Getting an Invitation to the English Table—and Whether or Not to Accept It

Rentz, Kathryn; Debs, Mary Beth; Melonçon, Lisa

doi:10.1080/10572252.2010.481536

Cited by 10 publications

(7 citation statements)

References 20 publications

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“…TPC has long been concerned with the departmental location of programs (Davis, 2001, p. 19; Rentz, Debs, & Meloncon, 2010; c.f., Yeats & Thompson, 2010) and being able to see whether departmental home has an effect on contingency is an important point for further research. For example, future research should consider do those contingent faculty working in departments outside of English have higher salaries?…”

Section: Resultsmentioning

confidence: 99%

A Portrait of Non-Tenure-Track Faculty in Technical and Professional Communication

Melonçon

England

Ilyasova

2016

Journal of Technical Writing and Communication

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We report the results of a pilot study that offers the field of technical and professional communication its first look at material working conditions of contingent faculty, such as course loads, compensation, and professional support. Findings include that contingent faculty are more enduring with stable full-time, multi-year contracts; they carry a substantial teaching loads; and the majority are satisfied and happy in their present position, but half would prefer to be working on the tenure track.

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Section: Resultsmentioning

confidence: 99%

A Portrait of Non-Tenure-Track Faculty in Technical and Professional Communication

Melonçon

England

Ilyasova

2016

Journal of Technical Writing and Communication

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“…However, in a follow-up, Porter concedes that English is no longer a suitable home for professional communication. Rentz, Debs, and Meloncon similarly argue that there are still ways in which professional writing programs can thrive in English departments, and professional writing faculty should work to more explicitly define their value in English departments [23]. Regardless of where one falls in the departmental home debate, previous research has clearly shown that departments play an integral role in building a program's identity.…”

Section: Departmental Home and Research Identitymentioning

confidence: 94%

“…To successfully operate within these contexts, Charney's call for simpler, small-scale studies may be a way to manage the time restraints many face within departments that don't necessarily value larger-scale studies [36]. Additionally, Rentz et al call for technical communication scholars in English departments to better articulate the value of their work in order to shape perceptions of that work with colleagues [23]. One way technical communicators can more effectively articulate the impact of their work is to provide empirical evidence that defends their methodological choices and publication venue choices.…”

Section: Conclusion Limitations and Suggestions For Future Researchmentioning

confidence: 96%

“…For instance, in a survey conducted by Blakeslee, respondents indicated a lack of departmental support and recognition as a major obstacle to research [23]. Blakeslee also points out the connection between this lack of support and research when she cites one respondent who specifically noted that they've "tended in the past year or two to find more efficient ways of getting research published", as opposed to publishing studies that require a longer amount of time to design and execute [24, p. 137].…”

Section: Departmental Home and Research Identitymentioning

confidence: 97%

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Where Did We Come From and Where Are We Going? Examining Authorship Characteristics in Technical Communication Research

Lam

2014

IEEE Trans. Profess. Commun.

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This study explores the characteristics of authors who have published in technical communication journals between 2008 and 2012 to generate insights into who is actively contributing to scholarship in the field. These insights drive a broader discussion regarding programmatic implications and interdisciplinary approaches to research. Research questions: (1) Who is publishing in technical communication journals? In which departments are they housed and in which departments did they receive their Ph.D. training? (2) What relationship exists between an author's departments (current and Ph.D.) and the publication venues he or she chooses? (3) What relationship exists between an author's department (current and Ph.D.) and the type of research he or she produces? (4) What relationship exists between an author's department (current and Ph.D.) and collaboratively authored articles? Also, is there a relationship between doctoral training outside the US and collaboratively authored articles? (5) Among authors with Ph.D.'s in technical communication, is there a relationship between doctoral program and research output (collaboratively authored articles and research method)? Literature review: All disciplines, especially maturing disciplines, must examine and evaluate the research its scholars produce in order to identify trends that signal growth and areas that require additional growth. Previous research indicates that departments in which people trained and where they work influence the research profiles of individuals, and by extension, the field. This is particularly true in technical communication, whose research features a plurality of methods, a positive attribute of the field. However, an uneven distribution of research methods used in the field also presents potential areas for growth. Methodology: A data set of 674 authors who have published in the IEEE TRANSACTIONS ON PROFESSIONAL COMMUNICATION (TPC), Technical Communication Quarterly, and Journal of Business and Technical Communication (JBTC), between 2008 and 2012 was coded for current department, Ph.D. department, department with a technical communication degree program, research method, and collaboratively authored articles. Data were analyzed using contingency table analysis and correspondence analysis. Results and discussion: Authors from English departments constitute nearly 30% of the sample; authors from information systems and technology departments and management, business, and economics departments made up more than 20% of the total sample. A little over 20% of the sample received a Ph.D. degree in technical communication. Authors from information systems and technology departmentsand management, business, and economics departments are highly associated with TPC. Authors from English departments and writing departments were associated with TCQ and JBTC. TC is associated with authors from education departments and human-centered design departments. Authors from information systems and technology departments and management, business, and economics d...

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“…graduate students, adjuncts and full-time non-tenure track) [5]. The prevalence of full-time tenure-track PTC faculty is growing [12], but these instructors are still often the "lone rangers" of their specialty within English departments, tasked with overseeing and evaluating a team of contingent faculty [13]. In addition, professors at large universities have increasingly conducted PTC seminars online over the past decade [11], and an exponential number will likely become virtual or hybrid instructors in the 2020-2021 school year due to safety concerns and gathering restrictions imposed in response to the COVID-19 outbreak.…”

Section: Instructor Training Opportunities and Pedagogical Challengesmentioning

confidence: 99%

Communicating the “Write” Values

Kane

2020

Proceedings of the 38th ACM International Conference on Design of Communication

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Computer-aided text analysis has been increasingly recognized as a valuable tool in professional and technical communications (PTC) pedagogy. This research paper explores how such methods can be extended to the less-frequently addressed area of instructor training. It will primarily discuss the development of a methodological pipeline that uses the computational rhetorical analysis platform DocuScope to foster writing instructors' rhetorical awareness of the genres they teach and evaluate, and then propose the value of this pipeline specifically within PTC instructor training settings. While this paper mainly addresses pedagogical applications, the developed methodology also has implications for the workplace, as it can be modified for industry tutorials or training modules. CCS CONCEPTS • Applied computing → Education; Computer-assisted instruction; • Human-centered computing → Interaction design; Interaction design process and methods; Activity centered design; • Computing methodologies → Artificial intelligence ∼Natural language processing.

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Getting an Invitation to the English Table—and Whether or Not to Accept It

Cited by 10 publications

References 20 publications

A Portrait of Non-Tenure-Track Faculty in Technical and Professional Communication

A Portrait of Non-Tenure-Track Faculty in Technical and Professional Communication

Where Did We Come From and Where Are We Going? Examining Authorship Characteristics in Technical Communication Research

Communicating the “Write” Values

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