Prolific Publications
Professional Writing
English 410, Sections 10 and 11
Dr. Edwards
University of Delaware
Department of English
321 Memorial Hall
Newark, DE 19716
Class Times: 9:30am and 12:30pm
E-mail: edwardsj@udel.edu
Phone: (302) 831-3054
Office Hours: Wednesdays from 1pm3pm and by Appointment
Catalog Description
This advanced course examines the conventions of communicating information about scientific, engineering, and other
technical subject matters to audiences with differing levels of knowledge and informational needs. Working both
individually and in groups, students learn to analyze audience, purpose, and context in producing the following
documents: reports, proposals, and instructions, user manuals, or specifications.
Course Description
This advanced course has been designed to mimic a real world publication company and will consist of problem-based
learning situations. All students enrolled in the class will go through a sixteen-week training in order to advance to the
next phase in their professional development. This stimulation will prepare students for the writing and professional
communication that is required in the workplace. Assignments in this class will support the movement from an
academic milieu to one that has professional expectations in document creation, design, presentation, and writing. This
course will focus on the rhetorical principles and writing practices needed for producing effective reports, letters,
memos, job application materials, and collaborative projects. The work will help trainees to craft materials to enter the
workplace, as well as flourish within it using responsible decisions when writing.
Required Text
Tebeaux, Elizabeth and Sam Dragga. The Essentials of Technical Communication. 2nd Edition. New York: Oxford University
Press, 2012. Print.
Learning Objectives
Students should write about 7,500 words, 5,000 of which comprise finished, formal assignments that have been revised
in response to feedback from the instructor and/or classmates. Through this course, students will learn about the
following:
 Critically analyzing, writing, and designing information for audiences with different needs and levels of subject
matter knowledge about scientific, engineering, and/or other technical topics while considering potential
ethical, political, and cultural concerns.
 Making effective stylistic decisions including word choice, tone, and level of formality as appropriate to the
rhetorical situation.
 Engaging in writing as a recursive process that includes invention, drafting, and revision.
 Creating and using effective visual communication including document design.
 Composing in multiple modes and media including digital, audio, visual, and/or oral.
In achieving these ends, students will learn to produce a finished document in each of the following genres common in
technical communication that address scientific, engineering, and other technical subject matter:
 Report that substantively addresses scientific, engineering, or other technical subject matter, and incorporates
and synthesizes the results of primary research such as observations, interviews, surveys, questionnaires and/or
focus groups, and secondary research such as reports and academic journal articles to achieve rhetorical
purposes.
 Proposal that outlines a plan to conduct primary and/or secondary research as described above in investigating
a scientific, engineering, or other technical problem or opportunity



Instructions or User Manual that outlines tasks for completing a process or a procedure, or Specifications
that describes a technical and/or scientific product
Collaborative Project that takes the form of a report, proposal, or an oral presentation that requires students
to work with their peers in articulating and achieving project goals, and in producing rhetorically effective
documents. Students may also work with external stakeholders.
Professional Correspondence including letters, memos, and e-mails that simulate and/or respond to
communication tasks encountered in the technical communication workplace. Correspondence may be related
to other documents in the course such as a memo of transmittal for their report.
This course fulfills the second writing requirement.
Course Expectations
This course should be approached at all times as if it is a job in order to practice and model behavior that will be
required in the job world. There are various values, expectations, responsibilities, and other information that are
important to know in order to excel in the course.
Course Values
•
•
•
•
Integrity and respect
Thoughtful contribution and work ethic
Accountability and timeliness
Critical awareness of self
Professor Responsibilities
•
Engage all Trainees in a respectful manner
•
Respond to email communication within 72 hours
•
Facilitate ethical and respectful communication, both written and oral
Student Responsibilities
•
Be on time and prepared for every class session
•
Make meaningful contributions throughout the training session
•
Ask for help when it is needed
•
Engage Professors and Colleagues in a respectful manner
Course Requirements
Attendance and Participation
The success of our class requires involved scholars, meaning that attendance and arrival on time are crucial. Attendance
means an on time arrival, being fully prepared for every class, participating actively, and turning in all assignments on
time. Please, do not email me with excuses regarding absences after the fact, since both excused and unexcused absences
are the same. You are entirely responsible for getting information that you miss.
Emergency Absences
If serious illnesses, family emergencies, or other crises occur during the term, one of the key things you must do is to
contact the Assistant Dean of your College as soon as possible. This office can assist you in notifying faculty and in
validating for your teachers what has happened. Such validation will be necessary for you to make up missed classwork
and assignments.
Late Work
Late work will be lowered by one letter grade if turned in within two days of the original due date. Work turned in later
than one week past the original due date will be given an automatic grade of F.
Resubmissions
All students are able to resubmit 1 (one) individual assignment for a better grade. All resubmitted material will be due at
the end of the semester and should be accompanied by a short memo that explains the changes made in the assignment.
1
Classroom Environment
Respect is a key component in professionalization. As practicing professionals, on time arrival to class is important.
Please, do not disrupt class with sleeping, side conversations (especially when other people are talking), cell
phone usage, or laptop usage that has nothing to do with class. These actions are extremely disrespectful as they
disrupt class in a myriad of ways. If you have an emergency and must receive a phone call during the class hour, please
alert the professor before class begins.
Academic Integrity
Any work that you submit at any stage of the writing process--draft, thesis and outline, bibliography, through final
version--must be your own; in addition, any words, ideas, or data that you borrow from other people and include in your
work must be properly documented. Failure to do either of these things is plagiarism. The University of Delaware
protects the rights of all students by insisting that individual students act with integrity. Accordingly, the University
severely penalizes plagiarism and other forms of academic dishonesty. So, in order to begin the class in a way that
promotes academic prowess, please submit your favorite quote via Sakai under the “Quotes” section before class time
on Friday, August 29th. Use the appropriate punctuation and as well as the author’s name to show ownership. We will
discuss the quotes at the beginning of our second class.
Plagiarism
Plagiarism is a serious phrase that denotes cheating --- using someone else’s words or phrases without citing them. This
very serious offense has two realms: intentional and unintentional. Intentional plagiarism refers to people who
knowingly take ideas from others without acknowledging that work and citing that source. Unintentional plagiarism
refers to people who take ideas without knowing that the ideas are stolen. Whether intentional or unintentional,
plagiarism is wrong and can result in serious punishment. This class will help you all become more conscious of your
actions, thus fostering awareness and helping you to avoid acts of intentional and unintentional plagiarism.
Disabilities and Special Needs
If you need special assistance and/or classroom accommodations because of a disability, please let me know as soon as
possible. To register and request accommodations, you will need to contact the Office of Disability Support Services.
Their phone number is 302-831-4643 (TDD: 302-831-4563). More information can be found on their
website: www.udel.edu/DSS<http://www.udel.edu/DSS>.
Writing Center
The Writing Center in 016 Memorial provides free one-on-one instruction to students who have writing assignments in
this or any course. You may make an appointment by visiting the Center's Web Site: www.cas.udel.edu/writingcenter<http://www.cas.udel.edu/writing-center>. (The telephone number is 831-1168.)
Course Evaluation
A final expectation of the course is for you to complete the on-line student evaluation. This survey will be available for
you to complete during the last two weeks of the semester. Apart from being an expectation of the course, your
evaluation provides valuable information to me and to the Department.
Assignments (a detailed assignment sheet will be provided when appropriate)
ATTENDANCE: All trainees are afforded 2 days (1 week) of excused or unexcused absences. After the 2nd day of
absences, trainees will begin to lose 20 points toward attendance per missed day. A trainee who misses more than 5 days
after the afforded 2-days will not pass the course. (100 points)
MINI LESSONS: Each Thursday, beginning in the 2nd week of classes, groups of 3-4 trainees should present on
grammar, citation style, or formal communication to help build and apply technical skills on a foundational level. The
presentations should show the “how” and the “why” of the subject; the presentations should also be 3-5 minutes and
should have a visual aid that considers CARP. Trainees may use the same group for the proposal. (100 points)
2
IN CLASS PARTICIPATION and WORKSHOPS: There will be several problem-based assignments in class that
must be completed. Students must also participate in workshops to hone professional writing and communication skills.
(200 points)
LETTER OF INQUIRY/PRAISE/COMPLAINT: (100 points) Trainees should write a letter of inquiry, praise or
complaint to practice letter writing and persuasive writing skills.
ANALYSIS and RECOMMENDATION REPORT: Trainees will be expected to find a technical document printed
before 1960 using library resources. Once the document is chosen, trainees should analyze the document using lenses
that we discuss in class. Trainees will also write a recommendation to the publication company about the effectiveness
of the technical document. (150 points)
INSTRUCTIONS and DESCRIPTIONS: (50 points) In groups of 2, trainees must compose an instruction set.
GROUP RESEARCH PROPOSAL: This assignment calls for trainees to form groups of 3-5. Trainees should write a
proposal that works to solve a problem on UD’s campus. Trainees should conduct secondary (and possibly primary)
research to complete this task. (100 points)
FINAL GROUP PROPOSAL PRESENTATION: Groups should present their final proposal in a polished
presentation that displays research conducted. (100 points)
REFLECTIVE MEMO: Trainees will write a one page final memo, addressed to Dr. Edwards, about English 410’s
applicability to their fields of study. Trainees should use specifics in their writing. (100 points)
ALL SOURCES MUST BE CITED USING MLA DOCUMENTATION STYLE. Required paper format varies according to the
assignment—pay attention to details.
Grading Scale: A: 93-100, A-: 90-92, B+: 88-89, B: 83-87, B-: 80-82, C+: 78-79, C: 73-77, C-: 70-72, D+: 68-69, D: 6367, 62 and below.
Disclaimer: Dr. Edwards reserves the right to change any portions of the syllabus if needed. Dr. Edwards will give pop
quizzes at any time during the semester, so being prepared (doing homework) is necessary. Please note that some
readings and viewing may be uncomfortable. Please see the Dr. Edwards if problems arise.
Calendar --- Spring 2015
Week and
Date:
1
February 9
Reading Assignments/Class Schedules:
Major Assignments and Due
Dates:
Tuesday: Introduction to the Course
Rhetorical Situations, Memos, and Professional
Discourse
Thursday: Read Chapter 1 in ETC
Writing at Work
Tuesday: Read Chapter 2 in ETC
Analysis and Letter Assignment
Tuesday: Introduction of
Letter Assignment
February 16
Thursday: Read Chapter 7 in ETC
E-mails, Text Messages, Memos, and Letters
Thursday: Mini Lesson 1
3
Tuesday: Document Design
Workshop 1 for Letter
2
February 23
3
Tuesday: Bring in Draft of
Letter for Workshop 1
Thursday: Read Chapter 5 in ETC
More on Document Design
Thursday: Letter assignment
due by 11:59pm via Sakai
Thursday: Mini Lesson 2
4
March 2
Tuesday: Read Chapter 3 in ETC and Ethical Writing
in the Workplace
Thursday: Read “The Ethics of Expediency” for today
(Reading can be found via Sakai)
5
Tuesday: Read Chapter 8 in ETC
Reports/Introduction to Analysis Assignment
March 9
Thursday: Read Chapter 4 in ETC
Achieving a Readable Style/Research
Thursday: Mini Lesson 3
Tuesday: Introduction to
Analysis and Recommendation
Report Assignment
Thursday: Mini Lesson 4
6
March 16
Tuesday: Finding Technical Documents Before 1960
Meet in the Library, Room 116A, during Class
Tuesday: Meet in the Library,
Room 116A, during Class time
Thursday: No Class –Work on Analysis and
Recommendation Report
(Dr. Edwards is presenting her research at the Composition
and Pedagogy Conference in Florida)
7
March 23
Tuesday: Research Discussion
Workshop 2 for Recommendation Report
Thursday: Research Continued
Consent Forms
Tuesday: Bring in Draft of the
Analysis and Recommendation
Report for Workshop 2
Thursday: Analysis and
Recommendation Report due
by 11:59pm via Sakai
Thursday: Mini Lesson 5
8
March 30thApril 3
9
April 6
Spring Recess
Have a Safe Break
Tuesday: Mid- Semester Review and Adjustments
In Class Reading
Thursday: Read Chapter 10 in ETC
Instructions, Procedures, Policies
4
Thursday: Introduction to the
Instructions and Descriptions
Assignment
Thursday: Mini Lesson 6
10
April 13
Tuesday: Read Chapter 6 in ETC
Designing Illustrations
Tuesday: Submit Instructions
and Descriptions Assignment in
Class or via Sakai by 11:59pm
Thursday: Read Chapter 9, pages 197-202
Introduction to Proposals/Discuss Research Proposal
Assignment
Thursday: Discuss Research
Proposal Assignment
Thursday: Mini Lesson 7 (if
needed)
11
April 20
Tuesday: In Class Group Collaboration Regarding
Proposal Assignment (Brainstorm ideas and Group
Meeting Possibilities during Class)
Thursday: Meet with Dr. Edwards to Pitch Proposal
Idea and Plan during Class
12
Tuesday: In Class Reading and Discussion
April 27
Thursday: Read Chapter 9, pages 219-238
Group Progress Report
Thursday: Submit a draft of
the Proposal by 11:59pm
Thursday: Complete Group
Progress Report in Class
13
Tuesday: Read Chapter 11
Group Oral Presentations
May 4
Thursday: Group Planning in Class
Reflective Memo Assigned
14
Thursday: Introduction of
Reflective Memo
Tuesday: Group Proposal Presentations
May 11
Thursday: Group Proposal Presentations
15
Monday: Last class day; classes end at 10:00p.m.
May 18
Tuesday: Reading Day; no examinations scheduled.
Wednesday: Final examinations begin
Thursday: Reflective Memo Due Via Sakai
Thursday: Beginning Date to
Submit Final Draft of the
Proposal by 11:59pm
Thursday: Reflective Memo
and Resubmissions Due before
11:59pm via Sakai
Thursday: Submit Final Draft
of the Proposal by 11:59pm
5
6