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.…

Argues that technical writing teachers must understand desktop publishing. Discusses the strengths that technical writing teachers bring to desktop publishing, and the impact desktop publishing will have on technical writing courses and programs. (ARH)

Notes that revision strategies are seldom a part of the technical writer's education. Provides an outline, based on experience and an analysis by Hillocks, for a group project method for teaching the process of updating and revising documents. (ARH)

Examines one approach to tracking discourse level "functional" features for computer-based writers' aids by comparing the grammatical base and approach to parsing embodied in an ATN parser with that of a systemic parser, which makes an analysis of discourse-level features explicit. (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)

Describes a comparison of the function of audience in students' writing processes with that of experienced technical writers. Examines students' rough and final drafts for content and style as audience considerations influenced revisions. (HTH)

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…

Suggests using abstract writing to introduce students to various elements of technical writing such as organization, stylistic choice, and revision. Provides examples of students' condensations and summarizes the benefits of teaching abstract writing. (SRT)

Describes a technical proposal writing assignment modeled after the conditions in industry. Provides a paradigm of government project proposals and then outlines the stages of the assignment that allow student to rework and revise, thereby discouraging students from writing formulaic and superficial proposals. (SRT)

Advocates emphasizing the reader-writer relationship and the context of editor to facilitate the objectivity and distance technical writing students need to revise effectively. Suggests providing technical writing students with an opportunity to work with others writing in an editorial capacity to help them better understand this relationship.…

Describes a number system of commenting on technical writing assignments, where students must look up the comment number on a photocopied key. Provides a sample of the comment numbers and their translations, which cover both general grammatical errors and specific style, information content, and specific assignment difficulties. (SKC)

Describes a technical writing assignment designed to teach (1) audience awareness, (2) strategies for analytical problem solving, (3) an understanding of the patterns of organization that make the information clear to the intended audience, and (4) a mastery of the editing skills needed to make writing correct and concise. (SRT)