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

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Pitts 4 1-4 4 4 4 4 / Engl 346 Prelaw Writing / Engl 377 Professional Writing Workshop / Engl 390 Special Topics (in writing) / Engl 451 Literary Criticism / Engl 452 Rhetorical Theory / Engl 490 Special Topics (in writing) Practicums (3 hours in at least two different practicums) 3 Engl 250-Newspaper; Engl 251-Magazine; Engl 230-Web Publishing; Engl 290-Journal Publishing; Engl 377-Professional Writing Workshop (1-4); Engl 2XX-Screenwriting / 1 / 1 / 1 Language and Literature Core 20 / Engl 210 English Studies 4 / Engl 351 English Language 4 Three literature courses in three core areas, two at the 300/400 level World Literature (Engl 208, 209, 219, 220, 262, 432, 451) 4 British Literature (Engl 213, 214, 260 or 412, 310-326, 364, 410) 4 American Literature (Engl 211, 212, 261, 334, 335, 365, 431) 4 Other courses, whose content changes significantly with each offering, may also satisfy these literature requirements: Engl 207, 263, 290, 390, 430, 490. / / / Engl 001 Enrichment (2 terms a year up to 8 times, depending on time enrolled as a major) / / / / / / / / Secondary Study An Option, Minor, or Second Major in a discipline other than English 148
Composing and Revising appendix c major in english/professional writing [2001-2006] (58 hours + secondary study) qtr / yr √ course completed hours Professional Writing Core 35 Required Courses 23 / Engl 244 Desktop Publishing 4 / Engl 273 Writing in the Public Sphere 4 / Engl 405 Cultural Studies 4 / Engl 445 Senior Seminar 2 / Engl 452 Rhetorical Theory 4 / Engl 470 Editing 4 / Engl 481 Internship 1 Electives (Choose three, two at the 300/400 level) 12 / Engl 241 News Writing 4 / Comm 256 Writing for Broadcasting and Electronic Media 4 / Engl 290 Special Topics (in writing) 4 / Engl 342 Fiction Writing 4 / Engl 343 Persuasive Writing 4 / Engl 344 Writing Cyberspace 4 / Engl 345 Screenwriting 4 / Engl 346 Prelaw Writing 4 / Engl 347 Advanced Writing 4 / Engl 390 Journal Publishing 4 149
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DESIGN DISCOURSE Composing and Revi
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PERSPECTIVES ON WRITING Series Edit
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The WAC Clearinghouse, Fort Collins
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Contents Preface ix Composing 3 1 T
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Preface David Franke This book grew
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Preface ments. The results were str
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Preface nities. My own essay studie
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Preface omy” that has gone “off
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DESIGN DISCOURSE: COMPOSING AND REV
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1 The Great Instauration: Restoring
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The Great Instauration Updated and
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The Great Instauration 5. Action Co
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The Great Instauration • Always t
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The Great Instauration • Use case
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The Great Instauration “The proce
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The Great Instauration works cited
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Knievel, Belanger, Keeney, Couch, a
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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
Page 116 and 117: Ashe and Reilly porate aspects of P
Page 118 and 119: Ashe and Reilly requirements in the
Page 120 and 121: Ashe and Reilly developing a system
Page 122 and 123: Ashe and Reilly to reduce congestio
Page 124 and 125: Ashe and Reilly diverse student pop
Page 126 and 127: Ashe and Reilly most onlookers, is
Page 128 and 129: Ashe and Reilly Andrews, Deborah C.
Page 131 and 132: 6 Curriculum, Genre and Resistance:
Page 133 and 134: Curriculum, Genre and Resistance si
Page 135 and 136: Curriculum, Genre and Resistance bu
Page 137 and 138: Curriculum, Genre and Resistance a
Page 139 and 140: Curriculum, Genre and Resistance in
Page 141 and 142: Curriculum, Genre and Resistance co
Page 143 and 144: Curriculum, Genre and Resistance We
Page 145 and 146: Curriculum, Genre and Resistance ma
Page 147 and 148: Curriculum, Genre and Resistance an
Page 149 and 150: 7 Composing and Revising the Profes
Page 151 and 152: Composing and Revising two years th
Page 153 and 154: Composing and Revising I saw the pr
Page 155 and 156: Composing and Revising we’ve work
Page 157 and 158: Composing and Revising their lives
Page 159 and 160: Composing and Revising the solely p
Page 161 and 162: Composing and Revising his request.
Page 163 and 164: Composing and Revising appendix a m
Page 165: Composing and Revising appendix b m
Page 169: minors, certificates, engineering
Page 172 and 173: Nugent certificate programs are pot
Page 174 and 175: Nugent and it simultaneously—not
Page 176 and 177: Nugent For each of the sixty-two ce
Page 178 and 179: Nugent nally, over a third of progr
Page 180 and 181: Nugent Management Project Managemen
Page 182 and 183: Nugent • 38% of respondents (10)
Page 184 and 185: Nugent theory addresses this concer
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Page 188 and 189: Nugent Savage, Gerald J. “The Pro
Page 190 and 191: Kungl and Hathaway edge, judgment,
Page 192 and 193: Kungl and Hathaway ideas. That facu
Page 194 and 195: Kungl and Hathaway minor. To insure
Page 196 and 197: Kungl and Hathaway we found both we
Page 198 and 199: Kungl and Hathaway amount of math a
Page 200 and 201: Kungl and Hathaway We outlined four
Page 202 and 203: Kungl and Hathaway classes. The uni
Page 204 and 205: Kungl and Hathaway • starting fif
Page 207 and 208: 10 Reinventing Audience through Dis
Page 209 and 210: Reinventing Audience through Distan
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Reinventing Audience through Distan
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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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