Abstract

Proposals are ubiquitous documents with challenges beyond the writing task itself, such as project management, strategic development, and research. Reporting on proposal instruction research in other fields and the results of an interview study with proposal writers, this article argues for a shift in how proposals are taught and conceptualized. By coaching students on the wide range of rhetorical practices that proposals require rather than how to produce proposal documents, technical and professional communication instruction can better prepare future communicators to manage and produce competitive proposals and more actively participate in these important efforts in the community, industry, and academy.

Journal
Journal of Technical Writing and Communication
Published
2019-01-01
DOI
10.1177/0047281617743016
Open Access
Closed
Topics

Citation Context

Cited by in this index (4)

  1. Technical Communication Quarterly
  2. Technical Communication Quarterly
  3. Journal of Technical Writing and Communication
  4. Journal of Business and Technical Communication

Cites in this index (4)

  1. Journal of Technical Writing and Communication
  2. Journal of Technical Writing and Communication
  3. Journal of Business and Technical Communication
  4. Written Communication
Also cites 2 works outside this index ↓
  1. 10.1177/002194366700500103
  2. 10.1080/87567555.2012.741080
CrossRef global citation count: 12 View in citation network →