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

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Dubinsky The funding enabled us to develop and pilot several courses such as the Rhetoric of Disaster and Discovery (a predecessor of the current capstone course mentioned earlier). We also created an outline for a curriculum (see Figure 1), which led to five course proposals being submitted for approval at the university level in the spring of 2000. year 3: credibility and faculty hires In the third year, given we had a curriculum designed and approved and had already submitted six courses to the university, my department chair appointed me director of a “program.” However, we still had a long road ahead, as only I could teach the 4000-level courses, and the entire undergraduate curriculum was being revised to adjust to/accommodate this shift of resources toward writing. With my colleagues, we: • Continued developing & piloting courses • Submitted course proposals for university approval • Changed the department’s governance and administrative structure to create a Professional Writing Committee • Requested that one of the instructors with a PhD be appointed assistant director with a one-course relief (down to 4/3) • Requested English 3764 (Technical Writing) be designated as a Writing Intensive course • Developed our program website • Argued for the hire of another assistant professor All these goals were achieved, and the dean, who had been skeptical three years prior, approved two hires: Eva Brumberger and Jim Collier. What made this decision so important, in terms of the longer-term strategy, was that I was not the one to actually ask for two hires; a senior literature faculty member with an endowed chair did the asking. As a key faculty member on the personnel committee and an active participant in curricular issues, Dr. Ernie Sullivan made the case for these hires after I had presented a status report along with the proposed curriculum to the dean. Having the support of the literature faculty, who had lost a number of positions recently due to retirement, had a powerful impact on the dean. It spoke to culture change in the department and a growing sense that Professional Writing might actually be a valuable addition. We chose Eva and Jim on the basis of their fields of expertise (Eva’s background in rhetoric, technical communication, and composition; and Jim’s 286
A Techné for Citizens PhD in Science and Technology studies). Part of our vision included creating a team who could talk with and serve the various departments/colleges and meet their and their students’ needs (looking to attract a variety of students to the minor and hoping to work with the Institutes/Centers springing up across campus in Biotechnology & Leadership for instance): I would handle business / Courses in the Professional Writing Option Courses listed with asterisks are required English 3104 Introduction to Professional Writing* English 3804 Technical Editing & Style* English 3814 Creating User Documentation English 3824 Designing Documents for Print English 4804 Grant Proposals and Reports English 4814 Writing for the Web English 4874 Issues in Professional & Public Discourse* Additional Electives English 3764 Technical Writing* English 4824 Science Writing English 3774 Business Writing Special Topics Courses figure 1: draft of curriculum ca. 2000 287
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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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Parker accreditation board. And thi
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Parker So, all in all, the effort t
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Parker T- Test • Evaluating the W
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Parker figure 2: the collaborative
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Parker place. It nonetheless provid
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Parker Canadian scholars focus on a
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Parker Duin, A.H. “Computer-Suppo
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Parker Trzyna, T. & Batschelet, M.W
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Ballentine engineering schools and
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Ballentine engineers outside of the
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Ballentine However, as student grou
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Ballentine want to know more about
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Ballentine Client Letter The letter
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Ballentine and implementation. Natu
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Ballentine Most English departments
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Ballentine Regardless of these indu
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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
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 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
Page 320 and 321: Lipson It is important to note, how
Page 322 and 323: Lipson tenure-track faculty to crea
Page 324 and 325: Lipson and in more recent years of
Page 326 and 327: Lipson toral-student cadres. One ha
Page 328 and 329: Lipson ways. In the first instance,
Page 330 and 331: Lipson that it would be less expens
Page 332 and 333: Lipson time to time. My sense is th
Page 335 and 336: Biographical Notes Diana L. Ashe is
Page 337 and 338: Biographical Notes 1989 he has taug
Page 339 and 340: Biographical Notes Anne Parker, PhD
Page 342: DESIGN DISCOURSE Design Discourse:
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