Additional Technical Writing Course Proposal

7/30/2019 Additional Technical Writing Course Proposal

1/26

Misty A. AdamsDepartment of English & Technical CommunicationMissouri University of Science & Technology236 Humanities and Social SciencesRolla, MO 65401

[email protected]

Kelli JonesCommunications Department ChairLinn State Technical CollegeOne Technology DriveLinn, MO [email protected]

17 November 2011

Dear Ms. Jones,

Im Misty Adams, a graduate student in the Technical Communication programhere at Missouri S&T. I am writing you today concerning a technicalcommunication course I designed as part of my graduate coursework.

With business and industry repeatedly calling for employees with bettercommunication skills, I hope you will find that the proposed course meets thefuture needs of your students and fits into Linn Techs overall course curriculum.

If you find the contents of this proposal intriguing, please do not hesitate tocontact me at [email protected]. I appreciate your time and look forward tohearing your feedback.

Warmest regards,

Misty A. Adams


2/26

Further Studies inTechnical Communication

for Linn Tech Students

Prepared for:

Kelli JonesCommunications Department ChairLinn State Technical College

Prepared by:Misty A. Adams

Department of English & Technical CommunicationMissouri University of Science & Technology

AbstractIndustry surveys indicate that the abilities of both writing and communicatingclearly and concisely are skills that workforce entrants are sorely lacking. Inrecent years higher educational institutions have been adding technicalcommunication courses in order to address these issues. The additional issue,though, is whether or not these classes that teach traditional business writing areenough. The questions were faced with, then, are how do we provide studentswith the tools to improve their writing? How do we impress upon them theimportance of writing clearly and concisely and speaking equally well?

This proposal will address the aforementioned questions, providing a probablesolution that meets the needs of both Linn Tech students and their prospectiveemployers.


3/26

Table of Contents

Introduction.................................................................................................................................... 4Current Situation........................................................................................................................... 4ProposedCourse............................................................................................................................ 6

CourseObjectives .......................................................................................................................... 6Benefits........................................................................................................................................... 7Textbooks....................................................................................................................................... 8Conclusion ...................................................................................................................................... 9Appendix .......................................................................................................................................10

Syllabus......................................................................................................................................10Schedule..................................................................................................................................... 14Rubrics:ProposalRubric ...........................................................................................................16UsabilityReportRubric.............................................................................................................. 17ProgressReportRubric.............................................................................................................. 17MultimediaRubric .....................................................................................................................18RecommendationReportRubric .............................................................................................. 20CourseBudget ...........................................................................................................................22

Works Cited ..................................................................................................................................23 Resume......................................................................................................................................... 25


4/26

Introduction

Preparing students for the workforce and instilling the necessary skills forsuccess therein is often a daunting prospect. The ability to communicate well isone of the most demanded skills of todays workforce. Unfortunately, industrysurveys indicate that the abilities of both writing and communicating clearly andconcisely are skills that workforce entrants are sorely lacking.

In recent years higher educational institutions have been adding technicalcommunication courses in order to address these issues. The additional issue,though, is whether or not these classes that teach traditional business writing areenough.

The questions were faced with, then, are how do we provide students with thetools to improve their writing? How do we impress upon them the importance ofwriting clearly and concisely and speaking equally well?

Linn State Technical College provides a hands-on education for its students. Whynot, then, provide a hands-on technical writing course?

This proposal will address the aforementioned questions, providing a probablesolution that meets the needs of both Linn Tech students and their prospectiveemployers.

Current Situation

Business and industry repeatedly tell us that employees do not have the skills toeffectively communicate. The Conference Board Consortiums 2006 report onemployers perspective on the basic knowledge and applied skills of the currentU.S. workforce, Are They Really Ready To Work, is an eye-opening read:

Writing in English46.4 percent of [over 400] employer respondentsreport new workforce entrants with a two-year college diploma asdeficient, and over a quarter (26.2 percent) report that new workforceentrants with a four-year college diploma are deficient. Almost two-thirdsof employer respondents (64.9) say Writing in English is very importantfor two-year college graduates; almost 90 percent (89.7 percent) say theseskills are very important for four-year college graduates.

Written Communications47.3 percent and 27.8 percent of [over 400]employer respondents, respectively, report new entrants with two-year and


5/26

four-year college diplomas as deficient. Almost three-quarters of theemployer respondents (71.5 percent) say Written Communications is veryimportant for two-year college graduates.

Oral and Written CommunicationsOral Communications ranks among

the top five applied skills reported by employer respondentsas veryimportant across all three educational levels, with WrittenCommunicationsbecomingincreasingly important for two-year and fouryear college graduates. Seventy percent (70.3 percent)of employerrespondents report that Oral Communicationsskills are very importantfor highschool graduates entering the workforce, 82.0 percent for two-year college graduates, and 95.4 percentfor four-year college graduates.More than half (52.7 percent) of employer respondents say WrittenCommunicationsis very important for high school graduates jobperformance; 71.5 5 percent for two-year college graduates and 93.1percent for four-year college graduates. (Partnership, 2006)

Business and industry also repeatedly tell us that they need and want employeeswho possess competent communication skills. Why? Because in todayscompetitive outsourced and globalized market job-specific skills are simply notenough. Job-specific technical skills in a given field are no longer sufficient asemployers scramble to fill an increasing number of interdependent jobs.(Overtoom, 2000)

Linn Tech currently offers three courses that overtly address these issues:

COM 190 Writing for the World Wide Web. Writing for the World WideWeb is an introduction to the Web through rhetorical study and practicalexperience. This course offers an introduction and application of webdesign, writing, and analysis of web-based publications. Prerequisites:CPP 101 and COM 101 or COM 110. 3 credit hours.

COM 201 Occupational Communication. The purpose of this course isto teach the student to write a variety of business documents in aneffective and appropriate style. In addition, students will prepare anddeliver oral presentations relating to the work place. Prerequisite: COM101 or COM 110 with a grade of C or better. 3 credit hours.

COM 211 Technical Writing. This course covers the organization andwriting of technical documents including proposals, memos, letters,reports, instructions, and electronic communications. Other topics includeaudience analysis, multiculturalism, graphics, and page design, andethical and legal considerations. Prerequisite: COM 101 or COM 110 witha grade of C or better. 3 credit hours.


6/26

While it should be stated that these course offerings should more thanaccommodate the needs of current Linn Tech students, I propose that anadditional class encompassing both traditional technical writing and usabilitystudies would enhance students understanding of just how imperative effectivecommunication is for their future employment.

ProposedCourseI propose the introduction of a fourth technical writing course into the Linn Techcurriculum. The purpose of this course would be to reinforce the technical writingskills learned in COM 190, 201, and 211 and, additionally, introduce situatedassignments so that they more closely resemble the writing done in theworkplace (e.g., using workplace topics, including collaborative writing and peerreview in the classroom), students will be more likely to see the connection totheir work and transfer the skills into their writing on the job (Duncan, 1996).

The course (COM 212 Advanced Technical Communication: The practicalapplication of technical communication skills. Developing technicaldocumentation, professional writing, and an introduction to usability andaccessibility) is intended to combine technical writing with cognitiveapprenticeship to accomplish an environment of situational learning.

The hands-on methodologies of the other areas of Linn Techs curriculum shouldalso be applied to the technical writing courses. Duncan explains that, Appliedinstructional methodsthose traditionally used in vocational educationprovidethe ideal vehicle for this shift to a more realistic context in the teaching of writingand other academic subjects. As applied methods are adapted for use in theacademic domains, an integrated curriculum should emerge and possess thepotential to enhance achievement for all students, including those students whowill complete their formal education with less than a baccalaureate degree(1996). The usability of websites, software applications, and/or designed objectswill be introduced to accomplish this situational learning.

Usability studies enable students to view writing differently, bringing the hands-on idea to bear upon a tangible task within coursework that is often times viewedas intangible by students. Duncan states that the most appropriate instructional

method is one that incorporates both (a) realistic presentation of the knowledge,procedures, and skills and (b) opportunities for students to apply the knowledgeand practice the procedures and skills in a realistic context (1996).

CourseObjectives

Listed under the appendix are: a tentative course syllabus, rubrics for the maincourse assignments, and a 16-week schedule outline. The course is designed


7/26

with very specific goals in mind. At the conclusion of the course students shouldhave:

1. Developed an understanding of technical genres

2. Developed basic review , revision, and editing practices

3. Developed an understanding of usability and accessibility

4. Developed skills for creating technical documentation in the workplace

5. Developed an understanding of ethics in the workplace as regardscommunication practices

These objectives will be assessed by the instructors observations of thestudents work from initial proposal memo through the final recommendationreport. Additionally, overall progress should be tested with the administrationof a grammar and comprehension test at both the beginning and the end of thecourse.

There are variations in categorization but overall the main emphasis is ondeveloping written and verbal communication skills (both input and output),interpersonal skills (working with and relating to others individually and ingroups), problem-solving skills[and] information technology (Kemp, 1995).

BenefitsThe need for a flexible, adaptable workforce to suit the constantly developingand changing requirements of the workplace has focused attention on the

development of transferable skills, that is skills and abilities which are consideredapplicable in more than one context. (Kemp, 1995)

Communication skills are these transferrable skills. When people are able toread, write and communicate effectively they are then able to learn effectivelyand quickly. When applicants and even employees are unable to exhibit effectivecommunication skills they lose out on jobs and promotions. Note these findingsfrom the National Commission on Writings report, Writing: A Ticket to WorkOra Ticket Out:

People who cannot write and communicate clearly will not be hired andare unlikely to last long enough to be considered for promotion. Poorlywritten application materials would be extremely prejudicial, said onerespondent. Such applicants would not be considered for any position.

More than half of all responding companies report that they frequently oralmost always produce technical reports (59 percent), formal reports (62


8/26

percent), and memos and correspondence (70 percent). Communicationthrough e-mail and PowerPoint presentations is almost universal.Because of email, more employees have to write more often. Also, a lotmore has to be documented, said one respondent.

More than 40 percent of responding firms offer or require training forsalaried employees with writing deficiencies. Based on survey response, itappears that remedying deficiencies in writing may cost American firms asmuch as $3.1 billion annually. Were likely to send out 200-300 peopleannually for skills-upgrade courses like business writing or technicalwriting, said one respondent. (2004)

Clearly, a course that emphasizes a hands-on and situational approach to

professional communication will only serve to uphold Linn Techs legislativemission of meeting the industrial and technological manpower needs of the

state.

TextbooksKrug, S. (2006). Dont make me think! A common sense approach to webusability(2nd ed.). Berkeley, CA: New Riders Publishing.

Steve Krugs book is an excellent tool for communicating the importance of

usability, accessibility, testing techniques, etc. as it is written from the viewpointof a practitioner. The book is not theory-focused, but instead communicates theprocess of usability testing as a step-by-step, user-focused methodology in plainlanguage. This text addresses its audience as potential usability practitioners, notas students drudging through theory.

Burnett, R. (2005). Technical Communication(6th ed.). Boston, MA: ThomsonWadsworth.

Rebecca Burnetts text is the proverbial how-to manual of technical writing.

Covering everything from letters of transmittal to recommendation reports,Burnetts book is written in a clear, concise manner with logically arranged tablesfor visual learners and flow-charts for job-specific decision-making. An updated7th edition is tentatively due out in 2012.


9/26

ConclusionTodays job market is overwhelmingly uncertain and any skills that we mayimpart to our students that will mark them as step above another institutionsgraduates is well worth the extra effort. The more technologically encumbered

our society becomes, the more imperative it is that graduates are capable ofcomprehending and communicating with such technology. Without thisknowledge, and without these skills, our students will be passed over in theworkforce.

With this in mind, I urge you to consider a class such as the one I ve providedhere. I believe that it presents useful techniques and skills that are invaluable toLinn Tech students in both the long and the short term. The ability to write clearlyand concisely is never a detriment; nor is it a skill that only some are capable oflearning. With the right tools and the right mindset, everyone is capable of writingwell.


10/26

Appendix

Syllabus

COM 212 Advanced Technical Communication: The practical application oftechnical communication skills. Developing technical documentation, professionalwriting, and an introduction to usability and accessibility.

Prerequisites: COM 201, COM 190 or COM 211 with a grade of C or better. 3credit hours.

Materials: Audio mic/headset. Rebecca Burnett, Technical Communication 6e,Thompson, and Steve Krug, Dont Make Me Think 2e, New Riders.

Overview: This technical communication course will give you practice incommunicating with a professionalaudience. Documents, communication, andassignments will be held to traditional, stringent corporate standards andevaluated as professional communication. This course is intended to be verypractical for professionals who seek employment in technical industries or thecorporate or public sector.

Scenario-based assignments: You will be writing some documents as if youare a technical communication subcontractor. I am the contractor to whom youreport, and we will produce deliverables for clients. As a subcontractor, you will

identify a software application or site belonging to a prospective client. You willevaluate that site or application for usability and accessibility (among otherpossible criteria). You will first informally, then formally, propose the evaluationproject to me, then you will conduct testing and evaluation. Eventually, you willcompile the results of your tests into a recommendation report for the client. (Youare not required to send the materials to the client.) Along the way, you willconduct formal usability testing and complete a progress report.

Participation: During class time a variety of activities will occur: lectures,discussions, activities, drafting, revising, critiques, oral presentations, usability

testing, and so forth.The importance of attendance and positive participation is asimportant to me as it is to your future boss.The class involves contentpresentation, discussions, and activities each day. Showing up is expected and isnecessary, but not sufficient, for passing the course

Assignment Submission:Assignments will be submitted electronically.When you submit assignments, please:1) use the appropriate file format (.doc, .docx, .pdf)


11/26

2) load all files at the same time3) name files YourLastName_FirstInitial_AssgnName.docx

Things to avoid:

Missing class. Graded activities occur during class, attendance for theentirety of each class is necessary to qualify for full credit. Missing assignments. Turning in an assignment late. Late work results in a minimum 10%deduction from the assignment grade. Rude or inappropriate behavior (including sleeping or using cell phones,IM or email) during class or during any student s presentation will result ina 5% deduction from the final grade. Distracting or disrupting the class after a warning will result in 5%deduction from the final grade. Plagiarism* or cheating will result in a minimum failure of the assignment,

with a maximum penalty of failure of the course and being reported toadministrators. Inappropriate responses to grades. If you disagree with your gradeplease wait 24 hours, review the comments again and, only then, send mean email and/or set up a meeting to discuss the grade.

*Source Use and Plagiarism: Anyinformation you use in any wayfrom anyplace other than your own personal knowledge and experience must be citedandcited correctly. Failure to do so may have a dire impact on the outcome of thissemester for you. You will receive at least a zero on the assignment.

Missouri S&Ts Writing Center Handout About Plagiarism

Style Guide: For this course, it is recommended that you familiarize yourself withthe APA style guide (for an explanation of style guides, refer to the textbook:Technical Communication 6e, p. 500).Link to flash vid for APA newbiesKnightCite citation generator (this tool will make your life much easier)

ASSIGNMENTS

Quizzes: Be prepared to answer questions about the weeks assigned readingand/or lecture.

Workshops: In order to receive full credit for workshops, you must post acomplete draft for review, plus you must review two drafts by other people. Makesure your participation is recorded during the workshop, as workshops tend to be


12/26

graded 0/half credit/full credit, and you want to be assigned the maximum creditearned.

Proposal: Proposal Email: After selecting a text for evaluation, email me, informally

suggesting your project for research and testing on the text.

Proposal Draft: A complete version of the proposal that may be revised oredited before being submitted for final grading.

Proposal: The proposal is addressed to me, formally requestingpermission to study the text in order to generate a recommendation report.It includes several research questions and specific aspects of the text thatshould be investigated. A timeline and budget are included. A cover letterintroduces the writer to the client, and a resume appended to the proposalconfirms the suggestions of credibility and experience the writer mentions

in the letter and proposal. The client (owner or producer of the text) is asecondary audience for the proposal (they may read it, but it s notaddressed to them).

Usability Testing: The goal of usability testing is to determine how to make aproduct or text better for the people who need it. Those people may includeexperts, students, the public, and persons with disabilities of all varieties. A goodusability test will provide evidence to support the recommendations in therecommendation report.

Progress Report: Common in industry, such reports give an accurate anddetailed accounting of what has been done, the current status, and the schedulefor the remaining work.

Multimedia Project: The multimedia project ensures that all students areproducing some multimedia instead of exclusively paper-based documents. Theproject should incorporate an introduction and description to the text, ademonstration of what the text does, and usability testing instructions for users.

FINAL ASSIGNMENT

Recommendation Report: The recommendation report is the major deliverablefor the course: a formal report, addressed to the client, presenting for the clientthe fruits of several weeks of labor.


13/26

EVALUATION: Grading will be based on a percentage scale, with 90%+ ofpossible points = A; 80%+ of possible points = B; 70%+ of possible points = C,etc. Evaluation criteria in technical communication include the following:

Purpose (whether the work meets typical audience needs and my

expectations) Honesty (professional honesty AND academic honesty; respect for

intellectual property rights; submission of original, unique work producedspecifically for the assignments in this course, citation of references)

Clarity (focus, readability, appropriateness of language, explanatorypower, organizational cueing)

Accuracy (of content, evidenced by citation of sources, absence ofambiguity or misleading information)

Comprehensiveness (thoroughness, scope, and quality of information) Accessibility (usability and audience appropriateness, organizational cues) Conciseness (thematic focus, design and style choices, sentence

structure, and vocabulary) Design (professional appearance and consistency within the text or

project) Correctness (grammar, punctuation, spelling, coding if applicable)

Specific elements required for each assignment vary and are presented in theirindividual grading rubrics, which will be available via Blackboard.

*Accommodation: If you have a documented disability and anticipate

needing accommodations in this course, you will need to request that theDisability Services staff send a letter to me verifying your disability andspecifying the accommodation you will need before I can arrange youraccommodation.


14/26

ScheduleWeek Activity

1 Proposal memo

2 Proposal

3 Formal proposal draft

4 Formal proposal

5 Usability

6 Usability Testing

7 Usability Testing

8 Usability Report

9 Descriptions & Explanations

10 Progress Report

11 Multimedia

12 Multimedia

13 Recommendations

14 Recommendation Report

15 Recommendation Report

16 Final Exam


15/26

Proposal

GradingRubric

Well doneClear and effective writing;few typos, misspellings, andgood grammar. Headings

and formatting followconvention

OkSomewhat unclear, but

understandable. Very few, if

any, typos, misspellings, orgrammar issues. Some

headings and formattingissues.

UnsatisfactoryVery difficult to relate to theother parts of the proposal.

Unclear writing. Many typos,misspellings, and poorgrammar. Poor use of

headings and formatting.

Front matterCover letter is clear, to the

point, and followsconvention.

Title page is correctlyarranged and there is nooverlap with other pages.

5pts. -2.5pts. -5pts.

IntroductionEstablishes current situation,

defines the problem andprovides evidence thereof.

15pts. -7.5pts. -15pts.

PlanDefines their proposed planand clearly presents their

objective. Ties their plan intothe introduction effectively.

15pts. -7.5pts. -15pts.

ApproachA probable method of testing

the plan is explained.Schedule is accurate and

reflects the course syllabustimeline.

15pts. -7.5pts. -15pts.

BenefitsClearly explains the benefits

of their plan.15pts. -7.5pts. -15pts.

QualificationsTheir qualifications are

clearly explained and aredirectly related to theiraforementioned plan.

Resume is attached andfollows convention.

10pts. -5pts. -10pts.


16/26

Rubrics:ProposalRubric

Usability ReportGrading Rubric

Well doneClear and effective writing; fewtypos, misspellings, and good

grammar. Headings and

formatting follow convention.

OkSomewhat unclear, but

understandable. Very few, ifany, typos, misspellings, or

grammar issues. Someheadings and formatting issues.

Needs WorkVery difficult to relate to the

other parts of the report.Unclear writing. Many typos,

misspellings, and poor

grammar. Poor use of headingsand formatting.

Cover PageThe title is centered at the top of

the first page.Below the title, but without a

heading of its own, is theabstract comprising one or

several paragraphs.


IntroductionReview of situation: who, what,

when, why.10pts. -5pts. -10pts.

MethodHow data was collected. This

should be very specific.10pts. -5pts. -10pts.

ResultsAre the findings from the

Methods section discussed?10pts. -5pts. -10pts.

DiscussionAre the findings under Results

discussed? Do the findingsprove the thesis?


Limitations of Research(if any)


ConclusionSummarizes what the paper has

proposed, discussed findingsand concluded concisely.


Reference/Works CitedIn APA format.


AppendicesScanned documents are clear

and in a sensible order,participants names are NOT

visible.



17/26

UsabilityReportRubric

ProgressReportRubric

5pts Y/N Formatting: Single-spaced email/memo format9pts Y/N Provides: A brief overview of the project36pts Y/N Discusses:

What has been done up to this point (who was tested andwhy)

How much time has the project taken thus far, how muchlonger til completion

What is next and/or whats left to be done


18/26

MultimediaRubric

Multimedia GradingRubric

Strong Weak

Quantity

18.75 total pts.

A two-minute processexplanation of your

application or web site isproduced.

Vid is either >< than 2minutes by 30 seconds.

Content is weak orincomplete.

Quality

18.75 total pts.

Narration is strong,audible, confident, andclearly scripted. Visual

sequences matchnarration.

Narration is difficult tohear, awkward, or

obviously not scripted.Visual sequences to do

not match narration.

Relevance

18.75 total pts.

All parts of vid areinformative. No

unnecessary transitions,graphics, colorization,effects or distracting

elements are included.

Some parts of vid areunnecessary, distracting,gratuitously decorative,

accidental, or erroneous.

Procedure

18.75 total pts.

Vid file type isappropriate, can be

downloaded and viewed,audio settings are correct,

and assignment wasuploaded on time.

File cant be opened,

audio cant be heard, filewas not loaded into

Blackboard on time.


19/26

Recommendation Report

Grading RubricStrong Weak

Letter

DesignYou-orientationPoint of interestStyle

Cover page

DesignContentStyle

Table of ContentsDesignHeadingsPage numbers

Abstract and/or Executive

Summary

StyleEffectiveness

Introductory Section (Background,

situation, intro)

Context-setting

StyleDesign

Recommendations

ClarityEvidenceSpecificityVisual Presentation

Appendixes (References, usabilitytest, accessibility test, tables of

results, etc.)

AppropriatenessDesignReferences to Appendixes in ReportVisuals (page layout, figures,

tables)

LabelingReferencesDesign


20/26

RecommendationReportRubric


21/26

Assignment Values

Proposal memo 25

Proposal draft 25

Proposal draft peer critique 25

Proposal 75

Usability test drafts 25

Usability testing 25

Usability report peer critique 25

Usability report 75

Progress report 50

Multimedia workshops 25

Multimedia presentations 75

Recommendation report draft 100

Recommendation report peer critique 50

Recommendation report 200

Quizzes 50

Final exam 200

Total

1000


22/26

CourseBudget

40-80 students per semester

Microsoft Word licensing - $45 per computer for 36 months or $150per semester (based upon a computer lab containing 20computers)

Cam studio screen capture software - Open source (free!) Classroom Materials - $75 per semester (markers, erasers, etc.)

Instructor Salary - $6000 (based upon 1, 3hr course per semester) Conferences/Continuing Education - $500 (based upon a 3 day

conference schedule w/in driving distance of Linn State) 1 course per semester = $6725


23/26

Works Cited

Allan, J. (August, 1996). Learning outcomes in higher education. Studies in

Higher Education, 21(1).

Duncan, S. (1996). Cognitive apprenticeship in classroom instruction:Implications for industrial and technical teacher education. Journal ofIndustrial Teacher Education, 33(3).

Giles, T.D., & Still, B. (2005). A syntactic approach to readability. Journal ofTechnical Writing and Communication, 35, 45-70.

Kemmery, R. & Cook, H. (2002). Written communication skills for the 21st

century. Techniques, 77(4), 32-34.

Kemp, I.J. (October, 1995). Transferable skillsCan higher education deliver?.Studies in Higher Education, 20(3).

Latzina, M., & Rummel, B. (2003). Soft(ware) skills in context: Corporate usabilitytraining aiming at cross-disciplinary collaboration. Proceedings of the IEEE16thConference on Software Education and Training (pp. 52-57).

National Commission on Writing for Americas Families, Schools, and Colleges.(2004). Writing: A ticket to workOr a ticket out: A survey of business

leaders.Retrieved November 12, 2011 fromhttp://www.writingcommission.org/prod_downloads/writingcom/writing-ticket-to-work.pdf

Overtoom, C. (2000). Employability skills: An update. Clearinghouse on Adult,Career, and Vocational Education, 220, 10-12.

Partnership for 21st Century Skills. (2006). Learning for the 21st century: A reportand mile guide for 21st century skills. Retrieved November 12, 2011 fromhttp://mst.summon.serialssolutions.com/search?s.fvf%5B%5D=ContentTy

pe,Newspaper+Article,t&s.q=Written+Communication+Skills+for+the+21st+Century

A plain English handbook: how to create clear SEC disclosure documents.(1998). Office of Investor Education and Assistance, U.S. Securities andExchange Commission. Retrieved November 12, 2011 fromhttp://www.sec.gov/pdf/handbook.pdf


24/26

Rubin, C. (n.d.) You are what you write, Guerilla Marketing Articles. Retrieved

November 12, 2011 from http://www.gmarketing.com/articles/127-you-are-what-you-write

U.S. Department of Labor, The Secretarys Commission on Achieving Necessary

Skills: A SCANS report for America 2000. Retrieved November 12, 2011from http://wdr.doleta.gov/SCANS/whatwork/


25/26

ResumeMisty A. Adams2883 Brinkman Rd.

Owensville, MO 65066

[email protected]

EDUCATION:

Missouri University of Science & Technology GPA 4.0

Currently enrolled: M.S. Technical Communication, 2013

Missouri University of Science & Technology May, 2011

B.S. Technical Communication GPA 3.2

Minor: Philosophy

Certificate: Human-Computer Interaction

EXPERIENCE:

Graduate teaching instructor

Technical editor

Research RFPs and screen prospective clients

Design and author proposals in response to CFP/RFPs

Website design

Usability testing of software and websites

SKILLS:

Microsoft Office

Adobe Acrobat Adobe CS3

GNU Image Manipulation Program

Photoshop

Aptana

Muse

RoboHelp

Technical editing

ADDITIONAL SKILLS:

Prior work experience includes ten years in the automotive, agricultural, and auto-recycling parts industry;

two years in retail and food service managerial positions, and four years as a Class 8 freight engineer.

HONORS AND ACTIVITIES:

Society of Technical Communicators

Missouri Archaeological Society

Missouri Speleological Survey

Missouri Master Naturalist

DJ, KMNR 89.7 free-format student radio

MSM Spelunkers

The Da Vinci Society


26/26

Additional Technical Writing Course Proposal

Documents

Transcript of Additional Technical Writing Course Proposal