learning guide - university of western sydneystc2.uws.edu.au/pwe/assets/pwe learning_guide...
TRANSCRIPT
Unit Learning GuideSchool of Humanities and Communication Arts
Professional Writing and EditingUnit Number: 101929
Teaching Period: SPRING 2014Unit Weighting: 10 credit pointsUnit Level: Level 2Unit Co-ordinators: Ray Archee and Roger Dawkins
Teaching Staff: Ray Archee, Roger Dawkins, Colin Dawson and Sue Leslie
First Point of Contact:
Ray Archee Roger [email protected] [email protected] 149 824 0433 290 393
Tutors’Contact details:
Colin Dawson: [email protected]; 0414 906 837Susan Leslie: [email protected]; 0417 268 358
Student Consultation Face-to-face consultations can be arranged by email. Email your tutor for an appointment time.
General student consultation times are: Ray Archee : 3 - 4 Tue; 1 - 2 WedRoger Dawkins : 1 - 2 Tue; or by appointment
Student CommunicationStudents must use their UWS student e-mail address in all correspondence with the Unit Coordinator and Tutors.
Attendance Requirements Attendance is expected at the tutorial in which you are registered. Students are expected to attend a minimum of 80% of classes.
Records will be taken for verification purposes.Tutorials are an essential part of your learning.Students have the responsibility to keep up with the unit content by attendance at tutorials.No accommodation will be made or consideration will be given to students who do not attend regularly except in the case of illness or misadventure. Non-attendance due to illness or misadventure or other, legitimate reasons should be documented and submitted to the Unit Coordinator.
Essential Equipment and/or Resources Students need to have access to a computer where the internet can be used to logon to E-learning at UWS and the vUWS website for this unit. It would be useful to have Adobe Acrobat Reader and this can be downloaded from the link at E-learning at UWS http://www.uws.edu.au/students/onlinesupport. Additionally at least two USB drives need to be used for saving and moving data to and from School computers. It is strongly recommended that students back up their work on a separate hard drive as USBs are notoriously unreliable, are known to fail and may corrupt files.
Student Feedback on Unit SurveysStudent Feedback on Unit Surveys will be taken in Week 12.
Changes and Improvements to the Unit as a Result of Student Feedback The University values student feedback in order to improve the quality of its educational programs. As a result of student feedback, the following changes and improvements to this unit have recently been made:
Revamped website, changed structure of tutorials, included new topics, improved assessment guidelines.
Expectations of Student ConductStudents are expected to be familiar with and abide by the terms of the UWS Student Code of Conduct:http://policies.uws.edu.au/view.current.php?id=00258
Students should be familiar with the University of Western Sydney’s Workplace Health and Safety Policy which can be viewed at http://policies.uws.edu.au/view.current.php?id=00081The University of Western Sydney’s Workplace Health and Safety policy states that it is the responsibility of employees, students, contractors, visitors and others to ensure this policy is carried out and to regard accident prevention and safe working as a collective and individual responsibility.
Unit DetailsPosition of this Unit in the CourseProfessional Writing and Editing is a core unit in the Bachelor of Communication.
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 2 of 31
UWS Graduate Attributes
1. Commands multiple skills and literacies to enable adaptable lifelong learning2. Demonstrate knowledge of indigenous Australia through cultural competency and professional
capacity3. Demonstrates comprehensive, coherent and connected knowledge4. Applies knowledge through intellectual inquiry in professional or applied contexts5. Brings knowledge to life through responsible engagement and appreciation of diversity in an
evolving world.
Course Graduate Attributes: Bachelor of CommunicationThe UWS Bachelor of Communication attributes are:
1. Commands a full range of skills and literacies independently and collaboratively by means of self-directed study across communication and media generally and in the context of vocational specialization.
2. Demonstrate an understanding of and sensitivity to cultural and intercultural issues, especially those of Indigenous Australian
3. Demonstrates comprehensive, coherent and connected knowledge of systems and technologies through contemporary and emergent communication.
4. Applies knowledge through intellectual inquiry in the professional or applied environment of Communication industries and practice.
5. Brings knowledge to life through ethical as well as responsible engagement and appreciation of diversity in an evolving world.
Unit Learning Outcomes The Unit’s Learning Outcomes specifically support the above Course Attribute numbers
On completion of this unit, students should be able to: 1. Explain the role of professional writers in organisations and the various forms and functions of
professional writing texts2. Explain the theoretical issues and research traditions that inform professional writing practice3. Apply the skills essential for a professional writer – including readership analysis, writing for
different purposes and readers, clear, coherent, appropriate use of language and organisational genres, editing, word processing, and the role of layout and design in readability and comprehension of texts.
4. Explain the importance of new technologies to the professional writing field5. Apply professional communication skills via oral presentations and working in teams and to
practice professional skills such as layout and use of handouts and audio/visual aids such as PowerPoint and video.
Student Workload The expected workload in this unit is: 10 hours per week (for all 10 credit point units), including 2 hours in class and 8 hours in own study time.
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 3 of 31
Schedule Learning and Teaching Activities:
Week: Date Tutorial Workshop
Week 1:
28 July
Introduction to professional writing and editing or ‘it’s only people like you’ who care about this stuff.
Background Reading: Petelin, R. & Durham, M. (2003). Writing in a Business Environment in The Professional Writing Guide: Writing well and knowing why Crows Nest: Allen & Unwin pp. 1-13
Discussion Question: A student once told me in a previous writing unit, that it was only ‘people like me’ who worried about the micro issues of writing and editing. Do you agree? Is there a need for attention to clear writing in organisations? Is attention to technical detail still relevant in the age of digital publishing and the internet?
Course outline, explanation of assignments. Weekly tutorials allocated to student teams.
Exercise: Compare several different forms of professional writing.
Class Writing & Homework:AutobiographyWrite a short article about yourself as if you were a famous celebrity. We will showcase these next week, so make sure to start in class and finish by your next class.
Week 2:
4 August
Audience and readers
Background Reading: Schriver, K. A. (1997). How documents engage readers’ thinking and feeling Dynamics in Document Design (Ch 3) pp. 152-188 New York: John Wiley & SonsSuggested older reading(s): Redish, J. (1993). Understanding Readers. In Barum. C.M.
& Carliner, S. (eds.) Techniques for Technical Communicators (Ch. 1) New York, Macmillan pp. 15-41 2.
Floreak, M. (1989). Designing for the real world: Using research to turn a target audience into 'real people' Technical Communication 4th Quarter pp. 373-381
Yopp, J. et al (2010). Understanding today's audiences In Yopp, J. et al Reaching audiences: A guide to media writing (Ch. 1) Boston: Allyn and Bacon pp. 1-19
Marnell, G. (2008). Measuring Readability pt. 1 in Southern Communicator Issue 14, June 2008 pp. 12-16
Discussion Question: How are audiences different? And what influence might these differences have on how readers engage with documents. Find examples of your own (eg an instruction manual, brochure, report) and using the points made by Redish and Yopp and others, identify some the strengths/weaknesses for the intended audiences.
Class Writing & Homework:Health AdvertisingAudience analysis of the drug rape brochure
Editing workshop
Week 3:
11 August
Voice and tone in professional writing
Background Reading: Booth. W. (1987). Voice (Ch. 9) In Booth. W. & Gregory, M.W. Writing as thinking, thinking as writing pp. 258-287
Suggested older reading(s):
Writing/Homework: The ReviewWrite a film, or book, or music concert review for the free magazine, Sydney Living. Rewrite it framing it both positively or negatively. Or
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 4 of 31
Felton. G. (1988). Body copy 1: Voice (Ch. 8) Advertising: concept and copy pp. 105-129
James, N. (2007). Tone (Ch. 8) Writing at Work Crows Nest: Allen and Unwin pp. 152-168
Zinsser, W. (2006). The sound of your voice (Ch. 20) On Writing Well (7e) New York: Harper Collins pp. 231-240
Discussion Question: What do we mean by the notion of voice and tone in written text? How important is this to professional writing generally and genres like advertising in particular? Give examples to support your answer.
write the hippest, coolest piece you can think of, for the craziest free mag you can find. Check out the Groupon website.
Week 4:
18 August
What’s in a word? Language and professional writing
Background Reading: Archee. R. et al (2013). Chapter 2 Language and communication practice Communicating as professionals 3e Melbourne: Cengage Learning pp. 28-58
Suggested older reading(s): Lutz, W., (1999). Language and the Interpretation of
Reality in The New Doublespeak pp.27-56 Lakoff, G. & Johnson, M. (1980). Metaphors we live by in
O'Brien, J. (ed) The Production of Reality (4th ed.) pp. 103-114
Orwell, G. (1949). Chapter 5 Nineteen Eighty-Four Penguin
Chandler, D. (1995). The Medium of Language (Ch. 2) The Act of Writing: A Media Theory Approach Aberystwyth: University of Wales
Discussion Question: What are some of the various perspectives about how language operates to confer meaning? What might these perspectives tell us about language choices in professional writing? Is it possible to choose language, which 'narrows the range of thought'?
Writing/Homework: Postcard from somewhere. Write a short travel article for the first edition of Virgin Air’s new in-flight magazine describing a novel destination or activity. Write it for two different audiences: a young group of inexperienced travellers, and an older group of people. What are the differences in language that you might use?
Editing workshop
Week 5:
25 August
Intercultural Communication
Background Reading: Archee. R. et al (2013). Chapter 4 Intercultural Communication Communicating as professionals 3e Melbourne: Cengage Learning pp. 85-109
Suggested older reading(s): Kirkman, J. (2005). Writing for International Audiences In
Good Style: Writing for Science & Technology (2nd ed) (Ch. 22) London, E & FN Spon
Horton, W. (1993). The Almost Universal Language: Graphics for international documents Technical Communication Quarterly Fourth quarter 1993 pp. 682-693
Marnell, G. (2004). 'Writing English for an International Audience' first published in Tech Talk. Available from http://www.abelard.com.au/writing_English_for_an_international_audience.pdf
Language and Culture: An introduction to human communication Available from: http://anthro.palomar.edu/language/default.htm
From Plain English to Global English Available from:
Writing/Homework:
Check out the South Vietnamese brochure from the Cu Chi Tunnels, or the War Remnants Museum in Saigon. Analyse the language and the political perspective.
Editing workshop
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 5 of 31
http://www.webpagecontent.com/arc_archive/139/5/ Würtz, E. (2005). A cross-cultural analysis of websites from
high-context cultures and low-context cultures. Journal of Computer-Mediated Communication, 11(1), article 13. http://jcmc.indiana.edu/vol11/issue1/wuertz.html
Discussion Question: How might international audiences be different and how might different cultures read differently? What strategies should be considered for writing across cultures?
Week 6:
1 September
Doublespeak, euphemism and public language
Background Reading: Watson, D. (2003). Death sentence: The Decay of Public Language Sydney: Knopf [extract]Suggested older reading(s): Ainsworth, S., Baird M. & Cutcher, L. (2006).
'WorkChoices and word choices'. Paper presented at the Our Work . . . Our Lives: National Conference on Women and Industrial Relations - Brisbane, Queensland.
Lutz, W. (1996). The new doublespeak: Why No One Knows What Anyone’s Saying Anymore New York: Harper Collins Publishers [extract]
Orwell, G. (1946) Politics and the English Language Published in Horizon, April 1946; Modern British Writing ed. Denys Val Baker, 1947.
Poole, S. (2006). Unspeak: how words became weapons, how weapons become a message and that message becomes reality New York, Grove Press
Tanner, L. (2011). Sideshow: Dumbing Down Democracy Scribe Publications, Melbourne [extract]
Watson, D. (2009). Bendable Learnings: Don Watson on the wisdom of modern management [You Tube video]
Watson, D. (2009). Don Watson: bad language [Interview with Radio National You Tube]
Weaselwords http://www.weaselwords.com.au/ McKay, F., Thomas, S., & Kneebone, S. (2011) ‘It Would
be Okay If They Came through the Proper Channels’: Community Perceptions and Attitudes toward Asylum Seekers in Australia Journal of Refugee Studies, 25(1), 113-133.
Roller, N. (2011). Carbon tax and other dirty language Online Opinion 30 September 2011
Verrender, I. (2009). Weasel words cannot hide eerie parallels with the past Sydney Morning Herald February 9 2009
Discussion Question: Compare the points being made by various authors about the problems inherent in public language and the potential implications for public debate. How might these apply to modern professional writing style?
Writing/Homework: Advocacy/Activism
Unions, churches, charities and community groups all have an axe to grind. Imagine you are member of Amnesty, Save the Whales or Students Union. Write copy for a new campaign.
Exercise:
Proposal for your document evaluation assignment must be posted to the Writing Lab for discussion in class this week.
Editing workshop
Week 7
8 September
Visual Literacy in professional writing
Background Reading: Kress & Van Leeuwin (2006) ‘The Meaning of Composition’ Ch. 6 Reading Images:
Writing/Homework: Writing humorously.
Try to write about a humorous
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 6 of 31
The grammar of visual design (2e) London: Routledge pp. 175-210Suggested older reading(s): Amare, N. and Manning, A. (2007). The Language
of Visuals: Text + Graphics = Visual Rhetoric IEEE Transactions on Professional Communication Vol 50, No. 1 March 2007 pp. 57-70
Harrison, C. (2003). Visual social semiotics: Understanding how still images make meaning Technical Communication Vol. 50, No. 1 Feb 2003 pp. 46-60
Discussion Question: How might visual semiotics help us understand how readers read texts?
incident. Use description, autobiography or satire to make your point. If there is a ‘moral’ to the piece all the better.
Editing workshop
Week 8:
15 September
Layout and Design
Background Reading: Lester, P. (2011) ‘The Sensual & Perceptual Theories of Visual Communication’ Ch. 5 Visual Communication: Images with messages (5e) Boston: Wadsworth pp. 47-61Suggested older reading(s): Williams, R. (1994). The Non-Designers Design
Book California: Peachprint Press [multiple copies in UWS Library]
Winn, W. (2009). “Proof” in Pictures: Visual Evidence and Meaning Making in the Ivory-billed woodpecker controversy Journal of Technical Writing and Communication Vol. 39(4) pp. 351-379
Wong, I. (2007). Wong words and wisuals Southern Communicator Issue 13, December 2007 pp. 13-18
Discussion Question: What is the difference between visual sensation and visual perception? How do ‘gestalt’ theories of perception explain how we make meaning from visual texts? Why do professional writers need to be conscious of these perspectives?
Writing/Homework:
Semiotic analysis of advertisements. What are the rules of contemporary layout and design in terms of paper? Has the Web changed them?
Editing workshop
Week 9:
22 September
Intra-Session Break
Week 10
29 September
The Plain English debate
Background Reading: James, N. (2009). Speketh so Pleyne: an historical approach to Plain English pts. 1 & 2 Southern Communicator, February (16), 15-20 & June (17), 16-19.Older reading(s): Cutts, M. (2009). Oxford Guide to Plain English (3e)
Oxford: Oxford University Press Eagleson, R.D. (1990). Writing in Plain English
Canberra: AGPS Eunson, B. (2012). Plain English in Two Australian
Organisations: Readability and Style Analysis Paper presented at the ANZCA Communicating Change and Changing Communication in the 21st Century,
Writing/Homework:Plain English
Find a policy at UWS and rewrite it using principles of Plain English to make it easier to understand. Any policy at any organisation will probably work here.
Editing workshop
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 7 of 31
Adelaide, South Australia. History of Plain English Retrieved from
http://stc2.uws.edu.au/PWE/Assets/historyofPE.html James., N. (2006). Plain Language developments in
Australia Clarity Plain English Foundation pp. 1-5 Kimble, J. (2003). Answering the critics of Plain
English Available from: http://www.plainlanguagenetwork.org/kimble/critics.htm
Lumby, C. (2005) Political Speak: Double Talk vs Plain English 2005 Sydney Writers’ Festival panel session
Penman, R., (1992). Plain English: wrong solution to an important problem Australian Journal of Communication Vol. 19 (3) pp. 1-18
Discussion Question: What are the arguments and critiques of the Plain English movement. Is it effective? Find some of your own examples to illustrate your view.
Week 11:
6 October
Political correctness, taboo and non discriminatory language
Background Reading: Allan, K. & Burridge, K. (2006). Forbidden Words: Taboo and the Censoring of Language. Cambridge University Press. [available as an e-book via UWS Library. Student log in needed]
Suggested older reading(s): Advocacy for Inclusion (2006). Advocacy for Inclusion
Information Sheet – Non-discriminatory Language Cotter, M. (2007). The Influence and Effects of
Discriminatory Language in New Zealand The International Journal of Language Society and Culture Issue 22.6 pp. 52-55
Gurney, M. (2001). The Curse: Advertising, language and the cultural implications of the ‘Scarlet P’ Unpublished MA (Communication & Cultural Studies) paper ‘Feminist Critiques of Language’
Hughes, G. (1991) Swearing: a Social History of Foul Language, Oaths and Profanity in English USA: Blackwell
Hunt, M. (nd). Cunt: The History of the C Word Retrieved from http://www.matthewhunt.com/cunt/index.html
Miller, C & Swift, K. (1988). Handbook of non sexist writing (2e) New York: Harper Perennial
Poynton, C. (1989) Language and gender: Making the difference Oxford: Oxford University Press
Summers, A. (2012). Her Rights at Work (R-rated version): The Political Persecution of Australia’s First Female Prime Minister 2012 Human Rights and Social Justice Lecture University of Newcastle 31 August 2012 Retrieved from http://annesummers.com.au/speeches/her-rights-at-work-r-rated/
Wajnryb, R. (2005). Language most Foul Crows Nest: Allen and Unwin
Discussion Question: The term 'political correctness' has become a kind of 'sneer term' in recent years. It is often used
Writing/Homework: Taboo subjects
Taboo subjects in our society relate to various ideas which society sees as dangerous, illegal, racist, or downright weird. Using the first person will probably intensify the impact of a taboo subject.
Editing workshop
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 8 of 31
pejoratively to hijack an argument by implying that the user has an overly sensitive, ideological bent and is using a form of forced, non natural language to impose an unwanted and unnecessary form of linguistic prescription on a naive public with a view to brainwashing them. Examine the arguments as they apply to a range of different contexts eg sexism and misogyny, racial discrimination, ageism etc. What are the implications for professional writers and editors of the difference between censorship and appropriate standards?
Week 12:
13 October
The impact of technologies on professional writing and editing
Background Reading: Archee. R. et al (2013). (Ch. 5) Mediated Communication Communicating as professionals 3e Melbourne: Cengage Learning pp. 110-145
Suggested older reading(s): Brockman, J. (ed.) (2011). How is the internet changing the
way you think?: The net’s impact our minds and future London: Atlantic Books [a series of short chapters on issues related to the topic]
Carr, N. (2010). The Shallows: what the internet is doing to our brains London: Norton [extract]
Crystal, D. (2009). Txting: the gr8 db8 Oxford: Oxford University Press [extract] See also various YouTube clips from David Crystal
Gregory, J., (2004). 'Writing for the Web vs. Writing for Print: Are They Really So Different?' Technical Communication Vol. 51, No. 2, May 2004 pp. 276(10)
James, N. (2010). Long live the e-revolution Sydney Morning Herald May 15-16 2010 pp. 12-13
Keen, A. (2007). The Cult of the Amateur: How Today's Internet Is Killing Our Culture New York : Doubleday
Redish, J. (2012). Letting go of the words: Writing web content that works (2e) USA: Morgan Kaufman Publishers
Self, T. (2009). 'What if Your Readers Can’t Read?' Southern Communicator i16 Feb 2009 pp.5-9
Simons, M. (2010). Reading in an age of change Overland198 Autumn 2010 pp. 11-16
Discussion Question: Consider the extent to which different electronic communication technologies merely replace traditional forms of communication. Do they change the nature of the reading and writing experience? How might this impact on choices made for professional writers? What issues do they raise for professional writers.
Writing/Homework: Technical Writing
You need to explain how to use a new piece of hardware or software. Or find a manual that needs work, and rewrite the instructions. Most manuals are poorly written.
Exercise: Ethos in technical communication
Editing workshop
Final Evaluation Report due
Week 13:
20 October
Ethics and professional writing
Background Reading: Longstaff, S. (1994). Self-interest detracts from the lustre of the professions Available from Sydney Morning Herald 18 April 1994
Cheney, G. et al (2010). (Re)framing ethics at work (Ch. 1) Just a job?: Communication, ethics and professional life New York: Oxford University Press pp. 21-47
Editing workshop
Exercise: Ethical case studies
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 9 of 31
Suggested older reading(s): Archee, R. (1996) Ethics and the Internet Dragga, S. & Voss, D., Hiding Humanity: Verbal and Visual
Ethics in Accident Reports Technical Communication Vol. 50, No 1 Feb 2003 pp. 61-79
Heller, S.,(1997) ‘In spin we trust’: a conversation with Stuart Ewen (media scholar and critic)' Print v51 n3 (May-June 1997) pp. 94 (7)
Light, B. & McGrath, K. (2010). Ethics and social networking sites: a disclosive analysis of Facebook Information Technology & People, Vol. 23 Iss: 4, pp. 290 - 311
Loughlan, P. (2007). “You wouldn’t steal a car …” Intellectual property and the language of theft European Intellectual Property Review, Vol. 29, No. 10, pp. 401-405 Available from Sydney Law School Research Paper No.
08/35 April 2008 Ornatowski, C.A. (2001). Ethics and the internet Lore:
Rhetoric, Writing, Culture Simmons, P., & Spence, E. (2006). The practice and ethics
of media release journalism Australian Journalism Review, 28(1), pp. 167-181
Simmons, P. (2010). Disliking public relations: Democratic ideals and the habits of ethical communicators ANZCA 10 Refereed conference proceedings
Discussion Question: Ethics has many perspectives in relation to professional writing and communication. What are some of the main issues identified by some of the suggested readings and what are the challenges for professional writers remaining ethical?
Week 14:
27 October
Writing for an Online Audience
Discussion Question: What are some the problems and solutions for writers when it comes to online contexts such as writing for websites, blogs, social media (Twitter, Facebook), and forums?
Editing workshop
Week 15
3 November
STUVAC Writing & Editing Portfolio due
AssessmentsAssessment Requirements
Item Length and Due Week Percent (%)Critique and Seminar Presentation
Critique: 600 words, due Sun before seminar;9 minute individual oral presentation on day of seminar
30
Document Evaluation Report 1500 words, due Week 12 30
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 10 of 31
Writing and Editing Portfolio Minimum of 10 selected exercises from 3 categories (see Assignment details below), due Week 15
40
Alignment of Teaching Activities with Unit Learning Outcomes
Course Attribute Learning Outcome
Learning Activities
Assessment Activities
1. Commands a full range of skills and literacies independently and collaboratively by means of self-directed study across communication and media generally and in the context of vocational specialization.
3, 5 Weekly practical and style exercises
1, 2, 3, 4
2. Demonstrate an understanding of and sensitivity to cultural and intercultural issues, especially those of Indigenous Australians
1, 2 Weekly research and discussion exercises, esp Wk 9
2, 3, 4
3. Demonstrates comprehensive, coherent and connected knowledge of systems and technologies through contemporary and emergent communication.
3, 5 Weekly research and practical activities
2, 3
4. Applies knowledge through intellectual inquiry in the professional or applied environment of Communication industries and practice.
1, 2 Weekly research/short answer activities and weekly readings
2, 3
5. Brings knowledge to life through ethical as well as responsible engagement and appreciation of diversity in an evolving world.
1, 2, 4, 5 Weekly research/ discussion/short answer activities esp Weeks 12 &14
2, 3, 4
Submission of Assessment Tasks Assignments submitted electronically and in hard copy must be accompanied by a copy of the Assignment Cover Sheet. Note that, in some case, the tutor may not be the marker for the given assignment.
Students are required to keep a copy of all written work submitted
Return of Assessment Material Your tutor will return assignments in class as soon as they are marked. If there are no classes (in the case of an end of session assignment), work may be collected from the unit coordinator at the commencement of the following semester. Any work not collected within 3 months will be forwarded to Records Management for destruction. Students are advised to submit copies of written work, and retain original files for reference. Alternatively, an appropriately sized, self-addressed, stamped envelope can be
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 11 of 31
attached to your assignment and your marked assignment will be returned to you via post after the finalisation of grades for the unit.
Please note: Marked work will not be available for collection from School AdministrationIt is generally suggested that an appropriately sized, self-addressed, stamped envelope can be attached to your assignment upon handing it in, and your marked assignment will be returned to you via post.Uncollected assessment material will be subject to the university’s policies regarding the retention or destruction of such material.
Resubmission Unless there are special circumstances, no resubmission will be permitted.
Late Submission Work submitted late without consultation with the Unit Coordinator will not be accepted.
A student who submits a late assessment without approval for an extension will be penalised by 10% per day up to 10 days, i.e. marks equal to 10% of the assignment’s weight will be deducted as a ‘flat rate’ from the mark awarded. For example, for an assignment that has a possible highest mark of 50, the student’s awarded mark will have 5 marks deducted for each late day. Saturday and Sunday each count as one day.
Assessments will not be accepted after the marked assessment task has been returned to students who submitted the task on time.
Extension of Due Date for assessment task/s A student may apply for an extension of the due date for an assessment task if extenuating circumstances outside their control are experienced. To apply, complete a Request for Extension form: http://www.uws.edu.au/__data/assets/pdf_file/0004/118273/Request_for_Extension_RO_00205_0112.pdf)
Submit the form, with supporting documentation, to the Unit Coordinator or other designated staff member (with a copy to the Unit Coordinator) by email or at the relevant School Office.
Please note: Lodgement of a Request for Extension does not automatically result in the granting of an extension and students should make every effort to submit assessments as soon as practicable (if possible), even though a request has been submitted.
Special Consideration for multiple assessment tasks and/or whole of the teaching sessionA student may apply for Special Consideration (via online eForm) if extenuating circumstances outside their control and sufficiently grave in nature or duration, cause significant disruption to their capacity to study effectively. More information about Special Consideration can be found at www.uws.edu.au/students/stuadmin/specialconsideration.
If you have been granted Special Consideration, when submitting your assignment please indicate on the assignment cover sheet that it has been granted. Please note: Lodgement of an Application for Special Consideration does not automatically result in the granting of Special Consideration and students should make every effort to submit assessments as soon as practicable (if possible), even though an application has been submitted.
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 12 of 31
Writing and Presentation High quality written expression is an expectation of all UWS graduates.
All written pieces of assessment in this unit must meet the minimum writing standard required. These are specified below. Any piece of written work that does not meet the required standard will be failed on this basis.
Literacy Minimum Standards Level 2/3At this level, your written expression should be clear, concise and direct, free of major structural and presentational faults and, most importantly, not require any ‘deciphering’ on the part of the reader, that is, that it can be read and understood on a first read through and that it has ‘flow’.
Specific requirements include:Formal writing requirements-
Complete sentences, typically with Subject Verb Object order. Avoidance of minor sentences, sentence fragments and run-ons. Conciseness, coherence and cohesion. Grammatical agreement and consistency including the correct use of tense, syntax, word
class and lexical choices. Correct and consistent spelling and punctuation. Correct and consistent use of terminology relating to the unit that the student is writing
for. Correct use of phrases, clauses and conjunctions. Consistency in the register appropriate for the unit that the student is writing for. Correct use of cohesive devices linking sentences and paragraphs: including topic
sentences and thesis statements. Use of formal structure: including introduction and conclusion. Integrated use of quoted and paraphrased material: including meta-commentary and
linking phrases.
The following ‘Language and Learning Links’ site provides a good range of resources to help you develop your writing:http://tdu.uws.edu.au/languagelearning/
Academic conventionsIntegrated use of source material (quotes, paraphrases etc.)Accurate and consistent use of a recognised referencing system[[Your work has been submitted through Turnitin – optional – to be determined by Unit coordinator]].
Formatting and presentationWell formatted – default margins, all text is Left justified, but not Right alignedNo handwriting11 point Times Roman or equivalent (or as approved)Professional line spacing (not necessarily double spaced)Page numbers and SID in footer or headerStapled or bound (if hard copy submission)Good print quality in black ink (if hard copy submission)Cover sheet attached (if hard copy submission)Other elements: Accurate spelling No text abbreviations Appropriately long paragraphs (no successive short paragraphs)
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 13 of 31
LEAVE A SINGLE LINE SPACE BETWEEN FULLY BLOCKED PARAGRAPHS (NO INDENTS)
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 14 of 31
Assessment 1 – Critique and Seminar Presentation 30%Due DateDue in class on a date to be negotiated with your tutor.
Aims/ObjectivesThe primary aim of this assignment is to individually and as a team, work to develop critical awareness of the various theoretical perspectives that underlie professional writing and editing practice. Your online critique should use the suggested reading as a basis to summarise for the class the general issue(s)/arguments or themes. The alternate references are older ones and merely for historical background reading. You do not need to (although you may) use them and are encouraged to read more broadly and to find your own more recent references and perspectives. This will ensure higher marks for your assessment.Your critique must make reference to and discuss at least one perspective of at least one of the weekly readings. You should not summarise the reading, but evaluate its themes and positions. You should also show the contrary position, which must be backed with citations and examples to support and illustrate your position.
Assessment Description1. As a team read the background reading and/or the recommended additional readings2. Discuss and break up the general topic into more specific topic areas or aspects of the topic.
Allocate each team member one aspect of the topic3. Individually prepare a 500-600 word online critique and 9 minute presentation on one
key idea, issue or sub topic that emerges from the set of weekly readings. You are encouraged to read more broadly and to take a contrary view of the topic if you wish. Your critique must be posted by midnight of Sunday of the week you are allocated to and presenting in, so the class and tutor and your class mates can read through them before the tutorial classes. Your presentation must be coordinated thematically so that each presenter’s talk fits into the broader general theme.
4. One way of obtaining higher marks is to prepare a short (up to 90 secs) original video to accompany your class presentation. Of course, YouTube can be used for illustration purposes (up to 3 mins).
5. As a team, you will then lead the subsequent class discussion on the topic, using your individual Writing Lab posts as a basis to summarise for the class the general issue and themes. Each team member must have a prepared list of discussion points ready to be handed to your class tutor on the day.
Due DateYour written critique must be posted to the Writing Lab by midnight on the Sunday of the week you are allocated to present to allow class members time to read and prepare for the class discussion.Once scheduled, presentations cannot be rescheduled. Non-attendance presenters without documented evidence will mean zero marks for this component for the person(s) not attending. Due to reduced class time available, you will not be allowed to present this topic in another week and may have to present on another topic. Pressure of other work (university or otherwise) is not considered an excuse. A formal application for Special Consideration may be required for this to be considered. If late in the semester it may not be possible to reschedule.There are TWO (2) components to this assessment task:
1. An Online Critique on an aspect of your allocated seminar topic published in the PWE Writing Lab (found on the PWE website) = 10%
2. Class presentation and discussion on the allocated topic/week = 20%Both elements of this assessment are assessable and compulsory.
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 15 of 31
You will be assigned a weekly topic during week 1. You will be introduced to how to use the Writing Lab in the first tutorial.
DetailFirst as a team, choose one of the set readings (compulsory or additional readings) on your assigned reading week. From this reading you should identify one sub-topic to explore in your online critique. This involves choosing one key idea or issue from one of set readings, and posting a critical appraisal of that idea, issue or problem.So, for example, if your group selected Week 12, your group would be exploring a range of issues related to technology and professional writing. These might include issues of copyright, intellectual property, privacy and censorship, as well as a range of arguments related to the dumbing down of content or the outsourcing of expert opinion and personal relationships. You might individually choose to look at the arguments in the Brockman (2011) text and decide to write under the controversial heading “Google is making us stupid”. It is important that your title captures the focus of your post and that it is interesting (so it entices your peers to read and comment on it). Your title should be concise, 12 words or less to, ensure it can be easily found on the weekly writing lab listings.Once you have selected the reading you will use and the topic you would like to explore you will need to find at least three additional resources that you will use and reference in your online critique. This may include a journal article, book or book chapter, news report, a blog post, a video, a podcast, or other relevant media source. If you use a video or podcast, please note which parts we should listen to or quote the relevant part in your text. You should not expect your readers to listen/watch more than 3 minutes of YouTube clips. Original video is also very useful (about 90 secs).Of your three additional resources, you must include reference to at least one additional academic source (other than your weekly set reading). These may be the unit set readings or extension readings, although we also encourage you to look wider and more recently (particularly making use of UWS library books and journals).PRESENTATION AND CLASS DISCUSSION PREPARATION (20%)
Each week a number of people in your tutorial will be assigned the weekly topic for their online critique/presentation. You should meet with the people assigned on your week BEFORE your set week to ensure you are looking at different topics and to ensure you are collectively prepared to facilitate an active and lively discussion. You should also decide on your speaking order. You must also decide if you will use any visuals and arrange to get a laptop from the library or to use one of your own. You should arrive early to have all presentations ready to go.Your group should arrive at least 5 minutes before the tutorial to ensure you are set up and prepared. Each person in the team will present a 9 minute presentation based on their critique. The tutor will strictly time these presentations. You must not just read your critique; you should expand upon it or focus on one element of it more deeply. You must also decide if you will use any visuals. You may wish to play some media that you then talk around but limit this content to one minute only.After all of your group have (briefly) presented, you will break up the class into equally divided groups. Each member of the group will then lead a discussion group. You each facilitate discussion for about 15 minutes. You will have your prepared questions on hand to help fuel discussion. At the end of this time one of you should lead everyone back into the full class discussion and each of you should sum up key issues that arose from your small group discussions. Your discussion plan will set out the questions you will ask and any other relevant information regarding what you will do to engage discussion.You will be assessed on how well you individually and as a group prepare for your presentation and lead the discussion groups, through carefully prepared questions and/or activities and by keeping time and ensuring everyone participates through moderation (ie inviting people’s responses or inputs). SUBMISSION
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 16 of 31
On the day of your presentation, you should submit a hard copy of your online critique along with a set of at least four questions related to your online critique at the end of your post before the group presents.
Assessment CriteriaReviews will be ranked according to how well you perform relative to the following criteria:
Research and analysis for Online Critique (10%)
analytical thinking about issues raised by topic and reading
quality of private research undertaken
awareness of tutorial topics and related set of key readings
clarity of writing in critique
use of links to other relevant reference sources
embedding media or use of links to media examples
attention to correct APA referencing and citing
creative expression and articulation of ideas
Preparation and delivery of class presentation (20%)
individual presentation preparation
team cohesion and planning
questions and/or activities for class to explore issues
preparation of supporting presentation materials such as video and handouts
a set of at least four relevant questions at the end of your online critique
NOTE 1: Your team should aim to present a summary of the main points of the article plus additional material from your own secondary research (which must be referenced correctly). You do not need to cover all of the possible aspects of the topic, and should assume that the audience has a basic understanding. Use the question to frame and structure your presentation. NOTE 2: Non-attendance of any of the presentation team without documented evidence will mean zero marks for this component for the person not attending. Due to reduced class time available, you will not be allowed to present this topic in another week and may have to present another topic. Pressure of other work (university or otherwise) is not considered an excuse.
Marking Criteria Assignment 1: Seminar Presentation: (learning outcomes 1, 2, & 5)Low scores P- to P Average scores P+ to C High scores D to H
1. Organisation and Preparation: The presentation is well researched and prepared and organised into a logical and coherent structure that is interesting and relevant to the audience. The presentation has a clear opening, has logically developed and signposted main points and an effective conclusion summarising main argument. The presenters have worked together to achieve the objectives.
Material is not particularly well organised, and is not linked and difficult to follow.
Some areas are unclear, require further explanation and are not well integrated.
Presentation is generally clear and organized with a definite clear opening which addresses the question and indicates how the presentation will be structured.
Presentation is clear, logical and cohesive. Excellent and engaging opening and closing. Listeners can follow line of reasoning and understand the material.
Presenters demonstrate a
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 17 of 31
Little or no use of relevant additional academic sources.
Cursory or missing reference to points of main reading. Basic or no evidence of understanding main theme or question.
Little or no attempt to answer the main question from the reading and other materials.
Little or no additional material/ original examples or material/examples, which is not well chosen or is irrelevant.
Poor or missing opening and concluding statements.
Little or no evidence that presenters have worked together to prepare presentation. Little evidence of rehearsal.
A few minor points may be confusing or not relevant.
Evidence of use and integration of other relevant academic sources and pertinent examples.
Material presented is not merely described but there is an attempt to identify basic themes and how they answer the question.
Good opening and conclusion, which allows audience to understand theme of presentation.
Presenters have clearly worked together to produce the presentation as there is mostly a clear plan and reasonably well integrated material. Mostly well rehearsed.
high level of understanding of the main arguments and themes.
Excellent choice of background academic material, which is used to support the argument presented.
Excellent original examples which are used to support the theme
Material is integrated and main themes are thoroughly discussed with evidence from reading and additional sources.
High level of cooperation between presenters to coordinate and present an integrated, well rehearsed presentation.
Few breaks in presentation transitions
2. Content: Appropriate, interesting content that is well researched and appropriate for the audience. Presentation and online critique should summarise the main points of the weekly reading and provide an informed response to the central question.
Cursory or missing reference to points of main reading. Basic or no evidence of understanding main theme or question.
Little or no attempt to answer the main question from the reading(s) and other materials.
Material is poorly chosen, too simple or too difficult for the audience, irrelevant or shows only a basic understanding of the subject matter.
Material is merely a rehash of either lecture or online sources with little or no use of additional academic material or original examples.
Summary poorly written and not correctly referenced. Merely summarises the reading rather than attempts to construct an informed
Content attempts to engage with question, and makes reference to at least some points of the reading(s). Most of the main themes or points are referred to but mostly in a descriptive not analytical way
Supporting material is mostly relevant and drawn from popular or average level academic sources
Original examples are quite good but their relevance may not be drawn out as well as possible.
Material chosen is interesting and appropriate for the audience
Some insights drawn which reflect a reasonable understanding of the subject matter.
Summary is written competently and makes an argument with appropriate
Main themes clearly discussed and supported by evidence from the reading and additional, appropriate, original examples.
Excellent choice of background academic material from a variety of academic sources, which are used to support the argument presented.
Support material chosen is of a high level, well researched and is well chosen for the audience.
Insights drawn are linked to main themes and reflect a sophisticated level of understanding of the subject matter.
Summary shows excellent academic writing skills including proper citations and addresses the reading question the issues of the reading in an insightful manner,
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 18 of 31
response. evidence3. Delivery: The delivery is professional with a clear voice, good eye contact,
positive body language, interaction with the audience, efficient use of time and minimal use of notes.
Inconsistently used and poorly planned communication aids.
Poor pacing of talk, which is hard to understand and follow.
Poor use of language, difficult to follow or inappropriate for topic or audience.
Presentation is mostly read aloud with poor use of voice, pace, pitch and emphasis.
Minimal use of eye contact and poor body language, hands, body stance.
Talk either exceeds allotted time or is too short.
Good use of communication aids which are easy to read and understand.
Overall, good pacing of material with some inconsistencies. Points mostly well integrated.
Good use of appropriate language and ability to communicate the content overall.
Positive body language, use of eyes, hands, body stance
Presentation sticks to allotted time.
Attempts to create enthusiasm by interaction with the audience
Strong pacing of the talk, which is well structured and planned.
Excellent use of appropriate language and communication skills.
Little or no use of notes. Excellent audience eye
contact, use of hands and body stance, confident overall body language.
Presentation adheres to allotted time.
Enthusiasm generated by good interaction with the audience
4. Professionalism: Useful, and appropriate use of visual aids for communication of the ideas
Inappropriate or insufficient use of slides.
Slides use full sentences, not key points, are crowded and hard to read.
Equipment not used well or does not work.
AV does not help presentation.
Presenter(s) mostly read from slides, rather than use them as support.
Little or no attempted interaction with the audience
Class questions poorly constructed, predictable or too easy
Slides summarise main points.
Attempt to use key points. Slides are reasonably easy
to read and summarise main points.
Equipment is used adequately.
Presenters attempt to talk to the slides but at times read from them.
Slides have been designed to help audience follow points rather than give them all of the information.
Attempted reasonable interaction with the audience
Class questions are well devised but not too difficult
Inclusion of relevant short YouTube clip to illustrate points.
Basic class handouts
Excellent use of dynamic and highly relevant communication aids.
Slides use key points, which the presenter(s) speak to.
Slides are clear and easy to read.
Equipment is used professionally.
Presenters use the slides as a support but do not read from them at all
Enthusiastic and appropriate interaction with the audience
Class questions are well written and reflect a sophisticated understanding of the themes and issues
Inclusion of original video for class engagement
Excellent class handouts
Assessment 2 – Document Evaluation Report 30%
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 19 of 31
Due DatesPart 1: Week 6, Brief project proposal written up in the unit Writing Lab (this will be a mandatory inclusion in your Writing Portfolio).Part 2: Week 12, Final Evaluation Report in hard copy
Aims/Objectives To evaluate a faulty professional document by using audience analysis methods and techniques To apply the basic principles of report layout and design to produce a professional, readable and
functional report To write clearly and professionally, with attention to the editing of spelling, grammar and format
to ensure the written document is free of errors and is successful in its purpose
Assessment RequirementsMuch of the focus of this unit will on workshopping how to evaluate documents used for different purposes in a range of professions – brochures, technical instructions, newsletters, posters, websites and other formal documents. Your brief is to choose one example with numerous problems to discuss, evaluate and critique. You will write up both a brief Project Proposal (memo report format) and an Evaluation Report (using long business report format) of your findings and recommendations.Part 1: Brief document evaluation project proposal with 2 minute class ‘show and tell’
Locate an organisation you are familiar with or research one with which you are unfamiliar. We suggest that you start this search as early as possible.
Source and research one of that organisation’s documents, most probably a brochure, flyer, newsletter or even a website.
By week 6 you should have selected the document you are going to evaluate, and understand its background, distribution, audience and especially its issues. You will be asked to write a brief (500 word) proposal about what you initially see as the potential problems with this document.
You should publish your brief proposal in your Writing Lab space and other students will be able to read and make comments and suggestions. You must include this as part of your Writing Portfolio (compulsory).
You should use a few headings and subheadings to make your proposal clear and easy to read. You will be asked to briefly discuss this with the class and your peers and tutor can give you
feedback.Part 1: Final Document Evaluation Report Using a long report format, you will write up the evaluation of your chosen document. You should write the report as if you were a consultant and it should be addressed to your tutor as if they were the commissioning agent.This assignment builds upon work from previous units. The broad section headings should be supplemented with added sub-sections in the usual manner, 2.1, 2.2, 3.1, 3.2 etc. The most difficult section is Section 3.0 where you employ audience evaluation methods. Such methods might include one or more of the following: a brief survey, interviews, needs analysis, rhetorical analysis, usability testing, protocol methods, or involving culture, Plain language, or ethical considerations. Use of tables and/or graphs is an appropriate way to summarise results of such testing, rather than “I think that this graphic is boring …”. Use scholarly references in order to support your arguments at all times.The final Document Evaluation Report itself should use the following headings to structure your formal evaluation for assessment:
Title Page1.0 Executive Summary, 2.0 Introduction, 3.0 Method, 4.0 Results
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 20 of 31
5.0 Discussion (Conclusions or Recommendations), 6.0 References, 7.0 Appendices.Your Report must:
use long business report format (we will discuss and model this in class) use appropriate sub-headings, headers/footers and page numbers throughout use heading with a decimal numbering system to guide the reader through the report have an introduction (use the sub-heading ‘Introduction’) which explains what the report is
about eg ‘I have evaluated the brochure titled …’ ie the reader learns what you intend to do as part of the introduction, give a brief overview to the (real) organization (industry, size,
location, staff numbers etc) for whom the report is to be written. This gives the reader a background and context by which to make sense of your report
include the document in the Appendix of the report identify and describe the readership for the document and discuss selection of methods of
audience analysis appropriate for the report provide evidence for your findings/results in the form of tables and graphs and EXPLAIN your
findings give recommendations in text and/or in terms of visuals include an academic reference list be around 1500 words (not inclusive of Executive Summary, tables, graphs, References and
Appendices).NOTE: As this assignment is designed to have you learn and practice a particular genre of professional writing, it is essential that this is your own work i.e. do not copy another student’s assignment. Collusion will be penalised.
Assessment Criteria Identification and description of the communication needs of the organization. Remember the
emphasis is on assessment and recommendations for improvement Use of appropriate audience analysis – clear purpose and appropriate methods likely to meet the
contextual needs of the recipient and organisation Understanding of the report format structure and inclusion of required elements (see above) Style, clarity, appropriateness of the writing – clear, well written sentences, appropriate use of
active and passive voice, minimal nominalisation, use of parallel structures, clearly structured sentences and paragraphs, appropriate language for a professional reader
Editing – care with spelling, punctuation, grammar, consistency/appropriateness of headings/style, transitions, variety and structure of sentences and paragraphs
Use of a clear, consistent and professional layout
Marking Criteria Assessment 2: Evaluation Report (learning outcomes 1 & 3)Low scores P- to P Average scores P+ to C High scores D to H
1. Organisation: The report should be well researched and organised into a logical and coherent structure that is interesting to read, relevant to a business audience and which presents the arguments for the need and benefits of a report clearly and convincingly.
Material is not particularly well organised, is not linked and difficult to follow.
Poor or inadequate or inappropriate use of suggested structure
Report is generally clear and well organised
Report suggested structure is mostly used appropriately.
Well chosen report purpose
Report is extremely clear, logical and organised.
Report uses all the elements of the suggested structure appropriately
Report’s purpose is well
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 21 of 31
Poor or no introduction and conclusion
Proposed report audience and purpose poorly chosen or main arguments inadequately addressed
Has areas, which are unclear, require further explanation and are not well integrated.
Report is a series of points with little argument or rhetorical structure
Poor or missing use of tables and graphs
Little or no attention to the introduction or recommendation
with needs argued in a reasonably clear and convincing way
A few points may be confusing, omitted or not relevant.
Reasonable attempt is made to argue for the time and resources to produce a report
Reasonably well constructed introduction and recommendations, which allow receiver to understand the theme of report and the aims of the writer. Both may need some further development
Good use of tables and graphs
chosen and the organisational need is argued in a sophisticated, well considered way
Extremely well organised and constructed introduction which overviews the project and which has recommendations which leaves a clear message about what is needed for improvement
Excellent use of tables and graphs
2. Content: Should describe and analyse the document clearly, identify the organisational need for a new document to improve communication, and present cogent and appropriate arguments designed to convince the reader of the benefits of the recommendations.
Content is mostly general and has little or no relation to the specific purpose.
Content is not of appropriate depth to meet purpose.
Content is mostly opinion with little or no attempt at analysis or argument
Content not well organised. No clear and logical order of ideas and information.
Some sections missing or irrelevant to purpose.
Report is too short. Arguments made are
simplistic, exaggerated or overstated.
Content attempts to analyse and identify the communication processes of the organisation
Arguments and points chosen are interesting and appropriate for the audience and written in a way likely to persuade
Some insights drawn which reflect a reasonable understanding of possible ways in which a report might help the communication processes of the organisation
Excellent description and analysis of the document
Arguments well chosen and structured to appeal to the decision makers/readers of the report
Arguments reflect an excellent understanding of how a report might help the communication processes of the organisation
Report addresses all the listed areas in a complete and thorough manner and proposes solutions which are feasible and non exaggerated and achievable
3. Writing and Presentation: The report should be professionally written, edited in plain English and care is taken with presentation in terms of the use of fonts, headings numbering and layout
Poor or colloquial word choice, overuse of jargon or abstract language. Language may be inappropriate for audience.
Sentences too long, unclear and/or hard to read and poorly constructed.
Reasonably well written, audience appropriate word choice, minimal use of jargon or abstract language.
Reasonable sentences which are not too long, unclear or hard to read.
Clear, well written sentences which have few redundancies or clichés, and are more concrete than abstract.
Appropriate use of active voice and minimal nominalisation.
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 22 of 31
Paragraphs not well constructed or missing, lacking transitions and variety.
Little evidence of proofreading, editing as shown by poor or inaccurate grammar, spelling and punctuation.
Writing lacks sophistication of expression
Inappropriate or missing heading and subheadings
Inappropriate or missing decimal numbering system, page numbering
Generally poor layout, use of line and paragraph spacing, and font selection
Paragraphs overall are reasonably well constructed with transitions and variety.
Reasonable evidence of proofreading, with few mistakes in grammar, spelling and punctuation.
Writing may be accurate but lack sophistication of expression. Plain English not consistently used
Reasonable attempt to use clear, appropriate headings
Reasonable use of a decimal numbering system
Reasonable attention to layout, paragraph spacing, font selection etc
Sophisticated level of language used which uses principles of plain English and is appropriate for the audience.
Spelling punctuation and grammar are correct.
Sentences and paragraphs show variety, transition and structure
Writing has been edited and there are few mistakes.
Headings and numbering are well used and assist the reader navigate the document easily
Excellent professional layout with few errors
Assessment 3 –Writing & Editing Exercise Portfolio 40%Due DateWeek 15 (Stuvac) submitted in hard copy
Aims/Objectives To have students engage more closely with weekly themes and issues through a series of writing
lab responses To practice principles of Plain English and professional writing style via a series of self-paced style
exercises To practice writing in a range of different professional writing genres To demonstrate professional writing, editing and written presentation skills in a professionally
presented document
Assessment DescriptionWeekly exercises will be posted on the unit’s web page which can be accessed directly or via a link on vUWS. These aim to consolidate its main themes and skills.
Assessment RequirementsThroughout the course, you will be drafting and revising a range of different writing tasks plus a series of writing ‘style’ exercises. Many of these can be done in class, while others will require additional work. You will be required to post your drafts and revisions, plus your responses to the unit’s Writing Lab. The Writing Lab is available on our unique website.You may do as many exercises (or as few) from a particular week as you choose but must complete a minimum number in each category overall.
Your portfolio should include a Contents page, organised into three sections, which relate to the three types of exercises.
1. Writing genre exercises: You will be required to write in a series of different professional writing genres, often related to
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 23 of 31
the weekly seminar presentation. The aim of these exercises is to practice using a range of different writing and editing skills. These should be posted to your Writing Lab space and may be revised and edited as you go along.
You must save these weekly and submit them at the end of the semester as an exercise portfolio. All research or discussion exercises should be referenced using APA style. Some exercises are easier than others and more difficult exercises will attract higher marks. You must submit a MINIMUM of your best four (4) exercises to include in your portfolio PLUS your brief Document Evaluation Proposal. You may however do as many as you like. The word length should be approximately 400 words per exercise.
2. Responses to other students’ posts: All students must actively participate in the tutorial seminar discussions each week and to make at least one comment on fellow students’ critique posts (see Assessment 1 for details on this) and writing. The point of these weekly comments is to create online ‘conversations’ among students and to ensure all students are prepared and ready to meaningfully engage in weekly tutorial discussions. You can comment on posts from within or outside your tutorial. You should save your best comments to include in the Portfolio. You will be assessed on a minimum of two selected posts that you submit.
3. Editing style exercises: In order to learn and practice fundamental principles and improve your professional writing skills, some weeks you will be asked to complete a set of ‘style’ exercises. In each set there will be an available set of suggested answers for some questions. You must attempt ALL the questions in each set. You must complete a MINIMUM of four (4) exercise sets to include in your portfolio but you may do as many as you like.
Remember: The numbers of required exercises in each category are a MINIMUM. Good students will complete as many as possible from each category for possible higher marks. Feedback on these exercises is given progressively in class so students can build their skills set. Students may use this feedback to polish work for submission.
Assessment Criteria Depth and level of engagement with the exercise questions Well written, carefully thought out answers with good examples Care taken with editing: spelling, grammar, punctuation, referencing and so on Inclusion of a range of exercises; professional presentation
Marking Criteria Assignment 3: Exercise Portfolio (learning outcomes 1, 2, 3, & 4)Low scores P- to P Average scores P+ to C High scores D to H1. Depth and level of engagement with a range of exercise questions: carefully researched and thought out answers with good examples. Choice of a range of exercises Only the minimum number
of exercises attempted or only easiest exercises submitted.
Answers given are too short and/or superficial and do not show more than superficial engagement with the question.
Writing ‘style’ exercises are
Exercises submitted are varied with some of the more complex exercises attempted which may exceed the minimum number required.
Answers show a reasonably good grasp of principles and student has used good secondary sources to
A wide variety of exercises in excess of the minimum number are submitted which show a superior level of engagement with the various themes of the course
Answers show a thorough grasp of the principles and excellent choice of
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 24 of 31
poorly done indicating that student has not grasped professional writing principles taught.
Responses to online critique posts are either incomplete or poorly and superficially answered
engage with the question. Writing ‘style’ exercises are
mostly well attempted, although some errors have been made.
Responses to online critique posts show that the student has read and understood concepts at a reasonable level. Responses may be predictable
secondary support material.
Writing ‘style’ exercises are extremely well done showing a sophisticated grasp of professional writing principles
Responses to online critique posts are well answered with in depth and original responses and clearly show that the student has read the reading
2. Writing and presentation: well written, and carefully edited and referenced answers presented in a professional portfolio which includes a table of contents, numbered pages. Exercises are poorly edited
with numerous grammar, punctuation and spelling errors.
Answers are mostly quotes paraphrases or unattributed material from secondary sources.
Sources not consistently attributed using APA referencing conventions.
Portfolio not well presented and laid out. It may lack proper page numbering, headings or a table of contents.
Exercises are reasonably well written and edited with perhaps minimal grammar, punctuation and spelling errors.
Answers integrate and reference secondary research material to support their own answers and reflections.
Sources are mostly correctly referenced using APA conventions.
Portfolio reasonably well presented and set out with a contents page, page numbering and headings.
Exercises are well written and edited with only minor errors in grammar and punctuation.
Answers synthesise and properly reference well chosen secondary research material.
All sources are correctly referenced using APA conventions.
Portfolio is professionally presented with a table of contents, page numbering, correct headings.
Learning Resource InformationTexts There is no set text for this unit but students will need to download weekly readings, links to which will be posted on the unit’s website homepage.Recommended: Archee, R., Gurney, M. & Mohan, T. (2013) Communicating as Professionals (3e). South Melbourne: Cengage Learning.Cutts, M. (2009). Oxford Guide to Plain English (3e). Oxford: Oxford University Press.Charlton, A. (2009). Style for Students [available online] from http://www.acacha.net/style for students.htm.James, N. (2007). Writing at Work. Sydney: Allen and Unwin.Petelin, R. & Durham, M. (2003) The Professional Writing Guide: Writing well and knowing why (pp. 1-13). Crows Nest: Allen and Unwin.Snooks & Co. (2002). Style manual for authors, editors and printers (6e.). Milton, Qld: John Wiley & Sons.Zinsser, W. (2006). On writing well: The classic guide to writing nonfiction. New York: Harper Collins.
Other References:Broughton, G. (1990). Penguin English Grammar: A-Z for advanced students. London: Penguin English.
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 25 of 31
Eagleson, R.D. (1990). Writing in Plain English. Canberra: AGPS.Eunson, B. (2012). Communicating in the 21st Century (3e). Milton, Qld: John Wiley & Sons.Felton, G. (1988). Advertising: Copy and concept. New Jersey: Prentice Hall.Lutz, W. (1996). The new doublespeak: Why No One Knows What Anyone’s Saying Anymore. New York: Harper Collins Publishers.Schriver, K. A., (1997). Dynamics in Document Design. New York: John Wiley & Sons.Strunk, W. & White, E.B. (2000). The Elements of Style (4e). New York: Longman.Truss, L. (2003). Eats, Shoots & Leaves: the zero tolerance approach to punctuation. London: Profile Books.Watson, D. (2003). Death sentence: The Decay of Public Language. Sydney: Knopf. Williams, J.M. (2003). Style: Ten lessons in Clarity and Grace (7e). New York: Longman.Williams, R. (1994). The Non-Designers Design Book Berkeley. CA: Peachprint Press.
Journals:College Composition and CommunicationJournal of Technical Writing and CommunicationRhetoric ReviewTechnical CommunicationWritten CommunicationThere are computer labs for student use on each campus as well as provisions for students to access online materials at each of the campus libraries. Alternatively, if their own laptops have wireless access students can bring them to be used in class.
Additional Texts
Nil
Use of vUWSThis unit uses vUWS as a portal to access a specially designed website used for all workshop activities. Some additional general resources will be available there. Students are expected to login to the unit’s vUWS site at least weekly.
Key WeblinksTeaching activities and research resources are located on http://www.hca.uws.edu.au/units/pwe. Students can access this link either directly or via vUWS.
Literacy ResourcesLinks to academic literacy resources are available on vUWS plus via the above weblink.
Referencing Requirements The Referencing Style required for this unit is the APA. Full details of referencing systems can be found at “Citing Resources”: http://library.uws.edu.au/citing.php A short APA style guide is provided in both the unit reader and on the unit vUWS site. A full range of resources for searching and citing references can be found at “Training and Support”: http://library.uws.edu.au/training.phtmlReferencing and assignment writing resources are provided in vUWS and will be discussed in tutorials
Other N/A
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 26 of 31
Links to Key UWS Policies and Information Affecting Students
Key Policies and Information Affecting Students http://www.uws.edu.au/learning_teaching/learning_and_teaching/office_of_the_pro-vice-chancellor/key_policies_and_information_affecting_students
Student Support
http://www.uws.edu.au/currentstudents/current_students/getting_help/support_services_for_students
Course and Unit Ruleshttp://www.uws.edu.au/students/stuadmin/enrolments/enrolmentrequirements
This site provides information on pre-requisites, co-requisites and other matters concerning how your course is structured.
Current Students http://www.uws.edu.au/currentstudents/current_students
Student Administration http://currentstudents.uws.edu.au/students/stuadmin
e-learning http://www.uws.edu.au/students/onlinesupport
Forms http://pubsites.uws.edu.au/student/forms
E-learning Support Site
It is a student’s responsibility to ensure that prior to starting any E-Learning activities for this unit, you familiarise yourself with introductory resources available on ‘E-Learning Student Support’ site . You can access the site by logging into vUWS at https://vuws.uws.edu.au/ and clicking on E-Learning Student Support Site link under ‘My vUWS Sites’.
School Policy for vUWS use: Courtesy and Respect Online
In the interests of promoting the welfare and safety of students and staff at UWS, please ensure that you conduct yourself with courtesy and respect while in vUWS. This applies to all online communications such as tutorials, discussion groups, chat rooms, email correspondence, blogs, journals and so on. A unit vUWS site is an online teaching and learning environment at UWS. The rules are the same as in lectures, tutorials and seminars. Keep in mind that vUWS is a public space and your comments in online
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 27 of 31
discussions and chat rooms can be read by other students and academic staff. Your blog and journal entries in vUWS may be read by your lecturer or tutor. The unit coordinator may allow students to read each others’ blog or journal entries as a way of reflecting on the learning material and process or for assessment purposes.
• It is very easy to be polite, courteous and friendly. • Avoid bad, offensive or discriminatory language. • Respect the point of view of other students, lecturers, tutors and the unit coordinator. • Be aware of cultural differences and cultural sensitivities. • Humour or sarcasm does not translate well from the real world to the virtual world. • Avoid capitals, or it will seem like you’re SHOUTING. • No-one wants to be misunderstood. Write clearly and concisely so that you will not be misinterpreted in terms of your intention and meaning. Keep posts and emails short and simple. Re-read your message before you hit send. • Respect the privacy of other students, lecturers, tutors and the unit coordinator. • Respect the online literacy levels of other students. • Remember that you can communicate face-to-face with others as well (recommended if you are not certain what you write may offend others).
The rules of copyright and plagiarism apply in vUWS. If you use someone else's ideas, cite them appropriately. Giving other students the answers to assessment questions or online quizzes in online discussions, chat rooms or emails risks an Academic misconduct allegation.The rules of Academic and Non-Academic misconduct apply in vUWS. Non-Academic misconduct in vUWS includes but is not limited to: harassing, vilifying, abusing or threatening students or staff, bullying or disparaging students or staff, inappropriate conduct. Problems, complaints or concerns should be directed to the unit coordinator, privately by email, telephone or in person. You can read more about the UWS Student Non-Academic Misconduct Policy at: http://policies.uws.edu.au/ Your unit coordinator, lecturer or tutor will provide more detailed guidelines for the appropriate use of vUWS in your unit.
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 28 of 31
What is Academic Misconduct?Academic Misconduct may involve one or more of the following:Plagiarism
Plagiarism involves submitting or presenting work in a unit as if it were the student's own work done expressly for that particular unit when, in fact, it was not. Most commonly, plagiarism exists when:
a) the work submitted or presented was done, in whole or in part, by an individual other than the one submitting or presenting the work;
b) parts of the work are taken from another source without reference to the original author; orc) the whole work, such as an essay, is copied from another source such as a website or another
student's essay.Acts of plagiarism may occur deliberately or inadvertently
Inadvertent plagiarism occurs through inappropriate application or use of material without reference to the original source or author. In these instances, it should be clear that the student did not have the intention to deceive. The University views inadvertent plagiarism as an opportunity to educate students about the appropriate academic conventions in their field of study.Deliberate plagiarism occurs when a student, using material from another source and presenting it as his or her own, has the intention to deceive. The University views a deliberate act of plagiarism as a serious breach of academic standards of behaviour for which severe penalties will be imposed.Collusion
Collusion includes inciting, assisting, facilitating, concealing or being involved in plagiarism, cheating or other academic misconduct with others.Cheating
Cheating includes, but is not limited to:a) dishonest or attempted dishonest conduct during an examination, such as speaking to other
candidates or otherwise communicating with them; b) bringing into the examination room any textbook, notebook, memorandum, other written
material or mechanical or electronic device (including mobile phones), or any other item, not authorised by the examiner;
c) writing an examination or part of it, or consulting any person or materials outside the confines of the examination room, without permission to do so;
d) leaving answer papers exposed to view, or persistent attempts to read other students' examination papers; or
e) cheating in take-home examinations, which includes, but is not limited to: f) making available notes, papers or answers in connection with the examination (in whatever form)
to others without the permission of the relevant lecturer; g) receiving answers, notes or papers in connection with the examination (in whatever form) from
another student, or another source, without the permission of the relevant lecturer; and h) unauthorised collaboration with another person or student in the formulation of an assessable
component of work.
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 29 of 31
For the full definition of academic misconduct and the consequences of such behaviour, students are advised to read the Misconduct - Student Academic Misconduct Policy in its entirety available at UWS Policies: http://policies.uws.edu.au/index.php
Assignment Cover Sheet
School of Humanities and Communication Arts
Student Name
Student Number
Unit Name and Number
Tutorial Group
Tutorial Day and Time
Session / Semester
Lecturer/Tutor
Title of Assignment
Length
Due Date
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 30 of 31
Date Submitted
Campus Enrolment
DECLARATION
I hold a copy of this assignment if the original is lost or damaged.
I hereby certify that no part of this assignment or product has been copied from any other student’s work or from any other source except where due acknowledgement is made in the assignment.
No part of the assignment/product has been written/produced for me by any other person except where collaboration has been authorised by the subject lecturer/tutor concerned
I am aware that this work may be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking)
Signature: …………………………………………………………………………………………….
Note: An examiner or lecturer/tutor has the right not to mark this assignment if the above declaration has not been signed)
101929 Professional Writing and Editing – Spring 2014 - School of Humanities and Communication Arts
Page 31 of 31