Comparatively Mapping Genres in Academic and Workplace Engineering Environments

In the Engineering workplace, one must be able to negotiate many genres of writing: he or she must deliver updates, understand technical requirements, weigh project priorities, develop and carry out problem-solving techniques, all while using different forms of technical communication. Engineering work relies on the ability to flexibly transition between a variety of technical writing genres, while also navigating the broad array of technologies required to effectively complete these projects. However, the genres and types of writing present in the workplace do not always reflect the genres and types of writing undergraduate Engineering students complete during coursework. From a Rhetorical Genre Studies (RGS) perspective, this is a problem because genres are not preset templates but rather forms of social action and as such embody a community’s way of knowing, being, and acting; therefore, a disconnect between genres indicates a disconnect between academic and workplace communities of practice, leaving undergraduates underprepared to meet the expectations of workplace communities. The purpose of the project discussed in this paper is to develop a heuristic of common workplace genres of regional workplaces and explore whether these genres are receiving coverage in the engineering courses at a southeastern, midsize research institution. This exploration emerged from a grant-supported, interdisciplinary faculty learning community consisting of faculty from the Department of English (with Technical and Professional Writing specialties) and different departments in engineering and technology. One of the primary tasks of this community, shaped largely from a Writing in the Disciplines (WID) approach characteristic of the institution’s curricular and assessment bodies, was to map the current state of technical writing genres in engineering courses and to better understand the present gaps, if identified. This task was accomplished through workshop-based discussions and cross-disciplinary collaborative research. Based on the application of RGS methodologies to the interdisciplinary faculty learning community workshop, it is suggested that a genre-based categorization of writing tasks and projects in undergraduate engineering curricula is critically formative in working toward the holistic integration of writing across courses for the sake of preparation and conceptual-based student understanding of writing practices

Developing a Faculty Learning Community to Support Writing Across Different STEM Disciplines

Writing to learn is one of the very important pedagogical strategies in a variety of disciplines. This concept is not specifically addressed in the majority of engineering courses. Hence, university initiatives such as the Quality Enhancement Plan (QEP), emerging out of accreditation and institutional assessments, are focusing on infusing scholarship from other disciplines (in this case English) for the purpose of student learning improvement. Engineering and Science programs do include various courses in English Composition as the part of the curriculum; however, writing is not embedded in all discipline-specific courses at the upper-division level. The program outlined here focuses on the exploration of possible methods for engineering and science faculty to embed more writing assignments in their STEM courses so that undergraduate students can adequately transfer what they learned from English courses and apply it in their specific discipline once they attain higher proficiency (at the junior and senior level). The project presented in this paper included the creation of a Faculty Learning Community (FLC) composed of English, Engineering, and Science scholars, with the goal of developing writing assignments that enhance student learning while also building off of writing concepts students learn in introductory writing courses. This paper evaluates the effect of the FLC on student learning and on faculty professional development

WriteSim TCExam - An open source text simulation environment for training novice researchers in scientific writing

BACKGROUND: The ability to write clearly and effectively is of central importance to the scientific enterprise. Encouraged by the success of simulation environments in other biomedical sciences, we developed WriteSim TCExam, an open-source, Web-based, textual simulation environment for teaching effective writing techniques to novice researchers. We shortlisted and modified an existing open source application - TCExam to serve as a textual simulation environment. After testing usability internally in our team, we conducted formal field usability studies with novice researchers. These were followed by formal surveys with researchers fitting the role of administrators and users (novice researchers) RESULTS: The development process was guided by feedback from usability tests within our research team. Online surveys and formal studies, involving members of the Research on Research group and selected novice researchers, show that the application is user-friendly. Additionally it has been used to train 25 novice researchers in scientific writing to date and has generated encouraging results. CONCLUSION: WriteSim TCExam is the first Web-based, open-source textual simulation environment designed to complement traditional scientific writing instruction. While initial reviews by students and educators have been positive, a formal study is needed to measure its benefits in comparison to standard instructional methods

The ecology of a digital environment: Using ecofeminist theory to understand Microsoft Word\u27s rhetorical design

Digital environments in which users compose affect how a users conceptualize the writing process and their ability to carry it out within constraints they feel are imposed by the software. The visual, textual, and verbal rhetorical articulations of the digital writing space make assumptions about the subjectivity of the user that come across through the choices of terminology and metaphor employed. These assumptions become particularly clear when the discourse communities from which the terminology and metaphors come are identified. Ecofeminist theory is interested in connections between articulations of environment and those who inhabit it; therefore, ecofeminist theory provides a basis for constructing a methodology for examining the rhetoric of a digital writing environment. An ecofeminist methodology illuminates the connection between environment and subjectivity and is grounded in ethical principles that include the acknowledgement of the agenda and position within the data research of the investigator. Additionally, because an environment is described by its ecology, this methodology uses ecology as a metaphor to develop a heuristic. Drawn from an examination of definitions of ecology from several scientific textbooks, the ecological heuristic examines exchanges, (the dynamic interactions and sharing of rhetorical resources such with the environment and other inhabitants within that space), influences, (local and global forces that affect the development of components), and evolution (historical forces that shape the development of the rhetorical components). Applying this methodology to the Graphic User Interface of versions of Microsoft Word from version 1.0 through version X for the Macintosh demonstrates several trends (1) there is an increase in the incorporate of discourse from computer technology and business; (2) Microsoft understands that its user base is changing and they are trying to compensate for a variety of user levels while retaining their corporate base; (3) the users are expected to have subjectivities that enable them to be able to understand the discursive practices in place in the software which can at times cause boundaries users must overcome to user the software effectively. The methodology outlined in this dissertation can be used both to assist in teaching critical computer literacy and the composition of new media

Isorenieratene Biosynthesis in Green Sulfur Bacteria Requires the Cooperative Actions of Two Carotenoid Cyclases▿ †

The cyclization of lycopene to γ- or β-carotene is a major branch point in the biosynthesis of carotenoids in photosynthetic bacteria. Four families of carotenoid cyclases are known, and each family includes both mono- and dicyclases, which catalyze the formation of γ- and β-carotene, respectively. Green sulfur bacteria (GSB) synthesize aromatic carotenoids, of which the most commonly occurring types are the monocyclic chlorobactene and the dicyclic isorenieratene. Recently, the cruA gene, encoding a conserved hypothetical protein found in the genomes of all GSB and some cyanobacteria, was identified as a lycopene cyclase. Further genomic analyses have found that all available fully sequenced genomes of GSB encode an ortholog of cruA. Additionally, the genomes of all isorenieratene-producing species of GSB encode a cruA paralog, now named cruB. The cruA gene from the chlorobactene-producing GSB species Chlorobaculum tepidum and both cruA and cruB from the brown-colored, isorenieratene-producing GSB species Chlorobium phaeobacteroides strain DSM 266T were heterologously expressed in lycopene- and neurosporene-producing strains of Escherichia coli, and the cruB gene of Chlorobium clathratiforme strain DSM 5477T was also heterologously expressed in C. tepidum by inserting the gene at the bchU locus. The results show that CruA is probably a lycopene monocyclase in all GSB and that CruB is a γ-carotene cyclase in isorenieratene-producing species. Consequently, the branch point for the synthesis of mono- and dicyclic carotenoids in GSB seems to be the modification of γ-carotene, rather than the cyclization of lycopene as occurs in cyanobacteria