Technical writing means many things to many people. The instructive literature for the field generally either emphasizes that portion of the field conforming to the author's interpretation or attempts to cover the entire field with general concepts and admonitions. Rarely does a book appear that covers as much, as clearly, and in as practical a manner as Technically — Write! by R. S. Blicq. Mr. Blicq is Head of the Industrial and Technology Communication Department at Red River Community College, in Winnepeg, Canada. He obviously has had extensive experience teaching technical communications and, in this text book, he speaks familiarly at the undergraduate level. More than this, his presentation holds a warmth and intimacy that is uncharacteristic of instructional literature: the professor is speaking to you in his classroom. Although the physical scientist and even the graduate engineer may tend to view the style as being below his level of sophistication, Mr. Blicq has packed almost every principle of clear technical exposition on the widest variety of communications in this 380-odd page book, along with “problems” in the form of work assignments at the end of each chapter. Even for the professional communicator, this book holds much of value as a reference when he is faced with an assignment in a portion of the field outside of his specialty.

little about. We learn to teach composition by experience, it is true, but it is unpredictable and to a large extent accidental if we ever become proficient in our trade. Perhaps such a situation was acceptable before World War II, before the colleges expanded and their populations changed from a relatively small number of preparatory students to an ever-increasing number of most high school graduates. Such, certainly, is the case in the City University of New York, which began implementing open enrollment in the 1970 academic year. And such, probably, is the case in the many state and community college systems throughout the country. As the number and kind of students have changed, so have the problems of freshan composition. Let it be clear that we do not wish to

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Formal training in technical report writing is virtually non-existent in Australia. The technical colleges in the State of Victoria are the only tertiary institutes which have provided this sort of training for their graduates. The courses provided at the Swinburne College of Technology incorporate an unusual feature, in that the classes are conducted by two lecturers; one from the appropriate technical faculty and one from the General Studies faculty, each having supervisory control over different aspects of the course, but working together in close cooperation. This system, which has now been used for about ten years, has been remarkably successful, not only in the quality of reports produced by the students, but in breaking down the barriers between the staffs of the technical faculties and the humanities lecturers.

This article attempts to outline for teachers and prospective teachers of technical illustration the requirements for becoming a technical illustrator. Included is a course of technical illustration that could be taught in the high school, vocational or trade school, junior college, or college.

This paper discusses an interdisciplinary program at Kalamazoo Valley Community College in which the student is trained in several communications media: data processing, engineering graphics, technical reporting (oral and written), as well as various options. Additional work in computer graphics and technical illustration is included.

prompt David Rockefeller to close his bank account. He is necessarily a commuter, which means he still has to find his way among the tangle of emotional ties that bind him to his parents, brothers, and sisters (not to mention his employer). The chances are he has had some brush with the law, either on the record or off. Most probably rooted to an urban area, he has experienced metropolitan blight and the threatening clouds of pollution. He is generally older than his senior college counterparts and consequently somewhat more worldly, if even in only a local sense. In many cases, Uncle Sam has already pointed a finger at him and clapped him in a world of khaki and standard operating procedures. To purveyors of academia, he is a maverick, having already sewn his oats in high school where the myth of his incorrigibility has long since taken on classic proportions. He is, in the au courant terminology, disadvantaged. As a result of the community college student's gradual and tacit rejection, this educational bad apple comes out of high school almost accepting the stigma of failure that has been constantly attached to him throughout his learning career. The irony is that he has virtually no trouble whatever finding his way among the complicated forces in the real world. He gets a job. He buys a car on time. He applies for a loan. He successfully (at least temporarily) cons his parents into a little more rent-free time at home. This so-called dropout, in fact, knows the ropes. He may be an educational outcast, but ask any knowledgeable member of his community and he will tell you he most certainly is not a social outcast, providing it is one of his peers who is making the judgment. Yet when our institutional ne'er-do-

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Teaching Composition/Communication in Junior College, College Composition and Communication, Vol. 8, No. 3, General Session, Panel, and Workshop Reports. Conference on College Composition and Communication, 1957 (Oct., 1957), pp. 153-154

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