Keywords

Communication of technical information, Electronic portfolios in education, Rhetoric

Abstract

Technical writing teachers have always struggled with understanding how to best deal with pedagogical issues including rapidly changing technology, audience construction, and transposing an academic ethos into a professional one. The expanding online world complicates these issues by increasing the pace of digital change, making the potential audience both more diffuse and more remote, and creating a more complex online rhetorical situation. E-portfolios provide a vivid way to examine this complex technological situation, and in this study, the author examines four cases of students creating online portfolios in a technical communication classroom. The author looks at both their e-portfolio process as well as their product, interviewing them to get a sense of how they used rhetoric, identity, and technology in an attempt to form a coherent professional presentation through a technological medium. In addition, the author looks at some issues inherent in e-portfolios themselves that may be applicable to a technical communication classroom, as this medium becomes ever more popular as a way of assessing both programs and the students themselves.

Notes

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Graduation Date

2011

Semester

Fall

Advisor

Wallace, David

Degree

Doctor of Philosophy (Ph.D.)

College

College of Arts and Humanities

Degree Program

Texts and Technology

Format

application/pdf

Identifier

CFE0004141

URL

http://purl.fcla.edu/fcla/etd/CFE0004141

Language

English

Release Date

December 2011

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Subjects

Arts and Humanities -- Dissertations, Academic, Dissertations, Academic -- Arts and Humanities

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