Abstract
Using a pragmatic approach, this case study aims to incorporate communication skills in team teaching in light of the literature, describes how communication and teamwork principles play out in online third-year technical writing courses with ethnically diverse international students and faculty from engineering and other STEM majors at an institute of technology in the USA (n = 48). The data were collected using weekly assignments for the semester-long course; and student evaluations of course outcomes. The findings showed that because students wrote weekly short analyses and received weekly feedback, they most often improved their writing skills, such as editing their writings according to American English rules, and transferred learning of rhetorical principles from one setting (analyzing other people’s writing) into another setting as they learnt to work as a team of productive writers.
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