A Computer Writing Environment for Professional Writers and Students Learning to Write    

While some models of computer writing environments have emerged in the literature on writing, most of them are done with the purpose of helping writers in an academic context and very few, if any, with the aim of facilitating the work of professional writers or students in professional writing. We think, however, that we can learn from the previous models to build a multi-purpose computer writing environment that will take into account the needs of the professional writers as well as those of the students learning to write. We will begin by looking at some models of writing proposed by Hayes and Flower in 1980 and also at the model of White and Arndt. Afterwards, we will review the model of professional writers developed by Clerc and link it with the previous models. We will then have to look at some computer writing environments described in the literature and see how these environments take into account the process and tasks identified in writing. Finally, we will suggest our model.

Bisaillon, Jocelyne, Isabelle Clerc, and Jacques Ladouceur. Journal of Technical Writing and Communication (1999). Articles>Education>Computers and Writing>Writing

Computer-Assisted Grading of Essays and Reports  

Someday computers may grade our students' essays and reports, but until then they can assist human graders in this onerous task. I wrote a program composed of three major sections: the first is a simple test editor for writing original comments; the second section consists of pre-written commentaries on common writing errors, principally in mechanics and organization; section three keeps track of bookkeeping. Questionnaire results show that students prefer this type of grading over traditional hand-written methods because it doesn't involve marks on their papers, and it produces more extensively detailed comments.

Jobst, Jack W. Computers and Composition (1984). Articles>Education>Reports>EPSS

Computer-Based Training that Really Communicates  

To design and develop effective computer-based training screens, take advantage of visual psychological impact. Treated as a grid, the screen has high and low impact areas, Position the elements of the message to take advantage of these. Use visual cues to create planes and layers for emphasis. Decide on the content types which make up your message. These include concept, principle, process, procedure, and fact. Build screen sequences to make the purpose of the content clear to users. Add application Ievel questions to keep users involved.

Warlum, Michael E. STC Proceedings (1997). Articles>Education>Online>Cognitive Psychology

Computer-Mediated Communication as a Component of Technical Communication Education  

Computer-Mediated Communication (CMC) involves the application of compute r- based tools to transfer information among people over computer networks. CMC is becoming more prevalent with the rapid growth of the global network of networks known as the Internet. Because of this growth, the ability to communicate using CMC on the Internet is an important part of technical communication education. Communicating effectively using CMC involves appreciating the technical, social, and psychological factors of network use; gaining competence in using tools for Network Information Retrieval (NIR); and understanding how to communicate in CMC forums by analyzing audience, distribution medium, access methods, information-sharing practices, and social context. The rapid growth of computer and information technologies worldwide and their potential for advancing the functions of scientific and technical communication dramatizes the need for technical communicators who are competent in Computer-Mediated Communication (CMC). In this paper, I first describe CMC as a means of communicant ion on the Internet. Then, I review reasons for teaching CMC as a part of technical communication education. Finally, I outline a skill set for CMC.

December, John A. STC Proceedings (1994). Articles>Education>TC>Online

Computer-Mediated Conferencing: Teaching in a Virtual Classroom  

Asynchronous desktop conferencing, or computer-mediated interaction, is one of the new technologies in education. A videocourse with an interactive conferencing component was used successfully in a distance course for graduate students in technical communication. The technology allowed students to collaborate, peer review, and conference at their own pace without coming to campus. Computermediated conferencing has promise as a teaching tool for technical communication.

Coppola, Nancy W. STC Proceedings (1996). Articles>Education>Instructional Design>Online

Confronting Illiteracy with Scientific Communication

Explains how workplace principles of effective scientific communication also have an important role in literacy outreach programs for schools.

Girill, T.R. STC East Bay (2003). Articles>Education>Scientific Communication

Confusion in the Classroom: Does Logos Mean Logic?    

The redefinition of logos as an appeal to logic is a mistaken association found all too often in the technical communication classroom. Logic inheres in all three proofs of persuasion; moreover, Aristotle used <em>logos</em> within the context of classical rhetoric to refer to the argument or speech itself. In this light, the proofs of persuasion represent the set of all logical means whereby the speaker can lead a "right-thinking" audience to infer <em>something</em>. If that <em>something</em> is an emotion, the appeal is to <em>pathos</em>; if it is about the character of the speaker, the appeal is to <em>ethos</em>; and if it is about the argument or speech itself, the appeal is to <em>logos</em>. This interpretation reinstates all three proofs of persuasion as legitimate, logical means to different proximate ends and provides a coherent definition of <em>logos</em>, consonant with Aristotle's <em>Rhetoric</em>, to the next generation of technical communicators.

Little, Joseph. Journal of Technical Writing and Communication (1999). Articles>TC>Education>Rhetoric

The Content Expert as Designer - Empowering the Novice to Develop Effective Interactive Media  

The field of visual communication design has the capacity and the responsibility of establishing effective communication tools for the untrained. This article will address the widening gap in the sophistication of design and content creation in the digital realm. The benefit of improving the online communicational space will be discussed along with the role of the creative professional. Finally, I will propose two solutions to the problem.

Bertsch, Blaine. University of Alberta (2003). Articles>Education>Interactive

Contexts and Criteria for Evaluating Student Writing

Of all responsibilities you have as a composition instructor, evaluating student writing occupies most of your time and has furthest reaching material effects. Though you may spend lots of hours preparing for class, conferencing with your students, and actually teaching, chances are you'll spend many more grading. Though we instructors often place the highest value on the content and methods of our classrooms--be they critical pedagogy and Marxist interpretations of Clinton's impeachment trials or traditional grammar drills and a New Critical reading of Paradise Lost, the grades that we assign our students are the only concrete, as well as the most valuable, cultural capital that our teaching creates.

Hindman, Jane. Lore (2001). Articles>Education>Writing>Rhetoric

Contextualizing the Learning  

Perhaps the most overlooked teaching principle is the one stating that we learn by linking new material to known material. If we cannot connect what we must learn to what we already know, we can hardly anchor it in our mental schemata and thus make it our own, at least durably. Moreover, our motivation for learning would at best be extrinsic (some sort of obligation, perhaps): Why would we want to learn material to which we cannot relate? Even if we could learn the material without context—by memorization, for instance—we could not recognize situations where this unconnected knowledge applies. For all practical purposes, it would be useless.

Codone, Susan K. Intercom (2004). Articles>Education>Instructional Design

Continuing eBook Classroom Studies

Acceptance of eBooks improves at Ball State University. Improvement of visual quality and 'no testing' helps a higher percentage of graduate students recommend eBooks for further classroom use. Many students found reading text material "satisfying & easy." More studies planned for the K-12 population.

Wiggenhorn, Susan. Usability Professionals Association (2003). Articles>Education>Online>eBooks

[Continuing to] Mind the Gap: Teaching Image and Text in New Media Spaces  

Our panel presentation for Computers and Writing 2002 was consciously modeled on conversations that we have had with each other over the past several years as our paths have crossed in our individual journeys from the edges of our own distinct disciplines into the nebulousness of interdisciplinarity. We have made this journey as scholars, teachers, and students, and have discovered along the way that new media spaces have blurred the traditional boundaries between academic disciplines and the hierarchies that support them. Because the connections forged between disciplines can be tenuous in nature, their maintenance requires continuous conversation and exchange of ideas and resources.

Gossett, Kathie, Carrie A. Lamanna, Joseph Squier and Joyce R. Walker. Kairos (2003). Articles>Education>Multimedia

A Contrary View of the Technical Writing Classroom: Notes Toward Future Discussion      

Rather than acting as training departments for students’ future employers (a mission reflected in most textbooks and journal scholarship), technical writing programs should be teaching skepticism, critical thinking, and paradigm-breaking. They should be highlighting the agendas and “narratives” inherent in any text, rather than sustaining a positivist faith in neutrality and objectivity, because students who understand the power of language to shape the workplace (not simply to transmit information) turn out to be the most effective, most successful professionals. This article questions the widespread, largely uncritical importing of corporate paradigms into the technical writing classroom and calls for the university to remain separate from the corporation in its purpose. The article goes on to describe a recently developed senior seminar that challenges students’ assumptions about scientific and technical writing, including their own. Through courses like this, it is hoped that students will enter their professions as savvy, questioning thinkers rather than simply as efficient, problem-solving doers.

Bushnell, Jack. Technical Communication Quarterly (1999). Articles>Education>Writing

Cooperative Learning in Technical Courses: Procedures, Pitfalls, and Payoffs

As part of the longitudinal study, Dr. Felder and Dr. Rebecca Brent, a professor of education at East Carolina University, adapted or devised procedures for implementing cooperative learning in courses that stress quantitative problem solving. These procedures are summarized in this report. The objectives of the report are to offer some ideas for using cooperative learning effectively in technical courses, to give advance warning of the problems that might arise when CL is implemented, and to provide assurances that the eventual benefits to both instructors and students amply justify the perseverance required to confront and overcome the problems.

Felder, Richard M. and Rebecca Brent. North Carolina State University (1994). Articles>Education

Corporate Software Training: Is Web-Based Training as Effective as Instructor-Led Training?      

Web-based training has been both acclaimed as a self-paced, consistent, stand-alone alternative to traditional instructor-led training and disparaged for its high development costs and dearth of qualified trainers. Critics especially question its effectiveness. This case study tests the effectiveness of a stand-alone web-based training program and compares the results to that of an identical instructor-led course. The course provides highly task-oriented instruction for a computer software package and was developed using a proven instructional design methodology. The data from this study show that web-based training is as effective as instructor-led training for stand-alone software application training in a corporation.

Coppola, Nancy W. and Robert Myre. IEEE Transactions on Professional Communication (2002). Articles>Education>Instructional Design>Online

Corralling Disciplinary Dogies: Adjusting Fences for Prudent Technical Communication Program Expansion  

The particular concern facing my institution of affiliation (U Houston-Downtown) is how to maintain prudent Technical Communication (TC) program expansion in the face of rapid growth, high demand, and scarce resources.

Hundleby, Margaret N. CPTSC Proceedings (2003). Articles>Education>TC

Course Authoring Systems: A Review

Many instructor-led courses are being considered for conversion to electronic or distance delivery. A recent HRD survey by the American Society for Training and Development predicts that by the year 2000 only an estimated 54.8% of training will be instructor-led, compared to 80% in 1996. By contrast, the market for training delivered via new technologies is expected to go from 10% in 1996 to over 35% by the year 2000. Web-Based Training (WBT) is expected to account for a sizable portion of these electronic course developments and conversions.

Phillips, Vicky. GetEducated.com (1998). Articles>Education>Instructional Design>Online

A Course in Content Editing  

Describes a college course on content editing--editing that focuses on clarifying content. Emphasizing career opportunity, the course touches on new technologies that have transformed editing, the editor-author relationship, and the editing of user manuals.

Bush, Donald W. Intercom (2000). Articles>Education>Editing

Crafting a User Experience Curriculum

It isn’t often that one has the opportunity to create a course about user experience, let alone an entire sequence of user experience courses. Jason Withrow's opportunity forced him to examine his perceptions of the user experience industry.

Withrow, Jason. Boxes and Arrows (2005). Articles>Education>User Experience>User Centered Design

Creating an Academic Program for Technical Marketing Communication  

Technical marketing communication is a growing category of employment. Yet recognition of these employment opportunities has not fully extended to the development of academic courses and programs that would prepare students or enhance the knowledge of working professionals. Students can gain valuable training in current programs for advertising, public relations, business communication, and technical communication. However, because the marketing-oriented programs generally don’t focus on technology products and the technical communication programs don’t focus on promotional materials, students themselves must craft a synthesis of the two aspects—often with incomplete and unsatisfactory results.

King, Janice M. and Judith A. Ramey. STC Proceedings (1996). Articles>Education>Marketing

Creating and Sustaining Technical Communication Programs in Colleges and Universities  

This Progression Roundtable brings together leading experts (Dr. Karen A. Schriver, Dr. Russel Hirst, Dr. Susan D. Kleimann, Dr. Dianne Atkinson, Dr. Teresa C. Kynell, and Dr. David McMurrey) on academic programs in technical communication. The Roundtable focuses on existing and 'start-up' technical communication degree or certificate programs in community colleges and universities. Presenters will discuss issues such as curriculum development, marketing strategies, student chapters of STC, student and faculty internships, and linkages with industry. Information about existing programs will be made available to all participants.

Bosley, Deborah S., Karen A. Schriver, Russel Hirst, Susan D. Kleimann, Dianne Atkinson, Teresa C. Kynell, and David McMurrey. STC Proceedings (1996). Articles>Education>TC

Creating Course Objectives that Address Communication

A course objective that addresses communication simply states what you would like students to learn from or about communication in relation to scientific or technical knowledge in your course. We recommend placing this objective on the first page of your course syllabus, next to any other objectives you have listed for your course. If placed on your initial syllabus, students will see that communication is an important part of the course from the beginning.

University of Minnesota. Articles>Education>Writing

Creating Online Training: Dos and Don'ts

As a technical communicator, you may be asked to create online training for your organization. Your first attempt at online courseware development may seem a bit daunting, but take heart. Here are a few online training DOs and DON'Ts that can help you avoid some common development pitfalls.

Miller, Karen Massetti. STC Central Iowa (2002). Articles>Education>Instructional Design>Online

Creating Your First CBT (Computer Based Training) Program  

There are a series of questions that should be answered when you start the process of creating either a Computer Based Training program or a Web Based Training program. In this presentation I’ll go over the questions I asked while making my first CBT, the reason why I asked the question and then the answer I received to each question.

Wokosin, Linda. STC Proceedings (2002). Articles>Education>Online

The Creation of Metaphor: A Case for Figurative Language in Technical Writing Classes  

It may perhaps seem strange to speak of metaphor in the same breath as instruction in technical writing. But based on Professor Mary Rosner's observations about changes in technical writing, as they are reflected historically in textbooks since the 1920s, and on my own perceptions of directions in technical writing today, I could justifiably assert that we have nearly come full circle.1 In the beginning was the word. When technical writing first began to be separated from other advanced writing courses, it retained many of the strategies and approaches of Advanced Exposition courses—the study of rhetoric, logical organization, conventions, formats. Early texts show this connection. Later, as technical writing teachers began to pursue their own directions in research, their teaching approaches and the textbooks they created began to reflect new discoveries and directions: psycholinguistics crept in; more materials on audience analysis began to show up in texts; management psycholoy of Abraham Maslow and others appeared; conventional report formats were reflected; readability formulas became a staple of textbooks. But for a while, rhetorical approaches still held sway. Today, of course, only a few commentators will argue for some return to the older liberal arts traditions, myself among them. But these few are a vocal lot.

Catron, Douglas M. JAC (1983). Articles>Education>Rhetoric>Tropes