Presents a variety of examples showing the practicability of experiential learning in technical writing courses. (RL)

Offers four reasons for using the case approach in introductory technical writing courses and a sequence of six cases that can be used. (RL)

Illustrates a method to help students grasp what written and oral communication are actually like in business and industry. Describes the use of skits designed to illustrate circumstances that call for several kinds of writing--a short proposal, a progress report, a trip report, and a longer proposal. (HTH)

Discusses a five-point rationale for teaching abstracting in technical writing classes and a step-by-step method for teaching the informative abstract. (HTH)

Encourages the use of guest speakers in technical writing classes and provides suggestions in the areas of selection and preparation of the speakers, selection of an appropriate time for the speech, introduction of the speaker, format of the speech, encouragement of student responses, and evaluation. (TJ)

Recommends that teachers concentrate on explaining explicit procedures for revising style, because many novice writers interpret revision as only proofreading for typing or spelling errors. Provides a set of guidelines for stylistic revision that help students identify problems with passive verbs, nominalizations, wordiness and imprecise language.…

Discusses a structure for the problem solving paper. Provides several sample outlines of a hypothetical problem and solution. (HTH)

Describes how changing a tire while students observe and take notes can be used as one way of teaching the description of a process. (TJ)

Enumerates the transitions, adjustments, challenges and satisfactions that new teachers of technical writing will face. Makes seven points about the content and emphasis of technical writing instruction and lists readings in technical writing. (RL)

Shows how visual property terms of spatial entities can be presented to technical writing students so that the students can find contrastive information about the subject-entity and develop it in their writings. (RL)

Discusses a workshop method of instruction in technical writing as contrasted with a lecture method. Briefly describes the workshop course design, the amount of class time spent by the instructor, and some specific classroom activities. (TJ)

Describes how scientific documentation is taught in three 50-minute sessions in a technical writing course. Tells how session one distinguishes between in-text notes, footnotes, and reference entries; session two discusses the author-year system of citing references; and session three is concerned with the author-number system of reference…

Describes how a freshman English course can be taught with a technical writing emphasis to make the course more relevant to the needs and interests of students planning technical careers. (TJ)

Describes how a class of technical writing students learned to create their own style guides relevant to their areas of specialty. Includes a composite style guide. (TJ)

Describes a spelling instruction method in which overhead transparencies, spelling lists, audio cassette practice tapes, and weekly quizzes are used. (TJ)