The Final Grade will be based on several factors. First, the individual reading annotations will be worth 300-600 points. Second, the individual pitch presentation will be worth 125-250 points. Third, the collaborative final service learning client packet will be worth 300-600 points. Fourth, the individual online professional profile will be worth 125-250 points. Fifth, points will be rewarded for preparing for class, attending class, completing in-class work, studying, major projects, and coming to office hours. Points will also be deducted for missing class or assignments.
The Submission Form:
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Units & Weekly Overview:
An overview of what is due and the readings for each unit and week is located on the course website, under the “calendar” tab, which includes a “units overview” and a “weekly overview” that include hyperlinked lists of assignments due and readings.
Students will earn points for attending class and lose points for unexcused absences. On average, students will lose 10 points for each unexcused absence or missed class prep assignment and earn roughly 20 points for each class attended.
Dr. Wharton’s office hours are Tuesday and Thursday from 9-11, but a student can make an appointment via email at email@example.com.
How to Earn Participation Credit:
Tip: Students can earn up to 25 points for participating in or organizing a group study session.
How to Get an A:
In order to achieve a final grade of an A, I will need to achieve 2,180 points, complete all four major assignments, and miss no more than four days of class.
How to Pass with a C:
In order to receive a passing grade of C, students must complete all four major assignments and miss no more than four days of class which would result in achieving 1,330 points.
If you are unsure about how to document your participation to earn points, use the submission form to submit any questions to Dr. Wharton.
Unit 1 Readings:
The following readings can be annotated via Hypothes.is
- Wickman, C. (2014). Wicked Problems in Technical Communication. Journal Of Technical Writing & Communication, 44(1), 23-42.
- The New London Group (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, 66(1) (PDF).
- Schryer, Catherine F. (1993). Records as Genre. Written Communication 10(2), 200-34.
- Albers, Michael J. (2005). The Future of Technical Communication. Technical Communication 52(3).
- Pullman, George and Baotong Gu (2007). “Guest Editors’ Introduction: Rationalizing and Rhetoricizing Content Management.” Technical Communication Quarterly 17.1, 1-9.
- Sullivan, Patricia (1989). Beyond a Narrow Conception of Usability Testing. IEEE Transactions on Professional Communication 32(4).