Thesis (M.A.)--University of Central Florida, 2009. / Adviser: Madelyn Flammia. Includes bibliographical references (p. 91-104).

Thesis (M.T.S.C.)--Miami University, Dept. of English, 2006. / Title from first page of PDF document. Includes bibliographical references (p. 31).

Thesis (M.A.)--University of Central Florida, 2008. / Adviser: Madelyn Flammia. Includes bibliographical references (p. 178-187).

Technical writing teachers have always struggled with understanding how to best deal with pedagogical issues including rapidly changing technology, audience construction, and transposing an academic ethos into a professional one. The expanding online world complicates these issues by increasing the pace of digital change, making the potential audience both more diffuse and more remote, and creating a more complex online rhetorical situation. E-portfolios provide a vivid way to examine this complex technological situation, and in this study, the author examines four cases of students creating online portfolios in a technical communication classroom. The author looks at both their e-portfolio process as well as their product, interviewing them to get a sense of how they used rhetoric, identity, and technology in an attempt to form a coherent professional presentation through a technological medium. In addition, the author looks at some issues inherent in e-portfolios themselves that may be applicable to a technical communication classroom, as this medium becomes ever more popular as a way of assessing both programs and the students themselves.

Technological advances have made endless amounts of information on nearly every subject easily accessible, while at the same time fostering an economic climate conducive to international trade and partnerships. The challenge for companies then becomes one of figuring out how best to manage and use this mass of information, a task complicated by the increasingly global nature of business that requires products to be tailored to more specialized user groups in a wider array of formats and in different languages. Hence the emergence of information design, a field that technical communicators would do well to associate themselves with. Information design is centered around solving many of today's communication problems, and technical communicators are well suited to participate in those discussions. This thesis seeks to understand what information design is and the role that technical communicators can play in this important and emerging field. A comprehensive literature review, this thesis seeks to represent and summarize the overall body of work within the field of technical communication concerning information design and its related issues, as well as to suggest ways in which technical communicators can better participate in the design and implementation of information design systems.

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Thesis. 1976. Ph.D.--Massachusetts Institute of Technology. Alfred P. Sloan School of Management. / Microfiche copy available in Archives and Dewey. / Vita. / Bibliography: leaves 230-242. / Ph.D.

The purpose of this case study was to examine what would happen when poetry writing was incorporated into a technical writing course for engineering students. To make poetry relevant to engineering students and topics of technical writing, a low-stakes assignment of poetry writing as prewriting about a technical object, called Technical Poetry, was designed and paired with a high-stakes assignment of technical description. The study explored with a group of engineering students their experiences of writing technical poetry, how they perceived it, and how it changed their technical writings and perceptions of engineering. The study did not intend to teach the engineering students to become professional poets, but to keep the focus of the study on enhancing technical writing instruction and developing students’ technical writing through a creative, poetic, and expressive pedagogy. The problem that engineering students have, of writing for and communicating through technical documents with a broad range of audiences who vary from high-technical to low-technical and lay readers, demands a broad range of exercises in different writing forms and genres. The Expressive Theory of composition emphasizes the benefits of creative and poetic writing exercises that foster writing from alternative perspectives, such as the poet’s perspective, and eventually improve the students’ writing and communication skills. Furthermore, the Conceptual Metaphor Theory informed the study of the roles metaphors play in language and mind and how they can be applied to writing technical documents and clarifying complex technical and scientific matters for readers. Poetry was used as a creative and expressive pedagogical tool that introduced poetic devices such as metaphors, similes, and analogies to equip engineering students with language techniques for effective technical communication with a broad range of audiences. The practice of writing poetry and creating metaphors also served to familiarize the engineering students with the creative thinking experience used in industrial designing, inventing, and technical problem solving, referred to as biomimicry or biomimetic. A qualitative case study was designed for in-depth case-by-case research. Data were collected from multiple sources including the students’ technical poems, technical descriptions in prose, pre- and post-poetry reflections or questionnaires, and interviews. The study adopted coding and discourse analysis methods to examine the students’ metaphors in communicating complex technical concepts with lay readers, their experiences of technical poetry writing, and their perceptions of engineering through the creative poetic pedagogy. As a result, the vast majority of the students reported positive changes in their perceptions of poetry and engineering and showed more effectiveness in their technical writings. In addition to writing technical poems that embodied metaphors, the students wrote technical descriptions that included numerous metaphors which, in turn, made their technical writings more understandable and relatable to lay readers. Recommendations are offered for ways that technical writing instructors can design and apply poetic, expressive, and creative pedagogies. Poetry was one way to make a change in the way English instructors teach technical writing to engineering students. Further studies can look at the impact of other literary and creative pedagogies.