The Role of Rules in Technical Communication

Author(s):  
M.F. Buehler ◽  
A.L. Cox ◽  
E.P. Dukes ◽  
L.M. Zook
2015 ◽  
Vol 19 (2) ◽  
pp. 103
Author(s):  
Pernilla Ingelsson ◽  
Ulrika Löfstedt ◽  
Ingela Bäckström ◽  
Lena-Maria Öberg

<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>


2020 ◽  
Vol 35 (1) ◽  
pp. 140-146
Author(s):  
Erin Workman ◽  
Peter Vandenberg ◽  
Madeline Crozier

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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