English 308: Technical Writing

Spring 2014
Kristin Winet

Course Description
English 308 offers junior- and senior-level students the opportunity to
develop their use of the rhetorical strategies and communications
technologies appropriate to technical writing situations. Students will
plan, create, and user-test a range of individual and collaborative
projects including, but not limited to, technical documentation,
proposals, reports, job materials, and other technical genres. Project
management, documentation plans, style guides, and usability
testing are just some of the topics studied in English 308. Through
client-based projects, simulations, and/or case studies, students will
analyze and reflect upon the role of communication practices in a
range of technical settings. Students can expect to engage in reading
discussions, daily assignments, on- and off-campus research,
technology use, and oral reports. Prerequisite: Completion of first-
year composition or its equivalent.

Course Objectives
The approach of this course is a decidedly rhetorical one. That is, in
each course project, you will consider the purposes, audiences, and
your role(s) as writers. The course emphasizes the changing technical
writing environment and its role(s) within the workplace.

From the variety of majors represented in this course to the inclusion
of more electronic media in workplace environments, technical
writing as a category is marked by diversity. Keeping in mind this
diversity, in our course you will learn to:
Apply rhetorical concepts and principles that focus on
audience, purpose, and context; document design; organization and
structure; and tone and style.
Produce effective documents that use format and layout to
enhance readability; apply software mechanics effectively; and
develop strategies for revising, editing, and proofreading.
Collaborate as a means of sharing information and ideas,
solving problems, and working in group-style environments similar to
those in your chosen professions.
Exhibit professionalism at all times by using careful, effective
communication and presentation skills.
Translate technical information in ways that are appropriate
and interesting within a rhetorical context.

Note: A fundamental assumption of this course is that an increasing amount of
workplace communication will take place onlinenot merely as documents word
processed and printed, but in email, remote discussions, and other forms. Much of your
work in this course will rely on email, listserv, the internet, and other electronic media.
Most of your course materials (syllabus, schedule, project guides) will be available
through D2L.

Instructor Information
Instructor: Kristin Winet (ne Mock)
Office: UITS #236, Office H2
Office Hours: Wednesdays 12-1 p.m.
Phone: 626-5325
Email: kkm@email.arizona.edu

Course Information
English 308, Technical Writing
Location: Modern Languages 513
Time: Saturdays, 9:00 a.m. - 11:30 a.m.
Web: http://www.D2L.arizona.edu

Required Texts
Markel, Mike. Technical
Communication. 9
th
ed. Bedford/St.
Martins, 2010. Print.
Articles & links posted on D2L

Required Materials
$15-20 for printing and producing
documents (Fast Copy)
Storage space (USB)
UA Net ID
Computer access with a printer,
internet access, Adobe Reader, and
MS Office


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English 308 Class Policies & Information

Assignments:
Pre-Unit 1: Introductory Email & Personal Infographic (individual) 5%
Unit 1: Quick Reference Card Project (individual or collaborative) 15%
Unit 2: Redesign Project (collaborative) 40%
Unit 3: Formal Report (individual) 20%
Unit 4: Reflection Project (individual) 10%
Weekly Reading Responses & in-class Quizzes (individual) 5%
Professionalism: Emails, Participation 5%

Because genres will vary widely across projects, formatting guidelines will be given for each of the major
assignments.
Grading:
Grades will consider the following aspects of writing, in the context of a particular assignment:
purpose, audience, content, expression, organization, development of ideas, document design,
mechanics, and maturity of thought. You must complete all of the projects and their components to
pass the course. Further, I will not accept a paper for a grade without first seeing a draft.
Rounding: Grades that calculate out to .5 or above may be raised to the next point if the
student has shown initiative and professionalism in class. Otherwise, please do not ask for
me to round your grade.
Appeals: I will not accept emails about your grades. If you would like to discuss your grade
with me, please send me a detailed e-memo describing your situation and ask to schedule a
meeting either during my office hours or at another convenient time.

Attendance & Tardy Policy:
After the first week (a student will be dropped if he/she misses the first week), attendance is
managed as follows:
You may miss one class. After that, each absence will reduce your final course grade by 5%.
If you miss more than 30 minutes of class time (either arriving late or leaving early), you will
be counted absent for that day.
If you come in after I have taken attendance, you must come and personally tell me after
class that you were tardy. Otherwise, you will be marked as absent.
If you are consistently tardy, you will lose points under the Emails, Professionalism, and
Participation grade.

Professional Quality of Work:
You are expected to produce high-quality professional documents that are appropriate for specific
business situations. As stated in the requirements for writing outlined in the course policies
statement, your documents should have appropriate margins, spacing, and formatting for the type
of document you are turning in. Because genres vary widely across projects, formatting guidelines
will be given for each of the major assignments. Additionally, your assignments should be printed at
least in a minimum standard of 300 dpi. Laser printing is recommended. Finally, there should be no
obvious last-minute changes to the work (i.e., use of white-out or hand-written information). All e-
mails should be professional in tone and proofread carefully; they should also utilize standard
punctuation, capitalization, and spelling.
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Collaborative Work:
Collaborative work is a major element of this course. In fact, many projects will require you to act as
either co-developer and/or co-author. You and your team members are responsible for updating one
another and me about assignment progress. In addition, you are responsible for negotiating all
aspects of your work, including planning, drafting, revising, file managing, and scheduling of tasks.

You will also evaluate your own and your peers participation in collaborative projects, and thus, you
should maintain detailed daily notes and records about your work. I will use these evaluations in my
determination of individual grades for collaborative projects. In general, all members of a team
receive the same grade. There are instances, however, where one or team members are otherwise
unprofessional and/or unproductive. Should these cases occur, I reserve the right to lower grades for
poor performance.

Professional Decorum:
Think of this class like a jobjust as in the workplace, it is extremely important that we maintain a
high level of respect for each other while collaborating on projects, reviewing each others work, and
discussing assignments.

In addition, you are not to use your cell phoneat any timeduring class. This means no calls, no
text messages. Please turn off or silence your phone before each class. If there is an emergency and
you need to take a call, please step outside and politely make your call. If you are using your phone in
class, you will be asked to leave and you will receive an absence for the day.

Technology Responsibilities:
Because the exchange of information and materials in this class will be largely electronic, familiarity
with certain technologies is crucial for participation and success in the course. You must:
Know how to up drafts of all files (hard drive or in the cloud)
Know how to send and receive email and upload attachments, use Microsoft Office, and
upload files to D2L
Learn basic applications of Publisher, Adobe Illustrator, and/or web programs
Create a website mock-up using either Dreamweaver or an online program such as Wix,
Wordpress, or Yola.

Computer Etiquette:
This class meets in a computer classroom, which means you will often have the advantage of
working on assignments in class. However, this does not mean that you have free reign to check your
email, post on Facebook, or shop onlineas in the workplace, you will receive consequences for
this. If I find myself having to compete with a computer screen for your attention, you will be asked
to leave and you will receive an absence for the day.

Additionally, assignments must be printed and ready to turn in before class starts. Please do not
print assignments during class time.



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Advanced (300-level) Writing Course Information & Policies
University of Arizona Writing Program

Academic Dishonesty and Plagiarism
All University of Arizona (UA) students are responsible for upholding the Code of Academic Integrity,
available through the office of the Dean of Students and online at
http://deanofstudents.arizona.edu/codeofacademicintegrity.

You must do your own writing for all the assignments in this class and have a full understanding of all
terms and concepts you have used. If your instructor questions whether the work you have
submitted is your own, he or she may test you on its content.

Submitting an item of academic work that has previously been submitted without fair citation of the
original work or authorization by the faculty member supervising the work is prohibited by the Code
of Academic Integrity.

Attendance
Attendance is mandatory. Missing one or more days in the first week of classes will mean you are
dropped, and missing after the first week may lead to an administrative drop, grade penalty, or
even a failing grade in the course. Writing courses are workshop classes that include in-class writing,
peer group work, and conferences. Therefore, students should not be late and should not miss class.
Any class work missed as a result of tardiness or absence is the students responsibility to make up, if
the instructor allows make-up work.

First-week Attendance Policy
In accordance with the university's policy for high-demand classes, the Writing Program drops
students for non-attendance as follows:

During the first week of the semester, a student who missed even one (1) day of a 1-or 2-day a week
class will be dropped for non-attendance.

During the first week of the semester, a student who missed any two (2) days of a 3-day a week class
will be dropped for non-attendance.

2-week and beyond Attendance Policy
Students enrolled in a traditional sixteen week semester cannot miss more than a week of classes
without penalty. For example, if your class meets one day a week, you may miss only one class
meeting, two days a week, only two, and three days a week, only three. For each class meeting
missed thereafter, your final course grade will be reduced by 5%.

Students who exceed the allowed number of absences during the first eight weeks of a semester
may be dropped with a W. Students may fail during the second half of the semester for excessive
absences.

All holidays or special events observed by organized religions will be honored for those students who
show affiliation with that particular religion. Note that a deans note justifies absences for UA
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functions but must be presented to your instructor. Doctors appointments, job interviews, and
other important appointments do not count as excused absences. If you have a legitimate conflict or
an extreme emergency, discuss the situation with your instructor.

NOTE: Being dropped from your English class may mean you are below the minimum number of
units, thus violating financial aid/scholarship OR international student status. International
students should consult with the International Student Services Office before dropping below full
time.

Class Conduct
All UA students are responsible for upholding the Student Code of Conduct, which can be read online
at http://deanofstudents.arizona.edu/studentcodeofconduct.

From the Code of Conduct of Student Behavior, this includes the following:
Interfering with or disrupting university or university-sponsored activities, including but not limited
to classroom-related activities, studying, teaching, research, intellectual or creative endeavor,
administration, service or the provision of communication, computing or emergency services.

This means no electronic devices in an ON position in class without your instructors permission.

Class Etiquette
Cell phone and other electronic devices may not be used in class, unless your instructor allows you to
take notes with such equipment. Food and drink are not permitted in most classrooms. Please plan
on staying in class for the whole class period unless it is urgent for you to leave or you have made
arrangements with your instructor ahead of time.

Conferences
Writing program instructors may cancel a class session to host individual or small group conferences.
Students should come to conferences prepared to discuss their work. If your class has been
cancelled to hold student-teacher conferences and you miss your assigned conference time, it may
be counted as an absence by your instructor.

Course Content
If any of the course materials, subject matter, or requirements in this course are offensive to you,
speak to your instructor. Further, some advanced composition courses require service-learning as
part of the curriculum, and thus, you may have responsibilities to work with a university or
community partner to fulfill requirements in the course. If the content or requirements cannot be
met, the resolution may be to drop the course promptly.

Email submissions are unacceptable unless prior arrangements have been made between you and
your instructor. You should never assume that emailing your paper as an attachment means you
have met a class deadline.

Grades
Students cannot receive a passing grade in advanced composition courses unless they have
submitted all drafts and final versions for all major assignments as well as the final required in the
course. Incompletes are awarded 1) in case of extreme emergency; 2) if, only if, 70% of the course
work has been completed at the semesters end; and 3) the instructor has the approval of the
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Director of the Writing Program.

More on Grades & Credit
An E is assigned to an essay that has been completed but falls short of acceptable college-
level work.
A zero is recorded for work not handed in at all.
Failure to hand in a major assignment automatically results in a failing grade for the course.
You are required to keep electronic copies of all of your work to resubmit in case an
assignment is misplaced and hard copies of graded work if you elect to file a grade appeal at
semesters end.
Instructors will not evaluate an essay or assign credit for it without first seeing the required
drafts.

Late Work
Late work will not be accepted without penalty unless students make arrangements for an extension
before the due date. Major assignments that are turned in late will incur a 5% penalty per 24-hour
period.

Library Research
All students are required to conduct and document their research. For more on research, see also the
Main Library web page.

Students with Disabilities Accessibility and Accommodations
It is the UAs goal that learning experiences be as accessible as possible. If you anticipate or
experience physical or academic barriers based on disability, please let me know immediately so that
we can discuss options. You are also welcome to contact Disability Resources (520-621-3268) to
establish reasonable accommodations. Please be aware that the accessible table and chairs in this
room should remain available for students who find that standard classroom seating is not usable.

Submitting your Work
In-class and out-of-class writing will be assigned throughout the course. Students not in class
when writing is assigned are still responsible for completion of the assignment when due.
It is your responsibility to submit your work by the published assignment deadline.
It is your responsibility to submit the correct version of your assignment.
Students are required to keep copies of all drafts and major assignments until after the end
of the semester.
Drafts must be turned in with all essays. Drafts should show significant changes in purpose,
audience, organization, or evidence.
Final copies should be typed and follow the appropriate style guidelines for the assignment
(MLA, APA, or other citation style) or as determined by your instructor.

Syllabus
Each instructor will distribute a course syllabus during the first week of class. Instructors will review
the course syllabus and policies with students. Students should talk with the instructor if they
anticipate a need for alternative assignments or readings.

Textbooks
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Advanced composition instructors select their own required textbooks, and each section of
advanced writing courses may have different required or suggested materials. Please be certain you
know which texts are required for your sections.

Writing Support
The Writing Center is a free resource for UA undergraduate and graduate students as well as faculty
and staff. At the Writing Center, a trained peer tutor will work individually with you on your writing,
at any point in the process from brainstorming to editing. Appointments are recommended but not
required. For more information or to make an appointment, call 626-0530 or visit
http://thinktank.arizona.edu/.

The Writing Skills Improvement Program (WSIP) offers free professional writing assistance to
students in any course or discipline. WSIP also offers three series of free Weekly Writing Workshops
for which no prior registration is necessary. For more information, call 621-5849, visit their office at
1201 E. Helen Street, or their website at http://wsip.web.arizona.edu.

Information contained in the course syllabus, other than the grade and absence policies, may be
subject to change with reasonable advance notice, as deemed appropriate by the instructor.



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English 308: Technical Writing
Spring 2014
Daily Class Schedule

Week One: Pre-Unit 1
S 1/18/2014
In Class:
Class Introductions
Review course syllabus, policies, and D2L
Introduce the field of technical writing
Write and send Introductory Email to me at kkm@email.arizona.edu
Begin Personal Infographic
For Homework:
Ch.1: Introduction to Technical Communication, pg.2-18
Ch.5: Analyzing Your Audience and Purpose, pg.80-90 and Writers Checklist pg.107
Ch.20: Writing Definitions, Descriptions, and Instructions, pg.558-574 (instructions)
Write and post Weekly Reading Summary to D2L (and every week up through Week 13)
Complete Personal Infographic

Week Two: Unit 1
S 1/25/2014
In Class:
DUE: Personal Infographic (Dropbox & Printed color copy on nice paper)
Introduce Unit 1: Quick Reference Card (QRC)
Activity: instructions/directions & examples of QRCs
Begin worksheet and Documentation Memo
For Homework:
Ch.7: Organizing Your Information, pg.149-174 (arrangement, display, patterns of
organization)
Ch.12: Creating Graphics pgs.297-304 and yellow Tech Tip pg.305
Ch.14: Writing Letters, Memos, and Emails, pg.362-368 (memos)
Work on Documentation Memo

Week Three: Unit 1
S 2/1/2014
In Class:
Review memo genre and introduce Design Template worksheet (review graphics)
Lesson on instructions (in prep for Poetry Center visit)
Poetry Center visit: From Page to Screen (10:00-11:30)
For Homework:
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Finish Documentation Memo
Read Typography in 10 Minutes in Buttericks Practical Typography online text:
http://practicaltypography.com/
Read The Principles of Design:
http://desktoppub.about.com/od/designprinciples/

Week Four: Unit 1
S 2/8/2014
In Class:
Discuss design elements and work on Design Template worksheet
Peer review Documentation Memo & Design Template
Work on Design Templates in class
For Homework:
Finish Design Template
Begin working on QRC
Read these links on D2L under Design Template in the Unit 1 section of our Content and
reflect on how you are using these concepts in your own Design Templates (please mention
what was useful in your weekly reading summary)
o Infographic Design (applies to QRCs, too)
o Basic Color Theory
o Fonts

Week Five: Unit 2
S 2/15/2014
In Class:
Work day
Peer review of QRC (design + content)
For Homework:
Print a basic copy of your QRC for usability testing
Prepare materials for user-testing next week (get supplies, bring laptop, etc.)
Ch.13: Conducting Usability Evaluations/Tests, pg.346-354
Read Creating Usability Tests that Really Motivate Users:
http://www.userfocus.co.uk/articles/testtasks.html

Week Six: Unit 2
S 2/22/2014
In Class:
Introduction to Usability Testing
Create & administer usability tests
Read through participant tests, assess results, list revisions
Introduction to Unit II: Redesign Project
For Homework:
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Writing for the Web: http://www.useit.com/papers/webwriting/
Ch.11: Designing Web Sites, pg.284-291
Ch.16: Writing Proposals, pg.431-435 (logistics) and pg.440-446 (structure of proposal)
Read The Difference Between Print and Web Design:
http://www.onextrapixel.com/2012/03/01/the-difference-between-print-and-web-design/
Prepare Unit 1 materials to turn in next week! Submit all final materials, rough drafts, and
peer reviews in a professional manner: clear/plastic cover or tabbed folder (not a binder). The
final QRC should be printed double-sided on paper with a good, thick stock or laminated.
Please include the following in your portfolio:
o Cover Page with title, nice graphic, names, date
o Table of Contents
o Documentation Memo (final)
o Design Template (final)
o QRC (final printed on thick paper (matte or glossy), card stock, or laminated)
o Usability Tests (both)
o Rough drafts and peer reviews (doc memo, QRC template drafts and peer reviews)

Week Seven: Unit 2
S 3/1/2014
In Class:
DUE: Unit I Portfolio!
Write rhetorical reflection of QRC
Rhetorical analysis of chosen organizations website
Introduce sample proposals
Work on Proposals
For Homework:
Ch.4: Writing Collaboratively, pg.57-67
Ch.8: Communicating Persuasively, pg.176-194
Ch.9: Writing Coherent Documents, pg.198-216 AND Writers Checklist, pg.216-217

Week Eight: Unit 2
S 3/8/2014
In Class:
Set up group agenda
Work on Proposals and begin Design Templates & Style Guides
Review style guides
Introduce website software
Prep materials for small group conferences with me next week
For Homework:
Asher, Profile Statements:
http://ordover.web.arizona.edu/sites/ordover.web.arizona.edu/files/asher_profile_statement
s_chapter+8.pdf
The Future of Work Wont Contain Resumes: http://gigaom.com/2010/09/19/the-future-of-
work-wont-contain-resumes/
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Ch.15: Preparing Job-Application Materials, pg.395-414 (Writing Paper and Electronic
Resumes)
Edit/revise your professional resume according to either the guidelines for chronological OR
skills-based)
Send me your Email of Intent for your Unit III interview via email (to
kkm@email.arizona.edu) with the following information:
o First, explain your field and ideal profession (to the best of your ability). Please describe your
major, year in school, and future professional ambitions.
o Then, explain your research process, telling me which sites you considered and how you came
to select your chosen site.
o Provide a description of your final chosen site and offer me details about the organization.
o Provide a URL (if possible) for the site and a URL to the person youd like to interview at the
site (if the person has a visible web presence within the company).
o Outline the professional and project benefits of working with your contact and his or her
organization. Tell me what you intend to learn from this client and how you may establish
rapport with him or her.
o Finally, include the email address of this person and ask for approval to move forward.

Week Nine: Unit 2
S 3/15/2014
In Class:
Resume Writing workshop
Review proposal components
Small group conferences and work time
For Homework:
Complete a rough draft of proposal, design template, and style guide for peer review after
Spring Break
Ch.21: Making Oral Presentations, pg.578-602
Read 15 Strategies for Giving Oral Presentations:
http://www.usnews.com/education/blogs/professors-guide/2010/02/24/15-strategies-for-
giving-oral-presentations
Revise resume and turn in BOTH copies (old & new) with a short statement about what you
changed/revised and why according to what you learned in our lesson & readings

Week Ten: Unit 2
S 3/22/2014
Spring Break no class!

Week Eleven: Unit 2
S 3/29/2014
In Class:
DUE: Resume packet
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Peer review proposal, design template, and style guide
Lesson on presentations
Work on presentations
For Homework:
Post redesign link to D2L
Read Creating Good Survey and Interview Questions:
https://owl.english.purdue.edu/owl/resource/559/06/
Read Six Ways to Ask Better Questions in Interviews: http://thewritepractice.com/six-ways-
to-ask-better-questions-in-interviews/
Ch.6: Researching Your Subject (pg.113 up to Guidelines Box pg.136-139)

Week Twelve: Unit 2
S 4/4/2014
In Class
Review of website design
Group peer review/usability of redesigned websites
For Homework:
Complete and transcribe your interview
Prepare for Unit 2 presentations
Ch. 17: Writing Informational Reports, pg.458-475

Week Thirteen: Unit 3
S 4/12/2o14
In Class:
DUE: Unit II group presentations
Introduce Unit III: Report
For Homework:
Prepare Unit II materials. Submit all final materials, rough drafts, and peer reviews in a two-
pocket folder (NOT a binder). You will also need to include all digital files and URLs as well.
**No weekly reading summary required this week!

Week Fourteen: Unit 3
S 4/19/2014
In Class:
Review Ch.17 materials: have them use their weekly reading summaries?
Writing Informational Reports (Powerpoint slides)
Look at student & workplace examples
Draft thank-you emails or letters to Unit III contact
For Homework:
Work on your report
**No weekly reading summary required this week!

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Week Fifteen: Unit 4
S 4/26/2014
In Class:
Peer review report
Revise report
Introduce Unit IV assignment: workshop, outline, resume
Resume vs. CV writing workshop & cover letter genre
Outline proposals-what might it look like?
For Homework:
Complete Unit III materials. Submit all final materials, rough drafts, and peer reviews in a
two-pocket folder (NOT a binder). You will also need to include all digital files and URLs as
well.
**No weekly reading summary required this week!

Week Sixteen: Unit 4
S 5/3/2014
In Class:
DUE: Unit III portfolio!
Course Evals
Work on Workshop and Outline in class
For Homework:
DUE: Unit IV to D2L Dropbox by 9 a.m. on Wednesday, May 7
th
!