In today's "What We've Learned" video, David Starkey (@davidstarkey), author of upcoming first edition Hello Writer, reflects on teaching in small, 2-3 minute chunks and the necessity of focusing on the most important information to communicate to students, as well as the surprising opportunities offered by the pandemic for reflection, mindfulness, and equity mindsets. ... View more

In today's "What We've Learned" video, Peter Adams, author of Hub with 2020 APA Update, reflects on the need for community in ALP courses, and overcoming the online instruction barrier through gamifying learning and class activities.  ... View more

This blog series is written by Julia Domenicucci, an editor at Macmillan Learning, in conjunction with Mignon Fogarty, better known as Grammar Girl. There is never a bad time to reflect, and there are endless topics on which to do so! The end of the semester is a natural time to ask students to consider how their writing has improved or what they’ve accomplished over the past few months of class—and you can use Grammar Girl podcasts to aid you in a reflection assignment. Podcasts have been around for a while, but their popularity seems to increase every day—and for good reason! They are engaging and creative, and they cover every topic imaginable. They are also great for the classroom: you can use them to maintain student engagement, accommodate different learning styles, and introduce multimodality.  LaunchPad and Achieve products include collections of assignable, ad-free Grammar Girl podcasts, which you can use to support your lessons. You can assign one (or all!) of these suggested podcasts for students to listen to before class. Each podcast also comes with a complete transcript, which is perfect for students who aren’t audio learners or otherwise prefer to read the content. To learn more about digital products and purchasing options, please visit Macmillan's English catalog or speak with your sales representative.  If you are using LaunchPad, refer to the unit “Grammar Girl Podcasts” for instructions on assigning podcasts. You can also find the same information on the support page "Assign Grammar Girl Podcasts." If you are using Achieve, you can find information on assigning Grammar Girl in Achieve on the support page "Add Grammar Girl and shared English content to your course." If your English Achieve product is copyright year 2021 or later, you are able to use a folder of suggested Grammar Girl podcasts in your course; please see “Using Suggested Grammar Girl Podcasts in Achieve for English Products” for more information.   Using Grammar Girl Podcasts in Reflection Assignment A: This activity will ask students to review how they’ve improved in their writing over the course of the semester. First, ask each student to review their first draft or first essay for your course. Using the instructor and peer review comments they’ve received, each student should identify the area in which they struggled most. You may wish to give students some common areas of concern to choose from, such as citations, organization, topic sentences, comma usage, and active/passive voice. Students should submit their chosen problem area to you. Alternately, you can identify the areas you found to of greatest concern in your students’ first drafts. Next, assign students relevant Grammar Girl podcasts based on their chosen problem area. For example, if a student says they had trouble with active/passive voice, you could assign “A Common Passive Voice Mistake,” “Active Voice and Passive Voice,” “Active Voice Revisited,” or “Passive Voice Revisited.” You may wish to put students into groups by topic if that seems appropriate, for example, if three students identify problems with their comma usage. If you do so, have them discuss the podcast(s) after listening. Ask students to take a later or final paper and evaluate it for the issue they identified in that first paper. Finally, have each student write a short reflection on how they’ve improved and where they still have some work to do! Assignment B: Every year brings difficulties, but also accomplishments. This activity will ask students to reflect on an accomplishment from the semester.  Ask students to identify an accomplishment or something they are proud of from the past few months. This could be related to academics and writing, or it could be something more day to day such as getting a new job, forming a new good habit or breaking a bad one, learning how to cook something new, or doing something that scared them.  Assign the following Grammar Girl podcasts for students for homework. Writing Scripts and Speeches  Sentence Length Are You Annoyingly Redundant? Then, ask them to take what they’ve learned about podcasts and writing to craft a podcast script about their accomplishment. Don’t forget a title for your podcast episode, and podcast series! They might consider answering some of the questions in their script: Why is this an important accomplishment for me? Did I plan to reach this goal? What steps did I take to achieve this? What is the next personal goal I hope to complete? Once scripts are completed, you can ask students to present them, either in small groups or to the whole class. If time and resources permit, you may also wish to ask students to record and submit the project as a podcast.   More Grammar Girl Activities If you are looking for other activities, be sure to check out the other Grammar Girl posts, especially: Using Grammar Girl Podcasts in an Online Classroom Grammar Girl & Ideas for Teaching Online Using Grammar Girl Podcasts for Fun, Low-Stakes Activities Using Grammar Girl Podcasts to Improve Student Writing Using Grammar Girl Podcasts to Discuss Pronouns   Credit: Pixabay Image 2538429 by MichaelGaida, used under a Pixaby License ... View more

This blog series is written by Julia Domenicucci, an editor at Macmillan Learning, in conjunction with Mignon Fogarty, better known as Grammar Girl. Today’s blog post will center around podcasts about pronouns, loosely tying into International Pronouns Day, which is celebrated on the third Wednesday of October. This day focuses on personal pronouns, and, according to their website, “seeks to make respecting, sharing, and educating about personal pronouns commonplace.” Learn more about this volunteer-run campaign on their website, pronounsday.org. Podcasts have been around for a while, but their popularity seems to increase every day—and for good reason! They are engaging and creative, and they cover every topic imaginable. They are also great for the classroom: you can use them to maintain student engagement, accommodate different learning styles, and introduce multimodality.   LaunchPad and Achieve products include collections of assignable, ad-free Grammar Girl podcasts, which you can use to support your lessons. You can assign one (or all!) of these suggested podcasts for students to listen to before class. Each podcast also comes with a complete transcript, which is perfect for students who aren’t audio learners or otherwise prefer to read the content. To learn more about digital products and purchasing options, please visit Macmillan's English catalog or speak with your sales representative.  If you are using LaunchPad, refer to the unit “Grammar Girl Podcasts” for instructions on assigning podcasts. You can also find the same information on the support page "Assign Grammar Girl Podcasts." If you are using Achieve, you can find information on assigning Grammar Girl in Achieve on the support page "Add Grammar Girl and shared English content to your course." If your English Achieve product is copyright year 2021 or later, you are able to use a folder of suggested Grammar Girl podcasts in your course; please see “Using Suggested Grammar Girl Podcasts in Achieve for English Products” for more information.   Discussing Personal Pronouns Gender-Neutral Pronouns: Singular They Assignment A - The History of They as Gender-Neutral: Assign students to listen to the podcast. Then, ask students to research the history of they as a gender-neutral pronoun using at least two sources. With their research, have each student write a brief paragraph outlining that history--and don’t forget to have them cite their sources! Either during class or asynchronously, put students into groups of three or four. First, have them evaluate the sources’ credibility. They should then select the two or three most credible sources. Assign them to write a brief podcast script about the history of they as a gender-neutral pronoun. They should use and cite the two or three most credible sources, which can include the Grammar Girl podcast. The podcast script should be about 2-3 minutes long when read aloud, and should cover questions such as: When was they first used as a gender-neutral pronoun? Has they become more or less popular over time, or has that popularity stayed the same? How do people use they as a gender-neutral pronoun today? Assignment B - Respecting Personal Pronouns: Assign students to listen to the podcast. Then, look up a recent article about respecting someone’s personal pronouns, perhaps in relation to “International Pronouns Day” (try searching “International Pronouns Day” in the News section of Google, or checking the official #PronounsDay on social media). Have each student note down one thing they learned from the podcast, and one thing they learned from the article. As a class, discuss what students learned or found interesting. You might also consider discussing ways students can introduce their own pronouns in daily life, or discussing the scope and variety of pronouns people might choose to use for themselves. If your class is too big to do this together, break the students into groups of three to five.   Discussing Other Pronouns Myself Pronouns and Antecedents Pronouns for People and Animals Who versus Whom, Advanced Assignment: Assign students to listen to one or more of the above podcasts. Ask them to take a recent piece of their writing and identify an error they have made in pronoun usage. If they can’t find an error, ask them to identify an area where they questioned which pronoun was correct. This piece of writing could be an essay, but it might also be an email, a Tweet, a text--anything that is school appropriate and that they are comfortable sharing with the class. If your class is synchronous: during class, have students share their examples and discuss. If your class is asynchronous: have students submit their example to you. If you like, you can tally up common areas of difficulty, and assign further resources on pronouns.   More Grammar Girl Activities If you are looking for other activities, be sure to check out the other Grammar Girl posts, especially: Using Grammar Girl Podcasts to Teach about Idioms (with a Halloween Theme!) Using Grammar Girl Podcasts to Start the Semester Using Grammar Girl Podcasts in an Online Classroom Grammar Girl & Ideas for Teaching Online   Credit: Pixabay Image 791596 by kaboompics, used under a Pixaby License ... View more

This blog series is written by Julia Domenicucci, an editor at Macmillan Learning, in conjunction with Mignon Fogarty, better known as Grammar Girl.   There’s never a bad time to use Grammar Girl podcasts in your classes, and they can be especially fun early on in the semester. Since fall 2020 is proving to be one of the most unusual semesters for both instructors and students, today we have some low-stakes assignments using thought-provoking Grammar Girl podcasts. Podcasts have been around for a while, but their popularity seems to increase every day—and for good reason! They are engaging and creative, and they cover every topic imaginable. They are also great for the classroom: you can use them to maintain student engagement, accommodate different learning styles, and introduce multimodality.  LaunchPad and Achieve products include collections of assignable, ad-free Grammar Girl podcasts, which you can use to support your lessons. You can assign one (or all!) of these suggested podcasts for students to listen to before class. Each podcast also comes with a complete transcript, which is perfect for students who aren’t audio learners or otherwise prefer to read the content. To learn more about digital products and purchasing options, please visit Macmillan's English catalog or speak with your sales representative.  If you are using LaunchPad, refer to the unit “Grammar Girl Podcasts” for instructions on assigning podcasts. You can also find the same information on the support page "Assign Grammar Girl Podcasts." If you are using Achieve, you can find information on assigning Grammar Girl in Achieve on the support page "Add Grammar Girl and shared English content to your course." If your English Achieve product is copyright year 2021 or later, you are able to use a folder of suggested Grammar Girl podcasts in your course; please see “Using Suggested Grammar Girl Podcasts in Achieve for English Products” for more information.   Exploring Early Language with Grammar Girl The Proto-Indo-European Language Assignment: Assign students to listen to the podcast. Ask them to note one thing they learn, and one question or something they would like to learn more about. If you have synchronous classes: Put students into small groups and ask them to discuss their findings. Then, ask them to choose one group member’s question and research it. Later, come together as a group and present the findings. If you have asynchronous classes: Put students into small groups and ask them to use Google Docs or another system to discuss their notes. Then, ask them to choose one group member’s question and research it. Have each group create a short lecture slide presentation of 3-5 slides that can be emailed out to the class. It should include the group members’ names, the question they were exploring, their discoveries or conclusions, and their sources.   Exploring Marketing Language with Grammar Girl Is "I'm Loving It" Proper Grammar? Assignment: Assign students to listen to the podcast. Ask each student to choose their own favorite brand slogan, jingle, or catch phrase. Before class, each student should analyze their choice and write a short paragraph about if their selection has a grammar error or not, and why. As a class, have students present on their choice and if it is grammatical or not, and why. Record the brands, the slogans, and if the slogans are grammatical in a spreadsheet. Then, discuss your findings. Do most of the slogans use proper grammar or not? Are there any trends in what industries the slogans are from, or who the audience for the slogans is? If your class is too big to do this together, break the students into groups of three to five.   Exploring Grammar Myths with Grammar Girl Top Ten Grammar Myths Assignment: Assign students to listen to the podcast. Ask students to write down which myths they thought were true, and which they already knew were false.  As a class, have students vote on which myths they had thought were true. Then, discuss the top ranking myth or two. Where have students seen this myth used? Have they ever seen anyone correct another person for using this myth? Where did they first hear this was a myth?   More Grammar Girl Activities If you are looking for other activities, be sure to check out the other Grammar Girl posts, especially: Using Grammar Girl Podcasts to Start the Semester Using Grammar Girl Podcasts in an Online Classroom Grammar Girl & Ideas for Teaching Online   Credit: Pixabay Image 3653430 by geralt, used under a Pixaby License ... View more

For the past few months, I have been analyzing the feedback I gave first-year composition students during the spring 2019 semester—looking for patterns in my lexical choices, references, and syntax. Student progress that semester was uneven at best, and I want to know how students experience my feedback and whether or not what I am doing, especially in written feedback (I also give oral feedback in individual and group conferences), is accessible and useful to students? Do I need to make adjustments, or perhaps make the format and style of the feedback a matter of explicit instruction early in the term? In short, do I need to teach students how to read my feedback? I presented some of the findings of my research at the NOSS 2020 Convention in February, before our stay-at-home orders were issued, and there’s an article in process.                                                                                                       But one feature of my feedback is on my mind today. In a recent video chat with a student, I heard myself say, “So, how are we doing?” Most of the time I address students in a face-to-face conference using a second-person pronoun: you. So the appearance of that we made me wonder: do I use we a lot in my written feedback? If so, in what contexts? What does that communicate to students?   In one data set of 11,644 words—my post-conference written responses to 28 literacy narratives—the word you predominates in terms of personal pronouns: 535 uses, or 45.94 times per 1000 words. Given that I am speaking directly to students in these comments, there are also many instances of I/me: 210 tokens, or 18.03 times per 1000 words. But there are also many uses of we/us: 145 tokens, or 12.45 times per 1000 words.    Obviously, the first person plural pronoun includes the speaker/writer (in this case, me), and upon first glance, it seems that my feedback frequently emphasizes collaboration, showing that the student and I are working through the process together.  But a closer look at the various uses of we/us in this particular feedback set suggests a much more complicated picture:     We=student and teacher             We need to work on verb tense here… we are working in the past.   We=generic (writers, speakers, people)             We can’t introduce the quote that way… we need to set it up differently.             We are articulate about something, which means we can speak well about it.   We=readers of this paper             We need additional detail here; right now this is difficult for the reader to follow.             Don’t leave the reader to wonder if we are going backwards or forwards in time.   We= the class             We will talk about this format in class.      I don’t worry that my students will misread these various instances of we; after all, we use the word in similar ways in speaking and in our online interactions. Of course, there are possibilities for awkward social miscues (“Oh—you meant you and John, not the three of us! Sorry!”), but I don’t think these would arise in the reading of the feedback.   Rather, the different uses of we in my feedback show (along with other language choices I make) that I am negotiating different stances with my students. At times, I am the expert, making recommendations I expect students to follow. At other times, I am a collaborator, brainstorming with the student ways to expand meaning or solve writing problems. Still at other times, I am a reader, giving feedback that represents what I think readers in general might experience when encountering the student text. I offer such descriptive feedback so that students can determine what they as authors want the text to accomplish.   Those of us with extensive experience in writing workshops, collaborative work, publication with an editor—we’re familiar with these various stances and can respond effectively, maintaining our own sense of ownership as we write with experts, collaborators, colleagues, and general readers. But do our students know how to read and put feedback to use when it comes from what seems like disparate and changing voices in the comment stream? The supplemental instructors and writing fellows who have worked with me in my first-year courses have told me that students are sometimes baffled by my feedback, and they aren’t sure what to do with it. Most of them, particularly in my IRW corequisite courses, haven’t gotten that kind of feedback before. They seem to be much more familiar with directive comments: “Aren’t you going to tell me what to do? That would be easier!”   Carless and Boud (2018) have developed a working model of feedback literacy, a model I want to apply in my FYC and IRW courses in future semesters. In the IRW course in particular, learning to read feedback and manage the stances negotiated within it forms a critical part of the academic reading we need to teach. The question, of course, is how best to model this reading and support students as they work with our feedback.    Do you teach your students how to read, manage, and respond to your feedback? What strategies have worked for you? Real Writing with Readings  ... View more

The last three assignments in the Incubator series of assignments that I have designed for my technical writing courses are directly related to one another. Students write a Short Proposal for the White Paper and the Research Poster projects that they will complete during the second half of the term. In today’s post, I will share this proposal with you. Because I want them to focus their energy on the major report (the white paper), I ask for a short, memo-based proposal, rather than a longer document. The topic proposal assignment gives students very specific guidelines to follow so that the more in-depth coverage from the textbook does not lead them to do more than they need to. My underlying goal for the activity is two-fold: I want them to learn how to write a research proposal, but just as importantly, I want to spot-check their topics for the white paper and research poster before they get too far into the project. As with previous assignments in this series, the proposal assignment below is an example that has some minor changes to remove specific information that is relevant only to the students in my classes. References to “Markel & Selber” in the assignment refer to chapters in the class textbook Technical Communication by Mike Markel and Stuart Selber. Technical Writing Proposal Assignment Background You will write a short proposal that presents the topic you will explore for your white paper and poster presentation. Your proposal should explain not only what the topic is but how it relates to your company (and therefore your career field and major) and the incubator goal of public outreach and education. The Scenario Today, you received the following memo, asking you to submit a proposal for a white paper and related poster presentation:  Ut Prosim Incubator    1872 Inventors Way, Blacksburg, Virginia 24060      Interoffice Memo     To: All Incubator Companies From: Traci Gardner, Ut Prosim Director Subject: RFP: White Papers and Poster Presentations for December Publication Date: October 1, 2018 Our Public Outreach Office is requesting proposals for white papers and research posters that will inform non-expert readers about a technical topic relevant to the work and mission of your company. These documents will share what we do and why we do it with the university, alumni, and local community. Your documents will also contribute directly to our goal of public outreach and education by adding to our growing library of documents that inform website readers about how science, technology, and engineering work. As an objective white paper, accepted documents will either provide knowledge or information about a subject relevant to your company or provide solutions to a problem or challenge that relates to your company—or even a combination of both goals. These white papers will also be the basis of a presentation that will be part of the quarterly poster session we sponsor for the local community in December. As an extension, additional investors and clients also attend the session, so you have the potential to make critical connections for your business. These white papers and poster presentations are due by November 26 [Portfolio 2 due date] and will be published in the December 2018 release on the Incubator website. White Paper Expectations Length: 25 pages or less. Document Design: Polished, professional layout that relies on design strategies that increase the document’s readability. You are encouraged to use a non-traditional format that incorporates sidebars, columns, and other visually-interesting design strategies. Please do not include a cover page. Graphics and Visual Elements: Include relevant graphical elements (e.g., photos, illustrations, graphs, tables). All graphical elements must be your company’s intellectual property, or you must provide complete documentation. Graphical elements that are not your own intellectual property must meet fair use guidelines. Research Support: Information must be supported by fully-documented research, including relevant quotations. In addition to citing published research studies, you can take advantage of the campus community by tapping university experts on the topic you are discussing. Documentation Format: APA citation style (or the appropriate style for your field, if desired—for instance, an electrical engineer can use IEEE). Submission Format: *.doc, *docx, *.pdf, or Google Document link. Additional criteria and examples will be provided once proposals are accepted. Poster Presentation Expectations Size: 48" X 36", presented in landscape orientation (horizontal). Document Design: Polished, professional layout that relies on design strategies that increase the document’s readability. Must use appropriately-sized headings, text, and images. Graphics and Visual Elements: Include as many relevant graphical elements (e.g., photos, illustrations, graphs, tables) as necessary to present your ideas. All graphical elements must be your company’s intellectual property, or you must provide complete documentation. Graphical elements that are not your own intellectual property must meet fair use guidelines. Research Support: Information must be supported by fully-documented research, including short, relevant quotations. In addition to citing published research studies, you can take advantage of the campus community by tapping university experts on the topic you are discussing. Documentation Format: APA citation style (or the appropriate style for your field, if desired—for instance, an electrical engineer can use IEEE). Submission Format: *.ppt, *pptx, or Google Slides link. Additional criteria and examples will be provided once proposals are accepted. Proposal Requirements Your proposal should be in memo format, be no more than four pages in length, and provide the following information to help us gauge the appropriateness of the topic for December publication: Background (or Introduction) Give some background on your topic, your experiences with it to date, what you already know, etc. Then clearly state, “[We, OR your company name, OR similar] would like to produce a white paper and poster presentation on [your topic] for the following reasons: . . . .” In your statement, explain your motivations for sharing information about the topic with the public. Areas to be Studied Provide more details on the proposed topic for your white paper and poster presentation so that the Public Outreach Office understands the approach you will take. Consider the following questions: What are the key points you will explore or explain? What are some questions you will ask and try to answer in this white paper and poster presentation? How do the areas to be studied relate to your company’s mission? What ethical and/or intercultural and global issues will you consider as you examine the topic you have chosen? Methods of Research Explain how you will gather the information that you present in your white paper and poster presentation. Tell the Public Outreach Office your research strategy by outlining exactly how are you planning to gather information and find answers to your questions explored in the white paper and poster presentation. Timetable Share a calendar that includes the target dates for various milestones that will lead to completion of your white paper and poster presentation. Be sure that your schedule allows you to finish by the white paper and poster presentation due date, November 26 [Portfolio 2 due date]. Qualifications Explain why you are qualified to do this research and outline the skills you have that will help you deal with this topic effectively. Request for Approval Ask for approval; ask for guidance, articulate your biggest concerns at this point; ask for suggestions about next right steps; provide contact information. Due Dates October 8, 2018: Proposal submitted as a memo, addressed to me and to Manolito Reyna Bautista, Manager of the Public Outreach Office November 26, 2018: Finished White Paper and Poster submitted [in Canvas, as part of Portfolio 2] Any Questions? If you need any help with your proposal, please let me know or contact my assistant, Leslie Crow <lcrow@utprosimincubator.org>. Relevant Details Note: These details apply to all of the projects you include in your portfolio. Your company’s address is [Your Company Name], Ut Prosim Incubator, 1872 Inventors Way, Suite #[you choose a number], Blacksburg, Virginia 24060. Your company’s phone number is 540-555-5555. You may create a fictional Internet domain for your company, and use that domain for a web page address and your email addresses. If you’d like, you may create other information (including a logo) for your company as appropriate. Be sure that you use the information that you create consistently across all of your projects. The Project Assignment Step 1: Decide on the focus for your white paper and poster presentation(which you will write as future projects). Your focus will be to inform non-expert readers about a technical topic that is related to your company (and therefore, related to your career field and major). Try to limit yourself to topics with which you have some expertise (or at least some experience) to simplify the research process. These example white papers may help you think of appropriate topics and/or approaches: White Paper on Studying the Safety of the Childhood Immunization Schedule (CDC) The Flint Water Crisis and Its Health Consequences (AccessScience) Funding Trees for Health (The Nature Conservancy) Microsoft Password Guidance (MSFT)  The Model of Good Health (ASME) Step 2: Examine the information about proposals in Markel & Selber. The textbook provides complete details on how to write proposals. Follow the textbook as you work on your project. In particular, be sure that you do the following: Follow the “GUIDELINES: Demonstrating Your Professionalism in a Proposal” (starting on page 430 of Markel & Selber) to ensure you adopt the appropriate tone. Use the “ETHICS NOTE: WRITING HONEST PROPOSALS” (starting on page 430 of Markel & Selber) to make your proposal professionally acceptable. Work through the “GUIDELINES: Introducing a Proposal” (starting on page 432 of Markel & Selber) to gather information for your proposal’s Background section. Explore the information in the “Tech Tip: Why and How to Create a Gantt Chart” (starting on page 436 of Markel & Selber) to see an effective strategy for explaining your timetable. Step 3: Write the proposals for your white paper and poster presentation. Compose your proposal, as requested in The Scenario above, with all the details you have gathered. Review the assessment guidelines below to ensure you have met all the requirements for the proposal. As you work, also keep the following points in mind: Use plain language to make the ideas in your proposal are easy to find and read. Refer to the resources from Module 2 as needed. Follow all relevant ethical guidelines as you work using the Writer’s Checklist at the end of Chapter 2 (on page 40 of Markel & Selber). Follow the suggestions for emphasizing important information, using the Writer’s Checklist for Chapter 9 (on page 211 of Markel & Selber) to check your work. Use the Writer’s Checklist for Chapter 11 (on page 288 of Markel & Selber) to ensure that your document takes advantage of design principles to make it reader-friendly. Make a good impression with accuracy and correctness. Your document should be polished and professional. Step 4: Check your draft against the Writer’s Checklist. Be sure that you include the required features for instructions. Review your project, using the Writer's Checklist for Chapter 16 (on page 439 of Markel & Selber) and the Assessment Criteria below. Step 5: Review your draft for design and basic writing errors. Everything you write should use accurate/appropriate image editing, grammar, spelling, punctuation, mechanics, linking, and formatting. These are important basic writing skills that you should have developed in high school. Review your project, using the Writer’s Checklist at the end of Markel & Selber, Chapter 10 (on page 242 of Markel & Selber). You can also consult the information on “Sentence-Level Issues” in Markel & Selber, “Appendix, Part 😧 Guidelines for Multilingual Writers (ESL)” (on page 683 of Markel & Selber). While the section is labeled for multilingual writers, it is useful for everyone. It includes explanations and examples for many common mistakes writers make. Step 6: Submit your draft to your Writing Group in Canvas. Post a rough draft of your Proposal to your Writing Group in Canvas in the 10/04 Draft Feedback Discussion in Canvas. Additional instructions are in the Discussion. If you do not post your draft by noon on Sunday, October 7, your group may not have time to provide feedback. Step 7: Provide feedback to your Writing Group in Canvas. Provide feedback to the members of your writing group in the 10/04 Draft Feedback Discussion in Canvas, by October 8 (end of the grace period). Use the information on the Writing Groups page to provide constructive feedback that will help your group members make concrete improvements to their drafts. You are not obligated to provide feedback for any drafts posted afternoon on Sunday, October 7. Step 8: Revise your draft. Use the feedback that you receive from your group members to revise and improve your document. You can share your draft again with your Writing Group if you desire. As you revise, keep in mind the advice in the steps above, as well as the Assessment Criteria below. Step 9: Include a polished version of your project in Project Portfolio 2, due November 26. Have your Proposal finished and ready for submission in your Project Portfolio 2, which is due Monday, November 26. The grace period for Project Portfolio 1 ends at 11:59PM on Thursday, November 29. Assessment Criteria For All Technical Writing Projects All technical writing projects should meet the following general criteria: Makes a good first impression as a polished and professional document. Meets the needs of the intended audience. Demonstrates how to emphasize important information. Uses layout and formatting that makes information easy for readers to find and read, and that follows the standards you have set for your company. Is written in plain language, which communicates the ideas clearly. Follows all relevant ethical guidelines. Uses accurate/appropriate grammar, spelling, punctuation, mechanics, linking, and formatting. For Proposals Your project should meet the following criteria for effective proposals, based on the checklist at the end of Chapter 16 of Markel & Selber: Meets the guidelines established in the request for proposals (see The Scenario, above). Demonstrates professionalism and honesty. Includes an introduction that indicates the following: the problem or opportunity. the purpose of the proposal. the background of the problem or opportunity. your sources of information. the scope of the proposal. the organization of the proposal. the key terms that you will use in the proposal. Provides a clear, specific plan for research and justifies that methodology. Describes the qualifications and experience clearly outlining relevant skills and past work. relevant equipment, facilities, and experience. Includes full documentation for all ideas, words, and visuals that the work of others (see Part B, “Documenting Your Sources,” in Markel & Selber). This assignment has gone relatively well. The most frequent issue has been confusion about memo format. Students either didn't follow the instructions and used other formats, or they did not follow the format accurately. The most serious issue that has come up has been a failure to provide enough details and the development of the proposal. I wonder if the emphasis on a “short” proposal has misled some to think that general and underdeveloped ideas were adequate. When I use this activity again, I will work to address both of these issues. My next post will share the instructions for the white paper, which is the next project students worked on. Be sure to come back to read more about that activity, and in the meantime, if you have any feedback to share, please leave a comment below. Photo credit: Typing content by Search Engine People Blog on Flickr, used under a CC-BY 2.0 license. ... View more

This post originally published on Bedford Bits on February 5, 2014.   We’ve been busy building new spaces for learning at the University of Delaware. As we upgrade classrooms and public areas, we are trying to build spaces that encourage the kinds of social interactions that support learning. In this Bits column and the next, I’d like to discuss some of our actions. What I’ll be discussing is not so much writing classes and classrooms, but the more general instructional environment. As a writing teacher, I try to influence what happens across campus to support writing as a mode of learning. Last fall, we opened our new ISE Lab (Interdisciplinary Science and Engineering Laboratory). It’s a beautiful building, meant to support both interdisciplinary research and teaching. All labs in the building must cross disciplinary boundaries. Classes meeting in the building are likewise expected to be interdisciplinary. Four floors of new problem-based learning classrooms are designed for groups of 48 students in introductory science courses. Each team-based classroom is flanked by two labs with 24 workstations. One very cool feature is the paint on the walls. It’s writable. So students and faculty can stand at the walls and write—just about anywhere. The painted surface is better than whiteboards, erasing easily and cleanly, and people love it when they first see it. I think it has something to do with our toddler instincts to pick up a crayon and use the surfaces in front of us for drawing and writing. There’s a feeling of violating a long-standing prohibition. Our writable walls follow various experiments that move us from classrooms with a single front blackboard, to classrooms paneled in blackboards, to better surfaces, with walls that serve as useful projection areas, walls covered in hard plastic panels that accept dry erase, walls with monitors, projectors that allow annotation on and capture of projected texts, and so on. I tend to encourage all such developments. If we want to encourage teamwork, collaboration, and group problem solving, then teams need places to think, spaces to get their thinking out in the open. The best way to do that is to write ideas where everyone can see them. The importance of shared spaces to creative problem solving is something I’ve written about, following my work in the pharmaceutical industry. My thinking was triggered in part by Michael Schrage’s book,No More Teams!: Mastering the Dynamics of Creative Collaboration(1995), which arose from Shrage’s work at Xerox’s PARC labs. In classrooms (writing and other subjects), we’ve noticed that we get much better teamwork if we don’t allow each student to have a laptop open. We gather teams around a screen, with one person controlling the projected text. Then everyone can focus on the same space and actually work together, writing together. Technology often poses such antipathies, either pushing people toward private worlds or drawing people together into social experiences. Writing, as we know, can be solitary or social. As teachers, we can create mediated spaces to foster the social interaction. ... View more