Communication across the CurriculumEnhancing LSU students’ learning experiences

and communication skills

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AWARD-WINNING

CATALYST FOR EXCELLENCE

INNOVATIVE TEACHING & LEARNING

technological

visualwriting

speaking

four modes

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C-I CoursesCommunication

Studios

Faculty Resources

Distinguished Communicators

LSU CxC

Discipline-specific, communication-focused learning

Building 21st century transferrable skills

Faculty support & collaboration

Preparing & recognizing exceptional students

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why?

cxc.lsu.edu“An LSU graduate will

demonstrate effective communication of complex knowledge and ideas through written, oral, visual and technological media.

General Education Learning Outcome

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Communication is communication is communication.

WHY?

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Communicator(s)

Subject & Purpose

Audience

Rhetorical Triangle

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Communication is not communication is not

communication.

WHY NOT?

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Discipline-specific communication

Resulting communication:

Article in a physics journal

F=mg

LUNCH!

Resulting communication:

Public service announcement for “Buy Local”

Oh, Eve. . .

Resulting communication:

Short story

Cancel the doctor’s appointment!

Resulting communication:

Poster presentation at a nutrition

conference

Johnny Appleseed!

Resulting communication:

Historical biography

Discipline-Specific Communication

Understand your sources

Don’t quote from your sources

Don’t plagiarize

Practice summarizing

Think about where you are going before you begin to write

Write to illuminate, not to impress

Support all statements of fact & opinion with evidence

Distinguish fact from possibility

Sharply focused

Clearly state argument

Build step-by-step using carefully acknowledged evidence

Write clearly with the intended audience in mind

Include original, dispassionate thoughts of the author

Writing for Biology (Pechenik) Writing about History (Marius)

rhetorical knowledge

information literacy

critical thinking

subject-matter

expertise

genre knowledge

communication processes

Adapted from “College Writing and Beyond,”

2007.

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Expert Discipline-Specific Communication

• What kinds of academic or professional communications would demonstrate “expert discipline-specific communications” in your field?

• What kinds of disciplinary thinking skills and research skills would be needed to produce such a communication?

• How can you effectively teach the skills of communicating, thinking, and conducing research in your discipline?

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1.level of thinking

2.rhetorical knowledge

TEACHING CONSIDERATIONS ACROSS DISCIPLINES

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom’s Taxonomy

making decisions and supporting views; requires understanding of values

combining information to form a unique product; requires creativity and originality

identifying context, components; determining arrangement, logic, content, style

restating in your own words; paraphrasing, summarizing, translating

using information to solve problems; transferring theoretical ideas to practical situations; identifying connections & how they apply

memorizing verbatim; remembering, but not understanding

3”

4”

A = 12 sq.”

A= L x W

1 2 3 4

5 6 7 8

9 10 11 12

3”

4”

12 sq.”

kitchen

pantry entry

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom’s Taxonomy

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:the ability to analyze & act on understandings of writer’s role, audiences, purposes, and contexts in creating and comprehending texts

RHETORICAL KNOWLEDGE

Communicator(s)

Subject & Purpose Audienc

e

role, co-authored?relationship to audience; knowledge of subject

roles, knowledgeattitudes, values, feelings, needs

familiar material or need for research; inform, explain, analyze, persuade, express, entertain

genre, organization, style, format, grammatical “correctness”

Rhetorical Triangle

text

Contexts for Communications: disciplinary, social, political, economic, academic, situational

• Rhetorical Knowledge

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Communication across the Curriculum

2010 Program of ExcellenceConference on College Composition & Communication

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