Masters Theses

Date of Award

12-1984

Degree Type

Thesis

Degree Name

Master of Arts

Major

English

Major Professor

Michael Keene

Committee Members

Kate Adams, Edward Bratton

Abstract

Teaching technical writing in the workplace requires the instructor to communicate ideas especially quickly and effectively, since working professionals are normally more demanding than college students who take technical writing courses. Working professionals understand the importance of writing in the "real world," and they understand that good writing can translate into promotions for them and profits for their company. Unfortunately, traditional teaching techniques do not always communicate ideas quickly and effectively.

While analyzing the traditional workshops, one variable, the visual, seemed particularly useful. The term visual for this paper, however, does not mean merely an illustration. Instead, visuals include charts, diagrams, or matrices that promote the use of the visual skills of the brain--visuals that allow people to gather information, to understand relationships, and to perceive movement from one idea to another.

First the current use of visuals in teaching technical writing was examined. Use of visuals was observed in a workshop setting, and it was determined that effective visuals aid memory, are necessary for understanding and are easy to apply to the workplace. Although only a few technical writing textbooks used visuals, those discovered were divided into visuals as graphics, visuals as examples, and visuals as symbols. In the latter category were the effective visuals--visuals that show meaning easily, focus on function, state relevant propositions, and interpret relevant features. Using this criterion, sugtions were made for a visually designed technical writing workshop.

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