As writing program director in technical communication (Université Blaise Pascal, Clermont-Ferrand) and writing researcher and educator for the past 15 years, I would like to address the issue of what knowledge and training should be given to future technical writing instructors — as opposed to instructors in technical translation — in the French university context. In this regard, I will respond to two points: - What scientific, pedagogical and professional qualifications should technical writing instructors possess? - What interaction, if any, should there be between writing research and (technical) writing instruction? To begin, I will briefly establish the background context for technical writing instruction and research, in France, Europe and North America. As we will see, current practices in writing instruction and research reflect two opposing views about the nature of writing. On the one hand, writing is considered to be a skill, the teaching of which can be achieved by having learners imitate models and norms. On the other, writing is considered to be a socially-situated practice, where writing is a process of ongoing negotiation for meaning between the writer and her/his audience(s). The latter definition has emerged from 15 to 20 years of cross-disciplinary research in writing in applied linguistics, discourse analysis, English for Specific/Academic Purposes, technical communication, rhetoric and composition, and the academic literacy movement. Within this context, I will briefly discuss how the consequences of the current economic crisis and financial downturn are best served by the latter, more complex understanding of writing. Accordingly, I will outline the scientific, pedagogical and professional qualifications instructors in technical writing should have today. In conclusion, I will argue that writing research fully informs technical writing instruction, and that a constructive and worthwhile approach to writing instruction can only be achieved through the results of continued writing research.