Technical communication from 1950–1998: Where are we now?

Katherine Staples Austin Community College

Abstract

The changes in technical communication education between 1950 and 1998 have led to disciplinary maturity: the development of academic programs and of a body of innovative research. This disciplinary maturity parallels the professional identity and growth of numbers of technical communication practitioners. As a thriving multidiscipline with many direct research and pedagogical connections to the workplace, technical communication can uniquely influence workforce values, providing a new, evolving disciplinary model for higher education. However, technical communication's disciplinary maturity also means a movement away from practice and from the service course, the foundations of technical communication as a discipline and the sources of its workplace influence.

Journal
Technical Communication Quarterly
Published
1999-03-01
DOI
10.1080/10572259909364656
CompPile
Open Access
Closed
Topics
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Citation Context

Cited by in this index (12)

  1. IEEE Transactions on Professional Communication
  2. IEEE Transactions on Professional Communication
  3. Rhetoric Review
  4. Journal of Business and Technical Communication
  5. Technical Communication Quarterly
Show all 12 →
  1. Journal of Technical Writing and Communication
  2. Journal of Technical Writing and Communication
  3. Journal of Technical Writing and Communication
  4. IEEE Transactions on Professional Communication
  5. IEEE Transactions on Professional Communication
  6. Journal of Technical Writing and Communication
  7. Journal of Business and Technical Communication

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