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Journal articles on the topic 'Technical writing'

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Published: 4 June 2021
Last updated: 29 July 2024

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1

UMEKI, Tsuneyuki. "Technical Writing." Journal of the Japan Welding Society 69, no. 7 (2000): 557–58. http://dx.doi.org/10.2207/qjjws1943.69.7_557.

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2

Shirk, Henrietta Nickels. "Technical Writing's Roots in Computer Science: The Evolution from Technician to Technical Writer." Journal of Technical Writing and Communication 18, no. 4 (October 1988): 305–23. http://dx.doi.org/10.2190/l65t-6lj1-pvkr-t6nl.

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The history of Technical Writing closely parallels trends in the discipline of Computer Science. The early technical writers in the computer software industry were its own technicians (programmers and analysts), who used a variety of diagramming techniques to document computer systems. As a result of the widespread availability of computers and software which began in the 1970s, professional communicators joined the software industry and reinterpreted these diagramming techniques from technical source documents into user documentation. The impact of this assimilation process has influenced graphic representations in Technical Writing, as well as created the conceptual metaphors of the “user” and the “module” (which are emerging archetypes). In the past, Technical Writing's historical roots have been the result of reactions to Computer Science. However, the increasing presence of online documentation is now creating opportunities for technical writers to shape their own future by joining with computer scientists as influential equals.
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3

Wright, Patricia. "Writing Technical Information." Review of Research in Education 14 (1987): 327. http://dx.doi.org/10.2307/1167315.

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4

Ziegel, Eric R., and Joseph Mancuso. "Mastering Technical Writing." Technometrics 34, no. 1 (February 1992): 121. http://dx.doi.org/10.2307/1269589.

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5

Sandoval, Leslie. "Technical writing 101." XRDS: Crossroads, The ACM Magazine for Students 14, no. 3 (March 2008): 26–27. http://dx.doi.org/10.1145/1373576.1373582.

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6

Kwon,Sung-Gyu. "Writing Korean Numerals in Technical Writing." Journal of Engineering Education Research 14, no. 2 (March 2011): 30–39. http://dx.doi.org/10.18108/jeer.2011.14.2.30.

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7

Durfee, Patricia Bernadt. "Writing-to-Learn in Technical Writing." College Teaching 37, no. 1 (February 1989): 8–11. http://dx.doi.org/10.1080/87567555.1989.10532145.

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8

Dawson, J. H. "Technical Writing Compared With Other Writing." Weed Technology 5, no. 3 (September 1991): 695. http://dx.doi.org/10.1017/s0890037x00027573.

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9

Gellis, Mark. "Autobiographical Writing in the Technical Writing Course." Journal of Technical Writing and Communication 41, no. 3 (July 2011): 325–35. http://dx.doi.org/10.2190/tw.41.3.g.

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10

Tinker, John R. "Technical Writing in Hydrogeology." Journal of Geological Education 34, no. 1 (January 1986): 25–27. http://dx.doi.org/10.5408/0022-1368-34.1.25.

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11

Baird, Robert Alan. "Handy Technical Writing Dictionary." Journal of Geological Education 37, no. 1 (January 1989): 53. http://dx.doi.org/10.5408/0022-1368-37.1.53.

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12

Grant-Russell, Pamela. "Technical Writing Style byDanJones." Canadian Journal for Studies in Discourse and Writing/Rédactologie 15, no. 1 (April 1, 1999): 61–65. http://dx.doi.org/10.31468/cjsdwr.434.

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13

Ferguson, K. Scott, and Frank Parker. "Grammar and Technical Writing." Journal of Technical Writing and Communication 20, no. 4 (October 1990): 357–67. http://dx.doi.org/10.2190/gvc1-jfbh-y72r-92n8.

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14

Markham, James J. "Technical writing and communication." Microchemical Journal 39, no. 2 (April 1989): 244–45. http://dx.doi.org/10.1016/0026-265x(89)90040-4.

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15

Rhodes, David G. "Organization in Technical Writing." Journal of Professional Issues in Engineering Education and Practice 131, no. 3 (July 2005): 213–16. http://dx.doi.org/10.1061/(asce)1052-3928(2005)131:3(213).

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16

McKinney, Mack. "Writing a Technical Report." INSIGHT 5, no. 2 (July 2002): 39–42. http://dx.doi.org/10.1002/inst.20025239.

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17

Warnock, Scott, and Michael Kahn. "Expressive/Exploratory Technical Writing (XTW) in Engineering: Shifting the Technical Writing Curriculum." Journal of Technical Writing and Communication 37, no. 1 (January 2007): 37–57. http://dx.doi.org/10.2190/9127-p120-r277-0812.

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18

RICHARDSON, MALCOLM, and SARAH LIGGETT. "Power Relations, Technical Writing Theory, and Workplace Writing." Journal of Business and Technical Communication 7, no. 1 (January 1993): 112–37. http://dx.doi.org/10.1177/1050651993007001006.

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19

Zulkornain, Luqmanul Hakim, Azman Che Mat, and Nurul Ajleaa Abdul Rahman. "Does Automated Writing Evaluation (AWE) Improve Students’ Writing? Focus on Technical Aspects and Readability." International Journal of Information and Education Technology 13, no. 10 (2023): 1656–62. http://dx.doi.org/10.18178/ijiet.2023.13.10.1974.

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Automated Writing Evaluation (AWE) software has gained popularity in the field of writing related research. Most studies focused on perception and acceptance of AWEs and improvements in writing. However, this study was carried out based on the technicality of the writing which are often discussed as readability. The objectives of the study are to investigate the improvement in writing and to compare the results between the control and the experimental groups. The study employed a descriptive research design with two groups (control (n=49) and experimental n=72)) undergoing two tests (pre-test and post-test). The gap between these tests was 10 weeks where the control group went on the traditional teaching and learning method while the experimental group were exposed and trained to use AWE. Using the Flesch Reading Ease Scale and the Flesch-Kincaid Grade Level, the readability of the writings as well as the grade level required to understand the writings were tested. The findings revealed that the improvement of the readability in the experimental group fared slightly less compared to the control group. However, it is still safe to conclude that AWE does help to improve writings.
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20

Samson, Donald C. "Writing Assignments for a Graduate Course in Technical Writing." Journal of Technical Writing and Communication 22, no. 2 (April 1992): 211–19. http://dx.doi.org/10.2190/n9r7-veg8-cd0n-x8k7.

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Writing assignments for a graduate course in technical writing should develop students' technical backgrounds, their familiarity with reference materials, and their peer editing skills, as well as their writing skills. Also, the assignments should encourage students to write for publication. The three assignments described here—on a scientist, a topic in science, and a topic in technical communication—can help students achieve these objectives. Students write the first two articles for publication in general-audience newspapers or magazines, and the third for the same general audience or for a technical communication conference or journal.
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21

Dobrin, David N. "Is Technical Writing Particularly Objective?" College English 47, no. 3 (March 1985): 237. http://dx.doi.org/10.2307/376773.

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22

Kanary, Reynolds. "Developing a Technical Writing Programme." Canadian Journal for Studies in Discourse and Writing/Rédactologie 4, no. 2 (July 1, 1985): 10—Jul. http://dx.doi.org/10.31468/cjsdwr.160.

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23

Editorial Staff, CJSDW. "Technical Writing from Prentice-Hall." Canadian Journal for Studies in Discourse and Writing/Rédactologie 9, no. 3 (October 1, 1991): 51–52. http://dx.doi.org/10.31468/cjsdwr.321.

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24

Jordan, Michael P. "Using Acronyms in Technical Writing." Canadian Journal for Studies in Discourse and Writing/Rédactologie 15, no. 1 (April 1, 1999): 54–60. http://dx.doi.org/10.31468/cjsdwr.433.

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25

Rutter, Russell. "Poetry, Imagination, and Technical Writing." College English 47, no. 7 (November 1985): 698. http://dx.doi.org/10.2307/376975.

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26

De Vet, Dominique M. W. "Technical Writing in the Netherlands." Journal of Technical Writing and Communication 26, no. 4 (October 1996): 537–46. http://dx.doi.org/10.2190/pwr4-a0wc-cb43-jf0e.

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This article is about the profession of technical writing in the Netherlands. The data are mainly based on two studies. The first was directed at technical writers who work as freelancers (external writers). It was done with the objective of learning about the characteristics and backgrounds of external technical writers and about their wishes concerning the development of the profession. The second study was directed at technical writers who work inside organizations (internal writers) and focused on questions about text quality and the writing problems that threaten this quality. We will focus on three issues. After the introduction in the first section and the description of the design of our studies in the second section, we will give a global profile of technical writers in the Netherlands. In the fourth section we will give an impression of the writing problems internal technical writers have to deal with. In the fifth section opinions concerning more professionalism in the field of technical writing are discussed. Also attention is paid to current developments in professionalism.
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27

How, Jonathan P. "Technical Writing [From the Editor]." IEEE Control Systems 39, no. 5 (October 2019): 3–4. http://dx.doi.org/10.1109/mcs.2019.2925170.

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28

Eldridge, Elaine. "Teaching Technical Writing in Canada." Journal of Technical Writing and Communication 20, no. 2 (April 1990): 177–87. http://dx.doi.org/10.2190/wjxr-d018-ph18-fwgy.

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29

Miller, Carolyn R., Paul V. Anderson, J. C. Mathes, Dwight W. Stevenson, Leslie A. Olsen, Thomas N. Huckin, William S. Pfeiffer, Diana C. Reep, and Elizabeth Tebeaux. "Textbooks in Focus: Technical Writing." College Composition and Communication 43, no. 1 (February 1992): 111. http://dx.doi.org/10.2307/357376.

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30

Pardee, William J. "Writing Useful Technical/Business Objectives." Research-Technology Management 48, no. 1 (January 2005): 13–17. http://dx.doi.org/10.1080/08956308.2005.11657290.

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31

Pixton, William H. "Technical Writing and Terminal Modification." Journal of Technical Writing and Communication 22, no. 2 (April 1992): 159–78. http://dx.doi.org/10.2190/evvu-r3mw-k7ru-rhwx.

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Because of the work of Francis Christensen, sentence-terminal modification was emphasized in college composition from about 1965 to 1980. The structures emphasized included absolutes, restating and summarizing appositives, participial phrases, non-participial adjective phrases, adjectival clauses and prepositional phrases, and adverbial clauses and phrases. This emphasis, however, had little effect on technical writing, in spite of the practical utility of terminal modifiers. This article, therefore, explains the terminal modifiers and exemplifies them in the context of technical writing; it then examines the texts of representative technical reports to determine the extent to which terminal modifiers are currently used. The findings—generally that the report writers do not take full advantage of terminal modification—indicate that increased attention to terminal modifiers, especially the absolute, the summarizing appositive, and the non-participial adjective phrase, would significantly increase the options for effective expression by technical writers.
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32

Campbell, Patty Glover. "Business Communication or Technical Writing?" Bulletin of the Association for Business Communication 54, no. 2 (June 1991): 6–10. http://dx.doi.org/10.1177/108056999105400202.

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33

Murthy, K. V. V. "On Writing a Technical Paper." IETE Journal of Education 38, no. 2 (April 1997): 91–93. http://dx.doi.org/10.1080/09747338.1997.11415662.

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34

Kaufman, J. "Technical writing and computer programming." IEEE Transactions on Professional Communication 31, no. 4 (1988): 171–74. http://dx.doi.org/10.1109/47.9219.

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35

Helm, L. B. "From programming to technical writing." IEEE Transactions on Professional Communication 31, no. 4 (1988): 175–76. http://dx.doi.org/10.1109/47.9220.

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36

Bump, Jerome. "Metaphor, Creativity, and Technical Writing." College Composition and Communication 36, no. 4 (December 1985): 444. http://dx.doi.org/10.2307/357863.

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37

Wright, Patricia. "Chapter 8: Writing Technical Information." Review of Research in Education 14, no. 1 (January 1987): 327–85. http://dx.doi.org/10.3102/0091732x014001327.

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38

Minor, Dennis E. "Newspeak, 1984, and Technical Writing." Journal of Technical Writing and Communication 15, no. 4 (October 1985): 365–72. http://dx.doi.org/10.2190/dgqx-dbu8-kq2k-qakw.

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39

McCarron, William E. "Changing the Technical Writing Paradigm." Journal of Technical Writing and Communication 15, no. 1 (January 1985): 27–33. http://dx.doi.org/10.2190/dlrk-hc1t-jn3g-kqpl.

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40

ONO, Yoshimasa. "Technical Writing in English Introduction." Journal of the Society of Mechanical Engineers 107, no. 1025 (2004): 282–85. http://dx.doi.org/10.1299/jsmemag.107.1025_282.

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41

Tebeaux, Elizabeth. "Whatever Happened to Technical Writing?" Journal of Technical Writing and Communication 47, no. 1 (August 1, 2016): 3–21. http://dx.doi.org/10.1177/0047281616641933.

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This article provides a short history of the continuing issues that modern technical communication and technical communication faculty face. It discusses the first texts and many of the early pedagogical battles: Technical communication faculty faced literature faculty who saw the practical as the work of the devil, despite the fact that technical writing courses remained in high demand. Many recent books presented here discuss the problems of a culture steadily declining in educational quality and students who cannot write.
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42

HUCKIN, THOMAS N. "Technical Writing and Community Service." Journal of Business and Technical Communication 11, no. 1 (January 1997): 49–59. http://dx.doi.org/10.1177/1050651997011001003.

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43

Davis, Michael. "Rhetoric, technical writing, and ethics." Science and Engineering Ethics 5, no. 4 (December 1999): 463–78. http://dx.doi.org/10.1007/s11948-999-0046-1.

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44

Jordan, Michael P. "“Unattached” Clauses in Technical Writing." Journal of Technical Writing and Communication 29, no. 1 (January 1999): 65–93. http://dx.doi.org/10.2190/41pb-wpvv-0vxy-jm1q.

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45

Rutter, Russell. "Poetry, Imagination, and Technical Writing." College English 47, no. 7 (November 1, 1985): 698–712. http://dx.doi.org/10.58680/ce198513248.

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46

Dobrin, David N. "Is Technical Writing Particularly Objective?" College English 47, no. 3 (March 1, 1985): 237–51. http://dx.doi.org/10.58680/ce198513285.

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47

Bump, Jerome. "Metaphor, Creativity, and Technical Writing." College Composition & Communication 36, no. 4 (December 1, 1985): 444–53. http://dx.doi.org/10.58680/ccc198511743.

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48

UNEDA, Michio, and Ken-ichi ISHIKAWA. "Trial for Enhancing Technical Writing Skills to Improve Training Efficiency in Writing Technical Papers." Journal of JSEE 56, no. 1 (2008): 68–71. http://dx.doi.org/10.4307/jsee.56.1_68.

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49

Dr. Samir Khan. "Explicitly Teaching Five Technical Genres to English First-Language Adults in a Multi-Major Technical Writing Course." International Peer Reviewed E Journal of English Language & Literature Studies - ISSN: 2583-5963 4, no. 2 (December 10, 2022): 236–90. http://dx.doi.org/10.58213/ell.v4i2.55.

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My research focuses on students who speak English as their first language and are currently enrolled in a technical writing class open to students from many majors. I will report in this post on the outcomes of teaching these students five distinct types of technical writing. In this case, the students in issue have English as their mother tongue. Previous experimental research has shown that it is useful to explicitly teach academic writing to adults who speak English as their first language. The findings of the research have proved this. In contrast, no research on technical writing has ever been conducted compared to this study's level of depth and breadth. In order to investigate these effects, I employed a strategy that included a few different research approaches. In order to present a more comprehensive, in-depth characterization of the 534 texts authored by 316 student authors, this approach consisted of a control-group quasi-experimental design with a qualitative analysis. These were the components that made up the strategy. According to the findings, the participants in the genre workshop created writings with a significantly higher sensitivity to audience, purpose, structure, design, style, and editing than those generated by participants who were taught using more traditional approaches. Participants displayed a superior awareness of audience, aim, and editing while working within the framework of technical genres in the job materials text type instead of the procedures text type. This was the case when comparing the two text types. When contrasting the two different forms of text, this was the result.
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50

Manukonda, Ramesh. "English for Scientific & Technical Writing." International Journal for Research in Applied Science and Engineering Technology 10, no. 11 (November 30, 2022): 916–19. http://dx.doi.org/10.22214/ijraset.2022.47469.

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Abstract: ‘Communication is important not only in an organization but also in our daily life. When we use communication pertaining to technical, industrial or business matters belong to the category of technical or business communication’’. Scientific and technical writing, a form of technical communication, is a style of writing used in fields of diverse as computer hardware and software, engineering, chemistry, the aerospace, industry, robotics, finance, consumer electronics and biotechnology. Technical writing teams or departments are often referred to as Information development, User Assistance, Technical Documentation, or Technical Publications. Technical writers themselves may be called API writers, information developers, documentation specialists, documentation engineers, or technical content developers. Specific areas to be elaborated on the full paper. “ Nature of scientific and technical documentation-basics of scientific and technical documentation- organization in technical and scientific documentation – style in technical and scientific documentation –ABC of good technical and scientific documentation – history of technical and scientific documentation’. Broadly speaking, technical documentation can be categorized into three types, depending on the style of writing, the level of knowledge transferred and the target audience. End user assistance: These information products help a user understand how ton use a technical software or hardware product. Traditional technical documentation: here the objective of the writer is to communicate with a specific audience.
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