English 398N: Writing for Non-Profit Organizations
Course Overview, Expectations, Policies, and Schedule, Fall 2015
1201
Tu Th 11:00am - 12:15am
TWS 0207
1301
Tu Th 11:00am - 12:15pm
KEY 0121
Instructor: David Todd: dytodd@umd.edu
1. Instructor office hours are in Tawes 1228, Tuesday and Thursday 9:45 – 10:45 am or by
appointment. When possible, please let me know in advance if you expect to come by.
2. I'll answer email Tu / Th mornings. Additional times will be announced in class.
3. In email and in class I'll announce updates.
Summary of Course Schedule
Week Dates
Classes
Topic
1
Sept. 1-3
1-2
Introductions & Professional Writing Overview
2-3
Sept. 8-17
3-6
Resume and Cover Letter
4-6
Sep. 22-Oct. 8
7-12 Research & Write Memo about Final Project
7
Oct. 13-15
8-11 Oct. 27 - Nov. 12
12-14 Nov. 17- Dec. 8
15
Dec. 10
13-14 Student-Teacher Conferences, discuss Final Project Memo
15-22 Further Research, Writing and Editing Final Project
23-28 Prep. & Presentations, Grantwriting
29
Turn in Final Projects
Course description:
The goal of Writing for Non-Profit Organizations is to help you develop professional writing skills
pertinent to work in a nonprofit organization. You will compose writing typical of nonprofits such as
artistic, civic, educational, and service institutions. Writing in the class will include:
1. Materials that define and market your skills in the nonprofit sector: a resume and a cover letter.
2. Internal communication projects, such as a memo and a presentation.
3. A major writing project such as a manual, marketing plan, fundraising proposal, website or
website plan, or a concept paper.
By the end of the semester, you will
a) Be able to define nonprofit organizations, explain a typology of organizations in this sector, and
identify the sorts of nonprofits you could be interested in working with;
b) Understand the purpose of various genres/document types used in the nonprofit field;
c) Understand and apply the essential skills of professional writing, including the ability to:
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 Determine the purpose of the document
 Clarify the audience
 Analyze the background and needs of the audience
 Decide the appropriate document type for the situation, and analyze
sample documents of that type (genre analysis)
 Plan and conduct the necessary research
 Use clear, direct prose
 Design the document so that it persuades the audience and achieves its
purpose
 Obtain and incorporate feedback from others at all relevant stages of the
process
d) Understand the ethics of writing in this field, and incorporate an ethical approach into your writing
process and outcomes.
e) Gain insight into your own career direction, leadership style, and potential contribution to the
nonprofit sector.
Even if you ultimately decide you do not want to work for a nonprofit, you’ll learn writing skills you can
use in other professional contexts.
Texts/Materials:
1. REQUIRED: Terp Career & Job Search Guide. It is available from the Career Center, the
Business Career Center, or the Engineering Career Center for free and is downloadable.
2. REQUIRED by 2d month of class: Writing for a Good Cause, by Danielle S. Furlich and Joseph
Barbato (2000). ISBN: 0-684-85740-5.
3. RECOMMENDED by 3rd week of class: Google this phrase: "politics and the english language
pdf." Print out and read this essay by George Orwell.
4. REQUIRED: Four folders to hold all your class materials, with your name and section on the
outside. Pocket folders work best. I recommend a three ring binder with pocket folders.
 Resume Folder
 Memo/Final Project Folder
 PPT Folder
 Other handouts
5. You’ll also need plenty of toner ink. To learn the secrets of good editing, we’ll go through lots of
hard copy drafts.
Your semester project will include an annotated bibliography with 10 sources. The assignment for the
final project will give you guidance to help you chose these sources, which in most cases will include a
mix of journal articles, online documents from reputable sources, and books. Depending on your final
project, you can include sources about writing in the genre (document type) of your final project.
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I also recommend the following very short guide to good writing.
The Elements of Style, by Strunk & White, any edition containing an index.
Professional Writing Learning Outcomes (as defined in the University of Maryland General
Education Program):
On completion of a Professional Writing course, students will be able to
• Analyze a variety of professional rhetorical [writing] situations and produce appropriate texts in
response.
• Understand the stages required to produce competent, professional writing through planning,
drafting, revising, and editing.
• Identify and implement the appropriate research methods for each writing task.
• Practice the ethical use of sources and the conventions of citation appropriate to each genre.
• Write for the intended readers of a text, and design or adapt texts to audiences who may differ
in their familiarity with the subject matter.
• Demonstrate competence in Standard Written English, including grammar, sentence and
paragraph structure, coherence, and document design (including the use of the visual) and be
able to use this knowledge to revise texts.
• Produce cogent arguments that identify arguable issues, reflect the degree of available
evidence, and take account of counter arguments
Genres (Document Types) covered by the class include
Resume
Cover letter
Memo/Plan for a writing a complex document
Audience Analysis
Genre Analysis
Oral Presentation
Annotated bibliography/secondary research
Mission Critical Project such as a Fundraising proposal, website, or Manual for a nonprofit.
Course Culture and Expectation of Students
Enjoyment and Enthusiasm. I want this class to be hard work, but fun. Really. So I encourage you to
use the class to explore projects that you find enjoyable and engaging. A reason people choose careers in
the nonprofit sector is personal passion, and this class is designed to give you space to explore topics
that excite and energize you.
Participation and teamwork. This course is interactive, participatory, and collaborative. It is not a
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lecture course. Because of the collaborative nature of this class, participation is required. You’ll learn
from and with each other. Please come prepared to discuss assigned readings, to make substantive
contributions to class discussions, to participate actively during group workshops, and to engage fully
with in-class writing assignments.
Professionalism. Our intention is to create a culture in class that mimics a professional work
environment. One of the aims of professional writing courses is to prepare students for the working
world. Your conduct in the classroom should be the same as it would be in a work environment. Plan to
arrive on time, act respectfully in your interactions with others, act with honesty and integrity, and show
enthusiasm for your work. If you have a family emergency that requires you to turn on the phone, let me
know before class and I will accommodate you. Otherwise, plan for no texting or web surfing during
class. All cell phones should be turned off during class.
Workplace audiences. In contrast to your work in English 101, your semester project will be directed to
workplace readers, not just the instructor.
Grading
The class will involve short lectures, in-class writing assignments, homework assignments in the genres
mentioned above, discussions, peer reviews, online work, quizzes, and a final project. Instructions for
each assignment will clearly specify the requirements for obtaining full credit.
Resumes/cover letters 5%
Planning memo for semester project 15%
Oral presentation 10%
Class participation, Class resources and notes blog, and in class assignments (includes attendance since
you must be present to participate) 10%
Short assignments including three reflections and about 15 discussion assignments 10%
Semester project including primary research and an annotated bibliography 50%
All Professional Writing Program classes require six graded assignments comprising a minimum of 25
pages of original writing. Papers for this class may not be used in other classes. Previously written
material may not be used for credit in this class. For the resume cover letter assignment, your first
draft may be something you wrote before class started, but you must make significant changes to the
drafts or else get an alternative assignment of you will fail that assignment. Structured peer review will
be part of your grade for most written assignments.
Late papers: Late assignments will be marked down the equivalent of one full letter grade unless
excused either: by emergency, or by communication with instructor far enough ahead of time to enable
agreement on late submission. Depending on the assignment, communicating no later than the preceding
class meeting may permit agreement. Emailing the day before won't. However, remember that not
completing an assigned draft on time will also deny you the opportunity to get feedback on it.
Print your papers before class. Some assignments may be turned in electronically via ELMS; you will
know in advance which assignments are due that way.
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Grading
Each assignment will clearly specify how to get full credit.
Because I am teaching you a process for writing, your grade will include credit for the process as well as
for the final product. The process includes in-depth, guided peer review and self-editing techniques.
The semester project is worth half of your grade. Don’t estimate your final grade based on the prior
assignments. I do not round up. 89.9 is a B+.
Letter Grade
A+
A
AB+
B
BC+
C
CD+
D
DF
Numerical Grade
99-100
93-98.9
90-92.9
87-89.9
83-86.9
80-82.9
77-79.9
73-76.9
70-72.9
67-69.9
63-66.9
60-62.9
59.9 or below
“There is no good writing; there is only good rewriting.” Louis Brandeis

No writer gets it all right on the first draft. Therefore, as you plan for any written assignment you
will turn in, also block out for yourself the time to produce at least one complete first draft -which you then extensively, carefully review, rewrite and edit in order to then produce the
document you actually submit. Your written work will be graded on the assumption that you
have done that level of work, and the quality will be judged in a context in which others have
done such rewriting. Finished work speaks for itself. Haste shows through. There is no getting
around the fact that writing takes time. That is why, for many, the work done outside class, for
this course, will entail more hours than for some other courses you are taking. Knowing these
facts at the outset should enable you to manage your semester workload more easily. Liberal use
of the Writing Center is also strongly encouraged.
Plagiarism: I refer to the Honors Council students whom I suspect of plagiarism. The Honors
Council determines the consequence if plagiarism is confirmed. Plagiarism is using another source’s
words or ideas without specifying credit. The penalties for plagiarism can include an XF on your
transcript for the class and possible dismissal from the University. Avoid problems by giving credit
where it is due. Check with me in advance if you are uncertain. I treat errors of carelessness in the same
way I treat intentional plagiarism: referral.
UMD’s honor code is here: http://www.studenthonorcouncil.umd.edu/code.html. Please review it. I am
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obligated under university policy to refer suspected plagiarism to the Office of Student Conduct, and we
do follow this policy. Resources:
http://www.lib.umd.edu/shadygrove/plagiarism.html
http://www.studentconduct.umd.edu/Info/Students/Default.aspx
Resources:
The Counseling Center, including Academic Counseling, can provide assistance if you want help with
academic performance challenges, anxiety, family concerns, social questions, or possible personal
learning issues that could warrant accommodation, organization, or support in managing end-ofsemester stress or other burdens. www.counseling.umd.edu. Appointments can be scheduled in person
in Shoemaker Building or by calling (301) 314-7651.
The Writing Center www.english.umd.edu/programs/WritCenter/ The Writing Center can help you to
improve your papers before handing them in, determine strategies for re-writes, and highlight
grammatical errors. Grammar and sentence structure will count as I grade your assignments, so going to
the Writing Center will improve your grade. The Writing Center is not just a remedial resource; it is
helpful no matter what your current skill level. I encourage you to visit the Writing Center (on the first
floor of Tawes) for all assignments. For some assignments, extra credit may allotted for visits to the
Writing Center.
The Career Centers. The Career Center www.careercenter.umd.edu (or Engineering Career Center
www.coop.engr.umd.edu or Business School Career Center www.rhsmith.umd.edu/career) can help you
with job search advice, career counseling, and other career-related questions. They can also offer
specific assistance with the resume and cover letter assignments. The resume assignment requires a
meeting with an advisor at one of the career centers. See also http://www.careers.umd.edu/events.cfm.
Other Policies
Attendance and Absences: I follow university policy on attendance
http://www.provost.umd.edu/announcements/StudentMedicalAbsences.cfm.
Excused absences include:
1. Illness
2. Death in family or family emergency
3. Official university events (such as a basketball game you’re playing in; for these, notify me at
least three weeks in advance)
4. Religious holiday (for these, notify me at least three weeks in advance or by the second class
meeting for holidays that fall in the first weeks of class)
Consistent attendance is vital to your success in this class. Unexcused absences will deduct from your
final grade (deducted from your participation portion of your grade) as follows:
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1st unexcused absence—allowed (but you will lose credit for any in class assignments and your grade
will be reduced for assignments due that day)
2nd unexcused absence—1 point deducted
3nd unexcused absence—2 additional points deducted (total 3 points lost)
4th unexcused absence—3 additional points deducted (total 6 points lost)
5th unexcused absence—4 additional points deducted (total 10 points lost)
In addition, your grade will suffer further because you will miss for-credit classroom activities. Any
assignments due that day will be considered late and points will be deducted. You may miss important
information that relate to future assignments. Tardiness will reduce your participation grade.
If you do have to miss class for any reason, find out what you missed from a classmate and from
ELMS, and do not ask me asking for a summary of what you missed. It is your responsibility to catch
up on missed work and handouts. However, in the event of documented serious illness or family
emergency, contact me to make individual arrangements to help you catch up. I will take into account
your specific situation.
Conferences: You are required to attend one student-instructor conference during the semester. Please
bring your folders with all work done in class so far. During this meeting, I will discuss your work in
progress and you can raise any questions or concerns you might have about the class. Sign-up sheets will
be distributed several weeks prior to our meetings.
Citation Style. Like academic writing, professional writing requires proper attribution for quotations
and ideas that are not your own original work. However, the style of citation will depend on the
organization and purpose of the document. If your subject area uses one of the recognized systems for
style and attribution (APA, MLA, AMA, or Chicago) you can use
http://www2.liu.edu/cwis/cwp/library/workshop/citation.htm. If you have any questions about
attribution, please contact me. Always err on the side of caution. See note on plagiarism, above.
Group Work: Most of the final products you produce for this class are individual. However, the process
of writing them will involve extensive collaboration with your peers. In-class and occasional out-ofclass assignments will involve collaboration of the kind that is typical for a work environment. The
opportunity to learn from your peers is an essential part of this class, as is learning how to share
appropriate, sensitive, critical, constructive feedback. Your presentation will be a group assignment.
You may do a final project in a group of 2-3. I’ll assume your group is working together fairly and
cooperatively unless you tell me otherwise.
Professor Preferences





I tend to give detailed assignments. Read the details.
I like difficult questions. In fact, I like almost all questions, even “dumb” questions because they
let me know if I have been unclear.
If you disagree with anything, challenge me!
When in doubt, ask.
We learn from each other. You know things others don’t know. The benefits of this class include
learning shared by students.
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Learning differences and disabilities: If you have a learning condition or disability and require
accommodation, please speak to me after class or during office hours.
Evaluation and Feedback: I appreciate feedback with your ideas for how I can improve the class.
Some of the best teaching techniques come from student suggestions. You are welcome to submit ideas
via email or in person, or anonymously through the Professional Writing Program. In addition to the
university’s online, end-of-semester evaluation, there is a PWP paper evaluation at the end of the course.
Weekly Schedule: The schedule is subject to change at any time depending on our progress as a class.
You will be notified of any modifications ahead of time. In the event of snow days or natural disasters, I
will email you to notify you how I will adapt to any missed class.
Course Policies Questions
1.
2.
3.
4.
5.
What happens if you miss four classes?
What is the best way to contact the instructor?
What are the texts?
What do you do if you miss class?
What happens if you plagiarize accidentally because you were tired?
__________________________
Signature
date
I understand the plagiarism policy of this class.
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