The engineer: neglected target of technical writing instruction

Although technical writing programs have grown in size and number in academic institutions, analysis and discussion of the specialized writing tasks and communications needs of the engineer have not developed accordingly. The emphasis in traditional English composition instruction has been increasingly upon innovation in compositional strategies and upon writing as a process, not as a product. But there has not been a corresponding interest in the basic writing task facing engineers-the description and analysis of a technical problem as it occurs in the laboratory or in actual field applications. Few innovative composition strategies address the issue of describing in written form the problem-solving tasks faced by engineers and technicians. It is concluded that the long-term effect of this trend could be a reduction in the communications effectiveness of engineers and technicians, as they are taught those skills they do not need, and not taught those they do need