English 393 Fall 2015 – 0201/0401
Course: English 393 / Technical Writing
Instructor: Joan Mooney
Meeting times:
0201: 10-10:50 pm MWF, Tawes 1105
0401: 12-12:50 pm MWF, Tawes 1105
E-mail: jhmooney@umd.edu (Use this first.)
Phone: 202-527-8519
Office: Tawes 1226
Office Hours: 11:00 a.m. to 12 p.m. Monday and Wednesday, and by appointment.
ELMS site: Log in at https://myelms.umd.edu/
Professional Writing Program Website: http://www.engl-pw.umd.edu/index.htm
Prerequisites: English 101 or equivalent and a minimum of 60 credits.
Course description and goals:
The goal of this course is to help you become better communicators in the workplace. Writing is
a big part of what you’ll learn, but you will also work on oral communication and research. The
skills you learn here will help you in grad school applications, in job applications, and on the job.
Just about every job requires writing; being able to communicate well in writing and orally with
your fellow workers will help you throughout your career. Therefore it’s in your own best
interest – for your grade in this class (see below) and for the rest of your career – to fulfill all the
class requirements.
The best way to become a better writer is to write. So you’ll be doing a lot of writing for
this class, both in the classroom and outside. One reason you’ll do writing assignments in class is
that an important part of writing on the job is working collaboratively – so you’ll be working
with your classmates on critiques of each other’s writing. Revision will also be emphasized.
Most papers will be subject to peer editing, and you will be required to hand in both the draft and
the final version of most papers.
The writing you’ll do for this class is different from the writing you’ve done the rest of
your academic career. Technical writing doesn’t just mean writing computer manuals or
instructions for assembling a piece of lab equipment. But it’s much more practically oriented
than the papers you’ve done for your other classes. An important part of this and all classes in
the Professional Writing Program is that you should tailor each document you write to the
intended audience, who will not always be the instructor. You will be required to write a
minimum of 25 pages (6500 words) for this class; see section on Grading for a list of
assignments.
This is not a lecture class. The format will be a combination of class discussion; in-class
exercises, individual or in small groups; occasional in-class writing, and peer editing of
assignment drafts.
In this class, you will learn how to:
 Analyze different professional rhetorical situations and produce appropriate texts in
response.






Understand the stages of good professional writing: planning, drafting, revising and
editing.
Identify and carry out the appropriate research methods for each writing task.
Practice the ethical use of sources and citation conventions appropriate to each genre.
Write for different audiences and design or adapt texts based on the audience’s
familiarity with the subject.
Demonstrate competence in standard written English – including grammar, sentence and
paragraph structure and coherence – and be able to use that knowledge to revise texts.
Produce cogent arguments that identify arguable issues, reflect the degree of available
evidence and take account of counter-arguments.
Requirements
Textbooks
Technical Communication, Mike Markel (10th ed.), Bedford/St. Martin’s, 2010. ISBN-10:
03126794831, ISBN-13: 978-031267948. We’ll be using it all semester, so you’ll need a copy.
Note that the 10th edition has many more sample documents and more information on social
media than earlier editions. You can get an earlier edition, but it’s your responsibility to check to
make sure you’re reading the same assignment as everyone else. You can also save some money
by getting a pdf of the text. Go to http://bcs.bedford
stmartins.com/techcomm10e/ to
download it. Or you can rent the book from the university bookstore.
Recommended:
 The Elements of Style, William Strunk and E.B. White. This is a straightforward,
inexpensive guide to good writing and is widely available. Second hand copies are fine;
try Amazon or Powells.com.
 A Pocket Style Manual, Diana Hacker (6th ed.), Bedford/St. Martin’s, 2012. ISBN-10:
0312542542, ISBN-13: 978-0312542542. A useful guide to grammar, style and syntax.
Although you are not required to buy these books, they are both strongly recommended. You
will be expected to be knowledgeable about the material they cover on grammar, syntax, and
punctuation, and to demonstrate that knowledge in your own writing. Some of that material, but
not all, will be covered in class and in the textbook.
Portfolio
You will also need a sturdy pocket folder that will hold all your papers, including assignments,
outlines, drafts, and graded papers. I will collect it once or twice during the semester and at the
end of the semester and can return it (if requested) any time after grades are posted.
Course policies
Communication with the instructor: If you have a question or need to miss class for a reason
listed below, please email me. I will respond within 24 hours on weekdays, longer on weekends.
In the subject header, put the subject of your query, such as “Question about resume
assignment.” E-mails to me for this class should be treated as professional, on-the-job emails.
We will discuss professional e-mail etiquette in class.
Attendance and class participation: An important part of this class is class participation. The
more students who are engaged with the class, the better the class will be. Therefore attendance
is required, as in all Professional Writing Program courses. But your class participation
(professionalism) grade isn’t based only on showing up. Other elements that go into it include
being on time and prepared for class (having done the reading and being prepared to discuss it),
participating in class discussions, treating classmates with respect and courtesy, not texting or
surfing the Web in class, and having assignments ready at the beginning of class. You may not
leave and return to class except for an emergency phone call. (See below under “Emergencies.”)
Doing so will hurt your professionalism grade.
You are allowed up to three classes’ worth of absence for any reason, whether planned
(your sister’s wedding) or unplanned (car trouble). If you have more than three unexcused
absences, your professionalism grade will be affected. If you miss six classes for any reason,
your success in the class will be jeopardized. You will not be able to make up for a grade any
work done during classes you have missed (except for excused absences; see below). If you miss
a class, it’s your responsibility to ask a classmate about what you missed; don’t email me to
ask for a summary of the class.
Excused absences: Let me know immediately if a religious observance, mandatory attendance at
a University event, illness of yourself or a family member, or death in the family will prevent
you from coming to class. Documentation is required for all excused absences. If you have an
anticipated excused absence, let me know in writing by the end of the schedule adjustment
period or at least two weeks in advance. The University requires that students notify the
instructor in the first three weeks of classes if they will miss any classes during the semester for
religious observances.
Absence due to illness: Students are expected to inform the instructor in advance of
medically necessary absences, and present a self-signed note documenting the date of the
missed class(es) and testifying to the need for the absence. This note must include an
acknowledgement that (a) the information provided is true and correct, and (b) that the student
understands that providing false information to University officials is a violation of Part 9(h) of
the Code of Student Conduct. The university’s policies on medical and other absences can be
found at: http://www.umd.edu/catalog/index.cfm/show/content.section/c/27/ss/1584/s/1540
Prolonged absence or illness preventing attendance from class requires written documentation
from the Health Center and/or health care provider verifying dates of treatment when student was
unable to meet academic responsibilities.
Absence due to religious observance will not be penalized. However, it is the student’s
responsibility to notify the instructor within the first three weeks of class about any religious
observance absence(s) for the entire semester.
No matter what the cause for absence, you will be responsible for making up the work you
missed. If a paper is due on a day you know you will be absent, you will need to hand it in
before the class. If a hard copy is assigned, you will need to hand in a paper copy on time.
Otherwise, it will be considered late and will be penalized accordingly (see section below on late
assignments).
Lateness: If you arrive halfway through the class or later, you will be considered absent. If you
come more than 10 minutes late to two classes, that is the equivalent for grading purposes of
missing an entire class. Let me know by email as early in the semester as possible if you know
you will have to be a few minutes late on a regular basis because you are coming from across
campus. Do not disrupt the class when you enter, and remember that you are responsible for the
time missed. No one should regularly be more than five minutes late.
Assignments: Written assignments are the core of the class. Deadlines should be taken seriously,
as they most certainly will be in the workplace. Papers are due in hard copy at the start of class
on the due date. Emailed assignments will not be accepted except by special arrangement.
Grading will be based not only on content, but also on format, grammar, spelling, and
punctuation. Proofread your papers carefully before turning them in; proofreading errors will
affect your grade. For each assignment, you will hand in your draft, peer review sheets, and final
version. Demonstrating substantial revision is an important component of your grade on each
assignment. Be sure to back up all assignments. Telling me your hard drive ate your homework
is no better an excuse than saying the dog ate it. If you have computer problems and can’t turn in
an assignment, it will be considered late.
You should expect to spend two to three hours of study outside of class (writing papers, reading
and research) for every hour of class.
Grading: Here’s the breakdown of how the work will count toward your final grade:
Resume and cover letter
10%
Proposal for final project
10%
Instructions
10%
Technical definition
10%
Memo describing oral presentation
5%
Oral presentation on final project
10%
Final project
30%
Quizzes and homework assignments
5%
Professionalism
10%
Grading for this class is on a letter system. A more detailed explanation of grading will be given
out in the first two weeks of classes.
The paper’s style and format should be tailored to the audience in each case. The
audience will differ, but it will not always be the instructor. The citation style guide you choose
will also depend on the audience – for instance, APA for psychologists, MLA for linguists. If
you choose a style guide and use it consistently, you will be fine.
Drafts must be handed in with the final assignments. If a draft is not completed in time
for peer editing in class, the final paper will be marked down half a grade (for example, from B+
to B).
Peer editing: Five percent of the grade for each assignment will be based on your peer
editing of a classmate’s paper. To get a passing grade for peer editing, you should give a detailed
and thoughtful critique of your classmate’s paper, with suggestions for improvement. Specific
guidance will be given with the assignments that include peer editing.
If you have questions about a grade, you must wait 48 hours from the time you get your
graded paper. After that, you can make an appointment to discuss it or come see me during office
hours.
Late assignments: A paper will be marked down one letter grade for every class day it is late.
For instance, a paper due Monday that comes in any time from after class Monday until in class
Wednesday and would otherwise be a B would be marked down to C.
Rewrites: A rewrite is permitted for any paper during the semester with a grade of C or below,
up through the technical definition. A rewrite is required for any paper receiving a grade of D or
F. First, take your paper with the assignment sheet to the Writing Center. Then write me a onehalf to one-page, single-spaced memo discussing what you learned in your visit to the Writing
Center, explaining your plan for rewriting the paper. Hand in that memo at the next class after
you receive your original paper back. The rewrite is due one week after the original paper was
returned, along with the original paper with my comments and a one-half to one-page, singlespaced reflective memo detailing lessons learned in the rewrite that you plan to incorporate in
future papers. The second memo should be more detailed than the first. Make sure the two
memos discuss global issues and don’t just say, “I will correct the spelling and grammar errors.”
The final grade will be an average of the grades for the original and the rewrite, including the
memos. These memos should be thoughtfully constructed and should not just repeat the
comments I have written on your paper or be an afterthought. Rewrites will not be accepted
more than one week after the original paper is returned.
Electronic devices: I expect attentiveness and participation during class. That means all cell
phones and other electronic devices should be turned off before class begins. You should not
expect to communicate with anyone outside the classroom during class.
Emergencies: If you have an emergency, such as an illness in the family or a babysitter
who needs to call you, you should explain the situation to me before class begins and put your
phone on vibrate. When the call comes through, excuse yourself and leave the classroom quietly
to take the call. Such emergencies should be rare exceptions.
Penalties: The use of electronic devices during class will affect your professionalism
grade. Repeated use will result in a failing grade for professionalism. The only exception will be
for students with a documented disability who need to rely on a laptop or other electronic device
to take notes.
Resources: The University has two free resources that are there to help you:
The Writing Center (http://www.english.umd.edu/academics/writingcenter) can help you with
grammatical errors and improving your papers. I strongly recommend you take advantage of this
resource for individual help with your assignments. To receive extra credit for going there, you
should write a short memo to me (two to three paragraphs) before the next class explaining what
you learned from the visit and how you can apply what you learned to future writing projects.
The Career Center (http://www.careers.umd.edu/) can help you with job search advice, career
counseling, and other career-related questions.
Another useful resource is Purdue University’s Online Writing Lab,
http://owl.english.purdue.edu/, which offers good information, with exercises, on a wide variety
of writing topics. If I write on your paper a comment such as, “You need to work on commas,”
you are expected to use one of these resources to learn to use commas more effectively.
Academic integrity: The University has a student administered Code of Academic Integrity and
Honor Pledge, which prohibits students from cheating on exams, plagiarizing papers, submitting
the same paper for credit in two courses without permission of both instructors (not allowed for
any paper in this class), buying papers, handing in fraudulent documents, and forging signatures.
Allegations of academic dishonesty will be reported directly to the Student Honor Council. For
more information on the Code of Academic Integrity or the Student Honor Council, please visit
http://www.shc.umd.edu.
If you are found to have committed plagiarism, you will automatically fail the course. There will
be no warnings.
Special needs: The University of Maryland is committed to providing appropriate
accommodations for students with disabilities. Students with a documented disability should
inform the instructors within the add-drop period if academic accommodations are needed. To
obtain an Accommodation Letter prepared by Disability Support Service (DSS), a division of the
University Counseling Center, please call 301-314-7682, e-mail dissup@umd.edu, or visit the
Shoemaker Building for more information.
Diversity: The University of Maryland values the diversity of its student body. Along with the
University, I am committed to providing a classroom atmosphere that encourages the equitable
participation of all students regardless of age, disability, ethnicity, gender, national origin, race,
religion, or sexual orientation. Potential devaluation of students in the classroom that can occur
by reference to demeaning stereotypes of any group and/or overlooking the contributions of a
particular group to the topic under discussion is inappropriate. (See Statement on Classroom
Climate, http://www.umd.edu/catalog/index.cfm/show/content.section/c/27/ss/1584/s/1541).
Copyright notice: Class lectures and other materials are copyrighted and they may not be
reproduced for anything other than personal use without written permission from the instructor.
Emergency protocol: Check the ELMS site to find out how the course will be continued if the
university is closed for an extended period.
Course evaluations are a part of the process by which the University of Maryland seeks to
improve teaching and learning. Your participation in this official system is critical to the success
of the process, and al information submitted to CourseEvalUM is confidential. (Instructors
canonly view group summaries of evaluations and cannot identify which submissions belong to
which students.). CourseEvalUM will be open for you to complete your evaluations at the end of
the semester. Go directly to the website www.courseevalum.umd.edu to complete your
evaluations.
Academic accommodations for students who may experience sexual misconduct: The
University of Maryland is committed to providing support and resources, including academic
accommodations, for students who experience sexual or relationship violence (as defined by the
University’s Sexual Misconduct Policy). To report an incident and/or obtain an academic
accommodation, call the Office of Civil Rights and Sexual Misconduct at 301-405-1142. If you
wish to speak confidentially, contact Campus Advocates Respond and Educate (CARE) to Stop
Violence at 301-741-3555. Disclosures made to faculty are not confidential and must be reported
to the Office of Civil Rights and Sexual Misconduct. For more information, visit
www.umd.edu/Sexual_Misconduct/.
Incompletes: The mark of “I” is an exceptional mark that is an instructor option. It is given only
to a student whose work in a course has been qualitatively satisfactory, when, because of illness
or other circumstances beyond the student’s control, he or she has been unable to complete some
small portion of the work in the course. In no case will the mark of “I” be recorded for a student
who has not completed the major portion of the work of the course.
English 393 – Semester Schedule
 This is the planned syllabus of class activities and reading assignments. It is subject to change
based on the dynamics of this particular class, as well as the inevitable unplanned events. Any
changes will be announced in class and/or communicated electronically.
 Please note that assignments are due the day they are listed on the syllabus – i.e., you’ll come to
class on Wednesday, September 2, having read and prepared to discuss Technical Communication
chapters 1, 2 and 3.
Week One
Monday, August 31
Wed., September 2
Friday, September 4
Week Two
Monday, September 7
Introduction to course & course policies
What is technical writing?
Read: Markel, Chapters 1, 2, 3
Introduction to Technical Communication
Understanding Ethical and Legal Considerations
Writing Technical Documents
Due: Reflective writing #1
Who are we writing for? Audience and purpose
Read: Markel, Chapter 5
Analyzing Your Audience and Purpose
LABOR DAY – No class
Wed., September 9
Writing clearly and concisely
Read: Markel, Chapter 10
Writing Effective Sentences
Due: Copy of current resume
Friday, September 11
Job application materials: Resume
Read: Markel, Chapter 15
Writing Job Application Materials
Due: Job posting (2 copies)
Week Three
Monday, September 14
Job Application Materials: Cover letter
Read: Markel, Chapter 14
Writing Letters, Memos, and E-mails
Wed., September 16
Memos, emails and discussion of peer editing
Read: Markel, Chapter 4
Writing Collaboratively
Friday, September 18
Peer editing of resume and cover letter
Due: Resume and cover letter draft
Week Four
Monday, September 21
Writing coherent documents
Read: Markel, Chapter 9
Writing Coherent Documents
Wed., September 23
Final project topic selection: In-class exercise
Due: Audience-based resume and cover letter (first draft and
final, with peer editing worksheet), and memo
Friday, September 25
Final project topic selection
Due: 3 final project ideas. Oral presentations of ideas to class.
Attendance REQUIRED
Week Five
Monday, September 28
Conducting secondary research – Finding authoritative sources
Read: Markel, Chapter 6
Researching Your Subject (portion on secondary research)
Library modules on class ELMS site
Wed., September 30
Writing concisely, part 2: Revising documents
Review Chapter 10
Writing Effective Sentences
Due: Audience profile (on paper and on ELMS)
Friday, October 2
Peer editing of project proposal memo
Due: Project proposal memo (draft)
Week Six
Monday, October 5
Individual conferences (Tawes 1226) – no class
Wednesday, October 7
Individual conferences (Tawes 1226) – no class
Friday, October 9
Individual conferences (Tawes 1226) – no class
Week Seven
Monday, October 12
Conducting primary research: interviews
Read: Markel, Chapter 6 (primary research)
Researching Your Subject
Due: Project proposal (draft and final copy, with peer editing
worksheet)
Wednesday, October 14
Conducting primary research – surveys
Review: Markel, Chapter 6 (primary research)
Researching Your Subject
Friday, October 16
Peer editing of survey/interview questions
Due: Survey/interview questions (draft)
Week Eight
Monday, October 19
The art of persuasive writing
Read: Markel, Chapter 8
Communicating Persuasively
Due: Survey/interview questions (final)
Wednesday, October 21
Definitions: Audience, context, and purpose
Read: Markel, Chapter 20
Writing Definitions, Descriptions, and Instructions
(section on definitions)
Friday, October 23
In-class writing: Technical definition
Week Nine
Monday, October 26
Peer editing of technical definition
Due: Reflective writing #2
Wednesday, October 28
Instructions and usability
Read: Markel, Chapter 20
Writing Definitions, Descriptions, and Instructions
(section on instructions)
Markel, Chapter 13
Reviewing, Evaluating, and Testing Documents and Websites
(sections on usability evaluations and tests)
Due: Technical definition (original and final copy, with peer
editing worksheet and memo)
Friday, October 30
Instructions: Usability testing
Due: Instructions draft and usability survey
Attendance REQUIRED
Week Ten
Monday, November 2
Writing recommendation reports
Read: Markel, Chapter 19
Writing Recommendation Reports
Due: Instructions (original and final draft, with usability surveys
and memo)
Wed., November 4
Peer editing of primary research – is it sufficient and usable?
Due: Two forms of primary research – on ELMS
Friday, November 6
The art of oral presentations
Elevator pitches
Read: Markel, Chapter 21
Making Oral Presentations
Week Eleven
Monday, November 9
Elevator pitches
Wed., November 11
Peer edit final project, draft one
Due: Final project, draft one (2 copies)
Friday, November 13
Individual conferences – No class (Meet in Tawes 1226)
May bring revised final project to conference
Week Twelve
Monday, November 15
Individual conferences – No class (Meet in Tawes 1226)
Wed., November 17
Individual conferences – No class (Meet in Tawes 1226)
Friday, November 19
Project presentations
Due: Oral presentation memo
Week Thirteen
Monday, November 23
Project presentations
Wed., November 25
Grammar review
Friday, November 27
THANKSGIVING HOLIDAY – No class
Week Fourteen
Monday, November 30
Project presentations
Wed., December 2
Project presentations
Friday, December 4
Project presentations
Week Fifteen
Monday, December 7
Peer editing of final project
Due: Final project, draft 2 (on ELMS for me; send to peer editors
before class)
Wed., December 9
Peer editing of final project
Due: Reflective writing #3
Friday, December 11
Last day of class
Due: Final project