



(Learning Outcomes Being Measured)
1. Students will analyze and evaluate oral and written communication in terms of situation, audience, purpose, aesthetics, and diverse points of view.
Students should:
Understand, appreciate, and critically evaluate a variety of written and spoken messages in order to make informed decisions.
ENGL 101/ENGL 1113
Final Essay Exam assessed by panel --Rubric attached

Skill A1 Logical Order
(Rhetorical Framework)

Skill B1 Support Ideas
(Answers Question)

Skill A1 Logical Order
(Rhetorical Framework

Skill A2 Logical Order (Within
Paragraph)
Assessed Fall 2011
(42 students total all percentages are rounded )
Skill A1
Mastered 33%
Acquired 45%
Practicing 19%
Skill not present 1%
Skill A1
Mastered 33%
Acquired 45%
Practicing 19%
Skill not present 1%
Skill B1
Mastered 26%
Acquired 45%
Practicing 24%
Skill not present 4%
Skill A2
Mastered 19%
Acquired 57%
Practicing 24%
Skill not present 0%
We exceeded our goal of 75% of students mastering/acquiring in the
Logical Order skill. We were below expectation (at 71%) on Answers
Question (B1). We do have new instructors who are new to the book an curriculum; we will have a department meeting to discuss this outcome.
We exceeded our goal of 75% of students mastering/acquiring each skill. We will continue our practices and monitor our progress.
2. Students will express a primary purpose in a compelling statement and order supporting points logically and convincingly.
Students should:
Organize their thinking to express their viewpoints clearly, concisely, and effectively.
3. Students will use effective rhetorical strategies to persuade, inform, and engage.
Students should:
Select and use the best means to deliver a particular message to a particular audience.
Rhetorical strategies include but are not limited to modes (such as narration, description, and persuasion), genres (essays, web pages, reports, proposals), media and technology (PowerPointTM, electronic writing), and graphics (charts, diagrams, formats).
4. Students will employ writing and/or speaking processes such as planning, collaborating, organizing, composing,

Skill B2 Support Ideas (Uses specific examples)

Skill C Sentence Clarity
Skill B2
Mastered 36%
Acquired 50%
Practicing 14%
Skill not present 0%
Skill C
Mastered 24%
Acquired 40%
Results (86%) indicate that we will continue exercises on practicing indentifying and incorporating examples and support.
Results (64%) are down significantly from last year (82%). We do have new instructors who are new to the

revising, and editing to create presentations using correct diction, syntax, grammar, and mechanics.
Students should:
Use standard processes for generating documents or oral presentations independently and in groups.
5. Students will integrate research correctly and ethically from credible sources to support the primary purpose of a communication.
Students should:
Gather legitimate information to support ideas without plagiarizing, misinforming or distorting.

Skill B2 Answers Question
(Uses specific examples)
6. Students will engage in reasoned civic discourse while recognizing the distinctions among opinions, facts, and inferences.
Students should:
Negotiate civilly with others to accomplish goals and to function as responsible citizens.
End -- Area I
Not assessed at this time
Area I Assessment completed by
Mickey Marsee, Department Chair, Communications Department
UNM-Los Alamos-- Communications Department
September 18, 2009
505-662-5919 X605 mickeyl@unm.edu
Practicing 29%
Skill not present 7%
Skill B2
Mastered 36%
Acquired 50%
Practicing 14%
Skill not present 0% book an curriculum; we will have a department meeting to discuss this outcome. We will continue to incorporate mechanic skills in class with workshops and exercises.
Results (86%) indicate that we will continue exercises on practicing indentifying and incorporating examples and support.
Will discuss need for assessment.

Skill
A.
Logical
Order
B.
Supports
Ideas
Skill area
1.
Uses appropriate rhetorical framework for context
2.
Within paragraphs and among paragraphs
1.
Answers question
Mastered Skill
Uses pattern the question asks for effectively with identifiable thesis
14 / 33%
Consistently Uses old/new contract pattern and transitions consistently; varies transitional techniques
8/ 19%
Well developed response; thesis is creative/ interpretive or analytical; offers analysis- offers complexity
11/ 26%
Acquired Skill
Mostly uses the pattern
19/ 45%
Mostly uses old/new contract pattern and appropriate transitions choices
24/ 57%
Basic response; thesis responds to topic; clear connections between text and writer’s conclusions
19/ 45%
2.
Uses specific, concrete examples
C.
Sentence
Clarity
1.
Clear sentence meaning
Chooses points and particulars from materials and connects them to own observations
15/ 36%
Varied, forceful, and contains no structural errors; usage promoting style
10/ 24%
Uses points and some particulars, a few missing connections between materials and observations
21/ 50%
Varied, less than 3 structural errors with complementary usage
17/ 40%
Practicing Skill
Attempts to use the pattern but fails at some point; thesis partly frames paper
8/ 19%
Occasionally uses old/new context, has a few transitional elements, may not choose appropriate transitional words
10/ 24%
Responds to some of question; thesis mechanical; attempts connections between text and writer’s conclusions
10/ 24%
Relies on generalities, specifics may not match connections; summary with some analysis but no synthesis
6/ 14%
Mostly correct, with no more than 5 structural errors; choppiness, murky wording, wordiness
12/ 29%
Skill not present
Does not follow pattern asked for; thesis is absent or unidentifiable
1/ >1%
Does not use old/new context, uses no or few transitions
0
Does not address topic; few connections between question, text, and writer’s conclusions
2/ 4%
Relies on generalities, does not connect materials
0
More than 5 structural errors or unclear passages, colloquial wording
3/ 7%

State Competencies
(Learning Outcomes Being Measured)
How Results Will Be Used To Make
Improvements
1. Students will analyze and evaluate oral and written communication in terms of situation, audience, purpose, aesthetics, and diverse points of view.
2. Students will express a primary purpose in a compelling statement and order supporting points logically and convincingly.
.
3. Students will use effective rhetorical strategies to persuade, inform, and engage.
4. Students will employ writing and/or speaking processes such as planning, collaborating, organizing, composing, revising, and editing to create presentations using correct diction, syntax, grammar, and mechanics.
5. Students will integrate research correctly and ethically from credible sources to support the primary purpose of a communication.
Assessment Procedures
ENGL 102/ENGL 1114
Final Essay Exam assessed by panel --Rubric attached
Skill A: Logical Area
Assessment Results
Assessed Spring 2012
(24 students/ all percentages are rounded )
Skill A
Mastered 67%
Acquired 21%
Practicing 10%
Skill not present 0%
Skill A: Logical Area
Skill A: Logical Area
Skill A
Mastered 67%
Acquired 21%
Practicing 10%
Skill not present 0%
Skill A
Mastered 67%
Acquired 21%
Practicing 10%
Skill not present 0%
Skill C: Sentence Clarity Skill C
Mastered 36%
Acquired 43%
Practicing 10%
Skill not present 10%
Skill B: Supports Ideas Skill B
Mastered 64%
Acquired 21%
Practicing 14%
Skill not present 0%
These results showing a 88% success rate indicate that we will continue to use our current curriculum for organization in essay writing.
These results showing a 88% success rate indicate that we will continue to use our current curriculum for organization in essay writing.
Results indicate that we will continue exercises on practicing rhetorical framework.
Results (79%) indicated that current curriculum is successfully addressing sentence clarity learning.
Results (85%) indicate that we will continue exercises on practicing indentifying and incorporating examples and support.
6. Students will engage in reasoned civic discourse while recognizing the distinctions
Not assessed at this time Will discuss need for assessment.

among opinions, facts, and inferences.
End -- Area I
Area I Assessment completed by
Mickey Marsee, Curriculum Coordinator, Communications Department
UNM-Los Alamos-- Communications Department
September 18, 2009
505-662-5919 X605 mickeyl@unm.edu
Skill
A.
Logical
Area
Skill Area
Uses appropriate rhetorical framework for context
B.
Supports
Ideas
Integrates textual references
C.
Sentence
Clarity
Sentence meaning clear
Mastered Skill
Thesis/essay framework states and develops argument and analysis of question
Integrates textual references to support analysis/argument and draws conclusions
Varied, forceful, and contains no structural errors; usage promoting style
Acquired Skill
Thesis/Essay framework develops argument/analysis with some irregularities
Integrates textual references but may misses supporting some analysis, arguments or conclusions
Varied, less than 2 structural errors with complementary usage
Practicing Skill
Thesis/Essay
Framework summaries paper with little argument/analysis developed
Minimal, overused or unsupported textual references
Mostly correct, with no more than 5 structural errors; choppiness, murky wording, wordiness
Skill not present
Absent thesis/essay framework or summary only with no argument/analysis
No textual references
More than 5 structural errors or unclear passages, colloquial wording

State Competencies
(Learning Outcomes Being Measured)
1. Students will analyze and evaluate oral and written communication in terms of situation, audience, purpose, aesthetics, and diverse points of view.
Assessment Procedures
ENGL 219
Final Project --Rubric attached

Outcome 2
Assessment Results
Assessed Fall 2010 & Spring 2011
(34 students total all percentages are rounded )
Mastered 76%
Partial 18%
No Mastery15%
2. Students will express a primary purpose in a compelling statement and order supporting points logically and convincingly.

Outcome 4
3. Students will use effective rhetorical strategies to persuade, inform, and engage.
4. Students will employ writing and/or speaking processes such as planning, collaborating, organizing, composing, revising, and editing to create presentations using correct diction, syntax, grammar, and mechanics.
5. Students will integrate research correctly and ethically from credible sources to support the primary purpose of a communication.

Outcome 3 & 4

Outcome 1, 3, & 4

Skill not assessed at this time
Mastered 76%
Partial 18%
No Mastery15%
Outcome 3
Mastered 76%
Partial 18%
No Mastery15%
Outcome 1
Mastered 76%
Partial 18%
N Mastery15%
Outcome 4
Mastered 76%
Partial 18%
No Mastery15%
Outcome 3 Outcome 4
Mastered 76%
Partial 18%
NMastery15%
Mastered 76%
Partial 18%
NMastery15%
Not assessed at this time 6. Students will engage in reasoned civic discourse while recognizing the distinctions among opinions, facts, and inferences.
End -- Area I
Area I Assessment completed by
How Results Will Be Used To Make
Improvements
We exceeded our goal of 75% of students mastering/acquiring each skill.
We will continue our practices and monitor our progress.
We exceeded our goal of 75% of students mastering/acquiring each skill.
We will continue our practices and monitor our progress.
We exceeded our goal of 75% of students mastering/acquiring each skill.
We will continue our practices and monitor our progress.
We exceeded our goal of 75% of students mastering/acquiring each skill.
We will continue our practices and monitor our progress.
Will discuss need for assessment.

Mickey Marsee, Curriculum Coordinator, Communications Department
UNM-Los Alamos-- Communications Department
September 18, 2009
505-662-5919 X605 mickeyl@unm.edu
Revised English 219 Rubric with UNM-A SLOs
Explanation of levels:
Full Mastery: Based on solid primary and/or secondary research, student produces a user-centered proposal in a format that is appropriate for the document’s context of use using correct diction, syntax, grammar, and mechanics.
Partial Mastery: Based on some research (primary and/or secondary), student produces a proposal that largely meets its purpose, with minimum errors in diction, syntax, grammar, and mechanics.
No Mastery: Student uses no research results in his/her proposal, does not take the audience’s needs or context of use into consideration, and uses a format that is ineffective or inappropriate.
Students Demonstrating:
LEARNING OUTCOME EVALUATED
Full mastery
#
Partial mastery
#
No mastery
#
Full mastery
%
Partial mastery
%
No mastery
%
Full or
Partial
%
OUTCOME 1: Students will conduct self-directed research for user-centered projects. (Addresses UNM/HED Area I,
Competencies 4, 5.)
OUTCOME 2: Students will evaluate information in light of user needs. (Addresses UNM/HED Area I, Competency 1.)
OUTCOME 3: Students will analyze the audience’s context of use for the document or project. (Addresses UNM/HED Area
I, Competencies 3, 4.)
OUTCOME 4: Students will use written, oral, and visual formats as appropriate to the context of use. (Addresses
UNM/HED Area I, Competencies 2, 3, 4.)

Dr. Yi Yuan, UNM‐LA 1
Credit Hours: 3 credit hours
Prerequisites: A C or better in English 102 or equivalent
Meeting Time/Place: Web‐based
Course Catalog Description: Practice in the writing and editing of workplace documents, including correspondences, resumes, research reports, activity reports, instructions, and proposals.
Instructor: Dr. Yi Yuan
Phone: 662‐6150 (8:00 am to 8:00 pm only)
Email: yiyuanjia@yahoo.com or on WebCT
Note: Mail sent in WebCT only travels in WebCT.
Virtual Office Hour: M/W 8:00‐9:00 pm in the Vista course Chatroom. You can chat with me live with questions.
Lannon, John M. & Laura J. Gurak. (2011). Technical Communication (12 th
Ed.).
Pearson/Longman. ISBN: 0‐205‐09544‐5 (Available at UNM‐LA bookstore)
* *This ISBN comes with free access to the publisher’s MyTechCommLab, a dynamic, multilayered website that offers a variety of support and resources. Register online as soon as you can at http://www.mytechcommlab.com/ to start using it.
Companion website: http://wps.ablongman.com/long_lannon_tc_12/170/43600/11161603.cw/index.html
‐
Pease read the eLearning at UNM‐LA Student Guide available here: http://www.la.unm.edu/elearn/students/eLearning_Student_Guide.pdf
A web‐based course gives students the flexibility of working from home or work at a time of their choice. This does not mean, however, that it is easier than a regular course or that students do not have to work as hard as they would do in a regular course. In fact, a web‐base course poses greater challenges to students as they need to be highly disciplined and organized to be successful.
In average, students need to spend at least nine (9) hours per week on this course. This time will be devoted to reading assigned chapters, lecture notes, and PowerPoint slides, completing
Dr. Yi Yuan, UNM‐LA 2

homework assignments, participating in online discussions, and communicating with other students in the class through email or the discussion forum.
All course assignments and their due dates are posted on WebCT and the course calendar. In addition, there will be announcements from time to time. It is, therefore, your responsibility to check their WebCT account and course calendar several times a week to make sure you are not missing anything.
This course will be composed of five (5) modules.
Module 1. Starting Your Career (Weeks 1 ‐ 3)
[Project 1: Letter and Resume]
Module 2. Doing Research (Weeks 4 ‐ 6)
[Project 2: Research Report on Instructions]
Module 3. Creating Instructions (Weeks 7,8,10)
[Project 3: Instructions]
[Week 9 is Spring Break.]
Module 4. Testing Documents’ Usability (Weeks 11 ‐ 12)
[Project 4: Usability test on the instructions you wrote for Project 3 and revisions afterwards.]
Module 5. Writing Proposals (Weeks 13 ‐ 16)
[Project 5: Proposal]
In addition to the projects, each module will also have a discussion question of its own. Students are required to (1) post an answer to each discussion question, and (2) respond to one or two postings from other students in the class for each discussion question.
There will also be a quiz for each module on one of the chapters assigned for that module.
UNM‐Los Alamos conducts ongoing assessments of student learning so it can continue to improve its curriculum to give you the best education possible. The mechanism for this assessment will be selected by your instructor and may include exams, projects or other assignments. The assessment will focus on the learning outcomes listed in this syllabus. The data from this assessment will be collected anonymously. It will be reported to the department, the
Office of Instruction and posted on the web. The information collected will be used to make improvements to curriculum and teaching. This assessment is not a reflection of your grade and is not a grading exercise; it is simply an evaluation of how well students are mastering certain skills.
Dr. Yi Yuan, UNM‐LA 3
By the end of the semester, you will have learned the analytical, writing, computer, and interpersonal communication skills necessary for creating successful technical and professional documents.

At the conclusion of the course, you should be able to:
1. define the purpose, audience and objective for a given technical document
2. analyze and solve a communication problem using technical or rhetorical techniques
3. analyze the audiences for that communication
4. design/format the pages and visuals for a document
5. test, evaluate and revise the document for usability and readability
6. be able to create several types of technical documents, including memos, instructions, reports, proposals, resumes, and job application letters.
• All assignments are due on or before the date and time stated.
•
Reading assignments are due by the end of the week stated.
• Late work, if arranged with me ahead of time and submitted no later than one week after the due date, will carry a 10% penalty. However, you need to send any late work to me through email since WebCT will NOT accept anything after the due date.
I will use the following grading criteria (taken from Dr. Marsee’s English 219 WebCT course site) when grading your assignments:
Content: Document addresses all questions and concerns your audience may have in sufficient depth and main points are thoroughly supported with examples, illustrations, and explanations.
Structure: Document’s organization is reader‐friendly; contains introduction with purpose statement and other necessary elements; contains paragraphs with a minimum of three sentences and one topic each; sequence of thought is logical and ideas coherently unified.
Page Design and Layout: Document uses appropriate page design that includes consistent use of headings, block paragraphs, and necessary graphics, and allows easy access to information.
Style: Document contains no major errors in punctuation or grammar; contains clear words/phrases in logical sequence; avoids redundancies; uses transitions; and defines jargon as necessary.
Your final course grade will be based on the following:
A+: 100‐97 B+: 89‐87 C+: 79‐77 D+: 69‐67
A: 96‐94 B: 86‐84 C: 76‐74 D: 66‐64
A‐: 93‐90 B‐: 83‐80 C‐: 73‐70 D‐: 63‐60
Dr. Yi Yuan, UNM‐LA 4
Assignments
Points
Project 1: Resume and job application letter 15
Project 2: Research Report on instructions 15
Project 3: Instructions 15
Project 4: Usability test on instructions 15

Project 5: Proposal 20
6 quizzes (@ 2 points each) 12
6 Online Discussions (DQs) @ 1 point each 6
Participation 2
Total Points 100
I adhere to the following policies in this course:
Attendance and Participation Policy
“Attendance” and “participation” mean something different in an online class, so this class’s policies may differ from the policies you are used to seeing in your traditional classes. I have the option of dropping you from the course: (a) if you fail to login within five (5) days after the beginning of the semester or course start date; (b) if you fail to login for more than two (2) weeks during the semester; (c) if you fail to turn in three (3) assigned work or exams.
You should discuss any planned absences or problems with attendance with me, and you should discuss with me as soon as possible anytime you cannot login for more than a few days or if you fail to complete an assignment.
Drop Policy
If you decide to drop the class, it is your responsibility to do so; you should be aware of
University‐wide posted deadlines for tuition refunds and mandatory assignment of grades. You should not assume that I will drop you before a deadline if you simply stop logging in.
Dropping a course may affect your financial aid status and/or tuition refund. If you drop after the no‐grade deadline, the grad assigned, either WP (withdrew passing) or WF (withdrew failing), is my decision, the same as for a traditional class.
If you are dropped for nonattendance, you will be notified by email to your UNM email account
(your_NetID@unm.edu). My decision is final, but if you disagree with the action, you must contact me within three working days after the notification is sent.
American Disabilities Act
In accordance with University Policy 2310 and the American Disabilities Act (ADA), academic accommodations may be made for any student who notifies the instructor of the need for an accommodation. It is imperative that you take the initiative to bring such needs to the instructor's attention, as the instructor is not legally permitted to inquire. Students who may require assistance in emergency evacuations should contact the instructor as to the most
Dr. Yi Yuan, UNM‐LA 5 appropriate procedures to follow. Contact Accessibility Services at 505‐661‐4692 for additional information
Response Time Policy
You should login to WebCT a few times a week to check for any announcements or emails from me. You should allow me 24 hours on weekdays and 48 hours on weekends to respond to email

messages or phone calls. Those who receive emails from me should attempt to reply within 48 hours.
Dishonesty Policy
Each student is expected to maintain the highest standards of honesty and integrity in academic and professional matters. The University reserves the right to take disciplinary action, including dismissal, against any student who is found responsible for academic dishonesty. Any student who has been judged to have engaged in academic dishonesty in course work may receive a reduced or failing grade for the work in question and/or for the course.
Academic dishonesty includes, but is not limited to, dishonesty on quizzes, tests or assignments; claiming credit for work not done by oneself; and hindering the academic work of other students.
Online Computer Account Policy
You are required to have a Main campus computer account (NetID). You will use this account to access this course via WebCT. You will also use this account to register for classes through
MyUNM, http://my.unm.edu
, read and send e‐mail (your UNM e‐mail address looks like
NetID@unm.edu), print transcripts, check financial status, and check degree progress. Your
NetID and password for WebCT are the same as for your login to your UNM main campus account.
You can access MyUNM by clicking on the “My UNM” link on either the UNM–Los Alamos web page ( http://www.la.unm.edu ) or the main campus web page (http://www.unm.edu), or by typing in the web address http://my.unm.edu. You must then login using your NetID and password.
If you are going to access WebCT using a secure wireless connection on the UNM‐LA campus
(UNMLA‐LEAP or UNMLA‐PEAP), you will also need a UNM‐LA campus account. To request a
UNM‐LA campus account, email wgilson@unm.edu or gg42350@unm.edu
. For information on accessing the wireless service available on the UNM‐LA campus, see http://www.la.unm.edu/Wireless/ . You don’t need a UNM‐LA account to use the open wireless network on campus (UNMLA‐Guest).
Since this course is taught entirely online, frequent use of a computer is required. You must have access to a computer and to the internet, and you will need to be familiar with the use of a browser such as Internet Explorer, Mozilla, Safari, or Firefox. Access at least part time to a broadband (high speed) internet network, such as DSL, cable, wireless or satellite, is strongly recommended. You can access a broadband network at many libraries and on campus.
Dr. Yi Yuan, UNM‐LA 6
Since this is an online course, some minimum hardware and software requirements are necessary to complete the course. For recommended operating system requirements and web browser compatibility, see http://webct.unm.edu/home/setup/system.html
.

For all browsers, JavaScript and cookies must be enabled. To use Chat and Whiteboard, Java must also be enabled. Please see http://webct.unm.edu/home/setup/browser.html for details on internet browser setups.
You will also need access to Microsoft Word, Microsoft PowerPoint, and Adobe Acrobat Reader to read the course materials. Download Adobe Acrobat free now if you have not installed it.
If you are having technical problems with WebCT, you can contact free technical support through one of the following ways:
• Phone: (505) 277 ‐ 4848 (M ‐ F 8:00 am – 5:00 pm)
• Email: webct@unm.edu
• Web: http://webct.unm.edu
You can also find solutions to some common problems at the following sites: http://webctinfo.unm.edu/general/common_problems.pdf or http://fastinfo.unm.edu/
WebCT allows me to monitor your participation in your online class. In addition to seeing all of the posts and comments that you make in Discussions and Chat, I also have access to records of when you logged in and what course materials you opened during each session. This data is made available to me to enable evaluation of class participation and to help me identify students having difficulties using WebCT features.
Dr. Yi Yuan, UNM‐LA 7
Module 1 – Starting your career
Weeks 1-3
(Jan. 17 – Feb. 4)
Syllabus
Chapter 1, Chapter 1 PP slides and lecture notes
Chapter 2, Chapter 2 PP slides and lecture notes
Chapter 6, Chapter 6 PP slides and lecture notes
Chapter 17, Chapter 17 PP slides and lecture notes
Chapter 18, Chapter 18 PP slides and lecture notes
Chapter 3, Chapter 3 PP slides and lecture notes
Chapter 10, Chapter 10 PP slides and lecture notes
Quiz on syllabus due (Wed. Jan. 25) – 2 points
DQ0 Self-introduction, due (Thurs. Jan. 26) – 1 point
DQ1 Starting a career, due (Saturday Jan. 28) – 1 point
Quiz 1 due (Thurs. Feb. 2) – 2 points

Project 1 Resume and job letter, due (Saturday Feb. 4) – 15 points
Module 2 – Doing
Research
Weeks 4-6
(Feb. 6 – Feb. 25)
Chapter 7, Chapter 7 PP slides and lecture notes
Chapter 8, Chapter 8 PP slides and lecture notes
Chapter 9, Chapter 9 PP slides and lecture notes
Chapter 13, Chapter 13 PP slides and lecture notes
Chapter 11, Chapter 11 PP slides and lecture notes
Quiz 2 due (Thurs. Feb. 16) – 2 points
DQ2 Your reaction to research on instructions, due (Saturday Feb. 18) – 1 point
Project 2 Research report, due (Saturday Feb. 25) – 15 points
Module 3 – Creating
Instructions
Weeks 7,8,10
(Feb. 27 – March 24)
Week 9: Spring Break
Chapter 21, Chapter 20 PP slides and lecture notes
Chapter 12, Chapter 12 PP slides and lecture notes
Chapter 15, Chapter 15 PP slides and lecture notes
Chapter 14, Chapter 14 PP slides and lecture notes
Quiz 3 due (Thurs. March 8) – 2 points
DQ3 Challenges in writing instructions, due (Saturday March 10) – 1 point
Project 3 Instructions, due (Saturday March 24) – 15 points
Module 4 – Testing
Documents’ Usability
Weeks 11-12
(March 26 – April 7)
Chapter 4, Chapter 4 PP slides and lecture notes
Quiz 4 due (Thurs. March 29) – 2 points
DQ4 What did you learn from the usability test, due (Saturday Mar. 31) – 1 point
Project 4 Revised instructions, due (Saturday April 7) – 15 point
Module 5 – Writing
Proposals
Weeks 13-16
(April 9 – May 4)
Chapter 24, Chapter 24 PP slides and lecture notes
Chapter 22, Chapter 22 PP slides and lecture notes
Quiz 5 due (Thurs. April 19) – 2 points
DQ5 Progress report, due (Monday April 23) – 1 point
Project 5 Proposal, due (Friday May 4) – 20 points