WR 227

Kacie Wills – English

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Technical Writing


TR 10:00-11:20am (CRN 20464)

South Santiam Hall 209

Text: Practical Strategies for Technical Communication by Mike Markel (print abridged student version with Launchpad access to full ebook)

Instructor: Dr. Kacie L. Wills

E-Mail: willsk@linnbenton.edu

Office: Takena 234 (enter through Takena 220)

Office Hours: TR 9-10am, or by appointment


 

Basic Information About the Class

 

Prerequisites: WR 121 with a C or higher .


Welcome to Writing 227: Technical Writing.

WR227 introduces you to the types of writing you encounter in business, industry, the academic world, and government. It examines the rhetorical nature of writing and asks you to think critically about content, audience, argument and structure.

 

Course objectives and outcomes: After taking Writing 227, successful students will have learned to

 


 

 Course Work:

 

Required texts and materials:  Enrollment in this course requires successful (i.e. "C" level) completion of WR121.


Official Course Outcomes


As a result of taking WR 227, students will be able to:


  1. Analyze the rhetorical needs (the needs of their audience in relationship to the assignment) for college-level evidence-based technical writing assignments.

  1. Apply appropriate levels of critical thinking strategies (knowledge, comprehension, application, analysis, synthesis, evaluation) in their written assignments, with an emphasis on technical, evidence-based analysis, reporting, application, and evaluation.

  1. Implement appropriate rhetorical elements and organization (executive summary, introduction, thesis, development and research-based support, visual evidence, conclusion, etc.) in their written assignments, with an emphasis on technical evidence-based analysis, reporting, and evaluation assignments.

  1. Locate, evaluate, and integrate high-quality information and opinion appropriate for technical evidence-based assignments.

  1. Craft sentences and paragraphs that communicate their ideas clearly and effectively using words, sentence patterns, and writing conventions at a high college level to make their writing clear, credible, and precise.

How the Course Works

 

You should be familiar with Canvas and have reliable access to a computer and the internet.


Late Policy:


IMPORTANT: YOU MUST SUBMIT ALL ESSAYS OR YOU WILL NOT GET A

PASSING GRADE IN THIS CLASS.


Revision Policy


Policies:

Grade Distribution--total: 1000 possible points

Attendance, In-Class Writing, Peer Reviews-100pts

Assignment 1-Evaluating a Resume-150pts

Assignment 2-Evaluating and Revising an Email-150pts

Assignment 3-Midterm: Process Paper/Instructional Document and In-Class Activity-150pts

Assignment 4-Evaluating Effective Writing-100pts

Assignment 5-Research Project-200pts

Assignment 6-Final In-class Research Presentation-150pts


A = 100 – 90, B = 89 – 80, C = 79 – 70, D = 69 – 60, F = 59 – 0



Grade

Percent

General Score

Paper Description

A

90-100%

Excellent/

Outstanding

A Paper: An “A” paper fulfills all the requirements for the assignment and may do so in an interesting and creative way that commands attention.  The paper will be clearly and interestingly organized, demonstrate the ability to use transitions, and will include effective support. An “A” paper will not only employ excellent word choice, and use sophisticated sentences effectively, but also it will contain stylistic devices which illuminate the material.  An “A” paper looks professional but at the same time displays an authorial voice.


B


80-89%

Good/ Competent

B Paper: A “B” paper is clearly competent and has moved beyond the basics of the assignment requirements presenting a thoughtful and insightful response.  A “B” paper is usually less fluent and complex in style than an “A” paper. The paper will be well organized and have good transitions between paragraphs, and the ideas within those paragraphs will be explained fully and clearly. Sentences are structurally complex enough to enhance meaning and are usually free of grammar, usage, or punctuation problems, though there may be occasional awkward phrases or errors. The vocabulary employed in the essay will generally be accurate and clear, but may not be the most effective. There is often some sense of the voice or personality of the writer and some sense of a cohesive style, but this may be occasionally disrupted. Overall, the reader can sense that the writer is engaged with the topic and has something important to say about it.

C

70-79%

Adequate/ Satisfactory/

Acceptable

C Paper: A “C” paper generally fulfills its goal.  A “C” paper will ordinarily have weaknesses but should not have deficiencies. This paper will have a central idea and recognizable organization. Paragraphs will contain sufficient information for the ideas to be clear, and sentences may contain only isolated errors in grammar and mechanics. Weaknesses often include a focus that is too general, too narrow, too shallow, or too predictable to allow the student any real engagement with the material leaving the paper void of any sense of the writer’s voice or personality. Also, this paper may lack necessary transitions and connections leaving the reader with questions. In general, however, this paper constitutes a satisfactory response within the context and parameters of the assignment.

       

D


60-69%

Significant Problems/

Does Not Meet Requirements

D Paper: A “D” paper demonstrates a lack of control over both content and grammar, or a very serious deficiency in one of those areas. It may be inappropriately brief, may disregard the assignment’s demands, may have serious structural problems and may frequently drift from the topic. It may have significant and frequent mechanical errors, and transitions will be sporadic and marginally effective.  A “D” paper employs simplistic or inaccurate word choice, monotonous or fragmented sentence structure, and repeated major and minor errors in grammar and usage that cause confusion or even render portions of the essay incomprehensible. Additionally, a “D” paper often looks unprofessional and may seem as if no care went into its production.

F

60%<

Unacceptable

F Paper: An “F” paper critically fails to meet the basic requirements of the assignment.  It will generally also display fundamental deficiencies in both grammar and structure.  It may be completely off topic or incomprehensible.


 



Expectations and Resources 

 

My Expectations for You


 

When and How to Reach Me



Accessing Grades

 

LBCC Writing Center

 From initial ideas to final drafts, the LBCC Writing Center can help you take your writing to the next level. Please feel free to drop in during regular hours to work one-on-one with one of the supportive Writing Assistants. In addition to your draft, please bring your assignment and any questions you have. You may also submit your writing online at lbcc.writingcenteronline.net where you will receive a personalized response within 1-2 business days. For more information, visit us online at http://www.linbenton.edu/go/learning-center/writing-help.


School Policies

 

Incompletes

If you have completed 80 percent of the course work by the end of the term but are unable, for reasons that are generally not your fault, to complete the rest, I will grant you an incomplete.


Academic Honesty

Forms of academic dishonesty include collusion – lending your work to another person to submit as his or her own, fabrication – deliberately creating and/or citing false information, and plagiarism – the presentation of another person’s work as your own. Academic Dishonesty will result in, at minimum, a zero on the assignment.

 

Disability Services

If you have a documented disability, I will help you in any way I can.  Talk to me during the first week of class.  If you think you might have a disability, but you are not sure, contact Disability Services, 917-4789.  Here is a lot more useful information about Disability Services and LBCC's disability policies.


LBCC Non-Discrimination Policy

 

Everyone is welcome at LBCC, regardless of whether they are black, white, Latino, native, gay, straight, Christian, Muslim, Jewish, male, female, transgendered, married, disabled, a veteran, a non-English speaker, an immigrant, or any number of other catagories not listed here.  For the official nondiscrimination policy click here.     What is more, LBCC sees our differences as a source of strength and an important part of education. 

 

      **Complete Week-by-Week Class Schedule Available on Canvas**

 

 If you need any help during the term, do not hesitate talk to me!




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