Syllabus

This syllabus contains all of the materials for this class. To see all of the contents of this guide on one page, click on the "printer-friendly version" link below.

Course Overview & Goals

Overview

English 421 helps students become better technical communicators, whose work is characterized by the presentation of technical material in written and visual formats that are user centered and aware of audience and context. The course and its principles are grounded in rhetorical theory and informed by current research in technical communication.

Communication across multiple audiences and for multiple purposes continues to be a desired skill set in technical and professional fields. Beyond field-specific knowledge and experience, successful and ethical communication drives the professional world. This class, in content and form, models these successful communication practices. Working individually and in groups, students learn effective strategies for communicating about and with technology, particularly in networked workplaces and through usability testing. To achieve success in this course, students must display the ability to succeed in their future workplaces by developing a variety of informative and visually effective print and electronic documents.

Course Goals

These are general course goals outlined by the Professional Writing Program. Suzanne will articulate how each specific project incorporates the course goals.

Writing in Context

Project Management

Document Design
Make rhetorical design decisions about technical documents including

Teamwork
Learn and apply strategies for successful teamwork, such as

Research
Understand and use the research methods and strategies necessary to the production of professional documents, including

Technology
Use and evaluate the writing technologies frequently used in the workplace, such as emailing, instant messaging, image editing, video editing, presentation design and delivery, HTML editing, Web browsing, content management, and desktop publishing technologies.

2007-2008 Academic Calendar (PDF format)

We have also included a variety of useful handouts in this course site that you may find helpful. Click on "Handouts" in the navigation bar at the top of each node to see the list.

Required Texts

Because we'll discuss some of the textbook exercises and examples in class, I expect you to bring your textbook to class.

Grading

Employment Project (individual) 20%
White Paper Project (individual or collaborative) 20%
Client-Based Service Learning Project (collaborative) 20%
Short Monthly Assignments (4 at 3% each) 12%
Weekly Blog entry (10 at 1 pt/entry) 10%
Participation: Project Logs, Peer Review, etc. 18%
Total 100%

I reserve the right to tweak these percentages slightly (+/- 5%), especially in the case of borderline grades. All major assignments will be graded on the standard letter-grade scale: A=100-90 B=89-80 C=79-70 D=69-60 F=59 or below.

Students must participate in all of the three major projects and complete at least two biweekly assignments in order to pass this class. The three major projects will be comprised of several components, each of which is required in order to receive a passing grade for the project. For all projects, students will complete a project reflection; for collaborative projects, students will complete a required Collaborative Evaluation Form

Here is a rough translation of letter grades into a workplace-based frame of reference (thanks to Rhonda Reid)

A (outstanding): This person’s project goes far beyond and improves on what I (as his/her "supervisor") requested. It shows an intelligence, polish, and extra effort that impress me and portray the organization in the best possible light. This person is someone to hold onto, mentor and groom for promotion.

B (good): This person’s project does what I requested in an accurate, clear, and competent manner. It might have a scattering of small problems or one significant, but not serious, error. But we all make mistakes sometimes. Overall, this person is a good employee who can expect job security and a promotion in good times.

C (adequate): The employee’s project completes the task set, but his/ her performance is careless or seriously lacking in a major area (clarity, completeness, accuracy, sense of audience, verbal expression). As a supervisor, I’ll need to revise this document; I’d be embarrassed if upper management saw it in its current form. This person needs some additional training and may be a candidate for downsizing if the organization begins to have financial troubles.

D (poor) /F (unacceptable): This project needs to be redone entirely due to extreme carelessness or is entirely unacceptable. There is no reason to keep its author on the payroll.

Projects and Activities

This page provides brief overviews of both major & minor course projects.

Major Projects

1. Employment Project (Individual; 20% of course grade.) You will be asked to locate a job for which you are qualified and prepare an application for it. Step 1 of the project asks you to learn about and use various web-based resources for job seekers and then to select one job to pursue. You’ll do a rhetorical analysis/ close reading of the ad for this job. Step 2 asks you to create a resume suitable for such a position. Step 3 asks you to prepare the all-important "Job Application Letter." In Step 4, you will conduct an informational interview and write a thank-you note, letter, or email. Finally, in step 5, you will assess your experience in a "Project Reflection Document." In the process of completing each step, you will work closely with your peers and me to shape your writing so that it represents you and your experience fully and effectively, given the rhetorical circumstances. You will also study and respond to examples from the textbook.

2. Globalization White Paper (or Informative Report) Project (Individual or collaborative; 20% of course grade) The focus of Project 2 is the white paper, a common report genre in the professional world. White papers are used in business, industrial, and governmental contexts to sum up the gist of what’s known about a subject and, sometimes, to market a product. 

During this project you will learn about

All those working in groups will keep a project log and submit Collaborative Project Evaluation forms.

Because I have found this project to be most successful if the class works on a shared topic, we will focus on globalization (suggestions for future themes are welcome). This huge and much-discussed topic will give us an umbrella under which to explore a variety of issues, particularly implications of globalization on science, technology, and engineering. We’ll discuss globalization in general terms, brainstorm possible white paper topics, and form groups by area of interest. I also encourage you to consider interviewing an individual affected by globalization.

3. Client-Based Service Learning Project (collaborative, 20% of course grade) For Project 3, you will work collaboratively in project teams on a client-based service-learning project that teaches you to manage complex writing challenges in real contexts that matter. You will learn principles of project management, collaboration, document cycling, usability testing and study, and client-based research. Because you will work with real clients--either in the community or online, you will also learn important principles of professional and ethical communication. The goal will be to produce a user-guide (or similar piece of technical communication) that teaches a critical and (perhaps) complex application of a specific technology to an interested client. You will begin the project by thinking of and contacting clients who may benefit from having such a guide, which will consist of several components, including a short multmedia, web-based presentation.

Short Monthly Assignments (12%)

Monthly assignments will be posted on Monday and will usually be due the next Monday. Select the four opportunities you find most useful or most interesting (that is, plan to do about one assignment per month); you may also do a fifth assignment for insurance or extra credit.

In the monthly assignments, I generally ask you to analyze a sample of technical communication or to practice a genre (memo, instructions, status report) by producing a short (1-2 page) piece of writing. Early in the semester I’ll ask you to review the posted opportunities and propose a new biweekly assignment, which the class will test for usability. 

Weekly Blog Posts (10%)

I will ask you to make posts of at least 50 words to your blog about once a week. These posts are intended to to generate ideas for class discussion, to encourage you to reflect further on issues discussed in class, and just to give you additional informal professional writing experience. They will not be graded on content or writing style; rather, you'll receive one point per post (which means that you do not need to post every single week).   

Participation (18%)

The participation component of this class includes the following:

Class Discussion: This component of the participation grade is based on your contributions to class discussion, not simply on your showing up for class. We'll have both full-class and small-group discussions.   

Peer review: One way to develop your own writing skills is by looking at, discussing, and helping to improve others' work. In addition, the ability to critique others' work is an important critical thinking and managerial skill. Your peer critiques will be evaluated based on their level of thought and effort, as well as their understanding of principles from the textbook. For example, are you familiar with the four levels of editing? design principles? copyediting symbols? 

Monthly Assignment #1

Assigned: Monday, January 14
Due: Wednesday, Janaury 23

Pick one of the options below. Remember that you only need to complete 4 monthly assignments this semester, so if none of these appeal to you, wait for next week.

Option 1: Analyzing a Sample of Technical Communication

Locate a piece of technical communication (or a piece of professional communication in your major)and write a 1 or 2 page memo to me in which you analyze its effectiveness. In addition to some of the factors we discussed in class, I’d like you to think about the following questions, which will move you towards a rhetorical analysis:

  • What is the context (or background) for this document? For example, what do you know (or what can you infer) about the writer, the company, the circumstances giving rise to this document?
  • What is the purpose of your example? Is it likely to accomplish this purpose? Why or why not?
  • Who seems to be the audience for this document? What sort of expectations will they have? Are those expectations met?
  • Also consider: should this document (memo, email) have been written in the first place, or would a meeting or different type of document have been better?

There are some real-life examples of memos and complaint letters on the internet:

http://notmuch.com/Features/Memos/index.html (funny memos)

http://www.complaints.com/ (easiest to use if you browse by company or company type)

http://www.4hb.com/index.html(a large number of letter templates)

Option 2: Write a letter (or memo)

Write a claims, inquiry, sales, or any other letter/ memo genre you feel it would be useful to practice. Real life examples are encouraged—consider asking a graduate program for an application or additional information; complaining to your landlord; thanking someone who’s been helpful, or responding to an inquiry you received at work, etc.

Option 3: Template Critique & Redesign

Choose one of the resume, letter, or memo templates in MS Word. Using the principles of document design we'll discuss in class, identify the strengths and weaknesses of the design (or things you like or dislike). Summarize your findings in a brief (half-or two-thirds page) memo to me, then redesign the template.

Monthly Assignment #2

Assigned: Wednesday, January 23
Due: Monday, January 28

Option 1: Letterhead Design Create a letterhead for yourself that you can use for the employment project and/or for your class projects in 421. 

Option 2: Resume Evaluation Imagine your boss has authorized you to hire a summer intern. Create an applicant pool by collecting at least two resumes from new graduates in your field (you can use friends' resumes if you want, or look on the web). 

Then write an email (one page, max) to your boss recommending which candidate to interview. Your memo should provide a justification based on the "applicants" resumes and show some thought about the degree of formality to use in your emai. 

Also, remember that hiring decisions are subject to EEOC oversight, so you'll want to think carefully about what NOT to put in writing. 

Be sure to turn in the resumes with your email.

Variant: Those of you interested in graduate school or assistant professor jobs may substitute graduate school applications or cvs.

(this assignment was proposed by Joey S, a student in Fall 2005).

Option 3: Career Website Evaluation

This option is not especially sexy, but you may find it helpful in doing the project assessment for the Employment Project.

Search at least three career websites you haven't used before. Identify at least one that is useful to someone in your situation (education or MET major, relocating to Chicago, etc.) and one that is not.

In a brief memo to me, identify the useful site(s) and the less useful site(s) and explain your thinking. You may find it easiest to explain how you searched and what your search results were. 

Monthly Assignment #3

Assigned: Monday, Feb 4
Due: Monday, Feb 11 (this deadline is somewhat negiotable since you're doing a lot of writing this week)

Option 1: Copyedit a Wikipedia article

Wikipedia has a large collection of articles in need of copy-editing. Pick one whose topic interests you and print it out. Mark it up using the copyediting symbols on p. 327 of the textbook; then, go into Wikipedia and edit the page.

For your assignment, please give me a copy of the original entry, your revised entry, and a brief summary of the changes you made and why. Also, please let me know what happened to your entry after you submitted it.

http://en.wikipedia.org/wiki/Category:All_articles_needing_copy_edit

Option 2: Analyze a simile, analogy, or metaphor in your field (inspired by the "Collaborative Project" on pp. 235-6 of the textbook)

In the last 20-30 years, a number of scholars have questioned whether medical professonials, scientists, and engineers should use metaphors and analogies in scientific and technical communication and whether these metaphors help or impede scientific understanding. Pick a metaphor (or simile, or analogy) from your field. It can come from one of your textbooks, from a lecture, or from the lab/ workplace. Then write me a memo in which you do the following:

  1. Explain the metaphor: how is the technical concept (e.g. making a protein) like the more everyday concept (translation)?
  2. Evaluate its helpfulness (does it let you understand the concept better, or does it confuse you?)
  3. Evaluate its appropriateness (does it have any implications that worry you?)
  4. See if you can think of a clearer or more apt metaphor.

 

Monthly Assignment #4

Assigned: Mon, Feb 18
Due: Mon, Feb 25

Option 1: Friedman response

This option asks you to write a thoughtful and intelligent response of about 2 double-spaced pages to the Friedman. Here are a few options to get you started:

  • attend this Thursday's Books & Coffee*, summarize Prof. Ramirez's talk, and, if you wish, respond to it (Where? Stewart 302-306; When? 2/21 at 4 pm for food, 4:30pm for talk)
  • pick a question or your own or a classmate's that we didn't get to, and answer it
  • pick a section you found interesting and discuss it
  • find some material relevant to your project, summarize it, and explain how you'll use it
  • characterize Friedman's politics and discuss how they affected your response to the book
  • criticize Friedman

Option 2: Report Evaluation

A report often cited alongside Friedman's "Quiet Crisis" chapter is the National Academy of Engineering's Rising Above the Gathering Storm (2005?).

Spend about 30 minutes browsing the report, available online at:

http://www.nap.edu/catalog.php?record_id=11463#toc

and then write:

  • a description of the report's format,
  • a brief summary of the report,
  • your evaluation/ opinion

Note: you may substitute a different report if you wish.

 

Monthly Assignment #5

Assigned: Monday, Feb 25
Due: Monday, March 3

I strongly encourage you to consider doing this assignment if you have not already completed two monthly assignments.

Option 1: Design a web page (or site)

Create a website or at least two separate pages on your Purdue account. If you already have a site there, consider adding to or updating it.

The content may be general (for example, explain a concept in your major or create an informational page on your home town) or about you personally. Alternative versions of existing sites (for example, a more student-friendly look for the Purdue student page or an updated club page) are fine too. If you create a personal site, make sure it's something you're comfortable submitting for a grade.

To turn in this option, email me a link to the site. If you already had content there, your email should clarify what you created or updated for this assignment.

Option 2: Web Design Analysis

In class, we looked at some bad and okay websites. For this option, pick a website whose design you really like and (in a memo) explain why. Your analysis should display a solid understanding of the design principles from class and from chapters 10 and 14 of the textbook.

Option 3: Graphics

Ideas: Discuss how you've learned to read and interpret a specific kind of image used in your major field; analyze a good or bad graphic; find an unethical graphic and explain why you think it's unethical... etc.

Monthly Assignment #6

Assigned: Monday, March 3
Due: Monday, March 17

Options 1 and 2 are intended to give you additional practice summarizing complex material:

Option 1. Find a complicated graphic from your major that you think the rest of us will not understand. Write a brief analysis of the graphic and then explain how you learned to read it.

Option 2: Find a scholarly article whose topic you think will interest many of us but that may need translation and additional background information. Read the article and write an approximately one-page (double-spaced) summary and discussion of it for a general audience. It's fine to use articles from another class or from your white paper, as long as you haven't already written the summary.  

Option 3: PowerPoint position paper Look further into PowerPoint and its positives and negatives. Decide where you stand and use memo format to write an informative or persuasive discussion of your position. You may want to respond to either one of the following questions. "After researching PowerPoint, do you think it is an effective way to give presentations?" (persuasive option) "PowerPoint is a widely used presentation aid. What does research show about the positive and negative uses of the program?"

Option 4: Propose a new monthly assignment (or in-class activity)

Monthly Assignment #7

Assigned: Monday, March 31
Due: Monday, April 7

Option 1: Using memo format, create an activity report in which you discuss your and your team's experience with the team-building exercise on March 31. Excellent biweeklies will display familiarity with chapter 4 of the textbook.

Here are some prompt questions, both general and book-related:

  • How did you decide on your team's task (that is, on what game to play?)
  • What happened in your group? Provide a brief overview.
  • Was the exercise successful in building a sense of team identity, or was it just fun?
  • Was the exercise successful in teaching you more about team dynamics and group work, or was it just fun?
  • If the exercise was primarily "just fun," is it (in your opinion) still worth spending class time on it?
  • Which of Tuckman's 4 stages did your team go through? For example, did you notice a forming stage? a storming stage?
  • If you experienced conflict, how was it resolved?
  • What roles did you notice within your group?

Option 2: Teams on Screen
Watch a movie or TV show which depicts a team at work. Then write me a brief analysis of their collaboration.

Here are some questions to get you started. However, your biweekly should be more than a list of answers to these questions.

  • What is the team's task? Why do they need to work as a team in the first place?
  • What roles do the team members assume? Do these roles change over the course of the project or over the life of the team?
  • What stages does the team go through (Tuckman's or ones that make sense to you)?
  • Does the team experience conflict? If so, how constructive is it? If it's resolved, how?
  • What sort of meetings does the team have?
  • Do they use any technologies to help them collaborate?
  • Does culture, race/ethnicity, social class, or gender play a role in the team's collaboration?

Some possible options include, but are not limited to, 12 Angry Men, Office Space, Ugly Betty, The Office, The Apprentice, Lost, Scrubs, heist movies, crime/police/medical dramas, etc. .....

Monthly Assignment #8

Assigned: Monday, April 7
Due: Monday, April 14

Note: This week's options focus on ethics. There will be at least two other monthly assignment opportunities, one on definitions/ descriptions, and one on instructions, and probably a third as well.

Option 1: Personal Reflection Write about a time when you faced an ethical dilemma in the workplace, at school, or related to your major (in other words, a ethical dilemma that was professional rather than personal). Describe the dilemma and why you would classify it as a dilemma (that is, why were both courses of action problematic?). Then explain what you did and whether your choice was the right one (at the time? in the long run?).

Option 2: Cases from Textbook or Unethical Ad We didn't really get to the cases in the book. Pick one that has ethical implications and discuss it. For some of the cases, you may find it helpful to discuss several alternative courses of action: (1) the ethically exemplary course of action; (2) an ethically gray but not self-destructive option (i.e. a realistic option), and (3) a clearly unethical option.

You may also analyze an unethical ad that is relevant to your major, to technology, or to professional communication. (For example, a drug advertisement?)

Option 3: Environmental Ethics

One of the things I like about the textbook is its discussion of environmental ethics: ethical responsibilities to animals and to the planet more generally. Discuss the ways in which the topic is relevant to your major or future profession (if it isn't relevant, this option probably isn't your best choice).

Option 3a: If you're interested in environmental ethics but don't see it as related to your major, write a brief memo informing the class about one of the following topics in environmental ethics:

  • pro-environmental evangelicals
  • recent criticisms of Rachel Carson's Silent Spring
  • eco-feminism
  • or another of your choice (green construction, agriculture, an eco-friendly company or business leader, etc).

Monthly Assignment #9: Definitions and Descriptions

This monthly assignment prompt this week: to write or evaluate a definition or description. The options below are intended to give you more specific guidance, but you may also write 1 (single) to 2 (double-spaced) pages on the topic.

Option 1: Origins of a Technical/ Scientific/ Business term

Using the Oxford English Dictionary, look up the origins of a term in your field or another technical/ scientific/ business term that interests you. When did the term enter English? What older meanings (if any) did it have? Does it have different technical meanings in different fields (e.g. "prime" or "gas"). Write a memo about your findings.

Hint: This assignment is most interesting if you use older terms.
Variant: Discuss one or more technical terms in another language you know fairly well (as the book does with Swahili). 

Option 2: Descriptions for Different Audiences

Find two or more descriptions or extended definitions of the same term written for two clearly different audiences (elementary school kids and college students; college students and experts; patients and nurses; the general public and business leaders; chemists and geologists) and compare.

Option 3: Analyze a description

Locate an extended definition or description that interests you and discuss the descriptive teachniques it uses. You might also compate two definitions that use similar techniques. 

Option 4: Write a description

Locate a term you've wanted to learn more about; research it, and write a description or extended definition. Be sure to specifiy the audience. 

 

Monthly Assignment (rolling deadline #2)

Assigned: Monday, March 3
Due: ideally, within a week or so after the event

Presentation Critique

Attend a technical/ business/ scientific/ professional presentation. For example, go to a lecture sponsored by Krannert, a seminar in your department, a reading by a creative writer, etc. Do not use a session of a class for this assignment; the presentation should be a one-time event or part of a lecture series.

Write me a memo in which you summarize and evaluate the presentation. The summary should make it clear to me what the speaker said; the critique should include both strengths/ things you liked and weaknesses/ things that annoyed you.

Evaluation can focus on any or all of the following:

  • content (was it interesting? audience-appropriate?)
  • organization (did the speaker have a clear intro, conclusion, and transitions? What pattern was used in the body?)
  • delivery (how effective? Did you notice any bad habits?)
  • handling of questions
  • use of technology/ visual aids (If the speaker used Powerpoint, how effectively?)

(The book has an evaluation form on pp. 457-58 you may find helpful in planning your memo)

Monthly Assignment on Job Searching (rolling deadline)

Assigned: Wednesday, January 23
Due: Open, but within a week of an actual job interview (i.e. before you forget what happened)

This assignment is intended to give you practice with additional components of the job search.

Option 1: Interview Thank you
Within a day or two of interviewing for a position, draft a thank-you note to the employer. Then send it to the employer. (You may need to attach a cover note to me explaining some background).

Guidance in writing thank-you notes is available through the textbook, CCO, or online. You can ask me, too-- and incorporate any suggestions you find useful before sending the real thing.

Option 2: Interview Report
Within a week or so of interviewing for a position, write me an informative memo describing the interview. Your goal is to give me a sense of current interview practices in your field.

Here are some prompt questions to get you started:

  • who?: who interviewed you? What were the interviewer(s) names and titles? Your impressions of them?
  • where? where did the interview take place: on campus, by phone, at their offices?
  • how long was the interview?
  • what questions did they ask? which were predictable and which were hard/ weird question?
  • what preparation did you do that most helped?

You may reflect on how the interview went, too, but this information is not a requirement of the assignment.   

Monthly Assignment #10: Popular Science/Technology/Business Websites

Assigned: Monday, April 21
Due: Wednesday, April 30 (i.e. along with the final project)

Option 1: Instructions

Create a set of instructions. Here are some possible approaches:

  • Improve a set of bad instructions
  • Rewrite a set of acceptable instructions for a new audience (for example, the book suggests rewriting first aid instructions for college students or appliance instructions for children)
  • Write a set of instructions telling 8-10 year olds how to perform a task on the computer
  • Write instructions for students new to Purdue or new to your major 

You may also analyze a set of instructions that don't necessarily need rewriting but that strike you as interesting.

Option 2: Popular/ Kid Science on the web

Analyse a website that communicates science, technology, or business concept(s) to a general audience. Websites for kids are fun, but sites designed for the general public are okay too.

Getting started:

Lists of websites for kids:

 

Project #1 (detailed discussion)

Here is a more detailed discussion of project #1, the Employment Project.

Overview: which project is this one?
Locate a job (or internship, or graduate program) for which you are qualified and prepare an application for it. In addition, do an informational interview with someone in a position/ company that interests you.

  1. First, select a job to pursue and use the Job Ad Analysis form to do a rhetorical analysis/ close reading of the ad for this job.
  2. Second, create a resume suitable for such a position.
  3. Third, write a job application letter.
  4. Conduct an informational interview with someone whose job title or company interests you. 
  5. Finally, you will assess your experience in a "Project Assessment Memo."

Timeline: what's due when?
Job ad analysis: Wed, 1/16
Resume (rough draft)& initial ideas for interviewees: Fri, 1/18
Application letter (rough draft): Wed, 1/23
Interviewee name(s) and proposed questions: Fri, 1/25 
Entire project for editing (that is, first draft of project assessment; revised resume and cover letter; job ad analysis): Monday, Feb 4 
Finished project: Wed, 2/6

Notice that we'll be doing two rounds of peer-review: the workshops on Jan 18, 23 & 25 will focus on higher-order revisions (choice of content, organization); the one on Monday, Feb 4 will concentrate on proofreading and stylistic editing.

Grading standards: what makes an A, B, C?

Grading a resume and cover letter may seem artificial. Outside of school, job applications either pass (get you an interview) or fail (get you a rejection). But the fate of your application does not always reflect the quality of your materials: you may not be a good fit for a company, there may be an internal candidate, or your qualifications may be so good that an employer overlooks a typo or boring resume design.

Thus, your employment project will be graded on its:

  • content choices (selection of info; supporting examples)
  • design (do the resume and letter clearly come from the same person? Is the resume scannable and visually appealing?)
  • writing (style, grammar, word choices, mechanical correctness)

An excellent (A) employment project has the following characteristics:

  • The documents are consistent in quality (for ex, the resume is not noticeably stronger than the cover letter).
  • The cover letter shows thought about document design, while the resume design is attractive but professional.
  • Specific examples are thoughtfully chosen and used effectively.
  • The writing is an asset-- the documents are fluent and appropriate in style; the word choice is interesting.
  • The resume, cover letter, and follow-up email are free of mechanical errors and typos; the two supporting documents are virtually free.
  • Phone this person immediately before someone else hires him/her.

A good (B) employment project has the following characteristics:

  • One or two of the documents is weaker than the others.
  • The resume and cover letter conform to common-sense design principles, like balancing on the page.
  • The writer has some good examples but should explain them in more depth and/or use more of them.
  • The writing has a few stylistic or grammatical lapses, although nothing glaring. If the resume or cover letter have typos, they shouldn't jump out on a quick scan.
  • We should interview this person; s/he looks qualified.

An acceptable (C) employment project has the following characteristics:

  • Some of the documents are ineffective due to lack of examples, a cursory reading of the job ad, or a failed rhetorical strategy.
  •  The resume looks like a template and the cover letter is squashed up at the top of the page.
  • Stylistic and grammatical errors have become distracting; a few typos are obvious in the resume and letter.
  • This person's documents go in the "maybe" pile.

A poor (D) employment project has the following characteristics:

  • documents seem to be thrown together hastily and thoughtlessly
  • the resume is impossible to scan or the letter to follow
  • This person's documents go in the recycling bin.

An unacceptable (F) employment project has one or more of the following characteristics:

  • it is plagiarized
  • one or more of the required documents is missing
  • This person's documents go in the recycling bin, but only after we mock them

A general grading rubric for ENGL 420-421 is available here:
http://www.digitalparlor.org/pwenglish/files/rubric.pdf

Project #2

Here is a more detailed discussion of project #2, the Globalization White Paper Project.

jump to: proposal guidelines | progress report guidelines | white paper guidelines | project assessment prompt Qs

Overview: which project is this one?
Choose a topic related to globalization, propose it to Suzanne, research it, and create a white paper (or informative report) that describes your findings. Finally, prepare a presentation for the class. You may work individually or in pairs.

  1. Choose a topic and, if you wish, a partner.
  2. Write me a brief (1-2 pg) proposal describing your topic and your preliminary research
  3. Write me a progress report.
  4. Write a white paper (or informative report) and upload it to the web.
  5. Prepare and give a presentation.
  6. Finally, you will assess your experience in a "Project Assessment Memo."

Generic Tasklist & Timeline: what's due when?
Proposal: Friday, 2/8 
Progress Report (rough draft): Fri, 2/15
White paper (rough draft):Mon, 3/3
Presentation Outline: Fri, 3/7 or Mon 3/17
Actual Presentations: Week of 3/17 
Entire project for copy-editing & proof-reading: Mon, 3/24
Finished project: Wed, 3/26

Notice that we'll again be doing two rounds of peer-review: the initial proposal, progress report, and white paper workshops will focus on higher-order revisions; the final one will concentrate on proofreading and stylistic editing.

Grading standards: what makes an A, B, C?

Your white paper project will be graded on its:

  • choice of topic and content (selection of info; supporting evidence)
  • research: extent of library research; knowledge of Friedman book
  • design (print and screen)
  • writing (style, grammar, word choices, mechanical correctness)

An excellent (A) white paper project has the following characteristics:

  • The topic is original and sharply focused; the writer should think about publishing his or her work.
  • The research is impressive; I learned a lot from the white paper.
  • If Friedman's book is relevant to the topic, it is used intelligently.
  • The design is stunning ("wow!") as well as professional.
  • The documents are consistent in quality
  • Specific examples are thoughtfully chosen and used effectively.
  • The writing is an asset-- the documents are fluent and appropriate in style; the word choice is interesting.
  • The documents are free of mechanical errors and typos.

A good (B) white paper project has the following characteristics:

  • The topic shows thought and intelligence.
  • The research is careful. I didn't necessarily learn anything but I admire the writer's efforts.
  • If the Friedman reading is relevant to the topic, it is used effectively.
  • Design is professional and conforms to common-sense web design principles.
  • One or two of the documents is weaker than the others.
  • The writer has some good examples but should explain them in more depth and/or use more of them.
  • The writing has a few stylistic or grammatical lapses, although nothing glaring. Typos shouldn't jump out on a quick scan.

An acceptable (C) white paper project has the following characteristics:

  • The topic is appropriate but may be trite or unfocused.
  • Research has gaps, but the writer has put effort into it.
  • If Friedman's work is relevant, it is at least mentioned
  • Design has some flaws.
  • Some of the documents are ineffective due to lack of examples, weak interview technique, or a failed rhetorical strategy.
  • Stylistic and grammatical errors have become distracting; typos seriously detract from the writer's credibility

A poor (D) white paper project has the following characteristics:

  • Choice of topic is questionable.
  • Research was clearly hasty and thoughtless
  • Writer should really use the Friedman book-- has s/he read it?
  • Writer has put little, if any, effort into design.
  • the project is impossible to follow due to poor writing or usability issues.

An unacceptable (F) white paper project has one or more of the following characteristics:

  • it is plagiarized
  • one or more of the required documents or elements is missing. For example, the writer skipped the presentation or didn't do an interview.
  • I know the writer hasn't even opened the Friedman

A general grading rubric for ENGL 420 is available here:
http://www.digitalparlor.org/pwenglish/files/rubric.pdf

Guidelines for Presentation Outline and Presentation

Outline due for peer-review: Friday, March 7 (basically, we will talk through the presentations)
Actual presentations: Monday, 3/17- Friday, 3/21 (week after break. See speaking order below).

Overview: For the outline, set down the main ideas you'd like to convey in your presentation.

Format: Consider using PowerPoint to outline your presentation, even if you don't plan to use the program. If you plan to do a PowerPoint presentation, you might consider this assignment a rough draft of your slides.

Q: How long should our presentations be?
A: About 5 minutes (it's okay if you run over)

Q: Should our presentations be more like a progess report or more like our white papers?
A: More like the white papers. In other words, summarize for us what you've found out about your topic. It's also okay to summarize your white paper or a part of it.

Q: Can you remind us of the speaking order again?
A:

Monday presentations:

  1. Matt W.
  2. Nick
  3. Osman
  4. Nathan

Wednesday presentations

5. Adam N.
6. Matt L. and Adam M.
7. William
8. Dennis
9. Meng

Friday presentations
10. Kyle
11. Michael
12. Nate
13. Clayton

Guidelines for Progress Report

Overview: Write me a memo of about 2 pages in which you describe what you've done so far on your project 2.

Due: first draft: Friday, Feb 15

Length:1-2 pages (double-spaced & with headings)

Document Design: same as proposal (headings in sans-serif font; body in a serif font other than Times New Roman).

Sections:

  1. Introduction (remind readers of topic) 
  2. Summary of activities (what have you done since beginning the project? what research strategies have you used?)
  3. Results (what have you learned from your research? How far along are you?)
  4. Future Plans (what additional research do you need to do?)
  5. Conclusion briefly assessing progress and stating any concerns/ questions

Guidelines for Project 2 Proposal

Overview: Using memo format, write me a proposal for your second project.  

Length: about 1.5 pgs (or 1-2 pages), single-spaced.

Formatting: Your proposal must include headings in a sans-serif typeface and body text in a serif typeface other than Times New Roman. (In other words, experiement with document design a little bit!) 

Due (in quick & dirty format): Friday, February 8

At a minimum, your proposal should have the following sections. Other sections or creative adaptations of the ones below are acceptable.

  • Introduction: state your topic and why you find it interesting/ important
  • Research Plan:
    • describe your plan to find resources
    • list some preliminary results (from Google, Wikipedia, promising-looking scholarly books or articles 
  • Qualifications:
    • write a brief pgh about your professional background
    • include any relevant prior experience (in researching related topics, interviewing, writing white papers)
  • Conclusion (welcomes feedback, asks any questions, and closes on an appropriate note)

Guidelines for Project Assessment Memo

English 421—White Paper Project
Step 6: Project Assessment Memo

As you near the end of your work on the second project, prepare a two-page (single-spaced) reflective memo, analyzing your research, white paper, presentation, and the process you used to complete them.

Your Project Assessment Memo should answer at least one question from each of the following sections, which are tied to the major goals of the assignment. Additional thoughts are also welcome.

Globalization Topic

  • How much did you know about globalization before beginning this project?
  • How is the topic relevant (if at all) to your life/ major?
  • What other sorts of umbrella topics do you think would be interesting and appropriate for a future technical/business writing courese?

Process

  • How did you go about choosing your topic?
  • What steps in the project did you find easiest/ hardest? Most/least enjoyable?
  • What was the most challenging document to produce (or revise) and why?
  • Briefly describe and explain one of the significant revisions you made to your white paper.
  • If you used RefWorks or the citation manager in Word 2007, what was your experience? 

Research

  • Briefly describe the research process you used. How did you locate your library/ internet sources?
  • Which resources/ databases proved to be the most beneficial for you? Explain.

Collaboration

  • What made you decide to work on your own or as one of a group? Would you make the same choice again?
  • If you were part of a group, how did you split up the work? How satisfied were you with the collaboration?
  • On which of your documents did you get the most helpful feedback? The least? Explain.
  • What was one way that peer feedback helped you improve your work?
  • How did responding to the work of others help you improve your own work?

Project Management

  • What percentage of the project timeline do you think you spent on planning? Gathering information? Writing? Revision?
  • How well do you feel you planned your work on this project?
  • If you got sidetracked or behind, what aspects of this project slowed you down?
  • Next time you do a research report or white paper, what would you do the same? differently?

Visuals & Design

  • What is the most visually effective aspect of your deliverables?
  • What visual aspects might you change next time?
  • Have you deliberately adapted a standard template or layout (cover page, for example) in an unusual or creative way? If so, how and why?

I encourage you to bring a rough draft of your Project Assessment Memo to class on Monday, March 24. It is due in a revised form when you turn in your completed Employment Project on Wednesday, March 26. 

Guidelines for White Paper

Length: around 5-6 pages (double-spaced) for individuals or 8-10 pages for pairs, plus cover page and bibliography.
Due: COMPLETE first draft: Wednesday, Feb 27

Format: White papers should be uploaded to your career account in two formats: PDF and HTML. (We will spend some time in class trouble-shooting). They should contain the following:

  • an attractively designed cover page
  • headings
  • graphics 
  • bookmarks or anchors (HTML version only)
  • references. Links in the HTML version should work. 

Content: Your white paper should include the following.

  • a thesis (or topic sentence). The thesis need not be controversial; it can be something like the following: "Globalization has had three main effects on area A" or "A closer look at the production of a single iPod provides a further illustration of four flatteners: B, C, D, and E. "
  • a discussion of your research.

HTML Help and Troubleshooting

Help

To make a Word document into an HTML file:

Method A:

  1. In Word, “Select All,” then copy and paste into Dreamweaver, NotePad, or another web editor.
  2. Save file as HTML.
  3. Reapply formatting as desired.
  4. Save.

Method B: (less recommended but easier)

  1. In Word, “Save As” HTML.
  2. Open the file with Dreamweaver and clean up the HTML code.
  3. Save again.
To make links within a document:
  1. Create a navigation bar along the top or side of your file by typing in the names of your headings.
  2. Scroll through the document and create a bookmark or anchor next to each heading.
  3. Return to your navigation bar, select the first heading, and insert a hyperlink.
  4. Set the hyperlink to point to the right bookmark.
  5. Repeat for the remaining headers.

Troubleshooting:

“My pictures don’t show up!”

Why this happens: To display pictures, HTML code specifies a specific picture file and location. That is, when putting up a web page, your browser will look for a certain gif or jpg file in a certain spot on your www folder.

Fixes: (This is easier to show than explain; please don’t hesitate to ask me for help).

  1. Check that you’ve saved your picture file to your www folder.
  2. Check that the picture’s name is the same in your HTML code and in your www folder.
  3. Check that the picture is in the right place.

“My links don’t work!”

Fixes:

  1. Check that the URL is correct.
  2. Check that the HTML code includes the http://part of the URL.

Possible Globalization Topics

Here are topics from the Friedman reading responses. Some may need to be narrowed further. Thanks to all for great suggestions.

Globalization and <insert your major here>

  • globalization in education
  • How has the construction industry been affected by globalization?
  • Globalization and technical writing
  • Globalization and health care

Globalization and specific products/ industries

  • How globalization has improved different industries? Ex: Racing Industry
  • How a specific product (the iPod, a chemical) is produced in a global economy

Globalization and current controversies

  • outsourcing as hot topic [present and evaluate arguments from several perspectives].
  • Is globalization in true sense possible given the current conflicts with race, and religion?

Globalization and standards

  • how engineering standards are developed on a worldwide scale
  • What are the standards for certain companies? Do they follow a national standard or more of just a company standard?

Globalization and communication

  • How globalization can promote effective communication for efficient global productivity?
  • How internet communication has allowed users to contact people never before possible
  • How internet communication has (unfortunately) created avenues for predators [and spammers and criminals-- Nigerian schemes in the light of globalization?]
  • What factors need to be considered in writing for a global and/or cross-cultural audience?

Theories of and Trends in globalization

  • How is globalization practiced today?
  • Who is affected by globalization? How?
  • What factors or events inhibited (slowed down, reversed) globalization? What factors stopped the evolution of globalization?
  • Definitions of globalization

Globalization and Ethics:

  • what laws and treaties have been passed by (developed) countries relating to ethics and globalization?
  • What rules protect (or should protect) different societies (all with different cultures, many with different ethical standards)? [and are there aspects of other cultures/societies we might not want to protect: e.g. traditional restrictions on women]
  • effects on scholarly work/communication
  • global warming
  • globaliation and national soverignty
  • economic risks from g.
  • UN and globalization (failure of League of Nations)
  • how & why it started/ origins

Proposed Peer-Review Groups

Because some of the white paper topics overlap, I suggest working with classmates whose research is similar to yours.

Globalization and Culture Group

  • Clayton (Alexandria Library)
  • William (globalization and anthropology)
  • Osman (religious/ ethnic conflict and globalization)
  • Kellie (whether globalization is possible)
  • Nate? (globalization and social/ human networking)

Globalization and Production

  • Matt L. & Adam M. (iPod)
  • Meng (chemical industry)
  • Adam N (outsourcing of aviation maintenance)

Globalization and the Environment

  • Kyle (engine designs and emissions)
  • Dennis (global warming)
  • Matt W. (globalization and agriculture)
  • Nick?
  • Tony?

Education and Healthcare

  • Michael (globalization and healthcare)
  • Nathan (No Child Left Behind)
  • Pete (globalization and education)

 

Project #3

Overview: which project is this one again?

Officially, the final project for ENGL 421 asks you to work in teams to produce one or more written documents, such as a manual, usability report, or set of procedures, for an actual company, non-profit group, or campus organization.

Unofficially, you are free to work on a wide range of topics as long as your topic (1) involves group work; (2) involves technical writing, professional writing, or writing related to your major or minor; (3) interests you. Below and here are some initial ideas.

Examples: what have students done in the past?

  • Instruction cards for the local Habitat for Humanity chapter
  • An updated crisis communication manual for the airport
  • A marketing campaign for a small business (brochures, business cards, advertisements, webpages)
  • A proposal for the owner of Levee Plaza

What are the groups this semester?

Timeline: what's due when?

introduce project; initial individual brainstorming
review and add to list of clients and topics; also see fun list
noon on Tues, April 1: list of project preferences to be emailed to Suzanne
Wednesday, April 2: initial planning meetings; tasklist, timeline, and Gantt chart due
Friday, April 11: group's proposal due to me (and client, if you have one)
Wednesday, April 9; Friday, April 18 : progress reports/ project logs due (as blog posts)
Wed, April 23: present project 3 to class
Friday, April 25 (and earlier as desired): project drafts due for class feedback

Project 3 will be due Wed, April 30 (Wed of finals week)

Checklist for final project

Attached is a checklist of what to turn in for the final project.

If you can't see the attachment, please double-check you're logged in.

Fun and Useful Project 3

1. Something for kids

  • book for P.E. class explaining sports and games
  • computer guide for elementary school students
  • fun or educational book
    • how a computer works
    • what engineers do

2. Something for students/ Purdue community

  • co-rec renovation status
  • explain airport building renovation
  • profile Purdue researchers
  • explain how to change majors
  • strategic plan recommendation
  • resource guide for alumni
  • brochure/ flyer for student organization
  • diversity survey
  • math guide for non-math majors
  • renovated ENGL 421 site/ class
  • catalogue for OLS department
  • new brochure for MET department 

3. Something for a (fictional) company

  • white paper
  • marketing materials
  • brochure/ flyers
  • website

4. Instructional

  • maintenance-related task
  • how to change a tire
  • how to change the oil in your car
  • how to landscape (Purdue, community space)
  • fishing, camping, and/or theme park guides
  • EMS handbook
  • Mac manual for PC users
  • Simple English Office 2007 manual

Design project

fashion catalogue

Management/leadership styles in the movies

P3 Presentation guidelines and suggestions

I have four expectations for the final project presentation:

  1. That you do it and do it conscientiously.
  2. That you not rehash your last progress report
  3. That you not just show your deliverable (we'll do this Friday, 4/25).
  4. That you ask each other intelligent questions.

"So what do we do?"

Here are some suggestions:

  1. Talk about the larger context of your project, if you haven't already. For example, if you're producing something for a company or group, talk about that client or the process of working with him/her.
  2. Talk about the collaboration itself (how did you work together; how did you split up the work; if you're working via email, how well does that work?; if it's going well, why?)
  3. Talk about anything interesting you learned (about writing documentation, about similar projects or existing examples you found, about designing handbooks or brochures).
  4. Compare this project to other client/ service-learning projects.

How long should it be?

Aim for about 5-7 minutes. (Since we have 6 groups, this length will allow time for questions, opening PP files, and so on).

Possible Topics for Project #3

Topics that Generated Some Interest:

  • Create a new lab or unit for a 100 or 200 level science, math, engineering, or technology class
  • Usability study of the ENGL 420/ 421 websites (list here) or the new Purdue website
  • Computing Guide for Children

 

Topics

  • New lab for a basic science/ math/ engineering class
  • Software Documentation: Linux?
  • Usability study of Drupal (the software used for this site)
  • EMS manual
  • Lab Notebook guide
  • Lafayette guide (interesting things to do) (or Chicago?)
  • Profile a researcher
  • Propose a new product or a change to campus (like snow removal policy)

Here are some initial ideas based on what I know about your interests and backgrounds (updated March 7):

  • manual/ guidebook for Americans working in China
  • updated lab manual/ help system for in-house software
  • Caterpillar project?
  • literature review or academic paper in your area of interest
    • trends in math/ chemistry education
    • globalization and engineering
    • bioengineering
  • EMS guidebook
  • content analysis of health periodicals
  • web design/ software tutorial

And a couple based on local needs: survey readership of Research Review
Create a grant proposal, financial audit, or management proposal for the Humane Society.

Possible Clients and Topics (from blog 7 and class brainstorming)

Clients

  • Campus:
    • Departments/ Colleges
    • Co-Rec
    • New child care center?
    • Clubs/ Residence Halls
  • Community Service: Head Start; churches/ religious groups
  • Current Employer
  • New Business
  • Purdue Research Park: company listing |contact info
  • Kids

Types of Writing

  • Instructions/ Procedures/Documentation/Manual
  • Descriptions
  • Marketing Materials (website, brochures, catalogs)

Progress Report Guidelines

Overview: Write me and your client a memo or letter of a page or two, describing what you've done so far on your project 3 and what remains to do.

Due: end of class Monday, December 3

Length: 1-2 pgs

Suggestions

  1. Give your client a draft of your document, if you haven't already done so, and request feedback, suggestions, or reactions.
  2. Remind client of next meeting or any deadlines.
  3. Request anything you need to be successful on the project (technical help, review of a draft, photos/logos)

Possible Sections:

  1. Introduction (remind readers of topic)
  2. Summary of activities (what have you done since beginning the project?)
  3. Results (what have you learned? How far along are you in creating your brochure, booklet, or website?)
  4. Future Plans (what additional work do you need to do?)
  5. Conclusion briefly assessing progress and stating any concerns/ questions

Project #3 Proposal

Overview: This proposal is conceptually similar to the one for project #2. Essentially a project management tool, it lays out what you plan to do, why, and how.

Format: Memo to Suzanne of about 2 single-spaced pages. If you have a client, you should write a memo or letter to them and copy me; you may also copy your classmates.

Be aware that in the workplace client proposals are legally binding, so be careful not to promise more than you can deliver.

What to include:

1. Overview of project: Provide a 1-2 sentence introduction to the project, explaining what you will you be doing (your purpose/goal) and for whom (your audience).

2. Rationale: Explain why this topic is a good one and an appropriate fit for our class by describing (1) why someone needs your document; or (2) what your document adds to what's out there or to class discussions; or (3) what you will learn from your project.

Don't go overboard on this section, but do persuade yourself (and me) that the topic is worth three more weeks of your time.

3. Background: Describe any previous work you have done on the topic or any similar projects out there. In other words, this section will probably require some library research or information gathering.

4. Deliverable: Tell readers what specific documents you will be creating (for example, a web site? an academic paper? a website and a sample lesson plan? (If your answer is none, this project probably isn't a good fit for "Technical Writing.").

5. Work Plan Using your task list from Wed, April 2 as a starting point, lay out what you propose to do. This section is the heart of your proposal and the more specifics you can provide, the stronger it will be.

6. Tasklist and Gantt chart The ones from class on Wed, April 2 are fine.

7. Group Roles and Qualifications Provide a one-paragraph biography of each group member, emphasizing qualifications relevant to the project (for example, prior experience writing for children, creating instructional materials, etc.). Also describe what he will be doing.

8. Conclusion: This section may request feedback and resources (such as time or help with technology), voice any concerns, and ask questions.

Project #3 Topics and Groups

Updated after class on 4/2 4/7.   

New lab, demonstration or course unit for a math/ science class: William, Nathan, Meng 

Obscure games-- website for kids: Matt W., Clayton, Nick, Nate

Management styles in the movies: Adam M. (possibly Matt L. and Pete as well)

EMS handbook for ambulance drivers: Michael, Kyle, Dennis

Aviation-related website or publicity campaign for airport tours: Adam N., Osman

Project Assessment GL & Prompts

Due: April 30, with the rest of the project

Goals:

  1. To reflect on the process of planning, creating, and revising your final project (as before)
  2. To document work you did and that did not get incorporated into the project (new!).

Format: Near the end of your work on Project #3, prepare a two-page (double-spaced) overview and analysis of your project deliverables, and the process you used to complete them. The assessment should be completed individually, although you may certainly discuss it with your group members. Your Project Assessment Document should be in memo format (including headers and some attention to document design).

You don’t have to answer every question below, but be sure you address each section that’s relevant to your project in depth.

Writing in Context: Client Projects

  • Briefly describe the person or organization you created your final project for.
  • How does their culture resemble/ differ from other organizations you have worked for?
  • How satisfied were you with the amount of contact you had with them? If not, what could you have done differently?
  • What did you find most rewarding about working for a client? Most frustrating?
  • What skills might you be able to transfer to a resume? To a paid position?

Collaboration:

  • How would you describe your group’s structure?
  • How did you meet and exchange ideas/ documents?
  • Describe the strengths and weaknesses of each member of your group, including yourself.
  • Do you feel all members of your group should receive equal credit? If not, who should receive more or less and why?

Peer review:

  • Who was your single most helpful peer editor and why?
  • How did responding to the work of others help you improve your own work?
  • How would you assess your own strengths and weaknesses as an editor/ critic? Have they changed since the beginning of the term?

Research:

  • Describe any research or planning work your group did and that may not be apparent in the final project (for ex, learning design software, interviewing a client, looking at other brochures).
  • What types of research did you do for this project? Which had you done before and which were new to you?
  • On the whole, how satisfied are you with the amount of research you did?

Project Management:

  • How well did you plan your work on this project? What would you do the same or might you have done differently?
  • If you worked in a group, how did that affect your project management approach?
  • If you missed any of the intermediate deadlines, how did you adapt your work or approach to the project?

Document Design:

  • Describe a specific design choice you made when creating one of your deliverables.
  • What is the most effective aspect of your deliverables in terms of presentation or design?

Policies

Academic Integrity

Purdue students and their instructors are expected to adhere to guidelines set forth by the Dean of Students in "Academic Integrity: A Guide for Students," which students are encouraged to read here:

http://www.purdue.edu/ODOS/osrr/integrity.htm

The preamble of this guide states the following: " Purdue University values intellectual integrity and the highest standards of academic conduct. To be prepared to meet societal needs as leaders and role models, students must be educated in an ethical learning environment that promotes a high standard of honor in scholastic work. Academic dishonesty undermines institutional integrity and threatens the academic fabric of Purdue University. Dishonesty is not an acceptable avenue to success. It diminishes the quality of a Purdue education, which is valued because of Purdue's high academic standards."

Academic dishonesty is defined as follows: "Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [University Regulations, Part V, Section III, B, 2, a] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972]"

If you have any questions about this policy or my interpretation of it, please ask. Do be aware that (1) I do not grade work that is the product of academic dishonesty (for ex, white papers with plagiarized material); it will receive an automatic zero; (2) academic dishonesty may result in sanctions up to and including an F for the course and a report to the Dean of Students’ Office.

Attendance

Purdue’s regulations stipulate that "Students are expected to be present for every meeting of the classes in which they are enrolled.” For this class, that means I expect you to attend not just the scheduled face-to-face (F2F) meetings, but any electronic class meetings and any meetings scheduled out-of-class with your team to complete course assignments. You are allowed four unexcused absences. Five absences may result in your final grade being lowered by as much as a letter grade. More than five absences can result in a failing grade for the course. Excused absences may be granted for religious holidays or university-sponsored events, provided you make a written request to me (email is fine). Being excessively or regularly late for class or team meetings, both electronic and F2F, can also be counted as an absence.

Collaborative Work

Teamwork is a required component of the course. You and your project team members are responsible for updating one another and me about assignment development and progress. In addition, you also are responsible for negotiating together all aspects of your work, including planning, drafting, revising, file managing, and scheduling of assignments. When a collaborative project is assigned, you will receive explicit guidelines for successful collaboration. Individual group members will complete evaluation documents.

Late Work

In general, weekly blogs, in-class activities and biweekly assignments cannot be made up. For major projects, I expect you to request extensions prior to the deadline and in writing (an email is fine). While I am relatively understanding in granting extensions, be aware that (1) I do not generally accept work more than 2 weeks late; (2) I reserve the right to refuse extensions if they will inconvenience others in your group; and (3) I may start to penalize your work if it is habitually late.

Revision Policy

You may revise the first and/or second major project for a higher grade. If you're interested in a revision, schedule a conference with me to discuss possible changes. Revised projects should be submitted to me before Dead Week (so I'm not buried in grading at end of term), though I encourage you to turn them in sooner. 

Speak Up!

When you have questions or if you have concerns about the class, please don't hesitate to let me know.

Students with Disabilities

Students with disabilities have the right both to confidentiality and to reasonable accomodations. If aspects of this class will cause you difficulty, please let me know that and what type of accomodations will assist you. Further information is available through Adaptive Programs:

http://www.purdue.edu/odos/adpro/Welcome.html

In Case of a Campus Emergency

In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances. You can acquire updated information from the course website, by emailing me, or by contacting me through the English Department at 765-494-3740.

Technology

Technology Requirements

In order to participate fully in the course, you should already be able to use the technology platform and applications listed below.

Technology Responsibilities

Familiarity with certain technologies is crucial for participation and success in the course. If you need any assistance now or at any point during the semester, please do not hesitate to ask.

Very early in the semester, you will be asked to demonstrate that you can meet these responsibilities:

During the semester, you'll need regular access to the Internet and email. Because the course home page is the main locus of the class community, you are responsible for reading and keeping current with all content posted there, including what has been submitted by both the instructor and your fellow students. You'll be responsible for configuring your system to access course materials, to read course email and participate in online discussions, and to submit your work.

If at any time you have problems accessing the Internet from home, you'll need to find a public lab or connection point. Problems with computers will not be an excuse for falling behind or failing to complete required assignments. If your Internet service goes down, use another computer. If your computer breaks, use another computer. In other words, find a way to complete the assignments on time. Because computer problems are a fact of life, always work to complete your assignments early and make frequent backups to multiple media.

I also ask that you use the technology in the classroom in a courteous and professional manner. In particular, please do not print documents, surf the Web, do work for other classes, or IM in the middle of discussion or presentations. If you need to use the machine for class-related purposes when someone else is talking, please type or mouse-click quietly.  

Course Technologies

Calendar

The links at the bottom of this page provide a week-by-week schedule. Within each week, you will find lists of in-class activities and assignments for the following class. Unless specifically noted otherwise, all assignments are to be completed before class on the day listed.  For example, read through the syllabus and chapter 13 of the textbook before class on Wednesday, Jan 9.

This course calendar will 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. If you ever get confused, feel free to contact me for clarification.

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.

Week 1

Date

Class Meeting

For Next Meeting

Mon 1/7

Overview of class

Introductions (name game)

Explore course website and obtain login.

Introduce the Student Information Sheet and discuss course technologies.

Icebreaker: associations with technical writing; instructions activity

 

  1. Purchase or order books.
  2. Read chapter in Technical Communication Today (TCT) on “Using email and instant messaging” (chapter 13). If your books haven't arrived yet, do a little internet research on email/ IM in the workplace.
  3. Locate and complete Student Information Sheet and send a copy to me as an attachment.
  4. Try to post an introduction (about 75 words) to your blog on the course website. Guidelines are here.
  5. Locate and look over the Technology Checklist and syllabus; bring any questions

Wed 1/9

Follow-up questions about class, syllabus and course technologies.

Technology troubleshooting as needed (e.g. creating PDF files)

Small group discussion: workplace writing experience; standards for workplace writing; netiquette & writing with new technologies.

Three interesting readings:

Introduce Project #1, the Employment Project.

Some bad writing examples-- I'm not persuaded these are real, but #9 made me laugh.

Complete Technology Checklist to turn in at the beginning of Friday's class.

Read in TCT: chapters on "Communicating in the Workplace" and “Starting Your Career” (chapters 1 & 15)

If you don't have the book yet, browse some job seeking/ resume building resources. The Center for Career Opportunities (CCO) has a job search manual (pdf).

Fri 1/11

Technology Checklist due in printed form at the beginning of class.

Questions/ discussion about job searching and employment documents (resumes, letters, portfolios), etc.

Complete the Job Skills Checklist (circle all that apply to you) in class

Using a search engine, locate 2-3 job descriptions that intrigue you to share with the class on Monday. Internships are good possibilities; graduate programs/ fellowships are also acceptable.

1) Weekly Blog #1: setting career goals

2) Bring 2-3 job ads to share

3) Browse the job search resources in the links section of the website as time/ interest allow.

4) Read in TCT:

  • “Letters and memos” (chapter 17)
  • “Readers and Contexts of Use” (chapter 3)

Initial Associations with Technical Writing

Genres:

  • How-Tos/ instructions
  • Documentation
  • Reports
  • Memos
  • Presentations

Characteristics:

  • Used within a business
  • Helps communicate professionally in business world
  • To-the-point, doesn't necessarily include every possible piece of information

Questions for small group discussion on Wed/Fri

Form groups of 3 or 4 people and discuss the following questions. You don't need to do them in order. When you're done, pick a person in the group to summarize what you talked about to the rest of the class. 

Part 1: Good/Bad Professional Communication

  1. What types of communication (written or oral) have you done at work?
  2. Last time we said it's important for workplace writing to get to the point (be concise). Based on your experience at work or as a student, what else do you think makes for good writing in the workplace?
  3. What are some examples of bad writing/communication you've seen? What made them bad? 
  4. What sorts of communication technology have you used at work?

Part 2: Professional Writing and New Technologies

1. When would you send a friend an email, rather than a text or Facebook or instant message?

2. The article from Slate argues that email is "dead" because teenagers prefer other technologies and thus email is evolving into a workplace technology. Would you agree? Why or why not?

3. What are the most important things to remember when sending an email to a professor/ boss/ potential employer?

Week 2

 

Date

Class Meeting

For Next Class
Mon, 1/14

In small groups, share job ads with classmates and identify:

  • an interesting job ad
  • an annoying job ad

  • a useful job search resource
  • an overrated (iyho) job search resource

  • some job search/ employment document questions your group wants to discuss
  • some good advice someone in your group has received

Further discussion of job searching strategies, employment project documents (job ad analysis, resumes, letters, portfolios), etc.

Letters & memos:

Job Ad Analysis due next class.

Choose an ad that looks suitable for the employment project and complete the Job Ad Analysis form.

In TCT, read chapter 9, "Designing Documents and Interfaces";

Read through the OWL handout Higher Order and Later Order Concerns for Business Writing.

Start updating resume for Friday

Wed, 1/16

Post 2 comments in response to 2 different classmates' first blog entry.

Review Job Ad Analysis forms:

  1. Identify a few forms of feedback you'd find helpful (for example, "I can't find the company's history or mission statement": "Does my answer for question 3 make sense?")
  2. Post your Job Ad Analysis form to your blog with a brief cover note explaining what feedback you'd like.
  3. Form groups and compare ads and forms.

Introduction to document design (ppt)

We didn't get to the items below:

Finish letters/ memo overview: design, types, contexts

 In-class exercise: create letterhead for your job application letters

Cover letters and resumes (discuss samples in class):

Example from Found Magazine: possible contexts

Resume draft due next class

In TCT, read chapter 12, "Revising and Editing"

Fri, 1/18

Resumes: questions, discuss one (the bad example or a volunteer's) as a class 

Peer-review of resumes

Informational Interviews (what, why, how)

If time:

  • "Brenda's" cover letter
  • "Advising Patricia" case study (handouts)Editing 101: revision and substantive editing
    		•
    1. Weekly blog #2: Informational interview plan
    2. Draft cover letter due Wed
    3. If you'd like additional resume feedback, bring your (revised) resume on Wednesday
    4. do monthly assignment #1 if you like one of the options

     

    introductory questions on letters & memos

    Now that we’ve reviewed the formatting of letters and memos, take a second and think about the following questions.

    1. What are some ways to make a letter (or memo) look nice on the page?
    2. What are some common types of business letters? (Hint: what sort of business letters have you received? Written?)
    3. What usually determines whether to send someone a letter rather than a memo? (Hint: Memos do not include a snail-mail address, but letters do).

    Week 3

    Date

    Class Meeting

    For Next Class
    Mon, 1/21 NO CLASSES: MLK Day
    1. Weekly blog #2: Informational interview plan
    2. Draft cover letter due Wed (bring electronic version or several print copies)
    3. If you'd like additional resume feedback, bring your (revised) resume on Wednesday
    4. do monthly assignment #1 if you like one of the options
    Wed, 1/23

    Peer-review of cover letters and (as desired) of resumes

    Whole-class discussion of cover letters (in general or a volunteer's)

    Informational Interviewing: what, why, how

    1. Bring your full list of questions (7-10) for the informational interview
    2. Read over textbook material on interviewing
    3. Bring any questions about monthly assignment #2 or the rolling monthly. 
    Fri, 1/25

    Emplyment project: catch-up day

    Discuss Dennis's cover letter (as a class)

    Interviewing challenges:

    • wrong answers
    • yes/no answers
    • touchy topics 

    Peer/ class review of questions for informational interviews

    Mock informational interviews (practice interviewing a classmate about major, internship, or an interesting job) 

    for Monday

    start reading Friedman, The World is Flat, part 1. Specifically, choose 2 of his 10 "flatteners" and be able to present them to your classmates.

    Sample Informational Interview Questions

    Directions:

    Pair up with someone in a different major from you. Spend about ten minutes interviewing them about their major and/or a job they had, then switch roles.

    Sample questions:

    What's your major? Why did you choose it? Did you switch; from what; why?

    Classes: have taken/ are taking?

    Most prepared for your career? Least?

    Career goal?

    Where do you envision being in 5 10 years?

    Teamwork: / work with people? things? ideas?

     

    What would you like to learn about other students' majors/ jobs? (will be done in class)

    Sample Mock/ Job Interview Questions

    What makes you a good candidate for this position?
    What moment of your life are you proudest of?

    CCO sample questions:
    https://www.cco.purdue.edu/Student/JobSearchSkills_SampleQuestions.shtml

    Questions Asked by Employers

    Personal

    1. Tell me about yourself.
    2. What are your hobbies?
    3. Why did you choose to interview with our organization?
    4. Describe your ideal job.
    5. What can you offer us?
    6. What do you consider to be your greatest strengths?
    7. Can you name some weaknesses?
    8. Define success. Failure.
    9. Have you ever had any failures? What did you learn from them?
    10. Of which three accomplishments are you most proud?
    11. Who are your role models? Why?
    12. How does your college education or work experience relate to this job?
    13. What motivates you most in a job?
    14. Have you had difficulty getting along with a former professor/supervisor/co-worker and how did you handle it?
    15. Have you ever spoken before a group of people? How large?
    16. Why should we hire you rather than another candidate?
    17. What do you know about our organization (products or services)?
    18. Where do you want to be in five years? Ten years?
    19. Do you plan to return to school for further education?

    Education

    1. Why did you choose your major?
    2. Why did you choose to attend your college or university?
    3. Do you think you received a good education? In what ways?
    4. In which campus activities did you participate?
    5. Which classes in your major did you like best? Least? Why?
    6. Which elective classes did you like best? Least? Why?
    7. If you were to start over, what would you change about your education?
    8. Do your grades accurately reflect your ability? Why or why not?
    9. Were you financially responsible for any portion of your college education?

    Experience

    1. What job-related skills have you developed?
    2. Did you work while going to school? In what positions?
    3. What did you learn from these work experiences?
    4. What did you enjoy most about your last employment? Least?
    5. Have you ever quit a job? Why?
    6. Give an example of a situation in which you provided a solution to an employer.
    7. Give an example of a time in which you worked under deadline pressure.
    8. Have you ever done any volunteer work? What kind?
    9. How do you think a former supervisor would describe your work?

    Career Goals

    1. Do you prefer to work under supervision or on your own?
    2. What kind of boss do you prefer?
    3. Would you be successful working with a team?
    4. Do you prefer large or small organizations? Why?
    5. What other types of positions are you considering?
    6. How do you feel about working in a structured environment?
    7. Are you able to work on several assignments at once?
    8. How do you feel about working overtime?
    9. How do you feel about travel?
    10. How do you feel about the possibility of relocating?
    11. Are you willing to work flextime?

    Questions to Ask Employers

    1. Please describe the duties of the job for me.
    2. What kinds of assignments might I expect the first six months on the job?
    3. Are salary adjustments geared to the cost of living or job performance?
    4. Does your company encourage further education?
    5. How often are performance reviews given?
    6. What products (or services) are in the development stage now?
    7. Do you have plans for expansion?
    8. What are your growth projections for next year?
    9. Have you cut your staff in the last three years?
    10. How do you feel about creativity and individuality?
    11. Do you offer flextime?
    12. Is your company environmentally conscious? In what ways?
    13. In what ways is a career with your company better than one with your competitors?
    14. Is this a new position or am I replacing someone?
    15. What is the largest single problem facing your staff (department) now?
    16. May I talk with the last person who held this position?
    17. What is the usual promotional time frame?
    18. Does your company offer either single or dual careertrack programs?
    19. What do you like best about your job/company?
    20. Once the probation period is completed, how much authority will I have over decisions?
    21. Has there been much turnover in this job area?
    22. Do you fill positions from the outside or promote from within first?
    23. What qualities are you looking for in the candidate who fills this position?
    24. What skills are especially important for someone in this position?
    25. What characteristics do the achievers in this company seem to share?
    26. Is there a lot of team/project work?
    27. Will I have the opportunity to work on special projects?
    28. Where does this position fit into the organizational structure?
    29. How much travel, if any, is involved in this position?
    30. What is the next course of action? When should I expect to hear from you or should I contact you?

    Week 4

    Date

    Class Meeting

    For Next Class

    Mon, 1/28

    Discuss Friedman & globalization

    • pre-reading questions (group discussion)
    • post a couple questions of your own
    • in pairs, prepare a brief explanation of the 10 flatteners

     

     

    in place of a face-to-face class on Wednesday, post a response to the Friedman reading and a few possible project 2 topics

    for Friday, read chs 3, 4, and "The Quiet Crisis" (which is either ch 7 or ch 8, depending on your edition) 

     

    Wed, 1/30

    NO FACE-to-FACE class

    But please do the following activity sometime on Wednesday:

    post a response to the Friedman reading and a couple possible project #2 topics: prompt 

     

    for Friday, read Friedman, chs 3, 4 and "The Quiet Crisis" (which is either ch 7 or ch 8, depending on your edition)   

    Fri, 2/1

     

    Introduce Project #2 and possible topics

    Introduce Project Reflection Document for Project #1

    Friedman, cont'd

    • interesting points from Wed responses (type of book; balance of opinion/ information)
    • finish flatteners
    • "locks" and "keys"
    		 for Monday
    1. Bring first draft of employment project to class for peer review/ editing
    2. Review ch 12 ("revising and editing") and read ch 9 (on style) in TCT

     

    Pre-reading questions

    Put aside the Friedman reading for a second (if you didn't do it, this activity is your chance to shine) and think about the 4 questions below:

    1. What do you associate with globalization?

    2. What are some good things about globalization? Bad things?

    3. In your personal opinion, is globalization mostly exciting or mostly scary?

    4. How do you think your grandparents (or favorite older person) would answer question 3? 

    Week 5

    Topic: Proposals; White papers and other reports

    Readings: TCT ch 21, ch 23, ch 4 if class working in groups

    Date

    Class Meeting

    For Next Class
    Mon, 2/4

    1) revise employment project to turn in Wednesday

    2) read textbook section on white papers (pp. 649-650) 

    3) work on project #2 proposal for Friday

    Wed, 2/6

    EMPLOYMENT PROJECT DUE

    In-class research activity:

    • part 1: What is a white paper? | results from last fall
    • part 2: Locate a sample white paper related to globalization or your major/interests

    Sample white papers

    Research log 2.1 due by end of class

    Sample proposals (FYI; we didn't actually discuss these in class) 

    		project #2 proposals due in quick & dirty format for peer review; be ready to chat about your project #2 topic and any questions/ problems you might be having
    Fri, 2/8

    Chat about project #2: topics, sources, questions and concerns

    proposals due in quick & dirty format for peer review

    Peer review sheet

    More on proposals and report format for project 2

     1. For Monday, 2/11, finish up the Friedman for class discussion. You should read chapters 3,4, "Quiet Crisis" (ch 7 or Cool and "Unflat World" 

    2. For Wednesday, 2/13, find an example of a report and bring it to class. Anything that calls itself a "report" is fine. Here are some suggestions:

    • one of your better lab reports
    • an annual report from a company
    • a report written by Purdue
    • the water quality report that turns up in your water bill  

    Style Exercise for Feb 4

    Before editing project 1 for style, it's useful to review the eight stylistic principles in the book (p. 218).

    The 8 sentences below each violate one principle. See if you can identify the stylistic problem and suggest a better way to phrase the sentence.

    1. In my first internship, I accomplished the assembly of multiple circuit boards.

    2. To disagree or agree somewhat was the majority of the answers to the questions which seem to be some of the most talked about topics in politics.

    3. I also think that most of the ages in our class are older is because they never had the opportunity to start college after high school.

    (2 & 3 taken from  http://glory.gc.maricopa.edu/~kschwalm/English101/sentences.htm

    Week 6

    Topics: Reports

    Readings: chs 22 & 23

    Date

    Class Meeting

    For Next Class
    Mon, 2/11

    progess report guidelines

    further Friedman discussion

    • book's politics
    • Marx quote
    • information/ persuasion
    		For Wednesday, 2/13, find an example of a report and bring it to class. Anything that calls itself a "report" is fine. Here are some suggestions:
    • one of your better lab reports
    • an annual report from a company
    • a report written by Purdue
    • the water quality report that turns up in your water bill
    Wed, 2/13

    Friedman leftovers

    Reports:

    • types
    • your examples
    		 Rough draft of progress report (guidelines here) due Friday.
    Fri, 2/15

    peer-review of progress reports:

    work/research/ meeting time

    1. work on project #2
    2. read, in TCT, chapters 2 (on the technical writing process) and 7 (on research & information management)
    3. Post blog #6, on your writing process
    4. Look back at your project #1 interview and see if you learned anything that will interest the class

    Week 7

    Information and Project Management; Web design

    Readings: chs 14

    Date

    Class Meeting

    For Next Class
    Mon, 2/18

     

    • writing processes
    • source evaluation: with a partner, find an internet source that you think is "junk science" or junk public policy (see exercise 2 on p. 176 for some ideas)
    		 read chs 8 & 14
    Wed, 2/20

    web design 101 (basics)

    • planning
    • creating content
    • uploading content

    1. Read ch 11 in textbook

     

    Fri, 2/22

    web design 102

    • home pages
    • internal links/ site management

    Bad & good web design

    http://www.webpagesthatsuck.com

    Resources:

    Dreamweaver cheat sheet

    For those curious about HTML or hand-coding, look at the HTML exercise and basic tags files attached below.

    1. Bring in a graphic related to your major and that you think is attractive or even beautiful.

    2. Write up and bring electronic (or 2 print) copies of a draft bibliography and an outline (or first chunk) of your white paper

     

    Week 8

    Graphics; Presentations; Organizing and Drafting (chs 8 & 11)

    Date

    Class Meeting

    For Next Class
    Mon, 2/25

    Peer-review of bibliographies and outlines for white papers

    graphics:

    Suzanne's example: funny international signs

    hands-on exercise: creating Gantt charts in Excel

  • simple way
  • less simple way

    • peer-review white paper bibliographies and outlines

    By noon on Saturday, March 1, post a first draft of your white paper to the class website.

    Wed, 2/27 NO CLASS (SB out of town)  
    Fri, 2/29 NO CLASS (SB out of town)

     

     

    Week 9

    Assignments and activities for Week 9

    Date

    Class Meeting

    For Next Class
    Mon, 3/3

    monthly #6

    establish speaking order for project 2 presentations-- volunteer &/or draw for spaces [actual presentations will occur after spring break, probably Mon, 3/17-Fri, 3/21] 

    peer-review of white papers (first drafts)

    read ch 16 and Edward Tufte's Wired article, "PowerPoint is Evil."

    Also interesting/amusing:

    Wed, 3/5

    Presentations-- questions for discussion

    • General
      • How important are presentations in your major or field?
      • What types do you foresee giving?
      • What sorts of visual aids are commonly used by your professors/ bosses?
    • PowerPoint:
      • what aspects of PP do you like? what aspects do you dislike?
      • what misuses of the program have you seen?
      • what effective uses of it have you seen?
      • what are Tufte's main complaints about the program? To what extent (if at all) do you agree with him?

    mock presentation activity (part 1)

    presentation outlines (for project 2) due

    Fri, 3/7

    mock presentation activity (part 2)

    presentation outlines due for peer-review

    • peer-review sheet
    		work on project 2, especially the presentations

    SPRING BREAK: March 10-15

    Mock Presentation Activity

    (Thanks to AJF in my fall class for suggesting this idea)

    Overview/ Introduction: The Purdue Office of the Dean of Students has announced that it will award $10,000 in grant funding to 1-2 student teams with the best proposal to improve the university. Since these are internal grants, the competition won't be too stiff, but the senior staff in the ODOS [i.e. you, the class] would still like to see a one-page written proposal, a preliminary budget, and a 5 minute presentation of your idea.

    Procedure:

    1. Form four 4-person teams. (In the case of perfect attendance, one group will have an extra person).
    2. On Wed, 3/5, spend 20 min brainstorming ideas to improve Purdue and cho