Writing has always shaped how humans think, analyze, and share information. From inscribed tortoise shells to the printing press, advancements in technology have changed not only how we store and transmit knowledge but also how we understand the world. At The University of Texas at Austin, Dr. Casey Boyle, Associate Professor and Director of the Digital Writing & Research Lab, helps students develop this skill through the Human Dimensions of Organizations (HDO) program, where he teaches writing, rhetoric, and critical thought. Dr. Boyle suggests that while we often view technology as the primary force shaping human experience, it’s also our systems of communication and rhetoric that influence how we see the world and what we believe is possible. As part of HDO’s curriculum, Dr. Boyle offers Writing and Researching Organizations, a course that guides students through various approaches to writing and research. While learning to plan, structure, and execute organization-based research projects, students also have the opportunity to explore writing from both philosophical and practical perspectives. “HDO is unique because it bridges the gap between philosophical reflection and real-world application,” says Dr. Boyle. “Students here aren’t just exploring abstract ideas. They’re actively figuring out how to apply them in their professional lives.”
Exploring Rhetoric
Rhetoric is often misunderstood as little more than empty persuasion, especially in fields like politics or advertising. But Dr. Boyle sees it as something much broader: a way for writers to navigate complex communication challenges. In his view, awareness of rhetorical structure is essential to making ideas resonate. “Rhetoric is the ability to look at a situation, understand all its components, and respond in kind,” he explains. “It’s not just about content—it’s about form, context, and audience. It’s the foundation of effective communication.” Understanding rhetoric empowers writers to adapt their messages for maximum impact, whether in a business report, research paper, or PowerPoint presentation. Dr. Boyle emphasizes that effective communication requires not only strong writing but also strategic thinking and adaptability. In his course, students explore how language, frameworks, and delivery influence decisions, alter perceptions, and either reinforce or challenge existing systems. “Every writing system has constraints—genres, rules, expectations,” Dr. Boyle says. “But constraints don’t have to be limiting. If you recognize them, you can use them as leverage.”
Motivation and Expectations
Corey joined the HDO program after finding it online and resonating with the concept. “I knew I wanted to do it. It felt right for me,” he told us. His move to Texas was partly driven by this desire to join the program, marking a significant career transition. Corey also valued the program’s small cohort-based approach. “I had incredibly high expectations, and I had an incredibly exceptional experience ,” he remarked, highlighting the program’s alignment with his educational aspirations.
The Student Apprenticeship
While many classes revolve around the teacher delivering lengthy lectures, Dr. Boyle prefers a different approach: engaging in meaningful discussions with students who genuinely want to learn. His passion for teaching stems from a simple (yet profound) desire to talk about writing with equally invested individuals. He sees his courses as spaces for exploration instead of one- way instruction, where ideas are examined together rather than dictated by the person at the front of the room. His goal is for his students to actively participate in a shared conversation. “I never wanted to be the kind of teacher who comes in and says, I know everything. Here you go. I see teaching as figuring things out together—working through problems, asking questions, and generating meaning as a group,” he explains. This apprenticeship-style approach makes Dr. Boyle’s classroom feel more like a cooperative workshop than an impersonal lecture hall. His students have self-selected into the discussion, which means they are just as invested in the subject matter as he is. This shared enthusiasm allows Dr. Boyle to learn from his students in return. “The best classrooms aren’t one-sided lectures,” he says. “They’re spaces where students and teachers work through problems together.” By encouraging discussion and eschewing rigid instruction, Dr. Boyle creates an environment where students feel confident engaging, challenging, and refining their understanding of writing. Ultimately, his teaching is less about transferring knowledge and more about discovering it collectively.
The Art of Refinement
Dr. Boyle encourages students to overwrite first and then refine. He often tells them that strong writing doesn’t come from hitting a target length but from exploring an idea fully and then trimming it to its most effective form. “To get a great five, or even a decent five, you need to write twenty, thirty, forty pages,” he asserts. In one memorable assignment, he asked students to draft a six-page paper and then rewrite the same content into just five hundred words—without losing its core meaning. “That’s when they really learned how writing works,” he adds. “This ability to preserve meaning is an essential skill that will allow students to deliver compelling content regardless of the form.
Questioning Philosophically, Acting Practically
HDO’s mission is to help professionals understand human systems while equipping them with practical skills to navigate them, a philosophy echoed by Dr. Boyle’s teaching style. In his courses, students don’t just learn how to write; they learn how to read the world around them. As Dr. Boyle teaches, meaningful contributions to writing come from an understanding of both content and form. The more his students understand how systems function and what they demand of the writer, the more effectively they can work in (and challenge) those systems. “Students realize that content isn’t enough,” he says. “You have to know the situation you’re writing into—what the audience needs, what the form allows, and how best to deliver your message.” In this way, Dr. Boyle teaches his students how to recognize the boundaries of writing systems and how to work confidently within them. “I want my students to be able to question philosophically but act practically,” he adds. “You need to think critically about the structures you’re working in, but you also need to learn how to work within them effectively.” This balance between thoughtful reflection and practical application illustrates Dr. Boyle’s impact on students. They examine not only how they write but also how they learn and think.
The Value of Rhetoric
Dr. Boyle’s courses go far beyond simple spelling and grammar. Through collective conversation, he equips students with the tools to write intentionally, engage efficiently, and act purposefully. Students looking for rote memorization and passive learning should steer clear of his classroom. What they’ll find instead is a lively, collaborative effort to understand how writing functions across a wide range of real-world settings. As he sees it, writing and thinking are deeply intertwined. When students learn to write with purpose and clarity, they also develop sharper thinking skills—a connection he often emphasizes in his teaching. As writing continues to shape how we understand the world, Dr. Boyle prepares students for the future through forward-looking principles built on curiosity, clarity, and purposeful action. His students leave as better writers and even better thinkers, ready to question philosophically and act practically in any field they choose.