This article explores the catechism in the Book of Common Prayer, shedding light on the emergence of instructional writing from oral instruction. The 1549 text evinces qualities of preliterate oral communication identified by Ong. By contrast, the 1604 addendum reveals a trend toward modern plain style, which is even more pronounced in the 1647 Westminster Shorter Catechism. The evidence indicates the oral features were useful to the text’s technical aims. What Ramist plain style gains in precision and objectivity comes at the cost of other useful features, such as reiteration, contextualization, and agonism, which (in Tannen's phrase) involve a greater relative focus on interpersonal involvement between speaker and auditor/ reader.

Meeting the needs of users requires an understanding of the contexts where they interact with materials. This entry presents an approach for integrating script theory into usability to develop medical materials individuals can use in the settings where they receive or perform healthcare activities. The entry introduces technical communication professionals to script theory and presents mechanisms for using script theory to research patient expectations of and presents usable materials for health and medical contexts.

The authors present the results of a study of a three-way international collaboration project among one Hungarian class and two classes from Michigan and Washington, respectively. This multifaceted study focused on business planning, web design, and accessibility with the aim of investigating the effect of accessibility instruction on the production of business plans and websites. The distinguishing feature of this study was its emphasis to orient the three student groups on disability and accessibility issues from the perspective of the critical social model of disability advanced by disability studies theorists. The researchers collected quantitative and qualitative pre/postproject survey data from their three classes. They combined this data with the text of student emails sent among the project teams and instructor notes about their teaching to arrive at conclusions about the effectiveness of the collaboration using a mixed-methods approach. The results from the data analyses revealed significant benefit of the client–provider relationships among the three classes and the accessibility instruction provided by the Washington class to the other two classes on the business plans and websites.

Health and medical contexts have emerged as an important area of inquiry for researchers at the intersection of user experience and technical communication. In addressing this intersection, this article advocates and extends patient experience design or PXD ( Melonçon, 2017 ) as an important framework for user experience research within health and medicine. Specifically, this article presents several PXD insights from a task-based usability study that examined an online intervention program for people with voice problems. We respond to Melonçon's call ( 2017 ) to build PXD as a framework for user experience and technical communication research by describing ways traditional usability methods can provide PXD insights and asking the following question: What insights can emerge from combining traditional usability methods and PXD research? In addressing this question, we outline two primary methodological and practical considerations we found central to conducting PXD research: (1) engaging patients as participants, and (2) leveraging multidisciplinary collaboration.

Technical and professional communication (TPC) and user experience (UX) design are often seen as intertwined due to being user-centered. Yet, as widening industry positions combine TPC and UX, new streams enrich our understanding. This article looks at three such streams, namely, design thinking, content strategy, and artificial intelligence to uncover specific industry practices, skills, and ways to advocate for users. These streams foster a multistage user-centered methodology focused on a continuous designing process, strategic ways for developing content across different platforms and channels, and for developing in smart contexts where agentive products act for users. In this article, we synthesize these developments and draw out how these impact TPC.

This article examines a targeted drought awareness campaign by the city of Cape Town in South Africa to prevent a looming water crisis dubbed Day Zero. Using rhetorical criticism and commonplaces, the article analyzes the design and (rhetorical)circulation of artifacts that heightened public awareness of the crisis, helped shape the public mindset, and galvanized collective action to prevent Day Zero. For one city in Africa to avert a water crisis through a rhetorically orchestrated set of technological, scientific, and civic interventions is significant for (among others) technical communicators who need to know not simply that it was done, but how rhetoric helped avert Day Zero.

This study details a method for mHealth app development and user experience design (UX) evaluation, which generates a comprehensive list of stakeholder-users, acknowledges UX barriers, advocates multiple methods, and argues that developers should address the UX needs of each stakeholder-user in a complex health-care system. A case study of a research project on an mHealth app for women who are considering prevention of or treatment for osteoporosis assists to elaborate and define the method. To find any measure of success, a fully functional app for older users should be integrated into the entire health-care system.

Research shows that Western and Chinese user instructions use visuals differently. Two basic tendencies may be discerned: Chinese manuals place more emphasis on visuals and their selection of visuals is less strictly confined to usability related functionality. This study investigates whether such cultural differences correspond to user preferences. Three hypotheses were tested: (a) Chinese users value pictures more than Western users; (b) Chinese users appreciate diverting, cartoon-like pictures more than Western users; and (c) Western users appreciate strictly instrumental pictures more than Chinese users. To test these hypotheses, a quasi-experiment ( N = 158) was conducted with cultural background as independent variable and appreciation for pictures as dependent variable. All participants rated 15 pictures, which were presented in the context of user instructions. All three hypotheses were confirmed. Cultural differences regarding the use of visuals should therefore be taken into account when localizing Western manuals for the Chinese market, or vice versa.

This article describes an interdisciplinary, partially online honors course entitled Video Game Theory and Design. The article reviews the literature surrounding video games and technical communication and then outlines the learning objectives for the course. The authors describe individual and team-produced assignments and suggest game design techniques for motivating students. We explain how we assess different projects, including oral game pitches and the complex technical Game Design Documents that are students’ final deliverables. Finally, we discuss how game design techniques provide new perspectives on writing and generate new possibilities for technical communication assignments. We close by proposing three tactics that are useful for teaching technical communication students in hybrid and fully online courses: (a) nonlinear association for creative thinking; (b) team-based assignments for writing and editing using game-based tools; and (c) iterative prototyping and playtesting for multimodal production. Each tactic is contextualized using examples drawn from the field.

This descriptive narrative depicts an academic program that deploys a collaborative project model for delivering concurrent multimedia courses at the undergraduate and graduate levels. Applying this model, online master’s students who are studying the management of technical communication activities remotely manage teams of on-campus undergraduate students who are studying multimedia production skills. The author piloted the collaborative project model during a recent academic term. Student response to the format was overwhelmingly positive from both graduates and undergraduates, and the resulting projects were of exceptional quality and well received by their respective clients.

In increasingly online higher education environments, instructors must develop positive and community-oriented learning environments, equivalent to, if different from, face-to-face learning experiences. Connectivism and communities of inquiry are complementary theories that facilitate the design and development of online learning and enable online learners to connect with peers. This article discusses two pedagogical interventions that encourage connectivism and foster communities of inquiry in online technical communication programs: (a) a face-to-face orientation workshop at the beginning of an online program and (b) a peer-review activity in a research methods graduate course. The article explains the development, deployment, and evaluation of the activities.

Teaching and composing with multimedia humanizes online technical writing and communication classes. However, students do not always see the connection between multimedia instructional materials, multimedia assignments, and the course learning outcomes. Purposeful pedagogy-driven course design uses multimedia instructional materials to connect assignments, course materials, and assessments with course outcomes. Technical writing instructors can integrate synchronous and asynchronous multimedia elements to address not only the what and why of online technical writing instruction but also the how of multimedia instructional materials. Example multimedia instructional materials and student projects discussed in the article can increase student retention and promote engaged learning.

This article reports on a revised move analysis of a video abstract (VA) repository curated by Cell Press. The analysis reveals that the VA displays several distinct core moves, optional moves, and move units. The analysis suggests that albeit evidence being inconclusive due to the sample size, the VA is in effect an emerging genre whose implications for further research and practice are worth discussing. The article also questions the assumed analytic pertinence of move analysis to researching multimodal genres and cautions against the uncritical use of the VAs curated by leading academic publishers and journals in professional training.

Apocalypticism is a powerful brew of eschatological belief and political imagination that is extremely persuasive. This article addresses the intersections between apocalyptic rhetoric and the technical communication of risk, disease outbreak, and disaster preparedness by analyzing the Centers for Disease Control and Prevention’s zombie apocalypse preparedness campaign. Specifically, I argue that the framing of the Centers for Disease Control and Prevention’s campaign relies on and extends problematic iterations of apocalypticism and undermines the educational objectives of disaster preparedness and response. I conclude with suggestions for how technical communicators designing public awareness and outreach campaigns can use existential risk rhetoric for engagement without succumbing to the pernicious side effects of apocalypticism.

As people today use information products in contexts with distractions, we need to design for people’s attention. User experience design routinely relies on behavioral design to engage distracted users and nudge them toward specific behavior. Although practiced in user experience design, behavioral design is less known in technical communication. In this article, we use the CHOICES (Context, Habits, Other people, Incentives, Congruence, Emotions, and Salience) framework developed by McKinsey’s Behavioral Lab to introduce students to learn about behavioral design principles that make use of cognitive biases to influence people. We maintain that behavioral design is useful for technical communicators because they create digital assets that are part of the user experience.

This article reports on the second stage of a 7-year community-based research project involving service-learning students in technical and professional communication courses and nonprofit organizations in Baltimore City. The article explains how students and community members overcame failure to collaborate on literacy and employment workshops. To assess collaboration, researchers integrated usability testing on workshop resources with 15 ( N = 15) participants, postworkshop questionnaires with 34 ( N = 34) participants, and interviews with 2 ( N = 2) community partners. Participants responded positively, and 47% of workshop attendees found jobs. The article argues that community-based research should use participatory and iterative models and resilience theory.

This article presents a case study of the Smarter Crowdsourcing project the International Development Bank and Governance Lab cohosted to cope with the emerging Zika outbreaks in Latin America countries. Using the lenses of intercultural communication methodologies, user-centered design, and global cultural flow, I examine the exclusion of at-risk populations as marginalized end users of the project. I also examine the impacts of this oversight on the effectiveness of the technocratic solutions. I then conclude by discussing the implications this case has for international health intervention, global technical communication, and community-based research.

Mobile phones offer promising solutions to basic health-care provisions for developing countries like Malaysia. However, for such technologies to be useful for health and medical intervention, information designers must make information shared via small-screen usable for diverse cultural audiences within a nation. In this entry, we use the international patient experience design framework to propose a heuristic for addressing this situation. This approach can provide insights that can facilitate the “glocalization”—or creating materials to address specific cultural contexts and make health and medical information more usable to diverse populations living in the same country.

This article addresses limitations in the scholarship on the Edwardian editions of the Book of Common Prayer (1549 and 1552) and contributes to the growing body of research on early modern technical communication by approaching the Prayer Book as technical writing for a primarily oral–aural culture. I examine three sample texts from the Prayer Book to showcase their oral qualities and how these oral qualities contribute to the utility of the book. This examination shows that the Prayer Book played a role in the development of technical writing in the early modern period and that its oral features contribute to the success of its technical aims.

Cultural logics reveal a culture’s way of reasoning or a belief system. When paired with International Patient Experience Design (I-PXD), cultural logics provide insight into cultural contexts to help health and medical communicators design, test, and shape health and medical information across complex, dynamic international contexts. Using a Swedish context, I demonstrate the cultural logic-I-PXD interplay to construct a cultural logic. The process I highlight reveals how a paired cultural logic-I-PXD approach can provide a method to reveal cultural assumptions, expectations, and dynamics that can inform the design and testing of health and medical information in international contexts.

We build on previous scholarship calling for sustainable growth in technical and professional communication programs through maintenance and reflection. Inspired by continuous improvement models used in industry, we offer GRAM—Gather–Read–Analyze–Make—a continuous improvement model designed to identify and align often overlooked practices and processes necessary to build and sustain programs.

Online discussion forums for patients offer the benefits of community but the risks of misinformation. A physician-moderated forum may help to mitigate this tension. How do both the professional expertise of a physician moderator and the personal, experiential expertise of patients contribute to trust in a forum? A rhetorical analysis of a year of postings in an online Parkinson’s community reveals that both forms of expertise were trusted, demonstrating the possibility for them to complement each other. This study illustrates the broader ways trust is established in patient communities and offers implications for technical communicators as forum designers or moderators.

This study examined the relationship between stress and social media usage, whether stress was an indicator of social media use, and tested moderators of the relationship between stress and social media use. Participants ( n = 201) were randomly assigned to a stress-inducing recall activity or a control task via an online survey. Next, they completed measures of stress, social media usage, social support, and habitual behavior. We found that seeking social support contributed to an increased usage of social media. In addition, increased usage of social media was related to greater frequency and strength of evoking habitual behavior.

The release of genetically modified mosquitoes in the Florida Keys is part of a public health initiative to limit the spread of infectious disease. The local debate over this proposed action provides a current case study of a public, scientific controversy in which citizens and officials disagree about what is best for the community. The case study challenges technical writing students to consider complex cultural circuits, or networks, that comprise a specific controversy. The students analyze the rhetorical situation, create new content that contributes to the ongoing discussion, and learn about audience through usability testing their multimodal projects.

As a discipline and a set of practices, technical communication focuses on designing technical products through the effective implementation of usability to facilitate users in performing tasks with speed, accuracy, and satisfaction. This article proposes that designers in the Global North should consider the effective localization usability implementation in their products or systems so that social justice can be promoted in the Global South’s countries that import such products from the Global North. Using a purposeful sampling research method, this article shares findings from a study, emphasizing that technical products developed through participatory localization for usability might be in a better position to be used for promoting social justice and human rights in resource-constrained settings. The article discusses the implications of the findings, suggesting that northern products should be designed according to the usability expectations of local users in the Global South so that the North–South divide can be, at least, narrowed, if not eliminated.

In 2014, Rawlins and Wilson proposed a typology of agential interactions between users and designers of interactive data displays. This article tests that typology by studying 20 users working with three different types of interactive data displays and answering questions, which were coded by verb and actor and analyzed for themes. The authors show that rhetorical agency is marked by thoughts, actions, and language. Affordances by the designer open a shared rhetorical space where user and designer are coparticipants. As interactivity increases, participants see themselves as rhetorical agents in a community of rhetorical agents rather than as conduits of information.

In the field of business and technical communication, scholars have called for research on dealing with cultural conflict for a long time. But the limited study on dealing with cultural conflicts, along with the current political context in the United States, calls for efforts to systematically address diversity issues and cultural conflict in our research and teaching practices. One obstacle to advance effective communication strategies on cultural conflict in business and technical communication is the lack of communication with other disciplines. Through an interdisciplinary perspective, the current article introduces the concept of cultural conflict, examines strategy models to address cultural conflict in different fields, and provides an example on how to identify a strategy model to resolve cultural conflict in business and technical communication practices. This article concludes by emphasizing that there is not a best model that can be applied to handle cultural conflict in all circumstances and calling for research on exploring and identifying effective strategy models to resolve cultural conflict in business and technical communication practices.

This essay expands Perelman and Olbrechts-Tyteca’s concept of argumentation by model to bring more attention to the persuasive effects of using the self as a model. To illuminate this technique, I analyze the personal narratives of popular health coaches, who are championing a holistic health movement toward what I refer to as “do-it-yourself healthcare.” This case involves arguments regarding the efficacy of methods in evidence-based medicine and “alternative” or holistic health, as popular health coaches predicate their ability to heal themselves and others on abandoning traditional medicine. In brief, the purpose of this article is twofold: first, to characterize the rhetoric of the movement toward alternative or holistic health, and, second, to extend Perelman and Olbrechts-Tyteca’s concept of argumentation by model and address the implications of this expansion.

This article proposes a heuristic that teachers and students can use together to create a vocabulary for discussing the aesthetic aspects of color and typography in document design work. By using this framework, teachers and students can generate a collection of shared visual topoi or commonplaces for describing the aesthetic value of color and typography that they can then draw from to inform visual analysis and production work.

To investigate how college students understand and use cloud technology for collaborative writing, the authors studied two asynchronous online courses, on science communication and on technical communication. Students worked on a group assignment (3–4 per group) using Google Docs and individually reflected on their experience writing collaboratively. This article explores leadership and how it interacts with team knowledge making and the collaborative writing process. Guidelines are outlined for instructors interested in adopting collaborative, cloud-based assignments, and the tension between providing clear instructional guidance for student teams and allowing teams to embrace the ambiguity and messiness of virtual collaboration are discussed.

This article combines an adaptation of the Toulmin model of argument with a framework designed to analyze assertions of technology-related expertise in order to examine how expert witnesses fulfill the legal requirements for explaining the methodology underlying their testimony within the combative and sometimes prejudicial conditions of the courtroom environment. Its findings support previous claims about contributions technical communication scholars can make to the legal field.

As technical communication (TC) instructors, it is vital that we continue reimagining our curricula as the field itself is continually reimagined in light of new technologies, genres, workplace practices, and theories—theories such as those from disability studies scholarship. Here, the authors offer an approach to including disability studies in TC curricula through the inclusion of a “critical accessibility case study” (CACS). In explicating the theoretical and practical foundations that support teaching a CACS in TC courses, the authors provide an overview of how TC scholars have productively engaged with disability studies and case studies to question both our curricular content and classroom practices. They offer as an example their “New York City Evacuation CACS,” developed for and taught in TC for Health Sciences courses, which demonstrates that critical disability theory can help us better teach distribution and design of technical information and user-based approaches to TC. The conceptual framework of the CACS functions as a strategy for TC instructors to integrate disability studies and attention to disability and accessibility into TC curricula, meeting both ethical calls to do so as well as practical pedagogical goals.

Design has come to be understood as an essential aspect of the work that technical communicators claim. As a result, research in the field of technical communication has approached studies of design in numerous ways. This article showcases how technical communication researchers assume the roles of observers, testers, critics, creators, and consultants in their handling of design artifacts. Such a model regarding these roles may help us to better understand the design relationships researchers presume as they further knowledge of design within our field. This article offers a framework to leverage into a comprehensive and integrated model for explaining our work on design to others outside of technical communication.

Facebook (FB) is a popular communication medium and community building tool for health outreach, promotion, and support groups for patients with chronic and rare conditions. Medical writers and health communication specialists are often tasked to write the content and support community interactions in health-related FB interventions. However, studies have reported mixed results at sustaining patient participation and engagement in FB interventions. Questions remain about the relationship between health behavior and FB usage and best strategies for evaluating health-related FB interventions. Furthermore, few studies examine health-related FB usage of people not designated as patients, which might help identify native activities that can sustain participants’ interest in and engagement with FB interventions. This study examines offline and online health-related activities of FB to identify characteristics shared by people who use FB for health-related purposes. The data from 455 users indicate that offline social health activities do not transfer online; privacy issues, interaction preferences, and differences between FB and offline networks may be barriers. FB campaigns and interventions should have modest and focused goals, such as supplementing offline activities and increasing preexisting FB activity. Designing FB interventions for networks and social groups with preexisting emotional ties and trust would be ideal.

This article describes graduate mentorship experiences at the Writing, Information, and Digital Experience (WIDE) research center at Michigan State University and offers a stance on graduate student mentorship. It describes WIDE’s mentorship model as feminist and inclusive and as a means to invite researchers with different backgrounds to engage in knowledge-making activities and collaborate on projects. Additionally, the article explains how WIDE enables growth for its researchers, teachers, and leaders. To illustrate these ideas, the authors provide multiple perspectives across faculty mentors, former graduate students, and current graduate students in order to discuss how WIDE researchers practice mentorship and how this mentorship prepares students for future work as scholars and researchers. Finally, the article suggests ways other research centers can adapt WIDE’s approach to their own institutional context.

As technology continues to become more ubiquitous and touches almost every aspect of the composing process, students and teachers are faced with new means to make writing a multimodal experience. This article embraces the emerging sector of wearable technology, presenting wearable writing strategies that would reimagine composition pedagogy. Specifically, the article introduces Google Glass and explores its affordances in reframing student peer-review activities. To do so, the author presents a brief overview of wearables and writing technology, a case study of how the author deployed Google Glass in a first-year writing course, and a set of tips for using wearable technology in general and technical writing courses.

Engineers communicate multimodally using written and visual communication, but there is not much theorizing on why they do so and how. This essay, therefore, examines why engineers communicate multimodally, what, in the context of representing engineering realities, are the strengths and weaknesses of written and visual communication, and how, based on an understanding of these strengths and weaknesses, one can consider using the strengths of each form of communication to address weaknesses in the other. Doing so can possibly enable one to demonstrate for engineering majors how they can, with greater effectiveness, communicate multimodally for representing well engineering realities.

Image-based research conducted on and by research participants holds promise to extend participatory studies in technical communication by delivering research techniques that have been used for Policy Research in Public Health and other areas of participatory research (e.g., community-based participatory research). Even though they can expand policy (or even user design work), the use of participants’ images is not without challenges. The article discusses those challenges and suggests practices that stabilize the research logistically, relationally, and thematically; it also presents the approach as attractive for use in arenas that reward scrutiny even though they have traditionally been difficult to study.

In this special journal issue, we explore the turn toward human-centered design (HCD) in research and higher education. We begin with a discussion of how HCD emerged in scholarly work at the edges of our field in places such as design, psychology, art, and engineering. Following this, we consider how an HCD perspective is manifesting itself in academic programs in different institutional contexts. We then discuss how this trend is further illustrated by the transformation of our department at the University of Washington, which shifted from being the Department of Technical Communication to becoming the Department of Human Centered Design and Engineering. Finally, we discuss the work of a group of researchers who contributed articles to this special issue. Each of these articles offers a perspective from someone within our field about how an HCD perspective has influenced their thinking and research.

Human-centered design expands the context and reach of the work of technical communicators and provides an opportunity to investigate and advocate for the needs of vulnerable populations. This article summarizes and contributes to the conversation about social justice occurring in both technical communication and design. Using a variety of qualitative methods as a type of design ethnography, this article shares findings from a study that investigated the experiences of homeless bus riders. The study findings provide an opportunity to examine the design of information and communication technologies and changes to policies that impact vulnerable populations. The article discusses the implications of an advocacy perspective for technical communicators practicing human-centered design and their role and opportunity to bring about socially responsible design.

Human-centered design is a burgeoning field of study that has the potential to work toward actively creating more just and equitable technology design while critically interrogating the design process. To do this, human-centered design needs to consider making social justice aims a primary objective and end-goal in design. One way of integrating social justice aims into design is to employ the use of narrative inquiry. This article explores an alternative method for developing design scenarios using narrative inquiry and the feminist concepts of silence and voice as a way to promote considerations of social justice and inclusion in design. Using narrative inquiry to rethink certain aspects of the design process can help designers address issues of agency. The methodological focus of this article responds to Suchman’s call for “alternative visions” of how technology production and design can be undertaken.

Technical and professional communication (TPC), like human-centered design, has long been human centric. But TPC struggles with the complexities of determining which humans are at the center of our work. This article proposes that an explicit consideration of human dignity and human rights can help us to navigate these complexities by reflecting upon whether our work harmonizes with the notion that every person has intrinsic worth. To illustrate, I present findings from exploratory research with nonelite Rwandan youth in which participants conveyed the roles and effects of technology-mediated communication and information and communication technology in their lives. I assert that as TPC begins engaging more explicitly with human dignity and human rights, we should adopt a perspective inspired by human-centered design scholar Richard Buchanan: embracing human dignity and human rights as the first principle of communication and the foundational value of the TPC field.

Human-centered design philosophy proposes that end users be at the center of technical system designs. Building on a seminal study by Gould and Lewis, we present findings from two surveys that explored the practice of building interactive systems from the perspective of information and communication technology (ICT) professionals. We generated ICT job descriptions based on a lexicon derived from practitioners’ own words. We found that while “human-centeredness” has risen among ICT professionals, our respondents varied significantly in how they considered the original three Gould and Lewis principles with respect to their job titles and roles. We thus argue that tools that support clear communication among roles are critical; in this project, we analyzed personas as a common ICT communication tool. While personas were generally perceived positively, persona creators need to consider factors that contribute to buy-in from design teams, including quality research and effective presentation.

Drawing from the author’s experience teaching online technical communication courses with an embedded service-learning component, this essay opens the discussion to the potential problems involved in designing online service-learning courses and provides practical approaches to integrating service learning into online coursework. The essay addresses specifically those classrooms where students may be required to develop or find their own service opportunities, whether those opportunities are within their community, on the college or university campus, or in another community. The essay argues by implementing service learning into online classrooms and requiring students to locate their own agencies, students not only build a greater sense of civic engagement because they are working with agencies whose missions they support, but also they develop a greater sense of responsibility for their own education and the coursework they undertake.

Aristotle’s science writing serves as an instance of a classical science writer at work. Applying his theory of writing found in his Rhetoric, Poetics, Posterior Analytics, and Categories treatises to his History of Animals illustrates his work as a writer of life science. As rhetorical tools, his theory of tropes and figures and his theory of the model as developed in his theory of definitions and the enthymeme work as epistemic strategies. The essay concludes that further study should examine other rhetorical dimensions of his science writing.

This article introduces Speculative Usability. Whereas traditional models of usability rely on the salient features of an object–user relationship focused around the uses for which the object was designed, the goal of Speculative Usability is to notice an object as it interacts with other objects (in addition to but including human users) and to be vulnerable to an object’s unintended effects. The payoff of this speculative approach is an increased inventional capacity for usability testing.

Because of the globalized use of the Internet, companies of most countries rely heavily on websites for the sale of their products and services internationally. However, a company’s website, no matter how nicely designed in terms of graphics used and information provided, may still fail to achieve the expected result if it fails to consider the relevant business cultural values and conventions of the target country. This article, in light of American business values and Chinese business values and through case analyses, identifies the possible problems on those websites aiming at international business. Using specific company websites of both the United States and China and through comparison and contrast, the author analyzes problems in aspects of content, graphics, and layout in attempt to improve designers’ cultural awareness in these aspects and improve their skills for the localization of their international business websites.

When games are approached as a pedagogical methodology, the homologies between games and technical communication are highlighted: pedagogy that teaches people to play and succeed within certain confines; classroom assessment that provides meaningful feedback to encourage self-improvement; instructional design that incorporates gaming theory and game design principles; and usability to ensure optimum success. This article provides an overview of these topics for instructors to consider when designing a technical writing course as a game.

This article establishes traits of adaptable communicators in the 21st century, explains why adaptability should be a goal of technical communication educators, and shows how multimodal pedagogy supports adaptability. Three examples of scalable, multimodal assignments (infographics, research interviews, and software demonstrations) that evidence this philosophy are discussed in detail. Asking students to communicate multimodally drives them to effectively filter information, remix modes, and remake practices that are core characteristics of adaptable communicators. Beyond teaching students how to teach themselves as an essential part of living in an information society, contending with new and unfamiliar tools also prepares students for their roles as empathic mediators in the workplace.

In a society in which expertise becomes increasingly specialized, we need to understand how to manage gaps in knowledge between experts in various fields and between experts and the public in general. That need is especially great in the public sphere, where technical understanding and lived experience do not always align. This study attempts to model the process by which discipline-specific topoi filter into common knowledge and general topoi are acknowledged by experts. It first addresses the issue of expertise in complex rhetorical places, then employs Michel Meyer's reinterpretation of ethos, pathos, and logos to show how experts and non-experts in such places negotiate rhetorical relationships. The study then explores the social and rhetorical mechanisms by which ideas become commonplaces, building on the established theory of symbolic convergence. Finally, the study demonstrates proof in principle with a brief analysis of one topos in the Reports of the Immigration Commission (1911).