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

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Edminster and Mara Shakespeare, Nineteenth-Century American Literature), many of these referents take on a different embodiment when they go digital. While English Departments have been entirely comfortable disputing which referent should have precedence, there has been a tangible avoidance of discarding these common referents in all but a few universities. Technical and Scientific Communication programs are no different. Stuart Selber’s and Johndan Johnson-Eiola’s recent compilation, Central Works in Technical Communication signals a traditional gesture of binding departments, programs, and academic disciplines together with artifacts like editions and anthologies. While this is neither surprising nor alarming, it does signal a sort of disciplinary inertia that we have to face when proposing something more negotiated and ephemeral, like online transactions, as a centrally-organizing principle of a program. In the case of our program, the organizational principle—creating a mutually-negotiated space—involves emphasizing the ground upon which these negotiations can occur. Much recent discussion has ensued on the role of different types of electronic contexts and contextual aids. Websites, MUDs, MOOs, blogs, WIKIs, and other hybrid electronic fora have all provided fodder for journal, conference, and even blog discussion. Instead of positing which form best facilitates student interaction and learning (along with the multiple political connotations), our program has decided to emphasize the importance of providing the ground and emphasizing the constructedness of both place and agreement. The negotiations will include not only approaches to coursework and pedagogy, as were mentioned earlier, they will also include notions of techne, technology, and even evaluation. Program evaluation provides the tool through which traditional notions of success will be challenged. Using BGSU’s Provost-championed University Academic Plan (Inquiry, Engagement, and Achievement) as both exigence and starting point allowed us an additional measure of freedom in establishing the program. In the Academic Plan, Bowling Green State University emphasizes the new ways to integrate online technology as part of the university learning experience—in fact, the push towards a vaguely defined “New Media and Emerging Technologies”: By providing focus to the current activity and a platform for investigation into emerging technologies, we can achieve national prominence in creative teaching, innovative research, and industrial collaboration. (Plan 19) The push towards new media (officially one of five “themes”) granted potential power to two relatively powerless faculty members (at least in the hierarchy of tenure-line faculty members and administrators). Realigning our program with a broader, university-wide planning document allowed two young professors to 192
Reinventing Audience through Distance create a future vision that might help staff, senior faculty, and even administrators make future requests for funds (or at the very least, request smaller cuts in funding). Seizing upon the general impetus of building a technologically savvy university, we were empowered by the dean of Continuing Education to craft our online certificate. As a way to build upon an already large commitment to online curricula, our certificate presents a wider strategy to migrate online en masse. Also voiced in the Academic Plan is the university’s renewed commitment “to develop students who seek intercultural and international engagement and who possess a capacity to relate to diverse others at home and abroad.” The international focus of the certificate will support this institutional commitment as well. Further support for the graduate certificate’s international focus is contextually situated in the university’s exchange program agreement with Xi’an Foreign Languages University (XFLU) in China. Under this agreement, Bowling Green State University has the flexibility of sending either two or three faculty members or graduate students (holding an M.A.) to Xi’an Foreign Languages University in exchange for three XFLU graduate students who come to Bowling Green. Our Scientific and Technical Communication MA Program regularly accepts and enrolls exchangees from XFLU under this agreement, and S & TC faculty have also participated in the exchange, teaching courses in technical writing at Xi’an and working with Chinese graduates of our MA program to try and establish a technical writing program at XFLU. As Ping Duan and Weiping Gu point out in their article, “The Development of Technical Communication in China’s Universities” (434) technical writing, as a subject of study, is virtually non-existent in China. At least two of our Chinese MA students have produced master’s theses documenting the current need for technical writing programs in China and exploring the feasibility of establishing such programs at XFLU and other, more technically focused universities. As the need for such programs to support China’s rapidly expanding technological and global economic development continues to grow, an online graduate certificate program such as the one we have developed may appear extremely attractive to a variety of Chinese businesses and industries interested in developing employee communication skills as a long-term, quality management strategy. When Edminster arrived as a new hire in the S & TC Program in the fall of 2002, tentative plans for the online graduate certificate program were already germinating in the mind of the current (and veteran) S & TC Program director. The desire to create the certificate arose, in part, out of the program director’s desire to move S & TC from the confines of the English Department. A year or two earlier, the director had tried to convince the Dean of Arts and 193
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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
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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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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 186 and 187: Nugent invaluable theoretical model
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: Reinventing Audience through Distan
Page 213 and 214: 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
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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
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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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