Writing and Pedagogy 2023-02-13T23:15:13+00:00 Jill V. Jeffery [email protected] Open Journal Systems <p><em>Writing &amp; Pedagogy</em> provides an internationally-oriented forum for discussion and dissemination of knowledge focussed on the nature of writing and its development across the lifespan. It is innovative in being international in scope, spanning levels of education, and in advancing the theory and practice of writing pedagogy in varying language environments. <a href="">Read more</a>.</p> Entwining interactive fiction with technical writing to develop structured authoring competencies 2021-12-07T17:21:37+00:00 Robert Terry [email protected] <p>Concerns about teaching structured authoring, which is the use of software in technical writing to allow automatic textual reuse and reassembly, have been woven into the debate about what role technologies should play in preparing technical writing students for ‘real world’ needs since the late 1990s (see Brumberger &amp; Laurer, 2015; Carnegie &amp; Crane, 2019; Kimball, 2015; Rainey et al., 2018). Vee (2017) and others have argued that fundamental aspects of writing software code, many of which parallel structured authoring, are now required literacies. Indeed, as Gentle (2017) demonstrates, the difference between those writing code and those writing structured authoring continues to shrink. Helping to develop technical writers to understand this overlap remains a significant challenge. This article suggests that this challenge might be met by using an open-source interactive fiction authoring platform called Twine, which provides many of the building blocks of structured authoring while teaching fundamental aspects of coding. However, this approach is not without its perils. Through analyzing the findings of a two-year study, this article identifies potential avenues for success as well as potential pitfalls to be mindfully considered.</p> 2023-02-13T00:00:00+00:00 Copyright (c) 2023 Equinox Publishing Ltd. Business and technical writing pedagogy 2021-12-15T15:43:19+00:00 Donald W Dow [email protected] <p>Given the rise in business and technical writing (BTW) courses in writing programs and English departments, there is a need to develop not only a pedagogy for BTW but one that considers BTW’s institutional context. Context is a problematic focus for pedagogy, as we have seen in recent scholarship on student writing, theory of genre, and transferability of skills to other academic disciplines. That scholarship views the uncertain and unclear contexts of academic composition courses and their genres as preventing the full student understanding of genre that is needed for students to develop transferable writing skills. The continuation of that scholarship into BTW regards the instruction of BTW, as inside academia rather than within the workplace, as suffering from similar concerns with context. Rather than viewing BTW as downstream from or supplemental to composition instruction, this article argues that we should examine the genres of BTW as unique in their contingency to the writing process and yet just as able to pursue the goals of composition instruction and liberal arts education as first-year composition (FYC) courses. By focusing on the reader of BTW genres as determinant in the contingency of the writing situation, we see BTW as less problematic than FYC in its support of key composition goals such as the creation of original arguments and effective management of supporting materials. The awareness of readership and argumentation allows for a pedagogy supportive of contingent and part-time faculty as well as full-time composition faculty regardless of their respective professional experience.</p> 2023-02-13T00:00:00+00:00 Copyright (c) 2023 Equinox Publishing Ltd. Bridging the gap between workplace writing and professional writing instruction 2021-12-21T22:13:32+00:00 Sarbani Sen Vengadasalam [email protected] 2023-02-13T00:00:00+00:00 Copyright (c) 2023 Equinox Publishing Ltd. Should we teach students how to bullshit? 2021-12-07T18:17:19+00:00 Peter J McEachern [email protected] Robert W McEachern [email protected] <p>Bullshit, as defined by Frankfurt (2005, p. 10), is language that is “disconnected from a concern for the truth.” Much scholarship shows that bullshit is a prominent feature in organizations that is difficult, if not impossible, to get rid of (e.g., McCarthy et al., 2020; Penny, 2010). Bullshit, by definition and by cultural practice, seems antithetical to business writing orthodoxy. As Thill and Bovée (2020) suggest in a representative textbook, communication should be clear and ethical. However, Spicer (2020) codifies bullshit as a social practice whose outcomes are not always dire. Well-crafted bullshit benefits its users, allowing them to “fit into a speech community, get things done in day-to-day interaction and bolster their image and identity” (Spicer, 2020, p. 20). Contrasting with business writing’s abstinence-only bullshit stance, this suggests that successful writers must adapt to their organization’s speech act practices. In this article, we argue that students must be taught about bullshit. After describing bullshit and its role in organizations, we show how business writing could incorporate a critically informed approach to bullshit in undergraduate courses, internship preparation courses, and other curricular instances in which students work directly with organizations. While bullshitting should not be outright encouraged, continued ignorance will do nothing to solve its associated problems. Promoting bullshit literacy, however, could both minimize bullshit’s harms and maximize its benefits. We close by describing how this approach could foster critical thinking skills, promote more seamless adaptation to organizational cultures and communication practices, and perhaps even improve mental health outcomes.</p> 2022-11-11T00:00:00+00:00 Copyright (c) 2022 Equinox Publishing Ltd. Examining industry expectations and classroom standards 2021-12-17T19:06:42+00:00 Ann Marie Francis [email protected] <p>The idea that engineers are graduating without the necessary communication skills, specifically written communication, is not new. In the past 25 years, changes have been made both in accreditation requirements and in engineering program curriculums to work to improve students’ writing skills and make their writing better align with the needs of industry, and research is emerging that considers industry standards and how those standards can be applied to the classroom. One challenge is that the characteristics of quality writing are not always the same for the industry and the classroom, which can create problems for new graduates entering the workforce. This article looks at how effective writing is defined by both academics and professional engineers. Drawing on a study by Cunningham &amp; Stewart (2012), which researched the criteria professional engineers consider essential in effective writing, this article provides the results of a survey of instructors of introductory professional and technical writing classes. The survey was designed to determine the characteristics the instructors use when grading writing assignments. The results are then compared to the characteristics of quality writing as identified by the engineers. In addition, the article reviews assessment rubrics to identify criteria used when evaluating writing and compares these criteria to the qualities of effective writing as determined by the Analytic Writing Continuum, part of the National Writing Project. After determining gaps between industry and academics, the article considers ways to bridge those gaps, including working with professional engineers to obtain sample documents, increasing reading and evaluation of engineering documents in professional and technical writing classes, and using interdisciplinary approaches to course design and instruction.</p> 2022-10-28T00:00:00+00:00 Copyright (c) 2022 Equinox Publishing Ltd. Screencasting for technical writing students 2022-03-10T05:04:11+00:00 Andrew Cavanaugh [email protected] <p>Significant research has been conducted in the past several decades on best practices in providing feedback to students’ writing. Over the past two decades, feedback methods have evolved as writing classes have transitioned from face-to-face traditional classrooms to online classrooms and as technology has advanced. Written feedback has moved from handwritten notes in the margins of a paper to typed feedback using commenting tools. Audio feedback has gone from the cassette tape to the MP3 file. One of the most recent trends in feedback to students’ writing is in video form using screencasting technology. Video feedback through screencasting is especially beneficial in the technical writing classroom, where students often need to see the problems in their document. Students often benefit from seeing why they need more white space, why their graphics are not clear, why their alignment is off, why their instructions are not precise for their audience, why their numbered steps are not developed correctly, and why a host of other design principles could be improved. Moreover, video feedback through screencasting technology is becoming more popular in the workplace. Exposing students in technical writing classes to screencasting feedback has the potential not only to improve their writing but also to enhance their readiness for the workplace.</p> 2022-11-11T00:00:00+00:00 Copyright (c) 2022 Equinox Publishing Ltd. Ahrndt, Shannon. Intercultural Communication 2021-12-13T15:35:40+00:00 Marcie Rovan [email protected] <p>Ahrndt, Shannon. Intercultural Communication. (St. Louis, MO: Open Education Resource Collection, University of Missouri – St. Louis, 2020), 119pp. Open access e-book.;context=oer</p> 2022-09-20T00:00:00+00:00 Copyright (c) 2022 Equinox Publishing Ltd. Recognizing and examining the value of professional writing 2022-09-20T18:15:23+00:00 Tara Hembrough [email protected] Miriam Jaffe [email protected] 2022-12-14T00:00:00+00:00 Copyright (c) 2022 Equinox Publishing Ltd.