Technical and Professional Writing Commons^™

Apocalyptic Technical Communication From Clockface To Briefcase: Revealing The Spurious Coin Of Nuclear-Security Rhetoric, Ryan Cheek

English and Technical Communication Faculty Research & Creative Works

This article the Doomsday Clock and the Nuclear Football as interconnected technical communication artifacts that function as two sides of a "spurious coin" in the securitization of nuclear deterrence. While the Clock externalizes existential risk through apocalyptic rhetoric, the Football internalizes it within exclusive military command structures—together legitimizing perpetual nuclear crisis. Drawing on technical communication scholarship and critical security studies, the analysis argues that both artifacts sustain nuclearist ideology by reinforcing deterrence as common sense. The Clock's ominous countdown and the Football's ever-present launch capability are mutually validating and together normalize nuclear brinkmanship as the price of global security.

Generative Ai And Professional Technical Writers: A Mixed-Method Study, Jarrett Schaefer

Theses and Dissertations

This research investigates how professional technical writers use AI technology in their work today, which tools they are using, and which tasks they use them for. Using a mixed-methods research design, the study involved 21 participants completing a survey hosted in Qualtrics, and three participants interviewed over Zoom. Quantitative analysis was performed on the survey data, and the researcher used grounded theory to analyze the transcripts of the interview participants. The findings offer insight into how professional technical communicators use these tools and their attitudes toward including AI technologies in future pedagogies. While most participants had used AI technology in …

Teaching Technical Writing Through Designing And Running Escape Rooms, Marijel (Maggie) Melo, Antonnet Johnson

Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy

While many instructors recognize how the integration of popular culture and student interests can enhance student engagement and learning, this pedagogical approach remains rare in technical writing courses. In this article, we provide an end-to-end outline of an escape room project assigned to junior and senior level undergraduates, including an overview of our pedagogical rationale, institutional context, instructional materials, and synthesis of work produced by students. By collaborating on a range of technical documentation, students learn through experience that can be leveraged beyond the classroom and in their professional pursuits. Moreover, we aim to provide teachers with an example of …

Open Access Is Only The Beginning: Extending The Readership Of Human–Wildlife Interactions Research Through Inclusive Communication Design, Rosanna M. Vail

Human–Wildlife Interactions

Readers must be able to access, understand, and engage with published work, especially in an area like human–wildlife interactions, where viral coverage of altercations with wildlife sparks widespread interest in species or management issues. What should authors be doing to make their writing more inclusive and effective for as many readers as possible? In this article, the managing editor of Human-Wildlife Interactions integrates updated guidelines from the Council of Science Editors with communication frameworks to prioritize a reader-focused approach that extends the reach of article publication.

Software Company Workplace Bias In Technical Communication, Amanda Altamirano

Graduate Thesis and Dissertation 2023-2024

This dissertation is an interdisciplinary work that explores the intersection of humanities and technical communication by focusing on the presence and impact of software company workplace bias in technical professional communication. It focuses on workplace bias in technical communication because, when present, bias can impact the experiences that technical communicators and end-users (people who use the software) have with the software. This mixed-methods study consists of a survey, an interview, and a new diagram designed to help technical communicators mitigate biases in technical documentation. To understand better the presence and impact of bias in these workplace contexts, this study surveys …

Communicating In Crisis: Rhetorical (De)Stabilization During The Covid-19 Pandemic., Brittany Nicole Smart

Electronic Theses and Dissertations

This project explores the role of rhetoric in crisis—how rhetoric can contribute to both the stabilization and destabilization of a worldwide health emergency. Specifically, I utilize the COVID-19 pandemic as a case study to investigate how institutional rhetorics exacerbated the ongoing burnout epidemic amongst healthcare workers. Through a feminist, materialist take on institutional ethnography (Fullagar & Pavlidis, 2021; Griffith & Smith, 2014), I show how, while institutions like the CDC were under pressure to contain the spread of the virus, in the chaos of communicating safety regulations to healthcare professionals, they inadvertently subverted clinician autonomy and expertise by “coordinating” (LaFrance, …

Making A Case For Political Technical Communication (Pxtc), Ryan Cheek

English and Technical Communication Faculty Research & Creative Works

In This Article, I Argue that the Accelerated Adoption of Political Technology during the COVID-19 Pandemic Evinces Exigency for a Rhetorically Grounded Framework to Teach, Research, and Practice Political Technical Communication (PxTC) as a Sub-Discipline. as a Starting Point, I Use a Rhetorical Genre Studies Approach to Identify Political Social Actions that Separate Political Communication Technologies into Four Distinct Genres: Election, Electioneering, Constituent Services, and Punditry.

Final Master's Portfolio, Carol V. Grinage

Master of Arts in English Plan II Graduate Projects

This is the final master's portfolio for a Master's in English with an emphasis on professional writing and rhetoric.

Pursuing Personal And Professional Passions: A Final Master's Portfolio, Eileen Tse

Master of Arts in English Plan II Graduate Projects

As an English Language Arts teacher at the secondary level with some publishing experience looking to expand my professional writing repertoire, I sought to expand and transfer my knowledge and skills in rhetoric and technical writing in different realms of interests and areas of my life. The following is my final portfolio for the Master of Arts in English, fusing my various intellectual interests and professional pursuits. My first substantive project explores the technical communication that occurs in casual online spaces by exploring the documentation and interactions in an Animal Crossing: New Horizons Facebook fan group. The project blends my …

Begin Again: Reassessing Graduate Orientation, Codi Renee Blackmon

Theses and Dissertations

UA Little Rock's mandatory online graduate orientation takes about 15 minutes to complete. For all the information presented in that short time, is it useful? Lack of information retention among graduate students after orientation highlights the need for assessment. This research addresses UA Little Rock's graduate orientation program by applying Saul Carliner's physical, cognitive, and affective information design theory. I conducted focus groups with graduate students, report their perceptions of orientation programming, and combine their feedback with technical communication theory and best practices. Results show that students have issues with the orientation process and suggest improvements at all levels of …

Reviewing The Review Process: Designing Better Review Forms For Student Editors Of Undergraduate Research Publications, Meluso Rosaria Meluso

Graduate Theses/Dissertations

In 1998, the Boyer Commission on Educating Undergraduates in the Research University suggested that undergraduate students should be involved in research to improve their learning. Undergraduate research publications arose partially as a response to this suggestion because they allow students to engage in experiential learning. They also allow students to see research as serving a larger purpose rather than simply satisfying a requirement for a grade. Students, especially undergraduates, often serve as editors on undergraduate publications, but it is unclear what they understand about research, both as it applies to their own work as well as work from different disciplines, …

Zombie Ent(R)Ailments In Risk Communication: A Rhetorical Analysis Of The Cdc’S Zombie Apocalypse Preparedness Campaign, Ryan Cheek

English and Technical Communication Faculty Research & Creative Works

Apocalypticism is a powerful brew of eschatological belief and political imagination that is extremely persuasive. This article addresses the intersections between apocalyptic rhetoric and the technical communication of risk, disease outbreak, and disaster preparedness by analyzing the Centers for Disease Control and Prevention's zombie apocalypse preparedness campaign. Specifically, I argue that the framing of the Centers for Disease Control and Prevention's campaign relies on and extends problematic iterations of apocalypticism and undermines the educational objectives of disaster preparedness and response. I conclude with suggestions for how technical communicators designing public awareness and outreach campaigns can use existential risk rhetoric for …

Community Engagement In Writing Programs: Preparing Students For Success In Professional Settings, Courtney Bradford

Master of Arts in Professional Writing Capstones

This practicum focused on looking into the history of the foster care system, its development, and its modern iteration and on working with a nonprofit that supports the foster care system. The internship with Advocates for Children in Cartersville, Georgia, provided primary research into (1) how work on community-based engagement projects prepared me to explore careers in the nonprofit sector, (2) what kinds of writing, research, and other deliverables are needed by nonprofits supporting the foster care system and how the MAPW program prepared me to produce those deliverables, and (3) how having a strong understanding of the history and …

Open Access Textbooks In A Professional Communication Classroom: A Pilot Study, Sherena Huntsman, Avery C. Edenfield, Erin L. Davis

Journal on Empowering Teaching Excellence

In this paper, we share our findings from a curricular innovation project: a small pilot study replacing a conventional professional communication textbook with an open access book. Results showed that students received the change favorably and a final grade comparison showed no variation between similar courses that used conventional books and those that used open access books. While far from definitive, this study demonstrates the promise of open access books and open educational resources (OER), and that further study is needed in this area.

02.13: Memos And Emails, Tamara Powell, Tiffani Reardon

Open Technical Communication

Upon completion of this chapter, readers will be able to:
1. Identify basic memo and email formats.
2. Describe the key differences between basic memo and basic email formats.
3. Explain cc, bc, and attachment functions and when to use them.

02.10: Handbooks, David Mcmurrey

Open Technical Communication

Upon completion of this chapter, readers will be able to:
1. Explain the three types of information found in handbooks.
2. Explain and apply the guidelines for handbook format and style.

A handbook, as we are defining it here, is a combination of concept, instruction, and reference information focused on a specific topic for a specific audience's needs.

02.09: Recommendation And Feasibility Reports, David Mcmurrey, Jonathan Arnett

Open Technical Communication

Upon completion of this chapter, readers will be able to do the following:
1. Explain the differences between recommendation, feasibility, and evaluation reports.
2. Define the common components of recommendation and feasibility reports.
3. Explain and apply organization strategies for reports.

02.12: Oral Presentations, David Mcmurrey, Cassandra Race

Open Technical Communication

Upon completion of this chapter, readers will be able to:
1. Plan and prepare a talk or presentation.
2. Deliver the presentation.
3. Create presentation materials that reflect standards of effective presentation.
4. Evaluate presentations delivered by others, including classmates.

02.14: Technical Definitions And Descriptions, Jonathan Arnett

Open Technical Communication

Upon completion of this chapter, readers will be able to:
1. Explain and apply the 5 primary characteristics of technical definitions.
2. Write a definition using appropriate content, descriptors, details, length, placement, and audience analysis.
3. Avoid common technical definition problems.
4. Explain and apply the 5 primary characteristics of technical descriptions.
5. Write a description using the 6 common parts.
6. Organize a description according to the 3 common organizational patterns.

02.11: Titles, Abstracts, Introductions, And Conclusions, David Mcmurrey

Open Technical Communication

Upon completion of this chapter, readers will be able to:
1. Summarize strategies for writing effective document titles.
2. Define abstract and explain the different types of abstracts.
3. Explain the purposes of different types of introductions and summarize the common elements of them.
4. Explain the components and purposes of conclusions.

03: Ethics, Tamara Powell

Open Technical Communication

Upon completion of this chapter, readers will be able to do the following:
1. Define ethics.
2. Analyze a situation with regard to utility, right, justice, and care.
3. Explain the importance of ethical behavior.
4. Explain copyright law, why it is important, and how to make ethical decisions regarding it.
5. Explain how to ethically analyze data.
6. Explain how biases can lead to unethical decisions/behavior in technical communication.

04.01: Report Design, David Mcmurrey, Jonathan Arnett

Open Technical Communication

Upon completion of this chapter, readers will be able to do the following:
1. Explain the importance of effective report design.
2. Explain the purpose of a letter of transmittal.
3. Define when covers and labels are appropriate for reports.
4. Explain the purposes of and write a descriptive abstract and executive summary for a report.
5. Apply design principles of tables of contents and figures.
6. Apply basic design considerations on the body of a report.
7. Define the appropriateness of a conclusion, appendix, and information sources.

04.08: Graphics, David Mcmurrey

Open Technical Communication

Upon completion of this chapter, readers will be able to:
1. Explain and apply the various uses of graphics in technical documents.
2. Create and format appropriate graphics for technical documents.

04.05: Lists, David Mcmurrey

Open Technical Communication

Upon completion of this chapter, readers will be able to:
1. Distinguish between different types of lists in technical documents and explain appropriate situations for using each.
2. Explain and apply general guidelines for formatting different types of lists.
3. Use Microsoft Word to style lists appropriately.

04.06: Special Notes, David Mcmurrey, Tamara Powell

Open Technical Communication

Upon completion of this chapter, readers will be able to:
1. Distinguish between the four most common types of special notices.
2. Explain and apply the appropriate use for each type of special notice.
3. Explain and apply standard format guidelines for each type of special notice.

05.01: Writing Process - From Audience To Rough Draft, David Mcmurrey

Open Technical Communication

Upon completion of this chapter, readers will be able to:
1. Brainstorm and narrow down topics for a report.
2. Create an outline for a report.

05.02: Audience Analysis, David Mcmurrey

Open Technical Communication

Upon completion of this chapter, readers will be able to:
1. Identify the four common categories of audience and explain the differences between them.
2. Analyze your audience and explain how to tailor your writing to that audience.

05.03: Task Analysis, David Mcmurrey, Tamara Powell

Open Technical Communication

Upon completion of this chapter, readers will be able to:
1. Define documentation.
2. Identify and analyze tasks in order to create documentation.
3. Differentiate between function and task orientation and explain the pros and cons of each approach.
4. Explain how to begin writing documentation.

04.09: Indexing, Cassandra Race

Open Technical Communication

Upon completion of this chapter, readers will be able to create an index using Microsoft Word.

05.04: Articulating Technical Information, David Mcmurrey, Jonathan Arnett, Tamara Powell

Open Technical Communication

Upon completion of this chapter, readers will be able to do the following:
1. Explain and apply strategies for articulating technical discussions to nonspecialist readers.
2. Use audience analysis to decide what information to include or exclude from a document and how to discuss that information.