NATS 4310.

001 (11974):
Advanced Writing in the Natural Sciences and Mathematics
The University of Texas at Dallas
Spring 2009
Thursday, 1:00-3:45 p.m.
Room: CBW 1.101

Professor Contact Information:

Professor: Dr. Jillian M. Duquaine-Watson

Phone: (972) 883-4748
Email: jillian.duquaine-watson@utdallas.edu
Office: SOM 4.207
Office Hours: MW 3-5 p.m. or by appointment

Course Pre-requisites, Co-requisites, and/or Other Restrictions

This course fulfills the advanced writing requirement of the Core Curriculum for Natural
Sciences and Mathematics. If you have questions about the Core Curriculum or academic
requirements, please contact your advisor.

Course Description

Welcome to Advanced Writing in the Natural Sciences and Mathematics! The central aim of
this course is to provide a positive yet challenging learning environment in which graduating
seniors in science and mathematics can do the following:
• Learn about their writing (both strengths and areas that need improvement);
• Understand the various types of writing they may do in the future;
• Develop their writing skills in ways that are appropriate to their future
professional and intellectual endeavors.

After leaving the university, many of you will go directly into professional positions. Others will
spend several years pursuing advanced degrees before beginning careers. Regardless of the path
you choose, your future employers, colleagues, professors, and professional associates will both
expect and require that you are well versed in the medium of written communication. It is not an
overstatement to assert that skilled communication is crucial in all scientific and technical
fields—after all, your experiments, hypotheses, research results, and ideas remain essentially
insignificant and irrelevant until you are able to effectively communicate them to others.

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One of the best ways to improve your writing skills is to practice your craft. Yet writing
proficiency involves more than simply putting pen to paper (or fingers to keyboard in our
increasingly electronic world). It also demands that you continue to develop related skills
including critical reading and critical thinking. Thus, you should expect not only to do a good
deal of writing in this course but also a fair amount of reading and to be continually challenged
to develop your skills in the area of analysis and assessment, specifically as they relate to
effective written communication. In addition, and since many times your written work will need
to be translated into presentations and the like, we will also discuss some of the basics of
effective oral communication and provide everyone with the opportunity to practice these skills.

Course Goals

This course is designed to help you:

• Be able to apply theories of communication to your own writing.

• Be able to effectively complete different types of professional writing.
• Be able to write with and work with colleagues.
• Incorporate critical feedback from colleagues/experts as you revise and edit your writing.
• Have a better understanding of your own writing—both your strengths as a writer and
those areas that need continued attention.
• Be able to provide critical, constructive feedback for colleagues in order to help them
improve and revise their own writing.
• Understand the principles of ethical written communication.

Student Learning Objectives/Outcomes

Upon successful completion of this course, you will:

• Be able to write effectively using appropriate organization, mechanics, and style.

• Be able to construct effective written arguments.
• Be able to incorporate and interpret source material in your writing and speaking.
• Be able to write in different ways for different audiences.

Required Textbooks and Materials

The following books are required for this course and available for purchase from the university
bookstore:

Finkelstein, L. (2005). Pocket book of technical writing for engineers and scientists (3rd
edition). New York: McGraw-Hill.

Rosenberg, B. J. (2005). Technical writing for engineers and scientists. Upper Saddle River,
NJ: Pearson Education, Inc.

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The above texts will be supplemented with various required book chapters, journal and
newspaper articles, proposals and other writing samples. These are available via WebCT and
you are required to print and read these prior to class. You are also required to bring your
copies of these readings with you to class on the appropriate assigned dates (as indicated in the
course calendar) as we will be addressing various aspects in our class discussions.

In addition to the texts listed above, you will also need the following materials:

• 2-pocket folder (NOT plastic) to serve as your “portfolio”

• Re-writable CDs and/or a USB for saving your work
• 3 x 5 index cards (for oral presentation)
• Red or green (or other bold color—NOT black or blue!) pen for editing during workshops

Although you are not required to purchase them, it is also highly recommended that you
regularly consult the following references:

Publication manual of the American Psychological Association (5th edition). (2001).

Washington, D.C.: American Psychological Association. (NOTE: This text is partially
accessible at http://www.apastyle.org/ and available in its entirety in the reference section
of the UTD library).

Stunk, W., & White, E. B. (1979) The elements of style. Boston: Allyn & Bacon.
(Available in its entirety at: www.bartelby.com/141/).

Peer Review and Revision

The following statement comes directly from the Core Curriculum section of the UTD
Undergraduate Catalog:

All courses [that satisfy the core requirement for Communication] require that students write,
receive detailed feedback about, and revise at least 15 double-spaced pages.

This means that every major written assignment you complete for this course will be done TWO
TIMES. First, you produce a draft of the document. You will then have it “workshopped” by
one or more of your classmates—this means that your workshop partner (or partners) will
assess/analyze your draft using a Peer Evaluation worksheet and return both documents to you.
Then, using the feedback provided by your partner(s), you will revise your draft into a final
version of the assignment. On the assignment due date, you will include the following in your
portfolio (stapled together in the following order):
1) Your first draft of the assignment;
2) The Peer Evaluation Worksheet completed by your workshop partner(s);
3) Your final, revised version of the assignment.
It is imperative that all course participants take the peer review and revision process seriously.
In order to encourage you to do this, your performance as a Peer Evaluator during our workshops

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will become part of your final grade on each of the assignments you complete for this course.
The majority of our Peer Evaluation Workshops will take place in class. Because of the
interactive nature of these activities, missed workshops cannot be made up. Thus, if you miss a
workshop, your grade on that particular assignment (and the course overall) will suffer.

Assignments and Grading Policy

There are 1000 points possible in this course. Your performance on the following assignments
and activities will determine your final grade:

• Attendance (100 points)

• Participation (100 points)
• Statement of Purpose Assignment (150 points)
• Note-Taking Assignment (75 points)
• Reading Quiz (Session #6) (25 points)
• Description of a Mechanism Assignment (75 points)
• Description of a Process Assignment (50 points)
• Position Paper (300 points)
• Oral Presentation (125 points)

Final course grades will be assigned according to the following scale:

Points Grade Points Grade

980 – 1000 A+ 730 – 769 C
940 – 979 A 700 – 729 C-
900 – 939 A- 670 – 699 D+
870 – 899 B+ 630 – 669 D
830 – 869 B 600 – 629 D-
800 – 829 B- 590 & below F
770 – 799 C+

Grades on an individual written assignment will be based on specific criteria for that assignment.
You will receive these specifications well in advance of the assignment due date. If you do not
understand the reason you received a specific grade on any assignment, I definitely want to talk
with you about it. If you believe that a grade should be reconsidered, take time to review my
comments about your work and follow these procedures:

1. You must wait at least 24 hours after you receive your graded assignment to contact
me about discussing the assignment and your grade. During this time, you should
THOROUGHLY re-read the assignment handout (and criteria), the final draft of the
assignment you submitted, and my comments.
2. Email me to make an appointment to meet during office hours.
3. Write a memo (to me) specifying the ways in which your assignment met the
assignment criteria and the final grade you believe you deserved on the assignment.
You must send an electronic copy of this memo to me NO LATER THAN 24 hours

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 prior to our scheduled meeting.
4. Bring your final copy of the assignment, your workshop feedback form (that your
workshop partner completed for the assignment), and your rough/first draft of the
assignment (that you completed for workshop) with you to our meeting.

Given that this course is intended to help prepare you for the various types of writing you will do
in the future, all of your work should demonstrate attention to professional and ethical standards
including proofreading and editing all of your work. Professionalism also means that you use
appropriate source citation as necessary in order to avoid violations of copyright.

If you are taking this course CR/NCR, you must complete ALL parts of all assignments at a “B”
level to receive credit.

You should expect to work hard in this course. Like all advanced-level courses, Advanced
Writing in the Natural Sciences and Mathematics is rigorous.

I strongly recommend that you review your assignments with me before they are due. Helping
you with your papers by answering questions and offering advice is a pleasure. Even though you
will be getting a lot of feedback from your classmates, you should always feel free to involve me
in your work and seek feedback as necessary. Remember, I am happy to meet with you during
my regularly scheduled office hours or by appointment as needed.

Course and Instructor Policies

Assignment Format

Your assignments must adhere to the following formatting requirements (unless noted on an
individual assignment handout):
• All margins must be 1 inch.
• The font size of your document should be 12-point type and the font type should be
Times New Roman.
• Your documents must be double-spaced.
• Your documents must include a cover page with your name, the title of the assignment,
the course name and number, the instructor’s name, and the date.
• You must follow APA (American Psychological Association) guidelines for pagination,
headings, citations, and other formatting issues.
• Your graphics, tables, and illustrations need to be clearly identified and explained (see
APA guidelines).
• Your writing must be free of spelling, punctuation, and grammatical errors.
• All sources must be documented and/or quoted appropriately in the text as well as in the
References section at the end of your document.
• Your documents MUST be stapled together!
•
NOTE: Failure to adhere to formatting requirements may result in your assignment being
considered “incomplete” and, therefore, unacceptable.

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Late Work

Deadlines in the professional world are a serious matter. Missed deadlines mean lost contracts,
delayed product releases, skyrocketing expenses, and, in some cases, the loss of millions of
dollars in revenue. Missed deadlines also compromise professional reputations and careers.

For these reasons, late or incomplete work is not acceptable in this course. Work that does not
meet the parameters and guidelines of a particular assignment is not only unprofessional, it also
creates administrative headaches. Technological problems such as a printer not working or a
computer crashing are not valid excuses for late work. Make proper arrangements to have your
work finished and prepared ahead of time so you do not experience such emergencies.
Moreover, no late or makeup submissions will be accepted for some assignments including
homework, in-class activities (such as applied, paired, or small/large group work), or workshops.
Please be aware that no assignment can be accepted after the last day of regular classes.

Class Attendance and Participation

Attendance will be taken at each and every class session. It is essential that you make class
attendance a priority and that you miss class only in rare and unavoidable circumstances. Work
assigned for this class carries no less priority than work you may have to complete for any other
class or your job. Material and information will be presented in the classroom that cannot be
replicated outside the classroom or made up at a later date. Moreover, class participation is a
vital part of your learning process because this class revolves around discussion and activities.
More than simply being physically present in class, participation includes participants asking
questions in class about readings, answering questions, offering suggestions, and adopting a
professional, positive attitude. It will be very difficult to do well in this course if you fail to
attend class regularly and participate actively.

You are required to attend class regularly, read and engage with the assigned readings, prepare
homework, and actively contribute to various projects and activities. You may miss up to two
classes for whatever reason without penalty. (Notice that no adjectives modify “absences” as I
make no distinction between “excused” and “non-excused” absences.) Subsequent absences
will have a negative influence on your attendance and participation grade.

Extra Credit

I do not curve individual items, nor do I offer “extra credit” work or “special consideration” to
allow students a chance to raise their grade. If a personal situation arises during the semester that
may affect your classroom performance, please talk to me sooner rather than later. If you contact
me early, I will do my best to assist you and keep you on track for successful completion of the
course. If you wait until the end of the semester, I simply will not be able to help you. Also,
remember that I can’t help you if I don’t know you need help.

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Classroom Citizenship

In keeping with this course’s professional communication mandate, students are expected to use
every opportunity in the course to practice communicating in a civil and professional manner.
Disagreement is acceptable (and even expected in college-level courses); disrespect, however,
has no place in this or any other classroom.

Technology Requirements

This course is taught using WebCT, and you should develop the habit of checking both WebCT
and your UTD email on a regular basis for assignments and announcements. Reliable and
frequent internet connectivity is essential for your success in this course – indeed, it will make
outside-of-class communication more efficient. All UTD students are provided with an email
account and access to the Student Computing Labs. Thus, “lack of access” to email and the
Internet will not serve as a valid excuse for shortcomings in relation to electronic
communications.

You also have the responsibility to ensure that you have access to the course through WebCT for
the duration of the semester. Failure to check UTD or WebCT email, errors in forwarding email,
and email bounced from over-quota mailboxes are not acceptable excuses for missing course or
assignment-related email.

Additionally, to protect your privacy rights, I will only send email through your official UTD
email address or WebCT email. If you choose, you can redirect both of these addresses to
external addresses.

Classroom and Equipment Use Policies

• No laptops, cell phones, pagers, or other electronic messaging services may be used in the
classrooms unless you have cleared it with me first and then only on an emergency basis.
• Food and drink are not permitted in the classroom.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their business. It is the responsibility of each
student and each student organization to be knowledgeable about the rules and regulations which
govern student conduct and activities. General information on student conduct and discipline is
contained in the UTD publication, A to Z Guide, which is provided to all registered students each
academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the Rules and

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Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3,
and in Title V, Rules on Student Services and Activities of the university’s Handbook of
Operating Procedures. Copies of these rules and regulations are available to students in the
Office of the Dean of Students, where staff members are available to assist students in
interpreting the rules and regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship.
He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules,
university regulations, and administrative rules. Students are subject to discipline for violating
the standards of conduct whether such conduct takes place on or off campus, or whether civil or
criminal penalties are also imposed for such conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty.
Because the value of an academic degree depends upon the absolute integrity of the work done
by the student for that degree, it is imperative that a student demonstrate a high standard of
individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to
applications for enrollment or the award of a degree, and/or the submission as one’s own work or
material that is not one’s own. As a general rule, scholastic dishonesty involves one of the
following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students
suspected of academic dishonesty are subject to disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any
other source is unacceptable and will be dealt with under the university’s policy on plagiarism
(see general catalog for details). This course may use the resources of turnitin.com, which
searches the web for possible plagiarism and is over 90% effective.

Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication
between faculty/staff and students through electronic mail. At the same time, email raises some
issues concerning security and the identity of each individual in an email exchange. The
university encourages all official student email correspondence be sent only to a student’s U.T.
Dallas email address and that faculty and staff consider email from students official only if it
originates from a UTD student account. This allows the university to maintain a high degree of
confidence in the identity of all individual corresponding and the security of the transmitted
information. UTD furnishes each student with a free email account that is to be used in all
communication with university personnel. The Department of Information Resources at U.T.
Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts.

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Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level
courses. These dates and times are published in that semester's course catalog. Administration
procedures must be followed. It is the student's responsibility to handle withdrawal requirements
from any class. In other words, I cannot drop or withdraw any student. You must do the proper
paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to
attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities,
of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other

fulfillments of academic responsibility, it is the obligation of the student first to make a serious
effort to resolve the matter with the instructor, supervisor, administrator, or committee with
whom the grievance originates (hereafter called “the respondent”). Individual faculty members
retain primary responsibility for assigning grades and evaluations. If the matter cannot be
resolved at that level, the grievance must be submitted in writing to the respondent with a copy
of the respondent’s School Dean. If the matter is not resolved by the written response provided
by the respondent, the student may submit a written appeal to the School Dean. If the grievance
is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean
of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the
academic appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the rules and
regulations.

Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at
the semester’s end and only if 70% of the course work has been completed. An incomplete
grade must be resolved within eight weeks from the first day of the subsequent long semester. If
the required work to complete the course and to remove the incomplete grade is not submitted by
the specified deadline, the incomplete grade is changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities with educational
opportunities equal to those of their non-disabled peers. Disability Services is located in room

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1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.;
Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments
necessary to eliminate discrimination on the basis of disability. For example, it may be
necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog
guides) for students who are blind. Occasionally, an assignment requirement may be substituted
(for example, a research paper versus an oral presentation for a student who is hearing
impaired). Classes with enrolled students with mobility impairments may have to be rescheduled
in accessible facilities. The college or university may need to provide special services such as
registration, note-taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members
to verify that the student has a disability and needs accommodations. Individuals requiring
special accommodation should contact the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for
the travel to and observance of a religious holy day for a religion whose places of worship are
exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible
regarding the absence, preferably in advance of the assignment. The student, so excused, will be
allowed to take the exam or complete the assignment within a reasonable time after the absence:
a period equal to the length of the absence, up to a maximum of one week. A student who
notifies the instructor and completes any missed exam or assignment may not be penalized for
the absence. A student who fails to complete the exam or assignment within the prescribed
period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution,
or his or her designee. The chief executive officer or designee must take into account the
legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of
the chief executive officer or designee. These descriptions and timelines are subject to change at
the discretion of the Professor.

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 Course Calendar
(Topics, Readings, Activities, Assignments, Due Dates, Quizzes, etc.)
NOTE: We will make every effort to maintain the schedule that appears below. However, modifications may need
to be made for inclement weather, illness, and other emergencies. All changes to the course calendar will be
announced via WebCT, so be certain to check regularly.

Session 1 (Jan 15) Topics(s):

• Introduction to the Course
• Reading Strategies
• Elements of Effective Written Communication
Activities:
• Attendance and Introductions
• Small Group Brainstorming Activity: “Elements of Effective Writing”
• Lecture: “Importance of and Elements of Effective Written Communication”
• Assign Writing Groups/Partners
• Self-Reflexive Free-Writing Activity: “How have your college education and other
life experiences helped to prepare you for success in your chosen field?”
• Hand Out/Discuss “Statement of Purpose” Writing Assignment

Session 2 (Jan 22) Topic(s):

• Elements of Scientific Writing
• Types of Scientific Writing

Readings:
• Rosenberg, “Ch. 1: The Quest” (pp. 1-8)
• Moriarty, “Ch. 2: The Language of Science,” pp. 23-43 (WebCT)

Activities:
• Brainstorming Activity/Discussion: “What do scientists write? What types of
writing do they do? How is effective scientific writing different from effective
writing in general? How are they the same?”
• Lecture: “Elements of Scientific Writing”
• Small Group/Large Group Discussion: “Elements of the ‘Statement of Purpose’
(aka, ‘The Graduate Admissions Essay’)”
• Questions/Discussion of “Statement of Purpose” Assignment

Assignments Due:
• List of 3 sources for information on writing the “Statement of Purpose” and 3 key
points from each source (as per “Statement of Purpose” assignment handout)

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Session 3 (Jan 29) Topic(s):
• Writing Basics: Grammar and Style
• Organizational Strategies

Readings:
• Finkelstein, “Ch. 13: Grammar and Style,” 229-246
• Rosenberg, “Ch. 19: Fonts and Typography,” pp. 271-282
• Rosenberg, “Ch. 20: Punctuation,” pp. 283-290

Activities:
• Small Group/Large Group Discussion: “The Importance of Grammar and
Mechanics”
• Grammar and Style Editing Activities
• Lecture: “Organizational Strategies”
• Editing Activities/Mock Workshop (sample Statement of Purpose essay)
• Group Discussion: Graduate Programs, Admission, and the “Statement of Purpose”

Assignments Due:
• Paragraphs on THREE graduate programs in your field (specialties, funding,
admission rates, cost, faculty, etc.) as per “Statement of Purpose” assignment
handout (one paragraph per graduate program)

Session 4 (Feb 5) Writing and Editing/Meetings with Instructor

Session 5 (Feb 12) Topic(s):

• Audience and Purpose

Readings:
• Finkelstein, “Ch. 1: Introduction” (pp. 1-10)
• Rosenberg, “Ch. 2: Audience” (pp. 9-20)
• Schirber, “A New Spin on Earth’s Rotation” (WebCT)
• “Good Diet, Exercise Keep Brain Healthy,” (WebCT)

Activities:
• Lecture: “Audience and Purpose”
• Small Group Activity: “Writing for a 5th Grade Audience”
• Peer Evaluation Workshop: “Statement of Purpose”

Assignments Due:
• “Statement of Purpose” Draft (bring one copy for workshop)

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Session 6 (Feb 19) Topics:
• Ethics in Writing
• Documentation
• Personal Records and Note-Taking

Readings:
• Barrass, “Personal Records” (WebCT)
• Finkelstein, “Ch. 2: Ethical Considerations,” pp. 11-23
• Finkelstein, “Ch. 14: Documentation,” pp. 247-259
• Goldbort, “Laboratory Notes” (WebCT)

Activities:
• Reading Quiz
• Mini-Lecture: “Notes and Records”
• Hand Out/Discuss “Note-Taking Assignment”
• Video Viewing and Discussion (for note-taking assignment)

Assignments Due:
• “Statement of Purpose” Final Copy with Draft #1 & Workshop Materials (in
Portfolio)

Session 7 (Feb 26) Topic(s):

• Writing as Conversation
• Technical Definitions
• Collaborative Writing (part I)
• Describing a Mechanism

Readings:
• Finkelstein, “Ch. 4: Description of a Mechanism,” pp. 39-58
• Rogers and Horton, “Exploring the Value…” (WebCT)

Activities:
• Lecture/Discussion: “Writing as Conversation”
• Small and Large Group Discussion: “Collaborative Writing: Possibilities and
Pitfalls”
• Hand Out/Discussion “Describing a Mechanism” Assignment
• Small Group Activity: “Description of a Mechanism” (collaborative writing
assignment)

Assignments Due:
• “Note-Taking Assignment” Final Copy with Draft and Online Workshop

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Session 8 (Mar 5) Topic(s):
• Collaborative Writing (part II)
• Describing a Process

Readings:
• Finkelstein, “Ch. 4: Description of a Process,” pp. 59-78
• Selfe, “Computer-Based Conversations…” (WebCT)

Activities:
• Small Group/Large Group Discussion: “Electronic Collaboration: Pitfalls and
Possibilities”
• Lecture: “Three Approaches to Describing a Process”
• Workshop: “Describing a Mechanism”
• Hand Out/Discuss “Description of a Process” Assignment
• Paired Activity and Workshop: “Description of a Process”

Assignments Due:
• “Description of a Mechanism” Draft Due

Session 9 (Mar 12) Topic(s):

• Argumentation and Claims
• Evidence
• Constructing a Research Report/Paper

Readings:
• “Argument” (WebCT)
• “Evidence” (WebCT)
• Finkelstein, “Ch. 11: Research Reports”
• Finkelstein, “Ch. 14: Documentation”
• Barrass, “Helping Your Readers” (WebCT)

Activities:
• Lecture: “Constructing a Research Report/Paper”
• Applied Activity: “Evaluating a Position Paper (including Sources and
Documentation)”
• Questions/Ideas/Discussion Regarding the “Position Paper” Assignment
• Hand Out/Discuss “Position Paper” Assignment
• Brainstorming Activity: “Position Paper Topics”

Assignments Due:
• “Description of a Mechanism” Final Copy with Workshop Draft and Workshop
Feedback Forms
• “Description of a Process” Final Copy with Draft and Workshop Feedback Forms

*~*~*~*~*~*~*~*~*Thursday, March 19—NO CLASS—SPRING BREAK!*~*~*~*~*~*~*~*~*

Session 10 (Mar 26) Research and Writing/Meetings with Instructor

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Session 11 (Apr 2) Topic(s):
• Graphics and Visuals
• Effective Public Speaking

Readings:
• Finkelstein, “Ch. 15: Visuals,” pp. 261-278
• Rosenberg, “Ch. 9: Graphics,” pp. 85-109
• Goldbort, “Scientific Presentations” (WebCT)

Activities:
• Brainstorming Activity: “Elements of Effective Public Speaking”
• Lecture: “The Basics of Effective Public Speaking…and How to Handle Speech
Apprehension”
• Applied Activity: “Summarizing a Source”
• Applied Activity: “Evaluating Graphics and Visuals”
• Hand Out/Discuss “Oral Presentation” Assignment

Assignments Due:
• Bring two copies of one journal article, research report, chapter, or other source that
you will use for your position paper (for applied activity)
• Bring two copies of a graphic/visual—either one that you’ve found or one that
you’ve created--that you could use for your position paper and/or oral presentation.

Session 12 (Apr 9) Research and Writing/Meetings with Instructor

Session 13 (Apr 16) Topics:

• Proposals

REQUIRED Readings:
• Kibert, et al., “Decision Model to Optimize Indoor Air Quality in Commercial
Buildings” (NSF Grant Proposal) (WebCT)

RECOMMENDED Readings:
• Finkelstein, “Ch. 6: Proposals,” pp. 83-110
• Rosenberg, “Ch. 13: Proposals,” pp. 181-200

Activities:
• Lecture: “Some Thoughts on Proposals”
• Large Group Discussion: Kibert Proposal
• Workshop: “Position Paper”

Assignments Due: Position Paper Draft for Workshop

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Session 14 (Apr 23) Activities:
• Student Presentations

Assignments Due:
• “Oral Presentation Outline” (1-page) Final Copy Due (today’s presenters) along
with Draft and Workshop Feedback

Session 15 (Apr 30) Activities:

• Student Presentations
• Final Course Evaluations

Assignments Due:
• “Oral Presentation Outline” (1-page) Final Copy Due (today’s presenters) along
with Draft and Workshop Feedback
• “Position Paper” Final Copy with Draft and Workshop Feedback Materials

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