Designing “Writing for Health and Medicine”

Course arcs, anchors, and action


  • Elizabeth Angeli Marquette University
  • Lillian Campbell Marquette University


rhetoric of health and medicine, technical and professional communication, Course Design, pedagogy, Social Justice


This article details how we developed a hybrid rhetoric of health and medicine and technical communication writing course in response to a call for a health sciences writing course. We anticipate that other institutions may be experiencing similar demand for these courses and thus introduce our process and course design as models for meeting this growing curricular need.


Download data is not yet available.

Author Biographies

Elizabeth Angeli, Marquette University

Elizabeth Angeli, Associate Professor of English at Marquette University and a spiritual director, has worked with prehospital care clinicians and educators to improve healthcare writing training and practice. Liz’s first book, Rhetorical Work in Emergency Medical Services: Communicating in the Unpredictable Workplace, won the 2020 NCTE CCCC Best Book in Technical and Scientific Communication Award. Her work has appeared in JEMS: Journal of Emergency Medical Services, Wisconsin Medical Journal, Jesuit Higher Education: A Journal, and Presence: An International Journal of Spiritual Direction. As a spiritual director, Liz teaches discernment-based writing classes and workshops and serves on retreat leadership teams.

Lillian Campbell, Marquette University

Lillian Campbell is Associate Professor of English and Director of Foundations in Rhetoric at Marquette University. Her research focuses on rhetorics of health and medicine, feminist rhetorics, and technical and professional communication. She is working on a book that examines how newcomers learn rhetorical body work in the fields of nursing, physical therapy, and tele-observation.




How to Cite

Angeli, E., & Campbell, L. (2023). Designing “Writing for Health and Medicine”: Course arcs, anchors, and action. Programmatic Perspectives, 14(1). Retrieved from