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The paradigm shift in technical writ...

Jeansonne, Jerold James.

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The paradigm shift in technical writing textbook pedagogy.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The paradigm shift in technical writing textbook pedagogy./
作者:	Jeansonne, Jerold James.
面頁冊數:	154 p.
附註:	Source: Dissertation Abstracts International, Volume: 58-04, Section: A, page: 1223.
Contained By:	Dissertation Abstracts International58-04A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9730444
ISBN:	0591397927

The paradigm shift in technical writing textbook pedagogy.
Jeansonne, Jerold James.

The paradigm shift in technical writing textbook pedagogy. - 154 p.

Source: Dissertation Abstracts International, Volume: 58-04, Section: A, page: 1223.

Thesis (Ph.D.)--Oklahoma State University, 1996.

Scope and method of study. For this study, I set out to determine whether technical writing textbook pedagogy has undergone or is undergoing a pedagogical paradigm shift. I conducted two extensive historical reviews. First, I reviewed the scholarly literature on the process orientation and the product orientation for teaching writing in composition and rhetoric, business writing, and technical writing. Second, I reviewed college-level technical writing textbooks from their origin in the early 1900s to the present. I then analyzed the textbooks and labeled each as either process or product oriented.

ISBN: 0591397927Subjects--Topical Terms:

599244
Education, History of.

The paradigm shift in technical writing textbook pedagogy.
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245 1 4 $a The paradigm shift in technical writing textbook pedagogy.
300 $a 154 p.
500 $a Source: Dissertation Abstracts International, Volume: 58-04, Section: A, page: 1223.
500 $a Adviser: Thomas Warren.
502 $a Thesis (Ph.D.)--Oklahoma State University, 1996.
520 $a Scope and method of study. For this study, I set out to determine whether technical writing textbook pedagogy has undergone or is undergoing a pedagogical paradigm shift. I conducted two extensive historical reviews. First, I reviewed the scholarly literature on the process orientation and the product orientation for teaching writing in composition and rhetoric, business writing, and technical writing. Second, I reviewed college-level technical writing textbooks from their origin in the early 1900s to the present. I then analyzed the textbooks and labeled each as either process or product oriented.
520 $a Findings and conclusions. The literature review of the writing process demonstrates: (1) that composition and rhetoric pedagogy has shifted from the product orientation to the process orientation and that some business writing scholars find merit in the process orientation for teaching business writing; (2) that technical writing pedagogy has shifted away from a product-dominated orientation and that no one has determined whether technical writing has undergone or is undergoing a pedagogical paradigm shift and why it shifted; (3) that the process orientation, combined with elements and samples of technical writing genres, is, in some scholars' opinions, a viable orientation for teaching writing.
520 $a The technical writing textbook review: (1) reveals that some technical writing textbooks, whether they are product-oriented or process-oriented, present elements and samples of technical writing genres, such as proposals, manuals, and reports; (2) demonstrates that technical writing textbook pedagogy shifted from a product-dominated orientation towards a process-dominated orientation but that it did not completely shift to a process-dominated orientation; (3) corrects the a misperception about technical writing textbook pedagogy by demonstrating that it has not completely shifted to a process-dominated orientation. The fact that these process-oriented textbooks include elements and samples of technical writing genres indicates that the authors of these process-oriented technical writing textbooks realize that some aspects of the product-oriented pedagogy, particularly elements and samples of technical writing genres, are effective pedagogical methods, especially when combined with the process orientation.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9730444