ENGL 303: Technical Writing Course Syllabus 303: Technical Writing Course Syllabus—3 Incompletes....

ENGL 303: Technical Writing Course Syllabus

Instructor: Mr. David M. Merchant

Office: GTMH 274 Office Hours: Check Moodle Email: [email protected], [email protected] Phone: (318) 257-5250 Course Description and Objectives This course requires different criteria from those used in composition courses, both in teaching and in evaluating students’ work. This course emphasizes writing on scientific and technical topics, geared toward a targeted audience by the proper choice of format and writing style. Prerequisites English 102. It is assumed that you have basic knowledge and skill in American English grammar, style, usage, and persuasive and expository writing (English 101 skills1). Definition Technical writing is used in many technical and professional fields. Its goal is to accurately and concisely convey direction, explanation, or instruction to specific audiences of varying levels of technical knowledge so that each audience member clearly understands the information they need. Objectives Since the world is increasingly dependent upon technology, good technical writing is increasingly important. This course is designed to acquaint you with the understanding and tools needed for creating and designing quality communication for the professional environment. After the successful completion of the course, students will be able to:

1. Communicate using Markel’s Eight Measures of Excellence: honesty, clarity, accuracy,

comprehensiveness, accessibility, conciseness, professional appearance, and correctness. 2. Evaluate the communication situation: audience, purpose, and context. 3. Create effective professional memos, proposals, technical definitions, and reports. 4. Integrate effectively visual items in technical documents, 5. Understand how to analyze, incorporate, and properly attribute data from research. 6. Use a cover letter, résumé, and LinkedIn profile in an effective job search. 7. Continue developing life-long learning and self-editing skills. 8. Use Word effectively in document design.

Theme

You will have a fictitious college intern position for the fictitious Ubiquitous Corporation. Living up to its motto, “Our Business is Everything,” Ubiquitous, a benefit corporation2, is involved in a wide range of fields, including every major offered at LA Tech. You will follow the Ubiquitous Style Guide and Merchant’s Guide

to English Usage for Technical Writers (linked to on Moodle) to write and format your documents.

1 Includes knowledge of comparison/contrast, causal analysis, definition, and argumentation rhetorical modes. 2 A benefit corporation is a type of for-profit corporate entity that expandd their obligations to consider their impact on society, workers, the community and the environment. See benefitcorp.net for more information.

English 303: Technical Writing Course Syllabus—2

Course Materials Markel, Mike. Technical Communication. 11th ed. Note: Make sure you have the correct edition. 2017-2018 TECHnical Writing Course Manual. Note: available only at Tech’s Bookstore, <latech.bncollege.com>. Make sure you have the correct edition as it is revised yearly. You will need reliable access to Microsoft Word, Tech email, Moodle, and Turnitin.com. You will also need a means of backing up your work (you need backups, not just one copy). About Your Instructor Welcome to our class; I hope for a stimulating and productive term. I am Mr. David M. Merchant, Instructor of English and Technology Coordinator for the School of Literature and Language. The following is the extent of my credentials:

2009 Graduate Certificate, Technical Writing (Louisiana Tech University) 2006 MA, English Literature (Louisiana Tech University) 1997 MS, Information Science (University of Tennessee, Knoxville) 1992 BA, English Literature (University of Tennessee, Knoxville) 1984 Certification, Naval Nuclear Power Plant Operator (US Navy)

My experience includes US Navy electrician and nuclear engineering technician, web developer, systems librarian, and technology specialist. My profile is at <davidmmerchant.com/profile/>. Attendance Policy

Punctual attendance is a university requirement and a courtesy to me and your classmates (www.latech.edu/administration/policies-and-procedures/2206.shtml). Businesses also treat punctual attendance as a requirement. Tech seeks to prepare students for leadership; learning to schedule appointments so they do not conflict with class is part of maturing toward leadership. Absences Absences have a negative effect on your learning process and the class. You can miss three class meetings without penalty. Each absence after reduces your final course grade by ¼ letter grade. Being late three times counts as one absence. After two weeks of unexcused absences (one week for summer quarters), you will fail the course no matter what your assignment grades are. Attendance is taken at the start of class. For online classes, it is taken by logging in every class day. Leaving class early is the same as being late (you can take restroom breaks). If you miss roll, see me after class to make sure you are marked late and not absent—the next class period is too late. Exceptions. A verifiable university-excused absence that has been cleared with me in advance or verifiable university-sanctioned family emergency (the Dean of Liberal Arts calls me) gives you a grace period (decided case-by-case). Otherwise, there are no exceptions. Blame it on bad luck, the psychic manipulations of Cthulhu, or an indifferent chaotic universe. It happens to the all of us.


Incompletes. If the excessive absences occur at the end of the quarter, an incomplete may be arranged. However, the English Department is restrictive in giving incompletes. Absent /Tardy Instructor Policy If I am absent, notices will be posted on the classroom door(s) and on Moodle. If the absence arises at the last minute, someone from the English Department will come and let you know. Wait at least 20 minutes before considering me absent. The class will continue through Moodle. Expectation of Outside-Class Work This is a demanding and challenging class. Writing is an involved process for any writer. At this point we expect you to be at Hard-Mode difficulty level (to use a video game analogy). You should be able to figure out some things for yourself given the right information and tools and be trusted to submit completed assignments on time. I expect ethical and professional behavior in this class.

This class demands a high quality for ideas and for how those ideas are communicated: correct formatting is as important as correct grammar. You will not be able to throw an assignment together at the last minute and expect to pass. If you are not able or willing to devote the time and effort, I urge you to drop this class until you can. Assignments Assignments reflect the results of a 2014 survey I ran of 171 companies that hired Tech graduates; the top five results are given in the table below.

Table 1. Top Five Technical Writing Tasks Rank Task %

1 Process or Procedures Description 64% 2 Customer Response Letter 62% 3 Interoffice Memos 60% 4 Status or Progress Report 58% 5 Either a White Paper or Recommendation Report 52%

Below are brief explanations of course assignments; more information will be given in class. White Paper (Includes Proposal, Literature Review, Definition/Description, Progress Report, and Memo of Transmittal) You will write a white paper on an approved topic (discussed in class). You will first write a proposal, giving your plans for the paper. Next, you will write a literature review (annotated bibliography). You will then write a definition/process description related to your topic. Midpoint to the paper due date, you will write a progress report explaining what you have done and what is left to do. When the paper is finished, you will write a memo of transmittal summarizing the paper.

Easy reading is damned hard writing. – Nathaniel Hawthorne


Writing Corrections For each of the proposal, literature review, and definition/description assignments, you will fill out a writing corrections sheet; on the sheet, you will write each error and how to correct that error. This is not a rewrite: you will just discuss how to correct the errors. Career Center Assignment On-campus classes: those graduating will attend a Career Center seminar or workshop, even if you did so in another course; you will need to have a Verification of Attendance form, available on Moodle, signed by the presenter or tutor. There are no makeups for this, so do not wait to sign up for a seminar or workshop. All other students will attend a LinkedIn presentation on the last day of class (no makeups for missing it). Online classes: students will write an error-free cover letter. The Career Center is at Keeny Hall, room 337. You can contact them at 318-257-4336. Their seminar schedule is listed at <www.latech.edu/career_center/seminars.shtml>. Customer Response Letter You will write a letter responding to an unhappy customer. This may be a group assignment. Quizzes and In-class Activities Quizzes are over readings, grammar, or spelling; the lowest three scores are dropped. Grading Policies Employers take a negative view of poor writing and communication skills. Thus, my standards are quite high. Scoring Your final score converts to a grade using standard ranges (A = 90-100%, for example). The points distribution for the course assignments is shown in the table below.

Table 2. Grading Points Distribution and Course Total Assignment Assignment Points Internal Proposal 50 points Literature Review 50 points Technical Definition, Description, or Process 200 points Outline 25 points Progress Report 25 points White paper 400 points Outline 25 points Memo of Transmittal 25 points Writing Corrections (proposal, review, definition: 10, 10, & 30 points, respectively) 50 points Customer Response Letter 25 points Career Center Assignment 25 points Quizzes and in-class assignments (the lowest three scores are dropped) 100 points Total 1,000 points


My Philosophy on Bonus Points and Rounding Up Bonus points are too often abused (“I can do poorly or skip that quiz because I can do a bonus later”) and can end up inflating grades unfairly. Rounding up is unfair since it gives unearned points. For example, one student earns an 80 for a while another earns a 79. To round the 79 to an 80 is unfair to the first student because adding 1 point to a final grade is the same as giving 10 course points which is the same as adding an unearned full letter grade to a 100-point assignment; that is unfair to the first student who worked hard to earn their 80. I will, though, round up to the nearest single’s digit (for example, 79.5 rounds up to an 80), but no more, so do not waste your time or mine by asking for more. Rubric The rubric is based on Markel’s Eight Measures of Excellence, Auburn University’s Chemical Engineering Department’s Technical Report Rubric, and Laura Randazzo’s essay grading system (from the Teachers Pay Teachers website). See the rubric at <davidmmerchant.com/engl30/> for criteria and grade calculation details.

As one course goal is for you to continue becoming self-learners and self-editors, any paragraphs that have errors will have the type of errors indicated listed in the margin; you will need to review the paragraphs to find and correct the errors for added points. I will give hints for the first paper, but I will not do so for the other assignments. During class workshops, I can help you help yourself in this matter; I also strongly recommend you regularly visit the Writing Center. Regrading or Rewriting I do not regrade assignments or allow rewrites. However, turning in a writing corrections sheet for the first three writing assignments can earn you up to 50 points. So, What is an “A” Paper? An “A” paper is excellent. It is difficult to improve. It is the result of effort and dedication to the writing process. It is submitted on time and demonstrates insight, originality, and attention to detail. It adheres to American English grammar and usage. It follows the assignment’s formatting requirements exactly. The information is presented ethically, comprehensively, and clearly in an easy and persuasive manner. The reader feels not only informed but meaningfully taught as well. It is like Mary Poppins: Practically Perfect in Every Way. Submitting Late or Missed Work Deadlines are often non-negotiable in the professional world. No matter how well you did the work, documents often need to be available by a set time. Missing a deadline means losing a contract, customer, grant, or your job. Late work is unprofessional as often others depend on your work for their own deadlines (including instructors). You must submit work on time. Thus, one-day late submissions lose one letter grade; two-day late submissions lose two letter grades. No work is accepted after two days. Exception: If you have a verifiable university- excused absence that you have cleared with me in advance or a verifiable university-sanctioned family emergency (the Dean of Liberal Arts calls me), you can have a grace period (decided on a case-by-case basis).


Submit rough drafts to Turnitin while you work as a rough draft is better than no draft. It is your responsibility to leave time for unplanned interruptions—approach classwork professionally. Missed quizzes, forums, and in-class work cannot be made up for any reason. Submitting Wrong Work or to the Wrong Turnitin.com Folder You can resubmit your work until the deadline after which Turnitin will block resubmissions. This will be an issue if after the deadline you realize you submitted the wrong paper. A few have used “I sent the wrong paper” as a ploy to buy more time to write. To be fair to those that turn their work on time, if I have to manually replace your wrong document after the deadline, your paper will lose one letter grade per day. I will not replace a wrong document after three days. If you realized you placed your file in the wrong folder, you can resubmit it to the correct folder yourself; keep in mind that if it is submitted to the right folder late, even if it was submitted on time when placed in the wrong folder, I will treat the paper as being late. One of the objectives for this class is for you to become professionals as well as leaders in your field; thus, take the time to double-check you have submitted the right paper to the right folder by the right deadline. Grade Appeals In the event of a question about a final grade, it will be the responsibility of the student to keep and present graded materials that have been returned during the quarter. Final Notes on Grading The first paper can cause hurt feelings; the grades can be bad because you do not know how high the grading bar is until you run up to it and try to jump over. If you fall on the first paper, use it as a diagnostic to help you improve. Your quarter’s fate has not been sealed by the first grade. Even if you do well on the first paper, do not become satisfied with your work: look to improve as assignments increase in difficulty and complexity. Learn to draft, review, revise, and edit as a normal part of professional writing: the type of writing your future employers expect. Do not recite reasons why you must get a certain grade; I know what it is like to be a student (I still take classes). I evaluate your work and not your worth (great people struggle with writing). You are not entitled to a grade because your financial aid depends upon it, you are graduating, you had a lot going on in your life this quarter, or you have never gotten less than an “A” or “B” grade.

To be fair to everyone, I grade with no partiality. I am not hired to toss out A or B grades like Mardi gras beads. The time to be concerned about your final grade begins on the first day of class. Technical difficulties Technical difficulties are not acceptable excuses for not having your work. Be professional: save and back up your work (have at least two, synced copies) often to the cloud, an external hard drive, or a flash drive. This is a course requirement.

“You might not write well every day, but you can always edit a bad page. You can’t edit a blank page.”– Jodi Picoult


Academic Honesty Being a student of a higher standard, I pledge to embody the principles of academic integrity (Section Two of the Louisiana Tech Academic Honor Code). Plagiarism Zero Tolerance The University has a zero-tolerance policy for plagiarism. View college as if you were employed by a professional company. As an employee, you are ethically bound to work with professionalism and integrity. The first occurrence of plagiarism is a grade of zero on that assignment. The second occurrence is an F for the course and a referral to the Office of Student Life. Plagiarism Statements You must complete, sign, and turn in the Plagiarism Statement for the current quarter found in the current TECHnical Writing Course Manual by the deadline stated in the Course Schedule. It cannot be a photocopy. The English Department will place a hold on your Tech Account until the Statement is submitted. Online students, if you cannot drop off the statement to my office (GTMH 274), you need to send it by certified mail or delivery confirmation to the address below.

Louisiana Tech University Dept. of English Attention: David M. Merchant GTMH 236 (PO Box 3162), Railroad Ave Ruston, LA 71272-0001

Other Dishonesty Dishonesty or attempts at dishonesty by false or misleading information when documenting an emergency absence is a violation of the University Academic Honor Code (Section Three) which will result in a referral to the Office of Student Life. Moodle and Turnitin.com Check Moodle, including the News Forum, regularly for class updates. Tech uses Turnitin.com to check student papers. Instructions are on the class Moodle page. Writing Help Tech’s Writing Center (Wyly Tower Room 325) is an excellent resource for writers. Do not wait as appointment slots can quickly fill up. You can call 257-4477 to schedule an appointment or to ask a quick grammar question during business hours. Online classes can communicate via Skype. For more information, including hours of operation, visit <www.latech.edu/barc/ writing-center/>. ESL (English as Second Language) Writers Western style requires directness, a preference for active voice, and a stricter definition of plagiarism—please make sure you understand the Western attitude toward plagiarism. I


recommend ESL writers regularly use the Writing Center and the Purdue Online Writing Lab’s (OWL) ESL Instructors and Students page at <owl.english.purdue.edu/owl/resource/678/01/>. Office Hours My office hours are posted on Moodle. Special Accommodations If you need accommodations due to disability or other need, contact Testing and Disability Services (318 Wyly Tower) at 318-257-4221 or visit </www.latech.edu/ods/>. Technology Use Policy (GTMH 209) Be professional: use the computers with care and only for class work. Multitasking is a myth: while you feel productive, you are 40% less productive; multitasking is especially bad when your brain is trying to store new information. Thus, put entertainment devices away when in class. Exception: you can listen to music via earphones during workshops. If you have an emergency that requires you to check your phone, set the phone to vibrate. Take notes on your computer, but the physical act of writing by hand creates a strong cognitive link to the information you are trying to learn. Also, because writing is slower, it increases the time for retention to take place. Think about rewriting key information by hand after class. Email/Moodle Messaging Policy Tech email is slow and sometimes sends student email to spam. Gmail works better. While I do not check my email often, I am often on Moodle so you may want to contact me via Moodle. To Post Questions About the Course Use the Course Questions Forum on Moodle to post questions related to the course. Please feel free to answer a classmate’s question should you know the answer. Remember, often a question you have, others in the class also have. To Send Messages Only to Me Use my Moodle user profile to send a message; instructions are on Moodle. My email addresses are at the top of the syllabus (you can use either or both). If you send email, use business etiquette: tell me who you are, what class you are in (including section as I have multiple sections), and a helpful subject line. Good technical communication includes good email communication. To encourage good email communication, if I receive an email that does not follow business etiquette, I will respond only with a request that you resend it—I will be happy to reply once I have received your email with all the necessary information. I try to respond within 24 hours during the school week. I do not check email or Moodle after 5 p.m. on weekdays, or on Saturdays (my social media Sabbath) or holidays.


Do Not Send the Following Kinds of Messages

• Messages that ask what will be/was discussed in class when you are absent. The course schedule has the due dates and what material will be covered.

• Messages that ask me to look at an entire assignment. I will not read the entire draft of your work. That defeats one of the goals of this class. Have specific questions in mind.

• Messages that ask me to submit your assignment for you because of computer problems. Be professional and do not wait until the last minute to submit your assignment.

• Messages that ask for an extension of the due date. See the “Late Work” section above. • Messages that ask my progress in grading an assignment. During regular quarters, the

turnover rate is a full week. During summer quarters, the turnover rate is three to five days. • Messages that ask me to regrade because you are disappointed with your grade. I am

disappointed too. See “Final Notes on Grading” above. • Messages asking for a particular final grade or rounding of your final grade average.

See the “Final Notes on Grading” section above.

Figure 1. “It's in the syllabus” Source: Cham, Jorge. “Piled Higher and Deeper.” Comic strip. 10 May 2013.

www.phdcomics.com/comics/archive_print.php?comicid=1583

Emergency Contingency Plan If we are not able to meet as a class, we will continue with this course through our Moodle website. Please check Moodle regularly. You are encouraged to enroll and update your contact information in the Emergency Notification System at <www.latech.edu/administration/ens.shtml>. Course Schedule The Course Schedule is on Moodle. Any changes will be posted in the News Forum, so check it regularly. You are responsible for keeping up with any changes to the schedule.


Study Contract This syllabus is a contract between you (as the student) and me (as the instructor) where you agree to follow the syllabus guidelines and to follow the Louisiana Tech University Honor Code.

Figure 2. “I Don’t Need to Study!”

Source: Bill Watterson. “Calvin and Hobbes.” Comic Strip. GoComics. 8 Oct. 1993. www.gocomics.com/calvinandhobbes/2013/10/08

The Trends of Student Behavior: “Coulda-Woulda-Shoulda” Scenarios There is an unfortunate trend of student behavior: self-sabotage. My experience has shown that such situations are easily avoidable. You can imagine the number of times I have heard things like: “My computer crashed on me,” “I’ve had a lot going on this quarter,” or “A [sibling, roommate, friend] borrowed my laptop with my assignment on it.” Let us be frank. Tech has computer labs for use. The Bulldog Achievement Resource Center (BARC3) is available for help with time management and study skills. The Counseling Center4 is available for emotional or psychological health and for responsible decision-making. Things happen, but as adults, we have responsibilities. You should become a prudent planner, anticipating the unexpected and preparing for the worst, should it occur, to meet deadlines. When you are on the job, your boss will not readily accept such excuses for not getting your work done. This section of the syllabus will show how to handle certain self-sabotage situations should they arise with you. NOTE: The names used are fictitious, but the situations actually occurred. Part 1: What You Could Have Done (Coulda) Things can always be done, aside from plagiarism, cheating, and lying, to improve your performance in this course. Below is a scenario that will illustrate this idea: Mikhail, after receiving feedback on two assignments, was displeased with his grades. Before the course began, he knew he had a poor command of grammar and in using MLA style. Furthermore, he did not understand the assignments nor communicated that fact to his instructor. Once the course ended, it became obvious that he was not going to pass the class, so he elected to argue that 3 www.latech.edu/barc/ 4 www.latech.edu/students/counseling/


his attempts at completing the assignments and finishing out the course warranted a passing grade. He asserted that his instructor should “give” him a passing grade for his efforts. What Mikhail Could Have Done. In this syllabus, the Writing Center is clearly identified as a resource that students can take advantage of—to learn how to improve writing ability. Also, since the course instructor has detailed knowledge in writing techniques and MLA documentation style, Mikhail could have consulted his instructor for help. What Happened and Will Happen if You Act as Mikhail Did. Louisiana Tech faculty members have an ethical responsibility to grade student work based on the execution of the assignments and not the effort behind it. Thus, student work is not graded based on effort, merit, or favor. Mikhail’s work was graded based on how well and to what degree the assignment conformed to his instructor’s instruction. It was his responsibility to generate a final draft of the assignment that conformed as closely as possible to what his instructor required, and he could have made use of the resources available to him that would have made it possible for him to do so. Part 2: What You Would Have Done, Did Not Do, but Now Wish You Had (Woulda) “I would’ve done it, but I didn’t feel it was necessary nor had the time to.” Such a remark is a joke for a class like this one because students should recognize that the final word on an issue comes from the instructor and not the student. Below is a scenario that illustrates this idea. Crystal, who was working while attending school, missed class often. When class began, she informed her instructor of how demanding her job was and how it could negatively impact her performance in the course. She was advised that ENGL 303 is a time-consuming course requiring a lot of work. It was recommended that she consider dropping the class if a balance between her employment and coursework could not be established. Instead, she chose to stay in the class. Unfortunately, that balance was never achieved. Rather than getting a head start with assignments to give herself time to do her classwork effectively, she always waited until the last minute, and since she had missed lectures for those assignments, she would often find herself lost. What Crystal Needed to Have Done. The syllabus thoroughly explains how time-consuming and tedious a course like this one is. We always tell students to start early on the assignment once we begin lecturing on it. Do not procrastinate. Balance schoolwork, personal life, and employment in a logical and responsible manner, making smart concessions and sacrifices where appropriate. What Happened and Will Happen If You Act as Crystal Did. Crystal had options that could have been explored would she have just taken advantage of them. Crystal’s boss offered her more time for school by temporarily forfeiting a shift or two each week. She did not take this deal. Second, she had an advantage many working students rarely have: she always had the weekends off. She did not make good use of them. It may be true that maybe she needed the job to pay for expenses like rent, so losing shifts was not an option. But Crystal’s situation was of her making and was neither the instructor’s nor the University’s responsibility. She chose to concede to her job, personal life, and other courses while letting her school work for ENGL 303 falter. She confessed these truths to her instructor and wanted her instructor to make concessions for her by letting her turn in the assignments late. This request was not granted. A deadline will only be changed if it is deemed it is in the best interest of the entire class. It is your responsibility to come


up with a time management system that will allow you to finish your work on time. This course is as important as any other course. Technical writing instructors do recognize that this course is not the only one you are taking, which is why you are told on day one what this class is, what you will have to do, and when you need to do it. Part 3: What You Should Have Done, Did Not Do, but Now Wish You Had (Shoulda) To pass your courses, you need to thoroughly review the assigned readings, study the lecture notes, pass the quizzes and tests, and complete the assignments. However, sometimes a student challenges this wisdom, but it does not work. Below is a scenario that will illustrate this idea: Ben, a graduating senior who had secured a job post-graduation, had been performing decently in the class. All that remained to be completed was the technical report. On day one, it was made clear that the technical report weighs heavily in the final grade, and to fail it in would be disastrous. Unfortunately, Ben had been infected with “senioritis” and felt that since he was nearing graduation he did not need to put in the necessary work. When the report assignment came due, he turned it in, but he did not do what was required. Large bits of information were missing, formatting was atrocious, and research support was lacking. Thus, his final grade was an F, jeopardizing his graduation. What Ben Should Have Done. This syllabus thoroughly explains how time-consuming and tedious this course is, including how ENGL 303 is not graded with any particular leniency for graduating seniors. Being so close, Ben should have “stayed the course,” continuing to do the same, if not better, level of work as he had done before the report assignment. With cockiness, he falsely believed that his exit was assured when other hurdles were left to be crossed. Such thoughts are irresponsible thinking. Assume nothing and finish what you start appropriately. What Happened and Will Happen If You Act as Ben Did. Realizing that he would not graduate on time, jeopardizing his job, Ben wanted his instructor to make concessions for him by being a good sport and giving him a passing grade. As it states in this syllabus, this class is not graded with any leniency for graduating seniors, there are no bonus points, and grades are not rounded up beyond the singles digit. You earn what you earn; grades are not negotiable. If concessions are made for one, they must be made for all, and that is not going to happen. Final Comments Do not let these scenarios make you think I am unsympathetic and have no desire to help. To the contrary, I am very happy to help my students when they need it. However, I am not going to do something that will call into question my job performance, or erode my ethical integrity, or the integrity of the class. What these scenarios should help you to realize is that you are the “captains of your destinies,” and the choices you make, situations you create, and the positive or negative consequences that arise because of them are in your hands to control and are ultimately your responsibility. Do not call on me to curve those consequences.

ENGL 303: Technical Writing Course Syllabus 303: Technical Writing Course Syllabus—3 Incompletes....

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