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

More documents

Recommendations

Info

Nugent invaluable theoretical model—one that is both descriptive and prescriptive—for building and understanding certificate programs in technical communication. acknowledgments Of course, my sophistic approach compels me to recognize the social origins of this work. Thanks to Gerald Savage for his invaluable guidance and help with the program research; thanks to Ken Lindblom for his assistance; and thanks to Ann Brady, Robert Johnson, Lori Ostergaard, Anne Parker, and Marika Seigel for their responses to drafts. notes 1 An identical conclusion was reached about baccalaureate degree programs in a comparable 2005 study by Sandi Harner and Anne Rich. There they conclude: “It is clear from this study that there is no standard curriculum for technical communication programs” (219). works cited Anderson, Paul V. “Evaluating Academic Technical Communication Programs: New Stakeholders, Diverse Goals.” Technical Communication 42.4 (1995): 628–633. Bosley, Deborah S. “Broadening the Base of a Technical Communication Program: An Industrial/Academic Alliance.” Technical Communication Quarterly 1.1 (1992): 41–50. Bosley, Deborah S. “Building a Graduate Certificate Program: Making Connections With the Community-at Large.” Proceedings of the Annual Meeting of the Council for Programs in Technical and Scientific Communication (24th, Austin, Texas, October 16–18, 1997). Socorro, NM: New Mexico Institute of Mining and Technology, 1998. Bosley, Deborah S. “Collaborative Partnerships: Academia and Industry Working Together.” Technical Communication 42.4 (1995): 611–619. Bridgeford, Tracy. “Thoughts on Designing a Master’s Certificate Program.” Models for Strategic Program Development. Proceedings of the Annual Meeting of the Council for Programs in Technical and Scientific Communication (27th). Ed. Bruce Maylath. Menomonie, Wisconsin, 19–21 Oct, 2000. http:// www.cptsc. 168
Certificate Programs org/conferences/conference2000/program2000/issuesfacingmastersprograms/ bridgeford.pdf. Bushnell, Jack. “A Contrary View of the Technical Writing Classroom: Notes Toward Future Discussion.” Technical Communication Quarterly 8.2 (1999): 175–188. Coon, Anne C., and Patrick M. Scanlon. “Does the Curriculum Fit the Career? Some Conclusions from a Survey of Graduates of a Degree Program in Professional and Technical Communication.” Journal of Technical Writing and Communication 27.4 (1997): 391–399. Crowley, Sharon. “A Plea for the Revival of Sophistry.” Rhetoric Review 7 (1989): 318–334. Haraway, Donna J. Simians, Cyborgs, and Women: The Reinvention of Nature. New York: Routledge, 1991. Harner, Sandi, and Anne Rich. “Trends in Undergraduate Curriculum in Scientific and Technical Communication Programs.” Technical Communication 52.2 (2005): 209–220. Jarratt, Susan C. Rereading the Sophists: Classical Rhetoric Refigured. Carbondale: Southern Illinois UP, 1991. Jarratt, Susan C. “Toward a Sophistic Historiography.” PRE/TEXT: The First Decade. Pittsburgh Series in Composition, Literacy, and Culture. Ed. Victor J. Vitanza. Pittsburgh: U of Pittsburgh P, 1993. 263–85. Krestas, Shirley A., Lori H. Fisher, and JoAnn T. Hackos. “Future Directions for Continuing Education in Technical Communication.” Technical Communication 42.4 (1995): 642–645. Leff, Michael C. “Modern Sophistic and the Unity of Rhetoric.” The Rhetoric of the Human Sciences. Eds. Allan Megill, John S. Nelson, and Donald N. McCloskey. Madison: University of Wisconsin Press, 1987. 19–37. Lindblom, Kenneth J. “Toward a Neo-Sophistic Writing Pedagogy.” Rhetoric Review 15.1 (1996): 93–107. Little, Sherry Burgus. “Designing Certificate Programs in Technical Communication.” Foundations for Teaching Technical Communication: Theory, Practice, and Program Design. Ed. Katherine Staples and Cezar Ornatowski. Greenwich, CT: Ablex, 1997. 273–85. McComiskey, Bruce. “Neosophistic Rhetorical Theory.” Gorgias and the New Sophistic Rhetoric. Carbondale: Southern Illinois UP, 2002. 55–76. Poulakos, John. “Toward a Sophistic Definition of Rhetoric.” Philosophy and Rhetoric 16 (1983): 35–48. Proceedings of the Annual Meeting of the Council for Programs in Technical and Scientific Communication (15 th , Minneapolis, Minnesota, October 19-21, 1988). Ed. Laurie Schultz. Minnesota, 1988. 169
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 and 10:
Contents Preface ix Composing 3 1 T
Page 11 and 12:
Preface David Franke This book grew
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
Page 38 and 39:
Knievel, Belanger, Keeney, Couch, a
Page 40 and 41:
Page 42 and 43:
Page 44 and 45:
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Griswold orientation meetings as ne
Page 62 and 63:
Griswold So at this point I had two
Page 64 and 65:
Griswold All the while I am hoping
Page 66 and 67:
Griswold anyone whose primary acade
Page 68 and 69:
Griswold pendix A). I dang well wan
Page 70 and 71:
Griswold Unfortunately, we were not
Page 72 and 73:
Griswold can be appended as evidenc
Page 74 and 75:
Griswold Oct.-Nov. 2003: Evaluation
Page 76 and 77:
Griswold such a program would confe
Page 78 and 79:
Griswold have been hired with exper
Page 81 and 82:
4 Disciplinary Identities: Professi
Page 83 and 84:
Disciplinary Identities fessional w
Page 85 and 86:
Disciplinary Identities courses, th
Page 87 and 88:
Disciplinary Identities been genera
Page 89 and 90:
Disciplinary Identities sites for e
Page 91 and 92:
Disciplinary Identities ing others.
Page 93 and 94:
Disciplinary Identities responsibil
Page 95 and 96:
Disciplinary Identities well-known
Page 97 and 98:
Disciplinary Identities uncritical,
Page 99 and 100:
Disciplinary Identities departments
Page 101 and 102:
Disciplinary Identities has never,
Page 103 and 104:
Disciplinary Identities 2. Separate
Page 105:
evising
Page 108 and 109:
Ashe and Reilly question impressed
Page 110 and 111:
Ashe and Reilly humanities. In addi
Page 112 and 113:
Ashe and Reilly developing academic
Page 114 and 115:
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 and 166: Composing and Revising appendix b m
Page 167 and 168: Composing and Revising appendix c 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
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
Page 219: Reinventing Audience through Distan
Page 222 and 223: Parker accreditation board. And thi
Page 224 and 225: Parker So, all in all, the effort t
Page 226 and 227: Parker T- Test • Evaluating the W
Page 228 and 229: Parker figure 2: the collaborative
Page 230 and 231: Parker place. It nonetheless provid
Page 232 and 233: Parker Canadian scholars focus on a
Page 234 and 235: Parker Duin, A.H. “Computer-Suppo
Page 236 and 237:
Parker Trzyna, T. & Batschelet, M.W
Page 238 and 239:
Ballentine engineering schools and
Page 240 and 241:
Ballentine engineers outside of the
Page 242 and 243:
Ballentine However, as student grou
Page 244 and 245:
Ballentine want to know more about
Page 246 and 247:
Ballentine Client Letter The letter
Page 248 and 249:
Ballentine and implementation. Natu
Page 250 and 251:
Ballentine Most English departments
Page 252 and 253:
Ballentine Regardless of these indu
Page 254 and 255:
Ballentine unique attributes. Regar
Page 256 and 257:
Ballentine 25 Florman, Samel C. The
Page 259:
futures
Page 262 and 263:
Di Renzo Greater Expectations: A Ne
Page 264 and 265:
Di Renzo for that site, decisions w
Page 266 and 267:
Di Renzo ultimately is impossible (
Page 268 and 269:
Di Renzo Great Society. In the resu
Page 270 and 271:
Di Renzo and screaming, from the cl
Page 273 and 274:
14 The Write Brain: Professional Wr
Page 275 and 276:
The Write Brain foundation of our k
Page 277 and 278:
The Write Brain of media and the id
Page 279 and 280:
The Write Brain tween design and fu
Page 281 and 282:
The Write Brain most interesting ap
Page 283 and 284:
The Write Brain that one can chart
Page 285 and 286:
The Write Brain the faculty develop
Page 287 and 288:
The Write Brain uses for new techno
Page 289 and 290:
The Write Brain it is affirmed by s
Page 291 and 292:
The Write Brain com) is an example
Page 293:
post-scripts by veteran program des
Page 296 and 297:
Dubinsky I wish I could promise tha
Page 298 and 299:
Dubinsky sional writing, unlike man
Page 300 and 301:
Dubinsky During conversations with
Page 302 and 303:
Dubinsky to use for support, we the
Page 304 and 305:
Dubinsky The funding enabled us to
Page 306 and 307:
Dubinsky educational leadership / o
Page 308 and 309:
Dubinsky periential learning. I arg
Page 310 and 311:
Dubinsky currency. Service-learning
Page 312 and 313:
Dubinsky notes 1 In 1998, the depar
Page 314 and 315:
Dubinsky Norstedt, Johann, and Joyc
Page 316 and 317:
Lipson My goal here is not to recom
Page 318 and 319:
Lipson faculty having scholarly int
Page 320 and 321:
Lipson It is important to note, how
Page 322 and 323:
Lipson tenure-track faculty to crea
Page 324 and 325:
Lipson and in more recent years of
Page 326 and 327:
Lipson toral-student cadres. One ha
Page 328 and 329:
Lipson ways. In the first instance,
Page 330 and 331:
Lipson that it would be less expens
Page 332 and 333:
Lipson time to time. My sense is th
Page 335 and 336:
Biographical Notes Diana L. Ashe is
Page 337 and 338:
Biographical Notes 1989 he has taug
Page 339 and 340:
Biographical Notes Anne Parker, PhD
Page 342:
DESIGN DISCOURSE Design Discourse:
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?