Peru State College
ENGLISH 310, Technical Communication
Syllabus--Spring--2015
Course: Technical Communication, English 310
Time: On-Line Course, Eight Weeks
Professor: Bill Clemente
Office: FA 137
Office Telephone Number: (872)-2233
E-mail: bclemente@peru.edu; (I check e-mail frequently and will get back to you as quickly as
possible.)
Office Hours: MW 11:00-1:00; Tuesday and Thursday: 1:00-2:30 p.m.; Friday 11:00-1:00 p.m.
Teaching Schedule:
8:00-9:15 TuTh (FA 202): Literature for Children Through Adolescence
11:00-12:15 MoWe (FA 205): Nonwestern Literature
On-line, Writing for Publication (First Eight Weeks)
On-line, Science Fiction Literature and Film (Second Eight Weeks)
Web page: Click here. And then click on "Bill's Personal Web Page"
E-Mail: bclemente@peru.edu
Homepage: http://www.peru.edu/artsandsciences/directory/clemente/index.htm
Required Text:
Technical Communications (9th Edition) by Mike Markel
Please pay close attention to class announcements, for the information collected here is subject to
change over the course of the term, especially as the course presently undergoes a substantial
revision to match the latest edition.
Course Description and Objectives:
This course--which fulfills General Studies Program requirements for Technology & Its
Application--is designed for those students who someday write documents familiar to technical
writing, from clear instructions to persuasive proposals. The class also focuses on
communication within the job force. Making use of a variety of technologies, from Wikis to
Google Documents, from Twitter to a variety of tools Microsoft Word provides, students will
learn how to write effective e-mails, and project proposals that are often required in many
different professions.
Inasmuch as Technical Communciation focuses considerable attention on clarity and effective
writing, what students learn this term will help them in all writing contexts, from term papers to
post cards.
This class focuses on the various kinds of writing commonly asked of people in the world of the
working. A hybrid class, combining attributes of both Business English and Technical Writing,
Technical Communication prepares students to successfully enter the work force and to master
quickly the numerous on-line programs that will help them reach diverse audiences through
various kinds of written communication.
To that end, the text offers frequent "tech tips" on how to make use of the many tools Microsoft
Word provides, from the use of templates to the creation of effective headers. The class, in
addition, focuses attention on the assessment of the internet resources including web pages, for
both accurate information and effective presentation.
Students will also have an opportunity to experiment with a variety of internet tools, including
Wikis, Blogs, Google Documents, Power Point/Slideshare, and others as methods to enhance
communication and collaboration. The final writing project will require students to make use of
these tools for both presentation nd communication, tools that students will find useful for all
their future classes.
The text likewise introduces writers to a variety of communication contexts, from situations in
and outside the work place to situation in which they must adapt their writing to readers of
cultures other than their own.
As many studies have indicated, moreover, employers rate the ability to write well as one of the
most important skills needed to enjoy a successful career.
As previously suggested, Technical Communication introduces students to the various forms of
written communication they will encounter as they enter the work force, from composing a
successful e-mail to organizing an effective letter of refusal; from writing a successful proposal,
to using essential graphics in a report.
The class likewise emphasizes the writing and organizational skills necessary to create an
effective resume and letter of application.
Because the emphasis falls on completing short assignments, Technical Communication provides
students an opportunity to appreciate the writer's craft, from verb choice in an introductory
sentence to the organization of a paragraph at the conclusion of a progress report. Combined with
a focus on the importance of audience and purpose in persuasive writing, coupled with the
technical and computer tools with which the students will experiment, this close look at
grammar, mechanics, and style gives students the opportunity to become familiar with the
common forms of writing in a work environment and to lay a strong foundation for both
improvement and innovation.
In addition, Technical Communication addresses how to utilize the internet (for research,
technical communication programs, etc.), software (including Microsoft Word, Power Point, and
Excel), and other technical programs and resources available to help create effective documents.
The class emphasizes, in this context, effective ways to combine graphics and writing to create
persuasive and informative pieces of technical communication.
Students will also have opportunities to work collaboratively on various small assignments and
will have the opportunity for their final projects to work in small groups, a common practice in
the work environment.
This class aims in all its various avenues of investigation to make everyone who enrolls a
stronger and more effective writer no matter the context, for each writer will leave the class with
a clearer understanding of what constitutes effective written communication.
Other Objectives:
One of the primary goals of the English Department is to graduate literate citizens who can
communicate clearly and who posses the requisite experience to write effectively. Technical
Communication provides students not only with a greater appreciation for written
communication but also with the confidence necessary to master the technical communication-from creating graphics to writing a business letter or proposal--required in most working
environments.
Inasmuch as the business world puts significant emphasis on an employee's ability to write well,
this course emphasizes the sophistication and the flexibility of language, both grammar and style,
and deepens students' appreciation for all forms of technical and business writing.
Upon completion of this course you should be able to:
1. Discuss with some confidence the multiple writing contexts investigated in the text, Technical
Communication.
2. Appreciate the sophistication of written communication, from the workplace to wikis.
3. Understand the planning, designing, and drafting of documents common to today's workplace.
4. Grasp the complex and significant relationship between graphic and written formats, from an
inter-office communications to on-line web pages and presentations.
5. Show improvement in written and analytical skills.
6. Feel confident to experiment with new tools for communication available on the internet to
enhance the quality and effect of their documents.
At the beginning of the course, we will discuss how these objectives fit into the College’s and
School’s mission and goals.
Expectations & Instructional Approach: This on-line class requires that in addition to taking
quizzes and turning in weekly assignments, students pay particular attention to requirements on
discussions threads.
Students will also have an opportunity to do some collaborative work.
Assessment Methods and Student Requirements:
Grades:
Your final grade will be based on the following (subject-to-change) percentages:
Discussion: 16%
Quizzes: 16%
Revision of Letter (Week One) 8%
Topic Discussion (Week Two) 9%
Definition or Description (Week Three) 9%
Memorandum (Week Four) 10%
Synergy Letter (Week Five) 10%
Claim Letter (Week Six) 6%
Directive (Week Seven) 6%
Final Project (Week Eight) 10%
(These percentages are subject to change; your grades on Blackboard are calculated not by point
value but by weight.)
Grading Policy:
A90-100
B+86-89
B80-85
C+76-79
C 70-75
D+ 66-69
D 60-65
F 59 and below
Discussion :
Approach this class prepared to share your ideas and your work, for the combination will help
you generate ideas for your projects; therefore, failing to attend to class work on a regular basis
will hinder your progress.
Technical Communication is very much a discussion and collaborative class, so you will take
part in weekly discussions on threads during the time allotted each week to respond, from
Monday-Sunday of each week. Each of you is required to respond, unless instructed otherwise,
at least TWO times each week in paragraph form (six to eight sentences for each post) on
EVERY discussion thread; as a rule, you will use one thread to share your work with your fellow
writers, using their comments to help you with effective revisions.
We will also use the discussion threads as a foundation to talk about and to experiment with a
variety of technical tools you will utilize in your writing, from Blogs to Wikis, from Google
Documents to video-conferencing/meeting programs.
You will offer your own opinions and respond to what others in the class have to say, generating
discussions about the topics concerned with technical communication in the work world. These
discussions also include sharing links of interest and working in groups on Blackboard and at
other places on the internet with which we will experiment.
To perform at a higher than average level requires participating in the discussions early in the
week and contributing to the discussion by commenting on what fellow writers have to say and
on their writing. Do not, in other words, wait until late Saturday to begin your work on the
discussion threads, for you will not receive more than an average grade for posting instead of
discussing.
Threads will remain open as a general rule until midnight each Sunday, by which time you are
required to have responded each week.
The threads will also give you an opportunity to share all your work.
Each week's discussion threads count for 2% of your final grade.
Revisions:
In many respects, Technical Communication means that you will undertake numerous revisions.
And for most assignments, you will have opportunities to revise your work to elevate the grade.
The grade you receive on a revision replaces the original--a revision will NEVER lower your
grade.
As a general rule, you should complete revisions in approximately a week to ensure that the
ideas remain fresh; I do, however, allow you as much time as you need during the term to revise
your various projects.
Bear in mind, however, that "revision" does not mean "automatic grade elevation."
Final Short Oral/Written Project: All the classes in this category for General Education,
Technology and its Applications, requires that students complete an oral presentation. We will
discuss how you will use some of the technologies we will address, including Blog Pages, Power
Point, and You Tube, to create interesting reports. To that end, each of you will write a short
report--and we will discuss many choices--and offer a seven-ten-minute oral presentation of your
materials. You can easily couple graphics with your oral reports.
To that end, and as a video will explain, you will early in the term create a blog page to which
you will add posts over the course of the term.
Again, we will discuss this requirement; I will create a video as an aid. Once you experiment
with the various technologies, you will enjoy putting them to use.
Plagiarism:
Do your own work. Read the statement on Academic Dishonesty later in this document.
Plagiarism comes in a number of forms--from using another person's work to cutting and pasting
without source acknowledgment from the internet.
Plagiarism will result in a zero for the assignment and will if repeated result in failure of the
class.
If you have questions about plagiarism, see me.
Quizzes:
Each week, students will take a quiz over the assigned readings. These weekly tests consist of a
combination of Multiple-Choice and True-False questions, between fifteen and twenty questions.
Each week, the class video will discuss this material.
If you read the chapters assigned, take part in the class discussions, look over the brief class
notes, and listen to the weekly video, you will do a very good job.
Each quiz equals 2% of your final grade.
Turning In Assignments:
You will turn in all class assignments electronically using the appropriate links on Blackboard; I
will comment on this work and return it to you via Blackboard.
Unless otherwise indicated, all work is due by midnight Sunday of the week in which the work is
assigned. Assignments will be posted by Monday morning of each week and usually on Sunday.
Turn in all work as if you send your material to people in the real world of business, making the
copy as "clean" as possible. To that end, use correct spelling, excellent grammar, and necessary
punctuation in all your work: in the real world, these mechanics we will discuss a great deal in
class play a very important role.
Late Assignments:
Turn in all work on time. The grade for unexcused late work will be lowered at the rate of 1/4 a
letter grade for each day after the original due date.
Meet your deadlines!
Technical Communication BLOG :
Technical Communication includes a class Blog--millions of people use them throughout the
world, including many businesses. We will use the blog--just click here--for a variety of things,
including weekly announcements and other information.
As you will notice, the blog maintains an archive of all the posts; so you can return to find links
and video discussions any time during the semester and after the course concludes. Take the time
to become familiar with this electronic resource.
I will post weekly (or more) posts for quizzes and for discussions each week. We will make use
of video material from Spring 2009, and I will add material, especially as Markel put out a new
edition.
Written Assignments:
Over the course of the semester, you will complete a variety of written assignments, some of
them collaborative, and learn to use a variety of technical programs and tools. These assignments
ask that you put into practice what your read in the class text and in the on- line links provided in
each chapter.
You will over the first three weeks complete some short assignments that range from revising a
draft of a letter the first week and concludes with turning in your final report. The class
emphasizes clear and effective prose, which requires a close attention at all times to audience and
purpose. All the class assignments also stress excellent prose, which means correct spelling,
grammar, and style, whether writing a letter of application for a position with a company or
constructing a list on a Power Point presentation.
All the written assignments are graded on the writer's or writers' (some assignments ask for
collaboration and others give writers the opportunity to collaborate) ability to follow instructions
and to write with clarity in the requisite fashion of the business world described in our text.
Incomplete Coursework Policy
To designate a student’s work in a course as incomplete at the end of a term, the instructor
records the incomplete grade (I). Students may receive this grade only when serious illness,
hardship, death in the immediate family, or military service during the semester in which they are
registered prevents them from completing course requirements. In addition, to receive an
incomplete, a student must have completed substantially all of the course’s major requirements.
Unless extenuating circumstances dictate otherwise, students must initiate requests for an
incomplete by filling out an Incomplete Grade Completion Contract, which requires the
signature of the student, instructor, and Dean. The Incomplete Grade Completion contract cites
the reason(s) for the incomplete and details the specific obligations the student must meet to
change the incomplete to a letter grade. The date by which the student agrees to complete
required work must appear in the contract. The Dean, the instructor, and the student receive
signed copies of the Incomplete Grade Completion Contract.
Even if the student does not attend Peru State College, all incomplete course work must be
finished by the end of the subsequent semester. Unless the appropriate Dean approves an
extension and if the student does not fulfill contract obligations in the allotted time, the
incomplete grade automatically becomes an F.
Academic Integrity Policy
The College expects all students to conduct themselves in a manner that supports an honest
assessment of student learning outcomes and the assignment of grades that appropriately reflect
student performance. It is ultimately the student’s responsibility to understand and comply with
instructions regarding the completion of assignments, exams, and other academic activities. At a
minimum, students should assume that at each assessment opportunity they are expected to do
their own original academic work and/or clearly acknowledge in an appropriate fashion the
intellectual work of others, when such contributions are allowed. Students helping others to
circumvent honest assessments of learning outcomes, or who fail to report instances of academic
dishonesty, are also subject to the sanctions defined in this policy.
Instances of academic dishonesty may be discovered in a variety of ways. Faculty members who
assign written work ordinarily check citations for accuracy, run data base and online checks,
and/or may simply recognize familiar passages that are not cited. They may observe students in
the act of cheating or may become aware of instances of cheating from the statements of others.
All persons who observe or otherwise know about instances of cheating are expected to report
such instances to the proper instructor or Dean.
In order to promote academic integrity, the College subscribes to an electronic service to review
papers for the appropriate citations and originality. Key elements of submitted papers are stored
electronically in a limited access database and thus become a permanent part of the material to
which future submissions are compared. Submission of an application and continued enrollment
signifies your permission for this use of your written work.
Should an occurrence of academic misconduct occur, the faculty member may assign a failing
grade for the assignment or a failing grade for the course. Each incident of academic misconduct
should be reported to the Dean and the Vice President for Academic Affairs (VPAA). The VPAA
may suspend students for two semesters found to be responsible for multiple instances of
academic dishonesty. The reason for the suspension will be noted on the student’s transcript.
A faculty member need present only basic evidence of academic dishonesty. There is no
requirement for proof of intent. Students are responsible for understanding these tenets of
academic honesty and integrity. Students may appeal penalties for academic dishonesty using the
process established for grades appeals.
Title IX Compliance Notice
Peru State College is an equal opportunity institution. PSC does not discriminate against any
student, employee or applicant on the basis of race, color, national origin, sex, disability, religion,
or age in employment and education opportunities, including but not limited to admission
decisions. The College has designated an individual to coordinate the College’s
nondiscrimination efforts to comply with regulations implementing Title VI, VII, IX, and Section
504. Inquiries regarding non-discrimination policies and practices may be directed to Eulanda
Cade, Director of Human Resources, Title VI, VII, IX Compliance Coordinator, Peru State
College, PO Box 10, Peru, NE 68421-0010, (402) 872- 2230.
Students requesting reasonable accommodation and tutoring services should contact the Center
for Achievement and Transition Services (CATS).
TENTATIVE COURSE SCHEDULE FOR WRITING FOR PUBLICATION
General Outline (FOR or a more detailed outline, see the Weekly Assignments):
Over the next eight weeks, we will read all Five Parts of our text, and each week will require
your completing various written assignments, from a revision to a report:
Week 1: Chapters 1-3: The Technical-Communication Environment, Part ONE. Twitter.
Week 2: Chapters 4-7: The Technical-Communication Environment, Part ONE; and Planning the
Document, Part TWO. Twitter, Google Documents, Blogger.com
Week 3: Chapters 8-11: Developing the Textual Elements, Part THREE. Google Documents/Online Meetings.
Week 4: Chapters 12-14: Developing the Visual Elements, Part FOUR, Applications, Part FIVE.
Blogs.
Week 5: Chapter 15-16: Applications, Part FIVE. Wikis.
Week 6: Chapter 16-18: Applications, Part FIVE. Power Point/Slideshare.
Week 7: Chapters 18-19: Applications, Part FIVE. Web Pages.
Week 8: Chapters 20-22: Applications, Part FIVE. Final Project due, presented to class via
internet applications/tools.
Write with "vim" and maintain a positive attitude.
And Remember the class motto: WE'RE ALL BOZOS ON THIS BUS!!