At 06:00 AM 2/3/2006, you wrote:
Thanks Emmy and Rob,
This discussion is timely. As of Fall 2006 the new undergraduate curriculum
requirements that all students must enroll in 6 credits of
writing-intensive learning courses in their program will be in effect. SFU
is currently developing a student Learning Commons with writing
support, hiring a Learning Commons Director, and a Writing Services
Coordinator, planning a staffing model for the Foundations Academic
literacies program and there is a possibly a new class of
"writing-teaching-discipline specialists" entering professional and
academic department structures. This curriculum initiative has given rise
to proposals about every possible configuration of academic identities -
from adoption "Writing limited term lecturers," uber-TA's, to dedicated
faculty as early adopters and integrating the writing-intensive approaches
into their courses with great results.
How do we not repeat the patterns and mistakes of the past 20 years, (i.e.
separating writing and composition as distinct from research, learning to
write and think in a discipline or program) and instead develop best
practices and models for research faculty and teaching faculty, TAs and
sessionals to recognized for their contributions to the advancement of
scholarship, teaching and learning?
I keep on saying that writing is the core activity of the academy and
therefore it cannot be relegated as a "service" activity - but it is
difficult for faculty and administrators to see writing this way, and
specifically to see how integral the teaching of writing is to the teaching
of content.
Kathryn
>Thank you for the last couple of postings on the popular understanding of
>communication skills. This is exactly the kind of ammunition I know I will
>be needing in upcoming budget negotiations and in future discussions with
>administrators who have no idea what we do. The Linda Driskill quote really
>puts it well.
>
>Emmy
>
>Emmy Misser, MA
>Manager: Writing Centre
>Wilfrid Laurier University
>
>75 University Avenue West
>Waterloo, Ontario, Canada
>N2L 3C5
>
>(519) 884-0710, ext. 3339
>-----Original Message-----
>From: CASLL/Inkshed [mailto:[log in to unmask]] On Behalf Of Rob Irish
>Sent: February 2, 2006 4:22 PM
>To: [log in to unmask]
>Subject: Re: Response to K. Alexander's article
>
>Interestingly, a similar discussion about positioning has been occuring on
>the Engineering Communication Listserv. Below is an excerpt from Linda
>Driskill's post that started it. I think it is to the point you are seeking
>response to.
>
>For my own part, I made note of Cathy Scrhyer's valuable reclamation of the
>idea of "techne" as incorporating both "skill at" and "savvy about" -- sorry
>
>Cathy, I know that's a dumbing down, but a quick e-dialogue makes it
>difficult to capture the richness. Somehow, many of our colleagues remain
>blind to the latter, yet we must position ourselves in that intellectual
>space. I noticed myself trying to move in precisely the ways Linda
>describes below in a meeting with an Engineering department chair just this
>week. I think I was somewhat successful.
>
>Rob
>
>
>----- Original Message -----
>From: "Linda Driskill" <[log in to unmask]>
>To: <[log in to unmask]>
>Sent: Thursday, January 26, 2006 12:28 PM
>Subject: Terminology we use to discuss engineering communication
>
>
> > Because of the history of the word "skills," many faculty apply a
> > cognitive definition to what we teach that severely limits their
> > conception of what we do. Unlike other skills that can be sharpened by
> > repetition alone, such as putting a ball through a hoop or swatting a fly
> > on the first blow, communication's success seldom depends primarily on
> > scribal fluency, spelling, or pronunciation. Audience analysis and
> > adaptation, selection and organization of information, persona, using the
> > conventions of a discourse community and its genres, recognizing cultural
> > values--those are the types of knowledge that affect success, or in the
> > equally ambiguous phrase, communication's effectiveness.
> >
> > I think it's time we stopped talking about training students in
> > communication skills and emphasized the knowledge of communication
> > practices and strategies in professional situations.
> >
> > Engineering communication studies the ways that engineers in the various
> > branches and industries formulate problems in language and interact with
> > others to solve them. We have theories and methods that help us create new
> > knowledge and prepare students for professional responsibilities (and to
> > critique practices).
> >
> > I've noticed that some deans and administrators align their vocabulary of
> > training/ learning and non-tenure/tenure as well.
> >
> > I invite your comments.
> >
> > Linda driskill
>
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_________________________________________
Kathryn Alexander, Ph.D.,
Writing-Intensive Learning Office WILO
Learning and Instructional Development Centre LIDC,
Simon Fraser University,
Burnaby, B.C. V5A 1S6
Office: AQ 6207
Website: http://www.sfu.ca/cwil
Tel: (604) 268 - 6799 Fax: (604) 268 - 6915
email: [log in to unmask]
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To leave the list, send a SIGNOFF CASLL command to
[log in to unmask] or, if you experience difficulties,
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For the list archives and information about the organization,
its newsletter, and the annual conference, go to
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