PLACEMENT OF TECHNICAL WRITING IN THE CURRICULA

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1 Sarhad J. Agric. Vol. 23, No. 1, 2007 PLACEMENT OF TECHNICAL WRITING IN THE CURRICULA Ibrahim Khattak* M.Asrar** and Patricia Berwick** ABSTRACT The study aimed at exploring the level for placing technical writing course in the curricula for higher education. Data for the study was collected through personal administration of questionnaires in the three major Universities of NWFP, Pakistan. Majority of the respondents favoured introducing technical writing course at postgraduate level. INTRODUCTION It should be obvious that given the state of technology today, technical writing is one of the most needed subjects. There can be no technical breakthroughs without superior communicative skills. An engineer who cannot express himself is an engineer who knows within but cannot spread it without. One of the virtues of technical writing is that it looks outward rather than inward, almost meta-physical in nature (Zinsser, 1976). Even though technical writing is required and surely needed by engineer s/scientists, the teaching of it is beset with problems. The major issue that confronts technical writing experts even today is the placement of technical writing course in the curricula. Brad Butler (2000) confirms that technical writing programs are found across the spectrum of American universities. Bruce Maylath (2000) also asserts that industry has seen the need for an increasing number of technical writers. Universities have responded by increasing the number of programs and graduates in technical communication. But Pete Praeterious (2000) while showing his concerns about the placement of writing course in the curricula argues that general writing may be too big for one program to adequately cover all of the occupations that our graduates may find themselves. He believes that technical writing should play the central role in technical communication programs especially at undergraduate level, because such skills will provide students with wider options. By providing a solid education in professional writing at undergraduate level, students will have the opportunity to adopt to the professional world around them. All these assumptions are wonderful under ideal conditions. But there rages now a great controversy as to when and at which academic juncture technical writing should be taught. At the center of this controversy is Professor Earl Britton (1974) who insists that technical writing is a course that should be required of all students because it teaches the language of the world. He is not a promoter of freshman composition as traditionally taught because he feels that it has something vaguely labeled literary quality. Most freshmen essays are planned along the inductive pattern, a suspenseful manner of writing that serves no purpose (Britton 1974). Professor Britton has very few supporters amongst the leading professors of technical writing. The greatest disbeliever of them all is Professor Merrill Whitburn who takes severe umbrage to Professor Britton s idea that technical writing should be taught at all levels and to all students, not just engineers. Professor Whitburn (1975) says: Granted that Professor Britton has done a lot to improve the image of technical writing; but I cannot go along with his notion that this subject can be the panacea for all our communication ills. I must insist that freshman composition and technical writing both have their places, and a student needs to be exposed to both to emerge as a successful communicator. Both subjects have important roles to play in our English curricula. His criticisms are useful in reminding freshman English instructors to focus on the teaching of rhetorical and writing skills. Freshman English and technical writing are seen to be complementary to each other by most of the * Department of English, NWFP Agricultural. University, Peshawar Pakistan. ** City University of Science and Technology Peshawar Pakistan.

2 Ibrahim Khattak, et al. Placement of technical writing in the curricula. 244 major professors, technical writing being an extension of freshman English. Regardless of whether technical writing is perceived as an important subject, the student is the one person who makes this all possible. It is the engineering/science student who is at the center of all positive and negative discussions. The engineer/scientist has always been seen as one desperately lacking in writing skills. But this ancient notion is now being challenged. The question is whether overspecialization and human fragmentation are enemies of every technical communication (Rayer, 1969). It has been repeatedly pointed out that engineer can be engineers/scientists and writers at the same time. Can one who is so well versed in such deep and complicated subjects as Thermo-Nuclear Dynamics and Solar Powered Chips be as stupid as to not be able to express himself in his native language? queries Professor Thomas M. Sawyer (1975). How true indeed! Ray Sweigert agrees that engineers/scientists can write; they require only motivation (Ray, 1955). One even begins to wonder whether English major can do a better job of an engineering report than an engineer could. After all, engineers do not fit into thin molds. A very important conclusion to be derived from a reading of the technical writing literature is that a well-rounded engineering (or any other) student needs to have an exposure to both the sciences and the humanities. Instead of taking Professor Britton s suggestion and doing away with freshman English, the majority consensus is that Freshman English should be retained at the level at which it is now; technical writing should be made compulsory for all engineering/science students (with appropriate changes in syllabi to suit the needs to individual majors) so that the graduating student can truly state that he is ready for meeting the challenges that make him both a modern man in a highly technological world and a homosapiens, an animal who socializes and interacts with other beings of his own kind on a higher plane. This higher philosophical plane is one that may be said to be often lacking in the arena of technical wiring. Both the freshman English and the technical writing courses need not be mere composition courses for it is the teacher who makes any course, be it writing or otherwise, a mere course. A course can become a mere course if rhetorical principles are mechanically taught to students at any level of college. Channeling students in set directions does not help in any way, but tends to produce that stereotypical version of the technical or non-technical writer, and end result that is abhorred. All writers are human first, and writers and all else later. A major discovery is that engineers can indeed write, and write very well. All that is needed is motivation, a term that is very elusive but discussed by most major authors. In other words, engineers can write and English majors can learn the rudiments of engineering. When these two things are put together, the result is the marvelous and exciting new field of engineering communications or, as is popularly known, software engineering. MATERIALS AND METHODS The study used survey research methodology. Survey research aims at collecting information from a representative group of people through using questionnaire or interview. Data for the study was collected through administration of questionnaires in the three major Universities of NWFP i.e. NWFP Agricultural University, Peshawar, University of Peshawar, and Gomal University, D.I. Khan. Respondents for the study included advisors postgraduate students, teachers English Departments, teachers teaching business Communication courses and postgraduate students. Questionnaires were administered to 233 respondents and the data collected was analyzed through statistical tests. Based on the results of statistics, conclusions were drawn. RESULTS AND DISCUSSION This section presents respondents preference for placing technical writing course in the curricula.

3 Sarhad J. Agric. Vol. 23, No. 1, Association Between Respondents Educational Qualification and Level Indicated for Placing Technical Writing in the Curricula Education not only incalculate spirit of enquiry in individual but also develop problem solving approach. Educated people decisions are always based on analysis and in-depth information. Respondent s education level and their preferences for placing technical writing in the curricula are presented in Table I. Table I Respondents educational qualification and level indicated for placing technical writing in the curricula Respondents Qualification Level indicated for placing technical writing Undergraduate Postgraduate Total M.A/M.Sc. 33(25.00) 99(75.00) 132(56.65) M.Phil 13(43.33) 17(56.67) 30(12.87) Ph.D 18(25.35) 53(74.65) 71(30.47) Total 64(27.46) 169(72.54) 233 Chi-Sq =4.353 DF = 2, P-Value = (NS) Respondents views for placing the course were sought on the basis of their education. Over 70% of respondents in the categories of MA/MSc and Ph.D and 56.76% with M.Phil qualification indicated that technical writing need to be taught at postgraduate level. Generally research courses in Pakistan, are taught at postgraduate level. Students also start report writing during the study of research related courses. It may be the reason that majority of respondents in all categories preferred the introduction of technical writing at postgraduate level. Association between Length of Teaching Experience and Preferred Level for Teaching Technical Writing Teachers know students problems related to academics better than anybody else. Teaching experience enables teachers to study students and their academic problem in more detail. Information about respondent s length of teaching experience and their preferred level for introducing technical writing is given in Table II. Table II Teaching experience and need for technical writing Teaching experience in years Response for preferred level of placing technical writing Under Postgraduate Total graduate No experience 14 (30.43) 32 (69.57) 46 (19.74) (27.5) 29 (72.5) ) ) 35 (76.08) (28.57) 15 (71.43) 21 (9.01) (31.25) ) ) 21 above 12 (25.00) 36 (75.00) 48 (20.69) Total (27.46) (72.54) Chi-Sq =7.816 DF = 5, P-Value = 0.166NS

4 Ibrahim Khattak, et al. Placement of technical writing in the curricula. 246 Majority of respondents (over 70%) in all brackets of teaching experience opined that technical writing be introduced at postgraduate level. It implies that all categories of teachers, from apprentice to highly experience were for introducing technical writing course at postgraduate level. Association Between Respondents Research Experience and Level Indicated for Introducing Technical Writing Course Research is finally documented for publication in research journals. This needs effective writing skills. Generally, people with more research experience has more publications and are therefore more concerned with the art of writing because experience has shown them the fact that it is not just the work done in the field but also the way it is presented which counts in the whole research process. Respondents research experience in years and their choice level for introducing technical writing is presented in Table III. Table III Research experience and level indicated for placing technical writing course. Response for Preferred Level of Research Experience in Years Placing Technical Writing None above Total Undergraduate 24 (20.68) 16 (32.00) 11 (34.37) 13 (37.14) 64 (27.46) Postgraduate 92(79.32) 34 (68.00) 21 (65.63) 22 (62.85) Total 116 (49.78) 50 (21.45) 32 (13.73) 35 (15.02) 169 (72.74) Chi-Sq =6.247 DF = 3, P-Value = 0.100(NS) 233 The data presented in the table reflects that majority of the respondents in all categories were of the opinion that the technical writing course should be introduced at postgraduate level. Statistics test was applied to check the association between research experience and preferred level for introducing technical writing course. Statistical tests showed no association between length of research experience and preferred level for introducing the course, as respondents in all categories were heavily in favour of introducing the course at postgraduate level. So the hypotheses that there exists association between researches experience and preferred level for introducing technical writing is accepted. Association Between Respondents Number of Research Publications and Level Indicated for Introducing Technical Writing The study attempts to explore all possible factors related to technical writing course. An effort was made to establish association between respondent s number of research publications and their preferred level for introducing technical writing course. This information is presented in Table IV.

5 Sarhad J. Agric. Vol. 23, No. 1, Table IV Response for Preferred Level of Technical Writing Course Number of research publications and level indicated for placing technical writing course Number of research publication None Above Total Undergraduate (19.44) (27.65) (36.66) (34.78) (44.00) (27.46) Post graduate (80.56) (72.35) (63.64 (65.22) (56.00) (72.54) Total 108 (46.35) 47 (20.17) 30 (12.87) 23 (9.87) 25(10.72) 233 Chi-Sq = DF = 4, P-Value = 0.071NS The data presented in the table above reveal that higher percentage of the respondents favored placing technical writing at postgraduate level. Respondents who had no publications were at the stage where they needed publications for job entry or for promotion to the next higher positions. It might be for this reason that statistical results showed no association between number of research publications and preferred level for technical writing. introduced. The most relevant category to determine its placement is the advisors because they are the one who supervise student s research documentation and are therefore in better position to provide information regarding placement of technical writing course. Table V present data about respondents number of students supervised and their preferred level for introducing technical writing course. Association Between Respondents Number of Students Supervised and Level Indicated for Introducing Technical Writing Course The focus of the study was on establishing the level at which technical writing should be Table V Respondents number of students supervised and level indicated for introducing technical writing course Response for Preferred Level Number of students supervised None Total Above Undergraduate 33 (22.44) 16 (38.09) 9 (42.85) 10 (43.47) 64 (27.46) Postgraduate 114 (77.56) 26 (61.91) 12 (57.14) 13 ( (72.54) Total (63.09) (18.02) (9.01) (9.87) Chi-Sq = DF = 3, P-Value = 0.000**

6 Ibrahim Khattak, et al. Placement of technical writing in the curricula. 248 Respondents in all categories indicated that the course be introduced at postgraduate level. The highest percentage (77.56%) who favored postgraduate level for introducing the course was of the category who had not supervised research students. This category mostly included postgraduate students. Since their immediate concern at this stage was lack of technical writing skills, so they preferred the course to be introduced at postgraduate level. Similarly advisors guiding student s research spent more time correcting student s technical writing mistakes. Moreover, it was at this stage that students realize the need for technical writing and the importance of technical writing is dawn upon them. Statistical test showed strong association between the variables so the hypotheses that there is no association between respondents number of students supervised and preferred level for introducing technical writing course is rejected. Association Between Respondents Research Related Courses Studied and Level Indicated for Placing Technical Writing Course in the Curricula The table VI presents data through which efforts were made to establish association between researches related coursed studied and preference level for introducing technical writing course. Table VI Respondents research related courses studied and level indicated for placing technical writing course. Preferred Level Number of Research related courses studied indicated None above Total Undergraduate 22(21.35) 18(26.47) 13(33.33) 11(47.82) 64(27.46) Postgraduate 81(78.64) 50(73.53) 26(66.67) 12(52.17) 169(72.54) Total 103(44.20) 68(29.18) 39(16.73) 23(9.87) 233 Chi-Sq =7.421 < 7.82 DF = 3, P-Value = 0.060NS In the table VI preferred levels is listed in column 1 and number of research related courses studied are presented in rows none to 3 above. The highest percentage of those who had studied no research related course indicated postgraduate level followed by those who had studied one research related course. The lowest percentage who indicated the same level was of those respondents who had studied 3 and above research related courses. Those who had not studied research related courses included master level students. They were the ones who had great difficulty in research design and research documentation. They also had no previous research experience. Chi-square test shows no association between number of research related courses studied and level indicated for introducing technical writing course. The hypothesis is accepted at.05 level of significance. Association Between Respondents Number of Research Projects Completed and Level Indicated for Placing Technical Writing in the Curricula It was hypothesized that number of research projects could be one of the determinants in indicating appropriate level for placement of technical writing course in the curricula. Respondent s responses are given in Table VII. Their present research experience might have realized them the need for technical writing course.

7 Sarhad J. Agric. Vol. 23, No. 1, Table VII Number of research projects completed and level indicated for placing technical writing course. Preferred Level indicated for Placing Technical Writing Course Number of Research Projects None above Total Undergraduate 28 (17.83) 11(45.83) 14(41.17) 11(61.12) 64(27.46) Postgraduate 129(82.17) 13(54.17) 20(58.83) 7(38.88) 169(72.54) Total 157(67.38) 24(10.30) 34(14.59) 18(7.72) 233 Chi-Sq = DF = 3, P-Value = 0.000** All the respondents preferred postgraduate level for introducing technical writing course. Response of the respondents who had completed no research project was the highest (79.62%) followed by those who had completed more than three research projects. Their response was (61.12%). This implies that those who had completed no research projects had realized the need for technical writing to be introduced at postgraduate level. Those who had completed more than three projects also favored postgraduate level. Statistical tests found strong association between numbers of research projects completed and level indicated for introducing technical writing at.01 level of significance. Association Between Category of Respondents and Level Indicated for Placing Technical Writing in the Curriculum All the four categories of respondents given in the table below had some association with technical writing. English department teachers were associated with technical writing because they had to teach the course, business communication teacher teach somewhat related course in business management institutes Advisor guides students writing while postgraduate students write their thesis. Since all of them had some involvement, so their views about the placement of technical writing were sought which are presented in table VIII. Table VIII Respondents category and level indicated for introducing technical writing course Respondents Category Response for Preferred Level of Placing Technical Writing Course Undergraduate Postgraduate Total Teacher English 17 (29.31) 41 (70.69) 58 Departments Teacher Business 10 (32.26) 21 (71.74) 31 Communication Advisor Post Graduate 16 (30.76) 36 (69.24) 52 Students Postgraduate Students 26 (28.26) 66 (71.74) 92 Total 64 (27.46) 169 (72.54) 233 Chi-Sq = DF = 3, P-Value = 0.390NS According to the table above, % of the English department teachers were of the view that the course be taught at postgraduate level. Similarly, % of the business communication teachers had the same opinion. Regarding postgraduate students % had preferred postgraduate level for the course. A small percentage of the same respondents had shown their preference for undergraduate level.

8 Ibrahim Khattak, et al. Placement of technical writing in the curricula. 250 CONCLUSION In light of the respondents responses, it could be concluded that majority of the respondents were of the opinion that the course be introduced at postgraduate level. In fact, human being are more eager to learn when they feel need for learning. Students need technical writing mostly at postgraduate level, when they have to write assignments and thesis. So it is more likely that students would pay more attention to the course at this level rather than at undergraduate level. Students who preferred the course to be taught at undergraduate level were probably of the opinion that students are already overburden with other subjects of their specialization at postgraduate level. REFERENCES Brad, B A student recruitment model for undergraduate communication programmes. CPTSC Proc. 109 p. Bruce, M Growing technical communication programmes through Recruiting. CPTSC Proc. 110 p. Christain, K. A what the technical writer can do to improve training in writing skills Engg. Educ. 48, 91 p. Merril, D.W Against substituting technical writing for freshman composition. J. tech. Writing and Communic. 5, 50 p. Pete, P What about writing CPTSC Proc. 27 p. Ray, S. Jr Technical writing course that works J. Engg. Educ. 46,.24 p. Thomas, M. S A syllabus for a course in scientific and technical communication. The Tech. Writing Teacher. 2, 18 p. William, Z On writing well: An informal guide to writing nonfiction. New York: Harper and Row Publishers. 38 p. N. Earl, B The trouble with technical writing is freshman English. J. Tech. Writing and Communic. 5, 50 p. Blache, R How to write a job-getting resume Business Educ. 44, 153 p.

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