[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-598812-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-598812-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","toward-a-technical-communication-made-whole-spring-2016-issue","Toward a Technical Communication Made Whole - Spring 2016 - Issue","","This article explains how the authors integrate Jody Shipka’s creativity and rhetorical awareness approach into a Professional Writing, Rhetoric, and Technology major at the University of South Florida. The article distinguishes postpedagogy from postcomposition and argues that postpedagogy reflects educational theory emphasizing disequilibrium. It reports student reactions to a disequilibrating pedagogy using an IRB-approved survey, aiming to help instructors address assessment challenges and anticipate discomfort and resistance.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/toward-a-technical-communication-made-whole-spring-2016-issue/598812/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/toward-a-technical-communication-made-whole-spring-2016-issue/598812.png","ImageObject",300,407,{"name":42,"@type":43},"jay","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What pedagogical approach does the article integrate into the university program?","Question",{"text":63,"@type":64},"The authors integrate Jody Shipka’s approach to creativity and rhetorical awareness into a Professional Writing, Rhetoric, and Technology major at the University of South Florida.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the article distinguish postpedagogy from postcomposition?",{"text":68,"@type":64},"The article argues that postpedagogy differs from postcomposition and echoes educational theory that stresses the importance of disequilibrium.",{"name":70,"@type":61,"acceptedAnswer":71},"How do the authors study student responses to the pedagogy?",{"text":72,"@type":64},"The authors report student responses collected through an IRB-approved study using survey responses.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},598812,1792165109,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Current Issue  From the Editors  Weblog  Editorial Board  Editorial Policy  Submissions Archives  Accessibility  Search  \nComposition Forum 33, Spring 2016  \nToward a Technical Communication Made Whole: Disequilibrium, Creativity, and Postpedagogy  \nMarc C. Santos and Megan M. McIntyre  \nAbstract: This article details how we integrate Jody Shipka’s approach to creativity and rhetorical awareness into a Professional Writing, Rhetoric, and Technology major at the University of South Florida. We situate Shipka’s pedagogy alongside postpedagogy, differentiating the latter from postcomposition. In short, we argue that postpedagogy echoes educational theory that insists upon the importance of disequilibrium. We then report how our students respond to our disequilibrating pedagogy, collecting survey responses via an IRB approved study. We hope these responses can help instructors interested in our postpedagogical notion of creativity anticipate and prepare for student discomfort and resistance—to recognize the fine distinction between productively confused and hopelessly lost. With that goal in mind, we conclude by addressing difficult questions of assessment.  \nIntroduction  \nThis article details how we perceive the relationship among postpedagogy, creativity, and technical communication. A major inspiration for this article is Jody Shipka’s Toward a Composition Made Whole. Shipka argues for an approach to multimedia composing that moves away from emphasizing recognizable finished products in favor of developing a robust rhetorical awareness and material process that can be applied across a range of mediums, genres, and situations. To make composition “whole” for Shipka is to prioritize rhetorical and material awareness by stressing the importance of “flexibility, adaptation, variation, and metacommunicative awareness” over the“acquisition of discrete skills […] that are often and erroneously treated as static and therefore universally applicable across time and diverse communicative contexts”(83) . Her emphasis, then, is not so much on producing final products as it is on cultivating a conscious and repeatable familiarity with the composing process. In fact, this process might produce objects less familiar to either teacher or student.  \nShipka realizes this cultivation via what we term a disequilibrating pedagogy, one that subverts students’expectations for clear instructions and “to do” checklists. Below, we argue that Shipka’s approach resonates with postpedagogy, and we seek to position her among myriad theorists working with and through that term. Despite their differences, postpedagogical theorists are generally united in their commitment to student-directed learning, to crafting assignments and environments that force students to articulate their own concerns that shape the purpose, audience, and/or medium of their work. We will flush out postpedagogy further below; for now, we would maintain that Shipka certainly reflects this preliminary definition. We would point to her refusal to supply students with “a list of non-negotiable steps that must be accomplished in order to satisfy a specific course objective,” which is based on her belief that  \n[…] students who are provided with tasks that do not specify what their final products must be and that ask them to imagine alternative contexts for their work come away from the course with a more expansive, richer repertoire of meaning-making and problem-solving strategies. (101)  \nWe agree with Shipka’s argument that working outside the expectations and forms of established genres expands students’ creative capacity, autonomy, and their ability to negotiate ambiguity, skills that are particularly useful in the current hyper-competitive job market. A 2013 Hart Research Associates survey, conducted on behalf of the  \nAssociation of American Colleges and Universities, suggested that these are skills employers value: when asked whether creativity and innovation were key to their compa","cbCainyHmcIymUXb","https://ap.wps.com/l/cbCainyHmcIymUXb","pdf",354063,15,"English","# Introduction\n## Postpedagogy, creativity, and technical communication\n## Disequilibrating pedagogy and student-directed learning\n## Disequilibrium in educational theory and inquiry\n## Ecological and complex learning approach","[{\"question\":\"What pedagogical approach does the article integrate into the university program?\",\"answer\":\"The authors integrate Jody Shipka’s approach to creativity and rhetorical awareness into a Professional Writing, Rhetoric, and Technology major at the University of South Florida.\"},{\"question\":\"How does the article distinguish postpedagogy from postcomposition?\",\"answer\":\"The article argues that postpedagogy differs from postcomposition and echoes educational theory that stresses the importance of disequilibrium.\"},{\"question\":\"How do the authors study student responses to the pedagogy?\",\"answer\":\"The authors report student responses collected through an IRB-approved study using survey responses.\"}]","Toward a Technical Communication Made Whole - Spring 2016 - Issue | PDF",1792087646,38]