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The service paradigm in technical communication: Theory, pedagogy, practice.

机译：技术交流中的服务范式：理论，教学法，实践。

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摘要

Technical communication is defined by a paradigm of service. Simply put, technical communicators accept and sustain the attitude that their profession and its activities are less important than their technological and scientific counterparts. From a broad perspective, the service paradigm is evident in the struggle of technical communicators for professional and disciplinary status, in the low value of technical communication work in organizations, in the attitude that technical communication is a skills-based pedagogical endeavor, and in the drive to anchor all scholarly activities in practical and pedagogical applications.;In the past two decades, a marginailized element of the professional community in technical communication has struggled to redefine technical communication as a communicative activity, not a technological one. Now, technical communicators suffer from an identity crisis. The dominant perspective---that technical communication is a practical activity---is carried by the momentum of tradition. The marginal position---that technical communication is a complex, socially demanding profession---challenges tradition with scholarly rigor. Teresa C. Kynell connects the tension in the professional community to the growth of technical communication: "Although technical writing was born ultimately of need, its potential in a technological society became larger than the need it was originally devised to fulfill" (Writing in a Milieu of Utility 88). That is, traditional models of technical communication are no longer adequate to contemporary demands of the profession.;This dissertation examines the foundation and impact of the service paradigm and the struggles of the technical communication professional community to establish and sustain a healthy sense of identity In contemporary professional contexts. To that end, this dissertation has three overarching goals. (1) To examine the conceptual divisions that sustain the service paradigm in technical communication theory, pedagogy, and practice. (2) To examine the divergence of traditional and revisionary interpretations of authority and responsibility in technical communication. (3) To search for common ground between traditional and revisionary conceptions of technical communication, and to extend both in directions that are both relevant to and critical to the programmatic and professional growth of our whole professional community in the next century. These goals contribute to understanding technical communication as a profession defined by service, and thus to entertaining possibilities for professional, pedagogical, and scholarly independence.
机译：技术交流由服务范式定义。简而言之，技术传播者接受并维持这样一种态度，即他们的专业及其活动不如技术和科学同行重要。从广泛的角度来看，服务范式在技术传播者争取专业和学科地位的斗争中，在组织中技术传播工作的价值不高，技术传播是基于技能的教学方法的态度以及在过去的二十年中，技术交流中专业社区的边缘化群体一直在努力将技术交流重新定义为交流活动，而不是技术交流活动。现在，技术传播者遭受身份危机。主流观点-技术交流是一种实践活动-是由传统势头所承载的。边缘地位-技术交流是一项复杂的，对社会要求很高的职业-挑战着学术严谨的传统。 Teresa C. Kynell将专业团体中的紧张状况与技术交流的增长联系起来：“尽管技术写作最终源于需求，但它在技术社会中的潜力却大于最初为满足需求而设计的需求。”（ Utility 88的Milieu）。也就是说，传统的技术交流模式已不再适合当代专业的需求。本论文研究了服务范式的基础和影响以及技术交流专业人士在建立和维持健康的认同感方面的努力。当代的专业背景。为此，本论文具有三个总体目标。 （1）研究在技术传播理论，教学法和实践中维持服务范式的概念划分。 （2）研究技术交流中权威和责任的传统解释和修订解释之间的差异。 （3）寻找传统的和修订的技术交流概念之间的共同点，并在与下一个世纪我们整个专业社区的计划和专业发展既相关又至关重要的方向上进行扩展。这些目标有助于将技术交流理解为由服务定义的职业，从而为实现专业，教学和学术上的独立性提供娱乐性。

著录项

  • 作者

    Williamson, William James.;

  • 作者单位

    Michigan Technological University.;

  • 授予单位 Michigan Technological University.;
  • 学科 Rhetoric.
  • 学位 Ph.D.
  • 年度 2000
  • 页码 232 p.
  • 总页数 232
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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