ENG 3050: Technical Communication I Wayne State … · Instructor: Corey Hamilton Email: [email protected] Office: 9310, ... Plagiarism is the act of copying work from books, articles,

ENG 3050: Technical Communication I Wayne State University

Fall 2017 Instructor: Corey Hamilton Email: [email protected] Office: 9310, 5057 Woodward Office Hours: T/R 10:30 a.m. – 12:00 Location/Time: Online Course/Sec #: 14783/012 & 14189/013 Department of English Description ENG 3050 prepares students for reading, researching, writing, and designing technical documents. While some technical writing addresses a general audience (e.g., instructions), technical documents are often written for multiple audiences with different specializations (e.g., technical reports for executives and implementers). Technical documents incorporate both textual (writing) and visual (graphics, illustrations, etc.) elements of design. WSU Undergraduate Bulletin Description Cr 3. Instruction in basic technical writing skills. Requirements include writing summaries, letters, memos, instructions, and technical reports. Topics include audience and purpose analysis, textual and visual aspects of technical document design, and formatting. Course Prerequisite for ENG 3050 To enroll in ENG 3050, students must have completed their WSU Basic Composition (BC) requirement (ENG 1020 or equiv.) with a grade of C or better. General Education Designation With a grade of C or better, ENG 3050 fulfills the General Education IC (Intermediate Composition) graduation requirement. Successful completion of Intermediate Composition (IC) with a grade of C or better is a prerequisite to enrolling in courses in the major that fulfill the General Education WI (Writing Intensive) requirement for graduation. More information on the General Education requirements is available from the WSU Undergraduate Bulletin: http://www.bulletins.wayne.edu/ubk-output/ubk%2009-11-wb-01-07.html Last Day to Add/Drop/Withdraw

• Last day for Add/Drop: for Fall 2017, September 13; for Winter 2018, January 22. • Last day to withdraw (no tuition refund): for Fall 2017, November 12; for Winter

2018, March 25. Consider including the attached “SMART” document with your syllabus.

• Completing a SMART Check at the Welcome Center is mandatory if you are intending to withdraw from a class. Withdrawals can seriously impact your financial aid and progress toward degree completion. Consider carefully before

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making the decision to withdraw from this course. Use the following link for more information: https://wayne.edu/financial-aid/receiving/withdrawal/

Learning Outcomes Writing and Designing Write effectively as individuals and in teams in standard genres of technical writing (including summaries, professional correspondence, resumes, instructions, technical descriptions, reports, and performance assessments), including the appropriate use of grammar, mechanics, style, and document design for formal and informal documents and standard conventions of citation and documentation. Reading and Analyzing Read, analyze, and evaluate the design of, and the audience(s) and purpose(s) for, technical documents, including text, visuals, format, usability, citation, documentation, and mechanics. Researching and Documenting Design and conduct primary and secondary research; evaluate appropriate sources in support of composing technical documents. Using Technology and Media Make productive use of current technologies for reading, researching, writing, and designing technical documents. Required Text Markel, Mike. Practical strategies for technical communication. 2nd ed. Boston: Bedford/St. Martin’s. ISBN: 978-1-319-00336-4 Assignments Students are required to write a minimum of 32-37 pages (8,000-9,000 words) in ENG 3050 (including drafts and informal writing). This course will feature 4 major projects along with less formal writing for in-class activities and homework.

1. Job Application Materials (4-5 pages) 2. Instruction Set & Test Memo (5-6 pages) 3. Three Component Report (16-22 pages) 4. Performance Review (2-3 pages)5. ShortWritingAssignments(5-10pages)

Project Formats and Submission • Assignments must be typed, double-spaced, in 12-point Times New Roman

typeface, with one-inch margins. • Please use MLA format for citations. • Assignments must be submitted electronically through Blackboard. • Please insert page numbers in the top, right-hand corner of your assignments.

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Grading There are seven (7) project areas on which you will be graded. Grades on individual papers will be weighted as follows, totaling 1000 points:

1. Job Application Materials (150 points total) * 1A: Paper Resume and Cover Letter 100 points * 1B: Professional Website 50 points

2. Instruction Set & Test Memo (150 points total) * 2A: Instruction Set 100 points * 2B: User Test Memo 50 points

3. Three Component Report (400 points total) * 3A: Research Proposal 100 points * 3B: Progress Report 50 points * 3C: Research Report 250 points

4. Performance Review 50 points 5. Annotated Bibliography w/ Info Sheet 100 points 6. Weekly Discussion Posts 100 points 7. Peer Review (x2 @ 25 points ea.) 50 points

Total Points Available 1000 points

Attendance Policy As this is an online class, attending class is in the form of logging onto the class website and checking your Wayne State University (WSU) email daily. You may see the online course schedule of assignment due dates, weekly reading assignments, and weekly video lectures. While this will be my primary line of communication to you, I will also utilize the “Announcements” feature on Blackboard to send updates, notices, and reminders that are then sent to your WSU email account, thus making it imperative that you check your WSU email account regularly.

In addition, weekly videos, announcements, and other reminders will also be posted on the class website, so this site should also be checked regularly for the most updated course information.

Plagiarism Policy Plagiarism is the act of copying work from books, articles, and websites without citing and documenting the source. Plagiarism includes copying language, texts, and visuals without citation (e.g., cutting and pasting from websites). Plagiarism also includes submitting papers (or sections of papers) that were written by another person, including another student, or downloaded from the Internet. Plagiarism is a serious academic offense. It may result in a failing grade for the assignment or the assignment or failing grade for the course. Instructors are required to report all cases of plagiarism to the

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English Department. Information on plagiarism procedures is available in the Department. A Note about Research Ethics Within the academic community, we divide the practice of research into two separate kinds of tasks. Research that involves looking at sources authored by other people, often found in a library or on the internet, is called secondary research. You may already be very familiar with this kind of work and you’ll be doing it for several projects in this class. The other kind of research we call original (or sometimes primary) research. Instead of reading someone’s else’s presentation of knowledge, original research creates or gathers knowledge together in a way that was not done before. For instance, a biologist might conduct an experiment to test the effects of a drug or a fertilizer and write an article to explain her research process and results—again, you’re probably familiar with this kind of research. But some academics, especially those in the social sciences, do original research by gathering stories and knowledge from human participants through interviews, focus groups, surveys, or other methods. You won’t be doing biological experiments in this class, but you may end up using some of these other methods of original research in your projects. As you involve other humans in your research processes, you must respect their rights to maintain their privacy and to choose how and when their information or stories get shared. As members of the academic community, we expect you to be responsible researchers as you gather and disseminate this data, as well as any data obtained through secondary research. Other Course Policies

• Students must contact the instructor in advance if work cannot be submitted by the due date. No comments will be provided for late work. Late work will be accepted and graded only if a new deadline is arranged with the instructor in advance.

• Additional resources include the Academic Success Center <http://www.success.wayne.edu>and Counseling and Psychological Services (CAPS) <http://www.caps.wayne.edu>

Warrior Writing, Research, and Technology (WRT) Zone The WRT Zone is a one stop resource center for writing, research, and technology. The WRT Zone provides individual tutoring consultations, research assistance from librarians, and technology consultations, all free of charge for graduate and undergraduate students at WSU. Tutoring sessions are run by undergraduate and graduate tutors and can last up to 50 minutes. Tutors can work with writing from all disciplines. Tutoring sessions focus on a range of activities in the writing process – understanding the assignment, considering the audience, brainstorming, writing drafts, revising, editing, and preparing documentation. The WRT Zone is not an editing or proofreading service;

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rather, tutors work collaboratively with students to support them in developing relevant skills and knowledge, from developing an idea to editing for grammar and mechanics. Librarian and technology support is a walk-in service. Consultants will work with students on a first come-first serve basis. Consultants provide support with the library database system, finding and evaluating sources, developing research strategies, organizing sources, and citations. Consultants will also provide technology support including, but not limited to: video editing, graphics creation, presentation building, audio recording, MS Office support, and dissertation formatting. The WRT Zone has several computers with the Adobe Creative Suite for students who want to work on multimedia projects. Our location is also equipped with two Whisper Rooms where students can work on multimedia projects in a more private and sound isolated environment.

To make a face-to-face or online appointment, consult the WRT Zone website: <http://wrtzone.wayne.edu/>. For more information about the WRT Zone, please contact the Director, Jule Thomas (email: [email protected]). Student Disability Services Students who may need an accommodation based on the impact of a disability should contact the instructor privately to discuss specific needs. Additionally, the Student Disabilities Services Office coordinates reasonable accommodations for students with documented disabilities. The office is located in 1600 David Adamany Undergraduate Library and can be reached by phone at 313-577-1851. Please consult the SDS website for further information: http://studentdisability.wayne.edu.

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Project 1A: Résumé and Job Application Letter

Overview and Rationale A well-designed and written résumé and job application letter are essential business documents that will prove vital to your career. In addition to having the practical purpose of helping to get you selected for an interview, both the résumé and job application letter demonstrate informed technical writing skills when properly designed and written. This project will strengthen your understanding and application of central course concepts (such as: readability, usability, and persuasion) and procedures (such as: revising). Assignment Prompt You will write a résumé and job application letter in response to a real, verifiable job opportunity.

● Job posting. Find an actual posted job or internship in your field for which you are, or will be, qualified. Copy or transcribe the text of this posting into a PDF, and submit this job ad with your résumé and cover letter. There are some good starting points for a job search here on WSU’s career services page.

● Résumé. Create an attractive, accurate, and scannable list of your credentials and contact information.

● Cover Letter. Write an accurate and enticing cover letter which expands on the information presented in your résumé, but does not simply summarize that information. If possible, address your letter to the actual staff member doing the hiring at your company. Explain why you would be a good fit at the company you have chosen, describe what you can offer the company, and clarify how your education and experience support both assertions. Demonstrate that you have knowledge of the company, its operations, its mission, and (if possible) what you know about the specific projects, tasks and/or professional standards involved in the position you’re applying for.

Supporting Texts:

● Markel, Chapter 10 Minimum Requirements ● Proof of Job Posting - approximately 1 paragraph, cut-and-pasted into a PDF ● Résumé - 1 page, approximately 200 words ● Cover letter - 1 page, approximately 200 words

Due Date: Sunday, September 17, 2017, by 11:59 p.m. to Blackboard Grading

Resume and Cover Letter - ENG 3050 Rubric General Description Assignment Specific Score

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Audience & Purpose

How well did you analyze the likely audiences for this communication? How well did you tailor this communication to that audience? Is your document useful and persuasive for these intended audiences?

Did you address your letter appropriately? How well did you analyze the likely audiences for this communication? Does each document have a distinct goals/purposes (at least an obvious and less obvious persuasive or usability goal)? Do your primary qualifications and supporting abilities (technical expertise, supporting abilities, or favorable personal qualities) suit those solicited in the job description? Does each document make use of strategies to improve usefulness and persuasiveness for these intended audiences?

25

Research How thoroughly did you investigate the subject(s) of this composition? Did you select an appropriate and ethical research method? Do you show the results of that research in this text?

Did you find an actual job in your field for which you are reasonably qualified? Did you use some basic primary or secondary research to learn something about the company/organization, or about the specific projects, tasks and/or professional standards for the position?

25

Content & Organization

Does your content support your claim / purpose, and is it usable for your audiences? Do you employ the appropriate superstructure for this audience and purpose?

Is your résumé organized effectively to convey experiences, technical skills, or social or intellectual qualities? Does your résumé effectively include your most recent education or experiences? Does your cover letter expand on important parts of your résumé?

20

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Do you employ standard forms of technical organization (i.e., moving from general to particular, writing in a descending order of priority)?

Does each paragraph of your letter have a clear purpose and important content for your audience?

Format & Design

Is this document usable, attractive, and easy to navigate? Do you make effective and persuasive use of relevant visuals and graphics (labels, captions, color choice, etc.)? Do you make effective and persuasive use of page design (e.g. white space, quadranting, headers, etc.)?

Did you address your letter appropriately and use suitable text design? Does your résumé apply the design principles discussed in our text and in class?

15

Grammar & Style

Do you write in an effective and efficient technical prose style (e.g. spelling, grammar, concision, tone, accuracy, etc.)?

Does your résumé use active verbs, concise phrasing, and parallel structure with consistent tense & case? Is your cover letter conversational, but professional? Did you edit your spelling and grammar?

15

Points Possible 100 Total Score

Learning Objective You will learn how to make honest and aesthetically pleasing job search documents that are tailored to a specific position within a specific company.

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Project 1B: Professional Website Overview and Rationale You will adapt your traditional 1-2 page print-format resume into a navigable digital résumé with enhanced content, such as graphics, images, or links to project examples and descriptions. This will help you begin establishing an online presence, and practice digitally integrated document composition. Even if your field doesn’t make strong use of online application materials, this project will help you think through how you represent yourself and your experience online. Assignment Prompt Revise your résumé in order to take advantage of webpages as digital technologies. Your online résumé must add functionality beyond paper résumé content, e.g. increasing navigability through hyperlinks, increasing visibility through Search Engine Optimization (SEO), or varying the visual content in creative, professional ways. Be prepared to explain your composition, design, and accessibility choices. While it the minimum requirement is to develop your résumé as a webpage, you may also consider integrating a portfolio of relevant projects, with short paragraphs describing their value to your learning and to your audiences. For support, study tutorials on pertinent websites like Google Sites, Wordpress, Weebly, or Wix. You may read and review existent online résumés for guidance. Supporting Texts:

● Markel, Chapter 7 Minimum Requirements ● Online professional website complete with graphics, images, and links ● A page dedicated to your online, integrated, and digitally enhanced navigable

résumé ● Additional, relevant pages that serve to enhance your professional presence online

Due Date: Sunday, December 10, 2017, by 11:59 p.m. to Blackboard Grading

Digital Resume and Career Portfolio - ENG 3050 Rubric General Description Assignment Specific Score Audience & Purpose

How well did you analyze the likely audiences for this communication? How well did you tailor this communication to that audience?

Is your résumé adapted to suit the affordances of digital composition, and to your audiences?

15

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Is your document useful and persuasive for these intended audiences?

Is it persuasively directed towards generally promoting your growing skills, rather than gaining a specific position?


Can you, if questioned, provide examples of similar projects or content in your field? Does it demonstrate that you can use disciplinary and/or professional language?

10


Does your content support your claim / purpose, and is it usable for your audiences? Do you employ the appropriate superstructure for this audience and purpose? Do you employ standard forms of technical organization (i.e., moving from general to particular, writing in a descending order of priority)?

Are graphics, visuals or hyperlinks (etc.) embedded intelligently for effect? If appropriate, does it include links to institutions, organizations, or businesses with which you are involved so that a potential employer can more easily research your credentials? Do readers understand why these links are relevant?

10

Format & Design


Does it apply appropriate design principles from our text? Is it easy to navigate?

10

Grammar & Style

Do you write in an effective and efficient technical prose

Do you apply the same grammatical standard to your

5

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style (e.g. spelling, grammar, concision, tone, accuracy, etc.)?

web pages as you would to a more traditional document?

Points Possible 50 Total Score Learning Objective You will be able to adapt a traditional 1-2 page print-format resume into a navigable electronic document with enhanced content.

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Project 2A: wikiHow Instructions Introduction / Rationale Instruction sets are a genre of writing that most employees compose at sometime in their career. For this assignment, you will learn valuable lessons about how to plan, draft and test instruction sets. You will learn how to compose usable steps, how to create usable and persuasive graphics, how to apply a superstructure, and how to design and run usability tests. Effective instructions must always be highly reader-centered: meaning they must respond to the needs of readers and users. For this assignment, you must respond to the wikiHow community. You will need to contribute a topic desired by the community, learn the writing conventions of wikiHow instructions, and meet the standards for publication. After you find a suitable topic (see below), you will plan and draft a 3-4 page document (single-spaced, with superstructure sections, headings, at least 12 bulleted steps, etc.) and then begin revising and editing your work on wikiHow.com. We are aiming for “full-publication” that meets wikiHow's guidelines and policies. A review and approval process usually happens within 48 hours, at which point students will get a notification on his or her wikiHow talk page. If the article doesn't get approved, they can ask for feedback from the wikiHow community by following the steps here. Assignment Prompt Research is important to all phases of the project.

First, study wikiHow’s collaborative mission in order to understand how people participate as a community of editors, and study some of its common procedures/protocols for writing. As you sign up for wikiHow, it’s important that you identify the context of our project. Students should identify themselves as Wayne State University students in the "About Me" section of their profile box, as the administrators at wikiHow will give WSU projects added attention, and give our writing efforts appropriate feedback. See:

● Understanding wikiHow (for Students)

Second, you’ll need to explore potential topics and seek out a unique topic. Your topic needs to be something that hasn't been written about on wikiHow already, and something that your readers/users can actually do (i.e. it cannot be simply teaching them about a topic, but be something readers of wikiHow can do with your instructions). You cannot contribute to an existing article that is poorly written, as it will not receive much feedback, or by fully published. To start searching for topics, examine the categories and list of requested topics on WikiHow, and/or try requesting your own article on this page, as this also helps you explore what is available. Note that even requested topics should be double checked for uniqueness using this “Special:Search” rather than the regular search box. It is a good idea to explore 3-4 viable ideas for your project and to consider the merit or challenges of each topic (such as how you think this topic will help you meet project learning outcomes for the project). This can be a valuable learning experience with topics that are disciplinary (related to your academic field), practical (something you want to do or build), or fun (gaming, crafting, cooking, etc.), but be sure to consider how your topic can be suitably complex (for instance, it has at least 12 steps, and it might include multiple methods, or have steps requiring explanation or further

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research) - overly simplistic instruction topics will be marked down.

Third, high-level work within the wikiHow community follows wikiHow’s recommendations for doing and citing research, which strongly encourages you to use research as you plan and draft your articles. It is strongly suggested that you explore ways of improving your article with research, such as adding useful supporting facts, like in Crack Your Knuckles (a stub article improved and referenced to reliable sources, where ideas and facts came from the sources, and original wording from the wikiHow editor), adding (in your own words) entire methods from other sources, like in Remove Fingernail Polish From Carpet (where the ideas for these methods were not from the wikiHow editor, but integrated using original research), or adding more steps or parts, like Make Horchata (improved with a recipe found on another site, where the description was written with unique words for wikiHow, and the source was attributed).

Graphics are crucial to most articles, and they require careful attention to copyright.

You will need to find and/or develop useful visuals—pictures and drawings, figures, tables and graphs, screenshots, flowcharts, etc.—for your instructions. All visuals must be properly sourced and cited according to wikiHow’s image use policy (<http://www.wikihow.com/Put-a-Photo-in-a-wikiHow-Article>). Moreover, as the previous link stipulates: images must be legal to use and meet wikHow’s image copyright policy.

Superstructures for wikiHow Instructions differ from your textbook.

As you plan and draft your instructions using well-written and well-organized steps, section headers, and parallel structure, you will need to be aware of wikiHow’s variations of the textbook’s discussion of the superstructure for instructions. The articles “How to Contribute to WikiHow” and “How to Format a WikiHow Article” are essential reading, particularly as “How to Format a wikiHow” stresses certain standards writing steps, standards for individual sections, and the standard order of sections (see step 8) such as “Things You’ll Need”, Troubleshooting, and Methods or Parts.

WikiHow Publication sometimes requires your added attention

Moving your draft onto wikiHow means publishing it. Even in draft form, you must publish, rather than simply save an article. You can mark and article as “In Use” (see: http://www.wikihow.com/Mark-an-Article-as-Inuse-on-wikiHow) which will keep multiple editors from joining you as collaborative authors. Your article will be blurred until it passes article review process. However, anyone who has a link to the article will be able to read it by clicking “OK, close” on the dialog.

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In order for the article to get fully published (and for the intermediate blurring step to go away), the article must meet wikiHow's guidelines and policies. The review process usually happens within 48 hours. If the article gets approved, the student will get a notification on his or her wikiHow talk page. If it doesn't get approved, they can ask for feedback from our community by following the steps here. (Note that students asking to get their article fully published just because it's for an assignment—versus asking how they can meet guidelines—is frowned upon). Finally, you’ll want to return to wikiHow protocols as you user test and publish:

• wikiHow:After You Publish (for Students)

Supporting Texts: ● Markel, Chapter 14, Chapter 8, and Chapter 2

Minimum Requirements ● WikiHow instruction set, 3-4 pages, minimum 12 steps, variable word count

Due Date: Sunday, October 15, 2017, by 11:59 p.m. to Blackboard Grading

WikiHow Instructions ENG 3050 Rubric

General Description Assignment Specific Score

Audience & Purpose


Do you make a unique contribution to WikiHow? Does your WikiHow instruction show that you understand the writing, editing and formatting requirements of the community?

25

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Did you sufficiently perform and/or test your instructions to ensure your instructions complete and detailed? Do you make effective use of references to support your work? Did you incorporate appropriate peer review and usability-test results into the revision of these instructions?

25



Are your instructions appropriately complex/thorough overall? Are your steps written accurately and logically in a sequence? Do you make good use of the superstructure or, in this case, the “standard order of sections”? Is your introduction stating your purpose, audience, and previewing sections or genre conventions appropriately?

20

Format & Design


Do you follow the wikiHow formatting conventions in terms of graphic placement, word density, etc.? Do your steps balance actions with supporting information? Do your images appropriately offer supplementary content, complementary content, or redundant content? Do your images meet the copyright policy?

20

Grammar & Style


Did you write in the conversational, but efficient tone of a wikiHow entry? Did you write in the imperative?

10

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Is your writing suitably concise?


Learning Objective Student will be able to produce well-written, well-organized, and visually attractive instructions for a specific audience.

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Project 2B: User Test Memo Overview and Rationale An excellent way to evaluate the usability of a draft of a technical document is to conduct a user test in which you give your draft to members of your target audience, asking them to use it in the same way that your target readers will use the final draft. In the workplace, user test reports are often presented in memo form. Assignment Prompt You will conduct a user test of a nearly finished draft of your set of technical instructions. Then, compose a corresponding 2-3 page user test report memo. The audience for your memo is the class instructor. ● User Test. Conduct a test of 2-3 users, ideally one each of novice, intermediate,

and expert skill levels. Design a method by which users will execute your instructions in an observable environment.

● User Test Memo. Compose an empirical report including the following sections. ○ Introduction: Remind readers of topic and target instruction audience ○ Objectives: Identify the objectives of your user test. ○ Method: Thoroughly, accurately, and persuasively describe test procedure

and instruments, and user selection process. ○ Results / Discussion: Specifically, and in great detail, report test results.

Include descriptions of tester difficulties and questions. ○ Conclusion: Describe test results and their consequences.

● Appendix. Include raw test data / data collection instruments from user tests.

Supporting Texts: ● Usability.gov

Minimum Requirements ● User Test - Analyze 3 users and record results using data collection artifacts /

instruments. ● User Test Memo - 2-3 pages, discusses tester results. ● User Test Memo Appendix - 1 page per user, raw test data / data collection

instrument. Due Date: Sunday, October 8, 2017, by 11:59 p.m. to Blackboard Grading

User Test Memo - ENG 3050 Rubric


Audience &

Purpose

How well did you analyze the likely audiences for this communication? How well did you

Do you attempt to persuade the reader (who is for the first time this semester, your instructor and

15

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tailor this communication to that audience?


evaluator) that you've engaged in a suitably robust process of usability testing and revision?

Does this document provide an actionable set of conclusions about revising your site?

Research How thoroughly did you investigate the subject(s) of this composition?

Did you select an appropriate and ethical research method?

Do you show the results of that research in this text?

Did you discuss and incorporate the findings of your data collection artifacts into your memo?

Did your memo interpret the results of your usability test well for your readers, without relying too heavily on your appendix (your script or data collection)?

10

Content &

Organization

Does your content support your claim / purpose, and is it usable for your audiences?

Do you employ the appropriate superstructure for this audience and purpose?

Do you employ standard forms of technical organization (i.e., moving from general to particular, writing in a descending order of priority)?

Do you effectively introduce your memo using our criteria from class?

Do you present your method (procedure and script, and facilitation process) in sufficient detail?

Do you present the most significant data/results from the test in a well-organized and sufficiently detailed way?

Do you discuss the results/data as significant findings and draw meaningful conclusions?

10

Format &

Design

Is this document usable, attractive, and easy to navigate?

Do you make effective and persuasive use of relevant visuals and graphics (labels, captions, color choice, etc.)?

Do you make effective and persuasive use of page design (e.g. white space, quadranting, headers, etc.)?

Does this document follow the normal memo conventions as described in your text?

Do you include at least one image of graphic?

10

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Grammar &

Style


Is the memo edited for concision and proofread?

5

Points Possible 50 Total Score Learning Objectives You will be able to conduct open-ended, outcome-based testing, and to record the results in a usable manner. You will also be able to report test findings in professional memo format.

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Project 3A: Collaborative Research Proposal Overview and Rationale In many organizations, a formal research proposal (chapter 11), or a less formal research plan, is a necessary precursor to a full-length report, such as an informational report (chapter 12) or recommendation report (chapter 13). A research proposal is intended to help you:

• Find and articulate a problem that can be addressed with research (a problem as it exists for an actual group, company or organization)

• Develop patterns of inquiry with suitable research questions and methods, • Discover your strengths and weaknesses as writers and researchers, so you

can assign roles to budget your time and energy, and realistically manage your project expectations

• Formally plan your project's lifecycle for collaborating, drafting, sharing findings, getting feedback, revising and editing -- all of which should be established to the expectations of your team and instructor

Assignment Prompt Proposing a research report is a problem-solving activity. The research proposal is not meant to propose a final “answer” to a problem. Instead, it is a “promise” to someone that you have a plan to perform useful research and writing about a problem and its potential solutions. “Discovering” a problem to research can be a challenge, and it often requires collaboration among instructors and students to get beyond “tip-of the nose” problems. Problems affecting Detroit and Wayne State are often a good place to start (you can take look at the board of governors’ meeting minutes or the WSU strategic plan), as well as problems related to the use or development of a technology affecting our fields, our institution or workplaces. The research proposal is also a useful genre for your team as a guide intended to help you: (1) form as a team, (2) learn how to discover and analyze projects as ‘problems’, (3) articulate various research and writing strategies, and (4) establish standards for your work, which will be negotiated among team members and your instructor. You can format your 3-6 page research proposal using Markel’s chapter 11 as a guideline, as this offers sound advice on types of research proposals (internal and external), meeting readers’ needs with a proposal, and the “logistics” of planning, drafting, revising and editing proposals. Markel suggests the following sections: ● Summary

● An Overview of the Problem or Opportunity ● The Proposed Program or Plan of Work ● Qualifications and Experience

● Introduction ● The introduction includes a strong draft of a problem statement, describing the

problem or opportunity you will be addressing with your final report. Problem statements often take time to write well, and it’s possible that your team will significantly revise your description of the problem in upcoming weeks (some technical communications courses spend entire semesters working on articulating problem

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statements). Good drafts of problem statements show a high level of audience awareness, or a ‘reader-centered’ focus on the problem. In other words, they strive to articulate the problem from your reader perspectives (the readers of your proposal and/or your final report) or stakeholder perspectives on the problem, and they include perspectives on the problem from primary and/or secondary research. You may also consider labeling or categorizing parts of the problem based on your current evaluation techniques (Markel, p. 296) or criteria for evaluating the problem (financial, sustainability, staffing, technological improvements, etc.). Problem Statements can include subcategories, such as “Criteria”, “Categories”, “Rearranged and Updated Problem Statements” (if the problem is following a recent report), or “Incomplete Problem Statements”.

● The introduction contains a Purpose and Audience Statement, which builds on what you learned in the course thus far, and in Chapter 4, to articulate the purposes and audience of your proposal and final report. You should also show understanding of your readers’ needs (Chapter 11, p. 298). You should also justify your choice the genre for the final report you planning to write (an informational report or recommendation report, chapter 12 and 13).

● The introduction contains, if appropriate: a background on the problem, a discussion of your key sources of information, the scope and organization of the remaining proposal, a discussion of any key words or technical terms.

● “The Proposed Program” or “Plan of Work”

● This section offers a description of how you will gather and analyze research. It is the section where your readers will justify their decision about whether or not to support (or fund) your proposal. This section should include:

● Some preliminary research results/findings ● Some justification for why you are engaged in forms of inquiry, such as:

○ site work (visiting and observing a site or online activity) ○ interview or survey work ○ data analysis (finding and representing salient data) ○ word work (thorough study of concepts or technical terms) ○ source work (secondary research / 3050 library guides)

● Some understanding of how this leads to appropriate primary or secondary research methods (with reference to Chapter 5), and a list of research questions (p. 83 – 84).

● Description of Qualifications: ● Describes your relevant skills and past work, as well as each participant’s

strengths and weaknesses, likely roles as writers and researchers, and any organizational or departmental resources you have access to.

● Budget: ● If appropriate, this section specifies how much the proposed program or work

will cost, or (often the case in this class) the budgeting of your time and resources in terms of your project's lifecycle for collaborating, drafting, sharing findings, getting feedback, revising and editing -- all of which should be established to the expectations of your team and instructor. This should include a timeline of dates and deliverables.

Supporting Texts:

● The research proposal (chapter 11), informational report (chapter 12) and recommendation report (chapter 13).

ENG3050Syllabus 22

Minimum Requirements

• One 3-6 page research proposal composed as a team Due Date: Sunday, October 29, 2017, by 11:59 p.m. to Blackboard Grading

Collaborative Research Proposal Rubric – ENG 3050


Audience & Purpose


Do you identify the appropriate audiences for both the memo and proposed project? Have you thoroughly described the rhetorical situation?

25


Is your plan based on adequate research? Have you included research questions for both primary and secondary sources? Are all sources properly cited and documented?

25


Does your content support your claim / purpose, and is it usable for your audiences? Do you employ the appropriate superstructure for this audience and purpose? Do you employ standard forms of technical organization (i.e.,

Does your plan present specific and usable information throughout? Does the organization of your plan reflect a descending order of priority throughout? If applicable, does your plan present a complete team plan?

20

ENG3050Syllabus 23

moving from general to particular, writing in a descending order of priority)?

Format & Design


Does your plan exhibit good page design? Are visuals (if necessary) well-integrated?

20

Grammar & Style


Are the grammar and mechanics of your plan perfect? Is an appropriately professional writing style used?

10


Learning Objectives By the end of this project, you will be able to prove your mastery the research proposal in terms of organization, and content (problem statements, purpose and audience statements, research methods, etc.). You will establish a working rapport with your group, negotiate standards for your research and writing, and you will be able to use this document to guide your research project.

ENG3050Syllabus 24

Project 3B: Progress Report Memo Overview and Rationale In professional settings, managers need to be kept apprised of the status of projects. You will often be writing progress reports in an informal matter. This assignment will help acclimate you to the process of writing progress reports, and it will help to keep you on track for the current project. Assignment Prompt You will write a progress report memo that updates your instructor on the status of your two-component report project.

• Progress report. A good progress report will answer all of the reader’s questions. It should be designed to make information easily accessible for the reader. In this memo, you will want to:

o Give your instructor a good sense of what you have accomplished o Relate problems that you have encountered or anticipate, or apply a more formal

SWOT analysis of team Strengths, Weaknesses, Opportunities and Threats that you have encountered or anticipate

o Update any necessary changes to the schedule described in the project plan

Supporting texts: ● Chapter 12, p. 324-334

Minimum Requirements Progress Report Memo – 1-2 pages, following memo format with headings, lists, parallel structure, white space, and visuals as necessary Due Date: Sunday, November 12, 2017, by 11:59 p.m. to Blackboard Grading

Progress Report Memo Rubric – ENG 3050


Audience & Purpose


Do you address your memo to a likely audience? Do you address all of the likely questions of your audience?

15

ENG3050Syllabus 25


Have you clearly make significant progress on your project since submitting the project plan? Are sources are properly cited and documented in APA style?

10



Do you organize information so that it is easily accessible for your intended audience? Do you provide specific examples of your work to support your statements about progress?

10

Format & Design


Does your memo use formatting features to chunk information? Do you follow traditional memo formatting? Does your memo look neat and professional?

10

Grammar & Style


Does your memo use parallel structure effectively? Is your memo clearly worded and easy to follow?

5


ENG3050Syllabus 26

Learning Objective You will learn how to update supervisors on the status of projects while designing communication that is reader-friendly and accessible.

ENG3050Syllabus 27

Project 3C: Research Report

Overview and Rationale Reports are one of the most common and important technical documents in the workplace and are often researched and written by teams. Reports provide information and recommendations in order to help organizations solve problems. A well-designed and written technical report is informative and persuasive, often to multiple audiences. Assignment Prompt Execute the report proposed in your proposal / research plan. Write this report for a decision-making, stakeholder audience, and a secondary audience of implementers. Minimum Requirements Total document length: approximately 16 - 23 pages, of which 12-16 are substantive, original content composed for the “body.” In other words, the 12-16 pages excludes front and back matter. Your report, either a research report or a feasibility report should include the following sections:

• Front matter o Cover page o Table of Contents o Table of Figures o Executive Summary

• Body o Components vary based on whether you compose a feasibility report or a

usability report –those listed below are common to both § Introduction § Findings § Conclusion / Discussion

o Graphical content § Tables § Figures (Images, Charts, and Graphs)

• Back matter o References in APA format o Optional: Appendices o Optional: Index

• Total document length: approximately 16 - 23 pages, of which 12-16 are "body" Due Date: Sunday, December 3, 2017, by 11:59 p.m. to Blackboard Grading

Two-Component Report - ENG 3050 Rubric


ENG3050Syllabus 28

Audience & Purpose


Is the Executive Summary written concisely, clearly, and persuasively for the decision-makers? Does the Discussion provide sufficient and persuasive information and interpretation for the implementers?

60


Is the technical report solidly based on adequate research? Does the research include information from primary and secondary research?

60



Does the Executive Summary highlight the problem and solution? Is the Discussion section a well-organized presentation and interpretation of information? Do the sections of the Discussion move from general statements to particular details, thereby maintaining a descending order of priority throughout?

60

Format & Design

Is this document usable, attractive, and easy to navigate? Do you make effective and persuasive use of relevant visuals and graphics (labels, captions, color choice, etc.)?

Does the report exhibit good page design in all sections? Are visuals well-integrated with text in the sections of the report?

50

ENG3050Syllabus 29

Do you make effective and persuasive use of page design (e.g. white space, quadranting, headers, etc.)?

Are all sources properly cited and documented in APA style?

Grammar & Style


Are the grammar and mechanics perfect? Is the style appropriate to a professional audience?

30


Learning Objectives You will be able to work with a team to produce a substantial research OR feasibility report incorporating compelling graphics based on ethically conducted and reliable research.

ENG3050Syllabus 30

Project 4: Performance Review Memo

Overview and Rationale At work, you will often be asked to account for your own performance on projects, or to account for the performance of others. Such performance reviews are often used to determine promotion and compensation decisions. In this assignment, you will be asked to make a similar assessment of your team's performance throughout this semester—including your own performance. The purpose of this assignment is twofold: 1) to evaluate your own performance against the learning objectives for ENG 3050, and 2) to establish opportunities for improving performance in future writing courses and in professional settings.

Assignment Prompt For this assignment, you will write a performance review memo assessing your performance, both individually and collaboratively, in ENG 3050 this semester. Your performance review should make explicit reference to the course learning objectives, and should be written with attention to the interests and values of your instructor in mind. Your goal is to make an argument about the relative strength of your performance in this course. Use the following outline to conduct your performance review and draft your memo: Introduction (1-2 paragraphs)

• Provide an overview of the topic of the memo and the points you will discuss in the body of the document.

• Orient the reader to the purpose of the memo and your main points or conclusions.

• Include a description of the learning objectives you will be referring to throughout your memo.

Performance Review (1-2 pages)

• The body of this document will assess your overall performance on individual and collaborative projects. Throughout your performance review, you should rely on concrete, specific details of your project work and your writing process(es) to support your analysis. Use the following guide to structure the body of your memo:

o Individual performance: Assess your work on the projects completed individually in terms of how successfully you think each fulfilled the learning objectives for this course. How did your writing process(es) adapt to each of these writing situations? How would you change your approach to these projects now, if at all?

o Collaborative performance: Assess your work on the projects completed collaboratively in terms of how successfully you think each fulfilled the learning objectives for this course. How did your writing process(es) adapt to each of these collaborative writing situations? In what ways did you work to further the team’s success on these projects?

ENG3050Syllabus 31

Conclusion (1-2 paragraphs) • Argue whether your work this semester, both individually and collaboratively,

met the learning objectives for ENG 3050 • Identify two to three lessons, findings, or strategies drawn from this semester's

work that you might apply to future writing projects, whether these lessons might be about your own performance or about making team performances more effective.

Minimum Requirements ● 2-3 pages ● Single-spaced ● Standard memo format

Due Date: Sunday, December 17, 2017, by 11:59 p.m. to Blackboard Grading

Performance Review - ENG 3050 Rubric


Audience & Purpose


Is your memo addressed appropriately to your instructor? Does your memo anticipate the needs and questions of the reader and address these issues appropriately?

15


Does your memo make clear reference to course learning objectives? Are your claims supported with detailed reference to project work?

10


Does your content support your claim / purpose, and is it usable for your audiences?

Does your introduction provides a concise overview of the material covered in the

10

ENG3050Syllabus 32

Do you employ the appropriate superstructure for this audience and purpose? Do you employ standard forms of technical organization (i.e., moving from general to particular, writing in a descending order of priority)?

performance review discussion? Does your memo offers a thorough and candid assessment of individual performance? Does your memo offers a thorough and candid assessment of collaborative performance (if applicable)? Does the conclusion present a convincing final argument for how well the writer performed this semester?

Format & Design


Does the performance review follow proper memo formatting? Do you use page design in order to make information easily accessible for your reader?

10

Grammar & Style


Are your grammar and mechanics perfect? Is your style appropriate for a professional audience?

5


Learning Objectives Writing and Designing; Reading and Documenting; Using Technology and Media

ENG3050Syllabus 33

Project 5: Annotated Bibliography with Information Sheet Overview and Rationale As Markel notes, and as we have learned this semester, technical communication takes many forms but is grounded in the conveyance of information to an audience and for a purpose. In professional settings, as we have also learned from Henze, the role of the technical communicator is to “adapt” to the context of the genres as they are in use by using the “rhetorical genre approach” to achieving competence in a workplace setting. To assist in the rhetorical understanding of the role of technical communication, this assignment will challenge you and help you to understand the multi-faceted role of technical communication, what it is, how it is adapted, and why it is important to attain this level of understanding of the importance of technical communication. Assignment Prompt For this assignment, you will not only read specific chapters from our textbook but also supporting texts (articles) surrounding the discussion of technical communication and its role in the workplace. To help ensure that you are equipped with a sufficient knowledge base in preparation for your future technical communication writing, you will develop an annotated bibliography (summary option) for each week’s readings. Each week’s readings should be written in APA format and contain a minimum of 250 words per entry and should follow the annotated summary style as detailed on The Purdue Owl website: https://owl.english.purdue.edu/owl/resource/614/01/ This assignment culminates in a 1- to 2-page information sheet that will serve as an artifact that would demonstrate to your audience the following important questions/details concerning technical communication: 1. What is technical communication? 2. How is technical communication used/adapted in the workplace? 3. Why is technical communication an important skill in our current workplace economy? Supporting Texts Each week’s texts listed on the weekly schedule for this course. Minimum Requirements

• A minimum of fifteen annotated entries (one per week with a minimum of 250 words per entry) written in APA format.

• A 1- to 2-page Information Sheet that you would distribute to an audience that is needs to be informed about what technical communication is and its role in the workplace written as in the genre of your choice. For example, you could write yours in the genre of the press release, technical specifications, marketing documentation (features/benefits of a “product”), etc.

Due Date: Sunday, December 10, 2017, by 11:59 p.m. to Blackboard

ENG3050Syllabus 34

Grading

Annotated Bibliography - ENG 3050 Rubric


Audience & Purpose


Is your Information Sheet written to a specific audience based on the genre you chose? Does your Information Sheet implement the typified genre features for your audience? Does your Information Sheet have a clear purpose?

30


Did you annotate fifteen entries? Were your entries thorough, thus demonstrating ethical representation of the texts?

20



Are your entries written in the “summary” style as defined by The Purdue Owl? Does your annotated bibliography support your Information Sheet?

20

ENG3050Syllabus 35

Format & Design


Is your assignment (annotated bibliography and information sheet) usable, attractive, and easy to navigate? Is there at least one graphic on your information sheet? Did you employ the basics formatting and design elements taught in this course?

20

Grammar & Style


Is your writing error free? 10

Points Possible 100 Total Score Learning Objectives Researching and Documenting Design and conduct primary and secondary research; evaluate appropriate sources in support of composing technical documents. Using Technology and Media Make productive use of current technologies for reading, researching, writing, and designing technical documents.

ENG3050Syllabus 36

Project 6: Weekly Discussion Posts Overview and Rationale One of the key aspects to a successful learning experience, in addition to hearing the instruction of material from the instructor, is to be provided an opportunity to engage in conversation about the material covered in the course. Since this class does not meet face-to-face, engagement with course material will by necessity take place in the online environment. This engagement will be practiced in the form of online discussion responses to the week’s readings. Recall that your entries each week will be focused on summarizing the texts, so this exercise will help us to further enhance our understanding of not only that week’s reading but also placing it into conversation with texts that we have previously read. Assignment Prompt Each week, I will post a question and/or statement prompt that will serve as a context with which to critically think and evaluate our texts. In addition to posting your own reply to the reading prompt (using the “create a thread” option), you will respond (reply to a thread) to a minimum of two of your fellow classmates’ responses. Supporting Texts The Purdue Owl (“evaluation”): https://owl.english.purdue.edu/owl/resource/614/01/ Minimum Requirements

• A 250-word response to the prompt. • A response to two of your fellow classmate’s responses (150-words each).

Due Date: Posts are due weekly as noted on the schedule. Grading

Weekly Discussion Responses - ENG 3050 Rubric

Description Score

Audience & Purpose


30

ENG3050Syllabus 37

Are your posts useful and persuasive for these intended audiences?


20


Does your content support your claim / purpose, and is it usable for your audiences? Do you employ standard forms of technical organization (i.e., moving from general to particular, writing in a descending order of priority)? Did you complete the assignment?

20

Format & Design


20

ENG3050Syllabus 38

Grammar & Style


10

Points Possible 100 Total Score Learning Objectives Researching and Documenting Design and conduct primary and secondary research; evaluate appropriate sources in support of composing technical documents. Using Technology and Media Make productive use of current technologies for reading, researching, writing, and designing technical documents.

ENG3050Syllabus 39

Project 7: Peer Review Overview and Rationale Peer review is common in professional circles. Rarely does an author disseminate a document of any importance without first seeking feedback from his/her peers. Engaging in peer-review in this course will help you improve your assignments before submitting them, and it will also help you to develop your own abilities to review colleagues’ work and to provide useful feedback. Assignment Prompt In this course, we will be undertaking peer review two times (on Project 1 and Project 3). In each of these instances, you will be expected to post a draft of your own work and to provide structured and useful feedback to at least two of your peers. To receive credit for participating in peer-review, you need to follow the following procedure:

• Post your draft to the correct peer review page. • Using the strategies from McMurrey, provide feedback to two classmates’ submissions. • Leave feedback via reply.

Supporting Texts

• McMurrey, Strategies for peer reviewing and team writing (https://www.prismnet.com/~hcexres/textbook/team.html)

Minimum Requirements

• Post substantial draft of own work. • Submit feedback on two of your peers’ drafts.

Due Date

• Resume and Cover Letter Peer Review: Wednesday, September 13 • Three-Component Report Peer Review: Tuesday, November 21

Grading

Peer Review - ENG 3050 Rubric


Audience & Purpose


Have you addressed your feedback directly to your peer? Have you tailored your feedback to be persuasive to your peer?

15

ENG3050Syllabus 40



Does your feedback show close attention to your peer’s draft? Is your feedback attentive to the requirements of the assignment?

10



Does your feedback open with a positive statement that helps the author identify real strengths in the draft? Does your feedback employ a descending order of importance? Does your feedback focus on substantive aspects of the draft (rather than just grammar and mechanics)?

10

Format & Design


Is your feedback formatted so as to make information easily accessible for your reader?

10

Grammar & Style


Are your grammar and mechanics perfect?

5

ENG3050Syllabus 41

Is your style appropriate for a professional audience?

Points Possible 50 (25x2) Total Score Learning Objective Student will be able to provide effective feedback on others’ writing.

Documents

ENG 3050: Technical Communication I Wayne State … · Instructor: Corey Hamilton Email: [email protected] Office: 9310, ... Plagiarism is the act of copying work from books, articles,