Comprised of a study spanning over five years, this text looks at
four engineering co-op students as they write at work. Since the
contributors have a foot in both worlds -- work and school -- the
book should appeal to people who are interested in how students
learn to write as well as people who are interested in what writing
at work is like. Primarily concerned with whether engineers see
their writing as rhetorical or persuasive, the study attempts to
describe the students' changing understanding of what it is they do
when they write.
Two features of engineering practice that have particular impact
on the extent to which engineers recognize persuasion are
identified:
* a reverence for data, and
* the hierarchical structure of the organizations in which
engineering is most commonly done.
Both of these features discourage an open recognition of
persuasion. Finally, the study shows that the four co-op students
learned most of what they knew about writing at work by engaging in
situated practice in the workplace, rather than by attending formal
classes.
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