A directory of resources inthe field of technical communication.


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Aesthetics Engage Language   (PDF)   (peer-reviewed)

Although the medium of film, by virtue of its photographic process, is image-dominated, some of its finest efforts have been in re-presenting word-centric tales. The text—appealing to the intellect—is refashioned/reinvented into a medium appealing to the senses of sight and hearing, through the personal vision of an auteur/director who adapts material from the language of text to the language of film. Certainly technical considerations come into play, but the auteur’s choices are essentially aesthetic. In rendering words into images, he or she responds to the audiovisual aesthetic of film.

Ades, Sally. Lore (2003). Articles>Rhetoric>Aesthetics


Argument:  An Alternative Model

During the last five decades, rhetoricians have been deeply divided over whether rhetoric can be effectively used in teaching composition. Some have argued that rhetoric involves some or all forms of persuasion. Others believe that it is the arguer's manipulation of the audience. These two views, among others, point to the fact that they are, in principle, incompatible to the extent where rhetoricians will never meet. Because of these different views, rhetoricians are in a state of flux as to what strategies or principles should be used when teaching rhetoric and composition.

Shiyab, Said. Lore (2002). Articles>Rhetoric


Clashing Technologies: The Legacy of 19th Century Writing Instruction Meets the 21st Century Writing Classroom

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


A Derridean Approach to Critical Reading: A MONSTER!

Hearing the term 'critical reading' provokes my composition students to lemon-pucker grimace and nervously shift in their seats as if a monster had suddenly appeared. They often gasp at the prospects of the composition course's planned future critical reading unit. They identify with theorist Jacques Derrida's poststructural (deconstruction) notion that 'the future is necessarily monstrous: the figure of the future, that is, that which can only be surprising, that for which [they] are not prepared, you see, is heralded by a species of monsters'. I do not try convincing students that texts are un-intimidating and that critical reading is an unthreatening process of merely examining specific dominant codes within texts that allow for predisposed meanings to occur. I rather tell students that texts are indeed monstrous and the process of critical reading is undeniably what Derrida terms 'a monster.' Considering then that a monster rears its head in the composition classroom, it is necessary to learn one possible way students may approach the wide-ranging process of critical reading. In this brief article, I attempt to discuss Jacques Derrida's definition of the 'monster' and how this definition may be applied to a practice of critically reading texts, appropriately expressed by the memorable acronym, 'A MONSTER.'

May, Talitha. Lore (2002). Articles>Rhetoric>Theory


Ethics and the Internet

As the Internet permeates ever more domains of social and political, and even personal, life, and as its technological capabilities expand, the problem of Internet ethics will become ever more central, perhaps even more so than in 'ordinary' life.  The potential for abuse grows with use, as well as with technological power.

Ornatowski, Cezar M. Lore (2002). Articles>Web Design>Ethics


Review: Examining Technology's Wake

Based on world-wide archival research involving more than a hundred researchers, interviews with surviving witnesses, and other sources, the book reconstructs the development and utilization, from the end of the 1890s on, of the Hollerith punch card machine -- the first modern system for rapid processing of data.

Ornatowski, Cezar M. Lore (2002). Articles>Reviews>Technology


The Heritage of American Heritage

The American Heritage Dictionary of the English Language, Fourth Edition, 2000, is a massive, 2074-page volume with fascinating articles on the roots of the language and current usage. The First Edition appeared in 1969, only eight years after the Merriam-Webster Third New International Dictionary  aroused a storm of protest that resounds to this day. Philip Gove, Webster’s editor, had reduced the number of entries from 600,000 to 450,000, but included 100,000 new definitions, many attached to words like beatnik. He had also used sources like Art Linkletter and TWA timetables, maintaining that not all language is formal. He had decreased use of the 'slang' label and banished 'colloquial' entirely, relying instead on quotations that gave a feel for words in context. Gove was denounced as 'permissive.' He had even included ain’t in the dictionary (with a note 'disapproved by many'). A New Yorker cartoon depicted a Merriam-Webster receptionist responding, 'Dr. Gove ain’t in.'

Bush, Donald W. Lore (2002). Articles>Language>History


LORE: Rhetoric, Writing, Culture

'Lore' allues to Stephen North's idea of 'practitioner lore,' or the important traditions of teaching and research which seldom make their way into publishing writing. This journal seeks to publish such underrepresented work.

Lore. Journals>Education>Rhetoric


Making Meaning and Value for Edison’s Light and Power in the Human World: A Rhetorical Project   (peer-reviewed)

Of all the early electrical inventors and manufacturers, Thomas Edison seemed particularly aware of the many meanings electrical light had to establish. It was attention to the successful representations of the light in many different communities and networks of communication, as much as his technical accomplishments, that led to Edison having a dominating role in the early electrical industry. He had to create valued stable meanings within each communication realm in each social network that would grant incandescent light and central power the necessary status to be accepted, supported, approved of, employed, or otherwise actively a part of each system brought together over communication.

Bazerman, Charles. Lore (2001). Articles>Communication>Technology


“Observable Objects”: Assessing a Study of Instructors’ Grading

We asked TAs who were using a common assignment sequence to turn in student papers responding to a prompt which asked for the analysis of information in a piece by Clifford Geertz.  We invited departmental instructors to read four unmarked papers and to grade them using the citeria for evaluation that had been given to the students and used by their instructors. These criteria were customized for the assignment from a one-page list of course criteria, not unlike the “outcomes” document recently published by the WPA.  Our idea was simply to see the grading by TAs, lecturers and tenured faculty.   We put the grades on a chart, which showed that there was not perfect consistency of grading for any one paper.  Some were very close, but some papers received a wide array of grades.  The departmental review took place just after we had collected these data, and we shared with the reviewers this interpretive but uninterpreted document.

Quandahl, Ellen. Lore (2001). Articles>Education>Assessment


The Work Of Education in the Age of E-College and Campus Pipeline

Online education has become a topic of much debate within the academy in recent years. Martin Irvine, Associate Vice President for Technology Strategy at Georgetown University states that ‘Internet-based distance learning or elearning is on every educator's and corporate leader's agenda’, and that we are at the beginning of an ‘elearning revolution’.[1]  There has been a mad rush by universities, venture capitalists and corporations to develop online courses, virtual universities, education portals, and courseware.  The drive to develop a winning formula for commercial online education has fostered some unusual partnerships, as ‘Internet entrepreneurs, Nobel laureates, Ivy League schools, textbook publishers, venture capitalists, corporate raiders, and junk-bond kings’ look to education to drive eCommerce.

Werry, Chris. Lore (2001). Articles>Education>Online

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