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 a writing exercise to help technical writing students determine the appropriate methods of extension for technical definitions, decide which terms need to be defined for a particular audience, and place definitions effectively in the document. (MM)

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)

Outlines a writing activity in which groups of three students collaborate to produce several written assignments in response to a case that fosters differing points of view. Suggests the activity teaches students to represent a unique viewpoint, negotiate differences among collaborators, and share information with teammates. (ARH)

Presents a brainstorming aid for students whose technical writing assignments focus on real problems they must discover on their own. (SRT)

Suggests assigning interview reports to students in order to avoid the problem of lack of teacher expertise on a technical topic. Discusses various formats for this kind of report and ways to implement the interview report. (SRT)

Suggests assigning students a spontaneous "how-to" paper the first day of class to clarify the need for audience and purpose considerations. (HTH)

Describes typical sentence, paragraph, and discourse level sentence combining exercises using material appropriate for technical writers. (HTH)

Provides a rationale for including technical writing assignments in a freshman composition course. Describes several possible writing assignments, including descriptions of mechanisms, abstracts, and research reports. Also discusses possible texts and other readings for the class and how such assignments affect student attitudes and performance.…

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)

Suggests the use of driving directions to help two-year college students understand how the rhetorical principles learned in freshman composition apply to technical writing, and to render the concept of "technical writing" less threatening to the uninitiated students. (HTH)

Describes the rhetorical markers and format characteristic of all published brochures. Discusses a rationale and specific strategy for teaching the brochure. (HTH)

Describes a writing exercise in law enforcement report writing--writing a report based on a crime photograph--and discusses 10 writing problems revealed by this exercise. (RL)