The book’s title, Engineering Words, is an apt triple play on words. It is about the wordsmithing or engineering of words for more effective communication. The book is also about how to communicate about topics in the field of engineering. Finally, the book is about how engineers use words to communicate.The topics covered in the book are very practical. Early-career engineers will find the chapter on resumes and cover letters useful. We may all know the basics of communicating our experience when creating a resume; to craft one that increases the chances of being noticed or even being promoted takes a higher level of communication skill. Engineers wanting to excel at their first presentation will find useful information in the chapters on designing and delivering presentations. The differences between presenting and effectively communicating an idea can mean the difference between agreement with the ideas and acceptance of the presenter. Engineers transitioning into management will find helpful information about writing for multiple business contexts. Engineers on a product team will find useful ways about how to write good test cases. This book is one that can be kept as a reference as the need arises to write a new type of document, particularly where it is critical that the message lands on the first read. The multiple factors that go into writing various types of content are provided so that the structure as well as the wordsmithing allow for better cognition and ultimately better performance of the information. The book is not designed to offer in-depth guidance because it is not meant to be a how-to book on the mechanics of how-to write. Instead, the focus is on how to ensure that the intended message is written with the interests of the intended audience in mind and on using the principles of communication and cognition to make an argument or state a case in a way that solidly lands in a way that the audience will understand.

Background: When an organization decides to adopt a technology, such as a content-management system (CMS), the choice affects writing styles and processes, and conversely, writing styles affect the implementation of the technology. This case study compares and contrasts the experiences of writers in organizations that implemented different types of CMSs: a web CMS (WCMS) and a component CMS (CCMS), with a focus on the different types of training given to each group to facilitate the implementations. Research questions: (1) What are the dependencies between technology choices and the corollary editorial constraints that writers must consider in order to realize the benefits that the technology can bring? (2) What types of training are needed to ensure that writers become fully productive in a collaborative, structured-authoring environment? Situating the case: When adopting structured information technologies, such as CMS, organizations seek to reduce costs and improve efficiencies through the reuse and better management of content components, such as text and images, which can significantly reduce the costs of translation, reproduction, and maintenance of publications. Structured information technologies, such as a CMS, Extensible Markup Language (XML), and Darwin Information Technology Architecture (DITA) affect technical communicators by changing writing styles to a more structured, topic-based approach, by introducing new tools and concepts for authoring and publishing, and by requiring more involvement in the selection, use, and maintenance of the technologies. Previous efforts to address these issues through training include works by Critchlow, who addressed the use of database systems to address challenges in developing documentation in collaborative environments; Edgell, who related how technical communicators proposed a CMS-based documentation solution to a software firm; and Lanier, who described how one organization overcame the resistance to new structured information technologies by writers. Methodology: The case was studied as an experience report by one of this article's authors (Bailie), in which the organizations engaged a consultant during their CMS implementation projects. The observations are qualitative and reflect consulting engagements with two teams over a period of almost three years. About the case: A common problem in implementing CMSs is interdependencies between content structures, on which the technology depends, and the editorial changes required to ensure that the content is best structured to take full advantage of the capabilities of the technology chosen. This case describes a four-phase training process provided to two clients: one with several contributors to the content-management effort in a single location; the other with more than a dozen contributors in several locations. Each client received four phase of training: (1) theoretical training-understanding pertinent theories behind good content development; (2) application of theory-how to apply the theories to their workplace; (3) software training-learning the new software to produce the content; (4) production-support immediately following training, during implementation. The results of the training were to increase the skill levels of the writers to understand how to leverage content in powerful ways using sophisticated technology. Conclusions: Determine the production needed for the content when choosing a class of CMS to address those production needs. Afterwards, match the training of the writers to the complexity of the system. Content strategists, project managers, technical communicators, and others involved in implementing a CMS need to allow sufficient time and training for writers to adjust their skills to the new technology and the new processes and techniques required to effectively use them.