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

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Dubinsky Norstedt, Johann, and Joyce Smoot. Request for Targeted Allocation. Report for the Dean of the College of Arts and Sciences, Virginia Tech, 1997. Remen, Rachel. “Belonging.” My Grandfather’s Blessing. New York: Riverhead Books, 2002. 197-201. Rudolph, Frederick. Curriculum: A History of the American Undergraduate Course of Study since 1636. Prepared for the Carnegie Council on Policy Studies in Higher Education. San Francisco: Jossey-Bass, 1992. Thelin, John R. A History of American Higher Education. Baltimore: Johns Hopkins UP, 2004. Woodruff, Paul. Reverence: Renewing a Forgotten Virtue. New York: Oxford UP, 2001. 296
16 Models of Professional Writing / Technical Writing Administration: Reflections of a Serial Administrator at Syracuse University Carol Lipson Over a thirty-year career at Syracuse University, I have been involved in setting up programs in Professional and Technical Writing (PTW) more than once, and I have also had some involvement in helping lay the groundwork for two other programs. The contexts for these various experiences differed greatly, and in all cases local circumstances and negotiation of immediate local and surrounding campus cultures had a lot to do with the outcome of such efforts. My reflections in the pages that follow attempt to explain through example the complex ways that programs are based on human networks, not on theory and scholarship alone. I try to provide a sense of the decisions I made as I determined how best to function within the different institutional settings. The programs I’ve helped develop and worked within illustrate two major frameworks. The first involves developing a PTW program within an institutional culture whose leadership structure encourages the separation and independence of program/course leaders. The individual responsibilities of such leaders are segregated (in my case, separate program leaders in technical writing, composition, and English as a Second Language). The intellectual, pedagogical and curricular agendas are developed independently, and they affect one another only tangentially. The second major framework is one in which the various strands of writing—composition/rhetoric and technical writing, for instance—are intertwined. The responsibility for leadership of each program is more distributed, less hierarchal. While neither of these approaches is inherent in a particular department structure, the first is more common in English departments, where no strong tradition exists of collaboration in scholarship, teaching, or administration. And though the second framework is more common to independent writing programs, my experience makes clear that writing program leaders can assume power in multiple ways, involving totally different degrees of collaboration with and involvement of others. Both frameworks provide opportunities and both involve difficulties. DOI: https://doi.org/10.37514/PER-B.2010.2348.2.16 297
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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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Ballentine unique attributes. Regar
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Ballentine 25 Florman, Samel C. The
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futures
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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
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Page 277 and 278: The Write Brain of media and the id
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Page 285 and 286: The Write Brain the faculty develop
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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
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Page 312 and 313: Dubinsky notes 1 In 1998, the depar
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
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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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