Implications of Professional Writing Experiences of Academic Veterinary Scientists for Technical Writing Pedagogy

Abstract

Five academic veterinary scientists were interviewed to learn about their professional writing experiences and relate them to technical writing pedagogy. The interviews probed the genres in which they write, their composing methods, their professional attitudes toward writing, and the sources of training in writing. The data suggest that while writing is an integral part of their research, teaching, and professional advancement and is used in conducting business, the academic scientific curriculum does not specifically address this important element in their careers.