The Technical Editor and Document Databases: What the Future May Hold      

Technical editors ensure a document communicates with the reader. With XML, active server pages, and dynamic document creation, Web pages are no longer simple hand-crafted text objects, but dynamic groupings of text assembled moments before the reader views the page. With dynamic documents, high-level editing tasks will be, at best, vaguely defined during text creation. To maximize the information content, future technical editors require tighter control over information consistency and content.

Albers, Michael J. Technical Communication Quarterly (2000). Articles>Editing>Single Sourcing>Technical Editing

Theoretical and Practical Considerations for Virtual Learning Environments in Technical Communication: An Annotated Bibliography      

Many technical communication educators are exploring the potential of new and emerging information technology, specifically the World Wide Web, for delivery of their courses. This bibliography intends to help technical communicators explore the potential of virtual learning environments for their courses and to provide a point of entry into this burgeoning but rather unstructured field of inquiry. More specifically, the bibliography intends to provide a structured overview of approaches to conceptualizing, designing, developing, and evaluating virtual learning environments.

Starke-Meyerring, Doreen and Linda S. Clemens. Technical Communication Quarterly (1999). Resources>Bibliographies>TC

Toward a Critical Rhetoric of Risk Communication: Producing Citizens and the Role of Technical Communicators      

In this article, we build on arguments in risk communication that the predominant linear risk communication models are problematic for their failure to consider audience and additional contextual issues. The 'failure' of these risk communication models has led, some scholars argue, to a number of ethical and communicative problems. We seek to extend the critique, arguing that 'risk' is socially constructed. The claim for the social construction of risk has significant implications for both risk communication and the roles of technical communicators in risk situations. We frame these implications as a 'critical rhetoric' of risk communication that (1) dissolves the separation of risk assessment from risk communication to locate epistemology within communicative processes; (2) foregrounds power in risk communication as a way to frame ethical audience involvement; (3) argues for the technical communicator as one possessing the research and writing skills necessary for the complex processes of constructing and communicating risk.

Grabill, Jeffrey T. and W. Michele Simmons. Technical Communication Quarterly (1998). Articles>Communication>Risk Communication

Toward a Post-Techne-Or, Inventing Pedagogies for Professional Writing    

This article examines the concept of techne in relation to situatedness. Techne is conceived as techniques for situating bodies in contexts. Although many theorists and practitioners in technical communication are working from ecological and posthuman perspectives with regard to interface designs, this article argues for extending those perspectives to workplace and classroom situations. Starting from a Heideggerian reading of techne, the article moves toward the concept of post-techne, which remakes pedagogical techniques for writing and inventing in institutional contexts.

Hawk, Byron. Technical Communication Quarterly (2004). Articles>Education>Business Communication>Theory

Toward a Post-Techne-Or, Inventing Pedagogies for Professional Writing    

This article examines the concept of techne in relation to situatedness. Techne is conceived as techniques for situating bodies in contexts. Although many theorists and practitioners in technical communication are working from ecological and posthuman perspectives with regard to interface designs, this article argues for extending those perspectives to workplace and classroom situations. Starting from a Heideggerian reading of techne, the article moves toward the concept of post-techne, which remakes pedagogical techniques for writing and inventing in institutional contexts.

Hawk, Byron. Technical Communication Quarterly (2004). Articles>Education>Writing>Technical Writing

Toward an Expanded Concept of Rhetorical Delivery: The Uses of Reports in Public Policy Debates    

Preparing students for civic engagement requires new knowledge about the uses of documents for advocacy and social change. Substantial social change results from repeated rather than from single rhetorical acts. Reconsideration of the rhetorical canon of delivery suggests expanding the concept beyond its present connection to publication (visual design, medium) to a rhetorical situation comprehensively defined. Delivery may take place over time and embrace a web of activities including field work, updates, and interconnections with other publications.

Rude, Carolyn D. Technical Communication Quarterly (2004). Articles>TC>Reports>Rhetoric

Towards an Emancipatory Pedagogy in Service Courses and User Departments      

Critical thinking has led teachers of service courses and their user departments into common pedagogies. Motivated by calls from industry for students with problem-solving abilities, both service courses and their user departments have incorporated higher-level thinking modes into their assignments. Applying the interpretive mode of rationality posited by Habermas, innovative teachers are changing their pedagogical methods from the simple transference of information from teacher to student to assignments requiring team projects where students grapple with parametric problem solving that demands interpreting complex data. Applying the emancipatory mode of rationality, some assignments involve outside clients and working with community-based social and political issues.

David, Carol and Donna Kienzler. Technical Communication Quarterly (1999). Articles>Education>Instructional Design

TPC Program Snapshots: Developing Curricula and Addressing Challenges    

This article reports results from a survey of US technical and professional communication undergraduate programs concerning core concepts emphasized and most commonly taught procedures, skills, and tools. Snapshot views of current programs are derived from the results, and the developmental processes and directions of four new programs are described in more detail. The article concludes with challenges for programs to maintain humanistic concerns while also providing effective professional and technical preparation.

Allen, Nancy J. and Steven T. Benninghoff. Technical Communication Quarterly (2004). Articles>Education>Management>Case Studies

Using Portfolios to Evaluate Service Courses as Part of an Engineering Writing Program      

Assessing the efficacy of technical communication service courses is a complex task, yet it is a task that service course providers should embrace as an opportunity to learn more about student and faculty needs and to update and improve curricula. This assessment has become more immediate for many educators because of ABET 2000 (Accreditation Board for Engineering and Technology), a comprehensive revamping of the way engineering programs are accredited. ABET 2000 criteria require that engineering programs provide evidence of the efficacy of all instruction, including communication. When the new ABET criteria were released, we had already begun a comprehensive evaluation of not only our service courses but also the total writing experience of engineering students at the University of Washington. This paper gives a theoretical rationale for a portfolio evaluation project and describes a directly applicable structure and procedure for such a project.

Scott, Cathie and Carolyn Plumb. Technical Communication Quarterly (1999). Articles>Education>Engineering>Assessment

Visual Metadiscourse: Designing the Considerate Text      

Visual metadiscourse can provide design criteria for authors when considering the needs and expectations of readers. The linguistic concept of meta-discourse is expanded from the textual realm to the visual realm, where authors have many necessary design considerations as they attempt to help readers navigate through and understand documents. These considerations, both textual and visual, also help construct the ethos of authors, as design features reveal awareness of visual literacy and of the communication context. Visual metadiscourse complements textual metadiscourse in emphasizing the necessity of rhetoric in technical communication.

Kumpf, Eric P. Technical Communication Quarterly (2000). Design>Graphic Design>Rhetoric

The Voices of English Women Technical Writers, 1641-1700: Imprints in the Evolution of Modern English Prose Style      

The first books and the first technical books published by English women during the 1475-1700 period can be useful in teaching students about the emergence of technical style or 'plain style.' If we examine the style of these women writers, long ignored by canonical studies, we can see that plain English existed before Bacon and received its impetus not from science, but from the utilitarian attitude that pervaded the 1475-1700 period. These women writers provide a microcosm for studying the rise of modern English prose and what we now call technical (or plain) style. They also provide an efficient way to expose students to early published works by women and their contribution to the history of technical writing. Examining style from such a perspective helps students see that technical communication was a prevalent kind of writing before Bacon and the Royal Society. Thus, technical communication--and the style of technical communication--studied from this unique historical perspective deepens students' awareness of the roots of technical communication as it contributed to the history of English discourse.

Tebeaux, Elizabeth. Technical Communication Quarterly (1998). Articles>History>TC>Gender

Web-Based Training: An Overview of Training Tools for the Technical Writing Industry      

This article provides technical training managers with an overview of the range of Web-based training solutions available to their organizations.  The solutions range from individual drill and practice opportunities to live collaborative group learning.  This article defines four broad categories and characterizes each.  The most popular type, Web/computer based (W/CBT), is analyzed and four levels of W/CBT programs are presented.  Included are tables summarizing considerations for selecting a development approach.

Driscoll, Margaret and John E. Reid, Jr. Technical Communication Quarterly (1999). Articles>Education>Online

The Web, the Millennium, and the Digital Evolution of Distance Education      

This paper discusses Industrial and Digital Age educational paradigms, needs, and expectations of adult and traditional learners for Internet-based education; knowledge management and its impact on technical communication; the Universal Campus Network and the nature of Web-based education in the near future; elements for success for Web-based distance education in technical communication; and future directions in electronic communication.

Leonard, David C. Technical Communication Quarterly (1999). Articles>Education>Instructional Design>Online

What's Civic About Technical Communication? Technical Communication and the Rhetoric of 'Community'    

Although the concept of community has been advanced in technical communication as a moral reference point for civic rhetorical action, this concept is typically used in romantic, redemptive, and essentializing ways. This article argues for a radical and symbolic/rhetorical view of community, regarding it a discursive construct purposefully invoked by technical writers for strategic reasons.

Ornatowski, Cezar M. and Linn K. Bekins. Technical Communication Quarterly (2004). Articles>TC>Community Building>Rhetoric

Worlds Within Which We Teach: Issues for Designing World Wide Web Course Material      

Initially, online courses were created by pioneers--self-taught Web site writers comfortable with uncertainty. As Internet-based instruction has become increasingly popular, others are less inclined to struggle with writing their own Web pages but are nonetheless interested in having an instructional Web site. A growing number of course-construction programs are becoming available which could make Internet-based instruction more accessible. Only by addressing both pedagogical and technical issues can evaluation of such course creation products provide information useful for thoughtful and appropriate use of that technology to support and extend traditional pedagogies. This article concludes that creating online instructional sites by hand with the help of an HTML editor is generally preferable to using course-in-a-box software because instructors can select the components needed to support their pedagogy and construct successful learning experiences for their students. On the other hand, the dilemma of faculty intimidated by the technical expertise needed to produce even a basic Web site can be ameliorated by the use of course-in-a-box software. However, that software should be seen only as a stepping stone. Instructional sites created by course-in-a-box software certainly are worthwhile, but the course or site produced by this software remains constrained by its box, even if that box is often commodious.

O'Sullivan, Mary F. Technical Communication Quarterly (1999). Articles>Education>Instructional Design>Online

Writers and Their Maps: The Construction of a GAO Report on Sexual Harassment      

This article examines a 1994 General Accounting Office (GAO) report on sexual harassment at U.S. service academies to determine how power structures affected the report writers’ rhetorical choices. Employing postmodern mapping theories, the article identifies what is valued and devalued in the report’s contents. Then it describes Congress’s reaction to the report and speculates on the report’s impact on public discourse and subsequent social action. It offers postmapping theory as a way of understanding the relationship between discourse and power in policy reports.

Cargile Cook, Kelli. Technical Communication Quarterly (2000). Articles>Rhetoric>Reports>Sexual Harassment

The Writing Consultant as Cultural Interpreter: Bridging Cultural Perspectives on the Genre of the Periodic Engineering Report      

The periodic engineering report can become a source of conflict and frustration when North American engineers collaborate with colleagues abroad. To overcome such difficulties, technical companies may hire writing consultants, who then take on the additional role of cultural interpreters, helping the partners bridge differences in both the practice of engineering and the language and culture of each country. As such a writing consultant, I worked with a Canadian engineering company, its Russian contractors, and a Russian translator to analyze the sources of difficulties in their reports. The language of the reports was English, but differences in tone as well as reader expectations about organization, format, and appropriate content caused misunderstandings among the collaborators. Contrastive rhetorical analysis helped to identify problems in both the conception of the report as a document and the translation of particular text.

Artemeva, Natasha. Technical Communication Quarterly (1998). Articles>Rhetoric>Reports

Writing Policies and Procedures in a U.S./South American Context      

This study explores two cases of professional communication among U.S. and South American personnel in one multinational organizaton in Quito, Ecuador.  The results suggest that implicit in U.S. rhetorics of professional communication are valorizations of writing as a mechanism of regulating behavior; of universalism and individual reference points as rhetorical strategies; and of common-law or precedent-setting logic as compositional and interpretive strategies.  However, many South American personnel seem predisposed to think of personal interactions as a mechanism of regulating behavior; of particular and collective reference points as rhetorical strategies; and of civil law logic as compositional and interpretive strategies.  Thus, widespread claims about the roles of writing to construct, mediate, or regulate organizational behavior need to be contextualized in the predominant rhetorical values of the organizational context.

Thatcher, Barry L. Technical Communication Quarterly (2000). Articles>Writing>Policies and Procedures>Ecuador

Writing Public Policy: A Practicum      

Practical experience teaches the difficulty and the messiness of democratic public policy processes. A discourse analytic perspective on rhetorical action in the institutional settings of policy work reveals the dynamics of effective agency. By simulating practical experience and by developing a discourse analytic perspective, academic instruction in professional and technical communication can show students what elected officials, governmental staff, and non-profit non-governmental organizations (NGOs) do to make or to implement policy.

Smith, Catherine F. Technical Communication Quarterly (2000). Articles>Writing>Policies and Procedures>Government

Writing Technical Documents for the Global Pharmaceutical Industry      

Technical writers in the global pharmaceutical industry write for two major audiences: regulatory agencies and healthcare practitioners. These audiences differ in their information needs and expectations. Therefore, information products that address these audiences must balance the competing forces of business interests, market penetration, and the cultural variables of products so tied to people's beliefs. Pharmaceutical writers may carry an extra burden because the topics of their documents have such a potential for social benefit or serious harm. Electronic technology can greatly enhancing writers' abilities to meet these document needs, but system incompatibilities must first be overcome. Audience analysis still remains the key to crafting effective pharmaceutical documents.

Bonk, Robert J. Technical Communication Quarterly (1998). Articles>Scientific Communication>Biomedical

The State of Research in Technical Communication    

There have been many attempts to assess the state of research in our field. This article is our attempt to both (1) synthesize recent analyses, opinions, and conclusions concerning the status of technical communication research and (2) propose an action plan aimed at redirecting our field's agenda for its research. We explore these questions: What are the recent research trends in our field? What is and is not promising about our recent approaches to research? Where do we need to go next? What are the critical components for a new agenda for our research?

Blakeslee, Ann M. and Rachel Spilka. Technical Communication Quarterly (2004). Articles>TC>Research

Relocating the Value of Work: Technical Communication in a Post-Industrial Age    

This article analyzes the location of “value” in technical communication contexts, arguing that current models of technical communication embrace an outdated, self-deprecating, industrial approach subordinating information to concrete technological products. By rethinking technical communication in terms of Reich's “symbolic-analytic work”, technical communicators and educators can move into a post-industrial model of work that prioritizes information and communication, with benefits to both technical communicators and users.

Johnson-Eilola, Johndan. Technical Communication Quarterly (1996). Articles>TC>Assessment>Theory

The Impact of the Internet and Digital Technologies on Teaching and Research in Technical Communication    

Technical communication practices have been changed dramatically by the increasingly ubiquitous nature of digital technologies. Yet, while those who work in the profession have been living through this dramatic change, our academic discipline has been moving at a slower pace, at times appearing quite unsure about how to proceed. This article focuses on the following three areas of opportunity for change in our discipline in relation to digital technologies: access and expectations, scholarship and community building, and accountability and partnering.

Gurak, Laura J. and Ann Hill Duin. Technical Communication Quarterly (2004). Articles>TC>Research>Online

A Laboratory in Citizenship: Service Learning in the Technical Communication Classroom    

This article presents an argument for and offers illustrations of service learning in technical communication courses and curricula. Alongside traditional internships that prepare students as future employees, service learning provides students with an education in engaged citizenship. This article reviews service-learning literature, discussing specifically the advantages of projects to students, faculty, and the community. The authors also describe three projects in which instructors and students integrated service learning and technical communication in innovative ways.

Sapp, David Alan and Robbin D. Crabtree. Technical Communication Quarterly (2002). Articles>TC>Service Learning>Education

Sketching a Framework for Graduate Education in Technical Communication    

Graduate education in technical communication should provide students with an expansive view of the field. Toward that end, we offer a three-dimensional framework that represents technical communication as a robust, diverse, complex whole. Although the framework aims towards coherence, it embraces contradiction. That is, the framework represents a totality but does not purport to be the only possible representation. Key to the framework is our belief that the gap between theory and practice can actually be productive. Almost all binaries encourage overly simplistic understandings. But we should not allow the goal of remediating the binary to close off the important tensions that can allow the field to advance. This very gap is actually one of the few sites in which new ideas and approaches can be forged.

Johnson-Eilola, Johndan and Stuart A. Selber. Technical Communication Quarterly (2001). Articles>Education>TC