LCC 3403: Technical CommunicationSection J1

MWF 2:05 PM - 2:55 PM Skiles 357Fall 2012

Instructor Olga Menagarishvili, Ph.D.Office D.M. Smith 119E-mail Address olga.menagarishvili@lmc.gatech.eduOffice Phone 404-894-5011Preferred Method of Contact E-mailOffice Hours Tue 11:45 AM – 12:45 PM, 3:00 PM – 5:00 PM,

and by appointment

COURSE OVERVIEWWhat is this class about?Technical communication presents technical or scientific information clearly and persuasively to audiences who need this information for different purposes. Technical communicators influence the decisions and actions of humans inside and outside of workplace settings. Students will learn how to adapt communication strategies for various audiences, purposes and contexts. Attention will be given to both individual and collaborative performance. Course assignments will integrate written, oral, visual, electronic and nonverbal (WOVEN) rhetorical skills to help students thrive in the modern workplace.

What can I expect to learn?This course follows the guidelines established by the Writing and Communication Program for LCC 3403.

Category Outcomes

RhetoricRhetoric focuses on available means of persuasion, considering the synergy of factors such as context, audience, purpose, role, argument, organization, design, visuals, and conventions of language.

• Fashion artifacts that address the exigencies of diverse contexts, exhibiting effective persuasive strategies, tact, and sensitivity to theoretical, ethical and legal concerns.

• Collect, craft, and present technical information in ways that convey a clear purpose to a specific audience.

ProcessProcesses for communication—for example, creating, planning, drafting, designing, rehearsing, revising, presenting, publishing—are recursive, not linear. Learning productive

• Construct, select, craft, revise, and repurpose information to reflect individual, cultural, and/or organizational values.

• Collaborate on artifacts that meet the

1

processes is as important as creating products.

needs of the specific audiences.

Modes and MediaActivities and assignments should use a variety of modes and media—written, oral, visual, electronic, and nonverbal—singly and in combination. The context and culture of multimodality and multimedia are critical.

• Create WOVEN (Written, Oral, Visual, Electronic, and Nonverbal) artifacts— such as memos, emails, proposals, reports, instructions, manuals, websites, and short and long presentations— that display strategic uses of generic and stylistic conventions.

DesignDocuments and other artifacts should arrange visual elements according to consistent, efficient, and effective principles.

• Use theories and principles of document design to create and present accessible, comprehensible, and usable artifacts.

• Integrate graphics to achieve maximum clarity in print documents, presentation slides, websites, and other artifacts.

Everything we will do in the class will revolve around these outcomes; your grades on individual assignments and for the course will reflect how well you perform according to these objectives, as well as to more specific objectives derived from these.

How will this class be taught?My general goal as a teacher is for my students to improve their critical thinking and communication skills that can be used not only in scientific and technical communication, but in other communicative situations as well. My other objective is to increase the students’ competency in writing in different rhetorical situations. Finally, one of my aspirations is to share my enthusiasm about scientific and technical communication. I have discovered that student-centered teaching and, in particular, active learning strategies help to reach these goals. Some of the active learning strategies we will use in this class are group work, interactive lectures led by students, forums, and class blogs.

What texts are we studying?Required primary textbook

Anderson, Paul V. Technical Communication: A Reader-Centered Approach. 7th ed. Boston, MA: Wadsworth, 2011.

Required supplemental readingsReadings on T-Square—mainly academic articles in the field; read, print, bring to class and be prepared to discuss.

Materials and equipmentAccess to a computer, a printer, and the Internet. Funds to professionally bind the final report.

2

Reading and viewing assignments must be completed on the date due. You’ll have assigned reading/viewing to complete outside of class, so you need to schedule time to do it carefully, often taking notes of your observations, questions, and reflections. Don’t fall behind. Class discussions and activities will be based on or extended from the assigned reading/viewing and related activities, so always come to class with questions and comments. The success and value of the discussions depend on your preparation and engagement.

Beyond the expenses for required books, you can anticipate modest printing, photocopying, or fabrication expenses related to a number of class projects.

What assignments will we complete?Projects. During the course, you will create a range multimodal artifacts: written, oral, visual, digital, and nonverbal. For every project, you will receive a detailed assignment sheet that includes assessment criteria.

Project #1: Instructions: 20% (200 points) of course gradePropose a manual-length set of instructions that would solve a problem in an organization of your choice, create the instructions, test them for usability, and use the results of your usability testing to improve the draft. Collaborative project.

Memo proposing the instructions: Written, VisualWiki-instructions: Written, Visual, ElectronicVideo of usability testing: Oral, Visual, Electronic, Nonverbal

Project #2: Research Project: 35% (350 points) of course gradeProduce a number of documents leading to the final report on your research project. The final report should help solve a problem in an organization of your choice. Individual project.

Proposal: Written, VisualProgress Report: Written, VisualPresentation: Written, Oral, Visual, Electronic, NonverbalFinal Report: Written, VisualWebsite: Written, Visual, Electronic

Project #3: Group Presentation on a Technical Communication Topic: 10% (100 points) of course gradeSummarize the theory on the topic you have chosen from the list (5 min), provide two examples illustrating the theory (10 min), lead two in-class activities based on the theory (15 min), and describe your experience in the memo. Collaborative project.

Presentation (theory + two examples): Written, Oral, Visual, Electronic,

NonverbalTwo in-class activities: Written, Oral, Visual, NonverbalMemo describing the experience: Written, Visual

Portfolio Project: 20% (200 points) of course gradeYou will work on your professional electronic portfolio throughout the semester and complete it

3

during the WPFE. The portfolio will be a website that includes revised examples of your best professional work products and your reflections about the processes to create and revise them.

Participation: 15% (150 points) of course grade You must be present, prepared, on-time, and engaged in seminar discussions both in class an online. All course readings must be completed before class, and you will be attentive while in class if you want to earn an A or B. Substantive contribution to discussions, active listening, and thought-provoking questions are all considered participation. The course expects substantive peer interaction in a number of ways: collaborative planning, small group and whole class discussion, peer review of projects, and feedback on oral presentations. Being present but playing games on your laptop is not participation, and will result in a C or lower.

Class blog: In our class blog, you will comment on your readings and connect them with your projects. There will be no separate grade for the blog; your postings will be

evaluated as your participation. Please refer to the list below for more information.

Here is a rough breakdown of what you can expect for each grade for your participation:

A:  Lively engagement in discussions; applies and/or challenges readings; engages with and/or motivates peers; all blog postings follow the guidelines and are submitted before the due dateB:  Actively listens in class and occasionally comments; good collaboration with classmates; all but one or two blog postings follow the guidelines and/or are submitted before the due date C:  Tends to look disengaged; might use phone or laptop for purposes not related to class; occasionally tardy; some blog postings follow the guidelines and/or are submitted before the due dateD:  Sleeps in class; rarely pays attention and/or is disruptive; frequently tardy; unprepared for peer review or group meetings; few blog postings follow the guidelines and/or are submitted before the due dateF:  Sleeps through class or disengaged; disruptive; does not contribute to the blog

What digital tools are we using?We will use the following digital tools to complete work for this course:

Email: Most correspondence will be conducted through email—it is the easiest way to get a hold of me, and my preferred way to get a hold of you. Please check your in-box at least once a day. T-SquareWordPressGoogleDocsPreziBubbl.usDreamweaverPBWorks

I will provide the links to most of these tools on T-Square. If you do not already have free user accounts for each of these services, you will need to create them. You may create pseudonymous

4

user accounts solely for use in this class, or you can use existing accounts associated with your actual name. We will go over the basics of sharing content via these tools in class as it becomes relevant. Ultimately, however, learning how to use these tools is your responsibility. If you have questions, then you will need to meet with me or a peer outside of class to discuss them. You can also consult any of the other IT resources available on campus.

The tools described above are those that you will definitely be required to use. In addition to these tools, you will almost certainly need to make use of others, as appropriate, to complete assigned work. For example, you will build an online portfolio of your work for this class using whatever web design tools are at your disposal. In the event I don't specify a particular tool for a particular project, deciding which tool or tools to use, and acquiring proficiency with it/them will be your responsibility.

If you ever have questions about what tools you should use for a particular project or how to use them, you can make an appointment to discuss them with me, and you can also get help from a number of IT resources on campus.

Technology use in-class should be related to what we are doing in class. Set your mobile phone to vibrate. Do not answer your mobile phone unless it appears to be an emergency, e.g., the call is from a child or elder care provider or a parent who would not call during class except in case of emergency. Do not engage with social media or email unless I specifically request that you do so as part of our in-class work.

5

COURSE SCHEDULEWhat are we doing? Both reading and writing/presentations assignments are listed on the date due. Additional readings will be added as the semester evolves. You will receive an updated schedule on a regular basis, posted on T-Square.

Date Day Topic and Activities Reading Due Writing Due08/20 Mon Course overview and introductions08/22 Wed Social nature of technical

communicationScience as Social Enterprise

08/24 Fri Social nature of technical communication, cont.

Miller Print a copy of syllabus, highlight critical points, place post-it notes next to areas with questions

08/27 Mon Technical writing;Instructions and Report Projects discussion

Ch 1Watch Bubbl.us tutorial

Blog post;2 statements from the last page of the syllabus

08/29 Wed Rhetorical strategies, audience analysis, and planning techniquesGroup Presentation

Ch 3

08/31 Fri Audience analysis, workshop09/03 Mon Labor Day09/05 Wed Research methods

Group PresentationCh 6 Blog post with a

mind map09/07 Fri Research methods, workshop09/10 Mon Memos

Group PresentationCh 22 Blog post

09/12 Wed Memos, cont.09/14 Fri Peer review of Memo Rough draft of

Memo (Google Docs)

09/17 Mon ProposalsGroup Presentation

Ch 23 Memo;Blog post

09/19 Wed Proposals, cont.09/21 Fri Peer review of Proposal Rough draft of

Proposal (Google Docs)

09/24 Mon InstructionsGroup Presentation

Ch 27 Proposal;Blog post

6

09/26 Wed Group work on Instructions09/28 Fri Group work on Instructions10/01 Mon Usability testing

Group PresentationCh 16 Blog post

10/03 Wed Usability testing and editing Instructions

Rough draft of Instructions

10/05 Fri Usability testing and editing Instructions

10/08 Mon Progress reportsGroup Presentation

Ch 26 InstructionsBlog post

10/09 Wed Progress reports, cont.10/12 Fri Peer review of Progress Report Rough draft of

Progress Report (Google Docs)

10/15 Mon Student Recess10/17 Wed Feasibility reports

Group PresentationCh 25 Progress Report

Blog post10/19 Fri Feasibility reports, cont.10/22 Mon Document design

Group PresentationCh 14 Blog post

10/24 Wed Document design, workshop10/26 Fri Presentations: PowerPoint discussion Tufte;

Gross & Harmon10/29 Mon Ethical and liability issues

Group PresentationEthics Guidelines

Blog post

10/31 Wed Final Report, work in class11/02 Fri Final Report, work in class11/05 Mon Websites

Group PresentationCh 20 Blog post

11/07 Wed Website, work in class11/09 Fri Website, work in class11/12 Mon Presentations

Group PresentationCh 19 Blog post

11/14 Wed Peer review of Presentation Rough draft of Presentation

11/16 Fri Presentations11/19 Mon Presentations11/21 Wed Presentations11/23 Fri Thanksgiving Break11/26 Mon Presentations11/28 Wed Presentations11/30 Fri Presentations Final Project and

Report12/03 Mon Portfolio, work in class12/05 Wed Portfolio, work in class

7

12/07 Fri ConclusionCourse evaluation

12/10 Wed5:40 PM

Finals Week Portfolio

3.0 COURSE POLICIESWhat are the instructor's policies and expectations?As a general rule, everyone in this class should treat everyone else with respect, and all students should follow the student code of conduct.

As your instructor, I undertake to abide by my own policies as set out below, to treat all students fairly and with respect, to create a classroom environment conducive to learning and open discussion, and to be available during reasonable hours outside of class to clarify student questions related to course projects and material.

As students in this class, you are expected to take the class seriously, to comply with the policies set out below, to complete assigned readings and work in a timely and professional manner, to create a classroom environment conducive to learning and open discussion, and to take responsibility for your own learning.

Academic HonestyWebster’s dictionary defines plagiarism as “to steal and pass off (the ideas or words of another) as one's own.” To avoid any confusion that might arise when “stealing” isn’t involved, say when a student purchases a paper from an essay mill or “borrows” previous work from a fellow sorority or fraternity member, I define plagiarism simply as “passing off the ideas, work or words of another as one’s own.”

If you engage in plagiarism or any other form of academic misconduct, you will fail the assignment in which you have engaged in academic misconduct and may be referred to the Office of Student Integrity, as specified by Georgia Tech policy. I strongly urge you to be familiar with Georgia Tech’s Honor Challenge— http://www.honor.gatech.edu/ —as well as the Office of Student Integrity—http://www.deanofstudents.gatech.edu/integrity/You should be familiar with the process for academic misconduct— http://www.deanofstudents.gatech.edu/integrity/academic_misconduct.php

Your projects should be appropriately documented as well as mechanically and grammatically correct. If you quote or paraphrase, please use internal, parenthetical citations (author, date, page for direct quotations) as well as an end-of-document works cited list. Visuals as well as text must be properly cited. Not providing appropriate citations is a kind of plagiarism. Professionals should be scrupulously careful about their citations.

Students who plagiarize will be dealt with according to the GT Academic Honor Code.

8

Except for group projects, students should complete all work for this class on their own, with collaboration limited to peer review feedback as specified in the project description.

You should always provide attribution whenever you incorporate the ideas, words, or images of another in your own work.

All work turned in for credit in this class should be work that you have done specifically for this class. Do not “recycle” old work or even new work completed for another class. If you would like to build upon previous work or work that you are doing in another class in an assignment for this one, please clear it with me first.

You should adhere to Georgia Tech’s honor code for all work related to this class.

AttendanceThe Writing and Communication Program has a Program-wide attendance policy, which is allows twice the number of weekly class meetings for absences without penalty, regardless of reason. After that, penalties accrue. Exceptions are allowed for Institute-approved absences and individually negotiated situations such as documented hospitalization or documented family emergencies.

Attendance and active participation and engagement in class are required. Students who have not done the reading and/or who do not actively participate during the

class period may be counted absent. Students may miss a total of six (6) classes over the course of the semester without penalty.

The attendance policy does not make any distinction about the reason for your absences. Only absences officially excused by the Institute (i.e., due to participation in official GATech athletics, to religious observance, to personal or family crisis and excused by a note from the Dean of Students) or those negotiated in advance will not be counted among your allotted absences.

Students are responsible for finding out what they may have missed while absent. Except for absences officially excused by the Institute or individually negotiated in advance, I do not allow students to make up quizzes or in-class assignments. I build in a limited amount of extra credit related to in-class work so that missing one or two such in-class assignments will not negatively impact a student’s grade, however.

Each additional absence after the allotted number will result in a deduction of one-third of a letter grade from a student’s final grade.

Students are expected to maintain their own attendance record; see me if you have a question about how many classes you have missed according to my records.

I urge you not to take self-indulgent absences (e.g., not bothering to come to class, wanting to sleep in). I encourage you to plan your time so that you don’t disadvantage this class for other parts of your life (e.g., studying for an exam, participating in a sports event, going away for a long weekend). Academic work is important, so you don’t want to miss this class. Schedule jobs, study groups, team meetings, and other important commitments at some time this class doesn’t meet. Schedule job interviews so they do not conflict with this class.

If you miss a scheduled oral presentation, you will receive a grade of 0 (that’s “zero”) for that presentation. In fact, if you miss any assignment, large or small, you receive a “0” for the grade. If you miss any exam, you will receive a grade of 0 (that’s “zero”) for that exam.

9

As a professional courtesy, please send an email message if illness, an unexpected personal emergency, or business obligations prevent you from attending class or a team meeting (just as you would if you were going to miss work). Providing a reason is a profession courtesy, not an excuse. Regardless of the reason for your absence, you are responsible for information presented in classes you miss. Please check GA Tech’s position about class attendance: http://www.catalog.gatech.edu/rules/4b.php

Grading All grading is holistic. To achieve a satisfactory grade on a project, you must complete the project. Incomplete

projects will receive an unsatisfactory grade. This means students must complete every stage of a project in order to receive a

satisfactory (C or better) grade on that project. Failure to complete any stage (draft, peer review, post-write reflection, etc.) of a project

will result in an incomplete project and an unsatisfactory grade (D or F) on that assignment. Similarly, since the projects are intended to build upon one another as students work

toward the final portfolio, failure to complete any of the individual projects may result in an unsatisfactory grade for the course.

Use the feedback that I provide to improve the drafts of the assignments I commented on and keep it in mind when working on other assignments.

EVALUATION LETTER GRADE NUMERIC EQUIVALENT IN THIS CLASS

GA TECH 4-POINT EQUIVALENT

A+ 98-994.00A Superior work—rhetorically,

aesthetically, and technically—demonstrating advanced understanding and use of the media in particular contexts. An inventive spark and exceptional execution.

94-97

A- 90-93B+ 88-89

3.00B Above-average, high-quality performance—rhetorically, aesthetically, and technically.

84-87

B- 80-83C+ 78-79

2.00C Average (not interior) work. Competent and acceptable—rhetorically, aesthetically, and technically.

74-77

C- 70-73D+ 68-69

1.00D Below-average work. Less 64-67

10

than competent—rhetorically, aesthetically, and/or technically.

D- 60-63F Failure to meet even

minimum criteria rhetorically, aesthetically, and/or technically.

1-59 0.00

0 (zero) Work not submitted 0 0.00Source: http://www.catalog.gatech.edu/rules/5a.php

Grading rubric: I will use a version of the rubric found on the next page to grade the assignments in our course. This is a generic rubric that will be adapted to each individual assignment.

Late and missing workTry to avoid late assignments. However, you can receive an extension for good cause if you (1) contact me before the assignment is due by means of an e-mail in which you explain the reason for the delay and (2) propose in the memo a reasonable deadline (less than one week), which you then keep. The email in which you propose an alternative date functions as a contract. Failure to keep the new deadline breaks the contract, and I won't accept your assignment unless you can document extraordinary circumstances (e.g., you’re hospitalized). Use this option no more than twice in a semester. Oral presentations are excluded from this option; they are always due on the assigned date. Emergencies will be dealt with on an individual basis.

Absent exceptional circumstances, failure to complete daily work or a project stage by the date it is due will result in the student losing the full point value assigned to such work.

Late is still better than never when it comes to project stages and the like, however, because failure to complete the work associated with a particular stage or draft altogether would result in an unsatisfactory grade on the overall project.

Similarly, since each project builds from previous projects and failure to complete any one project may lead to an unsatisfactory grade for the course, turning a final draft in late is better than not turning it in at all.

Any assignment that is not submitted will be recorded as a 0 (“zero”) and averaged with the rest of your grades. This can damage your course average severely: For example, if you have completed five assignments with a 92 average but don’t submit a sixth assignment (which is counted as a “zero”), your overall average will be a 77.

Changes to the syllabus This syllabus is a general plan for the course. This syllabus—especially the required reading and assignment schedule—may be modified

as the semester progresses to meet course outcomes and address the needs of members of the class.

In the event changes are necessary, I will make them in consultation with the rest of the class and at least two weeks in advance of any affected due date.

11

Grading RubricScale Unacceptable Beginning Developing Competent Mature Exemplary

Rhetorical AwarenessResponse to the situation, considering elements such as purpose, problem, audience, solution, genre selection

Does not display understanding of basic aspects of the situation, and thus does not fulfill the task

Ignores at least one aspect of the situation, and thus compromises artifact usability

Attempts to respond to all aspects of the situation, but the attempt is incomplete or inappropriate

Addresses the situation in a satisfactory but perfunctory or predictable way; anticipates most audience needs

Addresses the situation completely; anticipates and responds to audience needs

Demonstrates keen insight of situation; provides creative, sophisticated, and nuanced audience focus

Stance and SupportArgument and information, including appropriate evidence as needed; developed detail and analysis; acknowledgment, explication of sources

Provides vague or confusing argument; lacks appropriate evidence and detail

Makes only a cursory or general argument; has weak or contradictory evidence; lacks effective detail

Lacks enough thorough problem/solution analysis or argument; does not pay enough attention to audience needs

Offers a developed argument/position with predictable evidence; provides most evidence, details, and analysis for audience

Offers analytical solution/viewpoint with convincing evidence; contains audience-motivating details

Offers an inventive, expert-like position with precise and compelling evidence and analysis

OrganizationStructural and procedural requirements for artifact: sequence, hierarchy, coherence of content; information ‘chunking’; introductory, concluding information as needed

Lacks unity in constituent parts, such as paragraphs or sections; fails to create coherence among constituent parts; has inconsistent or illogical procedures or order

Uses insufficient unifying statements (e.g., solution statements, topic sentences, problem definition, headings, or forecasting statements); uses few effective connections (e.g., transitions, match cuts, and hyperlinks, graphics)

Uses some effective unifying claims, but a few are unclear; supplies irregular details; some content out of sequence

Employs hierarchical but mechanical scheme; contents sequential and logical, yet predictable; states unifying claim with supporting points that relate to the overall argument

Adapts organizational schemes for rhetorical situation; achieves substantive coherence; artifact unified by sustained and developed claim

Asserts creative and sophisticated procedures and contains structures that exceed expectations and increase impact

ConventionsExpectations for genre, including language, graphics, citation, and grammar standards

Contains multiple errors that show lack of attention to detail, and disregards user/reader

Involves a pattern of errors; shows lack of attention to detail, consequently affecting trust from user/reader

Displays minor grammatical, mechanical, or graphical errors that do not interfere with message

Meets expectations of genre, style, graphics use; adheres to most standards

Satisfies expectations in an accessible and complete manner; adheres to standards completely

Transcends all expectations of the genre, including word choice, usage, and graphics

Design Design conventions and factors that enable accessibility, comprehensibility, engagement, and usability

Lacks the features necessary for the genre; neglects significant conventions; uses features that conflict with or ignore the argument

Omits some important features; involves distracting inconsistencies in features (e.g., type and headings); uses features that don’t support argument

Uses features that support argument, but some match imprecisely with content; involves minor omissions or inconsistencies of graphics, and/or design conventions

Supports the argument with design features suited to genre and content. Artifact accessible to its audience

Promotes engagement and supports the argument with features that efficiently use conventions and further illustrate all information or argument

Exceeds design conventions, elevates accessibility, provides comprehensive usability

12

Discrimination and harassment Georgia Tech does not discriminate on the basis of race, color, age, religion, national

origin, sex, marital status, disability, or status as a U.S. veteran. This class adheres to those guidelines.

Alternative viewpoints are welcome in this classroom; however, statements that are deemed racist, sexist, classist, or otherwise discriminatory toward others in the class will not be tolerated.

No form of harassment, bullying, or discrimination is allowed in this class. No harassment of any kind is allowed, including but not limited to race, ethnicity, color, age, religion, national origin, sex, sexual orientation and identity, gender, marital status, ability, and/or status as a U.S. veteran gender.

In keeping with the professional nature of this course, only professional behavior is acceptable between the instructor and the students and between students.

Accommodation of students with disabilitiesGeorgia Tech complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. Georgia Tech supports students through ADAPTS (Access Disabled Assistance Program for Tech Students). Any student who may require an accommodation for a documented disability should inform me as soon as possible or as soon as you become aware of your disability.

Anyone who anticipates difficulties with the content or format of the course due to a documented disability should arrange a meeting so we can create a workable plan for your success in this course. ADAPTS serves any Georgia Tech student who has a documented, qualifying disability. Official documentation of the disability is required to determine eligibility for accommodations or adaptations that may be helpful for this course.

Prior to our meeting, if you have not already done so, please request that ADAPTS staff verify your disability and specify the accommodation you will need. Please make sure I receive a Faculty Accommodation Letter form verifying your disability and specifying the accommodation you need. ADAPTS operates under the guidelines of Section 504 of the Rehabilitation Act of 1973 and the 1990 Americans with Disabilities Act (ADA).

Visit: Smithgall Student Services Bldg, Suite 210 on 353 Ferst Drive Email: adapts@vpss.gatech.edu. Call: 404-894-2563 (V); 404-894-1664 (TDD); 404-894-9928 (fax) No retroactive accommodations will be provided in this class.

Week Preceding Final Exams (WPFE)The Writing and Communication Program uses a consistent policy regarding the WPFE.

This course includes no quizzes or tests during the WPFE. All quizzes and tests will be graded and returned or available for review on or before the last day of class preceding final exam week.

No new assignments, other than work related to the portfolio, will be given during the WPFE, and no assignments, other than work related to the portfolio, will be due during the

13

WPFE. All projects, other than the portfolio, will be graded and returned or available for review on or before the last day of class preceding final exam week.

This course has no final exam. In lieu of a final exam, this course has a required portfolio, which counts for 20% of your grade.o You will work on your portfolio periodically throughout the semester. o The portfolio will be completed during the WPFE, both in class and out of class. o The portfolio will be due during Final Exam Week.

Where can I get help?You have a number of resources available to you if you need help. For questions about research or multimedia tools, the professional library staff members are a wonderful source of information. Tech has a subscription to Lynda.com, where you can find excellent tutorials for an astounding variety of software applications. Your peers can answer questions about what we covered in class, readings, and projects. If you need background information about a text, you can often find it in the library or by searching on the web.

The Communication Center is located in Clough Commons, Suite 447. It is an excellent resource if you need help with a project. You can visit the Communication Center for help at any stage of the process for any communication project (paper, presentation, report, website design, blog, etc.) in this or any of your classes. The knowledgeable and friendly tutors are available to help you develop and revise your projects. They are not available to “fix” them. So, for example, please do not ask the tutors to proofread or edit your projects. For information on making an appointment please visit this website. If you need assistance with the appointment system, you can call 404-385-3612 or stop by the Communication Center. All services are free and confidential. Your work in the Communication Center is not reported to any faculty members or academic advisers.

Finally, you can get help from me, your instructor, by making an appointment to see me or just stopping by during office hours.

What do I do when technology fails?The projects you create in this course should be creative, accurate, provocative, relevant, engaging, and rhetorically sensitive.

Specific requirements for assignments will be discussed in class. All assignments must be computer generated (no handwritten or typed documents). Keep a copy of all assignments you pass in. Sometimes you will be asked to also submit a digital version and a print version. Please use MSWord for your word processing.

Maintain a cumulative file (hard copy as well as computer file) that includes all your assignments (drafts and final version). This file serves as a base for you to judge your improvement during the semester and to select samples for your portfolio.

Keep your drafts on your hard drive with a backup DVD. Prepare for electronic disasters by always having backups. Number the drafts as you revise your drafts (e.g., task.1, task.2, and so on). Do not delete assignment files after you submit the assignment. Keep your course files as

14

demonstrable evidence that you are a skillful communicator, but if—against my advice—you decide to delete your course files, please keep them at least until you have received your final, official grade for the course.

15

PLEASE READ, SIGN, AND RETURN THESE STATEMENTS TO DR. MENAGARISHVILI.

I affirm that I have read the entire syllabus and policy sheet for LCC 3403 and understand the information and the responsibilities specified.

____________________________________________print full name____________________________________________legible signature____________________________________________date

DIRECTIONS: Read carefully and check all that apply.

I give my instructor, Olga Menagarishvili, permission to use copies of the work I do for this course, LCC 3403, as examples in presentations and in print and electronic publications.

I do not want my work used as examples in any situations.

If you give permission for your work to be used, please indicate how you want to be acknowledged: Please acknowledge me by name. Please use my work, but do not acknowledge me by name.

The following information enables me to contact you if your work is used.

_________________________________________________________________________print full name

_________________________________________________________________________legible signature

_________________________________________________________________________

_________________________________________________________________________print permanent address

_________________________________________________________________________

_________________________________________________________________________print campus address

_________________________________________________________________________phone

_________________________________________________________________________email address

_________________________________________________________________________Date

16