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The concept of a public—a group of strangers drawn together through their mutual attention to a text—has historically been tied to the notion of human intentionality. The recent popularization of artificial intelligence (AI) large language models (such as ChatGPT) destabilizes this connection. When large language models generate text, they may inadvertently form stochastic publics —groups pulled together through the randomization of biased data patterns drawn from AI training material. This exploratory study draws on a three-phase dialogue with OpenAI's ChatGPT 4 to identify the risks of stochastic publics and suggest human-originated interventions grounded in feminist care ethics. [ABSTRACT FROM AUTHOR]

Virtual exchanges through the Trans-Atlantic and Pacific Project (TAPP) allow instructors to design collaborations that engage students in global, international, and intercultural (GII) competencies, which are increasingly emphasised through the ongoing process of internationalisation of higher education. This article constitutes a practice report that describes two TAPP virtual exchanges designed by an instructor in Spain and one in the United States between master’s level translation students at a research university in Spain and 1) undergraduate students enrolled in a specialised technical writing course at a research university in the U.S. and 2) students in a graduate editing course at a regional university in the U.S. A content analysis of pre- and postlearning reports authored by the translation students demonstrates that students engaged in GII competencies such as openness, adaptability, and intercultural communication, which further reinforced the internationalisation of the curriculum.

In the discipline of technical/professional writing and communication, one of the strongest recruiting tools we use is the potential earning power students will have once they obtain a degree and secure a job in the industry. This article is the result of two professors learning that one of their most advanced and dedicated students accepted, in her first job out of graduate school, a salary we thought was thousands below her earning potential. Our conversations around this student's situation led us to survey other alumni from our programs. What we have learned is that students often do not know what salaries they should expect, nor do they feel comfortable negotiating a salary offer. In addition, graduates' location (urban vs. rural) and level of education (BA or BS degree vs. MA) impact their earning potential. [ABSTRACT FROM AUTHOR]

In this paper, engagement with smart medical wearables and with their user manuals, as well as related user behavior are studied. A research questionnaire containing 15 single-choice questions was completed by 1381 test participants to address relevant topics of the investigated area, including trust in measured medical data, device calibration, technical terminologies and function discovery in the documentation, information sources beyond the documentation, and wearing such devices to bed. The questionnaire particularly focused on device functionalities and characteristics that initially led to the purchase of the smart medical wearable. [ABSTRACT FROM AUTHOR]

Purpose: This article investigates why workplace lactation law, guidance, and policy may fail to support women. It examines the epistemological and ethical bases of technical communication governing Virginia K--12 teachers and considers complex material conditions and opportunities for social justice intervention. Method: I employed a qualitative critical discourse analysis of three Virginia codes governing workplace lactation and one state human resources guidance document, examining their interaction with the Federal Labor Standards Act and 10 local school district policies. I drew on Technical and Professional Communication (TPC) social justice scholarship, disability studies, and apparent feminism scholarship to interpret my findings. Results: Documents governing workplace lactation are based on an ableist mindset that marginalizes women's bodies. They prioritize an ethic of expediency, draw on medical knowledge while ignoring women's knowledge and material conditions, and perpetuate systemic inequities. Conclusion: To promote social justice, technical communicators should continue questioning the epistemological and ethical bases of laws, policies, and guidance since documents informed by knowledge and ideologies that devalue the people they purport to protect will fail in implementation. Local policymakers need not wait for institutional changes but can look for opportunities to reimagine design approaches and intervene to create supportive, inclusive workplaces. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic made nearly every teacher and student online teachers and students in some capacity. This article presents a case study of an experienced, contingent technical and professional communication (TPC) instructor showing how she sets up, presents, and, most importantly, labors in her course for the benefit of her students and herself. This article ends with recommendations for other online TPC teachers and program administrators to support online TPC courses. [ABSTRACT FROM AUTHOR]

Medical documentation--i.e., charting--is widely known to be crucial for patient care, billing, and legal protection, but it is simultaneously largely viewed as tedious, time-consuming busywork that takes clinicians away from patients, especially in the era of electronic health records (EHRs). Scholars in both rhetoric of health and medicine and medical humanities have done significant work on both the importance of writing skills for health professionals and how to teach those skills. In this project, I investigate how progress notes within EHRs could be improved if medical providers had more training in rhetoric and technical writing, with a specific focus on primary-care providers. I draw upon a corpus of de-identified primary-care progress notes and the insights of providers themselves, both sourced from clinics in rural Oregon. I argue that understanding basic principles of audiencecentered writing is crucial to medical providers--and, more specifically, that looking at actual chart notes can help us to develop and implement curriculum for teaching rhetorical reading and writing principles to providers, thereby positively impacting both patient care and administrative efficiency. [ABSTRACT FROM AUTHOR]

This assignment asks first-year writing students to collaboratively create a tabletop game design that would expose players to possible future developments of climate change. The multimodal component is accompanied by a series of writing, research, and communication assignments that are scaffolded to guide students through the iterative process of composing. As students explore alternative formats to make a persuasive argument, they gain a more nuanced understanding of their topic, hone critical thinking skills, and practice addressing different audiences. The final project includes a research paper and a formal project proposal. The author argues in favor of the affordances of game-based pedagogies in a writing and technical communication classroom.

This special issue of the Journal of Technical Writing and Communication features work from scholars and practitioners of content strategy. Content strategy is an emerging area within technical communication that boasts a variety of unique practices for publishing, editing, and delivering technical content. The work within this special issue is a testament to the complexity and diversity of this field. [ABSTRACT FROM AUTHOR]

While technical communication consultants and researchers agree that content strategy requires attention to both customer needs and business goals, we found no evidence that technical communication educators promote an accurate understanding of business goals among their content strategy students. Through industry–academia collaboration, we integrate two existing models, using content tactics within organizational characteristics that define the maturity level of an organization's content operations. Analyzing the current state of maturity for each characteristic highlights gaps that can define a content strategy with prioritized tactics and, ultimately, encourages the growth of technical communicator leadership and the empowerment of our profession. [ABSTRACT FROM AUTHOR]

The emergence of smart wearable devices has gradually introduced a vast array of functions that may greatly serve the everyday needs of users. Although their ever-increasing list of capabilities may be compensated for by intuitive design, users may still have numerous reasons to engage with their user manuals. In this paper, we present four research efforts on the user manuals of smart wearable devices. Our work tackles various influence factors, investigates user behavior, and studies how the device itself affects user manual engagement, as well as the other way around. The research efforts address user experience and behavior, personal preference, device attributes, and the performance metrics of user manuals. We specifically studied smartwatches and smart bands, and explored engagement with medical-purpose smart wearables and their user manuals. As a novelty of our contribution, we classify test participants as regular users, professional users, and technical writers, based on their connection to user manuals, and separately analyze their responses to our questionnaire-based research efforts. The obtained results indicate that user experience and device complexity as influence factors have a statistically significant impact on user manual engagement for regular users, and highlight how regular users and technical writers differ in preference and search-related tasks. [ABSTRACT FROM AUTHOR]

Teaching online students to collaborate effectively with community partners and to solve problems through service-learning projects are "on trend" topics for technical communication faculty. This article presents collaboration specifics as well as the author's Collaborative Communication Framework (CCF) to show the types of communication needed to work well with community partners/clients in service-learning. Tips for teaching, including using the CCF and service-learning, will be highlighted so faculty can make choices about how to meet curricular goals while addressing community partner/client needs. Resources for teaching will be offered. Successful student projects will show detailed examples of key ideas throughout the article. [ABSTRACT FROM AUTHOR]

Copyright of Studies about Language / Kalbu Studijos is the property of Studies about Language / Kalbu Studijos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Serious games for education are becoming increasing popular. Interactive fiction games are some of the most popular in app stores and are also beginning to be heavily used in education to teach analysis and decision-making although they have not previously been used to impart systems engineering experience. Noting that it is difficult for systems engineers to experience all necessary situations which prepare them for the role of a chief engineer, in this paper, we explore the use of interactive fiction serious games to impart systems engineering experience and to teach systems engineering principles. The results of a cognitive viability, qualitative viability, and replayability analysis of 14 systems engineering serious games developed in the interactive fiction genre are presented. The analysis demonstrates that students with a systems engineering background are able to learn the Twine gaming engine and create a serious game aligned to the Apply level of Bloom's Taxonomy which conveys a systems engineering experience and teaches a systems engineering principle within a four-week period of time. These quickly generated games' cognitive, quality, and replayability scores indicate they provide some opportunity for high-level thinking, are of high quality, and with above average replayability, are likely to be played multiple times and/or recommended to others. [ABSTRACT FROM AUTHOR]

The scholarship on contract grading has focused on the impacts in first-year writing, but little work explores how contract grading is used in other writing contexts, specifically technical communication. In fact, a focus on contract grading can align with the social justice turn in technical communication if viewed as a way to enact feminist and antiracist pedagogies. In this reflection, we--an instructor of an introductory technical communication service course and a student who took that class--share our experiences around contract grading. After providing an overview of the course and institutional context, we reflect together on our experiences around student perceptions and attitudes as well as the impact contract grading had on us as teacher and learner. We conclude with lessons learned and how instructors can take up contract grading in their technical communication classrooms. Our goal is to share our experiences that could lead to scholarship on assessment practices in the context of the field's social justice turn. Keywords: contract grading, technical communication, student agency, social justice, feminism

On Wednesday, March 11, 2020, the author received an email that would change the course of his teaching for the following twenty‐four months. The university‐wide communication indicated that, due to the emerging COVID‐19 crisis, all classes, activities, and university business was suspended, with the email further instructing faculty to wait at home for more details. As the author mulled over the educational shifts ahead of him, his training as a technical communicator—and more specifically his knowledge of user‐experience (UX) and design thinking—kicked in, offering him a set of tools he could pull from as he sought to create courses that reflected the quickly shifting needs of his students. In this article, the author discusses how the use of design thinking expands the limited conversations about course co‐creation, a practice that leads to more effective and equitable course designs. The author additionally uses his experience employing design thinking in the creation of his Shakespeare seminar course as a case study, demonstrating the value that the collaborative nature of design thinking has for pedagogy. [ABSTRACT FROM AUTHOR]

This article reports on an interview-based study with COVID-19 vaccine trial participants (n = 40) and addresses three strategies participants used to localize vaccine communication for their communities: (1) presenting embodied evidence, (2) demystifying clinical research, (3) operationalizing relationships. These strategies contribute to understandings of embodiment, relationships, and localization in technical and professional communication (TPC). They also show how participants used TPC to resist dominant individualist approaches to health and to practice collective care. [ABSTRACT FROM AUTHOR]

In this article, I argue that the accelerated adoption of political technology during the COVID-19 pandemic evinces exigency for a rhetorically grounded framework to teach, research, and practice political technical communication (PxTC) as a sub-discipline. As a starting point, I use a rhetorical genre studies approach to identify political social actions that separate political communication technologies into four distinct genres: election, electioneering, constituent services, and punditry. [ABSTRACT FROM AUTHOR]

Soft skills development, such as communication, teamwork, and problem-solving, is critical for computer students as they enter the profession. Students may be able to practice these skills in a virtual setting through an online task-based course. In this study, we investigated how successfully an online task-based course encouraged the development of soft skills among computing students. The course was designed to give students real-world challenges that required them to work in groups and communicate effectively with their classmates and instructors. The inquiry was based on a qualitative examination of the students' final reports. It gave data from two semesters (Fall 2020 and Spring 2021) of students who studied a course named Technical Communication. In total, 216 students' final reports were ready for investigation. A sample of 97 reports, representing 45%, was selected based on certain criteria to ensure a high-quality investigation. According to the findings of our study, the online task-based course helped boost the development of certain soft skills among students. Students noted an improvement in their ability to communicate effectively, cooperate successfully with team members, and identify professional responsibilities, as well as a rise in their selfconfidence. Overall, this study emphasizes the necessity of introducing online task-based courses into computing students' curricula, giving them a valuable opportunity to develop critical soft skills. The present design of the Technical Communication Course is believed to be efficient regardless of the education delivery method (traditional/online). [ABSTRACT FROM AUTHOR]

Rather than just profiting from digitalization efforts such as the implementation and improvement of automated content delivery processes, technical communication itself currently has the opportunity of becoming a major driver in digitalization. The essence of technical communicators' work is to create representations of products under the aspect of product use. In order to convey how a product functions and how it shall be used, they build concepts that reflect its structure and the structure of the domain to which it belongs. These concepts and their interrelations represent the underlying architecture of information that is rendered into 'technical documentation' in the course of the information development process which parallels the product development process. To harmonize concepts for information on products to be launched and in its proper domain, as well as to ensure interoperability between digital resources, technical communication relies on a range of standards created within and published by ISO Technical Committee 37, Language and Terminology (ISO/TC 37). [ABSTRACT FROM AUTHOR]

Purpose: The communication of technical information is often susceptible to cognitive biases. Technical communicators need to understand cognitive biases and know how to tackle them accordingly. This article devises a framework of principles that provides technical communicators an operable affordance and a vocabulary to approach cognitive biases and to communicate empathetically. Method: I review a vast body of literature in technical communication with a focus on problems caused by cognitive biases. This work reveals significant problems in information visualization that can provide for a nuanced discussion on cognitive biases in technical communication. Using these problems as a guide, I draw upon cognitive theories in how people use information, the prospect theory about how people make decisions, and the self-determination theory about how such decisions are influenced by the social context. I then assemble a framework of principles that illuminates the workings of cognitive biases. I extrapolate sample questions that technical communicators can use to examine cognitive biases in information visualization and technical communication. Results: The framework of principles explains how cognitive biases affect technical communication. These principles are useful for gaining a deeper understanding of users from a cognitive bias perspective and optimizing for empathetic communication. Conclusion: Technical communicators and users are prone to cognitive biases. The framework of principles, cognitive biases, and sample questions presented in this article provide technical communicators a new lens to examine their work and improve user experience. [ABSTRACT FROM AUTHOR]

Purpose: This article presents a UX study conducted during a roundtable collaborative event with Indigenous interpreters and translators. The work highlights the value of Indigenous testimonios as a UX method for gathering narratives that trace a user's experience through a collective voice. Testimonios also trace users' social and cultural contexts while prompting participants to exercise their agency and promote social change. Method: This UX study engages Indigenous testimonios as a primary method. Mapping testimonios allows researchers to explore a participant's narrative arc that begins with a personal experience that links a collective struggle resulting from a system of oppression and ends with a call for social change. Results: Using testimonios as a UX method yielded data that traced individual and collective pain points that defined the critical issues with which Indigenous interpreters and translators grapple and emphasized their civic engagement, amplifying their agency through a method situated in their contexts. This work also highlights dialogue and desahogo, or emotional relief, as key elements of testimonios shared in a collective setting. This study shows that Indigenous interpreters and translators, as technical communicators, are foremost community activists. Conclusion: A testimonio method prompts participants to reflect on issues at a deeper level through narratives and dialogue. It also engages the unique differences of participants while revealing general similarities. Testimonios can ultimately help design content, products, and processes that better align with the unique contexts of Indigenous individuals and other underrepresented groups who express their needs in a collective manner. [ABSTRACT FROM AUTHOR]

The prevailing civil engineering graduates' technical writing and oral presentation-related drawbacks have necessitated the design and implementation of demand-driven courses applying interdisciplinary pedagogy. This study investigates civil engineering academia-industry interdisciplinary contents, methods, and situations needed to design technical communication course. The analysis which engaged students, instructors, and professionals from industries employed sequential mixed methods design which grounds the quantitative analysis with exploratory detailed interviews. This revealed that classroom, internship, and industry contexts are essential foundations of interaction for stakeholders. Oral presentation, writing, reading, and evaluating technical documents infused with engineering design processes of initiating, designing, managing, and evaluating civil engineering projects were the contents selected from the needs analyses. Basic skills, rhetoric analysis, ethical and critical issues, and teamwork were the precedence pedagogical frames preferred to establish the methods of technical communication instruction. These interdisciplinary needs analyses imply how technical communication-related courses should be designed to enhance students' multiple competencies better than solely addressing instrumentally codified skills that deny the author and the discourse community. [ABSTRACT FROM AUTHOR]

Technical communication has long acknowledged that documents can be unethical and even oppressive and harmful. But not all forms or experiences of oppression are equivalent or similar, and it can be instrumental to analyze in particular how certain groups are wounded by specific documents. In this article, the authors use Ahmed's queer phenomenology to analyze institutional and government documents and demonstrate the ways that these technical documents create failed orientations. Then, through a focused analysis of a federal proposal policy, they show how these documents can produce failures for trans people in particular. The authors close by suggesting courses of actions for redressing these failures. [ABSTRACT FROM AUTHOR]

Purpose: Technical communication (TC) is an emerging topic which has received attention in both the field of language studies and among the technical profession in the last few decades. In this article, a scientometric review of academic publications to explore the intellectual landscape and evolutionary characteristics of TC research worldwide between 2001 and 2020 is conducted. Methods: Visualization software was employed to analyze co-citation and co-word networks from 2,183 articles published in Web of Science and Scopus databases from 2001 to 2020. Results: The findings indicate that TC research has increased in recent years and has been done in the English language departments and technology departments in recent years. Then, five clusters form the intellectual structure of TC research: translation training, methodologies in TC, composition studies, rhetorical action, and the industry's needs. Finally, the findings indicated there were paradigm shifts in the field of TC. Further, the evolution analysis has shown that the current trends of TC research is now focused on TC pedagogy, a global TC, human-computer interaction, and language learning and training. Conclusion: This review provides reliable information for academics and practitioners to identify the knowledge base, the evolutionary process, and the emerging trends in the TC field from visualized maps. This review can serve as a prelude for future TC research and can provide a guide for the TC skills required among professionals in the future. [ABSTRACT FROM AUTHOR]

This study uses examples from a case of everyday technical and professional communication (TPC) at a small multinational company on the Mexico–U.S. border to illustrate how coordinating analytical frameworks commonly used in TPC analyses—activity theory (AT) and actor-network theory (ANT)—can help TPC scholars and practitioners negotiate interpreting others' asynchronous communication fairly and justly, even in complex, intercultural contexts. The examples illustrate why developing normative ethics for the 21st century requires attention to the ways that goal-oriented activity and the flat, networked interaction of the human, nonhuman, and black-boxed forces intersect in everyday TPC practitioners' lives and work. [ABSTRACT FROM AUTHOR]

Purpose: Twitter is a promising technical communication platform for companies, but a thorough understanding of how it works best is lacking. This study analyzes characteristics of IT companies' technical communication tweets and relates them to users' online engagement (likes, retweets, replies). Three message characteristics were included: content, message elements, and communication strategies. Method: We collected technical communication tweets posted by four IT companies in two weeks (N = 1,604). We developed a content categorization and also coded the tweets for message elements, communication strategies, and online engagement. Message elements and communication strategies were compared with those used in the companies' corporate and marketing communication tweets. Negative binomial regression analyses were used to map relationships between message characteristics and online engagement. Results: Ten content types were distinguished, illustrating the versatile nature of technical communication on Twitter. Hyperlinks were the most prominent message element; two types of elements were less prevalent: elements enhancing attractiveness (photos, videos, emojis) and elements connecting to a broader Twitter discourse (hashtags, mentions). Communication strategies did not include community-building tweets; evoking action was most prominent. Several links were found between message characteristics and online engagement: Providing user instructions or updates and feedback opportunities, including photos or videos, and providing one-way information promoted online engagement. Conclusion: Although Twitter might work differently for technical communication than for other domains, it seems fruitful to add more attractive message elements and explore community-building strategies within technical communication. However, there is also reason to relativize the importance of online engagement indicators for technical communication. [ABSTRACT FROM AUTHOR]

Significant research has been conducted in the past several decades on best practices in providing feedback to students’ writing. Over the past two decades, feedback methods have evolved as writing classes have transitioned from face-to-face traditional classrooms to online classrooms and as technology has advanced. Written feedback has moved from handwritten notes in the margins of a paper to typed feedback using commenting tools. Audio feedback has gone from the cassette tape to the MP3 file. One of the most recent trends in feedback to students’ writing is in video form using screencasting technology. Video feedback through screencasting is especially beneficial in the technical writing classroom, where students often need to see the problems in their document. Students often benefit from seeing why they need more white space, why their graphics are not clear, why their alignment is off, why their instructions are not precise for their audience, why their numbered steps are not developed correctly, and why a host of other design principles could be improved. Moreover, video feedback through screencasting technology is becoming more popular in the workplace. Exposing students in technical writing classes to screencasting feedback has the potential not only to improve their writing but also to enhance their readiness for the workplace. [ABSTRACT FROM AUTHOR]

Minimalism is a user-centered, contextual and goal-oriented approach to technical communication originally developed by John M. Carroll (1990). In minimalism, the aim is to produce user documentation that focuses on the user’s needs, helps the user recover from error situations, and strengthens the user’s skills in working with the system (Carroll & van der Meij 1995: 245). The challenge with minimalism has been its practical application: although user-centeredness – the core of minimalism – is the key issue in technical communication, the abstract nature of the approach and its focus on software documentation has made it difficult to apply in industry settings (Virtaluoto, Suojanen & Isohella 2018; Virtaluoto, Suojanen & Isohella, forthcoming). Consequently, there is very little evidence on the suitability of minimalism for software documentation and no evidence at all for hardware documentation. In this article, we explore the application of minimalism to heavy industry machinery end-user instructions through a workshop with technical communication professionals. In the workshop, the participants reviewed heavy industry machinery end-user instructions using a revised set of minimalism heuristics as a practical review tool (Virtaluoto, Suojanen & Isohella, forthcoming). The results show that the revised minimalism heuristics were applicable to heavy industry machinery end-user instructions, but further development ideas were also suggested.

This essay reflects on a three-part assignment in which students plan, design, and reflect on a text-based videogame. Created originally for a composition course focused on rhetoric and videogames, the assignment lends itself to teaching about the writing process, especially invention and revision, teaching procedural rhetorics, and teaching technical communication concepts such as iterative design and usability. This essay is coauthored by the instructor with two students who took the course in different semesters, highlighting the collaborative nature of even solo-authored game design, as well as how making games can help students take up rhetorical concerns in other genres.

Purpose: Recently, interest in usability has grown in the technical communication (TC) field, but we lack a current cohesive literature review that reflects this new growth. This article provides an integrative literature review on usability, its goals, and approaches to accomplish those goals in relation to TC's commitment to social justice and empowerment. Methods: I conducted an integrative literature review on usability to synthesize and characterize TC's growing commitment to social justice and empowerment. I searched scholarly publications and trade literature that included books and book chapters on usability. Adopting grounded theory and content analysis as research techniques to systematically evaluate data corpus, I read and classified selected publications to approach the research questions and iteratively analyzed the data to identify themes within each research question. Results: Surveying the definitions and descriptions of usability in the literature corpus shows that there is no consensus definition of usability. Findings suggest that the goal of usability can be classified as: a) pragmatic or functional goals, b) user experience goals, and c) sociocultural goals. Given the recent cultural and social justice turns in TC, my findings reveal a number of social justice-oriented design approaches for usability. Conclusions: Usability should not be viewed solely as a means of achieving pragmatic and/or user experience goals. Practitioners also need to consider usability from sociocultural orientations to accomplish its sociocultural goals. From interconnected global perspectives, the review implies the need for adopting more viable and culturally sustaining design approaches for successfully accommodating cultural differences and complexities for promoting social justice and user empowerment. [ABSTRACT FROM AUTHOR]

Purpose: Contemporary non-profit organizations must reach a variety of audiences in order to sustain themselves and must compel these audiences to take action on behalf of a specific cause. At the same time, past research has indicated that nonprofit professionals often lack the necessary training and expertise to leverage digital technologies for effective communication. This research study explores how technical communicators can assist non-profits by helping them develop effective content strategies. Method: This report of research findings is based on an ongoing Participatory Action Research (PAR) project, which included a series of focus groups with representatives of thirteen different organizations as well as interventions with several other organizations. The goal has been to learn about and help improve non-profit content strategy in the community of Greenville, North Carolina. Results: We found that while non-profits do rely on a variety of media to fulfill their goals, they prefer pre-digital media. Our participants also defined audiences in a very loose manner, used content in a non-targeted way, and favored existing organizational processes over content strategy best practices. Conclusions: Ultimately, we provide several ways technical communicators can assist non-profits through low-cost or free consulting and the development of educational materials. We hope that fellow professionals will engage in this necessary work because non-profits in the United States form an important "third sector" of the economy that provides essential services to countless individuals. [ABSTRACT FROM AUTHOR]

Improving assessment of engineering students' technical communication skills is a good way to monitor and improve teaching of these skills, and positively impact associated learning. The present study reports on a method used to assess students' technical writing abilities, while also evaluating the impact of technical writing-related instruction and associated curricular and pedagogical approaches. In this way, students' improvements can be mapped to instruction methods. The strategies for enhancing the delivery of technical writing-related instruction are discussed in terms of the proposed assessment method. This method has three main parts: 1) Sample Generation Procedure – the strategic establishment of a pair of written reports, serving as BEFORE-Labs and AFTER-Labs, and similar enough in topic to justify comparison after assessment, but unexpected to students so that reports are not simply replicated; 2) A Rubric for Technical Writing – encompassing major features of technical writing requirements of engineering lab courses and developed to be both descriptive (having descriptions in each category, to make expectations explicit for evaluators and students) and holistic (having short summarizing narratives for different levels of work, to capture overall quality quickly); and 3) an Evaluation Demonstration – in which a matrix of faculty instructors from sections of different engineering lab courses used the rubric to retroactively assess the samples. Together, these efforts are used not only to assess improvements in students' technical writing, but by effect also gauge teaching and effectiveness of curricular and pedagogical interventions. In two engineering lab courses, a thermo-fluid lab course and a solid mechanics lab course, BEFORE-Labs and AFTER-Labs were generated using either a method of impromptu "one-hour labs", with experiments conducted and reports submitted all within an hour at the beginning and end of one semester, or comparison of full lab reports from consecutive semesters of students. Evaluation results clearly show that there were aggregate improvements in students' technical writing skills, and as such it is concluded that the teaching methods were effective. [ABSTRACT FROM AUTHOR]