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
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Topics
genre theory technical communication qualitative research editorial matter
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Citation Context

Cited by in this index (6)

  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: Typical …
    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. Mackiewicz (2004)
    The Effects of Tutor Expertise in Engineering Writing: A Linguistic Analysis of…
    IEEE Transactions on Professional Communication
  5. Smith (2003)
    The Role of Technical Expertise in Engineering and Writing Teachers’ Evaluation…
    Written Communication
Show all 6 →
  1. Gruber et al. (1999)
    Writing4practice in engineering courses: Implementation and assessment approaches
    Technical Communication Quarterly

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  1. _____ (1997)
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CrossRef global citation count: 13 View in citation network → Build reading path →

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