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

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Griswold have been hired with experience in general technical writing and rhetoric, visual literacy, new media, applied writing technologies, and scientific/technical editing. In addition, a core of five full-time lecturers regularly teach classes within the current TPW Certificate program. Among these eight faculty, six bring extensive marketplace experience in technical and professional writing. Conclusion CSULB is uniquely positioned to develop a viable professional master’s program in technical and professional writing, one that can draw upon its broad array of institutional expertise and resources to provide students with a learning experience that is grounded in current theoretical and practical applications. It is hoped that once such a program is established, the planning process and the actual program may serve as models for other institutions to develop their own professional master’s degree programs. References Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2002-03 Edition, Writers and Editors. Accessed online at . (Date of access: October 4, 2003). California State University, “About the CSU.” Accessed online at . (Date of access: February 13, 2002) Gilbert, J. “The Best Jobs in America.” Money. 23.3 (1994): 70-73. Long Beach Unified School District, “About the District.” Accessed online at . (Date of access: October 7, 2003). Los Angeles Society for Technical Communication. Accessed online at (Date of access: October 1, 2003). Orange County Society for Technical Communication. Accessed online at (Date of access: October 1, 2003). San Gabriel Valley Society for Technical Communication. Accessed online at (Date of access: October 1, 2003). Society for Technical Communication, “Academic Programs.” Accessed online at (Date of access: October 1, 2003) Tentative Schedule December 2003/January 2004: Plan, organize; and design survey instruments and focus group sessions; attend CGS Annual meeting (Dec. 3-6), assemble core faculty team; hire GA assistance. February/March 2004: Administer surveys; conduct focus groups; consult with faculty, staff, and administration in other departments; develop employer and practitioner contacts. 60
Composing a Proposal April/May 2004: Analyze survey response, focus group, and interview data; begin drafting of action plan; circulate action plan draft for institutional input. June/July2004: Prepare final draft of action plan; attend Summer Workshop (July 10-14). works cited Conners, Robert J. “The Rise of Technical Writing Instruction in America.” Technical Writing and Communication. 12.4 (1982): 329-51. Rpt. in Teaching Technical Communication: Critical Issues for the Classroom. Ed. James M. Dubinsky. Boston: Bedford/St. Martin’s, 2004. 77-98. Council of Graduate Schools. The Council of Graduate Schools: Advocacy, Research Innovation. Washington, D.C.: Council of Graduate Schools, 2004. 10 September, 2004. http://www.cgsnet.org/aboutcgs/brochure.htm Gage, John T. “On ‘Rhetoric’ and ‘Composition’.” An Introduction to Compositions Studies. Ed. Erika Lindemann and Gary Tate. New York: Oxford UP, 1991. 15-32. 61
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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
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 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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Page 126 and 127: 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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