The knowledgeable practice of computer documentation writers: Tactics for constructing user and software images and for negotiating organizational boundaries
Abstract
This study examined computer documentation writers in order to begin to explain their procedural knowledge as they conducted research and negotiated with boundaries within their organizations in order to create documentation. This analysis begins to create a model of computer documentation writers' procedural knowledge, a model which builds on other qualitative and quantitative studies of professional writing. This study deals with relationships between discourse and procedural knowledge, the nature of the "expertise" of computer documentation writers, and roles of documentation in creating computer literacy. In two ethnographic case studies covering nearly 10 months in small and mid-sized organizations, I describe the methods writers used to learn about users given limited direct access to users and the methods writers employed to learn about software produced by their organizations. I also discuss instances in which the writers used their picture of the users, their picture of the software, or a combination in order to explain writing decisions. I argue that the writers were not merely "translating," but were creating knowledge through combining their pictures of the users and of the software. Tactics for creating images of users included: talking with users during phone support calls; meeting with users; drawing on the writers' own experiences with software and documentation; interacting with user contact people; studying user feedback; studying internal review comments; and conducting internal user testing. Tactics for learning about software included: using the software themselves; talking to others within the organization; studying program specifications; learning from feedback on internal reviews; and studying old manuals. I also analyze and describe the tactics these writers employed to negotiate their organizational boundaries. These tactics include: acquiescing, complying, or agreeing; suggesting other options; resisting or refusing; ignoring; postponing or deferring; making a new decision; proposing or innovating; and educating. These tactics allowed writers to exert some control over decisions relating to their work. The dissertation discusses pedagogical implications from this study in which I argue that professional writing students need to learn the tactics of professional writers, including how to create arguments for their decisions in order to create the most effective computer documentation possible.
Degree
Ph.D.
Advisors
Sullivan, Purdue University.
Subject Area
Language
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