This article provides a short history of the continuing issues that modern technical communication and technical communication faculty face. It discusses the first texts and many of the early pedag...

What is currently known about the history of the paragraph has relied on the work of the first English and American compositionists, humanists, and philologists of the late nineteenth century. Alexander Bain and his followers defined the requirements for the English paragraph and believed it had not existed prior to the eighteenth century. Their sole focus, on humanist and historical writing, yielded a distorted, if not an incorrect history of the paragraph. This article begins to correct that view, prevalent since 1866, by examining paragraphs of practical works, such as printed how-to books of the early English Renaissance until 1700. The variety and quantity of how-to documents increased with the growth of knowledge, advent of printing, and emergence and expansion of middle-class English readers eager for books written in an accessible, non-Latinate style. When we examine paragraphs from technical books printed as early as 1490, we find paragraphs that exemplify the qualities stipulated by Bain nearly 400 years later. The existence of well defined and formulated paragraphs throughout the English Renaissance and the seventeenth century in a wide variety of technical book—works ignored by literary scholars pursuing the history of English—suggests that the paragraph is clearly indigenous to the English composition, much more so than modern composition theory has acknowledged. This article explores example paragraphs of these first English printed technical works and begins to expand the history of the English paragraph. Further studies of later Middle English paragraphs in incunabula of practical, liturgical, and historical works will likely show the indigenous nature of the paragraph to English composition and allow scholars to see how the formation of the paragraph helped English writers over 500–700 years ago create complete texts.

This article discusses the history and development of English agriculture and estate management instructions, 1200–1700, as these shifted from oral to textual forms. Beginning with manuscript treatises that influenced important instruction books printed in the 16th century, the article shows how major agricultural writers developed instructions for a range of users. By the close of the 17th century, agricultural and estate management books exemplified increasingly modern presentation and style.

This article studies the history of one of the most critical, unresolved problems in mechanized agriculture: Tractor operators do not read the operation manuals, particularly the safety warnings. The result: sustained death and injury of these operators for well over a century. The article tracks the emergence of warnings in tractor operator manuals found in the archives of the University of Nebraska Tractor Test Museum (1919–2007), describes efforts of manufacturers during this time to alert operators to dangers associated with tractors, and concludes with a summary of current research on tractor safety and the problem that remains unresolved: how to change the culture of farmers who use these implements, critical to agriculture production, to encourage them to read and follow safety practices.

This article attempts to summarize the history of ATTW. It focuses on issues that led to the need for an organization devoted to technical writing, and the individuals who were leaders in ATTW, as well as in NCTE and CCCC, whose efforts provided the foundation for the presence of technical writing as a legitimate teaching and research discipline. We draw on existing historical pieces and the contributions provided by many of the first ATTW members to capture the history of ATTW. We describe the major changes in ATTW from 1973–2007 and conclude with our reflections, as well as important questions we believe to be critical to the future of ATTW

Describing the emergence of the first shipbuilding texts, particularly those in English provides another chapter in the story of the emergence of English technical writing. Shipwrightery texts did not appear in English until the middle decades of the seventeenth century because shipwrightery was a closed discourse community which shared knowledge via oral transmission. The shift from orality to textuality in shipwrightery did not occur until advancing navigation principles enabled ships to sail in open waters. Shipping rapidly became a commercial business, and shipwrightery was forced to move from closely-guarded simple design principles to mathematically-based designs too complex to be retained only in memory of shipwrights and shared via oral transmission. Textual transmission began to supplant oral instruction. The evolution of English shipwrightery provides rich research opportunities for historians tracking the development of technical writing.

Contrary to literary historians, humanist influences did not produce modern English prose style. Instead, technical or utilitarian discourse is inextricable from the development of modern English prose style. Modern English resulted from written text shaped by five factors: (a) brevity induced from accounting/administrative format; (b) aural/oral-based text, written to be heard and seen, that produced conversational style; (c) persistence of indigenous subject-verb-object syntax found in the earliest English documents; (d) a growing Renaissance book market of literate middle-class readers responding to speech-based prose; and (e) English scriptural renditions of the late Renaissance that associated colloquial speech with Protestantism. Of all writing produced before 1700, only a small amount was humanistic; the bulk was utilitarian. The Royal Society’s demand for “plain English” prevailed because the call for precise language by these early scientists reflected the indigenous nature of a plain English that had surfaced as early as 900.

Emphasis on page design, as an aid to visual accessibility, did not receive attention in modern technical writing until the 1970s. However, accounting documents and instructional texts utilized format and document design strategies as early as the twelfth century to enhance the organization of quantitative data and linear bookkeeping entries. Format in text was used to reflect the arrangement used in oral accounting practices and to produce uniform documents. Thus, format was integral to the rise of pragmatic literacy of the commercial reader. During the Renaissance, these early format strategies received impetus from Ramist method. The result was design strategies that attempted to capture the rigid principles of organization fundamental to commercial accounting. These early accounting documents also illustrate the plain style that would become the focus of the later decades of the seventeenth century. Clarity in language paralleled clarity in page design for the sole purpose of eliminating ambiguity on the page and on the sentence level. Plain style was thus nurtured by financial forces long before the advent of natural science.

English technical writing clearly emerged during the Renaissance and the first decades of printing, but during the 1641–1700 period technical writing gained credibility and prestige. It was a valued tool for achieving the utilitarian ends of an age in which practical goals were valued more than aesthetic ones. Technical writing can be found in a range of disciplines, such as agriculture, medicine, science, as well as the major English trades and crafts. As a valued form of discourse, it illuminates the world of work in seventeenth-century England and the problems faced by the early experimenters of the Royal Society who sought to use science to solve major human, military, and economic problems while seeking to expand understanding of nature. Studying technical writing of this period allows us to track the continued development of technical writing as a distinct form of discourse.

The increasing importance of NAFTA (the North American Free Trade Agreement) to the US economy makes understanding Mexico important. Because the histories and cultures of the United States and Mexico differ significantly, written communications also differ. Rhetorical strategies for written business communication in Mexico reflect the country's bloody, cyclical history and its resulting culture characterized by collectivism, high power distances, fatalism, and emphasis on building trust and relationships. Despite Mexico's economic problems, it is a country in transition. Because of the increasing presence of US business entities in Mexico, communication protocols are changing as US technology and ways of doing business infuse the traditional Mexican culture. Understanding how to communicate effectively in Mexico requires understanding its history and culture as well as changes occurring there. US writers must know where any Mexican company is situated along this changing cultural continuum and how the continuum shapes the design of written business communication.

The first books and the first technical books published by English women during the 1475–1700 period can be useful in teaching students about the emergence of technical style or “plain style.”; If we examine the style of these women writers, long ignored by canonical studies, we can see that plain English existed before Bacon and received its impetus not from science, but from the utilitarian attitude that pervaded the 1475–1700 period. These women writers provide a microcosm for studying the rise of modern English prose and what we now call technical (or plain) style. They also provide an efficient way to expose students to early published works by women and their contribution to the history of technical writing. Examining style from such a perspective helps students see that technical communication was a prevalent kind of writing before Bacon and the Royal Society. Thus, technical communication—and the style of technical communication—studied from this unique historical perspective deepens students’ awareness of the roots of technical communication as it contributed to the history of English discourse.

Advancing technology, demands for cost control, and world‐wide expansion in distance education programs challenge technical communication teachers to find ways of delivering quality technical writing courses by distance. One distance platform, described here, is working successfully at Texas A&M University. Examining, applying, and testing existing distance theory in developing distance versions of technical writing courses is an emerging research field in technical communication.

A survey of English accounting, its origin, its development, and its first books (1553-1680) provides another insight into the shift from orality to textuality in English society. The shift to sophisticated textual expression of accounting occurred as a result of the confluence of the rising English Renaissance trade economy, increasing literacy, and improving typography—all of which made the need for extensive financial records necessary and possible. The shift to a highly sophisticated textual/spatial presentation was nurtured by Ramism, Renaissance Italian art, and the rise of capitalism. Ultimately, this spatial presentation destroyed the oral-aural aspect of accounting. Spatial presentation was essential to the development of accounting techniques for an expanding economy, but spatial, rather than verbal, display led to abstraction in presentation that today makes accounting difficult for the nonaccounting reader to understand and for the expert accountant to verbalize.

Technical books for women of the English Renaissance provide a microcosm for studying connections among the emergence of technical writing as a genre, the rise of literacy, expansion of knowledge and technology, and replacement of orality by textuality as a result of increasing knowledge. These books on Renaissance technologies such as cooking, carving, household “physick,” home management, silkworm production, farming and estate management, midwifery, medical self-diagnosis, and gardening exhibit some differences from technical books written for men. Books for women are shorter and less detailed, but their style is similar to that of books for men. The style does not suggest writers believed that their women readers possessed an inferior reading comprehension level. Content differences seem to suggest that women's work was different from men's with many skills taught by oral transmission. The increasing complexity of the styles of technical books for women during the 16th and early 17th centuries suggests that women's reading skills increased as knowledge increased. Thus the oral style of the early 16th-century technical books disappeared with the need for an analytical style that would better convey growth of knowledge in the English Renaissance.

This study suggests an approach for expanding and integrating research to produce a history of technical writing. The study defines problems that reside in writing such a history, suggests research premises and questions, and then applies these questions to technical writing as it existed in the English Renaissance, 1475–1640.

Business communication arose from the practical nature of the ars dictaminis and the merging of process-oriented humanistic epistolography with the medieval formulaic dictamen in writers such as Erasmus. Like the Italian church leaders and businessmen, medieval English gentry soon grasped the value of correspondence. English letter-writing guides and model books, which began to appear in 1568, mirror both Erasmus and the rigid models of the ars dictaminis. The increasingly utilitarian English commercial society of the sixteenth and early seventeenth centuries ultimately led to the demise of the rhetorical tradition that originally surrounded English letter-writing guides. Today's tendency to use a product (formulaic), rather than process (rhetorical), approach in developing business letters obscures the rich tradition surrounding the rise of epistolary method and reduces the effectiveness of the final product.

The evolution of page design to improve the readability of technical writing can be traced to improvements in typography and also to the influence of Peter Ramus. Ramus's logic used bracketed outlines to show the relationships among ideas within larger concepts. Used by legal writers and Puritan theologians to analyze concepts, Ramist method was also used by English physicians who sought to create medical texts that could be easily read and remembered by students and practitioners. Texts that used Ramist method illustrate their writers' awareness of the importance of making information visually accessible by use of white space, headings that reveal hierarchies of ideas, and bracketed dichotomies and partitions to reveal content for selective reading.

Studies in the history of technical writing have only recently begun to study the development of technical writing. Pollard and Redgrave's Short-Title Catalogue, 1475-1640 contains a number of English Renaissance technical books that reveal that Renaissance printers and authors were aware of the need for readability and visual access in technical reference and information books. An examination of these books shows evolving use of many contemporary page design techniques: partition, clearly worded headings, visual aids, enumeration and listing devices, and choice of font for emphasis.

Empirical studies of gender-based language differences have provided con flicting, discreet conclusions that have little relevance for business- communications instruction. This paper presents informally collected obser vations of male and female students in undergraduate and graduate business- and technical-communication courses. Calling for future formal studies to verify its findings, this study concludes that people-intensive work experience modifies gender-based language differences in written business communica tions of undergraduate and graduate students. However, instruction in audi ence analysis, tone, content design, and style also modify these gender differences. If formally supported, these observations would help teachers argue for the value of business-communications instruction in helping stu dents develop varied and androgynous communication styles important for job-related communications.

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An effective way to introduce audience analysis is to have students select a passage from an advanced text in their fields and then rewrite the passage twice for two different audiences. The assignment has several advantages: it gradually introduces students to the means of shaping material to meet reader needs by allowing the student to deal with only one reader at a time; it allows students to write about material they already know; it shows the instructor how effective his initial audience instruction has been; it gives the instructor the opportunity to show how definition is related to audience analysis; and it provides a means of developing and integrating several other writing projects which use this assignment as a basis.

Having students read selected portions of Benjamin Franklin's Autobiography provides unique and effective material for supplementing instruction in style and control of tone. Franklin's writing exemplifies the major style characteristics taught in technical writing: active voice, conciseness, common words, concrete language, sentences structured by clauses rather than phrases. The work clearly shows that good “technical” style is not an isolated type of writing, but a powerful means of controlling tone and meaning. Students can be shown that by skillfully using syntax and diction and by carefully selecting content, Franklin shrewdly and effectively achieved his goal in writing the Autobiography — a precisely drawn image of himself for posterity.

Effective use of graphics and skills in analyzing information are two topics that need to be covered in depth in the basic technical writing course. Many kinds of computer printouts can be understood by students from various disciplines. From these printouts, problems, like the ones described here, can be developed to teach graphics skills and analysis concomitantly. Using computer printouts to teach these two important topics has four specific advantages: 1. students become familiar with reading and interpreting computer printouts and learn to separate essential from nonessential data in defining a problem; 2. they learn to write analytic or information reports using computer data only; 3. they gain practice in determining what kind of graphic is best for a specific kind of information; and 4. they gain practice in correlating verbal discussion with visual presentation.

Audience and definition are the two foundation concepts of technical writing, for all technical writing is, in a broad sense, definition. Reports that classify, partition, analyze, describe, illustrate, compare, and contrast essentially define a concept or problem. Thus, classification, partition, description, illustration, comparison, and contrast represent seven of fifteen devices which can be used to expand definitions. The expanded definition, as a beginning assignment (after audience analysis), can show how these same devices are embedded in the major ways of organizing information for reports, technical descriptions, process analyses, and instructions — topics later introduced in the course. Furthermore, developing content about these specific devices helps students to catalogue mentally information about a subject and to organize and present this information precisely.

At Texas A&amp;M, the technical writing faculty discovered that the biggest weakness of students' long technical reports was lack of research. To remedy this weakness, a library instruction plan, here described, was developed. Because of the intensive nature of the library instruction, devised to aid approximately twenty-one different majors, a followup procedure was necessary. The library research report, also described, was designed to require students to examine the research tools shown them during library instruction. After this report is complete, students can draw from it information necessary to write their proposals for their long reports. Thus, library instruction, the library research report, and the proposal can be made interrelated studies which have both immediate and long-range instructional value for students.