SYLLABUS Instructor M. Melissa Elston, M.A. Course title and number Technical Communication (ENGL 301, Section 108) Term Summer I, 2010 Meeting times and location Blocker 116, MTWRF 2:00-3:45 p.m. Course Description and Prerequisites NOTE: The governing information for this course is comprised of this Syllabus document and the Grade Criteria document. It is your responsibility to read each of these carefully and to be aware of the criteria for your performance, participation, and evaluation. Prerequisite English 104 or its university-approved equivalent. Course Description English 301 stresses the principles of composition, document design, and rhetoric applied to the primary genres of scientific, technical, and professional writing. The class will consist of a number of projects, as well as short assignments designed to develop skills needed to complete these documents. Group work is a feature of the course, as is the reliance on emerging technologies. Learning Outcomes or Course Objectives Students will: understand writing and speaking as a process (from invention to editing) and learn how to use that process appropriately and efficiently for various writing tasks; analyze audiences and learn how to fulfill a specific purpose by adapting writing and documentation (style, tone, graphics, page design) for that audience; differentiate between and create types of writing most frequently used in scientific, technical, and professional fields; produce documents that reflect appropriate and effective style, graphics, and document design; apply course concepts when writing other documents related to their discipline; and use a variety of technology tools to support online communication and the drafting of technical documents. Concepts taught in the course Analyze a rhetorical situation to make decisions about effective communication. Choose appropriate genre and format based on communication context. Use appropriate basic page design features (headings, text choices, spacing, and lists) to facilitate document use. Analyze appeals to audience in the context of technical communication. Design and interpret simple primary research (survey, observation, interview) using awareness
of common pitfalls and better practices. Evaluate secondary resources for credibility and context-appropriate use. Practice principles of information architecture and create a technical proposal. Practice editing techniques for clarity, conciseness and precision; compose an analytical text. Use/create graphics appropriately for a specific audience and context. Identify and evaluate rhetorical fallacies with regard to ethical issues. Evaluate rhetorical appeals to various audiences. Repackage information for new audiences. Instructor Information Name M. Melissa Elston, M.A. Telephone number (432) 258-5109 (Note: This is my cell number. I am happy to help you outside class hours if needed; however, please do not call before 9 a.m. or after 10 p.m.) Email address elstonmm@tamu.edu Office hours TR 12:30-1:30 p.m. or by appointment. Office location Blocker 233C Textbook and/or Resource Material Johnson-Sheehan, Richard. Technical Communication Today. 3rd ed. New York: Pearson Longman, 2010. Grading Policies Your grade is based on the average grade you accumulate by completing the tasks listed below. (NOTE: Be sure and read the "Course Policies carefully. You must complete all of the assignments to pass the course.) Assignment Description Percentage of Grade Reading Quizzes Reading Quizzes 20% Activities Lesson Activities 30% Major Writing Project 1 Formal Proposal [Group] 25% Major Writing Project 2 Analytical Report [Individual] 25% TOTAL 100% Grading Rationale The curriculum for this course is "scaffolded, meaning that the content from each lesson builds on the content from the previous one. You will be working toward producing two major written assignments that are very common in the workplace: a proposal and an analytical report. Lesson Activities: Each lesson in the course will have at least one activity for you to complete. These activities are structured to help you learn basic skills to prepare you to successfully complete the three major writing assignments for the course. Through these activities, you ll learn important skills like applying different genres of technical writing for specific purposes, analyzing rhetorical techniques and appeals that will give your ideas power and influence, differentiating between stakeholders and decision makers in your audience so you can tailor your ideas to the most effective audiences, creating graphics that display critical information in ways that make sense to your readers,
developing presentations that focus on the information that s most important to your audience, and mastering software that will enable you to make your information professional and attractive, help you conduct research, and prepare you for the professional workplace. Reading Quizzes: You will also have assigned readings from your textbook for each lesson. It is required that you purchase a copy of the textbook for class. Also, you will have a reading quiz in each lesson. Quizzes may be administered online through a companion website for your course section. Consult your instructor for details. Major Writing Assignments: You will have two major writing assignments for the semester: A Formal Proposal. This is due on Tuesday, June 15, 2010. An Analytical Report. This is due the last class day, Friday, July 2, 2010. The skills you ve mastered through the Lesson Activities will directly apply to the completion of these projects. Course Topics, Calendar of Activities, Major Assignment Dates All required readings listed below are from the primary course textbook (Johnson-Sheehan, Richard. Technical Communication Today. 3rd ed. New York: Pearson Longman, 2010). Week Topic Required Reading June 1-4 Course Orientation Chapter 1: "Communicating in the Workplace" Rhetoric and Technical Communication Chapter 2: "The Technical Writing Process Today" Chapter 6: "Persuasion and Planning" Rhetorical Appeals in Technical Communication Chapter 9: "Plain and Persuasive Style June 7-11 Technical Writing Genres Proposals and Business Solicitations Chapter 17: "Letters and Memos" Chapter 13: "Using Email and Instant Messaging Chapter 21: "Proposals" Conducting Research Chapter 7: "Researching and Managing Information" June 14-18 Audience Analysis--Stakeholders and Decision Makers Chapter 3: "Readers and Contexts of Use" PROPOSAL DUE TUESDAY, JUNE 15 Drafting a Report that Appeals to Your Audience Chapter 8: "Organizing and Drafting" Chapter 23: "Analytical Reports June 21-25 Visual Rhetoric Part 1--Formatting Chapter 10: "Designing Documents
and Interfaces" June 28-July 2 Visual Rhetoric Part 2--Graphics Using Persuasive Technology--The Rhetoric of Presentations Chapter 11:"Creating and Using Graphics" Chapter 16: "Preparing and Giving Presentations" REPORT DUE FRIDAY, JULY 2 Revising and Editing Your Final Report Chapter 12: "Revising and Editing for Usability" Course Policies for ENGL 301 You are responsible for being familiar with the Writing Program s policies <http://wwwenglish.tamu.edu/ index.php?id=737> and with Texas A&M Student Rules <http://student-rules.tamu.edu>. If you have questions, see me or come to the Writing Programs Office, Blocker 234. Attendance. It is your responsibility to attend the section in which you are officially registered. Neither purchase of textbooks nor completion of assignments is a valid reason to continue attending the wrong section. The Writing Programs stands firm on expecting students to attend class and to complete all assignments in the sequence and on the dates listed on the course syllabus and announced in class: See TAMU Student Rule 7. Authorized Absences. You are responsible for providing evidence to substantiate "authorized absences." If you know in advance that you will miss a class, you are responsible for informing me. I will take attendance and enter the number of absences on the final roster. See TAMU Student Rules for an explanation of authorized absences. Excessive unexcused absences (more than three) will be reported to your college advising. For excessive excused absences (three weeks or more), I will recommend that you see your academic advising office about the options outlined in TAMU Student Rule 7.6. For injury or illness less than three days, you must submit confirmation of visit to a health care professional affirming date and time of visit. (See TAMU Student Rule 7.1.6.2) For injury or illness of three or more days, you must submit a medical confirmation note from... [your] medical provider. The Student Health Center or an off-campus medical professional can provide a medical confirmation note only if medical professionals are involved in the medical care of the student. The medical confirmation note must contain the date and time of the illness and medical professional s confirmation of needed absence. (See TAMU Student Rule 7.1.6.1) Group Work. If group work is assigned outside of class, you should meet on university premises. The Sterling C. Evans Library provides areas for group study. To make group work efficient and productive, all members should exhibit professional behavior and remain on task that is, everyone should work on the project at hand. Online Access. While this course is classroom-based, we will be utilizing an online Moodle section for some activities (taking quizzes, turning in papers, etc.). Please bring your Net ID and password to class (if you do not have them memorized) so that you may participate. Classroom Behavior. Disruptive classroom behavior is defined as anything that would interfere with "an instructor's ability to conduct the class" or "the ability of other students to profit from the instructional program." TAMU Student Rules explicitly prohibit disruptive behavior. Paper Format. Unless otherwise specified, papers should be typed (letter-quality printing required),
double-spaced on bond paper, according to MLA, APA, CBE, or other referencing guidelines. Late Papers. You are required to submit assignments to me in class and electronically on due dates as required. Late submission will result in a deduction of 10 percent of the grade per day. Papers submitted outside of class (for example, left under the door or left in the wrong office) will receive a grade of zero ( 0 ) if they are lost, and will have points deducted for late submission if they are late. You are responsible for presenting appropriate documentation to excuse late work. If you do not submit appropriate written documentation, you will have points deducted for late submission (10% a day). Grade of I. You should not assume that you may "take an incomplete" in this course. TAMU Student Rules provide guidelines for assigning a grade of I. Requests for Incompletes should be addressed to Dr. Joanna Gibson, Associate Director of Writing Programs. Your college advising office will be contacted to verify your reason for requesting a grade of I. Requests will be considered only if you have a grade of C or above, a record of good attendance prior to illness or emergencies, and only if you have completed 60% of the work in the course. Appropriate Attribution. Any assignment that includes sources but fails to include clear and appropriate attribution of those sources will receive a grade of zero ( 0 ). Any paper that shows evidence of assistance and fails to acknowledge that assistance will be considered a violation of the Aggie Honor Code and will be reported as a case of scholastic dishonesty. Handouts. The handouts used in this course are copyrighted. Handouts" are all materials generated for this class, which include but are not limited to exams, quizzes, syllabi, in-class materials, sample papers, and peer critique sheets. Because these materials are copyrighted, you do not have the right to copy handouts, unless your instructor expressly grants permission. Grades. Grades are not negotiable. Your final course grade will be based on your work in the course. If you are concerned about a grade, see me during office hours. E-mail and Fax. I will not discuss grades on e-mail and, unless otherwise specified, I will not accept assignments attached to e-mail messages. The English Department will not accept papers or excuses for missing class faxed to instructors. Electronic Devices. As a courtesy to your classmates and to me, turn off all electronic devices before class starts. Americans with Disabilities Act (ADA) The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact Disability Services, in Cain Hall, Room B118, or call 845-1637. For additional information visit http://disability.tamu.edu Academic Integrity For additional information please visit: http://www.tamu.edu/aggiehonor An Aggie does not lie, cheat, or steal, or tolerate those who do.
ENGL 301 Sample Assignment Scoring Rubric Elements Points Excellent Acceptable Unacceptable Formatting of 15 Paper consistently adheres to RFI standards for format, page numbering, and citations/works cited (if applicable). Length of 15 Paper meets or falls within length requirement. Ethos of 30 Paper consistently uses effective professional voice and conventional grammatical structures and vocabulary, as well as spelling, capitalization, underlining, and punctuation. Paper is fully comprehensible and easy to read. Organization/ Content 10 - Intro 20 - Body 10 - Concl. (40 total) of 40 Paper has a compelling introduction and graceful conclusion. Student engages the RFI in an appropriate and persuasive manner. Paper may deviate slightly from RFI standards for format, page numbering, citations, and other features, potentially suggesting a lack of attention to detail. Paper is slightly longer than length requirement. Paper demonstrates inconsistent professional voice or a few deviations in grammatical structures, vocabulary, spelling, capitalization, underlining, and/or punctuation. Sentence structure is generally varied, and paper is generally comprehensible and easy to read. Paper has a recognizable introduction and conclusion. Student addresses the RFI in an adequate manner. Paper may deviate significantly from RFI's standards for format, page numbering, citations, and other features -- potentially resulting in automatic rejection in a business or organizational setting. Paper falls significantly short of length requirement or is written significantly over it. Paper lacks professional voice and/or has many deviations in spelling, capitalization, underlining, and/or punctuation. Many errors in grammatical structures and/or vocabulary. Paper may not be comprehensible or easy to read, and strikes a significantly informal or inappropriate tone. Paper begins and/or ends abruptly. Content has little or nothing to do with the RFI.