Learning To Write: Experiences With Technical Writing Pedagogy Within A Mechanical Engineering Curriculum

This case study draws from a recent experience in which we critically reviewed our efforts of teaching technical writing within our undergraduate laboratories. We address the questions: “What do we want to accomplish?” and “So how might we do this effectively and efficiently?” As part of Clemson University's Writing-Across-The-Curriculum Program, English department consultants worked with Mechanical Engineering faculty and graduate assistants on technical writing pedagogy. We report on audience, genre, and conventions as important issues in lab reports and have recommended specific strategies across the program for improvements.