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Last Updated 4.20.03
T | 1.14
- Welcome
- Biographic survey
- Introduce each other
- Discuss syllabus
- Discuss technology check list
- Go over calendar
TH | 1.16
- Choose groups for writing Professional Writing Research Guide
- Introduction
to Research
Due
- Read over the syllabus thoroughly; send the instructor an email by 8am today that covers the following: Your name, major, and year, and 1) What were your expectations for this course, 2) What was confusing? 3) What was fair? unfair? Why? 4) Any other comments.
- Read Rivers's "From the Garret to the Fishbowl." Be prepared to talk about 1) your overall impression, 2) the content of the article (i.e., the arguments that he makes and the evidence he uses to support it), 3) the way he conducted his research, and 4) the way that he reported his research
- Send a tasteful .jpg or .gif to the instructor that you want to represent you on the directory page.
T | 1.21
- Visit
to the HSSE and HICKS libraries ( meet Ms. Romberger in Heav. 227)
- Learn how to use these space
- Learn about professional writing journals
- Learn about technology manuals
- Learn about the Digital Learning Collabratory
TH | 1.23
- Introduction
to Rhetoric
- Define the concept
- Discuss the connections between rhetoric and research
- Dicuss the roles/practices of professional writing researchers
Due
- Respond to insturctors' message to the listserv. Complete Technology Checklist
- Read Foss, Foss, & Trapp's "Perspectives on Rhetoric;" Porter, Johnson-Eilola, & Sullivan's "Starting with Purpose and Audience" (all of the readings); Side's "From the Editor's Desk" and Grabill's "Shaping Local HIV/AIDS Services Policy through Activist Research"
- Write a 250 word response to these readings. In addition to responding to what you found to be most important in these readings 1) provide a working defintion of rhetoric and justify this defintion, and 2) explain the connections between rhetoric and research. Send the response to the instructor in the body of an email.
T | 1.28
- Textual
Research Exercise
Due
- Read Palmquist's "Developing Your Research Question" and Sims's "Researching Information Using Primary and Secondary Sources." Read through the Textual Research Exercise before you read these texts. As you read through them start thinking about how you will approach this activity.
TH | 1.30
- Discuss the Grabill article and Sides editorial
- Discuss Textual Research
- Discuss the purposes of Textual Research
- Disucss
issues of interpretation.
Due
- Read, reread or skim Side's "From the Editor's Desk" and Grabill's "Shaping Local HIV/AIDS Services Policy through Activist Research." Be prepared to write about what you understood the writers trying to do/argue and what specifically confused you about the article.
- Read Hamilton's "The Rhetoric of Promoting Health" and Hausman's "Rational Management: Medical Authority and Ideological Conflict in Ruth LawrenceÕs Breastfeeding : A Guide for the Medical Profession."
- Write a 300-500 word response to Hamilton and Hausman. Use the questions on the response page to guide your writing.
T | 2.4
- Field Research: Interviews, Surveys, and Questionnaires
- Field
Research Exercise, Part 1
Due
- Read Bishop's "Understanding the Process: Local Views."
- Read the Field Research Exercise. Start thinking about research questions for this project.
TH | 2.6
- Field Research: Observations
- Field
Research Exercise, Part 2
Due
- Read Chiseri-Strater and Sustain's "Observing" and "Learning How to Look."
- Read the Field Research Exercise. Start thinking aboutwhich spaces one would need to observe to answer the research questions and what one should look at.
T | 2.11
- Field Research: Triangulation & Data Grids
- Field Research Exercise, Part 3
- Discuss
Readings
Due
- Read Thatcher's "Writing Policies and Procedures in U.S./South American Context" and Houston's "Health Care and the Silent Language of Vietnamese Immigrant Consumers."
- Write a 300-500 word response to Thatcher and Houston. Use the questions on the response page to guide your writing. Compose the response in the body of an email and send it the instructor before class.
TH | 2.13
- Usability Testing: principles
- Demonstration:
Conducting a Usability Test
Due
- Read Usability.gov's "Method's of Designing Usable Web Sites" and "Usability Basics" and Grantconsulting.com's "Usability Storyboard." Be prepared to ask questions about any principles that you may not understand; also start thinking about how these research practices apply to consumer's use of other products (i.e., material goods) or documents (e.g., manuals, policy statements).
T | 2.18
- Usability testing: application
- Exercise:
Designing a Usability Test
Due
- Read Sullivan's "Beyond a Narrow Conception of Usability" and Salvo's "Ethics of Engagement: User-Centered Design and Rhetorical Methodology." Be prepared to apply these principles to your own usability test design.
- In your Principles Groups write a one page status memo about the group's progress developing your section of The Guide. This memo should include 1) a breif outline of the section with a rationale, 2) the sources that you will be drawing upon, and 3) a discussion of any obstacles that you may be experiencing.
TH | 2.20
- Discuss usability test designs
- Usability testing: readings
Due
- Read Van Horan et al.'s "Manuals for the Elderly: Which Information Cannot be Missed" and Spinuzzi's "'Light Green Doesn't Mean Hydrology!': Toward a Visual Rhetoric Framework of Interface Design."
- Write a 300-500 word response to Van Horen et al. and Spinuzzi. Use the questions on the response page to guide your writing. Compose the response in the body of an email and send it the instructor before class.
T | 2.25
- Discuss Archiving
- Exercise: Archiving
Strategies
Due
- Read Munger's "Evolution of the Medical Service Profession" and Cox and Samuels's "The Archivist's First Responsibility." Be preapred to ask questions about the principles of archiving and start thinking about strategies for applying these principles.
- Optional update on Guide section is due Monday, February24, 2003 by 9:30.
TH | 2.27
- Reporting: What are the reponsibilities of the writer/researcher?
- Sustainability:
What happens after the research has concluded?
Due
- Read Bishop's "Writing it Up" and Grabill's "Community Computing"
- Write
a 300-500 word response to Munger, Cox and Samuals, Bishop, and
Grabill. Use the questions on the response
page to guide your writing. Compose
the response in the body of an email and send it the
instructor before class.
T | 3.4
- Presentations:
Interview, Survey/Questionnaires; Observations, Usability Testing
Due
- The Interview, Survey/Questionnaires; Observations, Usability Testing groups need to submit a complete rough draft of their section of the Guide by 5pm on March 3, 2003 to the listserv.
- The rest of the class needs to read each section and be prepared to discuss it in class the next day.
TH | 3.6
- Presentations:
Textual, Archiving, Reporting and Sustainability
Due
- The Textual, Archiving, Reporting and Sustainability groups need to submit a complete rough draft of their section of the Guide by 5pm on March 5, 2003 to the listserv.
- The rest of the class needs to read each section and be prepared to discuss it in class the next day.
T | 3.11
- Conclude Principles Assignment
- Begin
Application Assignment
- Jennifer Sharkey of MIDC will present the needs for the DLC
- Discuss as a class some of the features that the project plan should entail
Due
- Group Submission of the Guide (as an attached document sent to the instructor) with a rhetorical memo (submitted as a hard copy with accompanying documents) and Individual Portfilio (submitted in manila folder with your name on the tab)
- Read the Application Project Assignment; be preapred to ask questions about the assignment.
TH | 3.13
- Creating
a Master Plan
- Discuss project plans for the DLC research project
- Develop
a master plan for the DLC research project
- Choose
groups for the DLC research project
- Send an email to the instructor that lists the three groups that you would want to work in and explain what knowledge, skills or expertise that you offer to each group.
Due
- Research and Reporting Plan for DLC project. Bring four or five hard copies to class to share with group members. Bring one hard copy for the instructor.
- Extra
Credit Opportunity: On Tuesday March 11, 2003 attend the PW Advanced
Research Workshop from 6:30-8:00 pm in the DLC (below HICKS). For
extra credit, write a formal email (i.e., content should be in the
body of an email) addressed to
the instructor
that
explains
how
you
incorporated what you learned from this workshop into your development
of the research project
plan. This email must
be submitted by Friday, March 14, 2003 at 5pm.
T
| 3.18 & TH | 3.20
No Class: Spring Break
T
| 3.25
| Group | Due | In Class |
| Reporting | Update from clients | Report on client discussion |
| Task List | -- | -- |
| Documentation | -- | -- |
| Audience | -- | -- |
| Usability Testing | -- | -- |
| All | Come to class prepared to discuss the timeline and resources | .Pose questions to ask client, Finish timeline & resources, Organize group by working on strategies for data collection |
TH
| 3.27
| Group | Due | In Class |
| Reporting | -- | -- |
| Task List | -- | -- |
| Documentation | -- | -- |
| Audience | -- | -- |
| Usability Testing | -- | -- |
| All | -- | Learn some of the tasks in Adobe Premiere; during demonstration on look for some of the obstacles that you anticipate other users having |
T
| 4.1
| Group | Due | In Class |
| Reporting | Update from clients | Report on client discussion |
| Task List | Conduct textual research: Stage 1 | Report findings from textual research: Stage 1 |
| Documentation | Work with Adobe Premeire for at least thirty minutes as an individual; write a breif memo describing your experience--focus on what was intuitive and what you had problems with; send memo to Documentation group, cc the instructor. | -- |
| Audience | Develop relevant research tools to learn about audience | Present research tools to class |
| Usability Testing | Work with Adobe Premeire for at least thirty minutes as an individual; write a breif memo describing your experience--focus on what was intuitive and what you had problems with; send memo to Documentation group, cc the instructor. | -- |
| All | -- |
Discuss updates from Task List Group and Reporting Group Workshop research tools presented to the class by Audience Group and Task List Group (?). |
TH
| 4.3
| Group | Due | In Class |
| Reporting | -- | -- |
| Task List | -- | -- |
| Documentation | -- | -- |
| Audience | -- | Discuss obstacles in collecting research |
| Usability Testing | -- | -- |
| All | Status Report #1 due Friday by 5pm |
Discuss Audience Analysis Prepare for reports from Audience Analysis Group |
T
| 4.8
| Group | Due | In Class |
| Reporting | Update from clients; write memo to the class (see guidelines) | Report on client discussion |
| Task List | Conduct textual research: Stage 2; write short report to class contains all of the data that you have collected (see guidelines) . | Report findings from textual research: Stage 2 |
| Documentation | Help Task List Group with Stage 2 data collection | -- |
| Audience | Collect data using research tools; bring results to class | -- |
| Usability Testing | Help Audience Group collect data | -- |
| All | -- |
Discuss updates from Reporting Group and Task List Group. Help Audience Group compile data
|
TH | 4.10
| Group | Due | In Class |
| Reporting | -- | -- |
| Task List | -- | -- |
| Documentation | -- | Discuss obstacles in composing documentation |
| Audience |
Write short report about research findings (see guidelines) |
Report overall findings from research |
| Usability Testing | Start thinking about who (i.e., very specific people) you will being using as the participants for the usability tests | -- |
| All | -- |
Discuss screen shots and the use of visuals Correspond with group and other groups; meet with instructor |
T
| 4.15
| Group | Due | In Class |
| Reporting | Update from clients; write memo to the class (see guidelines) | Report on client discussion; start composing reports for PW and DLC |
| Task List | Coodinate with Documentation Group | Help Documentation Group write documentation |
| Documentation | Start composing draft of documentation | Compose draft of documentation |
| Audience | Conduct relevant follow-ups | Report findings from research; help usability group plan usability tests |
| Usability Testing | Start thinking about a plan for the usability test | Plan Usability Tests |
| All | -- |
Meet in DLC, Rooms E & F Discuss updates from Audience Group and Reporting Group Work separately on respective documents |
TH
| 4.17
| Group | Due | In Class |
| Reporting | Work on composing reports for DLC and PW. | Compose reports for DLC and PW |
| Task List | Assist Documentation Group | Assist Documentation Group |
| Documentation | Draft Documentation | Finish Drafting Documentation |
| Audience | Assist Usability Group | Assist Usability Group |
| Usability Testing | Plan Usability Test | Plan Usability Test |
| All | Status Report #2 due Friday by 5pm |
Meet in DLC, Rooms E & F Work separately on respective documents |
T
| 4.22
| Group | Due | In Class |
| Reporting | Update from clients; write memo to the class (see guidelines) | Report on client discussion |
| Task List | -- | Proof documentation; walk through tasks and note difficulties with instructions or language; send emails to Documentation group (cc the instructor) with textual items that they should reconsider. |
| Documentation | Complete documentation | Assist Reporting group |
| Audience | -- | Help Usability compose test |
| Usability Testing | Compose Usability Tests; write up a memo that justifies the test's design (see guidelines) | Compose Usability Tests; write up a memo that justifies the test's design (see guidelines) |
| All | -- |
Meet in DLC, Rooms E & F Discuss updates from and Documentation Group and Reporting Group Correspond with group and other groups; meet with instructor |
TH
| 4.24
| Group | Due | In Class |
| Reporting | Draft PW and DLC reports |
Present Drafts of PW and DLC Reports Review draft of usability test |
| Task List | -- | Review draft of usability test |
| Documentation | Finish Documentation | Review drafts of PW and DLC reports |
| Audience | -- |
Present Draft of Usability Test Review drafts of PW and DLC reports |
| Usability Testing | Compose final draft of Usability Tests; write up a memo that justifies the test's design (see guidelines) | Discuss Usability Test Strategies with the instructor |
| All | -- |
Discuss revisions to Reports and Usability Test Review reports and usability test |
T
| 4.29
| Group | Due | In Class |
| Reporting | Update from clients; write memo to the class (see guidelines) | Report on client discussion |
| Task List | -- | Help Documentation Group revise |
| Documentation | -- | Revise draft of documentation |
| Audience | -- | Help Usability Group conduct Usability Tests |
| Usability Testing | Write up a short report on the results (see guidelines); due by Wednesday 5pm to the listserv | Finish conducting Usability Tests |
| All | -- |
Discuss updates from and Usability Group and Reporting Group Correspond with group and other groups; meet with instructor |
TH
| 5.1
FR | 5.2
Due by 5pm in Heavilon 302
- Final drafts of Documents to be submitted to the appropriate audiences (i.e., Adobe Premiere Documentation, DLC Report, PW Report)
- Status Report #3 due Friday by 5pm; compose status report by following guidelines, but also include evaluations of yourself and your group members--justify these evaluations.
MO | 5.5
Due by 12 noon in Heavilon 302
- Group Portfolio submitted in manila folder with accompanying documents
- Individual Portfilio submitted in manila folder with accompanying document
No Class