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Viewing: ENG 517 : Advanced Technical Writing, Editing and Document Design

Last approved: Fri, 11 Nov 2016 09:01:37 GMT

Last edit: Fri, 11 Nov 2016 09:01:37 GMT

Catalog Pages referencing this course
Change Type
Major
ENG (English)
517
008793
Dual-Level Course
No
Cross-listed Course
No
Advanced Technical Writing, Editing and Document Design
Adv Tech Writ & ED
College of Humanities and Social Sciences
English (16ENG)
Term Offering
Fall Only
Offered Every Year
Fall 2017
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Graded/Audit
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Laboratory2.0
Lecture2.0
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Jason Swarts
Professor
Full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture and Lab1515NoNo comments
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
P: ENG 314 or graduate standing
Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
ETCMasters of Science in Technical CommunicationRequired
Advanced study of technical communication practice, including content management, document design, and technical editing and usability. For students planning careers as technical communicators.

The description has been changed to accommodate the addition of componentized content management, which is quickly becoming a standard approach for producing technical documentation.  


The contexts and practices of technical communication have changed significantly since this course was originally developed: 


Economically, technical communication practice has been shaped by the drive for efficiency and economy. Organizations are now interested in writing that can be reused and repurposed across documents that address different audiences and situations.


Organizationally, technical communication practice has been shaped by the need to integrate with large teams of people who are distributed, both disciplinarily and geographically. This exigence results in writing that must speak to multiple audiences and situations while remaining free enough of context to enable global circulation, translation, and localization. 


The overall result is that technical communication often no longer looks like a solitary author laboring over a technical document, bringing it from blank page to finished product. Instead, the technical communicator is one who must write and edit, curate and structure content, as well as design and manage the ways that technical content is outputted. 


The "advanced technical communication" to which the title of this course points still requires skill with writing and editing and document design but also now practices of content management, componentized writing, and structural markup. The changes to the 517 course content reflect these shifts in technical communication practice.


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

No additional resources are required to implement this change. The addition of componentized content management uses software that is already available in department classrooms.



The purpose of ENG 517 is to introduce students to the rhetorical practices of technical communication, meaning how technical communicators move their readers to beliefs or actions through the skilled use of text and multimedia. The course relies on readings and assignments that give students a broad overview of common concepts, practices, genres, and technologies that technical communicators are likely to encounter. The class focuses on learning to write procedural content using the component content management tools that have cemented themselves as industry standards and that have reshaped how technical communicators approach their work. 


The course has a significant laboratory component in which students will practice writing and designing in media and forms that are common to technical communication, including traditional print-based documents but also contemporary and technically-challenging formats like web content, video, and structured content. Students also work on the finer points of technical style, including: writing for improved clarity, cohesion, and concision. Students can expect to take away from the course familiarity with modern writing and editing practices as well as a portfolio of writing and design artifacts. 


Student Learning Outcomes

This course aims to introduce students to concepts, theories, and methods of technical communication. Students will learn to:



  • Write for the purposes, audiences, constraints, and conventions of written communication in industrial, governmental, scientific, and technical settings.

  • Recognize the relationship among visual, verbal, and written communication and use these modes in a complementary manner.

  • Practice various rhetorical tasks that are typical of professionals in technical communication.

  • Engage in instructor-guided practice of technological media used in technical communication.


Evaluation MethodWeighting/Points for EachDetails
Written Assignment65%Four major assignments as detailed on syllabus: Procedures Plan, DITA Project, Single-Source Outputs
Homework10%Distributed over four take-home exercises
Other15%Instructional video project
Participation10%Class discussion, peer review, collaborative work.
mlnosbis 10/25/2016: No overlapping courses. This action is making minor changes to course description and populating the course record with existing information.

ghodge 10/25/2016 Ready for ABGS reviewers

ABGS Reviewer Comments:
-Do the contact hours add up to 3 credit hours, or do they need to put 2 lab hours into it? RESPONSE: Correct, lab contact hours should increase to 3 per week to justify a 3 credit hour course (https://oucc.dasa.ncsu.edu/courseleaf-2/instructional-formats/)

11/1/2016 - Changed laboratory contact hours to 2. Justification is that the laboratory requires significant student preparation outside of class; therefore, lab hours seem more like NSC (2 contact = 1 credit) than SC (3 contact = 1 credit) - Jason Swarts (course proposer)
penrose (Tue, 13 Sep 2016 20:33:11 GMT): The purpose of this CAF is only to update the course description and clarify prereqs. Other text that appears "new" is not new--just filling in fields that had not populated in CIM.
Key: 2353