WR 088 Introduction to Technical Writing 1

1. Use a multi-step (invention, organizing, drafting, revising, editing) process to write, format, and edit effective examples of various basic occupational writing tasks and projects relevant to CTE program requirements for a limited number of specific purposes, situations, and audiences. 
2. Evaluate, revise, and edit own and others’ writing with respect to the 5 characteristics of good technical writing, including clarity, brevity, accessibility of design (layout), audience awareness, and accuracy.
3. Use conventions of standard English and precise language (including domain-specific vocabulary) to achieve clarity and accuracy in writing tasks. 
4. Use relevant information (including photos, diagrams, graphs, and tables) from experiences or gathered from print or digital sources to support main ideas; summarize or paraphrase information and provide a list of sources. 
5. With some guidance and support, use web or lab-based productivity tools to produce and publish writing as well as to interact and collaborate with others. 
6. Demonstrates proficiency with web-based or resident presentation authoring tools (e.g. Weebly, Wix, E-Learn, PowerPoint, etc.) to present information.

• Preparing to Write 
  • Strategies for generating ideas/brainstorming 
  • Group discussions 
  • Surveys and interviews 
  • Reading graphs, charts, images, case studies, videos, and interactive tasks 
  • Models of basic technical writing tasks relevant to CTE courses 
    • E-mail messages 
    • Forms (e.g. cover applications, work orders, work estimates, bids, etc.) to analyze and fill out 
    • Simple instructions for a familiar process 
    • Letters (e.g. cover letters for resumes, letters of complaint, etc.) 
    • Memoranda (e.g. intra-office requests, change in procedure and policy) 
    • Presentations (using PowerPoint, Prezi, Google Docs or similar application) 
    • Process descriptors 
    • Project progress reports 
    • Shop “travelers” 
    • Work orders 
• Writing Process 
  • Outlines and other graphic organizers 
  • Identifying topics and forming controlling ideas 
  • Identifying appropriate mode of development: narration, analysis, description, comparison, etc. 
  • Identifying and evaluating appropriate support for controlling ideas: examples, details, anecdotes, testimony, data, research, etc. 
  • Identifying and evaluating appropriate format and document layout for writing task 
  • Identifying and making basic revisions in content, organization, support, clarity, and formality 
  • Reviewing and evaluating word choice 
  • Combining, rearranging, and rephrasing sentences 
  • Checking for accuracy 
• Editing 
  • Edit/proofread for basic and more complex errors in grammar, usage, spelling, punctuation, sentence structure, and other conventions of Standard Written English. 
  •  Identifying individual word- and sentence-level errors and strategies for correcting them 
  • Editing tools: rubrics, checklist dictionary, thesaurus, spell-check, grammar-check (traditional or electronic, e.g. MS-Word) 
• Research Techniques 
  • Locating information in traditional and online sources 
  • Avoiding plagiarism and using basic documentation of sources 
• Writing Contexts 
  • Simple individual projects 
  • Simple collaborative projects 
• Resources for writing 
  • Word processing  
    • Google Docs and Drive  
    • Microsoft Office Online  
    • Microsoft Office 365, etc.  
  • Photos, diagrams, graphs, and tables 
  • English “General Service List”  
  • Academic word list  
  • Lab-based or online productivity tools (e.g. Weebly, Wix, Google Docs, MS Office, etc.)  
  • Others identified by instructor 
• Campus-Based Resources 
  • Writing center 
  • Study skills and tutoring center 
  • Career center 
  • Library 
  • Advising and counseling center 
  • On-campus computer labs 
  • Others identified by instructor