#20377
Introduction to Technical Writing
Technical Writing is not a grammar class but an applied writing course in which you will learn to: write clearly, concisely, and accurately for intended readers; apply good writing skills to technical documents; write various technical documents common in business and industry; write as a member of a team; and use word processing, electronic mail, and graphics software applications on a personal computer.
Lippincott, Gail. University of North Texas (2003). Academic>Courses>Undergraduate>Technical Writing
#14849
Introduction to Technology, Learning, and Culture
This class is an interdisciplinary course that examines some of the shared principles and approaches of the disciplines that make up the liberal arts. In this course we will explore the ways that changes in the technologies of communication and human interaction are transforming the environments for teaching and learning, and for the culture in general.
Spinuzzi, Clay. University of Texas (2000). Academic>Courses>Undergraduate
#14835
The course comprises two main aspects of communication; speaking and writing. During study period 3, there will be a clear focus on oral presentation skills. In study period 4, we will be dealing with technical writing and how to write a lab report in English. This lab report will be based on experiments carried out in the 'Materials Science' course.
Chalmers Tekniska Hogskola (2002). (Swedish) Academic>Courses>Undergraduate
#14967
Observing and Analyzing Faculty Webpages 
You are going to build a webpage for a faculty member within the next few weeks. The intention of this assignment is to help you determine what makes an effective webpage for a faculty member—in general, as well as for faculty in a particular discipline.
Wysocki, Anne Frances. Michigan Tech University (2002). Academic>Course Materials>Undergraduate
#10013
The Orange Journal is a graduate student journal of Technical Communication. It strives to foster critical thinking and discussion on a wide variety of topics and issues important to technical communicators.
#13630
A spring 2002 tech comm course on offset printing, paper and graphic design for technical communicators.
Sauer, Geoffrey. University of Washington-Seattle (2002). Academic>Courses>Undergraduate
#14566
This course is designed to teach specialists in a wide variety of disciplines to write clearly and effectively on their subject for both specialist and non-specialist audiences. You will work intensively in the study and practice of the communication activities that will ordinarily be expected of you in your professional career. This will include: * composing letters, memos, proposals, and reports * reviewing and editing the writing of others * researching information in the library, interviewing subject specialists, organizing research, and preparing a formal report * giving oral presentations summarizing research
Dragga, Sam. Texas Tech University (2001). Academic>Courses>Undergraduate>Reports
#20881
Professional Writing Mentoring
The main objective of this practicum is to encourage your pedagogical, technical, and professional development.
Romberger, Julia and Kate Agena. Purdue University (2003). Academic>Courses>Graduate>Education
#22449
Re-Creating a PhD: From Technical to Professional Writing 
This presentation will investigate a number of questions involved in re-shaping a program, including: shaping a curriculum that adequately prepares students; creating opportunities to foster PhD candidates' professional development; identifying and capitalizing on our unique program strengths; balancing between theoretical knowledge and applied skills for PhD candidates; maintaining legitimacy in a traditional English department while still teaching applied skills; providing opportunities for intra-disciplinary research; and creating PhD candidates who are excellent teachers, researchers, and practitioners.
Tillery, Denise. CPTSC Proceedings (2003). Articles>Education>Graduate>PhD
#19109
Reflective Instrumentalism as a Possible Guide for Revising a Master's Degree Reading List
Although we only used Durst's model as an initial starting point to help us articulate one of the main tensions in our revision process and then basically abandoned it, the final reading list we generated--although not perfect--does reveal a degree of 'reflective instrumentalism.' Students who have seen the new list make positive comments about it because the list manages to bring what seem to be opposite poles--reflection and instrumentalism--into a single reading list that represents the current state of our discipline. Although we seemed during the process have lost sight of our model, our list, though not perfect, does seem to represent reflective instrumentalism.
Williams, Sean D. CPTSC Proceedings (2000). Academic>Education>Graduate
#23347
Remarks on Composition to the Yale English Department
What can I say about composition that will be useful to the Yale English department in setting up a good writing program? It's clear to me that I won't need to say anything about special teaching methods that are tailor-made for the Yale scene. Yale's admissions policy guarantees that entering freshmen are going to be very diverse in their backgrounds and in their writing skills, and Yale will want to adapt to this diversity by using methods that are flexible and eclectic. Even if Yale did try to create a novel program that could serve as a model for the rest of the nation, it's doubtful that the elements of the program could be new or that the human mind could devise more methods and programs than have already been tried out. The problem will be to choose methods intelligently and to apply them well; and in order to do this, the one thing needful is not machinery but motivation—professorial motivation.
Hirsch, E.D., Jr. ADE Bulletin (1979). Articles>Education>Graduate>Writing
#23346
Reviewing the Graduate Curriculum: Opportunities and Obligations
Increasingly, graduate programs are reflecting new critical approaches and making provision for their students to acquire skills in areas outside of literature. A number of departments offer alternate tracks, especially at the Master's level, for students interested in high school and community college teaching, in English as a second language, in creative writing, and so on. There are currently about 150 Ph.D. programs in English in this country; and, while it would be a gross exaggeration to say that each is unique, the differences among them are remarkable.
Worth, George J. ADE Bulletin (1978). Articles>Education>Graduate>Writing
#20914
Rhetoric and Community Service
In this course, you will extend your critical and rhetorical skills beyond the classroom and the library into the world of community action and service by working or volunteering at least two hours a week at a local nonprofit community service agency or group (dealing, for example, with homeless outreach, adult literacy, tutoring inner-city children, elder care, AIDS support, drug rehabilitation, domestic violence, environmental issues, or civil rights issues). Up to one hour a week on-site may be used to gather information for assignmen
Locker, Kitty O. Ohio State University, The. Academic>Courses>Graduate>Rhetoric
#18890
Rhetoric and Technical Communication
The Greek word for persuasion derives from the Greek verb 'to believe' Therefore, we can see that rhetoric may be argumentative but also expository (modes of discourse that seek to win acceptance of information or explanation). This understanding is critical for those of us who seek to accommodate technology or science to a user.
Coppola, Nancy W. New Jersey Institute of Technology. Academic>Courses>Graduate>Rhetoric
#18922
Rhetoric, Privacy, and Persuasion in Cyberspace
This course provides a theoretical and critical overview of communication in cyberspace, such as email, MOOs, Web pages, Usenet newsgroups, e-lists, and other forms of Internet-based communication. Although television and radio have had significant impacts on the rhetorical situations of human discourse, the interactive, simultaneous, global technologies of the Internet are being viewed as an even greater force (some say revolution) in how we communicate with each other. This revolution can be understood from many perspectives, but rhetoric offers a critical lens through which to see the social and cultural implications--particularly the persuasive power and implications for personal privacy-- of this technology. Communication in cyberspace is different from traditional communication in many ways. In rhetorical studies, for example, communication is usually evaluated first by deciding if it is spoken or written and then by considering such communication in terms of the rhetorical canons. Yet online communication blurs the boundaries between oral and written discourse and raises questions about the traditional canons. In addition, interactions in cyberspace raise questions about identity, literacy, gender, community, intellectual property, privacy, commerce, the classroom, and the corporation. An interdisciplinary body of research called Internet Studies has arisen in response to this phenomenon. As a result, this class will analyze Internet discourse using rhetorical and other theory, with an emphasis on the persuasive power of electronic space. We will apply these ways of thinking to discourse taken from the Internet. Students will have an opportunity to publish white papers as part of the Internet Studies Center at the University of Minnesota.
Gurak, Laura J. University of Minnesota (2002). Academic>Courses>Graduate
#23617
Rhetorical Criticism: Theory and Practice
This course covers the twentieth-century development of methods and practice in rhetorical criticism. We will examine the assumptions, achievements, and limitations of a variety of perspectives (for example, neo-Aristotelian, generic, metaphoric, dramatistic, narrative, feminist, sociological, ideological) and survey their application to a variety of discourses (political, institutional, scientific, legal, educational, religious, and the like) and modes (for example, visual and material, as well as oral and written). We will also consider the relationships between rhetorical criticism and literary and other forms of cultural criticism.
Miller, Carolyn R. North Carolina State University (2003). Academic>Courses>Graduate
#25288
Rocky Mountain Communication Review
The Rocky Mountain Communication Review is a publication for and by students enrolled in communication graduate programs. It is staffed by graduate students nominated from communication programs in the intermountain west. Faculty members from these programs serve on an editorial advisory committee.
Rocky Mountain Communication Review. Journals>Business Communication>Graduate
#15012
Special Topics in Technical and Professional Communication: Grant Writing
Course goals: to prepare you to communicate effectively, ethically, responsibly, and professionally in a workplace environment; to provide you with skills, strategies, and conceptual knowledge to help you address a variety of communication and research tasks related to grant proposal writing; to help you understand the symbiotic relationships among form and content, and audience and purpose; and to give you practice in researching, writing, reviewing, and editing a grant proposal, and to improve your own individual communication and management skills.
Tovey, Janice. East Carolina University (2003). Academic>Courses>Graduate
#14263
Studies in Reading Theory and Document Design
This course will cover how reading theory interacts with a rhetoric of graphics to influence the way that documents are designed for maximum effect on the audience.
Zachry, Mark. Utah State University (2002). Academic>Courses>Graduate>Rhetoric
#14042
Teaching Professional Writing--Bridging Theory and Practice
Technical and professional communication is a growing field, and there is a need for teachers and trainers at all levels (e.g., high school, college, and business/corporate settings). My goal is to prepare you to meet that need. In this course, you'll learn about professional writing and develop strategies to be a more effective teacher of writing through a hands-on apprenticeship and classroom practice. You'll be exposed to several classroom settings, and you'll learn to design and test assignments. In addition, we'll talk about ways to connect strategies for teaching professional writing to strategies in related fields such as composition, corporate training, and instructional design. Finally, we will study the recent history of the field to better understand current issues: the essential ones of audience, purpose, and exigency, as well as document design, ethics, the rhetoric of science and technology, and the relationships among technology, corporate culture, and professional communication.
Dubinsky, Jim. Virginia Tech (2001). Academic>Courses>Graduate>Business Communication
#14966
Teaching Technical Writing: The Möbius Loop of Theory and Practice
In this course you will build a pedagogical and theoretical foundation for teaching an introductory technical writing course in a community college, university, or industry setting. You will learn by means of extensive readings, writing, collaborative activities, classroom observations, interviews, and conversation ('teacher talk').
Dubinsky, Jim. Virginia Tech (1999). Academic>Courses>Graduate
#14900
Technical and Professional Communication
We write for many reasons: to entertain, to express our feelings, to persuade others to our belief(s), to inform, and to call others to action. In this course, we will combine these last two to produce ' . . . writing that gets things done: It can convey useful information, or it can implement specific actions . . .' (Woolever, 1999, p. 2). Although you will be learning to produce clear, concisely written, varied forms of technical communication, we will also focus on developing the basic, analytical skills you should utilize each time you produce any technical document. In these you will learn that each writing task can be seen as a problem, one which you will be able to solve by examining the purpose of the document and the needs of your audience--what kind of information they need and in what format that information will be best understood and acted upon. As the following graphic indicates, you can think of technical communication as a way to bridge the gap between technical information and your audience, using language as the material and format, organization, and style as your tools.
Jones, Billie J. Pennsylvania State University (1999). Academic>Courses>Undergraduate
#14845
In this course we will work together to create technical documents such as instructions, online help documents, web sites, and presentations. We will learn to take into account the context for our work: who is the audience for the document? why are we writing this document? what are we writing about?
Tesdell, Lee S. Minnesota State University, Mankato (2002). Academic>Courses>Undergraduate
#14844
This course is designed to give you practice in written communication, oral communication, design production, and design evaluation. Technical communication requires you to respond to a variety of specific audiences and to express yourself successfully in written, visual, and oral communication.
Brooks, Kevin. NDSU (2002). Academic>Courses>Undergraduate
#14843
Technical Communication for Information Professionals
This course will provide students with an understanding of the technical and professional documents they will generate and use as information professionals. Students will be introduced to strategies for communicating effectively about technical matters to a variety of audiences and will gain experience in the production and delivery of different types of technical communication, including print documents, electronic documents, and oral presentations. Attention will be given to the writing process, with emphasis on audience analysis, document design, and peer editing. Students will complete individual and collaborative assignments.
Dulaney, William L. Florida State University (2002). Academic>Courses>Undergraduate
