categoryallspace2-Courses http://tc.eserver.org/dir/Courses A directory of resources about courses in the field of technical communication. en-us Copyright (c) 2005-08 by the EServer. All rights reserved. tclib-editorial@eserver.org (TC Library Editorial Board) webmaster@eserver.org (Geoffrey Sauer) http://tc.eserver.org/images/newlogo.gif http://tc.eserver.org/dir/Courses http://tc.eserver.org/31063.html http://tc.eserver.org/31063.html Knowledge analysis and representation; information presentation and assimilation; bibliographic and record control. http://tc.eserver.org/30999.html http://tc.eserver.org/30999.html We offer you Level 1 and Level 2 courses in technical writing, plus a workshop on writing system requirement specifications. We're constantly updating and restructuring our content. We also welcome your active participation in building and improving this learning community. http://tc.eserver.org/30792.html http://tc.eserver.org/30792.html This course will provide an introductory level approach to professional web authoring. It is ideal for folks with little to no background in CSS, XHTML, Photoshop, iMovie, PHP, Database, TCP/Server experience, and other essential web authoring technologies. We will approach these technologies from both a production and a publication perspective. http://tc.eserver.org/29785.html http://tc.eserver.org/29785.html Rhetoric 3301 is a writing course in which students work to improve their writing style and clarity while studying the conventions of standard usage. http://tc.eserver.org/29786.html http://tc.eserver.org/29786.html Rhetoric 3316 studies and practices 'workplace communication required of professionals who write as part of their jobs. Emphasis on developing a sense of audience and purpose, writing in teams, and learning problem-solving strategies. Intensive practice writing workplace documents such as memos, letters, e-mail, resumes, and reports.' http://tc.eserver.org/29787.html http://tc.eserver.org/29787.html Rhetoric 5/4304 emphasizes the editing process of technical materials, which includes the following: knowing different levels of editing, copyediting and proofreading, editing for organization and content, editing graphics, editing for effective document design, and learning how to work effectively and efficiently as a team member. We'll do hands-on editing to give you necessary knowledge/practice and to develop your editing skills. http://tc.eserver.org/28953.html http://tc.eserver.org/28953.html The main objective of this class is to help you gain the skills needed to think through writing tasks, analyze the audience(s) involved, secure various types of resources, generate documents, and present those documents in an effective manner. http://tc.eserver.org/28954.html http://tc.eserver.org/28954.html This interdisciplinary course focuses on studying and researching the role of rhetoric in the development of visual elements in texts. Students will be asked to both analyze and design visual texts, to analyze and critique ways in which visual rhetoric is defined, and to conduct primary research on an element of visual rhetoric. http://tc.eserver.org/28287.html http://tc.eserver.org/28287.html The web site for a Master's level course on Usability Testing in the Technical Communication department at the University of Washington. http://tc.eserver.org/27357.html http://tc.eserver.org/27357.html In this class, you will learn how to edit technical documents, from proofreading for errors at the surface to ensuring that the document contains appropriate content, organization, and visuals for its audiences. Students will also learn how to use traditional editing marks, editing functions within word processors, and principles of layout and design. http://tc.eserver.org/27356.html http://tc.eserver.org/27356.html In this class, students will learn how to edit technical documents, from proofreading for errors at the surface to ensuring that the document contains appropriate content, organization, and visuals for its audiences. Students will also learn how to use traditional editing marks, editing functions within word processors, and principles of layout and design. Finally, students will learn about the profession of editing and develop pieces to support their careers. http://tc.eserver.org/26900.html http://tc.eserver.org/26900.html This course is designed for upper division students in a business field who will write in their future employment. Successful employees know how to communicate clearly and effectively, changing writing style and content for varying audiences and purposes. This class will focus on the difficult task of meeting readers' needs while simultaneously representing your best interests and those of your employer. To meet that end, the assignments will cover a variety of tasks produced under different circumstances, some done quickly during class and some polished and perfected over time. Students completing the semester's work should see a visible improvement in their writing, especially in terms of clarity and precision. http://tc.eserver.org/26667.html http://tc.eserver.org/26667.html The Internet has become an immensely pervasive and powerful form of communication, one that despite its quick rise has yet to reach most of the world's population. This class is a survey that will trace the Internet's history, reception, audience, industries, rhetorics, fictional and filmic narratives, and potential as a purveyor and transmitter of culture and values. We will focus on the intersections between Internet and old media culture, popular culture, and critical theories of identity. http://tc.eserver.org/26551.html http://tc.eserver.org/26551.html This studio/seminar course will contribute to student’s practical and theoretical knowledge of user-centered interface design. In the move from Engineering English to Technical Communication, technical communicators increasingly work with and within computer interfaces, as content developers, as human-factors and usability experts, and as information designers. This course examines both the work of interface design, focused on web and multimedia interfaces, and the theory of such work, particularly where it intersects with critical and cultural theory. We’ll be looking at the development of user-centered and participatory design (Johnson, Ehn, Winograd), critical theories of technology (Foucault, Feinberg), and design strategies for critiquing or politicizing design (Laurel, Kolko). http://tc.eserver.org/26553.html http://tc.eserver.org/26553.html In this course, students work on collaborative projects to design innovative human-computer interactions (HCIs) aimed at transforming the way people do things in their everyday lives at work, in the home, and at play. Students work with activity analysis to observe and analyze everyday practices, with object-oriented modeling to represent and transform those practices, and with UI prototyping for selected implementation. The course serves as the capstone in the HCI MS Certificate but is open to any junior or senior with technical skills seeking an opportunity to engage in an extended design studio leading to an HCI design. Prerequisites: In general: at least one course in one of the following areas: web design, database design, graphics design, document design, or software engineering design. For those completing the MS Certificate in Human-Computer Interaction: Fundamentals of HCI Usability, Electronic Coaching Systems, and Communication Design for the Web. http://tc.eserver.org/26552.html http://tc.eserver.org/26552.html 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. http://tc.eserver.org/26547.html http://tc.eserver.org/26547.html This class focuses on effective writing and design for online environments--with particular emphasis on the Web. While grounded in relevant theory, this course has a workshop format, with an emphasis on hands-on, collaborative learning. http://tc.eserver.org/26503.html http://tc.eserver.org/26503.html Communication for engineering, science, and technology; theory and practice in planning, preparing, and critiquing reports, proposals, instructions, and business correspondence; research strategies, collaborative work; oral presentations. http://tc.eserver.org/26018.html http://tc.eserver.org/26018.html This course will help those employed within technical fields (scientists, engineers, medical professionals, etc.), as well as those who address technical audiences, to effectively plan, research, write, and present technical information. http://tc.eserver.org/25988.html http://tc.eserver.org/25988.html This course is a variation of Utah State University's twice-annual Technology and the Writer Course. The Technology and the Writer course is based on research done in the 1990s to determine which writing professions demanded the best salaries and were most likely to survive overseas outsourcing. http://tc.eserver.org/25881.html http://tc.eserver.org/25881.html One definition of rhetoric is the study of relationships between writers and readers. This course will review changes in publishing from 1688 to the present, considering implications for writers (particularly professional communicators), publishing, and reading audiences. The course will learn about, then examine in detail, the social impact of key innovations from this period. http://tc.eserver.org/25880.html http://tc.eserver.org/25880.html This course will investigate how the digital challenges our perceptions of what we have come to call literacy (and thus, composition). Is literacy a relevant term for digital production, or do we need a new term to describe the process of acquiring and producing knowledge? http://tc.eserver.org/25677.html http://tc.eserver.org/25677.html This course offers students in various disciplines a critical view of the technologies now shaping workplace communication and our society as a whole. Using rhetorical theories of technology, we will examine the historical roots of communication technology and explore a number of economic and ethical issues spawned by the computer revolution. Students will gain a deep understanding of how technology impacts the decisions of technical communicators in an increasingly electronic workplace. http://tc.eserver.org/25676.html http://tc.eserver.org/25676.html This graduate course will study theoretical constructs and issues that inform workplace professional communication. Inherently a multi-disciplinary activity, professional comm-unication draws on theories from fields as different as rhetoric and science, psychology and philosophy, sociology and linguistics. This term we will focus specifically on rhetoric, on the relationships between author, text and reader, and on philosophies of science and language as they apply to workplace practice. http://tc.eserver.org/25563.html http://tc.eserver.org/25563.html This course is designed with several goals in mind: to analyze web sites & understand effective web design principles; to understand information architecture & its importance in relation to web sites; and to use those principles to design web sites—one of your choosing & one for a client. http://tc.eserver.org/25570.html http://tc.eserver.org/25570.html This is the homepage for Steven D. Krause's Winter 2005 section of English 323: Writing in the Professional World. http://tc.eserver.org/25579.html http://tc.eserver.org/25579.html 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. http://tc.eserver.org/25445.html http://tc.eserver.org/25445.html This is a course in the process and techniques used in the technical communication profession for developing and delivering instructional materials for software: computer applications programs. Instructional materials includes all forms of manuals, procedures, step-by-step, tutorials, getting started, booklets, online help, performance support, Wizards, and other methods of supporting the work of software end users. This course also represents a culmination of preparation for professional work. In this course we explore both professional issues and practical issues with the intention of giving you the chance to apply principles to representative projects. http://tc.eserver.org/25313.html http://tc.eserver.org/25313.html This course is designed for students who expect to write in their future employment. Successful employees know how to communicate clearly and effectively, changing writing style and content for varying audiences and purposes. This class will focus on the difficult task of meeting readers' needs while simultaneously representing your best interests and those of your employer. To meet that end, the assignments will cover a variety of tasks produced under different circumstances, some done quickly during class and some polished and perfected over time. Students completing the semester's work should see a visible improvement in their writing, especially in terms of clarity and precision. http://tc.eserver.org/25312.html http://tc.eserver.org/25312.html The practice of effective electronic group communication has evolved as a primary consideration for efficient management of engineering and other creative group projects, in similar lines of those handled by EMAC students and in other engineering disciplines http://tc.eserver.org/25035.html http://tc.eserver.org/25035.html In this class you will learn the tools and design elements of multimedia for producing instruction on CD-ROM and the Internet. http://tc.eserver.org/24288.html http://tc.eserver.org/24288.html During the course students examine more thoroughly the content areas of TC introduced on the Introduction course running paralelly. The work will include workshops, study circles both face-to-face and in the course web environment. The study will be documented and evaluated through a digital portfolio, which includes a personal coourse log, samples and summaries of the work done during the course and reflections upon them (one portfolio to cover all the courses on TC). http://tc.eserver.org/24066.html http://tc.eserver.org/24066.html This site will be the locus of your one-hour class treating the core principles and concepts you'll likely encounter in developing an understanding of the basic framework of thought in technical communication. http://tc.eserver.org/24035.html http://tc.eserver.org/24035.html This is a 10 hour, 5 week course taught one-on-one or in a small group (2-5 people) that is an introduction to the Adobe InDesign application. In the course we will cover the fundamentals of designing rich documents, including books, pamphlets, and posters. http://tc.eserver.org/24036.html http://tc.eserver.org/24036.html Instruction covers primary and secondary research techniques, analysis and interpretation of information, audience analysis, report design, format and graphics, and oral reporting. Instruction also covers writing in its social context and the management of complex research and writing projects. http://tc.eserver.org/24004.html http://tc.eserver.org/24004.html According to the university catalog, the subject matter of WRT 307, Professional Writing, is: professional communication through the study of audience, purpose, and ethics; rhetorical problem-solving principles applied to diverse professional writing tasks and situations. http://tc.eserver.org/24005.html http://tc.eserver.org/24005.html The primary aim of Writing 205/Writing Studio 2 is to help you become more adept at meeting the writing demands of the university. In your earlier work in writing courses, you may have focused on reflection or understanding what you have come to know through experience and observation. http://tc.eserver.org/23882.html http://tc.eserver.org/23882.html Both spatial and visual rhetorics attend to issues of boundaries. From the structure of our classroom spaces to the margins of the page, rhetoric and compositionist are investigating the ways spatial and visual experiences are impacting our work as teachers and scholars. http://tc.eserver.org/23814.html http://tc.eserver.org/23814.html Almost all of us are or will be involved in risk communication—as either producers or consumers—in two broad capacities: as professionals (scientists, engineers, technical communicators, business managers, foresters, etc.) and as citizens. http://tc.eserver.org/23812.html http://tc.eserver.org/23812.html Community journalism is usually defined as journalism by papers--usually weeklies--with circulations of under 50,000 that focus on service to their particular communities. Public or civic journalism is usually defined as journalism that strives to provide readers with what they need to be responsible citizens. As Jock Lauterer makes clear in chapter 19 of Community Journalism, there is a strong overlap between these two types of journalism. In this course, we will explore and examine the relationships between these two types of journalism through reading, discussion, and practice. http://tc.eserver.org/23737.html http://tc.eserver.org/23737.html English 5373 covers the management and production of forms of print and online manuals, including software and hardware manuals, instructions, and performance support.  Students will learn how to manage projects, and how to address issues of user analysis, text design, graphics design, task orientation, and translation. Class activities will include exercises and presentations focused on student project work. http://tc.eserver.org/23683.html http://tc.eserver.org/23683.html This course assists students in developing the writing ability required by their future professions. All assignments are writing-intensive. http://tc.eserver.org/23617.html http://tc.eserver.org/23617.html This course covers the twentieth-century development of methods and practice in rhetorical criticism. We will examine the assumptions, achievements, and limitations of a variety of perspectives (for example, neo-Aristotelian, generic, metaphoric, dramatistic, narrative, feminist, sociological, ideological) and survey their application to a variety of discourses (political, institutional, scientific, legal, educational, religious, and the like) and modes (for example, visual and material, as well as oral and written). We will also consider the relationships between rhetorical criticism and literary and other forms of cultural criticism. http://tc.eserver.org/23618.html http://tc.eserver.org/23618.html Among the many effects of computer technology are dramatic changes in the ways we produce and disseminate written texts. These changes affect everyday uses of writing, in the classroom and the workplace, as well as the professions that focus on written language—print journalism, technical communication, and other areas of publishing and the media. New technologies affect the ways we read and permit new ways of manipulating and linking the written word. http://tc.eserver.org/23530.html http://tc.eserver.org/23530.html This course provides an introduction to business writing, which includes business reports, memos, and letters; this course is particularly appropriate for students in business and related areas, although it is open to students from any major. The course requires critical thinking, problem solving, attention to detail, ingenuity, and a significant commitment of time to complete the writing assignments. http://tc.eserver.org/23532.html http://tc.eserver.org/23532.html This course provides technical communicators with a practical and theoretical overview of document design. We will begin with examinations of document design theories and conventions coming from graphic artists, usability experts, cognitive psychologists, and technical communication scholars, and then critique those theories and conventions as we apply them to the analysis and creation of technical documents. In the process, we will problematize modernist expediency and question long-held assumptions. http://tc.eserver.org/23531.html http://tc.eserver.org/23531.html In this course we'll be talking about and working on the architecture of 'information spaces.' An 'information space' could be a virtual space like a Web site or a database, or it could be a library, a town hall, a workplace, etc. Basically, it's any place that is designed to help people interact with information, and our goal will be learning about better, more sophisticated ways of helping people interact effectively. http://tc.eserver.org/23529.html http://tc.eserver.org/23529.html This course provides an introduction to technical writing, which includes technical reports, instructions, proposals, letters of application, resumes, procedures, and manuals; this course is particularly appropriate for students in English, information resources, science, engineering, architecture, education, and other applied sciences, although it is open to students from any major. http://tc.eserver.org/23533.html http://tc.eserver.org/23533.html The first part of the course will help you acquire reading and writing skills needed in graduate school. Consider these survival skills as well as a way to get a competitive edge. In class, we will focus on the reading and analysis (written and oral) of academic writings in Computer Science and closely related fields. Most weeks you will be expected to read a journal or other technical article and report on it. You may be asked to make a short oral presentation to the class. http://tc.eserver.org/23317.html http://tc.eserver.org/23317.html English 421 helps students become better professional communicators through contextual research and analysis. The curriculum is informed by current research in rhetoric and professional writing and is guided by the needs and practices of business, the high-tech industry, and society at large. http://tc.eserver.org/23067.html http://tc.eserver.org/23067.html This course will focus on the fundamentals of developing digital multimedia using a range of software, hardware, and electronic equipment. Solid computer skills, knowledge of rhetoric, and basic web design skills are assumed, but no specific experience with multimedia technologies is prerequisite. Be prepared to approach multimedia vigorously and immersively. http://tc.eserver.org/22977.html http://tc.eserver.org/22977.html Students will be asked to choose and research particular social situations, analyze texts produced in the contexts of these situations, and present the results of these explorations in written assignments and oral presentations. Students will be asked to go through drafting and peer review and revision processes while working on the course assignments. In-class time will be provided for peer review sessions. http://tc.eserver.org/22978.html http://tc.eserver.org/22978.html This course is designed to meet two objectives. First, it offers an opportunity for students to conduct a collective inquiry into the theory and practice of academic writing. Second, it allows students to practise, explore, and experiment with various strategies for enriching their own writing. http://tc.eserver.org/22812.html http://tc.eserver.org/22812.html English 515 is designed for undergraduates and graduates interested in professional writing for both print and electronic publication. Students learn to produce documents and coordinate writing projects, study and apply principles of document design and electronic publication using appropriate application software, and work in teams in computer-networked environments. Students will work both individually and collaboratively as they document, utilize and analyze writing practices, literacy tools, and research methodologies. http://tc.eserver.org/22811.html http://tc.eserver.org/22811.html This course focuses on articulating rhetorical opportunities present in the visual turn; the role of perceptual processes, time, movement, and memory in the act of seeing; the interanimation of the verbal and the visual in representation; the circumstances of visual culture and art; visual communication in print and on the Web; and identification as a visual/rhetorical process. Is there potential to create critical verbo-visual literacy? The course explores what such definitions of literacy mean for communication, argumentation, persuasion and narration. http://tc.eserver.org/22617.html http://tc.eserver.org/22617.html This course covers the theoretical and practical aspects of teaching the technical communication service course in particular, and the teaching of technical communication in general. Topics covered include technical communication pedagogy (social, literacy-based, cultural, and constructivist) and pedagogical methodology (including service-learning), theoretical approaches to ethics, genre studies and workplace writing, relations between academia and industry, and various theoretical approaches to assessment of courses, programs, and instructors. http://tc.eserver.org/22581.html http://tc.eserver.org/22581.html This course is designed to provide a forum for experiential learning. As such, it demands a high level of person-to-person communication and interaction that centers on the challenges of real-life contextual communication. http://tc.eserver.org/22470.html http://tc.eserver.org/22470.html English 413 presents principles of Web-based document design, creation, layout, editing, and posting to the Internet and on corporate intranets. http://tc.eserver.org/22386.html http://tc.eserver.org/22386.html Il modulo si propone di fornire allo studente la conoscenza e gli strumenti per la gestione e lo sviluppo dell'informazione tecnica, soprattutto nel settore meccanico. http://tc.eserver.org/22345.html http://tc.eserver.org/22345.html This course is designed to help you improve your oral presentation skills and strengthen your ability to make a good argument and communicate effectively to an audience. You will gain these skills by studying rhetorical principles, analyzing other presentations, and practicing your own speaking. http://tc.eserver.org/22347.html http://tc.eserver.org/22347.html To understand technical documents as audience-centered and write for a target audience. To realize that knowledge is socially constructed and that writing is determined to a large extent by context. To improve grammar, mechanics, and style. To write for the Internet and become familiar with the weblog as a writing genre. To design and test a set of instructions. To use software tools, simple design principles, and effective typography to create documents with superior readability and usability. To create a major report using multiple information-gathering techniques, including library research and interview. To learn the differences among various writing genres used in the workplace, including the memo, proposal, progress report, and research report. http://tc.eserver.org/22348.html http://tc.eserver.org/22348.html In this course, students will master two important aspects of technical communication: its genres and its process. Students will learn and apply several primary genres of technical communication, including the résumé and cover letter, the memo, the proposal, the abstract, the progress report, and the empirical report. Students will use these genres to document their research progress and results. Students will also learn and use the technical writing process. http://tc.eserver.org/22346.html http://tc.eserver.org/22346.html 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. http://tc.eserver.org/22227.html http://tc.eserver.org/22227.html In Western culture, we now understand that visual representations influence our thinking, but we don’t always fully comprehend the extent of that influence, nor do we understand precisely how that influence is exercised. In this course, we will gain a fuller understanding of the influence of the visual on meaning, by thinking with, about, and through the visual. http://tc.eserver.org/22163.html http://tc.eserver.org/22163.html In this course you will learn the methodology of single sourcing and the technology of a help applications tool (RoboHelp Office X4). http://tc.eserver.org/22162.html http://tc.eserver.org/22162.html This course aims to prepare you for on-the-job writing. You will study and practice writing a variety of professional and technical documents such as emails, letters, resumes, instructions, proposals, presentations, and reports. http://tc.eserver.org/21982.html http://tc.eserver.org/21982.html Advanced Content Development for the World Wide Web is a course for people who wish to explore concepts of content development and management in greater depth than is usually possible in an introductory course. This course is designed to give you a chance to analyze and experience creating effective content for the web. http://tc.eserver.org/21972.html http://tc.eserver.org/21972.html The course provides a Humanities perspective on web design. It introduces students to basic issues and practices of web design, but also examines how web pages can be seen as texts that are amenable to rhetorical and cultural analysis.  Web sites embody 'architectures', which as MIT professor of architecture William Mitchell notes, raise many of the same issues of access, assembly, use, control, and community formation that occur with urban planning.  We will thus not only practice designing web pages, but we will also consider methods for interpreting and analyzing web sites. http://tc.eserver.org/21971.html http://tc.eserver.org/21971.html This web site contains information about Chris Werry's section of RWS 503W Technical Writing. You'll find the syllabus, course description, on-line readings, assignments, and other course materials here. http://tc.eserver.org/21877.html http://tc.eserver.org/21877.html This course will focus on the fundamentals of developing digital multimedia using a range of software, hardware, and electronic equipment. Through readings, class discussion and multimedia projects, you'll learn to apply rhetorical principles (audience analysis, invention, organization, style, design) to multimedia authoring; to learn production techniques for multimedia development (including CD-ROM, streaming video, DVD video and Flash interactivity), from storyboarding to nonlinear editing; to plan and manage collaborative multimedia projects; to master software genres commonly used for multimedia training program in education and industry. http://tc.eserver.org/21876.html http://tc.eserver.org/21876.html Teaches how to apply the principles of information architecture to the creation of intuitive navigation systems and a seamless user experience. http://tc.eserver.org/21540.html http://tc.eserver.org/21540.html This course is designed for undergraduates and graduates interested in the professional writing and publishing of both print based and electronic documents. Through a variety of projects, we will cover advanced theories of document design, web-based publishing, educational media, information delivery, and multimedia production. The course is designed so that students will have opportunities to work on both electronic and print based projects. http://tc.eserver.org/21037.html http://tc.eserver.org/21037.html This course is designed to complete a trilogy of courses that explore challenges and issues relevant to information design. In this case, the course focuses on the design of instructional documents. http://tc.eserver.org/21036.html http://tc.eserver.org/21036.html This course is designed to be an introduction to professional/technical communication as a profession and academic discipline. We will examine current issues, theories and practices, career opportunities, professional development, significant tools, and UNI's curriculum. http://tc.eserver.org/21038.html http://tc.eserver.org/21038.html This course is designed to be an introduction to the work of editing in a variety of settings. This screen provides your introduction to this site. http://tc.eserver.org/21039.html http://tc.eserver.org/21039.html This course is designed to provide you with professional experience outside of the standard classroom. http://tc.eserver.org/20994.html http://tc.eserver.org/20994.html This course explore issues in relation to different expressions of interface design: software interfaces, web interfaces, and physical products. We will also spend a good deal of time exploring usability principles and concepts on which we can base our expressions. http://tc.eserver.org/20918.html http://tc.eserver.org/20918.html The goal of this course is to foster a sophisticated understanding of rhetorical situation, style and arrangement. Writing for the electronic medium with its specific demands should reveal by contrast material aspects of the practice of conventionalwriting that may have been taken for granted. Technologies encourage certain kinds of thinking and behavior and discourage others. Writing has always been one such technology. The World Wide Web is not the introduction of, but a shift in, technology. Students will analyze, conceptualize and create websites with HTML and graphics without the use of WYSIWYG helpers. WYSIWYG programs can make website development easy; however, we will stay close to the actual code in order to get a better understanding of the medium. http://tc.eserver.org/20915.html http://tc.eserver.org/20915.html This course will increase your understanding of the ways in which traditional communication pattern in the workplace enrich or diminish us and empower or marginalize women, older workers, workers with disabilities, racial and ethnic groups and other minorities, and labor. http://tc.eserver.org/20914.html http://tc.eserver.org/20914.html In this course, you will extend your critical and rhetorical skills beyond the classroom and the library into the world of community action and service by working or volunteering at least two hours a week at a local nonprofit community service agency or group (dealing, for example, with homeless outreach, adult literacy, tutoring inner-city children, elder care, AIDS support, drug rehabilitation, domestic violence, environmental issues, or civil rights issues). Up to one hour a week on-site may be used to gather information for assignmen http://tc.eserver.org/20881.html http://tc.eserver.org/20881.html The main objective of this practicum is to encourage your pedagogical, technical, and professional development. http://tc.eserver.org/20879.html http://tc.eserver.org/20879.html Applies principles of effective professional writing to the planning, production, and evaluation of computer user manuals and other writing tasks. http://tc.eserver.org/20711.html http://tc.eserver.org/20711.html A brief overview of the field of technical writing, including techniques and strategies of effective writing, and of conventions used in documents such as letters, memos, proposals, abstracts and reports. One lecture hour a week for one semester. http://tc.eserver.org/20625.html http://tc.eserver.org/20625.html This 'syllaweb' is provided for an ASU-East Online Course. As a student in this class, you'll be: exploring the wide range of professional possibilities in the world of technical communication; learning and discussing principles and techniques for a variety of technical writing and communication tasks; developing an awareness for audience and purpose; understanding how all of these impact content, logic, and organization; practicing writing and document design. http://tc.eserver.org/20558.html http://tc.eserver.org/20558.html ENGL 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 of business, industry, and society at large, as well as by the needs of Purdue students and programs. http://tc.eserver.org/20559.html http://tc.eserver.org/20559.html ENGL 421 helps students become better professional communicators through contextual research and analysis. The curriculum is informed by current research in rhetoric and professional writing and is guided by the needs and practices of business, the high-tech industry, and society at large, as well as by the expectations of Purdue students and programs. Students learn effective strategies for communicating with other people about and with technology, particularly in networked workplaces and through usability testing. They learn how to collaborate with colleagues in project teams as they analyze writing situations and respond to them with informative and visually effective print and electronic documents. The course teaches the rhetorical principles that help students shape their technical writing to suit a range of readers, for multiple purposes, in a variety of professional situations. http://tc.eserver.org/20387.html http://tc.eserver.org/20387.html This web site is one of the online resources for English 271 students at MSU, Mankato. In addition, the instructor uses the gradebook feature in Ucompass Educator, our university's e-learning platform. http://tc.eserver.org/20377.html http://tc.eserver.org/20377.html Technical Writing is not a grammar class but an applied writing course in which you will learn to: write clearly, concisely, and accurately for intended readers; apply good writing skills to technical documents; write various technical documents common in business and industry; write as a member of a team; and use word processing, electronic mail, and graphics software applications on a personal computer. http://tc.eserver.org/20376.html http://tc.eserver.org/20376.html This course will help you understand the process for developing the architecture and writing the content for informational websites. Proceeding from a rhetorical standpoint that emphasizes audience, purpose, and context, you will investigate and apply recent audience research, proven usability principles, and traditional design guidelines to critique as well as to design effective websites. http://tc.eserver.org/20348.html http://tc.eserver.org/20348.html In this course we will explore the various forms and media by which working professionals convey technical information to both expert and novice audiences. As a student in this course, you will learn to write a variety of genres used in technical communication -- resumés and cover letters, memos, proposals, progress reports and final reports. http://tc.eserver.org/20347.html http://tc.eserver.org/20347.html Teaches how to apply the principles of information architecture to the creation of intuitive navigation systems and a seamless user experience. http://tc.eserver.org/20281.html http://tc.eserver.org/20281.html 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. http://tc.eserver.org/20100.html http://tc.eserver.org/20100.html Drafting, rendering, and photographic techniques used in the development of illustrations for advertisements, technical manuals, and other publications. http://tc.eserver.org/20062.html http://tc.eserver.org/20062.html This course is designed for web content developers to learn about the disability access issues faced by people with disabilities in using the web and how web resources can be designed to improve accessibility. The course provides a foundation on how people with disabilities access information on the web using mainstream browsers and specialized assistive technologies like speech renderings. Participants will learn about the two main standards for web accessibility, the W3C Web Content Accessibility Standards and the Section 508 requirements for web materials. The strengths and weaknesses of different evaluation and repair tools will be presented to help participants understand how to use the available tools to evaluate and repair their web resources. Participants will learn about common HTML accessibility problems, and HTML and CSS techniques that can be used to improve accessibility. Captioning of multimedia materials is also covered for Microsoft Media Player, Real Player and Quicktime, and the accessibility of non-W3C technologies like PDF and Flash will also be discussed. http://tc.eserver.org/19710.html http://tc.eserver.org/19710.html 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. http://tc.eserver.org/19651.html http://tc.eserver.org/19651.html Technical Writing introduces students to the world of technical and professional communication. The focus of this course is upon writing that you might use on-the-job. http://tc.eserver.org/19592.html http://tc.eserver.org/19592.html 503W is designed to help upper-level students develop the communication skills needed for successful professional careers. The course provides the opportunity to write in the variety of forms you are likely to encounter in your professional lives (that is, memos, manuals, proposals, etc.). http://tc.eserver.org/19530.html http://tc.eserver.org/19530.html This course focuses on two interrelated subjects of importance to the field of professional communication: human factors and structured user research. Class readings, discussions, and projects will provide you with opportunities to build on your existing knowledge about professional communication and how knowledge about human factors and user research can enhance your work. We will examine strategies for user interfaces in a variety of contexts, including both online and print publications. http://tc.eserver.org/19493.html http://tc.eserver.org/19493.html As a technical communicator, you will either write computer documentation, or work with people who do. It's as simple as that. Thus, you need to be familiar with the process of designing effective documentation, both paper and online. You may already be familiar with some of the principles and concepts involved. In some sense, software documentation represents a particular application of the principles of document design. However, software documentation warrants treatment as a separate area of study because the content area to which these general theories are applied is sufficiently distinctive and volatile. In particular, the computer places users in a task environment which is or can be nonlinear andwhich is prone to overload and confuse them with its levels andcategories of information. The basic principles we will cover in this course are these: audienceanalysis, document organization, and the facilitation of informationaccess. Also relevant are task analysis, layering for multipleaudiences, interface design, minimalist design, the social context ofdocumentation, and document testing. http://tc.eserver.org/19273.html http://tc.eserver.org/19273.html Η Επικοινωνία Ανθρώπου-Μηχανής είναι ο διεπιστημονικός κλάδος που ασχολείται με την ανάλυση, σχεδίαση, υλοποίηση και αξιολόγηση της Διεπιφάνειας Χρήσης, εφαρμογών υπολογιστικών συστημάτων με τα οποία ο χρήστης έχει τη δυνατότητα αλληλεπίδρασης, καθώς και των θεμάτων που διέπουν αυτή την αλληλεπίδραση. http://tc.eserver.org/19197.html http://tc.eserver.org/19197.html This course participates in constructing visual rhetoric for composition studies and computers and composition studies. There are few models for the graduate study of visual rhetoric, and certainly there are not canonical issues or figures in this area. Instead there is the growing realizing that written discourse increasingly involves visual dimensions that are influenced (and sometime controlled) by the composer(s). Nowhere is this understanding more concretely rendered than in areas that depend on technology. In a real sense, technology has pushed us to see visual dimensions of meaning as falling under our influence. Of course, that influence can only be exercised via know-how. http://tc.eserver.org/18979.html http://tc.eserver.org/18979.html English 301 is an introductory course in the principles and practice of technical and business writing. Technical and business writing is, of course, part of the universe of written discourse, and so you will be building on writing skills that you already have and acquiring skills that you will be able to use in other writing tasks. While it is difficult to define technical and business writing precisely, we can say that it differs, generally, from other kinds of writing in its subject matter, purpose and approach, formal conventions, and style. At the same time, the differences are differences of degree rather than absolute differences. The subject matter of technical and business writing is, obviously, the world of science, technology, and business. However, subject matter that is not normally considered 'technical' can be the subject of technical writing, provided the approach to it is objective rather than subjective. In other words, the purpose and approach may allow an otherwise 'untechnical”'subject to become 'technical.' The two primary purposes of the writing you do in this course will be to inform and to persuade. You will study some basic principles of defining, instructing, and evaluating, and you will concentrate on presenting material objectively. When you persuade, you will persuade on the basis of verifiable evidence, not on the basis of appeals to emotion. Most technical and business writing observes specific conventions of form, and you will be introduced to a variety of these. Three elements of form that are particularly important in technical and business writing and are seldom used in other kinds of writing are headings, lists, and illustrations. These elements of form, when used effectively, will, of necessity, also affect organization and style. In addition, there are specific conventions of form that govern memo writing, letter writing, and report writing, and you will practice using these. http://tc.eserver.org/18922.html http://tc.eserver.org/18922.html This course provides a theoretical and critical overview of communication in cyberspace, such as email, MOOs, Web pages, Usenet newsgroups, e-lists, and other forms of Internet-based communication. Although television and radio have had significant impacts on the rhetorical situations of human discourse, the interactive, simultaneous, global technologies of the Internet are being viewed as an even greater force (some say revolution) in how we communicate with each other. This revolution can be understood from many perspectives, but rhetoric offers a critical lens through which to see the social and cultural implications--particularly the persuasive power and implications for personal privacy-- of this technology. Communication in cyberspace is different from traditional communication in many ways. In rhetorical studies, for example, communication is usually evaluated first by deciding if it is spoken or written and then by considering such communication in terms of the rhetorical canons. Yet online communication blurs the boundaries between oral and written discourse and raises questions about the traditional canons. In addition, interactions in cyberspace raise questions about identity, literacy, gender, community, intellectual property, privacy, commerce, the classroom, and the corporation. An interdisciplinary body of research called Internet Studies has arisen in response to this phenomenon. As a result, this class will analyze Internet discourse using rhetorical and other theory, with an emphasis on the persuasive power of electronic space. We will apply these ways of thinking to discourse taken from the Internet. Students will have an opportunity to publish white papers as part of the Internet Studies Center at the University of Minnesota. http://tc.eserver.org/18889.html http://tc.eserver.org/18889.html This is the first course you need to receive a Masters in Professional Technical Communication at New Jersey Institute of Technology. It provides the foundation and direction for all MSPTC coursework and includes modules on bibliographic research; usability analysis; working in teams; report writing; visual thinking; communicating with new technologies; and technical writing style. http://tc.eserver.org/18890.html http://tc.eserver.org/18890.html The Greek word for persuasion derives from the Greek verb 'to believe' Therefore, we can see that rhetoric may be argumentative but also expository (modes of discourse that seek to win acceptance of information or explanation). This understanding is critical for those of us who seek to accommodate technology or science to a user. http://tc.eserver.org/18868.html http://tc.eserver.org/18868.html This course explores knowledge management--the management theory based on the notion that knowledge is mission critical--from the perspective of technical communicators. We will read theory and technical communication scholarship, and we will critique management texts, IT approaches, and software interfaces. We will get hands-on practice with the common techcomm-based technologies, investigating single-sourcing strategies and building content and knowledge management systems. And we will discuss the role of technical communication in organizational knowledge management projects. http://tc.eserver.org/18869.html http://tc.eserver.org/18869.html The three skills that technical writers most often need are an ability to elicit information from recalcitrant SMEs (Subject Matter Experts), the ability to put this information on paper (user manuals) and the ability to put it online in a Help system. This class will teach these skills. The first module will be an in-depth study on Knowledge Management, the second will be the creation of a user-centered manual using Word, Visio, and screen capture programs, and the last module will be transferring this information to an online Help using ForeHelp or RoboHelp. http://tc.eserver.org/18472.html http://tc.eserver.org/18472.html Because the role of the modern technical writer and communicator is expanding rapidly and will continue to do so, the ethical scope of the technical writer's responsibility is comparably expanded too. The technical writer is now seen as an information developer in the formative stages of creating technical information, as a communicator in disseminating information, as an interpreter in explaining information, and as a usability expert in guiding the application of information. As a result, ethics becomes in involved in technical writing in many ways both traditional and new, obvious and non-obvious. In this course we will study the role of ethics in technical writing and communication at various levels. Ethics is the study of what is right and good, whether as abstract theories or as concrete actions, usually involving deciding a course of action in a dilemma offering several possibilities. Ethics here is understood broadly as encompassing both conventional theories of ethics and values and value systems. http://tc.eserver.org/18473.html http://tc.eserver.org/18473.html Managing technical publications—whether they be paper-based, web-based, or any of many electronic forms—requires skills in scheduling, budgeting, managing people, and the like. To that end, the core of the course will prepare the students to assume management roles in various businesses, industries, or governmental agencies. http://tc.eserver.org/18412.html http://tc.eserver.org/18412.html Technical writing is a growing and dynamic field. Technical writers work in scientific, medical, and technological contexts, and because of that, need to be both good writers and active learners: they need to learn how to understand technologies and scientific concepts; they need to learn how to analyze and understand work and workplaces; they need to learn to write for and with audiences; and they need to learn how to conduct research. http://tc.eserver.org/18428.html http://tc.eserver.org/18428.html There are several facts of contemporary business or technical communication that are now nearly universal: the acts of writing or managing any project occur in group settings; directions from employers are goal-oriented and the responsibility for development is left to a team (usually either external or internal to the assigning agency); organizations possess and frequently reassess corporate personae; and communication occurs with multiple audiences, with varying levels of knowledge. The purpose of this course is to give you practice in all of these skills. In addition, I intend to explore at length an issue far too rarely considered today: the ethical considerations of business and technical communication. For all these reasons, the design and specific requirements of the course are unusually (and, you should note, very intentionally) ambiguous. Given some goal, and composition into small teams of four to five people each, you will design and implement your own instruction in technical writing. Operating under certain requirements, constraints, and limitations, groups will propose, design, test, and recommend a specific solution to a particular need. I will base evaluation upon a percentage that reflects how well the groups (and individuals in them) achieve set criteria. http://tc.eserver.org/18178.html http://tc.eserver.org/18178.html Det caddade föremålet skall bestå av minst tre delar, components. Vid framställningen av delarna skall både extrude och revolve ha använts. Hål, rundning eller fasning skall ingå. http://tc.eserver.org/18158.html http://tc.eserver.org/18158.html Check the web sites for the details of each course, as they may change each term or year. http://tc.eserver.org/18152.html http://tc.eserver.org/18152.html In this course, you will become familiar with the responsibilities of a technical editor. We will spend much of the semester practicing editing skills but will also consider the job of the editor, including the relationship of editor and writer and the organizational aspects of being an editor. These aspects include organizational style guides, forms of technical editing in different industries, the role of the technical writer and editor in organizational culture, and technology and its impacts on editing and style. http://tc.eserver.org/15040.html http://tc.eserver.org/15040.html In this course, we will explore the various forms and media by which working professionals convey technical information to both internal and external audiences. As a student in this course, you will learn to write a variety of genres used in technical communication -- résumés and cover letters, memos, proposals, progress reports, and final reports. To facilitate production of such documents, you will also learn to use several types of desktop software, such as Microsoft Word, Excel, and PowerPoint, as well as others. http://tc.eserver.org/15041.html http://tc.eserver.org/15041.html Through both theory and practice, we will explore various computer technologies used to support professional communication within groups. In the first part of the course, we will study major theories of group interaction and computer-mediated communication to gain critical faculties for examining the use of technology by professional workgroups. In the second part, we will use these theories to investigate specific technologies, such as email, Lotus Notes, NetMeeting, and other groupware applications used in various professional contexts. You will leave this course with not only a working familiarity with such technologies, but also a theoretical framework for critiquing their use in future workplace settings. http://tc.eserver.org/15042.html http://tc.eserver.org/15042.html 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. http://tc.eserver.org/15013.html http://tc.eserver.org/15013.html Course goals: to prepare you to communicate effectively, ethically, responsibly, and professionally in a professional environment; to provide you with skills, strategies, and conceptual knowledge to help you understand aspects of editing and abstracting; to help you understand the symbiotic relationships among form and content, and audience and purpose; and to give you practice expressing writing and editing your own work as well as peers' and to improve your own individual communication and management skills. http://tc.eserver.org/15012.html http://tc.eserver.org/15012.html Course goals: to prepare you to communicate effectively, ethically, responsibly, and professionally in a workplace environment; to provide you with skills, strategies, and conceptual knowledge to help you address a variety of communication and research tasks related to grant proposal writing; to help you understand the symbiotic relationships among form and content, and audience and purpose; and to give you practice in researching, writing, reviewing, and editing a grant proposal, and to improve your own individual communication and management skills. http://tc.eserver.org/15011.html http://tc.eserver.org/15011.html Course goals: to prepare you to communicate effectively, ethically, responsibly, and professionally in a business environment; to provide you with skills, strategies, and conceptual knowledge to help you address a variety of communication tasks; to help you understand the symbiotic relationships among form and content, and audience and purpose; and to give you practice in collaborating with other professionals in managing and completing group projects, and to improve your own individual communication and management skills. http://tc.eserver.org/14978.html http://tc.eserver.org/14978.html English 504 introduces students to varying perspectives about the design and implementation of instruction in business and technical communication—with primary attention to academic classroom instruction but some attention to workplace training. http://tc.eserver.org/14968.html http://tc.eserver.org/14968.html This class provides experience in planning and constructing webpages. Discusses historical, ethical, and social implications of the Internet and digital culture. Students will develop a balance of technical and aesthetic knowledge and an understanding of some of the the problems and limitations of the Internet and the World Wide Web. http://tc.eserver.org/14966.html http://tc.eserver.org/14966.html In this course you will build a pedagogical and theoretical foundation for teaching an introductory technical writing course in a community college, university, or industry setting. You will learn by means of extensive readings, writing, collaborative activities, classroom observations, interviews, and conversation ('teacher talk'). http://tc.eserver.org/14905.html http://tc.eserver.org/14905.html English 2309-Technical Communication-is an introductory course to the kinds of documents produced and used in business, industry, and technology. The assignments and the way they are evaluated reflect different audiences and purposes than those normally addressed in English 1301 & 1302. However, you should be reasonably proficient in the writing skills normally acquired in these two courses. We are a community of writers from various disciplines sharing our work and insights about writing with one another. This course is designed to create an environment in which you can develop and exhibit professional work habits. These habits include meeting deadlines, satisfying all assignment criteria, and attending class on a regular basis. http://tc.eserver.org/14900.html http://tc.eserver.org/14900.html We write for many reasons: to entertain, to express our feelings, to persuade others to our belief(s), to inform, and to call others to action. In this course, we will combine these last two to produce ' . . . writing that gets things done: It can convey useful information, or it can implement specific actions . . .' (Woolever, 1999, p. 2).  Although you will be learning to produce clear, concisely written, varied forms of technical communication, we will also focus on developing the basic, analytical skills you should utilize each time you produce any technical document. In these you will learn that each writing task can be seen as a problem, one which you will be able to solve by examining the purpose of the document and the needs of your audience--what kind of information they need and in what format that information will be best understood and acted upon.  As the following graphic indicates, you can think of technical communication as a way to bridge the gap between technical information and your audience, using language as the material and format, organization, and style as your tools. http://tc.eserver.org/14904.html http://tc.eserver.org/14904.html The course emphasizes practical knowledge of technical communications techniques, procedures, and reporting formats used in business and industry.  Topics include methods of describing devices and processes, as well as the proper use of standards manuals, guides, specifications, and interpretations of data in report format. http://tc.eserver.org/14906.html http://tc.eserver.org/14906.html English 2309, Technical Writing, will introduce you to some of the types of documents that you will be likely to write in your careers. We will study audience-centered writing and writing as a series of recursive steps through which a writer moves in preparing a final draft. The students in this section will participate in the Texas Tech University Computer-Based Research Project by meeting class in the Macintosh Computer Classroom located in the English building (324A). The course will be VAX-based, but students do not need any prior knowledge of computers or computer skills. Because the course is computer-based, students will have to find time outside of class to work on a computer. http://tc.eserver.org/14899.html http://tc.eserver.org/14899.html ENGL 202C, Technical Writing, serves students who are preparing for careers in the sciences and applied sciences (particularly engineering). This advanced course in writing familiarizes students with the discourse practices prized in their disciplinary and institutional communities—and helps them to manage those practices effectively in their own written work. In this way the course teaches those writing strategies and tactics that scientists and engineers will need in order to write successfully on the job.