ENGK 309—Fall 2014
Texas A&M University Central Texas
ENGL 309: Technical Communication ONLINE
Fall 2014
Instructor:
Dr. Katherine S. Miles
Office:
217C Founders Hall
Email:ksmiles@ct.tamus.edu1
Office Hours:2
Tues & Thurs 10:45a – 11:30a
Friday
9:30a – 1p
Blackboard Help, Live Chat:
Blackboard 24/7 Help:
1.0
If you email me through Blackboard and I do
not respond within one (1) business day,
please send another email to my university
account (ksmiles@ct.tamus.edu). When
emailing my university account, include the
course number and section.
http://hdc.tamu.edu and click on the “Chat Now” button
(245)519-5466 or (979)845-8300
Course Description
Technical communication is the study and practice of how best to convey information to multiple audiences
with different goals and needs. This course will focus on diverse forms of technical communication: each
assignment involves a high level of critical thinking and audience awareness. Most types of professional
writing incorporate the basic elements of technical communication—writing with clarity for a specific
audience—so you will learn valuable skills in this course that will enhance your present and future
communications.
As emerging professionals, this course will teach appropriate professional communication style. Thus, each
student is expected to emulate this professional behavior/style in ALL communications with me (the
instructor) and with fellow classmates. Professional behavior includes the following characteristics:
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Work ethic: exhibiting punctuality, motivation, direction
Integrity: abiding by course policies, recognizing that actions/behaviors have consequences, and
demonstrating honesty and reliability
Teamwork: assisting others and asking for help when you need it
Self-representation: adhering to respectful, polite, and professional language and behavior
Diversity Awareness: recognizing and respecting cultural, gender, racial, and other differences
Conflict resolution: negotiating diplomatic solutions to conflicts
Creativity and resourcefulness: contributing new ideas and displaying initiative
Speaking and Listening: communicating effectively and professionally, comprehending details
and following directions, and repeating direction or requests to ensure understanding (i.e., active
listening)
Reading and Writing: reading and interpreting documents and writing with clarity for a specific
audience
Critical thinking: recognizing, analyzing, and solving problems that arise when completing a task;
identifying resources that will enable you to complete a complex task; using a logical approach to
solve problems and make decisions
Time-, task-, and resource-management: organizing and implementing a work plan and working
efficiently to make the best use of time
1 Please use
Blackboard for all class-related messages. If you send an email through Blackboard and I do not respond within
one (1) business day, please use this university email to send a duplicate message.
2 These hours are the times that I am available to meet with you. However, please make an appointment to meet with me.
Making an appointment is the only way to avoid waiting while I complete my other scheduled obligations.
ENGL 309—Fall 2014
2.0
Objectives of Course:
After taking this class, you will be able to:
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3.0
Recognize the rhetorical features of various genres of technical information, especially contexts,
purposes, and audiences
Communicate using clear, concise, and grammatically correct language
Demonstrate the basic principles of effective document design
Research, plan, design, develop, and present technical information
Convey complex, technical information to a lay audience
Recognize and apply the basic tenets of professional workplace behavior
Demonstrate critical thinking via audience and contextual analyses
Required Reading and Textbook(s)
Lannon, John M. and Laura Gurak, Technical Communication. 13th Edition. Additional readings will be
delivered via Blackboard.
This text does not need to be purchased in the campus bookstore, but it is your responsibility to obtain a
copy BEFORE the first reading and quiz are due.
4.0
Course Requirements
4.1 Discussion (10 points): The first major assignment is a discussion board where each student will
introduce themselves to the class. The assignment consists of an original post and two (2) comments on
peers’ posts. This assignment is important in terms of setting the professional and collegial tone for the
course.
4.2 Resume/Cover Letter (100 points): These two documents will prepare you to seek employment by
documenting your education, experience, and skills for a specific job (of your choosing). In addition, these
documents exhibit the technical communication skills (i.e., reader-focused writing that exhibits clarity and
precision) and principles (i.e., genre- and research-based document design) that we will build upon
throughout the entire semester.
4.3 White Paper Assignment (100 points): This assignment is designed to allow students a choice in topic
related to this course (i.e., technical writing) AND related to their program of study. The goals of this
assignment are to practice objective style, demonstrate critical thinking, and bolster knowledge in each
student’s program of study. For our purposes, a white paper is an educational article explaining a specific
technology or product that is given by an individual with authority on the topic. The terminology used may be
somewhat technical, but the goal of a white paper is usually to describe the technology or product in terms
most people can understand. This assignment (1,000-1,200 words) involves research, critical analysis, and
technical writing.
4.4 Critical Thinking Assignment (90 pts, 3 texts @ 30 pts each): This assignment is a case study that
requires you (hypothetically) to position yourself as a professional employee in a specific workplace (and
that workplace must be related to your program of study). Through your research on the white paper, you
will uncover important information that must be conveyed to your boss, colleagues, and clients of this
(hypothetical, but real) workplace. For this assignment, you will write three (3) separate messages (e.g., a
memo to your boss, an email to your colleagues, and a business letter to your clients) that convey the same
information, but are adapted for each specific audience. The purpose of this assignment is to critically
analyze the needs of each different audience and to adapt each communication based on that critical
analysis.
4.5 Revision (200 points): This assignment is designed to guide students through the re-vision process—
from understanding feedback to global re-organization. Through this process, students will begin to
ENGK 309—Fall 2014
understand their individual ‘writing thumbprint’: an awareness of the grammatical/mechanical errors that are
made repeatedly. Thus, this assignment’s main purpose is to help students recognize those errors on their
own and to provide strategies for overcoming them.
Grading Criteria Rubric and Conversion
10 points
Discussion
Resume/Cover Letter
White Paper Assignment
Critical Thinking Assignment (3 documents @ 30 pts each)
Revision
100 points
100 points
90 points
200 points
TOTAL
500 points
5.1 Calculating Grades: I use a point system to calculate grades. At any point in the semester,
you should be able to easily determine you course grade. Simply a) divide the total number of
points earned by the total number of points possible for all completed assignments, and b) multiply
this number by 100. Use the scale below to determine your grade:
A 90-100
B 80-89
C 70-79
D 60-69
F 59-below
5.2 Grading Rubric: The following rubric provides an overall sense of how I evaluate work. Each
assignment includes detailed evaluation criteria onto which this rubric is applied.
A Top-notch, excellent, extraordinary accomplishment. Really strong conception and execution.
Minor tinkering at most needed to make this comparable to professional-quality work.
B Very strong work. Everything in order, well conceived and well executed. Minor editing problems
at most.
NOTE:
The differences between an A and a B have to do with a combination of originality,
excellence, thoroughness, and attention to detail in execution. Although A grades may include
comments on sentence level editing, doing this type of editing would not be sufficient to raise a B
to an A.
C Average, but missing some components. No glaring conceptual or execution problems, but
nothing particularly outstanding in either department. Topic or problem may be somewhat limited,
or execution may be less than optimal.
D Acceptable, but below average work. Either conception, execution or both definitely need to be
improved.
F
6.0
Not of acceptable quality.
Daily Syllabus: This syllabus presents the full weekly activities throughout the semester. The topics are
described in the “Topics and Activities” column, and the assigned readings and other assignments due that
ENGL 309—Fall 2014
week (i.e., due the week in which those activities and assignments are listed on the syllabus) are listed in
the “Assignments” column. For example, Week 1 lists Ch. 1 and the Discussion Board assignment; thus,
you must read Ch. 1 and post an original response and two (2) comments by midnight on Sunday of Week
1. The syllabus is subject to change. All students will be notified of changes via Blackboard messages or
Instructor Announcements.
Topics and Activities
Assignments
(Syllabus is subject to change.)
Week 1
8.26.14
8.28.14
Introduction to Technical Communication
What is technical communication?
Accessing Blackboard
Communicating on the job: What do you
need to know?
READ:
Lannon & Gurak, Ch. 1 (Workplace Communication)
DUE: Discussion Board: Introduction (Original Post and two
comments on peers’ posts Due in the Discussion Board by
Friday)
Week 2
9.2.14
Communicating Persuasively: How do you
get your message across?
READ:
Lannon & Gurak, Ch. 3 (Persuading Audiences)
9.4.14
Résumés and Cover Letters
READ:
Lannon & Gurak, Ch. 17 (Resumes)
Writing/Designing Resumes and Cover Letters, links on
Blackboard: http://bit.ly/1kjYQWo (Resumes)
http://bit.ly/1oxDI71 (Resume Design)
http://www.rpi.edu/web/writingcenter/cover_letter.html
Week 3
9.9.14
9.11.14
Week 4
Organizing for Readers
READ: Lannon & Gurak, Ch. 10 (Organizing)
Designing Visuals
DUE: Resume and Cover Letter (submit via Blackboard by the
beginning of class; assignments submitted after class has
started will be considered late, and subsequent penalties will
apply)
READ: Lannon & Gurak, Ch. 12 (Designing Visuals)
ENGK 309—Fall 2014
9.16.14
Critically analyzing audiences: needs,
content, process, product
READ: Lannon & Gurak, Ch. 14 (Memos)
Lannon & Gurak, Ch. 15 (Email)
9.18.14
Formal Communications
READ: Lannon & Gurak, Ch. 16 (Letters)
9.23.14
Critical Thinking
READ: Lannon & Gurak, Ch.7 (Thinking Critically)
9.25.14
Critical Thinking
DUE: Critical Thinking Assignment (submit via Blackboard at
the beginning of class; assignments submitted after the start of
class will be considered late, and subsequent penalties will
apply)
White Papers: purpose, process, product
READ: White Papers (Purpose/Audience): http://bit.ly/1kjY7ET
Week 5
Week 6
9.30.14
White Papers (Organization): http://bit.ly/1gDA7Sb
White Paper (Sample): http://bit.ly/1nZlVSt
White Papers (How to Write): Michael Stelzner, “A
White Paper on White Papers” http://bit.ly/1kqgb55
10.2.14
Identifying the ‘Problem’
DUE: Begin Research
10.7.14
Information Literacy: evaluating and
integrating source material
READ: Lannon & Gurak, Ch. 8 (Evaluating Information)
10.9.14
White Papers
I will be presenting my research at the Rocky Mountain Modern
Language Association Convention in Boise, Idaho this week
and will have limited access to the internet. Call my cell in case
of a time-sensitive question: 512-470.1577.
10.14.14
Integrating Source Material
READ: Lannon & Gurak, Ch. 9 (Summarizing Information)
10.16.14
White Papers: purpose, process, product
READ: Lannon & Gurak, Ch. 13 (Page Design)
Week 7
Week 8
ENGL 309—Fall 2014
Week 9
10.21.14
Research Day: spend class time
researching/drafting the White Paper
Assignment.
I will be presenting my research at the 2014 Mentoring
Conference in Albuquerque, NM this week and will have limited
access to the internet. You are welcome to call my cell in case
of a time-sensitive question: 512-470.1577.
10.23.14
Research Day: spend class time
researching/drafting the White Paper
Assignment.
I will be presenting my research at the 2014 Mentoring
Conference in Albuquerque, NM this week and will have limited
access to the internet. You are welcome to call my cell in case
of a time-sensitive question: 512-470.1577.
10.28.14
Documenting Sources
READ: Lannon & Gurak, Appendix A (Documentation)
10.30.14
Final Edits
READ: Lannon & Gurak, Ch. 11 (Editing)
Week 10
DUE: Draft of White Paper (Print copy) due at the beginning of
class
Week 11
11.4.14
Introduction to Re-Vision
DUE: White Paper (submit via Blackboard by the beginning of
class; assignment submitted after the start of class will be
considered late, and subsequent penalties will apply)
11.6.14
Re-Visioning Technical Communication
Watch: The Story of Stuff
http://storyofstuff.org/movies/story-of-stuff/
Week 12
11.11.14
Technical Communication in Popular Culture
11.13.14
Revising for Clarity
READ: TBD, The reading today will be determined according to
the specific needs of the students/majors in the course, and that
reading will be announced one week prior.
Week 13
11.18.14
11.20.14
Revising for Usability: Genres and Audience READ: TBD, The reading today will be determined according to
Expectations
the specific needs of the students/majors in the course, and that
reading will be announced one week prior.
Overcoming Your ‘Writing Thumbprint’
READ: TBD, The reading today will be determined according to
the specific needs of the course, and that reading will be
announced one week prior.
Week 14
11.25.14
Re-Visiting Mainstream White Papers: ReInvestigating the Genre
11.27.14
Happy Thanksgiving
READ: TBD, The reading today will be determined according to
the specific needs of the students/majors in the course, and that
reading will be announced one week prior.
No Class
ENGK 309—Fall 2014
Week 15
12.2.14
In-class work on revisions
DUE: Working draft of the White Paper
12.4.14
Semester Review
DUE: White Paper Revision (due at the beginning of class;
assignments submitted after the start of class will be considered
late and subsequent penalties will apply)
Course Conferences
I will be in my office during class time if you would like to
discuss course performance.
Week 16
12.9.14
7.0 Assignment Submission Policy
All assignments should be submitted via the assignment links in Blackboard. Emailed assignments will not be
accepted.
All assignments must be submitted in .doc, .pdf, or .rtf format. If an assignment is submitted in another format (i.e., a
format that I cannot open), then the assignment will not be evaluated.
I expect you to submit your assignments on the day they are due; the syllabus clearly states these due dates, so
ALWAYS refer to the syllabus for due dates. If an assignment is submitted after the day it is due, that
assignment will not be evaluated.
Discussions may not be submitted late; in addition, they cannot be made-up if missed.
I am willing to negotiate an extension of no more than one week on no more than one occasion during the semester
(excluding the final Technical Report). The formal request for an extension should be sent via Blackboard email at
least 24 hours before the assignment is due. The formal extension request should follow email guidelines presented
in Ch. 15 of our text. The emailed request should state the following:
o Ask for an extension
o Explain why the assignment will not be submitted on time
o Provide a new submission date
If no formal request is made for an extension, the assignment will be considered late. This policy is intended to
prepare you for the rigor of professional writing situations and professional deadlines.
WARNING: always keep back-up, electronic copies of ALL your work. If I misplace your assignment, you are
responsible for promptly submitting another copy. Also, it is good practice to keep ALL graded copies of your work in
case a grade dispute arises.
9.0
Technology Requirements
All of our assignments will be submitted through Blackboard. If you are not familiar with Blackboard (e.g., how to take
a quiz, how to submit an assignment, how to use the Discussion Board, etc.), then you are responsible for contacting
the Blackboard Helpdesk for support (see page 1 of this document).
10.0 Classroom Communication Policy
Like any workplace, this class is governed by a set of guidelines. Your professional selves should emerge strongly in
this class. We expect everyone to communicate clearly and professionally with one another. We expect everyone to
contribute productively to electronic discussions. We expect everyone to respect others and to demonstrate a
professional attitude toward this class.
ENGL 309—Fall 2014
We will use the messaging system within Blackboard for ALL communications (see Messages link). All emails should
be professional. Consider me as your boss and adapt your tone accordingly. Ch. 15 presents the basics of proper
email (and text messaging) etiquette. Please follow these guidelines:
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Use a salutation (I prefer "Dr. Miles," because it is professionally appropriate to use correct salutations)
Use a descriptive subject line ("Question about Resume Assignment")
Do Not use a subject line with "Re:Re:Re:Re:Re:Re:Re:Question about Resume Assignment," especially if
the topic is vastly different from the original subject (i.e., if the subject is about the White Paper assignment,
then a subject line that reads "Resume Assignment" is misleading and may get overlooked.
Use direct language and state explicitly and clearly what your request is: e.g., "I am having a difficult time
locating a topic for the White Paper Assignment. Will you help me narrow my choices? My choices are
xxxxxxxxxxxxx, xxxxxxxxxxx, and xxxxxxxxxxxxxx. Which choice do you think would be most appropriate?"
AS OPPOSED TO "I need help. I don't know what to write about." In this second example, it is clear that the
student has not given the assignment ANY consideration and that the student wishes for the instructor to
simply provide a topic. While it is an instructor's job to guide students through a course, students are
responsible for the 'heavy lifting' (i.e., the critical thinking necessary to begin and complete assignments).
Follow the guidelines on pp. 342-343 of our text
Apply the basic tenets of professional behavior (as described in section 1.0 of the syllabus)
I check Blackboard messages between 6a-11a Monday-Thursday. Please do not email my university account unless
you have first emailed me through Blackboard and have not received a response in 1 business day. My university
account is bombarded with many, many messages a day, so your message will risk getting lost in the inbox. Calling
my office will not receive an immediate response.
My cell number is listed on the syllabus. If you cannot wait for an email response, then you may text this number in
order to schedule a conversation. Please do not text after 5p during the week, or on the weekends.
11.0 Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for the necessary
paperwork. Professors cannot drop students; this is always the responsibility of the student. The record’s office will
give a deadline for which the form must be returned, completely signed. Once you return the signed form to the
records office and wait 24 hours, you must go into Duck Trax and confirm that you are no longer enrolled. If you are
still enrolled, FOLLOW-UP with the records office immediately. You are to attend class until the procedure is
complete to avoid penalty for absence. Should you miss the deadline or fail to follow the procedure, you will receive
an F in the course.
12.0 Academic Honesty
Texas A&M University Central Texas expects all students to maintain high standards of personal and scholarly
conduct. Students guilty of academic dishonestly will fail the course. The faculty member is responsible for initiating
action for each case of academic dishonestly.
Academic dishonesty includes, but is not limited to, cheating on an examination or other academic work, plagiarism,
collusion, and the abuse of resource materials. The following website from Purdue University’s Online Writing Lab
provides an overview and definition of plagiarism; links from this site provide guidelines for avoiding plagiarism. You
should familiarize yourself with these definitions and practices.
Understanding and Avoiding Plagiarism: http://owl.english.purdue.edu/owl/resource/589/02/
ENGK 309—Fall 2014
13.0 Disability Services
Texas A&M University – Central Texas complies with Section 504 of the Rehabilitation Act of 1973 and the
Americans with Disabilities Act of 1990. TAMUCT promotes the use of the Principles of Universal Design to ensure
that course design and activities are accessible to the greatest extent possible. Students who require reasonable
accommodations based on the impact of a disability should contact Gail Johnson, Disability Support Coordinator at
(254) 501-5831 in Student Affairs, Office 114E. The Disability Support Coordinator is responsible for reviewing
documentation provided by students requesting accommodations, determining eligibility for accommodations, helping
students request and use accommodations, and coordinating accommodations.
14.0 Library Services
INFORMATION LITERACY focuses on research skills that prepare individuals to live and work in an informationcentered society. Librarians will work with students in the development of critical reasoning, ethical use of
information, and the appropriate use of secondary research techniques including: exploring information resources
such as library collections and services, Identify sources such as subject databases and scholarly journals, executing
effective search strategies, retrieving, recording, and citing relevant results correctly, and interpreting search results
and deciding whether to expand the search. Library Resources are outlined and accessed through the web page.
http://www.tarleton.edu/centraltexas/departments/library/
15.0
Tutoring
Tutoring is available to all TAMUCT students, both on-campus and online. Subjects tutored include Accounting,
Finance, Statistics, Mathematics, and Writing (APA). Tutors are available at the Tutoring Center in Founder's Hall,
Room 204, and also in the Library in the North Building.
16.0
Military Friendly
TAMUCT is committed to our military partners and military-affiliated students. Special accommodations may be made
for military students if those students are found to be in good standing. ‘Good standing’ in this course is defined
according to the tenets of professional behavior outlined in section 1.0. In short, a student is in good standing if all
assignments are completed on time and professional behavior is exhibited to everyone in this course (instructor and
classmates).