#26552
This course focuses on media, techniques, and formats of writing that are used in professional environments. Students explore the assumptions that govern writing in their fields and practice the writing skills and styles applicable to communicating effectively.
Carter, Kellie Rae. Rensselaer Polytechnic Institute (2003). Academic>Courses>Writing>Business Communication
#25578
Writing for the World Wide Web
This is a course about writing and the World Wide Web in at least two different and related ways. First, we will be reading, 'browsing,' and writing about the World Wide Web in order to understand how the web works rhetorically. Second, we will be creating web sites that are good examples of effective web sites.
Krause, Steven D. Eastern Michigan University (2005). Academic>Course Materials>Web Design>Writing
#19710
Writing for the World Wide Web
Through course readings, class discussion, and web projects, you'll learn to apply rhetorical principles of audience analysis, invention, organization, style, and design to hypermedia authoring; to use hypertext markup language as a presentation tool for publishing on the World Wide Web; to plan and manage web projects; to develop independent learning and problem-solving skills.
Payne, Don. Iowa State University (2002). Academic>Courses>Web Design>Writing
#15042
Writing for the World Wide Web
Course goals: to analyze specific audiences and rhetorical situations in the design of large-scale Web sites; to apply the principles of information architecture to the creation of intuitive navigation systems and a seamless user experience; to learn how hypertext markup language (HTML) renders Web pages and supports the use of graphics, video, and other media; and to learn the basics of visual design and production as they relate to Web photographs and graphic images.
Honeycutt, Lee. Iowa State University (2002). Academic>Courses>Web Design>Writing
#21876
Writing for the World-Wide Web
Teaches how to apply the principles of information architecture to the creation of intuitive navigation systems and a seamless user experience.
Sauer, Geoffrey. Iowa State University (2004). Academic>Courses>Web Design>Writing
#20347
Writing for the World-Wide Web
Teaches how to apply the principles of information architecture to the creation of intuitive navigation systems and a seamless user experience.
Sauer, Geoffrey. Iowa State University (2003). Academic>Courses>Web Design>Writing
#20281
Writing for the World-Wide Web
As a student in this course you will have the opportunity to learn to write for the World Wide Web and use appropriate hardware and software.
Tesdell, Lee S. Minnesota State University, Mankato (2003). Academic>Courses>Web Design>Writing
#25570
Writing in the Professional World
This is the homepage for Steven D. Krause's Winter 2005 section of English 323: Writing in the Professional World.
Krause, Steven D. Eastern Michigan University (2005). Academic>Courses>Business Communication
#31817
This course is designed to familiarize you with the type of writing you'll encounter and produce as a college-educated professional. You'll learn how to write clearly, confidently, and effectively for an international audience. You'll also learn how to compose great resumes, emails, proposals, and Power Point presentations. You'll learn productive strategies for working in groups. Finally, you'll get to work with powerful, yet easy-to-use software.
Barton, Matt. MattBarton.net (2008). Academic>Courses>Business Communication>Writing
#14341
Professional writers are primarily concerned with the effective delivery of information to specific audiences, whether through a paper medium (such as a brochure or memo) or an electronic medium (such as a web site). A wide variety of factors impact this delivery: an understanding of audience (both multiple and widely differing), the organization of information, readability, the ability to navigate a document, ease of use, placement and use of visuals/graphics, text, etc. This course will teach you to think about the overall design of a web site, about how audiences use and read web pages, about effective writing styles for the web, and about a host of other issues that address the delivery of information.
L'Eplattenier, Barbara. University of Arkansas-Little Rock (2002). Academic>Courses>Rhetoric
#26483
Writing Program Administrators: Job Board
Post announcements about job openings in this forum. Posters are encouraged to send their announcements to WPA-L as well.
Council of Writing Program Administrators, The. Careers>Job Listings>Academic>Writing
#10783
Describes the two types of abstracts: informational and Descriptive, then gives some tips on how to write effective report abstracts.
#10760
Writing Research Papers: A Step-by-Step Procedure
In this section of our site, we offer you handouts and exercises on different aspects of research and the writing of research papers. If you are interested in a more extensive tutorial on research papers, check out our new Research Paper Workshop.
Purdue University (1998). Academic>Writing
#25579
Writing Research Theory and Practice
This course has two related goals. First, the course is an introduction to some of the theoretical and practical approaches to research taken by scholars in composition and rhetoric. Second, the course is designed to help prepare students to write a project proposal which will in turn help them as they begin work on their MA thesis or writing project.
Krause, Steven D. Eastern Michigan University (2005). Academic>Courses>Research
#14279
Regardless of what industry you work in, as a professional communicator you will encounter the difficulty of defining a new or unfamiliar term for your readers. How will you explain a new concept like random access memory? How would you even know where to begin? Technical Communication/4e presents several options you have for writing technical definitions, providing examples of both short and extended definitions. For this exercise you will construct a technical definition for a specific audience. The strategy you choose for defining the concept depends on the audience(s) you select, that audience’s need(s) for the information, and the type of document in which the definition would appear.
Burnett, Rebecca E. Thomson (2001). Academic>Course Materials>Writing
#31931
Writing the Teaching Statement
Take pity on me and my colleagues. As a faculty member who serves on faculty search committees and a frequent reader of job applications, I dread reading teaching statements. I have even considered asking search committees to stop asking for these essays (in which applicants discuss their teaching philosophies and their anticipated approaches to teaching) because they are so often insipid and painful to read. I've never actually made that suggestion, though, and for now, at my institution (and many others), teaching statements remain a required part of an application for a faculty position. So for every permanent-faculty search I'm involved in, I end up reading as many as several hundred insipid teaching statements. Have mercy.
Austin, Rachel Narehood. Science (2006). Careers>Interviewing>Academic
#22346
Writing to Inform, Convince, and Persuade
This course introduces the writing process and the types of academic writing you may be expected to complete in your college career such as research papers, argumentative papers, and literature reviews. The course is designed to help you develop a clear thesis in a written paper and support that thesis with appropriate sources. Time will be spent discussing rhetorical elements in writing such as audience, purpose, and argumentative structure. In addition, you will practice steps in the writing process such as invention, research, organization, drafting, revision, and editing. Your assignments will report, synthesize, and draw conclusions regarding the significance of what you read. Assignments may include 1) summary or abstract; 2) rhetorical analysis; (3) short thesis paper; (4) prospectus; (5) evaluation or review of literature; (6) research paper. Some courses are taught in a computer classroom and some in a traditional classroom.
Ratliff, Clancy. University of Minnesota (2003). Academic>Courses>Writing>Rhetoric
#32147
Introduction to Professional Writing Research
English 203 serves as an introduction to research approaches and methods useful for professional writers. The course will focus on developing ideas to guide research; collecting print and online information; interviewing, surveying, and conducting observations; and evaluating, summarizing, analyzing, and reporting research. Perhaps most important, the course will focus on developing your writing skills so that you might not only engage in but also produce quality professional research.
Bay, Jennifer. Purdue University (2008). Academic>Courses>Research>Business Communication
#32148
Introduction to Professional Writing
English 306 introduces you to the rhetorical principles and theoretical concepts that you will need as a professional writer. These principles and concepts will help you analyze and respond effectively to a variety of workplace writing scenarios. While the course will address some practical skills such as how to write memos, emails, and reports, we will focus most of our attention on theories of rhetoric, language, and information. We will learn how information operates in organizations, theories about information architecture, as well as rhetorical concepts that will allow you to effectively assess and approach any writing situation you might encounter. Additionally, the course will introduce you to the strategies and skills necessary for using various communication technologies in workplace contexts.
Bay, Jennifer. Purdue University (2007). Academic>Courses>Business Communication>Technical Writing
#32149
The class English 396D: Digital Rhetorics and Writing covers contemporary digital writing practices and rhetorical theories about those practices. This space is a metasite intended to aggregate class content.
Bay, Jennifer. Purdue University (2008). Academic>Courses>Writing>Online
#32150
English 419 introduces students to the fundamental rhetorical theories, principles, and practices of multimedia design, implementation, and publishing. The main objective for the course is for students to understand critical theories of multimedia and the new media technologies that create and publish multimedia content, with a particular emphasis on visual rhetoric and usability. Since multimedia is, by nature, interactive, we will cover the rhetorical nature of interactivity, the relationship of the audience—or users—to interactivity, and the discovery of innovative methods for successfully interacting with others through multimedia. Students will explore these theories through projects that require creative engagements with a variety of technologies and users.
Bay, Jennifer. Purdue University (2003). Academic>Courses>Multimedia>Writing
#32151
English 420 teaches students the rhetorical principles and writing practices necessary for producing effective business letters, memos, reports, and collaborative projects in professional contexts. The curriculum is informed by current research in rhetoric and professional writing and is guided by the needs and practices of business, industry, and society at large, as well as by the expectations of Purdue students and programs. All sections of English 420 are offered in networked computer classrooms to ensure that students taking the course are prepared for the writing environment of the 21st-century workplace. The course teaches the rhetorical principles that help students shape their business writing ethically, for multiple audiences, in a variety of professional situations.
Bay, Jennifer. Purdue University (2006). Academic>Courses>Business Communication>Writing
#32152
Theories of Rhetoric and Composition
English 470 will explore some of the major theories of rhetoric and writing which shape the ways that we use language in social, educational, political, and professional situations. We will examine various definitions of rhetoric, key rhetorical concepts and debates, theories of writing, the impact of new technologies on rhetoric and writing, and philosophical questions, among others. Our trajectory for the course can be mapped across several different heuristics. We can say that we will begin with oral traditions of rhetoric, move to written traditions, and then to electric or online instantiations of rhetoric. Another way to think about the structure of the course is philosophically: we start with ancient concepts of language and thought, then move to modernist conceptions, and finish with postmodern ideas about the place of rhetoric in the world. While we won't be able to cover every historical period and every rhetorical concept, you should leave the class with an understanding of what rhetoric is, when, where, and how it can be deployed, and why rhetoric is important. The ultimate goal of the course is for students to understand rhetoric as a productive art that offers transformative possibilities.
Bay, Jennifer. Purdue University (2004). Academic>Courses>Writing>Rhetoric
#32153
What is "new media?" English 680N will examine this question from a variety of perspectives, investigating forms and examples of new media as well as the theories that underlie and emerge from these forms.
Bay, Jennifer. Purdue University (2008). Academic>Courses>Multimedia>Theory
#32214
Fundamentals of Leadership: Communicating a Vision
Today's business climate of outsourcing, in-sourcing, virtual teams, and ROI-driven objectives can leave a manager at any level feeling powerless. Yet, we often see examples of those who can elicit unwavering support from their teams, driving highly effective projects, and getting the best performance from employees despite ever-increasing workloads. What is it about these individuals that makes them stand out as great leaders?
Harris, Kerri. TechCom Manager (2005). Academic>Management>Collaboration>Rhetoric
