http://tc.eserver.org/dir/Articles/Education/Writing/Workplace A listing of the most recently indexed works about Articles and Education and Writing and Workplace 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/Articles/Education/Writing/Workplace http://tc.eserver.org/28115.html http://tc.eserver.org/28115.html With the turn of a new century, it seems as though everyone has gone into the forecasting business--especially stockbrokers and academics. Our own field has marked the emerging era with a wonderful essay collection, WAC for the New Millennium (ed. McLeod, et al., NCTE 2001). In the same spirit, this panel looked to the future by reflecting on best current theory/practice (guided by the stockbrokers' caution that past performance is no guarantee of future results.) To set the stage for the discussion, the moderator briefly considered the title assigned by the conference organizers: 'What Must Be Done to Ensure That College Students Communicate Well in Their Fields?' http://tc.eserver.org/18981.html http://tc.eserver.org/18981.html Designing effective technical documents requires insightful and well-designed thinking strategies. Experienced writers--usually good problem solvers--practice critical thinking to identify the problems arising out of conflicting goals and agendas. Problem solving starts with problem finding (Flower 1994), and critical thinking plays a vital role in achieving the resultant writing goals. This article describes the function of critical thinking and its practical application in a technical writing course in an occupational setting. A solid understanding of critical knowledge will enhance novice writers' capability of handling problems and making appropriate decisions. http://tc.eserver.org/14988.html http://tc.eserver.org/14988.html Most workplace professionals write documents in a fairly mature way. They typically write: Independently or with collaborators, without direct or constant supervision; With frequent interaction with team members at remote locations, and not just with those at their own division or company; With computers and other electronic equipment; and With the freedom to make important decisions about project and time management, such as determining when and how to interact with others, how to collaborate with irresponsible writing partners, how to resolve unexpected problems that arise, and how to meet deadlines despite mishaps and obstacles. How can instructors of business and professional writing prepare students for the relative freedom and independence of this kind of thinking and writing?