#29028
Aristotelian Rhetorical Theory as a Framework for Teaching Scientific and Technical Communication 
Classical rhetorical theory has been used for relatively discrete, practice-oriented purposes in its application to teaching Scientific and Technical Communication. However effective these appropriations are, they isolate these resources from a comprehensive framework and from that framework's role in shaping disciplinary practice. Because these theoretical assets are integral to each student's preparation to be an effective, responsible practitioner, I have developed and taught an upper level rhetorical theory course for STC majors that is grounded in Aristotle s <em>On Rhetoric</em> and in his understanding that effective communication is a systematic <em>tekhne</em>/art.
Newman, Sara. Journal of Technical Writing and Communication (1999). Articles>Education>TC>Rhetoric
#14464
Building a Swan's Nest for Instruction in Rhetoric 
When a composition teacher incorporated community-based writing assignments into her course, she found that the curriculum did not support students’ transitions to nonacademic settings. Her success in transforming the curriculum suggests that the writing classroom can function not only as a site for “general writing skills in-struction” but also for analysis of rhetorical variation.
Bacon, Nora. CCC (2000). Articles>Education>Instructional Design>Rhetoric
#13507
In most writing classrooms, the primary activity is not writing per se, but rather the discussion of writing. You know the drill: as teachers, we create a writing assignment, introduce it during class, ask students if they have any questions, and send them off to work on the assignment. When students return to class with a draft of the assignment, we might discuss it as a class or perhaps put the students through a peer review session. But only rarely do we ask our students to actually write during class.
Palmquist, Mike. Lore (2001). Articles>Education>Writing>Rhetoric
#23831
Since 1949, when the Conference on College Composition and Communication was founded in Chicago, the terms composition and rhetoric have been linked in a social-constructionist move that is now ubiquitous in many United Statesian English departments as well as in many free-standing composition-rhetoric programs.
Welch, Kathleen E. Enculturation (2003). Articles>Education>Writing>Rhetoric
#29023
Confusion in the Classroom: Does Logos Mean Logic?
The redefinition of logos as an appeal to logic is a mistaken association found all too often in the technical communication classroom. Logic inheres in all three proofs of persuasion; moreover, Aristotle used <em>logos</em> within the context of classical rhetoric to refer to the argument or speech itself. In this light, the proofs of persuasion represent the set of all logical means whereby the speaker can lead a "right-thinking" audience to infer <em>something</em>. If that <em>something</em> is an emotion, the appeal is to <em>pathos</em>; if it is about the character of the speaker, the appeal is to <em>ethos</em>; and if it is about the argument or speech itself, the appeal is to <em>logos</em>. This interpretation reinstates all three proofs of persuasion as legitimate, logical means to different proximate ends and provides a coherent definition of <em>logos</em>, consonant with Aristotle's <em>Rhetoric</em>, to the next generation of technical communicators.
Little, Joseph. Journal of Technical Writing and Communication (1999). Articles>TC>Education>Rhetoric
#13508
Contexts and Criteria for Evaluating Student Writing 
Of all responsibilities you have as a composition instructor, evaluating student writing occupies most of your time and has furthest reaching material effects. Though you may spend lots of hours preparing for class, conferencing with your students, and actually teaching, chances are you'll spend many more grading. Though we instructors often place the highest value on the content and methods of our classrooms--be they critical pedagogy and Marxist interpretations of Clinton's impeachment trials or traditional grammar drills and a New Critical reading of Paradise Lost, the grades that we assign our students are the only concrete, as well as the most valuable, cultural capital that our teaching creates.
Hindman, Jane. Lore (2001). Articles>Education>Writing>Rhetoric
#14031
The Creation of Metaphor: A Case for Figurative Language in Technical Writing Classes
It may perhaps seem strange to speak of metaphor in the same breath as instruction in technical writing. But based on Professor Mary Rosner's observations about changes in technical writing, as they are reflected historically in textbooks since the 1920s, and on my own perceptions of directions in technical writing today, I could justifiably assert that we have nearly come full circle.1 In the beginning was the word. When technical writing first began to be separated from other advanced writing courses, it retained many of the strategies and approaches of Advanced Exposition courses—the study of rhetoric, logical organization, conventions, formats. Early texts show this connection. Later, as technical writing teachers began to pursue their own directions in research, their teaching approaches and the textbooks they created began to reflect new discoveries and directions: psycholinguistics crept in; more materials on audience analysis began to show up in texts; management psycholoy of Abraham Maslow and others appeared; conventional report formats were reflected; readability formulas became a staple of textbooks. But for a while, rhetorical approaches still held sway. Today, of course, only a few commentators will argue for some return to the older liberal arts traditions, myself among them. But these few are a vocal lot.
Catron, Douglas M. JAC (1983). Articles>Education>Rhetoric>Tropes
#19487
If a university follows the learning paradigm, critical thinking is not offered as 'a course' or a selection of courses in the core curriculum, but is incorporated into every college course. If this paradigm were to assume dominance at universities, as I believe it should, not only would the work of university faculty be significantly different, but this shift would also affect the responsibilities of university administrators and students, as well as local community members.
Sapp, David Alan. Inventio (2002). Articles>Education>Rhetoric
#27321
Recently a striking change has taken place in the organization and visibility of what we writing teachers do.
Bruffee, Kenneth. WPA Writing Program Administration (1978). Articles>Education>Writing>Rhetoric
#29239
Educating 'Community Intellectuals': Rhetoric, Moral Philosophy, and Civic Engagement
This article encourages technical and professional communication programs to take on the challenge of educating students to become 'community intellectuals.' The notion of educating future professionals for a career needs to be reconsidered in light of both current research concerning civic rhetoric and past practices in moral humanism courses. The triumvirate of rhetoric, ethics, and moral philosophy provides an effective foundation for reconfiguring existing pedagogy in the field and offers insights for nurturing community intellectuals.
Eble, Michelle F. and Lynee Lewis Gaillet. Technical Communication Quarterly (2004). Articles>Education>Rhetoric
#20456
From Analysis to Design: Visual Communication in the Teaching of Writing
In an attempt to bring composition studies into a more thoroughgoing discussion of the place of visual literacy in the writing classroom, I argue that throughout the history of writing instruction in this country the terms of debate typical in discussions of visual literacy and the teaching of writing have limited the kinds of assignments we might imagine for composition.
George, Diana. CCC (2002). Articles>Education>Rhetoric>Visual Rhetoric
#29104
Making Sense of the Visual in Technical Communication: A Visual Literacy Approach to Pedagogy
We employ an array of terms to denote the visual; however, we have not yet agreed on a clear framework for understanding the function and relationship between visual concepts. I propose a literacy approach to the visual so that as educators, researchers, students, and practitioners, we acquire more than skills that rely on changing definitions and technologies but an intellectual faculty that provides the knowledge, understanding, and abilities that the visual affords. Through an analysis of arguments for visual instruction, I present the wayS in which scholars justify their claims about the visual. These arguments uncover the breadth and depth of the visual and contribute to a taxonomy of visual terminology.
Portewig, Tiffany Craft. Journal of Technical Writing and Communication (2004). Articles>TC>Education>Visual Rhetoric
#29539
Making the Strange Familiar: A Pedagogical Exploration of Visual Thinking
Scholarly conversation within the field of professional communication increasingly has focused on the practice, research, and pedagogy of visual rhetoric. Yet, visual thinking has received relatively little attention within the field. If our programs produce students who can think verbally but not visually, they risk producing writers who are visual technicians but are unable to move fluidly between and within modes of communication. This article examines the literature and pedagogical practices of visually oriented disciplines to identify strategies for helping students develop the ambidexterity of thought needed for the communication tasks of today's workplace.
Brumberger, Eva R. Journal of Business and Technical Communication (2007). Articles>Education>Graphic Design>Visual Rhetoric
#24433
Picture Perfect: Selecting Graphics for Instruction
Discusses some principles for choosing appropriate graphics for instructional materials.
Lyons, Chopeta C. Intercom (1995). Articles>Education>Presentations>Visual Rhetoric
#24858
Resources for Teaching and Working with the Visual Aspects of Texts
An online guide that explains color theory and shows how to use it in design through examples and exercises.
Poynter Institute, The (2001). Articles>Education>Visual Rhetoric>Color
#13986
Rhetorical Community: The Cultural Basis of Genre
Our understanding of genre as social action afflicts the typical first-year college writing program in the United States. It turns what should be a practical art of achieving social ends into a productive art of making texts that fit certain formal requirements.
Miller, Carolyn R. North Carolina State University (1994). Articles>Education>Writing>Rhetoric
#31812
Narrative is a valuable genre to use in composition classes to help students understand their own identity, develop writing skills, including understanding how to structure and use personal experience with a rhetorical purpose in an essay or argument. Once they get to upper division writing courses, however, students are exposed to writing that places less emphasis on that personalized, subjective genre and moves toward the impersonal. Such writing limits the use of narrative, which is generally perceived as highly personal and subjective because it generally conveys only the narrator’s perspective. Narrative includes precise details of an event that occurred in the past which are reported in the same order in which they occurred, as well as an observation or evaluation of the information by the narrator.
Remley, Dirk. Association for Business Communication (2008). Articles>Education>Writing>Rhetoric
#10325
Rhetorical vs. Instrumental Approaches to Teaching Technical Communication
Survey and anecdotal evidence indicates that universities do not prepare students well for writing in the workplace. One important reason for this failure is that rhetorical theory dominates the teaching of technical communication in the academy. Though extremely influential in the academy, rhetorical theory is inappropriate for teaching some kinds of important workplace communication (instructions, online documentation, computer-human interfaces, indexes), and it does not address important skills that practicing technical communicators need. Instrumental discourse differs from rhetoric in its purpose, in its absence of reasons and argumentation, in its task-oriented approach, in its emphasis on accessibility, and in its emphasis on economics. As a result, instrumental discourse is much more appropriate for the genres and skills that practicing technical communicators use, and it offers significant advantages to students, and in the long run, to the academy itself.
Moore, Patrick. Technical Communication Online (1997). Articles>Education>Instructional Design>Rhetoric
#24855
Teaching a Visual Subject and Facilitating Interaction
This panel segment focuses on facilitating interactivity and teaching a visual subject matter in a distance (satellite) learning environment.
Keyes, Elizabeth. STC Proceedings (1995). Articles>Education>Visual Rhetoric>Collaboration
#30845
Teaching Students the Persuasive Message Through Small Group Activity
Teaching students to write persuasive messages is a critical feature of any undergraduate business communications course. For the persuasive writing module in my course, students write a persuasive message on the basis of the four-part indirect pattern often used for sales or fund-raising messages. The course text I use identifies these four components by their rhetorical functions: gain attention, build interest, reduce resistance, and motivate action.
Creelman, Valerie. Business Communication Quarterly (2008). Articles>Education>Rhetoric>Collaboration
#29140
Teaching The Complexity Of Purpose: Promoting Complete and Creative Communications
The successful communicator is expected to provide communications that are not only complete but also representative of effective thinking (i.e., original). Creating complete and creative communications begins with a disciplined process of discovery--identifying, assessing, prioritizing, and integrating the articulated and embedded purposes. Expanding on the work of Linda Flower and John Hayes, this article first explores a means to promote a thorough examination of purpose. It then provides tools for capturing and integrating these insights into communications that are complete, capable of satisfying the rhetorical challenges, and compelling reflections of the student's creative problem solving abilities.
Plung, Daniel L. Journal of Technical Writing and Communication (2006). Articles>Education>Writing>Rhetoric
#23383
Teaching the Visual: Understanding our Approaches
Despite the significant presence of the visual in the field of technical communication, we have not yet achieved a unified pedagogical approach to the visual. Because of the traditional emphasis on written communication, there is often a conflicting boundary between teaching the visual and textual, which often results in the visual assuming a secondary position to the textual.
Portewig, Tiffany Craft. CPTSC Proceedings (2003). Articles>Education>Visual Rhetoric
#10343
Testing Visual-Based Modules for Teaching Writing
A study of novice writers shows that instructional materials about writing that incorporate basic principles of visual design are more effective than those that are primarily verbal. Less-capable writers benefit most from materials that include the extra text-processing cues provided by the visual design. Narrative comments about the instructional materials show that writers are aware of the design elements and appreciate them. Technical communication practitioners, researchers, trainers, and instructors have a large role to play in improving the way writing is taught.
Markel, Mike. Technical Communication Online (1998). Articles>Education>Instructional Design>Visual Rhetoric
#30178
This Is Not Your Father's Education
Employees, whether they are hourly workers on a manufacturing line, salaried supervisors, or owners of their own businesses, often need to develop newsletters, make presentations, create WWW Home pages, and communicate via e-mail. Therefore, students enrolled in professional writing courses need to acquire skills in manipulating desktop publishing and presentation software, hypertext and multimedia authoring programs, programs that display numerical data graphically, and programs that integrate graphics onto a Web Home Page. However; the visual displays that the generation raised with Nintendo's Mario Brothers prefer differ from those of the textbooks. They are more glitzy, colorful, and busy.
Boiarsky, Carolyn. STC Proceedings (1997). Articles>Education>Visual Rhetoric
#14037
Toward an Ethics of Teaching Writing in a Hazardous Context—: The American University
The following essay is a collaborative effort by a writing teacher and a writing student to make sense out of a situation we experienced together when Sandy Moore, the writer, responded to an assignment given by Michael Kleine, the teacher. In an advanced persuasive writing course, Michael asked students to experiment with the major Aristotelian categories of persuasion: ceremonial, forensic, and deliberative discourse. For the ceremonial assignment, Sandy chose to write an essay of blame about patrons of her workplace, a restaurant/bar. Though ceremonial discourse aims to praise or blame its subject before a public audience, Sandy did not intend to publish the essay outside the context of the classroom. Aware of the charged nature of her essay, Sandy wanted to use the university classroom not as a place from which to launch a public attack on a private workplace; instead, she hoped that the classroom would provide a safe place in which to practice persuasive discourse and to develop her rhetorical skills.
Moore, Sandy and Michael Kleine. JAC (1992). Articles>Education>Instructional Design>Rhetoric
