This review identifies technical communication programs outside the United States and comments on such features as their location in the university structure, links with public relations, the inclusion of internships or practicums, the balance of theory and practice, and typical course offerings. It also provides a listing (including Web addresses) of a dozen major programs in seven countries. The review concludes that programs abroad share many features and goals with programs in the United States and suggests how international programs can illustrate the value of technical communication in the global marketplace.

This article uses the cross-cultural concepts of context and time to examine the rhetoric of German university students in an English business writing course. This participant-observer account, which includes numerous student examples and observations, provides a fresh perspective for American teachers in increasingly multinational, multicultural classrooms. It also suggests how Aristotle's concepts of ethos, logos, and pathos together with the case method and group work can help teachers respond to the challenges in such classrooms. The article concludes by suggesting that understanding the rhetoric of culture is an important step in accepting and negotiating cultural differences.

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As technical writing programs grow, English departments may alleviate the problems of the unprepared instructor by offering technical writing theory and pedagogy courses. Such courses should combine theory and pedagogy with assignments that are practical and introduce graduate students to the theoretical issues in the field. This article provides a syllabus and the reactions of students who completed such a course.