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Ethical Issues in the World of Technical and Professional Writing: The Classroom, the Workplace and Beyond

By: Staci E. Lewis

        As technical writing grows into a more common discipline, complicated questions concerning ethical standards seem to present themselves more frequently.  Much of what is written by a technical writer will need to appeal to individuals of varying situational backgrounds, and in this day of intense political correctness and moral responsibility, it is important to remember the ethical and other cultural issues associated with writing for diverse groups of people. 
        Perhaps the foremost ethical question that presents itself to technical writers revolves around the question  “What makes a piece of writing acceptable to one’s audience?”  On the surface, this is a seemingly uncomplicated thought.  Unfortunately, however, it is one that few professional writers attempt to answer.  This question can be approached by remembering that the ultimate goal of any form of writing is to spark an interest in the reader that will cause she or he to want to follow the writer’s thoughts to the end of the work.  One way to ensure that the audience will remain attentive is to refrain from offending those who have expressed a desire to read your words.  This issue is largely a matter of ethics and one that can harm or assist one’s career in technical writing.  Alienation of one’s audience defeats the purpose of the work that accompanied the research and writing of the text in the first place.  If technical writers simply exercise empathy and remember a few ethical and commonsensical ideas, they will find themselves far more successful in their chosen field. 
        When examining the ethical issues involved in the rapidly growing field of technical writing, it may be helpful to begin with the research process.  The activities that accompany this procedure will quite often determine the shape of the ultimate project, and are frequently as vulnerable to issues of ethics as any words written in the final text. 
        When beginning one’s research for any project, four basic issues should be considered:  audience, purpose, scope and prior knowledge.  The writer should determine who his or her audience will be and for what purposes the audience will use the writer’s knowledge.  The audience’s intended purposes will determine how broad or narrow to focus the scope of the information.  Finally, the writer’s prior knowledge of the given topic will determine how much time should be devoted to research (Pickett, Laster, and Staples 513-14).  Each of these considerations will be discussed at intervals throughout this text.
        Ethical practices involving research methods are especially important to those individuals  who have a career in education and who use their experiences with students as a source for their professional writings.  Ethical issues, of course, are not limited to the field of education, but many questionable concerns can certainly present themselves in pedagogical situations.  For example, when using a student (or a group of students) as a source of data for research, it is important to remain aware of his or her vulnerability, dignity and privacy.  These three conditions come into question on a regular basis and are heavily debated by professionals in the field.  The disputes are largely due to the fact that professional and technical writing actually has no true code of ethical standards to follow that could be synonymously compared to other fields that involve in-depth research such as psychology and sociology, both of which have had formal codes of research ethics since the 1960s and 1970s respectively (Anderson 65).   The Society of Technical Communication (STC), however, has outlined some basic rules for technical Writers in its “Ethical Guidelines for Technical Communicators” which include legality, honesty, fairness, and professionalism (Pickett, Laster, and Staples 9).  Despite these basic guidelines, technical writing is still viewed as a field shrouded in areas of gray and possessing few definite, formal regulations.  Because of this lack of formal standards, there are many differing views among technical writers, and as a result, many questionable methods of performing research are being utilized.  To ensure the dignity of the field of technical writing, as well as the dignity of each human subject, professional and technical writers need to expand upon the ethical standards adopted by other disciplines so that they too will have a basic set of guidelines to assist in determining “what is good” for the subject, the research, and the field of technical writing itself. 
        The vulnerability of a human subject is of the greatest ethical importance.  A researcher should always consider the mental and physical condition of the subject before translating his or her findings into a professionally written paper or article, as certain research conclusions could prove to be highly detrimental upon public release.  The subject should be made aware of what she or he is foregoing by taking part in the research process, especially one that is planning to be released to the public (Anderson 64).  In addition, a common area of debate now focuses on whether or not a student, patient, or any other human research subject, has the right to refuse their assistance without facing penalties.  In other words, should the subject be protected if he or she wishes to have his or her personal conversations, medical records, or written words omitted from a body of research collected for publication.  The ethical concern revolves around whether or not data gleaned from such research is beneficial enough to the end results of the project to warrant placing the subject in a compromising position by publishing his or her words or actions, regardless of given consent. 
        Some writers argue that it is acceptable to use any and all data obtained from research provided that pseudonyms are used when referring to their subjects in the body of their work or given that their findings are communicated in a respectful way.  Those writers concerned with the dignity of their subjects, as well as the dignity of the professional writing field and its future, disagree with these arguments, holding firm to their belief that the ethics involved are primary and without them, the final paper is undesirable.
        In addition to these issues of vulnerability and dignity, the privacy of one’s subject should also play a vital role in the research process.  Again, in pedagogical circumstances this becomes increasingly important, as many writers tend to argue the fact that he or she should be ethically permitted to use the personal writings and confidential conversations collected from his or her students as material for research.  The debate focuses on the “ownership” of a student’s written words as well as conversations held within audible range of the instructor.  Some tend to believe that a student literally possesses any and all spoken or written words for which they are directly responsible.  Others, however, feel that once a student submits a paper to their instructor, the student has forfeited ownership of their work and the instructor has the ethical right to use it as data for any scholarly research in which he or she may be engaged.  Similarly, some instructors are of the opinion that any confidential conversation, either directly related or simply overheard, can be viewed as material suitable for use in research (Anderson 79-80).  To avoid possibly overstepping one’s bounds as an instructor, or other person performing research for publication purposes, simply request the student’s permission to permit you to use their words, conversations, attitudes, eccentricities, habits, or opinions in a written work of your own.  This simple act can reduce the risk of possible difficulties in the future, both for the researcher and for the subject. 
        In addition to the research process, ethical issues are increasingly important in the actual writing of the text.  Many factors relating to modern interpretations of political correctness are making their presence known in the field of technical writing including the use of gendered language, religious and/or cultural differences, and sexual orientation. 
        “Gendered” or “sexist” terms are almost entirely obsolete in texts written by technical and professional writers.  It is quite rare indeed that one hears terms such as “waitress,” “fireman,” “stewardess,” or “chairman” used by reporters, lecturers, or any other individual publicly speaking to or writing for an audience of any kind.  Such terms denote the presumed gender of a person based entirely on the stereotypical characteristics and sex of the people who have typically worked in a particular occupation in the past.  Just as “gendered” occupational terms should no longer be utilized, the same holds true for “gendered” clichés such as “man hours” or “woman’s work.”   “Gender free” or “gender neutral” terms are now the norm and often, these alternate terms are better able to relate a person’s occupation than the former “gendered” terms (Pickett, Laster, and Staples 669-70). 
        Although the older occupational terms are no longer necessary as both men and women now hold most jobs simultaneously, these terms still continue to appear in many workplaces around the United States, if not as often in technical writing texts.  As these “gendered” words are spoken less frequently, they are increasingly more noticeable when they are employed, often offending the person to whom the words are directed.  Though the speaker may not have intended to offend the audience, the same often happens, and the result is usually a difficult or uncomfortable working environment for the offended person.  Ethically speaking, it is just as important to omit these “gendered” words in the workplace, as it is to omit them in one’s writing.  As stated earlier, alienation of one’s audience defeats the purpose of the work that has been completed.  The same remains true in the workplace. 
        According to the authors of Technical English: Writing, Reading and Speaking, “English provides us with only two third-person singular pronouns that refer to individuals: he and she.  To avoid automatically using he, try using…he or she.  In this way, you can avoid singling out one gender over another” (Pickett, Laster, and Staples 670).  This is sound advice for any technical writer who is unsure about the gender of his or her audience. By making no assumptions, the writer greatly lessens the risk of offending the audience. 
        Issues of religious and cultural differences are key concerns for technical writers as the world continues to enlarge its global neighborhoods.  It is often that a writer finds herself or himself writing for diverse audiences of many ethnicities and belief systems.  It is important to write texts in such a way as to ensure an inoffensive tone.  It can no longer be presumed that one’s audience is composed entirely of women and men of similar backgrounds.  In this age of diversity among a common demographic, one’s audience may be composed of citizens of the United States as well as of Lithuania and Vietnam; similarly, one’s audience may contain women and men of the Christian faith, as well as Buddhists, Muslims and Atheists.  In addition to this, a relatively small audience may be composed of women and men of Asian descent, as well as Hispanics, African-Americans, Native Americans and Caucasians.  These are commonsensical notions that an effective writer should consider when approaching a culturally diverse audience.  There are, of course, other ways to refrain from offending those who must read or listen to what you have written.  These include respecting holidays, feast days and religious symbols.  For example, holidays such as Thanksgiving and Independence Day are not celebrated outside of the United States; when speaking to a person in another country, do not assume that she or he is aware that business operations will be stopping for the festivities.  Similarly, do not assume that everyone in your audience celebrates holidays such as Christmas; it is likely that at least a few people will instead be celebrating Hanukah, Kwanzaa, or perhaps nothing at all.  In addition to these suggestions, a writer or presenter might remember certain cultural differences such as the use of the “you” approach that is favored in the United States as a form of self-assured directness, but is viewed elsewhere as abrupt and uncomfortable.  Also, remember that the writing style of other nations, such as those in Europe, is often more elaborate than that of the United States, which often appears rude and sterile in comparison (Pickett, Laster, and Staples 423).  Simple considerations for diverse audiences will enable a technical writer to advance much further in his or her career than individuals who disregard such obvious differences.
        Another audience consideration that seems to especially affect technical writers, perhaps more than any other concept, is that of educational differences.  Technical and professional writers are more often than not individuals who possess at least a Bachelor’s degree and quite commonly, at least one degree beyond that.  Keeping this in mind, an effective writer should consider the educational level of the audience.  If this information is not known, a writer should not take it upon himself or herself to assume that the intended audience will be made up entirely of individuals with Doctorate degrees, or by the same token, of high school dropouts.  When the educational level of the audience is not known, simply use straightforward speech that is capable of being understood by at least a majority of the audience.  Be certain to explain difficult words or concepts that may not be familiar to everyone listening to or reading what you have written.  Examples of these words may include medical terminology, engineering or computer terms and concepts used by various political entities. 
        In addition to ethical issues relating to research methods and the style of the writing itself, ethics also play a major role when publishing online or obtaining knowledge online.  When obtaining information online to be used as research, the writer should consider three things: the source, the content, and the Web site itself.  The writer must determine who the developer of the site is and what qualifications she or he possesses for maintaining that particular site.  Next, determine if the site is maintained by an advocacy group with an agenda that could possibly influence the type of information listed on the Web site.  Items such as the contact information of the Web site developer, a copyright registration and recently updated data are all indications that the Web site is an accurate source from which to conduct research (Pearsall, Cunningham, and Smith 47).  These are important considerations that could help a writer obtain completely accurate information to report in his or her completed paper.
        Technical writing is a rapidly growing field that possesses many questions and considerations that are yet to have definite answers due to ongoing debates among the many pioneers in this line of work.  One thing, however, is certain: the technical writer retains many responsibilities for his or her audience.  It is the job of a technical writer to provide accurate, non-biased information that is clearly written and verifiable.  Further, it is the job of a technical writer to refrain from omitting any information that could possibly result in serious consequences for the audience.  A technical writer should possess a diverse vocabulary that will enable him or her to choose words that are appropriate, that do not suggest negative connotations, and will not offend his or her audience.  Tact and tone are also factors a technical writer should consider, as he or she wants to be certain that what is written comes across to the audience in the spirit in which it was intended.  As one can see, ethics are an integral aspect of this field.  Their careful observation will certainly help to ensure the dignity of technical writers, as well as the profession itself, for many years to come.   

Staci E. Lewis is a graduate student in English at East Tennessee State University.  She received a Bachelor of Arts degree in English with a minor in Accounting from the same institution in May 2000.  She is currently in the process of completing her Master’s thesis on the life and poetry of Margaret Fuller. Staci is a member of the Phi Kappa Phi honor society, the Graduate and Professional Student Association, the Association of Graduate English Students, and the Margaret Fuller Society.  Her professional skills include five years of public accounting experience, duties performed as a staff assistant to the Executive Director of the National Storytelling Network in Jonesborough, Tennessee, and graduate assistant to the Senior Contributor of the Annual Bibliography of English Language and Literature. 

Works Cited

Anderson, Paul V.  “Simple Gifts: Ethical Issues in the Conduct of Person-Based Composition Research."    College Composition and Communication  49.1 (1998):  63-87.

Pearsall, Thomas E., Donald H. Cunningham, and Elizabeth O. Smith.  How to Write for the World of Work.  6^th Ed.  Fort Worth: Harcourt, 2000.

Pickett, Nell Ann, Ann A. Laster, and Katherine E. Staples.  Teaching English: Writing, Reading and Speaking.  8^th Ed.  New York:  Addison Wesley Longman, 2001.