Design Discourse - Composing and Revising Programs in Professional and Technical Writing, 2010a
Design Discourse - Composing and Revising Programs in Professional and Technical Writing, 2010a Design Discourse - Composing and Revising Programs in Professional and Technical Writing, 2010a
Franke Apple Computer: iTunes University. http://www.apple.com/education/products/ ipod/itunes_u.html. Bazerman, Charles. “Systems of Genre and the Enactment of Social Intentions.” Genre and the New Rhetoric. Ed. Freedman and Medway. Taylor and Francis, 1994. 79-101. Bazerman, Charles. “The Life of Genre, the Life in the Classroom.” Genre and Writing. Ed. W. Bishop and H. Ostrom. Boynton/Cook, 1997. 19-26. Boyer, Ernest. Scholarship Reconsidered: Priorities of the Professoriate. Carnegie Foundation for the Advancement for Teaching, 1997. Bullock, Richard. “Theorizing Difference and Negotiating Differends: (Un)naming Writing Programs’ Many Complexities and Strengths.” Resituating Writing: Constructing and Administering Writing Programs. Ed. Joseph Janangelo and Kristine Hansen. Portsmouth, NH: Boynton/Cook, 1995. 3-22. Hult, Christine. “The Scholarship of Administration.” In Janangelo, Joseph; Kristine Hansen (Eds.), Resituating Writing: Constructing and Administering Writing Programs. Portsmouth, NH: Boynton/Cook, 1995. 119-131 NeoVox. www.neovox.cortland.edu Vygotsky, Lev Semenovich. Thought and Language. Ed. and trans. Eugenia Hanfmann; Gertrude Vakar [Myshlenie i rech’, Moscow, 1956]. Cambridge, MA: MIT Press, 1962. 130
7 Composing and Revising the Professional Writing Program at Ohio Northern University: A Case Study Jonathan Pitts Since 2000, when I was hired as an assistant professor to design and coordinate the professional writing program at Ohio Northern University—a small (3300 students) university comprised of a college of arts and sciences, a law school, a pharmacy school, a college of business administration, and an engineering school—the design, coordination, and administration of the program has gone smoothly and well. As a department of teaching generalists, we have nothing but success to talk about. The English major has, over the past ten years, grown from twenty-five majors and minors to just under a hundred, has added two new faculty and replaced two retired, has completed major renovations and upgrades of its offices and classrooms, and has added the professional writing track. Two years ago, the administration approved the hire of a second professional writing faculty member. Two years ago also, the number of English majors (and university enrollment generally) was increasing so fast that the faculty wondered, in a meeting with the university president, if we should try to limit it. Since then, the number of professional writing majors has leveled off (tied with journalism for the second-highest number of majors, behind Language Arts education and ahead of literature and creative writing), but it remains evidence, we like to believe, that the professional writing track has a solid place in our undergraduate English major. Another number that means a lot to us is the amount of our recent graduates who are getting jobs or admission to graduate schools. Judging by the number of PW program graduates who are doing what they want to do, the program is a success. For me, this means that the program is preparing students well to enter the world of professional writing. The emails I receive from my students about their jobs and their graduate programs provide important material for me to use in selling the program to prospective students and majors—the program does what it says it will do. I describe three of these recent graduates below. But while such student success is in one sense the most important to us, the English department, and the university, it isn’t, and shouldn’t be, the DOI: https://doi.org/10.37514/PER-B.2010.2348.2.07 131
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Franke<br />
Apple Computer: iTunes University. http://www.apple.com/education/products/<br />
ipod/itunes_u.html.<br />
Bazerman, Charles. “Systems of Genre <strong>and</strong> the Enactment of Social Intentions.”<br />
Genre <strong>and</strong> the New Rhetoric. Ed. Freedman <strong>and</strong> Medway. Taylor <strong>and</strong> Francis,<br />
1994. 79-101.<br />
Bazerman, Charles. “The Life of Genre, the Life <strong>in</strong> the Classroom.” Genre <strong>and</strong><br />
Writ<strong>in</strong>g. Ed. W. Bishop <strong>and</strong> H. Ostrom. Boynton/Cook, 1997. 19-26.<br />
Boyer, Ernest. Scholarship Reconsidered: Priorities of the Professoriate. Carnegie<br />
Foundation for the Advancement for Teach<strong>in</strong>g, 1997.<br />
Bullock, Richard. “Theoriz<strong>in</strong>g Difference <strong>and</strong> Negotiat<strong>in</strong>g Differends: (Un)nam<strong>in</strong>g<br />
Writ<strong>in</strong>g <strong>Programs</strong>’ Many Complexities <strong>and</strong> Strengths.” Resituat<strong>in</strong>g Writ<strong>in</strong>g:<br />
Construct<strong>in</strong>g <strong>and</strong> Adm<strong>in</strong>ister<strong>in</strong>g Writ<strong>in</strong>g <strong>Programs</strong>. Ed. Joseph Janangelo <strong>and</strong><br />
Krist<strong>in</strong>e Hansen. Portsmouth, NH: Boynton/Cook, 1995. 3-22.<br />
Hult, Christ<strong>in</strong>e. “The Scholarship of Adm<strong>in</strong>istration.” In Janangelo, Joseph; Krist<strong>in</strong>e<br />
Hansen (Eds.), Resituat<strong>in</strong>g Writ<strong>in</strong>g: Construct<strong>in</strong>g <strong>and</strong> Adm<strong>in</strong>ister<strong>in</strong>g<br />
Writ<strong>in</strong>g <strong>Programs</strong>. Portsmouth, NH: Boynton/Cook, 1995. 119-131<br />
NeoVox. www.neovox.cortl<strong>and</strong>.edu<br />
Vygotsky, Lev Semenovich. Thought <strong>and</strong> Language. Ed. <strong>and</strong> trans. Eugenia<br />
Hanfmann; Gertrude Vakar [Myshlenie i rech’, Moscow, 1956]. Cambridge,<br />
MA: MIT Press, 1962.<br />
130