WR325.01, Fall 2015

Course Resources

Course Schedule

Unit 1 – Communication and Your Career; The Reader-Centered Approach

Week 1 :: Project 1 Assignment Sheet

9/1 :: Course intro.; review syllabus; minutes sign-up sheet; in-class writing and email etiquette

9/3 :: Please let me know if you want to participate in the service-learning project this semester; read TC chs. 1 and 2,  as well as the Project 1 Assignment Sheet; may want to read ahead over the weekend for next week

Week 2

9/8 :: Bring in your job ad; read the Purdue OWL’s resources on the rhetorical situation and audience analysis; read author-centered Cover Letter and Résumé, reader-centered Cover Letter and RésuméNick’s Letter; review cover letter and résumé checklists

9/10 :: Bring in your audience analysis; read ch. 1 from Give and Take; reading questions: 1. What are Grant’s main points, and what is he arguing? 2. Were your impressions of success in the workplace changed at all? If so, why, if not, why not? 3. What are some connections you see between Grant’s points and professional writing and argument?; bring your answers (they can be a few sentences) to class for discussion; Thursday group meetings

Week 3

9/15 :: Read TC ch. 17 and the Purdue OWL’s resource on the Paramedic Method and the Five Principles of Readability

9/17 :: Bring in first drafts of your cover letters and résumés for workshop 1; Thursday group meetings

Week 4

9/22 ::  Reading test 1; read TC ch. 19 and ch. 21; in-class: read and begin work on the team memo assignment

9/24 :: Bring in second drafts of your cover letters and résumés for workshop 2; read Dubinsky’s “Service-Learning as a Path to Virtue.” Reading questions: 1. What are Dubinsky’s main points, and what is he arguing? 2. What are some ways that Dubinsky claims classical rhetoric influences professional writing? 3. What are the similarities and differences between service-learning and client work, and why do you think we need some form of experiential learning in professional writing? You may also want to read ahead for next week; bring your answers (they can be a few sentences) to class for discussion; Thursday group meetings

Unit 2 – Reader-Centered Research; Memos and Reports

Week 5 :: Project 2 Assignment Sheet

9/29 :: Project 1 due; read the Project 2 Assignment Sheet; read “Stasis Theory as a Strategy for Workplace Teaming and Decision Making” originally published in the Journal of Technical Writing and Communication 38.4 (2008): 363-385. Reading questions: 1. What are the article’s main points? 2. What is stasis theory? 3. What (if any) are the connections between stasis theory and technical writing? 3. How might you use stasis theory to help you begin research for your information report? Bring your answers (they can be a few sentences) to class for discussion

10/1 :: Read TC chs. 6 and 7; service-learning group: read about the work other students have completed and the article on the York Road Commercial Plan (skim the original plan from 2013 linked in the article); non-profit groups: read this article on Baltimore City non-profits after the uprisings. You may also want to read ahead over the weekend for next week; Thursday group meetings

Week 6

10/6 :: Team memo due; read TC chs. 4 and 5, as well as the Purdue OWL’s resource on logic in argument

10/8 :: As a group, complete the stasis worksheet and bring it to class; read the Declaration of Independence and TC ch. 13 – you may also want to read ahead over the weekend for next week; Thursday group meetings

Week 7

10/13 :: Read TC chs. 25 and 11; service-learning group: reflection 1 due

10/15 :: Class canceled; instead of going to class, please attend the Modern Masters Reading Series talk at McManus Theater at 5 PM with Patricia Bizzell, Distinguished Professor of English from College of the Holy Cross Patricia. Dr. Bizzell is the Writing Department’s Cardin Chair for 2015-2016. Read more about her here. Read TC chs. 12 and 8 – Mid-term grades due 10/16 by 3 PM (S = satisfactory work; U = unsatisfactory work)

Week 8

10/20 :: Reading test 2; read TC ch. 18; read about areté and kairos

10/22 :: Print and bring four (4) copies of your Project 2 rough drafts for our workshop and submit your drafts to DropBox so that I can read them; read the Flesch-Kincaid Readbility tests, and www.read-able.com; use these tests to ensure that your informational reports are between a Flesch-Kincaid Readability score of 7.0-8.0 and a Flesch Reading Ease score of 60-70; also read this article on why we have to be careful when using readability scores

Unit Three – Instructions; Visual Literacy

Week 9 :: Project 3 Assignment Sheet

10/27 :: Bring Project 2 drafts for workshop 2; read the Project 3 Assignment Sheet and TC ch. 17; bring in an example of ineffective instructions

10/29 :: Project 2 due; read TC ch. 28 and bring in an example of effective instructions; Thursday group meetings

Week 10

11/3 :: Read TC chs. 14 and 15; service-learning group: reflection 2 due

11/5 :: Read TC ch. 16, the Purdue OWL’s Visual Rhetoric resources, and the Visual Literacy Presentation

Unit Four – The SWOT Analysis; Rhetoric and Ethics; Presentations

Week 11 :: Project 4 Assignment Sheet

11/10 :: Bring rough drafts of Project 3 for our workshop; read the Introduction to Coding and Analyzing Data handout; read the Project 4 Assignment Sheet and this article on conducting a SWOT analysis for non-profit organizations; this article may also be useful; this one is also good

11/12 :: Bring rough drafts of Project 3 for our workshop/day 2 of testing; the SWOT analysis, continued; individual conference sign-ups; Thursday group meetings; please read ahead for next week

Week 12

11/17 :: Project 3 and revisions of Project 2 due; bring examples of SWOT analyses you find on the Internet; from The Rhetorical Tradition (co-edited by Pat Bizzell, btw, the link is at the top of this page), read the introductions for Isocrates and Plato then read the excerpt from his Antidosis from Isoc. 15 253 “We ought, therefore, to think of the art of discourse…” to Isoc. 15 292 “…in error as to a course of action.” Reading questions: 1. How does Isocrates define rhetoric? 2. What are his set structures and strategies for addressing different rhetorical situations? 3. Who is Isocrates criticizing in the excerpt from Antidosis and why is he doing that? 4. What are some connections and/or disconnections you notice between this excerpt and professional writing and the work you’ve done with GEDCO/CARES/Baltimore non-profs? Bring your answers (they can be a few sentences) to class for discussion

11/19 :: Read “Using Isocrates to Teach Technical Communication and Civic Engagement” originally published in the Journal of Technical Writing and Communication 45.2 (2015): 134-165; reading questions: 1. What are the main points/arguments of the article? 2 What is epistemology? 3. What does epistemology have to do with professional writing? 4. What are some similarities/differences between the theories from the article and the reader-centered approach? Bring your answers (they can be a few sentences) to class for discussion; read about Aristotle’s three branches of oratory (rhetoric) from Silva Rhetoricae. You may want to read ahead over the weekend for our work next week; Thursday group meetings

Week 13

11/24 :: Reading test 3; read enough of these overviews to gain a formative background on the enhanced interrogation techniques used by the U.S. after 9/1; read Johnson-Sheehan on Ethics, review creating your own organization’s code of ethics; read WTOP news brief on Cheney and Waterboarding and enough of these memos to have a good idea of the U.S. Department of Justice’s stance on waterboarding: U.S. Department of Justice Memo; and read the latest findings on these techniques from an article on the Senate Intelligence Committee. Reading questions: 1. From the Johnson-Sheehan reading, which area of ethics covers this issue? 2. What would you do if you were a technical writer assigned to edit the Department of Justice memo? 3. Why would you take that course of action based on what you read in the Johnson-Sheehan excerpt on ethics? Bring your answers (they can be a few sentences) to class for discussion

11/26 :: Thanksgiving break, no class

Week 14

12/1 :: Read Katz’s “The Ethic of Expediency“; reading questions: 1. What are Katz’s main points, and what is he arguing? 2. What are some ways that Katz claims classical rhetoric influences professional writing? 3. As contemporary workplace writers, why should we be concerned with the issues Katz discusses? 4. What are some connections/disconnections you notice between the Katz article and the Department of Justice Memo on enhanced interrogation? Bring your answers (they can be a few sentences) to class for discussion

12/3 :: Grammar and mechanics test; read TC ch. 20 and workplace attire handout to prepare for your presentation; you can also use this infographic (thanks, Ashlee!) to help choose appropriate attire. And yet, you may not want to conform too much; read why

Week 15

12/8 :: Bring rough drafts of Project 4 for our workshop; read the presentation checklist; service-learning group: reflection 3 due

Exam Week

12/11 :: Exam Day – Project 4 and your revised project are due on exam day with your fifteen-minute presentation. Meet at 9:00 AM in MD Hall 240. Attendance at your scheduled final exam time is required to pass this class. Please obtain university permission and let me know in advance if you need to reschedule your exam due to exam scheduling conflict.