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)

Argues that technical writing teachers will profit from linguistic research if they keep in mind that linguists set their own goals, develop their own trends, and establish their own priorities, because these facts force technical writing teachers to consider their linguistic requirements before they turn to linguistic research for answers to…

Outlines a plan to provide practice in writing questionnaire reports. Teaches students: (1) how to know what report format is appropriate; (2) how to interpret and present statistical data; and (3) what recommendations to make, if any. (RAE)

From personal experience, warns writing consultants that clients measure success by employee productivity, and that writing problems may be disguised management problems, so consultants need to carefully diagnose problems, remaining alert for organizational issues having little to do with writing deficiencies. (JAD)

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)

Writing with the microcomputer can be exciting and rewarding. To ensure success and improvement, the instructor must prepare students to write with the microcomputer. The task involves an adjustment of teaching methods and a close examination of the writing process. (Author)

The idea of participation in planning can be applied to formal report topics in business communication, report writing, and technical writing. A study found that students experience great satisfaction with brainstorming and nominal grouping. (JOW)

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)

A study assessed whether business communication classes prepare students adequately for tasks requiring skills in persuasive discourse. According to the survey, business students need more instruction than they currently receive in the techniques of persuasive writing. (SRT)

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

Presents and explains a faculty questionnaire designed to give technical writing teachers insights on: (1) types of papers that should be assigned, (2) subject matter for assigned papers, and (3) strategies of inquiry or problem solving from rhetorical invention or research methodology in students' chosen fields. (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 that the use of visual models in writing technical material can affect the order of the entire writing process and uses a case study to explain how a model is developed, what purposes it serves, and how it affects the writing process. (DF)

Describes and recommends the use of rhetorical cases and K. Burke's pentad for teaching communication strategies. (SRT)

Identifies seven types of summaries, gives a brief history of each type, reviews the kinds of organizations using each, and comments on the potential continuing role for each. (FL)