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

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Griswold Oct.-Nov. 2003: Evaluation of proposals in response to RFP November 2003: CGS/Ford PSSHM grants awarded to graduate deans December 2003: CGS Annual meeting: plenary session on professional master’s education and meeting/progress reports for deans, directors of CGS/Ford PSSHM projects May 2004: Interim reports due from PSSHM planning project directors/graduate deans July 2004: Meeting of PSSHM deans and directors at CGS Summer Workshop September 2004: Final reports due for CGS/Ford PSSHM planning grants. Proposals for implementing proposed PSSHM programs due Responses to this RFP in the form of proposals for a CGS/Ford PSSHM Planning Grant may be sent via e-mail (preferred) or by U.S. mail (with an e-mail notice that proposal is being sent). Send completed applications to For more information or questions, contact Council of Graduate Schools Les Sims or Peter Syverson Professional Master’s Degrees lsims@cgs.nche.edu or psyverson@cgs.nche.edu One Dupont Circle, NW, Suite 430 Phone: (202) 223-3791 Washington DC 20036 FAX: (202) 331-7157 www.cgsnet.org 1 Professional Master’s Programs in the Social Sciences: Current Status and Future Possibilities, Report to the Ford Foundation. The Council of Graduate Schools, Washington, DC 2003. Available upon request. 2 The Professional Science Master’s startup checklist (http://www.sciencemasters.com/ startup_checklist.html) provides a set of topics that could be useful in developing a PSSHM proposal. appendix b: the proposal A Professional Master’s Degree Program in Technical/Professional Writing: A Planning Grant Proposal Prepared for: The Council of Graduate Schools Professional Master’s Program in the Social Sciences and Humanities Prepared by: W. Gary Griswold, PhD Department of English California State University, Long Beach 1250 Bellflower Blvd. Long Beach, CA 90840-2403 56
Composing a Proposal Purpose Statement This proposal outlines a four-part process to enable faculty at California State University, Long Beach (CSULB) to develop an implementation plan for a Professional/Technical Writing program leading to a Master of Arts degree. Rationale The city of Long Beach, California, its surrounding communities, and the greater Southern California area abound with corporations, government agencies, and nonprofit organizations requiring the advanced skills of specialized communicators. Simply stated, prose communication is a staple of success; no organization in this region can thrive and grow without professional writers. In all forms of print and electronic media, the technical and professional writer in Southern California is the conduit to a wide variety of internal and external audiences with diverse linguistic, cultural, and demographic profiles. The scope of this diversity becomes evident with the realization that over 40 different languages and dialects are spoken in the city of Long Beach (LBUSD, 2003). However, few opportunities exist in California for graduate-level study in the area of technical and professional writing. The Society for Technical Communication’s national Academic Programs Database lists only 15 universities in California offering any coursework in technical and professional communication. Only five of those are within a 50 mile radius of the Long Beach area, and all of these are certificate and/or extension programs. In fact, there exists no master’s degree program whatsoever in California focusing specifically on technical and professional writing (STC, 2003). Nonetheless, the websites of the Los Angeles and Orange County chapters of the Society of Technical Communication list more than 50 current job announcements in the area (LASTC, 2003; OCSTC, 2003), and the U.S. Department of Labor’s Occupational Outlook Handbook indicates that the employment rate of such positions “is expected to increase faster than average” (U.S. Department of Labor, 2003). Money magazine has suggested that work as a communicator in scientific, technical, medical, and other specialized areas is one of the top twenty best careers in the nation (Gilbert, 1994). A professional master’s degree program in technical and professional writing will provide students the opportunity for in-depth study of the advanced rhetorical and compositional theories and practices necessary for them to be leaders in designing, composing, and editing the prose and visual media so critical to success in nearly every industrial, scientific, governmental, technical, corporate, institutional, and philanthropic endeavor. This same master’s degree would offer academic study and training concerning communicating with multicultural and multilingual audiences. In addition, completion of 57
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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
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 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
Page 108 and 109: Ashe and Reilly question impressed
Page 110 and 111: Ashe and Reilly humanities. In addi
Page 112 and 113: Ashe and Reilly developing academic
Page 114 and 115: Ashe and Reilly administrators may
Page 116 and 117: Ashe and Reilly porate aspects of P
Page 118 and 119: Ashe and Reilly requirements in the
Page 120 and 121: Ashe and Reilly developing a system
Page 122 and 123: 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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