This professional writing course will require 1) extensive research into a number of current issues involved in designing and writing professional documents for both print and electronic media and 2) effective presentations of the researched information in two major forms: questions and answers.

Collaborative research teams will investigate audience analysis; "traditional" and electronic research; criteria for evaluating credibility and reliability; graphic and document design; criteria and testing for readability and usability; copyright, ownership, access, privacy, and costs; publications management including collaborative authoring, editing, and managing print/electronic document projects and their production; evolving conventions and standards; implications for international audiences; and uses of new media.

In addition, teams will research and discuss issues involving the major projects that class members will undertake individually in the course: résumés and job/career searches; formal presentations; a section of an electronic "manual" (which may include print components) OR a design and publications plan for an online journal or professional site.  Class members will make individual presentations and will critique the work of other students.

Additional Course Information

Class time will be used for presentations and discussions of researched questions and answers about specific issues; demonstrations of tools and processes and resources; explorations of professional documents of various kinds; informal presentations of projects in progress; formal presentations of completed résumés and projects; critiques.

For the first four weeks of the semester, the instructors will try to arrange small group meetings for those students who need additional technical assistance. 

Texts:

David Siegel, Secrets of Successful Web Sites, Hayden Books, 1997

Optional: Robin Williams and John Tollett, The Non-Designer's Web Book, Peachpit Press, 1998

Strongly Recommended Reading: William Zinsser, On Writing Well, 6th edition;  William Strunk and E.B. White, Elements of Style

Activities and Projects

•    Research and informal presentations on issues
•    Job/career searches and résumés
•    Formal presentations of résumés and major projects
•    Major projects
•    Critiques

Late Project Policy:

Due dates for assignments are listed on the schedule.  Late assignments will result in lower grades.  Since assigned projects will be read and critiqued by classmates and teachers, any requested change will affect everyone's schedule and therefore must be arranged before the assigned due date and be accompanied by a written explanation for your need to make an adjustment to the schedule of due dates.

Attendance:

You are expected to attend all classes on time and are expected to make arrangements with the teachers for planned absences. Unscheduled absences must be discussed with the teachers.  More than two absences, whether planned or unplanned, will result in a lower final grade.

Assignments and Grading:

All assignments must be completed to pass the class.  The number and nature of assignments and the schedule of activities may be changed to accommodate the needs of the class.

Assigned Readings

Siegel's Secrets of Successful Web Sites, Handouts, Web texts as assigned.
See schedule.

Instructional Materials:

• 3 1/2 inch high density floppies or a zip disk
• ream of inexpensive printer paper

Required:

A computer account at VCU; proficiency working in a Windows environment; ready access to a computer running Netscape Gold or Netscape Communicator/Composer or Microsoft Internet Explorer outside of the scheduled class hours; an adventurous spirit.

Academic Dishonesty Policy

The submission of work which includes the work or ideas of another without citing or attributing them to their author possibly constitutes plagiarism.   Assignments which are plagiarized will be given a failing grade and their authors treated in accordance with VCU Honor Code on academic dishonesty as stated in the VCU Resources Guide.

Affirmative Action Statement

The English Department and the University are committed to providing appropriate support for students with documented disabilities, including learning disabilities. Any student who has a documented disability may identify him/herself to the teacher at the beginning of the semester so that reasonable accommodations or arrangements can be made.