Texas Tech University

TCR Graduate Courses Fall 2009

Distance Courses (section D21 or D31, ~6:00 – ~7:30 p.m.)

Course Title Instructor sections CRN MOO
ENGL 5363 Research Methods in TCR Rickly

D21D31

1506615229

T

ENGL 5364 20th Century Rhetoric Kemp

D21D31

1517115230

W

ENGL 5369 Theories of Technology Carter

D21D31

1519115231

Th

ENGL 5371 Foundations of Technical Communication Zdenek

D21

15206

M

early

" "

D31

15235

M

later

ENGL 5372 Technical Reports Barker

D21D31

1524715255

W

ENGL 5375 Document Design Zdenek

D21D31

1528015283

T

ENGL 5390 Writing for Publication Cargile Cook

D21D31

1885018851

Th

Note: All online students register for section D21 except non-Texas-resident online doctoral students, who register for section D31

On-campus Courses

Course Instructor section CRN Date Room
ENGL 5060 History and Theory of College Composition Baake 001 15494 TTh 12:30 353
ENGL 5060 History and Theory of College Composition Kemp 002 15502 TTh 12:30 105
ENGL 5060 History and Theory of College Composition Rickly 003 15510 TTh 12:30 357
ENGL 5363 Research Methods in TCR Rickly 001 15059 TTh 3:30 358
ENGL 5364 20th Century Rhetoric Kemp 001 15163 Th 5:30-8:30 357
ENGL 5369 Theories of Technology Carter 001 15183 TTh 11:00 352
ENGL 5371 Foundations of Technical Communication Baehr 001 15203 TTh 2:00 353
ENGL 5372 Technical Reports Barker 001 15241 TTh 9:30 352

Descriptions

English 5060: History and Theory of College Composition (Drs. Baake, Kemp, and Rickly)

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English 5363: Research Methods in Technical Communication and Rhetoric (Rickly)

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English 5364: 20th Century Rhetoric (Kemp)

The rise of astonishingly powerful media devices such as the radio, television, the Internet, and now the cellphone, have imbued the 20th century and the first decade of the 21st century with a level of rhetorical energy and authority never before encountered, for good and bed. 20th Century Rhetoric will deal with two aspects of what has been termed "The New Rhetoric." The first is the modern (and postmodern) application of rhetorical theory to contemporary understanding of what writing and human interaction are and do, regardless of the media. The second is a practical survey of the effect of the rise of rhetoric studies as an academic discipline upon writing pedagogy at all levels of education. Besides a review of the principal theorists in modern rhetoric -- including Bakhtin, Richards, Burke, Weaver, Perelman, Toulmin, Freire, Fish, and Kuhn -- we shall look at instructional applications arising from these theorists presented by academicians such as Elbow, Kinneavy, Shaughnessy, Corbett, Berlin, and LeFevre. Students will take a final exam and will write a substantial (16-20 pages) paper.

Course Materials: http://ttopic.english.ttu.edu/manual/manualframe.asp?typeof=5364_fa09/

English 5369: Theories of Technology (Carter)

Everyone wants to work with technology, and this program has a particular emphasis on using technology in conjunction with technical communication. But what is technology? What are the various ways that we interact with it? What does technology have to do with discourse? Questions that we will be asking, and that I encourage you to discover answers to, include the following:

  • How does technology affect literacy? rhetoric? technical communication?
  • How is literacy (rhetoric, technical communication, etc.) technological?
  • What do we mean by "technology"?
  • Can the "technical" in technical communication be considered "technology"?

In order to pursue these and other questions, we will be reading several theoretical books. You will also do research in the periodical literature in order to answer your own questions. Although I will explain backgrounds for the readings and certain concepts and ideas, the dominant mode of class sessions will be discussion. I will expect you to ask questions, connect ideas from various readings, and connect ideas from the readings to arguments as you see them practiced around you.

This course examines the various roles of technology in technical communications, with an ongoing goal of rethinking the evolving nature of the technical communicator. We will consider theories of technology (rhetorical and social), the way technology has changed the way we produce materials (the web, multimedia, online documentation), technology's role in the workplace (e-mail, virtual offices), and the changing nature of literacy in a technological world (on-line materials, hypertext, distance education, new forms of rhetoric). We will aim to connect the theoretical with the practical in daily reading, writing, and discussion.

Course Materials: http://technotheory.wordpress.com/

English 5371: Foundations of Technical Communication (Baehr)

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English 5371: Foundations of Technical Communication (Zdenek)

English 5371 is designed to introduce graduate students in TCR to the scholarly study of technical communication. It focuses on technical communication theory – i.e. the academic scholarship of TC. This course is not intended to cover “tools” (e.g. FrameMaker) or teaching per se, except insofar as these topics are part of a larger emphasis on the theoretical foundations of technical communication. The course is designed to ground the practice, research, and teaching of TC. The course will address questions such as: What is technical communication? What is the history of technical communication? What are the similarities and differences among the sites of technical communication (e.g. workplace vs. academy)? How do technical communicators construct knowledge? What are the ethical values of our profession? What are the roles for technical communicators in institutions and society? How is the field being formed and what is its relationship to composition, rhetoric, cultural studies, and other fields? Where is the field headed?

Required Books

  1. Hughes, Michael A. & George F. Hayhoe (2008) A Research Primer for Technical Communication: Methods, Exemplars, and Analyses. New York: Lawrence Erlbaum. ISBN: 978-0-8058-6335-2.
  2. Johnson-Eilola, Johndan & Stuart A. Selber (2004) Central Works in Technical Communication. Oxford: Oxford University Press. ISBN: 0-19-515705-2.
  3. Scott, J. Blake, B. Longo, and K. V. Wills, Eds. (2006) Critical Power Tools: Technical Communication & Cultural Studies. Albany: State University of New York Press. ISBN: 978-0-7914-6776-3.

The course syllabus and schedule will be available to download from the course website prior to the first MOO session: http://cms.english.ttu.edu/zdenek/courses/fall-2009/engl-5371-f09-foundations-of-technical-communication

If you have any questions, let me know (sean.zdenek@ttu.edu).

English 5372: Technical Reports (Barker)

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English 5375: Document Design (Zdenek)

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English 5390: Writing for Publication (Cargile Cook)

English 5390 is designed to provide you with an overview to process of scholarly publication. To accomplish this goal, our course conversation will respond to three central questions:

  1. What are the common venues for scholarly publication and presentation in technical communication and rhetoric?
  2. What personal writing processes are in play when we write to publish?
  3. What is a scholarly research trajectory?

We will read articles and book chapters about the publication process as well as the following texts:

Anne Sigismund Huff's Writing for Scholarly Publication [Paperback]

Janet C. Richards and Sharon K. Miller's Doing Academic Writing in Education: Connecting the Personal and the Professional [Paperback]

Sarah Caro's How to Publish Your PhD [Paperback]

In addition to participating in synchronous and asynchronous discussions, you will complete several short exploratory assignments, including a journal review, a scholar interview, and two article reviews. You will engage in the scholarly publication process by (1) proposing a conference presentation, book chapter, or research article; (2) delivering a research presentation; and (3) developing an article for submission to a journal of your choice.