scholarly journals Educating Technical Communication Teachers: The Origins, Development, and Present Status of the Course, “Teaching Technical Writing” at Illinois State University

2013 ◽  
Vol 2 (2) ◽  
pp. 3
Author(s):  
Gerald Savage
Keyword(s):  
Technical Communication ◽  
Technical Writing ◽  
The United States ◽  
Current Status ◽  
State University ◽  
Graduate Course ◽  
Communication Program ◽  
Illinois State University ◽  
History Of ◽  
Communication Pedagogy

Since the early 1980s, Illinois State University’s English Department has educated numerous technical communication practitioners as well as dozens of teachers of technical communication throughout the United States. Today, the program’s faculty members are nationally recognized for their contributions to scholarship and education and its Ph.D. and M.A. students are sought after to teach in the technical communication programs of other universities. A critical component of this success was the development of the graduate course, Teaching Technical Writing in 1990. This essay situates the development of that course in the history not only of the technical communication program at Illinois State University but in the history of the technical communication field, particularly since 1950. Although the essay focuses on one course in one midsized, Midwestern U.S. University, it is, I believe, exemplary of the development and current status of technical communication pedagogy throughout the U.S.

Simulation Rhetoric and Activity Theory: Experiential Learning in Intercultural Simulations

2019 ◽  
Vol 49 (2) ◽  
pp. 213-231 ◽  
Author(s):  
Junhua Wang
Keyword(s):  
Activity Theory ◽  
Intercultural Communication ◽  
Intercultural Competence ◽  
Technical Communication ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Teaching Approaches ◽  
Classroom Context ◽  
Study Abroad Programs ◽  
Theoretical Understanding

In the field of intercultural business and technical communication, intercultural communication has been a regular topic in curriculum for decades; various teaching approaches exist for developing students’ cultural awareness and helping them achieve a theoretical understanding about the concept of culture, cultural differences, and cultural conflict. But quite often teaching and learning are limited in the classroom context, although it is true that study abroad programs are available for a small group of students. As a result, students do not have enough opportunities to interact with members of other cultures, which limits students’ potentials for gaining intercultural competence. This study explores the rhetorical nature of simulations, defines the perspective of using activity theory as a framework to understand the learning process occurring in simulations, and provides an intercultural simulation example to explain how instructors can incorporate simulations into the business and technical communication curriculum.

Culturally unconscious

2012 ◽  
Vol 74 (6) ◽  
pp. 556-570 ◽  
Author(s):  
Sudeshna Roy
Keyword(s):  
New York ◽  
Intercultural Communication ◽  
New York Times ◽  
Theoretical Framework ◽  
Media Representation ◽  
Cultural Groups ◽  
Letters To The Editor ◽  
Cultural Expectations ◽  
Representational Politics

In this article, the author critically examines The New York Times ( NYT) representation of the Israel–Palestine conflict in the recent political contexts presented by US President Obama’s Cairo speech in 2009 and leader of West Bank, President Mahmoud Abbas’s, imminent claim to nationhood at the UN in 2011. The purpose of the case study is to establish a theoretical framework for the connection between media representation of conflicts and influence on intercultural communication and relations between various cultural groups. The analysis of the editorials, op-eds, and letters to the editor reveals that media representation of conflicts has deep implications for intercultural communication and relations, that representational politics allows for overrepresentation of dominant groups in the Israel–Palestine conflict context, that discursive use of conflict terms like ‘peace,’ ‘victim,’ etc., constructs particular identities that privilege dominant groups, and that there is unconscious projection of cultural expectations of the dominant groups in the discursive representation of the conflict.

Key Themes in Intercultural Communication Pedagogy

2010 ◽  
Vol 43 (2) ◽  
pp. 232-235 ◽  
Author(s):  
Jane Woodin
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
Education Sector ◽  
Master's Degrees ◽  
Training Courses ◽  
Communication Pedagogy ◽  
And Training

University of Sheffield, UK; 9–10 July 2009The seminar, organised by Jane Woodin, Gibson Ferguson, Valerie Hobbs and Lesley Walker (School of Modern Languages & Linguistics and School of English, University of Sheffield), aimed to bring together those working in intercultural communication (IC) pedagogy largely – though not exclusively – in the higher education sector. It drew inspiration from the growing number of courses with an intercultural element, from stand-alone modules and training courses to Master's degrees.

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