This study explores technical and professional communication (TPC) students’ design of multimodal career portfolios, focusing on their strategies amid technological advancements and shifting workplace dynamics. The study analyzed 155 artifacts from 31 students, including resumes, video resumes, cover letters, LinkedIn profiles, and rhetorical and modal analyses, using MAXQDA for discourse analysis. The results highlight the importance of research synthesis, intertextuality, audience awareness, personal branding, and adaptability in portfolio development. TPC students effectively create portfolios that meet company expectations across boundaries. A multimodal approach in TPC curricula is recommended, along with further research on emerging technologies’ impact on portfolios.

As the United States rolled out COVID-19 vaccinations, state health departments attempted to communicate quickly evolving information about vaccines amid political conflict and misinformation. In October 2021, one state health department shut off comments for their social media to deplatform misinformation. To analyze this health department's Facebook page as a discursive space, our study examines user activity on the page through quantitative analysis of engagement metrics and topical clusters and qualitative analysis of user comments from January to October 2021. Our findings show that the common idea of vaccine proponents valuing data while vaccine skeptics prefer anecdote is not represented; antivaccine comments are pervaded with suspicion toward institutions, while provaccine comments largely use unproductive tactics; the two sides largely showed different sets of concerns; engagement was high during critical moments in the pandemic, and a few top influencers tended to dominate comment threads.

Social justice is a framework that has been at the forefront of technical communication in recent years. While social justice is often applied in participatory studies, it can also feature in studies using quantitative methods. In this study, I use corpus-based critical discourse analysis to investigate the portrayal of migrants in the World Migration Reports, the flagship publication of the International Organization for Migration. I emphasize context to bring in the social justice framework in this analysis. This study finds that the World Migration Reports represent migrants within various topoi, with a particular focus on the topos of advantage and that of danger/threat.

Deploying a grounded theory approach, this case study examines 9 years of a nonrenewable energy company’s responses to a voluntary environmental disclosure questionnaire to discover how industrial discourse about climate change is used by industry writers. Through using the rhetorical strategies of emotions, affect, and mythic narrative within theory, balancing norm, and dominion frames, the company communicates climate change does not impact their secure economic future due to their proactive approach toward regulatory compliance with technological innovation and attentive internal and external policy oversight.

This article considers best practices for writing articles in science, technology, and policy, focusing on writing for international scholarly journals in nuclear security. Its two main audiences are technical communication educators/researchers and internationals wishing to publish their work in English-medium scholarly journals. I discuss publishing scenarios and challenges facing such authors and offer guidelines for producing clear, effective, publishable articles, in English, for international discourse. My approach is based on traditional rhetorical principles, plain language studies, research pursued at nuclear security conferences, feedback from internationals at writing workshops, and my experience as editor of the International Journal of Nuclear Security.

This article applies identity construction concepts to a professional and technical communication student intern’s use of agency as she negotiates a unique identity for herself within a state legislature. Following a literature review, the author highlights several of the intern’s key efforts to become part of this new governmental and legal discourse community, including learning legislature-specific genres, combatting the “totem-pole” hierarchy, making choices about appropriate professional behavior, socializing by creating an “entire family dynamic,” and making an effort to learn the culture of the legislature. These efforts are documented through the intern’s reflective, self-narratives and documents produced during the internship. Through this discussion, the author suggests practical implications for aiding students and newcomers as they transition to unfamiliar workplace communication environments.

Documenting and characterizing interactions between student interns and their mentors in the workplace offers perspective on student learning and enculturation that can help us introduce these ways of learning to students in the technical communication classroom, even before the internship. Three student intern conversations in the internship setting are the focus of this close discourse analysis, framed by 6-month-long case studies and Vygotsky’s learning theory. Results indicate that many similarities exist between classroom feedback and mentor feedback in the internship, but that differences in student agency may make negotiation important in the technical communication classroom.

Technical communication researchers have studied failure through a number of different case studies, though none more often than the space shuttle Challenger explosion. While scholars have offered several explanations in the intervening three decades, this work often treats the disaster as a failure of organizational communication, a failure of the material O-ring, or a failure of two discourse communities, engineers and managers, to engage in mutually comprehensible forms of meaningful deliberation. This essay hypothesizes that the real cause of failure was neither positivist nor social constructionist in nature, but discursive-material. I offer discussion of the Challenger case in order to frame a different study of project failure and show that complex technical projects fail for a number discursive-material reasons. Employing assumptions from actor–network theory and Barad’s theory of agential realism, this essay establishes a basis for how to read the Challenger disaster as one of competing and unresolved “conceptual structures of practice.” I then take this framework and apply it to a case study of a transportation project at a large, Midwestern research university. This project, the electric personal transportation vehicle, failed because competing structures of practice generated powerful actants that mattered in different ways. Insufficient project management activities also contributed to failure; the conclusion identifies concepts technical communicators can employ in establishing more effective project management strategies that work to resolve competing actants.

This article reexamines the treatment of gender and feminism in technical, business, and workplace writing studies—areas in which the three of us teach. Surprisingly, the published discourse of our field seems to implicitly minimize the gendered nature of business and technical writing workplaces and classrooms. To understand this apparent lack of focus, we review five technical and business communication academic journals and build on previous quantitative evaluations done by Isabelle Thompson in 1999 and by Isabelle Thompson Elizabeth Overman Smith in 2006. We also review nine popular textbooks using a content analysis method based on Thompson’s work. Finally, we discuss current research in feminist pedagogies vis-à-vis these results and our own experiences in the professional writing classroom.

The controversy about vaccines and autism presents an opportunity to explore how science is constructed in public debates about health and medicine. Rhetors who argue against a connection between vaccines and autism insist that their opponents are irrational, while rhetors arguing for a link insist that their fears are rational indeed. This analysis poses an alternative way of understanding the vaccines-autism controversy, suggesting that it is partly fueled by differing perceptions of the boundary between science and non-science. Using the concept of boundary work as a lens, this article uses generative rhetorical criticism to examine artifacts within the controversy and explores rhetorical constructions of scientific evidence, the forum of scientific discourse, scientific expertise, and the scientific capability. The findings suggest that rhetors’ awareness of disciplinary boundaries is just as important in the construction and reception of their arguments as their knowledge of scientific facts and principles.

This article analyzes literature on university–workplace partnerships and professional writing pedagogy to suggest best practices for workplace mentors to mentor new employees and their writing. The article suggests that new employees often experience cultural confusion due to (a) the transfer of education-based writing strategies and (b) the employees' lack of cultural knowledge of the new workplace. The article then outlines implied mentoring strategies based upon this transfer and lack of cultural knowledge. The article also analyzes the literature on discourse community theory, activity theory, service learning, and internships, each of which also imply potential mentoring practices. These comprehensive best practices are also contextualized through social cognitive, community–cultural, and motivational–attitudinal components that writing mentors should consider when mentoring writing in the workplace.

This article considers why users of popular software packages choose to find answers to their task problems on user forums rather than in official documentation. The author concludes that traditional documentation is developed around an antiquated notion of “task,” which leads to restrictive ways of thinking about problems that users encounter and the solutions that might be appropriate. The author argues, instead, that tasks and problems arise from networked rhetorical situations and networked contexts for rhetorical action. The influence of networks requires a redefinition of rhetorical situation and context, from which we derive a networked picture of tasks and problems as emergent and uncertain phenomenon, best addressed in the uncertain and sometimes-chaotic setting of user forums. Forum threads are studied using discourse analytic techniques to determine what they can reveal about qualities making tasks and problems uncertain.

The we-form has been analyzed in different theoretical frameworks and domains. Researchers point to the complexity of first person plural pronouns: not only can they refer to different participants in a communicative situation, but they can also be used to avoid other referential forms. In organizational discourse, however, transparency is of the utmost importance to ensure efficient communication. Based on the minute analysis of 3700 we-forms in a corpus of internal communications documents, we developed a framework for the interpretation of the we-form. Thirteen (con)textual and situational identifiers of different kinds are discussed and illustrated. In some cases the interpretation of the we-form is indicated by a single identifying element, in other cases a combination of identifying elements strengthens the interpretation.

This study examines the global-local interplay of genre features in a select sample of nonprofit grant proposals from two particular sites—Nepal and the United States. Critically analyzing the carefully selected samples from both the sites on their own terms first and then in clusters (of Nepalese and American proposals) by exploiting the genre and discourse analysis theories and techniques published in genre, genre analysis, and grant proposal scholarship, this study attempts to examine the genre of nonprofit grant proposal in both comparative and non-comparative terms. While the study acknowledges that each instance of nonprofit grant proposal is unique, complex, and therefore non-generalizable, it does draw some broad generalizations about the similarities and differences in the rhetorical “moves,” organization, and/or composition strategies of grant writers from these two different geopolitical locations. The study finds that variations observed across samples and grant writers reflect the unique rhetorical situations of these writers, whereas uniformities have to do with the global circulation of Western genre forms in the rest of the world via global organizations like the United Nations and the International Monetary Fund—which are also the major donors in developing countries like Nepal. And finally, the study reaffirms the fact that constraints like funding agencies' guidelines and reviewers' preferences have a considerable influence on genre features and forms. That has been the case with both the Nepalese and American proposals sampled in this study.

It is a well-attested fact among the academia that the terminology and discourse of computer science is pervaded with metaphors. Yet, almost all the studies on metaphor application in computer science have approached the issue of the metaphor use and its influence on the user-computer interaction from an intralingual stance leaving the field of literature related to this subject with a lacking for the adoption of an interlingual attitude. The question is whether metaphor is as extensively far-reaching in its influence among the computer users across the globe as it has been pervasive in its use in computer discourse? This study, through drawing the scholars' attention to the significance of user metaphoric awareness in the receptor communities regarding the recognition of any metaphoric application based upon the notion of transparency or opacity of metaphoric meaning in terms of the user's command of the language in use in computer science, tries to put forth the idea of globalization of metaphoric meaning in computer science and its influence upon the users and at the same time propose some possible alternatives to the computer writers and decision-makers both in global and local levels in order for the user metaphoric awareness being promoted.

This “essay” (article) is a close and critical look at The 2010 Citizens Clean Elections Voter Education Guide, a document made available to the Arizona public prior to the 2010 state General elections. Though the guide is described as “a nonpartisan, plain-language handbook” by its authors, it can be implicated in the production and reproduction of a discursive process that further constructs a degraded notion of both undocumented individuals and immigration. Many of the politicians that published statements in the guide continually associate undocumented immigrants and immigration with both the use of firearms and with crime in general. Additionally, I find that the majority of politicians in this document perpetuate this demeaning, violent, and inaccurate discourse for personal political gain. In conclusion, I argue for the expanded role of education concerning the effects of discursive forces in the United States.

Stalin's government received information about the political and economic situation in the countryside through the reports prepared by the security service VChK-OGPU-NKVD. This article reveals that these reports ( svodkas in Russian) strain to rhetorically construct a social classification of the peasantry by dividing it into the kulaks (wealthy peasants hostile to Soviet power), the bednyaks (poor peasants supporting Soviet power), and the serednyaks (peasants of average means with uncertain attitudes to the regime). The svodkas persuaded their audience—the secret police and the governments—of the reality of this tripartite classification. This persuasion derived from their massiveness, secretiveness, and mixture of ideological and technical language. Since these conditions inhere in modern governmental, technical, and scientific discourse, the writers for these fields should be aware that when they engage in constructing order through classification, they face temptations of what Kenneth Burke calls rhetoric of hierarchy with its scapegoat principle.

This article brings together the communication needs and positioning of women in technical areas, and asks “how can technical communication classes contribute to the mentoring of young women engineers at a time when many of those women want to be identified as engineers instead of being spotlighted as women in engineering?” Incorporating research into mentoring for women in engineering, and feminist approaches to mentoring in general, we adopt Heath and Heath's strategy in Switch, instituting small changes in technical communication classes (and sometimes their infrastructures) that target a mentoring problem—i.e., talk about time—with the hope of flipping a switch toward larger changes. Thus, the article demonstrates two tactics that we can use to deliver improvement in managing the discourse surrounding time and its deadlines. Our approach both mentors undergraduate women in more actively and effectively discussing and scheduling their work without singling them out as women and also integrates good mentoring practice into the infrastructure of technical communication service classes.

Metonymy—the process of representing a concept with an associated element or feature—is a useful strategy for encapsulating or alluding to a larger idea without fully stating it. For metonymies to be successful, however, readers must recognize and be able to compensate for the information that has been omitted. Metonymic omissions can pose a barrier to readers, even in texts that are written in plain language, largely because metonymies operate indirectly: first, by prompting readers to infer information that is not provided; second, by constraining meaning rather than specifying it; and third, by requiring readers to possess the insider knowledge and values of a particular discourse community. These barriers are compounded by the fact that frequently used metonymies become so commonplace that their users may not even be able to detect, let alone address, these omissions.

Many books, designers, and design educators talk about visual design principles such as balance, contrast, and alignment, but with little consistency. This study uses empirical methods to explore the lore surrounding design principles. The study took the form of two stages: a quantitative literature review to determine what design principles are mentioned most often in discourse on design, and a card sorting exercise to explore the relationships designers, design educators, and design students saw among the most common design principles. Along with the card sorting exercise, I used pre- and post-exercise surveys to gauge how participants felt and thought about design principles and their use in design practice.

This article argues for the establishment of a usability process that incorporates the study of “words” and “word phrases.” It demonstrates how semantically mapping a navigational taxonomy can help the developers of digital environments establish a more focused sense of functional meaning for the users of their digital designs.

A study of the oral communication experiences and training of obstetric sonographers can provide insight into the complex expectations these medical professionals face as they complete their technical tasks and communicate with patients. Unlike other diagnostic medical professionals, obstetric sonographers are expected to provide detailed information to patients during the exam, a practice not typically found in the work of other types of medical diagnostic professionals. This study presents the results of interviews with 23 obstetric sonographers who described their communication experiences and their views on sonographer training in communication. Results suggest that sonographers experience complex communication challenges in the workplace that are not typically addressed in their education, nor are they officially recognized in the official discourse of their profession.

The nuclear power industry is undergoing a renaissance, led by initiatives from the Obama administration and several states. In light of this development and the growing information economy, it is crucial that the public be well-informed, effective, and responsible regarding important technological issues. For this reason, undergraduate education, whether for technical or non-technical majors, must include an awareness of the complexity, ambiguity, and interestedness of the use of technical language and information. This is particularly important in communication involving public discourse and perceptions. I discuss here how I foster such awareness in my junior-level technical writing course for non-majors. We focus on the concept “safe” in relation to radiation and nuclear power. This is done in the overall context of making a recommendation for nuclear power as an energy source for the state of Florida for the next two decades, a realistic and urgent technical communication situation. Students see that standards and even the definitions of crucial terms shift depending on context and social circumstances, and that real-world choices involve trade-offs and balances between advantages and disadvantages.

This article argues that in spite of some attempts to expand the diversity of approaches in Technical Communication, the field remains rooted in an expedient, managerial, techno-rational discourse, where discourse is understood as the values that guide research, practice, and teaching. The article draws on approaches from Communication Studies, specifically discursive analysis and metaphor analysis, to ground this claim and to demonstrate what possible alternative discourses might be possible. The article then argues that moving toward an “interpretive” discourse will expand the values of Technical Communication, but in a way that both retains existing assumptions but also includes a new focus on the “complete person.” Interpretive discourse is theorized using Habermas' communicative rationality and User Experience Design and the article concludes with some implications about moving Technical Communication toward discursive diversity. Ultimately, the goal of the article is to encourage researchers, teachers, and professionals to embrace this discursive diversity that complicates our historical means-ends rationality.

While scholars have begun to write a history of reports and instructions, little scholarship exists on the history of proposals. To fill this gap, I analyze proposals written by Dorothy Wordsworth and Anne Macvicar Grant, ca. 1800. My analysis uses contemporary rhetorical theory to determine how they structured their writing and incorporated rhetorical appeals to achieve their goals. My findings show that their texts should be placed on a continuum of the history and development of the proposal genre. Further findings suggest that their use of contemporary rhetorical theories authorized Wordsworth's and Grant's discourse to successfully affect change.

In our case study, we examined the instant messaging (IM) workplace discourse of a pair of expert IM users. We found that the participants maintained discourse cohesion and thus coherence via short, rapidly sent transmissions that created uninterrupted transmission sequences. Such uninterrupted transmission sequences allowed each participant to maintain the floor. Also, the participants used topicalizations and performative verbs to maintain coherence. We also found that the participants' use of short transmissions may have ambiguated their enactment of their institutional roles and the rights afforded to them by those roles.

Work activities that are mediated by information rely on the production of discourse-based objects of work. Designs, evaluations, and conditions are all objects that originate and materialize in discourse. They are created and maintained through the coordinated efforts of human and non-human agents. Genres help foster such coordination from the top down, by providing guidance to create and recreate discourse objects of recurring social value. From where, however, does coordination emerge in more ad hoc discursive activities, where the work objects are novel, unknown, or unstable? In these situations, coordination emerges from simple discursive operations, reliably mediated by information and communication technologies (ICTs) that appear to act as discursive agents. This article theorizes the discursive agency of ICTs, explores the discursive operations they mediate, and the coordination that emerges. The article also offers and models a study methodology for the empirical observation of such interactions.

This study investigates the link between the linguistic principles of implicature and pragmatics and software documentation. When implicatures are created in conversation or text, the listener or reader is required to fill in missing information not overtly stated. This information is usually filled in on the basis of previous knowledge or context. Pragmatics, the study of language use in context, is concerned with the situational aspects of language use that, among other things, directly affect implicatures required of the reader. I investigate how two manuals for the same software product can be analyzed on the basis of implicature and pragmatics. One is an original copy of the documentation that came with the product, the other an after-market manual. Results show that the aftermarket manual requires far fewer implicatures of the reader and does a better job of providing pragmatically helpful information for the user.

Describing the emergence of the first shipbuilding texts, particularly those in English provides another chapter in the story of the emergence of English technical writing. Shipwrightery texts did not appear in English until the middle decades of the seventeenth century because shipwrightery was a closed discourse community which shared knowledge via oral transmission. The shift from orality to textuality in shipwrightery did not occur until advancing navigation principles enabled ships to sail in open waters. Shipping rapidly became a commercial business, and shipwrightery was forced to move from closely-guarded simple design principles to mathematically-based designs too complex to be retained only in memory of shipwrights and shared via oral transmission. Textual transmission began to supplant oral instruction. The evolution of English shipwrightery provides rich research opportunities for historians tracking the development of technical writing.

The “steel bible” emerged in 1919 and went through 11 editions in 80 years. In its evolution we can see the shift from individual to group authorship, an increasing use of visual elements, and a physical change from a small, hand-held volume to a weighty desktop reference. In a textual analysis, we can see that it was essentially static, changing only by additions and deletions, as the industry evolved. The eventual closing of hundreds of plants and the migration of the industry to other countries can be seen in the change of publisher, the sudden absence of photography, and the international references. Originally, the steel bible came from the factory floor and the words of the plant managers, but by the 1990s, it was a highly-abstracted representation of knowledge. In the steel bible, we can see the history of the industry and the maturing of technical communication in the 20th century.

This article presents a qualitative text analysis of persuasive documents written by a major U.S. airline in a 2004 counter-campaign against the Teamsters union. The methodology for this study is based on Stephen Toulmin's argument model, including his “double triad” and his interpretation of artistic proofs, which parallel the three classical rhetorical appeals. Actual corporate documents are featured in this article, supported by content from management conference calls that were attended by the researchers. The article concludes with implications for teaching and research in the field of technical and professional communication.

This research article investigates new developments in the representation of the intercultural component in textbooks for a service technical writing course. Through textual analysis, using quantitative and qualitative techniques, I report discourse analysis of 15 technical writing textbooks published during 1993–2006. The theoretical and practical elements of intercultural teaching have been expanded in recent years, but this progress is quite slow. This article provides some directions in which the textbooks can be revised. Such an analysis may be of interest to textbook writers and educators.

This historical case study of a non-rule policy document (NPD) adopted by the Indiana Department of Environmental Management describes an emerging genre in environmental discourse. The NPD standardizes environmental public policy for land disposal of foundry sand, a solid waste. The collaborative writing process took six months with industry input, and the NPD was presented to two environmental boards. Two contrasts, in process and format, distinguish NPDs from rules. The NPD is an entirely new kind of writing which includes guidance for implementing statutes. The writing process in the case involves government writers and industry representatives, although it does not include other public input such as public hearings. Instead, the staff of the pollution control agency simply presents the NPD to the appropriate environmental policy boards and arranges for its publication. This article adds to the body of knowledge about technical writing in government, specifically environmental policy and non-academic genres.

One way to resolve some of the conflict in English studies and technical communication over their diminishing cultural capital is to recognize the place of instrumental discourse in communication studies. Instrumental discourse is individually verified social agreements to coordinate and control physical actions. One purpose of literary works is to voice new concerns about social inequities. A purpose of rhetoric is to persuade others of the validity of those concerns. Instrumental discourse registers agreements about those concerns and brings them to temporary closure in laws, instructions, contracts, and constitutions. Instrumental discourse is the culmination of a process that often begins with a literary monolog, is continued in many rhetorical dialogs, and ends, for a while, in a chorus of approval. Each phase of this communication process—monolog, dialog, and chorus—has a place in English studies. If more English studies faculty would recognize the need to study the communications that promote dissensus and consensus, then they might contribute more to global discussions about social justice, cooperation, and sustainability, and they might gain more cultural capital and social influence.

In this article, I present findings from a discourse analysis of an often-overlooked genre of technical communication, regulatory writing. The study focuses on post-bellum regulations that disproportionately affected African Americans and the historical contexts in which the regulations were written. Historically, African Americans of all socioeconomic backgrounds have maintained an implicit mistrust of government regulations and the government officials who write them. The justification for this mistrust is deeply rooted in the fact that for decades regulations were not written to protect the rights of African Americans nor was their input considered in regulatory writing. In Communicating Across Cultures, Stella Ting-Toomey argues, “if conflict parties do not trust each other, they tend to move away (cognitively, affectively and physically) from each other rather than struggle side by side in negotiation” [1, p. 222]. This study reveals rhetorical strategies used in historical regulatory writing that may still impact the ethos of regulatory writers.

In my 1992 College English article “The Ethic of Expediency: Classical Rhetoric, Technology, and the Holocaust” [1], I looked at the implications of a Nazi memo whose sole purpose was to improve the efficiency of the gassing vans, in order to begin to try to understand and discuss the negative uses and ethical abuses to which technical communication, and deliberative rhetoric generally, could be taken by the powerful and unscrupulous. In “Questioning the Motives of Technical Communication and Rhetoric: Steven Katz's ‘Ethic of Expediency’” [2], Patrick Moore accuses me of ignoring alternate translations, citing out of context, and focusing on the negative meaning of words to make my case. The point at issue in these charges, I believe, is whether (and to what degree) Aristotle meant to base deliberative discourse on “expediency.” I will take each of these charges up one at a time to explore them more thoroughly, discuss their interrelations, and then conclude with a few observations of my own.

Claims about the emergence of a new type of social aggregation—“virtual community”—cover a type of ideological discourse about social interactions. The main cultural resource fueling this ideology is the counterculture and its social project. Virtual community, both as a discursive and as a social practice, is a culmination rather than a resolution of the modern conflict between community and individuality. Presenting virtual community as a panacea for modern social tensions, especially that between individualistic and communitarian ideals, hides from sight not only some of the negative aspects of on-line social life (cliquish behavior and incivility) but also the role played by communication technology in fragmenting modern society.

This article analyzes the statements on plain style made by Royal Society writers and seventeenth-century women writers. Using scholarship in feminist rhetorical theory, the article concludes that Royal Society plain stylists constructed scientific discourse as a masculine form of discourse by purging elements that were associated with femininity, such as emotional appeals. The article also discusses how women writers, particularly Margaret Cavendish, embraced a plain style more out of concern for their audience than out of a desire to eliminate undesirable feminine attributes. The implications of this historical study for understanding of current practice are noted.

This article draws on the principles of linguistic theorist Mikhail Bakhtin to analyze and explain discursive diversity in organizational Web pages. Organizational Web sites must typically appeal to multiple audiences, a condition that often results in different discourses being juxtaposed within the same interface. To analyze and explain the effects of such juxtapositions, this article adapts to the Web the principles that Bakhtin developed to conceptualize discursive diversity in the novel, in particular his concept of dialogism. To illustrate their efficacy, the article applies these principles to analyze a pair of government Web sites about forests, the forest industry, and the environment. Whereas the homepages of the two sites project divergent approaches to the discourses of their diverse audiences, a dialogic analysis of the new site's deeper levels reveals how the government's discursive strategy appears to favor one audience at the expense of others. Drawing on this case study, this article discusses how an approach informed by Bakhtin's principles can illuminate our analysis of organizational Web discourse.

This article studies a set of scientific/technical articles published in Internet homepages. Focusing upon current trends on genre theory and the functional approach deployed by Halliday and Martin [1], linguistic features and schematic structure are analyzed in relation to more standard genres. The structural analysis suggests that these kind of texts imaginatively realize and assume the standpoint and main tenets of a lay audience that just consumes specific genres, most being analogous to the persuasive, manipulative, amusement-oriented genres of TV news stories, tabloids, and commercials. It is pondered that much of the “technological utopianism” (term used by Kling [2] surrounding the ever increasingly standardized Internet discourse turns the Internet into a productive vehicle to sustain technoscience as modern myth by spreading and forging that utopian imagery into the audience's consciousness, and that scientists are taking fruitful advantage of the utopian, futurist, and often sensationalist accounts of the Internet as a formidable frame to advertise themselves and the deeds achieved in their laboratories.

The first part of this article shows that research in the history of technical communication has increased in quantity and sophistication over the last 20 years. Scholarship that describes how to teach with that information, however, has not followed, even though teaching the history of the field is a need recognized by several scholars. The article provides and defends four guidelines as a foundation to study ways to incorporate history into classroom lessons: 1) maintain a continued research interest in teaching history; 2) limit to technical rather than scientific discourse; 3) focus on English-language texts; and 4) focus on American texts, authors, and practices. The second part of the essay works within the guidelines to show a lesson that contrasts technical texts by Benjamin Franklin and Herbert Hoover. The lesson can help students see the difference in technical writing before and after the Industrial Revolution, a difference that mirrors their own transition from the university to the workforce.

The connection between language and empiricism is a central issue in technical writing and communication, more so than in other fields. Our field deals with technical and scientific knowledge which is oftentimes very definite and objective, yet there has been increasing recognition over the past few decades that this knowledge is socially constructed and rhetorically negotiated. Debates have ensued over the rhetoricity of technical communication in contrast to its empirical and instrumental aspects. W. V Quine, one of the most influential American philosophers of the twentieth century, however, rejected the distinction between empirical knowledge and knowledge stemming from language and social negotiation. Understanding technical writing and communication through the lens of Quine's theory ameliorates the tension between instrumental and rhetorical/humanistic views of technical discourse by recognizing the validity of both views and integrating the two. This understanding in turn will facilitate our pedagogical interactions with technical and scientific majors.

For too long, journal articles and textbooks on scientific and technical discourse have adopted a positivistic approach to visuals. Unfortunately, this approach is problematic. It ignores that visuals are constructions that are products of a writer's interpretation with its own power-laden agenda. For example, in representing a tamed and dominated nature, visuals become instruments of patriarchy. Reading them responsibly requires that we uncover some of the values attached to the strategies of creating visuals and to the objects created. This article reviews the current approach taken by composition scholars, surveys richer interdisciplinary work on visuals, and—by using visuals connected with the Human Genome Project—models an analysis of visuals as rhetoric.

Committees within international standards organizations write standards. Prior to approval, these standards must pass through several reviews for technical accuracy and stylistic appropriateness. The style considerations are based on documents published by both the umbrella organization (International Organization for Standarization, or ISO) and the various committees and subcommittees within it. Because authors and editors who use these documents frequently do not have English as a first language, the documents must explain unambiguously just how committees should prepare their documents. This study looks at a sample of those instructional documents using Restricted and Elaborated Code and metadiscourse analysis to determine how easily users can read and understand the material. The findings suggest that the documents do not send a clear message to authors and editors and can be stylistically hard to understand. Consequently, the approved standards themselves are hard to read and interpret.

Although rhetoricians have studied the discourse practices of engineers, little is known about the production workers who must assemble engineering knowledge into functional products. This case study examines what happens when a production worker tried to improve manufacturing documentation, and how her success depended upon both her craft knowledge and the rhetorical skills she attributes to a Writing Across the Curriculum program she experienced in college. … although the goal of engineering may be to produce useful objects, engineers do not construct such objects themselves. Rather, they aim to generate knowledge that will allow such objects to be built [1, p. 5].