#14848
Audience Analysis and the Rhetoric of User-Centered Design
This online course packet, along with the texts and lectures, should provide all the information you need for completing RHE 330C/TLC 331. It includes conventional information, such as a syllabus and course schedule, as well as links to articles and examples. See the navigation bar above for more information.
Spinuzzi, Clay. University of Texas (2004). Academic>Courses>Undergraduate
#18375
Characterization of Quack Theories
In this article, I will first list some evidential flaws and then discuss errors in relating evidence to theory. Of necessity, this is a short list that omits most such problems. It is largely biased by what I have seen in newsgroup discussions.
Turpin, Russell. University of Texas (1993). Articles>Rhetoric>Theory>Assessment
#21042
Clearing Rights for Multimedia Works 
The ground-breaking aspects of undertaking to create a multimedia work are more than just technological; much as the technology is growing by leaps and bounds in response to the needs of creators and consumers, so also must the methods and techniques for transferring from owners to new creators the rights to utilize existing works. As this industry began to take on form and vision, much excited speculation and wonder quickly turned to disbelief, if not outright horror, as creators began to understand what a labyrinth 'clearing rights' would be.
Harper, Georgia K. University of Texas (2003). Articles>Intellectual Property>Copyright>Multimedia
#10503
Computers and the Teaching of Writing in American Higher Education, 1979-1994: A History
During the Fall of 1997, the authors participated in Electronic Discourse and Pedagogy, a course offered by Dr. Kris Blair at Bowling Green State University . One objective of this course called individuals (or groups) to lead facilitations based on assigned readings throughout the semester. These facilitations/presentations were to be informal and interactive. It was here that the authors presented the following timeline which was intended to accompany and expand the work done by Gail E. Hawisher, Paul LeBlanc, Charles Moran, and Cynthia L. Selfe in Computers and the Teaching of Writing in American Higher Education, 1979-1994: A History. This original facilitation involved a detailed discussion on the past, the present, and the future of computers in the classroom, as well as a road-trip to the LinguaMoo Mooloqium for moderated group activities. In preparation, the authors of this timeline compiled information from the text and used this information as a springboard for research which has come to be present
Wilferth, Joe and Paul Cesarini. University of Texas (1998). Academic>Computing>History
#20918
The goal of this course is to foster a sophisticated understanding of rhetorical situation, style and arrangement. Writing for the electronic medium with its specific demands should reveal by contrast material aspects of the practice of conventionalwriting that may have been taken for granted. Technologies encourage certain kinds of thinking and behavior and discourage others. Writing has always been one such technology. The World Wide Web is not the introduction of, but a shift in, technology. Students will analyze, conceptualize and create websites with HTML and graphics without the use of WYSIWYG helpers. WYSIWYG programs can make website development easy; however, we will stay close to the actual code in order to get a better understanding of the medium.
Levy, Matthew A. University of Texas. Academic>Courses>Computers and Writing>Web Design
#19391
Someone owns just about everything. Fair use lets you use their things - but not as much as you'd like to. Sometimes you have to ask for permission. Sometimes you are the owner - think about that!
Harper, Georgia K. University of Texas (2001). Resources>Intellectual Property>Copyright
#19909
Designing for Lifeworlds: Genre and Activity in Information Systems Design and Evaluation 
Increasingly, professional communicators design and evaluate information systems. Yet the dominant theoretical frameworks and research methodologies are limited in important ways.
Spinuzzi, Clay. University of Texas (1999). Books>Rhetoric>Technology
#14475
Engineering Communicator's Manual
This manual is intended to be used by any engineering student (undergraduate or graduate) who has to complete writing assignments or oral presentations for any course. You will find information on general principles of grammar and style, as well as specific examples of technical writing and presenting. If your communication assignment is for an engineering class, you will want to pay particular attention to the sample documents.
Hart, Hillary. University of Texas. Reference>Style Guides>Engineering
#29831
"If You Can't Handle This, I Am Sorry"
Literacy has always been a material, multimedia construct but we only now are becoming aware of this multidimensionality and materiality because computer technologies have made it possible for many people to produce and publish multimedia presentations.
Faigley, Lester. University of Texas (1999). Articles>Web Design>Visual Rhetoric
#23183
This lesson from the University of Texas at Austin discusses ideas associated with the phrase 'information architecture' and relates them to aspects of the library- and information-science (LIS) professions.
Wyllys, R.E. University of Texas (2000). Articles>Information Design
#14847
Information Design and Usability Testing
This online course packet, along with the texts and lectures, should provide all the information you need for completing RHE 379C/TLC 331. It includes conventional information, such as a syllabus and course schedule, as well as links to articles and examples. See the navigation bar for more information.
Spinuzzi, Clay. University of Texas (2002). Academic>Courses>Undergraduate
#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
#14600
The purpose of the peer review is twofold: First, the suggestions you give to your peers should help them revise their papers. Second, carefully reading others' work should help you better reevaluate your own writing.
Charney, Davida. University of Texas. Academic>Course Materials>Editing
#23533
The first part of the course will help you acquire reading and writing skills needed in graduate school. Consider these survival skills as well as a way to get a competitive edge. In class, we will focus on the reading and analysis (written and oral) of academic writings in Computer Science and closely related fields. Most weeks you will be expected to read a journal or other technical article and report on it. You may be asked to make a short oral presentation to the class.
Kaczmarczyk, Lisa C. University of Texas (2004). Academic>Courses>Writing>Technical Writing
#20711
A brief overview of the field of technical writing, including techniques and strategies of effective writing, and of conventions used in documents such as letters, memos, proposals, abstracts and reports. One lecture hour a week for one semester.
#29832
The progression of computer-generated images in motion pictures gives a sense of where we are headed.
Faigley, Lester. University of Texas (1999). Articles>Rhetoric>Visual Rhetoric>Multimedia
#28731
The goal of this site is to explore the ways in which rhetoric, visual culture, and pedagogy interact with and inform each other. In keeping with this mission, the viz. blog is a forum for exploring the visual through identifying the connections between theory, rhetorical practice, popular culture, and the classroom.
University of Texas. Resources>Graphic Design>Visual Rhetoric>Blogs
#29833
At present the Internet continues the one-way flow of information from the First to the Third World. Can the Internet be a factor in promoting a two-way flow between the margins and the center?
Faigley, Lester. University of Texas (1999). Articles>Web Design>International
#20376
Web Spinning: Developing Information Architecture and Content for the Web
This course will help you understand the process for developing the architecture and writing the content for informational websites. Proceeding from a rhetorical standpoint that emphasizes audience, purpose, and context, you will investigate and apply recent audience research, proven usability principles, and traditional design guidelines to critique as well as to design effective websites.
Lippincott, Gail. University of North Texas (2003). Academic>Courses>Information Design>Web Design
#33018
Thus "metadata" means "data that deal with other data," or "data that deal with original data,"or casually but briefly, "data about data." Within the library- and information-science (LIS) community, the most frequent use of "metadata" is to refer to data produced as part of the process of cataloging of materials in libraries and other information agencies.
Wyllys, R.E. University of Texas (2000). Articles>Information Design>Metadata
#33497
Principles of Technical Writing
Technical writing is nonfiction writing meant to make the complex simple. It informs, instructs, and persuades. And it can take many forms -- manuals, references, instructions, correspondence, reports, and proposals, among others. Whatever form is used, technical writing's focus is to ensure that readers can make informed choices, understand complex information, and follow complex procedures. In this class, technical writing is treated rhetorically: We will build on lessons of rhetorical analysis, organization, and style learned in previous classes, but we will apply those lessons to concrete real-world problems.
Spinuzzi, Clay. University of Texas (2009). Academic>Courses>Writing>Technical Writing
#34159
This set of guidelines was developed to help you understand the expectations for technical communication in CE 314K (Properties and Behavior of Engineering Materials). Successful technical communication requires practice. Therefore, you should allot sufficient time to write several drafts of each assignment before submitting the final version.
Hart, Hillary. University of Texas (2007). Reference>Style Guides>Writing>Technical Writing
#34160
Writing as a Materials Engineer 
How to get lab discoveries and results into a written document.
Hart, Hillary. University of Texas (2008). Presentations>Writing>Technical Writing>Engineering
#34161
CE 333T: Engineering Communication
The principle objective of this course is to prepare you for all the communication activities you will engage in as a professional engineer, including various forms of writing, speaking, illustrating, collaborating, and presenting. Since an important part of engineering work is to disseminate the results of research and data collection, the course focuses on reports and presentations. But we also try to duplicate many of the conditions of the workplace, where you will often work with cross-functional teams on collaborative projects and where you will often be communicating to people who are NOT engineers.
Hart, Hillary. University of Texas (2009). Academic>Courses>TC>Engineering
