External Examiners for Technical Writing Courses

1971 ◽  
Author(s):  
Thomas M. Sawyer
Keyword(s):  
Technical Writing ◽  
Writing Courses

Using Multimedia for Instructor Presence in Purposeful Pedagogy-Driven Online Technical Writing Courses

2020 ◽  
Vol 51 (1) ◽  
pp. 31-52
Author(s):  
Heidi S. Harris ◽  
Michael Greer
Keyword(s):  
Course Design ◽  
Technical Writing ◽  
Instructional Materials ◽  
Engaged Learning ◽  
Writing Courses ◽  
Course Materials ◽  
Instructor Presence ◽  
Course Outcomes ◽  
Writing Instructors ◽  
Student Projects

Teaching and composing with multimedia humanizes online technical writing and communication classes. However, students do not always see the connection between multimedia instructional materials, multimedia assignments, and the course learning outcomes. Purposeful pedagogy-driven course design uses multimedia instructional materials to connect assignments, course materials, and assessments with course outcomes. Technical writing instructors can integrate synchronous and asynchronous multimedia elements to address not only the what and why of online technical writing instruction but also the how of multimedia instructional materials. Example multimedia instructional materials and student projects discussed in the article can increase student retention and promote engaged learning.

Making the Virtual Real

2011 ◽  
pp. 224-232 ◽  
Author(s):  
Reneta D. Lansiquot
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Technical Writing ◽  
Academic Research ◽  
Research Process ◽  
Writing Apprehension ◽  
Writing Courses ◽  
Social Nature ◽  
The Social ◽  
3D Virtual World

The emerging critical global collaboration paradigm and the use of virtual learning communities can form structured domains that require complementary methods for educational research. The purpose of this chapter is to illustrate how the social nature of virtual worlds can be used to teach technical writing and the academic research process. A yearlong, mixed methodology, research study is used to demonstrate the effect of this blended learning pedagogical approach on writing apprehension in advanced technical writing courses. Students wrote manuals collaboratively for an audience of their peers. Second Life, the online 3D virtual world created entirely by its residents, was both their subject of study and a mode of meaningful communication.

The Assessment of Technical Writing: A Case Study

1994 ◽  
Vol 24 (1) ◽  
pp. 19-36 ◽  
Author(s):  
Norbert Elliot ◽  
Margaret Kilduff ◽  
Robert Lynch
Keyword(s):  
Educational Outcomes ◽  
Writing Assessment ◽  
Technical Writing ◽  
Reliability And Validity ◽  
Student Writing ◽  
Base Line ◽  
Writing Courses ◽  
Assessment Program ◽  
Writing Course

This article describes the design and evaluation of a formal writing assessment program within a technical writing course. Our purpose in this base-line study was to evaluate student writing at the conclusion of the course. In implementing this evaluation, we addressed fundamental issues of sound assessment: reliability and validity. Our program may encourage others seeking to assess educational outcomes in technical writing courses.

Where Do We Go from Here?

1978 ◽  
Vol 8 (2) ◽  
pp. 139-145 ◽  
Author(s):  
Fred H. MacIntosh
Keyword(s):  
Technical Writing ◽  
Graduate Programs ◽  
Professional Programs ◽  
Writing Courses ◽  
Improving Writing ◽  
Teaching Emphasis

A number of points for improving writing and speaking necessary for the world's work are discussed. One of these is the expansion of technical writing courses for managers, administrators, and company officials. Another point is concerned with the fact that most technical writing texts focus too much upon engineers and too little upon scientists. A third point deals with the necessity for paying more attention to graduate and professional programs. Other suggestions range through traditional English graduate programs, ways to reward effective technical writing teaching, emphasis on professionalism, and allocation of funding for the improvement of technical writing teaching. The author closes with a call for definite action.

Perceptions of Memo Quality: A Case Study of Engineering Practitioners, Professors, and Students

2005 ◽  
Vol 35 (2) ◽  
pp. 179-190 ◽  
Author(s):  
Nicole Amare ◽  
Charlotte Brammer
Keyword(s):  
Real World ◽  
Technical Writing ◽  
Rhetorical Strategies ◽  
Business Writing ◽  
Workplace Writing ◽  
Engineering Faculty ◽  
Writing Courses ◽  
Similarities And Differences

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.

Mapping the Unexplored Area: Developing New Courses and Coherent Programs in Technical Communication

1978 ◽  
Vol 8 (3) ◽  
pp. 193-206 ◽  
Author(s):  
Dwight W. Stevenson
Keyword(s):  
Subject Matter ◽  
Technical Communication ◽  
Technical Writing ◽  
Mapping Procedure ◽  
Writing Courses ◽  
Program Administrators ◽  
Unexplored Area

Teachers new to technical writing must understand that “Technical Writing” is not one course. Rather it is a whole variety of courses distinguished from one another primarily by differences in objectives and only secondarily by differences in subject matter. To identify needed technical writing courses and to define coherent sets of courses, teachers of technical writing and program administrators need “a mapping procedure” to help them consider alternatives systematically in terms of objectives. This paper proposes such a mapping procedure.

Wearable Writing

2016 ◽  
Vol 47 (1) ◽  
pp. 22-55 ◽  
Author(s):  
Jason Chew Kit Tham
Keyword(s):  
Technical Writing ◽  
Wearable Technology ◽  
Composition Pedagogy ◽  
First Year ◽  
Google Glass ◽  
First Year Writing ◽  
Writing Courses ◽  
Writing Course ◽  
Composing Process ◽  
Writing Technology

As technology continues to become more ubiquitous and touches almost every aspect of the composing process, students and teachers are faced with new means to make writing a multimodal experience. This article embraces the emerging sector of wearable technology, presenting wearable writing strategies that would reimagine composition pedagogy. Specifically, the article introduces Google Glass and explores its affordances in reframing student peer-review activities. To do so, the author presents a brief overview of wearables and writing technology, a case study of how the author deployed Google Glass in a first-year writing course, and a set of tips for using wearable technology in general and technical writing courses.

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