Advanced Technical Place & Time:

Willard 268

Writing Office: 201 Burrowes

Instructor: Megan Poole M-F, 11:10–12:25
Office Hours:
Email: [email protected] W am, 9:00–11:00
ENGL 418 | Section 101
Summer 2019
Mailbox: 430 Burrowes TR pm, 1:00–2:00

ENGL 418, Advanced Technical Writing and Editing, will prepare students who are
working toward careers either as technical writers or as technical professionals with an
emphasis on communication skills. Students will gain practice writing to both expert and
non-expert audiences, and they will write within a variety of common genres. Throughout
the course, we will talk about on how writing functions within technical communities and
practice processes important to their composing, specifically collaborative writing and
“design thinking.” Focusing on the theory and practice of design involves not only
thinking about document design, designing texts for readability, and designing
convincing arguments, but also analyzing how technical documents have rhetorical
designs on us as users.

Overall, students in the course can expect to:

• Discuss technical communication as a persuasive process.

COURSE DESCRIPTION

• Learn about scholarly approaches to technical communication.

• Compose in a variety of technical genres (reports, memos, presentations).

• Compose for a variety of audiences.

• Learn the basics of design thinking.

• Apply design thinking to student writing.

• Write collaboratively.

• Hone grammar, punctuation, and style skills.

• Practice technical editing.

• Produce a variety of professional-quality documents and presentations suitable

for a writing and/or research portfolio.
TEXTS 1 . The Essentials of Technical Communication by Elizabeth Tebeaux and Sam Dragga.
Oxford UP, 2018. 4th edition. ISB N: 9780190856144

2 . Select readings provided through CANVAS.

Enga ge m ent, Colla borat ion , & Atten d ance . Engagement includes being attentive
during class, completing reading responses and in-class writing, collaborating with your
peers throughout the course, and contributing to class discussions. Because your success
and the success of this course depend on your active participation, your regular
attendance is required. An absence or two will probably not affect your performance too
much (unless you miss a rough draft session—a major problem); but try to limit it to that.
As English department policy states: A student whose absences are excessive “may run
the risk of receiving a lower grade or a failing grade,” whether some of those absences
are considered “excused” or not. If you miss class, it is your responsibility to get
REQUIREMENTS & EXPECTATIONS

assignments, complete any work, and submit any due assignments.

As sign m ents & Prof ess ion alism . It is particularly important for you to attend—and
be prepared to participate in—peer review workshops on drafts of your assignments.
Although your drafts need not be “polished,” in general they should be complete
enough for you to receive substantial help from your peers. Under no circumstances will I
accept a “final” version of a document unless I have seen rough drafts. In addition, you
must hand in all assignments in order to pass the course.

I will also hold you to the following professional standards:

Promptness. As in the working world, you must turn in your work on time. All projects
are due at the beginning of class on the dates indicated on the syllabus. Assignments
turned in late will be penalized one letter grade for each day late unless you have
made other arrangements with me in advance.

Appearance. All work should be neatly prepared, using margins, spacing, and design
techniques conventional for that genre.

Grammar, Spelling, Proofreading. At work, even a single error in spelling, grammar,

or proofreading can jeopardize the effectiveness of some communications.

Process Work. Keep a record of all process work that you complete for an
assignment—in-class drafting prompts, peer review comments, different versions of
an assignment, etc. I will collect and review all process work for each assignment.

Expectation s. In addition to the requirements outlined above, you are expected to

complete all reading assignments on time, treat writing as a collaborative process, and
choose projects that require significant research and analysis. Above all else, you are to
respect the dignity and rights of your colleagues, ensuring that our classroom remains a
safe, positive, and inclusive space for everyone.
 When grading each of your assignments, I will ask one overriding question: “Does this
document do its job successfully?” That is, would your communication have the
intended effect on the reader you are addressing? I will, of course, recognize the
difference between a competent performance (a “C”) and good and excellent
performances (“B” and “A”). An acceptable performance is one that stands a chance of
succeeding; an excellent performance is one that seems assured not only of success
but is also near professional quality:

A: Excellent. The work is of near professional quality. The document meets or

exceeds all the objectives of the assignment. The content is mature, thorough,
and well-suited for its audience; the style is clear, accurate, and concise; the
information is well-organized and designed so that it is accessible and
attractive; the mechanics and grammar are correct.

B : Good. The document meets the objectives of the assignment, but it needs
improvement in style, or it contains easily correctable errors in grammar, format,
or content, or its content is superficial.

C: Acceptable. The document needs significant improvement in concept,

details, development, organization, grammar, or format. It may be formally
correct but superficial in content.

D . Marginally acceptable. The document meets some of the objectives but

ignores others; the content is inadequately developed; or it contains numerous
or major errors.

F: Unacceptable. The document does not have enough information, does

GRADING PARAMETERS

something other than the assignment required, or contains major and/or

excessive errors.

Your final grade will be determined by the grades you receive on written and in-class
assignments, according to the following weighting:
 Aca de m ic Integrity. Penn State defines academic integrity as the pursuit of scholarly
activity in an open, honest, and responsible manner. All students should act with personal
integrity, respect other students’ dignity, rights, and property, and help create and
maintain an environment in which all can succeed through the fruits of their efforts
(Faculty Senate Policy 49-20).

Dishonesty of any kind will not be tolerated in this course. Dishonesty includes, but is not
limited to, cheating, plagiarizing, fabricating information or citations, facilitating acts of
academic dishonesty by others, having unauthorized possession of examinations,
submitting work of another person or work previously used without informing the
instructor, or tampering with the academic work of other students. Students who are
found to be dishonest will receive academic sanctions and will be reported to the
University’s Judicial Affairs office for possible further disciplinary sanctions. See this
handbook for more information.

Non dis crim ina tion. The University is committed to equal access to programs, facilities,
admission and employment for all persons. It is the policy of the University to maintain an
environment free of harassment and free of discrimination against any person because of
age, race, color, ancestry, national origin, religion, creed, service in the uniformed services
(as defined in state and federal law), veteran status, sex, sexual orientation, marital or
family status, pregnancy, pregnancy-related conditions, physical or mental disability,
gender, perceived gender, gender identity, genetic information or political ideas.
Discriminatory conduct and harassment, as well as sexual misconduct and relationship
violence, violates the dignity of individuals, impedes the realization of the University’s
educational mission, and will not be tolerated.

To report acts of intolerance, discrimination, and harassment, visit the Report Bias
webpage.

Acces s. Penn State welcomes qualified persons with disabilities to participate it its
programs and activities. If a student enrolled in this course anticipates needing any type
of accommodation or has questions about physical access, please notify the instructor as
soon as possible. Please note that a disability is defined as “a physical or mental
COURSE POLICIES

impairment that substantially limits one or more major life activities.” This includes a
variety of invisible disabilities including chronic physical and /or mental illness. For more
information, see the Disability Resources website.

Res ources. Penn State Learning offers a range of tutoring services across campus. Most
importantly for this course, you can meet with wonderful writing tutors who will help walk
you through any stage of the writing process.

More importantly, many students at Penn State face personal challenges or have
psychological needs that may interfere with their academic progress, social development,
or emotional wellbeing. The university offers a variety of confidential services to help you
through difficult times, including individual and group counseling, crisis intervention,
consultations, online chats, and mental health screenings. Call 814-863-0395 or visit the
CAPS website for more information.
COURSE SCHEDULE
Week 1
Topic D ue
5/13 M Course introduction.
Assignment #1: “State of the Field” (SOF)
Analysis.

5/14 T Defining and analyzing technical Read Ch. 1 & 2

communication. [Writing Sample]

5/15 W Unpacking the writing process. Planning Worksheet (SOF)

Plan course writing goals. [Public Writing Project Plan]
5/16 TR Considering the ethics of technical Read Ch. 3
communication. Read “Design Thinking” PDF
Finding a place for design thinking.
5/17 F Collaborate: “SOF” Analysis. Research Project Worksheet
Read “Peer Review” PDF

Week 2
Topic D ue
5/20 M Reviewing and revising drafts. Read Ch. 4
SOF Analysis Draft
5/21 T Discussing fields & identifying problems. SOF A nalys is D UE

5/22 W Assignment #2: Feasibility Report. Read Ch. 8

[PW #1 + Style Reading]
5/23 TR Designing criteria for solutions.
Researching solutions.

5/24 F Collaborate: Feasibility Report.

Week 3
Topic D ue
5/27 M M em orial D ay. NO CL ASS .
5/28 T Designing documents for readability. Read Ch. 5

5/29 W Writing abstracts and introductions. [PW #2 + Style Reading]

5/30 TR Reviewing and revising drafts. Feasibility Report Draft

5/31 F Check-in: Public Writing & Research Projects Fe asib ility Re port D UE
Week 4
Topic D ue
6/3 M Assignment #3: Oral Report. Read Ch. 9
Matching solution to problem.
6/4 T Researching audience & stakeholders.
6/5 W Presenting ideas: speaking v. writing. Read Ch. 11
[PW #3 + Style Reading]
6/6 TR Designing visuals that present an argument. Read Ch. 6
6/7 F Collaborate: Oral Report.

Week 5
Topic D ue
6/10 M Reviewing and revising drafts. Oral Report Draft
6/11 T Presentations, Round 1. Ora l Rep ort D UE
6/12 W Presentations, Round 2. Ora l Rep ort D UE
[PW #4 + Style Reading]
6/13 TR Assignment #4: Proposal Report.
6/14 F Collaborate: Proposal Report.

Week 6
Topic D ue
6/17 M Designing and defining methods.
6/18 T Designing scope and plan of work.
6/19 W Presenting public writing contributions. [PW #5 + Style Reading]
6/20 TR Reviewing and revising drafts. Proposal Report Draft
6/21 F Course wrap-up. Proposa l Re port D UE
Writing Portfolio Reflection

Week 7
Topic D ue
6/24 M FINAL EXAM DAY. Revision s DU E
PUBLIC WRITING PROJECT
DUE: EVERY WEDN ESDAY
Writing for a non-expert audience is an important component of all technical communication.
Even once you are working on specialized tasks, you will often have to present your work to non-
specialized audiences (such as the sales division or upper management). In this Public Writing
Project, you will 1) write about technical products for a public audience, 2) write for and work with a
professional organization, and 3) hone your grammar and style skills so that you can produce
content in publishable form.

This particular Public Writing Project will partner with the Optical Heritage Museum in
Southbridge, MA. Southbridge—which is outside of Boston—was the center of optical science and
the invention of ophthalmology equipment in America in the late 1800s-early 1900s. The museum
now showcases the evolution of optical devices and spectacles, from the early days of American
Optical to the modern production of Zeiss equipment.

Our task will be to add to the museum collection and tell stories of its most valuable technical
objects. You will have two options for this writing project:

o Grammar-focused: This option will focus more on style, and the end product will be 1-2
brief descriptions of important items in the museum.

o Multimodal-focused: This option will focus more on presenting technical information in

forms other than written text. You might create an auditory guide to one of the museum
rooms or use your technical skills to create a corner devoted to optical illusions.

In the first week of the semester, you will create an individualized plan for this public writing
project: perhaps you’ll be writing about a lensometer while you focus on vague pronoun
references and concision. Or perhaps you’ll be recording and editing audio files to create a
guided tour of the museum. Whatever task we agree upon together—after reviewing and
discussing your initial writing sample—will be divided into five segments (one for each week of the
semester).

Every Wednesday, you’ll submit your Public Writing project for that week, and we’ll work together
on its content until it is in publishable form. Your work will not be marked “complete” until it is of
professional quality and ready for the museum. You will be able to edit your submitted responses
until they are in such form.

Your grade for this public writing project will be determined as such: A (5/5 complete); B (4/5
complete); C (3/5 complete); D (2/5 complete); F (0-1/5 complete).
PEER REVIEW RESPONSES
DUE: THRO UGHOUT THE SEMESTER (SE E SCHEDULE)
During in-class writing workshops, you’ll be asked to complete full-draft peer review sessions. The
form a t of thes e respon ses will be s pe cif ied a t the ons et of ea ch as signm ent. The
goals of peer review are for you to (1) understand writing as a process, (2) develop collegiality by
collaborating with your classmates on learning and applying the concepts of rhetoric and writing,
and (3) come away with substantial feedback and ideas about how to revise your own writing.

Use these commenting guidelines to guide your peer review responses:

1. Concre te Recom m endat ion s. Make sure that your comments do more than summarize
the contents of your peer’s essay. Identifying opportunities for important change and
revision demonstrates your attention to detail as a peer reviewer.
2. Va rie ty of Com me nts. Do your best to showcase a wide range of comment types
(compliments, criticisms, directives, suggestions, questions, explanations, observations).
Employing a variety of comments demonstrates the effort and care you bring to the peer
review process.
3. Sp ecificity. When at all possible, make sure that your comments point directly to specific
parts of the text where they are most relevant. This specificity will improve the quality of
your comments and help your peer act on the revisions you recommend.

To ensure these goals are met, each response will be evaluated according to the standards below.
At the end of the semester, the numerical GPA equivalent of each response letter grade will be
averaged to determine your final peer review response grade, which counts for 15% of your overall
course grade.

A: Responds fully and thoughtfully to the ideas in the peer’s paper, pointing to specific elements
of the text that are exemplary or could be improved. Reflects an understanding of the
assignment and of the author’s audience, purpose, and message, including at least one
concrete recommendation on evidence, analysis, and/or arrangement (not just on style) per
paragraph. Poses questions whenever appropriate and includes a variety of comments in their
feedback. Advises the author on specific ways to meet (even exceed) the criteria for the
assignment.

B : Responds fully and thoughtfully to the ideas in the peer’s paper, as described above, although
some of the comments may be vague and not rooted in specific references to the text.
Concrete recommendations for revision are present, but infrequent, and/or comments are
numerous, but singular in style.

C: Responds fully and thoughtfully to the ideas in the peer’s paper, as described above, although
some of the comments may be unhelpful or vague. Concrete recommendations for revision and
specific references to the text are infrequent.

D : Fails to respond either thoroughly or thoughtfully. That is, there might be an insufficient
quantity or length of comments, or they might convey feedback that is not useful for revision.
F: Not submitted.
ASSIGNMENT #1
“STATE OF THE FIELD” ANALYSIS
DUE: TUESDA Y, MAY 21

Prom pt. In order to talk about technical communication in this class, we’ll need a shared
vocabulary to describe the features, context, and effectiveness of technical documents. And in
order to compose and design effective technical documents of your own, you must first be able to
recognize the strengths and weaknesses of other technical documents.

In this assignment, you will analyze a piece of technical communication from your particular field to
determine the rhetorical designs of your discipline using the criteria and vocabulary we discuss in
class. More specifically, you will compose an analysis of technical documents written about a new
technological device that stands to change the “state of your field.” Your task will be to consider
how well a technical document about that device presents the technology as revolutionary. You
will then compose an evaluative memo that presents your analysis of the document and your
evaluation of the “state of the field.”

Proces s. You will work with a group of your peers in analyzing a particular technological device
(VR, AR, 3D printing, etc.), but your written memo will be individually authored and graded. The
four steps to this assignment include: 1) Choose a technological device that stands to
“revolutionize” your field. 2) Research and select a piece of technical communication about this
device to analyze. 3) Evaluate your chosen document for readability, usability, and acceptability. In
other words, how is the device presented to readers and why? Be concrete in your analysis, using
examples from the document as you make your key points. Use your personal encounter with the
device to extend or critique the points presented in the document. Also be sure to analyze, not
just describe the document. Pass judgment on both content and design. 4) Write a memo that
organizes your analysis in both a logical and convincing way. Follow the memo format in chapter 7
of your textbook.

Form a t. Your analysis should be 2 single-spaced (~1,000 words) pages with one-inch margins.
When citing your document, follow APA format (or the format specified by your discipline).

Gr ading Crit eria. Your analysis will be graded based on the depth of its analysis as well as its
own suitability as a piece of technical communication. Your memo should demonstrate:
o Evidence of close, analytical reading of your chosen document.
o Awareness of the technical, verbal, rhetorical, and design characteristics of the document.
o Understanding of how the vocabulary and concepts discussed in class were deployed in a
product of technical writing;
o Insightful analysis, supported by concrete examples, of how this technical document
speaks to the state of your field.
o Clear paragraph divisions and topic sentences;
o Well-written sentences and correct grammar, spelling, and punctuation.
ASSIGNMENT #2
FEASIBILITY REPORT
DUE: FR IDA Y, MAY 31
Prom pt. Technical communication responds to real-world situations and problems. Instead of
responding directly to a class prompt, this semester-long project (which consists of the feasibility
report, the oral report, and the proposal report) asks you to identify a real-world problem in your
community or your academic field and produce pieces of technical communication that work to
provide a solution to that problem.

A feasibility report is one of the first steps in the process of matching the right solution to a problem
in professional settings because it thoroughly analyzes the problem and evaluates possible solutions
to that problem. In this feasibility report, you will research the history and current state of your
problem, develop criteria for assessing solutions, apply those criteria to analyze the possible
solutions, and finally consider the costs of each possible solutions.

By the end of the report, it should be clear which solution is most feasible and acceptable to your
audience. But don’t spend too much time arguing for a certain solution—that will be the aim of the
proposal report. The success of your feasibility report will depend upon your developing two crucial
components of technical writing: writing a concise summary and composing a literature review that
provides a thorough overview of scholarly research yet maintains your authoritative voice as a
researcher.

Proces s. This semester-long project asks you to bring in your ongoing research or develop a
research agenda for the coming years. This particular assignment consists of four steps: 1) Research
your problem. 2) Develop criteria for assessing solutions. 3) Provide and assess possible solutions to
your problem that pays particular attention to costs. 4) Present this information in a formal technical
report.

Form a t. Your feasibility report should be 4-6 pages single-spaced (~2,000 words), including
illustrations, with one-inch margins. When providing citations, follow APA format (or the format
specified by your discipline).

Gr ading Criteria . Your report should demonstrate:

- A comprehensive literature review that presents the history and current state of a problem;
- Understanding of whom this problem affects as well as the audience who can help achieve
and/or benefit from proposed solutions;
- Clear criteria—based in research—developed to analyze solutions;
- Analysis of at least three different solutions that are equally evaluated in accordance with
defined criteria;
- Analysis of the costs of both the existing problem and the costs and benefits of the
proposed solutions.
- Well-written sentences and document design that nears professional quality.
ASSIGNMENT #3
ORAL REPORT
DUE: TUESDA Y-WE DN ESDA Y, JUNE 1 1-12
Prom pt. Once a project is well under way, it changes slightly (or your expectations change) and you
have a much better sense of what you can anticipate from the rest of the work. And in a workplace
setting, it’s rare for an employee or a team to embark upon a large project without getting feedback
along the way. In this oral report, you will convert the conclusions of your written feasibility study
into a visual/verbal presentation and present a progress report on your project proposal.

At this stage in the semester, you will be—intellectually—in the prototype stage. You have decided
which solution best fits your problem, but now you should “prototype” it, test it, workshop it. Your
primary aims of this oral report, then, are to provide your audience with a definition of your problem,
an overview of possible solutions, and a “pitch” of your proposal for the solution.

Proces s. The success of any oral report depends upon how well the speaker has anticipated their
audience, i.e., what will keep them captivated, how to invite their participation, etc. Make use of
visuals to draw your audience in, concretize your data and/or argument, and maintain a cohesive
design/vision for your proposed solution. You will walk through at least four steps in order to
complete this report: 1) Prepare a written script or outline in which at least half of the presentation
focuses on your proposal, lists potential problems you face and/or anticipate facing in writing the
proposal, and reveals questions you might have for the proposal. 2) Prepare a visual display that
accompanies your oral report (slideshow, video, images, etc.). 3) Compose discussion prompts
and/or questions that invite your audience to offer feedback on the project. 4) Deliver your
presentation to the class as if this were a professional workplace presentation (consider your dress,
delivery, organization, preparedness etc.)

Form a t. Your presentation should take approximately 10-15 minutes, including time for audience
feedback, discussion, and questions.

Gr ading Crit eria. Your oral report should demonstrate:

- A well-organized talk that provides a definition of the problem, an overview of possible
solutions, and a detailed proposal for one specific solution;
- A distillation of technical information/data into simple, plain explanations;
- Visuals that enhance and extend the argument of your speech;
- A professional delivery that presents an intentional speaking style and an ethos of one who
has authority on the topic;
- Ability to engage the audience and prompt interaction from them.
ASSIGNMENT #4
PROPOSAL REPORT
DUE: FR IDA Y, JUNE 21
Prom pt. A detailed project proposal is often the start of any major project, as it is used to procure
the time, funds, and resources required to bring the project to completion. A proposal must identify
the right audience, make an argument that is convincing to that audience, present convincing data,
and depict the researcher/writer as an authority who can be trusted to present and interpret that
data. In this proposal report, you will compose a well-structured argument that argues for the
significance of your problem, matches a solution to that problem, and presents the methods, plans,
and costs of enacting that solution.

Proces s. Because the proposal report is the culminating assignment in your research project, you
should not have to do much more research on the problem, but you will likely need to spend more
time researching your proposed solution and packaging that solution in a way that convinces
someone to invest time and/or capital in your project. Your proposal should consist of: a project
summary, a project description (rationale/significance, plan of work, scope, methods, task
breakdown, problem analysis, facilities/equipment), a management proposal, a budget, and a
conclusion. In order to distill your technical work into easily digestible information, you will also need
to include visuals throughout the proposal that further and extend your argument.

Form a t. Your proposal report should be 4-6 pages single-spaced (~2,000 words), including
illustrations, with one-inch margins. When providing citations, follow APA format (or the format
specified by your discipline).

Gr ading Crit eria. Your proposal report should demonstrate:

- A clear description of the problem that argues for its significance and provides a convincing
rationale for attending to that problem;
- A developed presentation of the problem that anticipates questions from skeptical readers;
- A compelling argument to the audience for one ideal, concrete, and clear solution;
- Evidence in support of the proposed solution;
- Details regarding the scope, plan of work, methods, budget and other factors of the solution
that makes the proposal seem “do-able;”
- A convincing appeal for the audience to act on your proposal;
- Creation of visuals that explain the data involved in the report;
- Document design that privileges readability;
- Writing that is near professional quality.