WR325, Spring 2017

Course Resources

Course Schedule

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

Week 1 :: Project 1 Assignment Sheet

1/18 :: Course intro.; review syllabus; minutes sign-up sheet

1/20 :: In-class writing and email etiquette; read TC ch. 1 and the Project 1 Assignment Sheet

Week 2

1/23 :: Read the Project 3 Assignment Sheet: (individual | team) and read the service-learning and client project checklists at the top of this page; read TC ch. 2; bring in your job ad; read the Purdue OWL’s resources on the rhetorical situation and audience analysis; you may want to start ch. 1 from Give and Take now – it’s long

1/25 :: Please let me know if you want to participate in the service-learning or the client projects this semester; service-learning team receives the workshop resources task sheet; read author-centered Cover Letter and Résumé, reader-centered Cover Letter and RésuméNick’s Letter; review cover letter and résumé checklists

1/27 :: 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

Week 3

1/30 :: Bring in your audience analysis draft; read TC ch. 17 and Bridget Ahrens’s dad’s notes on job docs and interviews

2/1 :: Read the Purdue OWL’s resource on the Paramedic Method and the Five Principles of Readability

2/3 :: Bring in first drafts of your cover letters and résumés for workshop 1

Week 4

2/6 ::  Reading quiz 1; if you’re working in a team for Project 3, read TC ch. 19 and ch. 21; if you’re working individually for Project 3, read TC ch. 24

2/8 :: Read TC ch. 23 and Tuckman’s stages of group development; in-class: read and begin work on the memo homework assignment

2/9 :: Extra credit event: The Big Truck That Went By: How the World Came to Save Haiti and Left Behind a Disaster:  A Talk by Journalist Jonathan Myerson Katz – 6:00pm-7:30pm
McGuire Hall East

2/10 :: 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

Unit 2 – Reader-Centered Research

Week 5 :: Project 2 Assignment Sheet

2/13 :: 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

2/15 :: Read TC chs. 6 and 7

2/17 :: Guest speaker – bring one question about professional writing and/or transitioning from college to the workplace; service-learning and client teams 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); Project 3 individual workers, read the Purdue OWL resource on writing proposals

Week 6

2/20 :: Team memo due; read TC chs. 4 and 5, as well as the Purdue OWL’s resource on logic in argument

2/22 :: Complete the stasis worksheet in your teams or individually if you’re not in a team and bring it to class; read the Declaration of Independence 

2/24 :: Read TC ch. 13 and ch.1 from The Purpose Economyread this resource on B Corporations

Week 7

2/27 :: Reflection 1 due; read TC chs. 25 and 11

2/27 :: Extra credit event: Perceptions and Realities of the Black Lives Matter Movement: A Talk by Rasheed Ali Cromwell – 7:00pm-9:00pm 4th Floor Programming Room

3/1 :: Read TC chs. 12 and 8

3/3 :: Class cancelled (mid-term grades due by 3:00 on – U = unsatisfactory, S = satisfactory)

Week 8

3/6 – 3/10 :: Spring break, no classes

Unit Three – Visual Literacy

Week 9 :: Project 3 Assignment Sheet (individual | team)

3/13 :: Reading quiz 2; read TC ch. 18; read about areté and kairos and read about the Plain Language Act

3/15 :: Bring four (4) copies of your Project 2 rough drafts for workshop 1; read the Flesch-Kincaid Readability tests, and www.read-able.com; use these tests to ensure that your 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

3/17 :: Class cancelled

Week 10

3/20 :: Bring Project 2 drafts for workshop 2; read TC ch. 17; read the Introduction to Coding and Analyzing Data handout 

3/22 :: Project 2 due; read the Project 3 Assignment Sheet and TC ch. 28; read the flier homework assignment; bring in examples of effective and ineffective fliers; read TC chs. 14 and 15, as well as the biohazard documents

3/24 :: Read TC chs. 14 and 15

Unit Four – Rhetoric and Ethics; Presentations

Week 11

3/27 :: Bring your coded and analyzed qualitative data; read TC ch. 16, the Purdue OWL’s Visual Rhetoric resources, and the Visual Literacy Presentation

3/29 :: Flier due; read the document from your discipline homework assignment; read these resources on Isocrates and this one on Isocrates and this one on Plato; in-class overview of Perseus system

3/31 :: Reflection 2 due; 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 this semester? Bring your answers (they can be a few sentences) to class for discussion

Week 12

4/3 ::  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

4/3 :: Extra credit event: Modern Masters Reading Series, Kevin Young, 5 p.m. McManus Theater

4/5 :: Read about Aristotle’s three branches of oratory (rhetoric) from Silva Rhetoricae. You may want to read ahead this week and next

4/7 :: Reading quiz 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; in-class work: complete this assignment

Week 13

4/10 ::  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

4/12 :: 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

4/14 :: Easter break, no class

Week 14

4/17 :: Easter break, no class

4/19 :: Grammar and mechanics test; read the latest on what may happen under our new administration regarding waterboarding and the response to this from some retired military leaders; even more latest information on this topic; WP’s Editorial Board responds; lastly, an op-ed from the NYT

4/21 :: More of the latest on “enhanced interrogation“; 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

4/24 :: Document from your discipline due; read what Mark Cuban has to say about a liberal arts education

4/26 :: Bring rough drafts of Project 3 for workshop 1; reading quiz 4; read the presentation checklist; in-class work day

4/28 :: Bring rough drafts of Project 3 for workshop 2; presentation discussion

Week 16

5/1 :: Last day of class; reflection 3 due; in-class work day

5/5 :: Exam Day – Read this article from The Washington Post on leading a happy life to connect back to The Purpose Economy; Project 3 and your revised project (if you choose to do one) are due on exam day with your fifteen-minute presentation. Meet at 6:30 PM 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.