Many technical writing programs across the country have their students go out into the community and do writing projects for local businesses, campus organizations, government agencies, or nonprofit organizations. Few, however, take advantage of the increasingly popular pedagogy known as service learning. This article describes how to set up such service-learning courses and how to anticipate certain types of problems. Also discussed are some of the many benefits, both pedagogical and civic/humanitarian, that this truly real-world approach brings to the teaching of technical writing and, potentially, to the teaching of other forms of professional writing.

This article argues for an activity-based theory of genre knowledge. Drawing on empirical findings from case study research emphasizing “insider knowledge” and on structuration theory, activity theory, and rhetorical studies, the authors propose five general principles for genre theory: (a) Genres are dynamic forms that mediate between the unique features of individual contexts and the features that recur across contexts; (b) genre knowledge is embedded in communicative activities of daily and professional life and is thus a form of “situated cognition”; (c) genre knowledge embraces both form and content, including a sense of rhetorical appropriateness; (d) the use of genres simultaneously constitutes and reproduces social structures; and (e) genre conventions signal a discourse community's norms, epistemology, ideology, and social ontology.

Although many writers depend on guidelines for help in using language properly and effectively, those guidelines typically lack empirical justification and, as a result, are sometimes oversimplified or even misconceived. In this article, we illustrate this point by examining the guideline that tells writers not to use the existential, or “empty,” there. A 100,000-word survey of good writing shows that expert writers apparently ignore this guideline. Using a discourse-sensitive form of linguistic analysis, we explain why these violations of the rule occur. Expert writers use there for important linguistic and rhetorical purposes: to assert existence, to present new information, to introduce topics, and to summarize. Based on our findings, we claim that there is little justification for having a prescriptive rule against the existential there. We argue further that the methodology employed here, which relies on quantitative and qualitative analysis rather than on conventional wisdom, can and should be extended to other handbook rules.

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