Editing Courses

Melonçon, L. (2019). A field-wide view of undergraduate and graduate editing courses in technical and professional communication programs (pp.170-191). In M. Albers & S. Flanagan (Eds.). Editing Pedagogy. New York: Routledge.

 This chapter’s takeaways:

  • Provides technical and professional communication program administrations (TPC PAs) and faculty the ability to ensure that their editing courses align (in ways that make sense locally) with national trends and approaches.
  • Provides insights into how editing courses can be improved.
  • Encourages a more in-depth engagement with how an editing course is defined and what should be included.

The editing course has been identified as a “core course” in both undergraduate and graduate degree programs (Melonçon, 2009; Melonçon & Henschel, 2013). While this course may be offered in a large number of programs currently, TPC PAs and faculty have little understanding of what is actually being taught in it. In similar ways to Chong’s (2016) study on usability courses across programs or the more analogous study on capstones (Melonçon & Schreiber, forthcoming), this chapter seeks to provide an overview of undergraduate and graduate editing courses at the field-wide level. Programmatically, the broader view from across the field enables technical and professional communication (TPC) to look beyond individual program-specific case studies, which can set up the potential to design and/or to improve editing courses.

Thus, the goal of this chapter is straightforward: to offer TPC PAs and faculty insights on the current pedagogical approaches to the editing course.