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English 379: Technical Communication, Internet (3 credit hours)

South Dakota State University

Note: This syllabus is generic and subject to minor changes in assignments and assessment.

“Those who say it cannot be done. . . should not interrupt those who are doing it.” --unknown author

Instructor: Lisa Madsen

Office: West 121

Phone:688-6002 office (Do not leave voicemail.); 529-6059 home

Mailbox:Scobey 016 mailroom

Office Hours: tba

Email:

D2L class email

REQUIRED TEXT

Markel,Technical Communication, 10th ed.

ONLINE MATERIALS

required: Textbook Companion Website:

NOTE: These course materials and text are not current. Updates to technology, course packs, and D2L platform packs are in progress. Consult the current syllabus before making purchases.

COURSE DESCRIPTION

Catalogue Description:

“Study of and practice in writing of a technical nature.”

Additional Course Description:

Technical communication will help you in developing those skills which prove practical in the workplace. While the field of Technical Communications involves written, oral, and computer skills, this course concentrates on writing. Technical writing ranges from short memos and business correspondence to analytical reports, proposals, and specialized documents such as technical definitions, descriptions, and abstracts. Effective methods of presenting information also contribute to this discipline, including proper use of visuals and matching style to an audience’s needs.

COURSE PREREQUISITES

Previous Courses/Experience: English 101*; P English 201

*For non-SDSU English 101 and 201 students: If your English 101/201 courses or equivalent did not include university-requirement goals of successfully conducting academic research and demonstrating, through research essay writing, application of a documentation style, please discuss this with your instructor and see SDSU Briggs Library's website (see LINKS below) or in-library schedules of tutorials and free review courses. English 379 students are expected to enter the course having met these described goals; however, the Briggs Library in conjunction with the English Department is working to ensure adequate preparation for this new BOR requirement.

Technology skills:

Working with word processing and design software to create documents; using online sources to supplement the text; managing, uploading and downloading files; managing threaded discussions.

LINKS

Technology skills:

Technical Support Helpdesk:605-688-6776 or

Library access:
Information Literacy:Info Literacy & Research Guide

Office of Disability Services:Office of Disability Services

Distance Education Support:

SDSU Writing Center:Wintrode Tutoring/ Writing Center

INSTRUCTIONAL METHODS

This course follows a lecture, discussion, and application format with textbook readings, review of model documents, online forum discussions, online quizzes, group work, peer reviews, and research. Methods of evaluation will involve quizzes, discussion forum contributions, group work, and drafting and revising technical documents (both single-draft and multiple-draft submissions). See Course Outline for more details.

The entire course will run online, asynchronously--i.e., you will not have to be online for messaging at any particular time, affording you greater scheduling freedom.Assignment deadlines are 11:00 p.m. on their given days.

SDSU Writing

On-campus students are encouraged to schedule sessions at the Writing Center (Wintrode Center, 688-6559;Wintrode Tutoring/ Writing Center)for guidance in essay revision work or editing, or other writing fundamentals. The site also includes links to additional guides and reviews. Always, however, seek confirmation from me when utilizing ancillary materials that may conflict with or differ from course materials.

Instructor Availability
I check my D2L email daily on weekdays. Please contact me via email if you have an individual question, or use the Discussion Notes for questions that other students may also have.

Instructor Response Time
Students can expect a response to emails within 24 hours on weekdays and 48 hours on weekends and holidays. Work will be evaluated, graded and returned within a week or less of deadlines.

STUDENT LEARNING OUTCOMES:SYSTEM GENERAL EDUCATION REQUIREMENTS

Goal #1: “Students will write effectively and responsibly and will understand and interpret the written expression of others.”

Student Learning Outcomes: “As a result of taking courses meeting this goal, students will:

  1. Write using standard American English, including correct punctuation, grammar, and sentence structure [assessment based upon your performance on all assignments, revised and unrevised];
  2. Write logically [assessment based upon your performance on the major writing assignments—group and individual];
  3. Write persuasively, using a variety of rhetorical strategies (e.g., exposition, argumentation, description) [assessment based upon your performance on the major writing assignments—group and individual];
  4. Incorporate formal research and documentation into their writing, including research obtained through modern, technology-based research tools [assessment based upon your completion of the research component of the formal report as well as the group project and documentation exercises].”

Goal #7: “Students will recognize when information is needed and have the ability to locate, organize, critically evaluate, and effectively use information from a variety of sources with intellectual integrity.”

While working on your research, you should make use of SDSU Briggs Library’s online review guide atInfo Literacy & Research Guide.

Student Learning Outcomes: “Students will:

  1. Determine the extent of information needed [assessment based upon your ability to provide sufficient evidence to support your claims in the formal report and the group work];
  2. Access the needed information effectively and efficiently [assessment based upon your ability to find relevant sources and incorporate them into the major works];
  3. Evaluate information and its sources critically [assessment based upon your ability to challenge and/or corroborate the validity of other writers’ claims in Discussion as well as independent research];
  4. Use information effectively to accomplish a specific purpose [assessment based upon your ability to gather sources, incorporate them appropriately into your formal report, and thereby persuade readers that your arguments are plausible and cogent];
  5. Use information in an ethical and legal manner [assessment based upon your ability to fairly and accurately represent others’ ideas through quotation, paraphrase, and summary—and to do so, in the case of paraphrase and summary, in your own words].”

COURSE OBJECTIVES

  1. Students will choose a current, applicable technical topic for the Formal Report project.
  2. Students will research, study, evaluate, and document electronic and print sources pertinent to their engineering profession and their chosen topics for technical reports and annotated bibliographies.
  3. Students will evaluate real technical writing and engineering issues presented in the textbook and found in cross-curricular experiences as well as the professional public.
  4. Students will generate visuals through graphic design programs and integrate those visuals into text.
  5. Students will learn techniques for formatting and creating document supplements, producing all written assignments through word processing.
  6. Students will participate in peer discussions and evaluation via D2L Discussion forums for practice analysis of technical document quality.
  7. Students will become aware of and sensitive to issues of gender and cultural differences as they impact their chosen professions.
  8. Students will recognize the ethical dimensions of theirs and others’ writing and will be able to assess effectiveness of technical documents for conciseness, readability, and usefulness;
  9. Students will be able to present themselves via electronic communication as growing professionals in their fields of expertise.

To pass this course, students must do the following to avoid automatic failure:

1. Choose a Formal Report topic approved by the instructor.

2. Complete all major writing assignments, the group project, and the Formal Report.

3. Submit the group project and Formal Report on time.

4. Earn passing points for Discussion.

ASSESSMENT

The final grade assessment (translating into a 90-80-70/A-B-C...scale) follows:

5 Writing Assignments (WAs):50% (10% each)

Discussion (DQs): 15% (15 weeks x 1%/wk)

Formal Report:30%

Groups:5%

WRITING ASSIGNMENTS (WA'S) [SLO's 1-4; see above] [CO's A,B,C,D,E,F,G,H,I; see above]

Students will submit 5 major Writing Assignments (wherein the 4th WA is a draft of the Formal Analytical Report). Chapter groups in the text will present the content and examples for each Writing Assignment, although all material learned is cumulative.

ONLINE DISCUSSION FORUMS [SLO's 1-3] [CO's C,F,H,I]

Students will participate in online Discussion to analyze practical, realistic situations and peer review Writing Assignments. Discussion will include both individual and group items.

GROUP ANNOTATED BIBLIOGRAPHY [SLO’s 1-4] [CO’s C-I]

Students will work in groups to create an annotated bibliography.

QUIZZES[SLO's 1-4] [CO's C,E,G,H,J]

Online quizzes accompany each chapter on the textbook website. Students will take these quizzes online and have the opportunity to self-assess (review and further learn from quiz results).

FORMAL REPORT [SLO's 1-4] [CO's A,B,C,D,E,G,H,I]

You will also build the skills necessary to plan, develop, draft and revise a Formal Report due at semester's end. This project will begin with the Proposal. You will work throughout the course on the various elements of the Formal Report, beginning with topic selection and research.

INTERNET COMPONENTS [supplementary for all SLO's and CO's]

Students should use the textbook companion site (TechComm Web) for individual review and practice as desired. You will find additional, discipline-specific links, examples, and models that maintain a current, pragmatic and application-based (in that you will be able to put our course material into practice) perspective.

Grades on all assignments will be affected by:

  1. Presence of (more than 3 errors) grammar, syntax or mechanics errors such as run-ons, fragments, comma splices, modifier errors, spelling errors, homophone confusions, incorrect punctuation or capitalization, etc. Use Appendix C in your text to review.
  2. Presence of (more than 3 errors) usage errors such as needless abstractions, wordiness, passive voice, cliches, jargon, slang, informal diction, shifts in point of view, etc. Use Ch. 11 in your text to review.
  3. Late submission of WAs—10% deduction for each day late.
  4. Failing to follow requirements in the prompts.

MAJOR WRITING ASSIGNMENT GRADING CRITERIA, ENGLISH DEPT. FORMAL STANDARDS:

The grade of “A” (“exceptional”*) designates that an essay demonstrates

  • an excellent command of subject matter
  • a clear explanation and synthesis of ideas
  • independent thought
  • thorough and persuasive substantiation of claims
  • clear and effective organization
  • precise, correct, and effective usage
  • correct grammar and punctuation
  • correct use of format and documentation

The grade of “B” (“above average”) designates that an essay demonstrates

  • a reasonable command of subject matter
  • a capacity for explanation and synthesis of ideas, though it is not fully realized
  • a capacity for independent thought, though it is not fully realized
  • sufficient substantiation of claims
  • mostly clear and effective organization
  • mostly precise, correct, and effective usage
  • mostly correct grammar and punctuation
  • mostly correct use of format and documentation

The grade of “C” (“average”) designates that an essay demonstrates

  • an adequate command of subject matter
  • some weakness or inconsistency in its explanation and synthesis of ideas
  • relative absence of independent thought
  • inconsistent substantiation of claims
  • significant lapses in organization
  • significant lapses in usage
  • significant lapses in grammar and punctuation
  • significant lapses in format and documentation

The grade of “D” (“lowest passing grade”) designates that an essay demonstrates

  • an inadequate command of subject matter
  • insufficient explanation and synthesis of ideas
  • unexamined, clichéd thinking
  • inadequate substantiation of claims
  • poor, hard-to-follow organization
  • numerous errors in usage
  • numerous errors in grammar and punctuation
  • numerous errors in format and documentation

The grade of “F” (“failure”) designates that an essay demonstrates

  • a majority of the qualities of a “D” essay, but to a degree unacceptable in college-level writing
  • a failure to follow or complete the assignment

* Terms quoted within parentheses appear in South Dakota State University Bulletin: Undergraduate Programs, 2005-2006 (19).

ATTENDANCE POLICIES

Log-In Attendance

Students should "attend" class by contributing to Discussion Questions (DQs) a minimum of 3 days each week, Monday-Thursday. Students may begin DQs on Sundays when the questions are posted early for any given week, but weekend attendance is never required. A "contribution" is met by posting either an “Initial” post or a “Reply” to another student's posting. See more on DQs in the Course Outline. While attendance does not carry a prescribed percentage of your overall grade, missed deadlines and failure to meet DQ requirements will both result in a reduction of points. Students must read ALL Discussion posts in DQs, Groups, and Main and Notes forums.

Make-Up Work

Make-up work for Quizzes and Discussion is allowed ONLY in cases of prearranged or university-excused absences. The University states that the instructor will determine what defines additional excused absences, including but not limited to serious and confirmed illness, death in the family, and dire emergencies. It remains your responsibility to notify me via my home phone as soon as possible if an emergency arises, and you may not make up unexcused late quizzes or Discussion. Late Writing Assignments will lose 10 percentage points for each day late. Late submission of the Formal Report will result in automatic failure of the course.

NETIQUETTE/ONLINE WRITING STANDARDS

  • Concentrate on logic versus emotion.
  • Concentrate on the text, content and issues versus the writer.
  • Remember to think broadly about issues, and remain open to new ideas and the differing views of others.
  • Use specific yet concise headings for topics, subject lines, etc.
  • Avoid beginning sentences with pronouns, and follow formal guidelines for point of view (1st, 2nd or 3rd person).
  • Include an email history or discussion history only when necessary, clearly quoting and naming the original author.
  • Write with complete sentences.
  • Write with concision and clarity.
  • Strive to use concrete details to support abstract ideas and concepts.
  • Strive to use active voice versus passive voice.
  • Always use formal Standard English, which excludes Internet jargon and requires adherence to rules of grammar, syntax and mechanics. All technical document correspondence should reflect a formal register (cf. formal, informal and familiar registers).
  • Use a dictionary, handbook, and the course textbook to ensure correctness.
  • Avoid wordy phrases, cliches, slang and culturally-insensitive language.
  • Avoid emoticons.
  • Avoid "yelling" in all-cap's.
  • Use color only for specific and logical reasons. Do not use red font.
  • Follow basic conventions for email, discussion forums, and technical documents. See rules and examples in your text as we proceed.
  • Review/edit all emails, assignments and discussion posts before submitting.

CONCERNING HONESTY IN ACADEMIC WRITING

The English Department announces herewith that it will not tolerate plagiarism—representing another’s work as one’s own—in any form. Students must abide by the principles governing academic research and writing. Students who willfully violate this principle will fail the assignment and the course. They also will report to the Dean of Student Affairs and face possible expulsion from the university.

Willful violation of this principle includes the following:

  • Submitting another student’s essay or one essentially the same as another student’s essay. Both students will fail the assignment and the course.
  • Submitting an essay that you have procured online or from a commercial supplier of essays.
  • Incorporating material from sources—data, analysis, organization—without providing appropriate documentation.
  • Fabricating sources or information.

Please note that an essay or assignment may receive a passing grade initially, but receive a failing grade later if I discover that it contains questionable. If you have any questions about these matters, discuss them with me.

ADA STATEMENT

This course acknowledges the importance of ADA requirements. Any student who feels s/he may need an accommodation based on the impact of a disability should contact the Coordinator of Disability Services privately to discuss your specific needs. Please contact the Office of Disability Services at 605/688-4504 (Voice) or 605/688-4394 (TTD), or at the office in Binnewies Hall, Room 145 to coordinate reasonable accommodations for students with documented disabilities. For more information please see SDSU's Office of Disability Services.

FREEDOM IN LEARNING

"Under Board of Regents and University policy student academic performance may be evaluated solely on an academic basis, not on opinions or conduct in matters unrelated to academic standards. Students should be free to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled. Student who believes that an academic evaluation reflects prejudiced or capricious consideration of student opinions or conduct unrelated to academic standards should first contact the instructor of the course to initiate a review of the evaluation. If the student remains unsatisfied, the student may contact the department head and/ or dean of the college which offers the class to initiate a review of the evaluation." BOR, Spring 07