Comics provide a promising platform for technical communication, but there are limits to their affordances. This article demonstrates some of the limits using Robert Sikoryak’s Terms and Conditions, a graphic adaptation of Apple’s iTunes Terms and Conditions. Using discourse analysis, it argues that Sikoryak’s adaptation, while an impressive piece of art, is not an example of accessible user agreement as media reports claim. The article concludes with practical implications on producing comics-style technical communication.

Police officers do a significant amount of high-stake writing in police reports, but report writing is given little attention in policy academies, and prevailing guidelines treat the task as a mechanical process of recording facts. As a result, officers are ill-prepared for this essential and inherently complex task. In this study, we interviewed officers to study what makes for a good police report. Our findings reveal that police reports are goal-directed genre actions. This understanding peers through the positivist emphasis on factual details to emphasize the social function of police reports in the criminal justice system.

The field of technical communication has made notable progress in researching and teaching intercultural issues. Not enough discussion, however, is available on assessing students’ intercultural competence. This article attempts to start this discussion and invite further research. It suggests a working definition to conceptualize intercultural competence and draws upon diverse disciplines to review different assessment methods, including their strengths, drawbacks, and potential applications in technical communication classes.

This study examines the visual rhetoric used in Chinese and American promotional business communication. Comparing banking and financial product brochures published in the two countries, the study finds similar as well as different visual strategies. Most importantly, the Chinese samples frequently use visual metaphors, whereas the American samples hardly do. Prompted by this finding, I review relevant literature on visual metaphors and examine their structures and rhetorical functions. In addition, the study suggests that buyer images and cartoon images are used differently in the two countries, whereas product-related images are used similarly. I explore the contextual and cultural roots of these findings and offer suggestions on how to visually communicate with the Chinese audience and other international audiences.

Previous research has suggested the need for developing technical communication education in Chinese universities. Following this suggestion, this article examines the possibility of integrating technical communication into China’s English major curriculum. Based on findings from two universities, the article discusses the design of China’s English major curriculum and Chinese teacher and student perspectives on technical communication. The author suggests that China’s English for Specific Purposes (ESP) education provides a promising home for integrating technical communication and that this integration can enhance China’s current ESP education. The author presents three integration models and discusses questions for future research.

To teach students how to write for the workplace and other professional contexts, technical writing teachers often assign writing tasks that reflect real-life communication contexts, a teaching approach that is grounded in the field's contextualized understanding of genre. This article argues to fully embrace contextualized literacy and better teach workplace writing, technical writing teachers also need to contextualize how they assess student writing. To this end, this article examines some of workplaces' best assessment practices and critically integrates them into an introductory technical writing classroom through a method called student-centered assessment instruments. This method engages students, as workplaces engage employees, in the assessment process to identify local requirements for writing tasks. Aligned with theory and practice, this method is not only an effective classroom assessment method, but becomes an integrated part of students' genre-learning process within and beyond the classroom.