ENC5245- Teaching Professional Writing

Syllabus
Summer 2006

Professor:  Melody Bowdon  mbowdon@mail.ucf.edu
Office Hours:  Mondays, 8:30-10:30 p.m. in the Virtual Office Chatroom
Office Phone:  407-823-6234
 

Description of Course

Course Participation Requirements
In order to effectively participate in this web-based course, each student must have the following:

• Daily access to a reliable Internet connection
• Up-to-date virus protection on any computers to be used for the course
• A recent version of Microsoft Word

The following are preferred:

• Strong ability to use Microsoft Office tools, including Word, PowerPoint
• Access to a digital media player (iTunes, QuickTime, Windows Media Player, etc.)
• Access to a web editing program (FrontPage, DreamWeaver, etc.)

Assignment Overview

Each student must complete all major assignments in order to pass the course. These assignments are thoroughly explained in course modules, but the following is a brief overview.

• Teaching and Learning Journal:  Each student will keep a weekly record of ways in which her or his knowledge and attitude toward teaching professional writing are shaped by experiences in the course.  I'll post weekly prompts to focus some entries. 
• Project Proposal: This report will include a detailed description of the student's plan for completing the major project. 
• Style Exercise:  This assignment will require students to develop a set of brief, focused exercises designed to help writers improve targeted aspects of professional writing style.
• Report on a Teaching Approach:  For this assignment, each student will select a teaching approach or model to research and report on to the class.  Reports can come in the form of PowerPoint presentations, webpages, videos, etc.
• Resource Page:  Each student will create a web-based annotated bibliography of resources related to the teaching method reported on.
• Training Module:  Working individually or in pairs, students will create substantial training modules for use in "real" workplace or classroom settings.  I'll provide some possible project ideas.  Students are free to propose other projects from their discourse communities. 
• Course Syllabus:  Each student will develop a well-theorized and robust syllabus for a professional writing class in the workplace or academic setting of her or his choice (with instructor approval).
• Participation in peer review and weekly discussions: Students will be expected to participate actively in the peer review process and in weekly discussions about selected topics. Students should at least occasionally take a lead in generating substantive conversation in the discussion area and should participate in at least three online office hour sessions. Each student should make at least two substantive posts per week.

Grade Distribution

Grading Standards

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
F =below 62

• An A text is exceptional. This is the kind of document that might lead to a promotion in the work place. It is professional and reflects the writer's /s' careful consideration of audience and purpose. It contains all necessary information (invention), is written in an appropriate and engaging style, is arranged in a logical manner, is memorable, and its delivery is visually appealing. It is free of mechanical errors.
• A B text is strong. It would be considered acceptable in the work place. It too is professional and reflects consideration of the rhetorical situation. It is generally above average in terms of the criteria mentioned above, but falls short of excellence in one or more category. It is free of mechanical errors.
• A C text is competent. It would probably be returned for revision in the work place. It is generally average in terms of the major criteria listed above. It has few mechanical errors.
• Low C or D work is weak. It would probably get the writer into a bad situation in the work place. It falls below average in terms of one or more of the major criteria.
• F work fails in terms of one or more of these criteria. A consistent pattern of these texts would probably get a writer fired in the work place.

If you have questions about a grade you receive on a text in this class, please wait 24 hours after reviewing my comments and then send me a detailed inquiry via WebCT email.

Course Policies

• To receive full credit, all assignments must be submitted on time, in proper format, and with the required supporting materials (drafts, peer reviews, cover memos, etc.). Papers should be submitted as Microsoft Word documents uploaded via the WebCT dropbox feature.  Most assignments should also be posted in the appropriate discussion area.  See the dropbox for specifics for each assignment.
• Every major assignment should be accompanied by a cover memo. This memo should answer questions such as: How do you feel about the text now that it is completed? What process did you follow as you wrote the text? What changes did you make as the text evolved? How would you change the text further if you had more time to revise? If you are working with a writing partner, each of you should submit an individual cover memo explaining your contributions to the document. Your cover memo can be a persuasive piece that gives me guidelines for grading. Please remember that I will not grade a paper without a cover memo. 
• I do not accept late papers except in cases of documented medical emergencies. This does not include computer problems, so back up all assignments carefully.
• Occasionally some students may have difficulty with the dropbox feature in WebCT. The UCF Tech Rangers should be able to help to correct this problem. If you are faced with this situation on a due date, please email me your text as an attachment using WebCT course mail by the assignment deadline. Please try not to make a habit of this, however, as it complicates the grading process.
• I do not give incompletes.
• Please let me know if you need accommodation for any disability; I'll be happy to do anything I can to support all student needs.