Editing in the Modern Classroom is a research‐based collection that defines the current state of technical editing pedagogy and plots a potential roadmap for its future. It examines current academic and professional editing practices, the global and corporate contexts of technical communication programs, and the role of new challenges such as content management in order to assess what should be expected from editing courses today and how instructors can best structure their courses to meet these expectations. It provides a research foundation to determine where changes are needed, and points to areas where additional research must be done to support further curricular and pedagogical innovations. Editing in the Modern Classroom challenges instructors to look deeper at the pedagogical aspects of what makes up an effective technical editing course at undergraduate and graduate levels and provides them with comprehensive and evidence-based resources to design and teach these courses.
Table of Contents
Table of Contents
Chapter 1. Editing in the Modern Classroom: An Overview. Michael J. Albers & Suzan Flanagan
Chapter 2. The Current State of Technical Editing Research and the Open Questions. Suzan Flanagan
Chapter 3. "How Does That Make You Feel?": The Psychological Dimensions of Editorial Comments. Ryan K. Boettger
Chapter 4. Imagination as Agency: Communities of Practice and Editing Pedagogy. Tracy Bridgeford
Chapter 5. Teaching Editing through a Feminist Theoretical Lens. Susan Popham
Chapter 6. Editing For Human-Information Interaction. Michael J. Albers
Chapter 7. Concepts in Technical Editing Technologies: What’s Important in Practice? Clinton Lanier
Chapter 8. Editing for International Audiences: An Overview. Kirk St.Amant
Chapter 9. A Field-Wide View of Undergraduate and Graduate Editing Courses in Technical and Professional Communication Programs. Lisa Melonçon
Suzan Flanagan is the former managing editorial assistant for Technical Communication Quarterly. Before pursuing a PhD in rhetoric, writing, and professional communication, she worked as a freelance writer and editor. Her research focuses on technical and professional communication and the intersections of editorial processes, content strategy, and user experience.
Michael J. Albers is a professor at East Carolina University, where he teaches in the professional writing program. Before coming to ECU, he taught for eight years at the University of Memphis and worked for ten years as a technical communicator, writing software documentation and performing interface design. His research interests include methods for effective communication of complex information.