Pub Date : 2024-07-09DOI: 10.1109/TPC.2024.3413368
Lin Dong;Shuangyan Li
Introduction: Graduates with master's degrees in Translation and Interpreting (MTI) are an important workforce in technical communication. To meet this need, we examined the pedagogy of trans-writing to better integrate technical communication (TC) into translation programs. This teaching case from two Chinese universities discusses the curriculum design, its implementation, and teaching effectiveness. Situating the case: While an increasing number of universities in China are interested in embedding TC courses into their translation programs, no research-backed effective solution has been identified. About the case: To boost the employability of MTI students, we designed the courses as “user-centered trans-writing with global content,” which features trans-writing as a strategy for global content creation, user research as the core learning task, and team projects as the primary form of engagement. Methods: We used a mixed method of interviews and surveys to investigate the course effectiveness, each targeting different groups of stakeholders. Results: We synthesized a competence framework for trans-writers based on interviews, which showed that graduates (who work as trans-writers) and their employers prioritized language/culture, user-centered mindset, and cooperation as core competencies. A survey focusing on other graduates who took our courses but did not become trans-writers also revealed positive learning outcomes, including expanded professional visions and enhanced skills in user awareness, project management, collaboration, and communication. Conclusion: The trans-writing approach is effective in equipping MTI students with the necessary competencies for global technical communication.
{"title":"Integrating Technical Communication Into China's Translation and Interpreting Curriculum: Course Design, Practice, and Evaluation of Two Graduate Classes","authors":"Lin Dong;Shuangyan Li","doi":"10.1109/TPC.2024.3413368","DOIUrl":"https://doi.org/10.1109/TPC.2024.3413368","url":null,"abstract":"Introduction: Graduates with master's degrees in Translation and Interpreting (MTI) are an important workforce in technical communication. To meet this need, we examined the pedagogy of trans-writing to better integrate technical communication (TC) into translation programs. This teaching case from two Chinese universities discusses the curriculum design, its implementation, and teaching effectiveness. Situating the case: While an increasing number of universities in China are interested in embedding TC courses into their translation programs, no research-backed effective solution has been identified. About the case: To boost the employability of MTI students, we designed the courses as “user-centered trans-writing with global content,” which features trans-writing as a strategy for global content creation, user research as the core learning task, and team projects as the primary form of engagement. Methods: We used a mixed method of interviews and surveys to investigate the course effectiveness, each targeting different groups of stakeholders. Results: We synthesized a competence framework for trans-writers based on interviews, which showed that graduates (who work as trans-writers) and their employers prioritized language/culture, user-centered mindset, and cooperation as core competencies. A survey focusing on other graduates who took our courses but did not become trans-writers also revealed positive learning outcomes, including expanded professional visions and enhanced skills in user awareness, project management, collaboration, and communication. Conclusion: The trans-writing approach is effective in equipping MTI students with the necessary competencies for global technical communication.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 3","pages":"369-385"},"PeriodicalIF":1.6,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142045137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-01DOI: 10.1109/TPC.2024.3411922
Daqin Cao;Jianfen Chen;Shijie Liu
About the case: This case study examines how students, instructors, and industry partners in university and industry collaborative translation projects perceive and respond to their experiences with these projects. It reports on collaborative translation projects at Xi'an International Studies University, involving the active participation of three stakeholders. Situating the case: Translation and technical and professional communication (TPC) education both prioritize cultivating students’ practical skills of producing audience-centered content. They both value collaborative approaches as effective methods for bridging the gap between academia and industry. Although TPC education aims to foster students’ technical and professional writing competence and prepare them for industry demands, translation education focuses on developing students’ translation competence through context-dependent learning. Various models have been proposed to define translation competence, with the multicomponent model being the most prominent. This model emphasizes multiple skills and attributes that translators need, reflecting the influence of market demands and technological advancements. Collaborative approaches like project-based learning (PjBL) have been advocated to bridge the gap between academia and industry. However, research at the program level and from stakeholders’ perspectives remains limited. Methods: We adopted a mixed-method strategy and employed surveys and one-on-one interviews to examine the responses from the stakeholders about their experiences and the impacts of the collaborative translation projects. Results: Statistical analysis of the surveys and thematic analysis of interviews and open-ended questions indicate that all stakeholders concur with the projects’ benefits in enhancing students’ translation competence and shortening the gap between classroom translation education and market demands. Despite these benefits, all stakeholders face various challenges that should be addressed by expanding the scalability and sustainability of collaborative projects, fostering closer and direct collaboration between instructors and industry partners, and enhancing the ethics of professional code and strategic competence of students. Conclusion: Based on the research results, we suggest further research directed at the sustainability of these projects and the scalability of their benefits toward a bigger population of students.
{"title":"University–Industry Collaboration in Managing Translation Projects: Perceptions and Responses From Students, Instructors, and Industry Partners","authors":"Daqin Cao;Jianfen Chen;Shijie Liu","doi":"10.1109/TPC.2024.3411922","DOIUrl":"https://doi.org/10.1109/TPC.2024.3411922","url":null,"abstract":"About the case: This case study examines how students, instructors, and industry partners in university and industry collaborative translation projects perceive and respond to their experiences with these projects. It reports on collaborative translation projects at Xi'an International Studies University, involving the active participation of three stakeholders. Situating the case: Translation and technical and professional communication (TPC) education both prioritize cultivating students’ practical skills of producing audience-centered content. They both value collaborative approaches as effective methods for bridging the gap between academia and industry. Although TPC education aims to foster students’ technical and professional writing competence and prepare them for industry demands, translation education focuses on developing students’ translation competence through context-dependent learning. Various models have been proposed to define translation competence, with the multicomponent model being the most prominent. This model emphasizes multiple skills and attributes that translators need, reflecting the influence of market demands and technological advancements. Collaborative approaches like project-based learning (PjBL) have been advocated to bridge the gap between academia and industry. However, research at the program level and from stakeholders’ perspectives remains limited. Methods: We adopted a mixed-method strategy and employed surveys and one-on-one interviews to examine the responses from the stakeholders about their experiences and the impacts of the collaborative translation projects. Results: Statistical analysis of the surveys and thematic analysis of interviews and open-ended questions indicate that all stakeholders concur with the projects’ benefits in enhancing students’ translation competence and shortening the gap between classroom translation education and market demands. Despite these benefits, all stakeholders face various challenges that should be addressed by expanding the scalability and sustainability of collaborative projects, fostering closer and direct collaboration between instructors and industry partners, and enhancing the ethics of professional code and strategic competence of students. Conclusion: Based on the research results, we suggest further research directed at the sustainability of these projects and the scalability of their benefits toward a bigger population of students.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 3","pages":"352-368"},"PeriodicalIF":1.6,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142045107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-29DOI: 10.1109/TPC.2024.3382548
Mason Pellegrini;Paul Thompson Hunter
Background: This project investigates the persuasive strategies used when articulating the problem statement section of entrepreneurial business pitches. Literature review: Although there are many studies of the pitch genre, surprisingly few studies investigate the structural elements of the pitch. Our research fills this gap by structuring the pitch using data from Start Up Chile (SUP), a globally recognized business accelerator. Research questions: 1. Is there a relationship between certain industries and SUP's evaluation of exigence/opportunity? 2. In written problem statements, what rhetorical strategies appear most effective for articulating entrepreneurial exigencies to investors within SUP's business accelerator? Methodology: We analyze 44 written problem statements that scored highly on a metric of problem identification via an initial statistical analysis and a genre-based rhetorical move analysis. Results and discussion: We first establish that a relationship between SUP's ratings and the entrepreneurs’ industries cannot be assumed, then detail rhetorical moves are used by entrepreneurs. Our findings indicate that when entrepreneurs effectively construct problems/opportunities, they employ a cause-and-effect argumentative structure. Their “cause” is described as the result of a societal change or a shortcoming in current solutions to the problem, and the “effects” of this problem are pain points, which frequently manifest as a loss of time, money, or other resources. Implications: By identifying rhetorical moves from real-world instantiations of the problem-statement genre, we offer entrepreneurs and other business communicators persuasive strategies for navigating the rhetorical situation of the pitch.
{"title":"Constructing Entrepreneurial Opportunities: The Argumentative Structure of Early-Stage Business Pitch Problem Statements at an International Business Accelerator","authors":"Mason Pellegrini;Paul Thompson Hunter","doi":"10.1109/TPC.2024.3382548","DOIUrl":"https://doi.org/10.1109/TPC.2024.3382548","url":null,"abstract":"<italic><b>Background:</b></i>\u0000 This project investigates the persuasive strategies used when articulating the problem statement section of entrepreneurial business pitches. \u0000<italic><b>Literature review:</b></i>\u0000 Although there are many studies of the pitch genre, surprisingly few studies investigate the structural elements of the pitch. Our research fills this gap by structuring the pitch using data from Start Up Chile (SUP), a globally recognized business accelerator. \u0000<italic><b>Research questions:</b></i>\u0000 1. Is there a relationship between certain industries and SUP's evaluation of exigence/opportunity? 2. In written problem statements, what rhetorical strategies appear most effective for articulating entrepreneurial exigencies to investors within SUP's business accelerator? \u0000<italic><b>Methodology:</b></i>\u0000 We analyze 44 written problem statements that scored highly on a metric of problem identification via an initial statistical analysis and a genre-based rhetorical move analysis. \u0000<italic><b>Results and discussion:</b></i>\u0000 We first establish that a relationship between SUP's ratings and the entrepreneurs’ industries cannot be assumed, then detail rhetorical moves are used by entrepreneurs. Our findings indicate that when entrepreneurs effectively construct problems/opportunities, they employ a cause-and-effect argumentative structure. Their “cause” is described as the result of a societal change or a shortcoming in current solutions to the problem, and the “effects” of this problem are pain points, which frequently manifest as a loss of time, money, or other resources. \u0000<italic><b>Implications:</b></i>\u0000 By identifying rhetorical moves from real-world instantiations of the problem-statement genre, we offer entrepreneurs and other business communicators persuasive strategies for navigating the rhetorical situation of the pitch.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 2","pages":"156-172"},"PeriodicalIF":1.7,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10510231","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141091143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-23DOI: 10.1109/TPC.2024.3378850
Jason Tham
Background: Virtual reality (VR) has been studied as a potential tool for preparing technical and professional communication (TPC) practitioners to contribute to emerging technologies. However, no present research in TPC has focused on the methodological value of VR as a sociotechnical research site. Therefore, this study aimed to reveal the methodological value of VR by documenting the processes and methods employed by a student researcher in understanding the ways VR affect community building. Literature review: Humanists have explored and theorized virtuality from various perspectives. Social researchers have explored the use of VR in multiple sectors. Yet, TPC has not established a steady agenda for studying VR as a research site. Research questions: 1. What can we learn from a student researcher's experience of conducting social research in VR? 2. What were the methodological challenges in VR interviews? 3. How can TPC scholars use VR for research? Research methodology: Using ethnographic approaches including interviewing, affinity mapping, and reviewing of VR environments, this study collected insights about performing research with VR and its implications for TPC researchers. Results: The study's participant shared their experience with using VR to conduct research. Five categorial themes were identified from the interview: interactivity, reach, usability, positionality, and tactics. Four VR applications were reviewed. Additional methodological strategies were discussed to prepare TPC practitioners for using VR as a research technology. Conclusion: TPC researchers should consider VR as a viable research technology to expand the methodological means of TPC studies.
{"title":"Researching With Virtual Reality: Exploring the Methodological Affordances of VR for Sociotechnical Research and Implications for Technical and Professional Communication","authors":"Jason Tham","doi":"10.1109/TPC.2024.3378850","DOIUrl":"https://doi.org/10.1109/TPC.2024.3378850","url":null,"abstract":"<italic><b>Background:</b></i>\u0000 Virtual reality (VR) has been studied as a potential tool for preparing technical and professional communication (TPC) practitioners to contribute to emerging technologies. However, no present research in TPC has focused on the methodological value of VR as a sociotechnical research site. Therefore, this study aimed to reveal the methodological value of VR by documenting the processes and methods employed by a student researcher in understanding the ways VR affect community building. \u0000<italic><b>Literature review:</b></i>\u0000 Humanists have explored and theorized virtuality from various perspectives. Social researchers have explored the use of VR in multiple sectors. Yet, TPC has not established a steady agenda for studying VR as a research site. \u0000<italic><b>Research questions:</b></i>\u0000 1. What can we learn from a student researcher's experience of conducting social research in VR? 2. What were the methodological challenges in VR interviews? 3. How can TPC scholars use VR for research? \u0000<italic><b>Research methodology:</b></i>\u0000 Using ethnographic approaches including interviewing, affinity mapping, and reviewing of VR environments, this study collected insights about performing research with VR and its implications for TPC researchers. \u0000<italic><b>Results:</b></i>\u0000 The study's participant shared their experience with using VR to conduct research. Five categorial themes were identified from the interview: interactivity, reach, usability, positionality, and tactics. Four VR applications were reviewed. Additional methodological strategies were discussed to prepare TPC practitioners for using VR as a research technology. \u0000<italic><b>Conclusion:</b></i>\u0000 TPC researchers should consider VR as a viable research technology to expand the methodological means of TPC studies.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 2","pages":"192-210"},"PeriodicalIF":1.7,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141091224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-23DOI: 10.1109/TPC.2024.3396725
{"title":"IEEE Professional Communication Society Information","authors":"","doi":"10.1109/TPC.2024.3396725","DOIUrl":"https://doi.org/10.1109/TPC.2024.3396725","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 2","pages":"C2-C2"},"PeriodicalIF":1.7,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10537801","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141091164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-23DOI: 10.1109/TPC.2024.3396727
{"title":"IEEE Professional Communication Society Information","authors":"","doi":"10.1109/TPC.2024.3396727","DOIUrl":"https://doi.org/10.1109/TPC.2024.3396727","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 2","pages":"C4-C4"},"PeriodicalIF":1.7,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10537603","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141091223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-23DOI: 10.1109/TPC.2024.3396726
{"title":"IEEE Transactions on Professional Communication Information for Authors","authors":"","doi":"10.1109/TPC.2024.3396726","DOIUrl":"https://doi.org/10.1109/TPC.2024.3396726","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 2","pages":"C3-C3"},"PeriodicalIF":1.7,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10537605","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141091140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-14DOI: 10.1109/TPC.2024.3356968
Minjing Yu
Presents reviews for the following list of books, Introducing Language and Intercultural Communication, 3rd Edition.
介绍以下书单的评论：《语言和跨文化交际入门》，第 3 版。
{"title":"Introducing Language and Intercultural Communication, 3rd Edition: Jane Jackson: [Book Review]","authors":"Minjing Yu","doi":"10.1109/TPC.2024.3356968","DOIUrl":"https://doi.org/10.1109/TPC.2024.3356968","url":null,"abstract":"Presents reviews for the following list of books, Introducing Language and Intercultural Communication, 3rd Edition.","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 1","pages":"154-155"},"PeriodicalIF":1.7,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10472729","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140135212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-14DOI: 10.1109/TPC.2024.3371868
{"title":"IEEE Professional Communication Society Information","authors":"","doi":"10.1109/TPC.2024.3371868","DOIUrl":"https://doi.org/10.1109/TPC.2024.3371868","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 1","pages":"C2-C2"},"PeriodicalIF":1.7,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10472736","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140135234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-14DOI: 10.1109/TPC.2024.3371870
{"title":"IEEE Professional Communication Society Information","authors":"","doi":"10.1109/TPC.2024.3371870","DOIUrl":"https://doi.org/10.1109/TPC.2024.3371870","url":null,"abstract":"","PeriodicalId":46950,"journal":{"name":"IEEE Transactions on Professional Communication","volume":"67 1","pages":"C4-C4"},"PeriodicalIF":1.7,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ieeexplore.ieee.org/stamp/stamp.jsp?tp=&arnumber=10472665","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140135218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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