| Introduction |
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1 | (6) |
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| Section 1: Focus on Rhetorical Understanding |
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Chapter 1 Using Client-Based Writing to Teach Problem Solving |
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7 | (14) |
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Outcome: Students will understand the value of written communications as a problem-solving activity. |
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Chapter 2 Technical Reports as Rhetorical Practice |
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21 | (16) |
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Outcome: Students will conceptualize reports as collections of rhetorical practices and improvisational strategies. Given a specific report template or format, they will construct a document that respects that template while also respecting their material and their rhetorical purposes. |
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Chapter 3 Using Multiple-Source Research to Create Persuasive Evidence-Based Communication |
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37 | (26) |
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Outcome: Students will understand the value of conducting both primary, experientially-based research and secondary-source research as a means for constructing rhetorically situated, persuasive communication. |
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Chapter 4 Using Design Approaches to Help Students Develop Engaging and Effective Materials that Teach Scientific and Technical Concepts |
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63 | (28) |
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Outcome: Students will understand how and why to use design approaches in developing technical and scientific communications and will be able to use different modalities rhetorically in developing communications. |
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Chapter 5 Copyright Law and a Fair Use Pedagogy: Teaching and Learning Strategies for Technical Communication Courses |
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91 | (18) |
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Outcome: Students will be able to identify contemporary contexts and issues in copyright and fair use, articulate those contexts and issues for multiple professional audiences. |
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| Section 2: Focus on Sociocultural Understanding |
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Chapter 6 Preparing Students for Service-Learning Contexts with Case Studies, Scenarios, and Workplace Writer Studies |
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109 | (16) |
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Outcome: Students will learn to analyze the contexts of writing tasks within organizational settings. |
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Chapter 7 Adapting Communication to Cultural and Organizational Change |
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125 | (20) |
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Outcome: Students will learn that communicating effectively within the context of rapidly changing workplaces requires both close attention to interpersonal communication and an understanding of organizational culture. |
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Chapter 8 Technological Activism: Understanding and Shaping Environments for Technology-Rich Communication |
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145 | (16) |
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Outcome: Students will understand the technical, economic, institutional, social, and cultural factors that help shape the technology-rich spaces in which they create, revise, design, and exchange texts. They will be able to use this knowledge to improve the spaces that they and others use for communicating. |
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Chapter 9 Communities of Practice: The Shop Floor of Human Capital |
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161 | (18) |
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Outcome: Students will be able to communicate effectively within and among communities of practice, demonstrating understanding of how these communities work, how they establish expectations for membership, and how they agree on rules for negotiating meaning. |
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Chapter 10 Analyzing the Interactive Audience: Constructing a Communal Knowledge Base |
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179 | (16) |
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Outcome: Students will understand how audiences interact with businesses within new digital contexts, and how they construct communal knowledge bases within such spaces. |
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| Section 3: Focus on the Complexities of Practice |
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Chapter 11 Understanding Usability Approaches |
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195 | (26) |
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Outcome: Students will develop a holistic understanding of usability, one that scaffolds common approaches according to their social complexities. |
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Chapter 12 An Ethics Primer: Strategies for Ethical Decision Making |
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221 | (20) |
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Outcome: Students will acquire a basic vocabulary and methodology for making ethical decisions in their technical communication practices. |
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Chapter 13 Select, Interpret, Produce: A Three-Part Model for Teaching Information Graphics |
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241 | (24) |
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Outcome: Students will critically and competently select, interpret, and produce information graphics for use in technical documents. |
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Chapter 14 Listen Up! Oral Presentations in the Technical Communication Classroom |
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265 | (16) |
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Patricia Freitag Ericsson |
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Outcome: Students will be able to author and deliver effective oral presentations that make appropriate and rhetorically effective use of available means, media, and modalities. Students will develop effective strategies for listening to and evaluating oral presentations. |
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Chapter 15 Let's Talk: Preparing Students for Speaking and Listening in the Workplace |
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281 | (12) |
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Outcome: Students will be able to speak and listen in small, informal group settings and collaborate effectively when presenting material. |
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Chapter 16 The Elements of Editing: Relationships, Roles, and Revisions |
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293 | (16) |
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Outcome: Students will produce better, more polished, more refined prose; understand the different levels of editing and approaches appropriate for each; and be familiar with the editing approaches appropriate for different types of writing and documents. |
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Chapter 17 Exploding the Myth of Transparent Communication of Information |
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309 | (22) |
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Outcome: Students will understand that clear communication of information depends on evoking the contexts in which documents are used and on working with readers to understand their needs. |
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| Contributors |
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331 | (6) |
| Index |
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337 | |
Rohkem infot Taylor & Francis e-raamatute kohta