Abstract
Technical writing is a vital skill in the engineering domain. It needs proper nurturing among engineering students, particularly at the undergraduate level. Publishing students’ writings can be an effective way to enhance the engagement and learning of students in undergraduate technical writing courses. With that objective, in this review, we proposed a process-based approach to transforming some technical writing course assignments into publications. The proposed approach was applied during a 3-credit technical writing and communications course offered for second-year undergraduate engineering students at an English-medium university in Canada. Outcomes of this process have been analyzed by interviewing and surveying the participants (student writers and magazine editors). This paper provides an overview of the process and perceptions of the participants.
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