ENGL 202C: Effective Writing: Technical Writing (3 credits): Writing for students in scientific
and technical disciplines. (A student may take only one course for credit from ENGL 202A,
202B, 202C, and 202D.) Prerequisite: ENGL 015 or ENGL 030; fourth-semester standing.
Overview
ENGL 202C, Technical Communication, serves students who are studying and preparing for
careers in the sciences and applied sciences, including engineering. This advanced course in
writing familiarizes students with the discourse practices prized in their disciplinary and
institutional communities—and helps them to manage those practices effectively in their own
written work. In this way the course teaches those writing strategies and tactics that scientists,
engineers, and others will need in order to write successfully on the job.
So how will this work, you ask? This course is paced, which means that there is an established
start and end date, and that you will interact with other students throughout the course. The
course consists of an electronic book, lesson commentaries and communications tools (i.e.,
discussion forum, drop box, and e-mail) within Angel.
The course is divided into 15 lessons:
Lesson 1—Getting Started
Lesson 2—Defining Technical Communication
Lesson 3—Analyzing Your Audience and Purpose
Lesson 4—Researching Your Subject
Lesson 5—Understanding the Writing Process
Lesson 6—Preparing Job Application Materials
Lesson 7—Communicating Persuasively
Lesson 8—Organizing Your Information
Lesson 9—Drafting and Revising Definitions
Lesson 10—Writing Coherent Documents
Lesson 11—Writing Instructions
Lesson 12—Designing Documents
Lesson 13—Understanding Ethical and Legal Considerations
Lesson 14—Creating Graphics
Lesson 15—Writing Effective Sentences
You will have one week to work through each lesson, with additional time to complete the final
project (course wrap-up). Within each lesson you will find on-line "lecture" material, as well as
reading assignments and both individual and group activities. The lessons of study are available
through the Lessons link in the left-hand navigation.
Like taking a course on campus, it will be important to keep up with the course work, as you will
be required to participate in class discussions and activities that have specific time frames
associated with them. It is assumed that students will spend an average of 15 hours per week (or
lesson) on this three credit course. For a more detailed look at what each lesson will entail, as
well as due dates for our assignments and activities, please refer to the semester-specific Course
Schedule on this page.
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Course Objectives
Students in the course can expect to:
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Discover and understand the discourse features that distinguish their disciplinary and
institutional communities from others.
Discover and specify the purpose(s) of their writing.
Develop a range of writing processes appropriate to various writing tasks.
Identify their readers and describe the characteristics of their readers in a way that forms
a sound basis for deciding how to write to them.
Invent the contents of their communications through research and reflection.
Arrange material to raise and satisfy readers’ expectations, using both conventional and
rhetorical patterns of organization.
Reveal the organization of their communications by using forecasting and transitional
statements, headings, and effective page/document design.
Observe appropriate generic conventions and formats for technical documents.
Design and use tables, graphs, and technical illustrations.
Compose effective sentences.
Evaluate their documents to be sure that the documents fulfill their purpose and to ensure
that they can be revised if necessary.
Collaborate effectively with their peers in a community of writers who Providence
feedback on each others’ work and occasionally write together.
Write several specific kinds of documents that recur in technical, scientific, and other
communities.
Employ computer technology effectively in the solution of communication problems.
Communicate in an ethically responsible manner.
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Required Course Materials
The following e-text is required and is sold directly from the publisher's Web site,
http://bcs.bedfordstmartins.com/techcomm9e/default.asp. Students should select the eBook tab
and then choose “purchase access” to add the eBook ($51.99) to shopping cart. When asked for
the zip code, enter 16802 as Penn State's zip code.
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Technical Communication by Mike Markel. Bedford/St. Martin's, 2010. Ninth edition. Ebook, standard version.
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Library Resources
Many of Penn State's library resources can be utilized from a distance. Through the Library
Resources and Services for Off-Campus Users website, you can...
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access magazine, journal, and newspaper articles online using library databases
borrow materials and have them delivered to your doorstep...or even your desktop
ask a librarian for research help via e-mail, chat, or phone using the ASK! service
...and much more!
NOTE: You must have an active Penn State Access Account to take full advantage of the
Libraries' resources and services. Once you have a Penn State account, you will automatically be
registered with the library within 24-48 hours. If you would like to check that your library
registration has been completed, visit the Library's homepage, click on "Library Accounts" and
then click on "CAT Account."
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Writing Tutoring Available for ENGL 202C Students
Penn State World Campus and the University Learning Centers, the Undergraduate Writing
Center, and the Center for Excellence in Writing at Penn State University Park are pleased to
announce that students in ENGL 202C can now access tutoring services online. Get tutoring
support before those final papers are due!
To meet with a tutor online, complete the form available at:
Writing Tutoring
Once you have sent in your request, a tutor will be in touch to arrange a time for you to meet
online. Tutoring sessions will take place in Blackboard Collaborate, a synchronous audio
environment that will allow you to talk to your tutor. When you request your tutoring session
you will be provided with information on how to access Blackboard Collaborate.
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Software
One of the benefits of being a registered Penn State student is that you are eligible to receive
educational discounts on many software titles. If you are interested in learning more about
purchasing software through our affiliate vendor, please visit our Student Services page
regarding course materials.
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Technical Specifications
Technical Requirements
Operating System
Windows 2000/XP, Vista, or Windows 7; Mac OS X 10.4 or higher
Processor
2 GHz or higher
Memory
1 GB of RAM
Hard Drive Space
20 GB free disk space
We recommend the latest ANGEL-supported version of Firefox or
Internet Explorer. To determine if your browser fits this criteria and for
advice on downloading a supported version, please refer to the following
ITS knowledgebase article: Supported Browsers and Recommended
Computers
Browser
Note: Cookies, Java, and JavaScript must be enabled.
Pop-up blockers should be configured to permit new windows
from Penn State websites.
Due to nonstandard handling of CSS, JavaScript and caching,
older versions of Internet Explorer (such as IE 6 or earlier) do not work
with our courses.
Plug-ins
Adobe Reader [Download from Adobe]
Flash Player (v7.0 or later) [Download from Adobe]
Apple QuickTime [Download from Apple]
Additional
Software
Microsoft Office (2003 or later)
Internet
Connection
Broadband (cable or DSL) connection required
Printer
Access to graphics-capable printer
DVD-ROM
Required
Sound Card,
Required
Microphone, and
Speakers
Monitor (Capable of at least 1024 x 768 resolution)
Monitor
If you need technical assistance at any point during the course, please contact the World Campus
HelpDesk.
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Course Schedule
[Printer Friendly Version]
The schedule below outlines the topics we will be covering in this course, along with the
associated time frames and assignments. Note that assignments are due based on the Eastern
Time (ET). This ensures that all students have the same deadlines regardless of where they live.
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Course Starts: May 13, 2013
Course Ends: August 7, 2013
Course Length: 12 weeks
You’ll notice patterns in the course. For most assignments, you will read a textbook discussion,
review an assignment sheet, conduct analysis of a sample document, complete a planning
worksheet, and submit your own work for peer review. Although you are provided with due
dates for each of these steps (Wednesday and Sunday of each week, with a few Friday due dates),
it would be a good idea to pace yourself, completing and posting some of the work before it’s
due.
Note: Each lesson runs Monday to Sunday. That is, weeks start on Mondays and end on Sundays.
Lesson 1 - Getting Started
Lesson 2 - Defining Technical Communication
Time frame: May 13 to May 19, 2013
 Read the Lesson 1 Commentary (click the Lessons link in the left-hand
navigation)
 Read Chapter 1 of Technical Communication and take Self-Study Quiz by
Wednesday of this week
Readings:
 Read the Lesson 2 commentary (click the Lessons link in the left-hand
navigation)
Assignment:
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Complete introductory course exercises
Review the instructions for Assignment #1: Basic Rhetorical Analysis
Do initial planning for the Basic Rhetorical Analysis by Wednesday of this
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week
Submit your planning worksheet for the Basic Rhetorical Analysis to the
drop box by Sunday of this week
Begin drafting your Basic Rhetorical Analysis
Lesson 3 - Analyzing Your Audience and Purpose
Time frame: May 20 to May 26, 2013
 Read Chapter 5 of Technical Communication and take Self-Study Quiz by
Wednesday of this week
 Read the Lesson 3 commentary (click the Lessons link in the left-hand
Readings:
navigation)
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Assignment:
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Submit full draft of the Basic Rhetorical Analysis through your team
discussion forum by Wednesday of this week
Submit your feedback to the forum by Friday of this week
Revise your Basic Rhetorical Analysis based on the feedback you receive
Submit the final version of your Basic Rhetorical Analysis by Sunday of
this week
Lesson 4 - Researching Your Subject
Time frame: May 27 to June 2, 2013
 Read Chapter 6 of Technical Communication and take Self-Study Quiz by
Wednesday of this week
Readings:
 Read the Lesson 4 commentary
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Assignment:
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Review the instructions for Assignment #2: the Internet Resource Guide
Begin initial planning for the Internet Resource Guide
Complete your planning worksheet for the Internet Resource Guide; upload
to the drop box by Wednesday of this week
Identify and abstract at least three sources for the Internet Resource Guide
Submit at least three abstracts through your team discussion forum by
Friday of this week
Submit your feedback to the forum by Sunday of this week
Begin drafting the front matter of your Internet Resource Guide
Lesson 5 - Understanding the Writing Process
Time frame: June 3 to June 9, 2013
 Read Chapter 3 of Technical Communication and take Self-Study Quiz by
Readings:
Wednesday of this week
Assignment:
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Read the Lesson 5 commentary
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Submit the full draft of your Internet Resource Guide to your team
discussion forum by Wednesday of this week
Submit feedback by Friday of this week.
Revise your Internet Resource Guide based on the feedback you receive
Submit the final version of your Internet Resource Guide by Sunday of this
week
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Lesson 6 - Preparing Job Application Materials
Time frame: June 10 to June 16, 2013
 Read Chapter 15 of Technical Communication and take Self-Study Quiz by
Wednesday of this week
Readings:
 Read the Lesson 6 commentary
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Assignment:
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Analyze sample Job Application materials
Review the instructions for Assignment #3: the Job Application Package
Search for potential jobs to apply for; upload your selections to the drop
box for instructor approval by Wednesday of this week
Submit planning worksheet to drop box by Sunday of this week
Begin drafting resumes and cover letters
Lesson 7 - Communicating Persuasively
Lesson 8 - Organizing Your Information
Time frame: June 17 to June 23, 2013
 Read Chapter 8 of Technical Communication and take Self-Study Quiz by
Wednesday of this week
 Read the Lesson 7 commentary
 Read Chapter 7 of Technical Communication and take Self-Study Quiz by
Readings:
Wednesday of this week
 Read the Lesson 8 commentary
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Assignment:
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Submit resumes and cover letters to your team discussion forum by
Wednesday of this week
Submit feedback by Friday of this week
Revise resumes and cover letters based on feedback
Begin drafting cover memo
Submit cover memos to your team discussion forum by Wednesday of this
week
Submit feedback by Friday of this week
Revise cover memos based on feedback
Assemble and revise Job Application Package
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Submit the final version of your Job Application Package by Sunday of this
week
Lesson 9 - Drafting and Revising Definitions and Descriptions
Time frame: June 24 to June 30, 2013
 Read "Writing Definitions" and "Writing Descriptions" in Chapter 20 of
Technical Communication and take Self-Study Quiz by Wednesday of this
week
Readings:
 Read the Lesson 9 commentary
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Assignment:
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Review the instructions for Assignment #4: Technical Definition and
Description
Analyze sample Technical Description in the Interactive Sample
Documents by Wednesday of this week
Submit planning worksheet for Technical Definition and Description to
drop box by Sunday of this week
Begin drafting Technical Definition and Description
Lesson 10 - Writing Coherent Documents
Time frame: July 1 to July 7, 2013
 Read Chapter 9 of Technical Communication and take Self-Study Quiz by
Wednesday of this week
Readings:
 Read the Lesson 10 commentary
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Assignment:
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Submit full draft of your Technical Definition and Description to your team
discussion forum by Wednesday of this week
Submit feedback by Friday of this week
Submit the final version of your Technical Definition and Description by
Sunday of this week
Lesson 11 - Writing Instructions
Time frame: July 8 to July 14, 2013
 Read "Writing Instructions" and "Writing Manuals" in Chapter 20 of
Technical Communication and take Self-Study Quiz by Sunday of this
week
Readings:
 Read the Lesson 11 commentary
Assignment:
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Review the instructions for Assignment #5: Instruction Set
Analyze sample Instruction Sets by Wednesday of this week
Complete planning worksheet and post to drop box by Sunday of this week
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Begin drafting your Instruction Set
Lesson 12 - Designing Documents
Time frame: July 15 to July 21, 2013
 Read Chapter 11 of Technical Communication and take Self-Study Quiz by
Wednesday of this week
Readings:
 Read the Lesson 12 commentary
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Assignment:
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Submit full draft of your Instruction Set to your team discussion forum by
Wednesday of this week
Submit feedback by Friday of this week
Revise based on the feedback you received
Submit the final version of your Instruction Set by Sunday of this week
Lesson 13 - Understanding Ethical and Legal Considerations
Time frame: July 22 to July 28, 2013
 Read Chapter 2 of Technical Communication and take Self-Study Quiz by
Wednesday of this week
Readings:
 Read the Lesson 13 commentary
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Assignment:
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Review the instructions for Assignment #6: Redesign Project by
Wednesday of this week
Select a document to redesign and upload it to the approval drop box by
Wednesday
Complete planning worksheet and submit to drop box by Sunday of this
week
Begin drafting Redesign Project
Lesson 14 - Creating Graphics
Time frame: July 29 to August 4, 2013
 Read Chapter 12 of Technical Communication and take Self-Study Quiz by
Wednesday of this week
Readings:
 Read the Lesson 14 commentary
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Assignment:
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Submit draft of Redesign Project to team discussion forum by Wednesday
of this week
Submit feedback by Friday of this week
Revise based on feedback you received
Complete and submit your SRTE Evaluation.
Lesson 15 - Writing Effective Sentences
Time frame: August 5 to August 7, 2013
 Read Chapter 10 of Technical Communication and take Self-Study Quiz by
Wednesday of this week
Readings:
 Read the Lesson 15 commentary
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Assignment:
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Submit full Redesign Project, including Reflective Commentary, to team
discussion forum by Monday of this week
Submit feedback by Tuesday of this week
Submit the final version of your Redesign Project by Wednesday of this
week
Complete and submit your SRTE Evaluation.
NOTE: If you are planning to graduate this semester, please communicate your intent to graduate
to your instructor. This will alert your instructor to the need to submit your final grade in time to
meet the published graduation deadlines. For more information about graduation policies and
deadlines, please see "Graduation" on the World Campus Student Policies website.
Formal instruction will end on the last day of class. Provided that you have an active Penn State
Access Account userid and password, you will continue to be able to access the course materials
for one year from the day the course began (with the exception of library reserves).
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Course Requirements and Grading
Class Participation
20%
Assignment 1
Assignment 2
Assignment 3
Assignment 4
Assignment 5
Assignment 6
5%
15%
15%
10%
15%
20%
Grading Scale
A
92.5 - 100
Self-study quizzes, peer review, homework
assignments
Basic Rhetorical Analysis
Internet Resource Guide
Job Application Package
Technical Definition
Instruction Set
Redesign Project
AB+
B
BC+
C
D
90 - 92.49
87 - 89.99
83 - 86.99
80 - 82.99
77 - 79.99
70 - 76.99
60 - 69.99
Class Participation
Your class participation grade encompasses two important parts of the course: reading and
collaboration. All reading assignments will be followed by a self-study quiz that will help you
review important concepts from the chapter. Additionally, peer-review worksheets and
assignment planning worksheets will contain references to the reading that ask you to evaluate
writing in terms of the textbook. You must be familiar with the textbook material to complete
these assignments satisfactorily.
In addition to reading the textbook, you will frequently collaborate with your classmates by
reading and responding to their drafts. Each major writing project will require peer feedback
organized around review questions pertinent to the assignment. Students failing to take the task
of peer review seriously will be penalized.
Writing
This course will hold you to the professional standards that prevail in your field. Each of your
formal writing assignments is expected to look professional and polished. At work, even a single
error in spelling, grammar, or proofreading can jeopardize the effectiveness of some
communications (depending on the rhetorical situation). Whether it is a resume, memo, or report,
your communication should exhibit complete and appropriate format. Grading will reflect the
great seriousness with which these matters are frequently viewed in the working world. If you
would like special assistance with any of these skills, I can recommend sources for extra help.
Your textbook, however, is the best and primary source.
There are six major assignments: Basic Rhetorical Analysis, Internet Resource Guide, Job
Application Package, Technical Definition, Instruction Set, and Redesign Project.
Basic Rhetorical Analysis
Technical communication is meant to be used and not just read. Good technical communication
communicates information to an audience who will act on that information in a variety of ways:
in making hiring decisions, in following technical procedures, in developing research plans, and
more. In this assignment, you will evaluate the usability of a piece of technical communication—
that is, you will analyze whether the document effectively communicates the necessary
information to its audience and where it fails to do so. In this way, the assignment will introduce
you to basic elements of technical communication.
Final Length: 1000-word memo
Internet Resource Guide
Through this assignment, you will become familiar with online communication resources
specific to your field of study, including research tools, professional societies, and other Internet
sites that members of your field should find useful. You will present and describe those resources
to other members of your field in a technical guide. You will need to make decisions about
organization, format, and style as a means of creating a usable document for readers. And you
will need to learn to write effective abstracts.
Final Length: Eight abstracts (one or two paragraphs each) plus front matter
Job Application Package
The process of applying for a job is an extremely important scenario for technical
communication. As a job applicant, you have a vested interest in communicating your suitability
for the position with the specific audience making employment decisions. This assignment will
ask you to create resumes and application documents attuned to the rhetorical situations of two
actual job offerings in your field. You will also discuss your writing and communication
decisions in a reflective memo.
Final Length: Two resumes, two cover letters, and a 1000-word cover memo
Technical Definition
Engineers and scientists are often required to describe a technical object, concept, or process to
someone who has little knowledge or experience with the subject at hand. For example, an
engineering firm might write a proposal to bid on a contract to develop a helicopter for the
Defense Department; one section of the proposal would be a detailed description of the product
the company proposes to develop. Technical descriptions are used before products and processes
are developed (as part of proposals and planning documents), during development (in progress
reports, for instance), and afterwards (as part of marketing and promotional literature and
technical support documents). You will write a technical definition for an object, concept, or
process in your field.
Final Length: Approximately 1000 words
Instruction Set
Instruction sets are common technical documents for many disciplines and occupations.
Employees read instructions to learn how to assemble a product or complete a procedure.
Supervisors write out company policies that oftentimes serve as instruction sets. Customers read
instructions for using a product. You will develop a set of instructions advising users to perform
a specific task.
Final Length: Approximately 1000 words
Redesign Project
Design is an increasingly important facet of technical communication. With even basic computer
programs like Microsoft Word, writers can adjust the visual aspects of their documents to
enhance communication and clarity. They can also design text in sophisticated ways. This
assignment will require you to redesign a given piece of text for a specific rhetorical situation
and to reflect on the decisions you made in the design process.
Final Length: Redesigned document plus 1000-word reflective memo
The World Campus follows the same grading system as the Penn State resident program. The
grades of A, B, C, D, and F indicate the following qualities of academic performance:
A = (Excellent) Indicates exceptional achievement
B = (Good) Indicates extensive achievement
C = (Satisfactory) Indicates acceptable achievement
D = (Poor) Indicates only minimal achievement
F = (Failure) Indicates inadequate achievement necessitating a repetition of the course in order to
secure credit
Please refer to the University Grading Policy for Undergraduate Courses for additional
information about University grading policies.
If, for reasons beyond the student's control, a student is prevented from completing a course
within the prescribed time, the grade in that course may be deferred with the concurrence of the
instructor. The symbol DF appears on the student's transcript until the course has been completed.
Non-emergency permission for filing a deferred grade must be requested by the student before
the beginning of the final examination period. In an emergency situation, an instructor can
approve a deferred grade after the final exam period has started. Under emergency conditions
during which the instructor is unavailable, authorization is required from one of the following:
the dean of the college in which the candidate is enrolled; the executive director of the Division
of Undergraduate Studies if the student is enrolled in that division or is a provisional student; the
campus chancellor of the student's commonwealth campus.
For additional information please refer to the Deferring a Grade page.
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Academic Integrity
Academic integrity — scholarship free of fraud and deception — is an important educational
objective of Penn State. Academic dishonesty can lead to a failing grade or referral to the Office
of Student Conduct.
Academic dishonesty includes, but is not limited to:
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cheating
plagiarism
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fabrication of information or citations
facilitating acts of academic dishonesty by others
unauthorized prior possession of examinations
submitting the work of another person or work previously used without informing the
instructor and securing written approval
tampering with the academic work of other students
How Academic Integrity Violations Are Handled
In cases where academic integrity is questioned, procedure requires an instructor to notify a
student of suspected dishonesty before filing a charge and recommended sanction with the
college. Procedures allow a student to accept or contest a charge. If a student chooses to contest a
charge, the case will then be managed by the respective college or campus Academic Integrity
Committee. If a disciplinary sanction also is recommended, the case will be referred to the Office
of Student Conduct.
All Penn State colleges abide by this Penn State policy, but review procedures may vary by
college when academic dishonesty is suspected. Information about Penn State's academic
integrity policy and college review procedures is included in the information that students
receive upon enrolling in a course. To obtain that information in advance of enrolling in a course,
please contact us.
Additionally, World Campus students are expected to act with civility and personal integrity;
respect other students' dignity, rights, and property; and help create and maintain an environment
in which all can succeed through the fruits of their own efforts. An environment of academic
integrity is requisite to respect for oneself and others, and a civil community.
For More Information on Academic Integrity at Penn State
Please see the Academic Integrity Chart for specific college contact information or visit one of
the following URLs:
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Penn State Senate Policy on Academic Integrity
iStudy for Success! — learn about plagiarism, copyright, and academic integrity through
an educational module
Turnitin a web-based plagiarism detection and prevention system
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Accommodating Disabilities
Penn State welcomes students with disabilities into the University's educational programs. Every
Penn State campus has an office for students with disabilities. The Office for Disability Services
(ODS) Web site provides contact information for every Penn State campus:
http://equity.psu.edu/ods/dcl. For further information, please visit the Office for Disability
Services Web site: http://equity.psu.edu/ods.
In order to receive consideration for reasonable accommodations, you must contact the
appropriate disability services office at the campus where you are officially enrolled, participate
in an intake interview, and provide documentation: http://equity.psu.edu/ods/guidelines. If the
documentation supports your request for reasonable accommodations, your campus’s disability
services office will provide you with an accommodation letter. Please share this letter with your
instructors and discuss the accommodations with them as early in your courses as possible. You
must follow this process for every semester that you request accommodations.
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Late Policy
Descriptions of each assignment, as well as evaluation criteria, will be provided throughout the
course. The dates listed for assignments may change as the semester progresses (don't worry—
you'll be notified of any changes through ANGEL announcements or coursemail!). Nonetheless,
we expect assignments to be completed on time, as evidenced by the date stamp given to them by
the ANGEL drop boxes. Major assignments will be docked one full letter grade for each day
after the syllabus due date that they are late; everyday course activities (e.g., reading responses,
smaller writing activities, peer-review exchanges) cannot be made up if missed.
We use this system even in the event of excusable situations, such as minor sicknesses or other
unforeseen conflicts. However, any exceptions to this policy are made at our discretion. If you
have conflicts, or something unexpected arises, do not hesitate to contact your instructor, and
we'll arrive at a solution together. You must hand in all major assignments to pass the course.
Incompletes (I's) will not be given except under extenuating circumstances that are discussed
with your instructor prior to assignment of final grades.
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Additional Policies
For information about additional policies regarding items such as Penn State Access Accounts;
credit by examination; course tuition, fees, and refund schedules; and drops and withdrawals
please see the World Campus Student Policies website.
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Disclaimer: Please note that the specifics of this Course Syllabus are subject to change, and you
will be responsible for abiding by any such changes. Your instructor will notify you of any
changes.