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<p class="MsoNormal">I currently teach Engineering Technical Communication in the Department of Petroleum Engineering at Texas A&M University. My courses are presentation-heavy, with a written proposal (junior level) and a technical paper (senior and graduate
level) as the final written deliverables. I use the IEEE Professional Engineering Communication Series, as well as Gastel and Day’s
<i>How to Write and Publish a Scientific Paper</i>, which is in a new edition. <o:p>
</o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Our English department also offers some sections of our introductory technical communication course, English 210, specifically for engineering students. However, these offerings mostly constitute placeholders to make sure the engineering
students, who comprise almost a quarter of our student body, can get into this core requirement. Rarely do the instructors adapt the course material for engineering. But because I have either taught technical communication or worked as a technical communication
professional in the engineering sector (nuclear, computer, and petroleum) since 1990, I did adapt the content for my -ENGR sections when I taught in the English department while earning my Ph.D.
<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">I added a set of instructions or procedures and a safety communication unit to these sections’ syllabi. Formal reports had to be on an engineering problem in each student’s major.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal">Gia Alexander<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b>From:</b> ATTW-L <attw-l-bounces@attw.org> <b>On Behalf Of
</b>Anne-Marie Womack<br>
<b>Sent:</b> Monday, September 26, 2022 11:56 AM<br>
<b>To:</b> Stephen Bernhardt <sab@udel.edu><br>
<b>Cc:</b> attw-l@attw.org; psawyer@selu.edu<br>
<b>Subject:</b> Re: [ATTW-L] [EXT] Re: STEM Targeted Intro TW Courses?<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal" style="mso-line-height-alt:.75pt"><span style="font-size:1.0pt;color:white">What a great thread! I joined the Engineering Communication team at Rice last year, and I really appreciate all the resources. One thing I'll add is that it's been
useful for me to ask students directly what they would like to learn <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:18.0pt;font-family:"Tahoma",sans-serif">What a great thread! I joined the Engineering Communication team at Rice last year, and I really appreciate all the resources. <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:18.0pt;font-family:"Tahoma",sans-serif"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:18.0pt;font-family:"Tahoma",sans-serif">One thing I'll add is that it's been useful for me to ask students directly what they would like to learn and write in the course, and then to let that influence our assignments.
My students introduced me to a few genres I wasn't even aware of. <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:18.0pt;font-family:"Tahoma",sans-serif"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:18.0pt;font-family:"Tahoma",sans-serif">I'm sure it would work differently if you're trying to collect info from students at the programmatic level, but for my own classes I solicit input in two main ways: On the
first day of class, I break students up into groups and they list what they want to learn to write. I also meet with students individually in the early weeks of class to ask several questions, one of them being: what do you want to learn in our class? (I've
been teaching small classes asynchronously, so that's how I've had the time for multiple meetings.)<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:18.0pt;font-family:"Tahoma",sans-serif"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:18.0pt;font-family:"Tahoma",sans-serif">Good luck!<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:18.0pt;font-family:"Tahoma",sans-serif"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:18.0pt;font-family:"Tahoma",sans-serif">Sincerely,<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:18.0pt;font-family:"Tahoma",sans-serif"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:18.0pt;font-family:"Tahoma",sans-serif">Anne-Marie<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:18.0pt;font-family:"Tahoma",sans-serif"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:13.5pt">---</span><o:p></o:p></p>
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<p class="MsoNormal"><span style="font-size:13.5pt">Anne-Marie Womack, PhD</span><o:p></o:p></p>
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<p class="MsoNormal"><span style="font-size:13.5pt">Assistant Teaching Professor</span><o:p></o:p></p>
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<p class="MsoNormal"><span style="font-size:13.5pt">Engineering Communication Program</span><o:p></o:p></p>
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<p class="MsoNormal"><span style="font-size:13.5pt">Rice University</span><o:p></o:p></p>
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<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal"><a href="https://urldefense.com/v3/__https:/www.accessiblesyllabus.com/__;!!KwNVnqRv!B8mbIyF_3flQbbTS0iy5gybxscGff-D7qnzrxT263Xu7SVai98UMu0om45YgYXkADyI-T3HenqMV-qQ4FJ7fAg$" target="_blank"><span style="font-size:13.5pt">AccessibleSyllabus.com</span></a><o:p></o:p></p>
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<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal">On Sun, Sep 25, 2022 at 1:01 PM Stephen Bernhardt <<a href="mailto:sab@udel.edu">sab@udel.edu</a>> wrote:<o:p></o:p></p>
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<p class="MsoNormal">A couple more thoughts. I’d have persistent teams of four with each centered on a specific domain. I’d want them to develop domain expertise by deep exposure over the term.<o:p></o:p></p>
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<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal">Some of their work would be individually authored, some as dyads, some as four person. All work would be reviewed by the team, with emphasis on how to structure reviews.<o:p></o:p></p>
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<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal">On Sun, Sep 25, 2022 at 1:52 PM Stephen Bernhardt <<a href="mailto:sab@udel.edu" target="_blank">sab@udel.edu</a>> wrote:<o:p></o:p></p>
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<p class="MsoNormal">My experience tells me to work with genres that have wide utility for both university classes and professional lives: research proposals, study protocols, lab reports, literature reviews. I’d stress visual design, data displays, writing
for lay vs experts, and how to go beyond description to analysis, interpretation, synthesis, and extrapolation. I’d schedule a couple of visits from scientists who work in R&D and in field research.<o:p></o:p></p>
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<p class="MsoNormal"><o:p> </o:p></p>
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<p class="MsoNormal">On Sun, Sep 25, 2022 at 12:12 PM Faber, Brenton <<a href="mailto:bdfaber@wpi.edu" target="_blank">bdfaber@wpi.edu</a>> wrote:<o:p></o:p></p>
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<p class="MsoNormal"><span style="font-size:12.0pt;color:black">Thanks all for the great contributions and good topic. I've been building courses specific to our Life Sciences programs and in 2021 created a COVID-19 "Writing in the Life Sciences course." Using
journal articles published over the first year of the pandemic we examined (published date in brackets):<o:p></o:p></span></p>
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<ul type="disc">
<li class="MsoNormal" style="color:black;mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo1">
<span style="font-size:12.0pt">the report of the first case of COVID-19 in the United States (Jan 2020), <o:p></o:p></span></li><li class="MsoNormal" style="color:black;mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo1">
<span style="font-size:12.0pt">early epidemiological accounts (transmission dynamics) from Wuhan, China (Mar/2020), <o:p></o:p></span></li><li class="MsoNormal" style="color:black;mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo1">
<span style="font-size:12.0pt">reports from front line providers (mostly correspondence) characterizing the virus, examining, aerosol and surface stability, reporting clinical characteristics, describing patient care reports, and offering experimental treatments
(Apr-July 2020) <o:p></o:p></span></li><li class="MsoNormal" style="color:black;mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo1">
<span style="font-size:12.0pt">RCTs and preliminary treatment reports (May-September 2020)<o:p></o:p></span></li><li class="MsoNormal" style="color:black;mso-margin-top-alt:auto;mso-margin-bottom-alt:auto;mso-list:l0 level1 lfo1">
<span style="font-size:12.0pt">Case Reports (July - December)<o:p></o:p></span></li></ul>
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<p class="MsoNormal"><span style="font-size:12.0pt;color:black">We were able to simultaneously study the process of science (from discovery to treatment) and examine the writing used to develop, evaluate, and share new knowledge. It was humbling and illuminating
to be able to see the process unfold across the articles. Using data from the articles, students created their own epidemiological reports, Cochrane-type literature reviews, fictional RCTs, and case reports. <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:12.0pt;color:black"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:12.0pt;color:black">In my last set of course evaluations the students said their lives were already too COVID focused so this year I'm letting them pick their disease. <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:12.0pt;color:black"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:12.0pt;color:black">If others in this space are interested, I'd be happy to send over a syllabus (new or old). <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:12.0pt;color:black"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:12.0pt;color:black">Thanks again for the suggestions and great course material. <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:12.0pt;color:black"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:12.0pt;color:black">-brent <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:12.0pt;color:black"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:12.0pt;color:black"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;background:white">Brenton Faber, PhD, NRP</span><span style="font-size:10.0pt"><o:p></o:p></span></p>
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<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt">Professor<o:p></o:p></span></p>
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<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt">Department of Biomedical Engineering<o:p></o:p></span></p>
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<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt">Department of Humanities and Arts<br>
Worcester Polytechnic Institute <o:p></o:p></span></p>
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<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt"><o:p> </o:p></span></p>
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<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt">Paramedic<o:p></o:p></span></p>
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<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt">Potsdam Volunteer Rescue Squad<o:p></o:p></span></p>
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<p class="MsoNormal" style="background:white"><span style="font-size:10.0pt"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt;background:white">Founding Editor, <i><a href="https://urldefense.com/v3/__http:/www.nnymedicalreview.org__;!!BuQPrrmRaQ!jYO6F0XdudaOnxg0KF8EPxNsezJtN8NfeGDbSlDmPtVi5Xi_vkFpC4KyxKMSAWum-rasDREKhMiw-SWcEtI$" target="_blank" title="www.nnymedicalreview.org">Northern
New York Medical Review</a> </i></span><span style="font-size:10.0pt"><o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt"><o:p> </o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt">Preceptor, Paramedic Field Internships<o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt">University of Vermont Paramedic Program <o:p></o:p></span></p>
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<p class="MsoNormal"><span style="font-size:10.0pt"><o:p> </o:p></span></p>
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<p class="MsoNormal"><b><span style="color:black">From:</span></b><span style="color:black"> ATTW-L <<a href="mailto:attw-l-bounces@attw.org" target="_blank">attw-l-bounces@attw.org</a>> on behalf of Northcut, Kathryn <<a href="mailto:northcut@mst.edu" target="_blank">northcut@mst.edu</a>><br>
<b>Sent:</b> Sunday, September 25, 2022 9:14 AM<br>
<b>To:</b> <a href="mailto:psawyer@selu.edu" target="_blank">psawyer@selu.edu</a> <<a href="mailto:psawyer@selu.edu" target="_blank">psawyer@selu.edu</a>>;
<a href="mailto:attw-l@attw.org" target="_blank">attw-l@attw.org</a> <<a href="mailto:attw-l@attw.org" target="_blank">attw-l@attw.org</a>><br>
<b>Subject:</b> [EXT] Re: [ATTW-L] STEM Targeted Intro TW Courses?</span> <o:p></o:p></p>
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<p class="MsoNormal"> <o:p></o:p></p>
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<p>Cagle’s materials were great fun to look over – Thanks!<o:p></o:p></p>
<p> <o:p></o:p></p>
<p>TLDR: Following is a recommendation for an edited collection, another textbook, an article, and an assignment that adds to Cagle’s suggestions.<o:p></o:p></p>
<p> <o:p></o:p></p>
<p>Paul, consider the following book despite the gratuitous self-promotion? Many of the names you’ll see in the ATTW list (including Cagle and Katz) contributed chapters to it.
<i>Scientific Communication: Practices, Theories, and Pedagogies</i>. Yu & Northcut, 2018. It was written to address the kind of question you’re asking, with evidence-based arguments across every chapter. Identifying real audiences for STEM student writing
emerges as a theme.<o:p></o:p></p>
<p> <o:p></o:p></p>
<p>Another textbook (besides Katz and Penrose) I find very useful is House et al’s
<i>The Engineering Communication Manual</i>. It helps some folks break away from MLA style essays that they may otherwise default to when they think of “papers.” Cagle mentioned Wolfe’s book – she also had a great article in TCQ titled “How Technical Communication
Textbooks Fail Engineering Students,” much or all of which applies across sciences as well, and which we require graduate teaching assistants to read.
<o:p></o:p></p>
<p> <o:p></o:p></p>
<p>In various courses at Missouri S&T, we added some additional genres including hazard/warning signs, instructions, technical descriptions, and process analysis. In courses beyond the service course, white papers and specialized reports have been assigned.<o:p></o:p></p>
<p> <o:p></o:p></p>
<p>I taught a one-off honors prof & business writing course for STEM majors in F21 in which the students had to determine the genre for the response, so it departed from the genre-focused approach. We examined a case study of an explosion (through documents
and a guest speaker who’d been a witness at the hearing). The explosion was in a St Louis facility and students were asked to “go back in time” and create a text that may have helped to prevent the disaster (people were killed and wounded). They could use
any genre, including a script for a telephone call they’d make or a watercooler conversation – any text they thought they could effectively prevent the explosion. The students claimed to really loathe the assignment, but the evaluations of the course were
high, and one student said she changed her major to tech com because of that course.
<o:p></o:p></p>
<p><br>
Kathy<o:p></o:p></p>
<p> <o:p></o:p></p>
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<p style="margin-bottom:12.0pt"><b><span style="font-size:12.0pt;color:black">From:
</span></b><span style="font-size:12.0pt;color:black">ATTW-L <<a href="mailto:attw-l-bounces@attw.org" target="_blank">attw-l-bounces@attw.org</a>> on behalf of Paul Sawyer <<a href="mailto:psawyer@selu.edu" target="_blank">psawyer@selu.edu</a>><br>
<b>Date: </b>Saturday, September 24, 2022 at 9:07 PM<br>
<b>To: </b><a href="mailto:attw-l@attw.org" target="_blank">attw-l@attw.org</a> <<a href="mailto:attw-l@attw.org" target="_blank">attw-l@attw.org</a>><br>
<b>Subject: </b>[ATTW-L] STEM Targeted Intro TW Courses?</span><o:p></o:p></p>
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<p style="line-height:12.0pt;background:#FFC7CE"><b><span style="color:#9C0006">WARNING:</span></b><span style="color:black"> This message has originated from an External Source. This may be a phishing expedition that can result in unauthorized access to our
IT System. Please use proper judgment and caution when opening attachments, clicking links, or responding to this email.</span><o:p></o:p></p>
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<p>Hello everyone-- <o:p></o:p></p>
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<p> <o:p></o:p></p>
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<p>My department is thinking of offering some of our Intro to Technical Writing courses targeted specifically to our science-based/STEM majors on campus. <o:p></o:p></p>
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<p> <o:p></o:p></p>
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<p>I'm having a hard time finding examples of universities that offer such a course. Does anyone know of/teach such a course at your university? I'm wondering what assignments would be in such a course?<o:p></o:p></p>
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<p> <o:p></o:p></p>
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<p>Thanks! I appreciate your help.<o:p></o:p></p>
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<p> <o:p></o:p></p>
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<p>--Paul<o:p></o:p></p>
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<p>-- <o:p></o:p></p>
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<p>Paul R. Sawyer, Ph.D.<br>
Professor of English<br>
Director, Technical and Professional Writing Program<br>
Southeastern Louisiana University<br>
SLU 10861--English Department<br>
Hammond, LA 70402<br>
<br>
Voice: 985 549-5759<br>
Fax: 985 549-5021<o:p></o:p></p>
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<p class="MsoNormal">-- <o:p></o:p></p>
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<p class="MsoNormal">Steve Bernhardt<br>
Bayside DE<o:p></o:p></p>
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<p class="MsoNormal">-- <o:p></o:p></p>
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<p class="MsoNormal">Steve Bernhardt<br>
Bayside DE<o:p></o:p></p>
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