TECHNICAL COMMUNICATION

WRIT 366-001 | 3 CREDIT HOURS

SPRING 2016
ADMINISTRATIVE INFORMATION

COURSE CATALOG DESCRIPTION

Instructor
John Walter

Introduction to technical communication-including advanced

research strategies and documentation, developing professional
publications and presentations, writing documentation, and
editing technical materials. The course is designed for students
who seek opportunities as professional writers, not as scientific
professionals. Notes: Intensive Writing course. Offered in spring
of even years. Prerequisite(s): WRIT 101 with a grade of C- or
better.

Contact Info
Email: walterj@winthrop.edu
Skype: gunnhrafn
Office Hours (via Skype)
Mondays: 7:00-9:00 PM
& by appointment
Course Web Site
http://www.othinn.com/writ366
Course Slack Account
https://writ366.slack.com/
REQUIRED TEXTS

Johnson-Sheehan, Richard. Technical Communication Strategies for

Today. 2nd ed. Boston: Pearson, 2015. (Bookstore)
Johnson-Eilola, Johndan, and Stuart A. Selber. Solving Problems
in Technical Communication. Chicago: U of Chicago P, 2013.
(Bookstore)

Other readings as assigned.

WRIT 366-001 | Spring 2016 | Syllabus | 1

COURSE INTRODUCTION
Of the numerous images for the field and those who
work in it, problem solver is an especially productive
characterization to consider, for it acknowledges the
extent to which technical communicators contribute to
the development and use of technology. It also suggests
the challenges of working with languagevisual and
verbaland of developing communication artifacts that
represent tasks, processes, procedures, and more in a
manner that is useful and usable. Johndan JohnsonEilola and Stuart A. Selber, Introduction to Solving Problems
in Technical Communication
Written communication functions within disciplinary
cultures to facilitate the multiple social interactions that
are instrumental in the production of knowledge. [...].
Knowledge production is carried out and codified largely

through generic forms of writing: lab reports, working

papers, reviews, grant proposals, technical reports,
conference papers, journal articles, monographs, and so
on. Genres are the media through which scholars and
scientists communicate with their peers. Carol
Berkenkotter and Thomas N. Huckin, Rethinking Genre
from a Sociocognitive Perspective
As an introduction to technical communication, we will learn
about technical communication as a field and a profession, and we
will examine and engage the written, oral, and visual
communication methods and genres commonly practiced by
technical communicators. As a writing intensive course designed
for students seeking opportunities as technical communicators,
this course will address advanced research strategies and
documentation; organizing and presenting information; the use of
graphics and data visualization; document design; technical
editing; the use of social media in technical communication; and
writing for specialized forms such as professional
correspondence, proposals, documentation, and technical and
professional reports.
A central tenet of this course is that effective technical
communication, as all communication, is social, situational, and
contextual. To this end this course will emphasize a rhetorical
genre studies approach, that is, we will examine the kinds of
documents and publications technical writers often produce as
having developed out of reoccurring needs of an organization,
profession, or community that have become formal genres in
order to create familiar and stable methods of sharing and
exchanging information.

WRIT 366-001 | Spring 2016 | Syllabus | 2

GOALS AND STUDENT LEARNING OUTCOMES

English Department Program Goals
English majors analyze and synthesize various forms of traditional,
digital, and non-print texts. Our students read the works of authors
from a broad range of cultural, ethnic, racial, and gendered
backgrounds, and they develop a nuanced understanding of how
historical and cultural context affect literary/textual production.
Majors learn to engage in literary and rhetorical analysis, as well as
demonstrate knowledge of theory, criticism, research methods,
and documentation techniques.
English majors gain knowledge of the English language arts. Majors
explore topics such as the teaching of literature and the structure
and historical development of the English language. They
become familiar with various approaches to grammar, gaining
recognition of dialects and patterns of usage, the digital
humanities, and the purposes of language from theoretical and
technological approaches.
English majors compose carefully crafted texts and construct persuasive
arguments based on analysis and deliberation. Their writings may take
the form of critical essays, fictional or poetic works, and
professional documents. All majors learn to write sustained texts
that contain the following: researched material, appropriate
awareness of audience and purpose, and mastery of grammar,
mechanics, and usage. Students [ethical tied to ULCs] provide
proper documentation of primary and secondary sources and
demonstrate effective use of existing technologies to research,
prepare, and present information.
BA in English Student Learning Outcomes (SLO)
SLO 1: English majors think critically by evaluating and using
evidence. They seek out and assess relevant information
from multiple viewpoints to form well-reasoned
conclusions.

 SLO 2: English majors are personally and socially responsible.

They practice ethical reasoning and demonstrate an
understanding of the moral dimensions of English Studies
through well-documented research.
SLO 3: English majors comprehend the historical, social, and
global contexts of their disciplines and their lives.
SLO 4: English majors are able to construct persuasive
arguments based on careful analysis and deliberation and
use a voice and format suitable for the intended audience.
SLO
5: English majors are able to read and interpret a wide

range of texts and demonstrate comprehension of their

content and relevant textual characteristics.
SLO 6: English majors demonstrate familiarity with the
concepts and pertinent applications of major critical
theories and schools of criticism within the discipline.
University Learning Competencies
Competency 1: WRIT 366 contributes to students achievement
of University Learning Competency 1 through its theoretical
consideration and hands-on engagement with the genres and
strategies of technical communication. Through the careful
analysis of the rhetorical, contextual, legal, ethical, and
technological issues governing the rhetorical exigency of a given
communication act, students will determine which genres and
rhetorical strategies available to them best meet the needs of their
purpose and audience.
Competency 4: WRIT 366 contributes to students achievement
of University Learning Competency 4 through its theoretical
exploration of and hands-on engagement with the genres and
strategies of technical communication in order to communicate in
a manner appropriate to the subject, occasion, and audience. In
this course, students will create textsincluding but not limited
to written, oral, and visual presentationsthat convey content
effectively, and, mindful of their voice and the impact of their
communication, students in this course will study and practice the
WRIT 366-001 | Spring 2016 | Syllabus | 3

strategies and techniques necessary for successful expression and

exchange of ideas.
COURSE REQUIREMENTS AND GRADES
Grading
This class will use the plus/minus grading system. In this
class, the following numerical equivalents for grades are used: A
92-100; A- 90-91; B+ 88-89; B 82-87; B- 80-81; C+ 78-79; C
72-77; C- 70-71; D+ 68-69; D 62-67; D- 60-61; F 0-59.
Requirements
Assignment

Points

Participation Posts

150

Weekly Reflections

100

Minor Assignments

100

Defining Technical
Communication

75

Job Application Packet

75

Documentation Project
#1

75

Documentation Project
#2

75

Technical
Communication Report
Proposal

75

Assignment

Points

Technical
Communication Report
Progress Report #1

25

Technical
Communication Report
Progress Report #2

25

Technical
Communication Report

150

Technical
Communication Report
Presentation

75

COURSE POLICIES
Academic Honesty
Students are expected to abide by the Student Code of
Conduct and the Student Conduct Code Academic Misconduct
Policy as presented in the online Student Handbook. Students are
also expected to have read and understand the English
Department's guide to The Correct Use of Borrowed
Information.
In short, plagiarism in all its forms (including but not limited
to word-for-word copying, the mosaic, and uncited paraphrases),
cheating, unauthorized collaboration, submitting work produced
in whole or part by others, and other forms of academic
misconduct will be prosecuted as per the guidelines in the Student
Handbook and Winthrop University's Academic Misconduct
guides. Instructor imposed sanctions might ranging from a zero
for the assignment to a failing grade for the course.
In practical terms, this means that you should produce the
work you submit and acknowledge your engagement with the
WRIT 366-001 | Spring 2016 | Syllabus | 4

ideas of others. If you consult an encyclopedia for information,

cite it. If you find an idea in something you read, even if you do
not copy the text word-for-word, cite it. If you use someone else's
words, put quotes around them and cite them, even when it is the
words of your fellow classmates. If you use an image, video,
audio clip or other form of media from the web or another
source, attribute that source even if the content is in the public
domain or otherwise does not request or require attribution as
part of its distribution license.
You should acknowledge sources from the start; plagiarism is
plagiarism whether it is in a first draft or in the final product. If
you are unsure whether or not you should cite something, ask
your instructor. If you do not have time to discuss the issue with
your instructor, cite first and ask later, or, at the very least, include
a brief note with your assignment to indicate the issue in
question.
For the purposes of this course, collaboration is not collusion
(unauthorized collaboration) and collusion is not collaboration.
When you collaborate, you discuss; when you collude, you pass
off as yours work that is not your own. While having someone
rewrite or "fix-up" your project for you is collusion, having
someone peer-review or proof-read your work is not. To avoid
collusion, ask yourself this question: is this person pointing out
for me problems to rewrite and/or correct myself, or is this
person rewriting and/or correcting these problems for me? The
former falls under collaboration, the latter under collusion. While
issues of academic honesty are far from simple, there are three
simple things you can do to avoid most problems: Do you own
work, cite your sources, and ask when you are unsure.
Attendance Policy and Participation
Because attendance in an online course without a set meeting
time is tricky, attendance will be practiced through Participation
Posts.
Failure to engage in Participation Posts during any three (3)
weeks of our course will result in a grade of N if the student

withdraws from the course before the withdrawal deadline; after

that date, unless warranted by documented extenuating
circumstances as described in the Withdrawal from Courses
section of the Student Handbook, a grade of F or U shall be
assigned.
For more information on what counts as informed and active
participation, please see the Participation assignment guidelines.
Conduct in Class Spaces
The policy on student academic misconduct is outlined in the
Student Conduct Code Academic Misconduct Policy online.
Our online classroom environmentsincluding but not limited to
our use of Slack, Twitter, Blackboard, and other spacesare
intended to provide safe environments for exploring ideas and
challenging assumptions. Students are expected to listen
respectfully to the voices of other individuals and to share their
own opinions and values in a positive, respectful manner.
Students and the instructor are expected to treat each
member of the class with respect and civility. Classroom behavior
that a reasonable person would view as substantially or repeatedly
interfering with the conduct of the class will not be tolerated in
this course. Students who engage in disruptive behavior will be
subject to sanctions as specified in the Student Conduct Code.
Course Site vs. Blackboard vs. Slack
The course web site will host the online course documents,
assignment guidelines, schedule, handouts, links to resources, etc.,
and the Blackboard site will primarily be used to distribute course
readings via .pdf, post Weekly Reflections, submit assignments
(unless the assignment guidelines stipulate otherwise), and to
record grades via the grade book.
We will use Slack as a discussion space for our Participation
Posts, general discussion, and general questions. Slack is a
powerful communication platform with growing popularity within
and outside the tech industry, and is an example of the kinds of

WRIT 366-001 | Spring 2016 | Syllabus | 5

communication platforms used in corporate and non-profit

workplace environments. We'll be using Slack rather than
Blackboard's discussion forums for a few reasons:
1. Blackboard's discussion forums represent a 1990s-era
communication platform. While still in use, nested or
threaded discussion forums are more common to the
comments section of the open web rather than as
communication tool for groups and institutions.
2. Because different platforms offer different features and
because it is quite common today to collaborate and work
across organizations and institutions as well as with
others within your organization and institution, becoming
comfortable working with and across multiple platforms
is important. On a project you might find yourself using a
program like Slack for general messaging, Basecamp or
Wunderlist to manage group to-do lists and tasks,
DropBox or Google Drive to share files, Git/GitHub for
distributed revision control of documents and code
(essentially, a system that allows one or more individuals
access to all drafts of a document as well as add to, revise,
or fork those documents), Google Hangouts or Zoom
for video conferencing, and Twitter and/or WordPress to
share ideas and promote your work with people outside
your group.
3. Slack's interface is based upon features found in many popular
social media platforms while offering a closed
environment (i.e., discussion is only available to those
registered with our team account); therefore, our use of
Slack will allow us to practice using an important
communication medium in a closed environment.
4. Slack offers multiple ways of access. Whether you want to
access Slack from a web browser in a computer lab, from
a standalone application on your laptop or desktop, or
from you iOS or Android mobile device or from all of
the above Slack has you covered.

Duplicate Submission of Assignments

You may not submit an assignment for a grade in this class
that already has been (or will be) submitted for a grade in another
course unless you obtain the explicit written permission of both
instructors in advance to beginning the project.
File Management and Data Backup Policy
As part of managing your files well, you should keep backups
of your electronic data separate from your computer's hard drive
and portable storage devises. Hard drives crash, computers get
ripped off, laptop power cords fail, USB drives get lost (or even
eaten by dogs). Despite including such policies in syllabi for well
more than a decade, I have had students lose their only copies of
a project for each of the reasons listed above (and by other means
as well). So, please, keep backup copies of your work so this does
not happen to you.
As part of a larger file management and data backup system,
I strongly advise obtaining and using a cloud storage service such
as Google Drive or DropBox, particularly one that automates the
backup processing, keeping files both on your computer and in
the cloud.
Grades, Incomplete
Grades of incomplete will only be at the discretion of the
instructor in light of a valid, documented reason. The instructor
reserves the right to raise the grade if incomplete work is
completed within one year, or by an earlier date specified by the
instructor.
Late Policy Assignment
You are required to submit all assignments to me on their due
dates, submitted as per the assignment guidelines.
Participation and Weekly Reflection posts will not be accepted
late. Late submissions of other assignments will be penalized 5%
after the first 24 hours, 10% after 72 hours, and 25% after a full
WRIT 366-001 | Spring 2016 | Syllabus | 6

week. No work will be accepted after 10:00 PM, May 3 without prior
arrangement.
Students with Disabilities/Need for Accommodations for
Access
Winthrop University is committed to providing access to
education. If you have a condition which may adversely impact
your ability to access academics and/or campus life, and you
require specific accommodations to complete this course, contact
the Office of Disability Services (ODS) at 803-323-3290, or,
accessibility@winthrop.edu. Please inform me as early as possible,
once you have your official notice of accommodations from the
Office of Disability Services.
Syllabus Change Policy
This syllabus is subject to change. All changes will be
announced on the course web site, Blackboard, and Slack. The
course web site will reflect the most up-to-date version of the
syllabus and will be the one we use to resolve any questions or
issues.
Writing Center
The Writing Center provides support for all students in all
Winthrop classes free of charge. It is located in 242 Bancroft
(x-2138). Check its web page (http://www.winthrop.edu/
wcenter/) for current hours.
COMMUNICATION AND OFFICE HOURS
Contacting Your Instructor
Because I am teaching our course remotely om the
Washington, DC area, maintaining open channels of
communication is both vital and limited to online interaction.
While you can expect me to be available as a resource om which

to draw and to obtain feedback, I can not be available 24/ Please

plan your time accordingly so that I will have sucient time to
respond to requests for help.
Please note: I do not have an on-campus oce, I do not have
campus phone or voice mail, and I am not able to pick up
material le in the English Department. Therefore, the best ways
to contact me are as follows:
During Office Hours
During office hours, the best way to contact me is via Skype
where we can interact via audio or video chat depending upon
your preference. We can also use Google Hangout for group
chats.
Outside of Office Hours
Outside of office hours, the best way to contact me is via
email, even if it is to schedule a Skype conversation outside of my
scheduled office hours.
I will check my Winthrop email address daily -- and often a
few times a day Monday-Friday -- and will respond as I can.
Please give me a full 24 hours to respond. If after 24 hours
you have not heard from me, assume that I did not receive your
message and feel free to send a follow up. If I haven't responded
in less than 24 hours, assume that I have not been able to check
my email and I will respond as soon as I can.
Class-related emails should be considered a form of
professional communication. Please use an appropriate,
informative subject heading, a professional salutation or greeting,
and sign off with your first and last name.2
If you are looking for me to provide you with specific
information or are asking me to perform a specific task for you,
please state that upfront. You can offer an explanation or context
in the following paragraph(s).

WRIT 366-001 | Spring 2016 | Syllabus | 7

General Questions and Slack

The best and fastest way to get answers to general questions
regarding assignments, course policies, etc. is to post such
questions to the appropriate forum in Slack. (By general
questions, I mean the kinds of questions you might ask in class
rather than personal questions such as "What's my grade?" or
"Why didn't I get an 'A' on this assignment?" Personal questions
should be asked via email and/or discussed via Skype.)
I ask that general questions be asked via Slack because these
are the kinds of questions that are of interest to multiple students
if not the entire class.
COURSE CALENDAR WITH IMPORTANT DATES
Week
Week 1 (January 12-18)

Important Dates
Drop Add: Jan. 12-16
Martin Luther King, Jr. Day:
Jan. 17

Week 2 (January 19-25)

Week 3 (January 26-February 1)

Job Application Packet due:

Feb. 1

Week 4 (February 2-8)

Week 5 (February 9-15)

Defining Technical
Communication, peer-review
draft due: Feb. 10

Week 6 (February 16-22)

Defining Technical
Communication, instructorreview draft due: Feb. 22

Week
Week 7 (February 23-March 2)

Important Dates
Documentation Project 1,
peer-review draft due: Feb. 29

Week 8 (March 3-8)

Week 9 (March 9-15)

Documentation Project 1,
instructor-review draft due:
March 11
Technical Communication
Report Proposal due: March 11

Spring Break (March 16-22)

Week 10 (March 23-29)

Documentation Project 2,
peer-review draft due: March 28

Week 11 (March 30-April 5)

Technical Communication
Report Progress Report #1
due: April 4

Week 12 (April 6-12)

Documentation Project 2,
instructor-review draft due:
April 7

Week 13 (April 13-19)

Technical Communication
Report, pee-review draft due:
April 15
Technical Communication
Report Progress Report #2
due: April 18

Week 14 (April 20-25)

Technical Communication
Report, instructor-review draft
due: April 25
Last day of classes: April 25.

WRIT 366-001 | Spring 2016 | Syllabus | 8

Week
Week 15 (April 27-May 3)

Important Dates
Technical Communication
Report Presentations: April 28May 2
Course Reflection due: May 3