Design Discourse - Composing and Revising Programs in Professional and Technical Writing, 2010a
Design Discourse - Composing and Revising Programs in Professional and Technical Writing, 2010a Design Discourse - Composing and Revising Programs in Professional and Technical Writing, 2010a
Ballentine unique attributes. Regardless of which language a school selects, companies will continue developing applications with all three and engineering schools will feel the pressure to keep pace. Consequently, these demands cause reevaluations of a school’s course offerings and often force courses out of a system. 4 Connors, Robert J. “Landmark Essay: The Rise of Technical Writing Instruction in America.” Three Keys to the Past. Eds. Teresa C. Kynell and Michael G. Moran. Samford, CT: Ablex Publishing, 1999. 176-7. 5 Ibid. 178. 6 I can testify to this fact personally. For three years I worked as a senior software engineer for a major medical company. Companies such as my employer hired engineers from most of the major engineering disciplines. In order for our software applications and other company initiatives to integrate with the rest of our products and services, our software engineering team needed to collaborate and communicate with other engineering disciplines including electrical and biomedical engineering. Also, it should be noted that guideline “d” on page two from The Accreditation Board of Engineering and Technology criteria states students must attain: “an ability to function on multi-disciplinary teams.” 7 In their article, “Genre, Rhetorical Interpretation, and the Open Case: Teaching the Analytical Report,” Sheehan and Flood assert that, “To situate their students, technical writing teachers have typically turned to closed case assignments” (21). Their research instead advocates “the use of open cases in which students use the analytical report genre to interpret and study technical issues in a workplace where they are already situated – the university campus.” In, IEEE Transactions on Professional Communication, Vol. 42, No. 1, 1999, 21. 8 Anderson, Virginia and Barbara Walvoord. Effective Grading: A Tool for Learning and Assessment. San Francisco: Jossey-Bass, 1998. 9 Covington, M. V., and Wiedenhaupt, S. “Turning Work into Play: The Nature and Nurturing of Intrinsic Task Engagement.” R. Perry & J. C. Smart (Eds.), Effective Teaching in Higher Education: Research and Practices. New York: Agathon Press, 1997. 10 Bain, Ken. “What Makes Great Teachers Great?” The Chronicle of Higher Education. April 9, 2004. vol. 50, issue 31 pp. B7. 11 Connors, Robert J. “Landmark Essay: The Rise of Technical Writing Instruction in America.” Three Keys to the Past. Eds. Teresa C. Kynell and Michael G. Moran. Samford, CT: Ablex Publishing, 1999. 180. 12 Bazerman, Charles. Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science. University of Wisconsin Press: Madison, Wisconsin, 1988. 320. 13 All assignments are graded by the instructor and passing grades indicate to students they are to proceed to the next assignment. Although student groups 236
English and Engineering, Pedagogy and Politics are not required to formally submit their research to their identified audience, some groups have decided to share their findings. 14 Sheehan, Richard J. and Andrew Flood. “Genre, Rhetorical Interpretation, and the Open Case: Teaching the Analytical Report.” IEEE Transactions on Professional Communication, Vol. 42, No. 1, 1999, 23. 15 Spinuzzi, Clay. “Psuedotransactionality, Activity Theory, and Professional Writing Instruction.” Technical Communication Quarterly 5, no. 3 (1996): 295. The term “psuedotransactionality” was originally coined by Joseph Petraglia. See: Petraglia, Joseph. “Spinning Like a Kite: A Closer Look at the Pseudotransactional Function of Writing.” Journal of Advanced Composition 15 (1995): 19-33. 16 Connors, Robert J. “Landmark Essay: The Rise of Technical Writing Instruction in America.” Three Keys to the Past. Eds. Teresa C. Kynell and Michael G. Moran. Samford, CT: Ablex Publishing, 1999. 189. 17 Connors explains that prior to the formation of a technical writing discipline, “there was no glory and no real chance for professional advancement” if an English professor decided to pursue teaching communication to engineers. It was, therefore, assumed that if a professor was teaching technical writing, he or she was forced into the position and perceived as “second rate.” Connors, Robert J. “Landmark Essay: The Rise of Technical Writing Instruction in America.” Three Keys to the Past. Eds. Teresa C. Kynell and Michael G. Moran. Samford, CT: Ablex Publishing, 1999. 178. 18 Case Western Reserve University English Department “English Graduate Concentration in Writing History and Theory” 19 Harris, Randy Allen. Landmark Essays on the Rhetoric of Science. Mahwah, N.J: Hermagoras Press. 1997. xii. 20 Bazerman, Charles. The Languages of Edison’s Light. Cambridge: The MIT Press, 1999. 4. 21 P. Bizzell & B. Herzberg (Eds.) The Rhetorical Tradition: Reading from Classical Times to the Present. Boston: Bedford/St. Martin’s, 2001. 81. 22 Alan Gross bluntly remarks, “the ‘brute facts’ themselves mean nothing; only statements have meaning, and of the truth of those statements we must be persuaded.” Gross, Alan G. The Rhetoric of Science. Cambridge: Harvard University Press, 1996. 4. 23 Bazerman, Charles. The Languages of Edison’s Light. Cambridge: The MIT Press, 1999. 85. 24 Connors, Robert J. “Landmark Essay: The Rise of Technical Writing Instruction in America.” Three Keys to the Past. Eds. Teresa C. Kynell and Michael G. Moran. Samford, CT: Ablex Publishing, 1999. 192. 237
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English <strong>and</strong> Eng<strong>in</strong>eer<strong>in</strong>g, Pedagogy <strong>and</strong> Politics<br />
are not required to formally submit their research to their identified audience,<br />
some groups have decided to share their f<strong>in</strong>d<strong>in</strong>gs.<br />
14<br />
Sheehan, Richard J. <strong>and</strong> Andrew Flood. “Genre, Rhetorical Interpretation,<br />
<strong>and</strong> the Open Case: Teach<strong>in</strong>g the Analytical Report.” IEEE Transactions on <strong>Professional</strong><br />
Communication, Vol. 42, No. 1, 1999, 23.<br />
15<br />
Sp<strong>in</strong>uzzi, Clay. “Psuedotransactionality, Activity Theory, <strong>and</strong> <strong>Professional</strong><br />
Writ<strong>in</strong>g Instruction.” <strong>Technical</strong> Communication Quarterly 5, no. 3 (1996): 295.<br />
The term “psuedotransactionality” was orig<strong>in</strong>ally co<strong>in</strong>ed by Joseph Petraglia.<br />
See: Petraglia, Joseph. “Sp<strong>in</strong>n<strong>in</strong>g Like a Kite: A Closer Look at the Pseudotransactional<br />
Function of Writ<strong>in</strong>g.” Journal of Advanced Composition 15 (1995):<br />
19-33.<br />
16<br />
Connors, Robert J. “L<strong>and</strong>mark Essay: The Rise of <strong>Technical</strong> Writ<strong>in</strong>g Instruction<br />
<strong>in</strong> America.” Three Keys to the Past. Eds. Teresa C. Kynell <strong>and</strong> Michael G.<br />
Moran. Samford, CT: Ablex Publish<strong>in</strong>g, 1999. 189.<br />
17<br />
Connors expla<strong>in</strong>s that prior to the formation of a technical writ<strong>in</strong>g discipl<strong>in</strong>e,<br />
“there was no glory <strong>and</strong> no real chance for professional advancement” if an English<br />
professor decided to pursue teach<strong>in</strong>g communication to eng<strong>in</strong>eers. It was,<br />
therefore, assumed that if a professor was teach<strong>in</strong>g technical writ<strong>in</strong>g, he or she<br />
was forced <strong>in</strong>to the position <strong>and</strong> perceived as “second rate.” Connors, Robert J.<br />
“L<strong>and</strong>mark Essay: The Rise of <strong>Technical</strong> Writ<strong>in</strong>g Instruction <strong>in</strong> America.” Three<br />
Keys to the Past. Eds. Teresa C. Kynell <strong>and</strong> Michael G. Moran. Samford, CT:<br />
Ablex Publish<strong>in</strong>g, 1999. 178.<br />
18<br />
Case Western Reserve University English Department “English Graduate<br />
Concentration <strong>in</strong> Writ<strong>in</strong>g History <strong>and</strong> Theory” <br />
19<br />
Harris, R<strong>and</strong>y Allen. L<strong>and</strong>mark Essays on the Rhetoric of Science. Mahwah,<br />
N.J: Hermagoras Press. 1997. xii.<br />
20<br />
Bazerman, Charles. The Languages of Edison’s Light. Cambridge: The MIT<br />
Press, 1999. 4.<br />
21<br />
P. Bizzell & B. Herzberg (Eds.) The Rhetorical Tradition: Read<strong>in</strong>g from Classical<br />
Times to the Present. Boston: Bedford/St. Mart<strong>in</strong>’s, 2001. 81.<br />
22<br />
Alan Gross bluntly remarks, “the ‘brute facts’ themselves mean noth<strong>in</strong>g; only<br />
statements have mean<strong>in</strong>g, <strong>and</strong> of the truth of those statements we must be persuaded.”<br />
Gross, Alan G. The Rhetoric of Science. Cambridge: Harvard University<br />
Press, 1996. 4.<br />
23<br />
Bazerman, Charles. The Languages of Edison’s Light. Cambridge: The MIT<br />
Press, 1999. 85.<br />
24<br />
Connors, Robert J. “L<strong>and</strong>mark Essay: The Rise of <strong>Technical</strong> Writ<strong>in</strong>g Instruction<br />
<strong>in</strong> America.” Three Keys to the Past. Eds. Teresa C. Kynell <strong>and</strong> Michael G.<br />
Moran. Samford, CT: Ablex Publish<strong>in</strong>g, 1999. 192.<br />
237
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