Online project2 schedule_engl317_spring2019
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This document provides the schedule and requirements for Project 2 of the ENGL 317 Technical Writing course. It outlines the tasks and deadlines for weeks 4 through 6, which involve creating a technical definition or description and presenting it as a slidecast. Students must complete peer reviews of draft documents and slidecasts by specified due dates. The final deliverables for Project 2, due on February 17, are a self-evaluation and the URL to the completed slidecast submitted through the course site.
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This document provides the schedule and requirements for Project 2 of the ENGL 317 Technical Writing course. It outlines the tasks and due dates for weeks 4 through 6, which involve creating a technical definition or description and presenting it as a slidecast. Key deliverables include a peer review of a classmate's technical documentation in week 4, revising the documentation based on feedback by week 5, creating and recording a voiceover slidecast by week 5, peer reviewing a classmate's slidecast in week 6, and submitting all project materials by week 6. Students are reminded that late assignments will be penalized and to verify their submissions are posted correctly to avoid point deductions.
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This document outlines the schedule and assignments for Project 3 of an Intercultural Communication course over 3 weeks. It details the due dates and requirements for each week which include brainstorming ideas, completing a creative brief worksheet on cultural differences, designing a slideshow and script, recording a slidecast, conducting peer reviews, and submitting all project deliverables by the final due date.
Online project3 schedule_engl317_spring2019
This document provides the schedule and assignment details for Project 3 of the ENGL 317 Technical Writing course. It outlines the following key details:
1) The project involves creating an infographic to visualize statistical data through textual outlines, wireframes, peer reviews, and recorded screencasts due between weeks 7-9.
2) Assignments are due by 11:59PM on specified due dates, and late submissions will lose a letter grade per day.
3) Deliverables due by the end of week 9 include the infographic, screencast, self-evaluation, and ensuring all submission files and URLs are accessible.
Online project4 schedule_engl317_spring2019
This document outlines the schedule and deadlines for Project 4 of the ENGL 317 Technical Writing course. It details that over the course of Weeks 10-13, students will complete a usability test, draft sections of a white paper on the test, participate in peer reviews of drafts, and create and peer review a screencast explaining the usability test. All assignments are due by Sunday April 14th by 11:59 PM, and must include a self-evaluation, the final white paper, and the URL to the screencast. Students are responsible for verifying their submissions are complete.
Project4 schedule engl317_ada-fall2020
This document provides a schedule for Project 4 which involves usability testing. It lists the tasks to be completed each week from weeks 10 to 13, including conducting a cognitive walkthrough and usability test of a website, drafting a white paper, and creating a screencast reporting usability findings. Peer reviews of drafts are required in weeks 11 and 12. All deliverables including a self-evaluation, white paper, and screencast URL are due by Sunday, November 22nd.
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Updated English 313 Project 3 Schedule-Spr 2019-TThF2F
Updated English 313 Project 3 Schedule-Spr 2019-TThF2F
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Engl 208 03 self-documentary assignment sheet
This document provides an overview of the "Self-Documentary" assignment. Students are asked to create a 5-7 minute film exploring a question they want or need answered about themselves, their family, or the world around them. They must include personal narratives and experiences related to the question through voiceovers, photos, or written text. Students are also required to interview at least one other person to gain additional perspectives. Films will be presented during the last two weeks of class, with presentations lasting 10 minutes for the film plus questions. Signups for presentation time slots will take place on April 17th.
Engl 208 03 essay ala bluets assignment sheet
This document provides an overview and instructions for an assignment to craft a hybrid collage essay focusing on an obsession or passion of the student's choosing. Students are asked to narrow their topic to a specific obsession/passion and consider its catalyst. They should write the essay in short vignettes/fragments that weave together to challenge the reader's understanding, similar to Maggie Nelson's book Bluets. The essay must include specific craft elements like references, etymological definitions, personal experiences, cultural references, addresses to the reader, and manifestations of the obsession/passion. It should attempt to imitate Nelson's tone while making it their own. The goal is for students to push beyond their obsession/passion and complicate
Engl317 assignment sheet_project4
This project requires students to conduct a usability test of a product or website and write a technical white paper and screencast summarizing the results. For the test, students will observe themselves completing tasks to identify usability issues. The white paper will describe task results and analyze usability, while the screencast will demonstrate a specific finding. The goals are to evaluate ease of use and learn how to test and report on the user experience.
Engl317 project4 slidedoc1_about_usabilitytesting
This document discusses user-centered design (UX) and usability testing (UT). UX considers users' needs, wants, and limitations when designing products. UT finds out if a product works for users. There are five components of usability - a product should be effective, efficient, engaging, error tolerant, and easy to learn. Types of usability tests include lab based testing, survey testing, and cognitive walkthroughs where an evaluator completes tasks to understand the user experience. For this project, students will design and conduct a cognitive walkthrough usability test.
Engl317 project4 slidedoc2_stepsto_designux_test
1. The document outlines the steps to conduct a usability test, including deciding what to test, designing the test, conducting the test, and writing up the test findings.
2. Key steps in designing the test involve identifying users and test tasks, developing metrics to evaluate usability, and creating a data collection form.
3. Conducting the test involves playing the role of a new user, completing each task while collecting data, and taking screenshots to support findings.
Engl317 project4 slidedoc3_technical_whitepaper
This document provides guidelines for writing a technical white paper summarizing user experience (UX) test findings. It outlines the required structure, including a title page, table of contents, introduction, methodology, results, recommendations/conclusion, bibliography, and appendix. The methodology section should describe the tasks tested, test environment, and evaluation criteria. The results section needs clear descriptions of each task and visuals to support the findings. Recommendations should list suggestions for improving the product or website based on the results. The appendix must include the raw data collection forms. Overall, the white paper should present the test results and their implications in a clear, concise manner using the prescribed structure.
Engl317 project4 slidedoc4_screencasting_usability_testfinding
The document provides instructions for creating a screencast to demonstrate a usability test finding. It recommends writing a script that introduces the subject and purpose of the finding, focuses on 2-3 key points by walking the viewer through a feature or problem, and concludes in about 10 seconds. The screencast should capture the screen while narrating the script to clearly show the viewer a usable feature or usability problem found during user testing. Practicing with the script can help avoid rambling and ensure a clear presentation.
Engl317 project3 slidedoc1_graphic_designprinciplesfornondesigners
This document provides an overview of basic principles of graphic design for non-designers. It discusses Gestalt theories of visual perception, including the principles of proximity, closure, and similarity/anomaly. It also covers color theory concepts like color harmony, color wheels, and contrast. Specific color schemes like monochromatic, analogous, and complementary are explained. Guidelines are provided for using complementary colors and black backgrounds effectively. The document concludes with tips for combining different font styles like serif and sans serif fonts.
Engl317 project3 slidedoc2_howto_createyourinfographic
This document provides instructions for creating a mixed chart infographic, including choosing an audience and purpose, selecting a topic, writing an outline, creating a wireframe, and deciding on visual elements like charts and an isotype. The infographic must include at least three self-created charts, one visualized number, and one self-created isotype pictograph. Sources can be cited but no pre-existing visuals may be used except icons, which must be credited. Following these steps will help structure an informative data-driven infographic.
Engl317 project3 slidedoc3_screencasting_design_justification_
The document provides instructions for creating a screencast to justify design choices made in an infographic project. It outlines how to write a script focusing on the key points of connecting design choices to graphic design principles in 3 minutes or less. The script should have a 10-second introduction and conclusion and refer to specific parts of the infographic using the mouse cursor while narrating. Rambling and statements not related to principles should be avoided.
Engl317 project2 slidedoc1_about_technical_definitions_and_descriptions
This document discusses the differences between technical definitions and technical descriptions. Technical definitions answer the questions "what is x?" and "what does it mean?" by naming and categorizing a term within specific contexts. Technical descriptions answer questions about how something works or what it is like by focusing narrowly on explaining a thing. Both use descriptive language but have different purposes based on the questions they aim to answer and the context. The goal is to help audiences make decisions or better understand how something impacts them.
Engl317 project2 slidedoc3_how_to_create_the_slidecast
This document provides guidance on creating an effective slidecast presentation in 3 steps or less:
1) Choose a slidecasting tool that allows hosting your presentation online without downloading, such as Knovio. Limit slides to 6-12 and keep narration to 30 seconds per slide.
2) Write a script with an introduction, body, and conclusion. Use signposts to guide the audience. Keep sentences short for oral delivery.
3) Design slides for visual interest with minimal text. Choose images and fonts to engage the audience and use color, contrast, and layout principles for clarity. Record the narration with vocal variety, pauses, and clear diction.
Engl317 project2 slidedoc2_how_to_write_the_technical_documentation
This document provides guidance on writing technical documentation for Deliverable 1. It begins with an introduction to the two types of technical documentation: user-oriented and project-oriented. The document instructs the reader to write project-oriented technical documentation for this assignment. It outlines four planning steps: 1) identify the context and choose to write an extended definition or technical description, 2) plan how to develop the definition or description, 3) plan the number of slides and their order, and 4) choose an organizing pattern. Several examples are given for each step. Common organizing patterns like sequential, chronological, and parts-to-whole are defined. Formatting guidelines are provided, instructing the writer to use a memo format and
Engl317 project2 slidedoc4_optional_metaphors_similiesanalogies
1) Metaphors, similes, and analogies help readers understand unfamiliar concepts by comparing them to familiar concepts. Metaphors state one thing is another, while similes state one thing is like another. Analogies argue the relationship between two things is so close understanding one illuminates the other.
2) Examples show analogies used to explain the Federal Reserve and shell theory of the nucleus. Metaphors can also drive creative problem solving, as shown by Smeaton's use of ship and tree trunk metaphors in designing a lighthouse.
3) While metaphors facilitate understanding, they can also constrain thinking if they establish paradigms preventing other frames of reference.
F2 f project3_schedule_engl317_spring2019
This document outlines the schedule and assignments for Project 3 of an English 317 Technical Writing course. It provides the due dates and requirements for each step of the project from weeks 7 through 9. The project involves creating an infographic to visualize and explain statistical data, including drafting an outline and wireframe, peer reviewing classmates' work, creating the infographic, justifying the design choices in a screencast, and submitting all deliverables by the final due date of March 10.
F2 f project4_schedule_engl317_spring2019
This document provides the schedule and requirements for Project 4 of an English technical writing course. It outlines the due dates and tasks to be completed over 4 weeks for designing and conducting a usability test, drafting a white paper report, and creating a screencast presentation of a usability test finding. All project deliverables, including a self-evaluation, white paper, and screencast URL, are due on Sunday April 14th by 11:59 PM. Students are expected to provide peer reviews of drafts on the assigned dates.
F2 f project5_schedule_engl317_spring2019
This document provides the schedule and requirements for Project 5 in an English technical writing course. It outlines that students must choose an internship, entry-level, or graduate program opportunity to use as the basis for a targeted resume or CV, cover letter, and e-portfolio website to be created over weeks 14 and 15 and due by April 28th. The schedule lists the daily in-class activities and assignments for each part of the project, including analyzing the opportunity, drafting documents, choosing a website builder, and populating the portfolio.
F2 f project1_schedule_engl317_spring2019
This document outlines the schedule and assignments for Project 1 of the ENGL 317 Technical Writing course over the first 3 weeks. It includes due dates for analyzing a writing sample, peer reviewing a memo report draft, creating and recording a podcast on a UI research topic, and submitting the final project deliverables which are a self-evaluation, podcast URL, and memo report. All homework and projects must be submitted by 11:59 PM on the listed due date.
Engl317 orientation about_technicalwriting
Technical writing is difficult to define precisely due to definitions being either too broad or narrow. It involves problem-solving to interpret writing situations and choose effective solutions to meet dynamic needs. Understanding writing as problem-solving helps develop transferable skills like rhetorical tools that can be applied to new workplace contexts. Rhetoric originally meant persuading through language but is now often used pejoratively in politics involving distortions; however, a modern definition acknowledges rhetoric informs any language use to elicit responses from audiences for various purposes, which is the definition used in the course to help students communicate successfully professionally.
Online project5 schedule_engl317_spring2019
This document provides a schedule and instructions for Project 5 of an English technical writing course. It outlines the following key details:
1) Students must choose an internship, entry-level, or graduate program opportunity to target their cover letter and resume/CV towards.
2) Deliverables due on April 28th include a self-evaluation, cover letter and resume/CV submitted as one or two files, and the URL to the student's e-portfolio website submitted in the resume or comments section.
3) Students are responsible for verifying their submissions are complete by checking document files and URL links after submitting. Late assignments will be penalized.
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Online project2 schedule_engl317_spring2019
- 1. ENGL 317 Technical Writing Page 1 of 2 PROJECT 2 SCHEDULE Weeks 4-6 Technical Definitions and Descriptions All work is due by 11:59 PM on the day indicated. Late assignments will lose one letter grade (or the equivalent number of points) per day. All course materials are posted to the project page. Due Date Complete the Following Week 4 Sunday 2/3 1. Read • Assignment Sheet • The two book chapter excerpts: 1) Technical Definitions, and 2) Technical Descriptions. 2. Study: slidedocs 1 and 2. 3. Choose an option and make planning decisions. 4. Peer Review: Technical Documentation Due. Go to the Peer Review Forum and follow the directions to post your documentation. 5. Go to Tools and Resources to decide which tool you will use to create Slidecast and follow directions to do a test recording. Follow troubleshooting steps, if you encounter technical issues. Week 5 Monday 2/4 Go to the Peer Review Forum and follow the directions to respond to a peer’s draft of the Technical Documentation.
- 2. ENGL 317 Technical Writing Page 2 of 2 Due Date Complete the Following Week 5 continued Sunday 2/10 1. Study: slidedoc 3. 2. Use feedback to revise your Technical Documentation if needed. 3. Find or create visuals for slides (you will need to site source visuals so note that information) and create slideshow. 4. Write script and practice it. 5. Record voice-over to slideshow. 6. Peer Review: Slidecast Due. Go to the Peer Review Forum and follow the directions to post the URL to your slidecast. Week 6 Monday 2/11 Go to the Peer Review Forum and follow the directions to respond to a peer’s slidecast. Sunday 2/17 PROJECT 2 DELIVERABLES DUE. Submit your work as follows: 1. Write a self-evaluation and cut and paste the URL to your slidecast at the top of your document file. Submit as a Word or PDF file. 2. To avoid a point penalty, verify your submission. Do not rely solely on bblearn’s confirmation that your work submitted. You need to check that your work submitted correctly. This means you need to go back to the drop box after submitting your work and check that the URL will work by cutting and pasting what you submitted into a browser.