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

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Parker Trzyna, T. & Batschelet, M.W. Writing for the Technical Professions. Belmont, California: Wadsworth Publishing Company, 1987. Vest, D., Long, M., Thomas, L. & Palmquist, M.E. “Relating Communication Training to Workplace Requirements: The Perspective of New Engineers. IEEE Transactions on Professional Communication 38:1 (1995): 11-17. Winkler, V.M. “The Role of Models in Technical and Scientific Writing.” New Essays in Technical and Scientific Communication: Research, Theory, Practice. Ed. P.V. Anderson, Brockmann, R.J. & Miller, C.R, Farmingdale, N.Y.: Baywood Publishing, Inc., 1983. 111-122. Woods, D.R. “Problem Solving and Chemical Engineering, 1981.” Problem Solving 79. Ed. J.T. Sears, Woods, D.R. & Noble, R.D., New York: American Institute of Chemical Engineers, 1983. 11-27. Woods, D.R., Wright, J.D., Hoffman, T.W., Swartman, R.K. & Doig, I.D. “Teaching Problem Solving Skills.” Engineering Education 66:3 (1975): 238- 243. 218
12 English and Engineering, Pedagogy and Politics Brian D. Ballentine It is impossible, without giving offense to college authorities, to express one’s self adequately on the English production of the engineering students…Most of them can be described only by the word “wretched.” 1 —English for Engineers While some engineering schools have tried to manage their own writing programs, this chapter concerns itself with a professional and technical writing course created for junior-level engineering students at Case Western Reserve University, but housed, directed, and staffed from the English department. Although the course is a core requirement for all Case engineering majors, including aeronautical, biomedical, chemical, civil, computer, electrical, mechanical and software, it is administered from outside the school of engineering, automatically complicating staffing and curriculum. These complications do not present insurmountable obstacles, however. To contextualize how we have established a workable system at Case Western, I begin with a discussion of the relationship between English departments and engineering schools in general. I then turn to the specifics of Case University’s professional and technical writing course (English 398N). As I explain in more detail, one must be careful to present the course to students as a core engineering skill, one that has direct application to the engineering workplace. Given that audience awareness is key to success in technical writing, I address an effective and successful assignment on audience. 2 Finally, because our course is so large (over 350 students distributed into 18 sections each year!), I discuss the structure and goals of our graduate pedagogy seminar for PTW teachers, English 506. I end by discussing how this symbiosis of graduate and undergraduate courses functions without unnecessary complication, integrating well with the English department’s rhetoric program yet distinguished from the required graduate composition pedagogy course. DOI: https://doi.org/10.37514/PER-B.2010.2348.2.12 219
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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)
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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
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Page 207 and 208: 10 Reinventing Audience through Dis
Page 209 and 210: Reinventing Audience through Distan
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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
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Page 232 and 233: Parker Canadian scholars focus on a
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Page 242 and 243: Ballentine However, as student grou
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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
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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
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Page 281 and 282: The Write Brain most interesting ap
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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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