Abstract
This chapter consists of a detailed literature review that explores the current state of technical editing research, connects that research to technical editing pedagogy, and considers the open questions exposed by that research. The literature review emphasizes empirical research published since 2000 in peer-reviewed technical communication journals, yet also looks at older publications that worked to define the technical editing field and its practices. Though the term technical editing still lacks an established definition, technical editing is a core class in technical communication programs. Technical editing curricula and textbooks have largely been shaped by technical editing lore and personal experience, but programmatic knowledge is developing with each empirical study. Recent studies have examined editorial comments, electronic editing, editing tests, workplace editing practices, and technical editing as quality control. Empirical research is needed on technical editing as it intersects with international audiences, artificial intelligence, and emerging publishing technologies.
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