tech comm & prof writing

Tech Comm & Prof Writing


Please distribute this electronic CFP widely as appropriate.  Distribute
attached PDF in print.


200 word proposals due: October 15, 2006.  Conference date: Wednesday,
March 21, 2007, 8:30 a.m.
In conjunction with the 2007 CCCC Annual Convention, March 21-24, New
York City, New York

We take the City of New York as our example and model for re-building
and re-imagining the University as a site of resilient action. As we
make pilgrimage to Ground Zero, we see a city renewed, its citizens
united and defiant, economy and culture both booming and blooming.
Families are moving into the city center. Neighborhoods thrive. And New
York is a shining example of resilience in the face of challenge.
Following 9/11, the city was wounded, and significant economic change
rippled across the nation, challenging our sense of purpose as the
economy shifted to accommodate both business adjustment and physical
assault. This year in New York, we gather to consider the progress and
purpose of a city triumphantly renewed with purpose and vigor, to
consider the University as a city of knowledge challenged by political,
economic, and cultural forces. Therefore the Association of Teachers of
Technical Writing issues this Call for Papers and Posters for its 10th
annual conference to be held March 21, 2007 in New York City, New York.
The ATTW seeks 15-minute individual papers, 3-person panels, and posters
that report new research, theory and pedagogy that address:

* Emerging opportunities for technical communication in its most broad
definition: Nanotechnology, informatics, biotechnology, new media, and
other promising partners for research, teaching and pedagogy.

* Emplacement of technical writing in the University:  On the 10th
anniversary of the publication of Readings' The University in Ruins, how
have programs and departments prepared to rebuild, renew, and reimagine
institutional roles?  How do we articulate strengths and focus limited

* Discourses for knowledge building:  What discourses-ecology,
architecture, community, rhetoric, policy, design, metaphors, etc.-frame
our discussion of technical communication? How can we take New York,
Gotham, as inspiration for rethinking programs, diversity, and
engagement? Can New Yorkers offer us an example of unity of purpose and
perseverance in moments of crisis?

* Diversity and diversification: How can the field expand, improve, and
maintain effective relationships with traditional institutional partners
in computer science, business, medicine, and engineering as these fields
find themselves challenged by globalization and a culture actively
questioning science?  How do we participate, support, and lead change
among our established partners as we seek to innovate?

* How do urban centers interact with agricultural, sub- and ex- urban
areas? How can rural and urban Universities collaborate?  Consider
issues of insourcing, outsourcing, and globalization. Articulate our
participation in rebuilding and re-envisioning local and global
communities and economies.  These roles redefine technical communication
and technical rhetors as partners in resilient, innovative communities.

* What historical lessons inform our current attempts to engage and
overcome the challenges we face? Is this current moment without
precedent, or are there examples, histories, narratives, and experiences
that effectively inform, contextualize, and help us analyze current
questions? What precedents exist within rhetorical and related field(s)
of research for engaging and participating in our communities?

* Building and rebuilding technical communication as a research
discipline: Empirical research supports resilient inquiry: describe
research projects using new and proven methods to make knowledge.

200 word proposals are due October 15, 2006.  Proposals can be made in
one of three formats: (1) Individual, 15 minute paper presentation; (2)
Three-person, 45-minute panel proposal, or (3) Poster presentation,
day-long publicly displayed.  Submit proposals via the ATTW website [ ].  Information and updates will be posted to [ ATTW-L ]
email discussion forum. For additional information, contact Michael J.
Salvo at Purdue University [ ] or Carol Johnson at The
New Jersey Institute of Technology [ cjohnson@ADM.NJIT.EDU ].  New
teachers of technical and professional writing are particularly invited
to attend the conference, as are CCCC attendees interested in technical

Orange Journal Re-Launched

Since 2001, the Orange Journal of Technical Communication ( has been an experimental graduate journal that strove to foster critical thinking on a variety of issues important to technical communicators. It has been located since its inception within the EServer Technical Communication Library, and built with minimal automation, to permit student authors to post their papers without dependence upon ephemeral online publishing technologies.

But this past week that has changed. Under the leadership of a new editorial board of graduate students, a new, growing advisory board, and with a new, open-source, database-driven content management system, this week the journal released issue 6:4 (volume 6, number 4) and re-launched under a new URL ( This will allow student authors to create their papers within a Microsoft Word-like editing environment (Kupu) directly within the web browser, will allow readers to post comments and discussion, and will allow editors to assemble issues much more flexibly, still using submissions from graduate students' submitted end-of-semester research papers.

Digital Writing Across the Curriculum - A Web resource and some questions

At The TLT Group (a non-profit that works with educational institutions), we've been gathering examples of college level, academic 'writing' in disciplinary courses (i.e, 'digital writing across the curriculum')

We're doing this to try to answer a question: should colleges (and high schools) be teaching students the rhetoric of writing online (e.g., creating web sites; dealing with intellectually and emotionally difficult problems through online conversation) in order to enrich the teaching options available to faculty teaching advanced courses. For example, are the options of teaching literature, history, engineering, law, math and/science enriched if students enter those classes as able to write with digital media as they are to write traditional essays and research papers?


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