Understanding the rhetorical engineer
Abstract
The purpose of this dissertation is to describe the development of the Purdue School of Mechanical Engineering Writing Enhancement Program and its definition of good engineering writing. Based on the work with the Mechanical Engineering Faculty and the Writing Enhancement Program, it was determined that good engineering writing is aware of its need to address specific rhetorical contexts and expectations. The Writing Enhancement Program was created to provide additional writing instruction to undergraduate mechanical engineering students Purdue University. Its development did not follow standard writing across the curriculum methods; it was developed following a modified writing center methodology. The modifications stressed collaboration between the Mechanical Engineering Faculty and the coordinator; they also stressed the need for the coordinator to learn how to write like an engineer so he could better understand and describe good engineering writing. This unique development method resulted in a number of important discoveries, specifically that good engineering writing is sensitive to the rhetorical contexts and expectations of not only engineering writing but also engineering practices. It is recommended that the Writing Enhancement Program and its definition of good engineering writing be used as a template to build custom writing programs for engineering schools and departments.
Degree
Ph.D.
Advisors
Johnson-Sheehan, Purdue University.
Subject Area
Engineering|Technical Communication|Higher education
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