ENGL 388 A: Professional and Technical Writing

ENGL388 A 21: Professional and Technical Writing

MW: 12:30 -2:30

DEM  126

About the Course

According to UW's course catalogue, ENGL388 Professional and Technical Writing prepares students to become conscious and conscientious communicators in various modes, platforms, and professions.  Because it is a course on writing within technical and professional contexts, this course focuses on the writing process, research methods, genres of technical writing, and professional ethics. It is recommended that students take ENGL 288 first, but it is not required.  

Learning Goals

Upon successful completion of this course, you will become familiar with:

• theory—understand major theories of the dimensions of professional and technical writing
• inquiry— explore, experiment with, and invent a variety of writing genres in which original ideas combine with suitable and effective expression.
• practice—persuasive written, oral, and visual arguments, organize ideas and language effectively to address specific readers and meet specific purposes

Required Texts

• Open Technical Communication  OER Book
• The New York Times; Wirecutter, HowtoGuides
• Pdf Readings uploaded in Canvas

Instructor

Josephine Walwema, PhD email: walwema@uw.edu Office: PDL A-18 Office Hours: MW 2:00-3:30PM and by appointment

Class Expectations

Reading assignments typically appear in the syllabus on the date on which they are due. You should have completed these readings before coming to class that day.

Reading Reports. Instead of reading quizzes, which decontextualize reading, and in order to promote the practice of writing, you will submit weekly reading reports covering the reading for each week. On Friday of each week, you will post a 300+ reading response addressing (in polished, professional prose) the following:

• What did you read about (summary)?
• What have you learned from it (analysis)?
• How will you use what you read to meet your writing goals for the semester (use)?
• Connect it with something else you have learned up to that point in the readings, from a lecture, or another source (contextualize)

Research

Understand and use various research methods and sources to produce quality documents, including:

• analyzing historical and contemporary contexts
• locating, evaluating, and using print and online information selectively for particular audiences and purposes
• triangulating sources of evidence

Designing Documents

Make rhetorical design decisions about documents (and other compositions), including:

• understanding and adapting to genre conventions and audience expectations
• understanding and implementing design principles of format and layout
• interpreting and arguing with design
• drafting, researching, testing, and revising visual designs and information architecture
• Resources include Adobe Color Palette  

Writing in Context

Analyze cultures, social contexts, and audiences to determine how they shape the various purposes and forms of writing, such as persuasion, organizational communication, and public discourse, with an emphasis on:

• writing for a range of defined audiences and stakeholders
• negotiating the ethical dimensions of rhetorical action

Community Norms

Working with others is a hallmark of  professional and technical writing. Learn and apply strategies for successful teamwork and collaboration, such as:

• responding constructively to peers’ work
• soliciting and using peer feedback effectively
• managing team goals and conflicts constructively

A commitment to writing as a process means you’ll be drafting, giving/receiving feedback, and revising based on your own assessment of how your writing should evolve. You should think of me as an asset in this regard: I am more than happy to meet with you one-on-one to work on your writing.

Have an open mind and willingness to contribute to our learning community!

Assignments 

All assignments are due on the dates indicated and will be available the week prior and submitted through Canvas. Never via email. If you anticipate that your assignment will be late, please reach out to me ahead of time so we can work out some accommodation. My philosophy is to accept ALL your work as assigned and completed. Please ask for an extension if you need one. The assignments are broken down in these modules:

1. Fundamentals of Professional and Technical Communication (25%)
2. Ethics and Culturally Responsive Decisions (25%)
3. Data, Analysis, and Report Writing (25%)
4. Research Skills and Plain Language (25%)

Academic Integrity

The University of Washington Student Conduct Code (WAC 478-121) defines prohibited academic and behavioral conduct and describes how the University holds students accountable as they pursue their academic goals. Allegations of misconduct by students may be referred to the appropriate campus office for investigation and resolution. More information can be found online at https://www.washington.edu/studentconduct/

Here's what you can do to cover yourself against plagiarism or collusion:

• At any stage of your writing, keep your drafts, notes, papers, and research materials. If a question of plagiarism arises, you'll have a paper trail ( paper trails protect you in a variety of academic, public, and work-related contexts)
• Don't use editing services. Don't ask anyone, even family or friends, to edit your paper or help you write it. You need to do that work yourself.
• If you need additional help with your writing, contact the University Writing Center, UW Writes, where trained professionals are there to help you without colluding in plagiarism.
• Last but not least, ask me if you have any questions about honesty.

Grading

We will use a contract chart, which includes revision as part of the writing process. You'll revise your drafts in response to peer review and instructor's comments before you turn in the final draft of major projects. Locate the revision process here.

Refer to UW's numerical grading system.

Access and Accommodations

Your experience in this class is important to me. If you have already established accommodations with Disability Resources for Students (DRS), please communicate your approved accommodations to me at your earliest convenience so we can discuss your needs in this course.

If you have not yet established services through DRS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are welcome to contact DRS at 206-543-8924 or uwdrs@uw.edu or disability.uw.edu. DRS offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions.  Reasonable accommodations are established through an interactive process between you, your instructor(s) and DRS.  It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law.

Religious Accommodations

“Washington state law requires that UW develop a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations PolicyLinks to an external site..  Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request formLinks to an external site..

Academic Integrity

Notice to Students - Use of Plagiarism Detection Software

Notice: The University has a license agreement with SimCheck, an educational tool that helps prevent or identify plagiarism from Internet resources. Your instructor may use the service in this class by requiring that assignments are submitted electronically to be checked by SimCheck. The SimCheck Report will indicate the amount of original text in your work and whether all material that you quoted, paraphrased, summarized, or used from another source is appropriately referenced.

The PWAC's Anti-Racist Pedagogy