English 202 Technical Writing (CRN 1166) Bill Nagle
OVERVIEW
Contents (hyperlinked for easy navigation) :If you are considering this course . . .
Contact information
Text and online companion
Course description
Course objectives
Role of the text
Role of the instructor
Role of the student
About assignments
Grading
Penalties
About due dates
Policy on plagiarism
Policies on attendance and comportment
Policy on disability
If you are considering this course . . .
The following is meant to help you make an informed choice about whether or not to take an online course. If you have questions I don't address here, you can reach me at billnagle@yahoo.com
- Everything online happens in print, so you need good reading and writing skills. You must be able to comprehend and follow through on written information and instructions.
- Although you're not obliged to be in a classroom twice a week, you are obliged to submit work regularly, so you need good time management skills and the ability to work independently.
you need regular access to your own computer (i.e., logging on once a week
- In terms of computing,
from a library or computer lab won't work),you should be familiar with emailing (including email attachments) and the
online (Internet) environment,you should be able to type well enough so that typing itself isn't a hindrance
to your performance, andyou should be familiar with basic word processing maneuvers such as
copying and pasting.
- You need to be able to learn effectively without the physical presence of a teacher (and other students).
Top
- An online course involves somewhat more work than a classroom course; it also involves a different, although potentially more stimulating and productive, way of learning.
Contact information
If you have not yet registered, you can reach me at billnagle@yahoo.com.
If you have registered and the website is not yet open, you can reach me at billnagle@yahoo.com. Bear in mind that I may not check in quite as often before the course is in session.
After the website is open, please use it for all communication (including assignments) about the course. If for some reason the website is down, you can reach me at the yahoo.com address above.
- The required text, Pfeiffer, Technical Communication, 6e, can be purchased in the college bookstore in Founders Hall (860-346-3390) or ordered online at
http://www.bkstr.com/webapp/wcs/stores/servlet/StoreCatalogDisplay?storeId=10724&langId=-1&catalogId=1000
The course name and number and the CRN are listed at the top of this page.
- Once you have purchased your text, you can access the companion website at
http://wps.prenhall.com/chet_pfeiffer_techwit_6
Top
"Occupational writing" might be a better title for this course, because its scope is broader than the word "technical" might lead you to believe. It prepares you to write effectively in the workplace, whether that is in business, information systems, accounting, graphic arts, environmental science, etc. I won't teach any substance in those disciplines, but I will teach writing skills that apply to all. Especially later in the semester, I'd like to mold the assignments toward your area of expertise. If you're a science major, you may end up practicing certain skills in lab reports, while information systems majors practice the same skills in flowcharts, business majors in analyses of commercial activity, etc., etc. In that regard, I'll rely on you to determine what is of interest or value for you to write about.
- As you might expect in a writing course, there'll be an emphasis on readability and correctness.
- We’ll also pay attention to audience analysis, document design, and research documentation (since technical writing often makes use of source material).
- However, what most distinguishes technical writing from typical academic writing is a higher degree of organization (the kind you might associate with outlining) and conciseness. The sentences tend to be shorter and more to the point than in typical academic writing. It might be described as "crisp" writing — definitely not ornate or flowery.
You arrive in the course with your own package of writing skills, and you will progress at least somewhat differently from everyone else, so I will individualize my instruction as much as I can. But, as silly as it may sound, I can't do any teaching unless you let me. Especially online, teaching in a writing course is done by helping you improve your drafts so that the final copy is as good as it can be. That means I'll need to see your writing while it’s messy — and lots of people are resistant to that. Still, that is how I can best give you what I have to offer. I hope you'll be smart enough to take me up on it.
- Technical writing also often relies on graphics (headings, indentation, bolding, etc.) and pictorials (charts, lists, tables).
The goals of the course, as adopted by the English faculty, are to
Top
- learn to compose a variety of technical communications
- learn to complete legitimate workplace projects created by faculty in the supporting disciplines
- learn to focus on users’ needs in generating technical information
- learn to design effective graphics
- learn to recognize ethical issues in the workplace
- learn various ways of delivering technical information by reading professionally written examples
- learn to place ideas in effective sequences
- learn to create clear, helpful connections between sentences and paragraphs
- learn to use correct grammar, sentence structure, punctuation and spelling
- learn to use correct forms of documentation as needed
- learn to compose in a variety of standard formats: memos, standard letters, résumés, proposals, abstracts, progress reports, etc.
- learn to write in a concise manner emphasizing order and logic
- learn to use appropriate vocabulary to insure clarity
- learn to produce professionally acceptable writing through revision
- learn to manipulate form and information on a computer
The text will serve as a resource; you will determine individually how much you need to use it. The homework will be coordinated with particular chapters, but only in a general way, so you'll have to decide how much or how little you need to read in order to complete the assignments successfully. You may be able to get by in some cases by quickly reviewing the material; in other cases, you may need to do some serious studying.
If you're curious about what technical writing (as opposed to normal academic writing) looks like, the pages in the textbook with dark green edges contain all sorts of examples. Leafing through those might be very helpful to you.
I will not test on whether you have read or studied appropriately. If you're diligent, it will be apparent in your written performance. If not, that will also show up.
My role will not be to "teach" in the customary way. I will be there as a resource to review your work and also to discuss problems and issues. If I am to be of use to you in getting good marks here, it will mostly depend on your letting me review your work and make suggestions and corrections before you submit it for a final grade.
Your role, obviously, will be to complete the assignments. But I don't want you to do that in a vacuum. You shouldn't confuse the independence of online learning with "solo flying." It may be a new and perhaps uncomfortable experience for you to engage a teacher in direct discussion about your writing, but that's how you'll get the greatest value out of the online format.
You'll have to trust that discussing issues or asking for help is not a sign of weakness or a danger to your grade: on the contrary, it's about the most intelligent thing you can do. I'll continually prompt you to ask questions because there's really no other way online for me to determine that you need or would like help. If you do ask, I think you'll discover that the online learning/teaching experience is more productive than that of the standard classroom.
The assignments, although they will at times be similar to exercises found in the text, are my own and are set out in full for you at Homepage > Assignments. That is where you need to go to understand what is being asked of you — and then to follow up with me if you still don't understand. Every semester, without fail, students get themselves into trouble by not reading the assignments thoroughly and attentively. Hint!
Since I want your writing to be as meaningful to you as possible, if you have something in mind that seems to parallel an assignment I've made and might work better for you, let me know. This does not mean that you can go ahead with something different without first clearing with me: I may not accept what you suggest.
I've made a Discussion folder for each assignment so we can talk about questions, confusions or issues you have. Many people have the same or similar questions, so this way I avoid repetitive answering; also, many people simply won't ask on their own, so it helps if someone else asks and they can read the response; finally, it's a good way to build a bit of "community" in this experience. Of course, if your question or comment is more private or personal or individual, then you should email me directly.
My approach to grading will be much the same as is typical in any composition course. When errors don’t intrude on my reading, the grade will be A or B. I will give B when there is a tight focus, clear expression, an orderly arrangement of evidence, and good grammar and punctuation. It will be solid. But it may not be as thorough or deep or sharp or smooth as it might be; it may not be quite ambitious enough to be really impressive. I will give A when all of the above elements are in place and the presentation, the attention to detail, and the expression are all at a high level. It will be something nearly anyone would admire. I am accustomed to giving my fair share of A’s, but you must earn them.
When errors or shortcomings interfere with my reading or make it difficult to concentrate on the point of the writing (in other words, when mistakes are what I notice most), the grade will be lower. If the errors are scattered and they don’t cripple the impact of the document, the grade will be C. But if there is a significant shortcoming (a lack of framework to hold things together, generally disorganized thinking, unclear wording, ineffective formatting) or if there are more than a handful of errors in basic grammar or sentence structure, the grade will be D or F. The reason you took English 101 was so that those kinds of problems would not occur here — and I expect that they won’t.
I equate letter and number grades according to the following pattern. This applies to general writing assignments where I haven't listed any other grading scheme.
For assignments, B+ is 88 (for the semester grade, an average of 88-89 = B+).
Top
For assignments, B is 85 (for the semester grade, an average of 82-87 = B ).
For assignments, B- is 82 (for the semester grade, an average of 80-81 = B–).
For assignments, B/C is 80 (this “borderline” grade is not available for the semester).See the following two sections for important penalty information concerning due dates and plagiarism. Otherwise, penalties enter the picture in two ways.
- If you do not submit a proposal for any of the final three reports, I will not accept the report.
- For each of the last three reports, if you do not submit a rough draft within a reasonable time to allow me to review and you to revise, there is a penalty of 10 points.
Many people choose an online course because it allows them more freedom to manage their time. But we still need to proceed in an orderly way, so there are due dates to meet. My experience is that a lot of students do their work on weekends, so I've set most of the due dates on Mondays. I should also say that I make myself available to go over drafts on weekends. That doesn't mean, however, that I sit around waiting for them all to pour in on Sunday evening. So, please!
In special circumstances (illness, family emergencies, sudden computer troubles, etc.), I will of course be flexible about due dates. Just let me know promptly so we can make an appropriate arrangement.
Otherwise, falling just one or two days behind will eat into the time available for the next assignment, and thus will likely have a negative impact on that and others that follow. Domino theory. So although I can be flexible in the right circumstances,
- if you're late for an assignment without having an extension from me beforehand, your grade for the assignment will be reduced three points a day. I will meet you this far: I will accept an assignment without penalty if it's in my inbox when I log in the morning after the actual due date.
If you're eager to move along, you have all the assignments for the semester in front of you, so you can certainly go faster than the schedule indicates. My only suggestion is that you not go so fast that you don't have an appropriate amount of time for drafts and revisions.
- If you haven't cleared with me and your assignment is more than a week late, I won't accept it, and it will be graded as a zero.
Top
According to the Board of Trustees, “. . . we expect the highest standards of academic honesty. Academic dishonesty is prohibited in accordance with the Board of Trustees’ Proscribed Conduct Policy in Section 5.2.1 of the Board of Trustees’ Policy Manual. This policy prohibits cheating on examinations, unauthorized collaboration on assignments, unauthorized access to examinations or course materials, plagiarism, and other proscribed activities. Plagiarism is defined as the use of another’s idea(s) or phrase(s) and representing that/those idea(s) as your own, either intentionally or unintentionally.”
And here's my two cents. The academic world rests on the exchange of information, but that needs to happen within an ethical framework. I need to know that what I am reading is either yours or is adequately acknowledged as someone else's. Any fraud or deception — where you make it seem (or allow it to seem) like someone else’s writing or information or thinking is yours — is a very serious matter and will result in severe punishment. So,
- do not copy material (even as little as a distinctive word or phrase) without using quotation marks and formally acknowledging the original source, and
At this point in your education, ignorance of these rules can no longer be an excuse for plagiarism. The content and integrity of all work you submit is your responsibility. If you’re unsure about something, I am willing to help you do it correctly, but ultimately the obligation is yours.
- do not paraphrase or summarize without formally acknowledging the source.
- If I discover “low level” plagiarism, I will assign a zero for the assignment — even if the plagiarism occurs in a draft (you're still asking me to accept and deal with something that isn't yours).
Top
- If the plagiarism is significant, I will assign an F for the course.
Policies on "attendance" and comportment
- Attendance: An unfortunate problem in distance learning is "disappearance." It's important to check in regularly, to stay in touch, and to submit work on time. This obviously includes getting assignments to me by the due dates, but also extends to things such as checking back after you've submitted something. I rarely forget to acknowledge receipt, so if you don't hear back from me, something has probably gone wrong. Another common problem is forgetting to attach, so if you don't check back, days may go past without my having the file to work on. . . . As far as my habits are concerned, you can expect me to check in at least two or three times a day — certainly first thing in the morning and late at night. I do most of my work in the morning, when I'm at my best. Turnaround time is usually anywhere from the same day to two or three days, depending on the workload and what's going on in my life.
Top
- Comportment: I've had very little difficulty with unacceptable behavior in distance learning classes, but there is always a risk that someone will perceive the online and email environments as "anonymous" and thus feel free to say something unpleasant. There's nothing wrong with having strong opinions or stylistic flair, but there's no place here (any more than in a normal classroom) for rudeness, belligerence, or any behavior that might intimidate someone — including me. So I expect everyone to be civil and mannerly in all communications, and I reserve the right to lower the grade (severely, if necessary) for unacceptable behavior.
According to college policy, “students with physical or learning disabilities who may require accommodations are encouraged to contact the Counseling Office. After disclosing the nature of the disability, students are urged to discuss their needs with individual instructors. This should be done at the beginning of each semester. Instructors, in conjunction with appropriate college officials, will provide assistance and/or accommodations only to those students who have completed this process.”