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ERIC Number: ED414572
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 16
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Rethinking Technical Communication Pedagogy: A Poststructuralist View of Program and Course Design.
Woolever, Kristin R.
Technical communication specialists today really have to be technology experts as well as effective writers--even their titles have changed to "information designers, information engineers, or document developers." Teachers of technical communication should be up to date in the classroom to meet the changing needs of the workplace. Another goal should be the integration of theory and practice. Even in introductory technical communication courses, students need to realize that composing the most standard technical text poses more than one problem with many possible solutions requiring careful attention to the interplay between the audience, the environment, and the document. It is important to rethink technical communication pedagogy on several levels, asking: (1) "Who is the clientele?"; (2) "What are they being prepared to do?"; (3) "Do current programs do what they need to do?"; and (4) "What approach should be taken in course development?" Classes not only include people who want to specialize in technical writing, but technical professionals such as scientists, engineers, and software developers who need to know how to write well in their jobs. Technical communication educators are missing the boat if they teach students "how to" without giving them the tools they need to decide "when to" and "why." It is necessary to rethink the entire curricula with an eye for emphasizing the rhetorical nature of the field, from the individual course to course sequences and requirements. (Appended are reproductions of two slides.) (CR)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A