Abstract
Although engineering departments were dissatisfied with early twentieth-century technical writing teaching methods, those methods were not simply a result of “anti-science” attitudes. In fact, late nineteenth- and early twentieth-century composition teachers tried to accommodate the influx of applied science students by teaching correctness and clarity of style and stressing the expository modes of writing. Emphasis on “clarity” was a legacy of rhetoricians like Hugh Blair of the eighteenth century. Emphasis on expository modes was a legacy of the nineteenth-century rhetoricians' interest in the inductive methodology of “pure” science, a method which implied invention by “observation” and made conclusions “self-evident”: argument was unnecessary since observations and methods only need to be explained to “convince.” Applied science departments were, in reality, dissatisfied with teaching methods based on “pure” rather than “applied” science methodology.