Technical writing instructors lack a framework for evaluating pedagogical materials. One framework for classification divides the pedagogical materials into three groups: those locating their heuristics in form, context, and method. Formal pedagogies (the modes, sentence generation) can produce generic writing, separated from audience, purpose, and situation. Contextual pedagogies (two based on the communication triangle--a sender, a receiver, and a subject to which the communication refers) can produce either generic or highly individual writing. Methodological pedagogies (the composing process, problem solving) give a procedure applicable to any writing task. The richest material combines heuristics. Such a classification generates three questions that must be considered when evaluating material: (1) Is the material based on sound theory and does it offer a heuristic for the writing task? (2) Will the heuristic generate meaningful writing or will generic writing be the result? and (3) If several theories inform the material, does the dominant heuristic provide clear and effective direction for the writing task? (HOD)