IEEE Transactions on Professional Communication Dec 2006

Abstract

By drawing on the in-class work of an ongoing literacy outreach project, this paper explains how well-chosen technical writing activities can earn a place in high school science courses by enabling underperforming students (including English as a second language [ESL] students) to learn science more effectively. We adapted basic research-based text-design and usability techniques into age-appropriate exercises and cases using the cognitive apprenticeship approach. This enabled high school students, aided by explicit guidelines, to build their cognitive maturity, learn how to craft good instructions and descriptions, and apply those skills to better note taking and technical talks in their science classes

Journal
IEEE Transactions on Professional Communication
Published
2006-12-01
DOI
10.1109/tpc.2006.885867
CompPile
Open Access
Closed
Topics
technical communication multilingual writers literacy studies
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Citation Context

Cited by in this index (1)

  1. Friess (2025)
    “Boring People Doing Boring Jobs”: High School Educators’ Conceptions of Techni…
    Technical Communication Quarterly

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