3050 common syllabus ay1718 web vieweng 3050 prepares students for reading, researching, writing,...

This document is organized into the following sections:I. Syllabus Checklist and Syllabus (1-6)II. Assignment Descriptions (7-25)III. Policies, Resources & Suggestions (26-29)

I. Syllabus Checklist and Syllabus

Below is a checklist you can use to be sure that your syllabus features all of the required elements. Please also consult the ENG 3050 Syllabus Template in constructing your syllabus.

1. Instructor and Section Information 2. Department of English Description3. WSU Undergraduate Bulletin Description4. Course Prerequisite for ENG 30505. General Education Designation 6. ENG 3050 Learning Outcomes7. Required and Recommended Texts8. Assignments9. Project Formats and Submission10. Grading11. Attendance Policy12. Plagiarism Policy13. Research Ethics Statement14. Other Course Policies15. Writing Center Information16. Disability Services Information

ENG 3050 Common Syllabus

ENG 3050 Common Syllabus Academic year 17/18

Instructor and Section InformationInclude your name, contact email, office hours, class meeting times and location, and CRN

Department of English DescriptionInclude this section verbatim on syllabus.

ENG 3050 prepares students for reading, researching, writing, and designing technical documents. While some technical writing addresses a general audience (e.g., instructions), technical documents are often written for multiple audiences with different specializations (e.g., technical reports for executives and implementers). Technical documents incorporate both textual (writing) and visual (graphics, illustrations, etc.) elements of design.

WSU Undergraduate Bulletin Description Include this section verbatim on syllabus.

Cr 3. Instruction in basic technical writing skills. Requirements include writing summaries, letters, memos, instructions, and technical reports. Topics include audience and purpose analysis, textual and visual aspects of technical document design, and formatting.

Course Prerequisite for ENG 3050Include this section verbatim.

To enroll in ENG 3050, students must have completed their WSU Basic Composition (BC) requirement (ENG 1020 or equiv.) with a grade of C or better.

2


General Education Designation Include this section verbatim on syllabus.

With a grade of C or better, ENG 3050 fulfills the General Education IC (IntermediateComposition) graduation requirement. Successful completion of Intermediate Composition (IC) with a grade of C or better is a prerequisite to enrolling in courses in the major that fulfill the General Education WI (Writing Intensive) requirement for graduation. More information on the General Education requirements is available from the WSU Undergraduate Bulletin:http://www.bulletins.wayne.edu/ubk-output/ubk%2009-11-wb-01-07.html

Learning OutcomesInclude this section verbatim on syllabus.

Writing and DesigningWrite effectively as individuals and in teams in standard genres of technical writing (including summaries, professional correspondence, resumes, instructions, technical descriptions, reports, and performance assessments), including the appropriate use of grammar, mechanics, style, and document design for formal and informal documents and standard conventions of citation and documentation. Reading and AnalyzingRead, analyze, and evaluate the design of, and the audience(s) and purpose(s) for, technical documents, including text, visuals, format, usability, citation, documentation, and mechanics. Researching and DocumentingDesign and conduct primary and secondary research; evaluate appropriate sources in support of composing technical documents. Using Technology and MediaMake productive use of current technologies for reading, researching, writing, and designing technical documents.

Required TextInclude this section verbatim on syllabus.

Markel, Mike. Practical strategies for technical communication. 2nd ed. Boston: Bedford/St. Martin’s. ISBN: 978-1-319-00336-4

Assignments and GradingInclude this section verbatim unless you have received permission from the Director of Composition to teach alternative assignments.

3


Students are required to write a minimum of 30-34 pages (8,000-9,000 words) in ENG 3050 (including drafts and informal writing). This course will feature 4 major projects along with less formal writing for in-class activities and homework

1. Job Application Materials 2. Instruction Set & Test Memo 3. Three Component Report 4. Performance Review

Project Formats and Submission Tailor this section to fit your course policies.

Assignments must be typed, double-spaced, in 12-point Times New Roman typeface, with one-inch margins.

Please use MLA format for citations. Assignments must be submitted electronically through Blackboard. Please insert page numbers in the top, right-hand corner of your

assignments.

Grading Tailor this section to match the weighting strategy for your course (the following is just an example).

Grades on individual papers will be weighted as follows:

1. Job Application Materials 150 points total* 1A: Paper Resume and Cover Letter 100 points * 1B: Professional Website 50 points

2. Instruction Set & Test Memo 250 points total* 2A: Instruction Set 150 points* 2B: User Test Memo 100 points

3. Three Component Report 400 points total

* 3A: Project Plan 100 points* 3B: Progress Report 50 points* 3C: Research Report 250 points

4. Performance Review 100 points total 5. In-class Writing and Short Assignments 100 points total

Attendance PolicyAdapt this section to articulate your class policies, and see Section IV of this document for recommendations on attendance policies.

4


Class attendance is required, and attendance will be taken at each class session. Arriving more than 20 minutes late will count as an absence. Attendance, preparedness, and active participation count as [X] percent of the final grade. However, final grades drop by half a mark for each absence after three, and students will fail the course after five absences.

Plagiarism PolicyAdapt this section to articulate your class policies, and see Section IV of this document for recommendations on plagiarism policies.

Plagiarism is the act of copying work from books, articles, and websites without citing and documenting the source. Plagiarism includes copying language, texts, and visuals without citation (e.g., cutting and pasting from websites). Plagiarism also includes submitting papers (or sections of papers) that were written by another person, including another student, or downloaded from the Internet. Plagiarism is a serious academic offense. It may result in a failing grade for the assignment or the assignment or failing grade for the course. Instructors are required to report all cases of plagiarism to the English Department. Information on plagiarism procedures is available in the Department.

A Note about Research EthicsInclude this section verbatim on syllabus.Within the academic community, we divide the practice of research into two separate kinds of tasks. Research that involves looking at sources authored by other people, often found in a library or on the internet, is called secondary research. You may already be very familiar with this kind of work and you’ll be doing it for several projects in this class. The other kind of research we call original (or sometimes primary) research. Instead of reading someone’s else’s presentation of knowledge, original research creates or gathers knowledge together in a way that was not done before. For instance, a biologist might conduct an experiment to test the effects of a drug or a fertilizer and write an article to explain her research process and results—again, you’re probably familiar with this kind of research. But some academics, especially those in the social sciences, do original research by gathering stories and knowledge from human participants through interviews, focus groups, surveys, or other methods. You won’t be doing biological experiments in this class, but you may end up using some of these other methods of original research in your projects. As you involve other humans in your research processes, you must respect their rights to maintain their privacy and to choose how and when their information or stories get shared. As members of the academic community, we expect you to be responsible researchers as you gather and disseminate this data, as well as any data obtained through secondary research.

Other Course PoliciesAdapt this section to articulate your class policies, and see Section IV of this document for recommendations on course policies.

5


Students should ensure that all pagers, cell phones, watches, etc., won’t sound during class time. Students should not take or make calls, text message, or otherwise use electronic devices during class, except to access course-related materials.

Students must contact the instructor in advance if work cannot be submitted by the due date. No comments will be provided for late work. The instructor will determine specific grade reductions based on timely prior notification, whether revised deadlines are met, and similar factors. Late work will be accepted and graded only if a new deadline is arranged with the instructor in advance.

A grade of Incomplete will be issued only if the student has attended nearly all of the class sessions, submitted an Incomplete Contract (using the English Department’s recommended form) sign, and obtained the instructor’s signature on it.

Additional resources include the Academic Success Center <http://www.success.wayne.edu>and Counseling and Psychological Services (CAPS) <http://www.caps.wayne.edu>.

Warrior Writing, Research, and Technology (WRT) ZoneInclude this section verbatim.

The WRT Zone is a one stop resource center for writing, research, and technology. The WRT Zone provides individual tutoring consultations, research assistance from librarians, and technology consultations, all free of charge for graduate and undergraduate students at WSU. Tutoring sessions are run by undergraduate and graduate tutors and can last up to 50 minutes. Tutors can work with writing from all disciplines.

Tutoring sessions focus on a range of activities in the writing process – understanding the assignment, considering the audience, brainstorming, writing drafts, revising, editing, and preparing documentation. The WRT Zone is not an editing or proofreading service; rather, tutors work collaboratively with students to support them in developing relevant skills and knowledge, from developing an idea to editing for grammar and mechanics.

Librarian and technology support is a walk-in service. Consultants will work with students on a first come-first serve basis. Consultants provide support with the library database system, finding and evaluating sources, developing research strategies, organizing sources, and citations. Consultants will also provide technology support including, but not limited to: video editing, graphics creation, presentation building, audio recording, MS Office support, and dissertation formatting. The WRT Zone has several computers with the Adobe Creative Suite for students who want to work on multimedia projects. Our location is also equipped with two Whisper Rooms where students can work on multimedia projects in a more private and sound isolated environment.

6


To make a face-to-face or online appointment, consult the WRT Zone website: <http://wrtzone.wayne.edu/>.

For more information about the WRT Zone, please contact the Director, Jule Thomas (email: [email protected]).

Student Disability ServicesInclude this section verbatim.

Students who may need an accommodation based on the impact of a disability should contact the instructor privately to discuss specific needs. Additionally, the Student Disabilities Services Office coordinates reasonable accommodations for students with documented disabilities. The office is located in 1600 David Adamany Undergraduate Library and can be reached by phone at 313-577-1851. Please consult the SDS website for further information: http://studentdisability.wayne.edu.

7

http://wrtzone.wayne.edu/


II. Assignment Descriptions

Important Note: Revised or Modified versions of this and other project descriptions in this document are permitted, yet not without approval of the assignment/ project granted from composition director Jeff Pruchnic. To receive approval from Jeff, an instructor must e-mail the modified version of the project/ assignment well in advance of formally assigning it.

Project 1A: Résumé and Job Application Letter

Introduction and RationaleA well-designed and written résumé and job application letter are essential business documents that will prove vital to your career. In addition to having the practical purpose of helping to get you selected for an interview, both the résumé and job application letter demonstrate informed technical writing skills when properly designed and written. This project will strengthen your understanding and application of central course concepts (such as: readability, usability, and persuasion) and procedures (such as: reviewing, revising and testing).

Assignment PromptYou will write a résumé and job application letter in response to a real, verifiable job opportunity.

● Job posting. Find an actual posted job or internship in your field for which you are, or will be, qualified. Copy or transcribe the text of this posting into a PDF, and submit this job ad with your résumé and cover letter. There are some good starting points for a job search here on WSU’s career services page.

● Résumé. Create an attractive, accurate, and scannable list of your credentials and contact information.

● Cover Letter. Write an accurate and enticing cover letter which expands on the information presented in your résumé, but does not simply summarize that information. If possible, address your letter to the actual staff member doing the hiring at your company. Explain why you would be a good fit at the company you have chosen, describe what you can offer the company, and clarify how your education and experience support both assertions. Demonstrate that you have knowledge of the company, its operations, its mission, and (if possible) what you know about the specific projects, tasks and/or professional standards involved in the position you’re applying for.

Supporting Texts: ● Markel, Chapter 10

8

http://careerservices.wayne.edu/job-search-links.php

http://careerservices.wayne.edu/job-search-links.php


Minimum Requirements● Proof of Job Posting - approximately 1 paragraph, cut-and-pasted into a PDF● Résumé - 1 page, approximately 200 words● Cover letter - 1 page, approximately 200 words

Due Date: [MM/DD]

Grading[Tailor this section to fit your course policies]Resume and Cover Letter - ENG 3050 Rubric General Description Assignment Specific Score

Audience & Purpose

How well did you analyze the likely audiences for this communication? How well did you tailor this communication to that audience?

Is your document useful and persuasive for these intended audiences?

Did you address your letter appropriately? How well did you analyze the likely audiences for this communication?

Does each document have a distinct goals/purposes (at least an obvious and less obvious persuasive or usability goal)? Do your primary qualifications and supporting abilities (technical expertise, supporting abilities, or favorable personal qualities) suit those solicited in the job description? Does each document make use of strategies to improve usefulness and persuasiveness for these intended audiences?

25

Research How thoroughly did you investigate the subject(s) of this composition?

Did you select an appropriate and ethical research method?

Did you find an actual job in your field for which you are reasonably qualified?

Did you use some basic primary or secondary research to learn something about the

25

9


Do you show the results of that research in this text?

company/organization, or about the specific projects, tasks and/or professional standards for the position?

Content & Organization

Does your content support your claim / purpose, and is it usable for your audiences?

Do you employ the appropriate superstructure for this audience and purpose?

Do you employ standard forms of technical organization (i.e., moving from general to particular, writing in a descending order of priority)?

Is your résumé organized effectively to convey experiences, technical skills, or social or intellectual qualities?

Does your résumé effectively include your most recent education or experiences?

Does your cover letter expand on important parts of your résumé?

Does each paragraph of your letter have a clear purpose and important content for your audience?

20

Format & Design

Is this document usable, attractive, and easy to navigate?

Do you make effective and persuasive use of relevant visuals and graphics (labels, captions, color choice, etc.)?

Do you make effective and persuasive use of page design (e.g. white space, quadranting, headers, etc.)?

Did you address your letter appropriately and use suitable text design? Does your résumé apply the design principles discussed in our text and in class?

15

Grammar & Style

Do you write in an effective and efficient technical prose style (e.g.

Does your résumé use active verbs, concise phrasing, and parallel structure with consistent

15

10


spelling, grammar, concision, tone, accuracy, etc.)?

tense & case?

Is your cover letter conversational, but professional?

Did you edit your spelling and grammar?

Points Possible

100 Total Score

Learning ObjectiveYou will learn how to make honest and aesthetically pleasing job search documents that are tailored to a specific position within a specific company.

Project 1B: Professional Website

Overview and RationaleYou will adapt your traditional 1-2 page print-format resume into a navigable digital résumé with enhanced content, such as graphics, images, or links to project examples and descriptions. This will help you begin establishing an online presence, and practice digitally integrated document composition. Even if your field doesn’t make strong use of online application materials, this project will help you think through how you represent yourself and your experience online.

Assignment PromptRevise your résumé in order to take advantage of webpages as digital technologies. Your online résumé must add functionality beyond paper résumé content, e.g. increasing navigability through hyperlinks, increasing visibility through Search Engine Optimization (SEO), or varying the visual content in creative, professional ways. Be prepared to explain your composition, design, and accessibility choices. While it the minimum requirement is to develop your résumé as a webpage, you may also consider integrating a portfolio of relevant projects, with short paragraphs describing their value to your learning and to your audiences.

For support, study tutorials on pertinent websites like Google Sites, Wordpress, Weebly, or Wix. You may read and review existent online résumés for guidance.

Supporting Texts:

11


● Markel, Chapter 7

Minimum Requirements ● One online résumé

Due Date: [MM/DD]

Grading[Tailor this section to fit your course policies]

Digital Resume and Career Portfolio - ENG 3050 Rubric General Description Assignment Specific Score

Audience & Purpose

How well did you analyze the likely audiences for this communication? How well did you tailor this communication to that audience?

Is your document useful and persuasive for these intended audiences?

Is your résumé adapted to suit the affordances of digital composition, and to your audiences?

Is it persuasively directed towards generally promoting your growing skills, rather than gaining a specific position?

10

Research How thoroughly did you investigate the subject(s) of this composition?

Did you select an appropriate and ethical research method?

Do you show the results of that research in this text?

Can you, if questioned, provide examples of similar projects or content in your field?

Does it demonstrate that you can use disciplinary and/or professional language?

15


Does your content support your claim / purpose, and is it usable for your audiences?

Do you employ the appropriate superstructure for this audience and purpose?

Are graphics, visuals or hyperlinks (etc.) embedded intelligently for effect?

If appropriate, does it include links to institutions, organizations, or businesses with which you are involved so that a potential employer can more easily research your credentials? Do readers

10

12


Do you employ standard forms of technical organization (i.e., moving from general to particular, writing in a descending order of priority)?

understand why these links are relevant?

Format & Design

Is this document usable, attractive, and easy to navigate?

Do you make effective and persuasive use of relevant visuals and graphics (labels, captions, color choice, etc.)?

Do you make effective and persuasive use of page design (e.g. white space, quadranting, headers, etc.)?

Does it apply appropriate design principles from our text?

Is it easy to navigate?

10

Grammar & Style

Do you write in an effective and efficient technical prose style (e.g. spelling, grammar, concision, tone, accuracy, etc.)?

Do you apply the same grammatical standard to your web pages as you would to a more traditional document?

5

Points Possible 5

0Total Score

Learning ObjectiveYou will be able to adapt a traditional 1-2 page print-format resume into a navigable electronic document with enhanced content.

2A: WikiHow Instructions Introduction / RationaleInstruction sets are a genre of writing that most employees compose at sometime in their career. For this assignment, you will learn valuable lessons about how to plan, draft and test instruction sets. You will learn how to compose usable steps, how to create usable and persuasive graphics, how to apply a superstructure, and how to design and run usability tests.

13


Effective instructions must always be highly reader-centered: meaning they must respond to the needs of readers and users. For this assignment you must respond to the wikiHow community. You will need to contribute a topic desired by the community, learn the writing conventions of wikiHow instructions, and meet the standards for publication. After you find a suitable topic (see below), you will plan and draft a 3-4 page document (single-spaced, with superstructure sections, headings, at least 12 bulleted steps, etc.) and then begin revising and editing your work on wikiHow.com. We are aiming for “full-publication” that meets wikiHow's guidelines and policies. A review and approval process usually happens within 48 hours, at which point students will get a notification on his or her wikiHow talk page. If the article doesn't get approved, they can ask for feedback from the wikiHow community by following the steps here.

Assignment Prompt Research is important to all phases of the project.

First, study wikiHow’s collaborative mission in order to understand how people participate as a community of editors, and study some of its common procedures/protocols for writing. As you sign up for wikiHow, it’s important that you identify the context of our project. Students should identify themselves as Wayne State University students in the "About Me" section of their profile box, as the administrators at wikiHow will give WSU projects added attention, and give our writing efforts appropriate feedback. See:

● Understanding wikiHow (for Students)

Second, you’ll need to explore potential topics and seek out a unique topic. Your topic needs to be something that hasn't been written about on wikiHow already, and something that your readers/users can actually do (i.e. it cannot be simply teaching them about a topic, but be something readers of wikiHow can do with your instructions). You cannot contribute to an existing article that is poorly written, as it will not receive much feedback, or by fully published. To start searching for topics, examine the categories and list of requested topics on WikiHow, and/or try requesting your own article on this page, as this also helps you explore what is available. Note that even requested topics should be double checked for uniqueness using this “Special:Search” rather than the regular search box. It is a good idea to explore 3-4 viable ideas for your project and to consider the merit or challenges of each topic (such as how you think this topic will help you meet project learning outcomes for the project). This can be a valuable learning experience with topics that are disciplinary (related to your academic field), practical (something you want to do or build), or fun (gaming, crafting, cooking, etc.), but be sure to consider how your topic can be suitably complex (for instance, it has at least 12 steps, and it might include multiple methods, or have steps requiring explanation or further research) - overly simplistic instruction topics will be marked down.

Third, high-level work within the wikiHow community follows wikiHow’s recommendations for doing and citing research, which strongly encourages you to use research as you plan and draft your articles. It is strongly suggested that you explore ways of improving your article with research, such as adding useful

14

http://www.wikihow.com/Use-Research-Sources-on-wikiHow

http://www.wikihow.com/Use-Research-Sources-on-wikiHow

http://www.wikihow.com/Special:Search

http://www.wikihow.com/Special:CreatePage

http://www.wikihow.com/Special:ListRequestedTopics

https://www.wikihow.com/wikiHow:Understanding-wikiHow-(for-Students)

http://www.wikihow.com/Get-an-Article-Approved-in-wikiHow's-Quality-Review


supporting facts, like in Crack Your Knuckles (a stub article improved and referenced to reliable sources, where ideas and facts came from the sources, and original wording from the wikiHow editor), adding (in your own words) entire methods from other sources, like in Remove Fingernail Polish From Carpet (where the ideas for these methods were not from the wikiHow editor, but integrated using original research), or adding more steps or parts, like Make Horchata (improved with a recipe found on another site, where the description was written with unique words for wikiHow, and the source was attributed).

Graphics are crucial to most articles, and they require careful attention to copyright. You will need to find and/or develop useful visuals—pictures and drawings, figures, tables and graphs, screenshots, flowcharts, etc.—for your instructions. All visuals must be properly sourced and cited according to wikiHow’s image use policy (<http://www.wikihow.com/Put-a-Photo-in-a-wikiHow-Article>). Moreover, as the previous link stipulates: images must be legal to use and meet wikHow’s image copyright policy.

Superstructures for wikiHow Instructions differ from your textbook. As you plan and draft your instructions using well-written and well-organized steps, section headers, and parallel structure, you will need to be aware of wikiHow’s variations of the textbook’s discussion of the superstructure for instructions. The articles “How to Contribute to WikiHow” and “How to Format a WikiHow Article” are essential reading, particularly as “How to Format a wikiHow” stresses certain standards writing steps, standards for individual sections, and the standard order of sections (see step 8) such as “Things You’ll Need”, Troubleshooting, and Methods or Parts.

WikiHow Publication sometimes requires your added attention

Moving your draft onto wikiHow means publishing it. Even in draft form, you must publish, rather than simply save an article. You can mark and article as “In Use” (see: http://www.wikihow.com/Mark-an-Article-as-Inuse-on-wikiHow) which will keep multiple editors from joining you as collaborative authors. Your article will be blurred until it passes article review process. However, anyone who has a link to the article will be able to read it by clicking “OK, close” on the dialog.

In order for the article to get fully published (and for the intermediate blurring step to go away), the article must meet wikiHow's guidelines and policies. The review process usually happens within 48 hours. If the article gets approved, the student will get a notification on his or her wikiHow talk page. If it doesn't get approved,

15

http://www.wikihow.com/Mark-an-Article-as-Inuse-on-wikiHow

http://www.wikihow.com/Format-a-wikiHow-Article

http://www.wikihow.com/Contribute-to-wikiHow

https://www.wikihow.com/Make-Horchata

https://www.wikihow.com/Remove-Fingernail-Polish-From-Carpet

https://www.wikihow.com/Crack-Your-Knuckles


they can ask for feedback from our community by following the steps here. (Note that students asking to get their article fully published just because it's for an assignment—versus asking how they can meet guidelines—is frowned upon). Finally, you’ll want to return to wikiHow protocols as you user test and publish:

wikiHow:After You Publish (for Students)

Supporting Texts: ● Markel, Chapter 14, Chapter 8, and Chapter 2

Minimum Requirements ● WikiHow instruction set, 3-4 pages, minimum 12 steps, variable word count

Due Date: [MM/DD]


WikiHow Instructions ENG 3050 Rubric

General Description Assignment Specific ScoreAudience & Purpose

How well did you analyze the likely audiences for this communication? How well did you tailor this communication to that audience? Is your document useful and persuasive for these intended audiences?

Do you make a unique contribution to WikiHow? Does your WikiHow instruction show that you understand the writing, editing and formatting requirements of the community?

30

Research How thoroughly did you investigate the subject(s) of this composition? Did you select an appropriate and ethical research method? Do you show the results of that research in this text?

Did you sufficiently perform and/or test your instructions to ensure your instructions complete and detailed? Do you make effective use of references to support your work? Did you incorporate appropriate peer review and usability-test results into the revision of these instructions?

30

Content & Organizatio

Does your content support your claim / purpose, and is it usable for

Are your instructions appropriately

30

16


n your audiences? Do you employ the appropriate superstructure for this audience and purpose? Do you employ standard forms of technical organization (i.e., moving from general to particular, writing in a descending order of priority)?

complex/thorough overall? Are your steps written accurately and logically in a sequence? Do you make good use of the superstructure or, in this case, the “standard order of sections”? Is your introduction stating your purpose, audience, and previewing sections or genre conventions appropriately?

Format & Design

Is this document usable, attractive, and easy to navigate? Do you make effective and persuasive use of relevant visuals and graphics (labels, captions, color choice, etc.)? Do you make effective and persuasive use of page design (e.g. white space, quadranting, headers, etc.)?

Do you follow the wikiHow formatting conventions in terms of graphic placement, word density, etc.? Do your steps balance actions with supporting information? Do your images appropriately offer supplementary content, complementary content, or redundant content?

Do your images meet the copyright policy?

30

Grammar & Style

Do you write in an effective and efficient technical prose style (e.g. spelling, grammar, concision, tone, accuracy, etc.)?

Did you write in the conversational, but efficient tone of a wikiHow entry? Did you write in the imperative? Is your writing suitably concise?

30

Points Possible 15

0Total Score

17

https://www.wikihow.com/Put-a-Photo-in-a-wikiHow-Article


Learning ObjectiveStudent will be able to produce well-written, well-organized, and visually attractive instructions for a specific audience.

Project 2B: User Test Memo

Introduction / RationaleAn excellent way to evaluate the usability of a draft of a technical document is to conduct a user test in which you give your draft to members of your target audience, asking them to use it in the same way that your target readers will use the final draft. In the workplace, user test reports are often presented in memo form.

Assignment PromptYou will conduct a user test of a nearly finished draft of your set of technical instructions. Then, compose a corresponding 2-3 page user test report memo. The audience for your memo is the class instructor.

● User Test. Conduct a test of 2-3 users, ideally one each of novice, intermediate, and expert skill levels. Design a method by which users will execute your instructions in an observable environment.

● User Test Memo. Compose an empirical report including the following sections.

○ Introduction: Remind readers of topic and target instruction audience○ Objectives: Identify the objectives of your user test.○ Method: Thoroughly, accurately, and persuasively describe test

procedure and instruments, and user selection process. ○ Results / Discussion: Specifically, and in great detail, report test results.

Include descriptions of tester difficulties and questions. ○ Conclusion: Describe test results and their consequences.

● Appendix. Include raw test data / data collection instruments from user tests.

Supporting Texts:● Usability.gov

Minimum Requirements● User Test - Analyze 3 users and record results using data collection artifacts /

instruments. ● User Test Memo - 2-3 pages, discusses tester results.● User Test Memo Appendix - 1 page per user, raw test data / data collection

instrument.

Due Date: [MM/DD]


18


User Test Memo Stage 2 - ENG 3050 Rubric General Description Assignment Specific Score

Audience & Purpose

How well did you analyze the

likely audiences for this

communication? How well did

you tailor this communication to

that audience?

Is your document useful and

persuasive for these intended

audiences?

Do you attempt to persuade

the reader (who is for the first

time this semester, your

instructor and evaluator) that

you've engaged in a suitably

robust process of usability

testing and revision?

Does this document provide

an actionable set of

conclusions about revising

your site?

20

Research How thoroughly did you

investigate the subject(s) of this

composition?

Did you select an appropriate

and ethical research method?

Do you show the results of that

research in this text?

Did you discuss and

incorporate the findings of

your data collection artifacts

into your memo?

Did your memo interpret the

results of your usability test

well for your readers, without

relying too heavily on your

appendix (your script or data

collection)?

20


Does your content support your

claim / purpose, and is it usable

for your audiences?

Do you employ the appropriate

superstructure for this audience

and purpose?

Do you employ standard forms

Do you effectively introduce

your memo using our criteria

from class?

Do you present your method

(procedure and script, and

facilitation process) in

sufficient detail?

20

19


of technical organization (i.e.,

moving from general to

particular, writing in a

descending order of priority)?

Do you present the most

significant data/results from

the test in a well-organized

and sufficiently detailed way?

Do you discuss the

results/data as significant

findings and draw meaningful

conclusions?

Format & Design

Is this document usable,

attractive, and easy to navigate?

Do you make effective and

persuasive use of relevant

visuals and graphics (labels,

captions, color choice, etc.)?

Do you make effective and

persuasive use of page design

(e.g. white space, quadranting,

headers, etc.)?

Does this document follow

the normal memo

conventions as described in

your text?

Do you include at least one

image of graphic?

20

Grammar & Style

Do you write in an effective and

efficient technical prose style

(e.g. spelling, grammar,

concision, tone, accuracy, etc.)?

Is the memo edited for

concision and proofread?

20

Points Possible

100Total Score

Learning ObjectivesYou will be able to conduct effective usability testing, and to record the results in a usable manner. You will also be able to report test findings in professional memo format.

20


Project 3A: Collaborative Research Proposal Introduction / Rationale

● In many organizations, a formal research proposal (chapter 11), or a less formal research plan, is a necessary precursor to a full-length report, such as an informational report (chapter 12) or recommendation report (chapter 13). A research proposal is intended to help you:

Find and articulate a problem that can be addressed with research (a problem as it exists for an actual group, company or organization)

Develop patterns of inquiry with suitable research questions and methods,

Discover your strengths and weaknesses as writers and researchers, so you can assign roles to budget your time and energy, and realistically manage your project expectations

Formally plan your project's lifecycle for collaborating, drafting, sharing findings, getting feedback, revising and editing -- all of which should be established to the expectations of your team and instructor

Assignment Prompt

Proposing a research report is a problem solving activity. The research proposal is not meant to propose a final “answer” to a problem. Instead, it is a “promise” to someone that you have a plan to perform useful research and writing about a problem and its potential solutions.

“Discovering” a problem to research can be a challenge, and it often requires collaboration among instructors and students to get beyond “tip-of the nose” problems. Problems affecting Detroit and Wayne State are often a good place to start (you can take look at the board of governors’ meeting minutes or the WSU strategic plan), as well as problems related to the use or development of a technology affecting our fields, our institution or workplaces.

The research proposal is also a useful genre for your team as a guide intended to help you: (1) form as a team, (2) learn how to discover and analyze projects as ‘problems’, (3) articulate various research and writing strategies, and (4) establish standards for your work, which will be negotiated among team members and your instructor.

You can format your 3-6 page research proposal using Markel’s chapter 11 as a guideline, as this offers sound advice on types of research proposals (internal and external), meeting readers’ needs with a proposal, and the “logistics” of planning, drafting, revising and editing proposals. Markel suggests the following sections:

● Summary● An Overview of the Problem or Opportunity● The Proposed Program or Plan of Work● Qualifications and Experience

21


● Introduction● The introduction includes a strong draft of a problem statement,

describing the problem or opportunity you will be addressing with your final report. Problem statements often take time to write well, and it’s possible that your team will significantly revise your description of the problem in upcoming weeks (some technical communications courses spend entire semesters working on articulating problem statements). Good drafts of problem statements show a high level of audience awareness, or a ‘reader-centered’ focus on the problem. In other words, they strive to articulate the problem from your reader perspectives (the readers of your proposal and/or your final report) or stakeholder perspectives on the problem, and they include perspectives on the problem from primary and/or secondary research. You may also consider labeling or categorizing parts of the problem based on your current evaluation techniques (Markel, p. 296) or criteria for evaluating the problem (financial, sustainability, staffing, technological improvements, etc.). Problem Statements can include subcategories, such as “Criteria”, “Categories”, “Rearranged and Updated Problem Statements” (if the problem is following a recent report), or “Incomplete Problem Statements”.

● The introduction contains a Purpose and Audience Statement, which builds on what you learned in the course thus far, and in Chapter 4, to articulate the purposes and audience of your proposal and final report. You should also show understanding of your readers’ needs (Chapter 11, p. 298). You should also justify your choice the genre for the final report you planning to write (an informational report or recommendation report, chapter 12 and 13).

● The introduction contains, if appropriate: a background on the problem, a discussion of your key sources of information, the scope and organization of the remaining proposal, a discussion of any key words or technical terms.

● “The Proposed Program” or “Plan of Work”● This section offers a description of how you will gather and analyze research.

It is the section where your readers will justify their decision about whether or not to support (or fund) your proposal. This section should include:

● Some preliminary research results/findings● Some justification for why you are engaged in forms of inquiry, such as:

○ site work (visiting and observing a site or online activity)○ interview or survey work○ data analysis (finding and representing salient data)○ word work (thorough study of concepts or technical terms) ○ source work (secondary research / 3050 library guides)

● Some understanding of how this leads to appropriate primary or secondary research methods (with reference to Chapter 5), and a list of research questions (p. 83 – 84).

● Description of Qualifications:● Describes your relevant skills and past work, as well as each participant’s

strengths and weaknesses, likely roles as writers and researchers, and any organizational or departmental resources you have access to.

● Budget:● If appropriate, this section specifies how much the proposed program or

work will cost, or (often the case in this class) the budgeting of your time and

22

http://guides.lib.wayne.edu/c.php?g=174729&p=1152885


resources in terms of your project's lifecycle for collaborating, drafting, sharing findings, getting feedback, revising and editing -- all of which should be established to the expectations of your team and instructor. This should include a timeline of dates and deliverables.

Supporting Texts:

● The research proposal (chapter 11), informational report (chapter 12) and recommendation report (chapter 13).

Minimum Requirements One 3-6 page research proposal composed as a team

Due Date: [MM/DD]


Learning ObjectivesBy the end of this project, you will be able to prove your mastery the research proposal in terms of organization, and content (problem statements, purpose and audience statements, research methods, etc.). You will establish a working rapport with your group, negotiate standards for your research and writing, and you will be able to use this document to guide your research project.

Project 3B: Progress Report Memo

Overview and RationaleIn professional settings, managers need to be kept apprised of the status of projects. You will often be writing progress reports in an informal matter. This assignment will help acclimate you to the process of writing progress reports, and it will help to keep you on track for the current project.

Assignment PromptYou will write a progress report memo that updates your instructor on the status of your two-component report project.

Progress report. A good progress report will answer all of the reader’s questions. It should be designed to make information easily accessible for the reader. In this memo, you will want to:

o Give your instructor a good sense of what you have accomplishedo Relate problems that you have encountered or anticipate, or apply a more

formal SWOT analysis of team Strengths, Weaknesses, Opportunities and Threats that you have encountered or anticipate

o Update any necessary changes to the schedule described in the project plan

23

https://en.wikipedia.org/wiki/SWOT_analysis


Supporting texts. ● Chapter 12, p. 324-334

Minimum RequirementsProgress Report Memo – 1-2 pages, following memo format with headings, lists, parallel structure, white space, and visuals as necessary

Due Date: [MM/DD]


Learning ObjectiveYou will learn how to update supervisors on the status of projects while designing communication that is reader-friendly and accessible.

Project 3C: Research Report

Introduction/RationaleReports are one of the most common and important technical documents in the workplace and are often researched and written by teams. Reports provide information and recommendations in order to help organizations solve problems. A well-designed and written technical report is informative and persuasive, often to multiple audiences. AssignmentExecute the report proposed in your proposal / research plan. Write this report for a decision-making, stakeholder audience, and a secondary audience of implementers. Minimum RequirementsTotal document length: approximately 16 - 23 pages, of which 12-16 are substantive, original content composed for the “body.” In other words, the 12-16 pages excludes front and back matter. Your report, either a research report or a feasibility report should include the following sections:

Front mattero Cover pageo Table of Contentso Table of Figures o Executive Summary

Bodyo Components vary based on whether you compose a feasibility report

or a usability report –those listed below are common to both Introduction

24


Findings Conclusion / Discussion

o Graphical content Tables Figures (Images, Charts, and Graphs)

Back mattero References in APA formato Optional: Appendiceso Optional: Index

Total document length: approximately 16 - 23 pages, of which 12-16 are "body"

Due Date: [MM/DD]


Learning Objectives You will be able to work with a team to produce a substantial research OR feasibility report incorporating compelling graphics based on ethically conducted and reliable research.

Project 4: Performance Review Memo

Introduction/RationaleAt work, you will often be asked to account for your own performance on projects, or to account for the performance of others. Such performance reviews are often used to determine promotion and compensation decisions. In this assignment, you will be asked to make a similar assessment of your team's performance throughout this semester—including your own performance. The purpose of this assignment is twofold: 1) to evaluate your own performance against the learning objectives for ENG 3050, and 2) to establish opportunities for improving performance in future writing courses and in professional settings.

Assignment PromptFor this assignment, you will write a performance review memo assessing your performance, both individually and collaboratively, in ENG 3050 this semester. Your performance review should make explicit reference to the course learning objectives, and should be written with attention to the interests and values of your instructor in mind. Your goal is to make an argument about the relative strength of your performance in this course. Use the following outline to conduct your performance review and draft your memo:

25


Introduction (1-2 paragraphs)

Provide an overview of the topic of the memo and the points you will discuss in the body of the document.

Orient the reader to the purpose of the memo and your main points or conclusions.

Include a description of the learning objectives you will be referring to throughout your memo.

Performance Review (1-2 pages)

The body of this document will assess your overall performance on individual and collaborative projects. Throughout your performance review, you should rely on concrete, specific details of your project work and your writing process(es) to support your analysis. Use the following guide to structure the body of your memo:

o Individual performance: Assess your work on the projects completed individually in terms of how successfully you think each fulfilled the learning objectives for this course. How did your writing process(es) adapt to each of these writing situations? How would you change your approach to these projects now, if at all?

o Collaborative performance: Assess your work on the projects completed collaboratively in terms of how successfully you think each fulfilled the learning objectives for this course. How did your writing process(es) adapt to each of these collaborative writing situations? In what ways did you work to further the team’s success on these projects?

Conclusion (1-2 paragraphs) Argue whether your work this semester, both individually and

collaboratively, met the learning objectives for ENG 3050 Identify two to three lessons, findings, or strategies drawn from this

semester's work that you might apply to future writing projects, whether these lessons might be about your own performance or about making team performances more effective.

Minimum Requirements● 2-3 pages● Single-spaced● Standard memo format

Due Date: [MM/DD]


Learning ObjectivesWriting and Designing; Reading and Documenting; Using Technology and Media

26


III. Policies, Resources & Suggestions

1. Required Text 2. Supplemental Texts3. Desk Copies4. Ordering Texts5. Revision6. Blackboard CMS7. Class Attendance8. Grading 9. Syllabus Submission10. Requests for Overrides11. Instructor Absences

Required TextThe required textbook for ENG 3050 is the second edition of Markel’s Practical strategies for technical communication.

Supplemental ReadingsInstructors are welcome to use additional readings in ENG 3050 when appropriate. However, if you are requiring students to purchase any text in addition to Technical Communication you must have these texts approved by the Director of Composition.

Desk CopiesDesk copies of all required or recommended texts are available in the Department of English. Most books are on the shelves next to the Composition Program office.

Ordering TextsThe WSU Barnes and Noble bookstore keeps the required and recommended texts for ENG 3050 in stock so there is no need to submit an additional order form to the bookstore unless you have had an additional required text approved.

RevisionRevision should be built into most or all of the major assignments. Students should submit drafts and receive comments from the instructor, and possibly peers, before submitting a final draft. Instructors may wish to allow students to revise one paper or project after students have submitted a “final” draft and received a grade. To earn an improved grade, students should demonstrate substantial revision involving one or more of the following: a WRT Zone conference, conference with instructor, revision memo, or the use of Word’s track changes and comment features to mark and describe revisions.

Instructors may also require students to submit a reflective letter explaining how they used these methods to reflect on their draft and make changes, or instructors may require that students submit a prerequisite memo with plans for revision

27


before allowing students to submit a revision. In the letter or memo, students might discuss their planning process, how they monitored their writing process, and/or how they evaluated their current draft.

Blackboard CMSAll sections of ENG 3050 must maintain a Blackboard site for the purposes of 1) posting the syllabus and some assigned materials (e.g. readings, assignments sheets); 2) having students submit (i.e. upload) assignments; and 3) maintaining an up-to-date Grade Book in Blackboard.

Wayne State students are familiar with Blackboard, and surveys indicate that they appreciate Blackboard sites for their courses and use them actively (especially the Grade Center). If you are not familiar with Blackboard, please sign up for one of the OTL’s several workshops on using Blackboard (http://www.otl.wayne.edu). Feel free to use a WordPress or other site as the main site for your course and to link it to Blackboard. Use Blackboard to post copyrighted material to meet fair use guidelines.

Class AttendanceTo provide students with an appropriate gauge of their progress in the course and discourage students from disputing course grades, instructors should include in the syllabus an attendance policy that sets explicit limits on absences and that specifies the percentage of the final grade contributed by attendance, preparedness, and participation. To minimize the risk of inappropriate grade inflation, instructors may wish to set this percentage at 9% or less. Instructors are strongly encouraged to require students to demonstrate preparedness and active participation to earn credit for attendance. In addition to awarding credit for attendance, instructors are strongly encouraged to penalize absence, for instance, by indicating that final grades drop by half a mark for each absence after three and that students will fail the course after five absences.

Grading

Because a grade of “C” or above is required for students to complete their Intermediate Composition requirement, such a grade indicates that the student has clearly achieved all the learning outcomes of the course.

Suggestions for Grading:1. Make assignments challenging. If assignments are too easy, especially at the beginning of the term, instructors may find themselves giving high grades that have the cumulative effect of an inflated course grade.

3. Grade written work, not effort. While of course it’s important to provide motivation by positively acknowledging students’ efforts, grades should reflect achievement and preparation for work at the next level, rather than effort invested.

28


4. Grade with a rubric. Rubrics help establish the focus and consistency of grading and are now required for major assignments in ENG 3050. Sample grading rubrics can be found on our resource site:

5. Grade conservatively at the beginning of the course. This makes it easier to use the entire grading scale as the term goes on, especially for the later papers.

7. Make attendance and participation worth 9% of the grade at most but feel free, however, to penalize students for inadequate attendance and/or participation.

8. Leverage students’ interest in grades. Students in any class are often highly motivated by grades, so help students to understand the quality of work required to achieve their desired grades.

Student Evaluation of Teaching Scores and GradingInstructors, especially part-time faculty, are sometimes concerned about the relationship between grading and Student Evaluation of Teaching (SET) scores. English Department administrators are aware that students sometimes rate instructors in rigorous required courses lower than they may deserve. In the Department, decisions about staffing are never made solely or primarily on the basis of SET scores. Using Rubrics in Grading For major assignments instructors should use a rubric for grading. The rubric should be included on the assignment sheet and ideally should indicate how the assignment supports students’ work toward course learning outcomes. Using rubrics for grading gives students the evaluation criteria for a particular assignment as well as a specific idea of the standards for writing in upper-level college courses. Using rubrics helps instructors achieve consistency and efficiency in grading by focusing on selected criteria that grow steadily more complex over the course of the term. Rubrics also help combat grade inflation. Final grades on papers should reflect the quality of writing, not the amount of effort expended.

Please see the additional sample grading rubrics, as well as other grading materials available at the Program’s Teaching Resource website: < https://waynestatecomp.com/teaching-resource-sites/eng-30503060/>. Rubrics should be assignment-specific. Instructors may develop their own rubrics for assignments. A rubric can be designed in many forms, including a point system, a series of statements or questions, a checklist, etc. Some instructors design assignment rubrics in collaboration with the students.

Syllabus SubmissionPer WSU policy, all instructors are required to submit a copy of their ENG 3050 syllabus to the Department of English (see the Syllabus Checklist). ENG 3050 syllabi will be reviewed within the English Department to check for the required elements of the current common syllabus.

29

https://waynestatecomp.com/teaching-resource-sites/eng-30503060/


Requests for OverridesInstructors should not feel pressured to add students over the limit and should consider carefully whether to do so, given the time commitment required for commenting and conferencing effectively. Instructors also should not feel pressured to add students or allow enrolled students to join the class after the class has met more than two times.

Instructor AbsencesIf you will miss a class session for any reason (from professional travel to an emergency), please notify your students via Blackboard email or text messaging. Notify the Director of Composition at [email protected] for planned absences and the reason for being absent; notify the English Department for unplanned absences by calling or leaving a message at the front desk (313-577-2450) including your name, date, class information, and reason for absence.

30

3050 common syllabus ay1718 web vieweng 3050 prepares students for reading, researching, writing,...

Documents