English 4010: Technical Writing in the Professions
Spring 2012, 11 Mar 2012 Revision
Instructor:
Office:
Office hours:
E-mail:
Phone:
English Department:
Meg VB Wood
426 Hoyt Hall
TBA
[email protected]
766-3166 / 766-6452 (English Department Office)
201 Hoyt Hall
* Be sure to read the Course Home area carefully for additional policies and expectations.
1. Course Description
English 4010 is a senior-level, writing-intensive course that focuses on preparing students for the
communication demands of the 21st-century workplace. Students in the course will conduct robust
rhetorical analysis of audience and purpose in order to design, develop, revise, and edit disciplinary
and interdisciplinary technical and workplace communications across a range of different long- and
short-form print, digital, and oral genres, including, but not limited to, job application documents,
professional correspondence documents, proposals, reports, and oral presentations. Within this
context, students will also engage in individual and collaborative projects requiring research and
emphasizing close attention to questions of ethics, communication technologies, and language
awareness.
Early in the semester, we will form small groups to share in research and development. You will also
be expected to participate in weekly discussions and explorations, both individually and in your
groups, and to review and comment on sample documents and peer writing.
English 4010 is an upper-level, cross-disciplinary writing course that satisfies the University’s WC/W3
requirement. This class focuses on writing clear and persuasive prose for audiences with varying
levels of technical understanding and varying needs for information. Course prerequisites include
completion of W1<>WA and W2<>WB and junior standing. This course satisfies the university WC
requirement.
Assumptions
English 4010 includes coverage of key technical communication genres as well as an introduction to
workplace writing issues and dynamics. We assume that professionals typically:
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Write for a variety of audiences with different expectations (e.g., managerial/technical,
expert/novice, legal and regulatory).
Work in collaborative teams to create various communications, oftentimes across time and
distance
Work with professionals in their fields as well as professionals from other fields/disciplines
Routinely write documents of varied length and complexity, ranging from brief emails and
memos to long-form proposals and reports
Create documents that incorporate and synthesize both primary and secondary research
Write in networked environments and use digital tools to write, collaborate, and publish their
work
Encounter complex ethical situations when writing and communicating
In keeping with these assumptions, our classroom this semester will emulate, as much as possible, a
professional workspace, implementing professional practices, standards, and conduct. The course
will comprise five project units, each built around one or two required assignments. (See Course
Structure, below, for specifics.)
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2. Textbook(s) and Materials
The following texts are required for this course:
Mike Markel
Technical Communication, 9th ed.
Bedford-St. Martins
Occasionally, I may also upload articles or texts and/or links to articles or texts that I'll ask you to
download and print.
Course materials may be purchased from the UW Bookstore (800-423-5809 or
www.uwyobookstore.com).
While much of our communication will be conducted on the course website, we will use email
throughout the semester for special announcements and targeted communications within groups and
between individuals. In order to stay on top of course communications, you will need to check your
UWYO email account daily.
Wiki
In addition to the course website, this semester we will be using a Wiki for our collaborative Summary
and Description Set project. Details and instructions for the Wiki will be posted on the course website
within the first few weeks of the semester.
3. Course Objectives
By the end of this course, you should be able to:
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Assess and fulfill rhetorical expectations, including audience, purpose, and genre, as well as
multicultural, and ethical considerations.
Present written information in formats that you are likely to encounter in your professional career,
such as technical and process descriptions, instructions, employment applications, professional
correspondence, proposals, and reports that integrate visuals (graphics, tables, charts, etc.).
Learn collaborative writing and revision strategies through peer editing, group writing, and
working through multiple drafts.
Be familiar with the job market in your major field.
Understand how to conduct and integrate primary and/or secondary disciplinary and/or
interdisciplinary research to support a writing project.
Produce concise, clear, exact, and grammatically accurate writing, using effective editing and
proofreading strategies.
Understand how to use basic computer technology tools to create technical documents and
collaborate with others on technical projects.
Deliver a professional and effective presentation to a workplace audience.
4. Attendance
This course will cover a wide range of professional and technical writing and communication styles in
15 weeks; much of the coursework will be completed collaboratively and/or during “work” time. As in
the workplace, your participation and contributions in the course are essential to your success and
that of the class.
Expect to spend at least 2-3 hours per week engaged in interactive course activities -- as you
would if we were meeting on campus. Preparing, writing, editing, and revising assignments will
require several additional hours per week.
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Note: If you do not actively participate in the course for two consecutive weeks, I will assume that you
have decided to withdraw.
5. Course Structure
This course is based on a mastery model of teaching. You will work on a unit until you master it by
earning at least the minimum points required to advance (defined in each unit agenda). Once you
have mastered a unit, you will begin working on the next unit, and so forth, until you have worked
your way through the course.
You may re-submit any activity in a unit until you have posted your first activity for the next unit. Once
you have begun working on a subsequent unit, you cannot additional points for any of the previous
units. Although you may complete each project unit at your own pace, as a rule of thumb, each unit
contains 2 - 3 weeks worth of material.
Each project unit will integrate the transferable skills, concepts, and strategies mastered in the
previous project unit(s). All coursework must be submitted for grading NO LATER than 9p,
Tuesday, May 1.
6. Agendas
Each project unit includes a detailed Agenda that overviews the assignment and action items
designed to help you learn the information and skills necessary to be gain mastery of the unit
concepts and strategies. In addition to the unit action items, the agenda lists the reading and other
supporting materials – e.g., notes and vodcasts – you will need to successfully master the unit
materials.
I recommend you begin each project unit by carefully reading the agenda. Then, quickly scan all of
the unit categories to determine how you want to proceed. Agenda items will vary in accordance with
each unit’s objectives. However, the agenda items will always focus on the transferable skills and
concepts that you will carry from unit to unit and into the workplace.
Think Tank discussions
The Think Tank is a venue for sharing and building on our individual and collaborative experiences.
The discussion areas make up a significant element of the course. Most units will include several
Think Tank discussions; you may choose to participate in any, all, or sometimes none of these
discussions. While the discussion prompts provide specific instructions, typically, you will be asked to
post one primary response and two secondary responses per discussion.
Guidelines for Think Tank posts:
The Think Tank discussions provide two primary functions. First, like a Think Tank in the public or
private sector, our drawing from our individual and collective knowledge and experiences, the
course Think Tank discussions will engage with important concepts and strategies integral to the
discipline we are engaging with (i.e., Professional and Technical Writing). At the same time, the
Think Tank will provide a variety of forums for us to get to know one another and build a course
community. Our principal objective with each Think Tank discussion is to build our knowledge of
the concepts in discussion, and ultimately, to build a rich, communal body of knowledge.
While the Think Tank discussions are informal, they still adhere to the conventions of
professional and technical writing. Specifically,
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Mastery of the Think Tank discussions will be determined by the quality of posts, not the number
of posts. All Thank Tank posts should be carefully structured (with coherent, cohesive
paragraphs; a beginning, a middle, and an end; etc.); employ complete, grammatical sentences;
be spell-checked; and demonstrate that you are engaging with the material and each other in a
significant way. Moreover, ALL POSTS should be courteous and respectful. If you would not
say it in the classroom (or the workplace), please do not write it in a Think Tank
discussion.
Primary responses should contain at least 125 words. Note, however, that I am more interested
in substance than I am in length. Here is an example of what I am looking for in primary
responses:
Chapter 9 was useful in many ways, especially the section about writing coherent
paragraphs. Although I already know and understand many of these patterns and
strategies on a basic level, I often find myself getting caught up in my words.
Markel's suggestions on page 210-211 were the most useful, as they provided ways to
split up ideas and prevent paragraphs that are much too long, which is definitely one of
my weaknesses. The Guidelines for Dividing Long Paragraphs were extremely useful,
especially using a list. I think this method would work best for me, in helping me define
my ideas and make them clear to the reader without jamming them all into one
paragraph. As Markel said, long paragraphs are more difficult to read and can confuse
the reader, and readers may even skip over them. The table of Transitional Words and
Phrases seems like it may also be a very useful reference for my future writing.
Another helpful section included the seven guidelines to being clear and specific in
Chapter 10. I think these are very important to understand, because if used improperly,
the paper may not be appropriate and therefore go unread. The most important ones in
my opinion are using active and passive voice appropriately as well as utilizing
euphemisms. Also being concise is important, and I try to work on it in all of my writing.
Secondary responses should reflect (respond) to what other members of the class are saying.
At the same time, rather than reiterating/repeating previous posts, secondary responses should
extend/build upon the discussion and contribute in a meaningful way. In other words, secondary
responses like “You’re right” or “I agree with X” will not receive full credit.
To earn full points for Think Tank discussions, secondary responses must be posted at least 24 hours
after primary responses. In other words, if you post your primary response Tuesday evening, wait
until Wednesday evening to post your secondary responses. This will give the discussion time to
develop (and give you time to think about it) before you contribute anew.
Wild Cards
There is an infinite number of ways to engage with the concepts and strategies we are working with
this semester. If you would like to explore/engage with any/all of these concepts in a way that I have
not considered, send me an email ([email protected]) with a brief discussion of the approach you are
considering.
Mini-Briefs and Journals
Mini-Briefs and Journals will provide opportunities to evaluate, assimilate, and apply the concepts and
strategies we encounter throughout the semester. Both of these action items occur in venues that are
private (only you and I have access to them). While the journals are reflective, and somewhat
informal in nature, mini-briefs are designed to function as formal communications, much like briefs
you might prepare for a supervisor at work.
Activity Logs
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We will use Activity Logs throughout the semester to report the activities you wish to submit for
grading. Each log is set up as a quiz; just choose the activities you completed so I can evaluate them.
Please complete your Activity Log as soon as you are ready to submit an item from grading,
then revise your log with each additional item you would like to submit. You may revise the log
as many times as you would like to -- until you begin working on the subsequent unit.
7. Assignments
Any writing course requires discipline and self-motivation; the online environment makes this doubly
true. I am here to coach and assist you in the learning process, but you earn your grade for English
4010. In order to succeed, you will need to check the course website regularly, participate in
discussions, assignments, and group projects, and maintain a lively presence in the course
community.
Format for written work
Expectations/requirements for presentation, format, etc. for most assignments are outlined in the
assignment prompt. For example, some assignments will be requested in memo format, others in
letter format, etc. Each genre includes explicit and implicit conventions and expectations; we will be
reading and talking about these conventions and the expectations of each genre throughout the
semester.
Unless otherwise indicated, all assignments and email attachments must be in Microsoft Word
(doc/docx) or rich text (.rtf) format.
Use the following guidelines in addition to the specific formatting criteria for each assignment:
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Use one-inch margins on all four sides
Use a standard font in a standard size (for example, Times New Roman in 11 or 12 point size)
Include page numbers and running headers/footers on documents longer than one page
Drafts submitted for peer editing and/or review should be at least 80% complete
IMPORTANT: To assure that all course participants can read your files, please convert
docx files to .doc or .rtf format before posting by going to File>Save As>Save as type and
selecting "Office 97-2003" or “Rich Text Format.”
Grading criteria, examples, and additional resources
Grading criteria, examples/models, and additional resources for most assignments are posted on the
course website. To view these materials, click the DocSharing tab, then select the assignment folder.
Note that these materials are subject to change until we begin working on the assignments
(i.e., the week in which the first draft of the assignment is due). Be sure to check DocSharing for
the latest versions of supporting materials before you begin working on an assignment.
Occasionally, I may also use your peer critique drafts to illustrate various strategies and practices in
context. If you are uncomfortable using your work as an example, please let me know.
8. Grading
We will take a process approach to writing this semester that relies on drafting, soliciting (and
providing) feedback, and revising documents, sometimes numerous times. Formal assignments will
be evaluated according to the grading criteria included with each assignment prompt.
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Each graded assignment is accompanied by comments and an assignment rubric. I ask that you read
my feedback carefully. If you have questions about assignment criteria or my comments/feedback at
any time, please contact me as soon as possible; I will either respond by email or set up a brief
telephone conference so we can talk through your questions in real-time.
Coursework will be weighted as follows. Note: This is a tentative assignment list and is subject to
change.
Assignment
Point Value
Document Redesign Memo
100
Employment Package
150
Grammar and Style Worksheets
25
Summary and Description Set
100
Proposal
150
Professional Writing Portfolio
150
Action Items: Think Tank Discussions, Mini-Briefs,
Peer Reviews, Journal Entries, etc.
+/-200
See the Assignments Page on the course website for suggested assignment deadlines.
Note that there is no final exam for this class.
Collaboration
Throughout the semester, many of the assignments and activities will be conducted collaboratively.
For these assignments, you will work with one or more classmate(s) to conduct research; plan, draft
and revise assignments; present your work; etc. Each individual’s grades for collaborative work will
reflect his/her contributions to the group effort and outcome as well as the effectiveness of the group
project/product.
Grading Scale
The grading scale in this course will conform to the scale listed below:
A
91-100%
B
81-90%
C
71-80%
D
61-70%
F
0-60%
In the event that a student’s cumulative grade at the end of the semester falls very close to the break
point (for example, the cumulative grade is 80.5%, which could result in a final grade of either B or C),
more attention will be given to individual work than collaborative work in determining the final grade.
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Peer Critiques and Drafts
Studies indicate that students who turn in drafts for review systematically earn better grades than
students who do not. The same holds true in the workplace: in most work environments, documents
are routinely shared with peers and supervisors – through formal or informal methods – and
developed through a series of multiple drafts. Peer critiques are valuable tools for both authors and
reviewers. As authors, we learn how people 'outside our heads' perceive and comprehend our drafts.
As readers/reviewers, we experience how other people approach the approach the assignments we
are working on. We can observe the strategies our peers employ, evaluate what is working and what
is not, and even see something in someone else's work that we cannot observe in our own. In our
workplace, most project units include an optional Peer Critique action item. Although you are not
required to participate in peer critiques, I strongly encourage your participation.
In addition to the peer critiques, you may always optionally submit assignment drafts to me for review
and comments before you submit the assignment for feedback and grading. When I receive your
draft, I will schedule a 20-minute conference for us to discuss your work. Please “come” to draft
conferences with specific objectives and questions about your drafts; the more focused your
conference objectives are, the more effective these discussions will be. Although these drafts are
optional, I can only provide feedback before your final assignments are due if you turn drafts in.
Note: In order for me to provide feedback on your drafts within a useful timeframe, please allow a
MINIMUM of three workdays for me to review your drafts.
9. Communication Protocols
Since nearly all the communication in this course will be written, it will be important to observe certain
communication standards.
1. It goes without saying that all posts, email messages, and peer critiques should observe rules
of common courtesy as well as the expectations of professional correspondence. In addition
to always considering your audience (Who will read these texts? What are their backgrounds,
needs, expectations and so forth.), please be sure to proofread and edit ALL communications
for grammar, spelling, tone, and accuracy before you post and/or send them.
2. To ensure your email messages reach their destination, please include the following
information in the subject line of every email:
• Course title (i.e., Online English 4010)
• Section number
• Your last name
• Assignment/action item title (if appropriate)
Email
Timely communication is another requirement for success in the online class, as it is in the workplace.
Because we do not meet face-to-face, much of our communication will take place via email. I will
expect you to respond to email messages and course posts within 2-3 days (during the week), or
the equivalent of two class periods. For example, if you receive an email on Tuesday evening, you
should respond no later than Friday. Of course, I will do the same.
As we begin forming collaborative groups, you may also decide to exchange phone numbers and/or
schedule group chat sessions. We will discuss these and other complementary communication
strategies later in the semester.
10. Academic Honesty
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The University of Wyoming is built upon a strong foundation of integrity, respect and trust. All
members of the university community have a responsibility to be honest and the right to expect
honesty from others. Any form of academic dishonesty is unacceptable to our community and will not
be tolerated. Teachers and students should report suspected violations of standards of academic
honesty to the instructor, department head, or dean. Other University regulations can be found at:
http://uwadmnweb.uwyo.edu/legal/universityregulations.htm.
Plagiarism
Presenting someone else’s work or ideas as your own is considered academic dishonesty (as is
assisting another student in such misrepresentation). Plagiarized writing will receive an F, will
jeopardize your chances of passing this course, and the university may assess serious penalties
against you (University Regulation 802, Revision 2).
The University takes a very firm stance on plagiarism – be it deliberate or inadvertent. You must use
in-text citations and a list of references whenever you use outside sources, according to the
following guidelines:
1. Use quotation marks to clearly identify all direct quotations OR paraphrase your findings in
your own words, AND
2. Credit and cite all of your sources with parenthetical citations in the text (immediately
following the reference to the source), AND
3. Include a corresponding Works Cited/Reference citation for EVERY source you cite in the
text (and ONLY the sources that are cited in the text).
When I encounter a failure to cite sources properly, I immediately contact my assistant chair to
discuss a course of action. At minimum, the first instance will result in an automatic grade deduction
of at least 10%. Subsequent violations of the Unireg may result in a failing grade for the assignment
or the course. If you have any doubts about what constitutes plagiarism or how to credit a source,
please ask!
11. Additional Information
Writing Center
I strongly encourage you to use the Writing Center, which is located on the third floor of Coe Library
(Coe 302). You can submit a request for an online writing consultation through the Online Writing
Center at http://uwadmnweb.uwyo.edu/ctl/writing_center/, call 766-5250, or stop by to make a half
hour appointment.
eTutoring
University of Wyoming students now have access to free online tutoring, 24 hours a day, seven days
a week through a new eTutoring program. UW students can login to www.uwyo.edu/etutor and
follow the instructions to access eTutoring. Once logged in, students can view a schedule of available
tutors for undergraduate subjects including math, science, writing, Spanish, Web development and
others. Tutoring sessions are conducted in real-time between tutors and students with online
interaction and an audio connection. Instructional Modification and Accommodation
The University of Wyoming is an affirmative action/equal opportunity educator and employer. If you
have a physical, learning, sensory or psychological disability and require accommodations, please let
me know as soon as possible. You will need to register with, and provide documentation of your
disability to, University Disability Support Services (UDSS) in SEO. You may apply on-line at UDSS’
web site: www.uwyo.edu/udss <http://www.uwyo.edu/udss> or you may contact UDSS for more
information at (307) 766-6189, TTY: (307) 766-3073.
Extra Credit
There is no extra credit or make-up work for this course.
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General Netiquette Guidelines
The following websites provide general guidelines for computer-mediated communication and
Netiquette: http://www.albion.com/netiquette/corerules.html or http://www.dtcc.edu/cs/rfc1855.html.
Office Hours and Meetings
The best way to contact me is via email at [email protected]. I check my email frequently and will do
my best to respond to all course correspondence within 2 workdays.
I also welcome opportunities to meet with students in person or over the telephone. Please feel free
to stop by or call during my office hours (listed at the top of the course syllabus). Outside of office
hours, send me an email to schedule a telephone/F2F meeting. In the event that I have to cancel my
office hours, I will post a notice on my office door and an announcement on the course website.
If all else fails, leave a message for me in the UW English department (307.766.6452).
Feedback and Evaluations
Just as you want to improve your writing, I want to improve my teaching, and feedback is the best
way to accomplish this. If you have questions, concerns, or constructive advice, please share this
information with me ASAP. If your needs are not being met, please let me know immediately while
there is time to address the situation.
12. Tentative Reading Schedule
* Note: I reserve the right to revise the syllabus and/or course schedule to better serve student needs.
Project Unit 1: Culture and Context
• Culture: Introduction to Technical and Professional Writing
Reading: Markel Chapters 1 and 3
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Audience and Purpose
Reading: Markel Chapters 5, 8, and p 683
Assignment:
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Document Design and Professional Correspondence
Reading: Markel Chapters 11 (pp 253-283), 13 (pp 342-346), and 14
Project Unit 2: Job Applications
• Grammar and Style
Reading: Markel Chapters 9 and 10
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Employment Applications
Reading: Markel Chapter 15 and “Resume and Cover Letter Workshop” (see course website)
Project Unit 3: Descriptions and Instructions
• Ethics; Collaboration
Markel Chapters 2 and 4
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Definitions, Descriptions, and Instructions; Summaries
Reading: Markel Chapter 20, “Documenting Your Sources (pp 637-639), and “Skimming Your
Sources and Taking Notes (pp 630-636)
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Integrating Graphics
Reading: Markel Chapter 12
Project Unit 4: Proposals
• Research Techniques
Reading: Markel Chapters 6 and 7
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Writing Persuasively
Reading: Markel Chapter 8
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Proposals
Reading: Markel Chapter 16 and Doc. Sharing/Tips, Guidelines, and Strategies for Designing and
Conducting Research
Project Unit 5: Professional Writing Portfolios: Writing in Your Profession
• Informational Reports
Reading: Markel Chapter 17
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Understanding Websites
Reading: Markel Chapters 11 (pp 284-296) and 13 (pp 342-346) and
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