LCC 3403: Technical Communication
Section J1
MWF 2:05 PM - 2:55 PM Skiles 357
Fall 2012
Instructor
Office
E-mail Address
Office Phone
Preferred Method of Contact
Office Hours
Olga Menagarishvili, Ph.D.
D.M. Smith 119
olga.menagarishvili@lmc.gatech.edu
404-894-5011
E-mail
Tue 11:45 AM – 12:45 PM, 3:00 PM – 5:00 PM,
and by appointment
COURSE OVERVIEW
What is this class about?
Technical communication presents technical or scientific information clearly and persuasively to
audiences who need this information for different purposes. Technical communicators influence
the decisions and actions of humans inside and outside of workplace settings. Students will learn
how to adapt communication strategies for various audiences, purposes and contexts. Attention
will be given to both individual and collaborative performance. Course assignments will
integrate written, oral, visual, electronic and nonverbal (WOVEN) rhetorical skills to help
students thrive in the modern workplace.
What can I expect to learn?
This course follows the guidelines established by the Writing and Communication Program for
LCC 3403.
Category
Outcomes
Rhetoric
Rhetoric focuses on available means of
persuasion, considering the synergy of
factors such as context, audience, purpose,
role, argument, organization, design,
visuals, and conventions of language.
• Fashion artifacts that address the
exigencies of diverse contexts,
exhibiting effective persuasive
strategies, tact, and sensitivity to
theoretical, ethical and legal concerns.
• Collect, craft, and present technical
information in ways that convey a clear
purpose to a specific audience.
• Construct, select, craft, revise, and
repurpose information to reflect
individual, cultural, and/or
organizational values.
• Collaborate on artifacts that meet the
Process
Processes for communication—for
example, creating, planning, drafting,
designing, rehearsing, revising, presenting,
publishing—are recursive, not linear.
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Learning productive processes is as
important as creating products.
Modes and Media
Activities and assignments should use a
variety of modes and media—written, oral,
visual, electronic, and nonverbal—singly
and in combination. The context and
culture of multimodality and multimedia
are critical.
Design
Documents and other artifacts should
arrange visual elements according to
consistent, efficient, and effective
principles.
needs of the specific audiences.
• Create WOVEN (Written, Oral,
Visual, Electronic, and Nonverbal)
artifacts— such as memos, emails,
proposals, reports, instructions,
manuals, websites, and short and long
presentations— that display strategic
uses of generic and stylistic
conventions.
• Use theories and principles of
document design to create and present
accessible, comprehensible, and usable
artifacts.
• Integrate graphics to achieve maximum
clarity in print documents, presentation
slides, websites, and other artifacts.
Everything we will do in the class will revolve around these outcomes; your grades on individual
assignments and for the course will reflect how well you perform according to these objectives,
as well as to more specific objectives derived from these.
How will this class be taught?
My general goal as a teacher is for my students to improve their critical thinking and
communication skills that can be used not only in scientific and technical communication, but in
other communicative situations as well. My other objective is to increase the students’
competency in writing in different rhetorical situations. Finally, one of my aspirations is to share
my enthusiasm about scientific and technical communication. I have discovered that studentcentered teaching and, in particular, active learning strategies help to reach these goals. Some of
the active learning strategies we will use in this class are group work, interactive lectures led by
students, forums, and class blogs.
What texts are we studying?
Required primary textbook
Anderson, Paul V. Technical Communication: A Reader-Centered Approach. 7th ed.
Boston, MA: Wadsworth, 2011.
Required supplemental readings
Readings on T-Square—mainly academic articles in the field; read, print, bring to class
and be prepared to discuss.
Materials and equipment
Access to a computer, a printer, and the Internet.
Funds to professionally bind the final report.
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Reading and viewing assignments must be completed on the date due. You’ll have assigned
reading/viewing to complete outside of class, so you need to schedule time to do it carefully,
often taking notes of your observations, questions, and reflections. Don’t fall behind. Class
discussions and activities will be based on or extended from the assigned reading/viewing and
related activities, so always come to class with questions and comments. The success and value
of the discussions depend on your preparation and engagement.
Beyond the expenses for required books, you can anticipate modest printing, photocopying, or
fabrication expenses related to a number of class projects.
What assignments will we complete?
Projects. During the course, you will create a range multimodal artifacts: written, oral, visual,
digital, and nonverbal. For every project, you will receive a detailed assignment sheet that
includes assessment criteria.
Project #1: Instructions: 20% (200 points) of course grade
Propose a manual-length set of instructions that would solve a problem in an organization
of your choice, create the instructions, test them for usability, and use the results of your
usability testing to improve the draft. Collaborative project.
Memo proposing the instructions: Written, Visual
Wiki-instructions: Written, Visual, Electronic
Video of usability testing: Oral, Visual, Electronic, Nonverbal
Project #2: Research Project: 35% (350 points) of course grade
Produce a number of documents leading to the final report on your research project. The
final report should help solve a problem in an organization of your choice. Individual
project.
Proposal: Written, Visual
Progress Report: Written, Visual
Presentation: Written, Oral, Visual, Electronic, Nonverbal
Final Report: Written, Visual
Website: Written, Visual, Electronic
Project #3: Group Presentation on a Technical Communication Topic: 10% (100 points)
of course grade
Summarize the theory on the topic you have chosen from the list (5 min), provide two
examples illustrating the theory (10 min), lead two in-class activities based on the theory
(15 min), and describe your experience in the memo. Collaborative project.
Presentation (theory + two examples): Written, Oral, Visual, Electronic,
Nonverbal
Two in-class activities: Written, Oral, Visual, Nonverbal
Memo describing the experience: Written, Visual
Portfolio Project: 20% (200 points) of course grade
You will work on your professional electronic portfolio throughout the semester and complete it
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during the WPFE. The portfolio will be a website that includes revised examples of your best
professional work products and your reflections about the processes to create and revise them.
Participation: 15% (150 points) of course grade
You must be present, prepared, on-time, and engaged in seminar discussions both in class an
online. All course readings must be completed before class, and you will be attentive while in
class if you want to earn an A or B. Substantive contribution to discussions, active listening, and
thought-provoking questions are all considered participation. The course expects substantive
peer interaction in a number of ways: collaborative planning, small group and whole class
discussion, peer review of projects, and feedback on oral presentations. Being present but
playing games on your laptop is not participation, and will result in a C or lower.
Class blog: In our class blog, you will comment on your readings and connect them with
your projects. There will be no separate grade for the blog; your postings will be
evaluated as your participation. Please refer to the list below for more information.
Here is a rough breakdown of what you can expect for each grade for your participation:
A: Lively engagement in discussions; applies and/or challenges readings; engages with and/or
motivates peers; all blog postings follow the guidelines and are submitted before the due date
B: Actively listens in class and occasionally comments; good collaboration with classmates; all
but one or two blog postings follow the guidelines and/or are submitted before the due date
C: Tends to look disengaged; might use phone or laptop for purposes not related to class;
occasionally tardy; some blog postings follow the guidelines and/or are submitted before the due
date
D: Sleeps in class; rarely pays attention and/or is disruptive; frequently tardy; unprepared for
peer review or group meetings; few blog postings follow the guidelines and/or are submitted
before the due date
F: Sleeps through class or disengaged; disruptive; does not contribute to the blog
What digital tools are we using?
We will use the following digital tools to complete work for this course:
Email: Most correspondence will be conducted through email—it is the easiest way to get
a hold of me, and my preferred way to get a hold of you. Please check your in-box at
least once a day.
T-Square
WordPress
GoogleDocs
Prezi
Bubbl.us
Dreamweaver
PBWorks
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I will provide the links to most of these tools on T-Square. If you do not already have free user
accounts for each of these services, you will need to create them. You may create pseudonymous
user accounts solely for use in this class, or you can use existing accounts associated with your
actual name. We will go over the basics of sharing content via these tools in class as it becomes
relevant. Ultimately, however, learning how to use these tools is your responsibility. If you
have questions, then you will need to meet with me or a peer outside of class to discuss them.
You can also consult any of the other IT resources available on campus.
The tools described above are those that you will definitely be required to use. In addition to
these tools, you will almost certainly need to make use of others, as appropriate, to complete
assigned work. For example, you will build an online portfolio of your work for this class using
whatever web design tools are at your disposal. In the event I don't specify a particular tool for a
particular project, deciding which tool or tools to use, and acquiring proficiency with it/them will
be your responsibility.
If you ever have questions about what tools you should use for a particular project or how to use
them, you can make an appointment to discuss them with me, and you can also get help from a
number of IT resources on campus.
Technology use in-class should be related to what we are doing in class. Set your mobile
phone to vibrate. Do not answer your mobile phone unless it appears to be an emergency,
e.g., the call is from a child or elder care provider or a parent who would not call during
class except in case of emergency. Do not engage with social media or email unless I
specifically request that you do so as part of our in-class work.
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COURSE SCHEDULE
What are we doing?
Both reading and writing/presentations assignments are listed on the date due. Additional
readings will be added as the semester evolves. You will receive an updated schedule on a
regular basis, posted on T-Square.
Date
08/20
08/22
Day
Mon
Wed
Topic and Activities
Course overview and introductions
Social nature of technical
communication
Social nature of technical
communication, cont.
Reading Due
08/24
Fri
08/27
Mon
Technical writing;
Instructions and Report Projects
discussion
Ch 1
Watch Bubbl.us
tutorial
08/29
Wed
Ch 3
08/31
09/03
09/05
Fri
Mon
Wed
09/07
09/10
Fri
Mon
09/12
09/14
Wed
Fri
Rhetorical strategies, audience
analysis, and planning techniques
Group Presentation
Audience analysis, workshop
Labor Day
Research methods
Group Presentation
Research methods, workshop
Memos
Group Presentation
Memos, cont.
Peer review of Memo
09/17
Mon
Ch 23
09/19
09/21
Wed
Fri
Proposals
Group Presentation
Proposals, cont.
Peer review of Proposal
09/24
Mon
Instructions
Group Presentation
Ch 27
Science as Social
Enterprise
Miller
Writing Due
Print a copy of
syllabus,
highlight critical
points, place
post-it notes next
to areas with
questions
Blog post;
2 statements
from the last
page of the
syllabus
Ch 6
Blog post with a
mind map
Ch 22
Blog post
Rough draft of
Memo (Google
Docs)
Memo;
Blog post
Rough draft of
Proposal
(Google Docs)
Proposal;
Blog post
6
Group work on Instructions
Group work on Instructions
Usability testing
Group Presentation
Usability testing and editing
Instructions
Usability testing and editing
Instructions
Progress reports
Group Presentation
Progress reports, cont.
Peer review of Progress Report
09/26
09/28
10/01
Wed
Fri
Mon
10/03
Wed
10/05
Fri
10/08
Mon
10/09
10/12
Wed
Fri
10/15
10/17
Mon
Wed
10/19
10/22
Fri
Mon
10/24
10/26
Wed
Fri
10/29
Mon
10/31
11/02
11/05
Wed
Fri
Mon
11/07
11/09
11/12
Wed
Fri
Mon
11/14
Wed
Ethical and liability issues
Group Presentation
Final Report, work in class
Final Report, work in class
Websites
Group Presentation
Website, work in class
Website, work in class
Presentations
Group Presentation
Peer review of Presentation
11/16
11/19
11/21
11/23
11/26
11/28
11/30
Fri
Mon
Wed
Fri
Mon
Wed
Fri
Presentations
Presentations
Presentations
Thanksgiving Break
Presentations
Presentations
Presentations
12/03
12/05
Mon
Wed
Portfolio, work in class
Portfolio, work in class
Student Recess
Feasibility reports
Group Presentation
Feasibility reports, cont.
Document design
Group Presentation
Document design, workshop
Presentations: PowerPoint discussion
Ch 16
Blog post
Rough draft of
Instructions
Ch 26
Instructions
Blog post
Rough draft of
Progress Report
(Google Docs)
Ch 25
Progress Report
Blog post
Ch 14
Blog post
Tufte;
Gross & Harmon
Ethics
Guidelines
Blog post
Ch 20
Blog post
Ch 19
Blog post
Rough draft of
Presentation
Final Project and
Report
7
12/07
Fri
12/10
Wed
5:40
PM
Conclusion
Course evaluation
Finals Week
Portfolio
3.0 COURSE POLICIES
What are the instructor's policies and expectations?
As a general rule, everyone in this class should treat everyone else with respect, and all students
should follow the student code of conduct.
As your instructor, I undertake to abide by my own policies as set out below, to treat all students
fairly and with respect, to create a classroom environment conducive to learning and open
discussion, and to be available during reasonable hours outside of class to clarify student
questions related to course projects and material.
As students in this class, you are expected to take the class seriously, to comply with the policies
set out below, to complete assigned readings and work in a timely and professional manner, to
create a classroom environment conducive to learning and open discussion, and to take
responsibility for your own learning.
Academic Honesty
Webster’s dictionary defines plagiarism as “to steal and pass off (the ideas or words of another)
as one's own.” To avoid any confusion that might arise when “stealing” isn’t involved, say when
a student purchases a paper from an essay mill or “borrows” previous work from a fellow
sorority or fraternity member, I define plagiarism simply as “passing off the ideas, work or
words of another as one’s own.”
If you engage in plagiarism or any other form of academic misconduct, you will fail the
assignment in which you have engaged in academic misconduct and may be referred to the
Office of Student Integrity, as specified by Georgia Tech policy. I strongly urge you to be
familiar with Georgia Tech’s Honor Challenge— http://www.honor.gatech.edu/ —as well as the
Office of Student Integrity—http://www.deanofstudents.gatech.edu/integrity/
You should be familiar with the process for academic misconduct—
http://www.deanofstudents.gatech.edu/integrity/academic_misconduct.php
Your projects should be appropriately documented as well as mechanically and grammatically
correct. If you quote or paraphrase, please use internal, parenthetical citations (author, date, page
for direct quotations) as well as an end-of-document works cited list. Visuals as well as text must
be properly cited. Not providing appropriate citations is a kind of plagiarism. Professionals
should be scrupulously careful about their citations.
 Students who plagiarize will be dealt with according to the GT Academic Honor Code.
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
Except for group projects, students should complete all work for this class on their own,
with collaboration limited to peer review feedback as specified in the project description.
 You should always provide attribution whenever you incorporate the ideas, words, or
images of another in your own work.
 All work turned in for credit in this class should be work that you have done specifically
for this class. Do not “recycle” old work or even new work completed for another class. If
you would like to build upon previous work or work that you are doing in another class in
an assignment for this one, please clear it with me first.
 You should adhere to Georgia Tech’s honor code for all work related to this class.
Attendance
The Writing and Communication Program has a Program-wide attendance policy, which is
allows twice the number of weekly class meetings for absences without penalty, regardless of
reason. After that, penalties accrue. Exceptions are allowed for Institute-approved absences and
individually negotiated situations such as documented hospitalization or documented family
emergencies.
 Attendance and active participation and engagement in class are required.
 Students who have not done the reading and/or who do not actively participate during the
class period may be counted absent. Students may miss a total of six (6) classes over the
course of the semester without penalty.
 The attendance policy does not make any distinction about the reason for your absences.
Only absences officially excused by the Institute (i.e., due to participation in official
GATech athletics, to religious observance, to personal or family crisis and excused by a
note from the Dean of Students) or those negotiated in advance will not be counted among
your allotted absences.
 Students are responsible for finding out what they may have missed while absent. Except
for absences officially excused by the Institute or individually negotiated in advance, I do
not allow students to make up quizzes or in-class assignments. I build in a limited amount
of extra credit related to in-class work so that missing one or two such in-class assignments
will not negatively impact a student’s grade, however.
 Each additional absence after the allotted number will result in a deduction of one-third of a
letter grade from a student’s final grade.
 Students are expected to maintain their own attendance record; see me if you have a
question about how many classes you have missed according to my records.
I urge you not to take self-indulgent absences (e.g., not bothering to come to class, wanting to
sleep in). I encourage you to plan your time so that you don’t disadvantage this class for other
parts of your life (e.g., studying for an exam, participating in a sports event, going away for a
long weekend). Academic work is important, so you don’t want to miss this class. Schedule jobs,
study groups, team meetings, and other important commitments at some time this class doesn’t
meet. Schedule job interviews so they do not conflict with this class.
If you miss a scheduled oral presentation, you will receive a grade of 0 (that’s “zero”) for that
presentation. In fact, if you miss any assignment, large or small, you receive a “0” for the grade.
If you miss any exam, you will receive a grade of 0 (that’s “zero”) for that exam.
9
As a professional courtesy, please send an email message if illness, an unexpected personal
emergency, or business obligations prevent you from attending class or a team meeting (just as
you would if you were going to miss work). Providing a reason is a profession courtesy, not an
excuse. Regardless of the reason for your absence, you are responsible for information presented
in classes you miss. Please check GA Tech’s position about class attendance:
http://www.catalog.gatech.edu/rules/4b.php
Grading






All grading is holistic.
To achieve a satisfactory grade on a project, you must complete the project. Incomplete
projects will receive an unsatisfactory grade.
This means students must complete every stage of a project in order to receive a
satisfactory (C or better) grade on that project.
Failure to complete any stage (draft, peer review, post-write reflection, etc.) of a project
will result in an incomplete project and an unsatisfactory grade (D or F) on that assignment.
Similarly, since the projects are intended to build upon one another as students work
toward the final portfolio, failure to complete any of the individual projects may result in
an unsatisfactory grade for the course.
Use the feedback that I provide to improve the drafts of the assignments I commented on
and keep it in mind when working on other assignments.
EVALUATION LETTER GRADE
A+
A Superior work—rhetorically,
aesthetically, and
technically—demonstrating
advanced understanding and
use of the media in particular
contexts. An inventive spark
and exceptional execution.
AB+
B Above-average, high-quality
performance—rhetorically,
aesthetically, and
technically.
BC+
C Average (not interior) work.
Competent and acceptable—
rhetorically, aesthetically,
and technically.
CD+
D Below-average work. Less
NUMERIC EQUIVALENT
GA TECH
IN THIS CLASS
4-POINT EQUIVALENT
98-99
4.00
94-97
90-93
88-89
84-87
3.00
80-83
78-79
74-77
2.00
70-73
68-69
64-67
1.00
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than competent—
rhetorically, aesthetically,
and/or technically.
D60-63
F Failure to meet even
1-59
minimum criteria
rhetorically, aesthetically,
and/or technically.
0 (zero) Work not submitted
0
Source: http://www.catalog.gatech.edu/rules/5a.php
0.00
0.00
Grading rubric: I will use a version of the rubric found on the next page to grade the
assignments in our course. This is a generic rubric that will be adapted to each individual
assignment.
Late and missing work
Try to avoid late assignments. However, you can receive an extension for good cause if you
(1) contact me before the assignment is due by means of an e-mail in which you explain the reason for the
delay and (2) propose in the memo a reasonable deadline (less than one week), which you then keep. The
email in which you propose an alternative date functions as a contract. Failure to keep the new
deadline breaks the contract, and I won't accept your assignment unless you can document
extraordinary circumstances (e.g., you’re hospitalized). Use this option no more than twice in a
semester. Oral presentations are excluded from this option; they are always due on the assigned
date. Emergencies will be dealt with on an individual basis.
 Absent exceptional circumstances, failure to complete daily work or a project stage by the
date it is due will result in the student losing the full point value assigned to such work.
 Late is still better than never when it comes to project stages and the like, however, because
failure to complete the work associated with a particular stage or draft altogether would
result in an unsatisfactory grade on the overall project.
 Similarly, since each project builds from previous projects and failure to complete any one
project may lead to an unsatisfactory grade for the course, turning a final draft in late is
better than not turning it in at all.
Any assignment that is not submitted will be recorded as a 0 (“zero”) and averaged with the rest
of your grades. This can damage your course average severely: For example, if you have
completed five assignments with a 92 average but don’t submit a sixth assignment (which is
counted as a “zero”), your overall average will be a 77.
Changes to the syllabus


This syllabus is a general plan for the course.
This syllabus—especially the required reading and assignment schedule—may be modified
as the semester progresses to meet course outcomes and address the needs of members of
the class.
 In the event changes are necessary, I will make them in consultation with the rest of the
class and at least two weeks in advance of any affected due date.
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Grading Rubric
Scale
Unacceptable
Rhetorical
Awareness
Response to the
situation, considering
elements such as
purpose, problem,
audience, solution,
genre selection
Does not display
understanding of basic
aspects of the situation, and
thus does not fulfill the task
Stance and Support
Argument and
information,
including appropriate
evidence as needed;
developed detail and
analysis;
acknowledgment,
explication of sources
Organization
Structural and
procedural
requirements for
artifact: sequence,
hierarchy, coherence
of content;
information
‘chunking’;
introductory,
concluding
information as
needed
Beginning
Developing
Competent
Mature
Exemplary
Ignores at least one aspect
of the situation, and thus
compromises artifact
usability
Attempts to respond to all
aspects of the situation,
but the attempt is
incomplete or
inappropriate
Addresses the situation in
a satisfactory but
perfunctory or predictable
way; anticipates most
audience needs
Addresses the situation
completely; anticipates and
responds to audience needs
Demonstrates
keen insight of
situation;
provides creative,
sophisticated,
and nuanced
audience focus
Provides vague or confusing
argument; lacks appropriate
evidence and detail
Makes only a cursory or
general argument; has weak
or contradictory evidence;
lacks effective detail
Lacks enough thorough
problem/solution analysis
or argument; does not pay
enough attention to
audience needs
Offers a developed
argument/position with
predictable evidence;
provides most evidence,
details, and analysis for
audience
Offers analytical
solution/viewpoint with
convincing evidence;
contains audiencemotivating details
Offers an
inventive, expertlike position with
precise and
compelling
evidence and
analysis
Lacks unity in constituent
parts, such as paragraphs or
sections; fails to create
coherence among constituent
parts; has inconsistent or
illogical procedures or order
Uses insufficient unifying
statements (e.g., solution
statements, topic sentences,
problem definition, headings,
or forecasting statements);
uses few effective
connections (e.g., transitions,
match cuts, and hyperlinks,
graphics)
Uses some effective
unifying claims, but a few
are unclear; supplies
irregular details; some
content out of sequence
Employs hierarchical but
mechanical scheme;
contents sequential and
logical, yet predictable;
states unifying claim with
supporting points that
relate to the overall
argument
Adapts organizational
schemes for rhetorical
situation; achieves
substantive coherence;
artifact unified by sustained
and developed claim
Asserts creative
and sophisticated
procedures and
contains
structures that
exceed
expectations and
increase impact
Conventions
Expectations for
genre, including
language, graphics,
citation, and
grammar standards
Contains multiple errors that
show lack of attention to
detail, and disregards
user/reader
Involves a pattern of errors;
shows lack of attention to
detail, consequently
affecting trust from
user/reader
Displays minor
grammatical, mechanical,
or graphical errors that do
not interfere with message
Meets expectations of
genre, style, graphics use;
adheres to most standards
Satisfies expectations
in an accessible and
complete manner; adheres
to standards completely
Transcends all
expectations of
the genre,
including word
choice, usage,
and graphics
Design
Design conventions
and factors that
enable accessibility,
comprehensibility,
engagement, and
usability
Lacks the features necessary
for the genre; neglects
significant conventions; uses
features that conflict with
or ignore the argument
Omits some important
features; involves distracting
inconsistencies in features
(e.g., type and headings);
uses features that don’t
support argument
Uses features that support
argument, but some match
imprecisely with content;
involves minor omissions or
inconsistencies of graphics,
and/or design conventions
Supports the argument
with design features suited
to genre and content.
Artifact accessible to its
audience
Promotes engagement and
supports the argument with
features that efficiently use
conventions and further
illustrate all information or
argument
Exceeds design
conventions,
elevates
accessibility,
provides
comprehensive
usability
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Discrimination and harassment

Georgia Tech does not discriminate on the basis of race, color, age, religion, national
origin, sex, marital status, disability, or status as a U.S. veteran. This class adheres to those
guidelines.
 Alternative viewpoints are welcome in this classroom; however, statements that are
deemed racist, sexist, classist, or otherwise discriminatory toward others in the class will
not be tolerated.
 No form of harassment, bullying, or discrimination is allowed in this class. No harassment
of any kind is allowed, including but not limited to race, ethnicity, color, age, religion,
national origin, sex, sexual orientation and identity, gender, marital status, ability, and/or
status as a U.S. veteran gender.
 In keeping with the professional nature of this course, only professional behavior is
acceptable between the instructor and the students and between students.
Accommodation of students with disabilities
Georgia Tech complies with the Americans with Disabilities Act and Section 504 of the
Rehabilitation Act. Georgia Tech supports students through ADAPTS (Access Disabled
Assistance Program for Tech Students). Any student who may require an accommodation for a
documented disability should inform me as soon as possible or as soon as you become aware of
your disability.
Anyone who anticipates difficulties with the content or format of the course due to a documented
disability should arrange a meeting so we can create a workable plan for your success in this
course. ADAPTS serves any Georgia Tech student who has a documented, qualifying disability.
Official documentation of the disability is required to determine eligibility for accommodations
or adaptations that may be helpful for this course.
Prior to our meeting, if you have not already done so, please request that ADAPTS staff verify
your disability and specify the accommodation you will need. Please make sure I receive a
Faculty Accommodation Letter form verifying your disability and specifying the accommodation
you need. ADAPTS operates under the guidelines of Section 504 of the Rehabilitation Act of
1973 and the 1990 Americans with Disabilities Act (ADA).
 Visit: Smithgall Student Services Bldg, Suite 210 on 353 Ferst Drive
 Email: adapts@vpss.gatech.edu.
 Call: 404-894-2563 (V); 404-894-1664 (TDD); 404-894-9928 (fax)
 No retroactive accommodations will be provided in this class.
Week Preceding Final Exams (WPFE)
The Writing and Communication Program uses a consistent policy regarding the WPFE.
 This course includes no quizzes or tests during the WPFE. All quizzes and tests will be
graded and returned or available for review on or before the last day of class preceding
final exam week.
 No new assignments, other than work related to the portfolio, will be given during the
WPFE, and no assignments, other than work related to the portfolio, will be due during the
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WPFE. All projects, other than the portfolio, will be graded and returned or available for
review on or before the last day of class preceding final exam week.
 This course has no final exam. In lieu of a final exam, this course has a required portfolio,
which counts for 20% of your grade.
o You will work on your portfolio periodically throughout the semester.
o The portfolio will be completed during the WPFE, both in class and out of class.
o The portfolio will be due during Final Exam Week.
Where can I get help?
You have a number of resources available to you if you need help. For questions about research
or multimedia tools, the professional library staff members are a wonderful source of
information. Tech has a subscription to Lynda.com, where you can find excellent tutorials for an
astounding variety of software applications. Your peers can answer questions about what we
covered in class, readings, and projects. If you need background information about a text, you
can often find it in the library or by searching on the web.
The Communication Center is located in Clough Commons, Suite 447. It is an excellent resource
if you need help with a project. You can visit the Communication Center for help at any stage of
the process for any communication project (paper, presentation, report, website design, blog,
etc.) in this or any of your classes. The knowledgeable and friendly tutors are available to help
you develop and revise your projects. They are not available to “fix” them. So, for example,
please do not ask the tutors to proofread or edit your projects. For information on making an
appointment please visit this website. If you need assistance with the appointment system, you
can call 404-385-3612 or stop by the Communication Center. All services are free and
confidential. Your work in the Communication Center is not reported to any faculty members or
academic advisers.
Finally, you can get help from me, your instructor, by making an appointment to see me or just
stopping by during office hours.
What do I do when technology fails?
The projects you create in this course should be creative, accurate, provocative, relevant,
engaging, and rhetorically sensitive.
Specific requirements for assignments will be discussed in class. All assignments must be
computer generated (no handwritten or typed documents). Keep a copy of all assignments you
pass in. Sometimes you will be asked to also submit a digital version and a print version. Please
use MSWord for your word processing.
Maintain a cumulative file (hard copy as well as computer file) that includes all your
assignments (drafts and final version). This file serves as a base for you to judge your
improvement during the semester and to select samples for your portfolio.
Keep your drafts on your hard drive with a backup DVD. Prepare for electronic disasters by
always having backups. Number the drafts as you revise your drafts (e.g., task.1, task.2, and so
on). Do not delete assignment files after you submit the assignment. Keep your course files as
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demonstrable evidence that you are a skillful communicator, but if—against my advice—you
decide to delete your course files, please keep them at least until you have received your final,
official grade for the course.
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PLEASE READ, SIGN, AND RETURN THESE STATEMENTS TO DR. MENAGARISHVILI.
I affirm that I have read the entire syllabus and policy sheet for LCC 3403 and understand the
information and the responsibilities specified.
____________________________________________
print full name
____________________________________________
legible signature
____________________________________________
date
DIRECTIONS: Read carefully and check all that apply.
 I give my instructor, Olga Menagarishvili, permission to use copies of the work I do for this
course, LCC 3403, as examples in presentations and in print and electronic publications.
 I do not want my work used as examples in any situations.
If you give permission for your work to be used, please indicate how you want to be acknowledged:
 Please acknowledge me by name.
 Please use my work, but do not acknowledge me by name.
The following information enables me to contact you if your work is used.
_________________________________________________________________________
print full name
_________________________________________________________________________
legible signature
_________________________________________________________________________
_________________________________________________________________________
print permanent address
_________________________________________________________________________
_________________________________________________________________________
print campus address
_________________________________________________________________________
phone
_________________________________________________________________________
email address
_________________________________________________________________________
Date
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