Description:

This course provides a basic knowledge of technical writing. Students will learn the writing process (prewriting, writing and rewriting) to follow when constructing correspondence, including memos, letters, e-mail, reports, instructional manuals and Web pages. Students also will learn seven key traits of effective technical writing: clarity, conciseness, document design, organization, audience recognition, audience involvement and accuracy. Accuracy specifically entails the need for students to adhere to rules of grammar and mechanics. Students will learn how to create computer- generated graphics and learn word processing skills. Finally, the students will learn how to work in teams, modeling Total Quality Management skills. 3 hrs./wk.

Supplies: Refer to the instructor's course syllabus for details about any supplies that may be required.

Textbook(s): For information see - http://bookstore.jccc.net

Course Fees: NONE

Course Objectives:

Upon successful completion of this course the student should be able to:

1. Use various prewriting techniques to overcome writer's block.
2. Write rough drafts.
3. Rewrite rough drafts by employing revision techniques and working with Peer Evaluation groups.
4. Compose different types of technical correspondence.
5. Write correspondence which abides by the seven essential traits of Technical Writing: Clarity, Conciseness, Document Design, Organization, Audience Recognition, Audience Involvement, and Accuracy (correspondence which is grammatically and mechanically correct).
6. Create computer-generated graphics.
7. Download and modify computer-generated graphics.
8. Use computer word processing skills.
9. Acquire problem-solving skills inherent in the challenges of writing and teamwork.
10. Work in teams, modeling Total Quality Management skills.

Content Outline & Competencies:

I. Prewrite to Overcome Writer's Block
   A. Gather information for correspondence.
   B. Organize this information according to the type and purpose of the
correspondence being written:
      1. spatial
      2. chronological
      3. importance
      4. analytical
      5. cause/effect
      6. problem/solution
      7. memo
      8. letter
      9  report
      10. instruction
      11. e-mail
      12. web page
      13. sales
      14. inquiry
      15. directive
      16. informative
   C. Identify and determine audience needs.

II. Write Rough Drafts
   A. Draft text for the specific assignment.
   B. Organize the text according to the type and purpose of the
correspondence being written:
      1. spatial
      2. chronological
      3. importance
      4. analytical
      5. cause/effect
      6. problem/solution
      7. memo
      8. letter
      9  report
      10. instruction
      11. e-mail
      12. web page
      13. sales
      14. inquiry
      15. directive
      16. informative

III. Rewrite the Rough Drafts Using Revision Techniques and Peer Group
Evaluations
   A. Add new details for clarity.
   B. Delete unnecessary information for conciseness.
   C. Reformat the text to improve document design.
   D. Enhance the tone of the text for audience involvement.
   E. Clarify word usage.
   F. Correct grammatical and mechanical errors.
   G. Work with peers to help each other and learn from each other.

IV. Compose Different Types of Technical Correspondence
   A. Write a sales letter to market a product or service.
   B. Write a letter of inquiry to request additional information about
the product or service.
   C. Write a directive memo telling subordinates to create a web site.
   D. Create a web site with a home page and multiple screens.
   E. Write a user manual informing clients how to perform a series of
tasks.
   F. Write a progress report to a boss, informing him or her of status on
a project.
   G. Write e-mail to the teacher updating him or her about the student's
achievements and challenges in the course.

V. Write Correspondence Which Abides by the Seven Essential Traits of
Technical Writing
   A. Clarify ideas by answering reporter's questions and by providing
specific, quantifiable information.
   B. Write concisely, by limiting the length of words, the length of
sentences, and the length of paragraphs.
   C. Design the page layout of text through highlighting techniques
      1. boldface
      2. underlining
      3. white space
      4. italics
      5. changes in font size and typeface
   D. Organize the text according to the type and purpose of the
assignment.
      1. spatial
      2. chronological
      3. importance
      4. analytical
      5. cause/effect
      6. problem/solution
      7. memo
      8. letter
      9  report
      10. instruction
      11. e-mail
      12. web page
      13. sales
      14. inquiry
      15. directive
      16. informative
   E. Recognize audience.
      1. Determine whether the reader is a high-tech peer, a low-tech
peer, a lay reader, or combinations of the above.
      2. Define terms according to the reader's level of understanding
avoiding sexist language.
   F. Involve audience through pronouns, contractions, positive word
usage, and personalized tone.
   G. Create accurate text, avoiding the nine major grammatical errors and
minor errors in punctuation.
      1. fused sentences
      2. fragments
      3. agreement errors
      4. verb tense shifts
      5. reference problems
      6. problems with modification
      7. spelling errors
      8. comma splices
      9. shifts in person

VI. Create Computer-Generated Graphics
   A. Use Paint, PhotoShop, Lview, FrontPage, Adobe Workshop, etc., to
create bitmap images.
   B. Use Microsoft Word to create bar charts, pie charts, line graphs,
etc., for use in documentation.

VII. Download and Modify Computer-Generated Graphics
   A. Download GIFs (Graphical Interfaces) and JPGs (Joint Photographic
Group) graphics from the Internet.
   B. Use a conversion software to modify the text to avoid copyright
infringement.

VIII. Use Computer Word Processing Skills with Microsoft Word.

IX. Acquire Problem-Solving Skills Inherent in the Challenges of Writing
and Teamwork
   A. Solve problems inherent in writing.
      1. gathering information
      2. organizing text
      3. recognizing audience
      4. abiding by the seven key criteria for Technical Writing
      5. avoiding grammatical/mechanical errors
   B. Work in groups for team projects, overcoming challenges inherent
with writing skills.

X. Work in Teams, Model Total Quality Management Skills
   A. Choose team leaders for projects.
   B. Choose team record keepers for role checking.
   C. Work to get along with others from diverse backgrounds.
   D. Achieve equal levels of labor.
   E. Support others in team projects.
   F. Help each other and learn from each other.

Methods of Evaluation of Competencies:

Evaluation of student mastery of course competencies will be accomplished using the following methods:

Sales letter         10%
Letter of inquiry    10%
Directive memo       10%
Web site             20%
User manual          20%
Progress report      10%
3 e-mail             10%
Class participation  10%
(includes prewriting, rough drafts, and group writing activities)
                    100%

Final grades will be assigned according to the following scale:
      90 -100  = A
      80 - 89  = B
      70 - 79  = C
      60 - 69  = D
      Below 60 = F

Caveats: NONE

Disabilities:

If you are a student with a disability, and if you will be requesting accommodations, it is your responsibility to contact Access Services. Access Services will recommend any appropriate accommodations to your professor and his/her director. The professor and director will identify for you which accommodations will be arranged.

JCCC provides a range of services to allow persons with disabilities to participate in educational programs and activities. If you desire support services, contact the office of Access Services for Students With Disabilities (913) 469-8500, ext. 3521 or TDD (913) 469-3885. The Access Services office is located in the Success Center on the second floor of the Student Center.