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Kristin Winet Example Syllabus First-Year Composition + Studio Course

This course, which was taught during a summer bridge program, emphasizes close-reading and textual analysis. Students respond to various texts throughout the semester (literacy narratives, short stories and essays, and film), take a number of field trips designed to inspire them to think about analysis in critical ways, put on an academic conference with their peers, and write three major academic essays. Weekly “grammar grinds” are also integrated to help developing writers with their craft.

English 101A: Summer 2014 Consuming/Consumed: Our Literate Lives Section: / Sec. 062 / MTWThF 7:30-10:30 / Harvill 452 “Reading is not walking on the words; it’s grasping the soul of them.” –Paolo Freire, educational theorist Instructor: Kristin Winet Instructor’s Email: kkm@email.arizona.edu Office: Think Tank @ Bear Down Gym Office Hours: by appointment Course Web Site: http://d2l.arizona.edu Tutor: Marisol Allen Tutor’s Email: marisolallen@email.arizona.edu Tutoring hours: MWTh 1-5 @ Bear Down Gym (go in front doors and walk toward back of gym)

English 101A Course Description This course emphasizes close reading and written analysis of a wide range of texts such as short stories, poems, novels, plays, and film. Through both formal and informal writing assignments, you will practice a variety of methods for examining these texts. Embracing the process of writing is a major emphasis for this course. Class activities may include forms of prewriting such as brainstorming or outlining. Workshopping drafts of your essays with classmates will be an integral feature of each unit as you practice strategies for revising and editing your essays according to academic expectations. You will pay special attention to language and grammar as you compose final versions of your essays in Standard Written English. In English 101A, you will learn to:

• Analyze texts through close reading. • Develop strategies for analyzing texts for particular purposes, audiences, and situations. • Analyze the ways in which authors use textual conventions to achieve their purposes in

specific contexts. • Write essays that develop analyses with evidence drawn from the texts you read. • Incorporate other writers’ interpretations into the analyses you write. • Practice research, reading, writing, and revision strategies that can be applied to work in

other courses and in different professions.

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• Create multiple, meaningful revisions of your writing and suggest revisions to other writers. • Analyze and reflect on your progress as an academic writer.

New Start 2014 Theme: Consumption

This year’s New Start theme is Consumption, so will begin our course by thinking about literacy, which is not only the ability to read and write, but rather an individual’s capacity to “read the word and the world” (to quote educational theorist Paolo Freire). Genuine literacy is about the way we consume, are consumed, and resist being consumed in the world. In this course, we will examine our and others’ relationship to literacy and consumption through various print and digital media, including stories, articles, advertisements, and film. In the first unit, the Literacy Analysis unit, we will ask questions such as: What is my relationship to literacy? How do I define myself through my literacy practices? What memories, experiences, or strange encounters have I had with literacy that have shaped who I am/wish to be? How do I consume/am I consumed by words, images, and media? In the second unit, the Textual Analysis unit, we will complicate these ideas by reading a number of short stories and essays and asking questions such as: What is cultural identity and how is it “learned?” How does “consumption” fit in with the ways we live our ways? In what ways do people express themselves through what they consume? Then, in the third unit, the Contextual Analysis unit, we will turn to film and examine the ways consumerism plays an important role in our relationship to society. Then, at the end of our course, the Reflection unit, we will work on a reflection essay that either contextualizes your conference presentation (will be discussed) or explains a revision you do of a previous essay. *Note on Studio Component: English 101A is a writing intensive course of four credits. With additional studio instruction (1 unit), 101A provides extra support to students by offering small group class time with the instructor. Like art studio, studio creates a learning play space for students to work creatively on projects while becoming mindful of effective writing habits. All students are expected to come prepared to every studio session with an open mind, paper and pen to write with, and a willingness to share their work and ideas.

Required Texts & Supplies

o Alvarado, Beth, and Barbara Cully, eds. Writing as Revision, 4th edition. Needham Heights: Pearson Custom, 2011. Print.

o Szabady, Gina, Kristin Mock, and Stephen Pallas, eds. A Student’s Guide to First-Year Writing, 34th ed. Plymouth: Hayden-McNeil Publishing, 2013. Print.

o Additional articles on D2L o Pens & highlighters (for note taking) o A folder (to keep handouts, drafts, in-class notes, etc.) o A lined “Writer’s” notebook (for in-class writing exercises)

Required Course Work

Assignment Due Date Percentage

Essay 1: Textual Analysis or Literacy Narrative Week 2 20%

Essay 2: Textual Analysis Week 4 20%

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Essay 3: Contextual Analysis Week 5 25%

Final Project: Revision and Reflection OR Academic Conference Presentation + Reflection

July 8-9 & Week 6

15%

New Start Academic Conference: Proposal 5%

Studio Sessions + Journals 10%

Workshopping + Peer Review 5%

Total 100%

2014 New Start Summer Program: Administrative Policies Program Expectations: New Start participants receive and sign a contract when they are accepted into the New Start Summer Program. As stated in the contract, every student is required to do the following:

1. Students must attend and participate in classes. If the student must be absent because of illness or family emergency, s/he should contact their course instructor(s) before 9:00 a.m. on the day of the absence. Students are responsible for their instructors’ tardy policy as stated in the course syllabus.

2. Students must be on time to all other meetings and workshops when attendance is required. All activities held between 7:30 a.m. and 12:15 p.m., Monday through Thursday and 1:00 p.m. on Friday, for the duration of the Program are mandatory. Tardiness to activities/events where attendance is taken by the Peer Advisors counts as 1/2 of an absence.

3. Students must meet with their Peer Advisor, individually, twice during the six weeks of the program. The peer advisor will schedule these meetings after 12:00 p.m. based on mutual convenience. 4. Students are expected to come prepared for classes. Students are expected to read and understand their course syllabi and bring all required textbooks and materials to class.

5. Students are expected to attend drop-in tutoring sessions at least ONCE for each major assignment for the duration of the Program. Attendance Policy: Because of the short length of the program and the University of Arizona’s financial investment in the program, each student must attend all classes and required meetings. Attendance is important. It is more than a matter of discipline; it is a matter of learning. If the student is absent more than 2 times, his/her continued enrollment in the Program is in jeopardy, and the student risks being administratively dropped from class and from the Program.

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If the student is withdrawn from the Program and is living in the Residence Hall, s/he is required to vacate the residence hall room within 24 hours. The student will receive warning of attendance problems as follows:

1 absence: Discussion with the student by instructor. Absence is submitted to New Start office by the instructor.

2 absences: Verbal warning and written notification signed by the Director of the Program stating that one more absence may result in withdrawal from the Program (Student’s instructor and peer advisor are copied on the letter). Absence is submitted to New Start office by the instructor.

3 absences: Student will meet with the peer advisor/instructor and Program administrators regarding possible withdrawal from the Program. Absence is submitted to New Start office by the instructor.

Grades: New Start students will receive two grades. At the end of the first summer session, Student Link will list the course in which they are enrolled with a grade of "K," which indicates that the course is in progress. At the end of the second summer session, students will receive their final grades.

Each instructor will submit a mid-term grade report by the end of Week 3 to the Program Director via a Mid-Semester Grade Form. The New Start Summer Program will then provide each student with a written mid-semester grade report. Late homework will not be accepted unless students make arrangements for an extension before the due date. Major assignments that are turned in late will incur a 10% penalty per 24-hour period. Academic Conference: The Academic Conference is an important Program component for all members of the New Start Summer Program community. New Start Summer Program students and staff are expected to attend. The 2014 Academic Conference will be held on July 8th and 9th. Classes will meet briefly on both days prior to the opening sessions, and the conference will go until about 12:15 p.m.

English 101A: Summer 2014 Consuming/Consumed: Our Literate Lives “Reading is not walking on the words; it’s grasping the soul of them.” –Paolo Freire, educational theorist Grammar Grinds: (every Wednesday)

1. Writing Vivid Description: Nouns, Verbs, Adjectives, & Adverbs 2. Clauses (Dependent, Independent) 3. Active Sentences 4. Writing with Quotes & Paraphrases 5. Concision – Saying What You Mean 6. Frags, Splices, and Run-Ons

Studios: creative & critical sessions focusing on the craft of writing (every Friday)

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Field Trips: (throughout course) UA Museum of Art Library Scavenger Hunt Turtle Pond Student Union bookstore and food court

Course Calendar SG = A Student’s Guide to First-Year Writing WR = Writing As Revision RW = Rules for Writers

Week One DATE IN-CLASS HOMEWORK Sun. 6/8 -Meet & Greet, hand out syllabus, icebreaker

game, walk around campus -Print a small thumbnail-sized photo -Print syllabus -Get textbooks -Buy your “Writer’s Notebook”

Mon. 6/9 -Morning roundtable (assign groups) -Fill out index cards -Introduction to course (SG)

1.1 Writing at the UA: An Overview 1.2 A Guide to the Guide 1.7 Overview of English101A with a Writing Studio Component

-Review syllabus, D2L, tutor’s policies, resources -Icebreaker -Freewrite & small group work: Writing Process -What is writing like at the UA? -Instructions for discussion posts

-Read “Stories Matter,” Jacqui Banaszynski -Write: Considering what you read and your own experiences, please reflect on what the word “literacy” means to you (in any/every way you understand the word). Be anecdotal and honest with yourself! Post your reflection to the D2L Discussion Board and bring a copy to class (please do this for every discussion post).

Tue. 6/10 -Writing as Re-Vision (in-class discussion) -Cultural artifact study (group work) -Observations vs. inferences -Discussion: What is the connection between literacy & consumption? (show video & PP) -What is a literacy narrative? Introduce Unit #1 assignment

-Read Jimmy Santiago Baca, “Coming into Language” -Read Mike Bunn, “How to Read Like a Writer” -Write: After reading Baca’s piece and the article, think about the power of storytelling. What did you find powerful or effective in Baca’s piece? Read like a writer.

Wed. 6/11 Orientation Day! No class! Thur. 6/12 -Discussion of Baca

-Reading for “craft” discussion: How to “read” like a writer? -Annotating a text

3.1 Close Reading: An Overview 3.2 Annotation and Close Reading

-Personal literacy inventory

-Read Amy Tan, “Mother Tongue” -Write: Now that you’ve read Tan’s essay, think about how she develops the claim that language constructs identity. Using her work as a springboard, reflect on how you have consumed/resisted consumption of your own language practices.

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-Grammar Grind: Writing Vivid Descriptions The Non-Prescriptivist Approach

Fri. 6/13 -Discussion of Tan -Narrative theory (What makes a good story?): Narrative Theory & Stories That Speak to Us -Samples of literacy narratives -Brainstorming & organizing ideas: develop three possible topics & exchange with peers for feedback -Studio: Imagery & Description

-Read Tanya Barrientos, “Se Habla Espanol” -Listen NPR, “Growing Up Brown in a Border Town” -Write: Having now read Barrientos’ piece and listened to her story, think about the relationship between language and power. What is the connection between literacy, power, and identity? How could you use her work as inspiration for your own?

Week Two

DATE IN-CLASS HOMEWORK Mon. 6/16 -College round-table with Marisol

-Discussion of Barrientos -Literacy narrative round-table readings from Telling True Stories -Introduce Academic Conference & look at CFP

-Read A Student’s Guide to First-Year Writing, “Getting the Most from Your Workshop Experience” and “Understanding the Rhetorical Situation” -Write: Work on your literacy narrative and bring a printed copy to class on Tuesday (Label it Draft#1)

Tue. 6/17 -Discuss & construct rubrics -Self-assessment of 1st draft -How to construct good feedback exercise (improve these 101/107 comments @ bottom: http://iteslj.org/Articles/Gousseva-Literacy.html) -Peer workshops round #1: Global (structural, thesis & topic sentences)

-SG 4.4 Receiving and Making Sense of Comments -Craft Box: Crafting Effective Feedback (p.91)

-Brainstorm topics for CFP, get into groups

-Write: Revise your literacy narrative and bring a new copy to class tomorrow (label it Draft#2)

Wed. 6/18 -Peer workshops round #2: Local (content, word choice, expression) -Small group conferences with instructor & tutor --CFP Proposal writing workshop -Grammar Grind: Clauses (Dependent, Independent)

-Write: Revise your work again and please submit your final draft to D2L by class time tomorrow morning.

Thur. 6/19 -Self-assessment of Unit 1 -Intro to Unit 2 -What is textual analysis?

-Read Aurelie Sheehan, “Mascara” and “Purse”

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-Field trip to Student Union bookstore & food court (A Student’s Guide, pg. 156-157) -Discussion: What is consumption? --Brainstorm panels for CFP

-Write: Reflect on Sheehan’s short fiction pieces and the relationship of gender to our course theme, Consumption.

Fri. 6/20 -Discussion of Sheehan -Introduce Unit#2 assignment -Studio: Genre of Academic Writing (creative vs. critical) --Work on CFP (due Monday to me)

-Read Jenny Boully, “A Short Essay on Being” -Write: Think about the relationship between Boully and food. How does our consumption of food create/rupture identity? Write: Revise your groups’ CFP and please submit your final draft to D2L by class time Monday morning for review.

Week Three

DATE IN-CLASS HOMEWORK Mon. 6/23 -Discussion on Boully

-What does a textual analysis look like? 3.4 Invention Textual Analysis Essay Template Outline (p.67)

-Library Scavenger Hunt Field Trip

-Read Sherman Alexie, “Because My Father Always Said…” -Write: The media is a large part of what we consume. Write a reflection in which you think about the importance of media literacy & consumption in Alexie’s story.

Tue. 6/24 -Develop paper topic possibilities -Drafting exercises

3.5 Drafting -Thesis statements -In-class writing time --CFP revision discussion

-Read A Student’s Guide, “Tips for Writing Introductions & Tips for Writing Conclusions” -Write: Write 2 versions of an introductory paragraph and bring to class tomorrow.

Wed. 6/25 -Writing a conference proposal mini-workshop - Outlining ideas

SG Craft Box: Drawing Ideas from a Quotation in PIE Paragraphs (p.108)

-Grammar Grind: Active Sentences (with Marisol)

-Read Anne Lamott, “Shitty First Drafts” -Write: Complete your rough outline; write topic sentences for all paragraphs; list pieces of evidence under each paragraph that you will use. -SUBMIT your individual or group CFP to this email address: newstartacademicconference@gmail.com

Thur. 6/26 Mini-workshop on quotes/paraphrases: 5.1 Working with Sources: An Overview 5.2 Summary: Main Ideas, 5.3 Paraphrase: Specific Ideas, 5.4 Quotation: Source’s Words

-Write: Complete your first draft, print, and bring 2 copies to class (Label them both Draft#1)

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-Field Trip to UA Art Museum: Thought-provoking and pensive, the Fate & Fulfillment exhibition challenges the viewer to question life, the material world, and even one’s own existence on this earth. http://www.artmuseum.arizona.edu/events/event/fate-fulfillment-selections-william-small-collection (SG 150 as ex. of analysis questions)

Fri. 6/27 -Analyze sample essays -Peer workshops #1 and #2 -Creating a revision list -Mid-Semester Grade Checks to Program -Studio: Structure & Paragraphs

-Write: Revise your work again and please submit your final draft to D2L by class time Monday morning!

Week Four

DATE IN-CLASS HOMEWORK Mon. 6/30 -Self-assessment of Unit#2

-Discussion of conference presentations -How to give a good presentation -Conference presentation work time

-Read A Student’s Guide, “Analysis of Films”

Tue. 7/1 -Introduction to Unit #3 assignment -Film analysis vocabulary & practice

SG, “Analysis of Films,” pg.151-155 -Introduce film -Watch American Beauty

-Find on the internet one movie review of American Beauty.

Wed. 7/2 -Discuss film -Discussion: Secondary Texts & Sources -Grammar Grind: Writing with Quotes & Paraphrases

-Read Barthel, “A Gentleman and a Consumer”

Thur. 7/3 -Discussion on Barthel -Writing an annotation of a critical text -Applying a “lens” text -Practice with “Toothbrush” & http://www.pbs.org/wgbh/americanexperience /features/general-article/tupperware-consumer/ -Studio: Character Sketches

Read Levine, “Why I Hate Beauty”

Fri. 7/4 Happy 4th of July! No class! -Read “American Beauty: An Interview with Alan Ball”, from Alan Ball: Conversations

Week Five

DATE IN-CLASS HOMEWORK Mon. 7/7 -Discussion on Levine and Alan Ball:

Conversations -Brainstorm topics and get into groups based on interest areas

-Get a good night’s sleep, eat a good breakfast, and look your best for the conference!

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-Round table drafting ideas Tue. 7/8 Academic Conference (see last night’s homework ) Wed. 7/9 Academic Conference Thur. 7/10 -Reflections on conference

-Pre-writing and outlining -Thesis statement workshop -Grammar Grind: Concision: Saying What You Mean

-Write: Craft your introductory paragraph and one body paragraph, print, and bring to class tomorrow.

Fri. 7/11 - Mini-presentations on Unit#3 essay topics -Weaving texts together -Balancing summary with analysis (PIE) -Studio: Integrating Voices

-Write: Complete your first draft, print, and bring to class (Label it Draft#1)

Week Six

DATE IN-CLASS HOMEWORK Mon. 7/14 -Sample essay analysis

-Peer workshops #1 and #2 -Revision list

-Write: Revise your essay and bring a new copy to class tomorrow (label it Draft#2)

Tue. 7/15 -In-class work time -Reviewing “local” concerns from throughout semester

-Write: Revise your work again and please submit your final draft to D2L by class time tomorrow morning!

Wed. 7/16 -Self-assessment of Unit#3 -Introduction to Unit#4 assignment -How to write about writing? -Essay planning in class -Grammar Grind: Frags, Splices, and Run-Ons

-Read: A Student’s Guide, Ch.12: “Reflective Writing”

Thur. 7/17 -In-class work time -Studio: Reflective Writing

Fri. 7/18 In-class reflection essay & Awards Ceremony

-Write: Submit your reflection!

**Have a fantastic summer and we’ll see you in the fall!

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Kristin Winet Sample Syllabus Upper-Division Undergraduate

This course, which satisfies the advanced composition requirement at the University of Arizona, focuses on writing in professional contexts as a rhetorical process. Students create, design, and collaborate on a number of projects, including infographics, quick reference cards, proposals, design templates, websites, print and digital documents, informational reports, workshop curriculum, and visual resumes. They learn about usability testing, prepare oral presentations, and work with a community partner to create real, meaningful documents.

English 308: Fall 2014 Technical Writing

Course Description English 308 offers junior- and senior-level students the opportunity to develop their use of the rhetorical strategies and communications technologies appropriate to technical writing situations. Students will plan, create, and user-test a range of individual and collaborative projects including, but not limited to, technical documentation, proposals, reports, job materials, and other technical genres. Project management, documentation plans, style guides, and usability testing are just some of the topics studied in English 308. Through client-based projects, simulations, and/or case studies, students will analyze and reflect upon the role of communication practices in a range of technical settings. Students can expect to engage in reading discussions, daily assignments, on- and off-campus research, technology use, and oral reports. Prerequisite: Completion of first-year composition or its equivalent. Course Objectives The approach of this course is a decidedly rhetorical one. That is, in each course project, you will consider the purposes, audiences, and your role(s) as writers. The course emphasizes the changing technical writing environment and its role(s) within the workplace. From the variety of majors represented in this course to the inclusion of more electronic media in workplace environments, technical writing as a category is marked by diversity. Keeping in mind this diversity, in our course you will learn to:

Apply rhetorical concepts and principles that focus on audience, purpose, and context; document design; organization and structure; and tone and style.

Produce effective documents that use format and layout to enhance readability; apply software mechanics effectively; and develop strategies for revising, editing, and proofreading.

Instructor Information Instructor: Kristin Winet Office: UITS #236, Office H2 Office Hours: Tuesdays 4-5 p.m. Phone: 626-5325 Email: kkm@email.arizona.edu Course Information English 308, Technical Writing Location: UITS Time: T/Th 5:00-6:15 & 6:30-7:45 Web: http://www.D2L.arizona.edu Required Texts Markel, Mike. Technical Communication. 10th ed. Bedford/St. Martins, 2012. Print. Articles & links posted on D2L Required Materials $15-20 for printing and producing documents (Fast Copy) Storage space (USB)

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Collaborate as a means of sharing information and ideas, solving problems, and working in group-style environments similar to those in your chosen professions.

Note: A fundamental assumption of this course is that an increasing amount of workplace communication will take place online—not merely as documents word processed and printed, but in email, remote discussions, and other forms. Much of your work in this course will rely on email, listserv, the internet, and other electronic media. Most of your course materials (syllabus, schedule, project guides) will be available through D2L.

English 308 Class Policies & Information Assignments: Pre-Unit 1: Introductory Email & Personal Infographic (individual) 5% Unit 1: Quick Reference Card Project (individual or collaborative) 15% Unit 2: Redesign Project (collaborative) 40%

Oral Presentation 3% Unit 3: Informational Report (individual) 20% Unit 4: Reflection Project (individual) 10% Discussion Posts & in-class Quizzes (individual) 5% Professionalism: Emails, Participation (individual) 2% Because genres will vary widely across projects, formatting guidelines will be given for each of the major assignments. Grading: Grades will consider the following aspects of writing, in the context of a particular assignment: purpose, audience, content, expression, organization, development of ideas, document design, mechanics, and maturity of thought. You must complete all of the projects and their components to pass the course. Further, I will not accept a paper for a grade without first seeing a draft.

Rounding: Grades that calculate out to .5 or above may be raised to the next point if the student has shown initiative and professionalism in class. Otherwise, please do not ask for me to round your grade.

Appeals: I will not accept emails about your grades. If you would like to discuss your grade with me, please send me a detailed e-memo describing your situation and ask to schedule a meeting either during my office hours or at another convenient time.

Attendance & Tardy Policy: After the first week (a student will be dropped if he/she misses the first week), attendance is managed as follows:

You may miss one week. After that, each absence will reduce your final grade by 2.5%. If you miss more than 30 minutes of class time (either arriving late or leaving early), you will be

counted absent for that day. If you come in after I have taken attendance, you must come and personally tell me after class

that you were tardy. Otherwise, you will be marked as absent. If you are consistently tardy, you will lose points under the “Emails, Professionalism, and

Participation” grade. Professional Quality of Work: You are expected to produce high-quality professional documents that are appropriate for specific business situations. As stated in the requirements for writing outlined in the course policies statement, your documents should have appropriate margins, spacing, and formatting for the type of document you are turning in. Because genres vary widely across projects, formatting guidelines will be given for each of the major assignments. Additionally, your assignments should be printed at least in a minimum

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standard of 300 dpi. Laser printing is recommended. Finally, there should be no obvious last-minute changes to the work (i.e., use of white-out or hand-written information). All e-mails should be professional in tone and proofread carefully; they should also utilize standard punctuation, capitalization, and spelling. Collaborative Work: Collaborative work is a major element of this course. In fact, many projects will require you to act as either co-developer and/or co-author. You and your team members are responsible for updating one another and me about assignment progress. In addition, you are responsible for negotiating all aspects of your work, including planning, drafting, revising, file managing, and scheduling of tasks. You will also evaluate your own and your peers’ participation in collaborative projects, and thus, you should maintain detailed daily notes and records about your work. I will use these evaluations in my determination of individual grades for collaborative projects. In general, all members of a team receive the same grade. There are instances, however, where one or team members are otherwise unprofessional and/or unproductive. Should these cases occur, I reserve the right to lower grades for poor performance. Professional Decorum: Think of this class like a job—just as in the workplace, it is extremely important that we maintain a high level of respect for each other while collaborating on projects, reviewing each other’s work, and discussing assignments. In addition, you are not to use your cell phone—at any time—during class. This means no calls, no text messages. Please turn off or silence your phone before each class. If there is an emergency and you need to take a call, please step outside and politely make your call. If you are using your phone in class, you will be asked to leave and you will receive an absence for the day. Computer Etiquette: This class meets in a computer classroom, which means you will often have the advantage of working on assignments in class. However, this does not mean that you have free reign to check your email, post on Facebook, or shop online—as in the workplace, you will receive consequences for this. If I find myself having to compete with a computer screen for your attention, you will be asked to leave and you will receive an absence for the day.

English 308: Technical Writing

Fall 2014 Daily Class Schedule

Week One: Pre-Unit 1 Th 1/15 In class:

Class Introductions Review course syllabus, policies, and D2L Introduce the field of technical writing Email of Introduction – send to kkm@email.arizona.edu

Homework: Ch.1: Introduction to Technical Communication, pg.2-14 (see pdf on D2L)

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Ch.15: Writing Job-Application Materials, pg.409-417 (resumes) D2L: “What is an Infographic?” and “Can Beautiful Design Make Your Resume Stand Out?” If you have one, please bring a digital copy of your existing resume to class on Tuesday; if not,

please type up a list of the items on pgs.409-415 Please post your Weekly Reading Summary for today and Tuesday’s readings by class time on

Tuesday! Week Two: Pre-Unit 1 T 1/20 In class:

DUE: Weekly Reading Summary (every Tuesday except for Weeks 10, 11, 12, & 16) Discuss readings Introduce Pre-Unit 1 Introduction to Infographic Software & work time

Homework: Complete Visual Resume Ch.20: Writing Definitions, Descriptions, and Instructions, pg.584-594 (instructions)

Th 1/22 In class:

DUE: Visual Resume (Dropbox & printed color copy on nice paper) Infographic activity – “measures of excellence” Introduce Unit 1: Quick Reference Card (QRC) Activity: descriptions/instructions/directions and brief examples of QRCs

Homework: Ch.5: Analyzing Your Audience and Purpose, pg.85-94 D2L: Quick Reference Card Collection: Pinterest Work on Documentation Memo worksheet

Week Three: Unit 1 T 1/27 In class:

Discuss readings and relate to real-life QRCs Use worksheet to begin Documentation Memo (Ch.14: pg.385-387)

Homework: Ch.7: Organizing Your Information, pg.152-175 (arrangement, display, patterns of organization) D2L: Sketch This! Do Thumbnail Sketches

Th 1/29 In class:

Introduction to Organizational Design Review memo genre and begin Documentation Memo

Homework: Ch.11: Designing Documents & Web Sites (documents), pg.260-291 Read “The Principles of Design:”

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http://desktoppub.about.com/od/designprinciples/ o Infographic/QRC Design (applies to QRCs, too)

http://www.smashingmagazine.com/2011/10/14/the-dos-and-donts-of-infographic-design/

http://idratherbewriting.com/2008/12/31/quick-reference-guide-formats-tips-for-finding-attractive-layouts/

D2L: Sketch This! Do Thumbnail Sketches Finish Documentation Memo and submit to Dropbox

Week Four: Unit 1 T 2/3 In class:

DUE: Documentation Memo (Dropbox) Discussion on basic design principles Sharing of mini-lessons on using Publisher:

https://www.youtube.com/watch?v=4IWbXkQWdG0 Draft working copy of Thumbnail Sketches

Homework: D2L: Quick Reference Guides: The Poetry of Technical Writing Put together a rough “working” printed copy of your QRC to class on Thursday!

Th 2/5 In class:

Poetry Center Visit - Intersections Between Poetry, Page Design, and Technical Writing Homework:

Write weekly reflection on our visit to the Poetry Center: How did the visit inform your understanding of technical communication?

D2L: Ch.8, Color Basics, from White Space is Not Your Enemy D2L: The Ten Commandments of Color Theory:

http://www.designmantic.com/blog/infographics/the-10-commandments-of-color-theory/

Week Five: Unit 1 T 2/10 In class:

Introduction to Basic Color Theory Introduce Design Templates and complete worksheet

Homework: D2L: Ch.7, Type, from White Space is Not Your Enemy D2L: “The Grand Design,” Excerpt from The Elements of Typographic Style D2L: The Ten Commandments of Typography:

http://www.designmantic.com/blog/infographics/ten-commandments-of-typography/ Work on finalizing Thumbnail Sketch & Design Template and begin working on QRC

Th 2/12 In class:

Introduction to Typography

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Short viewing of Helvetica: http://www.pbs.org/independentlens/helvetica/film.html Peer review of QRC (design + content)

Homework: Ch.13: Conducting Usability Evaluations/Tests, pg.357-362 D2L: “Creating Usability Tests that Really Motivate Users:”

http://www.userfocus.co.uk/articles/testtasks.html Print a basic copy of your revised QRC for usability testing Prepare materials for user-testing next week (get supplies, bring laptop, etc.)

Week Six: Unit 1/Unit 2 T 2/17 In class:

Introduction to Usability Testing Create & administer usability tests Read through participant tests, assess results, list revisions

Homework: Ch.16: Writing Proposals, pg.439-449 (logistics) and pg.449-453 (structure of proposal) D2L: “Writing for the Web:” http://www.useit.com/papers/webwriting/ D2L: “The Difference Between Print and Web Design:”

http://www.onextrapixel.com/2012/03/01/the-difference-between-print-and-web-design/ Th 2/19 In class:

Review of concepts from Unit 1 Introduction to Unit II: Redesign Project Discuss from print to web

Homework: Study for upcoming Rationale Memo Prepare Unit 1 materials to turn in on Tuesday! Submit all final materials, rough drafts, and

peer reviews in a professional manner: clear/plastic cover or tabbed folder (not a binder). The final QRC should be printed double-sided on paper with a good, thick stock or laminated. Please include the following in your portfolio:

o Cover Page with title, nice graphic, names, date o Table of Contents o QRC (final – printed on thick paper (matte or glossy), card stock, or laminated) o Documentation Memo (revised) o Design Template (final) o Usability Tests (both) o Rough drafts and any peer reviews (memo, QRC template drafts, etc.)

Week Seven: Unit 2 T 2/24 In class:

DUE: Unit 1 Portfolio! In-class Rationale Memo for QRC Project Cocktail “meet and greet” for group projects

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Homework: Ch.4: Writing Collaboratively, pg.56-68

Th 2/26 In class:

Write up & sign Group Contract Examine CFP Sample rhetorical analysis of a website Meet with Community Partner: Ms. Lee Bucyk of Hermitage

Homework: Review Ch.16: Writing Proposals, pg.439-449 (logistics) and pg.449-453 (structure of proposal) Ch.8: Communicating Persuasively, pg.182-198 Work on Rhetorical Analysis Memo

Week Eight: Unit 2 T 3/3 In class:

DUE: Collaborative Rhetorical Analysis Memo (Dropbox – one per group) Discussion of readings Introduce sample proposals Write summaries in groups

Homework: Ch.22: Presenting Information to the Public (newsletters, brochures, white papers), pg.634-647 Ch.11: Designing Documents & Web Sites (websites), pg.292-301 Begin working on proposals in groups

Th 3/5 In class:

Work on proposals Introduce website software & discuss newsletter/flyer Prep materials for small-group conferences next week

Homework: Continue working on proposals – bring a complete rough draft to class next Tuesday!

Week Nine: Unit 2 T 3/10 In class:

Small group conferences and revising proposals Homework:

Ch.21: Making Oral Presentations, pg.578-602 D2L: http://www.usnews.com/education/blogs/professors-guide/2010/02/24/15-strategies-

for-giving-oral-presentations Th 3/12 In class:

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DUE: Proposals (Dropbox) Developing a Style Guide for website & deliverables Making Oral Presentations

Homework: Finish a working electronic draft of your deliverables to bring to class on Tuesday, 3/24!

Week Ten: Unit 2 Spring Break! 3/14-3/22 Week Eleven: Unit 2/Unit 3 T 3/24 In class:

Prepare for Oral Presentations – work on outlining & creating visuals Introduction to Unit 3: Informational Report (and Email of Intent)

Homework: Finish a working electronic draft of your deliverables to bring to class on Tuesday, 3/24!

Th 3/26 In class:

Usability tests (to be done outside of class and included in portfolio) Prepare for Oral Presentations

Homework: Finalize Oral Presentations for next week!

Week Twelve: Unit 3 T 3/31 In class:

DUE: Oral Presentations Th 4/2 In class:

DUE: Oral Presentations Introduction to Unit 3: Informational Report (and Email of Intent)

Homework: Ch.6: Researching Your Subject (pg.140-144) D2L: “Six Ways to Ask Better Questions in Interviews:” http://thewritepractice.com/six-ways-

to-ask-better-questions-in-interviews/ Begin putting Portfolio (digital and printed) together for submission Thursday 4/9! Send me your Email of Intent for your Unit III interview via email (to kkm@email.arizona.edu)

with the following information: o First, explain your field and ideal profession (to the best of your ability). Please describe your

major, year in school, and future professional ambitions. o Then, explain your research process, telling me which sites you considered and how you came

to select your chosen site. o Provide a description of your final chosen site and offer me details about the organization.

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o Provide a URL (if possible) for the site and a URL to the person you’d like to interview at the site (if the person has a visible web presence within the company).

o Outline the professional and project benefits of working with your contact and his or her organization. Tell me what you intend to learn from this client and how you may establish rapport with him or her.

o Finally, include the email address of this person and ask for approval to move forward. Week Thirteen: Unit 3 T 4/7 In class:

In-class Rationale Memo for Unit 2 Work on interview questions

Homework: Ch. 17: Writing Informational Reports, pg.458-475 Finish putting together Portfolio (due Thursday – print & digital versions) Set up interview ASAP!

Th 4/9 In class:

Discuss readings Lesson on Informational Reports Analysis of student examples

Homework: Ch.12: Creating Graphics, pg.305-338 Gather secondary materials for report

Week Fourteen: Unit 3 T 4/14 In class:

Discuss readings Lesson on Graphics Practice creating graphics

Homework: Ch.9: Writing Coherent Documents, pg.203-221 Complete & transcribe your interview Work on your Informational Report – 1st three sections

Th 4/16 In class:

Discuss readings Documenting sources & proofreading

Homework: Ch.10: Writing Effective Sentences, pg.227-259 Work on your Informational Report – remaining sections

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Week Fifteen: Unit 3/ Unit 4 T 4/21 In class:

Discuss readings Practice with writing structure & style

Homework: Work on your Informational Report – bring a working electronic copy to class on Thursday!

Th 4/23 In class:

In-class Reflection Writing assignment Peer review of Informational Reports

Homework: Complete Informational Report!

Week Sixteen: Unit 4 T 4/28 In class:

DUE: Informational Report (print & digital) TCEs Introduce Final Exam Announcement of winning teams

Homework: Begin working on final exam

Th 4/30 In class:

In-class work time Announcement of winning teams

Homework: Complete Final Exam!

Week Seventeen: T 5/5 - Final Exam due to Dropbox by 9:00 a.m.!

Enjoy your summer and keep in touch!