Professional Writing Position Paper
The Council of Programs in Scientific and Technical Communication (CPTSC) will hold its conference at Purdue Oct 7-9. Consult [cptsc.org] and prepare a position paper (>500 words). Define a problem in PW research, propose a solution, describe ongoing research, or present an idea. Keep in mind: why should CPTSC, an organization of program administrators, be interested? Post your paper to online discussion before Sep 25. Read both class position papers and at least 6 CPTSC papers Sept 29-Oct 5. Class on Oct 6 will be CPTSC-styled sessions with students as discussion leaders and audience members, like the conference. Although attendance at CPTSC is not required, it is recommended. Guests will be joining class on October 6.

Review of Recent Text
Find a recent text published in professional / technical writing / communication, published after January 2002 and not used for class. Write a review (4-5 pages) that can be submitted for publication in Technical Communication Quarterly. See TCQ book review guidelines [http://www.unomaha.edu/~tbridgef/tcq/]. Tracy Bridgeford, the book review editor, will supply some titles for review. Book reviews should be submitted for publication to TCQ or related journals. Part of Oct 13 class will be set aside for work shopping review drafts. Reviews are due October 20. *Reviews can be written collaboratively.

Undergraduate Mentoring Project
Coupled with the professional writing practicum (505), 680T prepares students to teach professional and technical writing. As part of preparation for teaching 420/421, you are required to speak with members of 306, “Introduction to Professional Writing,” which introduces students to the major. Use the opportunity to understand what undergraduates expect from their coursework, how these students are prepared for the major, as well as an opportunity to think through curricular issues. What are undergraduate professional writing students expecting from their coursework and how can you best prepare for teaching professional writing? Meet with students 3 or more times during the semester and post reflections on your meetings to 680T online discussion. Engage your classmates in discussion related to teaching majors versus teaching the service course. Compare your experiences with what others post. What have you learned about undergraduates? What have you learned about professional writing students? Submit a Progress Report (3-5 pages) on your undergraduate mentoring efforts by Nov 3. Your audience consists of new PW instructors: what should they know about undergraduates at Purdue?

Discouse of the Field (Bibliography)
Collect references to the status of technical & professional writers in literature of the field. Collect as many references as you can find and create an annotated bibliography. Annotations should be no more than 2 or 3 sentences. Older references are particularly welcome alongside more recent work. Try to identify shifts, trends, and patterns. Post your annotated bibliography online before December 1. In addition to rhetoric and composition journals, look in Technical Communication, Technical Communication Quarterly, Journal of Business and Technical Communication, Business Communication Quarterly, IEEE Transactions on Professional Communication, Journal of Technical Writing and Communication.

Pedagogical Project
Taking what you have learned from earlier assignments, prepare a unit or segment of 420 or 421 lasting at least 4 weeks. Develop paper, web-based, or other materials for PW instruction. Prepare classroom materials for in-class presentation on Nov 17. Be prepared to explain how your design fulfills the requirements for either 420 or 421 according to the PW program website. Clearly state the teaching unit’s goals, describe the document(s) students will create, and provide guidance for new PW instructors. Submit edited materials Dec 10. *Pedagogy projects can be collaborative.

Seminar Paper
Write a 8-12 page seminar paper that either (1) explores and develops an idea, issue or theory raised in readings and class discussion, or (2) contextualizes and develops the pedagogical grounding for the Pedagogical Project. Seminar papers should be extensions of earlier assignments: incorporate work completed for the position paper, discourse analysis, book review, and pedagogical project. This paper may be a traditional linear paper-based document or a digital, hypertextual argument suitable for submission to Kairos, Enculturation, or other online venues.