SEAL candidates participate in surf immersion during training at Naval Special Warfare by Official U.S. Navy Page on Flickr, used under a CC-By 2.0 license.
You might say that I’m a little overwhelmed as I try to set things up for the fall, and I really need to figure out my fall assignments. First the requirements. There are three units (arranged in Canvas Modules) that I must work within, and for each unit there are related expectations:
The example assignment in the template asks students to choose a user documentation document (defined as including things such as an assignment from another course or a syllabus) and then revise it to increase usability. Students also write a reflection document that explains their choices.
Project Management, which includes
proposal
progress report
recommendation report
The example assignment proposes a recommendation report that identifies a campus-based situation and recommends improvements. For instance, the report might address how to “expand or improve study spaces or computer facilities (choose ONE) on campus.”
Additionally, the course needs to include memos, meeting minutes, and email. There are also various short or informal pieces that students complete each week (labeled as homework in the template).
What to Do???
I need to start with the Recommendation Report and work backwards. I prefer that there is some connection among the assignments so that they build on one another. It would be more difficult to start with foundational information when I’m not 100% sure what the foundation needs to support.
I gathered a list of potential report approaches. I’m not a fan of wide open assignments. They don’t include enough support to help students succeed. I like many of the options listed, and I’d love to do something similar to Cecilia Shelton’s project one day. But that day it not today. I would need to do more preparation for that kind of project than I have time for.
I have used assignments when students analyze a website and suggest improvements many times. In this new template, I like that it would build on the foundational information and the usability analysis that students would do in the first two units. I’m still very undecided on what websites students would consider however. These seem like the possible ways to go:
Since this has to be a group project, asking them to focus on something related to their majors doesn’t really work. In some groups, they may all be in different majors.
Students could choose a Virginia Tech website other than academic departments (similar to the Student Affairs approach I mention on the options page).
They could look at Fortune 500 companies, but such websites tend to be highly polished. That leaves less room for students to find issues they can revise. Additionally, many Fortune 500 companies will have massive websites, far more than students could manage in the scope of this assignment.
Students could look at local business, nonprofit, or organization websites. When I used this assignment in the past, many of the reports focused on local coffee houses, bars, and restaurants. Given that students may not have a shared career to work from, I’d probably see that focus again. I’d rather that the reports were a bit closer to students’ career interests.
Perhaps it would work to go with larger companies (or even Fortune 500 sites) and then focus on customer support sections of the site. That would potentially engage students with technical how-tos and specific technical writing genres. It could bridge back to the Usability unit as well, where students analyze and revise a user documentation document.
If I go with that last idea, which seems maybe the easiest to adjust to groups and get away from overly polished sites (assuming I limit things properly), I need to think about these issues:
When student analyze the sites (both for the usability and the rec report), I want to use Shelton’s questions for linguistic landscape analysis. She is having students look at a geographical space, but I think that a corner of the web can be defined as a space in a way that would work. The questions would need some adjustments, but I like that they get beyond simple aspects of document design, etc.
The Writing Commons information on Recommendation Reports has students individually write problem-definition statements, and then use those within groups to decide on and write their recommendation reports. That is, if I follow the information in the Writing Commons site. I wish there were more details or examples there. Back to my classes though, I’m thinking that something similar could work here. Unit 2 on Usability is the individual piece, and then the groups work from those indy pieces to identify the challenges and then make recommendations.
I still don’t know what to do with the first unit on Foundational Information. The topics are relevant, but I’m not sure about the analysis of writing in your field spreadsheet. Honestly, I’ve used that assignment so much that I’m kind of burned out on it.
It would be cool to define customer support for the rec reports so that it includes things like tech support or advice podcasts, videos and the like. It would be quite cool if I can set things up so that it doesn’t have to be a company.
And that’s where I’m leaving things for tonight. I’m running out of time to get all this figured out, and NONE of the homework (which I’ll call Try-Its) or other assignments (big and small) are ready. I am committed to continue contract-based ungrading, so there is a lot of work I’ll need to manage to set that up. Especially with the weighting requirements in the template. Plus I’ve realized that my late policy needs a major revision to work for group projects. T -13 days…
If you are currently having an affair with a sibling of your spouse, embezzling funds from a children’s charity, and emotionally abusing your pet, “Help I have a headache” might provide only a temporary solution to your headache. If you would like a more permanent solution for your headache, may we suggest you end the affair with the sibling of your spouse, stop embezzling funds from children’s charities, and treat your pets kindly.
As I have worked on my plans for fall, I knew that I wanted to change the topic for the recommendation report. To help with that decision, I gathered the following list of potential topics for the report. It seemed useful to write up what I have so far to share and refer back to as I work on the progression of assignments for the fall course.
I haven’t decided whether to go with one of these or something else. I’m still brainstorming.
Assignments I Used Previously
Choose a website and analyze its use of audience awareness, ethical considerations, plain language, and document design, with the following focuses:
Choose one of the divisions of Student Affairs and make recommendations to the Vice President of Student Affairs. (2013 assignment link)
Analyze a genre of writing relevant to your field/major, and recommend the best way to compose such a document. (Building on an assignment of Paul Heilker’s. My 2019 version assignment link.)
Choose a Fortune 500 website and make recommendations to the CIO on how to increase the site’s diversity and inclusion. (2020 assignment link)
Choose a local website, defined as in Montgomery County, Blacksburg, Christiansburg, or Radford. Make recommendations to the appropriate stakeholder(s) at the relevant company, nonprofit, or organization. (2021 assignment link)
Identify a dangerous or inconvenient area or situation on campus, in a workplace, or in your community (endless cafeteria lines, an unsafe walkway, slippery stairs, a bad campus intersection). You may also identify a problematic online resource (an inaccessible corporate website, for instance). Analyze the situation and recommend the actions to take in order to improve it. (2020 assignment link)
Identify a food-related challenge that Virginia Tech students face, investigate solutions, and make a recommendation to an appropriate audience (such as Virginia Tech students, the Dean of Students, or the President). (2022 Topic Overview Link)
Assignments Found in Online Searches
I’ve noted the sources when I could relocate them.
Digital Divide Solutions, particularly focusing on Internet access and community needs. Including access needed for K12 students to do their homework. (A NC report on the topic)
Choosing a philanthropy for the company to support. Similarly recommending ways to support the philanthropy. (Found on CourseHero)
Recommendations for avoiding risks of machine risk, for machines in your major.
Review 2 or 3 introductory textbooks in your field/major, and recommend use of one for incoming students. (Found on ATTW Blog)
Ways to increase online community and engagement, from post-COVID (Algonquin College)
Appropriate or reasonable recommendations for social media and teens.
Review work your group did in the past and recommend the grade you should receive.
Funding recommendations for the campus. Choose a set amount and have students recommend how the money should be spent.
Recommend a conference or meeting venue for a specific event. Related recommend location for course meet-up.
Recommend an item that the company needs to purchase, setting relevant criteria for the item and evaluating at least 3 options.
Topics I’m Considering
Recommend ways that someone in your intended field or career could use AI ethically and legally to address a need or solve a problem.
Recommend most effective social media strategies to use for a specific organization’s goals (e.g., to raise money for a specific cause, to increase membership, to encourage public participation in a special event).
Write a recommendation report that “Advocate[s] for the inclusion of the spaces [‘nclusion of a nursing mothers’ room and a gender-neutral bathroom in the renovation plans for a new office building’] at the direction of an executive board who has already made the decision after hearing an oral presentation of the proposal and associated research. It positions the student writers as needing to document the research and deliberation process in a report and work to educate employees about the intended purpose and clarify the proper use of each space, establishing policies and expectations where necessary.” (Shelton, Cecilia (2020). Shifting Out of Neutral: Centering Difference, Bias, and Social Justice in a Business Writing Course. Technical Communication Quarterly, 29(1), 18–32. https://doi.org/10.1080/10572252.2019.1640287)
Photo: Latke Time [345/366] by Tim Sackton on Flickr, used under a CC-BY 2.0 license
I’m using a food-related theme for my summer technical writing course. The first assignment is an oral presentation (video) that they will use to introduce themselves to the class and then share a personal food story with the class. To kickstart their ideas, I created this List of Ten. I should work for any course that is focusing on food.
What food must be in your home? Why? What happens if it’s missing?
Tell us about a favorite (yours or your family’s). It can be a favorite meal, restaurant, dessert, cook, or something else.
Tell us about the most complicated thing you’ve ever prepared or seen prepared. How did it go?
What is your food indulgence? Tell us a story about the food that takes you to your happy place.
Tell us the story of the weirdest thing you ever ate/drank. What was the experience like?
Share a story of a time you were judged (or that you judged someone else) because of what they ate/drank.
Tell the story of your experience with a food you hate.
What has been your biggest food fail? Tell us about a meal or food situation that went wrong.
What food is your enemy and why? Tell us a story of your battle with that food.
What food aroma/smell takes you somewhere else? Tell us the story of where you go and how the smell is part of that trip.
Extra Tips
Your story does not have to be on the numbered list above. It’s just a list of ideas to help you get started.
For our purposes, food is widely defined. It can include meals, ingredients, beverages, candy, and so on.
You can talk about your food experiences, the experiences of your family (however you define family), or experiences related to your culture or community.
Please no stories about topics like the first time I got drunk.
As I mentioned on my List of 10 on hashtags, I’m working on a series of assignments and classroom activities that will support the “Digital Assignments for Activist & Justice-Oriented Projects” presentation that I’m giving at the Computers and Writing Conference this year. In this list I’m moving on to community action toolkits (see examples below) and several overarching assignments.
First, let me explain what these toolkits are. Imagine you have a group of people all interested in a specific cause, but unsure how they can promote their work and gain other followers. That’s where these toolkits come in. They provide some background on the cause and why it’s needed, and, then, they outline how to promote and participate in the common cause.
Because community action efforts are typically grassroots movements, toolkits help those organizing and promoting their cause. Toolkits can include advice on reaching out to community supporters, the media, and the public. Further, they can include step-by-step instructions for common tasks that support community efforts, such as writing letters to politicians and government officials as well as to media outlets such as letters to the editor and comments on news websites. The name of these collections, toolkits, are a perfect analogy: these collections provide the tools and resources that a community effort can use to promote its cause.
Deciding on the Composing Strategy
These assignments and activities present opportunities for students to create their own community action toolkits, focusing on the ways that writing and digital composing contribute to activism and social justice efforts:
Individually-authored Toolkits: Use this assignment as a course-long project by asking each student to create their own toolkit, working individually. Based on the length of your course, suggest the number of documents students should compose. If appropriate for your course, choose specific items students need to complete. Allow for some choice among options as well.
Small Group-authored Toolkits: Arrange students in small groups, and have each group choose a community effort for its focus. Ask each group member to contribute to the toolkit by creating one (or more) components of the report. The entire group is responsible for framing the toolkit and ensuring consistency in the overall document.
Class-authored Toolkits: Choose a community effort as a class, and have each student in the class contribute to the overall class-authored toolkit. The class can begin by collaborating on design guidelines to make the assembly of the document smoother.
Individual Projects: Instead of creating a complete toolkit, choose any of the components listed as an individual writing assignment. For example, everyone in the class writes an FAQ on a local community action campaign.
Choosing a Local Focus
If possible, students will choose a local community action efforts and create their toolkits to support those efforts. The activities can work for larger efforts as well; however, students may find that resources already exist. For example, the U.S. Department of Health and Human Services has published a StopBullying.gov Community Action Toolkit that takes on the campaign to end bullying in schools. Rather than duplicating such work, students can provide resources specifically focused on what the local community needs.
When working on local community efforts, students can also benefit from closer access to the audience and stakeholders for their toolkits. For instance, students working on an anti-bullying campaign on campus can connect with administrators and faculty who support their cause and with some persuasion, possibly have their toolkits adopted for local use.
Deciding on Media for Interaction
In addition to choosing the kind of community action students explore, you can narrow their projects to particular kinds of interaction—anything from fairly traditional print communications to highly visual or interactive broadcast or social media. Here are the most obvious options:
Open Guide: Students can write a general guide without restrictions. Anything that fits the genre goes. Students can decide if they want to focus more specifically.
Guide for All Media: Students ensure that their guide covers a variety of media, including print media, social media, video and broadcast media. A broader toolkit of this sort is perfect for class-authored toolkits, as it broadens the list of components to include.
Guide for Social Media: Students focus specifically on community action that uses social media as the primary communication tool. Resources in the toolkit would focus on sites such as Twitter, Instagram, Pinterest, YouTube, and TikTok.
Guide for Broadcast Media: Students produce broadcast-ready videos that can be shared on sites such as Facebook, Twitter, and YouTube. Videos can also be embedded on websites and in blog posts as well as distributed to local media outlets (e.g., open access channels and local community television stations).
Toolkit Components
Your Community Action Toolkit can include a variety of resources. Depending upon the needs of the community and the goals of the community action group, you can add information to tell readers about the group and its work as well as resources to help readers participate in the work of the group. Once you determine who your readers are and establish the purpose for your toolkit, choose among the following items to include in your toolkit:
Background on the Campaign & Need
Every toolkit needs some background information that explains the cause and persuades readers to join in working for change. Tell the story of your cause and the needs it will serve. Remember that stories make your cause personal, so focus on a specific person or people who have or will benefit from the campaign. Be sure that your background information convinces readers why the cause is important to the community. Keep your paragraphs short and clear, and add photos that help tell your story.
Timeline
Provide a fast review of the key accomplishments the community has reached and the levels of need that exist. Your timeline can include past events as well as upcoming milestones. Try using a tool such as Knight Lab’s TimelineJS to create an online timeline for a web-based toolkit.
Info Sheet or Fact Sheet
People interested in the community effort can use the fast facts from an info sheet or infographic to convince others to support the cause and to promote the group’s work. Create a one-page sheet that provides the most important details about the cause and how the community works to solve it. See the “Intimate Partner Violence and Transgender Communities: Factsheet” (on page 7) for an example of the genre. If your toolkit is to be a print document, you might increase the size of your info sheet to a two-page spread. Incorporate document design and graphical details to make the info sheet easy to understand. Use the Fact Sheets resources from Kent State to learn more about info sheets.
Infographic
Identify significant data related to your cause and create an infographic that visually presents the details.
Read the article “Designing Effective Infographics” (2018) from the Nielsen Norman Group to find out more about infographics. You can find Infographic templates on sites like Canva, Venngage, or Easel.ly. [Teaching Note: For a more structured assignment, use The Infographic Project from Writing Commons.]
Campaign Schedule/Key Dates
If the community action group has upcoming events, create an agenda or a calendar that indicates the dates and provides those who use the toolkit with the basic information they need to participate in the events. For events that take place regularly (like an annual activity), you can point to past resources to show the successes the campaign has had. Adobe Express (formerly Spark) and Canva include calendar templates.
Case Studies
Stories will draw people into the campaign, as they read how others faced challenges and worked to succeed. Add case studies or success stories to the toolkit to demonstrate the impact that the community effort can make. Tell the story from a participant’s point of view, integrating quotations and descriptive details that show the reader how community action has made a difference. Photographs of the people in the story will emphasize that these are real members of the community who have benefited from community action. For examples, see the Appendix: Stories of Success (p. 71) in the Be the Change—Community Action Toolkit. If you have before and after images that you can include, use the Juxtapose tool from Knight Lab to create slick comparisons that show the change.
Instructions on How to Participate
Readers who are new to the community need instructions that show them how they can participate in the work of the campaign. Choose activities that fit your toolkit, and provide step-by-step details on how to accomplish them. For a social media toolkit, for instance, you can provide instructions on how to participate in an Instagram Hop, a Tweetstorm or a Twitter Chat. Consult the technical writing resources on Writing Instructions for help with the genre. Read the StopBullying.gov Resources (p. 33) for an example of step-by-step instructions.
How to Contact a Politician
Add instructions on how to contact government officials and elected representatives to ask for support of the community action project. Include step-by-step details on how to identify specific people to connect and how to compose effective messages. Further, provide sample letters, text messages, and phone/voice mail scripts that readers can use as models. Consult Section 1. Writing Letters to Elected Officials from the Community Tool Box for examples of what this section can include. To understand how audience effects toolbox documents, compare Contact Elected Officials (written for family adults) and Contacting Your Representatives (written for youth advocates)—both from the Community Action Toolkit: A Guide to Advancing Sex Education in Your Community.
How to Write an Op-Ed or Letter to the Editor
Letters and public statements can share the community action through newspapers and television sites as well as through blog posts and similar forum sites. Add instructions that show members of the community how to compose their messages and provide advice on submitting them to local media outlets. The “Writing Opinion Editorials and Letters to the Editor” resources from the CDC’s “Community Action Toolkit: A Guide to Advancing Sex Education in Your Community” (2021) are a good model. You can also find useful ideas in Tips for Working with the Media (p. 22) from the StopBullying.gov Community Action Toolkit.
Shareable Images or Videos Create a collection of easy-to-share images and videos that community members can post in their social media networks. Focus on images and videos that focus on your main message without any clutter. Videos can focus on public service announcements, brief testimonials, and news from the community. Follow the guidelines for image size and shape and video resolution and length that are recommended on the sites where they will be shared. For instance, choose square images to be shared on Instagram. Section 19. Using Social Media for Digital Advocacy from Justice Action Toolkit | Community Tool Box outlines useful background information. The shareables and Twibbon resources in the 2020 Global 16 Days Campaign Social Media Toolkit and Social Media Posts for COVID-19 Vaccine Boosters are useful examples.
Slideshows
Design PowerPoint, Keynote, or Google Slides presentations that can be used to share details about the accomplishments and goals with the community and that community members can use to encourages others to participate in the efforts of the group. Check out the Presentations section (pp. 12–18) of Effective Tools for Communications and Leadership in Indian Country for useful advice on creating presentations. For examples, the sections of the Justice Action Toolkit | Community Tool Box include Powerpoint presentations that summarize the information included on each topic in the toolkit. Use the tabs above the Main Section to switch to a link allowing you to download the presentation. You can also create slideshow carousels, or Stories, that rotate on social media sites like Instagram. See How social justice slideshows took over Instagram for more details.
Glossary
Go through your toolkit and identify words and phrases that community members may be unfamiliar with.
Your list can include abbreviations and acronyms, proper names of relevant parts of the organization or of documents that the group relies on. For each word or phrase, explain what it is and how ti relates to the community. See the Glossary (p. 72) in the Be the Change—Community Action Toolkit for an example, and consult Writing Definitions from the Purdue OWL for help with the genre.
Additional Resources
Gather links to additional resources that provide community members with more information or tools to use as they work toward the community’s goals. Include direct links to the resources and short annotations that explain what the resource is and how it will help the community member. Add subheadings to help community members find what they need easily. For examples, see the list of Further Resources (p. 10) from the Community Action Toolkit for Addressing Intimate Partner Violence Against Transgender People and Social Media Suicide Prevention Resources and Additional Suicide Prevention Resources (p. 8) from the Social Media Safety Toolkit for Veterans, Their Families, and Friends. Consult the Annotated Bibliographies resources from the Writing Center at the University of North Carolina at Chapel Hill for tips on writing annotations.
National Coalition of Anti-Violence Programs. (2017). Community Action Toolkit for Addressing Intimate Partner Violence Against Transgender People. National Coalition of Anti-Violence Programs. Retrieved May 6, 2022, from https://avp.org/wp-content/uploads/2017/04/ncavp_trans_ipvtoolkit.pdf
Sexuality Information and Education Council of the United States (SIECUS). (2018, November 18). Community Action Toolkit: A Guide to Advancing Sex Education in Your Community. SIECUS. Retrieved May 6, 2022, from https://siecus.org/community-action-toolkit/
Things are going awry in my tech writing course this term. Somehow students are struggling with assignments—not understanding the purpose, working on topics that don’t fit the assignment, mixing up the genre conventions, and more. I’m not happy. Students aren’t happy. I need to figure out why, and that means that I write to think it through and determine what I can do to make it better. So here goes.
What It’s Not
It’s Not Students
I’m not a fan of blaming students. It’s easy to say that students aren’t reading the assignments or buying the textbook. Likewise it’s not that they have pandemic fatigue or the fault of online learning. When the majority of students are struggling, there has to be something bigger going on. It’s not reasonable to argue that 80% of the class is at fault for what’s going wrong.
It’s Not Ungrading
I use an ungrading approach, with grades of either Complete or Incomplete. Students have to reach a certain level of effort by attempting a number of drafts, completing a number of logs and class activities, and so forth. It’s possible to pass the course without getting everything perfect. Taking risks and trying the projects is more important than perfection in my philosophy. That said, putting in strong effort and working to improve is also extremely important.
With the range of what is possible, a devious student could aim low with the knowledge that they could easily do better later. Sure, that could happen. But it’s not going to happen with 80% of the class. Most students are trying to improve. Their logs show me the work that they do. Giving students the chance to try again just isn’t at fault. They want to get it right the first time, but they appreciate the chances to try again. Bottom line: I don’t believe that so many students are trying to game the system.
What It May Be
I Don’t Feel Good about My Assignments
To fit the requirements of our PTW program, I have adopted assignments I don’t like. They’re okay. They just don’t sing to me. They don’t excite me to read what students have to say. I have written them. They’re not adopted from other teachers. But they still don’t fit me. They don’t feel like activities that will be fun or interesting to students. They’re not full-on busy work, but sometimes they feel like it. And if they feel like busy work to me, I’m sure students are feeling the same way.
I Am Trying to Connect Things that Don’t Fit
Assignments and activities that have smooth connections provide students build on consistent content knowledge and related audiences. With this approach, students aren’t asked to learn new content while they are also learning new genres and writing strategies. Following this philosophy, my assignment sequence follows the same issue and connected assignments through the entire term. To connect things further, I have tried to create assignments that build together toward the final longer project (a recommendation report). For example, students write instructions for someone else to gather the primary data they will use in their recommendation report, with the goal of making duplication and validation of their research possible. The instructions end up discussed in the methods section of their recommendation reports and included in the report appendices.
While the philosophy of connecting projects and using a consistent content focus work, the assignments aren’t connecting well. I can see the connections, but I don’t think students do. I’m forcing things to connect that don’t fit well together. It’s an awkward structure, which seems to make the goals of the assignments harder for students to understand.
I Am Not Succeeding at Transparency
Transparency in what we do in the classroom helps students understand the projects and ultimately do better work. In my assignments, I try to explain why we are doing all the different activities we are in the class. Based on ideas from Small Teaching and from Small Teaching Online, I structure activities so that they include a section titled, “Why I Want You to Do It,” where I explain my goals. Perhaps I’m overexplaining and the information gets lost in the sea of words that is their assignments. Maybe I’m not explaining enough so the connections and purposes of activities are not clear.
What to do?
For This Term
Acknowledge the problems.
Loosen expectations on assignments with wide confusion. Genre required; focus can be flexible.
Create one-page fact sheets for the remaining assignments. Focus on the bare basics.
Create one-page cheat sheets for genres. Stress difference between assignment requirements and genre expectations.
Add options where possible (e.g., making up peer review).
It feels like just yesterday I was setting up my course for the summer session–and now, suddenly, midterm is upon us as we begin the third week of this six-week course. By the end of the week, students will turn in a course progress report that reflects on their accomplishments. I’m using a new ungrading approach this term (more on that in a future post), so I need to revise my progress report assignment.
I used a similar progress report assignment in previous courses, requiring students to describe their work on a research report in a memo. In those courses, students typically struggled with accomplishing the goals of the progress report assignment. I provided examples, textbook explanations, and advice from journals and blogs. Among the difficulties students faced, a majority struggled with the requirements of memo format and document design. Over several semesters, I tried providing more support, even designing a Memo Format Self-Review activity to help them get the format right. But they still struggled. I wanted to find supporting resources that worked.
The Midterm Course Progress Report Assignment I came up with for this term asks students to “Complete a progress report memo form that reports on what you have accomplished so far in the course and proposes the tentative grade you should receive for your work in the course up to midterm.” It goes on to urge students to “Use details and examples from your work logs and writing activities to support your argument.” The instructions for the assignment begin by having students gather evidence of their work in the course:
Review your work logs and gather your data. You are conducting primary research on your accomplishments in the course so far. You should find much of what you need in your Weekly Work Log. Consider these questions:
What work have you completed so far in the course?
If you have taken additional time on any assignments during the first half of the term, have you caught up? Are there still tasks that you need to complete?
Which document demonstrates your highest quality work so far? Why?
What work demonstrates that you have invested your best effort so far?
How have you supported classmates in your Feedback Discussions?
The rest of the assignment is probably what you would expect. It asks students to write a memo that describes and evaluates the work they have completed, proposes a tentative grade for their work so far, and outline the goals they have set for the remainder of the course. What the assignment still didn’t do however was provide a better strategy to help students with memo format and document design, the two areas I know they struggled with in the past.
I turned to the book I’m reading, James Lang’s Small Teaching: Everyday Lessons from the Science of Learning (Jossey-Bass, 2016). Lang examines small, research-based changes teachers can make to increase student learning. As I worked on the progress report, I decided to try some of Lang’s suggestions. The assignment already incorporated interleaving, the subject of Lang’s third chapter. Interleaving folds knowledge from previous course work into the current unit. As Lang explains, interleaving “involves two related activities that promote high levels of long-term retention: (a) spacing out learning sessions over time; and (b) mixing up your practice of skills you are seeking to develop” (p. 65). The progress report asked students to use the research skills from the second week to conduct primary research on their own work logs, spacing out and practicing the skills during the third week.
While it reinforced the skills from the previous week, the progress report assignment wasn’t doing any of the connecting work that Lang examines in his fourth chapter. Lang relies on an analogy to small, disconnected islands (borrowed from George Orwell) to describe the connecting challenges that students face: They have isolated bits of knowledge and must work to find and create connections among the information and skills. They need to build bridges and shipping routes among all those disconnected islands.
The expectations for my progress report assignments during previous semesters asked students to bring all their skills to bear on a single document. They had to determine the information to report, organize it in ways that work for the audience and purpose, use document design strategies to add headings and lists, and do it all while following the requirements of the memo genre. It’s no wonder students struggled to get it all right in a single project. They had all those skills to navigate and no pathways built among them.
To help students build the connections they needed, I adapted Lang’s model of providing a framework. In Lang’s use, the teacher provides a partial outline, or framework, for the material to be covered, and students build connections as they take notes, filling in that framework. My technical writing students aren’t taking notes on content however. Their job is to apply the different skills as they produce content. I created a framework, a Progress Report Form, that students fill in with the evidence they have gathered. The accompanying Form Instructions outline the information to provide in each section of the framework.
To ensure that they are more successful with memo format and document design, the Report Form includes standard memo headings. Students don’t have to worry about setting the memo correctly; they only have to provide the specific content in the provided framework. Likewise, the body of the memo in the form has ready-made headings for the information students need to provide. The primary document organization is already there. Students only need to organize the information that they include under each heading. Finally, the framework gives them a head start on document design too with headings in a larger, maroon font and the space for the information students will add in the normal, black font. Later in the term, I’ll have students write memos without the supporting template as well as to apply their own document design strategies.
I’ll find out at the end of the week if this new framework provides students with the support they need. If it works, maybe they can avoid that midterm panic that inspires posters like the one in the image above. I’ll let you know when I review their work.
I am currently revising my Technical Writing Course Manual, in preparation for my summer session course, and I want to share the document and how it has worked this week. I first created the manual, using a Google Document, for my spring courses to eliminate the dozens of web pages that I had created previously. The manual addressed several challenges that I had encountered in courses:
With the information chunked out in a series of web pages, students had trouble finding details when they needed them. Placing everything in one manual meant the information was all in one searchable place.
Students frequently needed a direct link to a specific policy, explanation, or detail in the course materials. The headings in the Google Document let me link to discrete information in the manual.
Previously, I used a separate website for the kind of information included in the manual, but students were sometime confused about the need to go to a separate place outside the course management system (CMS) to find course information. The Google Document was easy to embed within our CMS, so I did not need to use a separate website.
The manual proved successful during the spring term. Students consulted it it regularly throughout the term. Whenever I looked at the embedded manual on the course homepage in the CMS, I saw a collection of anonymous animals, from the Anonymous Anteater to the Anonymous Wombat. I came to value all those anonymous animals as evidence that students were going back to the course documents long after the first days of the course. I’ve never had that kind of validation with a traditional syllabus.
One issue to address as I revise is the length of the manual. It currently comes in at 34 pages, and I’m still tweaking things. Naturally, I don’t expect students to read and memorize the manual; but what seems obvious to me may not be obvious to students. I have added the section below to explain how I expect students to use the manual in the course:
How to Use this Manual
This course manual is a guide to English 3764, Technical Writing, as taught by Traci Gardner at Virginia Tech. The manual is arranged in three large sections:
Syllabus and Basic Course Information: all the information typically included on a syllabus, including details on course assessment and the textbook.
Requirements: explanation of the work that is expected in the course.
Policies: all the guidelines that apply in the course, listed in alphabetical order.
Do not feel compelled to read the manual cover-to-cover. This guide is a reference you should review at the beginning of the course and then return to throughout the term as necessary.
At the beginning of the course, you should skim through the entire manual. Read the information that provides key details on the class carefully, such as the “Tentative Course Schedule” and the “Late Policy.” Pay attention to the kind of information that is included in the manual as you skim.
During the course, check this manual for the answers to your questions first. You can check the Table of Contents as well as use the Find command to search the manual. Most general questions about the course are answered here.
I’ll emphasize these instructions the first week of the course as well, when I point out some of the key details students should review. I’m looking forward to a second term using the manual, and I hope it will be a positive experience this term too. As you check out the document, note any questions or suggestions you have and leave them below as a comment. I’m planning to use the document again for the fall semester, so I can use your advice and feedback!
This post originally published on the Bedford Bits blog.
I love the “Thinking Visually” resources in Mike Markel’s Practical Strategies for Technical Communication (2nd ed.). The example shown in the screenshot on the right outlines the six major characteristics of a technical document.
As you flip through the pages of the textbook, these full-page graphics stand out, catching students’ attention with their strong contrast and reader-friendly presentation of the information explored in more detail in the text.
The textbook’s “Preface for Instructors” explains the goal of this new feature:
Reflecting the increasingly visual nature of today’s learners and of technical communication itself, the Second Edition includes new “Thinking Visually” graphics, developed with feedback from instructors. This feature provides an accessible, modern take on key principles and concepts throughout the text.
The feature this quick summary presents definitely stands out, even in a highly visual textbook like this one.
I decided to create my own infographic resources to persuade students to think visually about the concepts in Technical Communication. I’m starting with documentation. Students struggle typically struggle with that topic, and its coverage in most textbooks is dense and text-heavy.
I began with this page (shown as an image) on the question, “Why Use Documentation?” It is also available as a Google Doc or a PDF to provide full accessibility to students.
The three reasons that documentation is important listed in the resource come from the Appendix on “Documenting Your Sources.” The infographic is rather simple, but I hope clear and direct–just like those from Practical Strategies for Technical Communication. Tell me what you think. I plan to make several more before students begin their major research projects in a few weeks, so I can definitely use some feedback. Just leave me a comment below.
NOTE: Practical Strategies for Technical Communication has just been published (2019) in a third edition, but I only have access to the second edition presently. The “Thinking Visually” are included in the third edition as well.
This post originally published on the Bedford Bits blog.
This week, I have a short post on a great resource (and one related class activity) that I found on Twitter as I was reading through messages with the #womeninTC hashtag. The TC stands for Technical Communication. The hashtag is a great source of ideas, articles, and support for those of us who teach technical writing.
Transcript, with capitalization consistent with the original:
dr. amelia chesley (@plaidsicle): for the first day of class this week, I had my tech com students analyze several random, real memos (including this one lettersofnote.com/2010/08/star-t…) and then each compose a random, imaginary memo themselves. I am loving what they’ve come up with so far! #womenintc [3:26 PM 16 Jan 2019]
The activity sounded like fun, so I immediately clicked through to see the STAR TREK/Casting memo. Not only did I find an entertaining memo, but I was sucked into the website’s assortment of letters, memos, and other notes from the famous, the infamous, and the unknown. It is a rich collection of primary material that could be used in many classes, not just in technical writing.
My imagination is spinning with the options. I’m sure I will have some specific writing activities to share in the coming weeks, but for now, I’m going to end with a list of ten favorites from the site:
As you wander through the site, I am sure you will find something entertaining. Let me know what you find, and share any ideas you have for using the site. Just leave me a comment below.
This post originally published on the Bedford Bits blog.
I kicked off Spring semester with some discussion questions meant to work as icebreakers. Two of the prompts are fairly typical: one asks students to talk about an object significant to their careers, and the other asks students to brainstorm characteristics of technical writing based on their experience and observations.
As an alternative to those two fairly customary discussion topics, I devised this third, more playful prompt, “Your Career and the Zombie Apocalypse”:
Imagine that the Zombie Apocalypse is upon us. The walking dead are bearing down upon your part of the country, and everyone in the world is working to stop them and preserve life in the world as it was before the zombie awakening. As a way to introduce yourself to the class, write a reply that tells us the following:
your major and career goal (i.e., what do you want to be when you graduate?).
what one thing people in your career can do right now* to stop the zombies.
how that one thing will be effective.
*In other words, this one thing needs to be a capability that your career already has. You cannot make up some solution that does not exist. That would be too easy :)
I’m delighted to report that the Zombies Discussion has been the most popular by far. Even more significant to me, students’ responses are showing a wonderful level of creative and analytical thinking. For instance, one computer science major suggested creating programs that analyze live video streams, comparing appearance and movements to what zombies look like and the ways that zombies walk in order to determine when zombies are near. Not a bad solution, I think. Even better, however, were the replies . One student asked how the program would tell the difference between zombies and people in zombie costumes. Another wondered how the program would differentiate between zombies and people with mobility issues, like senior citizens or people with injuries or disabilities.
Other students have talked about military drone strikes, protecting information systems, security of the water supply, crowdsourcing reports of outbreaks, social media survivor networks, cures and vaccinations, DNA modification, landscape barriers, and more.
Zombies aren’t really my thing, but the success of this icebreaker has convinced me that they have a place in this course. I am even wondering about an all-Zombie section of technical writing. Imagine the assignment opportunities:
Technical Description of a Zombie
Instructions for Trapping a Zombie
Directives for Zombie Safety
Zombie Sighting Field Report
Zombie Incident Reports
Recommendation Report on a Zombie Apocalypse Solution
There are so many options–and a good bit of fun to be had. I swear I would try this next term if we had a way to advertise a special focus section of technical writing on my campus. Who knew that an icebreaker would be so inspiring?
What kinds of icebreakers do you use? More importantly, are there zombies in your writing classroom? Leave me a comment below to tell me about your classes. I’d love to hear from you.
Things are going awry in my tech writing course this term. Somehow students are struggling with assignments—not understanding the purpose, working on topics that don’t fit the assignment, mixing up the genre conventions, and more. I’m not happy. Students aren’t happy. I need to figure out why, and that means that I write to think it through and determine what I can do to make it better. So here goes.
It feels like just yesterday I was setting up my course for the summer session–and now, suddenly, midterm is upon us as we begin the third week of this six-week course. By the end of the week, students will turn in a course progress report that reflects on their accomplishments. I’m using a new ungrading approach this term (more on that in a future post), so I need to revise my progress report assignment.
