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English 421 helps students become better technical communicators through contextual research, analysis, and writing. The curriculum is informed by current research in rhetoric and technical communication and is guided by the needs and practices of industrial and technical settings and society at large, as well as by the expectations of Purdue students and programs. Students learn effective strategies for communicating with other people about and with technology, particularly in networked workplaces and through usability testing. They learn how to collaborate with colleagues in project teams as they analyze writing situations and respond to them with informative and visually effective print and electronic documents. The course teaches the rhetorical principles that help students shape their technical writing to suit a range of readers, for multiple purposes, in a variety of technical situations.
Writing in Context
Writing Process
Develop and understand various strategies for planning, researching, drafting, revising, and editing documents that respond effectively and ethically to professional situations and audiences.
Collaboration
Apply strategies for working successfully within writing teams as well as within client organizations, including
Research
Understand and use the research methods and strategies necessary to the production of professional documents, including
Technology
Develop strategies for using and adapting various communication technologies to manage projects and produce informative and usable professional documents.
Document Design
Produce documents appropriate for particular rhetorical contexts by
Required Texts
Professional Writing Online 2nd Edition, by Johndan Johnson-Eilola, Patricia Sullivan, and James Porter. Boston: Allyn & Bacon/Longman, 2004. Available at University Book Store and Follet's. Be sure to purchase unopened copies of the guide because used password codes are not transferable. Keep your receipt in case your password fails to work and see me immediately. Passwords cannot be shared.
Attendance:
This is a workshop style class and attendance is required. Students will be allowed four (4) absences without penalty, although it will be difficult to keep up with the pace of the class if you miss a day. I will not allow you to make up missed work. If you miss more than 4 days, three percentage points will be deducted from the final grade for each successive absence. For example, one additional absence will drop from an 82% (B) to a 79% (C). Excused (unpenalized) absences include documented illness, family emergencies, and University sanctioned activities such as athletics. If you miss more than seven times (unexcused), you will automatically fail the course.
Missing/Late Assignments:
Assignments are due at the BEGINNING of the class period for the day in which they are due. Turn them in as you come into the classroom. Major assignments (employment project, process paper, research proposal, research paper, research critique) will be marked down 10% for each day late (including the due date, if not turned in prior to or during class). Minor assignments (reading questions or memos) will not be accepted after the due date. By working on assignments that are already due, you end up hurting your future papers. Keeping up to date with assignments is key to your success in this class.
Writing Center Attendance:
You are strongly encouraged to visit the Writing Lab (located in 226 of the HEAV) at least once for each of the major papers. You may call ahead (49-3723) and make an appointment (recommended) or walk in and wait for an available tutor.
Required Format for Papers:
All papers submitted for this course must be typed in MS Word 97 or later, or Word Perfect. They must follow an approved documentation style where specified. Each paper must be typed using Times New Roman 12 point font and 1” margins, unless otherwise directed.
Academic Honesty Policy:
Academic dishonesty is not tolerated at the University. Students who inadvertently plagiarize will be given an opportunity to correct their mistake. However, any paper that is deliberately plagiarized will not be accepted. The student will receive zero points for the assignment, may fail the course, and/or may be referred to the Office of the Dean of Students.
Sexual Harassment Policy:
Purdue’s policy against sexual harassment protects both employees of the University as well as students. Under Title IX of the Education Amendments of 1972, students who encounter sexual harassment from other students are protected. If you encounter unlawful sexual harassment or gender based discrimination, please talk to your professor or contact the Office of the Dean of Students.
Students with Disability Policy: The Americans with Disabilities Act (enacted in 1990) prohibits discrimination based on disability in employment, public service, public accommodations, telecommunications, and transportation. The Act is intended to afford the disabled equal opportunity and full participation in life activities. If you have a disability and need accommodation, please contact the Office of the Dean of Students.
This is a workshop style class. As such, classes will not consist of lectures regurgitating the assigned readings. I expect you to have done the readings (and will administer quizzes if neccessary to ensure this), but the majority of class time will be spent in applying what you have learned. You will be given an opportunity to do this through class discussions, in-class writing, evaluating the writing of your peers, and written reports of those evaluations. These applied activities will engage you in a higher level of learning that will ultimately be more beneficial to your success in this class and beyond.
GRADING BREAKDOWN
|
*Interview Memo |
10 points |
|
*Documentation memo |
10 points |
| *In-class usability report |
10 points |
|
*Reading questions and quizzes
|
70 points |
|
Group presentation |
50 points |
|
Oral report |
50 points |
|
Employment project |
100 points |
|
Process paper |
100 points |
|
Research proposal |
100 points |
|
Research paper |
300 points |
|
Formal critique of research paper |
50 points |
|
Final assessment |
25 points
|
|
TOTAL |
775 points |
100-90 A
89.9-80 B
79.9-70 C
69.9-60 D
Below E
Instructor: Rachael Bailey
Office: 325F HEAV
Office #: 49-43744
Email: rachael.d.bailey@gmail.com
Office hours: T/Th by appointment or via email
Follow the links at the bottom of this page for a schedule of assignments for each week this semester. Within each week, you will find daily listings of assignments. Each bullet point for the day is a different task for you to complete. Unless specifically noted otherwise, all assignments are to be completed before class on the day listed.
This course calendar may be updated throughout the semester. I'll notify you about any major changes, but you are still responsible for keeping up with the current schedule.
IMPORTANT: You must visit all of the links provided within the course calendar. There are many links to follow and read. Make sure you visit all of them. Some links provide easy access to other parts of the class site which will help you in your assignments. Some links are to required readings. Others provide you with detailed instructions on completing the assignments. Eventually, you may come to know the instructions which supplement assignments that are repeated throughout the course, but it's still a good idea to continue to revisit the instructions to make sure that you are satisfying all of the requirements.
First Meeting:
Introduction to the Course
For Next Meeting:
Second Meeting:
For Next Meeting:
Read the following in the "Principles: Understanding Readers" chapter
After you complete the reading, write a 300-word response to the following: "How does understanding your audience change the way you approach writing a document? What changes will you make to accomodate different audiences?" This response is due at the beginning of the next class meeting.
Third Meeting:
For Next Meeting:
First Meeting:
For Next Meeting:
Second Meeting:
For Next Meeting:
Third Meeting:
For Next Meeting:
First Meeting:
Official University holiday: No class!
Second Meeting:
For Next Meeting:
Third Meeting:
For Next Meeting:
Final draft of resume and letters due on Monday!
First Meeting:
For Next Meeting:
Second Meeting:
In class workshop time: presentation groups
Third Meeting:
For Next Meeting:
First Meeting:
For Next Meeting:
Second Meeting:
In class workshop: Proposals/research
Third Meeting:
Introduction of documentation memo assignment (due at your proposal conference)
PROPOSAL CONFERENCING
To your conference, you must bring a) a polished draft of your proposal and b) your documentation memo.
All conferences will be held in our regular classroom. Missing your conference constitutes an absence. You are only required to attend class on the date of your conference; the other class periods should be spent working on either your proposal or your research paper.
First Meeting:
7:40: Nick Foos
7:50: Kris Ezra
8:00: Kathy Renfrow
8:10: Brad Abramson
Second Meeting:
7:30: Curt Jansen
7:40: Justin Troyer
7:50: Rory Cerbus
8:00: Aaron Cook
8:10: Neil Daniels
Third Meeting:
7:30: Scott Platt
7:40: Amanda Pings
7:50: Brad Scanlon
8:00: Elizabeth Johnson
8:10: Cory Nyugen
For Next Meeting:
First Meeting:
For Next Meeting:
Second Meeting:
For Next Meeting:
Third Meeting:
First Meeting:
For Next Meeting:
Second Meeting:
Third Meeting:
For Next Meeting:
First Meeting:
For Next Meeting:
For Next Meeting:
Complete the following readings from PW Online:
Second Meeting:
For Next Meeting:
Third Meeting:
For Next Meeting:
Spring break: No classes
This week:
Conferencing on research paper
You MUST bring a polished draft of your paper to the conference!
First Meeting:
7:30: Brad Abramson
8:00: Curt Jansen
Second Meeting:
7:30: Neil Daniel
7:45: Rory Cerbus
8:00: Aaron Cook
Third Meeting:
7:30: Nick Foos
7:45: Elizabeth Johnson
8:00: Kris Ezra
Conferencing on research paper
You MUST bring a polished draft of your paper to the conference!
First Meeting:
7:30: Brad Scanlon
7:45: Justin Troyer
8:00: Amanda Pings
Second Meeting:
7:30: Scott Platt
7:45: Kathy Renfrow
8:00: Cory Nyugen
Third Meeting:
Workshop day in class
For Next Meeting:
First Meeting:
For Next Meeting:
Second Meeting:
For Next Meeting:
Third Meeting:
For Next Meeting:
First Meeting:
For Next Meeting:
Second Meeting:
For Next Meeting:
Third Meeting:
This week:
Oral reports
First Meeting:
Work day--no in-class meeting
Second Meeting:
Kris Ezra
Justin Troyer
Rory Cerbus
Third Meeting:
Elizabeth Johnson
Brad Abramson
Aaron Cook
Curt Jansen
First Meeting:
Neil Daniel
Brad Scanlon
Cory Nguyen
Scott Platt
Second Meeting:
Kathy Renfrow
Nick Foos
Amanda Pings
Third Meeting:
Descriptions of major course projects are listed here.
The materials for the collaborative process paper can be found here.
Take five minutes to discuss what attitudes or activities are productive and lead to successful group work, and which ones are not productive and lead to less satisfactory group work. How could group members improve their groups? Draw from your assigned readings and your own experience. Be ready to report to the entire class.
Case Study #1
George, Luis, and Maggie are writing a product description together. The day they are assigned the paper, Luis has a great idea for a mechanism they can describe. He is excited about it, and he brings it the next time they meet. George agrees that it would be a good mechanism to describe for their paper. Maggie disagrees, but she sees that George and Luis already agree, so she is quiet about her hesitations in using Luis’ idea. She tries for consensus by agreeing with George and Luis.
Case Study #2
Orlando, Julia, and Crystal are working on a process paper. Orlando wants to get the paper finished so he can enjoy the weekend without any homework. Julia wants to finish, but she wants the paper to be perfect. She has noticed that Crystal doesn’t have a lot of ideas to offer when they discuss the paper. She knows Orlando wants to work, but only during the week. Julia knows that if this project is going to get done and be “A” work, she will have to do most of the work herself, so she writes a lot of it over the weekend herself. Julia moans that group work always means she does the work and others just ride on her efforts.
Case Study #3
Matt, Pui, Liz, and Gabriella are working on a research paper together. Liz does not want to be doing a group paper, so whenever they meet, she moans about the project and about how hard it is. She skips a few meetings because they don’t seem to get much done, and she knows she didn’t miss much anyway. Gabriella will catch her up on what she missed. She detects feeling of resentment from the other group members, but she attributes it to overly uptight people who have no life.
Case Study #4
Sherrie, Malcolm, Duane, and Suzanne have spent hours on their research project. They are still writing the proposal, and they have met many times already. Each time they meet, they seem to go over the same problems they encountered the last time. They end up brainstorming for new ideas, but they end up with the same list they came up with last time. They never get past the idea stage. They seem to be making no progress.
Case Study #5
Tina and Jennifer are tired of being in a group with Martine and Paul. They think that they waste time at meetings and get nothing done. Instead, Tina and Jennifer meet on their own, make some quick decisions, and write half of a draft of a paper. When they all meet again, Tina and Jennifer present what they did on their own. Martine and Paul are mad Tina and Jennifer went off on their own, but they don’t say anything because they want to have consensus.
Case Study #6
Jamaal, Steve, and Andrea are supposed to write instructions for how to make an elaborate paper airplane. When they meet, they jump right into the task. They divide up the steps and leave. When they meet again, they start immediately into the project. They put the steps all together in one document. Then they are done. By the end, Jamaal, Steve, and Andrea end the project not knowing a thing about each other, but they have finished the paper in record speed, and they were very efficient.
Case Study #7
Natalie, Yolanda, Ping, and Michael are working on a process paper. Yolanda has a lot of experience in graphic arts, so, when they are adding the pictures, she shows Ping and Michael how to scan a picture in and add it to the text. Natalie is good with words and is a good editor. She edits the paper with Yolanda so Yolanda can learn more about punctuation rules. The process is not very efficient, and it takes a longer time to produce the paper than if they did only what they were good at.
Case Study #8
James, Nathan, and Allie need to schedule a time to meet with each other. James works nights, and Nathan works afternoons. Allie has two night classes. There doesn’t seem to be any time they are all free except Friday from 7:30-8:30 A.M. This makes all of them very frustrated because the paper is due soon, and they can’t get together.
The following assessment refers to your latest group writing assignment. Please write your responses to #1 and #2 in paragraph form, and record your numerical ratings as demonstrated below. Email your assessment to me. Write “Collaboration Report” on the subject line, and send your responses to rachael.d.bailey@gmail.com. Please send only your responses and not the questions.
Evaluative and Reflective Essay
Group Rating Assessment
Read through the following criteria. Assign a rating from each category for each student including yourself. Follow the format given at the end.
A. Rate each person’s attendance at meetings.
0=Student did not come to meetings.
1=Student came to some meetings.
2=Student came to all but one meeting.
3=Student came to all meetings.
B. Rate each person’s quantity of work on this project.
0=Student made no contribution.
1=Student made a small contribution to this project.
2=Student made a medium contribution to this project, but other students carried the main load.
3=Student made a large contribution to the project.
C. Rate each person’s quality of work on this project.
1=Contribution was of such low quality that it had to be rewritten substantially. Student contributed few ideas and made little impact on final product.
2=Contribution was of medium quality and some had to be rewritten. Student contributed some ideas and made a medium impact on final product.
3=Contribution was of high quality, and student helped with rewriting. Student also contributed many good ideas and made a substantial impact on final product.
D. Rate the person’s interpersonal skills.
1=Student caused unnecessary personal or procedural conflict that negatively impacted the group.
2=Student had little impact on interpersonal relationships.
3=Student cultivated supportive and respectful relationships.
E. Rate the person’s conduct in the group process.
1=Student did not become actively engaged in collaborating with the group as a whole.
2=Student took over the group and made this more of a solo effort rather than a group effort.
3=Student allowed and encourage all members to participate. Student encouraged an exchange of ideas.
F. Rate the person’s contribution towards making this a learning group, where students help each other learn, not just a production team, where students contribute only their expertise.
1=Student did not teach others new skills.
2=Student contributed his or her expertise, but made a small effort to teach others new skills.
3=Student took time and effort to teach his or her skills, such as editing, creating graphics, designing documents, organizing, etc. to other group members.
G. Rate the person’s contribution in making this a learning group, where students try new skills, rather than a work team, where students contribute only their expertise.
1=Student did not try learning a new skill.
2=Student made a small effort to try a new skill.
3=Student took time and effort to try a new skill, such as editing, creating graphics, designing documents, organizing, etc.
Reporting format
Give first name and at least an initial of the last name. Report the numbers in this format, listing each member of your group, including yourself.
Steve N.
Attendance 2
Quantity 3
Quality 2
Interpersonal skills 2
Conduct 2
Learning 2
New skills 3
The first tasks are as follows. You have fifteen minutes.
Each group will recieve a resume, letter, and memo. You are to read them, then write a two to four paragraph critique. You should discuss the strengths and weaknesses of only the resume. The audience is the person writing the resume. Tell this person what he or she is doing well, and suggest possible places for revision.
You should keep track of your own group process. What various things do you do individually and as a group?
Instructions Assignment
Description
You are assigned to write a collaborative paper giving instructions to another group in the class. You need to choose a process that can be completed during class on the due date. At the beginning of class on the due date, your group will supply the paper and any materials to complete the process. These instructions should describe a process that is not familiar to most people in the class. The process should be complicated enough to warrant a paper explanation. Please choose only processes that are legal and appropriate for campus! Remember, another group in our class has only the class period to complete the process and write a usability memo about the instructions.
Audience
You have two audiences: the teacher and another group in the class.
Specifications
The process should represent enough of a challenge that it should take at least three double-spaced pages to describe it. The final copy, however, need not be in standard double-spaced format. Use good document design and use spacing to fit that design.
I require that your paper include at least one useful graphic. Of course, you may use more (and I encourage you to do so!) Place the graphic in the document so that the reader can find it and use it easily. Label graphics as Figure 1: Side View of a Fork, or something similar.
Organization
Introduction:
Give an overview of the paper so the group knows what it is getting into. Describe the general process and list the steps.
Materials/Equipment:
Describe the materials or equipment. Use visuals if needed. Be sure to bring all the materials your process requires so a group can perform the process.
Steps:
Describe each step. Organize the steps chronologically. Visually organize the steps so the reader can follow easily.
Warnings:
Include any safety warnings prominently in the text at the time the reader needs them.
Summary:
Don’t just end with the last step—give an ending to your paper. Summarize the process or give purposes to the process or say one last word. Tie it up.
Graphics:
You must use at least one graphic. Make it clear and useful. Make sure that graphics are labeled and referred to in the text where appropriate.
Language
Use the command (imperative) form of verbs to avoid wordiness.
The attached files comprise the assignment criteria and grading sheet. Please note that the assignment has three components: a letter, resume, and contextual memo.
Attached are the guidelines and grading sheet for the grammar and style presentations.
Attached you can find the in-class Powerpoint presentations covering the principles of grammar and style we've discussed thus far.
Attached are the assignment criteria and grading sheet for the oral presentations on research.
Attached are the assignment description and grading sheet for the research critique.
The attached files comprise the research paper assignment and grading sheets.
Attached are the assignment description and grading rubric for the research proposal.