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2. Computers & Composing: How the New Technologies Are Changing Writing. Studies in Writing & Rhetoric Series.

Author

Conference on Coll. Composition and Communication, Urbana, IL., Halpern, Jeanne W., and Liggett, Sarah

Abstract

Intended to (1) acquaint teachers with the potential of computers, (2) show them what changes writers may have to make in their composing habits, and (3) inform teachers of the changes they may have to make in course syllabi to prepare students for the demands of the electronic world, this book examines the impact of technology on composition instruction. The first chapter discusses the capabilities and rapidly growing use in the business and professional world of such electronic technology as telecommunication systems and audio and electronic mail systems. The second chapter distills information about dictation and word processing systems from an extensive review of research literature and from interviews with computer users and trainers at various business sites across the country. Based on this, the third chapter outlines the curricula required to enable students to be effective composers at the computer. The fourth chapter contains forecasts of the kinds of research still needed for teachers to develop fruitful programs and strategies in the composition classroom. Appendixes include materials from the interviews, and information on audio mail systems and dictation processes. (HTH)

Published
1984

3. Computer Graphics.

Author

Michigan Univ., Ann Arbor. Office of Research Administration. and Halpern, Jeanne W.

Abstract

Computer graphics have been called the most exciting development in computer technology. At the University of Michigan, three kinds of graphics output equipment are now being used: symbolic printers, line plotters or drafting devices, and cathode-ray tubes (CRT). Six examples are given that demonstrate the range of graphics use at the University. (1) Computer-animated movies can be made inexpensively by any faculty member in as little as two hours, using a camera, a bi-stable storage tube of the Computek Model 400/20, and a subroutine package called Polygraphics. (2) A system of architectural graphics, called ARCH:GRAPHIC, allows the user to manipulate a set of elementary objects such as cubes, quarter circles, ochtahedrons, stick figures, and any other unit he creates. (3) A graphic presentation of fibrillation of the heart is provided by computer printouts and on the CRT. (4) Of interest to industrial designers, systems have been worked out that present free-form surfaces and time-cost schedules. (5) Geographers use computers as automatic draftsmen and pictures processors. (6) Two application systems give engineering students opportunities to experiment at the CRT instead of at the drafting board. (MF)

Published
1970

7. Business Communication in China: A Second Perspective.

Author

Halpern, Jeanne W.

Abstract

Offers a perspective on English business communication courses in China based on visits to the Beijing Foreign Trade Institute and other universities in Nanjing, Yangzhou, Zenjiang, Wuxi, and Shanghai, May 26-June 11, 1982. Refers to and supplements EJ 275 999. (PD)

Published
1983

8. Getting in Deep: Using Qualitative Research in Business and Technical Communication.

Author

Halpern, Jeanne W.

Abstract

Summarizes recently articulated research needs in business and technical communication. Argues that qualitative studies of writing on the job and in the classroom are the most needed form of empirical research. Shows how research can be conducted using one type of qualitative research, ethnography. (JAD)

Published
1988

9. Teaching Writing: The Underlying Structure of Composition Courses.

Author

Halpern, Jeanne W.

Abstract

This paper identifies and describes the five components that underlie the structure of any advanced composition course: audience, purpose, voice, organization, and polish. Each component is illustrated with examples from technical writing, business writing, journalism, and academic writing. (FL)

Published
1980

10. Paper Voices: How Dictation and Word Processing Are Changing the Way College Graduates Write.

Author

Halpern, Jeanne W.

Abstract

Because of dramatic changes in the technology of written communication, college graduates are now producing letters, memos, and reports by dictating for word processing systems. Case studies from structured interviews with 28 people in business, industry, government, and the professions show that the composing process of writers who use the new systems includes three stages: predictation planning, dictating, and revising, editing, and correcting. Difficulties in each stage stem from differences between the recursive writing process and the requirements of producing speech that sounds like writing. Among the difficulties are (1) thinking through paragraphs, sentences, phrases, and words in advance; (2) attending simultaneously to the needs of the long term audience (the addressee) and the short term audience (the keyboard operator); and (3) making appropriate stylistic adjustments between habits of speech and conventions of writing. College writing teachers can prepare students to address these problems by helping them adapt the familiar process of writing to the unfamiliar requirements of speaking writing. (Copies of dictated letters with revisions marked are appended.) (HTH)

Published
1980

11. From Language to Voice to Writing, or How Writers Talk on Paper.

Author

Halpern, Jeanne W.

Abstract

While editors have no way of encoding most of the features of the human voice, they are often able to use punctuation and other devices to give the impression of speech. While retaining many distinctive features of a personal voice is possible in writing, considerations of voice are inseparable from considerations of textual features and audience adaptation. From an examination of 1,500 pages of edited transcript from the oral biography project, "Bill Haber Remembers," several grammatical differences between speaking and writing emerge: pronoun preference, parenthetic syntactic embedding, parallelism, and tense switching. Putting personal voices on paper depends almost entirely on understanding who the audiences for a given text are and what they require and expect. Editing, like speaking and writing, always depends on the audience. This has several implications for student personal writing: (1) teachers should emphasize that voice, text, and audience are interlocking concerns; (2) students do have control over the voice or persona they put on paper; (3) teachers should teach students to look critically at their work in terms of the conventions of writing; and (4) teachers should instruct students to anticipate their audiences. (HOD)

Published
1981

12. Effects of Dictation/Word Processing Systems on Teaching Writing.

Author

Halpern, Jeanne W.

Abstract

Because of dramatic changes in the technology of communication systems in business, industry, government, and the professions, college graduates are no longer writing the way they were taught to write. Instead of being physically engaged in a recursive pen-in-hand process, they are dictating their communications for word processing systems. A review of the literature on word processors and structured interviews with 28 users and managers of word processing systems demonstrate that writers now compose their communications by modifying all phases of the composing process to meet the requirements of the new systems. Such research on how writers compose on the new systems suggests that teachers can help business writing students adapt their writing to the new technology by (1) preparing students to anticipate the options new systems provide; (2) preparing students to conduct two concurrent monologues, one for the intended reader and one for the word processor or transcriptionist; (3) introducing a wide range of planning strategies, from generative heuristics to stereotypic patterning; (4) helping students internalize the conventions of written texts; (5) incorporating oral delivery in class instruction; (6) using highly adaptable review/revision procedures; and (7) emphasizing collaboration in all stages of the composing process. (HTH)

Published
1982

13. Responding in and to Journals.

Author

Halpern, Jeanne W.

Abstract

To explain the nature of the response process in journal writing, a simplified version of the theory of speech genres proposed by Mikhail Bakhtin is applied to excerpts from a journal by a college junior. Bakhtin's model of communication is continually interactive and dialogic, as though all voices from the speaker/writer's past are poised at the moment of utterance and spontaneously selected to suit subject, occasion, genre, and particularly addressees--and whatever voices "they" bring to bear on the moment of utterance. The theory's application to journals can show that journal writing is always part of a complex dialogue between students, teacher, and the melee of voices each individual brings to writing and reading. The excerpts from Janet's journal for example, illustrate the nature of the internal/external response process and also the manner in which the teacher's anticipated response determines how conventionally or imaginatively the generic form will be realized. To participate in the response process of journal writing, it is necessary to be the kind of respondent who takes the voices of students seriously and enables them to explore freely their own concerns, to experiment with language, and to break with convention. (MS)

Published
1988

14. Babbitt's Brothers & Sisters: Raising Ethical Issues in Business Literature.

Author

Halpern, Jeanne W.

Abstract

A college-level course in business literature is an ideal place to raise and discuss ethical issues. To be successful, a teacher of this course must engage student interest, help the students articulate and understand their own ethical attitudes, clarify the stance and artistry of the author, and refine student responses to ethical questions. When dealing with books such as "Iacocca: An Autobiography," Benjamin Franklin's "Autobiography,""The Rise of Silas Lapham,""A Cool Million,""Death of a Salesman,""The Pit,""Babbitt,""The Man in the Gray Flannel Suit," and "The Soul of a New Machine," the questions that consistently engaged student interest were: (1) "How will I balance my dedication to building a career with my respoinsiblity to a family?" (2) "What should I do when my personal values conflict with the accepted practices of business or industry?" and (3) "What happens when the traditional American image of success does not work for me and others like me?" Ideas for teaching about ethics in business literature can be applied to other courses such as technical or business writing classes, or other literature courses, especially classes with a diverse, career-oriented clientele. (SRT)

Published
1986

15. How to Start a Business Writing Lab.

Author

Halpern, Jeanne W.

Abstract

Provides guidelines for establishing a business writing laboratory for college to meet student needs. Suggests ways to select and train tutors, prepare materials, and develop an effective public relations program for the lab. Offers sample materials used in one such lab. (FL)

Published
1981

16. What Should We Be Teaching Students in Business Writing?

Author

Halpern, Jeanne W.

Abstract

Shows how to teach the six writing processes on-the-job writers will need: invention; adaptation for audience, clarification of purpose, organization, control of voice or persona, and polishing. Processes are based on an informal survey of 125 writers in business, industry and government. Provides teaching methods and application. (PD)

Published
1981

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