ABSTRACT
Does the following scenario sound familiar? You are a graduate student assigned to teach a technical-writing course at the last
minute. Or perhaps you are a young faculty member in a college where you teach four or five courses each semester, including a literature course, a creative-writing course, and a seemingly endless number of sections of first-year writing. And now they want you to teach technical writing. You have never worked in industry. You went right from undergraduate studies to graduate school to your present position. Still, teaching writing is teaching writing. Isn’t it?
