The Role of Rules in Technical Communication

2005 ◽  
Author(s):  
M.F. Buehler ◽  
A.L. Cox ◽  
E.P. Dukes ◽  
L.M. Zook
Keyword(s):  
Technical Communication

scholarly journals Taking a Holistic Perspective on Technical Communication and Lean

2015 ◽  
Vol 19 (2) ◽  
pp. 103
Author(s):  
Pernilla Ingelsson ◽  
Ulrika Löfstedt ◽  
Ingela Bäckström ◽  
Lena-Maria Öberg
Keyword(s):  
Best Practices ◽  
Technical Communication ◽  
Holistic Perspective ◽  
The Status

<div><strong>Purpose:</strong> The purpose of this paper is to present best practices and areas of improvement in Technical Communication (TC) analyzed with Lean values as a base. The purpose is also to analyze the results from a holistic perspective using the Synergy-4 model, a multi-perspective approach which considers four different spheres of an organization at a time in order to discover synergies.</div><div> </div><div><strong>Methodology/Approach:</strong> To fulfill the purpose, 15 interviews in four different companies were conducted. These were then analyzed and the results were categorized into a number of predefined Lean areas. The results from the Lean values were then further analyzed with the Synergy-4 model as a base. </div><div> </div><div><strong>Findings:</strong> Taking a Lean perspective could enhance the status of TC with regard to finding ways to incorporate the customer’s voice more clearly when it comes to strengthening the role of TC. The result from the analyses indicates that Lean and Synergy-4 can enrich each other.</div>

scholarly journals Drafting Pandemic Policy: Writing and Sudden Institutional Change

2020 ◽  
Vol 35 (1) ◽  
pp. 140-146
Author(s):  
Erin Workman ◽  
Peter Vandenberg ◽  
Madeline Crozier
Keyword(s):  
Institutional Change ◽  
Policy Development ◽  
Technical Communication ◽  
Teaching And Learning ◽  
Institutional Ethnography ◽  
Writing Technologies ◽  
Writing Processes ◽  
Faculty And Administrators ◽  
The University

This article reports findings from an institutional ethnography of university stakeholders’ writing in the early days of the COVID-19 pandemic, illustrating the affordances of this methodology for professional and technical communication. Drawing on interview transcripts with faculty and administrators from across the university, the authors contextualize the role of writing in the iterative, collaborative, distributed writing processes by which the university transitioned from a traditional A–F grading scheme to a pass or fail option in just a few business days. They analyze these stakeholders’ experiences, discussing some effects of this accelerated timeline on policy development, writing processes, and uses of writing technologies within this new context of remote teaching and learning.

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