RWS 305W, Fall 2012
Writing for Engineers
Dr. Steve Merriam
smerriam@mail.sdsu.edu
Office: AH 3119 / 619-594-6331
Office Hours: Th 6:40-7:40
Course Description
The purpose of this intermediate writing course is to improve the engineering student’s ability to write the
various documents that engineers produce in the workplace. The goal is to aid your success both as a student
and as a working engineer once you graduate. The course includes principles of rhetorical strategy while
focusing on the student as engineer, which means that the instruction for RWS 305 is geared toward improving
the student’s engineering writing skills by developing general strategies for particular document types.
RWS 305 builds on the rhetorical models that students are introduced to in earlier 100- and 200-level courses:
Attention to audience, purpose, presentation (genre and organization), evidence, and language. The course
provides you with the opportunity to write in and evaluate the variety of forms you are likely to encounter in your
professional lives (i.e., memos, manuals, proposals, reports). In other words, RWS 305 students learn to
respond not just to academic tasks, but to a wider variety of genres and settings that require diverse research
methods and writing styles. You will also be asked to reflect on and evaluate the effectiveness of your own
writing style(s) within rhetorical contexts.
Rhetorical Feature of Engineering Communication
Because engineers communicate information to non-engineering executives as well as other engineers, they
must understand the different communication demands that both groups present. We will examine this
difference as each document type is covered in class, for example:
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
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What does an engineer understand in a technical report that an executive might not?
How do managers and engineers look at proposals differently?
What is the importance of limiting technical content in presentations?
Your audience has its own expertise level, goals, and interests when reading or listening to your information.
The better you understand this, the better your chances of communicating your ideas successfully.
Oral Communication
The other key facet of this course is its emphasis on oral communication. Engineering managers, professors,
and researchers continually state the importance of an engineer’s ability to speak well, with clarity, and for a
specific purpose. From interviewing for a job to presenting your latest findings to management, your speaking
ability can be your career’s catalyst—or its hindrance. Throughout this course we will incorporate oral
communication into classroom exercises, short presentations, and group work. By the end of the course you
should be more comfortable speaking to individuals and groups.
Required Texts
Beer, David and McMurrey, David. A Guide to Writing as an Engineer. Hoboken, NJ: Wiley, 2005.
Assignments and Grading
Assignment
Resume & Cover Letter (individual)
Instructional Text Project (group)
Proposal Memo
Presentation (group)
Engineering Failure Report Project (group)
Case Studies/Reading Quizzes
Attendance/Participation
Total
Points
15
10
10
15
25
20
5
100
Due Date
9/20/12
10/25/12
11/1/12
12/6/12
12/13/12
Varies
n/a
Course Policies
Participation.
This is a class in communication, so your participation is essential. I assume that you are strong students, of
course, but budding professionals as well, and I run the class in a collaborative mode as a professional. In class,
you should share relevant ideas and observations. It is imperative that you attend class; the equivalent of three
or more absences (missing one week) will damage your grade, and of course, persistent tardiness shows a lack
of commitment. It is also important that you turn in informal exercises and come to class prepared to discuss the
day’s assignments. This is a case of mutual preparedness and respect, not only for me, but more importantly,
for your colleagues. In general no in-class work can be made up. It is your responsibility to contact a classmate
to find out what went on in class. You can do this easily via SDSU’s electronic Blackboard, which I will discuss
during the second week in class.
Grades.
Each document or presentation you prepare reflects your knowledge and establishes your image. Grades are
determined by total points acquired, class ranking, and my judgment. Every effort will be made to evaluate
formal written assignments quickly. There is no other curve other than the standards generated locally and the
standards made explicit and implied through the instructor’s presentations and assignments. Note: If you are
taking RWS 305W for C/NC, you must complete all projects for credit in the course.
Writing Assignment Requirements.
Specific requirements for assignments will be discussed in class. All reading assignments are to be completed
before class, even though we may not discuss the readings directly. Written assignments are due on the date
indicated on the syllabus. All assignments must be prepared with appropriate software and should conform to
the conventions of the genre. Keep a copy of all assignments you hand in. Maintain a cumulative file that
includes all your assignments. The documents in this file could help constitute professional samples for your
portfolio. Please place a copy of all group assignments in your file share folder on Blackboard.
Late Work.
All assignments for this course are to be submitted on time, typed, and stapled (larger projects may be
professionally bound). Try to avoid late papers. However, you can receive an extension for good cause if you (1)
contact me before the assignment is due by means of a formal memo in which you explain the reason for the
delay and (2) propose in the memo a reasonable deadline (less than 1 week), which you then keep. The memo
is a contract. Failure to keep the new deadline breaks the contract, and I won’t accept your paper. You can use
this option no more than once in a semester.
Group Work.
Group work constitutes a significant portion of your final grade. If you are not prepared to devote significant time
outside of class to group work, you should not attempt this class. If you have any problems within your group
that, after patient travail, you cannot resolve, please see me. Alternatively, coming to see me with a problem that
I feel you might have worked through on your own will hurt your participation grade. Coping with the challenges
of collaboration is an essential part of this course.
Plagiarism.
While plagiarism is unlikely due to the individualized nature of the assignments, any writing suspected of
plagiarism may result in a failing grade, withdrawal, or in extensive revisions. Plagiarism is a violation of Title 5,
California Administrative Code, Part 5, Section 4130(a) and is to be taken seriously. See Academic Honesty on
Blackboard.
Come See Me for Help.
I have dedicated office hours for this course. I encourage you to make an appointment to see me (to ensure that
you receive enough individual attention), or you can email me with any question or comment.
Note: As the instructor, I reserve the right to examine and reconsider individual grades in terms of attendance,
collaborative effort, and punctuality.