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

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

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Knievel, Belanger, Keeney, Couch, <strong>and</strong> Stebb<strong>in</strong>s<br />

focused more specifically on writ<strong>in</strong>g <strong>in</strong> academic contexts. All of us have taught<br />

a variety of courses <strong>in</strong> our department’s professional writ<strong>in</strong>g m<strong>in</strong>or, served on a<br />

range of writ<strong>in</strong>g-related committees, <strong>and</strong> worked together on various writ<strong>in</strong>grelated<br />

<strong>in</strong>itiatives <strong>in</strong> our department or on campus.<br />

At UW, we have constructed a m<strong>in</strong>or designed to capitalize on the<br />

range of experience <strong>and</strong> expertise that we, as teachers, br<strong>in</strong>g to the program. At<br />

present, the professional writ<strong>in</strong>g m<strong>in</strong>or consists of eighteen credit hours <strong>and</strong> emphasizes<br />

flexibility. Students are required to take two three-credit core courses:<br />

ENGL 2035<br />

ENGL 4000<br />

Writ<strong>in</strong>g for Public Forums<br />

21 st Century Issues <strong>in</strong> <strong>Professional</strong> Writ<strong>in</strong>g<br />

In addition, they choose two of the follow<strong>in</strong>g three-credit courses:<br />

ENGL 4010<br />

ENGL 4020<br />

ENGL 4050<br />

ENGL 4970<br />

<strong>Technical</strong> Writ<strong>in</strong>g <strong>in</strong> the Professions<br />

Edit<strong>in</strong>g for Publication<br />

Writer’s Workshop: Magaz<strong>in</strong>e Writ<strong>in</strong>g<br />

<strong>Professional</strong> Writ<strong>in</strong>g Internship<br />

F<strong>in</strong>ally, students select two writ<strong>in</strong>g-<strong>in</strong>tensive elective courses, typically related to<br />

their major course of study <strong>and</strong> connected to their career objectives.<br />

chronology: construct<strong>in</strong>g our past,<br />

consider<strong>in</strong>g our present<br />

In the sections that follow, a series of narratives describes the myriad<br />

conditions, values, <strong>and</strong> beliefs that gave rise to a program named, somewhat<br />

serendipitously, the “professional writ<strong>in</strong>g m<strong>in</strong>or” <strong>and</strong> demonstrates some of the<br />

consequences of this nam<strong>in</strong>g choice for various stakeholders with<strong>in</strong> our <strong>in</strong>stitutional<br />

context.<br />

Starts (1986-1993)<br />

It would be <strong>in</strong>accurate – <strong>and</strong> unfair – to suggest that noth<strong>in</strong>g occurred<br />

toward writ<strong>in</strong>g development at the University of Wyom<strong>in</strong>g prior to 1986. Tilly<br />

<strong>and</strong> John Warnock began their careers at UW dur<strong>in</strong>g the 1970s <strong>and</strong> their impact<br />

l<strong>in</strong>gers to this day. Of writ<strong>in</strong>g at UW <strong>and</strong> across the state, one colleague recalls,<br />

“I th<strong>in</strong>k it was an outgrowth of the Warnocks … they were a major, charismatic<br />

force <strong>in</strong> the department, (<strong>and</strong>) not just with<strong>in</strong> the department but <strong>in</strong> the uni-<br />

22

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