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Dissertations / Theses on the topic 'Technical writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Sepulveda, David. "DEVELOPING TECHNICAL COMMUNICATION PEDAGOGY FOR NONNATIVE TECHNICAL GRADUATE STUDENTS." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2866.

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This thesis seeks to develop a pedagogy for teaching academic writing to nonnative graduate students of technical disciplines in order to give them the skills they need to write papers that they can submit to academic journals and conferences, thereby advancing their careers and gaining recognition for their academic institutions. The work draws on research from the fields of technical communication and second-language acquisition in order to develop pedagogical principles for a class in which nonnative technical graduate students write an academic paper that they can submit for publication. The thesis proposes an approach that incorporates content-based instruction, certain plain language principles, and guided drafting, and then discusses some specifics of a potential class based on those conclusions.
M.A.
Department of English
Arts and Sciences
English

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2

Hundleby, Margaret N. "What counts as technical writing?, a situated look at writing for technical and scientific purposes." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq41053.pdf.

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3

Lea, Billie. "Readability in business and technical writing." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/420.

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4

Hutchison, Allison Brooke. "Assessing the Feasibility of Online Writing Support for Technical Writing Students." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/90375.

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This dissertation unites two seemingly unrelated fields, writing centers and technical writing, to study the feasibility of creating an online technical writing resource. Despite prolonged attention to multiliteracies and collaboration in both subfields, writing centers and technical writing do not commonly implicate one another in their shared mission of shaping students to become savvy writers with an awareness of rhetorical concepts and situations. This dissertation establishes how complementary these two fields are based upon their shared pedagogies of collaboration and multiliteracies. I suggest that a service design approach is beneficial to writing center research. Similarly, the technical writing field has little research and scholarship dedicated specifically to online writing instruction and pedagogy. Historically, writing centers have served students from all disciplines, but research demonstrates the effectiveness of specialist over generalist writing support. Taking a specialist perspective, I use service design methodology to gather input from student and instructor stakeholders about how online writing tutoring and web resources can address their needs. Using survey and interview data, I designed and piloted an online tutoring service for students enrolled in the Technical Writing service course at Virginia Tech. In student and instructor surveys, participants reported that they were highly unlikely to use online tutoring sessions but were more likely to use a course-specific website. Additionally, student interviews revealed that the Writing Center is not necessarily a highly-used resource, especially for upper-level students. Instructor interviewees indicated some misunderstandings and limited views of the Writing Center's mission. Nevertheless, a small number of participants in both groups spoke to a need for specialized tutoring in the Technical Writing course. In terms of feasibility, integration of online services for this course poses the greatest challenge because it relates to the amount of change needed to successfully integrate online tutoring or web resources into the curriculum. With some attention to how OWLs and synchronous online tutoring can be an asset to teaching technical writing online, I argue that the pilot project described in this study is relatively feasible.
Doctor of Philosophy
A feasibility study addresses whether or not an idea or plan is good. In the case of this dissertation, the idea is whether or not to offer online writing services—such as tutoring and a repository website—to students enrolled in Technical Writing at Virginia Tech. In order to study the feasibility of this plan, I first argue for bringing together the fields of writing centers and technical writing. Two strong reasons for uniting these fields are based upon their shared methods and practices of teaching collaboration and multiliteracies. Multiliteracies in this dissertation refers to critical, functional, and rhetorical computer literacies; each literacy is important for Technical Writing students to develop as they enter their future careers. Historically, writing centers are places on a college or university campus where students from all disciplines can go for tutoring; this is known as the generalist approach to writing tutoring. However, research demonstrates the effectiveness of a specialist approach—where a tutor is familiar with a student’s discipline—to writing tutoring over generalist writing support. Therefore, I take a specialist perspective in this study. I use service design system of methods to gather input from student and instructor stakeholders about how online writing tutoring and web resources can address their needs. Service design is commonly used in the service economy, such as restaurants and hotels, in order to design or redesign services. In particular, service design focuses on people and their needs. Using survey and interview data, I designed and piloted an online tutoring service and a website for students enrolled in the Technical Writing service course at Virginia Tech. In student and instructor surveys, participants reported that they were highly unlikely to use online tutoring sessions but were more likely to use a course-specific website. Additionally, student interviews revealed that the Writing Center at Virginia Tech is not necessarily a highly-used resource, especially for upper-level students. Instructor interviewees indicated some misunderstandings and limited views of the Writing Center’s mission. Nevertheless, a small number of participants in both groups spoke to a need for specialized tutoring in the Technical Writing course. In terms of feasibility, integration of online services for this course poses the greatest challenge because it relates to the amount of change needed to successfully integrate online tutoring or web resources into the curriculum. With some attention to how online writing labs and synchronous online tutoring can be an asset to teaching technical writing online, I argue that the pilot project described in this study is relatively feasible.

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5

Shealy, Angela Lynn. "My Technical Writing Internship at Bluespring Software." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1272033311.

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6

Yu, Han Savage Gerald J. "Teach workplace writing with authentic asssessment [sic] in introductory technical writing classrooms." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417816171&SrchMode=1&sid=17&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1207668931&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on April 8, 2008. Dissertation Committee: Gerald Savage (chair), Ronald Fortune, Ronald Strickland. Includes bibliographical references (leaves 180-189) and abstract. Also available in print.

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7

Damschroder, Carrie Marie. "A Technical Communication Internship with a Technical Communication Consulting Company: Write on the Edge, Inc." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1059763908.

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8

Rudolph, Kathryn Marie. "A technical writing internship with Bluespring Software, Inc." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1089136438.

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9

DeLuca, Todd A. "A Technical Writing Internship with CTC Parker Automation." Miami University / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=miami1006205131.

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10

Weflen, Mark R. "Technical Writing Internship at a Medical Device Company." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1323638856.

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11

Fitzpatrick, Christine Y. "Peer review in an online technical writing course." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3239656.

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Thesis (Ed.D.)--Indiana University, Dept. of Instructional System Technology, 2006.
Title from PDF t.p. (viewed Dec. 1, 2008). Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3786. Adviser: Theodore W. Frick.

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12

Holder, Cory Vaillancourt. "Teaching collaborative writing for real-world application to the field of technical writing." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1567.

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The needs of business and industry dictate that students be taught skills transferable to the workplace. Teaching collaborative writing for real-world application to the field of technical writing is one way to help prepare students for future employment in scientific and technical industries where the communication of technical information is part of conducting daily business.

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13

Hendry, Roderick Michael. "A composing model for technical writing: Bringing together current research in composition and situational constraints upon the technical writer." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/303.

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14

Jeyaraj, Joseph Luther Strickland Ron L. "Situatedness, othering, and rhetorical authority in technical and professional writing." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064482.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title from title page screen, viewed April 6, 2006. Dissertation Committee: Ron Strickland (chair), Gerald Savage, Sophia McClennen, Doug Hesse. Includes bibliographical references (leaves 192-199) and abstract. Also available in print.

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15

Li, Yanan, and 李亚男. "Multimodal analysis of academic posters by student writers across disciplines." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207138.

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This dissertation examines the multimodal discourse of academic posters from three disciplines, namely, Chemistry, Speech & Hearing Sciences and Linguistics, in an attempt to unravel how writers from different disciplinary communities build their communicative purposes into the verbal and visual modes in their posters. The analytical framework adopted for this study builds upon the one proposed by D’Angelo(2010), which incorporates Hyland’s metadiscourse model (2005) and Kress and van Leeuwen’s visual grammar paradigm (2006) for the verbal and visual analyses respectively, and supplements it with multimodal content analysis adapted from Jones’s (2007) model. Follow-up interviews with members of the discourse communities were also conducted to enhance the validity of the results. The findings reveal that there exist a wide range of differences in the use of metadiscourse markers (e.g. hedges, boosters, evidentials, code glosses) across the three group texts pertaining to disciplinary influences. There is also evidence that academics in different subjects value some of the same qualities in the texts necessitated either by the peculiar context of poster presentations (e.g. frame markers, engagement markers) or a need to maintain scientific formality (e.g. self-mentions). Visually, the concern for the context and ‘scientificness’ continue to exert great influences, rendering a myriad of visual manifestations (e.g. framing, modality) that are commonly shared across the data, whereas the cross-discipline discrepancy mainly narrows down to the image usage(functions and types).
published_or_final_version
Applied English Studies
Master
Master of Arts in Applied Linguistics

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16

Rosselot-Merritt, Jeremy W. "Technical Communication as a Rhetorical Enterprise: A Technical Writing Internship at E-Technologies Group." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1323838177.

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17

Booher, Brandon M. Waisanen Derek S. "Introducing professional writing skills to future Naval Officers an adjunct to NPS Distance Learning /." Monterey, Calif. : Naval Postgraduate School, 2008. http://edocs.nps.edu/npspubs/scholarly/MBAPR/2008/Dec/08Dec%5FBooher%5FMBA.pdf.

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"Submitted in partial fulfillment of the requirements for the degree of Master of Business Administration from the Naval Postgraduate School, December 2008."
Advisor(s): Suchan, Jim ; Simon, Cary. "December 2008." "MBA professional report"--Cover. Description based on title screen as viewed on January 28, 2009. Includes bibliographical references (p. 57-59). Also available in print.

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18

Parris, Tyler A. "Interning at Convergys Corporation technical editing in a technical documentation team /." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1101253214.

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19

Daigle, Cheryl Perusse. "A Portfolio of Science and Nature Writing." Fogler Library, University of Maine, 2002. http://www.library.umaine.edu/theses/pdf/DaigleCP2002.pdf.

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20

Wheeler, Dora K. "A Technical Writing Internship in Instructional Design at Accenture Learning." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1292349010.

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21

Bosley, Deborah S. Neuleib Janice. "A national study of the uses of collaborative writing in business communication courses among members of the ABC." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9004080.

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Thesis (D.A.)--Illinois State University, 1989.
Title from title page screen, viewed October 17, 2005. Dissertation Committee: Janice Neuleib (chair), Maurice Scharton, Ron Fortune, Gail Hawisher, Laura E. Berk. Includes bibliographical references (leaves 153-163) and abstract. Also available in print.

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22

Li, Yongyan. "Writing for international publication : the case of Chinese doctoral science students /." access abstract and table of contents access full-text, 2006. http://libweb.cityu.edu.hk/cgi-bin/ezdb/thesis.pl?phd-en-b21471459a.pdf.

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Thesis (Ph.D.)--City University of Hong Kong, 2006.
"Submitted to Department of English and Communication in partial fulfillment of the requirements for the degree of Doctor of Philosophy" Includes bibliographical references (leaves 289-316)

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23

Canzonetta, Jordan N. "Common Obstacles in the DL Teaching of Business Writing and Technical Writing: A Practical Guide." Kent State University Honors College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1335836541.

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24

Rodrigues, Harriet Diana. "Technical writing : an investigation into the needs of diploma students at private technical colleges in Malaysia." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415552.

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25

Oliver, Cynthia Catherine. "Technical writing, assessing curriculum and improvement rates for adult learners." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ49150.pdf.

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26

Collins, Shannon Leigh DeFrain Darren. "Some assembly required including technical writing in general composition curriculum /." Diss., A link to full text of this thesis in SOAR, 2007. http://soar.wichita.edu/dspace/handle/10057/1125.

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Thesis (M. A.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of English.
"May 2007." Title from PDF title page (viewed on Dec. 20, 2007). Thesis adviser: Darren DeFrain. Includes bibliographic references (49-51 leaves).

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27

Oliver, Cynthia Catherine, and University of Lethbridge Faculty of Education. "Technical writing : assessing curriculum and improvement rates for adult learners." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2000, 2000. http://hdl.handle.net/10133/108.

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The purpose of this study was to determine if adult students at the College of the Rockies improved in their ability to write technical English after having studied specifically developed curriculum. The research was conducted during the winter semester (January to April 1999) at the Cranbrook, BC campus. Curriculum for the course Technical and Professional Writing 091 was developed as a project for the Centre for Curriculum, Transfer and Technology, an arm of the post-secondary education division of the government of the Province of British Columbia. Four of the units, Direct Requests, Bad News Messages, Persuasive Writing, and Reports and Proposals were tested out in the Cranbrook class via pre and posttesting of the students. As well, field observations and interviews formed an integral component of the study. The final data analysis overall improvement in the learners' ability to write technical English; in addition, each curriculum unit was scrutinized for improvement rates. Recommendations were made for further areas of study and research needed in this discipline.
ix, 81 leaves ; 29 cm.

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28

Sloat, Elizabeth A. "Case studies of technical report writing development among student engineers." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28531.

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This research examines factors that either promote or hinder workplace writing among Chemical Engineering students during their study in two Technical Report writing courses. It examines the extent to which a workplace writing environment, which instructors believe they create, is actually enacted in the classroom, and also explores the differences in intended and actual learning outcomes between instructors and students.
A number of qualitative research methods were used to gather data for sixteen student case studies. These methods include taped and transcribed interviews with students and the two course instructors, an analysis of all student reports and course documentation, classroom observations, taped student-professor conferences, and taped responses from both instructors as they evaluated each student report.
Research findings suggest that students learned the required technical report format since everyone passed the course. Findings further suggest, however, that explicit efforts to enact a professional chemical engineering writing environment within this university context were generally unsuccessful. Writing tasks did not reflect an authentic workplace writing situation where writers believed their composing purpose was to communicate with others within their community of Chemical Engineering. Even though attempts were made by instructors to create such an environment, the writing task actually became a school-based exercise where students learned to provide the right textual format in order to meet with both teacher expectations and writing success.
The study concludes that educators must be aware of their real teaching and learning agendas and that these objectives must be conveyed adequately to students. Findings also reinforce the difficulty of enacting authentic workplace writing contexts within academic environments, and ways to achieve this goal are discussed. This research also contributes to evolving theoretical discussions about writing and the teaching of writing.

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29

Burpo, Melissa. "Report on an Agile Technical Writing Internship at Dovetail Software." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1248887056.

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30

Iddings, Joshua Glenn. "A functional analysis of english humanities and biochemistry writing with respect to teaching university composition." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=805.

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31

Cheng, Leung Wai-lin Winnie. "An evaluation of a laboratory report writing unit for medical laboratory science students." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/HKUTO/record/B38626500.

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32

Warren, Jessica L. "Report on a MTSC Internship at Seapine Software." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1345734453.

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33

Sawyer, Paul R. Rutter Russell. "Evaluating the design and delivery of an online technical writing course." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9819898.

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Thesis (Ph. D.)--Illinois State University, 1997.
Title from title page screen, viewed June 29, 2006. Dissertation Committee: Russell Rutter (chair), James Kalmbach, Gerald Savage. Includes bibliographical references (leaves 158-162) and abstract. Also available in print.

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34

De, Silva Nishadi H. "A narrative-based collaborative writing tool for constructing coherent technical documents." Thesis, University of Southampton, 2007. https://eprints.soton.ac.uk/264313/.

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One important feature of an effective document that makes it easy to read and understand is known as coherence. Technical documents produced collaboratively are often incoherent due to a lack of group consensus and misaligned contributions by the individual authors. However, current document planning techniques and writing tools do not provide explicit support for improving coherence. The goal of this research, therefore, is to develop and evaluate a new technique and tool that helps teams of authors to structure coherent technical documents. The coherence of a document can be attributed to the story (or narrative) it conveys to the reader. If this story is consistent and coherent, the same can be said about the document. A discourse theory such as Rhetorical Structure Theory (RST) that has been developed by linguists helps further to analyse and improve a narrative. RST explains the coherence of a text by virtue of relationships (such as “paragraph A justifies paragraph B”) between parts of the text. This research has combined the ideas from these parallel strands of research to develop a new document planning technique called narrative-based writing. The method involves writing down an explicit précis of the story (called a document narrative or DN) and then analysing it using RST. The DN and RST analysis are then used to structure the eventual document. To extend the usability of narrative-based writing to geographically-dispersed authors, I have designed and implemented a collaborative tool that allows co-authors to edit, analyse and review DNs. The thorough design for the tool uses a combination of three models (conceptual, business process and functional) culminating in a set of functions that enable collaborative narrative-based writing. This dissertation discusses how, in the future, these functions could be incorporated in existing collaborative writing tools. Implementing this tool, albeit in its current prototypic state, has been invaluable in understanding the complexities of modelling and manipulating DNs and RST structures. Initial investigations using the new technique and tool have been positive, encouraging me to continue the research and evaluation in this field.

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35

Milhorn, Edward Robert. "An application of contemporary technical writing standards to Benjamin Franklin's works." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-0716104-160527/unrestricted/MilhornE080204f.pdf.

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Thesis (M.A.)--East Tennessee State University, 2004.
Title from electronic submission form. ETSU ETD database URN: etd-0716104-160527 Includes bibliographical references. Also available via Internet at the UMI web site.

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36

Orr, Thomas Kevin. "Models of professional writing practices within the field of computer science." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1019483.

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Twenty-five computer scientists representing thirteen language groups at a highly respected university in Japan were surveyed and interviewed to identify the English writing products and processes characteristic of their professional work. Twenty-two major genres were identified and grouped according to purpose. Fourteen significant contextual factors that affected writing production and, ultimately, success in the field of computer science were also identified. Several models were proposed to provide an overview of the writing practices and products potentially illustrative of writing in the computer science field.In the second research phase, two detailed case studies were conducted involving one native and one non-native speaker of English to identify how English language proficiency affected professional practice. Efficiency was a major concern for both subjects but employed different strategies to make their work as efficient and productive as possible.The native speaker, for example, employed skillful use of the computer to gather, create, and store data that could be efficiently "chunked" and assembled into papers, either for publication or for obtaining valuable feedback from other professionals. The subject also thought a great deal about the expectations of his readers as well as the referees and editors who judged the quality of his work. He also revised his work extensively and recruited other professionals locally and abroad to assist him in refining his texts.The non-native speaker employed many of the same computer strategies for gathering and managing information; however, the added difficulty of functioning professionally in English severely limited his work pace and left too little time before deadlines to revise or solicit the amount of feedback he desired from his peers. His most effective strategy was co-authoring papers with native speakers of English who could handle most of the final editing and revising.In the final chapter, results of the surveys, interviews, and case studies were illustrated graphically in an algorithmic flowchart of professional writing practice, and educational applications for writing instruction as well as recommendations for additional research were also suggested
Department of English

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37

Woerner, Joanna L. "Mixing bits and pieces how technical writers meet the needs of larger writing communities through intertextuality /." Oxford, Ohio : Miami University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1165269120.

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Parris, Tyler. "INTERNING AT CONVERGYS CORPORATION: TECHNICAL EDITING IN A TECHNICAL DOCUMENTATION TEAM." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1101253214.

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Ambro, Sharon. "Two Technical Communication Projects Performed During an Internship with Analex Corporation." Miami University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=miami1018962841.

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40

Meeds, Robert. "The effects of technical language, sentence-level context, and consumer knowledge on readers' processing of print advertising for technical products /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842586.

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41

Demaree, Dedra Nicole. "Toward understanding writing to learn in physics investigating student writing /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1158689605.

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42

Allen, Andre Ramon. "A Technical Communication Internship at The National Institute for Occupational Safety and Health (NIOSH)." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1102077601.

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43

Thaipakdee, Supaporn. "Relationships Among Writing Quality, Attitudes Toward Writing, and Attitudes Toward Computers in a Computer-Mediated Technical Writing Class for English as a Foreign Language Students." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278582/.

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The purpose of this study was to investigate the relationship of word processor use by foreign college writers and their attitudes toward writing, writing revision practices, writing quality, attitudes toward the use of computers, and time spent on computers. The results indicate that students' attitudes toward writing and their perceptions of computer usefulness significantly affected their writing quality. Students with more positive attitudes toward writing and the usefulness of computers tended to produce better quality writing. In addition, the findings indicate that students' writing revision practices significantly affected their attitudes toward writing. Students who revised their writing more frequently tended to have better attitudes toward writing than those who did not. In contrast, students' levels of computer anxiety, computer confidence, computer liking and their writing revision practices did not significantly affect the quality of their writing. Furthermore, the amount of time that students spent on computers did not significantly affect their attitudes toward using computers in writing.

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44

Cheng, Winnie, and 鄭梁慧蓮. "An evaluation of a laboratory report writing unit for medical laboratory science students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B38626500.

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45

Reed, Pat. "Writer's block: A crisis in business writing." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/428.

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46

Ding, Dan Xiong Rutter Russell. "Historical and social contexts for scientific writing and use of passive voice toward an undergraduate science literacy course /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835902.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 3, 2006. Dissertation Committee: Russell K. Rutter (chair), James R. Kalmbach, Dana K. Harrington. Includes bibliographical references (leaves 233-248) and abstract. Also available in print.

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47

Rhodes, Susan. "The active and passive voice are equally comprehensible in scientific writing /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9033.

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48

Papu, Kholisa Zizipho. "Investigating the effects of using a science writing heuristic approach in first year mechanical engineering laboratory report writing at the Nelson Mandela Metropolitan University." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/3011.

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The extent to which writing can be used to promote learning from laboratory activities has received limited attention in engineering contexts in South Africa. In this study the Science Writing Heuristic (SWH) approach and aspects of academic literacies approach were used to develop laboratory report writing among first year mechanical engineering students. The intervention utilised a modified report writing template for engineering practical sessions which focused on argumentation, conceptual understanding, critical thinking and language literacies. Quantitative and qualitative data were generated via pre-post-analysis of the modified practical report template, Cornell Critical Thinking Test, questionnaires, as well as focus group interviews with students; and individual interviews with staff, on their perceptions of the SWH. The sample (n=56 matched pairs) was divided into three groups through convenience sampling. Group 1 (n=15) utilised an online intervention, Group 2 (n=20) utilised a paper-based intervention and Group 3 (n=21) utilised a standard paper-based laboratory report template. Statistically significant differences with large effect sizes were obtained between group scores from pre- to post-tests in terms of argumentation and language. No differences between the pre-post-test changes in terms of group conceptual scores (n= 91) were found and there was a drop in scores from pre- to post-test in terms of critical thinking (n= 56). Overall, the data indicates that the SWH approach improved students‟ argumentation and language literacies with large effect sizes. Focus group interviews revealed that students believed that the SWH approach made them “think deeper” and that they preferred the intervention (SWH) over the traditional approach. The apparent unawareness of the academics concerned in terms of argument-based inquiry provides a possible answer for their use of assessment strategies focused only on concepts. Focus group interviews revealed that students believed that the SWH approach made them “think deeper” and that they preferred the intervention (SWH) over the traditional approach. The apparent unawareness of the academics concerned in terms of argument-based inquiry provides a possible answer for their use of assessment strategies focused only on concepts.

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Furtado-Rasmussen, Angela C. "Along divergent paths a two-part thesis in creative and technical writing /." [Ames, Iowa : Iowa State University], 2008.

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50

Newbold, Curtis Robert. "Teaching Creativity in Technical Communication Curricula." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/4.

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This thesis addresses the need to claim creativity as an essential component to our technical communication curricula as we prepare students for what their managers want. While many technical communication programs at universities across the country have recognized a need to teach skills beyond 'writing technically,' few, if any, have addressed or 'claimed' a concept such as creativity that helps build these skills. I argue that creativity is what managers are looking for and what technical communication programs are already implementing. Claiming this concept will help us further define a discipline that is becoming much richer and help students develop an understanding of what they will be expected to do. Furthermore, this thesis examines a creative process whereby technical communicators can learn and practice creative abilities. Ultimately, the present study examines four pedagogical theories to consider for the implementation of creativity into the technical communication curricula.

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