Teaching Intercultural Communication in a Basic Technical Writing Course: A Survey of Our Current Practices and Methods

2008 ◽  
Vol 38 (4) ◽  
pp. 387-410 ◽  
Author(s):  
Natalia Matveeva
Keyword(s):  
Intercultural Communication ◽  
Online Survey ◽  
Technical Writing ◽  
Writing Curriculum ◽  
Writing Courses ◽  
Research Article ◽  
Writing Course ◽  
Writing Instructors ◽  
Goals And Objectives ◽  
Current Practices

This research article reports the results of an online survey distributed among technical writing instructors in 2006. The survey aimed to examine how we teach intercultural communication in basic technical writing courses: our current practices and methods. The article discusses three major challenges that instructors may face when teaching about intercultural communication. These challenges concern teacher preparation, time and proposed goals and objectives, and teaching materials and methods. This article provides some suggestions for addressing the challenges and enriching a technical writing curriculum.

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.

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.

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.

Technical Writing and the Liberal Arts School

1979 ◽  
Vol 9 (3) ◽  
pp. 271-279
Author(s):  
Arthur L. Ford
Keyword(s):  
Liberal Education ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Technical Writing ◽  
Rhetorical Theory ◽  
Moral Issues ◽  
Technical School ◽  
Writing Courses ◽  
Writing Course

Liberal arts colleges that elect to introduce technical writing courses or programs into their curriculum face the dilemma of vocationalism vs. liberal education. This paper examines the philosophical differences between the two as well as their practical compatibility or incompatibility, and then argues for the union of technical writing and the liberal arts school while admitting certain reservations. The technical writing course at a liberal arts school should use a wider range of books and periodicals than should a technical school, should stress rhetorical theory and strategy, and should confront the moral issues resulting from technology.

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

2020 ◽  
pp. 004728162097836
Author(s):  
Heidi Skurat 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.

教室で行われるテスト問題作成の秘訣 • Tips for Item Writing for Classroom-based Tests

2018 ◽  
Vol 42 (4) ◽  
pp. 8
Author(s):  
Sawako Matsugu
Keyword(s):  
Instructional Goals ◽  
Instructional Objectives ◽  
Writing Course ◽  
Item Writing ◽  
Objective Tests ◽  
Goals And Objectives

本論では、教室で実施される客観テストに使用される問題の作成に必要な3つのステップを紹介する。具体的には、1. カリキュラム全体のゴールや学習行動目標の決定と構成概念の構築を含むテスト準備、2. テスト細目表の作成、3. 問題作成である。評価は授業と密接につながっており、授業は学習行動目標が反映されていなければならない。したがって、学習行動目標なしにテスト作成はできない。さらに、構成概念や授業で学習したユニットやトピックをバランスよく測定するにはテスト細目表が非常に便利である。テスト細目表とは、学習行動目標とトピック等の内容を二方向に1つの表にまとめたものである。最後に、テスト問題を作成するにあたって言語やフォーマット関連等の様々な注意点を紹介する。 This paper introduces three important steps for writing items in objective tests used in classroom-contexts; namely, preparing for the test, which includes writing course goals and objectives and defining the construct, making a table of specifications, and writing items. Because assessment is deeply intertwined with instruction, which reflects pre-determined course goals and objectives, tests cannot be developed without instructional goals and objectives. Furthermore, in order to assess constructs and units/topics covered in the class in a balanced manner, a table of specifications, which is a two-way chart that lists both the instructional objectives and test content, is an important tool. Finally, several tips for developing items are introduced.

Through a Different Looking-Glass: Technical Writing to Train the Imagination

1981 ◽  
Vol 11 (2) ◽  
pp. 121-129 ◽  
Author(s):  
Russell Rutter
Keyword(s):  
Technical Writing ◽  
Work Situation ◽  
Communication Situations ◽  
Writing Course ◽  
Looking Glass

A technical writing course can simulate the work situation and develop in students the uniquely human faculty of imagination. Whole-group effort is needed to sustain the fiction that the course is a job. Special presentation by the instructor of traditional assignments is essential. Such a course prepares students for demands made on the job. More importantly, the course, by emphasizing the act of imagining, enables students to progress from fitting facts into given formats to designing reports for specific communication situations. Because of this emphasis on imagination, the course is a humanities offering as well as a technical complement.

Using Computer Printouts to Teach Analysis and Graphics

1981 ◽  
Vol 11 (1) ◽  
pp. 13-22 ◽  
Author(s):  
Elizabeth Tebeaux
Keyword(s):  
Technical Writing ◽  
Visual Presentation ◽  
Specific Kind ◽  
Computer Data ◽  
Writing Course ◽  
Effective Use

Effective use of graphics and skills in analyzing information are two topics that need to be covered in depth in the basic technical writing course. Many kinds of computer printouts can be understood by students from various disciplines. From these printouts, problems, like the ones described here, can be developed to teach graphics skills and analysis concomitantly. Using computer printouts to teach these two important topics has four specific advantages: 1. students become familiar with reading and interpreting computer printouts and learn to separate essential from nonessential data in defining a problem; 2. they learn to write analytic or information reports using computer data only; 3. they gain practice in determining what kind of graphic is best for a specific kind of information; and 4. they gain practice in correlating verbal discussion with visual presentation.

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