#15011
Course goals: to prepare you to communicate effectively, ethically, responsibly, and professionally in a business environment; to provide you with skills, strategies, and conceptual knowledge to help you address a variety of communication tasks; to help you understand the symbiotic relationships among form and content, and audience and purpose; and to give you practice in collaborating with other professionals in managing and completing group projects, and to improve your own individual communication and management skills.
Tovey, Janice. East Carolina University (2002). Academic>Courses>Graduate>Technical Writing
#14906
English 2309, Technical Writing, will introduce you to some of the types of documents that you will be likely to write in your careers. We will study audience-centered writing and writing as a series of recursive steps through which a writer moves in preparing a final draft. The students in this section will participate in the Texas Tech University Computer-Based Research Project by meeting class in the Macintosh Computer Classroom located in the English building (324A). The course will be VAX-based, but students do not need any prior knowledge of computers or computer skills. Because the course is computer-based, students will have to find time outside of class to work on a computer.
Hanson, Amy. Texas Tech University (1997). Academic>Courses>Undergraduate>Technical Writing
#14899
ENGL 202C, Technical Writing, serves students who are preparing for careers in the sciences and applied sciences (particularly engineering). This advanced course in writing familiarizes students with the discourse practices prized in their disciplinary and institutional communities—and helps them to manage those practices effectively in their own written work. In this way the course teaches those writing strategies and tactics that scientists and engineers will need in order to write successfully on the job.
Jones, Billie J. Pennsylvania State University (2002). Academic>Courses>Undergraduate>Technical Writing
#14851
This course offers an overview of the field of technical communication and provides practice in the composition of traditional technical writing forms, especially letters and memorandums, interim reports, feasibility studies and formal proposals.
University of Massachusetts (2001). Academic>Courses>Undergraduate>Technical Writing
#30999
We offer you Level 1 and Level 2 courses in technical writing, plus a workshop on writing system requirement specifications. We're constantly updating and restructuring our content. We also welcome your active participation in building and improving this learning community.
#19611
A directory of academic conferences in technical writing and technical communication.
#24116
The format in technical writing is similar to the pyramid technique used in journalism. Information is presented quickly to the reader with the most important details in the first sentence or two.
Scott, George A. TechWriter!. Academic>Course Materials>Writing>Technical Writing
#23327
Technical Writing in the English Department: An Outside Perspective
During the last few years the growth of technical communication courses and programs in departments of English has been unprecedented. While this development has generally been viewed as healthy, not only for technical writing but for English departments themselves, the success of these courses and degree programs will depend on how well the administrations and faculties of the departments face up to a number of problems. What follows is an effort to identify these problems and suggest possible solutions.
Coney, Mary B., Judith A. Ramey and James W. Souther. ADE Bulletin (1984). Academic>Education>Writing>Technical Writing
#14719
The Technical Writing Internship 
Based on her experiences as an interning technical communicator, Lurkis argues that internships are valuable experiences for both students and companies.
Lurkis, Elisa B. Intercom (2001). Academic>Internships
#22348
In this course, students will master two important aspects of technical communication: its genres and its process. Students will learn and apply several primary genres of technical communication, including the résumé and cover letter, the memo, the proposal, the abstract, the progress report, and the empirical report. Students will use these genres to document their research progress and results. Students will also learn and use the technical writing process.
Ratliff, Clancy. University of Minnesota (2003). Academic>Courses>Writing>Technical Writing
#13697
Technical Writing Workbook: Model Documents
This Workbook contains models of corporate communications that take creative, proactive advantage of the capabilities of the Web. As you work through the activities and questions for each model, think about ways in which you can apply similar strategies and techniques to your own academic and professional writing.
Selber, Stuart A. Addison Wesley Longman (1997). Academic>Course Materials
#13696
Technical Writing: Simulated Search Activity
This activity is meant to simulate the process of finding and evaluating information on the World Wide Web. We present it as a simulation to aid new Web users, who may feel uncomfortable with conducting an actual search. For detailed information on searching for information on the Web, as well as evaluating and citing sources, see our online guides.
Selber, Stuart A. Addison Wesley Longman (1997). Academic>Course Materials>Research>Search
#13521
Technical/Professional Communication Summary
In this document, John December summarizes some principles and ideas that he discussed in class. He first focuses on technical communication as a process of shaping information. Then, he reviews the process of information development and techniques to shape information. Finally, he describes techniques for learning and teaching technical communication.
December, John A. December.com (1993). Academic>Course Materials
#23618
Among the many effects of computer technology are dramatic changes in the ways we produce and disseminate written texts. These changes affect everyday uses of writing, in the classroom and the workplace, as well as the professions that focus on written language—print journalism, technical communication, and other areas of publishing and the media. New technologies affect the ways we read and permit new ways of manipulating and linking the written word.
Miller, Carolyn R. North Carolina State University (2002). Academic>Courses>Undergraduate
#15041
Technology and Professional Workgroups
Through both theory and practice, we will explore various computer technologies used to support professional communication within groups. In the first part of the course, we will study major theories of group interaction and computer-mediated communication to gain critical faculties for examining the use of technology by professional workgroups. In the second part, we will use these theories to investigate specific technologies, such as email, Lotus Notes, NetMeeting, and other groupware applications used in various professional contexts. You will leave this course with not only a working familiarity with such technologies, but also a theoretical framework for critiquing their use in future workplace settings.
Honeycutt, Lee. Iowa State University (2000). Academic>Courses>TC>Collaboration
#25988
Technology for Professional Writers
This course is a variation of Utah State University's twice-annual Technology and the Writer Course. The Technology and the Writer course is based on research done in the 1990s to determine which writing professions demanded the best salaries and were most likely to survive overseas outsourcing.
Hailey, David E. Utah State University (2005). Academic>Courses>Technology>Technical Writing
#25677
Technology, Rhetoric, and Professional Communication
This course offers students in various disciplines a critical view of the technologies now shaping workplace communication and our society as a whole. Using rhetorical theories of technology, we will examine the historical roots of communication technology and explore a number of economic and ethical issues spawned by the computer revolution. Students will gain a deep understanding of how technology impacts the decisions of technical communicators in an increasingly electronic workplace.
Sauer, Geoffrey. Iowa State University (2005). Academic>Courses>Technology>Rhetoric
#18178
Teknisk Kommunikation Och Modellering
Det caddade föremålet skall bestå av minst tre delar, components. Vid framställningen av delarna skall både extrude och revolve ha använts. Hål, rundning eller fasning skall ingå.
Holcke, Jan. tekom (2002). (Swedish) Academic>Courses>Information Design
#10138
Tenure and Promotion: Should You Publish in Electronic Journals? 
The rapid growth of information and communication technology since the early 1990s has greatly influenced the accessibility of information on a global level and also has played a critical role in restructuring the mechanisms by which specialized academic knowledge is validated, distributed, and made available to consumers. The primary mechanism for validation and distribution of academic knowledge is that of peer-reviewed publication, and it is this mechanism and its intersection with Internet-based electronic publishing that constitute the focus of this study of attitudes toward scholarship presented in electronic formats.
Sweeney, Aldrin E. Journal of Electronic Publishing (2000). Academic>Publishing>Assessment
#18963
Tenure, Protection and the Professoriate 
Does tenure protect our ability to talk back? The saving-of-tenure discussion would seem to come after an intimate analysis of why so many technology-prone English studies professionals are finding tenure at odds with the ebb and flow of their own interests, motivations, and survival. Excellent, productive teacher/scholars with a commitment to service are opting out of the tenure struggle and sometimes the university as a whole. That’s worrisome.
Selfe, Richard. Michigan Tech University. Careers>Academic>Tenure
#14283
Probably the most common type of document testing in the workplace is text-based. Text-based testing is common because it’s cheap and easy—with current word processors, running a test is as simple as selecting “Grammar” from the “Tools” menu in Microsoft Word or WordPerfect (6.0 or later). Text-based testing is very efficient at catching spelling errors (although it doesn’t catch homonyms, like accidentally substituting “threw” for “through”) and some grammatical mistakes. However, such testing doesn’t take into account visuals, forecasting, design, or other elements that have a great deal to do with a document’s usability. For this exercise, you will explore the plusses and minuses of text-based testing by working with a small group of classmates to test and revise a short but complex document. You will then compare your improved document to that of other groups and discuss the value of text-based testing.
Burnett, Rebecca E. Thomson (2001). Academic>Course Materials>Editing>Assessment
#14571
Theoretical Approaches to Technical Communication: Ethics
This course will teach students to: * investigate various definitions and philosophies of ethics pertinent to the field of technical communication. * examine the nature and scope of ethical dilemmas in technical communication. * determine possible solutions to the ethical problems encountered by technical communicators. * explain the applicability of theories of ethics to the field of technical communication.
Dragga, Sam. Texas Tech University (2000). Academic>Courses>Graduate
#13906
Theoretical Dimensions of Technical Communication
This graduate course studies theoretical constructs and issues that inform all technical communication. Inherently a multi-disciplinary activity, tech comm draws on theories from fields as different as rhetoric and science, psychology and philosophy, sociology and linguistics. This term we will focus specifically on rhetoric, on the relationships between author, text and reader, and on philosophies of science and language. The purpose of this seminar is to explore relevant theories in sufficient depth and detail to do justice to their complexity, and, at the same time to examine their applicability to technical communication. Students will be expected to comprehend and challenge these theories on their own terms as well as to understand their value for the interpretation and transfer of technical information. Such understanding is crucial to intelligent decisions in professional practice; it allows the technical communicator to look beyond surface issues and see the essential problems and possible solutions. Theoretical knowledge of the field distinguishes the professional from the practitioner.
Sauer, Geoffrey. University of Washington-Seattle (2002). Academic>Courses>Graduate>Rhetoric
#20360
Theorizing the Borders of Academic Technical Communication
As technical communication programs come to accept our field's (emergent) status as a profession, we need to discuss more carefully how to judge the boundaries of technical communication as an academic field. Although many writers have recently called for efforts to span traditional borders between workplace practice and academic study of the field (Carver 1998, Sutcliff 2000, Eaton 2001 and Smith 2002 among others), doing so in practice can be quite difficult. From my experience as a member of the editorial board of the EServer Technical Communication Library (http://tc.eserver.org/), a website of resources in the field (originally founded explicitly to support such interdisciplinarity), I would today suggest that there are numerous practical and theoretical issues still remaining to resolve in how the field delimits and judges the diverse forms of work we perform.
Sauer, Geoffrey. CPTSC Proceedings (2003). Articles>TC>Academic
#24288
Theory and Practice of Technical Communication
During the course students examine more thoroughly the content areas of TC introduced on the Introduction course running paralelly. The work will include workshops, study circles both face-to-face and in the course web environment. The study will be documented and evaluated through a digital portfolio, which includes a personal coourse log, samples and summaries of the work done during the course and reflections upon them (one portfolio to cover all the courses on TC).
