ENGL288 A 21: Introduction to Professional and Technical Writing
About the Course
According to UW's course catalogue, ENGL288 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.
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
- Open Technical Communication OER Book
- The New York Times; Wirecutter, HowtoGuides
- Pdf Readings uploaded in Canvas
About the Course
This class will be held asynchronously. However, there will be occasional Zoom sessions, Drop-in hours, and Office Hours.
Whether you plan to live on a UW campus, nearby or in another part of the world, there are a few steps you should take to help keep yourself and those around you safe and healthy. Follow this UW Checklist
Navigating life, both in and out of the classroom during the ongoing pandemic is challenging for all of us. I’m committed to extending as much flexibility with due dates and course requirements as I can to those who need it. I will prioritize your humanity and well-being while also trying to provide you a stimulating learning environment. Collectively, I hope we can build a community that maintains personal connections and academic engagement while recognizing that accommodations may be necessary to foster such an environment.
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.
Process Log Entries. Instead of reading quizzes, which decontextualize reading, and in order to promote the practice of writing, you will submit weekly process log entries covering the reading for each week. On Sunday of each week, you will post a 300+ reading response addressing (in polished, professional prose) based on these guidelines
Collaborations: How to access collaborations
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
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
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
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!
In the last week of the term, you will have an opportunity to complete surveys about the quality of instruction you have experienced in ALL of your courses including this one. I hope you take the time to complete them because they are an important form of feedback.
Student evaluations of teaching play an important role in the review of faculty every year. Still, we recognize that student evaluations of teaching may be influenced by unconscious and unintentional biases about the race and gender of the instructor. Studies show that women and instructors of color are systematically rated lower in their teaching evaluations, even when there are no actual differences in the instructors or in what students have learned.
As you fill out the course evaluations please keep this in mind and make an effort to resist stereotypes about professors.
Take time to focus on the content of your course and teaching practices of your instructors (the assignments, the course text, the in-class material) and not unrelated matters (the instructor’s appearance or mannerisms).
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:
- Professionalism (15 %)
- Audiences and Ethics (30%)
- Definitions, Descriptions, and Processes (25%)
- Researching and Writing Technical Reports (30%)
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.
We will use a contract grading system, 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 in the course module.
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 email@example.com 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.
“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 Policy. Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form.
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.
Guidance to Students Taking Courses Outside the U.S.
Faculty members at U.S. universities – including the University of Washington – have the right to academic freedom which includes presenting and exploring topics and content that other governments may consider to be illegal and, therefore, choose to censor. Examples may include topics and content involving religion, gender and sexuality, human rights, democracy and representative government, and historic events.
If, as a UW student, you are living outside of the United States while taking courses remotely, you are subject to the laws of your local jurisdiction. Local authorities may limit your access to course material and take punitive action towards you. Unfortunately, the University of Washington has no authority over the laws in your jurisdictions or how local authorities enforce those laws.
If you are taking UW courses outside of the United States, you have reason to exercise caution when enrolling in courses that cover topics and issues censored in your jurisdiction. If you have concerns regarding a course or courses that you have registered for, please contact your academic advisor who will assist you in exploring options.
The IWP's Anti-Racist Pedagogy
The Interdisciplinary Writing Program (IWP) is committed to engaging with anti-racist pedagogies. These pedagogies may take various forms, such as curricular attention to voices, communities, and perspectives that have been historically marginalized inside and beyond academic disciplines; inclusive classroom practices; discussions of racism; and consideration of other forms of prejudice and exclusion. We believe that countering the cultures and practices of racism in an academic institution is fundamental to developing a vibrant intellectual community. The IWP is happy to talk with you about your questions as well as to support student-led initiatives around anti-racist work, and we invite you to contact IWP faculty member Rush Daniel at firstname.lastname@example.org or IWP Program Director Carrie Matthews at email@example.com. If you’re interested in how teachers of English as a professional community have taken up anti-racist work, check out the National Council of Teachers of English Statement on Anti-Racism to Support Teaching and Learning.