Abstract
A review of recent research in the field of technical writing and communication indicated that although the methodologies employed were sound, they were not fully articulated. An attempt to use a double-blind research design in the writing classroom by dividing the students into competing teams that reviewed each other's work led to some interesting reactions by the students as well as to some the need to introduce more open-ended assignments in our classrooms. Asking our students to come up with competing solutions to the same problem and requiring them to design means of testing their effectiveness can develop their abilities in critical thinking and group dynamics. At the same time this approach will allow teachers to pursue their own research on various problems in technical communication. The result is a unit which has pedagogical effectiveness and suggests new directions for writing research.
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