Drawn from quantitative and qualitative work of practitioners in the field, this edited collection provides an update to the Staples and Ornatowski's influential Foundations of Teaching Technical Communication (1997). The collection is organized around the broad themes of expanding pedagogy, shaping curriculum, incorporating technology, and engaging community. In each section, authors illustrate their experiences with teaching in the university technical communication classroom, addressing topics such as rethinking the role of internships, redesigning student learning outcomes for assessment practices, incorporating ethics into the technical communication classroom, using visual communication in community context, and engaging plain language. These sixteen chapters, taken as a whole or individually, provide readers with insights and examples into teaching technical communication in the 21st century.

Institutions have regimes—policies that typically come from the top down and are meant to align the efforts of workers with the goals and mission of an institution. Institutions also have practices—day-to-day behaviors performed by individual workers attempting to interpret the institution’s missives. Taken as a whole, these form a company’s memory regime, and they have a significant effect on how employees analyze, mix, translate, sort, filter, and repurpose everyday information in order to meet the demands of their jobs, their customers, their colleagues, and themselves.

In Rhetorical Memory, Stewart Whittemore demonstrates that strategies we use to manage information—techniques often acquired through trial and error, rarely studied, and generally invisible to us—are as important to our success as the end products of our work. First, he situates information management within the larger field of rhetoric, showing that both are tied to purpose, audience, and situation. He then dives into an engaging and tightly focused workplace study, presenting three cases from a team of technical communicators making use of organizational memory during their everyday work. By examining which techniques succeed and which fail, Whittemore illuminates the challenges faced by technical communicators. He concludes with a number of practical strategies to better organize information, that will help employees, managers, and anyone else suffering from information overload.

Solving Problems in Technical Communication collects the latest research and theory in the field and applies it to real-world problems faced by practitioners—problems involving ethics, intercultural communication, new media, and other areas that determine the boundaries of the discipline. The book is structured in four parts, offering an overview of the field, situating it historically and culturally, reviewing various theoretical approaches to technical communication, and examining how the field can be advanced by drawing on diverse perspectives. Timely, informed, and practical, Solving Problems in Technical Communication will be an essential tool for undergraduates and graduate students as they begin the transition from classroom to career.

Teaching Professional and Technical Communication guides new instructors in teaching professional and technical communication (PTC). The essays in this volume provide theoretical and applied discussions about the teaching of this diverse subject, including relevant pedagogical approaches, how to apply practical aspects of PTC theory, and how to design assignments.
 
This practicum features chapters by prominent PTC scholars and teachers on rhetoric, style, ethics, design, usability, genre, and other central concerns of PTC programs. Each chapter includes a scenario or personal narrative of teaching a particular topic, provides a theoretical basis for interpreting the narrative, illustrates the practical aspects of the approach, describes relevant assignments, and presents a list of questions to prompt pedagogical discussions.
 
Teaching Professional and Technical Communication is not a compendium of best practices but instead offers a practical collection of rich, detailed narratives that show inexperienced PTC instructors how to work most effectively in the classroom.
 
 
Contributors: Pam Estes Brewer, Eva Brumberger, Dave Clark, Paul Dombrowski, James M. Dubinsky, Peter S. England, David K. Farkas, Brent Henze, Tharon W. Howard, Dan Jones, Karla Saari Kitalong, Traci Nathans-Kelly, Christine G. Nicometo, Kirk St.Amant
 

Technology users are compulsive integrators, hybridizers, and bricoleurs, whose unpredictable applications and innovations create a challenging task for support-documentation writers. In Wicked, Incomplete, and Uncertain, Jason Swarts shows how to document technologies that may hybridize into forms that not even their designers would have anticipated and offers insight into the evolving role of a technical writer in an age of increasing user reliance on YouTube tutorials, message boards, and other resources for guidance.
 
Technical writers traditionally create large volumes of idealized tasks and procedures in help documentation, but this is no longer the only approach, or even the best approach. Shifting responsibility for user support to users via crowdsourcing is a risky alternative. Just as with other mass-collaborative enterprises, contributors to a forum may not be aware of the kind of knowledge they are creating or how their contributions connect with those made by others. Wicked, Incomplete, and Uncertain describes the kinds of writing and help practices in which user forums engage, why users seem to find these forums credible and appealing, and what companies can learn about building user communities to support this form of assistance.
 
Through investigation of user-forum activities, Swarts identifies a new set of contributions that technical communicators can make—not only by creating content but also by curating content, shaping conversations, feeding information back into the user community, and opening channels of discovery and knowledge creation that can speak to users and software developers alike