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ERIC Number: ED475211
Record Type: Non-Journal
Publication Date: 2003-Mar-22
Pages: 13
Abstractor: N/A
Reference Count: N/A
Assessing Instructional Documents: A Comparison of Writing Faculty, Engineering Faculty and Workplace Technical Communicator Practices.
Napierkowski, Harriet
A study examined the assessment of instructional documents written by undergraduate engineering students in a 300-level technical writing course. The six documents were independently ranked by nine readers--three writing faculty, three engineering faculty, and three technical writing professionals. Besides ranking the documents, the nine readers were also asked to designate levels of success, to write "in-text" comments and, finally, to provide post-text narratives, summarizing each paper's strengths and weaknesses. The greatest consistency across all six papers emerged among the writing faculty. Except for Document 1, all of their rankings were either identical or within one level. For the engineering faculty, only Document 4 was ranked within one level, and for the technical communicators, none of the six documents among the three readers was ranked the same or within one level. Of the three stakeholder communities, only writing faculty undergo long-term socialization and enculturation within their discourse community, and writing assessment is central to their professional day-to-day lives. In-text comments (n=1035) were coded and sorted into five major categories that emerged: content, structure, format, style, and graphics. For the post-text narratives, the same five assessment categories emerged as central. Readers in all three groups placed a high value on accurate, accessible content appropriately targeted for the specified audience, along with a coherent, logical document structure, effective document design, an appropriate and clean style, and effective integration of graphic elements. Lists 5 references. (NKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A