This review identifies technical communication programs outside the United States and comments on such features as their location in the university structure, links with public relations, the inclusion of internships or practicums, the balance of theory and practice, and typical course offerings. It also provides a listing (including Web addresses) of a dozen major programs in seven countries. The review concludes that programs abroad share many features and goals with programs in the United States and suggests how international programs can illustrate the value of technical communication in the global marketplace.

This article proposes a postmodern reconceptualization of technical communication pedagogy to make student and professional agency a major concern, especially because technical communicators must compete in a global economy that rewards flexibility and penalizes inflexibility. Postmodern mapping metaphors and Robert Reich's methodology for training “symbolic-analytic” workers are used to suggest ways in which a postmodern approach to technical communication could be taught.

Professional technical communication often takes place within a larger organizational structure, a structure defined and constrained by both external (national or disciplinary) and internal (organizational) cultures. Thus, theories that help technical communicators analyze and understand organizations can be of especial importance. This bibliography overviews theories of organization from the viewpoint of culture, using five themes of organizational research as a framework. Based on this framework, each section introduces specific theories of international, intercultural, or organizational communication, building upon them through a series of related articles, and showing how they can be applied in the field of technical communication.

This article argues that the philosophical hermeneutics of Hans-Georg Gadamer provides a useful theoretical framework from which to discuss ethical issues in the technical communication classroom. The article analyzes a previously published case study to demonstrate how hermeneutics can shed light on the ways that writers can be unconscious of ethical problems in their own writing. Finally, some suggestions for pedagogical applications are presented.

(2001). Research Tactics for Constructing Perceptions of Subject Matter in Organizational Contexts: An Ethnographic Study of Technical Communicators. Technical Communication Quarterly: Vol. 10, No. 1, pp. 59-95.

Emphasis on page design, as an aid to visual accessibility, did not receive attention in modern technical writing until the 1970s. However, accounting documents and instructional texts utilized format and document design strategies as early as the twelfth century to enhance the organization of quantitative data and linear bookkeeping entries. Format in text was used to reflect the arrangement used in oral accounting practices and to produce uniform documents. Thus, format was integral to the rise of pragmatic literacy of the commercial reader. During the Renaissance, these early format strategies received impetus from Ramist method. The result was design strategies that attempted to capture the rigid principles of organization fundamental to commercial accounting. These early accounting documents also illustrate the plain style that would become the focus of the later decades of the seventeenth century. Clarity in language paralleled clarity in page design for the sole purpose of eliminating ambiguity on the page and on the sentence level. Plain style was thus nurtured by financial forces long before the advent of natural science.

Teachers at all levels of college instruction use service learning, a popular pedagogical tool since the mid-eighties, to teach students both social consciousness and pragmatic, real-world writing skills. This article explores the concept of service learning as rhetorical action in the field of technical communication in general, and the question of whether service learning is appropriate in beginning level technical writing courses. Using my experience through two years of service learning instruction in community college classes, I respond to the charge that students in lower-division courses may lack the maturity to successfully enact service learning assignments. I also analyze the appropriateness of the community college as a catalyst for community-based writing projects.

Discourse theories frequently emphasize the importance of understanding audience but seldom delve into how writers form conceptions of their audiences, especially in organizations. This study examines computer documentation writers’ tactics for conceiving of their audiences. Based on two ethnographic case studies and insights from activity theory, the author describes and evaluates technical communicators’ tactics for understanding audiences, constrained and supported by their organizations. She discusses the advantages and limitations of each tactic, looking at how each tactic might answer questions about audience. This research should be useful to technical communication educators as they expand students’ options for audience research in nonacademic settings. In addition, the findings of this study can enhance theories about the ways writers create images of their audiences.

Visual metadiscourse can provide design criteria for authors when considering the needs and expectations of readers. The linguistic concept of metadiscourse is expanded from the textual realm to the visual realm, where authors have many necessary design considerations as they attempt to help readers navigate through and understand documents. These considerations, both textual and visual, also help construct the ethos of authors, as design features reveal awareness of visual literacy and of the communication context. Visual metadiscourse complements textual metadiscourse in emphasizing the necessity of rhetoric in technical communication.

Identified in this article are 163 texts selected from a database of over 25,000 citations collected from five technical communication journals between 1988 and 1997. The texts—points of reference—represent the research, theory, and practice of technical communication.

This article aims to expound the importance of a knowledge of linguistics and the theories of human language to a technical author. Linguistics is often seen as a specialised branch of language for language experts. When technical authors communicate, they do need the tools of linguistics to handle the rhetorical grammar and patterns of technical prose. The linguistic features and semanics involved in technical writing also become relevant, as is visual and graphic representation.

Technology is commonly described in magical terms, not only in advertising but also in journalism and technical communication. This article provides some background on the use of magical language in technical contexts, gives examples of magical discourse in technology advertisements and newsmagazine articles, and proposes a technical communication pedagogy of media analysis. The proposed pedagogy involves students in conducting diagnostic critiques of media texts and affords them the opportunity to examine critically their own unwitting use of magical language in technical discourse.

At first glance, there seems to be very little in common between professional communication and a nineteenth-century detective story. However, there is a strong link between Poe's "The Purloined Letter" (E.A. Poe, 1975) and the successful practices of today's professional communicators, particularly technical writers and editors. In the story, Poe's writing methodology and his main character's investigative advice both offer useful guidelines for successful professional communication. "The Purloined Letter" is a formulaic detective story about Dupin, a witty detective who solves the case of a stolen letter, a case previously unsolved by the French police. Dupin uses intimate knowledge of human logic and reasoning to find the stolen letter. His method is contrasted with that of the French police who had spent months unsuccessfully searching for it. Dupin's means of finding the letter is a series of significant courses of action that can be applied to effective professional communication strategies. The article summarizes Dupin's advice and how it can be applied to effective technical communication today.

Janet Rochester is a Senior Member of the Engineering Staff at Lockheed Martin in Moorestown, New Jersey. She is one of twelve engineer writers in the Engineering Documentation Department. Janet is one of the first four graduates from Drexel University's Masters program in Science and Technical Communication. She also has an MBA from Monmouth College as well as a degree in Botany from the University of London, England. The interview with Ms Rochester covers her work and professional duties.

Within the classic information technology (IT) engineering disciplines (software and hardware engineering), there is sometimes skepticism about the status of technical writing. How can the manipulation of words and images compare with the rigors of producing efficient code or densely populated boards? Many technical writers don't have a degree with "science" in the title. To outsiders, their world seems an odd one, where trivial matters like the location of hyphens are intensely debated. The author addresses the question of whether technical writing is an engineering discipline by examining an authoritative set of criteria used to define systems engineering. This examination will take the form of worked examples from systems engineering and technical writing to see how each discipline matches these criteria. The conclusion is that technical writing, done correctly, meets the strict definition of an engineering discipline. Technical writing is not consistently accepted as such because of cultural differences, most specifically noted in the relative weight of academic qualifications.

This study examines how students enrolled in two Web-based sections of a technical writing class performed compared to students enrolled in a conventional version of the class. Although no significant difference in student performance was found between the two learning conditions, our data reveal intriguing relationships between students' prior knowledge, attitudes, and learning styles and our Web-based writing environment. One finding that we focus on is that reflective, global learners performed significantly better online than active, sequential learners, whereas there was no difference between them in the conventional class. Our study highlights the complexity of effective teaching and the difficulty of making comparisons between the online and the classroom environments. In particular, we maintain that the transfer of active learning strategies to the Web is not straightforward and that interactivity as a goal of instructional Web site design requires significant elaboration.

Readings in Information Visualization: Using Vision to Think. Ed. Stuart K. Card, Jock D. Mackinlay, and Ben Shneiderman. San Francisco: Morgan Kaufmann, 1999. 712 pp. Information Design. Ed. Robert Jacobson. Cambridge, MA: MIT P, 1999. 357 pp. Information Architects. Ed. Peter Bradford. Introduction by Richard Saul Wurman. New York: Graphis, 1997. 235 pp. Visual Language: Global Communication for the 21st Century. Robert E. Horn. Bainbridge Island, WA: MacroVU, 1998. 270 pp. Digital Sensations: Space, Identity, and Embodiment in Virtual Reality. Ken Hillis. Minneapolis: U of Minnesota P, 1999. 271 pp.

This article reports the results of a survey of thirty-one colleges of veterinary medicine in the United States and Canada to identify common writing, speaking, and reading tasks performed by veterinary medical students and practicing veterinarians. From the twenty-seven colleges that responded (87% response rate), we learned that writing, speaking, and reading tasks are assigned in almost every veterinary medical course and that the communication tasks assigned in veterinary medical courses accord well with the communication tasks expected to be performed by practicing veterinarians. Along with these learning-to-communicate tasks, veterinary medical students are also assigned communicating-to-learn tasks. Unlike many of the writing-to-learn tasks associated with writing-across-the-curriculum programs, communicating-to-learn tasks in veterinary medical courses seem concerned with teaching students to think like veterinary medical practitioners. The emphasis on communication in veterinary medical curricula is probably due to some extent to the emphasis on problem-based learning, a curricular innovation popular in veterinary medical education. Problem-based learning requires that instruction be designed around cases or problems to be solved rather than topics or information to be covered. This merging of research and practice in the education of veterinary medical students may offer lessons for the education of professional practitioners in technical communication.

Research activity is an integral component in the formation of professions. Evidence shows that business and technical communication specialists conduct research in both academic and practitioner career fields. In other disciplines, course work has been recognized as the primary means for preparing students to conduct and consume research. Yet, no publications document the status of research methods course work for U.S. students specializing in business and technical communication. This study provides a descriptive basis for assessing three areas in those courses: research methods topics, required readings, and teaching or assessment methods. An analysis of the results leads to a proposed agenda for preparing students specializing in business and technical communication for their future work roles in both academe and industry.

More than 1,600 serials from across the disciplines were identified as sources for technical communication scholars. The 99 most frequently cited serials are described. This citation analysis is distinguished from others by the size of the database (25,000+ citations), the 10-year review of articles published in five technical communication journals between 1988 and 1997, the number of serials cited and reviewed, and the focus on technical communication as a discipline. The analysis yielded two observations. First, five technical communication journals have grown in strength as forums for discussions of technical communication. Second, the serials cited illustrate the diversity of resources referred to from business, education, psychology, science, and technology-related sources. As a discipline, technical communication has developed depth and rigor through building the base of its research and theory while integrating the research and theory gathered from a number of disciplines.

The article describes how the role of an information architect increased in value and how that increased value changed the job description. It goes on to examine how blending knowledge occurs through shifts in terminology, imitation of another field, and selling new concepts.

We are pleased to bring you this joint issue of Technical communication and IEEE transactions on professional communication on communication in cross-functional teams. This special issue is a result of a collaborative effort between two leading organizations in the field of technical communication—the Society for Technical Communication and the IEEE Professional Communication Society. The topic of the special issue seems particularly appropriate given the nature of this joint venture.

Focuses on less formal approaches to implementing cross-functional teams in software development environments. The authors show that technical communicators are ideal candidates for initiating cross-functional approaches in their organizations.

Focuses on communication channels (or media) that technical writers uses to obtain and verify information and their reasons for selecting them. The author analyzes data from a survey of 30 technical communicators who responded to an e-mail questionnaire.

This article recommends strategies academics can use to contribute to an issue of great interest in industry: how best to define, measure, and achieve quality documentation. These strategies include contextualizing quality definitions, advocating the use of multiple quality measures, conducting research to identify specific heuristics for defining and measuring quality in particular workplace contexts, and partnering with industry to educate upper management about those heuristics and the benefits of promoting technical communicators to the strategic role of organizational “gatekeepers of quality.”

Vivian Cook, University of Essex, advises his fellow EFL (English as a Foreign Language) teachers to view their students as multicompetent language users rather than as deficient native speakers. The same advice can readily be given to technical writers and editors who may occasionally struggle to adapt the writing of nonnative speaking (NNS) engineers, researchers, and programmers to style book norms. This approach certainly applies to those of us who work with or manage NNS colleagues. Although addressed to language teachers, the author considers how Cook's observations have validity for many workplace interactions in the growing international community.

The aim of the study is to analyze the process of document design in a multilingual setting. In order to evaluate translation quality, a theoretical perspective is formulated as a basis for criteria for a good translation. In this perspective, the target text is considered an autonomous document. Two sets of criteria are distinguished: correctness errors and functional errors. The tools that were used to assess translation quality were expert analysis and reader focused evaluation. For both tools, a multilingual evaluation team was formed with the highest possible expertise in the target languages, in linguistics, and in usability. In this case study, the process of evaluation and the results are described.

Techniques for observing selection and reading behavior in professional documents, such as the thinking-aloud and the click-and-read methods, may affect the reading process to be observed. Such so-called reactivity problems complicate the use of these instruments in experimental research and usability testing. If their influence is unknown, any experimental results obtained with these instruments may be caused by the testing method. One way to detect reactivity effects is to compare different instruments in a series of experimental studies. In this initial study, we compared the thinking-aloud method, the click-and-read method, a combination of these two methods and a silent reading condition. Subjects read and judged a 53-page policy document in one of these conditions. We investigated whether or not different observation instruments caused specific differences in information selection, judgment and knowledge. Thinking aloud did not cause any differences in the selection of information. Both the thinking-aloud method and the click-and-read method affected the judgment task outcome. Thinking aloud led to many positive and few negative judgments, whereas silent reading led to many negative and few positive judgments. The results for the click-and-read method showed a tendency toward the same effect. Neither method affected the knowledge test results.

Thinking-aloud protocols may be the most widely used method in usability testing, but the descriptions of this practice in the usability literature and the work habits of practitioners do not conform to the theoretical basis most often cited for it: K.A. Ericsson and H.A. Simon's (1984) seminal work. After reviewing Ericsson and Simon's theoretical basis for thinking aloud, we review the ways in which actual usability practice diverges from this model. We then explore the concept of speech genre as an alternative theoretical framework. We first consider uses of this new framework that are consistent with Ericsson and Simon's goal of eliciting a verbal report that is as undirected, undisturbed and constant as possible. We then go on to consider how the proposed new approach might handle problems that arise in usability testing that appear to require interventions not supported in the older model.

To test the theories that drive technical communication research, investigators may statistically analyze data gathered for descriptive or experimental studies. In such analyses, investigators often set a very small statistical risk of rejecting a true null hypothesis of no relationship between variables to avoid subsequently incorrectly accepting an alternative hypothesis that there is a relationship. By this normal procedure, investigators may unwittingly lower the statistical power to reject a false null hypothesis of no relationship, and, thereafter, they may incorrectly fail to accept the statistically alternative hypothesis that there is a relationship. Our purpose is to demonstrate how to use a statistical table for planning ahead to gain acceptable power and how to report the power fully in the results. Even after an experiment has been completed, investigators can still estimate and report the power. Careful attention to power contributes to more meaningful tests of theories, and good reporting gives readers a clearer picture of the meaning of the tests.

When students are also corporate employees, unique ethical and legal problems can arise in a technical communication classroom. To help instructors and employed students understand their situation, I review in this article several major approaches to normative ethics and define various legal terms. Next, I analyze two classroom incidents from the ethical and legal points of view. Finally, I provide guidelines that may help instructors address or forestall the potential consequences of classroom activities involving employed students.

Uses a qualitative methodology to examine how discourse norms and socialization processes affect the development of technical requirements. Our exploratory investigation of how government personnel develop and review technical requirements indicates that discourse norms and academic technical writing socialization processes affect the technical writing process. Technical writers perceived that requirements in work statements became less precise as more requirements were coordinated in team-based designs. In essence, we found that, in team-based designs, interpretation conflict and technical diffusion were important dimensions when writing and coordinating technical requirements. Our findings suggest that collaborative technical writing is a complex and difficult process in team-based designs where integration and persuasion skills dominate.

In the usability testing of Web sites, thinking aloud is a frequently-used method. A fundamental discussion, however, about the relation between the use of different variants of thinking aloud and the evaluation goals for this specific medium is still lacking. To lay a foundation for this discussion, I analyzed the results of three usability studies in which different thinking-aloud tasks were used: a simple searching task, an application task and a prediction task. In the task setting, the profile of the Web surfer, the communication goal of the Web site and other quality aspects are taken into account. The qualitative analysis of these studies shows that the task variation has some influence on the results of usability testing and that, consequently, tasks should be matched with the evaluation goals put forward.

Traditionally, many American technical communicators have tended to view translation as a "one-way" system in which they create English-language source text that is converted into another language. This singular perspective of translation can be seen in professional communication literature that tends to focus on how to better "write for translation" rather than exploring other ways in which technical communicators might be able to make use of translators or the translation process. While English is a key language used in international technical and scientific discourse, it is not the only language being used. Speakers of languages other than English are increasingly contributing to various scientific and technical fields. As a result of this factor, technical communicators should begin rethinking ways in which they view and use translation if they wish to remain effective communicators in the new global marketplace.

This article supplements existing rhetorical scholarship by returning to the notion of invention as general preparation of the communicator. Although much scholarship about invention in technical communication exists, it consists mainly of heuristics, checklists, ethical considerations, and audience awareness. Part of invention is using basic strategies to prepare the communicator to assess any communication situation and its context and to generate the appropriate discourse. Rhetorician Kenneth Burke's theories of dialectic and rhetoric are a twentieth-century version of this; this article explains important Burkean strategies such as etymological extension, limits of agreement with the thesis, finding the complex in the simple, expanding the circumference, translation or alembication, the four master tropes, and the pentad, and it shows how to apply these in technical communication. The article closes with a classroom assignment that uses Burkean invention strategies.

Ethics as a topic in technical communication has grown in interest in the past quarter century as the field itself has matured. We now understand technical communication as involved in communicating not only technical information but also values, ethics, and tacit assumptions represented in goals. It also is involved in accommodating the values and ethics of its many audiences. This understanding is linked to an awareness of the social nature of all discourse and the root interconnectedness of rhetoric and ethics. This article presents an introduction and annotated bibliography of articles from technical writing and communication journals over this period, arranged in categories of professional, academic, and systematic approaches. Ethics is broadly conceived to include not only particular theories but also systems of values and principles.

The Presentation of Technical Information. 3rd ed. Reginald Kapp. Letchworth, Hertfordshire, UK: The Institute of Scientific and Technical Communicators, 1998. 136 pages. User‐Centered Technology: A Rhetorical Theory for Computers and Other Mundane Artifacts. Robert R. Johnson. Albany: SUNY P, 1998. 195 pages. Ethics in Technical Communication: Shades of Gray. Lori Allen and Dan Voss. New York: Wiley, 1997. 410 pages. The Dynamics of Writing Review: Opportunities for Growth and Change in the Workplace. Susan M. Katz. Vol. 5 in the ATTW Contemporary Studies in Technical Communication. Stamford, CT: Ablex Publishing Corp., 1998. 134 pages. Essays in the Study of Scientific Discourse: Methods, Practice, and Pedagogy. Ed. John T. Battalio. Vol. 6 in the ATTW Contemporary Studies in Technical Communication. Stamford, CT: Ablex Publishing Corporation, 1998. 264 pages. Outlining Goes Electronic. Jonathan Price. Vol. 9 in the ATTW Contemporary Studies in Technical Communication. Stamford, CT: Ablex Publishing Corp., 1999. 177 pages (including bibliography and indexes). Wiring the Writing Center. Ed. Eric H. Hobson. Logan, Utah: Utah State UP, 1998. 254 pages. Inventing the Internet. Janet Abbate. Cambridge, MA: MIT Press, 1999. 264 pages.

This article argues that professional writing researchers can help shape public policy by understanding policy making as a function of institutionalized rhetorical processes and by using an activist research stance to help generate the knowledge necessary to intervene. My goal is to argue for what activist technical writing research might look like, lay out an understanding of institutions that is helpful for influencing public policy, and illustrate the promises and the problems of both positions by using the case of a study focused on local HIV/AIDS policy making. According to this way of thinking, professional writing researchers can impact policy by helping change the processes by which policy gets made.

Practical experience teaches the difficulty and the messiness of democratic public policy processes. A discourse analytic perspective on rhetorical action in the institutional settings of policy work reveals the dynamics of effective agency. By simulating practical experience and by developing a discourse analytic perspective, academic instruction in professional and technical communication can show students what elected officials, governmental staff, and non‐profit non‐governmental organizations (NGOs) do to make or to implement policy.

Investigates both students’ and instructors’ perspectives on issues dealing with complications of using collaborative groups. Ascertains whether the costs of collaborative writing projects outweigh the benefits. Explores ways in which teachers can maximize benefits and minimize costs. Concludes that collaborative projects are necessary and that problems can be minimized through careful planning and close monitoring.

Despite claims for at least the past quarter century of mature professional status for the field of technical communication, studies in the history and sociology of the professions provide criteria that suggest we are not yet truly a profession. This article reviews economic, sociopolitical, and ideological factors that characterize the modern professions and argues that the technical communication field, at best, only partially meets the criteria. The prospects for professional status of technical communication might be improved by developing a critical consciousness of the processes of professionalization and concertedly acting in ways that facilitate those processes.

The redefinition of logos as an appeal to logic is a mistaken association found all too often in the technical communication classroom. Logic inheres in all three proofs of persuasion; moreover, Aristotle used logos within the context of classical rhetoric to refer to the argument or speech itself. In this light, the proofs of persuasion represent the set of all logical means whereby the speaker can lead a “right-thinking” audience to infer something. If that something is an emotion, the appeal is to pathos; if it is about the character of the speaker, the appeal is to ethos; and if it is about the argument or speech itself, the appeal is to logos. This interpretation reinstates all three proofs of persuasion as legitimate, logical means to different proximate ends and provides a coherent definition of logos, consonant with Aristotle's Rhetoric, to the next generation of technical communicators.