In this article, the author demonstrates that the semiotic model proposed by Charles Morris enables us to optimize our understanding of technical communication practices and provides a good point of inquiry. To illustrate this point, the author exemplifies the semiotic approaches by scholars in technical communication and elaborates Morris's model through analyzing visual and verbal elements of technical communication brochures from semantic, syntactic, and pragmatic levels. The discussion of semiotic approach reinforced by various examples illustrates that the semiotic model can be a tangible theoretical and practical tool to help students and practitioners study and analyze the use of visual and verbal elements in technical communication.

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.

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

Client-based technical writing classes have the potential to help students practice a smooth transition between school and work because they allow the side-by-side examination and negotiation of standards of writing for faculty and technical clients. However, this potential is often not realized. This article reports the results of two case studies using interviews and surveys to examine the evolution of the standards of clients and faculty throughout one semester as well as student perceptions of those standards. The results suggest that three factors help students understand standards in a way that is conducive to effective school-to-work transition: standards negotiation, teacher awareness of client standards, and perceived overlap in teacher–client standards at the end of the semester.

(2006). Teaching Intercultural Communication in a Technical Writing Service Course: Real Instructors' Practices and Suggestions for Textbook Selection. Technical Communication Quarterly: Vol. 15, No. 2, pp. 191-214.

Charettes offer a productive way of combining theory and practice to address some of the difficult matters of getting students to see and perform technical communication as students, professionals, servers, and citizens. This collaborative activity helps students prepare for an increasingly modular professional world by revealing the contingent rhetoricity of professional autonomy. Charettes can help technical writing programs and students integrate service and civic learning into the curriculum by using indigenous professional genres that actively demand stakeholder participation. The intensity and pragmatic force of charettes can assist students in building their ethos while working with fellow stakeholders. The wide range of possible documents involved in the process associated with charettes can help technical communication students and teachers explore the connections between rhetorical exigencies and genre and put their skills to good use in a culture where many are looking for new ways to build critical citizenship.

Examing the discourse surrounding the charcoal iron industry between 1760 and 1860 in North America, this article suggests that, prior to the industrialization of work, technical communication took place in a prediscursive setting, an oral and physical world that we can just manage to glimpse even as we watch it recede. The letters of Robert Erskine written in 1770 illustrate the prediscursive methods of technical communication. By the 1860s, a flood of governmental, professional, and commercial publications appeared, each signifying the disappearance of this prediscursive world. This transition from prediscursive to discursive methods may mark one of the largest changes in the history of technical communication.

Writing tutors are encouraged to use compliments in their interactions with technical writing students. However, the form of compliments strongly influences how they function. Specifically, formulaic compliments like "It's good" function differently from nonformulaic compliments like "The size is excellent in terms of visually aiding the reader." A total of 107 compliments were analyzed from 13 interactions between 12 writing tutors and 12 engineering students. About 61% of tutors' compliments followed one of six formulae, and about 39% were nonformulaic. Formulaic compliments were general and mainly performed a phatic function, filling pauses and avoiding silence, particularly in interaction closings. Nonformulaic compliments were more specific and individualized, and they may, therefore, be more instructive than formulaic compliments. Nonformulaic compliments also performed an exploratory function, allowing participants to renegotiate discourse status. This study points to other avenues of research, particularly research that systemically examines writers' perceptions of formulaic and nonformulaic feedback, such as compliments.

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The readability of technical writing, and technical manuals in particular, especially for second language readers, can be noticeably improved by pairing Theme with Given and Rheme with New. This allows for faster processing of text and easier access to the “method of development” of the text. Typical Theme-Rheme patterns are described, and the notion of the “point of a text” is introduced. These concepts are applied to technical writing and the reader is then invited to evaluate the improvements in readability in a small sample of texts.

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.

In 2003, the United States exported nearly $720 billion in goods. Businesses that trade in the global market have a legal and ethical duty to make their products reasonably safe, and technical communicators who write the documentation for those products have a legal and ethical duty to protect international consumers by writing adequate instructions. Writing documentation for products that will be distributed internationally requires not only the ability to communicate clearly, but also awareness of the relevant product liability laws, the cultural variables, and the expectations of international audiences. This article first argues that devoting company resources to produce adequate instructions for international users is both practical and ethical, then provides a brief overview of the consumer protection measures that the top U.S. trade partners have implemented, and finally presents guidelines for developing adequate instructions for international audiences.

Since the late 1970s, technical communication scholars and teachers have largely agreed that technical communication’s humanistic character can be found in the field’s rhetorical nature and the social nature of discourse. Building on Patrick Moore’s efforts to rehabilitate “instrumental discourse” in the face of such general consensus, this essay argues that such notions of technical communication’s humanistic character, although unquestionably groundbreaking and crucial to the field’s sense of self and mission, remain too deeply indebted to traditional academic humanities’ and English studies’ constructions of humanistic purview, which largely refuse to accommodate technology, especially physical technology artifacts. Considering alternatives that recast the technology-humanities relationship and situate technology within a humanistic framework can yield benefits for both technical communication and English studies broadly construed.

Abstract This article examines two cases of technical documentation occurring outside of institutions. Using a framework derived from de Certeau's (1984) distinction between strategies and tactics and Johnson's (1998) concept of the user-as-producer, I analyze communities surrounding Muir's (1969) How to Keep Your Volkswagen Alive! A Manual of Step by Step Procedures for the Compleat Idiot and Champion's (2000) Build Your Own Sports Car for as Little as £250. These communities engage in tactical technical communication, especially in the form of technological narratives that participate in broader cultural narratives about technology.

This article critically analyzes how technical communication practices both construct and are constructed by normalizing discourses, which can marginalize the experiences, knowledges, and material needs of people with disabilities. In particular, the article explores how disability studies theories can offer critical insights into research in two areas: safety communication and usability. In conclusion, the article offers ways that disability studies can intervene in the pedagogy of usability, communication technology, linguistic bias, narrative, and discourse communities.

Abstract Drawing from the critical cultural theory of Arjun Appadurai, this article interrogates the concept of culture underpinning much intercultural technical communication research. Appadurai suggested that intertextual connections between the cultural and the economic, political, demographic, and historical aspects of the globalizing world are essential for understanding cross-cultural communication. The cultural theory offered in this article opens the way for further cultural studies research to be of use in intercultural technical communication theory, research, and pedagogy.

An economistic version of cultural studies is important to technical writing scholarship presently because capitalism's broad trends find manifestation in and are affected by local practices like scientific and professional communication. By examining their own field against the backdrop of macroeconomic eras and pressures, technical writing theorists can obtain a better understanding of the sociocultural context in which their discipline is situated, and they can better map methods of effective political action for technical communicators.

Technical communicators need to be prepared for the challenges of international communication. This tutorial focuses on the need for technical communication faculty to prepare students to be skilled intercultural communicators and to play a role on the translation team. The tutorial begins with a discussion of the importance of writing for translation in the international workplace and then presents specific assignments designed to instruct students in intercultural communication and give them experience writing for translation. In addition to introducing students to the cultural issues that impact the creation of documentation for international audiences, these assignments also serve to reinforce core skills recognized as vital to professional success in the field of technical communication. Taken together, these assignments can be used as the basis for a course in international technical communication. An appendix to the tutorial includes numerous resources available to faculty who want either to develop a course in international technical communication or to include some of the assignments in existing technical communication courses.

This study examines the frequency with which 12 writing tutors used hints in their suggestions to 12 engineering students in 13 interactions about technical writing. Of the 424 suggestions tutors made, 106 were hints. Using Weizman's model as a guide, the study describes three types of hints that tutors used: evaluations, general rules, and elisions. It also investigates the benefits that tutors receive from using those types of hints and examines the problems for students that can arise when tutors state their suggestions as hints. Combined with previous research findings, the findings of this study suggest that tutors should pair mildly negative evaluations and general rules with direct suggestions, and tutors should avoid strongly negative evaluations, i.e., criticisms. The findings also suggest that tutors can elude suggestions and provide words and phrases for students' documents but that they should only do this occasionally to model effective tone or syntax.

research-article How document design helps english learners master science Share on Author: T. R. Girill Society for Technical Communication Society for Technical CommunicationView Profile Authors Info & Claims Communication Design Quarterly ReviewVolume 6Issue 4December 2005 pp 8–12https://doi.org/10.1145/2168819.2168820Online:01 December 2005Publication History 1citation40DownloadsMetricsTotal Citations1Total Downloads40Last 12 Months2Last 6 weeks0 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteGet Access

This article discusses a longitudinal case study of a novice engineer who has successfully challenged a workplace genre. The study shows that a combination of the novice’s family background, a university engineering communication course, and workplace experiences helped him achieve success. It also provides evidence that, even though genres may differ from workplace to workplace, experienced professionals do recognize and accept superior communication practices imported from elsewhere. Thus, best practices may be taught apart from local contexts. The case study allows technical communication instructors and researchers to refine current understanding of what mastering genres means and indicates directions for the development of new pedagogies.

Abstract This article explores the ways that the discourse of usability might support a socially oriented pedagogy within technical communication. Specifically, it explores two approaches to usability—user-centered design and distributed usability—and suggests that the conversation between these approaches can ground socially responsive discussions of technology and technical communication. As such, the discourse of usability provides a field-specific means to address increasing calls for socially situated pedagogies within the field of technical communication.

(2005). An Interview With Donald A. Norman. Technical Communication Quarterly: Vol. 14, No. 4, pp. 469-487.

In this article, we propose that remote, internet-based studies of real users interacting with real websites on their own computers at a time and place convenient for them will provide a solid empirical base from which researchers can extrapolate reliable and valid web-design guidelines. After a discussion of research methods that have been used to support the principles that underlie web-design guidelines, we review some of the methodological issues associated with internet-based research and tools for supporting such work. Given advances in technology, the multitude of users online, and emerging technologies with new interfaces, the time has come for technical communication researchers to enter the arena of internet-based research and conduct remote experiments to support the web-design guidelines that they espouse.

Technical communicators can and should play an important role in the development of information systems to improve the usability of the systems. Besides writing user guides and training material, technical communicators can engage in four other tasks to add value to information systems development: acting as user advocate, writing online help, writing system and error messages, and providing advice on interface design. We assert that technical communicators' involvement in systems development should not be tied to a particular development methodology. Instead, they should be associated with four general tasks in systems development: system investigation, analysis, design, and implementation. We then discuss some notable human factors and their impacts on the tasks performed by technical communicators. Three cognitive mapping techniques-causal mapping, semantic mapping, and concept mapping-are introduced as a means to elicit an individual's belief system regarding a problem domain. These cognitive mapping techniques have great potential for overcoming some behavioral and cognitive problems as well as facilitating understanding among stakeholders in the development of information systems. We discuss how technical communicators can apply various cognitive mapping techniques to improve the usability of the resulting information systems. The use of these techniques is illustrated using a case study.

Research into subjects of concern to technical communicators is occurring with increasing frequency. But as it increases, we must ask ourselves: Is the research serving its purpose? What should researchers be doing? These are the questions that underlie the articles in this special issue.

Two research traditions inform contemporary technical communication research. With its physical science orientation and organizational capaciousness, the tradition of Big Science originated in the laboratory of Ernest O. Lawrence. With its humanistic orientation and individualistic singularity, the tradition of bricolage was identified in the fieldwork of Claude Le/spl acute/vi-Strauss. The current celebration of the former in technical communication research serves to reify a power-driven impulse for utility. The two cultures that result from such an impulse-the organizational professional and the academic researcher-have little common ground for research. To interrupt such harmful dynamics, an orientation to research is offered that celebrates successful past work in technological innovation, information design, the communication process, and the ways those processes emerge in specific contexts. To foster the continuation of such research, a community-based model is offered that draws its strength from the tradition of the bricoleur.

Ideally, academic research should inform workplace practices and workplace practices should inform academic research and education. However, as many researchers have noted, a gap often exists between academia and industry. This article begins to bridge that gap by reporting the results of a small-scale study at Microsoft in which 12 individuals were interviewed about their views on usability education and research. This study addressed two questions: (1) What knowledge, skills, and abilities should technical communication teachers stress in teaching usability and (2) how can academic research in usability benefit practitioners? The results indicate that usability education needs to be expanded to include additional usability evaluation methods and that students need strong critical assessment and communication skills when they enter the workplace. The results also reveal that usability research in the areas of return-on-investment, online help, and cognition would be of great use to practitioners.

An increasing body of research relies on genre to analyze academic and professional communication and to describe how members of a community use language. The purpose of this paper is to provide a review of genre-based research in technical communication and to describe the different approaches to genre and to genre teaching. While some research focuses on the textual analysis of genres, other studies focus on the analysis of the social context and the ideology and structure of the discourse community that owns the genre, and on the role of genres as social rhetorical actions of the community. These two perspectives are also reflected in the teaching of genre in technical communication.

In this article we focus on professional readers who have to write recommendations in an online environment. We address the question whether taking notes on screen influences the reading process and the quality of the recommendations in terms of applicability, completeness, and persuasiveness. Seven participants each composed two pieces of advice on technical communication issues. They could use an electronic Notepad whenever they wished. Taking notes appeared to influence advice quality negatively, which may be caused by attention shifts from reading to taking notes on screen. Although we could not find a relationship between the contents of the notes and advice quality, we noted differences in note-taking approaches between the participants.

Technical communicators need to select typefaces that match the tone that they intend for a document. Rather than relying on intuition or personal preference, technical communicators can use a research-driven approach to analyze objectively the extent to which a typeface's personality meshes with the intended tone of a document. This study describes how technical communicators can analyze a typeface's uppercase J and its lowercase a, g, e, and n letterforms—letterforms that are dense with anatomical information—to gauge the extent to which a typeface will contribute a friendly or a professional personality to a document. Technical communicators—both professionals and students—who are armed with this knowledge can move beyond “safe” typefaces like Times New Roman and Helvetica, selecting instead typefaces whose anatomical features generate different kinds of personalities.

Many technical documents present information both graphically and verbally. While much is known about the verbal tools of technical professionals, technical graphics have been less fully examined. Here the drawings of a United States patent are examined revealing a system for organizing and presenting visual information that is analogous to commonly-used models for organizing and presenting verbal information.

This essay presents analyses of two of the ten site visits of computer classrooms (CCRs) conducted between 1998 and 2003. The two sites are located institutionally within departments of English of two U.S. university campuses. The two CCRs examined here were: (1) observed on site by the author in 2000 and 2001; (2) analyzed according to a set of criteria established before the on-site analyses; and (3) photographed. In addition, a digital writing-rhetoric and/or technical writing faculty member was interviewed in person during each site visit. The analysis, part of a book-length project, provides partial data for determining some kinds of physical and architectural/design issues that existed in selected CCRs in the early 2000s and in a number of similar digital environments today

When writers plan a document together, they rely on gestures as well as speech and writing in constructing a common representation of their group document. This case study of a student technical writing group explores how group members used gestures to create a conversational interaction space that they then treated like a physical text that they manipulated, wrote on, and pointed at. These gestures suggested a group pretext that helped group members translate abstract goals into concrete plans. However, the close proximity of gesture to the physical act of writing may mislead students into thinking that the tricky work of translating abstract ideas into final written form had already been completed. Gestures and adaptor movements (such as fidgeting with a pen) also seemed to conspire to help individuals control the conversational space and call attention to themselves as writers. Implications for future research on gesture and collaborative writing, gender, and writing technologies are discussed.

Many organizations are constantly changing their web presence. Despite the frequency of these redesigns, there appears to be little evidence to explain what kinds of changes are incorporated into each updated version of a web presence. To understand how commercial organizations transform their web presence, we conduct a content analysis and a cluster analysis of press releases describing redesign initiatives in the late 1990s. Findings suggest that the majority of companies redesigned their web presence to expand information and change navigation protocols. Surprisingly, the addition of interactive features such as online ordering and community communication channels is present in only 20% of the redesign cases studied. According to the groups provided by the cluster analysis, most of the changes reported in these press releases are centered on improving the usability of the web presence. Based on this evidence we conclude that initial transformations to commercial websites were more driven by the need to effectively communicate new information than by the addition of e-commerce features.

Effective image use is central to successful international communication. It facilitates usability, decreases translation costs, and reduces the time needed to get products into overseas markets. Yet, culture and image design (CID) is often one of the more problematic factors related to intercultural communication due to the different expectations and associations cultures have for particular images. This essay overviews how the cognitive psychology concept of PROTOTYPES can help technical communicators develop more effective images for international consumers.

This article reports on the utility of personal digital assistants (PDAs) for processing information needed in coordinated, team-based medical work. The author first presents results from a survey of medical professionals, which reveal that medical professionals read PDA-based texts nonlinearly, in short bursts, and without need of a narrative-based organization. The respondents also reported using PDAs to support a range of team-based activities. The author then presents results of a case study of veterinary students using PDAs on clinical rotations. He discusses how the PDA affords uses of text-based information that are suited to medical work that is carried out with the cooperative assistance of people and technologies. After discussing how veterinary students used PDAs to organize information into ad hoc texts, he concludes with challenges and information design guidelines for professional writers in the medical field.

This study contributes to a discussion on collaboration and technical/professional communication in indeterminate zones or less familiar sites for collaboration. The interdisciplinary group for this case study collaborated to write a project proposal to solicit funds from the US government for constructing a test bed for immune buildings as a tactic for combating potential biological and chemical terrorist incidents. Their approach to collaboration coincided with several approaches previously addressed in professional and technical communication research. Novel and creative approaches emerged as a result of this collaboration, but in some instances, disciplinary differences, as manifested by disputes over concepts and terminologies, posed obstacles to collaboration. Such challenges necessitated strong leadership, which was also critical for managing group process.

Technical writing, linked to a business, helps nonscience majors understand the demands of the professional writing world.

Reflecting upon current research and my own pedagogical practices when teaching and administering client-consultant projects in business and technical writing courses, I outline how critical stakeholder theory can help to establish an ethic of care among the participants in client-consultant projects and connect students’ professional and civic lives.

In response to recent calls for internationalization and greater social relevance in professional communication teaching and research, this article links service-learning pedagogy with participatory action research (PAR) methods. A multi-year collaborative project in Kenya illustrates both the challenges and the positive outcomes of international partnerships, which include increased intercultural communication skills, significant contributions to the literature, invigoration of teaching and curriculum, and the development of global civic awareness among all participants. In their recommendations for faculty interested in developing similar partnerships, the authors highlight the importance of understanding the theoretical foundations of service-learning pedagogy and PAR methods, and advocate for the incorporation of exploratory site visits, pre-departure preparation for both students and faculty, critical reflection, efforts to ensure reciprocal benefits, and ongoing outcomes assessment.

Early, theoretically informed program assessment can be particularly beneficial for professional and technical writing programs that seek to incorporate and sustain service-learning approaches. This article adapts Burkean pentadic analysis for use as a form of institutional critique and illustrates the power of this method through a case study of its application at one state university. The method helps practitioners to understand and respond to the complex motives that drive service-learning programs within their local scenes as they extend their work beyond the university into the community.

The growth of international online access has given rise to a new production method—international outsourcing—that has important implications for technical communication practices. Successful interactions within international outsourcing require individuals to understand how cultural factors could affect online interactions. Today's technical communication students therefore need to understand how factors of culture and media could affect the success with which they operate in international outsourcing activities. This article provides technical communication instructors with a series of Web-based exercises they can use to familiarize students with different aspects that can affect intercultural online interactions. It also provides a series of online resources students can use to enhance their understanding of cross-cultural communication in cyberspace.