seen from United Kingdom
seen from United States
seen from Hong Kong SAR China
seen from China
seen from China
seen from China
seen from Spain
seen from Spain
seen from United States
seen from Canada
seen from United States
seen from Italy
seen from China
seen from China
seen from Singapore
seen from United Kingdom
seen from Singapore
seen from China
seen from United States
seen from Philippines
Cheers and Merry Christmas 🤶 🎄 eve.. #Texas #revolver #bourbon #maplesyrup #cocktail #christmaseve #downtown #austin #driskill #shotbypixel #nofilter #teampixel @madebygoogle @googlepixel (at The Driskill) https://www.instagram.com/p/CmlCHc6OfKu/?igshid=NGJjMDIxMWI=
Driskill Mountain is the tallest “mountain” in Louisiana at 535 feet above sea level. Named for James Christopher Driskill, a man originally from Georgia who brought his 9 children to the area in the 1850′s. Located between Shreveport and Monroe, it’s a popular hiking area and is used for logging as well.
Russian House, debates with the bear & jazz at Driskill. Austin TX.
8.2019
The Driskill Hotel in downtown Austin, TX. It’s beautiful, spoopy and haunted. ☺️
Driskill Hotel Side Entrance
Driskill, Linda. “Understanding the Writing Context in Organizations” Writing in the Business Professions. Ed. Myra Kogen. NCTE: Urbana, IL. 1989. 125-145. Print.
In this article, Linda Driskill focuses on the idea of understanding contexts because the success or failure of business documents depends on contextual knowledge and how technical communicators use it (and is often discussed as “business savvy” in a business program). Her work develops specific approaches to particular aspects of communication (genres are the basis of communication courses, writing behaviors lead to standardization, technology is a source of behaviors) (57). From these three behaviors she develops a “systems approach to organizational behavior” and a pedagogical stance for teaching technical communication courses (57). These approaches are often, (a) not concerned with meaning (what Driskill calls a “company as a large abstract machine”), and (b) taught as a context free course (or generalizable information only zones) (57-58). By framing her work in this way, Driskill is able to separate the expectations from the actualities of the work in the field.
Her views on technical communication contradict previous work by Lester Faigley (his article on Nonacademic Writing) because, as Driskill claims, Faigley refuses to connect the idea of culture, and its definition, with other disciplines that work with culture. This is important to note because Faigley’s work is important to the field but by not connecting the ideas of culture with other disciplines, it limits the ways in which we as researchers, and teachers, can make connections to culture in the technical communication field. Because of these issues with Faigley and others, Driskill calls for a “greater congruence between organizational situations and rhetorical studies” (67). To do this she says, much like other researchers (Miller, etc.), that we need to develop much broader models of meaning and the sources of meaning in the writing contexts we teach and face. This is a similar call to genre research of Soliday, Prior, and Henze, because each of the researchers are arguing for a broadening of contexts and definitions that are using both organizational and rhetorical terminology as tools to guide decision making in technical communication (67).
Driskill’s article does some very interesting things for my potential area of study and dissertation research, such as separating the concepts of structure and culture as well as internal versus external contexts. It connects with much of my collected research on pedagogies in technical communication because of her call for more contextual learning and to a more thorough and explicit use of genre theory in preparing students for work beyond the academy (Mary Soliday and J. Blake Scott also make this call in their various works). Driskill’s piece also becomes an important historical text for my area of study because Driskill attempts to explain the connections and differentiations of discourse communities of both internal and external “sources of context” for technical communicators and technical communication courses. It’s also important to know that she also attempts to address what those contexts may mean for the writing processes (thinking about developing students). These are important things to consider when we develop or redesign more and more courses that are originally focused on technical writing or technical communication courses in specific disciplines (WID) and, as outsiders to the discipline, try to provide value and transfer opportunities to those students and programs through the pedagogies by tying coursework to “real world” writing.
2nite: Driskill 7-9pm Happy Birthday, Conner!! Boom, boom, boom, boom… @churchc3 @driskillbar @thedriskill @debbiecarlene @lorissajane4 @rodcrawfordaustin #driskillhotel #driskill #1000horses https://www.instagram.com/p/ChqKxInJMdC/?igshid=NGJjMDIxMWI=
2nite: Driskill 7-9pm Fri: The Texan (Corpus) 10pm-midnite Sat: 3 Legged Goat (Pflugerville) Mon: Armadillo Den 7-10pm Barefoot girls dancin' in the moonlight… @driskillbar @thedriskill @threeleggedgoattx @armadilloden #driskill #driskillhotel #armadilloden #armadillodenatx #1000horses https://www.instagram.com/p/ChGKR0WpjXv/?igshid=NGJjMDIxMWI=
