Commentary 31 The Evolution of Document Design since 1985: A Response to Richard E. Mayer's "'Structural Analysis of Scientific Prose" by M. Jimmie Killingsworth, Texas A&M University, and Martin E. Rosenberg, Eastern Kentucky University Our response to Richard E. Mayer's provocative chapter begins with the section entitled "Implications for Instruction." Here the excellent summary of research findings on how specific textual features can enable a text to enhance readers' problem-solving capabilities - what we now call the text's "usability"- draws to a close; Mayer swings from his role as expositor of research to his role as advisor of teachers and trainers. To anchor his position, he introduces a straw man. "There have been numerous publications professing to teach authors how to write and students how to read," he says. "Most of the recommendations .... are at the level of sentence structure, grammar, punctuation, and the like, with little attention paid to ... higher-level organization that leads to problem-solving skill. [M]ost recommendations are based on the traditional rules of English composition or on modeling the writings of 'good authors,' with litde attention paid to .... empirical research" (pp. 83-84). Although Mayer declines to name any of these "numerous publications,"
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