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

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Henze, Sharer, and Tovey Prior to our proposal for an RSPW curriculum, the consensus among a significant segment of the faculty for several semesters had been that we needed to reevaluate and reconfigure our undergraduate major and consider possible changes, particularly to the overburdened and perhaps overly specific core. The reasons for such a reconfiguration were several: 1. Use of faculty strengths: The course options in the existing curriculum did not take advantage of the department’s growing number of faculty (fifteen at the time of this writing) with strengths in technical and professional writing, discourse analysis, linguistics, and rhetoric and composition, particularly at the upper-division undergraduate level. For example, faculty specialists in rhetoric and composition had only one upper-division course at the undergraduate level: English 3810: Advanced Composition. 2. Recognition of disciplinary diversity: The limited selection of core and elective courses in these areas reflected a lack of recognition and value for these areas in the undergraduate curriculum. 3. Response to student course needs: The selection of writing courses was heavily weighted toward creative writing and did not address the needs of students in the writing concentration who were not interested in creative writing. Creative writing workshops—two each in poetry, fiction, playwriting, and creative nonfiction—offered a variety of writing experiences for those interested, but there was a noticeable absence of courses in rhetorical theory and composition studies. Other “non-creative” writing courses included two services courses, business writing and scientific writing (both grandfathered in when the WAC program established writing requirements in all disciplines), and only three courses created especially for professional writing: editing, publications development, and internships. 4. Coordination of departmental programs: The undergraduate curriculum was not clearly coordinated with the graduate curriculum. We believed that our strong MA program in professional and technical communication would be enhanced by a strong BA in writing, as would the department’s PhD program in Technical and Professional Discourse. This PhD program includes three focus areas: technical and professional communication, writing studies and pedagogy, and discourses and cultures. While the third area—discourses and cultures—was represented in several of the department’s literature 66
Disciplinary Identities courses, the first two areas and the study of linguistics (an important component of the third area) lacked a strong emphasis in the undergraduate major. In response to these situations, we proposed a curriculum that decreased the number of required (core) courses, created new courses in both rhetorical studies and professional writing, and provided more flexibility for students: 2004-2005 ba in english (36 s.h.) Concentration in English 2000. Interpreting Literature 3000. Lit in English to 1700 3010. Lit in English, 1700-1880 3020. Lit in English, 1880-Present Concentration in Writing 2000. Interpreting Literature 3000. Lit in English to 1700 3010. Lit in English, 1700-1880 3020. Lit in English, 1880-Present One SHAKESPEARE (Comedies, Histories, or Tragedies) One SHAKESPEARE (Comedies, Histories, or Tragedies) One course in LANGUAGE or COMPOSITION (includes courses in linguistics, composition, and creative writing, but not prof comm) Six courses in WRITING (includes courses in composition, prof comm, and creative writing) Six ENGLISH ELECTIVES (excludes writing courses) One ENGLISH ELECTIVE (excludes writing courses) figure 2a: comparison of 2004-2005 and proposed bachelor of arts curricula in english 67
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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
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: Disciplinary Identities fessional w
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
Page 124 and 125: Ashe and Reilly diverse student pop
Page 126 and 127: Ashe and Reilly most onlookers, is
Page 128 and 129: Ashe and Reilly Andrews, Deborah C.
Page 131 and 132: 6 Curriculum, Genre and Resistance:
Page 133 and 134: 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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