ENGL 3764: Technical Writing (Fall 2023)

Instructor Contact Information

• Name:Traci Gardner
• Office:Shanks 214
• Office Hours: Online most weekdays from 3PM to 8PM. See the Weekly Preview Announcements for specific details.
• Email: tengrrl@vt.edu

Find additional information about the course in the Short Guide to Technical Writing and in the Course Policy Manual. These two resources supplement this syllabus.

| Download Accessible Syllabus |

Course Description

English 3764: Technical Writing will enable you to gain an understanding of the theories, issues, and practices of technical communications you might encounter as in the workplace, such as general correspondence, proposals, reports, and presentations.

From a foundation based on the principles of rhetoric, you will learn to analyze writing situations, consider the needs of your audience, assemble researched and original evidence, and design final documents that are user friendly and visually persuasive. By the time this course is over, you should be able not only to understand these documents, but also to produce them with ease and with confidence.

Course Objectives

Having successfully completed this course, students will be able to perform the technical writing tasks defined by the learning objectives for the course:

• Analyze the rhetorical situation and determine the appropriate audience or users of written communication, considering the needs of global audiences and people with disabilities.
• Conduct research appropriate to workplace problem solving, such as literature review, evaluation of online resources, interview, and site inspection.
• Interpret research findings with understanding of ethical and human implications.
• Use conventions of various workplace genres, such as proposals, instructions, correspondence, reports, and slide decks, with understanding of how the genre conventions can be used as heuristics and as principles of arrangement.
• Collaborate with classmates in planning, researching, writing, revising, and presenting information.
• Apply principles of effective visual design for print and electronic presentation, including hierarchical, chronological, and spatial arrangements.
• Identify and apply the principles of effective style in the composing of usable, reader-centered written communications.

Course Calendar

You can access the assignments for this course in three ways:

• at the bottom of the Syllabus page (this page)
• on the Assignments page
• via the Course Calendar, which lists dates for assignments and readings.

The first two sources do not provide links to readings for each assignment. You will find those only on the Course Calendar, so I encourage you to make it your go-to source.

Course Structure

This course consists of weekly modules. Each one of those modules may include additional resource modules that supplement textbook readings and serve as ready-references.

Assignment links are found on the Course Calendar and at the bottom of the syllabus page.

Table: Project Modules and Resource Modules

Project Modules	Associated Resource Modules
Unit 1: What is Technical Writing and Why Does it Matter? Weeks 1–3	Correspondence Organization Plain Language Ethics Document Design Intercultural Communication Informal Reports Style
Unit 2: Usability Weeks 4–8	Document Design Plain Language Progress Reports
Unit 3: Project Management Weeks 7–15	Research Proposals Visual Aids Persuasive Writing Surveys Technical Reports Document Design Plain Language

 

Texts & Materials

Original course modules (see home page), as well as selections from

Technical Writing Essentials: Introduction to Professional Communications in the Technical Fields. Suzan Last. University of Victoria, British Columbia, Canada. 1 January 2019.

Technical Writing. Michele DeSilva, et al. University of Alaska, Anchorage, Alaska. 1 October 2017.

An Introduction to Technical Communication. Sherena Huntsman. Boise State University, Boise, Idaho. No date.

Purdue Online Writing Lab (OWL). Purdue University. West Lafayette, Indiana.

Howdy or Hello? Technical and Professional Communication. 2nd ed. Matt McKinney; Kalani Pattison; Sarah LeMire; Kathy Anders; and Nicole Hagstrom-Schmidt. Texas A&M, College Station, Texas. 2022.

Course Expectations

This course is 100% virtual; that is, we will never meet in the classroom. As a result, it is important that you understand how the course will be conducted and what will be expected of you as a student enrolled in it.

As your teacher, it is my responsibility to (among other things)

• Answer any questions you might have that are not covered by the textbook or another reading,
• Provide feedback to you about your work,
• Grade your work as promptly as possible,
• Use a grading rubric to help explain your grades,
• Update your grades on Canvas, and
• Inform you promptly of any alterations to the schedule, such as due date changes.

That said, in order to do well in this course, you must follow these policies:

Read All Announcements

• Announcements are the primary way I keep in touch with you, so it’s imperative that you read every single one in its entirety. Not reading announcements will not be an excuse for not submitting work on time.

Be Aware of Due Dates/Times

• Most (if not all) assignments are set to be due by 11:59 pm. You can, of course, upload your work earlier. All work should be uploaded in the appropriate manner to the appropriate page on the Canvas site.

Read All Materials and Review Examples

• Specific chapters were chosen from three different Open Educational Resource textbooks to give you the best possible introduction to the material. Our Canvas site also includes course-specific resource modules. Please ensure that you read all of this material before working on assignments.
• You will also find sample documents to most major assignment pages and some homework assignments. Review them. Pay attention to them. Many of them are real “A” level documents produced in this course.

Apply What You are Learning

• Do your best to apply what you have read and the lessons you have learned from reviewing examples to producing and improving your own work.

Follow Assignment Instructions

• Each assignment provides you with a description of the deliverable and the specifications, including page length, formatting, and other requirements. Assignments other than discussions include checklists that are designed to help you cover all requirements.

Conduct Yourself Professionally

• For this course, just as for one that meets in a classroom, you are expected to be civil to other participants and to the instructor, to apply what you are learning about professional correspondence to any messages or discussion posts, and to contribute conscientiously to any discussions and group assignments.

Course Policies

Absences

• Granted, it is difficult to take roll in an online course that has no set meeting times. However, it is somewhat common to get overwhelmed, particularly if you are taking more than one online course. Sometimes, students even disappear (so to speak) from online classes. And that’s truly what being absent means in a class that meets virtually: to go missing.
• Don’t disappear and expect to make up missed work (daily work or major assignments). If you do disappear, expect that you will have to go to your dean (in person or via email) to provide me with an excuse before I will accept any missed work. If you cannot provide me with a legit excuse via your dean, the missed work will be entered as a zero (or zeroes).
• In the end, you will get the grade you get. If you decide to skip three major assignments and all homework, that’s okay with me, as long as you realize you will not be permitted to make it up without documentation.
• If circumstances prevent participation or timely completion of assignments, you must contact me in advance of due dates.

Incompletes

• My department’s policy states, “Incompletes are for students who did their work during the semester but could not complete course requirements because of a problem or emergency at the end of the term.” As a result, I cannot offer Incompletes for anyone who failed to keep up during the term. If you find you have an impossible amount of work to complete by the end of the term, withdrawing from the course is likely the best solution.

Participation

• Participants in this course should expect to spend about 8–10 hours per week involved in the activities and completion of assignments over the semester. This is similar to the time one would invest in a course in a traditional classroom setting.
• This time invested is an average, with some weeks requiring more and some less time to complete all assignments and activities. Participation will be evaluated as the completion of all activities within the unit or module period.

Grading Policies

Effort Expectations Contract

There is only one letter grade in this course: the course grade I enter for you at the end of the term. Your course grade is determined by comparing the amount of work you have earned a Complete on to the expectations shown in the table below, which serves as a contract for course grades.

Table: Effort Expectations Contract for Each Grade Level

Grade Level	Effort Expectations
A	Earn a Complete on all of the following: Five Major Project Submissions 95% of the Project Wrappers 95% of the Check-In Surveys 95% of the Weekly Activities (including Try-Its & Self-Checks)
B	Earn a Complete on all of the following: Four Major Project Submissions 85% of the Project Wrappers 85% of the Check-In Surveys 85% of the Weekly Activities (including Try-Its & Self-Checks)
C	Earn a Complete on all of the following: Three Major Project Submissions 75% of the Project Wrappers 75% of the Check-In Surveys 75% of the Weekly Activities (including Try-Its & Self-Checks)
D	Earn a Complete on the following: Two Major Project Submissions 65% of the Project Wrappers 65% of the Check-In Surveys 65% of the Weekly Activities (including Try-Its & Self-Checks)
F	Earn a Complete on the following: Fewer than two of the Major Project Submissions 65% or less of the Project Wrappers 65% or less of the Check-In Surveys 65% or less of the Weekly Activities (including Try-Its & Self-Checks)

Additional Assessment Guidelines

• I do not average the percentages or make any other calculation with the numbers to determine your grade.
• The different categories listed on the Effort Expectations Contract are not equivalent. The Major Projects category is the most important category.
• You cannot pass the course without earning a Complete on at least Two Major Projects. If you have an F for the Major Projects category, you have an F as your course grade.
• To earn a Complete for the group projects, you must participate fully in the projects as well as submit documents that meet the basic criteria.

Feedback on Individual Assignments and Class Activities

Submission Guidelines

• Unless otherwise noted, all work for the course is completed in Canvas. You will submit your work on the specific assignment page. That page will identify what you need to write or the type of file to be uploaded (.doc, .docx, .pdf).
• Suggested naming convention for all assignments: YourLastName_Assignment_Date or YourLastName-Assignment-Date. (EX: Smith_UserManual_F22).

Late Assignments

Grading Scale

This course uses the university’s default grading scale:

Table: Virginia Tech Grade Scale with +/-

Letter Grade	Numerical Range
A	93–100
A-	90–92
B+	87–89
B	83–86
B-	80–82
C+	77–79
C	73–76
C-	70–72
D+	67–69
D	63–66
D-	60–62
F	59–0

 

General Info & Services

Community, Principles of

This course adheres to the Virginia Tech Principles of Community:

• We affirm the inherent dignity and value of every person and strive to maintain a climate for work and learning based on mutual respect and understanding.
• We affirm the right of each person to express thoughts and opinions freely.
• We encourage open expression within a climate of civility, sensitivity, and mutual respect.
• We affirm the value of human diversity because it enriches our lives and the University. We acknowledge and respect our differences while affirming our common humanity.
• We reject all forms of prejudice and discrimination, including those based on age, color, disability, gender, national origin, political affiliation, race, religion, sexual orientation, and veteran status. We take individual and collective responsibility for helping to eliminate bias and discrimination and for increasing our own understanding of these issues through education, training, and interaction with others.
• We pledge our collective commitment to these principles in the spirit of the Virginia Tech motto of Ut Prosim (That I May Serve).

Honor Code

Support Sources

Academic Support Services

If you require academic support, such as tutoring or help developing time management skills, you should contact The Student Success Center (220 Gilbert Place, 231-8440).

Accessibility, Digital

• Canvas: We will be using the Canvas Learning Management System. Learn about Canvas accessibility policies at the Accessibility Standards section of the LMS website. Click on the “Help” link in the vertical toolbar in Canvas for direct help.
• Google Docs: For some of your homework assignments and all of your major assignments, you will draft your work in Google Docs. Check out the Belonging Website or review the Accessibility Features of each Google product for information about accessibility. Access support while you are working by clicking on the “Help” link in the primary toolbar across the top of your Google Doc.
• Microsoft Word: You will be using Microsoft Word to finalize many of your homework assignments and all of your major assignments. Read more about accessibility at Microsoft’s accessibility statement page. Provide feedback or ask questions about Word and other products at Microsoft Support. Click on the “Help” link in the primary toolbar across the top of the page in Microsoft Word for assistance while you’re working on a document.
• Pressbooks: You will be reading selections from three Open Educational Resource textbooks, which are free and available online. Pressbooks, the publisher of these textbooks, provides a clear statement about accessibility. Provide feedback or ask questions at Pressbooks Contact.
• YouTube: For some assignments, you will have the opportunity to watch YouTube videos that will provide additional instructions about and insight into particular assignments. I will have created some of these videos, but not all of them. Although I have not found a direct accessibility statement created by YouTube, you can read an article about the service’s commitment to inclusive design. Provide feedback or ask questions at YouTube’s Help Center.
• Zoom: My weekly office hours and other one-on-one meetings for this class will be held using Zoom. If you are interested, please check out Zoom’s accessibility policy. Provide feedback or ask questions at Zoom Support.
• VT TLOS Accessibility Information: TLOS/Accessible Technologies/Web Accessibility/Access Policies provides information about accessibility goals, standards, and relevant laws and policies at VT.

Accommodations

Privacy

Please be aware of these privacy policies:

• Canvas: Canvas’s privacy policy states, among other things, that the Learning Management System (LMS) is “committed to protecting the information we process by doing our best to ensure that the information is used only to support students and education.”
• Google Docs: Information about Google’s privacy policies can be found on the Privacy Policy page of the website.
• Microsoft Word: Privacy at Microsoft covers the company’s privacy policies.
• Pressbooks: The publisher of our textbooks offers privacy policies, but they are primarily for writers who publish with the company.
• YouTube: The page How Does YouTube Maintain User Privacy? covers the company’s privacy policies.
• Zoom: Read the Zoom Privacy Statement.
• FERPA: Student educational records are protected by the Family Educational Rights and Privacy Act (FERPA). These rights apply to all students age 18 and above, and it may benefit you to know your FERPA rights so that you can best protect your own educational records. Please visit the Office of the University Registrar’s Student Privacy (FERPA) Page for more information.

Technical Accessibility

You will need a working and reliable computer and Internet access that will allow the use of Canvas course site tools and any online resources provided. No special software is required but you will need access to MS Office products.

• Canvas: Learn about Canvas Learning Management System’s accessibility policies at the Accessibility Standards section of the LMS website. Click on the “Help” link in the vertical toolbar in Canvas for direct help.
• Google Docs: Check out the Belonging Website or review the Accessibility Features of each Google product for information about accessibility. Access support while you are working by clicking on the “Help” link in the primary toolbar across the top of your Google Doc.
• Microsoft Word: Read about accessibility at Microsoft’s accessibility statement page. Provide feedback or ask questions about Word and other products at Microsoft Support. Click on the “Help” link in the primary toolbar across the top of the page in Microsoft Word for assistance while you’re working on a document.
• Pressbooks: The publisher of the three OER textbooks we are using provides a clear statement about accessibility. Provide feedback or ask questions at Pressbooks Contact.
• YouTube: Although I have not found a direct accessibility statement created by YouTube, you can read an article about the service’s commitment to inclusive design. Provide feedback or ask questions at YouTube’s Help Center.
• Zoom: Check out Zoom’s accessibility policy. Provide feedback or ask questions at Zoom Support.
• VT 4Help: To request assistance with technology or check on the status of a campus outage, please visit Virginia Tech 4Help or phone (540) 231- 4357.