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ENTC 3030 Technical Communications Syllabus ENTC 3030 Technical Communications Instr.: Phone: email: web: Office: Office Hrs: Dr. Hugh Blanton 439-4177 [email protected] http://faculty.etsu.edu/blanton Wilson-Wallis 222-A T—11:30 am – 2:30 pm or by appointment Books Paradis, James & Zimmerman, Muriel. The MIT Guide to Science and Engineering Communication, 2nd Ed. MIT Press. Cambridge, MA. 2002. Valiela, Ivan. Doing Science: Design, Analysis, and Communication of Scientific Research. Oxford University Press. New York, NY. 2001. The primary focus of the course will be hot topics in technology or science. Each student will present before the class one topic chosen from the list of suggested topics and references. The topic choices are due no later than Feb. 10th. • • Hand in the title of your seminar topic, followed by a sentence explaining the reason for choosing it. Students who could not decide will be assigned one of the available topics on the list. All students will be given two public speaking opportunities about their respective topic, • • a short (~5 min) overview and a longer (~40 min) seminar talk. Short overview (5 min.) This is a brief warm-up presentation • explaining what the topic is about, • why it was chosen, • why it is interesting, • why it is important, • what is new, • etc. Seminar (~40 min.) This is a more detailed seminar-style talk followed by a classroom discussion. Presentation styles and formats include: Blackboard presentations--Technically simplest but limited in amount and quality of presenting data and visual information. Transparencies--Requires printing or writing on (expensive) transparencies. • Allows display of graphics but no animations. • • A limited number of transparencies will be available for the class. Ask the instructor. Slides- Same as transparencies but has to be prepared professionally. Presentation styles and formats include: Computer presentations - This is the most versatile and convenient format. • It easily allows integration of animation, • • sound, graphics and interactive displays. One of the best presentation programs is Microsoft Power Point. The class will have a projector for computer presentations. Course objectives Write effective technical and research reports, proposals, procedures and process explanations, memoranda, and professional correspondence addressing a variety of audiences; Prepare and deliver professional presentations and briefings, using visuals and computer technology; Identify, retrieve, and critically analyze technical and related information through online networks and databases to investigate an issue or solve problems; Develop, integrate and edit tables, charts, and diagrams; Review and revise written and oral communication; Work productively in a team, with emphasis on the team process, decision making strategies, and project planning; and Understand ethical responsibilities of providing accurate information and communicating effectively with the general public and professionals. Topics covered Communication context: situation, purpose, audience Communication attributes: content, structure, format, language, illustrations Writing as a process Correspondence Library resources and research strategies Technical Proposals Strategies for designing persuasive, informative, or motivational documents Standards for technical reports Revising and editing technical documents Grammar review Technical presentations Illustrations, graphs, and tables Collaborative writing Relationship of course to undergraduate degree program objectives and outcomes • This course serves students in a variety of • technology majors. This course partially fulfills the Technology Core requirements for the Dept. of Technology. Assessment of student progress toward course objectives Correspondence (memos, letters, resume) Proposal for the technical report Progress report (written or oral) Formal technical report Oral presentations (individual and team) Process explanation, Instruction set, or Illustrations (team project) In-class workshops and computer-based exercises Peer reviews Conferences with instructor Revision Option Method Revision means literally "seeing again," developing a new perspective on the writing task. • • Just correcting the original work based on my comments or your own observations will not be accepted as revision; instead, you'll have to rewrite the document significantly. Some revisions can raise your grade • • all revisions should help you learn more about writing well. I’m happy to help you to revise: • I highly recommend that you check in with me at some point before you submit a revised assignment so I can help you • • • • focus on the most important areas, brainstorm options, assess your progress, and otherwise assist you to improve. Revision Grading Revisions of two assignments can be submitted for re-grading. • No risk is involved (you cannot receive a • lower grade than the one originally assigned) but neither do you have a guarantee of earning a higher grade for your effort. • In order to insure that you work hard on your initial assignments, revision grades will not be more than one full grade higher than the original grade. • Revision grades replace the original grades rather than being averaged with them. Materials The original document containing my comments and grade must accompany the revision, along with old and new background material. Timing You may submit a revised assignment at any time during the semester; • • all revisions are due one week before the last day of class— no exceptions. Students often find it useful to delay revision until later in the semester for the following reasons: • • • • They can apply the additional course material to improve their writing They learn by practicing their writing skills in other assignments They gain perspective by putting the work away for a time They have more assignments to consider for revision, so they can choose the ones that will count most toward their course grade Course Schedule Course Introduction—Week 2 Introduction to ENTC 3030 • • • • • Students Instructor Office Hrs Assignments Grading • Read • • Chapter 1 of Paradis/Zimmerman Chapter 5 of Valiela No Class—Week 3 Observance of Martin Luther King’s birthday. Review—Week 4 Review of Grammar Introduction to Technical Communications • Read • Chapters 2, &17 of Paradis/Zimmerman Week 5 Searching the Literature Goals • Homework • Read Chapters 7,8,& 9 of Paradis/Zimmerman Week 6--February 10, 2003 Writing Proposals Progress Reports Memos, Letters, and email • Homework • Read Chapters 12 of Paradis/Zimmerman Week 7 Instructions & Procedures Selection of project due. • Homework • Read Chapters 4 & 5 of Paradis/Zimmerman Week 8 Revising Documents Developing Graphics • Read • Chapters 16 & 18 of Paradis/Zimmerman • Chapter 8 of Valiela Week 9 Document Design Citation & Reference Styles • Homework • Read Chapters 3 & 10 of Paradis/Zimmerman Week 10 Organizing & Drafting Documents Reports • Homework • Read Chapters 14 & 15 of Paradis/Zimmerman Spring Break—March 17, 2003 Week 11 Job Search Documents Oral Presentations • Read • Chapters 14 & 15 of Paradis/Zimmerman • Chapter 7 of Valiela Week 12 Oral Reports Week 13 Oral Reports Week 14 Oral Reports Week 15 Oral Reports ENTC 3030 GRADING Grades will be calculated as follows: • • • Oral presentations • • Short overview Proposal presentation 25% 10% 15% Written presentations • • • • • • Topic choice Overviewreport Resume Proposal report Memo Procedures Subjective 60% 5% 15% 10% 15% 10% 5% 15% Grade guidelines A Outstanding Exceptional in form and content B Above average Fine work, few minor flaws: interesting, insightful, logical, well designed, well developed, well organized, clear and attractive style, grammatically correct, no major flaws C Average Generally correct, shows understanding of course concepts, reasonably competent but with some important flaws, a mixture of strengths and weaknesses D Below average Seriously deficient in content, form, or style F Failing Incoherent ideas, very disorganized presentation, many grammatical problems, other excessive flaws ENTC 3030 PROJECTS Request for Proposal (RFP) Request for proposal to: • • • • • • Develop a method for non-destructively testing the quality and taste of watermelons. Analyze the newly established lottery system in Tennessee and its effects on higher education. Analyze the effect of the proposed class fee on the Department of Digital Media curriculum. Develop a strategy for marketing a specific curriculum taught at ETSU. Analyze the effects of the development of an income tax in Tennessee. Analyze a topic covered in Scientific American. Homework: Brief Biographical Sketch I’d like to know more about you, so I can work with your interests, experiences and attitudes to create a comfortable and effective learning environment for you. • I’d also like to see what you already know about writing. So, please design a document that gives me the information that I request in a useful form. Thanks! • • • • • • • • • • • • Name E-mail and/or phone and any limitations (e.g. calling times) Websites (your own, ones you like) Year and academic area Career direction What do you consider to be the most interesting thing about yourself? Name some scientific or technical subjects that you find particularly interesting. What are some of your nonacademic interests/activities? When did you last take a writing course? What kind? What are the three most recent communications you have written (papers, reports, memos, proposals, etc.) and for whom? What would you like to improve about your writing? Confess your chief anxiety about writing and about this course. What other courses are you taking this semester (please include instructor name and/or section number)?