Provides a practical discussion for an editing course of the manner in which editors and writers routinely consult reference tools as they work and use what they find as the basis for editorial judgment and creativity. (HTH)

Summarizes a number of ways technical editors can develop an atmosphere of mutual respect in editing the writing of subject matter specialists. (TJ)

Discusses the various arrangements whereby aspiring technical writers and editors receive training and work experience within the United States federal government. (RL)

Explores the use of Strunk and White's "Elements of Style" as a tool for teaching editing skills to technical writing students. Discusses a procedure for and likely results of using this work in the classroom. (HTH)

Explores the relationship between technical writers and their editors, suggesting ways to defuse defensive attitudes. Recommends providing students opportunities to edit other students' works to learn first hand the sensitivities inherent to the author/editor relationship. (HTH)

Describes the practical and persuasive functions of technical writing in business; outlines the tasks of the technical editor as they relate to direct communication and accuracy. (MAI)

Recounts a senior technical writing student's disastrous graduation project, in which he was to assist a professor in the writing and editing of an article. (HTH)

Student publications can be used in teaching editing and writing skills in technical writing courses. (RB)

Contains citations for reviews, and articles on the technical writing profession, pedagogy, research, technical writing and the computer, and editing. (HTH)

Suggests that technical writing students need to be introduced to four important job-oriented concepts: (1) sleuthing (to pinpoint and correct questionable materials); (2) diplomacy (to handle sensitive authors); (3) scheduling (to estimate the time involved to complete a job accurately); and (4) budgeting (to determine job costs). (HTH)

Offers a plan for developing student editing skills in the beginning technical writing class. Suggests guidelines that parallel the revision-oriented heuristics of such scholars as Michael Flanigan and Linda Flower. (FL)

Urges teachers of technical writing and graduate students in English to get off campus and engage in giving businesses advice intended to solve problems in technical communication, editing technical communication publications, and researching and writing such publications. (GW)

Outlines a three-part diagnostic unit that tells the technical writing teacher what students need to know while showing students what technical writing is. Divides the unit into (1) troubleshooting a poor report, (2) exchanging and comparing revised reports, and (3) followup activities. (RL)

Describes an editing assignment in which senior engineering students use their knowledge of non-finite clauses (both restrictive and non-restrictive) to achieve concise mature writing. Explains the linguistic background provided to students before the assignment, gives details of the published "answer guide" and the exercise, and…