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

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Parker Canadian scholars focus on and what American scholars tend to emphasize in their research are not always the same. As Rodman notes, many of our scholars – scholars like C. Schryer, to name just one - have contributed greatly over the last while to current topics like the study of genre in technical communication. Besides these kinds of contributions, though, because Canada is a bilingual country, many of our Canadian scholars have also become increasingly interested in linguistics, a subject that seemingly has less interest for our U.S. counterparts (Rodman 13). Canadian scholars, then, do seem to have found their own particular niche in the field over the years. Similarly, my position in the Faculty of Engineering at our school also seems to represent quite a unique niche – in Canada, at least - and the technical communication course that I have developed likewise holds a unique place in the development of technical and professional communication at our school since it is connected so closely to the undergraduate engineering curriculum. In essence, because I am so tied to the Faculty of Engineering itself, the course has come to be viewed as integral to engineering by students and staff alike. Additionally, over its twenty-year lifespan, this course has evolved into a smaller version of a technical communication program, one that is linked to both the Faculty of Engineering and the engineering profession. Indeed, as I have suggested here, it serves as a case study to illustrate the synergy that is possible between engineering and technical communication. Initially offering instruction only in writing (and only to undergraduate students), now the course encompasses collaborative projects, project management, peer review, oral presentations, document design, textual illustrations and, recently, research methods. In the future, we hope to be able to offer a course in technical communication to our engineering graduate students; as an elective in a student’s graduate engineering program, such a course will include topics related only to the academic side of engineering, such as thesis writing, preparing academic articles and oral defenses. Currently, we are also looking at ways to integrate technical communication into the graduation thesis and design project in a more formal way. These developments reflect trends in both technical communication and engineering (Ford & Riley 325-326). Therefore, this paper has explored the academic and professional contexts for the study of technical communication in our school by looking at two primary topics: first, how a problem-solving model, as a way of approaching the communication task, adapts what is a common engineering practice to the teaching of technical communication and, secondly, how introducing collaborative projects into the technical communication classroom can be an effective way to prepare students for the demands of the workplace and the profession. Thus, within the professional context of engineering, the technical communica- 214
Introducing a Technical Writing Communication Course tion course can reflect the changing communication needs of the workplace and the engineering profession where team-based projects are increasingly the norm. Just as importantly, within the academic context, the course can reflect many of the developments in two seemingly disparate disciplines, technical communication and engineering. works cited Allen, N., Atkinson, D., Morgan, M., Moore, T., & Snow, C. “What Experienced Collaborators Say About Collaborative Writing.” Journal of Business and Technical Communication 1:2 (1987): 70-90. Artemeva, N. & Logie, S. “Introducing Engineering Students to Intellectual Teamwork: The Teaching and Practice of Peer Feedback in the Professional Communication Classroom.” Language and Learning Across the Disciplines 6 (2002): 62-85. Artemeva, N., Logie, S. & St-Martin, J. “From Page to Stage: How Theories of Genre and Situated Learning Help Introduce Engineering Students to Discipline-Specific Communication. Technical Communication Quarterly 8:3 (1999): 301-316. Barton, B.F. & Barton, M.S. “The Case Method: Bridging the Gap Between Engineering Student and Professional.” Courses, Components, and Exercises in Technical Communication. Ed. D. W. Stevenson. Urbana: National Council of Teachers of English, 1981. 22-33. Barton, B.F. & Barton, M.S. “Toward Teaching a New Engineering Professionalism: A Joint Instructional Effort in Technical Design and Communication.” Technical and Professional Communication: Teaching in the Two-Year College, Four-Year College, Professional School. Ed. T.M. Sawyer, Professional Communication Press, Inc., 1977. 119-128. Beakley, G.C., Evans, D.L. & Keats, J.B. Engineering: An Introduction to a Creative Profession. 5th Edition. New York: Macmillan Publishing Company, 1986. Blyler, N.R. “Theory and Curriculum: Reexamining the Curricular Separation of Business and Technical Communication.” Journal of Business and Technical Communication 7:2 (1993): 218-245. Bogdanowicz, M. “Communicative Competence: Business Savvy and the Technical Writingriter.” Technostyle 6:1 (1987): 1-5. Canadian Council of Professional Engineers (CCPE). Report of the CCPE Accreditation Review Committee. November, 1996. Dannels, D. P. “Teaching and Learning Design Presentations in Engineering: Contradictions Between Academic and Workplace Activity Systems.” Journal of Business and Technical Communication 17:2 (2003): 139-169. 215
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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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Composing and Revising his request.
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Composing and Revising appendix a m
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Composing and Revising appendix b m
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Composing and Revising appendix c m
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minors, certificates, engineering
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Nugent certificate programs are pot
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Nugent and it simultaneously—not
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Nugent For each of the sixty-two ce
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Nugent nally, over a third of progr
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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
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
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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
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Page 256 and 257: Ballentine 25 Florman, Samel C. The
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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
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Page 273 and 274: 14 The Write Brain: Professional Wr
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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
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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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