COURSE CALENDAR (M1603)
**Information on this schedule is subject to change at my discretion. I reserve the right to make whatever changes
may be necessary in order to fulfill course or class needs.**
Date / Class
31 Aug
Class 1
7 Sept
Class 2
14 Sept
Class 3
21 Sept
Class 4
28 Sept
Class 5
5 Oct
Class 6
12 Oct
Class 7
19 Oct
Class 8
26 Oct
Class 9
2 Nov
Class 10
9 Nov
Class 11
16 Nov
Class 12
23 Nov
Class 13
30 Nov
Class 14
7 Dec
Class 15
Readings / Homework
(DUE AT BEGINNING OF CLASS)
Lannon Ch 1
In Class Activities / Objectives
course introduction
technical communication intro
introduction to final paper genre
LABOR DAY
GrEx #1
Reflection #1
Draft: Letter Assignment (include job posting)
Lannon Ch 13
Lannon Ch 16; p391-97
GrEx #2
Draft: Description Assignment
Lannon Ch 19 (p429-443)
Lannon Ch 2
Lannon Ch 3
GrEx #3
Draft: Visual Assignment
Lannon Ch 12
Lannon Ch 14
Lannon p648-79
GrEx #4
Draft: Email Assignment
Lannon p174-77; p645-47; p647-48
Lannon Ch 22
Reading: “The Great Turning” (posted on ELMS)
GrEx #5
Reflection #2
Topic Pitch
Lannon p521
GrEx #6
Research Training Quiz (Intro section)
Topic Memo
GrEx #7
Final Draft: Annotated Bibliography
Draft: Report Proposal (1 copy per group member)
Lannon Ch 23
GrEx #8
Final Draft: Report Proposal
GrEx #9
First Draft: Recommendation Report (5 pgs)
GrEx #10
Second Draft: Recommendation Report (10 pgs)
Lannon p201-05
Third Draft: Recommendation Report (15 pgs)
Lannon p206-07; p184-86
Fourth Draft: Recommendation Report (20 pgs)
Reflection #3
Lannon p534-35
Final Draft: Recommendation Report (20 pgs)
Personal Accountability and Work Breakdown
document and page design
formal letters
technical descriptions
evaluating audience
persuading audience
using and citing visuals
memos
documentation style
making an argument
using summary, quote, paraphrase
formal reports
genre conversation follow up
presentations
considering recommendations
scholarly source review
conferences
proposals
thesis draft workshop
paragraphing; chunking; a “hook”
overview/abstract/scope
conferences/laundry list
front matter
COURSE CALENDAR (Tu1702)
**Information on this schedule is subject to change at my discretion. I reserve the right to make whatever changes
may be necessary in order to fulfill course or class needs.**
Date / Class
1 Sept
Class 1
8 Sept
Class 2
15 Sept
Class 3
22 Sept
Class 4
29 Sept
Class 5
6 Oct
Class 6
13 Oct
Class 7
20 Oct
Class 8
27 Oct
Class 9
3 Nov
Class 10
10 Nov
Class 11
17 Nov
Class 12
24 Nov
Class 13
1 Dec
Class 14
8 Dec
Class 15
Readings / Homework
(DUE AT BEGINNING OF CLASS)
course introduction
technical communication intro
introduction to final paper genre
Lannon Ch 1
NO CLASS
GrEx #1
Reflection #1
Draft: Letter Assignment (include job posting)
Lannon Ch 13
Lannon Ch 16; p391-97
GrEx #2
Draft: Description Assignment
Lannon Ch 19 (p429-443)
Lannon Ch 2
Lannon Ch 3
GrEx #3
Draft: Visual Assignment
Lannon Ch 12
Lannon Ch 14
Lannon p648-79
GrEx #4
Draft: Email Assignment
Lannon p174-77; p645-47; p647-48
Lannon Ch 22
Reading: “The Great Turning” (posted on ELMS)
GrEx #5
Reflection #2
Topic Pitch
Lannon p521
GrEx #6
Research Training Quiz (Intro section)
Topic Memo
GrEx #7
Final Draft: Annotated Bibliography
Draft: Report Proposal (1 copy per group member)
Lannon Ch 23
GrEx #8
Final Draft: Report Proposal
GrEx #9
First Draft: Recommendation Report (5 pgs)
GrEx #10
Second Draft: Recommendation Report (10 pgs)
Lannon p201-05
Third Draft: Recommendation Report (15 pgs)
Lannon p206-07; p184-86
Fourth Draft: Recommendation Report (20 pgs)
Reflection #3
Lannon p534-35
Final Draft: Recommendation Report (20 pgs)
Personal Accountability and Work Breakdown
ENGLISH 393: TECHNICAL WRITING
COURSE SYLLABUS / Fall Semester 2015
Instructor:
Office:
In Class Activities / Objectives
Amanda Olson
1232 Tawes Hall
document and page design
formal letters
technical descriptions
evaluating audience
persuading audience
using and citing visuals
memos
documentation style
making an argument
using summary, quote, paraphrase
formal reports
genre conversation follow up
presentations
considering recommendations
scholarly source review
conferences
proposals
thesis draft workshop
paragraphing; chunking; a “hook”
overview/abstract/scope
conferences/laundry list
front matter
Office Hours:
Email:
Text:
Supplies:
M, T 5-6pm, and by appointment
alcolson@umd.edu
Lannon, J. and Laura Gurak. Technical Communication. Boston: Longman, 2014.
(13th ed.) ISBN 13: 978-0-321-89997-2; ISBN 10: 0-321-89997-0
paper clips, swing clips, stapler
COURSE OVERVIEW & REQUIREMENTS
This course focuses on written technical communication for academic and professional settings. Students in
this course study how technical professionals use writing to solve problems and answer questions based on
audience, purpose, and context through assignments such as conducting library and empirical research,
creating proposals, and working collaboratively. Students are exposed to conventions of organization and
style appropriate in formal academic and professional writing, including documentation, formatting, and
grammatical correctness. Students also learn from instructor comments and peer review.
Learning Outcomes
In addition to the skills noted above, you should be able to do the following upon completion of this course:
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Analyze a variety of professional rhetorical 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 writing tasks.
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 using visuals) 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 counterarguments.
Course Requirements
Much of the course’s work goes into the final project—a 20 page recommendation report written for a
specific, real-world audience that is not your instructor. You will work in a group of either two or three
students to create this project. I encourage you to think about this project as a “problem / solution” situation
in which you write a report that recommends the change(s) you wish to see implemented in this specific
situation. You will individually complete several other assignments that connect to this project: a topic pitch,
a report proposal, and an annotated bibliography. You will additionally complete professional-related
assignments (a cover letter, a process description, a product comparison, email responses) and peer-related
assignments (workshops, draft critiques). You will be producing 35-40 pages of original writing in this
course.
Canvas/ELMS
I will use ELMS in this course to post assignments, assignment instructions, rubrics, and examples. I will
also use it periodically to contact you via email. Please plan to visit our Canvas course site regularly.
Review your notification preferences for our course so you can receive any updates in adequate time. Also,
ensure that you link your preferred email address to this course so your peers and I can contact you as
needed this semester.
COURSE POLICIES
Attendance
This is a studio-style class that incorporates workshops; therefore, attendance and participation is required.
Please note that missing more than two weeks’ worth of class for any reason—excused or unexcused—may
result in a zero for the participation portion of your grade and will likely seriously jeopardize your overall
course grade. Missing half the term or more, regardless of the reason, will result in a failing grade.
You will be given class time throughout the term to work in groups, to research, and to conference with me.
Please make use of this time and come prepared to participate in an intellectual dialogue by completing the
required reading and assignments for each class. If you are involved in university-sanctioned activities this
term, or if you will be observing religious holidays this term, please notify me in person within the first two
sessions of class, and please be prepared to make arrangements with me in advance to make up the work
that you will miss. Be advised that you must make arrangements with me (this means informing me and
then receiving a response from me) if you have circumstances that arise during the term that affect your
attendance in this class—whether those circumstances are extenuating or planned.
Coming late to class is disruptive. Leaving class early or in the midst is also disruptive. I will take roll at the
beginning of class. It is your responsibility to ensure you are marked on the class roll.
Communication
Face to face communication is my preferred mode of contact. Please make the necessary arrangements to
attend my office hours if you want to discuss course policies, ask questions about readings, or get feedback
on assignments.
I am available by email M-F from 9am to 4pm. My practice is to respond to email messages within 12-24
hours, but if you fail to hear from me after that time period, please resend your message. Please use email if
you need to remind me in advance of an excused absence or if an extended emergency arises. Do not use
email to inquire after what you missed while you were absent, to find out what is assigned for an
upcoming class, or to submit draft material. These things should be done with the help of a classmate,
by consulting the syllabus, and by meeting with me during office hours.
Drafts
Please note that in addition to a final draft, you will be required to submit at least one draft of nearly all of
these assignments. If you are not prepared with a draft, be advised that you will lose one-third of a letter
grade for that assignment.
Late Assignments
I do not accept late work. Your work is due on the assigned date as noted on the calendar. In the case of
an emergency or of extenuating circumstances, please contact me as soon as possible so we can work
together on an effective course of action. If you know in advance that you will need to miss a class, please
contact me at least one week beforehand as well as receive a response from me in order to submit an
assignment on a due date that varies from what is stated on the calendar. Please be advised that you may
not submit papers to my office, to the PWP office, or via email.
Cell Phones and Computers
You are not allowed to take calls, make calls, text, email, or surf the web during our class period. Please
distance yourself from your electronic device(s) when you come to class, and please plan to use
computers only for class activities. Failure to comply with this policy will result in a lowered participation
grade.
Conferences and Workshops
I will meet with your final paper groups at least twice throughout the semester to conference about your work.
Some of these meetings may occur during class, or they may occur in place of class. These conferences
are mandatory and they require you to be individually engaged, prepared, and participatory. I will inform you
ahead of time about which of your documents we will be discussing at each one.
Additionally, you will be required to read and comment on your peers’ work throughout the semester. I call
this “workshop,” and it will occur during class time. On workshop days, you are required to come prepared
with a printed copy of your completed draft, exchange that draft with a peer, review that peer’s draft, and
discuss your comments together. Although some of your drafts will be group efforts, you are required to
provide an individual review. This aspect of our course is aligned with the collaborative nature of the
workplace, and I expect you to approach workshopping with an attitude of professionalism.
Participation
Your participation grade reflects my observation and judgment about your performance in the classroom,
amongst your peers, and in the course as a whole. A typical participation grade is a B. The student who
makes an unusually strong contribution to our learning environment may receive an above-average
participation grade. The following examples are the kinds of behaviors that have earned students their
participation grades.
High-Scoring Participation
1. Brought the textbook to every class session and used it.
2. Provided useful written and verbal reviews of a peer’s work.
3. Asked useful questions in class about assignments and activities.
4. Arrived on time for class; prepared to work before I took attendance.
5. Submitted papers when due.
6. Scheduled conferences with me for guidance long before an assignment was due in order to
incorporate my advice on strengthening the document.
7. Attended every class session.
8. Used class time to work on class assignments, research, and group projects.
9. Contributed wisely, respectfully, and equally as a group member.
Low-Scoring Participation
1. Failed or refused to purchase the course textbook.
2. Offered minimal feedback or support of a peer’s work.
3. Texted, tweeted, posted, or surfed the web during class.
4. Arrived late to class regularly.
5. Failed to bring the required hard-copy versions of assignments to class on the due date.
6. Emailed me a document asking me to “check for correctness” or “edit” rather than visiting my office
hours for thoughtful interaction.
7. Scheduled conflicting events and therefore missed class.
8. Worked on outside work (e.g. something for another class, the crossword puzzle, etc.) during class
time.
9. Failed to be an effective, worthwhile team member because of issues with timeliness,
communication, work quality, commitment.
I encourage you to focus on attitude, attendance, timeliness, preparedness, and your contributions to class
work and group work this semester, as these are the things I consider when I assign participation grades.
Plagiarism
All the work you submit must be written for this course during this term. Work from other courses or from
other academic or non-academic settings, past or present, is not acceptable and may be subject to
immediate failure. If you wish to submit extensively revised or expanded work previously submitted in this or
another course, you must obtain my approval in advance.
University Policies
Honor Code Standards: Academic dishonesty is not tolerated at the university. The University of Maryland,
College Park, has a nationally recognized Code of Academic Integrity, administered by the Student Honor
Council. As a student you are responsible for upholding these standards for this course. It is very important
for you to be aware of the consequences of cheating, fabrication, facilitation, and plagiarism. For more
information on the Code of Academic Integrity or the Student Honor Council, please visit
http://www.studenthonorcouncil.umd.edu/whatis.html. Violations of the university’s Honor Code will result in
an automatic F grade for the assignment in question and may result in a grade of XF for the course and
expulsion from the university. Please familiarize yourself with the University’s Honor Code.
Preventing Sexual Harassment: The University of Maryland is committed to maintaining a working and
learning environment in which students, faculty, and staff can develop intellectually, professionally,
personally, and socially. Sexual harassment by university faculty, staff, and students is prohibited. This
constitutes campus policy.
Students with Disabilities: The Americans with Disabilities Act (enacted in 1990) prohibits discrimination
based on disability in employment, public service, public accommodations, telecommunications, and
transportation. The Act is intended to afford the disabled equal opportunity and full participation in life
activities. If you have a disability and need accommodation, please contact Disability Support Services and
let me know your needs in the first few weeks of class, before assignments are due.
GRADING
Good writing requires skills and proficiencies that you can only develop with practice. Without your
dedicated application to the writing process, a good grade simply isn’t possible. Please take the time you
require to make a good effort and apply yourself fully to both the research and writing components of the
class. Be advised that I can easily note when a writer has taken shortcuts such as inadequate time for
critical thinking about the subject, hasty research, and last minute writing. It is my job as a teacher to point
out those failures and grade accordingly.
The following are some general guidelines for the grading standards in this course:
Grade A Document
 Exceeds the standards for the assignment stipulated in assignment sheets and classroom
discussion.
 Exhibits a high degree of audience awareness.
 Exhibits sufficient and credible information with source citations when necessary.
 Exhibits logical organization, accessible structure, and consciousness of aesthetic/usable format.
 Exhibits appropriate tone, clear writing, few or no mechanical errors. The reader can easily
understand and follow the writer’s points.
Grade B Document
 Meets the standards of the assignment.
 Exhibits an inconsistently clear sense of audience and purpose throughout the document.
 Exhibits thoughtful, but not complex, reasoning. May not contain enough details to support its main
point. May not cite sources consistently.
 Exhibits a clear introduction and conclusion, but lacks consistency with overall structure and
organization.
 Needs editing revisions to make it excellent. (For instance, persistent grammar errors could reduce
an A document to a B.)
Grade C Document
 Does not meet the standards of the assignment convincingly.
 Exhibits unclear purpose and/or audience overall.
 Exhibits weak supporting evidence with lacking or inappropriate citations.
 Exhibits an unclear organizational pattern with insufficient formatting.
 Exhibits inconsistent mechanics such as: sentence variety, structure, and fragments; comma
splices; spelling and/or grammatical errors; confusing paragraphs. C documents need more
revision and, often, re-working of the entire piece to make them excellent.
Grade D Document
 Does not meet the standards of the assignment.
 Exhibits a limited or non-existent sense of purpose and audience.
 Lacks necessary evidence or exhibits misplaced evidence. Citations are not used or are used
inappropriately.
 Does not exhibit obvious organization. Sections may be unclear, underdeveloped, or missing.
Formatting is incorrect or unapparent.
 Exhibits numerous sentence-level errors and problems that compromise the reader’s ability to
understand the overall document.
Grade F Document
 Fails completely to meet assignment standards in both content and structure.
 Evidences poor, hastily-referenced research.
 Exhibits little or no logic in organization and formatting.
 Contains excessive errors in grammar, spelling, and/or punctuation that compromise its’ meaning.
 If a document contains plagiarized work, it will receive a failing grade.
ASSIGNMENT POINT VALUES
(While these totals are subject to change, I will inform you of any alterations.)
I = individual assignment; G = group assignment
Grammar Exercises (I)
100pts
Reflections (5pts each) (I)
15pts
Letter Assignment (I)
20pts
Description Assignment (I)
20pts
Visual Assignment (I)
20pts
Email Assignment (I)
20pts
Research Quiz (I)
10pts
Topic Memo (G)
25pts
Annotated Bibliography (I)
25pts
Report Proposal (G)
50pts
Recommendation Report (Final Draft) (G)
100pts
First Draft (G)
10pts
Second Draft (G)
10pts
Third Draft (G)
10pts
Fourth Draft (G)
10pts
Personal Accountability and Work Breakdown (I) 10pts
Participation (I)
25pts
***Note: Please SAVE all grading rubrics and returned final drafts of the above-listed assignments
until the term is complete and you have received your course grade.
Grade Breakdown (480 points total)
A
AB+
B
BC+
C
CD+
D
D-
93.5%
89.5%
86.5%
83.5%
79.5%
76.5%
73.5%
69.5%
66.5%
63.5%
59.5%
449
430
415
401
382
367
353
334
319
305
286
480
448
429
414
400
381
366
352
333
318
304