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What is Professional
Writing? Memo
Following discussion during the first day of class, students will produce
two page memos defining Professional Writing as students currently understand
the term. The memo should describe what you believe your major and its
goals to be, what you expect to get from your course work, as well as
describe some opportunities you expect will open for you once you complete
your college education. The memo is worth 5% of your final grade, and
will be collected but not returned until later in the semester. Memos
are due August 26.
Analyzing User-Centered
Design
Part 1: Analyze the Design of a Device (Sep 2)
Using Donald Norman’s Design of Everyday Things as a sourcebook,
students will first describe a small device (cellphone, clock radio,
PDA, iPod, etc) and articulate the device’s conceptual model. Map
the device’s interface: how does it work, and does it do its work
well? Then analyze the design of the device: Is there a gulf of execution
or evaluation? If the device is poorly designed, what needs to be changed
for them to be more usable? If the device is well designed, what separates
it from other devices? 10%
Part 2: Analyze the Design of a Space (Sep 9)
Using Donald Norman’s Design of Everyday Things as a sourcebook,
describe a space specifically created for the dissemination of information.
Map an office, store, library, or other appropriate space designed to
encourage human beings to create, organize and share information. Map
the space: describe how different people use the space, and evaluate
how it supports or hinders the sharing of information. Then analyze the
design of the space: Is there a gulf of execution or evaluation? If the
space is poorly designed, what needs to be changed? If the space is well
designed, what separates it from other similar spaces? (10%)
CPTSC Materials
On October 8, the Professional Writing Program will host its annual teaching
showcase during the 2004 annual meeting of the CPTSC, The Council on Programs
in Technical and Scientific Communication. The showcase will need a number
of paper-based communicative artifacts (such as signs, programs, memos, and
posters) for use in the conference space. The class will design these texts
with consideration for their users and context of display. Using Norman’s
idea of user-centered design, the class will break into groups and create
multiple versions of displays, signs, documents, etc as needed. A group proposal
with draft designs is due Sep 21 (10%) and final materials for each group
will be due Sep 28 (10%). Apply what you have learned about effective user-centered
design.
Mentoring Report
Some time before October Break, you will have an opportunity to meet
graduate students studying professional writing. They have an interest
in your education and expectations for the professional writing major,
and will be asking you questions about your studies. You also have
a responsibility to find out about them, their studies and their interests.
Before Oct 23, submit a 2 page description of your interaction with
your mentor; describe the person, their interests, and their path into
the field of professional writing. They will also be seeking information
from you: be as helpful as possible in their search to understand professional
writing students. Consider this practice for the forthcoming interview.
(10%)
Interview Report
Using Weiss as a guide, each student will find a professional writer in the
Lafayette area to interview (I will provide some leads for interview subjects),
write a set of interview questions, contact the person, perform the interview,
and then write up the interview findings in a final interview report. Evaluation
takes place at three stages of the interview report project:
Proposal: The proposal, worth 10% of the semester grade, is a shorter
(2-3 page) document stating who will be interviewed, describing the
organization with which the subject is affiliated, and announcing when
and where the interview is scheduled to take place. The proposal must
include a draft version of the interview questions. Students will work
together to improve interview questions and tips, but each student
conducts her own interview. The proposal is due Nov 6.
Progress Report: The progress report, worth 10% of the semester grade,
is a longer narrative written immediately following the interview.
Transcriptions of questions and answers are required. At least four
items should appear: 1) an extended account of the interview, including
location, time, and circumstances, 2) description of the interaction
between interviewer and interviewee, 3) impressions of the interview,
as well as 4) ideas for improving interview technique. Due Nov 13.
Final Report: The final interview report, worth 20% of the semester
grade, is a long formal report, and must include a detailed description
of the interview and at least two appendices. These appendices include
the original question list and the interview transcript. The report
should include both a description of the interview as well as an analysis
of the interview. The interview report is written primarily to be read
by other members of the class. Students are expected to “repurpose” materials
from the proposal and progress report. More information regarding the
interview and report will be given in class. The final interview report
is due Dec 2, and no student will receive a grade for the class without
submitting a complete final interview report.
In-class
Conference
Finally, after reading 5-7 interview reports, students will prepare a five
minute presentation defining professional writing as a major, a profession,
or as a course of study. Examples of professional writers can be drawn from
interview reports, mentoring, the CPTSC conference, and/or course readings.
How well prepared are you to take advantage of opportunities in professional
writing? In the major at Purdue? How well have the course readings prepared
you for your future workplace? What do you still need to know in order to become
a professional writer? Define the role you are most likely to play in an organization
as a professional writer. Prepare your remarks with two audiences in mind:
your classmates in 306 as well as for the next class of 306 students: what
should prospective professional writing students know about the major, and
how will you and they make the most of the opportunities available to then
at Purdue and beyond? Prepare 5 minutes of material and create a visual for
sharing in class. PowerPoint is a good program to use, but do not feel limited
to this one tool: your visual may be but does not have to be digital.
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