UC Davis Spring 2014 UWP 104T

8/12/2019 UC Davis Spring 2014 UWP 104T

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UWP 104T: Technical Writing_________________________________ Spring 2014_

Instructor:Dr. Katie Arosteguy (Ah-ross-teh-gee) Class: MW 12:10-1:30 Olson 247Office Hours: MW 10-11:30 in Voorhies 363 Email:[email protected]

Course Description:

UWP 104T is designed for students who plan to enter professions in which they must frequentlycommunicate information about technology and other technical subjects to a spectrum of differentaudiences that includes experts, managers, technicians, and non-specialists.

All UWP courses require a minimum of 6,000 words of original, formal, graded writing. To pass the

course, students must hand in every major graded writing assignment. Students who fail to turn in one ormore of the papers will automatically receive an F in the course.

Students must earn a grade of C- or better in order to fulfill the university writing requirement.

Course Objectives:

Understanding differences between academic and technical writing Analyzing contexts, purposes, and audiences to determine appropriate writing style (technical,

semi-technical, non-technical), as well as content, organization, and design choices, for technicaldocuments

Learning strategies for testing the usability and overall effectiveness of a document Writing clear, concise, consistent, and accurate prose Employing writing as a process, from researching a problem to organizing and drafting a

document to testing, revising, and editing that document

Practicing strategies for effective collaboration on large writing projects Employing rhetorical strategies for effective visual and document design Addressing ethical, cultural, international, and political issues related to writing Gaining proficiency in using computer-mediated communications

Prerequisites:

Students should have completed UWP 1 or ENL 3 or the equivalent and have upper-division standing.They should be familiar with the general principles of good writing, including organization, development,

sentence structure, grammar, and punctuation.

Required Texts:

Gurak, Laura and John Lannon. Strategies for Technical Communication in the Workplace. 2nd

Ed.Pearson, 2013. ISBN: 9780205245529

Time Commitment:

UWP 104A is a four-unit course. Three hours per week is lecture/discussion. An additional unit of creditis justified by the significant amount of work that students must do outside of class time to plan, draft, and


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revise the 6,000 words of required writing. In addition to this substantial written requirement, studentswill meet individually with the instructor for discussion and evaluation of their work.

Evaluation Standards:

Grades will be A through F, with plusses and minuses given according to UC Davis/UWP policy.

Please note: I am very firm about grades. An 89% is a B+, not an A-. Grades are not curved.

Grading standards are as follows (final grades to be determined at the discretion of the instructor):

Grading Scale:

97-100% A+94-96 A Outstanding achievementawarded for highest accomplishment

90-93 A-87-89 B+

84-86 B Praiseworthy performanceabove average in most respects80-83 B-

77-79 C+74-76 C Satisfactory performancework meets standards for competency70-73 C- (Lowest grade to receive course credit.)

67-69 D+64-66 D Minimally passingeffort and achievement less than satisfactory60-63 D-

59% and below F Fails to passeffort and achievement greatly lacking

*Please refer to the rubrics listed in Resources on SmartSite for exactly how specific papers will be

graded.

A note on collaboration:As is customary in technical workplaces, the writing in this course will be

highly collaborative, and its effectiveness relies on both individual energyand cooperation with groupmembers. Please be prepared to work extensively with others in this course. Part of your FeasibilityReport grade will be determined by evaluations your colleagues fill out.

Course Work:

Essay 1: I nstructions (15 percent)

(1200-1500 words)Students will write an Instruction Set for other UWP 104T students to help them complete a task usingsoftware available in the computer lab.

Essay 2: Usabil i ty Test Report (10 percent)

(1,000 words)

After preparing an orientation script and conducting a pre-test interview, test, and post-test interview ontheir Instruction Set, students will write a Usability Report wherein they assess the issues any problemsthat arose in the peer evaluation of their Instruction Set. Students will discuss their strategies for revision.

Essay 3: Proposal (15 percent)

(1,000 words)Students will write an unsolicited internal research proposal that asks permission to conduct a feasibilityreport on the implementation of some form of technology to solve a current, local, real-world problem inthe students area of interest.


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Essay 4: Feasibil i ty Report (20 percent)

(3,500 words)Students will work collaboratively to choose one of their proposals and write the Feasibility Report.Students will address the actual person who would authorize the technological changes and identify two

possible technological solutions to the problem. Each should have a fair chance of being chosen and thetask is to compare the two solutions according to evaluative criteria your group develops and, based on

primary and secondary research, recommend one solution as being better overall.

Various I n-Class and Shorter Wr it ing Assignments (10 percent)

(800 words)

This portion of your grade includes peer review reports, and various assigned in-class and take-homewriting assignments.

Peer Review: You will have the opportunity to revise your major writing assignments after giving andreceiving feedback during Peer Review. To be successful in peer workshops, you need to bring the correct

number of drafts with you to class on the day of the workshop and actively and constructively participate

in the workshop by providing well-reasoned feedback. Your peers will be relying on you to help themimprove their writing. Peer Review is also another way for you to reflect on the requirements of theassignment and to look at how other classmates are approaching the assignment. NOTE: You MUSTarrive to class ON TIME on Peer Review days; otherwise, you risk not having a group to work with.

Please do not arrive to class and then begin printing out your drafts. Depending on which Peer Reviewwe are doing, I will either have you come to class with hard copies or I will have you upload your draft

into a class folder.

Presentati on (10 percent)

Teams will give an oral/visual presentation of their Feasibility reports at the end of the quarter. Each teamwill prepare a 10-15 minute presentation (about 10-14 slides) that summarizes the final report. Students

are expected to utilize effective oral and visual presentation skills as discussed in class and to write

presentation slides with conciseness and careful planning. Each group member will have a significantspeaking part.

*Note that since the Feasibility Report and the Presentations are collaborative efforts, your grade for these

assignments will be a group grade unless either I or some group members feel that one person didnt workas hard as the others. In this case, I will review everyones personal contributions and assign separate

grades for the project. Plan to use your Google Drive account, and to add me to the list of those who havepermission to edit the document (Katie Arosteguy at [email protected]).

Classroom Performance (10 percent) :

I expect you to attend class every day, on time.I expect you to bring any materials that are due each

class day so that you will be prepared to participate in that days activities. I expect you to work diligently

during workshops and activities, to actively engage in any in-class writing assignments, to ask questions,to help your classmates solve problems using principles discussed in class, and to finish the workassigned for the activity. In short, I expect you to cultivate a professional ethos appropriate for theworkplace, and to demonstrate that ethos through a professional, serious attitude towards your work and

the work of your classmates.

You are responsible for reading and following course policies and assignment sheets, and for askingquestions when you do not understand. You are also responsible for scheduling your work so that you

can meet deadlines.


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**Please Note: In an effort to improve the quality of the classroom experience and to decrease

disruption and distraction, the following behaviors will negatively affect this portion of your grade to

the extent that I deem necessary.

Being late to class or leaving class early

Missing class periodsBeing disrespectful of other students or the instructorFacebooking/ surfing the web/ textingComing to class unprepared

Not participating in class discussions or class activitiesPoor quiz grades

Unprofessional attitude toward the class or work

* You may receive an F for this portion of your grade if you miss three or more classes.

If you miss a class, please contact a classmate before contacting me for information and materials. Youare responsible for any assignments, announcements, changes in schedule, etc.

I do not distinguish between excused and unexcused absences. An absence is an absence.If you

really do have an emergency, I will require documentation in order for it not to count against you.

Some class sessions will begin with quizzes on readings at the VERY BEGINNING OF CLASS. If youcome in late or are absent that day, you miss the opportunity to take the quiz.

Final Exam (10 percent)

(350 words)Students will draw on the skills and strategies learned throughout the quarter to help a general audiencecustomer evaluate a technological product and decide whether or not to make a purchase in a well-craftedCatalog Page.

Course Policies:

Smart Site: Most course materials will be available on Smart Site (smartsite.ucdavis.edu). I will sendannouncements and updates about class activities as well as individual messages via email. It is yourresponsibility to check your UC Davis email regularly and to make sure there is adequate space in your

mailbox. We will also occasionally use the features on Smart Site in class, so familiarizing yourself withour course site is important.

All hard-copy assignments MUST be typed, stapled,and properly formatted. All electronicassignments must be submitted as Word-compatible files (.doc, .docx, or .rtf). I will not be able to open or

respond to your work if you send it in another word processing file type (e.g. Open Office, Works,WordPerfect). Papers should be in MLA style and should be formatted with the following naming

convention: YourLastName_ProjectTitle_mm-dd.doc

In-class and informal writing assignments (including quizzes or Peer Workshops) CANNOT be made

up. These exercises reward people who attend class.


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Email etiquette:If and when you email me, please use proper salutations, signatures, and includeappropriate subjects in the subject line. I cannot be expected to know who you are if you do not tell me.

While I do check my email often, it may take me up to or beyond 24 hours to respond. I will try to getback to you as soon as I can, but with 75 students, other student concerns may take priority.

Technology:Please save all of your work that you do this semesterin electronic and hard copy form.

Disability Accommodation: TheStudent Disability Center (160 South Silo) provides services tostudents with disabilities who are eligible for reasonable accommodations under state and federal law. Ateam of professionals assists students with learning, vision, hearing, medical, psychological and mobilitydisabilities. Students with injuries or medical conditions that may temporarily limit their ability to

participate at the university also may be able to receive assistance including note-taking, test-scribe and

shuttle services. Please bring your accommodations form to me in person to ensure youraccommodations will be recognized.If you think you may have a learning disability of any nature,

contact the SDC to get tested and to receive accommodations.

Writing Resources: Please consult the tutorial services of the Student Academic Success Center (2205Dutton) for extra help on your writing. Take advantage of this free opportunity to sit down one-on-one

with a writing tutor and strengthen your writing skills. You can call 752-2013 to make an appointment. Inaddition to this, read your papers out loud and/or read them to a friend. Better yet, have a friend read your

paper out loud to you. It is amazing how many stylistic/grammatical issues we catch when we hear our

writing read out loud. Please be advised that in no case should a tutor or friend write for you; instead, theycan suggest changes to you or tell you what kinds of grammatical errors you are making and refer you to

sources that will help you.

Extra Recommendations for EL Students:To succeed in this upper-division writing course, you mayneed additional support in 1) reviewing assignments and evaluating writing prompts; 2) reviewing your

drafts (to understand what to improve and how to do so) and; 3) reviewing your final drafts beforesubmitting them. If you rely on translating from another language into English to do your academic work(either translating in your head, or perhaps with the aid of translation software) rather than thinking and

composing in English, your writing may reflect awkward or inappropriate phrasing and language usage.Mastery of written language requires intense exposure, training (including focused reading), and applied

practice. Accordingly, to succeed in academic or work environments where English is the commonlanguage, you will want to get the additional support you need to excel in writing English.

In addition to attending my office hours, the following list of helpful campus resources can guide you inimproving your English while at UC Davis. You may want to think about what you can change now inyour daily language patterns or study habits to benefit more from your college education.

Student Academic Success Center http://lsc.ucdavis.edu/writing.html I recommend going here first. They offer workshops every quarter, drop-in tutoring with student tutors,and scheduled appointments with ESL writing specialists.

Partners in Acquiring Language (PAL) Programhttp://linguistics.ucdavis.edu/esl-

instruction/palprogramIf you are an international student, you may wish to sign up for this conversational language program.

Although this will probably not help you with your written English, it may help you to understand someof the differences between casual and formal language use.

Linguistics ESL Instructionhttp://linguistics.ucdavis.edu/esl-instruction/undergraduate-esl/placement
http://drc.ucdavis.edu/http://lsc.ucdavis.edu/writing.htmlhttp://lsc.ucdavis.edu/writing.htmlhttp://linguistics.ucdavis.edu/esl-instruction/palprogramhttp://linguistics.ucdavis.edu/esl-instruction/palprogramhttp://linguistics.ucdavis.edu/esl-instruction/palprogramhttp://linguistics.ucdavis.edu/esl-instruction/palprogramhttp://linguistics.ucdavis.edu/esl-instruction/undergraduate-esl/placementhttp://linguistics.ucdavis.edu/esl-instruction/undergraduate-esl/placementhttp://linguistics.ucdavis.edu/esl-instruction/undergraduate-esl/placementhttp://linguistics.ucdavis.edu/esl-instruction/undergraduate-esl/placementhttp://linguistics.ucdavis.edu/esl-instruction/palprogramhttp://linguistics.ucdavis.edu/esl-instruction/palprogramhttp://lsc.ucdavis.edu/writing.htmlhttp://drc.ucdavis.edu/


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The Linguistics Department offers courses in ESL guided learning.

University Extension Courses

http://extension.ucdavis.edu/unit/international_english/intensive_english.asp The University Extension offers intensive English courses.

Communication:Please come and talk to me if any situations arise during the quarter that may preventyou from doing well in the course. I want everyone to succeed in this course. I especially encourage youto attend my office hours and discuss your writing concerns with me. Please arrive to office hours withspecific, focused concerns/ questions in mind.

Peers:You are responsible for finding out what you miss on days you are absent. Please gather the

names, phone numbers, and e-mails of at least two other students who you can contact to get informationyou missed. These two peers are your first point of contact in the event you miss a class.

Friends Name:_________________________ Contact Info.________________________________

Friends Name:_________________________ Contact Info.________________________________
http://extension.ucdavis.edu/unit/international_english/intensive_english.asphttp://extension.ucdavis.edu/unit/international_english/intensive_english.asphttp://extension.ucdavis.edu/unit/international_english/intensive_english.asp


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Schedule:This schedule may change due to class needs. Pay attention to updates given in class.*Readings appear on the day well be discussing themNOT the day you should begin reading them.

Week Reading Assignments/ Class Schedule Due Dates

1

3/31

4/2

Introductions

Syllabus; Introduction of Course and Students; Diagnostic essay

Read Ch. 1: Introduction to Technical Communication;Read Adelstein The Writing Process and Lamott Shitty FirstDrafts

M: Diagnostic Essay Due

2

4/7

4/9

The Writing Process

Read The Rhetorical Square and Keenan Using PAFEOPlanning

Read Ch. 14: Instructions; Essay 1 Assignment: Instruction SetGiven

3

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4/16

Writing Instructions

How to write Instructions; How to incorporate Visuals;

Read Ch. 8: Using Audience-Centered Visuals

How to conduct Usability Tests and write Usability Reports; Read

Ch. 4: Providing Audiences with Usable Information; EssayAssignment 2: Usability Report Given; Using Active Voice

4

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Writing Usability Test Reports

Conduct usability tests

Read Ch. 18: Proposal Writing; In-class time to research/discuss

current issues in your field; Essay Assignment 3: Proposal Given

M: Bring your modified

usability survey, orientatscript, and a draft of you

Instruction set (as well a

any necessary equipmen

W: Essay 2: Usability Te

Report Due

5

4/28

4/30

Proposal Writing

How to write Proposals; Using effective Transitions; AvoidingPlagiarism

Peer Review of Proposals

M: Essay 1: Instruction

Due

W: 3 copies of EssayAssignment 3: Proposal

Draft Due


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Teamwork in Technical Communication

Read Ch. 5:Teamwork and Global Issues in TechnicalCommunication; Read Pentland The New Science of Building

TeamsEssay Assignment 4: Feasibility Report Given; Form Groups

Research Methods

Read Ch. 3: The Research Process in Technical Communication;

Read Driscoll Introduction to Primary Research

W: Essay 3: Proposal Du

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Writing Feasibility Reports

How to write Feasibility Reports; Read Ch. 17: Formal Reports

Incorporating Evidence & Issues of Style

Read Graff: The Art of Quoting and Incorporating Sources

Read Ch. 6: Structuring Information for Your Readers and Ch. 7:Writing with a Readable Style

Ongoing: Plan to meet with

your group extensively this

week

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Writing Feasibility Reports

Peer Review Reports of Essay Assignment 4: Feasibility Report

Group Work Day/ Group Conferences with me

M: 3 copies of Essay

Assignment 4: Feasibilit

Report Draft Due



week

9

5/26

5/28

No Class

Oral Presentation Skills

Oral Presentation Assignment Given; Read Ch. 22: OralPresentations; Final Exam Instructions Given



week

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Oral Presentations

Oral Presentations



weekW: Essay Assignment 4:

Feasibility Report Due

11 Writing Catalog Pages

Final Exam Sat. June 7 10:30-12:30


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Documents

UC Davis Spring 2014 UWP 104T