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This special issue of Technical Communication Quarterly continues the work of the winter 2004 issue of gathering information and reflecting on the state of technical communication in its academic context. The two issues together provide some historical background on the ATTW as well as data on current academic members of the field and their jobs, their teaching and research, and their programs. The narrow goal of the issues is to help ATTW plan for the future by identifying needs, interests, and responsibilities of members, but the broader goal is to define for anyone with an interest the values and current practices as well as the gaps and visions of technical communication in its academic context. The articles in this issue continue discussions begun in the winter issue. Stuart Selber's article on the outstanding dissertation award provides important information about the award, but it also extends the inquiry into research that Ann Blakeslee and Rachel Spilka reported on in the winter issue. Both articles raise questions about what we study, the methods we use, and the gaps in our research. Nancy Allen and Steve Benninghoff provide a comprehensive look at undergraduate teaching. Their research into teaching practice confirms and extends some of the data from a survey of ATTW members reported in the winter issue by David Dayton and Steve Bernhardt. Laura Gurak and Ann Hill Duin address the central issue of technology and point out opportunities for teaching and research that we should consider with the introduction of new technologies, new expectations of students, and competing providers. The final two articles in this issue address programmatic issues as they relate to teaching and that might be read in conjunction with Jo Allen's article on assessment in the Winter 2004 issue. Richard Johnson-Sheehan and Charles Paine discuss the practical and theoretical problems of separate administrations for first-year composition and technical and professional writing. They present four models from different universities of shared administration of writing programs with rhetoric as the bridge joining two related but often separated programs. Kenneth Rainey and Roy Turner provide the history of more than two decades of investigations into certification of technical communicators. They also describe certification schemes in other countries, discuss ethical and theoretical arguments for certification, and offer the outline of a certification process for the United States.
机译:本期《技术交流季刊》继续出版2004年冬季刊的工作,以收集信息并在学术背景下反思技术交流的状况。这两个问题共同提供了ATTW的一些历史背景以及该领域当前学术成员及其工作,教学和研究以及课程的数据。这些问题的狭窄目标是通过确定成员的需求,利益和责任来帮助ATTW制定未来计划,但更广泛的目标是为有兴趣的任何人定义价值观和当前做法以及存在的差距和愿景。在学术背景下的技术交流。本期文章继续讨论从冬季期开始的讨论。斯图尔特·塞尔伯(Stuart Selber)关于优秀论文奖的文章提供了有关该奖的重要信息,但同时也将调查范围扩展到了安·布莱克斯利(Ann Blakeslee)和蕾切尔·斯皮尔卡(Rachel Spilka)在冬季问题上进行的报道。这两篇文章都提出了关于我们的研究内容,使用的方法以及研究空白的问题。南希·艾伦(Nancy Allen)和史蒂夫·本宁霍夫(Steve Benninghoff)对本科教学进行了全面介绍。他们对教学实践的研究证实并扩展了David Dayton和Steve Bernhardt在冬季刊中报道的ATTW成员调查的一些数据。劳拉·古拉克(Laura Gurak)和安·希尔·杜因(Ann Hill Duin)谈到了技术的核心问题,并指出了在引入新技术,学生的新期望和竞争性提供者时应考虑的教学和研究机会。本期的最后两篇文章讨论了与教学有关的程序性问题,这些问题可能与Jo Allen在2004年冬季刊有关评估的文章一起阅读。理查德·约翰逊·希恩汉(Richard Johnson-Sheehan)和查尔斯·潘恩(Charles Paine)讨论了独立行政管理的第一年组成以及技术和专业写作的实践和理论问题。他们介绍了来自不同大学的四种模式,这些模式共享修辞程序的行政管理,以修辞学为桥梁,衔接两个相关但经常分开的程序。肯尼斯·雷尼(Kenneth Rainey)和罗伊·特纳(Roy Turner)提供了超过二十年的技术传播者认证调查历史。他们还描述了其他国家的认证方案,讨论了认证的道德和理论依据,并提供了美国认证流程的概述。

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