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 choose one.
    3. After or at the end of class Wednesday, write up a brief proposal, budget, and a presentation outline or script. Before leaving class, you will need to delegate responsibility for writing the proposal, sketching out a budget, writing a presentation outline or script, and giving the presentation.
    4. Proposals will be due at 8:35 on Fri, 3/7. Presentations will be given in class on Friday.
    5. After all presentations are given, the "Dean's staff" will review them and vote on one or two to be funded.

    (There will be a modest real-life prize for the winning group(s))

    Week 10

    Assignments and activities for Week 10

    Date

    Class Meeting

    For Next Class
    Mon, 3/17  project #2 presentations: Matt W., Nick, Osman, Nathan
    Wed, 3/19 project #2 presentations: Adam N., Matt L. & Adam M., William,  Meng
    Fri, 3/21

    project #2 presentations: Dennis, Kyle, Michael   

    Bring your complete project #2 to class on Monday Wednesday for another round of peer-review (primarily stylistic editing and proofreading)

    For Monday, please complete blog entry #7.

    Week 11

    Date

    Class Meeting

    For Next Class
    Mon, 3/24
    • finish project 2 presentations (Nate, Clayton, Pete)

    • group brainstorming for final project topics

    1. bring your complete project #2 for proof-reading/ later-order editing
    		  
    Wed, 3/26
    1. If you know them, email me your project #3 preferences (both 2-3 topics that interest you and anyone you'd like/ not like in your group).
    2. Project #2 due; bring electronic copy of white paper piece for uploading
    Fri, 3/28
    • project #2 due
    • class time to upload white papers to web (guidance and troubleshooting)

     

    1. Re-read chapter 4 on "Working in teams."
    2. Bring a game (deck of cards, puzzle, board game, Monopoly, sports equipment, etc.) to class on Monday 
    3. Think more about project #3 options

    Discussion Questions for Final Peer Review of Project #2

    Questions for Final Peer-Review of Project #2

    To help you make the best use of peer-review time, I have created a list of questions for groups to consider and discuss, rather than a worksheet. I recommend talking through these questions with each writer in the group.

    1. What type of feedback would be most helpful to you today?

    • For example, would the writer like a specific part of the project, like a finished white paper, reviewed?
    • Or would s/he prefer to have the whole thing read over for stylistic issues and grammar?

    2. Are there stylistic or grammar issues you'd like us to look for? For example:

    • wordy writing?
    • sentence length?
    • repeated words?
    • comma splices?
    • apostrophe problems?

    3. Do the writer’s proposal and progress report follow the formatting criteria:

    • Sans-serif font for headings?
    • Serif font other than Times New Roman for paragraphs?

    4. What is the thesis (or purpose) of the white paper? If you can’t tell, the writer should clarify it.

    5. What is the organizational pattern used in the white paper? Is it logical?

    6. Do you see any potential problems with the writer’s use of sources? For example, are there any statistics that need a citation, passages that sound plagiarized, etc.?

    7. Can the writer identify the citation format s/he is using (APA, MLA, CBE, etc.)?  

    Guidance for Uploading White Papers

    What I'd like:

    • a copy of your white paper in PDF format on your Purdue web space
    • a a copy of your white paper in HTML format on your Purdue web space

    Making a PDF:

    1. Open your white paper in Word.
    2. Select Print, choose the Adobe PDF option.
    3. Save the PDF in a logical space in the H: drive.
    4. Browse to the logical location and make a note of it.

     Making an HTML file

    Option A:

    1. Save your Word file as HTML.
    2. Use Dreamweaver to clean up the Microsoft code.
    3. Add bookmarks and links as needed.

    Option B:

    1. Copy and paste from your Word file into Dreamweaver.
    2. Restore formatting.
    3. Add links and bookmarks as desired. 

    Week 12

    Assignments and activities for Week 12

    Date

    Class Meeting

    For Next Class
    Mon, 3/31
    • monthly 7
    • refine project #3 topic list
    • working in teams (the good, the bad, and the lazy)
    • team-building time (game day)

    Review project topics here and here and email Suzanne by noon on Tuesday, 4/1 with:

    • top 3 choices
    • names of people you'd enjoy working with
    Wed, 4/2

    Initial group meeting time for project #3

    Draft task list, Gantt chart, and description of roles due at end of class

    1. read TCT, chapter 5 "Ethics in the Technical Workplace"
    2. either bring a unethical ad (or other document) or pick a case from the book for discussion
    3. bring your textbook to class
    Fri, 4/4

    Discussion of ethics:

    • in our majors | in writing (when not to write; conveying bad news)
    • in advertising
    • in science/engineering: Einstein letter to FDR  

    In TCT, read:

    Boisjoly memo (p. 182) and context for it on pp. 180 & 183)

    chapters 18 & 19 on technical definitions and descriptions

    Review guidelines for project 3 proposal and bring any questions

    Possible Discussion Questions (teamwork)

    1. What are the best things about working in teams? The worst?
    2. What are some effective strategies for avoiding/ correcting slacking?
    3. What are some other challenges that have arisen in group work? How can they be addressed?
    4. In your experience, conflict within a group is usually ____.
    5. What are some different group roles you have seen? Played?
    6. What collaborative technologies have you used?

    Week 13

    Assignments and activities for Week 13

    Date

    Class Meeting

    For Next Class
    Mon, 4/7

    finish ethics

    • Boisjoly memo (TCT, pp. 180-183)

    definitions:

    Ethics misc.:

     


    Wed, 4/9

    extended definitions & descriptions

    • techniques
    • widget activity

    work half-day: blog 9 due

    		By 5 pm on Thursday, post your draft proposal; review other proposals for review and discussion in class Friday.
    Fri, 4/11

    Discuss project 3 proposals:

    Review textbook material on descriptions for children (pp. 563-565).

    Read ch 20, on instructions

    Bad sentence-length definitions

    For each of the following examples, think about (a) in what context the term might require definition; (b) how the definition itself could be improved.

    1. A GMO is a genetically modified organism.
    2. A thermometer measures temperature.
    3. A thermocouple measures temperature.
    4. A strike is when workers stop working.
    5. A weed is any plant growing where it shouldn't.
    6. Networking is when you connect up computers or people.

    (Exercise adapted from Mike Markel, Technical Communication)

    Techniques for Writing Extended Definitions and Descriptions

    Taken from TCT p. 519 and ch 19

    • origins/ history
      • "The word forensic comes from the Latin word forensis: public"
      • "The word piezo is Greek for "push". The effect known as piezoelectricity was discovered by brothers Pierre and Jacques Curie when they were 21 and 24 years old in 1880."
    • examples
      •  "An example of a solid solution is brass. An example of a liquid solution is aqueous hydrochloric acid (HCl in water). An example of a gaseous solution is air."
    • negation
      •  Behaviorism "dismissed the inward experiential and sometimes the inner procedural aspects as well"
    • partition (spatial, temporal, organizational)
      • The Paleozoic Era "is subdivided into six periods, the Cambrian, Ordovician, Silurian, Devonian, Carboniferous, and Permian"
      • The CEO reports to a Board of Directors and oversees the CFO, CIO, and director of human resources.
    • similarities and differences:
      • Border Gateway Protocol (BGP) "is a more recent protocol than the Exterior Gateway Protocol (EGP)."
    • analogies
    • pictures

    Others from your examples:

    • function ("the general manager is also responsible for doing X")
    • relevant quotations (see Dennis's leadership definition)

    Week 14

    Assignments and activities for Week 14

    Date

    Class Meeting

    For Next Class
    Mon, 4/14
  • brochure/ flyer for airport tours
  • ambulance handbook
  • business entertainment guidebook
    		•  review ch 20; bring an example
    Wed, 4/16

    Finish definitions and descriptions (for kids)
    Discussion Qs for tornado case

    Instructions:

    		review ch 20; bring an example
    Fri, 4/18
    • your examples
    • Lego activity
    • default manual vs. user-centered approaches (coffee grinder example)
    		 Look over presentation guidelines and bring any questions. 

    Countries we researched

    International Communication

    Discussion Qs for Tornado Case

    These questions are designed for use with the "Storm Chaser" case on p. 565 of the text, although they should make sense on their own.

    1. What might elementary school children (ages 6-11) think of when you mention a tornado? How might those prior associations affect your description?
    2. What do kids this age need to know about tornadoes?
    3. What are some things that might traumatize children and so might be better left out of your description?
    4. With a partner, write a description of a tornado that is technically accurate but still accessible to and suitable for young children.

    Week 15

    Assignments and activities for Week 15

    Date

    Class Meeting

    For Next Class
    Mon, 4/21

    Review HW 10 and guidelines for project 3 presentations & project assessment

    finish Lego activity (user-test instructions from Fri)

    work time?

    		Bring your spare pennies (you'll get them back)
    Wed, 4/23

    blog 11

    project 3 presentations (not necessarily in this order)

    • business entertainment guide
    • games website/ booklet for kids
    • airport tour marketing materials
    • EMS handbook
    • chemistry lab/ lesson plan

    By 5 pm on Thursday, post a draft of the document(s) you'd like us to review on Friday

    Late on Thursday or early Friday, read over the posted materials (linked below) and come ready to discuss them in class.

    Fri, 4/25

    presentation by resort marketing materials group

    Workshop final projects:

    • School Yard games website
    • airport brochure
    • EMS handbook
    • chemistry lab/ lesson plan
    • business entertainment guide
    • resort marketing materials

    Workshop final projects; Last day of class

    Final projects will be due on Wednesday, April 30 (end of day). Earlier submissions are fine, too.

    Effective marketing writing

    Prompt for blogging or class discussion:

    Based on our examples, what makes a marketing brochure, website, or booklet effective?