Writing Research in the Technical Writing Classroom: The Blind Leading the Double-Blind

Journal of Technical Writing and Communication Oct 1987

Writing Research in the Technical Writing Classroom: The Blind Leading the Double-Blind

Deborah H. Holdstein Governors State University ; Tim Redman The Ohio State University at Lima

Abstract

A review of recent research in the field of technical writing and communication indicated that although the methodologies employed were sound, they were not fully articulated. An attempt to use a double-blind research design in the writing classroom by dividing the students into competing teams that reviewed each other's work led to some interesting reactions by the students as well as to some the need to introduce more open-ended assignments in our classrooms. Asking our students to come up with competing solutions to the same problem and requiring them to design means of testing their effectiveness can develop their abilities in critical thinking and group dynamics. At the same time this approach will allow teachers to pursue their own research on various problems in technical communication. The result is a unit which has pedagogical effectiveness and suggests new directions for writing research.

Journal: Journal of Technical Writing and Communication
Published: 1987-10-01
DOI: 10.2190/95ur-fmne-7xpg-3g6y
Open Access: Closed
Topics: multimodality technical communication multilingual writers

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Cites in this index (1)

Sides (1981)

Heuristics or Prescription: Synthesis Rather than Choice

Journal of Technical Writing and Communication

Also cites 1 work outside this index ↓

Stouffer S., Some Observations on Study Design, American Journal of Sociology, January 1950.

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