Describes the preparation and presentation of a library orientation program for technical report writing students given at the University of Akron, Ohio. (HTH)

Argues that technical writing instruction is the responsibility of content area instructors. Discusses seven benefits English teachers would derive if the responsibility for technical writing instruction were removed from them. (HTH)

Shows how a rhetorical classification system of 13 static, progressive, and repetitive logical topics can be used in technical writing classes, both as a heuristic for probing a subject and as guiding principles for arrangement and development. (RL)

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)

Notes that while compound nouns are the lexical trademark of many technical languages, their simple surface structure belies the complexities involved in their generation and comprehension. Suggests that by considering carefully these underlying complexities, technical writers can improve the readability of their texts. (HTH)

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…

Discusses a five-point rationale for teaching abstracting in technical writing classes and a step-by-step method for teaching the informative abstract. (HTH)

Proposes that a discussion of narrative techniques and their application helps technical writing students better understand their audience's needs and interests. Discusses point of view and sequence. (HTH)

Describes the uses of 2 concepts from classical rhetoric--"kairos" (appropriateness) and "aitia" (cause)--as tools for business, scientific, and technical writing. Offers 10 recommendations for teaching technical writing from these rhetorical concepts. (MM)

Discusses the need for a model for technical documents that expresses the relationship between the various technical genres and their rhetorical contexts. Advocates the use of James Britton's model, with its criteria for classifying documents as well as its rationale for a scope and sequence for teaching technical writing. (SR)

Relates the author's experiences in teaching technical writing students to use hypertext for the creation of computer-based training in a graduate course in "Online Documentation." Identifies some of the issues and questions for creating a set of rhetorical concepts to evaluate the effectiveness of hypertextual communication. (PRA)

Cites bibliographies, books, and reviews of books on communication and works on technical communication theory and instruction (HTH)

Presents three premises that, despite the variety of tasks and responsibilities laid on technical writers, are central to the technical writing profession and which should be at the foundation of any technical writing curriculum. (HTH)

Describes how technical writing teachers can adapt existing operations management cases for the writing classroom by recognizing communication gaps and filling them with appropriate writing scenarios. (ARH)

Explains the need for teachers of technical writing to understand many terms unique to proposal writing. Provides brief definitions for the more common terms used in proposal preparation, including slang and abbreviations, focusing on practical rather than legal definitions. (HTH)