http://tc.eserver.org/publisher/University_of_Texas A listing of works published by University of Texas in the field of technical communication. en-us Copyright (c) 2005-08 by the EServer. All rights reserved. tclib-editorial@eserver.org (TC Library Editorial Board) webmaster@eserver.org (Geoffrey Sauer) http://tc.eserver.org/images/newlogo.gif http://tc.eserver.org/dir/University_of_Texas http://tc.eserver.org/34159.html http://tc.eserver.org/34159.html 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. http://tc.eserver.org/34160.html http://tc.eserver.org/34160.html How to get lab discoveries and results into a written document. http://tc.eserver.org/34161.html http://tc.eserver.org/34161.html 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. http://tc.eserver.org/34162.html http://tc.eserver.org/34162.html This course offers engineering graduate students the opportunity to accomplish the following: communicate effectively with a variety of audiences; communicate effectively in several media: written, oral, visual; manage the process of collecting, synthesizing, and presenting data and information; manage the process of writing and publishing scholarly work; produce a portion of their thesis or dissertation or a complete scholarly paper. http://tc.eserver.org/34163.html http://tc.eserver.org/34163.html This guide is intended to help you write the best thesis you can by anticipating and answering common questions about content, structure, format, figures, and language. We have also included some suggestions on how to manage the process of turning your research -- your testing and reading, your findings and conclusions -- into a clear, complete, well-written, and convincing thesis or dissertation. http://tc.eserver.org/33497.html http://tc.eserver.org/33497.html 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. http://tc.eserver.org/33018.html http://tc.eserver.org/33018.html 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. http://tc.eserver.org/29831.html http://tc.eserver.org/29831.html 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. http://tc.eserver.org/29832.html http://tc.eserver.org/29832.html The progression of computer-generated images in motion pictures gives a sense of where we are headed. http://tc.eserver.org/29833.html http://tc.eserver.org/29833.html 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? http://tc.eserver.org/28731.html http://tc.eserver.org/28731.html 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. http://tc.eserver.org/23533.html http://tc.eserver.org/23533.html 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. http://tc.eserver.org/23183.html http://tc.eserver.org/23183.html 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. http://tc.eserver.org/21042.html http://tc.eserver.org/21042.html 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. http://tc.eserver.org/20918.html http://tc.eserver.org/20918.html 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. http://tc.eserver.org/20711.html http://tc.eserver.org/20711.html 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. http://tc.eserver.org/20377.html http://tc.eserver.org/20377.html 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. http://tc.eserver.org/20376.html http://tc.eserver.org/20376.html 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. http://tc.eserver.org/19909.html http://tc.eserver.org/19909.html Increasingly, professional communicators design and evaluate information systems. Yet the dominant theoretical frameworks and research methodologies are limited in important ways. http://tc.eserver.org/19391.html http://tc.eserver.org/19391.html 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! http://tc.eserver.org/18375.html http://tc.eserver.org/18375.html 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. http://tc.eserver.org/14848.html http://tc.eserver.org/14848.html 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. http://tc.eserver.org/14847.html http://tc.eserver.org/14847.html 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. http://tc.eserver.org/14849.html http://tc.eserver.org/14849.html 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. http://tc.eserver.org/14600.html http://tc.eserver.org/14600.html 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. http://tc.eserver.org/14475.html http://tc.eserver.org/14475.html 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. http://tc.eserver.org/10503.html http://tc.eserver.org/10503.html 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