Instructor Name: Michelle Heart

ODU English Department Course Number: 231C

SLOs Addressed: A. Develop Rhetorical Knowledge, B. Develop Critical Thinking, Reading, and Information Literacy Skills, C. Develop Effective Strategies or Processes for Drafting Texts, D. Develop Knowledge of Conventions

Instructor Notes: This syllabus covers a Web based asynchronous multi-CRN course organized by a weekly schedule, including activities.

Instructor Name: Jason Norman

ODU English Department Course Number: 231C

SLOs Addressed: A. Develop Rhetorical Knowledge, B. Develop Critical Thinking, Reading, and Information Literacy Skills, C. Develop Effective Strategies or Processes for Drafting Texts, D. Develop Knowledge of Conventions

Instructor Notes: Intro to Technical Writing Syllabus

Instructor Name: Matthew Wood

ODU English Department Course Number: 231C

SLOs Addressed: A. Develop Rhetorical Knowledge, D. Develop Knowledge of Conventions

Instructor Notes: Instruction Manual / User Guide – After learning about technical reporting and exploring examples of instruction manuals and scientific procedures in class, this group project was assigned as a midterm. Student groups were able to select any software app or game on their mobile device with which to craft a short user guide for their classmates. The goal was for students to be able to mimic the uniformity and clarity of the other manuals / guides and learn conventions of writing procedures.

Instructor Name: Mary Beth Pennington

ODU English Department Course Number: 211C

SLOs Addressed: A. Develop Rhetorical Knowledge, B. Develop Critical Thinking, Reading, and Information Literacy Skills, C. Develop Effective Strategies

Instructor Notes: This is the assignment I give after an exploratory essay in which students summarize the views associated with a particular debate about which scholars/professionals are likely to be interested. For this assignment, students conduct scholarly research to explore HOW scholars are taking up the debate for this assignment by selecting three different sources to summarize and reflect upon. The scholarly summaries and reflection comes before the annotated bibliography. While this assignment asks students to do much of the same thing as they do for the annotated bibliography, they are not required to complete a citation, worry about formatting, or have a highly tightened summary. I find this assignment to be a useful bridge as students learn to conduct research and start learning to summarize sources and think about their potential impact on their argumentative research paper (which they complete over the last few weeks of class). They can then borrow some language from this assignment for the annotated bibliography, making that assignment much less intimidating.