#27251
Companies place little emphasis on the quality of an engineer's writing. An engineer's writing is usually only for evidence a particular transaction took place, or for proof they did the appropriate research. There is hardly ever any emphasis on the readability or usefulness of the writing. In this article, the author states several reasons for this problem and that development teams must come to understand in order to find a solution.
Brogan, Nate. StickyMinds (2006). Articles>Writing>Technical Writing>Engineering
#30137
The Engineering Writing sequence at the University of California, Santa Barbara, teaches fundamental college writing and research skills emphasizing the discourse and genres common to professional engineering. The first quarter emphasizes library, electronic-database, and literature-type searches, culminating in a literature review on a current technological topic. The second quarter integrates primary research and interviewing with the above, while the students design solutions to actual university building and plant resource problems. The third quarter involves advanced issues of document design and publication, as students post web sites not only pertinent to this year's theme, Engineering and the Environment, but also useful to the local community.
Yatchisin, George, LeeAnne Kryder, Marty Williams and Mark Kerr. STC Proceedings (1998). Articles>Education>Writing>Engineering
#29150
While the importance of "expressive writing," or informal, self-directed writing, has been well established, teachers underutilize it, particularly in technical writing courses. We introduce the term expressive/exploratory technical writing (XTW), which is the use of informal, self-directed writing to problem-solve in technical fields. We describe how engineering students resist writing, despite decades of research showing its importance to their careers, and we suggest that such resistance may be because most students only see writing as an audience-driven performance and thus incompletely understand the link between writing and thinking. The treatment of invention in rhetorical history supports their view. We describe two examples of using XTW in software engineering to plan programming tasks. We conclude by discussing how a systematic use of XTW could shift the technical writing curriculum, imbuing the curriculum with writing and helping students see how to problem-solve using natural language.
Warnock, Scott and Michael Kahn. Journal of Technical Writing and Communication (2007). Articles>Writing>Technical Writing>Engineering
#13838
This article describes a discipline-specific communication course for engineering students offered by a Canadian university. The pedagogy of this course is based on North American theories of genre and theories of situated learning. In keeping with these theories, the course provides a context in which students acquire rhetorical skills and strategies necessary to integrate into a discipline-specific discourse community. The authors argue that such a pedagogical approach can be used to design communication courses tailored to the needs of any discipline if the following three key conditions are met: assignments are connected to subject matter courses, a dialogic environment is provided, and the nature of assignments allows students to build on their learning experiences in the course.
Artemeva, Natasha, Susan Logie and Jennie St-Martin. Technical Communication Quarterly (1999). Articles>Education>Engineering>Writing
#13825
Learning to Write: Learning about Sustainability 
I had been involved with a program at Clemson to integrate laptop computers into the engineering curriculum. In this pilot project, I had taught first-year writing since 1998 to engineering and science majors using their own laptops in classrooms equipped with ethernet connections and a video projector. This proved to be a rich environment for sharing work and collaborating among ourselves. I wanted to see whether we could extend our collaborations to other Clemson classrooms. Mary Haque (a professor in Clemson University’s Horticulture Department) and I decided that my first-year composition classes could collaborate with her horticulture classes.
Longo, Bernadette. Kairos (2001). Articles>Education>Engineering>Writing
#31646
Teaching writing to engineering students representing Indian, Middle Eastern, Asian, and American cultures can be daunting as their cultural perceptions of time, gender, source of authority, individualism and risk taking, affect learning styles. However, despite cultural differences, many International students have no difficulty with much of American instruction and, in some cases, perform better than American students. Their ability to adapt to American instruction appears to depend primarily on the educational goals of their cultures.
Boiarsky, Carolyn. IEEE PCS (2008). Articles>Education>Technical Writing>Engineering
#18520
With wider acceptance and use of Engineering Cases in engineering education, there is a new form of engineering writing available. This paper presents some ideas based on our experience with cases over the last ten years, including writing over 25 cases (good or bad), assisting with several student-written cases, using cases extensively in our courses, and reviewing many cases, e.g., for Engineering Education. Use of Engineering Cases is still in its infancy; as use matures, things will change. We have adopted many ideas suggested by colleagues reviewing our cases. We have also drawn heavily on ideas from case writing for business schools. We do not view this as a definitive paper on case writing. We present these ideas as a compilation which may be useful to those who are considering writing cases and wonder what it is about. We also offer our compilation to seasoned case writers as a position with which to differ.
Kardos, Geza and C.O. Smith. Carleton University (1979). Articles>Writing>Engineering>Technical Writing
#21224
Opportunities in Engineering Publications 
Doing technical writing from within an engineering department can offer some special opportunities for the more technically-inclined technical writer. Compared to customary technical publications departments, there may be a greater variety of projects. There may also be more chances for inexperienced writers, especially engineers and technicians who want to enter technical writing.
Harvey, Patrick. STC Proceedings (1996). Articles>Writing>Engineering>Technical Writing
#29124
Perceptions Of Memo Quality: A Case Study Of Engineering Practitioners, Professors, and Students 
One goal of college technical writing courses is to prepare students for real-world writing situations. Business writing textbooks function similarly, using guidelines, sample assignments, and model documents to help students develop rhetorical strategies to use in the workplace. Students attend class, or read and perform exercises in a textbook, with the faith that these skills will apply to workplace writing. In an attempt to better understand the similarities and differences between industry and academe's expectations of one genre of workplace writing, the memo, we compared the perceptions of memo quality by engineering faculty, students, and practitioners. All three groups responded to three sample memos taken from textbooks used by engineering professors in their undergraduate classrooms. The results indicate that students' and engineers' opinions of memo quality were more closely related to one another than to professors' comments, focusing on content, while professors were the most critical of style issues.
Amare, Nicole and Charlotte Brammer. Journal of Technical Writing and Communication (2005). Articles>Writing>Assessment>Engineering
#13902
A case study of an experienced professor's comments on a design report in a first-year engineering class was conducted over the period of an academic year. When compared with the commenting styles of technical writing teachers, the engineering professor's comments were found to be highly directive, and thus at odds with the preference for facilitative comments that prevails in composition studies. However, differences in genre conventions explain much of the discrepancy.
Miller, Paul, Jaye Bausser and Audeen Fentiman. Technical Communication Quarterly (1998). Articles>Education>Engineering>Technical Writing
#21806
Rethinking the Evaluation of Writing in Engineering Courses 
The objective of this paper is to bring about a reevaluation of writing assessment practices in engineering classes. The authors begin by drawing rhetoric (the knowledge base of effective technical communication) and engineering together, explaining how engineering work is rhetorical. From this theoretical vantage point, the authors argue for a change in engineering writing assessment practices. Specifically, they argue for an approach that favors formative assessment (focused on writing comments that lead to both better writing and better engineering) over summative assessment (which sees writing ability as separate from engineering design). The authors continue by revealing a scoring guide for the formative assessment of engineering reports, and detailing the process by which such a scoring guide may be created. Each criterion in the scoring guide is explained in terms of the rhetorical and engineering principles that it simultaneously addresses.
Swarts, Jason and Lee Odell. Rice University (2001). Articles>Education>Engineering>Technical Writing
#21975
Special Topics of Argument in Engineering Reports
As a discussion of writing-across-the-curriculum programs in universities, his essay focuses on disciplinary discourse within academic settings. Nonacademic discourse also occurs with particular conventions, purposes and institutions; such discourse can be subjected to similar study.
Miller, Carolyn R. and Jack Selzer. North Carolina State University (1985). Articles>Writing>Reports>Engineering
#20214
Technical Articles and Reports
In the U.S. and Canada, there are more than 6,000 business, technical, academic, scientific and trade publications, which among them publish several hundred technical articles a year. Technical publications are the vehicles through which engineers and scientists communicate with their peers in other fields. Academic journals are the vehicles they use to communicate within their own field.
Smith, Michael. York University. Articles>Writing>Engineering>Technical Writing
#21662
Technical Writing for Microwave Engineers
A complete resource to put all microwave geeks on the same page when it comes to tech writing.
Microwaves 101 (2003). Articles>Writing>Engineering>Technical Writing
#29147
Previous research has indicated that engineering faculty do not follow best practices when commenting on students' technical writing. However, it is unclear whether the faculty prefer to comment in these ineffective ways, or whether they prefer more effective practices but simply do not enact them. This study adapts a well known study of response in composition to ask whether engineering faculty prefer authoritative, form-focused comments, or whether they may prefer to write different sorts of comments. We asked ten civil engineering faculty to comment on a sample paper and then rank their preferences for provided versions of comments on the same paper. One provided version emphasized comments on content, one emphasized comments on form, and one was balanced. Comparisons of the respondents' preferences and practices suggest that the engineering faculty recognize and value content-focused, non-authoritative responses, but generally do not write comments that conform to these values. We consider the implication of these findings for research on response to technical writing as well as for technical writing faculty in their own course. While recognizing the need for more research, we also discuss ways in which writing professionals, including WAC administrators and technical writing professors, can encourage engineering faculty to enact their preferences for response styles that reflect best practices.
Smith Taylor, Summer and Martha D. Patton. Journal of Technical Writing and Communication (2006). Articles>Education>Engineering>Writing
#26577
Topic-Raising in Tutoring Sessions Involving Writing Tutors and Engineering Students
The paper examines whether writing tutors control the subject matter discussed in tutoring sessions with engineering students, topic-raising in six tutoring sessions was analyzed. Over 81% of the topics were raised by tutors, suggesting tutors control subject matter. To examine the subject matter that tutors and students focused upon, topics were categorized by type. Over 55% of the topics raised were related to sentence clarity, conciseness, and mechanics. Tutors and students also raised topics related to content, rhetorical situation, and textual organization and formatting. Writing tutors and engineering students focus on sentence-level issues even though students might benefit from more attention to discourse-level issues.
Mackiewicz, Jo M. Association for Business Communication (2004). Articles>Education>Writing>Engineering
#22982
My preliminary studies have shown that students do indeed acquire basic communication strategies appropriate for their chosen field that help them to become acculturated in workplace contexts. In other words, they begin to genre their 'way through social interactions, choosing the correct form in response to each communicative situation [they] encounter,' which they do 'with varying degree of mastery'. The subject of my CCCC 2003 presentation is a series of events that occurred in the life of one of my longitudinal study participants. In the presentation, I related these events to the audience and then analyzed them using Rhetorical Genre Studies as a theoretical tool.
Artemeva, Natasha. Newsletter of the CASLL (2003). Articles>Education>Engineering>Writing
#29053
Although rhetoricians have studied the discourse practices of engineers, little is known about the production workers who must assemble engineering knowledge into functional products. This case study examines what happens when a production worker tried to improve manufacturing documentation, and how her success depended upon both her craft knowledge and the rhetorical skills she attributes to a Writing Across the Curriculum program she experienced in college.
Vélez, Lili Fox and Susan P. Hall. Journal of Technical Writing and Communication (2001). Articles>TC>Technical Writing>Engineering
#24567
Writing as an Embodied Practice: The Case of Engineering Standards
This article explores the role of embodied knowledge and embodied representation in the joint revision of a small section of a large technical document by personnel from two organizations: a city government and a consulting engineering firm. The article points to differences between the knowledge and the representation practices of personnel from the two organizations as manifested in their words and gestures during the revision task, and it points to the gestures of the city personnel as a principal means by which their greater embodied knowledge of channel easements becomes distributed across the group as a whole. The article concludes by pointing to some advantages of considering acts of writing as embodied practices and by indicating a number of related questions that should be pursued in subsequent investigations of literacy in modern workplaces.
Haas, Christina and Stephen P. Witte. Journal of Business and Technical Communication (2001). Articles>Writing>Engineering>Technical Writing
#27450
Writing Effective Requirements Specifications
The Goddard Space Flight Center's (GSFC) Software Assurance Technology Center (SATC) has developed an early life cycle tool for assessing requirements that are specified in natural language. The Automated Requirements Measurement (ARM) tool was used to analyze more than 50 NASA System/Software Requirements Specification (SRS) documents. ARM reports were used to focus human analysis on specific aspects of the documentation practices exhibited by these documents. Several significant weaknesses were identified. This paper identifies the underlying problems that produce these deficiencies and recommends methods that can be used to prevent such problems.
Wilson, William M. NASA (1997). Articles>Writing>Specifications>Engineering
