WR326, Spring 2015

Course Documents

Course Resources

Course Schedule

Unit 1 – Technical Writing and the Reader-Focused Approach

Week 1

1/13 :: Read chapter 1 of Technical Communication Today (TCT) for the first class; course introduction (class minutes sign-up and class discussion sign-up); communicating in a reader-focused way

1/15 :: Read the Project 1, Project 3, and Homework 1 assignment sheets above; read TCT chapter 2 and the checklist and reflection sheets above; choose which project you would like to work on (a maximum of three students may work on the service-learning project – first come, first serve)

1/19 :: Read “The Case for Reparations” and attend the Martin Luther King, Jr. Convocation in McGuire Hall at 5 PM. “The Case for Reparations” is long; please give yourself time to read it

Week 2

1/20 :: Read TCT chapters 3 and 5; bring in one example of a good email and one example of a bad email, as well as one example of a good technical description

1/22 :: Read TCT chapter 6; Richnor Springs team: read “Who Are We?” and this article on writing grant proposals for non-profs; writing department website team: read this piece on diversity, technology, and race; read and map the writing department website

Week 3

1/27 :: Bring draft of team memo for workshop; read TCT chapters 15, 16, and the Purdue OWL’s Paramedic Method; review the Grading Criteria handout at the top of this page; guest lecture on Loyola’s York Road Initiative

1/29 :: Homework 1, the team memo, due; class cancelled to make up for the MLK, Jr. Convocation on 1/19

Week 4

2/3 :: Read TCT chapter 18; read Homework 2 assignment sheet; bring an example of an effective visual (can be an infographic) and a not-so-effective visual; in-class critical reflection on convocation

2/5 :: Reading test 1; read TCT chapter 19 up to page 509 and the Purdue OWL’s Five Principles of Readability; read about the group of Federal Government employees who support the use of plain language and the non-profit organization established to help organizations use plain language; read Flesch-Kincaid readability measures, and read-able.comguest lecture on proposals and grant writing

Week 5

2/10 :: Bring draft of technical description for workshop; read TCT chapter 12, Miller and Durack

2/12 :: Project 1 due; read Project 2 assignment sheet and Dubinsky’s “Service-Learning as a Path to Virtue.”

Unit 2 – Technical Writing and the Workplace

Week 6

2/17 :: Class cancelled for weather-related late opening

2/19 :: Reflection 1 due; read TCT chapter 10 and Ornatowski

Week 7

2/24 :: Bring in your ad and some effective examples of job documents similar to the ones you will be composing; read TCT chapter 11; read Author-Centered Cover Letter and Résumé, Reader-Focused Cover Letter and Résumé, Nick’s Letter, cover letter and résumé checklists

2/26 :: Bring in your job documents audience analysis and rough drafts for workshop; read TCT chapter 8; Richnor Springs team: read chapters 1 and 2 of the Kellogg logic model document above; writing department website team: read TCT chapter 21

Week 8

3/3 :: Spring break, no class

3/5 :: Spring break, no class

Week 9

3/10 :: Homework 2 due; bring in one example of a grant proposal and one example of a website revision proposal; read TCT chapters 13 and 14; mid-term feedback; read Katz’s “The Ethic of Expediency” (this is a long article, so give it plenty of time)

3/12 :: Reading test 2 and reflection 2 due via email

Week 10

3/17 :: Read Homework 3 assignment sheet; guest lecture on technical writing

3/19 :: Bring in proposal outlines for workshop and email me the draft

Week 11

3/24 :: Read TCT chapter 4; review creating your own organization’s code of ethics, Center for the Study of Ethics in the Professions; 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; the New York Times article “7 Key Points from the C.I.A. Torture Report“; in-class work: complete this assignment

3/26 :: Read TCT chapter 15; read “The Land-Grant Way – Connected Knowing and the Call of Service” by James M. Dubinsky and “Service-Learning in the Post-Katrina New Orleans – the Jesuit Way” by Kelly Brotzman (access them through the Present Tense website)

Week 12

3/31 :: Bring in Project 2 draft for workshop; reading test 3; read TCT chapter 7; read “History, Rhetoric, and Humanism” by Russell Rutter (this is a big file, so give it a while to load)

4/2 :: Easter holiday, no class

Week 13

4/7 :: Project 2 due; grammar and mechanics test; bring in electronic versions of your technical descriptions for testing; read TCT chapter 19 pages 509-518 and the usability testing page

4/9 :: Grammar and mechanics test; read the “Eyetracking and Web site Design

Week 14

4/14 :: Read TCT chapter 17; read TCT chapter 20 and the handout on coding and analyzing data in the course documents list at the top of this page; technical description test day! 😀

4/16 :: Speaking of designand the redesigns; review TCT chapter 18 for information on displaying your qualitative and quantitative data; how not to write a memo

Week 15

4/21 :: Reading test 4; watch this 6 minute video on NVivo, a qualitative data analysis program; read the presentation checklist and workplace attire handout to prepare for presentation on our final exam day; you can also use this infographic to help choose appropriate attire. And yet, you may not want to conform too much – read why.

4/23 :: Reflection 3 due; bring in your draft proposals and memos for our workshop; re-read the Project 3 assignment sheet to make sure you have all the requirements completed by our final exam day

Week 16

Final Exam: Final drafts of Project 3 and usability/readability memo due by presentation time