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

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Ballentine 25 Florman, Samel C. The Introspective Engineer. New York: St. Martin’s Press, 1996. 183. works cited The Accreditation Board for Engineering and Technology web site: http://www. abet.org Anderson, Paul V. Technical Communication: A Reader Centered Approach. Boston: Heinle, 1997. Anderson, Virginia and Barbara Walvoord. Effective Grading: A Tool for Learning and Assessment. San Francisco: Jossey-Bass, 1998. Aristotle. On Rhetoric: A Theory of Civic Discourse. Trans. G. A. Kennedy.New York: Oxford: Oxford University Press, 1991. Bain, Ken. “What Makes Great Teachers Great?” The Chronicle of Higher Education 50.31(9 April, 2004). Bazerman, Charles. The Languages of Edison’s Light. Cambridge: The MIT Press, 1999. Bazerman, Charles. Shaping Written Knowledge: The Genre and Activity of the Experimental Article in Science. Madison: University of Wisconsin Press, 1988. Beer, David and David McMurrey. A Guide to Writing As An Engineer. 2nd Ed. New York: John Wiley and Sons, 2004. Connors, Robert J. “Landmark Essay: The Rise of Technical Writing Instruction in America.” Three Keys to the Past: The History of Technical Communication. Ed. Teresa C. Kynell and Michael G. Moran. Stamford, CT: Ablex, 1999. Covington, M. V., and Wiedenhaupt, S. “Turning Work into Play: The Nature and Nurturing of Intrinsic Task Engagement.” Effective Teaching in Higher Education: Research and Practices. Ed. R. Perry and J.C. Smart. New York: Agathon Press, 1997. Florman, Samuel C. The Introspective Engineer. New York: St. Martin’s Press, 1996. Gross, Alan G. The Rhetoric of Science. Cambridge: Harvard University Press, 1996. Halloran, S. Michael. “From Rhetoric to Composition: The Teaching of Writing in America to 1900.” A Short History of Writing Instruction: From Ancient Greece to Twentieth-Century America. Ed. James J. MurphyDavis: Hermagoras Press, 1990. Harris, Randy Allen. Landmark Essays on the Rhetoric of Science. Mahwah, N.J: Hermagoras Press, 1997. Kuhn, Thomas S. The Structure of Scientific Revolutions. 3rd Ed. Chicago: Univ. of Chicago Press, 1996. Lannon, John M. Technical Communication. 9th Ed. New York: Longman, 2003. 238
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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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Nugent invaluable theoretical model
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Nugent Savage, Gerald J. “The Pro
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Kungl and Hathaway edge, judgment,
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Kungl and Hathaway ideas. That facu
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Kungl and Hathaway minor. To insure
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Kungl and Hathaway we found both we
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Kungl and Hathaway amount of math a
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Kungl and Hathaway We outlined four
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Kungl and Hathaway classes. The uni
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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 234 and 235: Parker Duin, A.H. “Computer-Suppo
Page 236 and 237: Parker Trzyna, T. & Batschelet, M.W
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
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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
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
Page 285 and 286: The Write Brain the faculty develop
Page 287 and 288: The Write Brain uses for new techno
Page 289 and 290: The Write Brain it is affirmed by s
Page 291 and 292: The Write Brain com) is an example
Page 293: post-scripts by veteran program des
Page 296 and 297: Dubinsky I wish I could promise tha
Page 298 and 299: Dubinsky sional writing, unlike man
Page 300 and 301: Dubinsky During conversations with
Page 302 and 303: Dubinsky to use for support, we the
Page 304 and 305: 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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