http://tc.eserver.org/dir/Academic/Education/Writing A listing of the most recently indexed works about Academic and Education and Writing in the field of technical communication (and technical writing). 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/Academic/Education/Writing http://tc.eserver.org/25142.html http://tc.eserver.org/25142.html In a time of declining resources and expanding needs, accurate assessments of WAC program value are of great interest to administrators and faculty across the curriculum. http://tc.eserver.org/23327.html http://tc.eserver.org/23327.html 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. http://tc.eserver.org/21550.html http://tc.eserver.org/21550.html What's happening to all of the things our students in the different strands once shared in common? When I taught the research methods class last fall, I was struck when my students in both strands commented on how they had not realized until then how much they shared and how happy they were to be able to help each other and to inform each other's work. These comments, and the tangible evidence I had of their truthfulness in my students' productive exchanges, are at the heart of my concerns. I am curious if other writing programs with multiple strands are also encountering these issues. Is becoming more separate a natural response to developments and progress in our respective fields? Is it the best response to those developments and progress? http://tc.eserver.org/19081.html http://tc.eserver.org/19081.html Perhaps the trouble for academic programs that teach workplace writing begins with the term 'technical communications.' Perhaps the trouble grows with those programs’ focus on the teaching of writing rather than on the development of professionals who bring complex, strategic writing/thinking processes into work communities. http://tc.eserver.org/14978.html http://tc.eserver.org/14978.html English 504 introduces students to varying perspectives about the design and implementation of instruction in business and technical communication—with primary attention to academic classroom instruction but some attention to workplace training. http://tc.eserver.org/14285.html http://tc.eserver.org/14285.html Writing project reports is an important part of the engineering curriculum at Singapore universities. One important section of the formal report is the literature review. Most universities around the world provide guidelines on writing reviews, emphasizing that plagiarism is unethical. However, these guidelines do not offer explicit training on how to avoid plagiarism. In order to write academically acceptable reviews while avoiding copying from source materials, students face a major challenge and resort to employing various strategies to cope with the task. In this study, we examined the literature review sections of final year project reports to find out how engineering undergraduates in a Singapore university cope with writing reviews and to suggest ways in which they can extend their skills to improve their literature reviews.