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Design Discourse: Composing and Revising Programs in Professional and Technical Writing addresses the complexities of developing professional and technical writing programs. The essays in the collection offer reflections on efforts to bridge two cultures—what the editors characterize as the “art and science of writing”—often by addressing explicitly the tensions between them. Design Discourse offers insights into the high-stakes decisions made by program designers as they seek to “function at the intersection of the practical and the abstract, the human and the technical.”

Sujets

Disciplines

Language Arts

Rhetoric

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Publié par	Parlor Press, LLC
Date de parution	06 octobre 2010
Nombre de lectures	0
EAN13	9781602357655
Langue	English
Poids de l'ouvrage	1 Mo

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DESIGN DISCOURSE: COMPOSING AND REVISING PROGRAMS IN PROFESSIONAL AND TECHNICAL WRITING
Edited by David Franke, Alex Reid, and Anthony Di Renzo
The WAC Clearinghouse
wac.colostate.edu
Fort Collins, Colorado
Parlor Press
www.parlorpress.com
Anderson, South Carolina

PERSPECTIVES ON WRITING
Series Editor, Mike Palmquist
The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms.
The WAC Clearinghouse and Parlor Press are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the Series editor are teachers and researchers of writing, committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.
Existing Books in the Series
Charles Bazerman and David R. Russell, Writing Selves/Writing Societies (2003)
Gerald P. Delahunty and James Garvey, The English Language: from Sound to Sense (2010)
Charles Bazerman, Adair Bonini, and Débora Figueiredo (Eds.), Genre in a Changing World (2009)
David Franke, Alex Reid, and Anthony Di Renzo (Eds.), Design Discourse: Composing and Revising Programs in Professional and Technical Writing (2010)

Publication Information
The WAC Clearinghouse, Fort Collins, Colorado 80523
Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina 29621
© 2010 David Franke, Alex Reid, and Anthony Di Renzo. This work is released under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License.
ISBN 978-0-97270-234-8 (pdf) | 978-1-64215-110-7 (epub) | 978-1-60235-165-3 (pbk.)
DOI
Produced in the United States of America
Library of Congress Cataloging-in-Publication
Design discourse : composing and revising programs in professional and technical writing / edited by David Franke, Alex Reid, Anthony DiRenzo. p. cm.
Includes bibliographical references.
ISBN 978-1-60235-165-3 (pbk.: alk. paper) -- ISBN 978-1-60235-166-0 (hardcover: alk. paper) -- ISBN 978-0-97270-234-8 (adobe ebook) -- 978-1-64215-110-7 (epub)
1. English language--Rhetoric--Study and teaching (Higher)--United States. 2. Academic writing--Study and teaching (Higher)--United States. 3. Technical writing--Study and teaching (Higher)--United States. 4. Writing centers--Administration. I. Franke, David, 1960- II. Reid, Alex, 1969- III. DiRenzo, Anthony, 1960-
PE1405.U6D47 2010
808’.0420711--dc22
2010001091
Copyeditor: Annabelle Bertram
Designer: David Doran
Series Editor: Mike Palmquist
The WAC Clearinghouse supports teachers of writing across the disciplines. Hosted by Colorado State University, it brings together scholarly journals and book series as well as resources for teachers who use writing in their courses. This book is available in digital format for free download at wac.colostate.edu.
Parlor Press, LLC is an independent publisher of scholarly and trade titles in print and multimedia formats. This book is available in paperback, cloth, and Adobe eBook formats from Parlor Press on the World Wide Web at www.parlorpress.com. For submission information or to find out about Parlor Press publications, write to Parlor Press, 3015 Brackenberry Drive, Anderson, South Carolina 29621, or e-mail editor@parlorpress.com.

Dedication
This volume is dedicated to all those who are delighted by the study, teaching, and practice of writing.

Contents
Preface
David Franke
Composing
1. The Great Instauration: Restoring Professional and Technical Writing to the Humanities
Anthony Di Renzo
2. Starts, False Starts, and Getting Started: (Mis)understanding the Naming of a Professional Writing Minor
Michael Knievel, Kelly Belanger, Colin Keeney, Julianne Couch, and Christine Stebbins
3. Composing a Proposal for a Professional / Technical Writing Program
W. Gary Griswold
4. Disciplinary Identities: Professional Writing, Rhetorical Studies, and Rethinking “English”
Brent Henze, Wendy Sharer, and Janice Tovey
Revising
5. Smart Growth of Professional Writing Programs: Controlling Sprawl in Departmental Landscapes
Diana Ashe and Colleen A. Reilly
6. Curriculum, Genre and Resistance: Revising Identity in a Professional Writing Community
David Franke
7. Composing and Revising the Professional Writing Program at Ohio Northern University: A Case Study
Jonathan Pitts
Minors, Certificates, Engineering
8. Certificate Programs in Technical Writing: Through Sophistic Eyes
Jim Nugent
9. Shippensburg University’s Technical / Professional Communications Minor: A Multidisciplinary Approach
Carla Kungl and S. Dev Hathaway
10. Reinventing Audience through Distance
Jude Edminster and Andrew Mara
11. Introducing a Technical Writing Communication Course into a Canadian School of Engineering
Anne Parker
12. English and Engineering, Pedagogy and Politics
Brian D. Ballentine
Futures
13. The Third Way: PTW and the Liberal Arts in the New Knowledge Society
Anthony Di Renzo
14 . The Write Brain: Professional Writing in the Post-Knowledge Economy
Alex Reid
Post-Scripts by Veteran Program Designers
15. A Techné for Citizens: Service-Learning, Conversation, and Community
James Dubinsky
16. Models of Professional Writing / Technical Writing Administration: Reflections of a Serial Administrator at Syracuse University
Carol Lipson
Biographical Notes

Preface
David Franke
This book grew out of the challenges of starting and sustaining a Professional and Technical Writing program at the state college where Alex Reid and I were hired (nearby, co-editor Anthony Di Renzo began his program at Ithaca College in New York a few years before us). We found ourselves building our program at the intersection of several academic and semi-academic discourses—rhetoric, English, new media, business, publishing, composition and others. We had plenty of theory from these fields and personal experience as students, teachers, writers, and freelancers. Yet as we established our identity as a major, we found that our interactions with other departments (especially English), our entanglement with the long-standing academic tensions between “liberal” and “vocational” education, the demands of staying abreast of new technology, the way our resources and students were distributed across many disciplines—all these pressures and others combined in unexpected ways, presenting us with a bit of a paradox in that we were compelled to make sense of the whole while we struggled with the day-to-day work of running a new program; simultaneously, most day-to-day decisions depended on a sense of our whole—our mission, rhythms, audiences, and strengths. Seen from a purely analytical perspective, what we were trying to do seemed impossible.
But of course it wasn’t impossible. Our experience beginning a PTW program at the State University of New York at Cortland was typical in many ways. The undergraduate program we were hired to bring to fruition, like many others, was simply hard to define, lacking a deep sense of tradition that English and even rhetoric programs often enjoy. Our program was defined more by what it was not than what it was: not literature, not journalism, not composition. Despite this, the program grew, in part because we were able to invent an attractive curriculum, and our success introduced a new problem in that we were quickly understaffed: we had only three Professional and Technical Writing faculty in an English department of 50-odd full-time and part-time faculty. The demands on the three of us, all in new jobs, were sometimes intimidating. Actually, they were often overwhelming, as several authors in this volume have also experienced in their own schools. In front, we met the challenge of teaching new classes. At our back was an avalanche of paperwork. Struggling to keep moving forward, we found ourselves grasping for information and models. Like any academic in a new situation, we depended on our research skills first, and started reading. 1 The WPA (Writing Program Administrator) listerv (http://lists.asu.edu/archives/wpa-l.html) gave us valuable clues to how writing programs run on a day-to-day basis, though its focus is of course more on Freshman English. National conferences, especially ATTW (Association of Teachers of Technical Writing) and CPTSC (Council on Programs in Technical and Scientific Communication), provided invaluable information about internships, key courses, recent theory—and at these conferences we found something the readings did not provide: warm, anecdotal, human stories. I sought first-person narrative accounts that presented the PTW administrator’s logic and commitments, a constructive, sustained, intelligent set of discussions in relation to which we could shape our own history. To complete and understand our own program, we needed reflective stories that demonstrated and reflected on the process of making key, high-stakes decisions in the unfamiliar situation of runn