- [worth 40% of final grade] Reading Summary & Connections Presentation + Blog: Each week you will be responsible for providing the class with a brief summary of one of the week's readings. The summary must include: 1) the problem the author sees, 2) the solution/theory/practice/method the author suggests in order to address this problem, 3) 2-3 questions/issues you'd like to talk about as a class related to the article, and 4) a few general connections to the weeks other readings. For the in-class presentation, you will be responsible for making connections to the readings presented before you. We will choose a random order on the day of class, so you won't necessarily know who will come before you. Thus, you need to be prepared to make connections to all of the readings from the week. You will also compose a blog post each week that should address 1-4. Consider the blog reading notes and/or presentation notes for yourself. I'm not looking for a formal essay, I just want to see that you've addressed issues 1-4 as listed above.
- [worth 15% of final grade] Journal Review. This is a large scale project to be completed in groups. Each group will review the entire history of a journal, paying close attention to the types of conversations that occur during each decade. Journals to be considered: Technical Communication, Journal of Business and Technical Communication (JBTC), Technical Communication Quarterly (TCQ), Journal of Technical Writing and Communication, IEEE Transactions on Professional Communication.Your in-class review and written report must cover the following information:
- Publication Information (who publishes, who reviews, frequency of publication)
- The philosophy statement issued by the journal
- A TOC listing for the past three years fo the journal
- The intended audience for the articles published
- A review on the main issues the journal has covered, paying close attention to the issues raised in each decade. (think of this as a rough journal timeline, as in "in the late-70s, folks were concerned with X, and that transitioned in the early-80s to Y...)
- A commentary on how the main issues covered in the past 3 years have been approached.
- A consideration of how the publications might inform your teaching of technical and professional writing.
- [worth 10% of final grade] Textbook Review. Choose two textbooks from our class list, and write a short review. Provide a short summary of the book, explain what type of course you feel the book would best support, describe the overall structure of the book, and describe your perceived strengths and weaknesses of each text. I will post the reports on our textbook list, so please email me a digital copy. You will also informally present your report in class.
- [worth 10% of final grade] Program and Course Report. In pairs (or individually, your choice) you will conduct an interview with a professor at another University in order to discover 1) what the department's Professional and/or Technical Writing program, major, or minor looks like, and 2) what the department's 402-like course looks like (the course that all, or most, majors can take). The result of this interview will be a report on your findings, that 1) explains 1 and 2 from above, 2) explains how this is similar or different to WSU's program, and 3) explains your perceived pros and cons of both approaches. This report can take the form of a written report or a video. I am open to format on the report, but consider following the report guidelines laid out in the textbook you reviewed, OR follow advice from the Purdue OWL.
- [worth 25% of final grade] Final Syllabus and Justification Paper.
The final project for this course will be a fully fleshed out English 402 syllabus and assignment sequence. You must either
- A) Include a fairly detailed course schedule (similar to the one in our 534 class), but just a short description of major assignments, OR
- B) Include assignment sheets for each major assignment, but just a very brief sketch of the schedule.
For the presentation, you must include a description of your pedagogical justification, along with at least a rough sketch of your syllabus and assignments. It is up to you whether you want handouts or visuals. Only use them if you feel they will support your presentation. You have 15 minutes total for your presentation and you can break that time up as you see fit. You can present the whole time, leave time for questions, or ask specific questions of the audience to help you flesh out your own thoughts.