Harford Community College			TurnItIn.com Class ID:	6047102
English 209 – Technical Writing			TurnItIn.com Password: 	harford
Spring 2013
CRN #: 20305
Day/Time: Tue/Thu 7:00 PM – 8:20 PM
Room #: HdG-206

Instructor:	Rob Frank
		Assistant Professor of English
		Humanities Division
Email:		rfrank@harford.edu
Website:	RobJohnFrank.com
Phone:		(443) 412-2296
Office:		HdG 224
Office Hours:	See last page 
Class Times: 	See last page
		
Course Description (3 credits):
This course emphasizes types of technically oriented, practical report writing skills necessary to develop progress reports, proposals and recommendation reports. Through individual assignments students learn the techniques of definition, description of a mechanism and a process, clarification, analysis and interpretation. Prerequisite: minimum of C grade in ENG 101.

Optional Text:
Markel, Mike. Technical Communication. 9th ed. Boston: Bedford/St. Martin’s, 2009.

Other Recommended Materials:
Pen, with blue or black ink
Notebook
Folder to keep all class paperwork 

United States Department of Education (USDE) Federal Credit Hour Definition 
For a 15-week semester, each credit hour represents one hour of classroom or direct faculty instruction per week and a minimum of two hours of out-of-class student work per week. 
Therefore, for a 3-credit course, the amount of out-of-class student work expected is approximately 5.5 hours per week. 

Student Learning Objectives and Academic Outcomes  
Upon completion of this course, students will be able to:
1. Use the techniques of technical writing in preparing larger writing (Academic Outcomes: communication, critical thinking).
2. Prepare effective major reports in occupational writing (Academic Outcomes: communication, critical thinking).
3. Give effective oral presentations of written work (Academic Outcomes: communication, critical thinking).
NOTE:  See the current Harford Community College Catalog for a complete description of the Academic Outcomes.

Course Policies:
HCC students are bound by the academic policies outlined in the most current HCC catalog (http://www.harford.edu/Catalog/).  It is the student’s responsibility to review these policies prior to the start of each semester.

Disability Support Services:
HCC is committed to serving students who have documented physical, learning, psychological, or other disabilities (http://www.harford.edu/DSS/). Students who have a disability are responsible for contacting Disability Support Services at (443) 412-2402 to discuss their needs for accommodations. All information shared with Disability Support Services will be held in confidence. 
PLEASE NOTE: If you have documentation from Disability Support Services and need accommodations, please contact me as soon as possible, especially if you have any kind of auditory or visual impairment.  

Communications Skills Center:
Tutoring support services are available (http://www.harford.edu/Tutoring/).

More Student Services:
More information about student services can be found through OwlNet (under the My Academic Life tab > Quick Links > Student Services) or at http://www.harford.edu/StudentServices/.

Technical Skills Requirements:
For more information about what minimum computer skills are recommended for online students, please see the following link: http://www.harford.edu/Online/.
 
Receiving Feedback: 
Feedback will be provided in the form of an audio mp3 file - please let me know if this is going to be a problem for you. If you are not sure, please give it a try. If you want to get the most out of the feedback, you should have your paper pulled up while listening to the feedback, which will be sent to your Harford.edu email address. First drafts will arrive quickly, while final drafts will come later because there is less urgency.  
	
Email Response Time:
I will do my best to respond to all emails within 48 hours, though usually it will be much quicker than that. Also, before you walk into class and ask, "Did you get my email?" you should first check your email.     

Student Conduct: 
Students will be familiar with and adhere to the policies and sanctions governing student conduct as written in the HCC Catalog.  Please at all times be respectful of each other’s feelings and differing points of view.  

Academic Dishonesty:
Students will be familiar with and adhere to the policy governing academic dishonesty and its sanctions as written in the HCC Catalog. Plagiarism will not be tolerated. Any plagiarized paper will receive a failing grade, and the student may receive a failing grade for the course. 
Please do your best to put everything in your own words, unless, of course, you use a quote. In either case, whether you paraphrase or quote, you should be sure to cite the source where the information came from. 
The best way to paraphrase the material in a source is to briefly read through it until you feel that you understand it fairly well, though you don't need to understand everything. Then, put the source aside and do your best to discuss it without having it there. You can always go back later and fill in the details, for example, the number of subjects. The practice of using the original sentence and then changing some of the wording is not acceptable. 

Attendance Policy:
- Absence: Students are expected to attend all class meetings.  Absence for any reason does not excuse you from responsibility for class work or assignments missed.  
- Arriving late / leaving early: Students are expected to be in attendance during all class meetings. 
- Penalty: Students are allowed six times to be absent, or arrive late, or late early, but then each infraction after those will result in a one point deduction from the final grade. 

Electronic Devices Policy:
All electronic devices are to be turned off before entering the classroom.  If there is a need for one to remain on, please leave it on vibrate and leave the room before answering it.  The use of electronic devices in the classroom is prohibited.  If I catch you using an electronic device during the class period, you will lose one point per infraction off of your final grade.  Consider this your warning.  

Course Requirements & Assessment Methods  
The student's final course grade will be based upon the average of the following nine grades:  two in-class writings, three out-of-class writings, an oral presentation, a major paper (counts as two grades), and participation (based upon class attendance, both participation, and preparedness).  

Assessment Methods & Grading:
Comma Quiz 						5%
In-Text Citation Quiz					5%
Describing a Mechanism or Process			15%
Mechanism/Process Presentation			5%
Cover Letter & Resume				5%
In-Class Writing: Definition/Illustration		15%
In-Class Writing: Interpreting Facts			15%
Major Report (At Least 1500 Words)			25%
Major Report Presentation				5%
Abstract of the Major Report				5%
Total							100%

Point System: 
Each assignment will be graded according to a rubric that has five rows (Content, Organization, Style, Grammar/Mechanics, and Timeliness), and each row will be counted as follows:
“Satisfactory” = 20 points
“Needs Improvement” = 10 points
“Unsatisfactory” = 0 points

Missing Papers
Papers that are not turned in will receive 0 points. In addition, first drafts cannot be skipped, and the last day to turn in a first draft is 5/1. The last day to turn in a final draft is the last day of class, before the final period. 

Point System for the Final Grades:
Final Grade	Range	
A 	90-100	
B	80-89	
C	70-79	
D	60-69	
F	0-59	

Grading Standards:
The student will receive a passing grade (A, B, C, or D) upon demonstrating competence in writing essays. This competence will be demonstrated in both in-class and out-of-class writing assignments. Each writing assignment will be graded on how well it meets the course objectives listed in this syllabus as well as the stated specifications of the particular writing assignment. The following grade descriptions for student papers have been endorsed by the department:

A paper: An excellent paper that gives a strong sense of the writer's voice and holds the reader's interest. The writer seems always to keep in mind the audience and purpose. The commitment is clear and fully met. The paper is well organized with good transitions, and the writer supports generalizations effectively, using vivid details and vivid examples. The writer keeps the scope of the paper narrow enough to handle. Language is vigorous. The writer has taken some risks, gotten away from formulas.

B paper: A good paper that more than meets the assignment. It shows a strong sense of audience and purpose. The writer makes a clear commitment to the reader. The scope of the paper is narrow enough to be treated adequately. Generalizations are supported and specific examples are used. Language is sometimes used colorfully or imaginatively. The writer's voice or personality comes through. It has very few errors.

C paper: A satisfactory paper that makes a routine response to the assignment and meets all specified requirements. It shows some sense of audience and purpose. It makes a commitment to the reader and attempts to meet that commitment. It is adequately organized so that the reader can follow it. Generalizations are adequately supported with specifics. Source information is correctly presented and documented. There are few distracting errors in usage, punctuation, or spelling. Language is used correctly.

D paper: A below-standard paper. It shows a poor sense of audience and purpose. The commitment to the reader is vague or buried; the content is largely unsupported generalities. Points are inadequately developed, and there are few specifics or concrete examples. It is poorly organized and difficult to follow. There are enough errors in usage and punctuation to distract the reader seriously. Language is used inaccurately.

F paper: Unsatisfactory. It has three or more of these characteristics: It shows no sense of audience or purpose. It does not make a commitment to the reader early in the paper. It is poorly organized with ideas jumbled together so that it is difficult to follow. The points it makes are primarily generalizations, not adequately supported with specific examples or details. It is marred by serious errors in punctuation or usage. Language is used inaccurately. It does not meet the requirements stipulated for the paper and/or the student has submitted another person's words or ideas as if they are his/her own (plagiarism).

Syllabus Modification: 
The instructor reserves the right to modify and/or change the course syllabus with reasonable notification to students.  In addition, the following is only an outline of the course, and minor revisions are likely to occur throughout the semester when necessary. 

Please Note: the following is only an outline and is subject to change
Date	In Class	Due for Next Class	
T 1/29	* Syllabus
* English 209 learning objectives		
R 1/31	* Introductory essay 	* Watch this video about Time Management, by Randy Pausch

* This is the link to a PDF version of the slides in the video 

* Bring in at least three time management ideas from the video that you want to try	
T 2/5	* Share time management ideas
* Introduce: Mechanism/Process paper
* Purpose & Audience	* Mechanism/Process ideas	
R 2/7	* Share Mechanism/Process ideas
* Dos/Don'ts list
* Commonly misused words
* Comma guide	* Comma guide	
T 2/12	* Comma quiz
* In-text citation FAQ
* Full citation guide
* Searching the online databases
* Evaluating websites 	* In-text citation FAQ

* Full citation guide

* Searching the online databases
* Mechanism/Process research (at least 3 sources, with at least 1 from EBSCO and 1 from the Internet)	
R 2/14	* In-text citation quiz
* Group activity evaluating websites
* Introduce: Definition paper	* TurnItIn instructions

* Formatting guide

* Mechanism/Process first
* Send an email from your HCC account to my HCC account (see Mechanism/Process assignment description)	
T 2/19	* Resume and cover letter tips (Part I)	* Bring resume to class
* Bring 3 job posts to class
* Bring 3 Definition ideas to class	
R 2/21	* Resume and cover letter tips (Part II)
* Pick definition ideas	* Update resume	
T 2/26	* Resume day	* Definition paper quotes and Works Cited page
* Bring in a job post and a matching cover letter	
R 2/28	* Check Definition paper notes
* Share job posts and cover letters 
* A Current Affair 	* Cover letter, job post, and resume 	
T 3/5	* In class: Definition paper	* Mechanism/Process final	
R 3/7	* Introduce: Interpreting Facts
* Google 101	* Interpreting Facts ideas	
T 3/12	* Share Interpreting Facts ideas
* Introduce: Final Report
* Ethos/Pathos/Logos	* Final Report ideas	
R 3/14	* Share final Report ideas
* Share Interpreting Facts charts	* Interpreting Facts chart and Works Cited page

* Mechanism/Process presentation	
T 3/19	* Conferences		
R 3/21	* Conferences		
T 4/2	* Mechanism/Process presentations 		
R 4/4	* In class: Interpreting Facts 	* Final Report first draft	
T 4/9	* Mechanism/Process presentations 		
R 4/11	* Mechanism/Process presentations 		
T 4/16	* Mechanism/Process presentations		
R 4/18	* Conferences		
T 4/23	* Conferences	* Final Report presentation	
R 4/25	* TBA
* Introduce: Abstract of the Final Report		
T 4/30	* Final Report presentations		
R 5/2	* Final Report presentations	* Final Report final draft

* Abstract of the Final Report	
T 5/7	* Final Report presentations		
R 5/9	* Final Report presentations		
FINAL	* Final Report presentations		

Mechanism/Process Paper 

In an essay of 500-800 words, describe how to perform a process or how a mechanism operates. Your choice of topic should be related to your field of study, though this essay will be aimed at a more general audience. The paper should flow from paragraph to paragraph, and therefore, no headers are allowed. In addition, illustrations are not allowed in the paper, though they are encouraged for the presentation. 

This paper requires the use of at least three outside sources, including in-text citations and a Works Cited page in MLA format.

When you are finished and have turned in the paper to TurnItIn.com, please send me an email from your HCC email account to my HCC email account (Harford.edu) and answer the following questions:
1) What do you think of your paper overall?
2) Did you proofread it? 
3) What are its strengths? Please include at least three
4) What are its weaknesses? Please include at least three
5) Do you have any further questions or comments for me? 

Rubric – ENG 209 – Mechanism/Process					
Rob Frank

Student:		

   	Satisfactory
(20 points)	Needs Improvement
(10 points)	Unsatisfactory
(0 points)	
Content
	Fits the requirements of the assignment, with an emphasis on reaching a broad audience with clarity 	Uses some terminology that is confusing, though the explanation is understandable overall	Contains many areas where the terminology or explanation is very confusing 
	
Organization
	The steps flow in a logical order, with transitions that do not seem forced 	The steps are mostly in order, though there may be some points of weak transitioning
 	The steps are out of order or are difficult to follow	
Style
	Uses research in an effective manner, including proper in-text citations, a works cited page, and page format	Some citation or format errors, but it’s clear where the research came from, and there are no plagiarism issues	Uses a citation but does not paraphrase, or uses a citation but does not make it clear where the research came from	
Grammar/Mechanics	A minimum of errors, and the writing is understandable throughout (with a focus on comma use)	Some errors, especially comma errors, to the point of distraction in places	Perhaps not proofread, with many errors that make it difficult to read	
Timeliness
	The paper is on time

	The paper is late
	The paper is missing	

Total Points:		

Definition Paper 

This in-class essay should be between 300-500 words. You can bring the following to class: 
- an illustration/chart/graph (using an outside source is allowed)
- a few selected quotes from at least three reliable sources (fewer than 100 words)
- a works cited page that includes all of the sources, including the source of the illustration 

First, pick a term or concept from your field of study. It should be something that a general audience would not be able to easily define, even though they are probably familiar with the word. 

The ten definition methods are: 
- Formal definition [Required]
- Illustration [Required]
- Example(s) [Required]
- Etymology 
- History and background
- Negation
- Operating principle
- Analysis of parts
- Compare and contrast
- Analogy

Your paper should include at least six of the ten methods above, and every paper must have a formal definition, an illustration, and an example. In addition, every paper should include at least three outside sources and at least three in-text citations in MLA format, with a Works Cited page. 

One of the first sentences of your essay should be a formal definition. This sentence must have a rigid format of three parts in the exact order: the item, class, and distinguishing features. The item is the concept or term being defined, the class is the category where the item belongs, and the distinguishing features are the characteristics that differentiate the item from other items within the same class. 
Example: Diabetes [item] is a metabolic disease [class] caused by a disorder of the pituitary glad or pancreas and characterized by excessive urination, persistent thirst, and an inability to metabolize sugar [distinguishing features]. You are allowed to use a quote for the formal definition.  

Rubric – ENG 209 – Definition					
Rob Frank

Student:		

   	Satisfactory
(20 points)	Needs Improvement
(10 points)	Unsatisfactory
(0 points)	
Content
	Uses attention-grabbing and engaging techniques to clearly define a word for a broad audience 	Some areas do not help to define the word more clearly, with a focus on the example and the illustration	The definition of the word is unclear 
	
Organization
	The information flows well, transitioning well from one point to the next	Jumps from one piece of information to the next in places
 	Organized backwards, where later information explains earlier information 
	
Style
	Uses research in an effective manner, including proper in-text citations, a works cited page, and quotes	Some citation errors, but it’s clear where the research came from, and there are no plagiarism issues	Missing research, missing citations, or plagiarism issues	
Grammar/Mechanics	A minimum of errors, focusing on sentence variety, including run-ons or many short, choppy sentences 	Some errors, especially related to sentence variety, to the point of distraction in places	Perhaps not proofread, with many errors that make it difficult to read	
Timeliness
	The paper is on time

	The paper is late
	The paper is missing	

Total Points

Resume and Cover Letter Assignment 

For this assignment, you should turn in the following:
- a resume (personal information optional)
- a job post (preferably realistic, though you may assume you have a degree)
- a cover letter that directly addresses the job post 

Rubric – ENG 209 – Resume & Cover Letter				
Rob Frank

Student:		

   	Satisfactory
(20 points)	Needs Improvement
(10 points)	Unsatisfactory
(0 points)	
Content
	The points in the cover letter address the requirements and recommendations in the job post 	Some of the points are addressed, but others are ignored	The cover letter does not address the points of the job post 
	
Organization
	Work history is easily understood, especially in terms of chronology

	The timeline of the resume is unclear in one or more areas 
 	At least one promotion is unclear	
Style
	The cover letter uses the exact same wording as the job post 	It is difficult to tell if the applicant has met the requirements or not, due to wording issues	The language of the cover letter makes it clear that the specific job post is not being addressed 	
Grammar/Mechanics	A minimum of errors, with a focus on the tiny details of the resume and cover letter
	Some errors, but not to the point of distraction	Minor errors throughout, showing evidence of a lack of attention to detail	
Timeliness
	The paper is on time

	The paper is late
	The paper is missing	

Total Points:		

Interpreting Facts Assignment 

This technique of technical writing is important because we commonly use this skill when we encounter a problem and need to find a solution. For this assignment, you should focus on solving a problem and then come up with four or five different possible solutions. You will then evaluate the choices in terms of four or five criteria and make a recommendation of which solution seems best based on the interpretation of the facts. 

The introduction should state the problem, which is the purpose of this writing, and the scope of the possible solutions and criteria involved. 

The body of your paper should have a paragraph for each choice, with an evaluation based on the criteria. The evaluation of each choice should be in the context of the other choices; for example, if a choice is the best or worst option for one of the criteria, then this should be stated. 

For the conclusions section, you should include your final recommendation, explaining why this option was the best and why the others are not recommended. 
Before coming to class to do the in-class writing, you should create a chart that lays out the choices and the criteria. You are allowed to bring this chart to use for the in-class writing, and you should refer to this chart in your writing and leave it with your paper. 

In addition, you must use at least three outside sources to help you to interpret the facts and make a recommendation. You should create the works cited page beforehand, bring it with you to class, and leave it with your paper, which must have in-text citations. 

This paper will be written in class and should be between 500 and 800 words. You are only allowed to bring only your table and your works cited page to class, so if you are worried that you won't be able to remember which sources provided which information, you may include this information in your chart in order to help make the process of including in-text citations a little easier. One way of doing this is to number your sources and then insert the numbers into your chart. 

Rubric – ENG 209 – Interpreting Facts				
Rob Frank

Student:		

   	Satisfactory
(20 points)	Needs Improvement
(10 points)	Unsatisfactory
(0 points)	
Content
	The research has been synthesized into an informed solution	Some areas where the sources of the research are questionable or the conclusions are not tied closely to evidence	Missing research, or the conclusions are not based on the research
	
Organization
	An overall argument guides the organization of the information

	The information is presented as a list of facts in places 
 	The paper does little more than repeat the information in the chart	
Style
	Uses research in an effective manner, including proper in-text citations, a works cited page, and a chart	Some citation or format errors, but it’s clear where the research came from	Some places where it is not clear where the research came from, even if the citation is included	
Grammar/Mechanics	A minimum of errors, with a focus on the chart and its use within the paper
	Some errors, but not to the point of distraction	Minor errors throughout, especially within the chart	
Timeliness
	The paper is on time

	The paper is late
	The paper is missing	

Total Points:	

Final Report 

For your final report, you should choose one of the following four types of reports that you could expect to write for your occupation: the feasibility report, the recommendation report, the progress report, or the external proposal. The report should be approximately 1250-1750 words and must include at least three outside sources, including in-text citations. 

The Feasibility Report
The feasibility report is similar to the interpreting facts assignment because it examines at least four or five different solutions to a problem, using at least four or five different criteria, and then explains why one of the options is the best. 

The following is a guide for the format of the report, though minor deviations are allowed: 
- Title Page
- Table of Contents
- List of Illustrations
- Introduction: a statement of the problem (the purpose), and the criteria of choices (the scope) 
- First Choice: presentation and interpretation of the data
- Second, third, fourth, and fifth choices: same as above
- Conclusions (explain the reasoning behind the final recommendation)
- Recommendations
- Works Cited 
- Appendix (optional) 

The Recommendation Report 
The recommendation report is similar to the feasibility report, but the recommendation report only examines two options: the current system and the proposed change. 

The following is a guide for the format of the report, though minor deviations are allowed: 
- Title Page
- Table of Contents
- List of Illustrations
- Introduction: a statement of the problem (the purpose), and the criteria of choices (the scope) 
- The current system
- The proposed change 
- Explanation of the benefits of making the change
- Works Cited 
- Appendix (optional) 

Progress Report
The progress report is often written for a boss who wants updates on the progress of a long-term project. Depending on the length of the project, the progress reports may be weekly, monthly, quarterly, bi-annually, or yearly, though they are usually monthly or quarterly. 

The following is a guide for the format of the report, though minor deviations are allowed:  
- Title Page
- Table of Contents
-List of Illustrations
- Introduction: a brief summary of the purpose and scope of this report in the context of an overall project, including this report's relationship to any previous progress reports submitted in the same overall project (previous highlights), the time period covered by this report, and any significant factors that are still ongoing with the project during the writing of the report
- Body: a detailed account of the progress of the project, including specific accomplishments and problems encountered (this will be the longest section of the report and may include illustrations) 
- Conclusion: future considerations 
- Works Cited
- Appendix (optional) 

External Proposal
The external proposal is a written offer to solve a problem in a particular way for a specific sum of money. This report is sent from one company to another and is essentially a bid for a contract. You may base your report on an actual Request for Proposal (RFP). 
 
The following is a guide for the format of the report, though minor deviations are allowed:  
- Title Page
- Table of Contents
- List of Illustrations
- Introduction: a statement of the problem (the purpose) and how your company can solve it (the scope) 
- The plan: the technical aspects of how your company can complete the job, including a work completion schedule of the project
- Management: the personnel in charge of the project, including their background
- Cost: a breakdown of all of the costs involved in the project (tables will help) 
- Conclusions: a quick summary of why your company should be awarded the contract 
- Works Cited
- Appendix (optional) 

Rubric – ENG 209 – Major Report				
Rob Frank

Student:		

   	Satisfactory
(20 points)	Needs Improvement
(10 points)	Unsatisfactory
(0 points)	
Content
	The report has a heavy focus on purpose, audience, and most of all, evidence 
	Too much filler and not enough substance 	No evidence provided to support the conclusions made 
	
Organization
	The report adheres to a more general template while also straying away from it in places
	The report’s organization does not seem to flow naturally	The report is missing essential pieces 	
Style
	The report is not clearly distinguishable from a real report	The report looks more like an assignment and less like a real report 	The formatting of the report is distracting 

	
Grammar/Mechanics	A bare minimum of errors, though difficult-to-catch errors are allowed
	Errors present that should have been caught through proofreading 	Minor errors throughout, showing evidence of a lack of attention to detail	
Timeliness
	The paper is on time

	The paper is late
	The paper is missing	

Total Points:		

Abstract
Write an abstract (approximately 150-200 words) of your final report. The purpose of the abstract is to summarize the report with a focus on the conclusions and recommendations. An effective abstract usually covers the following aspects of the report:
•	1) the problem at hand
•	2) the scope of the report (what topics are covered)
•	3) the significant findings or results
•	4) the conclusions
•	5) the recommendations

Rubric – ENG 209 – Abstract					
Rob Frank

Student:		

   	Satisfactory
(20 points)	Needs Improvement
(10 points)	Unsatisfactory
(0 points)	
Content
	Distills a report into its essential components, with a focus on purpose and audience
	The purpose of the report is clear, though the scope of the content may not entirely support the overall purpose	The writing shows little consideration for the purpose or audience of the report 
	
Organization
	The abstract contains both general summary and specific evidence 	Too much focus on general points, or the specifics included are of questionable relevance 
 	No specifics included, or the specifics are not tied together at all 
	
Style
	The title page is properly formatted (MLA preferred but not required), with a minimum of errors	Some errors with title page format, but still recognizable 	The format of the title page does not appear to be a standard format	
Grammar/Mechanics	A minimum of errors, focusing on the repetition of words, phrases, or information 
	Some errors, but with very little repetition 	Perhaps not proofread, with many errors that make it difficult to read	
Timeliness
	The paper is on time

	The paper is late
	The paper is missing	

Total Points:

Rubric – ENG 209 – Presentations			
Rob Frank

Student:		

Grader:                                                                                         

   	Satisfactory
(20 points)	Needs Improvement
(10 points)	Unsatisfactory
(0 points)	
Content
	Includes highly interactive content 	Contains visual content, but no interactive content 

	Contains little or no additional content
	
Organization
	Condense a large amount of information into a short presentation 	The presentation goes significantly over the time limit 

	The presentation appears to be completely unplanned	
Style
	The presentation has a professional appearance overall 

	The presentation contains some errors, but not to the point of distraction 	Reading from the paper 	

+ 40 points

Total Points:	

English 209: Technical Writing - Unit Learning Objectives
Rob Frank

By the end of the Mechanism/Process unit, students will be able to:
- Focus on the audience and purpose of writing in order to reach a broad demographic range
- Organize instruction in a logical order
- Appropriately paraphrase and cite research in MLA format 
- Use commas effectively

By the end of the Definition unit, students will be able to:
- Define something using different techniques, including the use of an illustration 
- Transition in writing from one point to the next 
- Use quotes effectively in a paper 
- Write using sentence variety, without run-ons or repeated short, choppy sentences

By the end of the Resume/Cover Letter unit, students will be able to:
- Write a cover letter that directly addresses the requirements of a specific job post 
- Organize work history effectively
- Format a resume and cover letter in a way that is tasteful, uniform, and pleasing to the eye  
- Focus on the tiny details in a resume 
- Determine whether or not an applicant’s cover letter addresses the requirements of a job post  

By the end of the Interpreting Facts unit, students will be able to:
- Synthesize research into an informed decision
- Explain a decision effectively through the use of organized information 
- Cite research from unusual, yet realistic, sources 
- Create a chart that integrates research 

By the end of the Major Report unit, students will be able to:
- Create an external proposal, progress report, or recommendation report that focuses on the use of evidence to make an argument to a specific audience 
- Structure a report using a template, while also straying from the template where necessary
- Format a report in a way that is both effective and attention-grabbing
- Proofread a work in its final form, as others will see it 

By the end of the Abstract unit, students will be able to:
- Distill a report or article into its essential components 
- Include both general summary and specific evidence within a very tight word count 
- Create a title page in proper MLA format 
- Edit for repetition 

By the end of the Presentations, students will be able to:
- Create interactive content in a presentation 
- Condense a large amount of information into a short presentation 
- Gain comfort when speaking to an audience

Rob Frank's Spring 2013 Schedule

	Monday	Tuesday	Wednesday	Thursday	Friday	
12:00-12:30					Meetings & Conferences by Appointment

2nd Fri: 
Division Meetings

3rd Fri:
Curriculum Work Group 
 
Learning Assessment Committee

OwlNet Oversight Committee	
12:30-1:00						
1:00 - 1:30	Office Hours		Office Hours			
1:30 - 2:00	ENG 109 Hyb
HdG 206
1:40-3:00	Office Hours	ENG 109 Hyb
Bel 103
1:40-3:00	Office Hours		
2:00 - 2:30		ENG 109 Hy
Bel 241
2:10-3:30		ENG 109 Hyb
Bel 227
2:10-3:30		
2:30 - 3:00						
3:00 - 3:30	Office Hours		Office Hours			
3:30 - 4:00		Office Hours		Office Hours		
4:00 - 4:30						
4:30 - 5:00						
5:00 - 5:30						
5:30 - 6:00						
6:00 - 6:30	Office Hours		Office Hours			
6:30 - 7:00	ENG 109 Hyb
HdG 206
6:25-7:45	Office Hours	ENG 101 Hyb
HdG 207
6:25-7:45	Office Hours		
7:00 - 7:30		ENG 209
HdG 206
7:00-8:20		ENG 209
HdG 206
7:00-8:20		
7:30 - 8:00						
8:00 - 8:30	Office Hours					
8:30 - 9:00		Office Hours				
9:00-9:30						
9:30-10:00						

If you would like to make other arrangements to meet with me, please send an email to rfrank@harford.edu

RobJohnFrank.com