ENGL5939-001
Seminar in Professional Writing
Spring 2001

Dr. Darryl E. Haley           
Ofc. Hours: MW 9-11; R 1-5; and by appt.
Ofc. Loc.: 106 Burleson Hall            
Email:  haleyd@etsu.edu
Office Phone: 9-5991
Classroom: 204 Burleson (computer lab)
Class Time: Thursday, 7-9:45 p.m.              
URL: http://www.etsu.edu/haleyd/

How is professional writing different from academic or technical writing? Toward answering this question, we will examine the major theories upon which contemporary professional writing is based, paying particular attention to those theories that focus upon electronic media and creative expository writing.  All students in this class MUST have email accounts before the first class, and they must be able to check their email regularly.

This course is a cross-disciplinary exploration of the nature of professional writing. It is a seminar of enquiry—with no clear destination that can be described. Consequently, it will have to suffice, here, to describe the initial plan. We’ll begin with a basic text in professional writing, Writing for the World of Work. After some opening remarks, students will have two opportunities to present work to the class (our community of scholars), once to steer us through two or three articles from a list I will prepare, and once to discuss research.

Though Writing for the World of Work is the only text I’ve asked you to purchase, you will be expected to read journals, electronic texts, and other materials—expect a fairly heavy reading load. We’ll proceed, more or less methodically, from the ridiculous to the sublime—from the mundane aspects of professional writing to the theories and theorists involved in it. There is a strong element of self-direction, here, as you will help direct this course by expressing, at the beginning of the term (and hopefully throughout) your goals in this field. Research topics will be so organized, and we’ll brainstorm them early and often.

GRADING: The “point spread” for this course is fairly simple.

10% -- Class Participation, including active discussion of topics, preparation of writing assignments, and completion of email or other communication assignments
20% -- Your stint as Discussion Leader for selected articles/topics (guidelines to follow)
30% -- Your presentation of research-to-date, and leading discussion about it.
40% -- Your finished seminar paper.

TENTATIVE COURSE OUTLINE:  This is a very basic chart, based on nine students.

Class

Date

Activity

1

1/11/01

Introduction to the course; words of wisdom from your wise (well, wizened) instructor

2

1/18/01

Readings from the text; brief overview of the “Seven Generations of Instructional Computers”; presentation of brief student writing samples; “lotteries” for DL and RSR sessions

3

1/25/01

Ethics and Professional Writing; lab tutorials

4

2/1/01

DL 1 & 2

5

2/8/01

DL 3 & 4

6

2/15/01

DL 5 & 6

7

2/22/01

DL 7 & 8

8 

3/1/01

DL 9

9 

3/8/01

Conferences, Research Topics, and other Housekeeping

10

3/15/01

RSR 1 & 2

11

3/22/01

RSR 3 & 4

12

3/29/01

RSR 5 & 6

13

4/5/01

RSR 7 & 8

14

4/12/01

RSR 9; Windbag Synthesis

15

4/19/01

“Exam” (translation: Seminar Papers Due)

Legend:
DL = Discussion Leader
RSR = Research Report

SOME MENTAL HEALTH TIPS:

  1. When practical we’ll take a 10-minute break about half-way through the class. Though we may disperse early on some evenings, always plan to be in class until 9:45.
    On the topic of attendance: I expect you to be in class and prepared, always. Do not expect me to be forgiving in this matter. Do not bring your children, spouse, therapist, cell phone, or other noisemaker into my classroom.
  2. 2. Reading Assignments: These include the materials for your DL and RSR presentations. I don’t expect you to perform thesis-level research on your topics; however, I do expect you to be well-prepared, thorough, cogent, and interesting. The facilities of the English Department Computer Lab are at your disposal, though you should plan to have multiple copies (i.e., handouts or graphics) produced elsewhere.
    Ambience: The general atmosphere for our meetings will be one of relaxed conversation among scholars. Do not, however, confuse the terms “casual” and “cursory.”
  3. Grade Spread: I am well aware that some faculty, at some institutions, are said to assign only “A,” “B” and “I” grades to graduate students. I am not one of them.
  4. On Improving the Class: I welcome your input, here—if you have any ideas that you think might improve the organization or materials for this course, please share them with me via email or personal meeting. This is, by and large, a student-centered, post-structuralist (aargh!!) course.

   Class eJournal
   How to Prepare Your Seminar Papers in HTML for the Class eJournal
   Some Seminar Paper Topics
   Internet Resources for Professional and Technical Writers (a work in progress)
   Back to my Home Page
   Back to the ETSU English Department Home Page