<bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</b> In this article, I examined 10 technical and professional communication books (TPCBs) to get a glimpse into whether and how the authors discuss bias in language (BIL), which I argue is a diversity, equity, and inclusion (DEI) and social justice issue that warrants responsiveness in the technical and professional communication (TPC) field. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Literature review:</b> I situate this analysis in relation to research about BIL, the pejorative impact of BIL on people and groups, and the DEI and social justice conversation, research, and action within the TPC field. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research questions:</b> 1. Do TPCB authors discuss BIL to illuminate the interplay of language use and equity and inclusion? 2. If so, what types of biases are discussed? 3. What do their BIL discussions include? <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research methodology:</b> Using content analysis, I examined 10 TPCBs to determine whether and how the authors address BIL. When found, I documented the presence, frequency, and composition of all BIL discussions for all 10 TPCBs analyzed. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Results/discussion:</b> I found that nine out of the 10 TPCBs examined include discussion of BIL, and of the BIL types found, sexist/gendered language was mentioned the most—appearing in nine of the 10 TPCBs. I provide tables to show the composition of the authors’ BIL discussions. <bold xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Conclusion:</b> I conclude with three recommendations to TPCB authors (as well as to practitioners, researchers, and educators surveying TPCBs for practice, research, and teaching), discuss implications and the limitations of my analysis, and give my final thoughts.