The use of generative artificial intelligence (GAI) large language models has increased in both professional and classroom technical writing settings. One common response to student use of GAI is to increase surveillance, incorporating plagiarism detection services or banning certain composing activities from the classroom. This paper argues such…

Pedagogical and programmatic research remains important in technical and professional communication. For such approaches to be effective, meaningful, and successful, they must represent effective scholarship that can be used within and address the needs of the greater field. The authors performed a metasynthesis of pedagogical and programmatic…

Reflection is a high-impact practice in education. This paper explores the premise, approach, and outcomes of a learning community centered on scholarly engagement with the literature of reflection. Using the reflection model operationalized by a national consortium, we developed, implemented, and assessed reflection activities designed to create…

The ability to write concise and accurate scientific reports is highly valued in university level science. From reflection on marking student final year reports, it was apparent that many students have had insufficient practice at writing complete "scientific paper" style reports by that time, although some do it very well. This is a previously…

The present article describes and evaluates collaborative interdisciplinary group projects initiated by content lecturers and an English-as-a-Foreign-Language (EFL) instructor for the purpose of teaching technical writing skills in an aeronautical engineering degree program. The proposed technical writing model is assessed against the results of a…

This dissertation research fills existing gaps regarding the practices and processes of teaching second language (L2) writers at higher ranges of proficiency in law school context. It is a mixed methods, longitudinal, descriptive, writer-centered study. The research purpose was to explore strategic competence as a catalyst for professional…

The 13th iteration of the International Conference on Educational Data Mining (EDM 2020) was originally arranged to take place in Ifrane, Morocco. Due to the SARS-CoV-2 (coronavirus) epidemic, EDM 2020, as well as most other academic conferences in 2020, had to be changed to a purely online format. To facilitate efficient transmission of…

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…

To teach students how to write for the workplace and other professional contexts, technical writing teachers often assign writing tasks that reflect real-life communication contexts, a teaching approach that is grounded in the field's contextualized understanding of genre. This article argues to fully embrace contextualized literacy and better…

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)

Describes how inexperienced teachers of technical and scientific writing can set their priorities, prepare themselves to teach, and plan action that will improve students' writing skills. (DD)

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)