Abstract
Many current teaching practices in undergraduate technical communications are insensitive to students' career needs because they are based on mistaken notions concerning writing and the process of communication. The specific problem areas in current teaching practices include: the lack of emphasis on rewriting and on the cooperative element of technical communication, the overreliance on proscriptive strictures in graphics instruction, and the undue emphasis on large-group oratory in oral communications. Academic teaching methods need to be better informed by the practices and procedures of professional technical communicators in order to correct their mistaken notions and to more effectively meet students' career needs.
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