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centertopENG 3060 Common Syllabus Academic year 16/17This document is organized into the following sections:I. Description of ENG 3060 (1-6)II. Syllabus Checklist (6)III. Assignment Descriptions (6-42)IV. Policies, Resources & Suggestions (42-45)I. Description of ENG 3060 Department of English DescriptionInclude this section verbatim on syllabus.ENG 3060 prepares students for researching and developing technical proposals and presentations as members of collaborative writing teams. Technical proposals are a central genre in the workplace, often developed collaboratively and delivered in presentation form to multiple audiences. Research-based technical presentations incorporate both textual (written information) and visual (graphics, illustrations, etc.) elements of design, often in digital environments (e.g., PowerPoint, Prezi, wikis, etc.). The main goals of the course are (1) to teach students to consider the audience(s) and purpose(s) in developing proposals and presentations as members of collaborative teams; (2) to teach students presentation delivery skills; (3) to integrate research, design, and writing in the effective development of technical presentations, including text, slides, visuals, format, and mechanics; and (4) to work with current technologies for technical proposal and presentation design. WSU Undergraduate Bulletin Description Include this section verbatim on syllabus.Cr. 3. Instruction in basic technical presentation skills. Requirements include informative presentations, oral briefings, needs assessments, progress reports, and formal proposals. Topics include collaborative teamwork, audience and purpose analysis, textual and visual aspects of presentation design, and formatting. Course Prerequisite for ENG 3060Include this section verbatim. To enroll in ENG 3060, students must have completed ENG 3050 (or equiv.) with a grade of C or better. General Education DesignationInclude this section verbatim on syllabus.With a grade of C or better, ENG 3060 fulfills the General Education OC (Oral Communication) graduation requirement. More information on the General Education requirements is available from the WSU Undergraduate Bulletin: OutcomesInclude this section verbatim on syllabus.Writing and PresentingAs individuals and in teams, design and deliver effective documents and demonstrate effective technical presentation skills for multiple audiences in standard technical communication genres (including informative summaries, oral briefings, needs assessments, progress reports, formal proposals, and performance assessments), including the appropriate use of grammar, mechanics, and style.Reading and AnalyzingRead/listen, analyze and evaluate the design, the audience(s), and purpose(s) for technical proposals and presentations (including texts, slides, visuals, format, and mechanics). Read effectively as teams in order to summarize, synthesize, and respond to diverse readings in order to produce written work and presentations. Collaborating and PlanningDesign presentations using a collaborative process that includes coordinating tasks and schedules within a team, developing a flexible process of generating and organizing information and ideas, writing and designing, providing and responding to feedback.Researching and DocumentingConduct primary and secondary research as individuals and in teams in support of developing technical proposals and presentations, designing primary research and finding, evaluating, and documenting sources.Required TextsInclude this section verbatim on syllabus.Anderson, Paul V. Technical Communication. Wayne State custom ed. Boston: Wadsworth/Cengage. ISBN: 1285900936Wolfe, Joanna.? Team Writing: A Guide to Working in Groups. ?1st ed. Boston: Bedford/St. Martin’s. ISBN-13: ?9780312565824Assignments and GradingInclude this section verbatim unless you have received permission from the Director of Composition to teach alternative assignments. This course will feature 6 major projects along with less formal in-class activities and homework:Written Informative Summary Oral BriefingNeeds Assessment/Project Plan MemoTechnology Evaluation/Progress ReportFormal ProposalPerformance Review/Collaborative Evaluation Project Formats and Submission Tailor this section to fit your course policies.Written assignments must be typed, double-spaced, in 12-point Times New Roman typeface, with one-inch margins.Please use APA format for citations.Assignments must be submitted electronically through Blackboard. Please insert page numbers in the top, right-hand corner of your written assignments.Grading Tailor this section to match the weighting strategy for your course (the following is just an example).Grades on individual papers will be weighted as follows:1. Written Informative Summary125 points total1A: Informative Summary50 points 1B: Informative Summary Presentation75 points2. Oral Briefing125 points 3. Needs Assessment/Project Plan Memo100 points 4. Technology Evaluation/Progress Report125 points4A: Technology Evaluation Memo25 points4B: Progress Report Presentation100 points5. Formal Proposal375 points total5A: Formal Proposal Report150 points5B: Formal Proposal Presentation225 points6. Performance Review/Collaborative Evaluation150 pointsAttendance PolicyAdapt this section to articulate your class policies, and see Section IV of this document for recommendations on attendance policies.Enrollment in ENG 3060 is capped at 24 students. Class attendance is required, and attendance will be taken at each class session. Arriving more than 20 minutes late will count as an absence. Attendance, preparedness, and active participation count as [X] percent of the final grade. However, final grades drop by half a mark for each absence after three, and students will fail the course after five absences.Plagiarism PolicyAdapt this section to articulate your class policies, and see Section IV of this document for recommendations on plagiarism policies.Plagiarism is the act of copying work from books, articles, and websites without citing and documenting the source. Plagiarism includes copying language, texts, and visuals without citation (e.g., cutting and pasting from websites). Plagiarism also includes submitting papers (or sections of papers) that were written by another person, including another student, or downloaded from the Internet. Plagiarism is a serious academic offense. It may result in a failing grade for the assignment or the assignment or failing grade for the course. Instructors are required to report all cases of plagiarism to the English Department. Information on plagiarism procedures is available in the Department.Other Course PoliciesAdapt this section to articulate your class policies, and see Section IV of this document for recommendations on course policies.Students should ensure that all pagers, cell phones, watches, etc., won’t sound during class time. Students should not take or make calls, text message, or otherwise use electronic devices during class, except to access course-related materials.Students must contact the instructor in advance if work cannot be submitted by the due date. No comments will be provided for late work. ?The instructor will determine specific grade reductions based on timely prior notification, whether revised deadlines are met, and similar factors. ?Late work will be accepted and graded only if a new deadline is arranged with the instructor in advance.If a student misses the first two class sessions, s/he will be asked to drop the course to avoid a failing grade. Students may add the course during the first week of classes but not after that.A grade of Incomplete will be issued only if the student has attended nearly all of the class sessions, submitted an Incomplete Contract (using the English Department’s recommended form) sign, and obtained the instructor’s signature on it.Additional resources include the Academic Success Center < Counseling and Psychological Services (CAPS) < Writing, Research, and Technology (WRT) ZoneInclude this section verbatim.The WRT Zone is a one stop resource center for writing, research, and technology. The WRT Zone provides individual tutoring consultations, research assistance from librarians, and technology consultations, all free of charge for graduate and undergraduate students at WSU. Tutoring sessions are run by undergraduate and graduate tutors and can last up to 50 minutes. Tutors can work with writing from all disciplines. Tutoring sessions focus on a range of activities in the writing process – understanding the assignment, considering the audience, brainstorming, writing drafts, revising, editing, and preparing documentation.? The WRT Zone is not an editing or proofreading service; rather, tutors work collaboratively with students to support them in developing relevant skills and knowledge, from developing an idea to editing for grammar and mechanics.Librarian and technology support is a walk-in service. Consultants will work with students on a first come-first serve basis. Consultants provide support with the library database system, finding and evaluating sources, developing research strategies, organizing sources, and citations. Consultants will also provide technology support including, but not limited to: video editing, graphics creation, presentation building, audio recording, MS Office support, and dissertation formatting. The WRT Zone has several computers with the Adobe Creative Suite for students who want to work on multimedia projects. Our location is also equipped with two Whisper Rooms where students can work on multimedia projects in a more private and sound isolated environment. To make a face-to-face or online appointment, consult the WRT Zone website:?< more information about the WRT Zone, please contact the Director, Jule Thomas (email: au1145@wayne.edu).Student Disability ServicesInclude this section verbatim.Students who may need an accommodation based on the impact of a disability should contact the instructor privately to discuss specific needs. ?Additionally, the Student Disabilities Services Office coordinates reasonable accommodations for students with documented disabilities. The office is located in 1600 David Adamany Undergraduate Library and can be reached by phone at 313-577-1851. Please consult the SDS website for further information: ?. Syllabus ChecklistBelow is a checklist you can use to be sure that your syllabus features all of the required elements. Please also consult the ENG 3060 Syllabus Template in constructing your syllabus. 1. Instructor and Section Information 2. Department of English Description3. WSU Undergraduate Bulletin Description4. Course Prerequisite for ENG 30605. General Education Designation 6. ENG 3060 Learning Outcomes7. Required and Recommended Texts8. Assignments10. Project Formats and Submission11. Grading12. Attendance Policy13. Plagiarism Policy14. Other Course Policies15. Writing Center Information16. Disability Services InformationIII. Assignment DescriptionsImportant Note: Revised or Modified versions of this and other project descriptions in this document are permitted, yet not without approval of the assignment/ project granted from Director of Composition Jeff Pruchnic. ?To receive approval from Jeff, an instructor must e-mail the modified version of the project/ assignment well in advance of formally assigning it. Project 1A: Written Informative SummaryIntroduction/RationaleIn your career, you will often be called upon to summarize information for various audiences and purposes. Sometimes you will be summarizing information for a professional audience, but you will often be required to summarize information for a general, non-technical (lay) audience. The communication of summarized information is often of primary importance in workplace communication, especially at the beginning of technical documents and presentations.Affordances and constraints, terms drawn from media theory, can ask us to think about how users interact with assignments. In this first written assignment, you are demonstrating your abilities to summarize potentially complex technological information for a general audience using a written format. The purpose of this assignment is twofold: To practice strategies for summarizing technical information for a non-technical audienceTo learn to present technical information to a non-technical audience using a written format Assignment PromptFor this assignment you will write a 1-2 page informative summary in memo form, for a general audience. Assume your reader is well-educated and interested in the topic. Go to the one of the sites linked below in the Article Resources section. On these pages, you will find a wide variety of articles reporting scientific and technical information. Choose a 2-3 page article that interests you and write an informative summary of it. An informative summary includes the purpose (or thesis) of the article as well as its main points (Anderson, 2013, pp. 279, 282, 285). Your readers should have a good sense of the article’s purpose and content after reading your summary. Your summary should be no longer than two pages. Using APA style, include a live link to your article in the Reference section on the second page of your summary. Your summary should adhere to the following guidelines:The entirety of the summary must be composed in your own words. Copying words or sentences from the original article is plagiarism (for more information, see the “Plagiarism” section on the syllabus). In the first line of your summary, cite the author of the original article using APA style, and identify the main purpose of your source article similar to this example: Dubrow (2010) reports on recent research into the evolution of coral colonies.After the first line, do not cite the author again in your summary. At the end of your summary, document the original article as your source using APA style in a section entitled References. Learning Outcomeswriting and presentingreading and analyzingresearching and documentingMinimum Requirements1-2 page informative summary APA citation style and formattingStandard memo arrangementDue Date: [MM/DD] Grading[Tailor this section to fit your course policies] Factor Description PossibleEarnedAudience & Purpose Does the summary provide enough information for a lay reader to understand the purpose and content of the original article?Does the summary clearly refer to the author and publication date of the original article only once? Content & Organization Does the summary clearly describe the original article’s purpose?Does the summary include the main points of the content of the original article?Do the main points of the summary follow the organization of the original article?Does the summary meet the 1-2 page length requirement? Citation & Documentation Is the summary written in your own words, not plagiarized?Is the original article correctly cited in the summary and documented in the References section using APA style? Format, Grammar & Style Is the document presented in standard memo format?Are sentences grammatically correct, and the style appropriate for a general audience? TOTAL Supporting MaterialsArticle ResourcesScience Daily Science Magazine NASA Live Science Scientific American Nature Smithsonian Magazine New Scientist Project ResourcesP1a Written Summary: P1 Sample W15.pdfNational Science Foundation: Discoveries Purdue OWL MemosWikiHOW "How to Write a Memo"WikiHOW "How to Summarize a Journal Article"Rebecca M. Howard, "The Summary Essay" Project 1B: Informative Summary PresentationIntroduction/RationaleIn your career, you will often be called upon to summarize information for various audiences and purposes. Sometimes you will be summarizing information for a professional audience, but you will often be required to summarize information for a general, non-technical (lay) audience. The communication of summarized information is often of primary importance in workplace communication, especially at the beginning of technical documents and presentations.Affordances and constraints, terms drawn from media theory, can ask us to think about how users interact with assignments. In this second part of the summary assignment, you are demonstrating your abilities to summarize potentially complex technological information for a general audience using a presentation format. The purpose of this assignment is twofold: To practice strategies for summarizing technical information for a non-technical audienceTo learn to present technical information to a non-technical audience using a presentation formatAssignment PromptFor this assignment, you will design a summary presentation based on the same article you used for the Written Informative Summary. You will present your informative summary to a general audience of your instructor and classmates: once again, assume they are interested in the topic of the article. For this presentation, develop an outline of your summary on a PowerPoint, Prezi, or Google Slides deck. Do not use any graphics or visuals other than your outline. Prepare a 4-5 minute oral presentation based on your informative summary. You will deliver your presentation in extemporaneous style (no reading from a script).Use the following presentation outline: Introduction: 1 minuteCapture the attention of your listeners. Introduce yourself.Convince the audience that you are qualified to speak on the subject by stating your credentials.Explain the purpose of your informative summary presentation.Forecast the structure of your presentation on a separate slide.Discussion: 2-3 minutesUse slides to present three main points of your summary.Present related content in extemporaneous style. Present material clearly and logically in a descending order of priority throughout. Your summary should have clear explanations and good supporting detail. Use language appropriate for a non-technical audience. Conclusion: 1-2 minutesSummarize points on slides.End effectively. Remind the audience of the information you would like them to remember.Invite questions.Repeat questions and answer them to the best of your ability. Learning Outcomeswriting and presentingreading and analyzingresearching and documentingMinimum Requirements4-5 minute presentationPresentation visuals using PowerPoint, Prezi, or Google Slides No graphics allowedDue Date: [MM/DD] Grading[Tailor this section to fit your course policies] Factor Description Possible Earned Introduction Does the introduction of the presentation capture the audience’s attention?Does the introduction of the presentation provide an introduction and an overview of the speaker’s credentials?Does the introduction of the presentation describe the purpose of article and presentation?Does the introduction of the presentation forecast organizational structure? Discussion Does the presentation keep the audience’s attention?Did the speaker use extemporaneous style? Does the presentation follow organization of outline?Does the presentation emphasize main points?Does the presentation provide sufficient, relevant and appropriate detail for main points? Conclusion Does the conclusion of the presentation summarize the main points of article?Does the conclusion of the presentation effectively end with reminders of main point or central message?Did the speaker ask for questions?Did the speaker remember to repeat questions?Did the speaker answer questions concisely? Slides Does the presentation engage design principles, making attractive and appropriate use of relevant text?Does the presentation demonstrate readable design, exhibiting appropriate choices in font size, style, and color?Does the presentation demonstrate useful design, supporting and enhancing users’ grasp of presentation content? Spoken Delivery Did the speaker speak at an audible volume?Did the speaker use naturalistic delivery (neither monotone nor too exaggerated)?Did the speaker use appropriate pace? Presence Did the speaker make eye contact (with instructor and auditors)?Did the speaker posture effectively (avoids distracting movement; any movement is done to serve the presentation)?Did the speaker gesture (appropriate use of gesture for emphasis/illustration; avoids distracting gesture)?Did the speaker speak with confidence (Presents persuasive, authoritative knowledge of subject)? Run TimeDid the presentation run within the allotted time (4-5 minutes)? TOTAL Supporting MaterialsPublic Speaking Video Tip: Extemporaneous SpeechImpromptu or Extemporaneous SpeakingProject 2: Oral BriefingIntroduction/RationaleAt work you will sometimes be called upon to present information regarding the plan and process for a team project you may be working on. An oral briefing can provide this information in a concise form so that stakeholders can understand how a project will be completed and offer feedback. The purpose of this assignment is twofold:to establish the team plan and process for the formal proposal, including members’ roles, responsibilities, communication, and accountability in fulfilling the objectives and schedule of the projectto present this information to a workplace audience of stakeholders for feedbackAssignment PromptFor this assignment your team will present a 12-15 minute oral briefing for a workplace audience: your instructor will be your supervisor, and your classmates will be fellow employees of the imagined workplace for your project. One important part of this presentation will be a description of the topic of your formal proposal; another will be a description of your team plan and process for this project.Your final major assignment for this class is a proposal report. Your report will aid a reader in solving a problem by presenting the results of research and your evaluation of the significance of the findings. The recommendations will suggest specific actions to solve the problem. In Project Two, your teams must propose a research problem which will be the focus of your final formal report in our final major assignment.Project Two requires you to devote a significant amount of time and work toward researching the processes of a particular organization. It also requires you to be in contact with the "decision-maker" for your particular organization (i.e., the individual or individuals who have the power to consider and/or implement the recommendation you will make in P5: The Formal Proposal). As such, the organization you choose for the project should be one that you belong to or at least one with which you have some familiarity/contact. Likely candidates include:An organization that you belong to (such as the one that employs you or the one that you volunteer for)An organization containing one or more members that you have contacts with (such as a business run by a family member or that employs a family member) (e.g., the former student projects involving a cabinet-building company and a dental file manufacturer)Some segment of the University, including student groups (e.g., the previous project on creating a wireless campus at Wayne State or refashioning student government at WSU)Your instructor/supervisor will need to approve your topic based on the appropriate complexity of the topic and the skills and abilities of the members of the team. Your classmates/fellow employees will provide constructive feedback about the topic and process for the proposal project. This is the first assignment requiring a collaborative effort, and it will be awarded a team grade (every member of the team will receive the same grade). Students will work in teams of four or five and choose a topic for their formal proposal (see Assignments #3-#5). Choose your topic for the formal proposal project carefully. The topic should be specific, technical, and appropriately complex. Anderson states that “in a proposal, you make an offer and try and persuade your readers to accept it” (Anderson 554). Additionally, he makes the point that a proposal, once accepted, is a kind of contract. Therefore, you must be mindful to not offer more than you can provide or more than you wish to provide (554). Simple or overly general topics (e.g., a non-technical overview of alternative energy types) will not fare as well as more complex and sophisticated topics (e.g., converting the College of Engineering building to 50% alternative energy sources). Consider drawing a topic from your programs or majors to develop a formal proposal for a professional audience. Examples of topics might include: improving the campus shuttle system, improving campus sustainability, urban farming, green alleys or roofs, etc.Your team will give a 12-15 minute oral briefing presentation detailing the topic of your project and describing the background of the team members and their responsibilities in the project plan. Include the following kinds of information in your briefing:Topic description with background informationWhat is to be accomplished (objectives)? What problem are you attempting to resolve?Why is it important that this project go forward?Background and qualifications of each team member for this particular projectBrief summary of each team members’ proposed contribution to the projectDescription of how the team will communicateDescription of team accountabilitySchedule of the projectYou may use whatever presentation software you choose (e.g., PowerPoint, Prezi, etc.). You may also develop the structure and content of the presentation as you see fit, but you should cover the information listed above. Include any graphics or visuals that will help your audience understand the overview of the project (e.g., a schedule timeline). You will decide which roles team members will play during the presentation, but every member of the team must speak for at least 2-3 minutes. DO NOT FORGET TO REHEARSE YOUR PRESENTATION, SEPARATELY AND TOGETHER.Use the following presentation outline: Introduction for entire presentation: 2-3 minutesIntroduce the members of the team.Convince the audience that you are qualified to speak on the subject by stating credentials of each team member.Explain the purpose of your presentation, including a topic description.Forecast the structure of the presentation: briefly describe what each member will discuss.The subsequent presenters should then follow the outline for a successful presentation while presenting their parts of the oral briefing:Introduction: 1 minuteForecast the structure of your presentation.Discussion: 3 minutesUse slides to present no more than four major points.Present related content in extemporaneous style. The oral briefing should have clear explanations, plausible claims, and good supporting detail. Present material clearly and logically in a descending order of priority throughout. Use language appropriate for a professional presentation to supervisors and fellow employees. Hand off to the next presenter. Repeat as needed.Conclusion for entire presentation: 2-3 minutesSummarize what each presenter discussed.End effectively. Remind audience of the information you would like them to remember.Invite feedback.All presenters: Repeat questions and answer them concisely and effectively.Learning OutcomesWriting and PresentingReading and AnalyzingCollaborating and PlanningResearching and DocumentingMinimum RequirementsEach member of a team speaking for 4-5 minutesFollow the prescribed format and address all sectionsDue Date: [MM/DD] Grading[Tailor this section to fit your course policies]Factor Description Possible Earned Introduction Does the presentation’s introduction capture the audience’s attention?Does the presentation’s introduction describe the credentials of the presenters?Does the introduction describe the purpose of the presentation?Does the presentation clearly identify the topic; research site/organization; and the decision-makers involved in proposed research project?Does the presentation’s introduction forecast organizational structure? Discussion Do discussion sections open with forecasts of internal structure?Does the presentation emphasize main points? Does the presentation provide sufficient, relevant and appropriate detail for the main points? Does the presentation provide appropriate background to the proposed project?Does the presentation clearly identify objectives of proposed project?Does the presentation clearly explain the research methods and collaborative plans for the project?Does the presentation effectively transition between speakers? Conclusion Does the presentation’s conclusion effectively summarize the presentation’s main points?Does the presentation’s conclusion effectively end with a strong close reminding audience of main point/key takeaway?Does the presentation’s conclusion invite feedback?Did the presenters remember to repeat questions?Did the presenters answer questions concisely and effectively? Quality of Slides Does the presentation contain an engaging design balancing appropriate use of both text and graphics?Does the presentation demonstrate readable design exhibiting appropriate choices in font size, style, and color?Does the presentation use design supporting and enhancing user's grasp of presentation content? Spoken DeliveryDid the presenters speak in an audible volume?Did the presenters speak with a naturalistic delivery (neither monotone nor too exaggerated)?Did the presenters speak with an appropriate pace? Presence Did the presenters make eye contact (with instructor and auditors)?Did the presenters demonstrate minimal reliance on slideware?Did the presenters demonstrate effective posture (avoids distracting movement; any movement is done to serve the presentation)?Did the presenters use gestures effectively (appropriate use of gesture for emphasis/illustration; avoids distracting gesture)?Did the presenters speak with confidence (presents persuasive, authoritative knowledge of subject)? Run TimeDid the presentation run within the total time allotted (12-15 minutes)?Did each team member speak for an appropriate length of time? TOTAL Supporting MaterialsManaging Tasks for P2Working on Team ManagementTeam PrepTeam Charter WorksheetGive Winning Briefings--Kline.pdf Suggested Project Calendar – Adapt this section to fit your course scheduleWeek 3 (Day 1): Form groups, brainstorm, define objectives for communicationWeek 3 (Day 2): Project management and team dynamicsWeek 4 (Days 1 & 2): Team Conferences Week 5 (Day 1): Working on team charter Week 6 (Days 1 & 2): P2 presentationsProject 3: Needs Assessment/Project Plan MemoIntroduction/Rationale At work, you may be called upon to present information addressing preliminary issues related to the team project you are working on. This information can be based upon a needs assessment conducted by your team to more fully understand the background, problem, and possible solutions to the problem of your project. Needs assessments uncover gaps -- gaps in the initial definition of the problem, gaps in information that can be filled through research, gaps in the set of possible solutions to the problem, and others.The purpose of this assignment is twofold:to prepare a needs assessment memo answering a set of preliminary questions about the project;and to continue team planning, based in part on feedback to the oral briefing.Assignment PromptFor this assignment your team will write a 5-6 page single-spaced needs assessment memo detailing your project and your plans. The memo should be written for a workplace audience: your instructor will be your supervisor for the project. Use the memo format in Anderson, Chapter 23 (478-9; 480). Based on the information in the memo, your instructor/supervisor must approve your project plans. Use the following outline to conduct your needs assessment and write your memo.Introduction (1 page)You will want to write your introduction last, after drafting the rest of the document. Include a statement of problem, a statement of planned research methods to investigate the problem, a statement of potential solutions known at this time, and a statement of team planning. (Much of this will likely be adapted from P2.)Discussion: Needs Assessment (3-4 pages):Primary concerns for a needs assessment:Identify and describe objectivesWhat is to be accomplished in the project?What is the central problem of the project?What are some possible solutions to the problem?Identify audiences and stakeholdersWho are the relevant stakeholders in this project? (Who is affected by the situation your team is studying? Who will be affected by implementing/failing to implement your proposed solutions?)Who are your likely audiences, both primary and secondary? Who are you in relationship to your primary and secondary audiences? (What is your role with regard to the organization you're studying?)What do my audiences need to know?Identify and describe research methodsHow you will investigate the problem and possible solutions?Describe at least one primary research activity and at least one credible secondary source to be undertaken or discovered by each team member. For each, be sure to identify the objectives of your research (i.e. How you will conduct that research? What you will be doing research on? Why are those the relevant methods?)Properly cite and document your sources in APA styleAdapt the table from Example 14-3 from The Reports for Decision Making (page 511) to show how your possible criteria and research methods fit together. What evaluation criteria will be relevant to your solutions? How will solutions to the problem be evaluated (e.g., costs, ease of implementation, etc.)?How will your criteria drive the research methods you select? Describe team scheduleWhat is the timetable for the project?Provide a timeline graphic.What is the expected completion date?Describe team responsibilitiesWhat are the specific duties for each team member?Who will be project manager?How is each team member qualified for his/her role?How will each team member take a leadership role over a section of the work?How are individual members accountable to the team?What if a team member is habitually absent or late to meetings?What happens if a team member does not finish his/her work?What happens if a team member submits poor quality work?Conclusion (1 page): Summary of problem and main findings of the needs assessment. Preliminary statement of the most likely solution(s) and recommendation(s) for the formal proposal.Learning OutcomesWriting and PresentingReading and AnalyzingCollaborating and PlanningResearching and DocumentingMinimum Requirements5-6 page needs assessmentStandard memo arrangementAPA Format and Citation StyleDue Date: [MM/DD] Grading[Tailor this section to fit your course policies]Factor Description PossibleEarnedIntroduction Does the introduction provide a concise statement describing the central problem for the project formal proposal?Does the introduction provide a concise statement of research methods to investigate the problem?Does the introduction provide a concise statement of potential solutions to the problem?Does the introduction forecast the team planning for the project?20 Needs Assessment Are the audiences and stakeholders for the project proposal clearly identified?Are the objectives of the project clearly stated?For each team member, does the research plan establish research methods, objects, and objectives for at least one primary research activity?For each team member, does the research plan establishes research methods, objects, and objectives for at least one secondary research resource?Does the research plan identify relevant criteria and coordinate them with planned research activities and present them in an appropriate tabular format?Is the project plan detailed and feasible, with members’ responsibilities set out?Does the project plan/task schedule assign reasonable contribution values to each necessary task and show total values for every team member?Does the team have a plan to maintain members’ accountability to the team?50 Conclusion Does the conclusion summarize the problem and main findings of the needs assessment?Does the conclusion present the most likely solution(s) and recommendation(s)?10 Format Is the needs assessment presented in standard memo format?Are the graphics and visuals clear and effective?Is the reference section in correct APA style?10 Grammar & Style Are grammar and mechanics perfect?Is the style appropriate for a professional audience?10 Total100 Supporting MaterialsTask Schedule Spreadsheet (in .xls)Data Collection Methods – Advantages & Challenges (in .pdf)RevisionsSamples3a.docx Needs Assessment SamplesP3 Sample ("Glucose Testing") (in .pdf)P5 Report Structure (for planning purposes)Suggested Project Calendar – Adapt this section to fit your course scheduleWeek 5 (Day 2): P3 Orientation/Creating the Task ScheduleWeek 7 (Day 1): Planning ResearchWeek 7 (Day 2): Revising With OthersWeek 8 (Day 1): P3 Peer Review WorkshopWeek 8 (Day 2): P3 Feedback memo submitted by midnight Week 8 (Sunday): P3 due to course wiki by midnight Project 4A: Technology Evaluation MemoIntroduction/RationaleIn many ways, Garr Reynolds' Presentation Zen is a book about figuring out the affordances and constraints of working with PowerPoint and other slideware applications. In this context, affordances and constraints are terms drawn from media and design theory that offer ways to think about how users interact with technology. As media theorist Matthew Fuller puts it, these theories should make us think about technology critically; specifically, we should ask of a given technology "what it blocks and makes possible in front of us" (2005, p. 48). That is, discourses about a technology's affordances and constraints ask us to consider what we can and can't do with a given technology. In Project 4, you've been asked to construct your progress reports without relying upon PowerPoint or Google Slides (or, in some cases, Prezi) for your visual elements. In this assignment, you are asked to analyze your chosen presentation software and evaluate its usefulness. The purpose of this assignment is twofold:to foster a critical engagement with presentation technology;to write a persuasive evaluation of your team's chosen presentation technology. Assignment PromptFor this project, your teams will need to compose a brief (one- to two-page) memo analyzing and evaluating the presentation software your team will be using for your P4 presentations. Throughout your memo, be sure that you are answering the following questions with appropriate details drawn from your team's own experience with your chosen presentation technology.IntroductionIn this section, you will explain the topic and purpose of the memo and forecast the findings of the following sections.Technology AnalysisIn this section of the memo, your team will need to respond to the following questions about the technology under review:What software did you use? How did you find it? Why did you choose this software?What makes this software unique? What does it allow you to do that other software does not?What are the limits of this software? What does it not do that other software options allow?What would be the best possible application of this software? Technology EvaluationIn this section of the memo, your team will need to respond to the following questions about the technology under review: Did your team find this software easy or difficult to use? Why?Was your team satisfied by the appearance and usefulness of your final presentation? Why?What are the best features and worst features of this software? Why?What changes would you recommend to the developers of this software? Why?Finally, decide whether you would recommend this software to other presenters, or whether you would caution them about using it. Justify your recommendation or critique with reference to the material discussed elsewhere in the memo. Learning OutcomesWriting and PresentingReading and AnalyzingCollaborating and PlanningResearching and DocumentingMinimum Requirements1-2 page technology evaluationStandard memo arrangementAPA Style FormattingDue Date: [MM/DD] Grading[Tailor this section to fit your course policies] Factor Description Possible Earned Technology Analysis Does the memo clearly respond to all questions listed above?Does the memo make use of appropriate detail in responding to questions?Does the memo show clear understanding of technology under review? Technology Evaluation Does the memo clearly respond to all questions listed above?Does the memo make use of appropriate detail in responding to questions?Does the memo make a reasonable argument in recommending or critiquing technology under review? Memo Format Does the memo appropriately introduce the topic and findings of the document?Does the memo meet standard expectations for memo format?Does the memo make appropriate use of headers and section breaks?Does the memo text meet standard expectations for technical prose? Total Supporting MaterialsStudent example (PDF): Project Calendar – Adapt this section to fit your course scheduleWeek 8 (Day 2): Intro P4/Begin mapping out projectWeek 11 (Days 1 & 2): Team conferencesWeek 12 (Sunday): P4a due to SafeAssign by midnightProject 4B: Progress Report PresentationIntroduction/RationaleIn the workplace, you will often be called upon to present the progress your team has made on a project. A progress report summarizes work that has been completed, discusses issues and problems that have emerged, and sets out work yet to be completed. A progress report presentation also provides an opportunity for feedback from stakeholders. The purpose of this assignment is threefold: to inform stakeholders about the work you have completed and expect to complete on your formal proposalto receive feedback from stakeholders about the projectto experiment with presentation approaches Assignment PromptFor this assignment your team will present a 10-15 minute progress report for a workplace audience: your instructor will remain the supervisor for the project, and your classmates will be fellow employees of the imagined workplace for your project. Your supervisor/instructor will need to approve your project plan. This is the third assignment requiring a collaborative effort, and it will be awarded a team grade (every member of the team will receive the same grade). Additionally, students will be required to gain some familiarity with a more informal presentation technique known as an elevator test or pitch. An elevator test or pitch is a succinct presentation of material for a particular audience. An elevator test/pitch is generally only 45 seconds to a minute in length and is used to deliver very specific content for a very specific purpose. It often is used as an introduction with the purpose of capturing an audience's interest in a company or product.For this assignment, students must choose to either have a team leader or the project manager deliver an elevator test as an introductory mechanism for the progress report. In other words, in 45 seconds to a minute, deliver the introductory material the audience might need in order to establish a clear context for the progress report. Alternatively, students might elect to each give an elevator test as an introduction or overview of their portions of the progress report. This exercise will give students some practice with concision. In your elevator pitch, describe the progress your group is making toward the completion of your final project. We will be adapting the progress report superstructure shown in Anderson (2013, p. 563): Introduction (overview of the project)What work does your report cover?What is the purpose of the work? Discussion (past and future work)Is your work progressing as planned or expected?What results have you produced?What progress do you expect during the next reporting period? Discussion (team work)Provide a project timeline, including the expected completion date List the specific duties of all team members Discuss any issues that emerged in collaborative work Conclusions/RecommendationsHow do things stand overall?What do you think we should do? For this presentation, you may not use PowerPoint, Google Slides, or (if your team has used it before) Prezi. You must include any graphics or visuals that will help your audience understand the progress report. You will decide which roles team members will play during the presentation, but every member of the team must speak for at least two minutes. DO NOT FORGET TO REHEARSE YOUR PRESENTATION, SEPARATELY AND TOGETHER. Your team should adapt the guidelines included below for your final presentation. I'm interested to see how your team might create something unique to your team members' interests and your skills as presenters. Rather than expect you to follow a certain outline, then, I'll offer five guidelines that I'll look for while leaving your team to develop the structure and organization of your talk in the ways you think is best: Presentation GuidelinesProgress report must clearly answer all questions listed above.Structure of the report must be forecast early on.Team members must be introduced at some point in the presentation.Presentation deck must contain no more than six words per screen/slide.Project must be introduced with a 45-60 second elevator test description.Introduction for entire presentation: 2-3 minutesIntroduce the members of the team.Convince the audience that you are qualified to speak on the subject by stating credentials of each team member.Explain the purpose of your presentation, including the central problem of the project.Forecast the structure of the presentation: briefly describe what each member will be discussing.Subsequent presenters should then follow the outline for a successful presentation while presenting his or her part of the body of the progress report:Introduction: 1 minuteForecast the structure of your presentation.Discussion: 3 minutesUse slides to present no more than four major points.Present related content in extemporaneous style. The progress report should have clear explanations, plausible claims, and good supporting detail. Present material clearly and logically in an order of descending priority throughout. Use language appropriate for a professional presentation to supervisors and fellow employees.Introduce the next presenter.Conclusion for the entire presentation: 2-3 minutesSummarize what each presenter discussed.End effectively. Remind audience of the information you would like them to remember.Invite feedback.All presenters: Repeat questions and answer them concisely and effectively.Learning OutcomesWriting and PresentingReading and AnalyzingCollaborating and PresentingMinimum RequirementsAt least one presenter introducing with a 45-60 second elevator testSubsequent members speaking at least 3-5 minutesEmploy an alternative presentation technologyDue Date: [MM/DD] Grading[Tailor this section to fit your course policies]Factor Description Possible Earned Introduction Does the introduction make strong use of elevator test description of project?Does the introduction introduce team members?Does the introduction provide a clear overview of the project as described above?Does the introduction forecast organizational structure? Discussion Does the presentation use extemporaneous style? Does the presentation provide sufficient, relevant and appropriate detail for the main points?Does the presentation clearly account for past and future work and details of teamwork?Does the presentation convincingly argue that progress has been made on the semester project?Does the presentation transition effectively between team members? Conclusion /Q&ADoes the conclusion summarize the current status of the project and next steps?Does the conclusion close strong with reminders of the central message or takeaway?Did the team members invite feedback?Did the team members remember to repeat questions?Did any team member answer more than one consecutive question?Did the team members answer questions concisely and effectively? VisualsWas the presentation developed using presentation software other than PowerPoint /Google Slides/Prezi?Does the presentation rely on images or graphic elements more than text?Does the presentation use appropriate or evocative images to complement spoken material? Spoken Delivery Did the team members speak at an audible volume?Did the team members speak using naturalistic delivery (neither monotone nor too exaggerated)?Did the team members speak with appropriate pace? Presence Did the team members make eye contact (with instructor and auditors)?Did the team members demonstrate minimal reliance on slideware?Did the team members effectively posture (avoids distracting movement; any movement is done to serve the presentation)?Did the team members effectively gesture (appropriate use of gesture for emphasis/illustration; avoids distracting gesture)?Did the team members speak with confidence (presents persuasive, authoritative knowledge of subject)? Run TimeDid the presentation run within the total allotted time (10-15 minutes)?Did each team member speak for an appropriate length of time? Total Supporting MaterialsElevator test handout (courtesy of Pepperdine University)Is Your Elevator Pitch Ready? Project Four tasks handout (Optional)Suggested Project Calendar – Adapt this section to fit your course scheduleWeek 8 (Day 2): Intro P4/Begin mapping out projectWeek 9 (Day 1): Extra Credit Elevator Test BattledomeWeek 11 (Days 1 & 2): Team conferencesWeek 12 (Days 1 & 2): P4 Presentations Project 5A: Formal Proposal DocumentIntroduction/RationaleFormal proposals in document form are also an essential part of technical and professional business. Such proposal documents are often written to multiple audiences, including executives, consultants, managers, and employees.Assignment PromptFor this assignment, your team will develop an 18-20 page formal proposal document for a professional audience, including executives and employees. Each member of the team will receive the same, collaborative grade for the proposal document.Use the feedback from your presentation to strengthen the formal proposal document. The formal proposal should include the front matter of a formal business document as described in Anderson (2011, Chapter 12), including a letter of transmittal, title page, abstract, table of contents, and list of figures and tables. The formal proposal should be based upon the material presented in the proposal presentation, again selecting the relevant sections of the superstructure described in Anderson (2011), Chapter 23, p. 557, such as an executive summary, introduction, qualifications, statement of problem, objectives, research, solution(s) and recommendation(s), resources, schedule, costs, and management of the proposed project as it goes forward. You do not have to consider costs in your proposal, although you should not propose something that is obviously unrealistic. Your proposal document should be effectively designed, with careful attention to text and visuals. Your team may develop the structure and content of the presentation as you see fit, but you should cover the relevant information listed above, here and in the presentation assignment. Include any graphics or visuals that will help your audience understand the proposal. Each member’s section should include at least two visuals. All research sources should be properly documented using APA style. Each member’s section should include at least two primary and two secondary quotes. The proposal should be carefully edited and proofread for grammar and mechanics. Submit your formal proposal to your instructor in both paper and electronic form.Learning OutcomesWriting and PresentingReading and AnalyzingCollaborating and PlanningResearching and DocumentingMinimum Requirements18-20 page document for a team of 4APA Style Formatting2 visuals per team member1 primary quotation per team member1 secondary quotation per team memberElectronic and Print Submission to InstructorDue Date: [MM/DD] Grading[Tailor this section to fit your course policies]FactorDescriptionPossibleEarnedAudience & PurposeIs the proposal written to a professional audience?Are the different sections of the proposal written appropriately for specialized audiences (executives, decision-makers, employees)?Is the purpose of the proposal clearly stated?Content & OrganizationDoes each section of the proposal lay out clearly specified objectives?Does each section of the proposal provide sufficient background information?Does each section of the proposal focus on a problem and solution?Does each section of the proposal discuss the criteria used to evaluate alternatives?Is each section of the proposal based on adequate primary and secondary research?Is segment of the Solutions driven by its author’s voice and is not a mere compilation of research?Is section of the proposal clearly and logically written, following a descending order of priority throughout?Is each section of the proposal persuasive?Does each section of the proposal state specific conclusions?Are the final conclusion(s) and solution(s) specific and feasible?CollaborationIs effective collaboration evident throughout the composition process?Is effective collaboration exhibited in all sections of the final proposal?Have problems related to collaboration been kept to a minimum as is evidenced in both performance review documents and project manager’s reports?FormatDoes document exhibit good page design in all sections?Are the graphics and visuals clear and effective?Does the proposal include properly formatted front material?Are in-text citations properly referenced?Is the reference section in correct APA style?Grammar & StyleAre grammar and mechanics perfect, and is the style is appropriate for a professional audience?Project 5B: Formal Proposal PresentationIntroduction/RationaleProposal presentations are an essential part of technical and professional business. Such presentations are often the deciding factor in decision-making, both internal in terms of jobs and assignments and external in terms of contracts and projects.Assignment PromptFor this assignment, your team will develop a formal proposal presentation for a professional audience. Your final presentation will be a 20-25 minutes, and it may be video recorded so that future ENG 3060 classes can watch examples of proposal presentations. Each member of the team will receive an individual grade for the presentation.Although your actual audience for the final presentation will be a mixed one, including professionals and educators as well as family and friends, you should prepare the presentation primarily for a professional audience. All team members must dress professionally for the occasion.In your presentation, choose the appropriate parts of the proposal superstructure described in Anderson, Chapter 24, (487), such as an introduction, qualifications, statement of problem, objectives, research, solution(s) and recommendation(s), resources, schedule, costs, and management of the proposed project as it goes forward. You do not have to consider costs in your proposal, although you should not propose something that is obviously unrealistic.You may use whatever presentation software you choose (e.g., PowerPoint, Prezi, wikis). Your team may develop the structure and content of the presentation as you see fit, but you should cover the relevant information listed above. One suggestion might be to have the project manager introduce the team, the backstory of the project as well as the forecast for the presentation before giving way to the first of the researchers. The researchers might then give each of their sections, primarily consisting of their research findings and conclusions. The project manager might then return to discuss the timeline, qualifications and management of the project before summarizing and concluding.Include any graphics or visuals that will help your audience understand the proposal. You may decide which roles team members will play during the presentation (e.g., project manager, researcher, etc.), but every member of the team must speak for at least 5 minutes. STUDENTS ARE EXPECTED TO REHEARSE AS A TEAM AND TO CONTINUE PROVIDING FEEDBACK TO ONE ANOTHER.You may find the following outline helpful in preparing your presentation:Introduction for the entire presentation (2-3 minutes)Introduce the members of the team and state credentials.Explain the purpose of the presentation, including topic, problem, and objectives.Provide relevant background information.Forecast team solutions(s) and recommendation(s).Forecast the structure of the presentation: briefly describe what each member will discuss.The subsequent presenters should then follow the outline for a successful presentation while presenting their part of the proposal.Introduction: (1 minute)1. Forecast the structure of your presentation.Discussion (4-5 minutes)Use slides to present no more than four major points. Present related content in extemporaneous style. The proposal should have clear explanations, plausible claims, and good supporting detail. Present material clearly and logically in a descending order of priority throughout. Use language appropriate for a professional presentation to supervisors and fellow employees.Summarize and present the conclusions of your section.Introduce the next presenter.Conclusion for the entire presentation (3-4 minutes)Present the team solution(s) recommendation(s).Summarize main supporting points.End effectively. Remind audience of what you would like them to remember.Invite feedback.(All presenters) Repeat questions and answer them concisely and effectively.Thank the audience.Learning ObjectivesWriting and PresentingReading and AnalyzingCollaborating and PlanningResearching and DocumentingMinimum RequirementsEach team member should speak for 5-7 minutesEach team member should include at least two visualsDue Date: [MM/DD] Grading[Tailor this section to fit your course policies]FactorDescriptionPossibleEarnedIntroductionDoes the introduction capture the audience’s attention?Does the introduction provide the team members’ credentials?Does the introduction provide relevant background information?Does the introduction forecast team solutions(s) and recommendation(s)?Does the introduction forecast organizational structure?DiscussionDoes the presentation use extemporaneous style?Does the presentation keep the audience’s attention?Does the presentation forecast structure and follow its organization?Does the presentation emphasize main points?Does the presentation provide sufficient, relevant and appropriate detail for main points?Does the presentation contain details that contribute to persuasiveness?ConclusionDoes the conclusion present team solution(s) and recommendations(s)?Does the conclusion summarize main supporting points?Does the conclusion end effectively?Did the team members invite feedback?Did the team members repeat questions and answer questions concisely and effectively?Did the team members thank the audience?Quality of SlidesDoes the presentation use effective design, including text and visuals?Is the presentation readable?Is the presentation useful?Is there a good balance between text and visuals?Verbal CommunicationDid the team members speak with appropriate volume?Did the team members speak with appropriate pace?Did the team members speak with appropriate presence?Nonverbal CommunicationDid the team members dress professionally?Did the team members make eye contact with the audience?Did the team members use posture effectively?Did the team members use gesture effectively?Project 6: Performance Review MemoIntroduction/RationaleAt work, you will often be asked to account for your own performance on projects, or to account for the performance of others. Such performance reviews are often used to determine promotion and compensation decisions. In this assignment, you will be asked to make a similar assessment of your team's performance throughout this semester--including your own performance. Please note: the performance assessments you make in this memo will be kept confidential; I expect that you will further not discuss your work on this memo with other members of the team (ie, I should not see coordinated performance reviews where all team members give each other flawless reviews). The purpose of this assignment is twofold:to establish opportunities for improving participation in future collaborative effortsto offer a candid accounting of how effectively your team worked together this semester Assignment PromptFor this assignment, you will write a 3-4 page single-spaced performance review memo assessing individual and team performance this semester. This memo should be written with attention to the interests and values of your instructor/supervisor in mind. Use the memo format in Anderson, Chapter 23 (478-9; 480). Use the following outline to conduct your performance review and draft your memo. Introduction (1-2 paragraphs)Provide an overview of the topic of the memo and the points you will discuss in the body of the document. The introduction should serve to orient the reader to the purpose of the memo and your main points or conclusions. It may help to compose the introduction after the rest of the memo.Performance review (1-2 pages)The body of this document will be based around an assessment of your team's overall performance as well as providing assessments of individual members' contributions. Use the following guide to structure the body of your memo: Team PerformanceHow well did your team work together? What were the main problems your team faced in collaboration (other than scheduling, meeting times, etc)?What use did your team make of the team charter's provisions regarding quality of work and penalties for poor work, missed deadlines, etc?List everything that each member of the team contributed to the semester project (P5), including your own contributions. Be as specific as possible.Self-PerformanceHow effectively did you fulfill the course learning objectives as specified in the course syllabus? Which learning objectives were most important to your own goals for this course?How effectively did you fulfill your individual objectives as specified in the team charter? Which projects or tasks most contributed to the fulfillment of those objectives?What was your single most valuable contribution to the team? What made this contribution valuable?Member PerformanceFor each member of the team, identify their single most valuable contribution to the semester project. What made this contribution valuable?For each member of the team, assign a score from 0-50 points. Explain why you think each member of the team earned his or her score. The scores assessed by your fellow team members will be averaged and entered as your Collaborative Assessment score for this semester. Remember however that you must evaluate your own work as well; if you don't give yourself a score, you will earn zero points for your CA score.Where necessary, identify where any group member became a negative contributor (see Wolfe 32) to the team and explain how the team adapted to or counseled the team member in question.Conclusion (1-2 paragraphs) In your conclusion, you need to do two things: First, consider whether you would want to work with this same team again on a future project--why or why not? Second, identify two to three lessons, findings, or strategies drawn from this semester's work that you might apply to future collaborative projects. Be sure to discuss whether these lessons might be about your own performance or about making team performances more effective.Learning OutcomesWriting and PresentingResearching and DocumentingMinimum Requirements3-4 page, single spaced memoDue Date: [MM/DD] Grading[Tailor this section to fit your course policies] Factor Description PossibleEarnedIntroduction Does the introduction provide a concise overview of the material covered in the performance review discussion?Does the introduction forecast the main points of discussion in the body of the memo?Does the introduction forecast the main conclusions or findings of the memo? Performance ReviewDoes the performance review offer a thorough assessment of team dynamics and performance?Does the performance review offer a thorough assessment of individual performance (including your own)?Does the performance review offer a candid (i.e., honest and transparent) assessment of team and individual performance?Is the performance review supported with detailed reference to project work or relevant incidents?Does the performance review assign appropriate Collaborative Assessment scores to each team member? Conclusion Does the conclusion present a convincing final argument for how well the team performed together this semester?Does the conclusion present a persuasive set of lessons or findings that stem logically from the performance review offered in the memo? Format Is the performance review presented in standard memo format?Does the document design make effective use of headings, section breaks, etc., to effectively organize the document? Grammar & Style Are the grammar and mechanics perfect?Is the style appropriate for a professional audience? Total Supporting MaterialsP6 Sample Draft (Names have been changed to protect confidentiality)IV. Policies, Resources & SuggestionsRequired Text Supplemental TextsDesk CopiesOrdering TextsRevisionBlackboard CMSClass AttendanceGrading Syllabus SubmissionRequests for OverridesInstructor AbsencesRequired TextsThe required textbooks for ENG 3060 is the Wayne State custom edition of Technical Communication and Team Writing: A Guide to Working in Groups.Supplemental ReadingsInstructors are welcome to use additional readings in ENG 3060 when appropriate. However, if you are requiring students to purchase any text in addition to Technical Communication and Team Writing you must have these texts approved by the Director of Composition.Desk CopiesDesk copies of all required or recommended texts are available in the Department of English. Most books are on the shelves next to the Composition Program office.Ordering TextsThe WSU Barnes and Noble bookstore keeps the required and recommended texts for ENG 3060 in stock so there is no need to submit an additional order form to the bookstore unless you have had an additional required text approved. RevisionRevision should be built into most or all of the major assignments. Students should submit drafts and receive comments from the instructor, and possibly peers, before submitting a final draft. Instructors may wish to allow students to revise one paper or project after students have submitted a “final” draft and received a grade. To earn an improved grade, students should demonstrate substantial revision involving one or more of the following: a WRT Zone conference, conference with instructor, revision memo, or the use of Word’s track changes and comment features to mark and describe revisions. Instructors may also require students to submit a reflective letter explaining how they used these methods to reflect on their draft and make changes, or instructors may require that students submit a prerequisite memo with plans for revision before allowing students to submit a revision. In the letter or memo, students might discuss their planning process, how they monitored their writing process, and/or how they evaluated their current draft.Blackboard CMSAll sections of ENG 3060 must maintain a Blackboard site for the purposes of 1) posting the syllabus and some assigned materials (e.g. readings, assignments sheets) and 2) having students submit (i.e. upload) assignments. Instructors are also required to maintain a Grade Book in Blackboard.Wayne State students are familiar with Blackboard, and surveys indicate that they appreciate Blackboard sites for their courses and use them actively (especially the Grade Center). If you are not familiar with Blackboard, please sign up for one of the OTL’s several workshops on using Blackboard (). Feel free to use a WordPress or other site as the main site for your course and to link it to Blackboard. Use Blackboard to post copyrighted material to meet fair use guidelines.Class AttendanceTo provide students with an appropriate gauge of their progress in the course and discourage students from disputing course grades, instructors should include in the syllabus an attendance policy that sets explicit limits on absences and that specifies the percentage of the final grade contributed by attendance, preparedness, and participation. To minimize the risk of inappropriate grade inflation, instructors may wish to set this percentage at 9% or less. Instructors are strongly encouraged to require students to demonstrate preparedness and active participation to earn credit for attendance. In addition to awarding credit for attendance, instructors are strongly encouraged to penalize absence, for instance, by indicating that final grades drop by half a mark for each absence after three and that students will fail the course after five absences.Grading Because a grade of “C” or above is required for students to complete their Oral Communication requirement, such a grade indicates that the student has clearly achieved all the learning outcomes of the course. Suggestions for Grading:1. Make assignments challenging. If assignments are too easy, especially at the beginning of the term, instructors may find themselves giving high grades that have the cumulative effect of an inflated course grade.3. Grade written work, not effort. While of course it’s important to provide motivation by positively acknowledging students’ efforts, grades should reflect achievement and preparation for work at the next level, rather than effort invested. 4. Grade with a rubric. Rubrics help establish the focus and consistency of grading and are now required for major assignments in ENG 3060. Sample grading rubrics can be found on our resource site: <. Grade conservatively at the beginning of the course. This makes it easier to use the entire grading scale as the term goes on, especially for the later papers.7. Make attendance and participation worth 9% of the grade at most. Feel free, however, to penalize students for inadequate attendance and/or participation.8. Leverage students’ interest in grades. Students in any class are often highly motivated by grades, so help students to understand the quality of work required to achieve their desired grades.Student Evaluation of Teaching Scores and GradingInstructors, especially part-time faculty, are sometimes concerned about the relationship between grading and Student Evaluation of Teaching (SET) scores. English Department administrators are aware that students sometimes rate instructors in rigorous required courses lower than they may deserve. In the Department, decisions about staffing are never made solely or primarily on the basis of SET scores.????????????????????????Using Rubrics in Grading For major assignments instructors should use a rubric for grading. The rubric should be included on the assignment sheet and ideally should indicate how the assignment supports students’ work toward course learning outcomes. Using rubrics for grading gives students the evaluation criteria for a particular assignment as well as a specific idea of the standards for writing in upper-level college courses. Using rubrics helps instructors achieve consistency and efficiency in grading by focusing on selected criteria that grow steadily more complex over the course of the term. Rubrics also help combat grade inflation. Final grades on papers should reflect the quality of writing, not the amount of effort expended.Please see the sample grading rubrics available at the Program’s Teaching Resource website: <;. Rubrics should be assignment-specific. Instructors may develop their own rubrics for assignments. A rubric can be designed in many forms, including a point system, a series of statements or questions, a checklist, etc. Some instructors design assignment rubrics in collaboration with the students.Syllabus SubmissionPer WSU policy, all instructors are required to submit a copy of their ENG 3060 syllabus to the Department of English (see the Syllabus Checklist). ENG 3060 syllabi will be reviewed within the English Department to check for the required elements of the current common syllabus.Requests for OverridesInstructors should not feel pressured to add students over the limit and should consider carefully whether to do so, given the time commitment required for commenting and conferencing effectively. Instructors also should not feel pressured to add students or allow enrolled students to join the class after the class has met more than two times. The Department of English has a policy stating, “Students who do not attend one of the first two class sessions of an English course may be required to drop the course.” This policy appears on the online Schedule of Courses webpage, and it is displayed in the English Department.Instructor AbsencesIf you will miss a class session for any reason (from professional travel to an emergency), please notify your students via Blackboard email or text messaging. Notify the Director of Composition at jeffpruchnic@wayne.edu for planned absences and the reason for being absent; notify the English Department for unplanned absences by calling or leaving a message at the front desk (313-577-2450) including your name, date, class information, and reason for absence. ................
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