Technical Communication Quarterly Mar 1999

A contrary view of the technical writing classroom: Notes toward future discussion

Jack Bushneil University of Wisconsin–Eau Claire

Abstract

Rather than acting as training departments for students’ future employers (a mission reflected in most textbooks and journal scholarship), technical writing programs should be teaching skepticism, critical thinking, and paradigm‐breaking. They should be highlighting the agendas and “narratives” inherent in any text, rather than sustaining a positivist faith in neutrality and objectivity, because students who understand the power of language to shape the workplace (not simply to transmit information) turn out to be the most effective, most successful professionals. This article questions the widespread, largely uncritical importing of corporate paradigms into the technical writing classroom and calls for the university to remain separate from the corporation in its purpose. The article goes on to describe a recently developed senior seminar that challenges students’ assumptions about scientific and technical writing, including their own. Through courses like this, it is hoped that students will enter their professions as savvy, questioning thinkers rather than simply as efficient, problem‐solving doers.

Journal
Technical Communication Quarterly
Published
1999-03-01
DOI
10.1080/10572259909364658
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Open Access
Closed
Topics
writing pedagogy teacher development argument technical communication
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Citation Context

Cited by in this index (15)

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CrossRef global citation count: 17 View in citation network → Build reading path →

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