Defines technical writing and gives contrasting illustrations of different kinds of technical writing. (MB)

Discusses the characteristics of a proposal generated from within a company--its focus on content, narrow arguments, and audience consideration. Describes four possible responses to internal proposals, constructing them on a grid, and offers strategies to meet the most difficult response. (HTH)

Proposes that all the rhetorical sources of argument--"ethos" and "pathos" as well as "logos"--are essential to technical writing and should be taught. (RL)

Examines Francis Bacon's intentionally devised style for scientific writings and the theoretical basis of that style. Discusses his emphasis on a truly objective point of view, and his use of aphorisms to adapt to his audience. (HTH)

Argues that too little information on audience analysis is available to technical writers and suggests that such analysis should be done in relation to the reader's level of competence and motivation. (TJ)

Outlines the ways in which Herbert Hoover and William Shakespeare wrote about professional ethics (for engineers and kings, respectively) using the writing techniques of concreteness, audience awareness, and development by induction. (TJ)

Proposes studies in the area of technical writing for the purpose of improving instructional materials. (RB)

Describes one English teacher's contribution as liaison between those learning to operate computers and the technical writing of the operating manuals for those computers. (HTH)

Describes how changing a tire while students observe and take notes can be used as one way of teaching the description of a process. (TJ)

Views technical writing as a discipline requiring skills basic to communication, with some distinctive elements, including that it is written by assignment and often to specification, is highly situational, is an analytic problem-solving process, and is a "real world" art. (TJ)

Describes how a knowledge of writing mechanics, subject matter, and communication principles are involved in effectively translating firsthand information into technical writing; stresses the importance of audience awareness. (MAI)

Describes how writing news releases can teach technical writing students audience analysis, formatting, conciseness, clarity, objectivity, editing, and style. (MM)

Maintains that the traditional plan of development, an essential element of the introduction to a formal report, invites boredom. Argues that an ideal plan shows not only the main divisions of the report, but also its challenges (problems, areas for further research, debatable issues) and items of special interest. (SR)

Argues that metaphorical uses of language are valid in technical writing. (RB)