Texas Tech University

TCR Grad Courses, Summer 2014

Distance Courses ~June 2 - ~August 8 (6:00 - ~8:00 p.m.)

Course Title Instructor Date Section CRN
ENGL 5376: Online Publishing Baehr Tuesdays D21  35928
ENGL 5377: Archival Research Methods Selzer King Wednesdays D01  35331
ENGL 5377: Theories of Online Writing Cargile Cook Mondays D02  35332
ENGL 5377: Writing Program Administration Lang Thursdays D22  23274
ENGL 5390: Writing for Publication Koerber Mondays D01 23323

May Workshop (daily 5/18 - 5/31, 1:30 - 5:30)

5375 and 5388 are available only to students attending the 2-week May workshop.

ENGL 5375 Document Design Zdenek 1:30-5:30 Daily, 353 CRN 35334
ENGL 5388 Usability Testing Still 1:30-5:30 Daily, 358 CRN 35335


English 5376: Online Publishing (Dr. Baehr)

This graduate-level course provides an overview of the practical and theoretical aspects of designing effective online documents and Web sites. Specifically, our work will focus on process and planning, content development, site structure, navigation, visual design, interface design, usability, and accessibility. The course covers practical skills with various software tools and scripting languages, including HTML, CSS, JavaScript and DHTML. Assignments primarily focus on developing Web sites using a variety of tools and development methods. And finally, the course addresses several core issues in hypertext theory such as digital literacy, authorship, credibility, and digital rhetoric.

English 5377: Theories of Online Writing (Dr. Cargile Cook)

ENGL 5377: Theories of Online Writing is a course that focuses on online writing instruction with an emphasis on technical communication pedagogy. Questions addressed in the course include the following:

What is effective online writing instruction, and what pedagogical theories promote it?How is effective online writing instruction designed and developed?How can writing instructors engage students in online writing instruction?How should writing instructors assess students' writing online?What technologies support online writing instruction?

In addition to answering these questions through class discussion, students will end the semester by (1) developing an online writing instructional site for a writing course of their choosing and (2) writing a paper explaining their pedagogical choices in developing the site.

While these questions relate specifically to online instruction in technical communication, the literature we will study to answer these questions will often apply to other types of writing instruction and training. This course is appropriate not only for individuals who want to teach technical communication online but also, more generally, for anyone who is interested in online delivery of instruction or training. With instructor permission, students in this class may modify assignments to fit their specific learning goals and needs.


By the end of this course, you'll be expected to demonstrate these competencies:

  • To recount the historical development on online writing instruction
  • To describe and apply theories of online education to online writing instruction
  • To describe the changing roles of students and instructors in online learning environments
  • To design and implement an online writing course ready for instruction
  • To distinguish between online teaching tools and environments and select the appropriate tools for an online courseTo assess students and quality in online courses

Required Reading Materials

  • Cargile Cook, K. & Grant-Davie, K. (2013). Online Education 2.0: Evolving, Adapting, and Reinventing Online Technical Communication. Farmingdale, NY: Baywood. ISBN-10: 0895038064 (Available in paper and hardback).
  • Cargile Cook, K., & Grant-Davie, K. (2005). Online Education: Global Questions, Local Answers. Baywood's Technical Communication Series. Farmingdale, NY: Baywood. ISBN-10: 0895032953.
  • Horton, William (2011). E-Learning by Design, 2nd ed. San Francisco: John Wiley & Sons, Inc. ISBN-10: 0470900024.Additional weekly reading assignments available online or in pdf format in our online classroom.Additional online resources, including articles, podcasts, videos, and other media.

ENGL 5377: Writing Program Administration (Dr. Lang)

While the phrase "writing program administration" is most often associated with first-year writing programs, this course will look at program administration in a wider sense and include examination and discussion of program administration in composition, technical communication, and WAC/WID programs. Readings will cover the theoretical and practical, historical and contemporary aspects of administering programs, and topics for class discussion will include curriculum and pedagogical design, staffing and staff development, assessment and accountability, and the relationships of writing programs to departments and institutions.

Required readings will likely include some or all of the following:

  • Malencyzk, Rita. A Rhetoric for Writing Program Administrators
  • Rose and Weiser, The Writing Program Administrator as Researcher: Inquiry in Action & Reflection
  • Rose and Weiser, The Writing Program Administrator as Theorist: Making Knowledge Work
  • Bridgeford, Kitalong, and Williamson, Sharing Our Intellectual Traces: Narrative Reflections from Administrators of Professional, Technical, and Scientific Programs

ENGL 5377: Archival Research Methods: Critical-Historical Approaches to the Histories of Technical Communication and Rhetoric (Dr. Selzer King)

YouTube description:  https://www.youtube.com/watch?v=5A-RJVuLnJo 

This course will focus on the theories and practice of archival research as a strategy for uncovering the untold histories of technical communication and rhetoric.

We will be approaching this research method as a practice with practical and ideological consequences. The course is structured to examine these intersections to develop students' skills for interacting with the bureaucracy of the archives and to engage in theorizing its power relations.

We will have a core set of assigned readings, including those listed below, and students will each choose further reading as appropriate to their own research interests.

  • Blouin, F. X. & Rosenberg, W. G. (2011). Processing the past: Contesting authority in history and the archives. New York: Oxford University Press.
  • Derrida, J. (1998). Archive fever: A Freudian impression. Chicago: University of Chicago Press.
  • Merewether, C. (2006). The archive. Boston: MIT University Press.

Assignments: Each student in the course will conduct their own archival data collection. The data from that can go into the final project that will be either a research paper or a research proposal that could be used to apply for grant funding. The rest of the course assignments tie into the final project and include a progress report, a research narrative, and leading class discussion.

ENGL 5390: Writing for Publication (Dr. Koerber)

This graduate course will address theoretical and practical issues related to scholarly writing and publishing in the 21st century. A broad array of genres will be covered, including peer-reviewed articles, scholarly monographs (books), edited collections, webtexts, and book reviews. Students can expect to learn practical advice on how to get published and to discuss recent trends and changes in scholarly publishing. Although the field of technical communication will be our primary focus, we will also consider scholarly writing and publishing more broadly across the disciplines.

ENGL 5375: Document Design (Dr. Zdenek)

This course provides a general introduction to document design theory, with special attention to the traditional print genres of technical and marketing communication (brochures, proposals, flyers, newsletters, catalogs, etc.). It also covers usability, rhetorical theory, cognitive psychology, and visual rhetoric. We will discuss, evaluate, and test document design theories and concepts in a series of exercises, workshops, and assignments that will require you to design, redesign, and evaluate documents in a number of genres.

By the end of the course, students should be able to 1) identify and discuss a number of principles of print-based design, 2) understand some of the contributions of rhetorical theory, visual rhetoric, graphic design, cognitive psychology, and reading comprehension to the field of document design, 3) effectively use software programs such as Adobe InDesign to design high quality documents, and 4) apply document design theory and concepts to the computer-aided design, redesign and evaluation of high quality documents. 

Required books

  • Baer, Kim. 2008. Information Design Workbook: Graphic Approaches, Solutions, and Inspiration + 30 Case Studies. Beverly, MA: Rockport Publishers. ISBN: 978-1-59253-627-6.
  • Kimball, Miles A. and Ann R. Hawkins. 2008. Document Design: A Guide for Technical Communicators. Boston: Bedford/St. Martin's. ISBN: 978-0-312-43699-5.
  • Krum, Randy. 2014. Cool Infographics: Effective Communication with Data Visualization and Design. Indianapolis: Wiley & Sons. ISBN: 978-1-118-58230-5.
  • Williams, Robin. 2008. The Non-Designer's Design Book. Berkeley: Peachpit Press. 3rd Edition. ISBN: 978-0321-53404-0.