ENTC 3030Technical Communications

Syllabus

ENTC 3030Technical Communications

Instr.: Dr. Hugh BlantonPhone: 439-4177email: blanton@etsu.eduweb: http://faculty.etsu.edu/blantonOffice: Wilson-Wallis 222-AOffice Hrs: T—11:30 am – 2:30 pm

or by appointment

Books

Paradis, James & Zimmerman, Muriel. The MIT Guide to Science and Engineering Communication, 2nd Ed. MIT Press. Cambridge, MA. 2002.

Valiela, Ivan. Doing Science: Design, Analysis, and Communication of Scientific Research. Oxford University Press. New York, NY. 2001.

The primary focus of the course will be hot topics in technology or science.

Each student will present before the class one topic chosen from the list of suggested topics and references.

The topic choices are due no later than Feb. 10th. • Hand in the title of your seminar topic, followed by a sentence explaining

the reason for choosing it. • Students who could not decide will be assigned one of the available topics

on the list.

All students will be given two public speaking opportunities about their respective topic, • a short (~5 min) overview and • a longer (~40 min) seminar talk.

Short overview  (5 min.)

This is a brief warm-up presentation• explaining what the topic is about,

• why it was chosen,

• why it is interesting,

• why it is important,

• what is new,

• etc.

Seminar (~40 min.)

This is a more detailed seminar-style talk followed by a classroom discussion.

Presentation styles and formats include:   Blackboard presentations--Technically simplest

but limited in amount and quality of presenting data and visual information.

Transparencies--Requires printing or writing on (expensive) transparencies.

• Allows display of graphics but no animations. • A limited number of transparencies will be available for the class.

• Ask the instructor.

Slides- Same as transparencies but has to be prepared professionally.

Presentation styles and formats include:  

Computer presentations - This is the most versatile and convenient format. • It easily allows integration of animation,

sound, graphics and  interactive displays.

• One of the best presentation programs is Microsoft Power Point.

• The class will have a projector for computer presentations.

Course objectives Write effective technical and research reports, proposals, procedures and process

explanations, memoranda, and professional correspondence addressing a variety of audiences;

Prepare and deliver professional presentations and briefings, using visuals and computer technology;

Identify, retrieve, and critically analyze technical and related information through on-line networks and databases to investigate an issue or solve problems;

Develop, integrate and edit tables, charts, and diagrams; Review and revise written and oral communication;

Work productively in a team, with emphasis on the team process, decision making strategies, and project planning; and

Understand ethical responsibilities of providing accurate information and communicating effectively with the general public and professionals.

Topics covered Communication context: situation, purpose, audience Communication attributes: content, structure, format, language,

illustrations Writing as a process Correspondence Library resources and research strategies Technical Proposals Strategies for designing persuasive, informative, or motivational

documents Standards for technical reports Revising and editing technical documents Grammar review Technical presentations Illustrations, graphs, and tables Collaborative writing

Relationship of course to undergraduate degree program objectives and outcomes

• This course serves students in a variety of technology majors.

• This course partially fulfills the Technology Core requirements for the Dept. of Technology.

Assessment of student progress toward course objectives Correspondence (memos, letters, resume) Proposal for the technical report Progress report (written or oral) Formal technical report Oral presentations (individual and team) Process explanation, Instruction set, or Illustrations (team

project) In-class workshops and computer-based exercises Peer reviews Conferences with instructor

Revision Option

Method Revision means literally "seeing again," developing a new

perspective on the writing task. • Just correcting the original work based on my comments or

your own observations will not be accepted as revision; • instead, you'll have to rewrite the document significantly.

Some revisions can raise your grade• all revisions should help you learn more about writing well. • I’m happy to help you to revise:

• I highly recommend that you check in with me at some point before you submit a revised assignment so I can help you

• focus on the most important areas, • brainstorm options, • assess your progress, and • otherwise assist you to improve.

Revision Grading

Revisions of two assignments can be submitted for re-grading. • No risk is involved (you cannot receive a

lower grade than the one originally assigned)

• but neither do you have a guarantee of earning a higher grade for your effort. • In order to insure that you work hard on your initial

assignments, revision grades will not be more than one full grade higher than the original grade.

• Revision grades replace the original grades rather than being averaged with them.

Materials

The original document containing my comments and grade must accompany the revision,

along with old and new background material.

Timing You may submit a revised assignment at any time during

the semester;

• all revisions are due one week before the last day of class—no exceptions.

• Students often find it useful to delay revision until later in the

semester for the following reasons:

• They can apply the additional course material to improve their writing

• They learn by practicing their writing skills in other assignments

• They gain perspective by putting the work away for a time • They have more assignments to consider for revision, so they

can choose the ones that will count most toward their course grade

Course Schedule

Course Introduction—Week 2

Introduction to ENTC 3030• Students

• Instructor

• Office Hrs

• Assignments

• Grading

• Read

• Chapter 1 of Paradis/Zimmerman

• Chapter 5 of Valiela

No Class—Week 3

Observance of Martin Luther King’s birthday.

Review—Week 4

Review of Grammar Introduction to Technical

Communications

• Read

• Chapters 2, &17 of Paradis/Zimmerman

Week 5

Searching the Literature Goals

• Homework

• Read Chapters 7,8,& 9 of Paradis/Zimmerman

Week 6--February 10, 2003

Writing Proposals Progress Reports Memos, Letters, and email

• Homework

• Read Chapters 12 of Paradis/Zimmerman

Week 7

Instructions & Procedures Selection of project due.

• Homework

• Read Chapters 4 & 5 of Paradis/Zimmerman

Week 8

Revising Documents Developing Graphics

• Read • Chapters 16 & 18 of Paradis/Zimmerman

• Chapter 8 of Valiela

Week 9

Document Design Citation & Reference Styles

• Homework

• Read Chapters 3 & 10 of Paradis/Zimmerman

Week 10

Organizing & Drafting Documents Reports

• Homework

• Read Chapters 14 & 15 of Paradis/Zimmerman

Spring Break—March 17, 2003

Week 11

Job Search Documents Oral Presentations

• Read • Chapters 14 & 15 of Paradis/Zimmerman

• Chapter 7 of Valiela

Week 12

Oral Reports

Week 13

Oral Reports

Week 14

Oral Reports

Week 15

Oral Reports

ENTC 3030

GRADING

Grades will be calculated as follows:• Oral presentations 25%

• Short overview 10%• Proposal presentation 15%

• Written presentations 60%• Topic choice 5%• Overviewreport 15%• Resume 10%• Proposal report 15%• Memo 10%• Procedures 5%

• Subjective 15%

Grade guidelines

A Outstanding Exceptional in form and content

B Above average Fine work, few minor flaws: interesting, insightful, logical, well designed, well developed, well organized, clear and attractive style, grammatically correct, no major flaws

C Average Generally correct, shows understanding of course concepts, reasonably competent but with some important flaws, a mixture of strengths and weaknesses

D Below average Seriously deficient in content, form, or style

F Failing Incoherent ideas, very disorganized presentation, many grammatical problems, other excessive flaws

ENTC 3030

PROJECTS

Request for Proposal (RFP) Request for proposal to:

• Develop a method for non-destructively testing the quality and taste of watermelons.

• Analyze the newly established lottery system in Tennessee and its effects on higher education.

• Analyze the effect of the proposed class fee on the Department of Digital Media curriculum.

• Develop a strategy for marketing a specific curriculum taught at ETSU.

• Analyze the effects of the development of an income tax in Tennessee.

• Analyze a topic covered in Scientific American.

Homework: Brief Biographical Sketch I’d like to know more about you, so I can work with your interests,

experiences and attitudes to create a comfortable and effective learning environment for you. • I’d also like to see what you already know about writing.

So, please design a document that gives me the information that I request in a useful form. Thanks!

 • Name• E-mail and/or phone and any limitations (e.g. calling times)• Websites (your own, ones you like)• Year and academic area• Career direction• What do you consider to be the most interesting thing about yourself?• Name some scientific or technical subjects that you find particularly interesting.• What are some of your nonacademic interests/activities?• When did you last take a writing course? What kind?• What are the three most recent communications you have written (papers, reports,

memos, proposals, etc.) and for whom?• What would you like to improve about your writing? Confess your chief anxiety about

writing and about this course.• What other courses are you taking this semester (please include instructor name

and/or section number)?