Technical Communication Quarterly Jul 2024

(Re)situating Professionalism: Using Course Documents As Tactical Tools in the Professional Writing Classroom

Alicia K. Hatcher Syracuse University ; Lerie M. Gabriel Syracuse University

Abstract

Through an auto-ethnographic critical reflection methodology, this article describes our attempts to use course documents as tactical tools of resistance within undergraduate professional writing courses. Using introspection to examine how our positionalities and values shape the choices we make when constructing course documents, we advocate for scholars and practitioners of rhetoric and technical communication to engage in a sustained practice of critical reflection as part of developing inclusive and equitable pedagogy and classroom coalition building.

Journal
Technical Communication Quarterly
Published
2024-07-02
DOI
10.1080/10572252.2024.2340442
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Topics
rhetorical criticism writing pedagogy technical communication professional writing qualitative research
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