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#22765
Creating Course Objectives that Address Communication
A course objective that addresses communication simply states what you would like students to learn from or about communication in relation to scientific or technical knowledge in your course. We recommend placing this objective on the first page of your course syllabus, next to any other objectives you have listed for your course. If placed on your initial syllabus, students will see that communication is an important part of the course from the beginning.
#22767
Developing Evaluation Criteria
We encourage you to adapt criteria to your specific communication assignments. You might specify, for example, the technical or scientific content for which your students are responsible. You might also specify how students will address communication concerns such as audience, purpose, context, organization, support, design, and expression.
#18923
Doing Research With Internet Texts: A Brief Bibliography
A brief bibliography of works on Internet and cyberspace culture.
Gurak, Laura J. University of Minnesota (2000). Resources>Bibliographies>Online
#18152
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.
Pringle, Mary Margaret. University of Minnesota (2001). Academic>Courses>Undergraduate
#15238
Globalization, Localization, Translation 
The best way to create documents that localize and translate well is to follow the general guidelines for good technical writing, know English as well as possible, and know at least one foreign language as well as possible.
Pringle, Mary Margaret. University of Minnesota (2001). Presentations>Language>Localization
#22769
Peer review is an exercise in which students review each other's written work. Peer review is often connected to revision, a part of the writing process in which writers refine and make substantive changes to their written work.
University of Minnesota (2004). Articles>Education>Editing>Writing
#22768
Revision refers to the process of reviewing one's work and making changes (either local or global) to improve the writing. Most teachers of writing encourage students to revise their work by creating drafts and going through a process of review -- either by having teacher review drafts or having other students review drafts.
University of Minnesota (2004). Articles>Education>Editing>Writing
#13726
Guidelines to choose the best media for presenting your course Web site content.
Barnum, Carol M. and Saul Carliner. University of Minnesota (1993). Design>Multimedia>Assessment
#22345
Oral Presentations in Professional Settings
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.
Ratliff, Clancy. University of Minnesota (2004). Academic>Courses>Presentations>Rhetoric
#22771
Research on Writing-Intensive Instruction
These books provide helpful instruction on a number of communication topics such as memos, letters, proposals, reports, resume and cover letters, rhetorical principles, and research in writing.
#18922
Rhetoric, Privacy, and Persuasion in Cyberspace
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.
Gurak, Laura J. University of Minnesota (2002). Academic>Courses>Graduate
#22766
Selecting Communication-Intensive Assignments
Including communication-intensive assignments does not need to radically alter your course. The best source for ideas is your own original assignments. We recommend taking traditional writing assignments and simply enhancing them to address other communication concerns.
#30060
Settings and the Institutional Organization of Language 
Discursive activity in any setting (classrooms, coffee bars, laboratories, greenhouses, or the virtual settings of the Internet), occurs within a semiotic system, and it is useful to think of settings in this way. And, because I've be recently integrating an Activity Theory perspective into my teaching of qualitative research en methods, I wanted to describe the socially-situated organization of talk-in- context in Minneapolis's neighborhood coffee houses. I'm very pleased that Beth Sokolowski's drawings capture the typified activities indigenous to the settings and demonstrate what an important role the setting plays.
Berkenkotter, Carol. University of Minnesota (1998). Articles>Language>Assessment>Cognitive Psychology
#22347
Technical and Professional Writing
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.
Ratliff, Clancy. University of Minnesota (2003). Academic>Courses>Writing>Technical Writing
#22348
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.
Ratliff, Clancy. University of Minnesota (2003). Academic>Courses>Writing>Technical Writing
#22770
Using Virtual Peer Review through the Online Writing Center
Virtual Peer Review is an exercise in which students review the written work of other students in online or Internet-based settings. Just like peer review--an activity in which readers make suggestions for improvement on another person's writing--virtual peer review supports revision in the writing process. The difference is that this review process is conducted using online technologies.
University of Minnesota (2004). Articles>Education>Editing>Online
#21539
A collection of online resources for visual rhetoric, based at the University of Minnesota.
Propen, Amy. University of Minnesota. Resources>Directories>Visual Rhetoric
#29834
Visual Rhetoric: Literacy by Design
The keynote speech presented at the Center for Interdisciplinary Studies of Writing 1998 Conference, 'Technology and Literacy in a Wired Academy.'
Faigley, Lester. University of Minnesota (1998). Presentations>Rhetoric>Visual Rhetoric
#29350
The learning goal of this site to serve as an educational resource to instruction in standards based web design and development. It is a learning source for those engaged in projects that require construction of web sites. It also serves as an educational reference for advanced web designers who want to learn standards based techniques, theory and best practices or for those who want to refresh their knowledge.
University of Minnesota Duluth. Resources>Directories>Web Design
#22346
Writing to Inform, Convince, and Persuade
This course introduces the writing process and the types of academic writing you may be expected to complete in your college career such as research papers, argumentative papers, and literature reviews. The course is designed to help you develop a clear thesis in a written paper and support that thesis with appropriate sources. Time will be spent discussing rhetorical elements in writing such as audience, purpose, and argumentative structure. In addition, you will practice steps in the writing process such as invention, research, organization, drafting, revision, and editing. Your assignments will report, synthesize, and draw conclusions regarding the significance of what you read. Assignments may include 1) summary or abstract; 2) rhetorical analysis; (3) short thesis paper; (4) prospectus; (5) evaluation or review of literature; (6) research paper. Some courses are taught in a computer classroom and some in a traditional classroom.
Ratliff, Clancy. University of Minnesota (2003). Academic>Courses>Writing>Rhetoric
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