Integrating Quantitative Literacy into Technical Writing Instruction

Crystal Broch Colombini The University of Texas at San Antonio ; Sue Hum The University of Texas at San Antonio

Abstract

The authors argue that skills in quantitative literacy (QL) and quantitative reasoning (QR) augment students’ communicative effectiveness. This article offers a pedagogical framework and model for how QR can be productively interwoven with the rhetorical know-how of technical writing pedagogy. The authors describe their course redesign, present preliminary assessment data, and conclude by highlighting some implications not only for student learning, but also for the QL movement itself.

Journal
Technical Communication Quarterly
Published
2017-10-02
DOI
10.1080/10572252.2017.1382259
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Citation Context

Cited by in this index (4)

  1. Technical Communication Quarterly
  2. Journal of Business and Technical Communication
  3. Journal of Technical Writing and Communication
  4. IEEE Transactions on Professional Communication

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