Re: Help w/TW skills (long and provocative)

["Montgomery, Kevin" <kmontgomery -at- LOGICON -dot- COM>]

     Lynn Beene asked what are the most valuable TW skills she should teach
     in her upcoming class. Several folks gave good and practical
     responses. I'll throw out another that is a bit different and much
     more difficult to define.

     The best writers I've worked with, whether they bear the TW title or
     not, are the ones who can solve problems. I don't mean just the
     problems we face in structuring documents, juggling words, and the
     like, but problems in subject matter, tools, coworkers, and the coffee
     maker. The best TWs can face the unfamiliar and figure it out. They
     don't depend on "the experts" to spoon feed them information. When
     there are gaps in material, when they can't run a process, when the
     darn machine won't boot, or when the project's due and they're on
     their own, they pull through on their own. They don't whine, "This
     isn't a technical writer's job!" or "I'm not a programmer (or analyst,
     engineer, mechanic, etc.)."

     Now, I'm blessed to work in a company full of topnotch problem
     solvers, but I've seen many of the other kind come and go. Those who
     failed were educated primarily as writers, or their careers had
     involved little but writing. Those who succeeded have varied
     backgrounds, careers, and passions -- and are also good writers.

     Here are some mostly-serious guesses on what might help students
     become super problem solvers. Have them solve problems! (Problem
     solved! Darn I'm good. <grin>) Give them challenges not directly
     related to TW. For instance, bring in some flaked stones from the
     anthropology department and ask them to figure out what they were used
     for. Give them a sheet of programming code in an unfamiliar language
     and ask them to figure out what it does. Pass around a bicycle wheel
     and ask what kind of force would be most likely to collapse it. Have
     them design a gadget and carve a prototype from a bar of soap. Have
     them produce a flow diagram using a totally-unfamiliar graphics
     package in 20 minutes. Hold contests in punning and paper airplane
     construction. Assign reading in "How to Keep Your Volkswagen Alive" by
     John Muir, and maybe have them rebuild a carburetor for extra credit.

     Yes, I know this approach isn't practical. Your class time is limited.
     No schooling can substitute for living. Many employers are happy with
     perfectly formed and specialized little TW cogs for the machine, so
     why build something else? Just food for thought.

     -Kevin Montgomery
     kmontgomery -at- logicon -dot- com