#23110
How to Land a Career in Technical Writing
While technical writers are expected to have some knowledge of the subjects they write about, experts usually provide detailed information. Technical writers and editors organize the information, put it into user-friendly language, select graphics, write sidebars, and impose a consistent format, checking back with experts to fill in blanks and ensure that no errors have been introduced.
Bradley, Gwendolyn. Chronicle of Higher Education (2000). Careers>Writing>Technical Writing
#26797
Researchers Find Social Bonds to Be Important in Distance Education
An article about community among students in online higher education programs.
Carnevale, Dan. Chronicle of Higher Education (2000). Academic>Education>Online
#34089
What Colleges Should Learn From Newspapers' Decline
Newspapers are dying. Are universities next? The parallels between them are closer than they appear. Both industries are in the business of creating and communicating information. Paradoxically, both are threatened by the way technology has made that easier than ever before.
Carey, Kevin. Chronicle of Higher Education (2009). Articles>Education>Publishing>Online
#34206
Review: Fifty Years of Stupid Grammar Advice 
April 16 is the 50th anniversary of the publication of a little book that is loved and admired throughout American academe. Celebrations, readings, and toasts are being held, and a commemorative edition has been released. I won't be celebrating. The Elements of Style does not deserve the enormous esteem in which it is held by American college graduates. Its advice ranges from limp platitudes to inconsistent nonsense. Its enormous influence has not improved American students' grasp of English grammar; it has significantly degraded it.
Pullum, Geoffrey K. Chronicle of Higher Education (2009). Articles>Reviews>Style Guides>Grammar
#34523
The mere act of reading good books, if you are not stopping to scrutinize the moves and tools used by the writers, examining and dissecting the choices they have made and why they work, will do nothing for you when you sit down to write. If you want a journal to accept your paper, or a federal agency to grant you coin, you have to make clear what is at stake and why the reader should care. Then you have to put forward the strongest reasoning based on evidence you provide in the clearest language you are able to rally. And then you need to know when you need help.
Toor, Rachel. Chronicle of Higher Education (2009). Articles>Education>Writing>Scientific Communication
#34524
Even if an editor loves, loves, loves your work, she is still likely to have to shepherd it through some kind of review process — either internally, in the case of a trade house, or to external academic readers. Many manuscripts die that way, despite the "interest" of the press. Those that are not outright killed can be wounded and sent back to you for some critical care.
Toor, Rachel. Chronicle of Higher Education (2009). Articles>Publishing>Editing>Collaboration
#34972
When Computers Leave Classrooms, So Does Boredom
A study published in the April issue of British Educational Research Journal found that 59 percent of students in a new survey reported that at least half of their lectures were boring, and that PowerPoint was one of the dullest methods they saw. "The least boring teaching methods were found to be seminars, practical sessions, and group discussions," said the report. In other words, tech-free classrooms were the most engaging.
Young, Jeffrey R. Chronicle of Higher Education (2009). Articles>Presentations>Education
