TCR Graduate Courses, Fall 2018
|ENGL 5067: Practicum for first-year GPTI teaching ENGL 1301||Faris||10:00 - 11:20 MW||353|
Hybrid Courses: all hybrid courses meet at 6-8:50 p.m. CST and are open to BOTH onsite and online students.
ENGL 5361: Rhetorical Theory
ENGL 5375: Document Design
ENGL 5363: Research Methods in TCR and Composition
ENGL 5377: User Centered Design
(theory and methods)
ENGL 5371: Foundations of TCR
ENGL 5391: Grants & Proposals for Nonprofits
ENGL 5373: Technical Manuals- Instructional Design and Development
ENGL 5377: Special Topics in Research Methods - Case Studies
Online Courses: all online courses meet at 6-8:50 p.m. CST. Online students have priority in registration.
ENGL 5360: History and Theory of College Composition
ENGL 5381: Global Technical Communication
If rhetoric is persuasion, then rhetorical theory might be an Aristotlean inventory of the moves or methods for achieving one's persuasive goals. But to some extent, this view presumes an individual, autonomous agent at the controls, using rhetorical theory instrumentally to make the most effective tactical choices in service of their desired ends. Many rhetorical theorists have challenged this presumption, dissolving the agent's intentionality in a complex scene of rhetorical relations. This introduction to rhetorical theory does not attempt to be comprehensive in its coverage of this major part of the field. Instead, we will be highly selective, putting together significant readings on a variety of questions, concepts, and themes in rhetorical theory.
ENGL 5381: Global Technical Communication with Rice
Technical communication addresses a wide range of communication problems in workplaces involving different religious, ethnic, educational, social backgrounds, and other cultural dimensions. The course examines how people from different countries and cultures communicate and perceive the world. As cultures around the world are increasingly impacted by globalization, it is important that technical and professional communicators understand complexities of cultural communication. As such, this course provides an overview of how differing worldviews, values, attitudes, and behaviors can influence our work.
ENGL 5373: Technical Manuals - Instructional Design and Development with Baehr
This graduate-level course provides an overview of the processes involved in developing
instructional materials for a professional setting, including user and task analysis,
learning methods, Web-based training development, training in asynchronous and synchronous
environments, single-sourcing, and assessment methods. It covers theoretical aspects
of learning styles, instructional architectures, instructional design principles,
user experience, and online pedagogy, as well as the
practical aspects of using learning objects and instructional tools. And finally we'll look at best practices, examples and methods for online instructional delivery in a variety of forms.
ENGL 5363: Research Methods in TCR and Composition with Cargile Cook
English 5363 will introduce you to a variety of research methods and methodologies used in Composition and Rhetoric and Technical Communication research. While this course does serve as an overview, we will concentrate primarily on work that has influenced our broad field of TC/Writing Studies for the past ten years. The work you do in this course will give you an orientation that will prove to be valuable as you select further research courses from which you will ground your dissertation research. In subsequent, more focused research courses, you'll build upon the overview knowledge base you'll get in 5363.
The course relies on the assumption that research is intimately related to context, theory, and practice, and that all research—quantitative, qualitative, or mixed—is an act of selecting and interpreting information. Throughout the course, we will explore the implications of these assumptions, test their applicability to specific research methodologies, and look for common ways in which they shape the work of researchers using different research methods and approaches. Our central questions for this course will be "What constitutes a good, workable research question?" and "How do I select the best method(s) to answer that question?" As a participant in this class, you will read critically texts on conducting research, evaluate existing research, as well as conducting your own research on a limited basis, and this experience will enable you to address the central questions from an informed perspective.
|Objectives||Methods of Assessment|
|Students will develop a working knowledge of the research methodologies used in technical communication and rhetoric.||Students will demonstrate a working knowledge through class critiques of existing studies, their article reviews, and microstudies, including literature review.|
|Students will be able to choose an appropriate research question and the methodology to begin to answer it.||Students' microstudies will show their abilities to choose research questions and methodologies to begin to answer them.|
|Students will become familiar with a portion of the research that has been conducted in technical communication and rhetoric.||Students will complete study reviews and article critiques, which will enable them to become familiar with existing research.|
|Students will refine their own research interests and methodologies.||Students will demonstrate their research interests through a final research project.|
|Students will be able to critique existing studies.||Students will be evaluated through critiques of methods, article reviews, and literature reviews.|
In addition to readings that will be provided when needed, we will work extensively out of the following required texts. We will have readings pdf-ed from a variety of other sources.
· Blakeslee, A. M., & Fleischer, C. (2009). Becoming a writing researcher. Routledge. ISBN-10: 0805839976. (~$50 new).
· Boyle, M., & Schmierbach, M. (2015). Applied communication research methods: getting started as a researcher. Routledge. ISBN-10: 0765642336. (~$50 new).
ENGL 5377: Special Topics in Research Methods - Case Studies with Baake
This class will consider the case study as a qualitative research method that is useful in technical communication, composition, social sciences, science writing, and other fields of study. We will explore what a case study is and how it relates to and differs from other qualitative methods (including the closely aligned "ethnography"). For our purposes, we will define case study as any kind of empirical inquiry that describes and analyzes a single person, event, or phenomenon that has discrete boundaries. Often, but not always, the boundaries are some time period during which the case occurred. For the most part, the cases we will consider will have some textual component (such as a report, Web page, sound or visual recording, etc.)
In the class we will most likely read Robert K. Yin's Case Study Research and Applications,
as well as several examples of well-known (and little known) case studies that have
a communication or textual element. Each student will be asked to do a case study
on some issue that either they have personal experience with—hence, a story to tell
that will accompany the research—or a passion for learning about, or both.
So, for example, a writing administrator could study the planning, documentation, and other events and phenomena that led to the establishment of a writing center at the local university. Someone interested in business writing could conduct a case study into the public relations response (including written text) to a crisis event in a particular company, perhaps one they work for. A technical writer might study the process and artifacts associated with release of new technology and documentation. We will explore when it is required that the writer retain arm's length objectivity from the case and when more personal involvement is appropriate.
English 5360: History and Theory of Composition with Rickly
English 5060 provides an introduction to the history and contemporary theories of composition and rhetoric. It helps you to situate your own theories, practices, and pedagogies. Throughout this course, we will explore different (and sometimes conflicting) theoretical approaches to teaching composition, literacy education, rhetoric, and writing (as both a noun and a verb).
We begin from the premise that good teachers are reflective teachers, and good teachers
of writing are reflective teachers of writing. We will examine and reflect on the
development of the field of composition over the last 50 years, focusing on seminal
articles that represent the discipline.
"Composition Theory" is about more than teaching a brand of first-year composition, though it constantly uses that domain as central to its mission. Because "Composition Theory" should more properly be called "Composition Theories," not all parts of it fully align, and unhappily, it does not produce a riveting story—one where the hero/ine, the composition teacher, saves the (sometimes unworthy) student/s in distress by conquering fears and obstacles through understanding (and perhaps a heuristic or two) to deliver written literacy as a possession for the student/s to treasure and deploy as that pen which indeed is "mightier than the sword." Not everyone who has a stake in Composition (the business) operates out of the same epistemology, sees the subject as bounded in the same ways, has the same goals, or even agrees on the linchpins for success.
As we will come to discover through our reading, they often have compelling reasons for their differences. Ultimately, this course will provide you with the basis to understand the field of Composition as both a discipline and a practice, situate yourself in the theories, and understand and articulate how your practice is informed by these theories.
English 5377: User-Centered Design with Still
User-centered design represents an alternative framework to the waterfall approach that for so many years has dominated hardware and software development, if not also other types of design projects. It does not make the user a designer, but rather makes the designer attentive to the user's needs, wants, and limitations throughout the design process.
This graduate course aims to examine the theoretical underpinnings of UCD in an attempt to define what it is and how it is different from other design approaches. At the same time, the course requires students to experiment within a UCD environment. Specifically, students will be required to develop a user-centered design product by researching and determining user personas and use needs, evaluating product features and limitations, and, in this process, creating and testing three stages of the product as part of an iterative, UCD cycle.
English 5375: Document Design with Wilson
This course will address basic and advanced concepts of visual composition of professional documents (physical and digital). We will discuss and work on projects related to typography, page layout, and integration of visual elements. We will also work to build competency with Adobe creative suite products like InDesign (primarily), Photoshop, and Illustrator. Assignments will involve design projects and experimentation, but also writing about design principles and their relation to technical communication and rhetoric. We will be working from Kimball and Hawkins' Document Design, Smith and Smith's Adobe Creative Cloud All-In-One for Dummies (2nd edition), and supplementary readings. If you don't have access to Adobe In Design, you will need to purchase it. That probably means purchasing the Adobe Creative Suite (expensive) or getting a monthly subscription (about $20 per month for a year). I do not think TTU graduate students or GPTIs have free access to the software through the University.