English 5310.251: Digital Literacies
M 6:30-9:20 pm, FH G14
Instructor: Dr. Deborah Balzhiser
Description: What does it mean to be digitally literate? In this course, we define digital literacies in relationship to the different areas of English Studies and as they relate to educational, workplace, and public lives. We think about digital literacies rhetorically, sociocognitively, culturally, and in relationship to identity formation and (career, cultural, and economic) capital. Students will regularly engage scholarship and technology.
Materials: Multiliteracies for a Digital Age (Selber). The Culture of Connectivity: A Critical History of Social Media (van Dijck) Other books, journal articles, news, and readings will be added. There will be about 80 pages of reading a week. This course changes every time it is taught in order to keep current, and I am currently assessing the new focus.
Evaluation: Face-to-Face Discussions 10%; Weekly Digital Reading Responses 10%; Digital Peer Responses 10%; Short Digital Text (3) 10% each; Presentation 10%; Annotated Bibliography 10%; Final Project 20%
ENG 5312.252: Editing the Professional Publication
M 6:30-9:20pm; Flowers 114/Hybrid
Meets: 01/23 and 5/1 in San Marcos; other meetings online.
Instructor: Miriam F. Williams
Description: This course is an internship in which students will practice writing, editing, designing, and proofreading a professional publication.
Goals: The goals of the course are to give students the opportunity to:
Required Books: Students will be assigned weekly readings from scholarly journal articles. Also, students will be assigned readings from E-reserved book chapters.
Format: Hybrid course: Meets: 01/23 and 5/1 in Flowers Hall 114. All other meetings are held in Skype for Business, an online meeting environment.
Evaluation: Class Participation (Individual Assessment) = 20 percent
Midterm Progress Report (Individual Assessment) = 20 percent
Content Editing Project (Group Assessment) = 30 percent
Recommendation Report (Group Assessment) = 20 percent
Final Presentation to Client (Group Assessment) =10 percent
For more information: Contact Dr. Miriam F. Williams at email@example.com.
English 5313.251: Principles of Technical Communication
Th 6:30-9:20 pm, FH G14
Instructor: Dr. Scott Mogull
Course Description: In this course, students will learn professional copyediting skills and the publishing contexts in which editors work. Students will learn to copyedit at the sentence level and conduct comprehensive editing at the document level. Students will also explore the current research, technologies, and issues in editing.
Course Objectives: The primary objectives for this class are for students to learn sentence-level editing, document editing, and editor-author relationships. Additionally, students will learn to edit by hand and use Microsoft Word’s tracking and formatting features as well as various documentation styles. Upon successful completion of the course, students will be prepared to be technical editors in industry, government, or academia.
Required Textbooks: Course Pack available from the University Bookstore.
Format: This course requires student engagement and activity. During the first part of the semester, students will learn much of the material by weekly hands-on practice and in-class discussion in which they share editorial changes with the class. Students will practice functioning as professional editors in which they explain and describe editorial decisions to authors. During the latter part of the semester, students will research current research, technologies, and issues related to the editing profession and present this information to the class.
Evaluation: The anticipated evaluation criteria are as follows:
English 5314.251: Specializations in Technical Communication
Topic: Writing for the Government
T 6:30-9:20 pm, FH G04
Instructor: Libby Allison
Description: This course offers students theories and applications of writing for a wide variety of government agencies. Students will learn genres for government documents such as rules and regulations, policy statements, public policy reports, and impact statements. In addition, students will practice Plain Language style while they analyze the audience, purpose, cultural contexts, legal and ethical matters related to government documents and websites.
Goals: Students will learn about the following:
Required Readings: Allison, Libby and Miriam F. Williams. Writing for the Government. Pearson, 2008. (The Allyn and Bacon Book Series in Technical Communication.) Supplemental readings will be assigned during the semester.
Format: Graduate discussion seminar.
Evaluation: Attendance and participation: 20%
Research paper: 30%
Class Facilitations and Presentations: 20%
Email: Contact Dr. Allison at firstname.lastname@example.org
English 5314.252: Specializations in Technical Communication
Topic: Proposal Writing
Th 6:30-9:20 pm, Hybrid Course FH G04 and online
Instructor: Aimee Roundtree
Description: The course will engage students in searching for public and private funding sources and writing grant proposals for real-world funding needs. They will use print and electronic tools for identifying funding sources, preparing proposals, and making professional presentations. They will learn about the grant cycle and budgeting basics, as well as databases and other resources for identifying funding opportunities.
Format: Hybrid Seminar (every other Thursday online)
Evaluation: Letter of Intent, Grant Proposal, Presentation, and Final Exam
Office Hours: T 10-11, W 11-1
5383.251: Rhetorical Theory
W 6:30-9:20 pm, Hybrid Course ARR and online
Instructor: Pinfan Zhu
Description: The course is a hybrid course, which means we will meet three times in Round Rock on 01/18, 03/08, and 04/26 respectively. All through the spring semester, we work together to define “rhetoric” and study how rhetoric can serve technical communication. Definitions of “rhetoric are always in flux. When studying rhetorical theory as socially and culturally situated throughout history, we can better understand notions of civic, professional, and institutional discourse as well as underpinnings of power, politics, and participation, and, some would argue, reality. As a course in an English Department, we are particularly concerned with how rhetoric is related to technical communication. Also, we will examine the development and evolution of rhetoric theory from classical to modern eras. We will focus on some selective readings so as to understand how the development and evolution were made and how classic and modern rhetorical theories can solve practical problems in technical communication.
Required Books: Bizzell, Patricia and Bruce Herzberg. The Rhetorical tradition: Readings from Classic Times to the Present. 2nd ed. 2001
Whitburn, Merrill Rhetorical Scope and Performance: The Example of Technical Communication. 2000. Some online readings.
Goals: To teach rhetorical theories of different historical periods and introduce famous rhetoricians and their contributions to rhetorical theories over the history. The course will also enable students to apply rhetorical theories to technical communication and understand the rhetorical scope and performance in the field of technical communication.
Format: primarily discussions, lectures, and presentations
Evaluation: 20% Web board responses
10% Class Participation
40% Four short analytical papers
10% Oral presentation
20% Final project.
For more information: see Dr. Zhu in FH 142.
Email: email@example.com Phone: (512) 245-7665
Spring Office Hours: W 4:30 to 6:30pm