The Student as Consultant

1979 ◽  
Vol 9 (4) ◽  
pp. 311-315
Author(s):  
Steven Zachary Rothmel
Keyword(s):  
Technical Writing ◽  
Learning Experience ◽  
Technical Information ◽  
Writing Teacher ◽  
Realistic Situation ◽  
Technical Report ◽  
Writing Course ◽  
Technical Writer ◽  
Oriented Approach

The technical writing course has the potential to be one of the most valuable and relevant classes that a student takes, but before his rhetorical skills can improve he must overcome his reluctance to write. The formal technical report, the most challenging and the most rewarding assignment, offers the technical writing teacher a unique opportunity to bring his course to life and to enrich each class member's learning experience. The author has developed an approach to the major report that allows the student to assume the role of a consultant in his field while simultaneously permitting him to feel independent and creative. The inexperienced technical writer must create a realistic situation in which someone would require the technical information he wishes to convey. Placing the student in the role of a consultant makes him more aware of his audience and its needs. This problem-oriented approach effectively increases the writer's liberty to choose an appropriate topic and his responsibility to present it in a coherent and professional manner.

Technical Publications and the User

1965 ◽  
Vol 7 (4) ◽  
pp. 363-363 ◽  
Author(s):  
Ronald D. Eames ◽  
Jack Starr
Keyword(s):  
Technical Writing ◽  
System Development ◽  
Low Cost ◽  
Technical Information ◽  
Point Of Use ◽  
Different Populations ◽  
Hardware Costs ◽  
New Criteria ◽  
And Training

The low cost of technical publications relative to hardware costs is asserted to be no reason for minimizing the important role of publications in equipment functioning and system performance. The mechanistic orientation in psychology and elsewhere is challenged and reasons are given for added human factors contributions to make technical information more usable. Studies are cited which reveal numerous inadequacies in technical handbooks at the point of use. Conventional studies of technical message variables are suggested to be of only slight relevance to military publications design due to different populations, environments, and conditions of stress. A concept of technical handbooks as devices to control behavior is explained. The need is put forth for a more empirical rather than subjective orientation to technical writing. Recommendations include a proposal for investigation of “user-designed” handbooks, integration of publications development within system development, and study to determine new criteria for effective writing and for the selection and training of writers.

New Directions in Teaching Technical Report Writing

1975 ◽  
Vol 5 (3) ◽  
pp. 199-205 ◽  
Author(s):  
Michael P. Jordan
Keyword(s):  
North America ◽  
Traditional Instruction ◽  
Technical Writing ◽  
Report Writing ◽  
English Grammar ◽  
Technical Report ◽  
New Directions ◽  
Technical Writer

The traditional instruction of technical report writing leans heavily on the conventions of English grammar and on principles advocated by grammarians, journalists, and literature scholars. The effect has been so strong—particularly in North America—that the word “technical” in technical writer, technical writing, and technical reports has literally become almost meaningless. This article discusses a few important differences between technical and nontechnical writing. It also explains some shortcomings of the traditional instruction and suggests methods of improvement.

scholarly journals THE EFFECT OF STUDENT REFLECTION QUALITY ON A TECHNICAL WRITING ASSIGNMENT RESUBMISSION

2019 ◽  
Author(s):  
Rana Yekani ◽  
Sarah Bluteau ◽  
Sidney Omelon
Keyword(s):  
Technical Writing ◽  
Self Regulation ◽  
Writing Quality ◽  
Self Reflection ◽  
Student Reflection ◽  
Technical Report ◽  
Elective Course ◽  
Writing Assignment ◽  
The Difference

The role of reflection and self-regulation in academic performance was tested using the "Exam Wrapper" strategy with a writing assignment for a technical elective course. The technical writing assignment involved the creation of a detailed outline for a technical report. This outline was submitted for grading and feedback before a subsequent extended technical report assignment. The outline was graded by the course teaching assistant, following a detailed grading rubric. After receiving the grade and feedback, students could resubmit a revised outline for re-grading, and include a reflection on the circumstances of their performance. Using the grading rubric, the resubmission was graded by the course instructor. A second graduate student evaluated the student reflection quality, and the resubmission quality. The effect of the self-reflection quality on re-submitted assignment improvement was assessed. The average grade improvement for students who resubmitted a reflection was +15.1 % (n=16), and for students who resubmitted without a reflection was +6.3 % (n=3). The difference between the average resubmitted and first submission grades positively correlated with reflection quality. These results suggest that a reflection exercise associated with a resubmission has potential to improve student technical writing quality.  

Motivating Engineering Students to Publish

1972 ◽  
Vol 2 (2) ◽  
pp. 139-146
Author(s):  
Herman A. Estrin
Keyword(s):  
Engineering Students ◽  
Civil Engineering ◽  
Technical Writing ◽  
Science Literature ◽  
Science And Engineering ◽  
Technical Report ◽  
Writing Course ◽  
Engineering Writing ◽  
College Of Engineering

In a technical writing course, students analyze the classics of engineering literature, prepare annotated bibliographies of articles concerning engineering writing, write an in-depth technical report on a civil engineering topic, and analyze the various articles in science and engineering magazines. To acquaint the students with the different magazines to which they may submit manuscripts, they also analyze a professional magazine. In this way, they are prepared for publication. After having reviewed science books for children, the students prepare their own manuscripts of science literature and submit them to consultants at the Writers' Conference held annually at Newark College of Engineering during April.

Heuristics or Prescription: Synthesis Rather than Choice

1981 ◽  
Vol 11 (2) ◽  
pp. 115-120 ◽  
Author(s):  
Charles H. Sides
Keyword(s):  
Problem Solving ◽  
Technical Writing ◽  
Annotated Bibliography ◽  
Writing Teacher ◽  
Technical Writer ◽  
Approach To Teaching

The debate as to whether heuristics or prescription provides the best approach to teaching technical writing is still largely unresolved. When heuristics are used as process, as problem-solving devices, and when prescription is used as a product-producing device, a useful synthesis of the two approaches occurs. This article presents such a synthesis of heuristics and prescription; it concludes with a short annotated bibliography on heuristics and prescription which can be used by the technical writing teacher and the technical writer.

Scientific Logic: A Reader-Oriented Approach to Technical Writing

1982 ◽  
Vol 12 (4) ◽  
pp. 307-328
Author(s):  
Marilyn Schauer Samuels
Keyword(s):  
Technical Writing ◽  
Inductive Logic ◽  
The Other ◽  
Writing Teacher ◽  
Problem Solve ◽  
Oriented Approach ◽  
The Way

Borrowing from scientific logic, the technical writing teacher can demonstrate differences between the way researchers/writers problem solve and the way readers comprehend written reports that are roughly parallel to the differences between deductive and inductive logic. As three pyramid theories of writing and their application in university and industry classrooms demonstrate, learning both systems of logic and how to transpose one into the other enables students to understand and structure their information from their readers’ viewpoint. In this logical context, opening with the conclusion finally makes sense to most writers.

Inside the Enemy's Computer

2017 ◽  
Author(s):  
Clement Guitton
Keyword(s):  
National Security ◽  
Technical Problem ◽  
Technical Information ◽  
Cyber Attack ◽  
Criminal Cases ◽  
Private Companies ◽  
Political Issues ◽  
Current Thinking ◽  
Standards Of Evidence

Attribution — tracing those responsible for a cyber attack — is of primary importance when classifying it as a criminal act, an act of war, or an act of terrorism. Three assumptions dominate current thinking: attribution is a technical problem; it is unsolvable; and it is unique. Approaching attribution as a problem forces us to consider it either as solved or unsolved. Yet attribution is far more nuanced, and is best approached as a process in constant flux, driven by judicial and political pressures. In the criminal context, courts must assess the guilt of criminals, mainly based on technical evidence. In the national security context, decision-makers must analyze unreliable and mainly non-technical information in order to identify an enemy of the state. Attribution in both contexts is political: in criminal cases, laws reflect society’s prevailing norms and powers; in national security cases, attribution reflects a state’s will to maintain, increase or assert its power. However, both processes differ on many levels. The constraints, which reflect common aspects of many other political issues, constitute the structure of the book: the need for judgment calls, the role of private companies, the standards of evidence, the role of time, and the plausible deniability of attacks.

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

scholarly journals Health Sciences Students’ Perceptions of the Role of the Supervisor in Clinical Placements

2021 ◽  
Vol 18 (9) ◽  
pp. 4427
Author(s):  
Álvaro Borrallo-Riego ◽  
Eleonora Magni ◽  
Juan Antonio Jiménez-Álvarez ◽  
Vicente Fernández-Rodríguez ◽  
María Dolores Guerra-Martín
Keyword(s):  
Professional Training ◽  
Learning Experience ◽  
Health Sciences ◽  
Data Matrix ◽  
Quantitative Methodology ◽  
Clinical Placements ◽  
Validated Questionnaire ◽  
Significant Difference ◽  
Health Sciences Students

The supervision of clinical placements is essential to achieving a positive learning experience in the clinical setting and which supports the professional training of those being supervised. The aim of this study was to explore health sciences students’ perceptions of the role of the supervisor in the supervision of clinical placements. A quantitative methodology was used, administering a previously validated questionnaire, by means of an expert panel and a pre-test, to 134 students from the Faculty of Nursing, Physiotherapy and Podiatry at the University of Seville (Spain). The analysis of variables was carried out by means of a data matrix. The results revealed a statistically significant difference in the perception of placement supervision depending on the degree, with Nursing producing the highest degree of affirmation in the variables studied and the greatest satisfaction with placement supervision; in contrast, Physiotherapy produced the greatest dissatisfaction and the lowest degree of affirmation. The study and analysis of these perceptions facilitates the collection of relevant information in order to formulate actions that help to improve the supervision experience during placements. They also allow a greater understanding of what factors most influence the experience of supervision during clinical placements.

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