Abstract
Professional and Technical Communication (PTC) instructors give students feedback on assignments like resumes and cover letters; however, these feedback practices are based on lore, not empirical research. This paper presents preliminary data from an ongoing study of 25 experienced PTC instructors. The first three interviews show that while each instructor wants students to understand audience, instructors do not always consider PTC's goals of teaching problem-solving, meeting employers' needs, or preparing students to become change agents.
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