scholarly journals 8. Creating the �Through-Line� by Engaging Industry Certification Standards in SLO Redesign for a Core Curriculum Technical Writing Course

2020 ◽  
pp. 147-165
Author(s):  
Julianne Newmark ◽  
Joseph Bartolotta
Keyword(s):  
Core Curriculum ◽  
Technical Writing ◽  
Writing Course ◽  
Certification Standards ◽  
Industry Certification

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.

Integrating Professional Ethics into the Technical Writing Course

1987 ◽  
Vol 17 (1) ◽  
pp. 45-62 ◽  
Author(s):  
Dean G. Hall ◽  
Bonnie A. Nelson
Keyword(s):  
Decision Making ◽  
Problem Solving ◽  
Professional Ethics ◽  
Technical Writing ◽  
Ethical Reasoning ◽  
Technical Problem ◽  
Cost Benefit ◽  
Fault Trees ◽  
Writing Course

As communication teachers attempting to bridge the gap between school and industry, we need to give students a true understanding of what it means to be a professional. We may be spending too much time trying to get them to write and speak like professionals without also imbuing them with sufficient understanding of their responsibilities to behave as professionals. Students need to be practiced in the communication and decision-making situations they will encounter in their workplaces. These decisions involve ethical reasoning as well as technical problem solving. Teaching students to appreciate the consequences of their recommendations, through the use of fault-trees and cost/benefit analyses in realistic simulations, effectively bridges the gap between the classroom and boardroom. A sample situation is explained and analyzed for its use in any technical communications class.

Teaching Students in Professional Disciplines to Write: A Rhetorical Approach

1993 ◽  
Vol 10 (1) ◽  
pp. 27-34
Author(s):  
Noela Murphy
Keyword(s):  
University Students ◽  
Student Learning ◽  
Technical Writing ◽  
Level Structure ◽  
Metacognitive Knowledge ◽  
Discourse Structure ◽  
Strategic Knowledge ◽  
Writing Course ◽  
The Relationship ◽  
Professional Disciplines

AbstractThis paper summarises problems that university students, particularly those in the technically-oriented, professional disciplines, have when they write. Discussion centres on how strategic knowledge of discourse structure enhances what these students understand of processes associated with producing text and learning from it and how these understandings can be utilised to their benefit. The concept of top-level structure and advantages resulting from applying this concpets are discussed. Guidelines for incorporating the teaching of this knowledge into a technical writing course are suggested. Finally, there is a discussion of the relationship between this metacognitive knowledge and changes in student learning.

English as an Engineering Tool: Samuel Chandler Earle and the Tufts Experiment

1995 ◽  
Vol 25 (1) ◽  
pp. 85-92 ◽  
Author(s):  
Teresa Kynell
Keyword(s):  
United States ◽  
Engineering Education ◽  
Real World ◽  
Technical Writing ◽  
The United States ◽  
Engineering Curriculum ◽  
Engineering School ◽  
Writing Course

Evaluation of Samuel Chandler Earle's 1911 presentation to the Society for the Promotion of Engineering Education demonstrates Earle's role as a key player in the shift of a technical writing course which combined both the goals of an engineering curriculum with the ultimate, real-world needs of the graduated engineer. Earle's Tufts Experiment, discussed in his paper, “English in the Engineering School at Tufts College” [1], would not only provide the impetus for a decade of discussion among engineering and English educators, but would provide, in part, the impetus for the Committee on English, a committee Earle would chair, charged with studying engineering English offerings in the United States.

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.

Sign in / Sign up

Export Citation Format

Share Document