On occasion, the Journal of Technical Writing and Communication (JTWC) publishes an issue in which a primary focus is pedagogy. While this is not the primary focus of the journal, which remains committed to seeking out and publishing cutting edge research into the theory, history, and practices of our discipline and of those related to it, the occasional article or articles on pedagogy are in fact important contributions to the practice of technical communication by informing those who teach it of late developments. Nor is the pedagogically focused issue something we actively seek; rather, it is most often the by-product of the excellent materials we have available at any given time.
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