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
Di Renzo • Study the PTW programs of comparable schools, map and analyze patterns of staging and sequencing, then adapt and apply them to your own program. Use induction to discover the fundamental principles underlying most PTW curricula. Generally, most have five stages, each with specific developmental goals and their corresponding courses. For illustration, the following table feature courses from the proposed PTW concentration within Ithaca College’s general BA in Writing: stage goal courses 1. Initiation Use first-year college writing to prepare for professional writing. WRTG-16300 Writing Seminar: Business WRTG-16400 Writing Seminar: Science 2. Orientation Teach the building blocks of professional and technical writing at the sophomore level. WRTG-21100 Writing for the Workplace WRTG-21300 Technical Writing 3. Application Develop and fine-tune skills through practice and specialization at the lower junior level. 4. Reflection Frame discipline and practice through history, theory, and rhetoric in upper junior- and senior-level seminars. WRTG-31100 Writing for the Professions WRTG-31300 Advanced Technical Writing WRTG-31400 Science Writing WRTG-31700 Proposals, Grants, and Reports WRTG-3600 Composition Theory WRTG-41500 Senior Seminar (PTW) 8
The Great Instauration 5. Action Consult for or intern at an actual company. WRTG-45000 Internship Significantly, these stages correspond to Bacon’s four divisions of logic and rhetoric in The Advancement of Learning: (1) inquiry and invention, (2) judgment, (3) memory, (4) delivery. “Studies serve for delight, for ornament, and for ability. Their chief use for delight, is in privateness and retiring; for ornament is in discourses; and for ability, is in the judgment and disposition of business.” (209) Sir Francis Bacon, “Of Studies” from The Essays (1625) • Be comprehensive. A hearty education, Bacon believed, should feed the three faculties of the human mind: reason, which sees patterns in the world, analyzes data, and posits general principles; memory, the mental storehouse of experienced events and material facts; and imagination, which channels and articulates the passions and makes intuitive leaps. Even professional and technical training, therefore, should include philosophy, history, and literature. Implementation “The ripeness or unripeness of the occasion . . . must ever be well weighed: and generally it is good to commit the beginnings of all great actions to Argus with his hundred eyes, and the ends to Briareus with his hundred hands, first to watch, then to speed.” (125) Sir Francis Bacon, “Of Delays” from The Essays (1625) • Although curricular planning should be slow and painstaking, implementation should be relatively swift. Once you have proposed your program, you are obliged to deliver it. First, create a beachhead to cover your service component, to stake out future development, and to raise expectations. Begin with the nucleus of your projected curriculum, the core courses serving both your majors and outside students, then phase in more specialized classes. Ideally, curricular sequencing should unfold like a paper flower in water. 9
- Page 1: DESIGN DISCOURSE Composing and Revi
- Page 4 and 5: PERSPECTIVES ON WRITING Series Edit
- Page 6 and 7: The WAC Clearinghouse, Fort Collins
- Page 9 and 10: Contents Preface ix Composing 3 1 T
- Page 11 and 12: Preface David Franke This book grew
- Page 13 and 14: Preface ments. The results were str
- Page 15 and 16: Preface nities. My own essay studie
- Page 17 and 18: Preface omy” that has gone “off
- Page 19: DESIGN DISCOURSE: COMPOSING AND REV
- Page 23 and 24: 1 The Great Instauration: Restoring
- Page 25: The Great Instauration Updated and
- Page 29 and 30: The Great Instauration • Always t
- Page 31 and 32: The Great Instauration • Use case
- Page 33 and 34: The Great Instauration “The proce
- Page 35: The Great Instauration works cited
- Page 38 and 39: Knievel, Belanger, Keeney, Couch, a
- Page 40 and 41: Knievel, Belanger, Keeney, Couch, a
- Page 42 and 43: Knievel, Belanger, Keeney, Couch, a
- Page 44 and 45: Knievel, Belanger, Keeney, Couch, a
- Page 46 and 47: Knievel, Belanger, Keeney, Couch, a
- Page 48 and 49: Knievel, Belanger, Keeney, Couch, a
- Page 50 and 51: Knievel, Belanger, Keeney, Couch, a
- Page 52 and 53: Knievel, Belanger, Keeney, Couch, a
- Page 54 and 55: Knievel, Belanger, Keeney, Couch, a
- Page 56 and 57: Knievel, Belanger, Keeney, Couch, a
- Page 58 and 59: Knievel, Belanger, Keeney, Couch, a
- Page 60 and 61: Griswold orientation meetings as ne
- Page 62 and 63: Griswold So at this point I had two
- Page 64 and 65: Griswold All the while I am hoping
- Page 66 and 67: Griswold anyone whose primary acade
- Page 68 and 69: Griswold pendix A). I dang well wan
- Page 70 and 71: Griswold Unfortunately, we were not
- Page 72 and 73: Griswold can be appended as evidenc
- Page 74 and 75: Griswold Oct.-Nov. 2003: Evaluation
Di Renzo<br />
• Study the PTW programs of comparable schools, map <strong>and</strong> analyze patterns<br />
of stag<strong>in</strong>g <strong>and</strong> sequenc<strong>in</strong>g, then adapt <strong>and</strong> apply them to your own<br />
program. Use <strong>in</strong>duction to discover the fundamental pr<strong>in</strong>ciples underly<strong>in</strong>g<br />
most PTW curricula. Generally, most have five stages, each with<br />
specific developmental goals <strong>and</strong> their correspond<strong>in</strong>g courses. For illustration,<br />
the follow<strong>in</strong>g table feature courses from the proposed PTW concentration<br />
with<strong>in</strong> Ithaca College’s general BA <strong>in</strong> Writ<strong>in</strong>g:<br />
stage goal courses<br />
1. Initiation Use first-year college<br />
writ<strong>in</strong>g to prepare for<br />
professional writ<strong>in</strong>g.<br />
WRTG-16300<br />
Writ<strong>in</strong>g Sem<strong>in</strong>ar:<br />
Bus<strong>in</strong>ess<br />
WRTG-16400<br />
Writ<strong>in</strong>g Sem<strong>in</strong>ar:<br />
Science<br />
2. Orientation Teach the build<strong>in</strong>g blocks of<br />
professional <strong>and</strong> technical writ<strong>in</strong>g<br />
at the sophomore level.<br />
WRTG-21100<br />
Writ<strong>in</strong>g for the<br />
Workplace<br />
WRTG-21300<br />
<strong>Technical</strong> Writ<strong>in</strong>g<br />
3. Application Develop <strong>and</strong> f<strong>in</strong>e-tune skills<br />
through practice <strong>and</strong><br />
specialization at the lower<br />
junior level.<br />
4. Reflection Frame discipl<strong>in</strong>e <strong>and</strong> practice<br />
through history, theory, <strong>and</strong><br />
rhetoric <strong>in</strong> upper junior- <strong>and</strong><br />
senior-level sem<strong>in</strong>ars.<br />
WRTG-31100<br />
Writ<strong>in</strong>g for the<br />
Professions<br />
WRTG-31300<br />
Advanced <strong>Technical</strong> Writ<strong>in</strong>g<br />
WRTG-31400<br />
Science Writ<strong>in</strong>g<br />
WRTG-31700<br />
Proposals, Grants, <strong>and</strong><br />
Reports<br />
WRTG-3600<br />
Composition Theory<br />
WRTG-41500<br />
Senior Sem<strong>in</strong>ar (PTW)<br />
8
Change language