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Search indexed NASA NTRS and DOE OSTI research on propulsion, heat transfer, battery materials and energy systems. Follow report and document links to the original sources.

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NASA NTRS1981

Technical writing versus technical writing

Two terms, two job categories, 'technical writer' and 'technical author' are discussed in terms of industrial and business requirements and standards. A distinction between 'technical writing' and technical 'writing' is made. The term 'technical editor' is also considered. Problems inherent in the design of programs to prepare and train students for these jobs are discussed. A closer alliance between industry and academia is suggested as a means of preparing students with competent technical communication skills (especially writing and editing skills) and good technical skills.

Dillingham, J. W.↗
NASA NTRS1981

How to develop and write a case for technical writing

Case of different sizes and shapes for teaching technical writing to engineers at Wayne State University have been developed. The case approach was adopted for some assignments because sophomores and juniors lacked technical expertise and professional knowledge of the engineering world. Cases were found to be good exercises, providing realistic practice in specific writing tasks or isolating particular skills in the composing process. A special kind of case which narrates the experiences of one technical person engaged in the problem-solving process in a professional rhetorical situation was developed. This type of long, realistic fiction is called a an "holistic" case. Rather than asking students to role-play a character, an holistic case realistically encompasses the whole of the technical writing process. It allows students to experience the total communication act in which the technical task and data are fully integrated into the rhetorical situation and gives an opportunity to perform in a realistic context, using skills and knowledge required in communication on the job. It is believed that the holistic case most fully exploits the advantages of the case method for students of professional communication.

Couture, B.↗
NASA NTRS1981

Applied tagmemics: A heuristic approach to the use of graphic aids in technical writing

In technical report writing, two needs which must be met if reports are to be useable by an audience are the language needs and the technical needs of that particular audience. A heuristic analysis helps to decide the most suitable format for information; that is, whether the information should be presented verbally or visually. The report writing process should be seen as an organic whole which can be divided and subdivided according to the writer's purpose, but which always functions as a totality. The tagmemic heuristic, because it itself follows a process of deconstructing and reconstructing information, lends itself to being a useful approach to the teaching of technical writing. By applying the abstract questions this heuristic asks to specific parts of the report. The language and technical needs of the audience are analyzed by examining the viability of the solution within the givens of the corporate structure, and by deciding which graphic or verbal format will best suit the writer's purpose. By following such a method, answers which are both specific and thorough in their range of application are found.

Brownlee, P. P.↗
NASA NTRS1981

The problems inherent in teaching technical writing and report writing to native Americans

Teaching technical writing to Native Americans contending with a second language and culture is addressed. Learning difficulties arising from differences between native and acquired language and cultural systems are examined. Compartmentalized teaching, which presents the ideals of technical writing in minimal units, and skills development are considered. Rhetorical problems treated include logic of arrangement, selection of support and scope of detail, and time and space. Specific problems selected include the concept of promptness, the contextualization of purpose, interpersonal relationships, wordiness, mixture of registers, and the problem of abstracting. Four inductive procedures for students having writing and perception problems are included. Four sample exercises and a bibliography of 13 references are also included.

Zukowski/faust, J.↗
NASA NTRS1981

What is technical writing? Prolegomenon to a contextual definition

The question, "What is Technical Writing?", is addressed. Interest about the stance a teacher assumes in a classroom, the orientation of textbooks, and the shape of curricula are considered. Technical writing is considered of age, definitions abound and the time is ripe for a metaperspective on the question. This analyzes pitfalls in representative definitions of technical writing suggest a direction for future inquiry.

Barton, B. F.↗
NASA NTRS1981

Technical writing in America: A historical perspective

The standard distinction between poetic and referential language, the gulf between science and the humanities, and the distress many teachers of English feel when faced for the first time with the prospect of teaching technical writing are discussed. In the introduction of many technical writing textbooks. Technical communication is divorced from other forms of linguistic experience by making language limiting and reductive rather than creative and expansive. The emphasis on technical/scientific writing as radically different had blinded people to those traits it has in common with all species of composition and has led to a neglect of research, on fundamental rhetorical issues. A complete rhetorical theory of technical discourse should include information about the attitudes and motives of writers, the situations which motivate (or coerce) them to write, definitive features of technical style and form, interrelationship of expression and creativity, and functions of communication in shaping and preserving scientific networds and institutions. The previous areas should be explored with respect to contemporary practice and within an historical perspective.

Connaughton, M. E.↗
NASA NTRS1981

Enlightened Use of Passive Voice in Technical Writing

The passive voice as a normal, acceptable, and established syntactic form in technical writing is defended. Passive/active verb ratios, taken from sources including 'antipassivist' text books, are considered. The suitability of the passive voice in technical writing which involves unknown or irrelevant agents is explored. Three 'myths' that the passive (1) utilizes an abnormal and artificial word order, (2) is lifeless, and (3) is indirect are considered. Awkward and abnormal sounding examples encountered in text books are addressed in terms of original context. Unattractive or incoherent passive sentences are explained in terms of inappropriate conversion from active sentences having (1) short nominal or pronominal subjects or (2) verbs with restrictions on their passive use.

Trammell, M. K.↗
NASA NTRS1981

Some technical writing skills industry needs

It is suggested that engineers and other technical students be taught three classes of skills in technical writing. First, "Big Picture Things", which includes: the importance of clear writing, the wide scope of writing, the wide scope of writing tasks that will be faced in industry, and the principles of organization of technical materials such as; how to analyze, classify, partition, and interpret. Second, "Writing Procedures", which encompasses: how to get words on paper efficiently and team-write. Third, "Writing Details", in which two considerations are important: how to achieve precision in the use of language and the aspects of style. Three problems in style are cited: the problem of sentence transition, overuse of attributive adjectives, and verbosity in paragraph structure. The most important thing in technical writing is considered to be functionality, economy and clarity.

Smith, F. R.↗
NASA NTRS1981

Technical writing practically unified through industry

General background details in the development of a university level technical writing program, based upon the writing tasks of the student's occupations, are summarized. Objectives and methods for unifying the courses of study with the needs of industry are discussed. Four academic course divisions, Industries Technologies, in which preparation and training are offered are: Animal, Horticulture, Agriculture, and Agricultural Business. Occupational competence is cited as the main goal for these programs in which technical writing is to be practically unified through industry. Course descriptions are also provided.

Houston, L. S.↗
NASA NTRS1981

Integrate oral communication with technical writing: Towards a rationale

Integrating oral communication and technical writing instruction, to give students the opportunity to learn and practice interpersonal skills, is proposed. By linking speech and writing the importance of small-group interaction in developing transferrable ideas is acknowledged. Three reasons for integration are examined: workday activities, application of role-taking to writing, and conflict resolution. Four advantages of integration are stated.

Skelton, T.↗
NASA NTRS1981

Using sentence combining in technical writing classes

Sentence combining exercises are advanced as a way to teach technical writing style without reliance upon abstractions, from which students do not learn. Such exercises: (1) give students regular writing practice; (2) teach the logic of sentence structure, sentence editing, and punctuation; (3) paragraph development and organization; and (4) rhetorical stance. Typical sentence, paragraph, and discourse level sentence combining exercises are described.

Rosner, M.↗
NASA NTRS1981

Technical Writing: Past, Present and Future

The training of technical writers and the objectives of such education are discussed. Special emphasis was placed on the communication between technical personnel and non-technical personnel. The liabilities that affect technical writers were also discussed.

Mathes, J. C.↗
NASA NTRS1981

Preparing for an influx of foreign students in technical writing courses: Understanding their background

The cultural and historical influences that students from foreign countries bring with them to technical and report writing classes, in particular those influences that would affect their receipt of instruction in American principles for written prose are examined. The grouping of sentences into idea units and into paragraphs, and the grouping of the paragraphs into whole structures are considered. The different cultures, different habits and norms for handling prose, and the dictates for style and structure and sufficiency and approach are also considered.

Lipson, C. S.↗
NASA NTRS1992

Technical report writing

This manual covers the fundamentals of organizing, writing, and reviewing NASA technical reports. It was written to improve the writing skills of LeRC technical authors and the overall quality of their reports.

Vidoli, Carol A.↗
NASA NTRS1981

Technical Communication: Perspectives for the Eighties, Part 1. Proceedings of the Technical Communications Sessions at the 32Nd Annual Meeting of the Conference on College Composition and Communication

Proceeding of the technical communication sessions at the 32nd annual meeting of the Conference on College Composition and Communication held in Dallas, Texas, March 26-28, 1981 are summarized. The proceeding suggest that technical communication has become an important subfield and is becoming an intrinsic part of many undergraduate curricula. Technical communication as a separate discipline, however, is relatively new. For that reason, proceedings that can make current research available as quickly as possible are suggested for preparation. The following topics were addressed: (1) a history and definition of technical writing, (2) the case method is technical communication (3) teaching technical writing (4) oral communication and rhetorical theory, and (5) new approaches in and practical applications of technical writing.

Mathes, J. C.↗