Abstract
The status and standards of technical communication teaching in universities are much lower than in business and industry. The four main reasons—that scientists and engineers don't know that they have a problem; that they know and don't care; that professional technical communication teaching is confused with basic literacy skills teaching; and that technical communication is not regarded as a legitimate academic subject—have a circularity that is difficult to break. Awareness of the problem is the beginning of an answer, and some examples, gleaned from a sabbatical tour of universities, are given.
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