Design Discourse - Composing and Revising Programs in Professional and Technical Writing, 2010a

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Contents Minors, Certificates, Engineering 151 8 Certificate Programs in Technical Writing: Through Sophistic Eyes 153 Jim Nugent 9 Shippensburg University’s Technical / Professional Communications Minor: A Multidisciplinary Approach 171 Carla Kungl and S. Dev Hathaway 10 Reinventing Audience through Distance 189 Jude Edminster and Andrew Mara 11 Introducing a Technical Writing Communication Course into a Canadian School of Engineering 203 Anne Parker 12 English and Engineering, Pedagogy and Politics 219 Brian D. Ballentine Futures 241 13 The Third Way: PTW and the Liberal Arts in the New Knowledge Society 243 Anthony Di Renzo 14 The Write Brain: Professional Writing in the Post-Knowledge Economy 254 Alex Reid Post-Scripts by Veteran Program Designers 275 15 A Techné for Citizens: Service-Learning, Conversation, and Community 277 James Dubinsky 16 Models of Professional Writing / Technical Writing Administration: Reflections of a Serial Administrator at Syracuse University 297 Carol Lipson Biographical Notes 317 viii
Preface David Franke This book grew out of the challenges of starting and sustaining a Professional and Technical Writing program at the state college where Alex Reid and I were hired (nearby, co-editor Anthony Di Renzo began his program at Ithaca College in New York a few years before us). We found ourselves building our program at the intersection of several academic and semi-academic discourses— rhetoric, English, new media, business, publishing, composition and others. We had plenty of theory from these fields and personal experience as students, teachers, writers, and freelancers. Yet as we established our identity as a major, we found that our interactions with other departments (especially English), our entanglement with the long-standing academic tensions between “liberal” and “vocational” education, the demands of staying abreast of new technology, the way our resources and students were distributed across many disciplines—all these pressures and others combined in unexpected ways, presenting us with a bit of a paradox in that we were compelled to make sense of the whole while we struggled with the day-to-day work of running a new program; simultaneously, most day-to-day decisions depended on a sense of our whole—our mission, rhythms, audiences, and strengths. Seen from a purely analytical perspective, what we were trying to do seemed impossible. But of course it wasn’t impossible. Our experience beginning a PTW program at the State University of New York at Cortland was typical in many ways. The undergraduate program we were hired to bring to fruition, like many others, was simply hard to define, lacking a deep sense of tradition that English and even rhetoric programs often enjoy. Our program was defined more by what it was not than what it was: not literature, not journalism, not composition. Despite this, the program grew, in part because we were able to invent an attractive curriculum, and our success introduced a new problem in that we were quickly understaffed: we had only three Professional and Technical Writing faculty in an English department of 50-odd full-time and part-time faculty. The demands on the three of us, all in new jobs, were sometimes intimidating. Actually, they were often overwhelming, as several authors in this volume have also experienced in their own schools. In front, we met the challenge of teaching new classes. At our back was an avalanche of paperwork. Struggling to keep moving forward, we found ourselves grasping for information and models. Like any academic in a new situation, we depended on our research skills first, and started reading. 1 The WPA (Writing Program Administrator) listerv (http://lists.asu.edu/archives/ DOI: https://doi.org/10.37514/PER-B.2010.2348.1.1 ix
Page 1: DESIGN DISCOURSE Composing and Revi
Page 4 and 5: PERSPECTIVES ON WRITING Series Edit
Page 6 and 7: The WAC Clearinghouse, Fort Collins
Page 9: Contents Preface ix Composing 3 1 T
Page 13 and 14: Preface ments. The results were str
Page 15 and 16: Preface nities. My own essay studie
Page 17 and 18: Preface omy” that has gone “off
Page 19: DESIGN DISCOURSE: COMPOSING AND REV
Page 23 and 24: 1 The Great Instauration: Restoring
Page 25 and 26: The Great Instauration Updated and
Page 27 and 28: The Great Instauration 5. Action Co
Page 29 and 30: The Great Instauration • Always t
Page 31 and 32: The Great Instauration • Use case
Page 33 and 34: The Great Instauration “The proce
Page 35: The Great Instauration works cited
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Griswold orientation meetings as ne
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Griswold So at this point I had two
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Griswold All the while I am hoping
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Griswold anyone whose primary acade
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Griswold pendix A). I dang well wan
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Griswold Unfortunately, we were not
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Griswold can be appended as evidenc
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Griswold Oct.-Nov. 2003: Evaluation
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Griswold such a program would confe
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Griswold have been hired with exper
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4 Disciplinary Identities: Professi
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Disciplinary Identities fessional w
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Disciplinary Identities courses, th
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Disciplinary Identities been genera
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Disciplinary Identities sites for e
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Disciplinary Identities ing others.
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Disciplinary Identities responsibil
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Disciplinary Identities well-known
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Disciplinary Identities uncritical,
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Disciplinary Identities departments
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Disciplinary Identities has never,
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Disciplinary Identities 2. Separate
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evising
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Ashe and Reilly question impressed
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Ashe and Reilly humanities. In addi
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Ashe and Reilly developing academic
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Ashe and Reilly administrators may
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Ashe and Reilly porate aspects of P
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Ashe and Reilly requirements in the
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Ashe and Reilly developing a system
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Ashe and Reilly to reduce congestio
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Ashe and Reilly diverse student pop
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Ashe and Reilly most onlookers, is
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Ashe and Reilly Andrews, Deborah C.
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6 Curriculum, Genre and Resistance:
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Curriculum, Genre and Resistance si
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Curriculum, Genre and Resistance bu
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Curriculum, Genre and Resistance a
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Curriculum, Genre and Resistance in
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Curriculum, Genre and Resistance co
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Curriculum, Genre and Resistance We
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Curriculum, Genre and Resistance ma
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Curriculum, Genre and Resistance an
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7 Composing and Revising the Profes
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Composing and Revising two years th
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Composing and Revising I saw the pr
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Composing and Revising we’ve work
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Composing and Revising their lives
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Composing and Revising the solely p
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Composing and Revising his request.
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Composing and Revising appendix a m
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Composing and Revising appendix b m
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Composing and Revising appendix c m
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minors, certificates, engineering
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Nugent certificate programs are pot
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Nugent and it simultaneously—not
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Nugent For each of the sixty-two ce
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Nugent nally, over a third of progr
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Nugent Management Project Managemen
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Nugent • 38% of respondents (10)
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Nugent theory addresses this concer
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Nugent invaluable theoretical model
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Nugent Savage, Gerald J. “The Pro
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Kungl and Hathaway edge, judgment,
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Kungl and Hathaway ideas. That facu
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Kungl and Hathaway minor. To insure
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Kungl and Hathaway we found both we
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Kungl and Hathaway amount of math a
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Kungl and Hathaway We outlined four
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Kungl and Hathaway classes. The uni
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Kungl and Hathaway • starting fif
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10 Reinventing Audience through Dis
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Reinventing Audience through Distan
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Parker accreditation board. And thi
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Parker So, all in all, the effort t
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Parker T- Test • Evaluating the W
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Parker figure 2: the collaborative
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Parker place. It nonetheless provid
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Parker Canadian scholars focus on a
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Parker Duin, A.H. “Computer-Suppo
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Parker Trzyna, T. & Batschelet, M.W
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Ballentine engineering schools and
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Ballentine engineers outside of the
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Ballentine However, as student grou
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Ballentine want to know more about
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Ballentine Client Letter The letter
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Ballentine and implementation. Natu
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Ballentine Most English departments
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Ballentine Regardless of these indu
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Ballentine unique attributes. Regar
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Ballentine 25 Florman, Samel C. The
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futures
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Di Renzo Greater Expectations: A Ne
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Di Renzo for that site, decisions w
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Di Renzo ultimately is impossible (
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Di Renzo Great Society. In the resu
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Di Renzo and screaming, from the cl
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14 The Write Brain: Professional Wr
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The Write Brain foundation of our k
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The Write Brain of media and the id
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The Write Brain tween design and fu
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The Write Brain most interesting ap
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The Write Brain that one can chart
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The Write Brain the faculty develop
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The Write Brain uses for new techno
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The Write Brain it is affirmed by s
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The Write Brain com) is an example
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post-scripts by veteran program des
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Dubinsky I wish I could promise tha
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Dubinsky sional writing, unlike man
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Dubinsky During conversations with
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Dubinsky to use for support, we the
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Dubinsky The funding enabled us to
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Dubinsky educational leadership / o
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Dubinsky periential learning. I arg
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Dubinsky currency. Service-learning
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Dubinsky notes 1 In 1998, the depar
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Dubinsky Norstedt, Johann, and Joyc
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Lipson My goal here is not to recom
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Lipson faculty having scholarly int
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Lipson It is important to note, how
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Lipson tenure-track faculty to crea
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Lipson and in more recent years of
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Lipson toral-student cadres. One ha
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Lipson ways. In the first instance,
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Lipson that it would be less expens
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Lipson time to time. My sense is th
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Biographical Notes Diana L. Ashe is
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Biographical Notes 1989 he has taug
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Biographical Notes Anne Parker, PhD
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DESIGN DISCOURSE Design Discourse:
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