This article presents the case for using a critical literacy approach to enhance the freshman composition experience for second language writers. As our classrooms become more multilingual and multicultural with each passing semester, we need to move away from thinking of our ESL students as “outliers” and consider them as key participants with specialized linguistic and cultural needs and strengths. Using both published examples and her own experiences, the author illustrates how a critical approach can be advantageous to second- language writers and offers ways such an approach might be implemented in actual practice.

In developing new ways to publish vast amounts of information, many technical communication teams face problems that go far beyond the challenges of one book, a series of books, or even a series of CD-ROMs. Technical communicators begin to face a constellation of problems that are more like those that have plagued software development since it became a distinct profession in the 1960s. At first a project seems promising. Then, as the work begins and progresses, we become enmeshed in interlocking problems of management, purchasing, staffing, training, installation, integration, and vision. This article summarizes the lessons learned from a major effort to use the Standard Generalized Markup Language (SGML) to pull together into a single, accessible, electronic "publication" large amounts of very complicated information.

This study uses a case-study approach to describe and analyze the effects of emphasizing design principles in a technical communication course. A look at student assignments—including a job description, a set of instructions, and a feasibility study—and at student self-evaluative comments about their job descriptions suggests that focusing on design principles can help students improve the organization and design of their documents and achieve a more sophisticated understanding of the role of design in communicating technical information.