EN306A Prof Wrtng in the Disciplines: Scientific & Technical Writing

for S2LL 2005

Printer Friendly

Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

CourseEN 306 Professional Writing in the Disciplines: Scientific and Technical Writing LR
FacultyAutrey, Karen S.
TitleAdjunct Faculty
Degrees/CertificatesA.S. Navarro College 1990
B.A., Education, Hendrix College 1992
M.A. Technical & Expository Writing, University of Arkansas Little Rock
Office LocationLRAFB
Office Hoursby appointment
Daytime Phone501.351.5425 (emergency only)
Other Phonenone
E-Mailkaren.autrey@park.edu (identify yourself in Subject line)
Semester DatesMarch 14 -- May 8, 2005
Class Days--T-R--
Class Time3:00 - 5:55 PM
PerquisitesEN 105; EN 106; passing score Writing Competency Test; 60 credit hours
Credit Hours3

Lannon, John M. (2003). Technical Communication. (9th ed). New York: Longman.

Hacker, D. (2004). A Pocket Style Manual. (4th ed). Boston: Bedford/St. Martin's.

Textbooks can be purchased though the MBS bookstore

Additional Resources:
Park University Library online
Scholarly Internet Resource Collections
Central Arkansas Library system


Course Description:
This course helps students do scientific and technical research and  prepare reports that will address the needs of various audiences in  science, government, and industry.  3:0:3. Prerequisites: EN 105, EN 106, passing the Writing Competency Test, and 60 credit hours.

Educational Philosophy:
In his book From Orality to Literacy, Walter J. Ong theorizes how and why cultures experience a shift from orality to literacy, pointing out the value of each position on the literacy continuum. Using Ong's metaphor, I believe the writing student takes a similar and sometimes more personal journey from orality toward literacy-in-writing: when intellectual awareness is awakened within an individual, he or she slowly moves forward along the continuum, discovering his/her voice and recognizing diversity in the voices of others.  I challenge my students to question their place on the continuum as they (like I) continue to discover who we are as members of a larger community.  Although students do exist on different points along the writing-literate continuum, they can each move forward successfully if given the tools with which they learn to construct a strong writing-literate foundation.  When students begin to use their writing to communicate knowledge, ideas, and perspectives with each other, multiple discourses are created within the writing classroom.  Through this process, students become aware of their power as individual, as writers, and as synthesizers of information, and they are finally able to recognize, understand, and perhaps even alter the discourses of the classroom, the university, and, ultimately, the society and world in which they live.

Learning Outcomes:
During this course each student will individually and collaboratively design projects specific to his/her career field and will

• research and read scientific/professional discourse and analyze, discuss critically, and report on subjects of scientific/technical significance
• become familiar with technical documents including but not limited to questionnaires, surveys, company publications, letters, memos, resumes, in-house documents, data bases, and interviews
• summarize, quote, and paraphrase sources correctly in technical writing using APA format
• experience decision making in document design to include audience analysis and consideration of ethical implications in the production of scientific/technical documents
• constructively critique one's own work and the work of others
• participate in individual and group collaboration and express and evaluate personal/professional opinions and hear the opinions of others
• experiment with tone/clarity/style in scientific/technical writing and strengthen communication skills and revision/editing skills

Course Assessment:
For this upper-level English course in scientific/technical communication students will:

1. Complete a PROFESSIONAL PORTFOLO to include the following documents:
• 4 exercises  
• 1 professional résumé with cover letter
• 1 literature review and report (APA)
• 1 proposal (team)

2. “Compete” against each other individually and collaboratively during the eight week term in a simulated workplace scenario to experience the ethical questions that arise as one competes individually for corporate positions while at the same time collaborates on team projects for the good of the company;

3. Participate in the course final exam:  
a. professional presentation of individual portfolio
b. professional presentation of team proposal

NOTE: Students meeting the minimum requirements for coursework may expect to receive a “C” in this class; students wishing to earn a “B” will be expected to produce a level of academic work that is above average and demonstrates above average effort; students earning an “A” will consistently demonstrate mastery in course objectives, will consistently demonstrate excellence for each course requirement, and by the end of the tem will have mastered outstanding academic achievement in critical research and written and spoken discourse.

• attendance, collaboration, participation, professionalism 10%
• individual document design (4 exercises, resume & cover letter) 20%
• literature review and report  (APA research) 20%
• group proposal 20%
• final exam 10%
• simulated company “competition” individual: 10%
• simulated company “competition” team: 10%

A = Manager/department head/client would be very impressed with you, your effort, your work ethic, and the documents you produce or help produce. Your name is first on the list for promotion.

B = Manager/department head/client satisfied with you, your effort, your work ethic, and the documents you produce or help produce, but you are not considered for promotion because your work can be improved upon.

C = Manager/department head/client would be disappointed and ask you to revise or rewrite sections before allowing others to see your work and would be eager to replace you in the workforce as soon as another could fill your position and work independently of the boss to get the job done.

D = Work is so poor and below average that a manager/department head/client would not offer feedback and fire you immediately.

F = No work is evident at all

Late Submission of Course Materials:
Late assignments will not be accepted.  

Classroom Rules of Conduct:
If a student knows in advance that he/she will miss a class, the student must contact the instructor before class is missed.  Student is still responsible for meeting same deadlines for assignments. In the age of e-mail there is no excuse for late papers.  MAKE-UP WORK IS THE RESPONSIBILITY OF THE STUDENT.

Course Topic/Dates/Assignments:
Week 1: Course Introduction; read Chapters 1-6
Week 2: Document preparation…
Week 3: Document preparation…
Week 4: Document preparation…
Week 5: Document preparation…
Week 6: Document preparation…
Week 7: Document preparation…
Week 8: Final Exam

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.  
Park University 2004-2005 Undergraduate Catalog
Page 101

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. <a href="http://www.park.edu/catalog">
Park University 2004-2005 Undergraduate Catalog</a> Page 101

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2004-2005 Undergraduate Catalog Page 100

Disability Guidelines:

Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Park University is committed to meeting the needs of all learners that meet the criteria for special assistance. These guidelines are designed to supply directions to learners concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding learners with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page:

This material is copyright and can not be reused without author permission.