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Because students, arguably, entered this 400-level Professional and Technical Writing (PTW) course with some already established ideas and expectations, it was our best chance at addressing our overriding concern that students continue to approach PTW as a mere conduit for communicating knowledge made elsewhere. So if, in fact, our own assumptions about these students were legitimate, the course allowed us to begin exploring the impact storytelling research may have in an advanced PTW course. Consequently, we worked from these two guiding questions:

  • What changes, if any, occur in the ways students approach Professional and Technical Writing (PTW) in terms of storytelling research?
  • How might students connect (or not) PTW and the kinds of actions that storytelling entails?