This article considers on-line documentation's place in a two-year college's technical communication program. Such a course can be successful if instructors (1) emphasize design principles rather than a particular software package; (2) build on rhetorical skills students already possess, while developing the new skills necessary for authoring documents for the computer screen; and (3) acknowledge the need for their own professional development.

Preview this article: Computers, Reading, and Basic Writers: Online Strategies for Helping Students with Academic Texts, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/23/3/teachingenglishinthetwoyearcollege5490-1.gif

Preview this article: The Sounding of the Sirens: Computer Contexts for Writing at the Two-Year College, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/23/3/teachingenglishinthetwoyearcollege5495-1.gif

Preview this article: Writing the Culture of Computers: Students as Technology Critics in Cultural Studies Classes, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/23/3/teachingenglishinthetwoyearcollege5494-1.gif

Preview this article: Voices from the Computer Classroom: Novice Writers and Peer Response to Writing, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/23/3/teachingenglishinthetwoyearcollege5496-1.gif

This article discusses the adequacy of two modes of presenting information on a computer screen, i.e., the alternating screen presentation in which information is presented “screen by screen” and the simultaneous screen presentation that shows different sources of information simultaneously on the same screen. Using a simultaneous or an alternating screen presentation, subjects had to perform short writing tasks, half of which required the use of one on-line document, the other half required two documents. The subjects' task performance as well as their appreciation of the task and the presentation mode were measured. The results show that performance and appreciation data do not run parallel. While all subjects clearly prefer a simultaneous mode of presenting information on the screen, performance data are much more varied and less clear cut: when reading, subjects performed significantly better in the alternating mode; when producing a text, subjects slightly benefited from simultaneous screens.

Metaphors and analogies can be helpful for people when they have to learn or learn to use something. Some empirical studies into the effect of metaphors in software manuals showed a positive influence on computer task performance, although this influence proved to be a conditional one. A necessary condition must be that readers understand the metaphor used; readers must have knowledge about its source domain. The most understandable concept for all humans seems to be a human being; the metaphor with human beings as a source domain is called personification or anthropomorphism. Up to now, no coherent theory has been available about linguistic expressions that can be labeled as anthropomorphism, and no empirical data have been gathered about expressions in software manuals that are perceived as such by readers. Therefore, an explorative experiment with real manual material was carried out. Expressions suggesting that computers or programs have feelings or an affective relationship to the user, that they are able to perform non-routine (mental) activities and communicate their intentions through human language use, appear to be perceived as anthropomorphistic. Such expressions might help readers to use a computer (program) more easily.

This article examines the genre of visual manuals by discussing the main forms and functions of two types in detail: step-by-step and guided tour manuals. Step-by-step manuals have a one-on-one correspondence between picture and text (explanations and instructions), reflecting the action-reaction mode in which users tend to interact with computers. Guided tour manuals give users a visual impression of the program. The pictures, mostly full-screen captures, are annotated with several paragraphs of text. An experiment is reported in which we examined whether a visual manual helps users realize tasks faster and more accurately than a non-visual manual. No effects on accuracy were found, but the visual manual did increase the speed of task execution with a significant and substantial gain of 35 percent. The conclusion draws attention to the fact that there is no single best type of visual manual, but that each has its own strengths and weaknesses.

Three formats for presenting a number of similar procedures in printed instructions were compared in an experiment: separate lists, an integrated list, and a table. Participants had to operate a device on the computer screen, following procedures that were presented in one of these three formats. The integrated list format and the table format were expected to provide an overview of the features common to the similar procedures, which would help incidental learning of the procedures. However, the experiment did not yield such results. None of the formats scored significantly better than the other in the augmentation of incidental learning. Since instructions in integrated list format take more time to read in the beginning than the other formats, the integrated list format can be considered as the least favorable format.

Computer-based instruction (CBI) using multimedia and hypermedia is a new approach to teaching that is becoming increasingly popular in academic and nonacademic settings. Because the technical communication profession has developed a disciplinary culture uniquely suited to evolve along with communication technology, technical communicators experienced in creating instructional materials for technical products are well-positioned to become effective designers of this innovative form of instruction. However, as designers, they must become proficient in the early design stages of audience analysis, goals analysis, and control analysis to master multimedia and hypermedia CBI. In this article, the authors review findings from several fields to help technical communication teachers and practitioners (a) explain the value of audience analysis, goals analysis, and control analysis; (b) accomplish those analyses effectively; (c) use the results of their analyses to create effective multimedia or hypermedia CBI; and (d) set priorities for further related research.

Preview this article: INSTRUCTIONAL NOTE: Taming the Byte: Computers in the Classroom, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/tetyc/32/2/teachingenglishinthetwoyearcollege5484-1.gif

The article discusses the advent of anytime, anywhere communication capability and its potential impact on our society. It examines the ways in which technology becomes accepted and integrated into our lives, including the role of human values. The report also focuses on both the beneficial and detrimental effects of emerging communication technology, such as its ability to put the disabled and disenfranchised on equal footing with the rest of the online population, and the possibility that individuals will become so isolated behind their computer screens that they will lose the ability to carry on face to face relationships. Finally, privacy and data security are discussed, as well as the limitations of physiology in a 24 hour society.

Yod, we're all unnatural now. I have retinal implants. I have a plug set into my skull to interface with a computer. I read time by a corneal implant. Malkah has a subcutaneous unit that monitors and corrects blood pressure, and half her teeth are regrown. Her eyes have been rebuilt twice. Avram has an artificial heart and Gadi a kidney.... I couldn't begin to survive without my personal [computer] base: I wouldn't know who I was.... We're all cyborgs, Yod. You're just a purer form of what we're all tending toward. -Marge Piercy, He, She and It (150)

The paper discusses applying computer networks to cooperative distance learning for technical communication education. It first outlines applications of communication technologies employed in distance learning, and describes the design strategies of the applications. The paper's main focus is on the CORAL (Cooperative Remotely Accessible Learning) system for promoting cooperative distance learning currently under development in Taiwan. The CORAL system is a collective and collaborative project intended to integrate four major components in concept and construction: an interactive learning environment, educational foundations and implications, domain knowledge; and research efforts. One of CORAL system's goals is to aid science and engineering students in learning communication technology courseware. The CORAL development process, including its design approach, structure, courseware, and evaluation, is reported. Research issues are also addressed.

The article discusses designing electronic writing classrooms and the various decisions that classroom designers face during this complex task. In particular, it considers four key stages in the design process: establishing a plan, developing a room design, working within budgets, and maintaining a smoothly running computerized classroom. The article provides specific suggestions in these four stages informed by sound instructional goals appropriate to the teaching of technical communication.

From both a technological and educational perspective, cyber education creates a multitude of challenges for students and instructors. Both novice and experienced computer users alike must master the use of Internet tools quickly, while also working to overcome conceptual misunderstandings about the technology and its root metaphors. The technology also makes commenting on student documents cumbersome but does have the benefit of creating a digitized record of students' writing processes, while also allowing for the online publication of students' work. Other benefits include more active learning and better interactive collaboration. Preliminary assessments further indicate that, despite critics' concerns about the rigor and quality of distance learning, for a variety of technical and social reasons, student work is equal to and sometimes better than that of on-campus students.

Documentation is generally viewed in a secondary or support role to the sale and function of primary products. The study discusses the relationship between secondary and primary product characteristics and provides the results of a customer survey of computer hardware end users. Over 500 respondents (or customers) were surveyed regarding the impact of documentation on customers' perception of product quality. The results of a logistic regression showed that the level of satisfaction with documentation plays a critical role in explaining customer satisfaction with primary product quality. Consequently, before organizations make decisions regarding cuts in documentation, they should carefully evaluate documentation's effects on company performance. Implications for practice and research are also provided, with follow up and complementary studies suggested.

That Thomas Jefferson was a prolific writer is generally recognized. Less well known are his contributions to the history of writing technology. Jefferson invented or improved devices for composing, copying, and encrypting. When the devices Jefferson developed are considered together, they demonstrate a virtual “computer.” As a writer, Jefferson used his improvised “computer” to draft the American Declaration of Independence and, as an officeholder, to create a public record of government. This essay links Jefferson's development of writing technology to his democratic political philosophy. The link should interest writing teachers. Those concerned about oppressive social effects of computers can gain perspective from Jefferson's principled practice. From the Jeffersonian principle of selfgoverning democracy, it follows that user communities, not devices, determine what technology can do. Jefferson's mechanization of copying exemplifies the use of information technology to support democratic governance. Applied to a question troubling the teaching profession, whether information networks might help or hinder democracy in education, Jeffersonian optimism effectively counters Foucauldian pessimism.

This article examines the question “Are the same good writing and speaking skills required in general management positions also important in computer jobs?” The first part of the article examines the historical marriage between “communicating” and “computing,” while the second part examines what roles, if any, good communication skills play in advancing IS career paths. Finally, the third part describes an empirical survey to test the hypothesis that communication skills are important to computer professionals. The results of the survey strongly support the hypothesis.