Pub Date : 2022-07-12DOI: 10.1080/10572252.2022.2100485
Kari Campeau
ABSTRACT This article reports on an interview-based study with COVID-19 vaccine trial participants (n = 40) and addresses three strategies participants used to localize vaccine communication for their communities: (1) presenting embodied evidence, (2) demystifying clinical research, (3) operationalizing relationships. These strategies contribute to understandings of embodiment, relationships, and localization in technical and professional communication (TPC). They also show how participants used TPC to resist dominant individualist approaches to health and to practice collective care.
{"title":"Unofficial Vaccine Advocates: Technical Communication, Localization, and Care by COVID-19 Vaccine Trial Participants","authors":"Kari Campeau","doi":"10.1080/10572252.2022.2100485","DOIUrl":"https://doi.org/10.1080/10572252.2022.2100485","url":null,"abstract":"ABSTRACT This article reports on an interview-based study with COVID-19 vaccine trial participants (n = 40) and addresses three strategies participants used to localize vaccine communication for their communities: (1) presenting embodied evidence, (2) demystifying clinical research, (3) operationalizing relationships. These strategies contribute to understandings of embodiment, relationships, and localization in technical and professional communication (TPC). They also show how participants used TPC to resist dominant individualist approaches to health and to practice collective care.","PeriodicalId":45536,"journal":{"name":"Technical Communication Quarterly","volume":"32 1","pages":"149 - 164"},"PeriodicalIF":1.1,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48206156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/10572252.2022.2069288
Floyd Pouncil, N. Sanders
ABSTRACT This article offers an approach to providing identity-specific routes for engagement in pro-Black futures in distributed ways. We outline a model designed for Black practitioners and non-Black practitioners in professional environments to navigate their complex relationships given the historical, cultural, and social nature of coalitional work. We demonstrate this model as a possible pathway for situated and distributed everyday coalitional work through reflective and introspective storytelling based on individual and shared positionality.
{"title":"The Work Before: A Model for Coalitional Alliance Toward Black Futures in Technical Communication","authors":"Floyd Pouncil, N. Sanders","doi":"10.1080/10572252.2022.2069288","DOIUrl":"https://doi.org/10.1080/10572252.2022.2069288","url":null,"abstract":"ABSTRACT This article offers an approach to providing identity-specific routes for engagement in pro-Black futures in distributed ways. We outline a model designed for Black practitioners and non-Black practitioners in professional environments to navigate their complex relationships given the historical, cultural, and social nature of coalitional work. We demonstrate this model as a possible pathway for situated and distributed everyday coalitional work through reflective and introspective storytelling based on individual and shared positionality.","PeriodicalId":45536,"journal":{"name":"Technical Communication Quarterly","volume":"31 1","pages":"283 - 297"},"PeriodicalIF":1.1,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44400281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-17DOI: 10.1080/10572252.2022.2088973
Elizabeth Skerpan-Wheeler
{"title":"Raveling the Brain: Toward a Transdisciplinary Neurorhetoric","authors":"Elizabeth Skerpan-Wheeler","doi":"10.1080/10572252.2022.2088973","DOIUrl":"https://doi.org/10.1080/10572252.2022.2088973","url":null,"abstract":"","PeriodicalId":45536,"journal":{"name":"Technical Communication Quarterly","volume":"31 1","pages":"439 - 441"},"PeriodicalIF":1.1,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46851275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-14DOI: 10.1080/10572252.2022.2085809
Jennifer Sano-Franchini, Andrew M. Jones, Priyanka Ganguly, Chloe J. Robertson, Luana Shafer, Marti Wagnon, Olayemi Awotayo, Megan Bronson
ABSTRACT This Methodologies and Approaches piece interfaces conversations about social justice pedagogies in technical and professional communication (TPC), Black TPC, and online TPC instruction to discuss the social justice affordances of Slack in online instruction. Drawing on our experiences using Slack within an online graduate course during the COVID-19 pandemic, we consider how Slack supports pedagogical community building and accessibility in online instruction before presenting a framework for assessing instructional technologies in terms of social justice.
{"title":"Slack, Social Justice, and Online Technical Communication Pedagogy","authors":"Jennifer Sano-Franchini, Andrew M. Jones, Priyanka Ganguly, Chloe J. Robertson, Luana Shafer, Marti Wagnon, Olayemi Awotayo, Megan Bronson","doi":"10.1080/10572252.2022.2085809","DOIUrl":"https://doi.org/10.1080/10572252.2022.2085809","url":null,"abstract":"ABSTRACT This Methodologies and Approaches piece interfaces conversations about social justice pedagogies in technical and professional communication (TPC), Black TPC, and online TPC instruction to discuss the social justice affordances of Slack in online instruction. Drawing on our experiences using Slack within an online graduate course during the COVID-19 pandemic, we consider how Slack supports pedagogical community building and accessibility in online instruction before presenting a framework for assessing instructional technologies in terms of social justice.","PeriodicalId":45536,"journal":{"name":"Technical Communication Quarterly","volume":"32 1","pages":"134 - 148"},"PeriodicalIF":1.1,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41685321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-04DOI: 10.1080/10572252.2022.2085810
Erin Brock Carlson
ABSTRACT While entrepreneurship is a pervasive cultural concept, it is not universally applicable. Drawing on a year-long study with nonprofit workers, this piece articulates a frame for understanding technical and professional communication work within nonprofits rooted in comradeship, which privileges community needs, everyday people, listening, and solidarity across stakeholder groups. Such a frame offers a more nuanced understanding of how accountability frames the work of nonprofit employees and other stakeholders dedicated to social justice.
{"title":"“Who Am I Fighting For? Who Am I Accountable To?”: Comradeship as a Frame for Nonprofit Community Work in Technical Communication","authors":"Erin Brock Carlson","doi":"10.1080/10572252.2022.2085810","DOIUrl":"https://doi.org/10.1080/10572252.2022.2085810","url":null,"abstract":"ABSTRACT While entrepreneurship is a pervasive cultural concept, it is not universally applicable. Drawing on a year-long study with nonprofit workers, this piece articulates a frame for understanding technical and professional communication work within nonprofits rooted in comradeship, which privileges community needs, everyday people, listening, and solidarity across stakeholder groups. Such a frame offers a more nuanced understanding of how accountability frames the work of nonprofit employees and other stakeholders dedicated to social justice.","PeriodicalId":45536,"journal":{"name":"Technical Communication Quarterly","volume":"32 1","pages":"165 - 180"},"PeriodicalIF":1.1,"publicationDate":"2022-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46003164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-23DOI: 10.1080/10572252.2022.2079725
Brandi J. Fuglsby, Saveena (Chakrika) Veeramoothoo
ABSTRACT This article describes students’ emotional intelligence (EI) development when participating in the Trans-Atlantic and Pacific Project (TAPP) in two technical and professional communication (TPC) courses. The researchers used modified grounded theory to compile the emotions used for coding students’ weekly reflections, and content analyzed how the TAPP experience affected students’ EI development. Overall, the article emphasizes the importance of supporting TPC students’ EI development in low-stakes environments since EI directly impacted their actions when collaborating.
{"title":"Regulating Emotions for Social Action: Emotional Intelligence’s Role in TPC","authors":"Brandi J. Fuglsby, Saveena (Chakrika) Veeramoothoo","doi":"10.1080/10572252.2022.2079725","DOIUrl":"https://doi.org/10.1080/10572252.2022.2079725","url":null,"abstract":"ABSTRACT This article describes students’ emotional intelligence (EI) development when participating in the Trans-Atlantic and Pacific Project (TAPP) in two technical and professional communication (TPC) courses. The researchers used modified grounded theory to compile the emotions used for coding students’ weekly reflections, and content analyzed how the TAPP experience affected students’ EI development. Overall, the article emphasizes the importance of supporting TPC students’ EI development in low-stakes environments since EI directly impacted their actions when collaborating.","PeriodicalId":45536,"journal":{"name":"Technical Communication Quarterly","volume":"32 1","pages":"98 - 113"},"PeriodicalIF":1.1,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47405887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-22DOI: 10.1080/10572252.2022.2079726
Ryan Cheek
ABSTRACT In this article, I argue that the accelerated adoption of political technology during the COVID-19 pandemic evinces exigency for a rhetorically grounded framework to teach, research, and practice political technical communication (PxTC) as a sub-discipline. As a starting point, I use a rhetorical genre studies approach to identify political social actions that separate political communication technologies into four distinct genres: election, electioneering, constituent services, and punditry.
{"title":"Making a Case for Political Technical Communication (Pxtc)","authors":"Ryan Cheek","doi":"10.1080/10572252.2022.2079726","DOIUrl":"https://doi.org/10.1080/10572252.2022.2079726","url":null,"abstract":"ABSTRACT In this article, I argue that the accelerated adoption of political technology during the COVID-19 pandemic evinces exigency for a rhetorically grounded framework to teach, research, and practice political technical communication (PxTC) as a sub-discipline. As a starting point, I use a rhetorical genre studies approach to identify political social actions that separate political communication technologies into four distinct genres: election, electioneering, constituent services, and punditry.","PeriodicalId":45536,"journal":{"name":"Technical Communication Quarterly","volume":"32 1","pages":"121 - 133"},"PeriodicalIF":1.1,"publicationDate":"2022-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43547938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-13DOI: 10.1080/10572252.2022.2077454
M. Yusuf, Veena Namboodri Schioppa
ABSTRACT This article argues that through embodied presentations and the multimodal, international and intercultural affordances of YouTube, the rhetoric of Black hair care YouTubers is tactical TPC toward social justices. We note the interactive comments section as a place for technical communicators to identify and redress issues in normative instructional discourse. This scholarship extends TPC beyond “how to do it” and “how I do it” toward “how we must view it in order to do it.’
{"title":"A Technical Hair Piece: Metis, Social Justice and Technical Communication in Black Hair Care on YouTube","authors":"M. Yusuf, Veena Namboodri Schioppa","doi":"10.1080/10572252.2022.2077454","DOIUrl":"https://doi.org/10.1080/10572252.2022.2077454","url":null,"abstract":"ABSTRACT This article argues that through embodied presentations and the multimodal, international and intercultural affordances of YouTube, the rhetoric of Black hair care YouTubers is tactical TPC toward social justices. We note the interactive comments section as a place for technical communicators to identify and redress issues in normative instructional discourse. This scholarship extends TPC beyond “how to do it” and “how I do it” toward “how we must view it in order to do it.’","PeriodicalId":45536,"journal":{"name":"Technical Communication Quarterly","volume":"31 1","pages":"263 - 282"},"PeriodicalIF":1.1,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42577448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-13DOI: 10.1080/10572252.2022.2077452
Z. Majdik, James Wynn
ABSTRACT In this paper, we investigate two approaches to building artificial neural network models to compare their effectiveness for accurately classifying rhetorical structures across multiple (non-binary) classes in small textual datasets. We find that the most accurate type of model can be designed by using a custom rhetorical feature list coupled with general-language word vector representations, which outperforms models with more computing-intensive architectures.
{"title":"Building Better Machine Learning Models for Rhetorical Analyses: The Use of Rhetorical Feature Sets for Training Artificial Neural Network Models","authors":"Z. Majdik, James Wynn","doi":"10.1080/10572252.2022.2077452","DOIUrl":"https://doi.org/10.1080/10572252.2022.2077452","url":null,"abstract":"ABSTRACT In this paper, we investigate two approaches to building artificial neural network models to compare their effectiveness for accurately classifying rhetorical structures across multiple (non-binary) classes in small textual datasets. We find that the most accurate type of model can be designed by using a custom rhetorical feature list coupled with general-language word vector representations, which outperforms models with more computing-intensive architectures.","PeriodicalId":45536,"journal":{"name":"Technical Communication Quarterly","volume":"32 1","pages":"63 - 78"},"PeriodicalIF":1.1,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59630854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-12DOI: 10.1080/10572252.2022.2077453
Rebekah Shultz Colby
ABSTRACT This article argues that game design can be used to teach design thinking within a pedagogy of making. It analyzes qualitative survey responses from 12 writing teachers who asked students to design social justice games and argues that games not only give students practice in design thinking but that, as multimodal, embodied systems, games can enact social theories and, as such, be a way for students to empathize with and design for wicked social problems.
{"title":"Embodying empathy: using game design as a maker pedagogy to teach design thinking","authors":"Rebekah Shultz Colby","doi":"10.1080/10572252.2022.2077453","DOIUrl":"https://doi.org/10.1080/10572252.2022.2077453","url":null,"abstract":"ABSTRACT This article argues that game design can be used to teach design thinking within a pedagogy of making. It analyzes qualitative survey responses from 12 writing teachers who asked students to design social justice games and argues that games not only give students practice in design thinking but that, as multimodal, embodied systems, games can enact social theories and, as such, be a way for students to empathize with and design for wicked social problems.","PeriodicalId":45536,"journal":{"name":"Technical Communication Quarterly","volume":"32 1","pages":"181 - 195"},"PeriodicalIF":1.1,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45961986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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