http://tc.eserver.org/authors/Boiarsky,_Carolyn A bibliography of works by Boiarsky, Carolyn in the field of technical communication. en-us Copyright (c) 2005-08 by the EServer. All rights reserved. tclib-editorial@eserver.org (TC Library Editorial Board) webmaster@eserver.org (Geoffrey Sauer) http://tc.eserver.org/images/newlogo.gif http://tc.eserver.org/dir/Boiarsky,_Carolyn http://tc.eserver.org/31646.html http://tc.eserver.org/31646.html Teaching writing to engineering students representing Indian, Middle Eastern, Asian, and American cultures can be daunting as their cultural perceptions of time, gender, source of authority, individualism and risk taking, affect learning styles. However, despite cultural differences, many International students have no difficulty with much of American instruction and, in some cases, perform better than American students. Their ability to adapt to American instruction appears to depend primarily on the educational goals of their cultures. http://tc.eserver.org/30178.html http://tc.eserver.org/30178.html Employees, whether they are hourly workers on a manufacturing line, salaried supervisors, or owners of their own businesses, often need to develop newsletters, make presentations, create WWW Home pages, and communicate via e-mail. Therefore, students enrolled in professional writing courses need to acquire skills in manipulating desktop publishing and presentation software, hypertext and multimedia authoring programs, programs that display numerical data graphically, and programs that integrate graphics onto a Web Home Page. However; the visual displays that the generation raised with Nintendo's Mario Brothers prefer differ from those of the textbooks. They are more glitzy, colorful, and busy. http://tc.eserver.org/29740.html http://tc.eserver.org/29740.html Many of the memoranda and letters related to the Chicago flood, the Three Mile Island nuclear accident and the Challenger and Columbia shuttle disasters that warned of impending disasters went unheeded. The reason: the writers failed to properly use various rhetorical features and conventions. They failed to include necessary information, omitted unnecessary detail, placed important information in inappropriate locations, used qualifiers to reduce perceptions of the consequences of actions, and failed to follow organizational conventions related to transmission of information. Their lack of knowledge of rhetorical strategies exacerbated the problems associated with the contexts in which the various documents were written, resulting in misunderstandings. http://tc.eserver.org/20580.html http://tc.eserver.org/20580.html Discusses knowledge, problem-solving strategies, and desktop publishing skills students need to learn about documentation writing. Describes a course that provides these skills. Also applies to in-house training programs. http://tc.eserver.org/19261.html http://tc.eserver.org/19261.html Companies are beginning to conduct readability studies to determine how to provide customers with usable sites. Results have been inconclusive, conflicting, and often contradicting results of printed text studies. To discover how users use web sites, two pilot studies were designed to examine users, their purposes, and their reading processes. Many results parallel those of previous studies. In addition, new results indicate we need to examine several new variables, including amount of usage, site-specific knowledge, conventionalization, print bias, gender and age. http://tc.eserver.org/14056.html http://tc.eserver.org/14056.html Despite the above maxim, numerous studies have been conducted over the past five years to determine whether student compositions improve significantly with the use of a computer. As Gail Hawisher (summarizing Seymour Papert) suggests, our field is so new that we seem lobe in a technoúcentric phase comparable to the egocentric phase through which Piaget’s children must pass on the way to maturity. We are searching for “THE effect” of the computer on the product (the text) rather than “the effects” of the computer both on the writer and on the context in which the product is produced. We have already passed judgment on what the computer should do (improve the product) rather than investigate what it does do. Thus, the results of the studies conducted to date appear contradictory. http://tc.eserver.org/13119.html http://tc.eserver.org/13119.html We have added so many visual and electronic aspects to our courses that there is little time for the basic skill of technical communication—clear writing that communicates a specific message to a specific audience for a specific purpose. Because we cannot provide instruction in all skills and strategies students need for all jobs now and in the future, we should focus on the basic concepts required for writing any document in any medium. We must help students learn to transfer the skills and strategies for one communication project to the next; we must help them learn to learn. http://tc.eserver.org/10342.html http://tc.eserver.org/10342.html A course in computer documentation writing needs to provide instruction in problem-solving skills as well as help students learn to transfer their knowledge and processes from one task to another if it is to truly prepare students for working in the constantly-changing environment of the computer field. Purdue University Calumet has developed a unique, complex course that, in addition to providing instruction in the conventions and the rhetorical context in which manuals are written, provides students with the content and procedural knowledge, problem-solving strategies, and desktop publishing skills they need to adapt to the evolving nature of this field.