Quantification of Engineering Disciplinary Discourse in Résumés: A Novel Genre Analysis With Teaching Implications

Fillenwarth, Gracemarie Mike; McCall, Mary; Berdanier, Catherine G.P.

doi:10.1109/tpc.2017.2747338

Cited by 16 publications

(23 citation statements)

References 39 publications

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Order By: Relevance

“…Obviously, determining relevance and value requires analyzing a job ad for the most important job duties, skills, and attributes. Many of us who teach the résumé already coach our students to read job ads for keywords (Diaz, 2013;Fillenwarth et al, 2018), which is the basis for relevance. In addition, it is worth noting that students can start at any point in this decision tree: for example, if their biggest concern is about discrimination, they can start with that and then move to Questions 1, 2, and 4.…”

Section: Using Reasons To Guide Actionsmentioning

confidence: 99%

A Framework for Résumé Decisions: Comparing Applicants’ and Employers’ Reasons

Randazzo

2020

Business and Professional Communication Quarterly

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What reasons do applicants use to write résumés, and what reasons do employers use to evaluate them? This article advocates for teaching reasons as a way to empower writers to make more nuanced, adaptive résumé decisions. Drawing from a study of 63 students, 20 advisors, and 24 employers, the article touches on résumé format, sections, and items; then it moves beyond formal features to compare eight reasons that participants used as a framework in their decision making: relevance, recency, value, personality, fluff, unprofessionalism, discrimination, and applicant fit. It ends with pedagogical suggestions for teaching this framework alongside résumé formal features.

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Section: Using Reasons To Guide Actionsmentioning

confidence: 99%

A Framework for Résumé Decisions: Comparing Applicants’ and Employers’ Reasons

Randazzo

2020

Business and Professional Communication Quarterly

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“…In "Quantification of Disciplinary Discourse: An Approach to Teaching Engineering Résumé Writing," Mary McCall, Gracemarie Mike Fillenwarth, and Catherine G. P. Berdanier offer a pedagogy for résumés that is counter to the typically adisciplinary advice that emphasizes form (e.g., parallel structure) over content. Based on their research into the discourse of engineering résumés (e.g., Fillenwarth et al, 2018), this chapter describes the classroom activities they have designed that emerged from this research. They ask undergraduate engineering students to code their résumés for "disciplinary discourse" using the American Association of Engineering Societies Engineering Competency Model, calculate a "density" score, revise their résumés accordingly, and reflect on their professional identity development.…”

Section: Teaching and Learning In The Disciplines: Diversity And Partmentioning

confidence: 99%

Introduction. On Connection, Diversity, and Resilience in Writing Across the Curriculum

Bartlett

Tarabochia

Olinger

et al. 2020

Diverse Approaches to Teaching, Learning, and Writing Across the Curriculum: IWAC at 25

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This volume emerged out of a desire to celebrate the twenty-fifth anniversary of the International Writing Across the Curriculum (IWAC) conference and mark this significant moment in time. When the call for proposals to host the 2018 conference came out, Margaret and Lesley were working together in the Office of University Writing (OUW) at Auburn University. IWAC had played a significant role in launching and sustaining the still-young WAC program at Auburn, and both OUW staff and other campus stakeholders agreed that it was time to give back to the community that had been so helpful to Auburn's writing initiative. The OUW staff appreciated the wide range of work represented at IWAC that happens at all levels and in all disciplines, work that supports a broad understanding of literate practices, so they proposed the theme of "Making Connections" and sought to continue the tradition of bringing many people with different types of expertise out of their institutional silos to learn together. When Margaret realized that the 2018 conference would mark its twenty-fifth anniversary, she suggested that Lesley invite other early-career colleagues whose work focused on WAC to co-edit a volume to commemorate this important milestone. Sandra and Andrea accepted Lesley's invitation, and the results of their collaboration are in the pages that follow. Like the IWAC 2018 conference at Auburn University, this volume seeks to connect the diverse ideas, practices, teachers,

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“…This approach stems from prior research that studied how the quantification and analysis of disciplinary discourse in engineering résumés can promote strong résumé writing and further students' professional development (Berdanier et al, 2016a(Berdanier et al, , 2016bFillenwarth et al, 2018). By "professionalism," we mean the "process whereby a person becomes a participant in conversations within and about a defined discipline" (Pennell et al, 2018, p. 72).…”

Section: Acknowledgmentsmentioning

confidence: 99%

“…First, a discipline as a "field of practice" includes both "occupations" like medicine, law, and engineering that require legal certification as well as "professions" that do not (Carliner, 2012, p. 51). Second, the term corresponds to our definition of engineering "disciplinary discourse" as "a tangible measure of an engineer's identification with the discipline of engineering" (Fillenwarth et al, 2018).…”

Section: Acknowledgmentsmentioning

confidence: 99%

Chapter 5. Making Connections Between Theory and Practice: Pre-Service Educator Disciplinary Literacy Courses as Secondary WAC Initiation

Goldsmith

2020

Diverse Approaches to Teaching, Learning, and Writing Across the Curriculum: IWAC at 25

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The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms.The WAC Clearinghouse, Colorado State University Open Press, and University Press of Colorado are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the Series editors are committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.

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Quantification of Engineering Disciplinary Discourse in Résumés: A Novel Genre Analysis With Teaching Implications

Cited by 16 publications

References 39 publications

A Framework for Résumé Decisions: Comparing Applicants’ and Employers’ Reasons

A Framework for Résumé Decisions: Comparing Applicants’ and Employers’ Reasons

Introduction. On Connection, Diversity, and Resilience in Writing Across the Curriculum

Chapter 5. Making Connections Between Theory and Practice: Pre-Service Educator Disciplinary Literacy Courses as Secondary WAC Initiation

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