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

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Henze, Sharer, and Tovey Concentration in English Literature proposed ba in english (36 s.h.) Concentration in Rhetorical Studies and Professional Writing (RSPW) Concentration in Creative 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) 2000. Interpreting Literature One upper-level lit course One course from linguistics, film, folklore or creative writing 3030. Intro to Rhet Studies* 3040. Intro to Prof Wtg* 4885. Capstone Semr in RSPW* To be defined by faculty in creative writing One course in LANGUAGE or COMPOSITION (includes courses in linguistics, composition, and creative writing, but not prof comm) Four courses in RSPW, with at least one from each area: A. Professional Writing B. Rhetorical Studies Six ENGLISH ELECTIVES (excludes writing courses) Two ENGLISH ELECTIVES * indicates proposed new course figure 2b: comparison of 2004-2005 and proposed bachelor of arts curricula in english Once our first draft was submitted informally to the faculty for review, the department held two open meetings for faculty to respond to the proposal. These meetings highlighted conflicts that, although present for many years, had 68
Disciplinary Identities been generally overcome by a collegial environment. In a department in which rhetoric and professional writing courses are strong programs at the MA level (the MA degree in Technical and Professional Writing, for example, has a maturing online degree with about seventy-five active students, a majority of the department’s MA students) and are a significant factor in a PhD program, some of the faculty not specifically involved with these areas became concerned and disturbed by our proposed reduction in the number of required literature courses for students pursuing the RSPW concentration. Some even suggested that since RSPW faculty “had [the] PhD,” we should let literature faculty “have the BA.” Our attempt to extend our presence to the undergraduate major became a territorial struggle. The extent to which reactions to our proposal reflected struggles over institutional power can be seen in the responses of faculty in other areas of study that were also not firmly rooted in the departmental core. While we were perceived by some faculty as upstarts trying to deny the “soul” of English—the study and composition of literature—our proposal garnered support from faculty teaching in other areas with limited visibility in the major: linguistics and multicultural literature. the meaning(s) and boundaries of the “english” major Our conclusion that the resistance that we encountered was tied up in larger territorial battles is hardly earth-shattering. It will be more revealing, and, we hope, helpful to our readers for us to analyze the specific scholarly and institutional conditions that demarcated disciplinary boundaries and subsequently fueled that resistance. On the one hand, these sorts of conflict may be the inevitable consequence of gathering together any group of twenty or fifty or (in our case) eighty strong-willed people who are devoted to what they do. On the other hand, while there is no doubt that ego and personality conflicts have had some part in this resistance, we do not want to reduce the divergence of opinions to “interpersonal conflict” or to present that divergence as simplistic “us vs. them” factioning. Rather, we would like to outline some of the differing assumptions that inform the department’s guiding terms and that maintain (or challenge) the boundaries among the many scholarly pursuits currently housed within the English department. Departments of all shapes and sizes have had to deal with just the kinds of conflict that we have wrestled with: conflicts over the real “meaning” of the English major, the role of the so-called “practical” courses in an English curriculum, and the merits and problems of institutionally separating writing from literature. 69
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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
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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
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Page 85: Disciplinary Identities courses, th
Page 89 and 90: Disciplinary Identities sites for e
Page 91 and 92: Disciplinary Identities ing others.
Page 93 and 94: Disciplinary Identities responsibil
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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
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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 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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