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ENGL 316 – Technical Communication

Instructor: Katie Johnson
Office Location: 3004 JKB
Student Consultations: MWF 12:00–1:00 PM, or by appointment (meet in 3004 JKB)
Email: sarahkatejohnson95@gmail.com
Phone: (please, feel free to text me, but give me 24 hours to respond) 828.455.2263

“And if a person gains more knowledge and intelligence in this through his
diligence and obedience than another, he will have so much the advantage in the
world to come.”
—Doctrine and Covenants 130:19

Welcome to Technical Communication

This is an approved GE course and will fulfill the University’s Advanced Written & Oral
Communication (AWOC) requirement.

In English 316, Technical Communication, students learn effective processes of written,

oral, and visual technical communication for academic and professional settings. Students
study how scientists and engineers communicate to solve problems and answer
questions, including conducting library and empirical research and usability testing.

In this class, you will learn

 conventions of organization and style appropriate in their majors
 how to incorporate tables and figures
 how to use appropriate documentation styles.
 how to adapt their writing for the various audiences, purposes, and contexts that
they will encounter in their chosen careers.
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Course Materials
 Technical Writing Essentials—Jon Balzotti
o Accessible electronically through RedShelf on LearningSuite (no
paper copy)
 Loose-leaf paper or notebook for in-class writings and discussions
 A way to access readings and drafts (either bring hard copies or your
laptop)
 If you have a laptop, bring it every day.

Learning Outcomes

Process
Employ informed and flexible processes for writing and speaking, including: creating
and/or finding ideas about which to write; collecting evidence and data; planning and
drafting; revising; editing; and designing or presenting a message so that it is successfully
understood by a specified audience.

Structure
Write coherent and unified texts, including effective introductions, clear thesis statements,
supporting details, transitions, and strong conclusions. Articulate ideas logically, provide
evidence and data to support these ideas, and discuss opposing arguments and research
objectively.

Rhetorical Situation
Use various methods of invention, organization, and style to adapt written and oral forms
of communication to a specific rhetorical situation.

Sources
Utilize the library and electronic resources to locate relevant information, assess its
reliability and usefulness, and effectively and ethically incorporate it into their own writing
by following an appropriate style of documentation.

Style
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Write in a correct, clear, and direct style that allows users to comprehend and use
technical information.

Revision
Effectively evaluate and comment on the writing of others to facilitate revision.

Rhetorical Purpose
Analyze rhetorical aspects of audience, purpose, and context to communicate technical
information effectively in written, oral, and visual media.

Genre
Recognize structures or genres typically used in science and engineering, understand the
processes that produce them, and the organizational and stylistic conventions
characteristic of them, and apply this knowledge to their own writing tasks.

Critical Reading
Read critically both in academic literature and as peer reviewers of their classmates’
writing and offer useful editorial advice to improve others' writing.

Grading Scale
Your final grades will be calculated out of a total of 1,000 points:
A 930 93% B– 800 80%
A– 900 90% C+ 770 77%
B+ 870 87% C 730 73%
B 830 83% C– 700 70%
D+ 670 67% D 630 63%
D– 670 67% D 630 63%

Major Writing Assignments

 Resume and Cover Letter 2 pages 60 pts.
 Instructions 3-5 pages 75 pts.
 Usability Report Memo 1 page 50 pts.
 Process Poster Presentation 1 page 100 pts.
 Proposal 3 pages 75 pts.
 Annotated Bibliography 3-5 pages 100 pts.
 Literature Review 8-10 pages 250 pts.
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Minor writing assignments and drafts will account for approximately 16 more pages of
writing and about 25% of your final grade.

Grading Policies
Feedback: Feedback on papers is another opportunity for instruction, but this instruction
is unique to you. It’s like having a personal tutor. For many of the assignments in this
course, I will give feedback through a rubric and end comments. End comments point out
the elements of the rhetorical strategy that work well and will also point out patterns of
error. I might even give you suggestions for revision or improvement in future
assignments. If you want more specific feedback (like exact locations of errors or a close
analysis), feel free to drop by office hours. Otherwise, I will use comments to explain
general principles of writing and how they are applied or not applied in your paper.

The one exception to this practice will be the final paper (the literature review), which is
due before midnight on the last day of class. Because this assignment is too late to allow
revision, I will not provide comments in addition to the grade. However, if you want
comments about future improvement, you should submit your paper before midnight
two days early. Basically, if you want that last bit of unique instruction and are willing to
put in the extra effort to finish the paper early, I will respond with my own extra effort.

Online Submissions: Most assignments are due on Learning Suite before class on their
specified due dates because I don't want you to be worrying about those assignments
when you come to class that day. A few assignments are due at 11:59 PM (Instructions,
Usability Report Memo, and Literature Review). The website will not let you submit
assignments after the deadline, so you will need to email the homework if it is late. You
will only be allowed to make one late submission in this course. That late submission will
only receive partial credit and will not be eligible for resubmission (see below). Learning
Suite likes to crash right before deadlines, so avoid waiting until the last minute to submit
your homework. Even if Learning Suite is the reason for tardiness, the assignment will still
be considered late.
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PDF Format: Because formatting is so important in technical communication, I require all

assignments to be submitted as a PDF unless otherwise indicated (e.g., the presentation).
That way, neither Learning Suite nor my computer can mess up your formatting. You can
use any program to create your assignment, but you need to save it as a PDF in order to
submit it. Also note that each assignment will have its own formatting requirements, but
APA will be our general format.

Rough Drafts: Drafts will be required for each major assignment on a peer review day so
that you will have plenty of time for revisions. A draft in this class means your best work.
Don't bring a half-completed draft to the peer review; bring a full draft. Revisions after
the peer review should focus on audience adaptation and not on completing the draft. In
fact, experience has shown that students who do not bring a full rough draft get the
lowest grades.

Questions About Grades: When I return your final papers, please read all my comments
carefully. If after you have read my comments, you believe your work has been mistakenly
or unfairly evaluated, please come in during office hours to talk to me or schedule an
appointment. Make sure that you reread the rubric, your work, and my comments and
wait at least 24 hours from the time you receive your graded work back before you
contact me. This doesn’t apply to mathematical or clerical errors on my part. Please let
me know of those kinds of errors as soon as you spot them.

Late Policy: In line with the professional atmosphere of this course, you are allowed to
turn in only one assignment after the deadline to receive partial credit. The points taken
off will depend on how late the assignment is being submitted. Other late work will not
be accepted, so be sure to manage your time.

In fact, time management help is available at the Academic Success Center. They host
workshops and provide one-on-one mentors to guide you through your personal goals.
Don't be afraid to ask for help.

That being said, I understand if you’re struggling to keep up in class or if an unforeseen

circumstance occurs. Let me know ASAP, and we’ll work something out. It is still your
responsibility to communicate with me your circumstances. Please, please, please also tell
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me if you have anxiety, depression, dyslexia, or other issues that warrant accommodation.
Contact the University Accessibility Center (UAC), 2170 WSC or 422-2767 to fill out a form
that will allow me to give you proper accommodations.
Resubmission: Unlike many writing teachers, I do have a resubmission policy. You may
choose one assignment to resubmit, given that it receives a B+ or lower and was
submitted on time. You must tell me that you are resubmitting, and I will discuss some
specifics about revision and set a new due date. The downside to resubmission is that you
run the risk of missing deadlines for other assignments.

These are the conditions upon which I will allow you to revise any of your major papers:

1. You received a grade lower than a B.

2. You have demonstrated that you have worked very hard on your paper
throughout the entire process. You participate in class, show growth as a writer
during the drafting process, and indicate a willingness to learn. You turn in a
polished, final draft on the actual due date. If you show apathy during the drafting
process, I will not let you revise. Let me know that you wish to revise your paper,
so I can give you the go-ahead.
3. Referencing the assignment rubric, you write a reflection about what you will
change in your paper and why your paper received the grade that it did. Your
reflection should follow this template: “Professor Johnson made this
comment:_________. I responded by changing _________.”
4. After you write the reflection, you meet with me to discuss the potential changes.
5. After you make the revisions, highlight the major revisions that you have made
before turning it into me.

You have two weeks from the day that I hand back the graded final draft to complete
your revisions. I will give you the better of the two grades (which hopefully will be the
revised paper’s grade). So if you received a 78% on the final draft and you receive a 95%
on the revised draft, I will give you a 95% for your final grade for your paper. I do not
allow resubmissions on the literature review, due to lack of time.

Classroom Policies
Attendance: You get two unexcused absences in this class, no questions asked. In
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accordance to department policy, any unexcused absences after that will result in a 1/3
letter grade reduction (e.g. A to A–, B– to C+).
 If you know ahead of time that you will exceed the absence limit, please let me know
as soon as you can. If you are going to be absent, please send me an email before
class and make sure to get notes from your classmates. Please note that it isn’t my job
to catch you up on what happened in class—that’s your responsibility. Exchange
numbers/emails with someone else in class and get the information from them.
 If you are more than five minutes late to class three times, that also counts as an
absence.
 If you are present, but “mentally absent” (meaning you are not paying attention,
thinking about the classroom discussion, participating, trying, being productive), I will
count you absent.

Instructor Conferences: You and I will meet to discuss the literature review two times,
once to develop your topic and once to discuss a draft. These meetings will be short, and
their purpose is for us to brainstorm ways for you to improve your writing. Please come
prepared to these conferences with ideas, questions, and concerns about your paper. You
are expected to lead these conferences. I will explain what this means during the class.

Technology Policy: I love laptops! Please bring a laptop every day to class if you own or
are renting one. I want you to take advantage of the amazing information at our
fingertips. Use that information (and your laptop) wisely during class, so that you will get
the most out of this class. If you do not use your technology wisely, I will mark you
absent. Please do not use your cell phones in class.

Collaboration: I will assign you a team for the collaborative portfolio and for peer reviews.
In addition to being a required part of this class, collaboration is important to me
personally. I have learned from my own experiences that collaboration leads to good
ideas, joyful work, and charity. We don't go through life alone; we need to work with
other people, and we need to learn how to do it well.
Communication, in particular, is one field where multiple individuals are required: there
must be at least one communicator and one audience member. The more audience
members there are, the better our communication needs to be. The collaborative
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assignments will thus strengthen your communication skills far more than just writing to a
teacher and receiving only the teacher's feedback. You will learn from your classmates if
you keep an open mind.

I will discuss some principles of collaboration in class. If you do not abide by those
principles, you will lose points. Note that you will not receive credit for work that you did
not do.

The Final

The final exam will consist of a take-home course reflection. University policy mandates
that you take the final exam; failing to complete it results in a failing grade in the course,
even if you have turned in all other assignments.

Syllabus & Communication:

If you are unsure about assignments, readings, or course policies, check
1. The syllabus
2. BYU Learning Suite (Schedule)
3. Email or Learning Suite Message classmates
4. Then, email me

As the course progresses through the semester, the syllabus and schedule will change as I
adjust for this class. When this occurs, I will send an email out to notify you or mention
changes in class. The changes will be documented on Learning Suite

University Policies
Honor Code
In keeping with the principles of the BYU Honor Code, students are expected to be honest in all of their academic work.
Academic honesty means, most fundamentally, that any work you present as your own must in fact be your own work and
not that of another. Violations of this principle may result in a failing grade in the course and additional disciplinary action
by the university. Students are also expected to adhere to the Dress and Grooming Standards. Adherence demonstrates
respect for yourself and others and ensures an effective learning and working environment. It is the university's expectation,
and every instructor's expectation in class, that each student will abide by all Honor Code standards. Please call the Honor
Code Office at 422-2847 if you have questions about those standards.

Sexual Misconduct
As required by Title IX of the Education Amendments of 1972, the university prohibits sex discrimination against any
participant in its education programs or activities. Title IX also prohibits sexual harassment—including sexual violence-
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committed by or against students, university employees, and visitors to campus. As outlined in university policy, sexual
harassment, dating violence, domestic violence, sexual assault, and stalking are considered forms of "Sexual Misconduct"
prohibited by the university.
University policy requires any university employee in a teaching, managerial, or supervisory role to report incidents of
sexual misconduct that come to their attention through various forms including face-to-face conversation, a written class
assignment or paper, class discussion, email, text, or social media post. If you encounter Sexual Misconduct, please contact
the Title IX Coordinator at t9coordinator@byu.edu or 801-422-2130 or Ethics Point at https://titleix.byu.edu/report-concern
or 1-888-238-1062 (24-hours). Additional information about Title IX and resources available to you can be found at
titleix.byu.edu.

Student Disability
Brigham Young University is committed to providing a working and learning atmosphere
that reasonably accommodates qualified persons with disabilities. If you have any
disability which may impair your ability to complete this course successfully, please
contact the University Accessibility Center (UAC), 2170 WSC or 422-2767. Reasonable
academic accommodations are reviewed for all students who have qualified, documented
disabilities. The UAC can also assess students for learning, attention, and emotional
concerns. Services are coordinated with the student and instructor by the UAC. If you
need assistance or if you feel you have been unlawfully discriminated against on the basis
of disability, you may seek resolution through established grievance policy and
procedures by contacting the Equal Employment Office at 422-5895, D-285 ASB.

Academic Honesty
The first injunction of the Honor Code is the call to "be honest." Students come to the university not only to improve their
minds, gain knowledge, and develop skills that will assist them in their life's work, but also to build character. "President
David O. McKay taught that character is the highest aim of education" (The Aims of a BYU Education, p.6). It is the purpose
of the BYU Academic Honesty Policy to assist in fulfilling that aim. BYU students should seek to be totally honest in their
dealings with others. They should complete their own work and be evaluated based upon that work. They should avoid
academic dishonesty and misconduct in all its forms, including but not limited to plagiarism, fabrication or falsification,
cheating, and other academic misconduct.

Plagiarism
Intentional plagiarism is a form of intellectual theft that violates widely recognized principles of academic integrity as well as
the Honor Code. Such plagiarism may subject the student to appropriate disciplinary action administered through the
university Honor Code Office, in addition to academic sanctions that may be applied by an instructor. Inadvertent
plagiarism, which may not be a violation of the Honor Code, is nevertheless a form of intellectual carelessness that is
unacceptable in the academic community. Plagiarism of any kind is completely contrary to the established practices of
higher education where all members of the university are expected to acknowledge the original intellectual work of others
that is included in their own work. In some cases, plagiarism may also involve violations of copyright law.
Intentional Plagiarism-Intentional plagiarism is the deliberate act of representing the words, ideas, or data of another as
one's own without providing proper attribution to the author through quotation, reference, or footnote.
Inadvertent Plagiarism-Inadvertent plagiarism involves the inappropriate, but non-deliberate, use of another's words, ideas,
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or data without proper attribution. Inadvertent plagiarism usually results from an ignorant failure to follow established rules
for documenting sources or from simply not being sufficiently careful in research and writing. Although not a violation of
the Honor Code, inadvertent plagiarism is a form of academic misconduct for which an instructor can impose appropriate
academic sanctions. Students who are in doubt as to whether they are providing proper attribution have the responsibility
to consult with their instructor and obtain guidance.
Examples of plagiarism include: Direct Plagiarism-The verbatim copying of an original source without acknowledging the
source. Paraphrased Plagiarism-The paraphrasing, without acknowledgement, of ideas from another that the reader might
mistake for the author's own. Plagiarism Mosaic-The borrowing of words, ideas, or data from an original source and
blending this original material with one's own without acknowledging the source. Insufficient Acknowledgement-The partial
or incomplete attribution of words, ideas, or data from an original source. Plagiarism may occur with respect to

unpublished as well as published material. Copying another student's work and submitting it as one's
own individual work without proper attribution is a serious form of plagiarism.