424 Portfolio Page

This is a story of how one technical writing mastermind took a lost student under his wing. A story of a lost soul who found the value of rhetoric within a mind-blowing educational context. A story of hard work, determination, a will to succeed. Maybe, just maybe, a story that will live on forever...........

You have reached the front page of my online 424 portfolio. This class has taught me a lot about technical writing and rhetorical thought, and here I am sharing the infinite wisdom with you. Of course, it is more of Steve Benninghoff's wisdom, the professor that can take the word "context" and take it to the stars.....

In this class we read a variety of pieces of from technical writing and communication professionals. We discussed at length different arguments and principles associated with rhetorical teaching through school, classroom and professional life.

Even though I have completed this course, and I am fully prepared for you to scroll down this screen, I still am nervous....

Technical Writing is more than words. It goes beyond conventional classroom teaching. I hope that I "got it". And more importantly, I hope you do as well.

And Then The Confusion Lifted...And Out Sprang These Memos....

Contextualizing the TIM & PDM

This was the first assignment given to us by our sensei (or professor). There was no requirements for the two memos, as we initially completed a few random drafts of introductions using the principles we had been taught in previous classrooms. It became apparent that the conventional classroom expectations did not apply when we had to also include a PDM, or Process Documentation Memo. The PDM was a memo explaining and over viewing the processes in which we took to consistently improve our original Team Introduction Memo.

The TIM's purpose was threefold. One, it allowed us to introduce ourselves to the professor and classmates. Two, it demonstrated basic principles in technical writing. That included headlines, subheadings, use of bold and italics, etc. to organize and clarify a written work. Three, a theme throughout the semester, we were to tie our reading of book material to the way we anticipated to write the memo (based on previous learning environments). That being compared to the final product.

The PDM was a memo that detailed our progress throughout the construction of the TIM. In addition, the PDM was in itself a tool to learn context and rhetoric as related to technical writing.

Within minutes of entering the class I was unbelievably confused. Within a week the confusion grew to anger. Four years of writing classes and I never had a difficult time understanding or doing the work. Ever. Then came this class and this TIM. I wrote the TIM. It wasn't good enough.
The anger grew to frustration. I wanted to drop the class and never come back.

In previous classes I had always been told "This is what you have to do. It is due on...". I was given the context, the situation, the process of evolving and changing the document. In 424 I was supposed to study and learn the context myself. As a technical writer, one must be aware of the way we write, our persuasion and purpose (rhetoric) and be able to understand our audience and their intentions/expectations. All of this would then tie into the PDM, where the processes are organized for personal benefit or the benefit, of, say, the instructor.

Contextualizing the Creative Rhetoric Scenario

The Creative Rhetoric Scenario (CRS) assignment's purpose was to relate a situation/conversation relative to our everyday lives to the study of rhetoric. We had to address the context of the conversation, state it, and, finally, look at the rhetorical importance and value of the conversation. The conversation I choose was an actual discussion that took place with a girl I work with in regards to her troubled relationship.

My CRS was based on the idea of persuasion (both purposeful and non) in my verbal communication. Because technical writing relies on understanding the context of your work, and applying your messages using the principles of rhetoric, this conversation was an obvious choice. this CRS developed the idea that you can "say one thing and do another" all the while accomplishing multiple goals: To satisfy your intended audience and deliver your message at the same time.

Reflecting on the Creative Rhetoric Scenario

The idea of studying a conversation seemed beneath a level 400 class. But, as the theme continues, it turned out to be an imperative introspective look at how I communicate and the relation it has to the class. Once again sensei Benninghoff used professional, creative skill to deliver the Daniel-San message.

Surprisingly, my Audra example turned out to be a great metaphor for the ideas we were being taught. In addition to adding constructive examples to class, I also was able to get a better understanding of technical writing. I also was able to, with class discussion, realize there was a lot of different things occurring in the conversation.

It hurt for a bit. It stung. But as we read material, and discussed how we are taught the "easy way" of writing and communication, I realized something.

We are all fake. And written communication depends on it. A crude way to word it, maybe, because I could use "extrinsic", "rhetoric", "principle", etc. a million times to soften it. But we are all fake in a way when we communicate, but our audience and our message depends on it.

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Famous Chris Checkin' Out the Famous Bar at the Famous Dave's.

Contextualizing the Context & Genre Analysis Project

This was the mother of all projects for ENG 424 Technical Writing. This assignment called for looking at a particular context close to yourself and studying how documents worked (or didn't) in that context. For this assignment you had to understand and demonstrate:

The Context and Genre Analysis was set up in a template for students to follow. Although the template was complete with headings, subheadings, etc. it still left plenty of room for additional discussion and graphics. In fact the assignment mandated multiple illustrations (to be used in the "discussion" or "data" sections) to help clarify the context, documents, and the document use. Based on research of previous students a "life cycle" illustration is the most used.

I choose the context of the bar at a restaurant named Famous Dave's in Westland, MI. The timeline of this context was restricted to one Friday night shift, one of the busiest days for the company. I looked at the "chaos" of a restaurant on a day as busy as this and studied how the documents in use organized and aided the restaurant's business practices.

Reflecting on the Context & Genre Analysis Project:

This was by far the most difficult assignment we had throughout the semester. The idea of looking at something as simple as a document in use is a lot more than a menial task. For the project I used a multitude of research techniques.

This final project's intent, to me, was for us as students to develop our own ideas we have developed throughout this class and, in our own words, demonstrate what the sensei has been cautiously and meticulously teaching us.

Like Mr. Myagi once said: Daniel-san, never put passion before principle. Even if win, you lose.


Christopher Polack in Portfolio Form! (Hit me up!) This is a story of how one technical writing mastermind took a lost student under his wing. A story of a lost soul who found the value of rhetoric within a mind-blowing educational context. A story of hard work, determination, a will to succeed. Maybe, just maybe, a story that will live on forever........... Daniel: Wouldn't a fly swatter be easier? Miyagi: Man who catch fly with chopstick accomplish anything. Daniel: Ever catch one? Miyagi: Not yet. From Troublemaker to Rhetorical Genius. Okay, Somewhere in Between... You have reached the front page of my online 424 portfolio. This class has taught me a lot about technical writing and rhetorical thought, and here I am sharing the infinite wisdom with you. Of course, it is more of Steve Benninghoff's wisdom, the professor that can take the word "context" and take it to the stars..... In this class we read a variety of pieces of from technical writing and communication professionals. We discussed at length different arguments and principles associated with rhetorical teaching through school, classroom and professional life. Even though I have completed this course, and I am fully prepared for you to scroll down this screen, I still am nervous.... Technical Writing is more than words. It goes beyond conventional classroom teaching. I hope that I "got it". And more importantly, I hope you do as well. The Team Introduction Memo (TIM) and Process Documentation Memo (PDM): And Then The Confusion Lifted...And Out Sprang These Memos.... Contextualizing the TIM & PDM This was the first assignment given to us by our sensei (or professor). There was no requirements for the two memos, as we initially completed a few random drafts of introductions using the principles we had been taught in previous classrooms. It became apparent that the conventional classroom expectations did not apply when we had to also include a PDM, or Process Documentation Memo. The PDM was a memo explaining and over viewing the processes in which we took to consistently improve our original Team Introduction Memo. The TIM's purpose was threefold. One, it allowed us to introduce ourselves to the professor and classmates. Two, it demonstrated basic principles in technical writing. That included headlines, subheadings, use of bold and italics, etc. to organize and clarify a written work. Three, a theme throughout the semester, we were to tie our reading of book material to the way we anticipated to write the memo (based on previous learning environments). That being compared to the final product. The PDM was a memo that detailed our progress throughout the construction of the TIM. In addition, the PDM was in itself a tool to learn context and rhetoric as related to technical writing. Reflecting on the TIM & PDM Within minutes of entering the class I was unbelievably confused. Within a week the confusion grew to anger. Four years of writing classes and I never had a difficult time understanding or doing the work. Ever. Then came this class and this TIM. I wrote the TIM. It wasn't good enough. The anger grew to frustration. I wanted to drop the class and never come back. But magically the fog lifted, the angels sang and.... I Got It. In previous classes I had always been told "This is what you have to do. It is due on...". I was given the context, the situation, the process of evolving and changing the document. In 424 I was supposed to study and learn the context myself. As a technical writer, one must be aware of the way we write, our persuasion and purpose (rhetoric) and be able to understand our audience and their intentions/expectations. All of this would then tie into the PDM, where the processes are organized for personal benefit or the benefit, of, say, the instructor. [ on to project \| return to top ] The Creative Rhetoric Scenario: Audra wins in OT. Ouch. Contextualizing the Creative Rhetoric Scenario The Creative Rhetoric Scenario (CRS) assignment's purpose was to relate a situation/conversation relative to our everyday lives to the study of rhetoric. We had to address the context of the conversation, state it, and, finally, look at the rhetorical importance and value of the conversation. The conversation I choose was an actual discussion that took place with a girl I work with in regards to her troubled relationship. My CRS was based on the idea of persuasion (both purposeful and non) in my verbal communication. Because technical writing relies on understanding the context of your work, and applying your messages using the principles of rhetoric, this conversation was an obvious choice. this CRS developed the idea that you can "say one thing and do another" all the while accomplishing multiple goals: To satisfy your intended audience and deliver your message at the same time. Reflecting on the Creative Rhetoric Scenario The idea of studying a conversation seemed beneath a level 400 class. But, as the theme continues, it turned out to be an imperative introspective look at how I communicate and the relation it has to the class. Once again sensei Benninghoff used professional, creative skill to deliver the Daniel-San message. Surprisingly, my Audra example turned out to be a great metaphor for the ideas we were being taught. In addition to adding constructive examples to class, I also was able to get a better understanding of technical writing. I also was able to, with class discussion, realize there was a lot of different things occurring in the conversation. Audra said I was a fake when I explained the idea of rhetoric to her. It hurt for a bit. It stung. But as we read material, and discussed how we are taught the "easy way" of writing and communication, I realized something. We are all fake. And written communication depends on it. A crude way to word it, maybe, because I could use "extrinsic", "rhetoric", "principle", etc. a million times to soften it. But we are all fake in a way when we communicate, but our audience and our message depends on it. [ on to project \| return to top ] The Context & Genre Analysis Project: Famous Chris Checkin' Out the Famous Bar at the Famous Dave's. Contextualizing the Context & Genre Analysis Project This was the mother of all projects for ENG 424 Technical Writing. This assignment called for looking at a particular context close to yourself and studying how documents worked (or didn't) in that context. For this assignment you had to understand and demonstrate: The use of claims, warrants and evidence in technical writing The way documents work in a particular context Relations of our analysis to text reading Application of the idea of rhetoric Utilize the principles of organization and document processes The Context and Genre Analysis was set up in a template for students to follow. Although the template was complete with headings, subheadings, etc. it still left plenty of room for additional discussion and graphics. In fact the assignment mandated multiple illustrations (to be used in the "discussion" or "data" sections) to help clarify the context, documents, and the document use. Based on research of previous students a "life cycle" illustration is the most used. I choose the context of the bar at a restaurant named Famous Dave's in Westland, MI. The timeline of this context was restricted to one Friday night shift, one of the busiest days for the company. I looked at the "chaos" of a restaurant on a day as busy as this and studied how the documents in use organized and aided the restaurant's business practices. Reflecting on the Context & Genre Analysis Project: This was by far the most difficult assignment we had throughout the semester. The idea of looking at something as simple as a document in use is a lot more than a menial task. For the project I used a multitude of research techniques. This final project's intent, to me, was for us as students to develop our own ideas we have developed throughout this class and, in our own words, demonstrate what the sensei has been cautiously and meticulously teaching us. Like Mr. Myagi once said: Daniel-san, never put passion before principle. Even if win, you lose. [ on to project \| return to top ]	My Technical Writing Projects Team Introduction Memo: There is No I in Team. But There is a "M E" Creative Rhetoric Scenario: Audra's OT Victory Context-Genre Analysis: Famous Dave's Bar. Oh my.