This article highlights the creation of professional electronic portfolios (eportfolios) in an upper-division technical writing course (Writing for Interactive Media) so that students can profile their work. This application emphasizes the professional aspect of eportfolios in order to help students develop multiple literacies as they transition into the job market. The author proposes administering a four-part assignment series that leads to the production of a professional eportfolio: (a) proposal, (b) design document, (c) script, and (d) professional eportfolio. Following each assignment, she discusses its limitations and assessment criteria.

The popularity of technical writing and communication has caused many colleges and universities to scramble to hire qualified tenure-track faculty members. So-called lone ranger candidates are often lured to workplaces in which they are the sole technical writing faculty members by promises of autonomy and the ability to develop programs in ways, and at a pace, that would not necessarily be possible at other institutions. This article explores challenges faced by several such lone ranger faculty members and outlines survival strategies that may help lone rangers sustain and build their technical writing programs.

Critical theorists often attack economic capitalists for focusing excessively on profit. But critical theorists are themselves capitalists—cultural capitalists—and they also pursue profit: in the form of publications, promotions, enhanced reputations, tenure, and course releases. Economic capitalists typically use profit for constructive reasons: as a form of audience analysis and as a way to create the wealth that enables other people to work, to have specialized jobs (including professorships), and to raise families. Profit is an integral part of the communication of economic capitalism, and the profit motive helps capitalists create safer products and usable professional communication.

This study explores the adoption of new media among an elite, powerful group: state legislators. The case study investigates how five information sources are used by a sample of Louisiana state legislators to meet nine different information needs. These research questions were posed: (1) What roles do the various sources available to legislators play in helping them make voting decisions, and does the importance of these information sources vary with different information needs? (2) How does new information technology fit into the information sources state legislators use in making voting decisions? and (3) Do characteristics such as the officeholder's age, tenure, and education influence how these information sources are used? The legislators in this sample indicate a preference for interpersonal communication channels, specifically statehouse insiders. They do not consider new media to be important sources for information. Their age, tenure, and education have little influence on how they use information sources.

In the United States, the majority of technical writers and technical writing teachers are women. Their dominance of the profession has several causes, including the attractiveness of writing jobs for women, widespread associations of women and superior writing ability, the social acceptability of women in writing jobs, and occupational segregation. Women's dominance of the profession brings with it the risk of diminishing wages and prestige. To avoid this depreciation of the field, professional associations ought to equip technical writers and technical writing teachers with information regarding satisfactory salaries and working conditions, and teachers ought to communicate this information to their students.