Communication across the CurriculumEnhancing LSU students’ learning experiences
and communication skills
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cxc.lsu.edu
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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