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| Acknowledgments | |
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| Introduction--Transforming Language into Science | |
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| What Is Science? What Is Technology? | |
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| Minting the Coin of Scientific Knowledge | |
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| How Credit for Scientific Knowledge Is Appraised | |
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| Who Gets Credit? | |
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| What Research Does Not See | |
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| Looking at Technical Writing Through a Cultural Study Frame | |
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| Putting Technical Writing Practices in Cultural Contexts | |
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| Issues in Technical Writing Raised Through Cultural Study | |
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| Technical Writing as the Lingua Franca in a Golden Age of Engineering | |
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| What Kind of Knowledge Gets Deposited in Textbooks? | |
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| The Utility of Experiential Knowledge | |
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| The Development of Public Science | |
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| Reforming Scholasticism | |
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| The Rise of Experiential Knowledge and Technical Education | |
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| John Locke, Language, Property Rights, and Coinage | |
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| Defending Science and Technical Education | |
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| Contributing to a General Fund of Scientific Knowledge | |
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| Knowledge in Textbooks | |
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| Technical Writing Practices in Power and Knowledge Systems | |
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| Engineering Specialized Social Organizations | |
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| Engineering as an Application of Pure Scientific Knowledge | |
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| Designing Systematic Administration for Canals and Railroads | |
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| Engineers Become Managers in Complex Social Organizations | |
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| Engineering Management Systems | |
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| Technical Writing as Management System Control | |
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| Natural and Military Efficiency | |
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| New Communication Technologies Support Systematized Management | |
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| Technical Writing Textbook Codifies Systematized Management | |
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| Technical Writers Mint Counterfeit Scientific Knowledge: Strained Relations between Technical Writers and Engineers | |
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| Office Management Becomes a Specialized Field | |
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| The Practicality of Engineering in Tension with the Enjoyment of Literature | |
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| Technical Writing Moves from Engineering to English | |
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| English Embraces Science | |
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| Whose Knowledge Is Powerful? | |
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| Toward a Humanistic Technical Writing | |
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| Notes | |
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| References | |
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| Index | |