Digital Rhetoric Situation
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Digital Rhetoric: Toward an Integrated Theory
TECHNICAL COMMUNICATION QUARTERLY, 14(3), 319–325 Copyright © 2005, Lawrence Erlbaum Associates, Inc. Digital Rhetoric: Toward an Integrated Theory James P. Zappen Rensselaer Polytechnic Institute This article surveys the literature on digital rhetoric, which encompasses a wide range of issues, including novel strategies of self-expression and collaboration, the characteristics, affordances, and constraints of the new digital media, and the forma- tion of identities and communities in digital spaces. It notes the current disparate na- ture of the field and calls for an integrated theory of digital rhetoric that charts new di- rections for rhetorical studies in general and the rhetoric of science and technology in particular. Theconceptofadigitalrhetoricisatonceexcitingandtroublesome.Itisexcitingbe- causeitholdspromiseofopeningnewvistasofopportunityforrhetoricalstudiesand troublesome because it reveals the difficulties and the challenges of adapting a rhe- torical tradition more than 2,000 years old to the conditions and constraints of the new digital media. Explorations of this concept show how traditional rhetorical strategies function in digital spaces and suggest how these strategies are being reconceived and reconfiguredDo within Not these Copy spaces (Fogg; Gurak, Persuasion; Warnick; Welch). Studies of the new digital media explore their basic characteris- tics, affordances, and constraints (Fagerjord; Gurak, Cyberliteracy; Manovich), their opportunities for creating individual identities (Johnson-Eilola; Miller; Turkle), and their potential for building social communities (Arnold, Gibbs, and Wright; Blanchard; Matei and Ball-Rokeach; Quan-Haase and Wellman). Collec- tively, these studies suggest how traditional rhetoric might be extended and trans- formed into a comprehensive theory of digital rhetoric and how such a theory might contribute to the larger body of rhetorical theory and criticism and the rhetoric of sci- ence and technology in particular. -
Information Design and Uncertain Environments: Cognitive and Ecological Considerations in Technical Communication
Information Design and Uncertain Environments: Cognitive and Ecological Considerations in Technical Communication By Christopher Cocchiarella Abstract: While technical communication has roots in the rhetorical tradition, it also has been influenced by positivism and computationalism, which, unlike rhetoric, treat facts separately from values and isolate information from social contexts by organizing data into digital ‘bits.’ Technical communicators uncritical of such assumptions may unintentionally design information inappropriate for their audiences’ social values or their users’ situation. To illustrate, this paper analyzes a case study of technical communication graduate students who worked on an information design project that ultimately failed. In an information design course, technical communication graduate students tried to design a short messaging service (SMS) system for clients in the Democratic Republic of the Congo. They collaborated on this project with a non-governmental organization, which asked them to devise an SMS system that could deliver pricing information to Congolese miners and farmers who own cell phones with text messaging capacities. As the students tried to design this SMS system, however, they realized that most technological aspects of the design were relatively trivial compared to its trustworthiness and context of use—e.g., they questioned where the pricing information would come from, how it could be trusted, and if it could be communicated in ways that would incentivize negotiation and cooperation among users. Concerns about trust value and usability context became greater issues than pricing information and SMS content, halting the implementation of the original SMS design. As a case study, the SMS project demonstrates the need for cognitive and ecological considerations in technical communication. -
Writing Systems Reading and Spelling
Writing systems Reading and spelling Writing systems LING 200: Introduction to the Study of Language Hadas Kotek February 2016 Hadas Kotek Writing systems Writing systems Reading and spelling Outline 1 Writing systems 2 Reading and spelling Spelling How we read Slides credit: David Pesetsky, Richard Sproat, Janice Fon Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems What is writing? Writing is not language, but merely a way of recording language by visible marks. –Leonard Bloomfield, Language (1933) Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems Writing and speech Until the 1800s, writing, not spoken language, was what linguists studied. Speech was often ignored. However, writing is secondary to spoken language in at least 3 ways: Children naturally acquire language without being taught, independently of intelligence or education levels. µ Many people struggle to learn to read. All human groups ever encountered possess spoken language. All are equal; no language is more “sophisticated” or “expressive” than others. µ Many languages have no written form. Humans have probably been speaking for as long as there have been anatomically modern Homo Sapiens in the world. µ Writing is a much younger phenomenon. Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems (Possibly) Independent Inventions of Writing Sumeria: ca. 3,200 BC Egypt: ca. 3,200 BC Indus Valley: ca. 2,500 BC China: ca. 1,500 BC Central America: ca. 250 BC (Olmecs, Mayans, Zapotecs) Hadas Kotek Writing systems Writing systems Reading and spelling Writing systems Writing and pictures Let’s define the distinction between pictures and true writing. -
Inventing Computational Rhetoric
INVENTING COMPUTATIONAL RHETORIC By Michael W. Wojcik A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Digital Rhetoric and Professional Writing — Master of Arts 2013 ABSTRACT INVENTING COMPUTATIONAL RHETORIC by Michael W. Wojcik Many disciplines in the humanities are developing “computational” branches which make use of information technology to process large amounts of data algorithmically. The field of computational rhetoric is in its infancy, but we are already seeing interesting results from applying the ideas and goals of rhetoric to text processing and related areas. After considering what computational rhetoric might be, three approaches to inventing computational rhetorics are presented: a structural schema, a review of extant work, and a theoretical exploration. Copyright by MICHAEL W. WOJCIK 2013 For Malea iv ACKNOWLEDGEMENTS Above all else I must thank my beloved wife, Malea Powell, without whose prompting this thesis would have remained forever incomplete. I am also grateful for the presence in my life of my terrific stepdaughter, Audrey Swartz, and wonderful granddaughter Lucille. My thesis committee, Dean Rehberger, Bill Hart-Davidson, and John Monberg, pro- vided me with generous guidance and inspiration. Other faculty members at Michigan State who helped me explore relevant ideas include Rochelle Harris, Mike McLeod, Joyce Chai, Danielle Devoss, and Bump Halbritter. My previous academic program at Miami University did not result in a degree, but faculty there also contributed greatly to my the- oretical understanding, particularly Susan Morgan, Mary-Jean Corbett, Brit Harwood, J. Edgar Tidwell, Lori Merish, Vicki Smith, Alice Adams, Fran Dolan, and Keith Tuma. -
Y'all Call It Technical and Professional Communication, We Call It
Y’ALL CALL IT TECHNICAL AND PROFESSIONAL COMMUNICATION, WE CALL IT #FORTHECULTURE: THE USE OF AMPLIFICATION RHETORICS IN BLACK COMMUNITIES AND THEIR IMPLICATIONS FOR TECHNICAL AND PROFESSIONAL COMMUNICATION STUDIES by Temptaous T. Mckoy July 2019 Director of Dissertation: Michelle F. Eble Major Department: Department of English This project seeks to define and identify the use of Amplification Rhetorics (AR) in the social movement organization TRAP Karaoke and at three Historically Black Colleges and Universities (HBCUs). In highlighting the AR practices in Black communities. This project will provide insight into what these practices and spaces have to offer to the field of Technical and Professional Communication (TPC). AR is a theoretical framework that details the discursive and communicative practices, both written/textual and embodied/performative performed/used by individuals that self-identify as Black and centers the lived experiences and epistemologies of Black people and other historically marginalized groups. AR are #ForTheCulture practices that provoke change within the academy, regardless the field, however for this project I focus on the field of TPC. The phrase “For the Culture,” is used to describe or allude to an action that can benefit those individually or within a community much like TPC artifacts. This project identifies rhetorical practices located in Black spaces and communities that can be identified as TPC through the reclamation of agency, the sharing of narratives, and the inclusion of Black epistemologies. It illustrates just what it means to pass the mic and remind folks that we not ‘bout to act like there aren’t people of color at the TPC table. -
9. the Rhetoric, Science, and Technology of 21St Century Collaboration
9. The Rhetoric, Science, and Technology of 21st Century Collaboration Ann Hill Duin University of Minnesota Jason Tham Texas Tech University Isabel Pedersen Ontario Tech University Abstract: We contend that collaboration is an imperative disciplinary as- sumption in technical and professional communication (TPC). Theorists, researchers, and practitioners grapple with ever-changing modes and models for collaborative work in academia, industry, and with communities. Tech- nical and professional communicators today must be prepared to collaborate with engineers, subject matter experts, and programmers; they must be adept at using collaborative software and working with global virtual teams. The purpose of this chapter is to synthesize the rhetoric, science, and technology of collaboration to consolidate a guiding framework for understanding, teaching, and practicing TPC collaboration in the 21st century and beyond. This unified framework provides guidance from which to structure one’s own collaboration and the collaborative projects we assign throughout our curriculum. We discuss collaborative software and team communication platforms and share example projects for preparing students for collaborative and global workplaces. Keywords: collaboration, rhetoric, technology, platforms, global virtual teams Key Takeaways: Collaboration across local and global contexts is an imperative disciplinary assumption in technical and professional communication (TPC). TPC instructors must prepare students for the collaborative frameworks and tools that -
Writing Systems: Their Properties and Implications for Reading
Writing Systems: Their Properties and Implications for Reading Brett Kessler and Rebecca Treiman doi:10.1093/oxfordhb/9780199324576.013.1 Draft of a chapter to appear in: The Oxford Handbook of Reading, ed. by Alexander Pollatsek and Rebecca Treiman. ISBN 9780199324576. Abstract An understanding of the nature of writing is an important foundation for studies of how people read and how they learn to read. This chapter discusses the characteristics of modern writing systems with a view toward providing that foundation. We consider both the appearance of writing systems and how they function. All writing represents the words of a language according to a set of rules. However, important properties of a language often go unrepresented in writing. Change and variation in the spoken language result in complex links to speech. Redundancies in language and writing mean that readers can often get by without taking in all of the visual information. These redundancies also mean that readers must often supplement the visual information that they do take in with knowledge about the language and about the world. Keywords: writing systems, script, alphabet, syllabary, logography, semasiography, glottography, underrepresentation, conservatism, graphotactics The goal of this chapter is to examine the characteristics of writing systems that are in use today and to consider the implications of these characteristics for how people read. As we will see, a broad understanding of writing systems and how they work can place some important constraints on our conceptualization of the nature of the reading process. It can also constrain our theories about how children learn to read and about how they should be taught to do so. -
Communication Models and the CMAPP Analysis
CHAPTER 2 Communication Models and the CMAPP Analysis f you want to find out the effect on Vancouver of a two-foot rise in sea level, you wouldn’t try to melt the polar ice cap and then visit ICanada. You’d try to find a computer model that would predict the likely consequences. Similarly, when we study technical communication, we use a model. Transactional Communication Models Various communication models have been developed over the years. Figure 2.1 on the next page shows a simple transactional model, so called to reflect the two-way nature of communication. The model, which in principle works for all types of oral and written communication, has the following characteristics: 1. The originator of the communication (the sender) conveys (trans- mits) it to someone else (the receiver). 2. The transmission vehicle might be face-to-face speech, correspon- dence, telephone, fax, or e-mail. 3. The receiver’s reaction (e.g., body language, verbal or written response)—the feedback—can have an effect on the sender, who may then modify any further communication accordingly. 16 Chapter 2 FIGURE 2.1 A Simple Transactional Model As an example, think of a face-to-face conversation with a friend. As sender, you mention what you think is a funny comment made by another student named Maria. (Note that the basic transmission vehicle here is the sound waves that carry your voice.) As you refer to her, you see your friend’s (the receiver’s) face begin to cloud over, and you remember that your friend and Maria strongly dislike each other. -
Intercom-January-2016.Pdf
January 2016 THE MAGAZINE OF THE SOCIETY FOR TECHNICAL COMMUNICATION learn by yourself learn with others get certified CERTIFICATION AND STC’S CERTIFIED PROFESSIONAL TECHNICAL COMMUNICATOR: WHAT YOU NEED TO KNOW 6 CERTIFIED PROFESSIONAL TECHNICAL COMMUNICATOR: THE EXAM AND ITS take the exam online NINE AREAS OF COMPETENCY 10 PATIENT EXPERIENCE DESIGN 12 BUILDING CONTENT CAPACITIES WITHIN NON-PROFITS 16 A TECHNICAL COMMUNICATION USER’S HIERARCHY OF NEEDS 20 LEARN WHY THOUSANDS OF COMPANIES ARE MAKING THE SWITCH TO MADCAP SOFTWARE MadCap Flare’s single-sourcing capabilities help us streamline our processes to rapidly deliver the information our customers need for any new product releases.” Pat Holmes-Clark, Team Leader and Specialist Technical Writer | McKesson Health Solutions Largest Healthcare Services Company in the United States Switches to MadCap Flare for Agile Delivery of Online Help and Documentation We were working with multiple Microsoft® Word™ or FrameMaker® files, and it became confusing to try and manage them all. It was extremely time-intensive and inefficient to update these files for each product release.” Lesley Brown, Associate Vice President of Documentation and Training Development | McKesson Health Solutions STREAMLINE YOUR CONTENT DELIVERY WITH THE MADPAK PROFESSIONAL SUITE Everything You Need to Create, Manage and Publish Professional Content MadCap Flare: Industry-leading Authoring, Publishing and Content Management MadCap Controbutor: Contribution and Review for Anyone in Your Organization MadCap Analyzer: Powerful Project Analysis and Reporting MadCap Mimic: Create Fully Interactive Demos, Video Tutorials and Software Simulations MadCap Capture: Screen Capture and Image Editing Made Easy Copyright © 2016, MadCap Software, Inc., and its licensor’s. All rights reserved. -
Piercy 2020 Mobilemedia&Com
EXPECTATIONS OF TECHNOLOGY USE DURING MEETINGS 1 Expectations of technology use during meetings: An experimental test of manager policy, device-use, and task-acknowledgement Cameron W. Piercy1 Greta R. Underhill1 Author information: 1Department of Communication Studies, University of Kansas, 1440 Jayhawk Blvd., Room 102, Lawrence, KS 66044, +1-785-864-5989 Corresponding author, Cameron W. Piercy, Ph.D., [email protected] Acknowledgements: The authors wish to thank Drs. Norah Dunbar, Joann Keyton, and the two anonymous reviewers for valuable feedback on this manuscript. Thank you to Drs. Michael Ault and Kathryn Lookadoo for assisting with the manipulation vignettes. This manuscript was supported by the University of Kansas College of Liberal Arts and Sciences Research Mini Retreat Grant and start-up funding. EXPECTATIONS OF TECHNOLOGY USE DURING MEETINGS 2 Abstract In organizational meetings mobile media are commonly used to hold multiple simultaneous conversations (i.e., multicommunication). This experiment uses video vignettes to test how manager policy (no policy, pro-technology, anti-technology), device-use (notepad, laptop, cell phone) and task-acknowledgement (no task-acknowledgement, task-acknowledgement) affect perceptions of meeting multicommunication behavior. U.S. workers (N = 243) who worked at least 30 hours per week and attended at least one weekly meeting rated relevant outcomes: expectancy violation, communicator evaluation, perceived competence, and meeting effectiveness. Results reveal manager policy and device-use both affect multicommunication perceptions with mobile phones generating the highest expectancy violation and lowest evaluation of the communicator and meeting effectiveness. Surprisingly, there was no effect for task-acknowledgment; however, a match between manager policy and task-acknowledgement affected evaluations. -
Learning to Write and Writing to Learn
Chapter 6 in: Hougen, M.C. (2013). Fundamentals of Literacy Instruction & Assessment: 6-12. Baltimore: Paul H. Brookes. In publication. Learning to Write and Writing to Learn By Joan Sedita Classroom Scenario In a middle school history class, the students are writing about several pieces of text that include a primary source, a textbook section, and a history magazine article. The writing assignment is to answer an extended response question by synthesizing information and using text evidence from the three sources. The teacher has given the students a set of guidelines that describes the purpose and type of the writing, the suggested length of the piece, and specific requirements such as how many main ideas should be included. The teacher has differentiated the assignment to meet the needs of students with a variety of writing skills. Scaffolds such as a pre-writing template have been provided for students who struggle with planning strategies. The teacher has provided models of good writing samples and has also provided opportunities for students to collaborate at various stages of the writing process. This is a classroom where the teacher is teaching students to write and also using writing to help them learn content. Unfortunately, classrooms like this are rare. Along with reading comprehension, writing skill is a predictor of academic achievement and essential for success in post-secondary education. Students need and use writing for many purposes (e.g., to communicate and share knowledge, to support comprehension and learning, to explore feelings and beliefs). Writing skill is also becoming a more necessary skill for success in a number of occupations. -
Robert H. Lengel Management Scien
Organizational Information Requirements, Media Richness and Structural Design Richard L. Daft; Robert H. Lengel Management Science, Vol. 32, No. 5, Organization Design. (May, 1986), pp. 554-571. Stable URL: http://links.jstor.org/sici?sici=0025-1909%28198605%2932%3A5%3C554%3AOIRMRA%3E2.0.CO%3B2-O Management Science is currently published by INFORMS. Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/about/terms.html. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/journals/informs.html. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. The JSTOR Archive is a trusted digital repository providing for long-term preservation and access to leading academic journals and scholarly literature from around the world. The Archive is supported by libraries, scholarly societies, publishers, and foundations. It is an initiative of JSTOR, a not-for-profit organization with a mission to help the scholarly community take advantage of advances in technology. For more information regarding JSTOR, please contact [email protected]. http://www.jstor.org Wed Feb 6 18:28:46 2008 MANAGEMENT SCIENCE Vol.