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

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Edminster and Mara Sciences and the Provost that S & TC belonged in the College of Technology rather than in the College of Arts and Sciences as part of the English Department. The administers were not persuaded, so the director calculated a different, less dramatic move in the direction of independence—a collaboration with the Continuing Education Program to develop and market an online graduate certificate program. This collaboration coincided with the university’s new initiative—developing and offering more online courses campus-wide. However, plans for the certificate were embryonic, requiring a good deal of brainstorming and late afternoon coffee as Dr. Edminster and the former program director began to target and assess the needs of a market, to conceptualize courses that would meet those needs, and to negotiate with an associate dean of Continuing Education, who is also a member of the English Department. Many of the potential students for this program are in industry seeking ways to increase job security or to improve their abilities to communicate in an expanded, global market, but lack the flexibility of being able to come to campus for primarily daytime classes. Others reside in other countries, either in residential programs in those countries (including those who teach and/or study at Xi’an) or also working in business and industry without the flexibility of leaving jobs and countries to enroll in residential programs. Still others are seeking upgrades or updating (certification) of skills and knowledge without need for a degree. The program is designed so that students who are enrolled in a degree program can substitute some courses for residential requirements for the degree, while others can pursue the entire certificate program. Gradually, student performance objectives for the program began to take shape. After completing the program, students were supposed to possess the ability to: • Create common technical vocabularies within “transaction” cultures as they are socially constructed through intercultural interaction • Analyze cultural bias • Employ forms of project management that facilitate intercultural collaborative writing (dialogic rather than hierarchical) • Apply “learning organization” management concepts in order to learn from diversity • Develop collaborative relationships that generate mutual knowledge within “transaction” cultures • Assess and reflect on their collaborative processes • Design effective usability tests for documents with international or culture-specific audiences • Develop evaluation criteria for processes and products 194
Reinventing Audience through Distance • Analyze processes by which specific cultural values interact Courses eventually included: (1) Technical Communication for a Global Marketplace, (2) Technical Editing for a Global Marketplace (3) Research in International Technical Communication, (4) Ethics in International Technical Communication, (5) Visual Displays of Information for International Audiences. In our field, international technical communication has traditionally focused on developing both the awareness and the skills necessary to understand how cultural difference affects communication in various technical contexts and to plan for and design documents that meet the needs of an audience that is both culturally diverse and culturally specific. This certificate program relies to some extent on this traditional approach by teaching such skills as (1) how to analyze cultural bias, (2) how to analyze international and nationally specific audiences, (3) how to design effective usability tests for documents with international or culture-specific audiences, and (4) how to translate the culture as well as the language of technical documents. In addition, the program places significant emphasis upon the growing awareness within technical communication research that the application of static notions about particular cultures on the part of technical communicators can degenerate into the reinscription of cultural stereotypes that obstruct communication rather than facilitate it. Thus, our certificate program also emphasizes the need for technical communicators to understand that: (1) every communication situation is context-specific, (2) although context includes culture, cultures do not communicate with each other, individuals do, and (3) the culture that defines individual international communication situations is a “hybrid” or “transaction” culture, which is constructed by the participants as they interact and negotiate their cultural differences. The certificate is designed to prepare students to function in the global workplace by instructing them in how to apply both knowledge about culture and knowledge about negotiating cultural difference in individual communication contexts. The online certificate will situate communicators from different cultures in a mutually constructed third space via the use of online discussion boards and virtual classroom courseware tools. This hybrid space cannot be mapped out in advance of the communication situation, but instead must be negotiated with the paralogic hermeneutic approach described below. paralogic hermeneutics As we sketched out the specifics of the certificate building process (some of which occurred before we arrived at BGSU) we found it useful to employ 195
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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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Composing and Revising the solely p
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Page 163 and 164: Composing and Revising appendix a m
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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 and 210: Reinventing Audience through Distan
Page 211: 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
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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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