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

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Knievel, Belanger, Keeney, Couch, and Stebbins MacNealy, Mary S. and Leon B. Heaton. “Can This Marriage Be Saved: Is an English Department a Good Home for Technical Communication?” Journal of Technical Writing and Communication 29.1 (1999): 41-64. Mendelson, Michael. “Professional Communication and the Politics of English Studies.” WPA: Writing Program Administration 17.3 (1994): 7-19. Renz, Kathryn. “A Flare from the Margins: The Place of Professional Writing in English Departments.” Pedagogy 1.1 (2001): 185-90. Savage, Gerald J. “The Process and Prospects for Professionalizing Technical Communication.” Journal of Technical Writing and Communication 29.4 (1999): 355-81. Sides, Charles H. “Quo Vadis, Technical Communication?” Journal of Technical Writing and Communication 24.1 (1994): 1-6. Sullivan, Patricia A. and James E. Porter. “Remapping Curricular Geography: Professional Writing and/in English.” Journal of Business and Technical Communication 7.4 (1993): 389-422. 40
3 Composing a Proposal for a Professional / Technical Writing Program W. Gary Griswold The pages that follow describe the development of a grant proposal I wrote to obtain funding from an external private funding source. In the grant I proposed to research the programmatic options, student interest, and departmental/administrative support available for implementing a master’s degree in professional and technical writing (PTW) at my university. The lessons learned and offered here are many, but can be distilled thus: to put forward any type of proposal to develop (or as is the case here, to investigate developing) an academic endeavor as potentially complex as a graduate-level PTW program takes institutional savvy, administrative experience, and perseverance. And even these can sometimes not be enough. the beginning It was just prior to my first semester as an assistant professor of English that, at a luncheon for new faculty, the Dean of the College of Liberal Arts mentioned to me that she had heard about a call for proposals that might be of interest. She knew of my experience teaching professional and technical writing, and this grant program provided start-up funds to work on establishing a master’s degree in non-traditional fields. If it sounds strange that a college dean would be chatting with a brand new faculty member about initiating an MA, it is important to mention that I was not really all that new. I had taught here at CSU (California State University, Long Beach), and run various English Department programs, including the writing center, for more than a decade, during which my contractual status had been short-term, temporary, or less-than-permanent; choose your favorite terminology. The previous semester I had been successful in my application for a tenure-track position, and I now found myself attending the same welcome and DOI: https://doi.org/10.37514/PER-B.2010.2348.2.03 41
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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
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
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Page 23 and 24: 1 The Great Instauration: Restoring
Page 25 and 26: The Great Instauration Updated and
Page 27 and 28: The Great Instauration 5. Action Co
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 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
Page 76 and 77: Griswold such a program would confe
Page 78 and 79: Griswold have been hired with exper
Page 81 and 82: 4 Disciplinary Identities: Professi
Page 83 and 84: Disciplinary Identities fessional w
Page 85 and 86: Disciplinary Identities courses, th
Page 87 and 88: Disciplinary Identities been genera
Page 89 and 90: Disciplinary Identities sites for e
Page 91 and 92: Disciplinary Identities ing others.
Page 93 and 94: Disciplinary Identities responsibil
Page 95 and 96: Disciplinary Identities well-known
Page 97 and 98: Disciplinary Identities uncritical,
Page 99 and 100: Disciplinary Identities departments
Page 101 and 102: Disciplinary Identities has never,
Page 103 and 104: Disciplinary Identities 2. Separate
Page 105: 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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Di Renzo for that site, decisions w
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Di Renzo ultimately is impossible (
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Di Renzo Great Society. In the resu
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Di Renzo and screaming, from the cl
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14 The Write Brain: Professional Wr
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The Write Brain foundation of our k
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The Write Brain of media and the id
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The Write Brain tween design and fu
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The Write Brain most interesting ap
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The Write Brain that one can chart
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The Write Brain the faculty develop
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The Write Brain uses for new techno
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The Write Brain it is affirmed by s
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The Write Brain com) is an example
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post-scripts by veteran program des
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Dubinsky I wish I could promise tha
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Dubinsky sional writing, unlike man
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Dubinsky During conversations with
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Dubinsky to use for support, we the
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Dubinsky The funding enabled us to
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Dubinsky educational leadership / o
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Dubinsky periential learning. I arg
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Dubinsky currency. Service-learning
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Dubinsky notes 1 In 1998, the depar
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Dubinsky Norstedt, Johann, and Joyc
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Lipson My goal here is not to recom
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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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