Abstract
This paper describes a challenge for the development of a new type of technical English class. Based on aU.S.-style technical writing course, the new project is designed not only to enhance the students'audience-centered writing skills but also to nurture their metacognitive acts, such as critical thinkingprocesses, and the following problem finding-solving strategies. In addition, the use of case studies urges each student to perform as a professional writer under a well-planned occupational setting. These approaches are quite new and innovative; substantially different from the conventional pedagogies in technical English and writing, where vocabulary build-up (memorizing technical terms), sentence-by-sentence grammar, and composition are more like to be emphasized in the classroom.
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