A directory of resources inthe field of technical communication.

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Academics play a significant role in researching and teaching in a wide range of the fields which constitute modern technical communication. This category contains courses, research, and information about such topics as internships.

 

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#23244
27.
#13549

ATTW Calls for Papers Database   (members only)

This section of the ATTW site is available to all visitors. It allows you to post or view calls for journal articles, conference presentations, award nominations, etc.

ATTW. Academic>Calls For Papers

28.
#10038

ATTW Teaching Resources   (members only)

This site provides course syllabi and teaching materials for graduate and undergraduate courses in technical communication.

Kahn, Russell L. ATTW. Academic>Course Materials

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#14156

ATTW Teaching Resources: Syllabi   (members only)

This section of the ATTW site includes course syllabi and teaching materials for graduate and undergraduate courses in technical communication. Faculty and staff may submit and view syllabi in HTML and plain text (ASCII) format. The syllabi in the categories cover such things as home pages used in the classroom, course assignments, textbooks used, and class projects. Many of the syllabi include links to other websites and teaching materials.

Kahn, Russell L. ATTW. Academic>Course Materials

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#14157

ATTW Teaching Resources: Teaching Tips   (members only)

This section of the ATTW site allows visitors to view and post teaching tips, including effective class activities and course assignments.

ATTW. Academic>Course Materials>Education

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#14848

Audience Analysis and the Rhetoric of User-Centered Design

This online course packet, along with the texts and lectures, should provide all the information you need for completing RHE 330C/TLC 331. It includes conventional information, such as a syllabus and course schedule, as well as links to articles and examples. See the navigation bar above for more information.

Spinuzzi, Clay. University of Texas (2004). Academic>Courses>Undergraduate

32.
#14268

Audience Analysis of a Usenet Newsgroup   (PDF)

For this exercise, you will be working with and expanding on the concepts of audience discussed in the textbook by completing these preliminary tasks: · Selecting a Usenet newsgroup that discusses issues in your field · Writing and posting a relevant question to the newsgroup · Collecting responses to your question After completing these tasks, you will write a report in which you evaluate your success in adjusting your communication to your chosen audience. In the process of completing this assignment, you will gain a more sophisticated understanding of audience and get better acquainted with the kinds of interactions with professionals and students that are possible on the Internet.

Burnett, Rebecca E. Thomson (2001). Academic>Course Materials>Audience Analysis>Online

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#15015

Austin T. Brown Technical Communication Scholarship Competition

The Washington, DC Chapter of the Society for Technical Communication (STC) invites high school students in the Washington metropolitan area to submit entries to its annual Austin T. Brown Technical Communication Scholarship Competition. The Chapter sponsors this competition to encourage the development of technical writing skills among students in grades 10, 11, and 12.

STC Washington D.C. (2002). Academic>Scholarships>TC

34.
#18790

Australasian Online Documentation Conference

Since the very first Australasian Online Documentation Conference in Melbourne in 1998, the conference has developed a reputation as the premier event for technical writers, help developers, Web authors and documentation developers from Australia and New Zealand. Our speaker list reads like a Who's Who of documentation, as we strive to ensure that experts in techniques and technologies are available to share their knowledge and expertise. The conference is also a great place to network with other documentation professionals.

AODC. Academic>Conferences>Documentation>Online

35.
#10769

Avoiding Plagiarism

Academic writing in American institutions is filled with rules that writers often don’t know how to follow. A working knowledge of these rules, however, is critically important; inadvertent mistakes can lead to charges of plagiarism, or the unacknowledged use of somebody else’s words or ideas. While other cultures may not insist so heavily on documenting sources, American institutions do. A charge of plagiarism can have severe consequences, including expulsion from the university. This handout, which does not reflect any official university policy, is designed to help writers develop strategies for knowing how to avoid accidental plagiarism.

Purdue University (1997). Academic>Writing>Ethics>Plagiarism

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#38417

The 'Be Yourself' Myth

You have to create a professional persona. That persona is a full-fledged adult who demonstrates a tightly organized research program, a calm confidence in a research contribution to a field or discipline, a clear and specific trajectory of publications, innovative but concise, non-emotional ideas about teaching at all levels of the curriculum, a non-defensive openness to the exchange of ideas, and most importantly, a steely-eyed grasp of the real (as opposed to fantasy) needs of actual hiring departments, which revolve ultimately, in the current market, around money.

Kelsky, Karen. Inside Higher Ed (2012). Careers>Academic>Interviewing

37.
#19507

The Big Chill: Seven Technical Communicators Talk Ten Years After Their Master's Program   (peer-reviewed)   (members only)

Recounts the experiences of seven professionals entering the field and the ways their perceptions of the profession and roles within it have changed. Explores the variety of roles technical communicators are expected to assume

Wilson, Greg and Julie Dyke Ford. Technical Communication Online (2003). Academic>Education>Graduate

38.
#26933

Bloom's Taxonomy in Technical Content Development

Technical writers provide information enabling users to learn and apply various technologies. In the endeavor to enable users, technical writers often need to use different strategies of classification, presentation, and structuring for the different types of information. However, in most cases such classifications or decisions about the best method of presentation and optimum structure are guided by instinct and are rarely heuristic. In this article, we present an established classification of information called Bloom’s taxonomy (of educational objectives), which can help technical writers make decisions about content classification.

Robbani, Wasique. KeyContent.org (2006). Articles>Document Design>Academic>Contextual Inquiry

39.
#24035

Book Layout, PDF Creation, Preparing Documents for Press

This is a 10 hour, 5 week course taught one-on-one or in a small group (2-5 people) that is an introduction to the Adobe InDesign application. In the course we will cover the fundamentals of designing rich documents, including books, pamphlets, and posters.

Newman, Rob. University of California San Diego (2004). Academic>Courses>Document Design>Printing

40.
#29627

Bridging the Gap Between Industry and Academe   (PDF)

Using their own mentor-mentee relationship as a pilot project, the authors planned and implemented a successful mentoring program pairing professionals in the Orlando Chapter with graduating seniors in the technical communication program at the University of Central Florida. This paper (and presentation) provides a detailed description of the planning and execution of the new program, along with feedback from participants at the end of the first year, and an update on the program midway through its second year. It also provides a glimpse into the special trust that can grow between mentor and mentee--and the mutual personal and professional growth that can result from such a relationship. In addition, the session includes a turnkey package (both hard-copy and electronic) of administrative forms and materials that can readily be adapted to implement a mentoring program within another STC chapter or organization. The package is also available from either presenter or from the Orlando Chapter Education Committee.

Spivey, Bonnie and Daniel W. Voss. STC Proceedings (2005). Academic>Education>Industry and Academy

41.
#20558

Business Writing

ENGL 420 teaches students the rhetorical principles and writing practices necessary for producing effective business letters, memos, reports, and collaborative projects in professional contexts. The curriculum is informed by current research in rhetoric and professional writing and is guided by the needs of business, industry, and society at large, as well as by the needs of Purdue students and programs.

Clark, Tracy. Purdue University (2003). Academic>Courses>Writing>Business Communication

42.
#23530

Business Writing

This course provides an introduction to business writing, which includes business reports, memos, and letters; this course is particularly appropriate for students in business and related areas, although it is open to students from any major. The course requires critical thinking, problem solving, attention to detail, ingenuity, and a significant commitment of time to complete the writing assignments.

Clark, Dave. University of Wisconsin-Milwaukee (2003). Academic>Courses>Writing>Business Communication

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#25313

Business Writing

This course is designed for students who expect to write in their future employment. Successful employees know how to communicate clearly and effectively, changing writing style and content for varying audiences and purposes. This class will focus on the difficult task of meeting readers' needs while simultaneously representing your best interests and those of your employer. To meet that end, the assignments will cover a variety of tasks produced under different circumstances, some done quickly during class and some polished and perfected over time. Students completing the semester's work should see a visible improvement in their writing, especially in terms of clarity and precision.

Roy, Debopriyo. Rensselaer Polytechnic Institute (2005). Academic>Courses>Writing>Business Communication

44.
#32151

Business Writing

English 420 teaches students the rhetorical principles and writing practices necessary for producing effective business letters, memos, reports, and collaborative projects in professional contexts. The curriculum is informed by current research in rhetoric and professional writing and is guided by the needs and practices of business, industry, and society at large, as well as by the expectations of Purdue students and programs. All sections of English 420 are offered in networked computer classrooms to ensure that students taking the course are prepared for the writing environment of the 21st-century workplace. The course teaches the rhetorical principles that help students shape their business writing ethically, for multiple audiences, in a variety of professional situations.

Bay, Jennifer. Purdue University (2006). Academic>Courses>Business Communication>Writing

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#35537

A Call for Copyright Rebellion

Copyright law was originally intended to protect those who create for profit (Lessig used the example of recording artist Britney Spears). But academics also create original works, he said, and they are — or should be — motivated by a desire to advance human knowledge, not line their pockets. Therefore, sealing their work behind copyright barriers does no social good.

Kolowich, Steve. Inside Higher Education (2009). Articles>Intellectual Property>Copyright>Academic

46.
#10020

Calls for Papers: Technical Communication

The EServer CFP site is a database-driven collection of calls for papers in several fields, including TC.

Sauer, Geoffrey. EServer. Academic>Calls For Papers

47.
#29010

Can This Marriage Be Saved: IS an English Department a Good Home for Technical Communication?   (peer-reviewed)   (members only)

In partial answer to the many questions that have been raised about the definition and location of technical writing programs, a random sample of full-time teachers of professional writing was conducted. The results indicate that those located in English departments do not receive the respect and support they need. Those located in other departments are significantly more satisfied. Some strategies for improving the situation are suggested.

MacNealy, Mary Sue and Leon B. Heaton. Journal of Technical Writing and Communication (1999). Academic>Education>TC>Professionalism

48.
#33565

Can This Marriage Be Saved: IS an English Department a Good Home for Technical Communication?   (peer-reviewed)   (members only)

In partial answer to the many questions that have been raised about the definition and location of technical writing programs, a random sample of full-time teachers of professional writing was conducted. The results indicate that those located in English departments do not receive the respect and support they need. Those located in other departments are significantly more satisfied. Some strategies for improving the situation are suggested.

MacNealy, Mary Sue and Leon B. Heaton. Journal of Technical Writing and Communication (1999). Academic>Programs>Collaboration>Technical Writing

49.
#14131

Case Studies in Instructional Technology and Design

Multimedia cases allow novices and experts to explore issues and practice in instructional design. During the course of study in instructional design, often only a few design projects can be completed. Case studies serve as a valuable supplement, providing students with opportunities to experience and respond to complex practice issues in a variety of professional settings. In the process, students reflect on relevant theories and techniques as they attempt to understand a real problem, develop a response, and consider the potential consequences. Once each year, we sponsor a case event, and invite universities across the country to advance a team. Teams analyze the case, while experts pose probling questions, evaluate case responses, and contribute their own perspectives on the cases.

University of Virginia. Academic>Course Materials>Instructional Design>Multimedia

50.
#34161

CE 333T: Engineering Communication

The principle objective of this course is to prepare you for all the communication activities you will engage in as a professional engineer, including various forms of writing, speaking, illustrating, collaborating, and presenting. Since an important part of engineering work is to disseminate the results of research and data collection, the course focuses on reports and presentations. But we also try to duplicate many of the conditions of the workplace, where you will often work with cross-functional teams on collaborative projects and where you will often be communicating to people who are NOT engineers.

Hart, Hillary. University of Texas (2009). Academic>Courses>TC>Engineering

 
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