Describes a procedure technical writing students can use to test how concerns like segmentation, defining criteria, and paragraph structure may apply to finding an organization for their own texts. Essentially a heuristic, the procedure assumes that a number like three (a control number) is useful in organizing information for any kind of…

Intended as a series of hands-on, step-by-step lessons, this book presents instructions, checklists, exercises, and examples to guide people who work in business, industry, science or government through all phases of manual preparation from planning to research to writing, all the way to getting the final piece printed. The first chapter shows how…

This guide to the development of effective documentation for users of computer software begins by identifying five types of documentation, i.e., training manuals, user guides, tutorials, on-screen help comments, and troubleshooting manuals. Six steps in the development process are then outlined and briefly described: (1) planning and preparation;…

Uses a broad definition of technical writing (practical writing) as a backdrop for two freshman composition courses. Introduces a student planning sheet for "thinking in"--examining the audience and purpose of a writing assignment. (RL)

Uses a single language system--technical description--to illustrate how language systems can now be used as the basis for instruction in technical writing. Provides sample exercises in progressive teaching from simple description to complex continuity devices, showing how they can be used at all stages of the writing process. (HTH)

With regard to proposal and report writing in particular, the Self-Monitoring Negative Checklist (SMNC) offers the potential of finished products that more completely realize the writer's objectives and serve the reader's or user's needs. Presented as a series of 31 warnings of what can go wrong in a proposal, the SMNC represents a mode of…

Proposes a model for teaching the writing process in technical writing classes, with examples of the model's application to writing titles, introductory components, resumes, and instructions. (RL)

Discusses the appropriateness of the process method for the business writer. Describes how the method might be taught in a business communication course. (JD)

Presents a method for teaching report writing that first establishes the order followed when writing a good business report and then presents, in reverse order, the steps of gathering information, interpreting information, and organizing information. (SRT)

In preparing students for business writing, a technical writing class should foster (1) a sensitivity to audience and an understanding of the business or technical organizational audience, (2) analytical problem solving that precedes any but the simplest writing task, (3) understanding of the patterns of organization that make information clear to…

Examines the theoretical background for a process-based pedagogy. Denotes a sample progression for a process-based course, including a description of the phases in the writing process and an application of this description to various assignments. Includes an extended example. (JD)

Presents eight writing assignments designed to help students write reports and letters for their future jobs. (HTH)

Discusses effective writing techniques to be utilized by technical writers who develop training materials (initial drafts, creating interest, applying instructional technology techniques, use of illustrations, and publication layout tips). A checklist of factors to consider when editing material is also presented. (MBR)

Explores the writing needs of probation officers and how this kind of writing can best be taught to college students specializing in criminal justice. Discusses how to gather information and prepare presentence reports and how to remain objective in corrections writing. Compares corrections reporting with traditional technical writing. (HTH)

This Digest provides a rationale for developing grading guides to use with business writing students. It describes the methods business communications teachers can use to construct and employ guides to provide students with quality writing instruction. The Digest maintains that teachers can construct either skills analysis grading guides and/or…