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

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Di Renzo and screaming, from the cloister to the market, PTW programs can prepare the academy to face its greatest contemporary challenge. With compelling urgency, Peter Drucker describes the stakes: The knowledge society must have at its core the concept of the educated person. It will have to be a universal concept, precisely because the knowledge society is a society of knowledges and because it is global—in its money, its economics, its careers, its technology, its central issues, and above all, in its information. Post-capitalist society requires a unifying force. It requires a leadership group, which can focus local, particular, separate traditions into a common and shared commitment to values, a common concept of excellence, and on mutual respect. (212) The interminable debates between theorists and humanists, therefore, are a dead end. Global society needs the very thing radical skeptics reject: a universally educated person. At the same time, the great Western tradition, which humanists defend, is inadequate for a postcolonial world. Humanists can offer only a bridge to the past, when students need to bring their knowledge to bear on the present with the hope of shaping the future. Without that practical application, as Peter Drucker observes, humanist values are “only fool’s gold unless they have relevance to the world” (213). Professional and technical writers have known this truth since Agricola. Real gold must be mined, smelted, and coined, and PTW programs can provide colleges with the rhetorical tools—the practical and intellectual tools and techniques—to forge a new humanism suitable for the perils and promises of a new century. works cited Association of American Colleges and Universities. “Executive Summary.” Greater Expectations: A New Vision for Learning as a Nation Goes to College. National Panel Report, 2002: 1-5. Arnold, Matthew. “Literature and Science.” The Harper and Row Reader: Liberal Education Through Reading and Writing. 3rd Ed. Ed. Marshall Gregory and Wayne Booth. New York: Harper, 1992. 73-89. Bacon, Sir Francis. The Major Works. Revised. Ed. and Intro. Brian Vickers. Oxford: Oxford University Press, 2002. Bacon, Sir Francis. Novum Organum. Ed. and Trans. Peter Urbach and John Gibson. Chicago: Open Court Press, 1994. 252
The Third Way Brockman, John. “The Third Culture.” Edge Foundation., Inc. 2001. 20 March, 2006 Butcher, William F. “Applied Humanities: They Will Pay You for the Other Five Percent.” Vital Speeches of the Day. (1 August, 1990): 623-625. Drucker, Peter F. Post-Capitalist Society. New York: Harper Collins, 1994. Fleischacker, Samuel. On Adam Smith’s The Wealth of the Nations. Princeton: Princeton University Press, 2004. Freeland, Richard M. “The Third Way.” The Atlantic Monthly. (October 2004): 141-147. Graff, Gerald. Beyond the Culture Wars: How Teaching the Conflicts Can Revitalize American Education. New York. W. W. Norton, 1992. Hayek, Friedrich A. Individualism and Economic Order. Chicago: University of Chicago Press, 1980. Huxley, Thomas Henry. “Science and Culture.” Classical Rhetoric for the Modern Student. 4th ed. Ed. Edward Corbett and Robert Connors. Oxford: Oxford University Press, 1999. 237-45. Longo, Bernadette. Spurious Coin: A History of Science, Management, and Technical Writing. Albany: SUNY Press, 2000. Ong, Walter. “MLA Presidential Address, 1978: The Human Nature of Professionalism.” PMLA: Special Millennium Edition. 115.7 (December 2000): 1906- 1917. Smith, Adam. “Of the Expense of the Institutions for the Education of Youth.” The Essential Adam Smith. Ed. Robert Heilbroner. New York: Norton, 1986. 303-307. Woodridge, Adrian. “The Brains Business: A Survey of Higher Education.” The Economist (10 September, 2005): 3-22. 253
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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
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10 Reinventing Audience through Dis
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Reinventing Audience through Distan
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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
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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
Page 256 and 257: Ballentine 25 Florman, Samel C. The
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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 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
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Page 304 and 305: Dubinsky The funding enabled us to
Page 306 and 307: Dubinsky educational leadership / o
Page 308 and 309: Dubinsky periential learning. I arg
Page 310 and 311: Dubinsky currency. Service-learning
Page 312 and 313: Dubinsky notes 1 In 1998, the depar
Page 314 and 315: Dubinsky Norstedt, Johann, and Joyc
Page 316 and 317: Lipson My goal here is not to recom
Page 318 and 319: 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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