Technical writing knowledge transfer from first year composition to major courses

Abstract

Written communication skills among engineers are critical to their career development. Unfortunately, students often have limited opportunity to hone these skills. The authors have been developing a process built upon the principles of knowledge transfer whereby non-technical peer writing tutors are trained to provide feedback to engineering students. The tutors learn to employ concepts of persuasion already in use when tutoring nontechnical subject matter to a technical writing assignment. Results of using this method include improved engineering student perceptions of the process and increased tutor feedback. Finally, the authors propose a partnership between engineering faculty and instructors of first-year composition courses to further improve knowledge transfer.