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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