO) transversal skills related to professional communication and assess the impact of digital tools on IT presentations.
{"title":"From Classroom to Workplace: Developing Presentation Skills and Recognizing Common Mistakes Among Spanish IT Professionals","authors":"Elizaveta Osipovskaya;Luis Fernández-Sanz;Ines López-Baldominos;Vera Pospelova","doi":"10.1109/TPC.2025.3613862","DOIUrl":"https://doi.org/10.1109/TPC.2025.3613862","url":null,"abstract":"<bold><i>Introduction:</i></b> Presentation skills are vital for information technology (IT) professionals, especially when communicating complex information in workplace settings. <bold><i>Literature review:</i></b> Although many studies focus on how these skills are taught in educational contexts, there is limited evidence about their development and use in actual professional environments. This lack of real-world insight is especially troubling given that academic curricula may not sufficiently address the development of these essential communication skills, further widening the industry-academia skill gap. <bold><i>Research questions:</i></b> This study investigates how IT professionals in Spain are trained in presentation skills, how often they engage with presentations at work, and how they perceive ineffective practices. <bold><i>Methodology:</i></b> A survey was conducted with 138 Spanish IT professionals enrolled in a project management master’s program. The questionnaire collected data on participants’ training backgrounds, exposure to presentations, and perceptions of common mistakes. <bold><i>Results and discussion:</i></b> Two key findings emerged. 1. Although nearly all of the professionals agreed that presentation training is beneficial, nearly one-third reported never receiving any training. 2. Many professionals attend presentations regularly, but a significant proportion consider them poorly designed, particularly regarding text readability, unclear objectives, and excessive reading from slides. <bold><i>Conclusion:</i></b> The findings suggest a need for better-integrated training on presentation skills in both IT education and the workplace. Improving these skills can enhance communication, collaboration, and overall professional performance in IT roles. Future research should explore European Skills, Competences, Qualifications, and Occupations (ESCO) transversal skills related to professional communication and assess the impact of digital tools on IT presentations.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"68 4","pages":"486-496"},"PeriodicalIF":1.8,"publicationDate":"2025-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145600661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-27DOI: 10.1109/TPC.2025.3609945
Lucía Sanz-Valdivieso;Belén López-Arroyo
Background: Technical and professional communication (TPC) poses a challenge to international professionals (IPs) who are not L1 English speakers or professional communicators. Literature review: There are numerous linguistically low-resource industries which represent high economic and cultural value domestically and internationally. Such is the case of the wine and olive oil sectors in Spain, which have a significant global projection, though their communication in English is often labeled as deficient. Research questions: This study explores the needs, attitudes, and challenges faced by IPs of these fields in Spain. The aim is to be able to develop appropriate actions and tools that help improve the communicative process in this and other linguistically low-resource technical communication scenarios. Research methodology: To define the dynamics in which low-resource L2 English professionals participate, we carried out a demographic study. Specifically, a national survey was conducted focusing on the writing of tasting notes as domain-specific texts produced by Spanish L2 English professionals of the fields. Results: The results show that IPs use language service providers when they can afford it. Otherwise, they employ mainly Machine Translation, risking textual quality and communicative success. Nevertheless, participants show awareness of the relevance of participating in international communication using adequate linguistic means. Conclusion: We conclude that IPs from linguistically low-resource domains strive to find means to engage in international TPC but cannot find adequate tools for it. Institutional and research efforts need to materialize for all segments of society to benefit from language policy and technological advancements.
{"title":"International Technical Communication in Linguistically Low-Resource Industries: Needs and Challenges of Spanish Wine and Olive Oil Professionals","authors":"Lucía Sanz-Valdivieso;Belén López-Arroyo","doi":"10.1109/TPC.2025.3609945","DOIUrl":"https://doi.org/10.1109/TPC.2025.3609945","url":null,"abstract":"<italic><b>Background:</b></i> Technical and professional communication (TPC) poses a challenge to international professionals (IPs) who are not L1 English speakers or professional communicators. <italic><b>Literature review:</b></i> There are numerous linguistically low-resource industries which represent high economic and cultural value domestically and internationally. Such is the case of the wine and olive oil sectors in Spain, which have a significant global projection, though their communication in English is often labeled as deficient. <italic><b>Research questions:</b></i> This study explores the needs, attitudes, and challenges faced by IPs of these fields in Spain. The aim is to be able to develop appropriate actions and tools that help improve the communicative process in this and other linguistically low-resource technical communication scenarios. <italic><b>Research methodology:</b></i> To define the dynamics in which low-resource L2 English professionals participate, we carried out a demographic study. Specifically, a national survey was conducted focusing on the writing of tasting notes as domain-specific texts produced by Spanish L2 English professionals of the fields. <italic><b>Results:</b></i> The results show that IPs use language service providers when they can afford it. Otherwise, they employ mainly Machine Translation, risking textual quality and communicative success. Nevertheless, participants show awareness of the relevance of participating in international communication using adequate linguistic means. <italic><b>Conclusion:</b></i> We conclude that IPs from linguistically low-resource domains strive to find means to engage in international TPC but cannot find adequate tools for it. Institutional and research efforts need to materialize for all segments of society to benefit from language policy and technological advancements.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"68 4","pages":"467-485"},"PeriodicalIF":1.8,"publicationDate":"2025-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145600707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-10-16DOI: 10.1109/TPC.2025.3607170
Eva R. Brumberger;Allison J. T. Ellsworth
Background: Practitioners, academics, and accrediting boards all recognize the importance of communication to the work of engineers, but ensuring that engineering students graduate with effective communication skills continues to be a challenge for programs. Our project examines this problem within our institutional context, with the goal of serving local needs while extending the literature on engineering communication. Literature review: Prior research identifies communication skill gaps, examines the effectiveness of various approaches to teaching engineering communication, and highlights issues of knowledge transfer. Few studies collect both academic and practitioner perspectives. Research questions: 1. How effectively does the required first-year course provide students with foundational engineering communication skills? 2. How much do students’ communication abilities improve by the time they complete the engineering capstone course in their final semester? 3. To what extent are engineering students graduating with the communication skills they will need to succeed professionally? Research methodology: This study involved technical and professional communication instructors’ analysis of student communication work from two courses: 1. first-year engineering communication and 2. the engineering capstone. The study also included surveys of and follow-up interviews with engineering practitioners regarding the communication skills of capstone students and recent engineering graduates more generally. Results: Student work from the first-year engineering communication course was weak; communication work from the capstone was not substantially stronger, even though students were provided with a detailed template for each assignment. The survey and interviews suggest that practitioners tended to view capstone students’ communication skills favorably but found the skills of new hires who were recent graduates to be weaker. Conclusions: The data emphasize the shortcomings of stand-alone communication courses, issues with knowledge transfer, and the role of institutional contexts.
{"title":"From Academy to Workplace: Perceptions of Engineering Communication Skills","authors":"Eva R. Brumberger;Allison J. T. Ellsworth","doi":"10.1109/TPC.2025.3607170","DOIUrl":"https://doi.org/10.1109/TPC.2025.3607170","url":null,"abstract":"<bold><i>Background:</i></b> Practitioners, academics, and accrediting boards all recognize the importance of communication to the work of engineers, but ensuring that engineering students graduate with effective communication skills continues to be a challenge for programs. Our project examines this problem within our institutional context, with the goal of serving local needs while extending the literature on engineering communication. <bold><i>Literature review:</i></b> Prior research identifies communication skill gaps, examines the effectiveness of various approaches to teaching engineering communication, and highlights issues of knowledge transfer. Few studies collect both academic and practitioner perspectives. <bold><i>Research questions:</i></b> 1. How effectively does the required first-year course provide students with foundational engineering communication skills? 2. How much do students’ communication abilities improve by the time they complete the engineering capstone course in their final semester? 3. To what extent are engineering students graduating with the communication skills they will need to succeed professionally? <bold><i>Research methodology:</i></b> This study involved technical and professional communication instructors’ analysis of student communication work from two courses: 1. first-year engineering communication and 2. the engineering capstone. The study also included surveys of and follow-up interviews with engineering practitioners regarding the communication skills of capstone students and recent engineering graduates more generally. <bold><i>Results:</i></b> Student work from the first-year engineering communication course was weak; communication work from the capstone was not substantially stronger, even though students were provided with a detailed template for each assignment. The survey and interviews suggest that practitioners tended to view capstone students’ communication skills favorably but found the skills of new hires who were recent graduates to be weaker. <bold><i>Conclusions:</i></b> The data emphasize the shortcomings of stand-alone communication courses, issues with knowledge transfer, and the role of institutional contexts.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"68 4","pages":"451-466"},"PeriodicalIF":1.8,"publicationDate":"2025-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145600717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-26DOI: 10.1109/TPC.2025.3587829
Diane Martinez
{"title":"A Century of Tomorrows: How Imagining the Future Shapes the Present: Glenn Adamson: [Book Review]","authors":"Diane Martinez","doi":"10.1109/TPC.2025.3587829","DOIUrl":"https://doi.org/10.1109/TPC.2025.3587829","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"68 3","pages":"404-405"},"PeriodicalIF":1.8,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11142556","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144904838","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-26DOI: 10.1109/TPC.2025.3587830
Bonnie Denmark
{"title":"Navigating English Grammar: A Guide to Analyzing Real Language, 2nd ed.: Anne Lobeck and Kristin Denham: [Book Review]","authors":"Bonnie Denmark","doi":"10.1109/TPC.2025.3587830","DOIUrl":"https://doi.org/10.1109/TPC.2025.3587830","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"68 3","pages":"406-407"},"PeriodicalIF":1.8,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11142557","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144904687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-26DOI: 10.1109/TPC.2025.3599491
{"title":"IEEE Transactions on Professional Communication Information for Authors","authors":"","doi":"10.1109/TPC.2025.3599491","DOIUrl":"https://doi.org/10.1109/TPC.2025.3599491","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"68 3","pages":"C3-C3"},"PeriodicalIF":1.8,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11142551","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144904859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-08-26DOI: 10.1109/TPC.2025.3599490
{"title":"IEEE Professional Communication Society Publication Information","authors":"","doi":"10.1109/TPC.2025.3599490","DOIUrl":"https://doi.org/10.1109/TPC.2025.3599490","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"68 3","pages":"C2-C2"},"PeriodicalIF":1.8,"publicationDate":"2025-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=11142554","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144904861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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