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ENGLISH 221: Technical Writing Fundamentals

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If you have any questions about the syllabus, please post them in the Main Classroom.

Susan Colebank scolebank@email.phoenix.edu (University of Phoenix) susancolebank@gmail.com (back-up; do not CC this address when you e-mail me at my UOP address)

COURSE NUMBER: ENG221
COURSE TITLE: Technical Writing Fundamentals
COURSE START DATE: 1/17/12
COURSE END DATE: 2/20/2012

FACILITATOR AVAILABILITY

I am in the Classroom five days of the week: Sunday, Monday, Wednesday, Thursday, and Friday. I am on in the morning and then again at night, with the afternoon set aside for telecommuting and taking care of my daughter. I provide you with these times to make it easier to communicate with me, and not to limit our contact. I want you to know that, should you need to contact me outside this timeframe, you should not hesitate to do so via my University of Phoenix e-mail.

I HIGHLY RECOMMEND e-mailing me with your questions or concerns, since it is best to document our conversations with a paper trail. I have yet, in nine years of being a UOP instructor, found a student who has a question or concern that couldn’t best be discussed via e-mail.

If you need to call me, then please e-mail me first to schedule a time and to leave your phone number.

For emergencies, when you are not able to gain access to messages on the Online Learning System (OLS), please send a message to my personal email address: susancolebank@gmail.com.

In the event a third party needs to contact me, please direct them to my contact information listed under Facilitator Information. No third party should use your login credentials to gain access to the classroom.

GENERAL COURSE DESCRIPTION

This course covers the fundamentals and best practices of using written communication in business and in the information technologies. Topics include strategies, techniques, and nuances for producing emails, memos, reports, proposals, project specifications, and user manuals, as well as other technical documents.

COURSE OBJECTIVES • Identify how writing methods are used in the corporate environment. • Compare differences between technical and expository writing. • Identify intellectual property issues in the corporate environment. • Design a memo with appropriate formatting for the corporate environment. • Implement effective document design in technical writing. • Develop a request for proposal. • Determine criteria for writing a user manual. • Develop a user manual with appropriate visual elements. • Design effective written communication for user manuals and technical instructions. • Implement effective layout and design in presentations. • Develop a professional slideshow presentation.
REQUIRED READING

Dobrin, S. I., Keller, C. J., & Weisser, C. R. (2010). Technical communication in the twenty-first century (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Gerson, S. J., & Gerson, S. M. (2012). Technical communication: process and product (7th ed.). Upper Saddle River, NJ: Prentice Hall.

All electronic materials are available on the student website.

THE ONLINE WEEKLY SCHEDULE

The week begins on Tuesday and ends on Monday.

CLASS NAVIGATION

Main: This is the main forum for the class and is where discussion is conducted. It has read-and-write access for everyone.

Chat-Room: This is a read-and-write access forum. It is designed as a place to discuss issues not related to the course content. This is the forum to which we will send our bios.

Course-Materials: This is a read-only forum, which means you can read messages here but cannot send any. This is where I will post the course syllabus and materials.

Learning-Team-A, B, C, D and E: These five Learning Team forums will be used as workrooms for the learning teams. You will be assigned to one of these learning teams.

Individual Forum: You will see one forum with your name on it. This is a private forum, shared only by you and me, the facilitator. Your classmates will not have access to this forum. This is where you will post your individual assignments, and where I will post your feedback. You can also ask questions here. However, if you have general questions about instructions of assignments, please post those in the Main forum, since other students may benefit by that exchange as well.

POLICIES

Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:

• University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum.

University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.

CLASSROOM BEHAVIOR

I have a zero tolerance policy when it comes to inappropriate behavior, be it in the Main Classroom, your Team Forum, or your Individual Forum. This includes but is not limited to name-calling, swearing (even with asterisks), putting down me or a student, and being overall disrespectful.

I also expect communication to me to be respectful in your Individual Forums. If I have marked you as not having turned in an assignment but you know that you did, please approach the situation with grace and appropriate language. Me not seeing the assignment was a human mistake and not an attack against you.

If I see any disrespect or negativity, I will contact you once in your Individual Forum to let you know that your tone and/or post is not appropriate. If you do not rectify your behavior, I will file a Code of Conduct Charge with UOP.

I strongly believe that a classroom--be it face-to-face or online--should be a positive, encouraging experience. Please treat each other, and me, accordingly.

ONLINE ATTENDANCE REQUIREMENTS

Please see the Policies link.

ONLINE WRITING STANDARDS

This class looks at your writing, and as such, I care about the content, the grammar, and the aesthetic of what you write. Therefore, I expect your work to be proofread, with little-to-no grammar or spelling errors (I don’t expect perfection, just conscientiousness). I also expect your work to look nice in a post, so make sure that if you do work in Word, to copy it into a text program such as Notepad to get rid of any odd formatting issues before pasting it into a post.

Make sure your posts are in BLOCK FORMAT, which means it’s single-spaced with a return after every paragraph. I have block formatted this syllabus, for example.

ACCEPTED DOCUMENT FORMATS

I can accept .doc, .docx and .rtf. For the User Manual, I will accept PDF.

ONLINE PARTICIPATION REQUIREMENTS
Class participation is a graded part of your course work. One full letter grade, in fact. You must participate at least four days per week in class discussions, for a total of eight substantial posts, and quality and content will be taken into account in the grading.
In all, participation points equal 4 points per week: DQs are worth 2 points altogether, and substantive posts constitute the other 2 points. Weekly Summary Threads are posted by Day 7 and can count toward participation. These are 100-word summaries about what you learned during the week and what questions you may still have. You are not required to post to the Summary Threads.
What Makes for a Substantial Post?
What are substantial participation posts? These are posts that add to and/or forward discussion about writing. Do not get hooked up on a topic (for instance, if you are commenting on someone’s thesis about cancer, do not discuss cancer; this is not writing-related and will not count toward participation).
They should be in block formatting, which means no indentations and a return (space) between each paragraph. The font should be black and legible and not just for those of us with 20/20.
You should also read your posts aloud and use spell-check. If you know your grammar isn’t great, write your posts in Word first (which has the grammar-check function), then copy-and-paste into a post.
What Makes for a Substantial DQ Answer?
Your responses to discussion questions MUST 1) meet the guidelines of the assignment, 2) be proofread with little to no spelling or grammar mistakes, and 3) must be turned in on time. They must also meet a word count of 100 unique words (your words, not a rephrased question), and end with a discussion-forwarding question.
Failure to do these things will mean a U (not fully counted and given half credit) versus a ? (counted).
Learn from the first week of U’s and apply my feedback to future weeks. For instance, if you are always forgetting to end with a discussion forwarding, non-rhetorical, non-lazy question (e.g., “What do you think?”), take note of those U’s and start asking questions at the end of future DQs!
I am not here to nitpick points away from you; I am here to help you become a better reader as well as a better writer. Just like a real boss, I do not accept poor-quality assignments that do not follow my directions.
I also deduct partial points--10% per day--for late DQs up to four days; after four days, late DQs are no longer counted.

Participation Grade Breakdown:
Completed, Met-Guidelines, Posted On-Time DQ1: 1 point
Completed, Met-Guidelines, Posted On-Time DQ2: 1 point
8 Substantial, 100-word posts: 2 points (.25 points each)
Weekly Summary Post: .25 points (and can be counted toward participation if you haven’t met your eight posts for the week)

When I don’t count your posts:
Because this is an English class, if I feel that your posts have glaringly bad grammar/spelling/comprehension issues, I reserve the right not to count these posts. I also reserve the right not to count them if they don’t meet the 100-word requirement.

DISCUSSION QUESTIONS

Your responses to discussion questions MUST 1) meet the guidelines of the assignment, 2) be proofread with little to no spelling or grammar mistakes, and 3) must be turned in on time. Failure to do these things will mean a U (not counted) versus a ? (counted). HOWEVER, you have the opportunity to revise your on-time Discussion Question based on my feedback up through Week Five. I’m not here to nitpick points away from you; I’m here to help you become a better reader as well as a better writer. Just like a real boss, I do not accept poor-quality assignments that don’t follow my directions.

When I don’t count your DQs:
I reserve the right not to count answers to Discussion Questions if you have not met all of the guidelines of the assignment (and since these are such short assignments, not meeting guidelines is a blatant disregard of the assignment); if your DQs are not proofread; and if your post is not at least 100 words (restating the question does not count toward word count).

I also deduct partial points—10% per day—for late DQs up to four days; after four days, late DQs are not counted.

DOCUMENTING LEARNING TEAM PARTICIPATION

Please also keep in mind to post all your team discussions to the team forums so that all communiqué can be documented. For personal matters (talking about your weekend trip to Disneyland), use each other's private e-mail.

If you have graded teammates poorly in your Peer Evaluation, I will not count these grades if you have not been good with documenting team communication.

LEARNING TEAM INFO

Learning teams will be chosen by me, although if you have a preference in terms of working with another or others in particular, please send a note via my UOP e-mail, and I'll see what I can do. Once the teams are set, however, there are no changes. If you are inadvertently not given a team, notify me immediately. I assign teams based on who has checked in under the Main Classroom’s Check-in Thread

There are five (5) graded team assignments in class: the Topic/Charter, the Outline, the Rough Draft User Manual, the Final Draft User Manual, and the PowerPoint Presentation.

For all team assignments, the Team Leader should post the project and should include the names of the students who actually worked on the project. Absentee team members will not receive credit.

For the Final Project (User Manual and Presentation), each teammate will send me a peer review of each teammate—as well as a score/grade for that teammate. Each teammate has the ability to earn four points from each member of his group. I will apply these points to the Final Research Paper and Presentation grade, like so:

Timmy’s teammates gave him an average score of 2 points out of a possible 4 (or 50%). The points awarded for the Final Paper and Presentation were 18. Timmy’s paper and presentation grade is therefore: 18x.5=9 points.

The Learning Team Evaluation can be found in the Appendix of this Syllabus. It has been amended to work in tandem with the Team Charter.

LATE ASSIGNMENTS

• Late assignments receive a 10% deduction for each day they are late if assignments are not posted by 11:59 p.m. MST (Arizona time) on the day they are due.

• Assignments more than 4 days late will not be accepted unless a prior arrangement has been made with the instructor.

• Technological issues are not considered valid grounds for late assignment submission unless due to an act of God/nature.

• In the event of a University of Phoenix server outage, students should submit assignments through email to the instructor and post to the individual forum when systems are restored.

• Unless an Incomplete grade has been granted, learner assignments submitted after the last day of class will not be accepted.

FEEDBACK
I will provide Weekly Feedback on Wednesdays. For example, Week One Feedback will be sent to you by Wednesday of Week Two. As with all UOP classes, I have seven days to give feedback to you. I will send feedback to your Individual Forum. After I send feedback each week, I will post a notification in the Main Classroom.

INCOMPLETES

I do not award incompletes.

Technical Issues
Technical Support is available 24 hours a day, 365 days a year. Call 1-877-832-4867, or use the e-mail support form.
Answers to the most common issues are found in the Knowledge Base by clicking Help, found at the top of every student Web site.

ENG 221 ASSIGNMENTS/POINTS
|Individual Assignments (73%) |Due |Points |
| | | |
|Class Participation & DQs |W1-5 |20 |
|Element K |W1-3, 5 |13 |
|Week 1 Comparison Worksheet |W1 |5 |
|Week 2 Memo Assignment |W2 |10 |
|Week 3 RFP |W3 |15 |
|Week 4 User Manual Critique |W4 |10 |
| | | |
|Learning Team (27%) | | |
| | | |
|Week 1 Charter & Topic |W1 |2 |
|Week 2 User Manual Outline |W2 |5 |
|Week 4 User Manual Rough Draft |W4 |5 |
|Week 5 User Manual Final Draft |W5 |10 |
|Week 5 User Manual Presentation |W5 |5 |
| | | |
|Total | |100 |

POINT/GRADE CONVERSION

|100-95 |A |76-74 |C |
|94-90 |A- |73-70 |C- |
|89-87 |B+ |69-67 |D+ |
|86-84 |B |66-64 |D |
|83-80 |B- |63-60 |D- |
|79-77 |C+ |59 or < |F |
| | | | |

Assignments Readings Due Dates Calendar

|Week One: The Technical Writing Process |
| |Details |Due |Points |
|Objectives |Identify how writing methods are used in the corporate environment. | | |
| |Compare differences between technical and expository writing. | | |
|Reading |Read the Week One Read Me First. | | |
|Reading |Read Ch. 1, “An Introduction to Technical Communication,” of Technical Communication Process | | |
| |and Product. | | |
|Reading |Read Ch. 2, “The Communication Process: Prewriting, Writing, and Rewriting,” of Technical | | |
| |Communication Process and Product. | | |
|Reading |Read Ch. 3, “Clarity, Conciseness, Accuracy, and Ethics in Technical Communication,” of | | |
| |Technical Communication Process and Product. | | |
|Participation |Participate in class discussion. |Days 3/5, |4 pts |
| | |Week 1 | |
|Learning Team Instructions |Begin preparation for completing the User Manual and Presentation due in Week Five. | | |
|User Manual and Presentation | | | |
|Overview |Select one of the following tools as the focus of your user manual and presentation: | | |
| | | | |
| |Student website | | |
| |University Library | | |
| |Virtual Organizations | | |
| |Online discussion forums | | |
| | | | |
| |Write a 15- to 20-page user manual for your selected tool. | | |
| | | | |
| |Provide effective, clear, concise, accurate, and coherent written communication that | | |
| |introduces first-time students to your tool. | | |
| | | | |
| |Include the following items in your manual: | | |
| | | | |
| |Table of contents | | |
| |Headers and footers that include page numbers, copyright information, and other necessary | | |
| |information | | |
| |Headings | | |
| |Appropriate font | | |
| |Written instructions for accessing, navigating, and using the selected tool | | |
| |Visual elements, such as images, flowcharts, tables, and screenshots | | |
| |Effective page layout, including the order of information, use of whitespace, and | | |
| |highlighting | | |
| |Terminology definitions, a key to define any symbols or diagrams used, and any other | | |
| |necessary information to help the user navigate the manual | | |
| | | | |
| |Create a 7- to 10-slide annotated or narrated Microsoft® PowerPoint® presentation that could | | |
| |be presented in a student orientation meeting to introduce your team’s tool. | | |
| | | | |
| |Include the following in your presentation: | | |
| | | | |
| |Speaker notes | | |
| |Introduction slide | | |
| |Conclusion slide | | |
| |Headings | | |
| |Graphics | | |
| |Easy-to-read fonts | | |
| |Appropriate contrast | | |
| |Effective slide design and layout, including the amount of information and use of white space| | |
| | | | |
| |Note. For tips on how to add narration to your presentation, refer to the University of | | |
|Learning Team Instructions |Phoenix Material: Recording a Narration located on the student website. | | |
|WEEK 1 |------------------------------------------------------------------------------------------ | | |
|ASSIGNMENT |Select one of the following tools as the focus of your user manual and presentation and have |Day 7, |2 pts |
| |your team leader state which one you will be doing in a post inside your Team Forum: |Week 1 | |
| | | | |
| |Student website | | |
| |University Library | | |
| |Virtual Organizations | | |
| |Online discussion forums | | |
| | | | |
| |Post note to me in your Team Forum, within the body of an e-mail. Post under a UNIQUE thread | | |
| |titled Susan: Team Topic. | | |
| | | | |
| |Create a Learning Team Charter, using the template found in this syllabus’s Appendix. | | |
| | | | |
| |Post charter to me in your Team Forum, as an accepted attachment (.doc, .docx, or rtf). Post | | |
| |under a UNIQUE thread titled Susan: Learning Team Charter. | | |
| | | | |
|Individual |Complete the University of Phoenix Material: Workplace Communication Comparison located on |Day 6, |5 pts |
|Workplace Communication |the student website. |Week 1 | |
|Comparison | | | |
| |Post assignment in your Individual folder, as an accepted attachment (.doc, .docx, or rtf). | | |
| |Post under a UNIQUE thread titled Susan: Comparison Worksheet. | | |
|Supporting Activity |Resource: Element K |Day 5, |2 pts |
|Element K: Advanced Business | |Week 1 | |
|Writing |Complete the Advanced Business Writing (Includes Simulation) module in Element K under | | |
| |Business Professional, Personal Effectiveness. | | |
| |Click “Element K Tutorials” under Course Outline of ENG 221 Website | | |
| |Click “My Content” in the top toolbar | | |
| |Click “My Training” in the dropdown menu | | |
| |Click hyperlinked “Catalog” | | |
| |Click “Personal Effectiveness” under the first section labeled “Business Professional” | | |
| |Click “Advanced Business Writing (Includes Simulation)” under the first section labeled | | |
| |“Advanced Business Writing” | | |
| |The exercise will take 2 hours to complete. | | |
| | | | |
| |Create a screenshot of the last Element K page of each lesson in the module, showing the | | |
| |checkmarks for each section on the left-hand navigation bar. | | |
| | | | |
| |Press Alt + Print Screen on your computer keyboard to create a screenshot. | | |
| |Open a blank Microsoft® Word document. | | |
| |Press Ctrl + V on your keyboard to paste the screenshot into the document. | | |
| | | | |
| |Underneath the screenshot, write a 200- to 300-word response to the following question: | | |
| | | | |
| |What are the differences between technical writing and other forms of writing with which you | | |
| |are familiar? Which is more persuasive: technical writing or expository writing? Explain your| | |
| |answer. Which type of writing have you seen used more often in the corporate environment? | | |
| | | | |
| |Post assignment in your Individual folder, as an accepted attachment (.doc, .docx). Post | | |
| |under a UNIQUE thread titled Susan: Week 1 Activity K | | |

|Week Two: Technical Writing in the Corporate Environment |
| |Details |Due |Points |
|Objectives | | | |
| |Identify intellectual property issues in the corporate environment. | | |
| |Design a memo with appropriate formatting for the corporate environment. | | |
|Reading |Read the Week Two Read Me First. | | |
|Reading |Read Ch. 4, “Communicating Effectively to Your Audience in a Multicultural World,” of | | |
| |Technical Communication Process and Product. | | |
|Reading |Read Ch. 6, “Routine Correspondence—Memos, Letters, E-mail Messages, Instant Messages, and | | |
| |Text Messages,” of Technical Communication Process and Product. | | |
|Reading |Read Ch. 4, “Ethics and the Workplace Writer,” of Technical Communication in the Twenty-First| | |
| |Century. | | |
|Reading |Read Ch. 6, “Researching and Evaluating Source Material,” of Technical Communication in the | | |
| |Twenty-First Century. | | |
|Participation |Participate in class discussion. |Days 3/5, |4 pts |
| | |Week 2 | |
|Individual |Select and complete one of the following two assignments. |Day 6, |10 pts |
|Corporate Memos | |Week 2 | |
| |Option 1: Web Conferencing Programs Research Memo | | |
| | | | |
| |Read the following scenario: | | |
| | | | |
| |Your manager (me, Susan Colebank) wants to use web conferencing to hold weekly status | | |
| |meetings in ENG 221, but has not decided on a program. You have been assigned to do some | | |
| |basic research on available web conferencing programs. | | |
| | | | |
| |Research and compare different web conferencing programs using the Internet. | | |
| | | | |
| |Find at least five (5) different programs for good measure. | | |
| | | | |
| |Include what you think is important for me to know (consider your audience!). Try not to | | |
| |leave me with too many questions OR too much to weed through. | | |
| | | | |
| |Consider using a table to present your references. | | |
| | | | |
| |Write a memo to your manager that includes the 5 options in brief, then in a separate | | |
| |section, describe the web conferencing program you believe is the best choice. Explain why | | |
| |you selected this program. | | |
| | | | |
| |Format the memo properly for a speedy, non-headache-inducing review. | | |
| | | | |
| |Option 2: Memo Evaluation | | |
| | | | |
| |Use a memo you have written, one that one of your peers or your manager has written, or one | | |
| |of the following from the University of Phoenix Virtual Organizations’ intranet sites: | | |
| | | | |
| |Riordan Manufacturing: China Relocation Memo located under Finance & Accounting > | | |
| |Communications | | |
| |Riordan Manufacturing: HR Integration Project Manager Memo located under Human Resources > | | |
| |Communications | | |
| |Kudler Fine Foods: Training for New Cash Registers Memo located under Administration > | | |
| |Communications | | |
| |McBride Financial Services: Programming Languages E-mail located under Administration > | | |
| |Communications | | |
| | | | |
| |Evaluate the memo using the following criteria: | | |
| | | | |
| |Organization | | |
| |Clarity | | |
| |Tone | | |
| |Writing style | | |
| |How you reacted to the memo | | |
| | | | |
| |Write a 300- to 500-word report in which you comment on each of the criteria and make | | |
| |suggestions for improvement. | | |
| | | | |
| |Incorporate appropriate headings to help the reader get through each criteria. | | |
| | | | |
| |Use your books for guidance in creating a business-appropriate report. | | |
| | | | |
| |Post assignment in your Individual folder, as an accepted attachment (.doc, .docx, or rtf). | | |
| |Post under a UNIQUE thread titled Susan: Week 2 Assignment | | |
| | | | |
| |__________________________________________________ | | |
| | | | |
| |Create outline with the sections you have in mind for your User Manual. Critically think | | |
|Learning Team Instructions |through these sections for minimum revising (aka, throwing away your work and starting from |Day 7, |5 pts |
|User Manual Outline |scratch). |Week 2 | |
| | | | |
| |Create subsections within each section, in order to thoroughly demonstrate each section. | | |
| | | | |
| |Include sections such as Title Page, Table of Contents, and Index | | |
| | | | |
| |Include three (3) screenshots that you will be using in the manual, under their respective | | |
| |section or subsection | | |
| | | | |
| |Post who will be working on each section within the outline. | | |
| | | | |
| |Have Team Leader post Outline in Team Forum, as an accepted attachment (.doc, .docx). Post | | |
| |under a UNIQUE thread titled Susan: Week 2 Outline | | |
|Supporting Activity |Resource: Element K |Day 5, Week 2 |5 pts |
|Element K: Business Letters |Complete the Business Letters and Memos (RGI Learning) module in Element K under Business | | |
|and Memos |Professional, Personal Effectiveness. | | |
| |Click “Element K Tutorials” under Course Outline of ENG 221 Website | | |
| |Click “My Content” in the top toolbar | | |
| |Click “My Training” in the dropdown menu | | |
| |Click hyperlinked “Catalog” | | |
| |Click “Personal Effectiveness” under the first section labeled “Business Professional” | | |
| |Click “Business Letters and Memos (RGI Learning)” under the second section labeled “Business | | |
| |and Professional Writing” | | |
| |The exercise will take 5 hours to complete | | |
| | | | |
| |Create a screenshot of the last Element K page of each lesson in the module, showing the | | |
| |checkmarks for each section on the left-hand navigation bar. | | |
| | | | |
| |Paste that screenshot into a document. | | |
| | | | |
| |Post assignment in your Individual folder, as an accepted attachment (.doc, .docx). Post | | |
| |under a UNIQUE thread titled Susan: Week 2 Element K | | |

|Week Three: Writing Reports and Proposals |
| |Details |Due |Points |
|Objectives | | | |
| |Implement effective document design in technical writing. | | |
| |Develop a request for proposal. | | |
|Reading |Read the Week Three Read Me First. | | |
|Reading |Read Ch. 9, “Document Design,” of Technical Communication Process and Product. | | |
|Reading |Read Ch. 10, “Using Visual Aids in Technical Communication,” of Technical Communication | | |
| |Process and Product. | | |
|Reading |Read Ch. 16, “Short, Informal Reports,” of Technical Communication Process and Product. | | |
|Reading |Read Ch. 17, “Long, Formal Reports,” of Technical Communication Process and Product. | | |
|Reading |Read Ch. 18, “Proposals,” of Technical Communication Process and Product. | | |
|Reading |Read Ch. 20, “Proposals and Requests for Proposals,” of Technical Communication in the | | |
| |Twenty-First Century. | | |
|Participation |Participate in class discussion. |Days 3/5, |4 pts |
| | |Week 3 | |
|Individual |Read the following scenario: |Day 7, |15 pts |
|Request for Proposal | |Week 3 | |
| |You are a manager or supervisor of Dunder Mifflin (yes, that Dunder Mifflin, the office on | | |
| |THE OFFICE), and you need to acquire trainers to train your staff on using Microsoft® Office®| | |
| |programs. You must request proposals from: | | |
| |various training companies | | |
| |and trainers | | |
| | | | |
| |Review what The Office is if you’ve never seen an episode. It is on every day in syndication.| | |
| |Check your local listings. | | |
| | | | |
| |Write a 3- to 5-page request for proposal (RFP) and include the following: | | |
| | | | |
| |Introduction to the company | | |
| | | | |
| |Description of your company | | |
| |Your company’s business goals | | |
| |NOTE: Do not write this like a TV episode. I have only given you Dunder Mifflin so that you | | |
| |a) had a company that had many departments but not an overwhelming number and b) could review| | |
| |each section of this company with a business eye. | | |
| | | | |
| |Introduction to the project | | |
| | | | |
| |Project goals | | |
| |Time allocated to complete the project | | |
| |Budget for the project | | |
| |Description of the needed training | | |
| | | | |
| |Administrative information | | |
| | | | |
| |Desired qualifications | | |
| |Requirements for formatting and submitting proposals | | |
| |Confidentiality notice of all proposal submissions | | |
| |Employer and organizational reference requirements | | |
| |Contact information for clarification or questions | | |
| |Deadline for proposal submission | | |
| |Timeframe for vendor selection | | |
| |Selection criteria | | |
| | | | |
| |Other items that may be important for inquiring candidates | | |
| | | | |
| |Format the RFP using examples from your textbooks or additional research and consistent with | | |
| |APA guidelines. The following must be included: | | |
| | | | |
| |Cover page | | |
| |Page numbers | | |
| |Headers and footers | | |
| |Headings | | |
| | | | |
| |Post assignment in your Individual folder, as an accepted attachment (.doc, .docx, .rtf). | | |
| |Post under a UNIQUE thread titled Susan: Week 3 RFP | | |
|Supporting Activity |Resource: Element K |Day 5, |4 pts |
|Element K: Short Reports | |Week 3 | |
| |Complete the Short Reports (RGI Learning) module in Element K under Business Professional, | | |
| |Personal Effectiveness. | | |
| |Click “Element K Tutorials” under Course Outline of ENG 221 Website | | |
| |Click “My Content” in the top toolbar | | |
| |Click “My Training” in the dropdown menu | | |
| |Click hyperlinked “Catalog” | | |
| |Click “Personal Effectiveness” under the first section labeled “Business Professional” | | |
| |Click “Short Reports (RGI Learning)” under the second section labeled “Business and | | |
| |Professional Writing” | | |
| |The exercise will take 3 hours to complete | | |
| | | | |
| |Create a screenshot of the last Element K page of each lesson in the module, showing the | | |
| |checkmarks for each section on the left-hand navigation bar. | | |
| | | | |
| |Write a 200- to 300-word response to the following question: | | |
| | | | |
| |What are common types of short, informal reports? When would you use a short, informal report| | |
| |versus a long, formal report? | | |
| | | | |
| |Post assignment in your Individual folder, as an accepted attachment (.doc, .docx). Post | | |
| |under a UNIQUE thread titled Susan: Week 3 Element K | | |

|Week Four: Writing Technical Instructions and User Manuals |
| |Details |Due |Points |
|Objectives | | | |
| |Determine criteria for writing a user manual. | | |
| |Develop a user manual with appropriate visual elements. | | |
| |Design effective written communication for user manuals and technical instructions. | | |
|Reading |Read the Week Four Read Me First. | | |
|Reading |Read Ch. 12, “Technical Descriptions and Process Analyses,” of Technical Communication | | |
| |Process and Product. | | |
|Reading |Read Ch. 13, “Instructions, User Manuals, and Standard Operating Procedures,” of Technical | | |
| |Communication Process and Product. | | |
|Reading |Read Ch. 18, “Technical Instructions,” of Technical Communication in the Twenty-First | | |
| |Century. | | |
|Reading |Read Ch. 19, “Manuals,” of Technical Communication in the Twenty-First Century. | | |
|Participation |Participate in class discussion. |Days 3/5, |4 pts |
| | |Week 4 | |
|Individual |Write a 2- to 3-page critique of an online user manual. You may download manuals for various |Day 6, |10 pts |
|User Manual Critique |products from www.safemanuals.com or other websites of your choice. Include the manual link |Week 4 | |
| |in your submission. | | |
| | | | |
| |Identify and describe the criteria you used to critique the selected manual. Provide at least| | |
| |five criteria. | | |
| | | | |
| |Utilize business writing techniques that make sense in this critique, including headings, | | |
| |bulletpoints, and charts. | | |
| | | | |
| |Provide positive and negative examples from the online manual that represent each aspect of | | |
| |your designated criteria. | | |
| | | | |
| |Format your critique consistent with APA guidelines. | | |
| | | | |
| |Post assignment in your Individual folder, as an accepted attachment (.doc, .docx, .rtf). | | |
|Individual |Post under a UNIQUE thread titled Susan: Week 4 Critique | | |
|RFP Re-Do | |Day 7, |Ability to |
| |------------------------------------------------------------------------------------------- |Week 4 |tack on an |
| |Review my comments from Week 3. | |addi- |
| | | |tional |
| |Apply comments to create more effective RFP | |5 pts for RFPs|
| | | |that scored a |
| |Post assignment in your Individual folder, as an accepted attachment (.doc, docx, rtf). Post | |10 or below |
| |under a UNIQUE thread titled Susan: Week 4 Revised RFP | | |
| | | | |
| | | |5 pts |
| | | | |
| | | | |
| | | | |
|Learning Team | | | |
|User Manual Rough Draft | |Day 7, | |
| |______________________________________________________ |Week 4 | |
| | | | |
| |Review what is expected of the User Manual in Week 1 above and in the Materials Folder in our| | |
| |Classroom. | | |
| | | | |
| |Implement what is required to create a Rough Draft of the User Manual using “attempted” | | |
| |standards. You do not need to have this manual being perfect, but it must be read like it’s | | |
| |only a good day’s work away from being a Final Draft—not a good two weeks. | | |
| | | | |
| |Have team leader post assignment in Team Forum as a .doc or .docx or PDF. Post under a UNIQUE| | |
| |thread titled Susan: Week 4 User Manual Rough Draft | | |

|Week Five: Preparing Presentations |
| |Details |Due |Points |
|Objectives | | | |
| |Implement effective layout and design in presentations. | | |
| |Develop a professional slideshow presentation. | | |
|Reading |Read the Week Five Read Me First. | | |
|Reading |Read Ch. 19, “Oral Communication,” of Technical Communication Process and Product. | | |
|Reading |Read Ch. 5, “Technical Communication in a Transnational World,” of Technical Communication in| | |
| |the Twenty-First Century. | | |
|Reading |Read Ch. 23, “Presentations,” of Technical Communication in the Twenty-First Century. | | |
|Participation |Participate in class discussion. |Days 3/5, |4 pts |
| | |Week 5 | |
|Learning Team |Finalize and submit the user manual. |Day 6, |10 pts |
|User Manual | |Week 5 | |
| |Have team leader post assignment in Team Forum as a .doc or .docx or PDF. Post under a UNIQUE| | |
| |thread titled Susan: Week 5 User Manual | | |
|Learning Team |Finalize and submit the user manual presentation. |Day 7, |5 pts |
|User Manual Presentation | |Week 5 | |
| |Have team leader post assignment in Team Forum. Post under a UNIQUE thread titled Susan: Week| | |
| |5 Presentation | | |
|Supporting Activity |Resource: Element K |Day 5, |2 pts |
|Element K: Business | |Week 5 | |
|Presentations |Complete the Dynamic Business Presentations (Includes Simulation) module in Element K under | | |
| |Business Professional, Personal Effectiveness. | | |
| |Click “Element K Tutorials” under Course Outline of ENG 221 Website | | |
| |Click “My Content” in the top toolbar | | |
| |Click “My Training” in the dropdown menu | | |
| |Click hyperlinked “Catalog” | | |
| |Click “Personal Effectiveness” under the first section labeled “Business Professional” | | |
| |Click “Dynamic Business Presentations (Includes Simulation)” under a section near the end | | |
| |labeled “Presentation Skills” | | |
| |The exercise will take just over an hour to complete. | | |
| | | | |
| |Create a screenshot of the last Element K page of each lesson in the module, showing the | | |
| |checkmarks for each section on the left-hand navigation bar. | | |
| | | | |
| |Write a 200- to 300-word response to the following question: | | |
| | | | |
| |What are the best practices in creating and delivering a technical business presentation? | | |
| | | | |
| |Post assignment in your Individual folder, as an accepted attachment (.doc, docx). Post under| | |
| |a UNIQUE thread titled Susan: Week 5 Element K | | |

At-A-Glance Calendar
DQs are always due on Thursdays and Saturdays. Weekly Summaries are always due on Mondays; the thread will be posted on Sunday nights. The Weekly Summaries are optional, and require you discuss what you’ve learned during the week and what questions you still have at week’s end.

Look for LT throughout to see what’s due from the Learning Team. Week 3 is the only week nothing is officially due from the Team.

|TUES |WE|THURS |FR|SAT |SU|MON |
| |D | |I | |N | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |
| | | | | | | |

Team Leader: ________________________________

Due Dates for Team Assignments

Make sure these are faux dates so that incomplete, poor quality, and forgotten work can be completed on time for the final Due Date. These are known as the Team’s Dates, not the Class’s Due Dates.
Topic:
Outline:
User Manual Rough Draft:
User Manual Final Draft:
PowerPoint Presentation Final Draft:

Fixing Poor Quality/Rushed Work* (*Use the assignments’ guidelines to detail how the work was poor quality and/or how it looks rushed. Stick to be factual, not emotional.)

As a team, discuss how poor quality work/rushed work will be handled inside the team. How will it be fixed and still get done well?

Repercussions for Poor Quality/Rushed Work
As a team, discuss what will happen to students’ Team Grades that submit poor quality/rushed work. For instance, only those students who helped out with the Memo/Outline get their names put on the final product. Do students who submit poor work get their names on the assignment? Also, discuss point deductions for Final User Manual/Presentation. Everyone has the opportunity to give teammates up to four points on the Team User Manual/Presentation, which is factored into the team grade and discussed in the Syllabus.

Repercussions for No Work/Too-Little-Too-Late Work

As a team, discuss what will happen to the workload if the Team’s deadline—not to be confused with the Class deadline—is not met. How will work be redistributed, and how will points be affected?

Preventive Actions

As a team, discuss how to be proactive. Below, I’ve started a list. Fill out what I have, and add more if you think of more.
Team Leader:
Proofreader for the User Manual’s Visuals:
Proofreader for the User Manual’s Grammar/Spelling:
Proofreader for the User Manual following the Guidelines:
Proofreader for the PowerPoint Presentation’s Slides:
Proofreader for the PowerPoint Presentation’s Presenter Notes:
Proofreader for the PowerPoint Presentation’s following the Guidelines:
Proofreader for the Memo/Outline’s grammar/spelling:
Proofreader for the Memo/Outline following Guidelines:
How else can this team be proactive? Be specific.

**If any of these positions change due to students withdrawing from class, assign a new person to this task and let me know about the change.

Week Two: Memo Guidelines

Hints for Success: Print these guidelines out to use as a checklist as you're creating/proofreading your e-mail. Read me well in advance of the assignment so that you can ask questions BEFORE the assignment's due; you don't want to risk hurting your grade by not being a good reader or by being a procrastinator.

Select and complete one of the following two assignments.

Option 1: Web Conferencing Programs Research Memo

Read the following scenario:

Your manager (me, Susan Colebank) wants to use web conferencing to hold weekly status meetings in ENG 221, but has not decided on a program. You have been assigned to do some basic research on available web conferencing programs.

__Research and compare different web conferencing programs using the Internet. Find at least five (5) different programs for good measure. (2 points)

__Include what you think is important for me to know (consider your audience!). Try not to leave me with too many questions OR too much to weed through. (2 points)

__Consider using a table to present your five programs, or some other easily read way to showcase these five programs. (2 points)

__ Write a memo to your manager (me!) that includes the 5 options in brief. Use memo format (found in your books) to create the memo. Format the memo properly for a speedy, non-headache-inducing review. (2 points)

__ Include a separate section to state the web conferencing program you believe is the best choice. Explain why you selected this program. (2 points)

__ .25 points are taken off for each preventable grammar/spelling mistake. I don’t expect perfection, but rather conscientiousness and PROOFREADING. (-.25 points)

Post assignment in your Individual folder, as an accepted attachment (.doc, .docx, or rtf). Post under a UNIQUE thread titled Susan: Week 2 Assignment

Option 2: Memo Evaluation

Use a memo you have written, one that one of your peers or your manager has written, or one of the following from the University of Phoenix Virtual Organizations’ intranet sites:

o Riordan Manufacturing: China Relocation Memo located under Finance & Accounting > Communications o Riordan Manufacturing: HR Integration Project Manager Memo located under Human Resources > Communications o Kudler Fine Foods: Training for New Cash Registers Memo located under Administration > Communications o McBride Financial Services: Programming Languages E-mail located under Administration > Communications

Evaluate the memo using the following criteria:

o Organization o Clarity o Tone o Writing style o How you reacted to the memo

__ Include screenshot of memo in your report. (2 points)

__ Write a 300- to 500-word report in which you comment on each of the criteria. (2 points)

__ Make suggestions for improvement under EACH criteria. (2 points)

__ Incorporate appropriate headings to help the reader get through each criteria. (2 points)

__ Use your books for guidance in creating a business-appropriate report. (2 points)

__ .25 points are taken off for each preventable grammar/spelling mistake. I don’t expect perfection, but rather conscientiousness and PROOFREADING. (-.25 points)

Post assignment in your Individual folder, as an accepted attachment (.doc, .docx, or rtf). Post under a UNIQUE thread titled Susan: Week 2 Assignment

Week Three: RFP Guidelines

Hints for Success: Print these guidelines out to use as a checklist as you're creating/proofreading your e-mail. Read me well in advance of the assignment so that you can ask questions BEFORE the assignment's due; you don't want to risk hurting your grade by not being a good reader or by being a procrastinator.

You are a manager or supervisor of Dunder Mifflin (yes, that Dunder Mifflin, the office on THE OFFICE), and you need to acquire trainers to train your staff on using Microsoft® Office® programs. You must request proposals from: • various training companies • and trainers

Review what The Office is if you’ve never seen an episode. It is on every day in syndication. Check your local listings.

__ Write a 3- to 5-page request for proposal (RFP) and include the following:

• Introduction to the company (2 points) -Description of your company -Your company’s business goals -NOTE: Do not write this like a TV episode. I have only given you Dunder Mifflin so that you a) had a company that had many departments but not an overwhelming number and b) could review each section of this company with a business eye.

• Introduction to the project (2 points) -Project goals -Time allocated to complete the project -Budget for the project -Description of the needed training

• Administrative information (2 points) -Desired qualifications -Requirements for formatting and submitting proposals -Confidentiality notice of all proposal submissions -Employer and organizational reference requirements -Contact information for clarification or questions -Deadline for proposal submission -Timeframe for vendor selection -Selection criteria

• Other items that may be important for inquiring candidates (2 points)

__ Format the RFP using examples from your textbooks or additional research and consistent with APA guidelines. The following must be included: (2 points)

o Cover page o Page numbers o Headers and footers o Headings

__ Proofread ALOUD (as in speaking aloud, be it to your significant other, mailman, or stuffed animals) at least twice to make sure no significant questions or gaps in knowledge are left. (5 points)

__ .25 points are taken off for each preventable grammar/spelling mistake. I don’t expect perfection, but rather conscientiousness and PROOFREADING. (-.25 points)

Post assignment in your Individual folder, as an accepted attachment (.doc, .docx, .rtf). Post under a UNIQUE thread titled Susan: Week 3 RFP

Use the RFP Samples in the Course Materials Folder in the Main Classroom to guide you as you put together your own RFP.

Have fun, be conscientious, stay academic…and DON’T PROCRASTINATE!

Week Four: User Manual Critique Guidelines

Hint for Success: Print these guidelines out to use as a checklist as you're creating/proofreading your e-mail. Read me well in advance of the assignment so that you can ask questions BEFORE the assignment's due; you don't want to risk hurting your grade by not being a good reader or by being a procrastinator.

__ Write a 2- to 3-page critique of an online user manual. (1 point)

__ NOTE: You may download manuals for various products from SafeManuals.com or other websites of your choice. Include the manual link in your submission. I have also placed three User Manuals in the Course Materials section of the Main Classroom for Nook, Kindle, and iPad. Choose the one you have the LEAST experience with in order to do a good critique of the user manual.

__ Identify and describe the criteria you used to critique the selected manual. Provide at least five criteria. (2 points)

__ Utilize business writing techniques that make sense in this critique, including headings, bulletpoints, and charts. (2 points)

__ Provide positive AND negative examples from the online manual that represent each aspect of your designated criteria. (3 points)

__ Format your critique consistent with APA guidelines. (2 points)

__ .25 points are taken off for each preventable grammar/spelling mistake. I don’t expect perfection, but rather conscientiousness and PROOFREADING. (-.25 points)

__ .25 points are taken off for each preventable BASIC WRITING mistakes. Indent paragraphs, use double spacing, have a title, and make sure you have an intro paragraph, conclusion paragraph, and good topic sentences throughout. (-.25 points)

Post assignment in your Individual folder, as an accepted attachment (.doc, .docx, .rtf). Post under a UNIQUE thread titled Susan: Week 4 Critique

LEARNING TEAM
Week 2: Outline Guidelines
User Manual and Presentation

Hints for Success: Print these guidelines out to use as a checklist as you're creating/proofreading your e-mail. Read me well in advance of the assignment so that you can ask questions BEFORE the assignment's due; you don't want to risk hurting your grade by not being a good reader or by being a procrastinator.

Outline (Week 2)

Refresh your memory about outlines here: http://owl.english.purdue.edu/owl/resource/544/01/

This site has multiple links; visit them all.

__ The best way to organize your thoughts? Look at the homepage of the site you've chosen from the User Manual Guidelines. Write down each link on that homepage—every single one. Put these in order based on what makes for an easy, intuitive read on the printed page. When I say intuitive, I mean going into a grocery store and knowing that the peaches are going to be where the bananas are, and that the syrups are most likely by the pancake mixes, which are most likely in the cereal aisle. In other words, as you put down the order of things, don’t put the bananas by the lightbulbs! (2 points)

__ Include sections such as Title Page, Table of Contents, and Index. (-.25 points for missing sections)

__ Create subsections within each section, in order to thoroughly demonstrate each section. For instance: (1 point)

UOP Library User Manual

I. Cover Page

II. TOC

III. Library Introduction A. What is the library? B. How do you access the library?

__ Assign people to each segment. For instance, using the above example, it should look like so: (1 point)

UOP Library User Manual

I. Cover Page (Tommy D.)

II. TOC (Susie G.)

III. Library Introduction (Tommy D.) A. What is the library? B. How do you access the library?

__ Include three (3) screenshots that you will be using in the manual, under their respective section or subsection (1 point)

__ .25 points are taken off for each preventable BASIC WRITING mistakes. Indent paragraphs, use double spacing, have a title, and make sure you have an intro paragraph, conclusion paragraph, and good topic sentences throughout. (-.25 points)

Have Team Leader post Outline in Team Forum, as an accepted attachment (.doc, .docx). Post under a UNIQUE thread titled Susan: Week 2 Outline

Only include the names of those students who worked on the memo in the post the Team Leader puts up with this assignment attached.

LEARNING TEAM
Weeks 4 & 5: Rough Draft and Final Draft Guidelines for User Manual
User Manual and Presentation

Hints for Success: Print these guidelines out to use as a checklist as you're creating/proofreading your e-mail. Read me well in advance of the assignment so that you can ask questions BEFORE the assignment's due; you don't want to risk hurting your grade by not being a good reader or by being a procrastinator.

Rough Draft and Final Draft

Know that the expectations of the Rough Draft are the EXACT SAME EXPECTATIONS for the Final Draft. The only difference? I’ll be grading with “Attempted” in mind for the Rough Draft and “Successfully Attempted” in mind for the Final Draft.

Select one of the following tools as the focus of your user manual and presentation:

• Student website • University Library • Virtual Organizations • Online discussion forums

Write a 15- to 20-page user manual for your selected tool. (-1 point deducted for each page under or over the requirement, including wasted pages (e.g., section headers that take up a whole page with precious white space wasted)

Provide effective, clear, concise, accurate, and coherent written communication that introduces first-time students to your tool.

Include the following items in your manual:

• Table of contents, and make sure it matches up with the page numbers (1 point) • Headers and footers that include page numbers, copyright information, and other necessary information • Headings • Appropriate font (everything but captions should be in font no smaller than 12 point) • Written instructions for 1) accessing, 2) navigating, and 3) using the selected tool. (3 points) • NOTE: Do not go into long descriptions about the section. We are teaching students how to use the site, not give them an encyclopedia about the site. (-.25 points every time I see an over-long description) • Visual elements, such as images, flowcharts, tables, and screenshots. No less than 10 and no more than 20 appropriate visual elements (e.g. images, flowcharts, tables, or other graphic items such as screenshots) • For your visuals, at least TWO must be created by your team, and cannot be screenshots and MUST be informative and go along with the text. These can be tables or charts or lists done in a pleasing color with a creative background... Think outside the box! (Or inside the box, in this case.) • Captions for these visuals (2 points in all for well-done visuals) • Make sure care is given to marrying the text with your visuals. Don't have too much or too little of either, and don't let visuals have no basis in the text. For instance, for every visual you have, somewhere I should be reading: In Figure 1.1, such and such blah blah blah. This is why you have captions, and this is also why you have visuals--to illuminate the text you're writing. (-.25 points deducted for every marriage missing) • Effective page layout, including the order of information, use of whitespace, and highlighting (3 points) • Terminology definitions, a key to define any symbols or diagrams used, and any other necessary information to help the user navigate the manual (2 points) • .25 points are taken off for each preventable BASIC WRITING mistakes. Indent paragraphs, use double spacing, have a title, and make sure you have an intro paragraph, conclusion paragraph, and good topic sentences throughout. (-.25 points)

The Revision Process

1) In order for a document such as a User Manual to achieve a unified look, I highly suggest assigning different areas to proofread. For instance, Jane Smith can look at all the headings and subheadings to make sure all the font is the same size/color/style. John Doe can look at the captions to visuals, making sure each one is centered/bolded like the first.

2) I also highly suggest having an outsider read your manual and attempt navigating the system you wrote up. Don't help him or her--this is how you'll find out where your manual needs better clarity.

3) This is a user manual, which in and of itself consists of quick, shortly worded steps and definitions. Make sure you have utilized bullets and charts and the like to your advantage to best showcase a section. Never ever have a section reading like condensed, multi-paragraph text.

4) This is not only a writing and logic test, but also an aesthetic test. Make sure your whitespace is consistent, as well as your fonts. Make sure your visuals are popping up at consistent intervals, and that you are making the most of pleasing, calming colors.

And, as with all of your assignments, spellcheck, grammar-check, and proofread, proofread, proofread!

LEARNING TEAM
Week 5: User Manual Presentation
User Manual and Presentation

__ Create a 7- to 10-slide annotated or narrated Microsoft® PowerPoint® presentation that could be presented in a student orientation meeting to introduce your team’s tool.

__ Include the following in your presentation:

Presenter notes
Introduction slide
Conclusion slide
Headings
Graphics that are of high quality
Easy-to-read fonts
Appropriate contrast
Effective slide design and layout, including the amount of information and use of white space

Note: For tips on how to add narration to your presentation, refer to the University of Phoenix Material: Recording a Narration located on the student website.

DO NOT:

__ Do not use clip art (anything that acts like filler and isn’t useful/educational).

__ Do not use a big pic when a smaller pic of what you’re trying to point out is needed. (For instance, don’t put in the United States when you’re trying do show Des Moines.) Also, when you zoom in or zoom out, don’t create a poor quality shot.

__ Do not procrastinate with or ignore your presenter notes. A slide show sent over e-mail is meaningless without context. In other words, a Presentation without presenter notes is the same as not having done a presentation at all.

__ Do not use your presenter notes to state what’s already on the slides. Really think about slides that engage your audience; don't create slides that insult your audience's ability to read for themselves.
Week 5: LEARNING TEAM EVALUATION

Using the scale below, individually rate each member of your learning team, including yourself.

1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree

|Name of Learning Team Member: | | | | | | |
|Preparation | | | | | | |
|Research, reading, and assignment | | | | | | |
|complete | | | | | | |
|Attendance | | | | | | |
|On-time and stayed | | | | | | |
|for duration | | | | | | |
|Participation | | | | | | |
|Contributed best | | | | | | |
|academic ability | | | | | | |
|Interpersonal Relations | | | | | | |
|Positive and productive | | | | | | |
|Between Meeting Communication | | | | | | |
|Initiated and responded | | | | | | |
|appropriately | | | | | | |
|Overall Contribution score: | | | | | | |

1. Did the team follow the Learning Team Charter? What were the best things about the Charter? The worse?

2. How will you be more proactive for your next learning team experience? Be specific.

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