Technical Communication Quarterly Sep 1998

Responding to technical writing in an introductory engineering class: The role of genre and discipline

Paul Miller ; Jaye Bausser The Ohio State University ; Audeen Fentiman The Ohio State University

Abstract

A case study of an experienced professor's comments on a design report in a first‐year engineering class was conducted over the period of an academic year. When compared with the commenting styles of technical writing teachers, the engineering professor's comments were found to be highly directive, and thus at odds with the preference for facilitative comments that prevails in composition studies. However, differences in genre conventions explain much of the discrepancy.

Journal
Technical Communication Quarterly
Published
1998-09-01
DOI
10.1080/10572259809364641
Open Access
Closed
Topics
technical communication

Citation Context

Cited by in this index (5)

  1. Taylor (2011)
    “I Really Don't Know What He Meant by That”: How Well Do Engineering Students U…
    Technical Communication Quarterly
  2. Taylor (2007)
    Comments on Lab Reports by Mechanical Engineering Teaching Assistants
    Journal of Business and Technical Communication
  3. Taylor et al. (2006)
    Ten Engineers Reading: Disjunctions between Preference and Practice in Civil En…
    Journal of Technical Writing and Communication
  4. Smith (2003)
    The Role of Technical Expertise in Engineering and Writing Teachers’ Evaluation…
    Written Communication
  5. Gruber et al. (1999)
    <i>Writing4practice</i> in engineering courses: Implementation and …
    Technical Communication Quarterly

Cites in this index (6)

  1. Straub (1996)
    The Concept of Control in Teacher Response: Defining the Varieties of "Directiv…
    College Composition and Communication
  2. HAGGE (1994)
    The Value of Formal Conventions in Disciplinary Writing
    Journal of Business and Technical Communication
  3. Beason (1993)
    Feedback and Revision in Writing across the Curriculum Classes
    Research in the Teaching of English
  4. Podis et al. (1986)
    Improving our responses to student writing: A process‐oriented approach
    Rhetoric Review
  5. Horvath (1984)
    The components of written response: A practical synthesis of current views
    Rhetoric Review
Show all 6 →
  1. Brannon et al. (1982)
    On Students' Rights to Their Own Texts: A Model of Teacher Response
    College Composition and Communication
Also cites 4 works outside this index ↓
  1. 10.2307/356714
     ↗
  2. 10.2307/377036
     ↗
  3. 10.2307/357622
     ↗
  4. 10.2307/817882
     ↗
CrossRef global citation count: 13 View in citation network →

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