Daniel Richards, Old Dominion University

Teaching Professional & Technical Writing ENGL 775

New Course Grid

1
Where do new professional writing classes come from? A worksheet to help you craft your new course
The short answer to this titular question is research, both local and global. Local research includes finding out what local employers
expect of their new hires and searching course catalogs and our program Web sites for course descriptions that govern our most basic
requirements. Global research requires you to look at the approaches favored by those teaching comparable courses at other programs.
Sometimes these approaches are standardized across classes. Sometimes theyre not, but even the outliers are telling. So we need a
good cross-section of examples to draw from. We can add more sites to investigate both locally and globally, but lets start with these
for now.

Local Research
Well do local research on- and off-campus. PW courses, like all other Department of English courses, are governed, in part, by
language in the universitys catalog. Thats our first stop. But unlike some other English courses, PW classes are also wedded to the
local industrial context. We need to know what our community partnersthose businesses that hire our grads and/or sponsor our
internsexpect from us.

Local Research on Campus

Directions: Pull up the university-authorized description of the course from the latest version of the ODU catalog. Working from that
description only, fill out this grid. Were working with limited text from a jam-packed document. In other words, you wont be able to
fill out every cell with just this one source. Thats okay.

Local grid #1: Universitys course catalog

Course Name Course objectives Learning objectives Which constituencies Regulations and
(i.e. What are the (i.e. How will students does the course serve relationships
instructors goals for achieve course (i.e. Who takes this
this course?) objectives? ) course? Required?
Elective?)

1
Professional Writing is a preferred umbrella term for all kinds of writing that happens at work: business writing, technical writing, writing with new media.
Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid

Technical Writing Students will walk away Students will achieve X Prerequisites: A grade Regulations usually
ENGL 334W with the ability to write goal by doing A of C or better in come from the top
proposals, instructions, Students will achieve Y ENGL 110C and down. They are the
and reports for both goal by doing B ENGL 211C or ENGL kinds of requirements
the specialist and the Students will achieve Z 221C or ENGL 231C. that cover a broad range
nonspecialist goal by doing C of courses and make
them candidates for
satisfying exit or
graduation
requirements. Our
biggies: Gordon-Rule
class? Writing-Intensive
designation? And
whats the difference
between the two,
anyway?

Relationships concern
the local ecology. No
writing course exists in
a vacuum. Im asking
you to consider how
these service courses
bump up against each
other. Our PW major
courses? Are they
pre-reqs for our majors?
Overlapping?
Something different?
Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid

This course is
described as a Writing
Intensive Course, with
multiple prerequisites.

Now that weve got a limited sense of how this course is portrayed in its most stripped down iteration, lets consider how the
Department of English presents it. There will be some tension here, between the broadest descriptions like the university catalog and
the expanded presentations youll find on the departments website or individual class sites developed by ODU instructors (make sure
you track your sources in grid #2). Thats okay. These cracks 1) suggest multiple visions and stakeholders; 2) indicate opportunities
for development in our curricula, and 3) inform our trajectory as the program grows to accommodate shifting writing practices and
evolving technologies at work. We want to court a multifaceted picture of our courses. Dont pave over differences for the sake of
consensus.

Local grid #2: Department of English Web site and/or individual ODU course websites

Cour Course objectives Learning Which constituencies does the Regulations and relationships
se (i.e. What are the objectives course serve (i.e. Who takes this
Nam instructors goals for this (i.e. How will course? Required? Elective?)
e course?) students
achieve
course
objectives? )

Tech Students will walk away with Students will This course is found within the There is a concentration for
nical the ability to write achieve X English Department as part Professional Writing, of which
Writ proposals, instructions, and goal by of one of its concentration this course is one option. It is
ing reports for both the doing A course options. This course designated as a writing
ENG specialist and the Students will is not required, but merely intensive course.
L nonspecialist achieve Y
Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid

334 goal by an option under http://catalog.odu.edu/undergraduate/

W http://catalog.odu.edu/undergr doing B Professional Writing. collegeofartsletters/english/
aduate/collegeofartsletters/eng Students will http://catalog.odu.edu/undergradu
lish/ achieve Z ate/collegeofartsletters/english/
goal by
doing C

For each
entry,
indicate
the source
of your
informatio
n.

Local Research off Campus

PWs touchstone is the workplace. We have to consider what our local, off-campus partners look for in their employees who write and
in the writers they employ. Because the university is an institution and institutions move slowly, you can expect off-campus
stakeholders requirements to shift more often than the universities. To fill out this next grid, do several keyword searches on
monster.com, the employment website du jour. Youre not only looking for writer jobs but also looking to understand how writing
fits into other jobs that arent designated writer positions.

Local grid #3: Off-campus stakeholders at local businesses

Course Name Search local jobs on Monster.com for Search local jobs on Monster.com for keywords
keyword writer and writing and engineer
document and documentation
Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid
Technical Writing Junior Technical Writer from Kforce Inc
ENGL 334W Charlotte, NC 28217
Responsibilities:
Work directly with clients,
partners, and other stakeholders to
understand information access,
discovery, knowledge sharing, and
knowledge re-use needs
Assist with management and
maintenance of subject-specific
taxonomies
Develop and maintain scope notes,
synonym lists, and related terms for
taxonomies
Suggest new taxonomy terms and
other ways to enhance and refine
taxonomies
Apply taxonomy terms to content
using various platforms, systems,
and tools
Contribute to the development of
client-facing and internal
knowledge base(s) and KM
systems
Review, analyze, and report on data
from KM systems
Draw insights from usage and
access data to recommend and
implement improvements to
Project Engineer at CRJ Search LLC
Charlotte, NC
Our client is currently recruiting for a Project Engineer with
Injection Molding experience who is:
Innovative
Able to all drive aspects of product development
process such as prototyping, test plans, design
validation, problem-solving, tooling, and
manufacturing processes
Self-motivated and thrives in a fast-paced,
team-driven, lean systems environment, where
every day brings new projects and challenges
Adept at collaborating with the design team to
optimize form, fit, function, while considering design
for manufacturing, and meeting cost and schedule
targets for the project.
REQUIREMENTS:
BSME
Efficient at CAD designs using SolidWorks, and
complete 3D models to generate detailed 2D drawings
of products and modifications
Injection Molding Experience
Strong customer/vendor communication and
follow-up skills
Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid

taxonomies, KM system design, Exceptional attention to detail

search algorithms, and user
interfaces http://job-openings.monster.com/Project-Engineer-Charlotte-
Prepare new knowledge assets and NC-US-CRJ-Search-LLC/11/189646137
edit, update, revise existing
knowledge assets stored in various
KM systems
Support efforts to integrate data
from or migrate data between KM
systems

REQUIREMENTS:

Technical writing experience,

applies version management
discipline when writing
Experience with SharePoint
(contributor level)
Effective time-management skills:
ability to prioritize, follow-through
with tasks, juggle multiple tasks,
and meet deadlines
Clear and concise communication
skills
Intermediate level experience in
Microsoft Office suite (Word,
Visio, PowerPoint)
Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid

Outstanding analytical and

problem-solving abilities
Ability to synthesize large amounts
of information quickly and with an
attention to detail
Ability to consistently follow
processes and operations
High degree of professionalism and
discretion
Comfort with technology and
learning new platforms is essential

http://job-openings.monster.com/Junior-Te
chnical-Writer-Charlotte-NC-US-Kforce-I
nc/11/189087824?rje=0&tk=&intcid=re

Now were going to broaden our vision to the larger community of academics that meet at annual conferences, publish in journals, and
write books to determine what we mean when we talk about PW and how we should teach it.

Global Research
PW looks different at different universities. But we can look to our colleagues nationally to borrow from their best practices as we
craft courses that are responsive to our local context (giving credit to their origins, of course). Well start with our introductory
technical writing class, but youll do a version of this chart for each of the 3 courses were addressing. Sources you might use to fill in
2
these cells: university catalogs, departmental websites, individual course websites, blogs, wikis, etc. You want to use the entire chart

2
Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid

to explore different versions of the same course at one school? Fine with me. You want to change the schools in this chart? Also fine.
But make sure your sources are adequately diverse enough to give you a solid sense of how this class is taught by different folks
emphasizing different competencies. For more top engineering schools, see here:
http://colleges.usnews.rankingsandreviews.com/best-colleges/rankings/engineering-no-doctorate

Global grid #1:

Technical UNC-Charlo Rensselaer Michigan Cal State- Los Caltech Embry-Riddle California
Writing tte Polytechni Tech Angeles Polytechnic
ENGL 334W c Institute State
University--
Pomona
URL/source https://catalo http://home http://www.m http://www.calst http://schedules.c http://pages.era http://www.
of info g.uncc.edu/pr pages.rpi.e tu.edu/humani atela.edu/acade altech.edu/syllabi/ u.edu/~schliepr/ cpp.edu/~en
eview_progra du/~zappen ties/undergrad mic/english/engl E11_WI1617.pdf syllabi/hu221m gineering/E
m.php?catoid j/TecWritin uate/stc/ -2030-introducti wf_mine.html T/document
=20&poid=4 g/twco10f. on-technical-wri s/ECET/ET
180 html ting E401_12140
4.pdf
Major N/A -Profession Sample -Instructions -Topic Proposal -Stages of the -formal
projects al Web Student Work -Procedures -Outline Individual engineering
Page -Technical - Introduction Analytical library
-Organizati -Report definitions and Draft -Methods Report research
onal Memo -Cover Letter descriptions and Results / -Directions reports,
-Profession -Resum -Specifications Main Analysis -Rsum and -information
al -White papers Draft -Abstract Cover Letter al reports,
Organizati -Rhetorical -Usability tests -Cover Letter to technical
on Web Analysis and test reports the Editor Final instructions,
-Technical -Usability -Manuals -Manuscript -progress
Problem-S reports,
Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid

olving Report -Technical Packet laboratory

Report -Library reports, such as Submission reports,
-Technical feasibility -technical
Product-Su Guide reports and letters, and
pport Web -Prototype causal analysis resumes,
-Technical -Stippel reports etc.
Decision-
Making or Recommendat
Evaluation ion Report
Report
How course is
offered: It is
offered both
"live" and
online
throughout
the academic
year,
including both
summer
tracks.
Course Course Course goals -Understanding In this course, By the end of Course
objectives Objectives: & objectives: the writing students will the course, the Objectives
Technical -Planning, process practice student will be After
Writing drafting, and -Analyzing techniques for able to write the completing
prepares revising audiences for effective technical reports, letters, this course
students to -Writing for a technical writing of science and memoranda the student
design variety of documents and engineering listed in the will be able
effective audiences -Understanding publications. detailed to: 1.
technical kinds and They will select a syllabus. The Communicat
Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid

documents -Identifying purposes of research project student's e technical

for both purpose and technical or a technical evaluation for information
written and writing/design documents review topic and each specific to others in
digital ing to -Writing write, review, assignment will professionall
media, accomplish it technical revise, and rely on a y-oriented
with -Communicati documents rewrite/resubmit a consideration of written and
particular ng with -The principles manuscript for a form, content, oral form,
emphasis of technical scientific or and usage as including
upon colleagues communications engineering published on formal
technical -Collaboratin journal of their "More About engineering
memos, g with a team choosing. Grades." library
problem-so Students will research
lving and -Designing receive guidance reports,
decision-m visually and feedback on informationa
aking effective texts their writing from l reports,
reports, the instructor, technical
-Reviewing
and their peers, and a instructions,
organizatio and editing content expert in progress
nal, written and their field as they reports,
product-su write and revise laboratory
visual texts
pport, and their manuscripts. reports,
technical-i -Producing This course technical
nformation rhetorically fulfills the letters, and
webs. To sensitive Institutes resumes,
support scientific writing etc. 2.
these documents requirement. Develop a
writing suitable
tasks, the senior
course project and
provides an write a
Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid

introductio senior
n to project
principles proposal to
of audience professional
analysis, specification
research s. 3. Utilize
and basic project
documentat management
ion, techniques
drafting and software
and tools to
revision control
processes, technical
readability projects,
and including
accessibilit team
y of written leadership
texts, and and
basic web assessment
technologie of others. 4.
s. Utilize the
soft-skills
related to
engineering,
including
life-long
learning
(TAC h);
professional
responsibilit
Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid

y (TAC i1);
ethical
responsibilit
y (TAC i2);
social
responsibilit
y (TAC i3);
contemporar
y issues
(TAC j1);
contemporar
y societal
issues (TAC
j2);
contemporar
y global
issues (TAC
j3); respect
for diversity
(TAC j4);
quality
assurance
(TAC k1);
and (TAC
k2).
Learning Students will Learning -Demonstrate an By the end of this 1. Explain the Students
objectives be able to do Outcomes understanding course, students importance of learn to
the Upon of their own will: - Be able to audience write
following: satisfactory writing conduct analysis in effective
completion processes; investigatory technical technical
Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid

the of the -Demonstrate an literature communication reports to a

theoretical course, understanding searches, find the and apply it in professional
bases of students of how people best sources for practical level and
technical will be able read, use and their claims, and contexts. how to
communicati to: respond to efficiently 2. Apply the present them
on the most -Create documents; manage these particular orally,
common documents -Analyze sources during the conventions of including
forms of consistent specific writing and definitions, formal
technical with audiences and publication descriptions, technical
document "Rensselae situations and process. - Identify instructions, library
how to plan, r's translate that their audience and processes, and research
draft, and Communic analysis into tailor their other types of reports,
revise ative effective technical writing professional senior
documents Competenc communication style to them. - communications project
how to plan ies" (see strategies; Understand the , including proposals.
and make Class -Demonstrate an anatomy (form electronic They will
presentations Readings, understanding and function of correspondence, learn about
how to Competenc of how text the components) to all technical the
work and ies), organization of a scientific documents. importance
write -Design and the overall manuscript. - 3. Recognize of the soft
collaborativel effective design of a Gain experience and discuss skills related
y how to technical document reviewing ethical to the
integrate text documents contributes to its scientific articles implications of engineering
and visual for both effectiveness; and providing decisions in field and
elements into print and -Demonstrate feedback to their technical how to
technical digital techniques for scientific peers. - communications infuse these
documents media, communicating Practice . ideas into
-Understan specialist (often professional 4. Correctly their
d and use technical and communication in compose and behavior.
structures scientific) the form of use headings, They will
Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid

of material to emails, cover legends, also learn

argument non-expert letters, and abstracts, project
appropriate audiences; responses that are graphs and management
to technical -Demonstrate commonly used tables. fundamental
documents, techniques for in science and 5. s and how to
including improving the engineering Communicate use project
problem-so clarity and disciplines. - Gain in writing with management
lving and concision of confidence in minimal errors software
decision-m their prose; their writing and in grammar, tools for
aking -Write in a communication usage, their
structures, variety of abilities. mechanics, and projects.
-Understan genres common sentence
d and use in technical structure.
informatio writing, such as 6. Prepare a
n instructions, formal technical
architectur procedures, proposal in an
es definitions, individual or
appropriate descriptions, collaborative
to technical specifications, team structure.
documents reports, and 7. Prepare a
in digital manuals formal
environme -Demonstrate an presentation
nts, understanding developed from
-Understan of the writing the technical
d and use a process as it proposal or
range of occurs in report in an
current professional individual or
web settings, collaborative
platforms including: team structure,
and
Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid

technologie ---Working using visual

s, collaboratively aids.
following with experts, 8. Employ
current editors, and appropriate
W3C web other writers documentation
standards, ---Revising in a lengthy,
and documents in thoroughly
-Write response to researched,
standard feedback from summative
English experts, editors, project or
prose and and other evaluative
cite writers technical report.
sources in
convention ---Testing
al forms documents with
and actual users of
formats. those
documents

---Arriving at
meetings and
submitting work
on time

---Understand
and practice
principles of
Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid

ethical
communication

Conservative, Assignments Seems Appears Appears Appears moderate Appears Appears

moderate, or not listed, but progressive moderate due conservative conservative conservative
progressive course due to to varied due to basic due to basic due to
approach? description emphasis assignments assignments emphasis adherence to
sounds on IEEE
conservative workplace guidelines
communica
tions/probl
em-solving
, not just
document
creation

Engineering programs are accredited by the Accreditation Board for Engineering and Technology (ABET). Many P&TW will only
continue to exist and be populated by engineering students at ODU and other schools as long as it serves ABET accreditation. So we
need to pay close attention to their measures of success.

Visit the ABET site (you might start here: http://www.abet.org/). Pay special attention to the Criteria for Accrediting Engineering
Programs. Then fill out Global Grid #2.

Global grid #2

Technical Writing ENGL 334W

Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid

URL/source of http://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2017-2018/
info/report pg.
#
Terminology ABET uses its own language and expects you to adopt it too. Define the following terms according to ABETs
standard usage:
Program Educational Objectives: Program educational objectives are broad statements that describe what
graduates are expected to attain within a few years after graduation. Program educational objectives are
based on the needs of the programs constituencies.
Program Outcomes (Also called Student Outcomes): The program must have documented student
outcomes that prepare graduates to attain the program educational objectives.
Student outcomes are outcomes (a) through (k) plus any additional outcomes that may be articulated by
the program.
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(c) an ability to design a system, component, or process to meet desired needs within realistic constraints
such as economic, environmental, social, political, ethical, health and safety, manufacturability, and
sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a global, economic,
environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid

(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering
practice.
Assessment: Assessment is one or more processes that identify, collect, and prepare data to evaluate the
attainment of student outcomes. Effective assessment uses relevant direct, indirect, quantitative and
qualitative measures as appropriate to the outcome being measured. Appropriate sampling methods may
be used as part of an assessment process.
Evaluation: Evaluation is one or more processes for interpreting the data and evidence accumulated
through assessment processes. Evaluation determines the extent to which student outcomes are being
attained. Evaluation results in decisions and actions regarding program improvement.

Well use many of these in our syllabi to demonstrate buy-in.

Program The Program Outcomes listed below have been identified by ABET. Highlight those that we might best address
Outcomes in the context of 334W.

Program Outcomes
Engineering programs must demonstrate that their students attain the following outcomes:
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a global, economic,
environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid

(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

Based on What are the instructors goals for this course?

ABETs
Program Students will walk away with the ability to communicate to a variety of audiences and purposes.
Outcomes, Students will walk away with the ability to create technical documents for specific and general tasks.
formulate Students will walk away with the ability to adequately address the ethical implications in technical fields.
possible
Course
Objectives for
3246

Learning How will students achieve course objectives?

objectives
Students will achieve the goal of communicating with different audiences and purposes by doing rhetorical
analyses of the different needs of various technical workplaces.

Students will achieve the goal of creating different technical documents by doing various writing projects
designed to provide exposure to the types of documents commonly created in the technical fields.

Students will achieve the goal of addressing ethical implications by doing research on the ethics surrounding
technical documents and their purposes, including historical implications.

Based on your Research project on ethical implications/impact on natural environment

knowledge of Lab report
which flavors training manual
of engineer
website
(e.g. civil,
mechanical,
environmental,
Daniel Richards, Old Dominion University
Teaching Professional & Technical Writing ENGL 775
New Course Grid

biomedical) at
ODU takes
this course,
select possible
major
projects.
Learning How will students achieve course objectives for 334W?
objectives
Students will achieve X goal by doing A

Students will achieve Y goal by doing B

Students will achieve Z goal by doing C