Examines the theoretical background for a process-based pedagogy. Denotes a sample progression for a process-based course, including a description of the phases in the writing process and an application of this description to various assignments. Includes an extended example. (JD)

Describes a four-semester course in technical communication that culminates in a student project for which students work in teams aided by faculty managers to define a project, learn about it on their own, gather evidence, choose the best solution, and defend their choices to an outside client. (SRT)

Describes a technical writing course built around student-designed projects. Argues that the course allows students to address worthwhile problems and to research and present their material in proposals, feasibility studies, research reports, and other appropriate forms. (SRT)

Points out the need for informed and experienced users of data bases. Discusses the definition of a data base, creating a data base for research, comparison use, and checking written text as a data base. (EL)

Ethnography provides a means to carry out interpretive science; it offers an alternative research perspective for vocational education and can be used to address questions concerning larger issues in the field. Interpretive science provides the appropriate research paradigm for those research questions studied by an ethnographer. (Author)

Describes a writing assignment for business writing courses in which the class investigates a problem that affects them not as students but as members of a larger community. The assignment is a feasibility study for developing Athens, Ohio, as an arts and entertainment center. (HTH)

Presents eight writing assignments designed to help students write reports and letters for their future jobs. (HTH)

Argues in favor of a specific component in technical writing courses devoted to the explanation, demonstration, and analysis of the reading comprehension process. Includes classroom activities for teaching this information, for working on writing problems relevant to ease of reading, and for analyzing writing problems in light of the reading…

Describes one teacher's experience in an internship as a technical writer and editor and how it sharpened her awareness of what she must teach to emulate the workplace in the classroom and truly prepare technical writing students for communication in business and industry. (HTH)

Discusses effective writing techniques to be utilized by technical writers who develop training materials (initial drafts, creating interest, applying instructional technology techniques, use of illustrations, and publication layout tips). A checklist of factors to consider when editing material is also presented. (MBR)

Discusses a means of differentiating pedagogical materials on the basis of heuristics and theory. Discusses and evaluates three pedagogies that locate their heuristics in (1) form, (2) context, and (3) method, and suggests that materials combining pedagogies are the most adaptable. (FL)

Reviews pertinent research and suggests theoretical precepts that can serve as guiding principles in making decisions about the design of on-line documentation. (FL)

Describes how to increase student motivation and awareness of audience by assigning a formal report they design, research, and write while they are enrolled in the technical writing course. (CRH)

Proposes the concept of criteria formulation as an integral part of the report writing process. Suggests using the skills of analysis, synthesis, and valuing to produce readable, comprehensive, and accurate recommendation reports. (EL)

Describes a course that gives students the kinds of writing and oral communication experiences they will need on the job. The course gives students information about effective speaking and teaches them how to write business letters, prepare simple visuals for written and oral reports, and write formal proposals. (EL)