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

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Parker Duin, A.H. “Computer-Supported Collaborative Writing: The Workplace and the Writing Classroom. Journal of Business and Technical Communication 5:2 (1991): 123-150. Dunkle, S.B. & Pahnos, D.M. “Decision-Making and Problem-Solving: An Holistic Writing Assignment.” Courses, Components, and Exercises in Technical Communication. Ed. D.W. Stevenson, Urbana: National Council of Teachers of English, 1981. 205-209. Flower, L. Problem-Solving Strategies for Writing. Harcourt Brace Jovanovich, Publishers, 1981. Flynn, E., Savage, G., Pentik, M., Brown, C., & Watke, S. “Gender and Modes of Collaboration in a Chemical Engineering Design Course.” Journal of Business and Technical Communication 5:4 (1991): 444-461. Ford, J.D. & Riley, L.A. “Integrating Communication and Engineering Education: A Look at Curricula, Courses, and Support Systems.” Journal of Engineering Education 92:4 (2003): 325-328. Freedman, A. & Adam, C. “Learning to Write Professionally: ‘Situated’ Learning’ and the Transition from University to Professional Discourse. Journal of Business and Technical Communication 10:4 (1996): 395-427. Halstead, A. & Martin, L. “Learning Styles: A Tool for Selecting Students for Group Work.” International Journal of Electrical Engineering Education 39:3 (2002): 245-252. Ingram, S. & Parker, A. “Building an Effective Team: The Influence of Leadership Style on Modes of Collaboration.” Technostyle 19:1 (2004): 82-108. Ingram, S. & Parker, A. “The Influence of Gender on Collaborative Projects in an Engineering Classroom.” IEEE Transactions on Professional Communication 45:1 (2002a): 7-20. Ingram, S. & Parker, A. “Gender and Modes of Collaboration in an Engineering Classroom: A Profile of Two Women on Student Teams.” Journal of Business and Technical Communication 16:1 (2002b): 33-68. Krick, E. An Introduction to Engineering: Methods, Concepts, and Issues. New York: John Wiley, 1976. Lay, M. “The Androgynous Collaborator: The Impact of Gender Studies on Collaboration.” New Visions of Collaborative Writing. Ed. J. Forman, Portsmouth, NH: Boynton/Cook Publishers, 1992. 82-104. Maki, P. & Schilling, C. Writing in Organizations: Purposes, Strategies, and Processes. McGraw-Hill Book Company, 1987. Mathes, J.C., Stevenson, D.W., & Klaver, P. “Technical Writing: The Engineering Educator’s Responsibility.” Engineering Education 69:4 (1979): 331-334. Mathes, J.C. & Stevenson, D.W. Designing Technical reports: Writing for Audiences in Organizations. Indianapolis: Bobbs-Merrill Educational Publishing, 1976. 216
Introducing a Technical Writing Communication Course McIlwee, J.S. & Robinson, J.G. Women in Engineering: Gender, Power and Workplace Culture. Albany: SUNY Press, 1992. Moran, M.G. “A Problem-Solving Heuristic.” Technical Communication 29:3 (1982): 38. Morgan, M. “Women as Emergent Leaders in Student Collaborative Writing Groups.” Journal of Advanced Composition 14:1 (1994): 203-219. Parker, A. (with contributions from C. Strong & S. Ingram). Handbook for Technical Communication. Boston, MA: Pearson Custom Publishing, 2004. Parker, A. “Evaluating Collaborative Projects and Evaluation Tools: Putting the Pieces of the Collaborative Puzzle Together.” Technostyle 12:1(1995): 99-115. Parker, A. “Implementing Collaborative Projects into the Technical Writing Classroom.” Technostyle 10:2 (1992): 30-48. Parker, A. “Problem Solving Applied to Teaching Technical Writing.” The Technical Writing Teacher 17:2 (1990): 95-103. Parker, A. “A Case Study Workshop and a Problem-Solving Approach to Technical Communication.” Technostyle 8:1/2 (1989): 38-51. Parker, A. “‘Two Hats, One Head’: The Problem-Solving Approach to Technical Writing.” Technostyle 1 (1984): 7-16. Plants, H.L., Dean, R.K., Sears, J.T., & Venable, W.S. “A Taxonomy of Problem-Solving Activities and Its Implications for Teaching.” The Teaching of Elementary Problem Solving in Engineering and Related Fields. Ed. J.L. Lubkin, Washington, D.C.: ASEE Monograph, 1980. 21-34. Reimer, M.J. “English and Communication Skills for the Global Engineer.” Global Journal of Engineering Education 6:1 (2002): 91-100. Robinson, P.A. Fundamentals of Technical Writing. Boston: Houghton Mifflin, 1985. Robinson, P.A. “Technical Writing Workshops: An Alternative to Lectures.” Engineering Education 73:4 (1983): 314-315. Rodman, Lilita. “From Service Course to Discipline: The Evolution of Technical Communication (1960-2002).” Bulletin, Canadian Association of Teachers of Technical Writing (Spring 2003):13-14. Sageev, P. & Romanowski, C.J. “A Message from Recent Engineering Graduates in the Workplace: Results of a Survey on Technical Communication Skills.” Journal of Engineering Education 91:4 (2001): 685-693. Schryer, C.F. “Genre and Power: A Chronotopic Analysis.” The Rhetoric and Ideology of Genre. Ed. R. Coe, , Lingard, L. & Teslenko, T. Cresskill, NJ: Hampton Press, 2002. 73-102. Souder, W. E. & Ziegler, R.W. “A Review of Creativity and Problem Solving Techniques.” Managing Professionals in Innovative Organizations: A Collection of Readings. Ed. R. Katz, Harper Business, 1980. 267-279. 217
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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
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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 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 236 and 237: Parker Trzyna, T. & Batschelet, M.W
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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
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
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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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