http://tc.eserver.org/publisher/Purdue_University A listing of works published by Purdue University 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/Purdue_University http://tc.eserver.org/34058.html http://tc.eserver.org/34058.html This resource contains information on medical journalism. The material explains the objectives of medical journalism and its applications in the media. Moreover, this resource demonstrates ways writers can accurately translate complex, scientific literature into layperson's terms. http://tc.eserver.org/32371.html http://tc.eserver.org/32371.html This handout will help you solve your memo-writing problems by discussing what a memo is, describing the parts of memos, and providing examples and explanations that will make your memos more effective. http://tc.eserver.org/32147.html http://tc.eserver.org/32147.html 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. http://tc.eserver.org/32148.html http://tc.eserver.org/32148.html 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. http://tc.eserver.org/32149.html http://tc.eserver.org/32149.html 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. http://tc.eserver.org/32150.html http://tc.eserver.org/32150.html 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. http://tc.eserver.org/32151.html http://tc.eserver.org/32151.html 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. http://tc.eserver.org/32152.html http://tc.eserver.org/32152.html 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. http://tc.eserver.org/32153.html http://tc.eserver.org/32153.html 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. http://tc.eserver.org/30797.html http://tc.eserver.org/30797.html The techne I envision for digital production deliberately makes things more difficult for designer users, whether they are teachers or students. This is a hard sell, particularly to teachers who feel intimidated enough by technology of the consumer ease variety. But we should remember that rhetoric, unless it takes the form of a Mad-Lib, is not easy. A techne of digital production is an effort to remove the disproportionality between effort and consequences: only when we earn the knowledge of production from a designer user standpoint can we more fully take responsibility for what we do with it. Digital writers must do the hard work of fashioning their content into a sound structure, developing unique presentational designs, and considering audience interaction with their finished works. 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/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/22760.html http://tc.eserver.org/22760.html When you're applying for a faculty position with a college or university, the cover letter is your first chance to make a strong impression as a promising researcher and teacher. Below you'll find some strategies for presenting your qualifications effectively in an academic context. http://tc.eserver.org/22758.html http://tc.eserver.org/22758.html These are some words commonly used to describe your skills on your resume. http://tc.eserver.org/22759.html http://tc.eserver.org/22759.html This handout offers advice making informed design choices in creating a resume. We also have a sample resume that uses these design principles. http://tc.eserver.org/22757.html http://tc.eserver.org/22757.html A scannable resume can be scanned into a computer using the latest document imaging technology, allowing employers to search for applicants. It is a personal summary of your professional history and qualifications. It includes information about your goals, education, work experience, activities, honors, and any special skills you might have. http://tc.eserver.org/21900.html http://tc.eserver.org/21900.html A list of ten reasons why a proposal might be unsuccessful. 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/21538.html http://tc.eserver.org/21538.html This page serves as a gateway for an exploration of visual rhetoric. It includes links to course materials, student projects, supplementary resources, exempla, and other web-based material. http://tc.eserver.org/20880.html http://tc.eserver.org/20880.html Because computers and writing as well as other related areas, like professional writing and increasingly even first-year composition are interested in new ways of composing, more and more heuristics are being brought in from other fields. http://tc.eserver.org/20883.html http://tc.eserver.org/20883.html Before starting work in Dreamweaver, sketch out basic screen layouts, a site map, and a system of navigation. Knowing everything you want to include and how you want it to look before starting to build your site will save time and frustration. http://tc.eserver.org/20884.html http://tc.eserver.org/20884.html Before starting work in Flash, sketch out basic screen layouts, a full storyboard, and make notes about any interactivity you want to include. Knowing everything you want to do and how you want it to look before starting to make your movie will save time and frustration. http://tc.eserver.org/20882.html http://tc.eserver.org/20882.html A 'quick start' guide to creating graphics using Adobe Photoshop 7.0. 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/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/20560.html http://tc.eserver.org/20560.html Each day, thousands of websites lose credibility and all-important return traffic -- not because they're poorly written, constructed, designed, or advertised, but because of: colors that clash colors that camouflage colors that just plain don't work! Attention to color on the web is generally considered the province of web-design professionals -- but those of us who study and teach professional writing are in a prime position to use our knowledge and skills to lead the way toward a more aesthetically-pleasing, and rhetorically-effective, World Wide Web http://tc.eserver.org/20561.html http://tc.eserver.org/20561.html Flash, by Macromedia, is a program designed to create graphics and interactivity for the World Wide Web. Its primary characteristics are moving text, sounds attached to that text and/or to navigational buttons, links, and mouseovers. Flash, for this reason, has been compared to television -- indeed, a web page generated in Flash often seems as if it would be equally at home on a stereo-surroundsound, high-definition TV. But there's a catch. . . . After going through the site a few times, the viewer might well discover that his or her choices are limited to those programmed into the site. But it's likely that the site's entertainment value -- as well as its multi-layered rhetorical messages -- will far outweigh any feelings of deception. . . which is, in itself, a monumental rhetorical statement. 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/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/18183.html http://tc.eserver.org/18183.html In addition to competing for general scholarships available to all Purdue University students, undergraduates majoring in Professional Writing can apply annually for $3,000 Crouse Scholarships in Writing and Publishing, Technical Writing, and Print and Electronic Publishing. http://tc.eserver.org/11851.html http://tc.eserver.org/11851.html A guide on punctuation, capitals, spelling, sentence construction and parts of speech. http://tc.eserver.org/10769.html http://tc.eserver.org/10769.html Academic writing in American institutions is filled with rules that writers often don’t know how to follow. A working knowledge of these rules, however, is critically important; inadvertent mistakes can lead to charges of plagiarism, or the unacknowledged use of somebody else’s words or ideas. While other cultures may not insist so heavily on documenting sources, American institutions do. A charge of plagiarism can have severe consequences, including expulsion from the university. This handout, which does not reflect any official university policy, is designed to help writers develop strategies for knowing how to avoid accidental plagiarism. http://tc.eserver.org/10772.html http://tc.eserver.org/10772.html There are two main types of indexes: those that are hierarchical (i.e. that lead one from a general topic to a more specific one) and those that list sources in some sort of order (most commonly alphabetical).  The first type of index often contains a broad range of topics while the second are usually sources designed to address a particular topic or concern. http://tc.eserver.org/10780.html http://tc.eserver.org/10780.html This presentation introduces your students to the rules of comma usage, including placement in compound sentences, after introductory elements, with dependent phrases and clauses, around non-essential elements, in a series, and with adjectives. This presentation also covers methods for avoiding a common comma error--the comma splice. This presentation is ideal for the beginning of a composition course, the assignment of a writing project, or as a refresher presentation for grammar usage. http://tc.eserver.org/10777.html http://tc.eserver.org/10777.html This presentation teaches your students the purposes of MLA documentation, as well as methods for using parenthetical citations and a Works Cited page. This presentation is an important addition for the beginning of a research unit in a humanities course or any assignment that requires MLA documentation. http://tc.eserver.org/10765.html http://tc.eserver.org/10765.html An outline is: a logical, general description; aschematic summary; an organizational pattern; a visual and conceptual design of your writing. An outline reflects logical thinking and clear classification. http://tc.eserver.org/10784.html http://tc.eserver.org/10784.html This sixty-one slide presentation takes job seekers through a comprehensive interactive workshop about the drafting and desigining of their resume sections, including the contact information, the objective statement, the education section, the experience section, and the honors and activities section. http://tc.eserver.org/10768.html http://tc.eserver.org/10768.html The Internet is a widely used tool for research, but unfortunately, style manuals contain little information on how to document electronic sources. This page contains links to sources which will help students, teachers, and anybody doing research on the Internet to cite such sources using different styles. Some links come from 'Cyber Citations,' an article by Michael A. Arnzen, which appeared in Internet World in September 1996. Some of the addresses were no longer current and are updated here, and many more have been added. http://tc.eserver.org/10778.html http://tc.eserver.org/10778.html This presentation reviews the purposes of APA documentation, as well as methods for effectively using parenthetical citations and a reference page. This presentation is ideal for the beginning of a research unit in a science course or any assignment that requires APA documentation. http://tc.eserver.org/10763.html http://tc.eserver.org/10763.html We live in an information age. The quantity of information available is so staggeringly huge that we cannot know everything about a subject. For example, it's estimated that anyone attempting to research what's known about depression would have to read over 100,000 studies on the subject. And there's the problem of trying to decide which studies have produced reliable results. http://tc.eserver.org/10774.html http://tc.eserver.org/10774.html This presentation acquaints your students with the steps that constitute the writing process, including strategies for brainstorming, drafting, revising, and proofreading. This presentation would work well for the beginning of a composition course or the assignment of a writing project in any class. http://tc.eserver.org/10775.html http://tc.eserver.org/10775.html This presentation reviews the elements of an organized essay, including the introduction, the thesis, body paragraphs, topic sentences, counterarguments, and the conclusion. The twenty-one slides presented here are designed to aid the facilitator in an interactive presentation about constructing a well-organized argument. This presentation is ideal for the introduction of argument to a composition course, the beginning of a research unit, or the assignment of a written argument. http://tc.eserver.org/10770.html http://tc.eserver.org/10770.html This handout is intended to help you become more comfortable with the uses of and distinctions among quotations, paraphrases, and summaries. The first part of the handout compares and contrasts the terms, while the second part offers a short excerpt that you can use to practice these skills. http://tc.eserver.org/10776.html http://tc.eserver.org/10776.html This presentation introduces your students to methods for effectively searching the World Wide Web and evaluating the content of web pages. The twenty-four slides presented here are designed to aid the facilitator in an interactive presentation of search and evaluation strategies. This presentation (our most requested workshop!) is perfect for the beginning of a research unit in a composition course or for any research assignment that requires the use of Internet sources. http://tc.eserver.org/10761.html http://tc.eserver.org/10761.html Your Resume contains general information about building an effective resume such as overall organization, font selection, and a rationale for resumes. http://tc.eserver.org/10781.html http://tc.eserver.org/10781.html This 40- to 45-minute presentation is designed to help students develop their resumes and attract the attention of prospective employers. This presentation covers methods for developing each section of the resume and is well-suited to any person preparing documents for the job search process. http://tc.eserver.org/10782.html http://tc.eserver.org/10782.html This presentation is designed to assist students in learning the various methods for crafting a technologically correct document that will be successfully translated into a potential employer's database. This workshop is ideal for students who are nearing the time when they will be ready to apply for jobs or internships and need to tailor their resume for scanning. http://tc.eserver.org/10764.html http://tc.eserver.org/10764.html The Internet is a terrific resource.  It contains hundreds of web sites dedicated to thousands of topics.  With so many sites, it is easy to get lost.  Knowing the types of search tools available and mastering some general search tips can make your search more profitable. Use caution when searching the web, though.  Anybody with access to the Internet can post web sites about topics that interest them.  These sites are not always accurate.  Therefore, it also is a good idea to learn how to evaluate web sites.  The Purdue University Library system's Core+ Tutorial provides helpful guidelines for evaluating sources. http://tc.eserver.org/10779.html http://tc.eserver.org/10779.html This presentation is designed to teach your students about common sentence clarity problems, including misplaced modifiers, dangling modifiers, and passive voice, as well as strategies for combining sentences together. The twenty-nine slides presented here are designed to aid the facilitator in an interactive presentation of methods for improving sentence structure. This presentation is suitable within any course as a refresher to common sentence problems. http://tc.eserver.org/10773.html http://tc.eserver.org/10773.html A presentation designed to introduce students to a variety of factors that contribute to strong, well-organized writing. This presentation is suitable for the beginning of a composition course or the assignment of a writing project in any class. http://tc.eserver.org/10766.html http://tc.eserver.org/10766.html For the most current information about APA Format, we recommend visiting the Author's Corner of the APA website, where you can read about electronic reference formats recommended by the American Psychological Association and some frequently asked questions about the APA Publication manual, which includes the most up to date information about formatting, citation, and style. This handout is currently being revised to be in accordance with the latest guidelines, so do make sure to check our information against theirs. http://tc.eserver.org/10767.html http://tc.eserver.org/10767.html Modern Language Association (MLA) format provides writers with a system for cross-referencing their sources--from their parenthetical references to their works cited page. This cross-referencing system allows readers to locate the publication information of source material. This is of great value for researchers who may want to locate your sources for their own research projects. The proper use of MLA style also shows the credibility of writers; such writers show accountability to their source material. Most importantly, the use of MLA style can protect writers from accusations of plagiarism--the purposeful or accidental use of source material by other writers without giving appropriate credit. http://tc.eserver.org/10771.html http://tc.eserver.org/10771.html Statistics are often tossed around as if they could speak for themselves. For example, advertisers claim 'Ivory soap is 99% pure.' (Pure what?) Or a researcher may claim that 'the average American today watches 5.3 hours of TV per day.' (What does 'average' mean?) All facts must be interpreted and presented in your argument; this handout presents five guidelines designed to help you use statistics responsibly. http://tc.eserver.org/10762.html http://tc.eserver.org/10762.html Despite the illusion, the research-paper writing process (as with any writing process) is quasi-linear at best. Follow the green navigation bar on the left from top to bottom to follow the nine major steps in writing a research paper. http://tc.eserver.org/10783.html http://tc.eserver.org/10783.html Describes the two types of abstracts: informational and Descriptive, then gives some tips on how to write effective report abstracts. http://tc.eserver.org/10760.html http://tc.eserver.org/10760.html 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. http://tc.eserver.org/10690.html http://tc.eserver.org/10690.html Your letters will be more successful if you focus on positive wording rather than negative, simply because most people respond more favorably to positive ideas than negative ones. Words that affect your reader positively are likely to produce the response you desire in letter-writing situations. A positive emphasis will  persuade the reader and create goodwill. In contrast, negative words may generate resistance and other unfavorable reactions. You should therefore be careful to avoid words with negative connotations. These words either deny--for example, NO, DO NOT, REFUSE, and STOP--or convey unhappy or unpleasant associations--for example, UNFORTUNATELY, UNABLE TO, CANNOT, MISTAKE, PROBLEM, ERROR, DAMAGE, LOSS, and FAILURE. http://tc.eserver.org/10691.html http://tc.eserver.org/10691.html Having convinced your reader that your product or service is worth the price, you want to get action before the reader has a change of mind, before forgetfulness defeats you, before the money goes for something else--before any of the things that could happen do happen. Therefore, a good persuasive closing is essential. http://tc.eserver.org/10177.html http://tc.eserver.org/10177.html A collection of links to reference information of all types.