Technical Communication Quarterly Apr 2006

Assessment in Client-Based Technical Writing Classes: Evolution of Teacher and Client Standards

Summer Smith Taylor

Abstract

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.

Journal
Technical Communication Quarterly
Published
2006-04-01
DOI
10.1207/s15427625tcq1502_1
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Closed
Topics
writing pedagogy teacher development assessment technical communication
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Citation Context

Cited by in this index (17)

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CrossRef global citation count: 19 View in citation network → Build reading path →

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