Writing for Environmental and Science Professionals
EWP 407 Section 05 Fall 2018
INSTRUCTOR: Donald K. Wagner
Office Hours
Course Objectives:
In this writing course, students have an opportunity to examine their own
writing processes, learning to revise and edit their own work. Students improve
their writing through peer review, audience analysis, revision, and
collaborative work. We look carefully at style, organization,
grammar/punctuation, format, and development. Students critique the writing of
their peers (both in the classroom and in the workplace).
Students have the opportunity to analyze environmental and science writing as
well as communication strategies as a way of learning and thinking.
Environmental science and scientific thinking are bound up with the way we live
our lives. Environmental science professions occupy a particularly influential
position in our modern world, whose power is not always evident, and whose
effects often migrate beyond our understanding. So, in this course we analyze
the way language is used by the environmental science professional community
and examine some of the communication connections made with the rest of the
world. We use writing to examine controversial issues and challenge some of the
basic assumptions held by environmental science professionals.
Writing projects include: a brief written interview, blog
comments about course topics, class minutes, a grade contract, ethical statement, email memos, summary, resume and cover letter, annotated literature reviews, definitions,
effective scientific analysis and proposal, abstract, status reports, short report, and oral
presentation.
eBooks:
Online Technical Writing
If you are in Chemistry, check out Write Like a Chemist.
This course prepares ESF students for the transition to post-college writing
by having students learn to write and to communicate in an heteromedia
environment, with an emphasis on electronic communication. Heteromedia, in this
situation, refers to the variety of ways that we communicate in the
professional and academic workplace, face-to-face, by cel phone, text
messaging, business memos and letters, Email, bulletin boards, conferences,
iChat/Skype, blogs, weblogs, informal meetings, podcasts, video,
videoconferencing, etc. It is a complex technological environment, which
crosses spatial and temporal boundaries. Heteromedia is a word processor, an
idea processor, a graphics designer, a resource library. Heteromedia
environments become dynamic, proactive, and interactive.
Students taking this course will plan, write, and revise documents and also
practice related skills, including analyzing audiences and evaluating documents
(their own and those of others) electronically, that is, via the computer. As
an advanced writing course, it offers guidelines for clear writing and practice
in revising and editing, but assumes that the student knows basic grammar,
spelling, and punctuation. (It assumes students can use spell & grammar
checkers online.) Students will be expected to use handbooks and dictionaries
(electronic or paper) on their own or to take advantage of the writing
consultant resources offered by the university writing program.
Along with some skill in writing in heteromedia environments, I hope you'll
experience:
1. Language Awareness--With regard to language as a major part of the
acquisition of culture, how concerned have I been with what might be called,
"signal transmission?" In other words, who am I as a writer
(researcher, professional)? What signals am I transmitting to others via my
writing--about myself as a person, about my topic? What shifts in language do I
make when I shift modes or genres of writing? For example, why do I make a
particular choice or decision while writing? Do I know and understand the range
of possibilities when I write for a different purpose.
2. Audience Awareness--Furthermore, who am I writing for? Who is my
audience? What is that person's position, not only within the organizational
hierarchy, but also within the social structure and accompanying social
network? Who is my reader culturally? What about cultural influences such as
social class, politics, gender? Do I understand the cultural perspective of my
audience? Am I aware that they have one? What is my own cultural perspective?
What does this tell me about objectivity? Is there such a thing as
value-free research and writing? Is such a thing desirable or even necessary?
If my writing doesn't express some commitment to a value position, whether
consciously or unconsciously, is it useful?
3. Situation Awareness--How do I write? How do I fit my writing into the
culturally determined structure we call the organization–the classroom, the
office, the government, etc.? What are my cultural values that I bring to my
professional endeavors, including my professional writing? How do I shape, and
how am I shaped by, the situation? Readings and discussions may explore how our
own attitudes are shaped by the socio-politico climate and prevailing attitudes
toward the environment.
How do others write? What do they do with the 9-5 structure of the workaday
world? Suppose I write best at 3 a.m., but I have a deadline for a piece of
writing on 2 p.m. on Friday? How can I fit my writing style into the needs of
my profession? How do others do it?
What do I need/want to learn to write? What will be most useful to me in my
profession? What types of writing belong in my professional portfolio, and what
belongs elsewhere? Can I become aware of my own writing process and my own
objectivity or lack of it? How far can I go in learning to be more objective,
and in learning about other perspectives?
Course Activities:
Course activities will include becoming familiar with electronic
communications, in-class writing and revising, peer-review, assigned readings, and original
research. You will be expected to make the transition from writing in a
"low-tech" medium (with pen and paper and texting) to a "high tech"
digital medium–the computer. Warning: Please expect to do most of your writing
outside of class. Although you will be writing during class and in the computer
lab, you will not be able to complete all the writing necessary for this course
during class time. That means you will have to access technology outside of
class time–in the evenings and on weekends. A good deal of class time will be
spent rehearsing various heteromedia communications, as well as related
activities, like conferencing with me, or with members of your group. At other
times, you will be free to manage your time and organize your communications
tasks independently.
Sometimes, you will be assigned to a peer group of other students who can
act as readers/respondents to drafts, who can help brainstorm ideas for a
writing project; who can keep you informed of class assignments or
announcements if you should have to miss a class. As part of the course, you'll
be expected to keep in touch with me via email or our blog about your professional
status. You may also be required to receive help with your writing from the
Writing Program. That help may be tutoring, either in person, or
electronically, depending on the writing consultant's preference.
Over the semester, you will have assigned readings as well as occasional
additional readings that may include articles, prose, & weblinks of
selected thinkers who use nature, science, or the environment as their subject,
as well as addressing the writing process, trends in communication, design, and
locating and presenting yourself as a budding professional who writes. These
additional readings will be either available electronically or put on reserve
in Moon Library. Responses to the readings may be requested, and we may discuss
some in class.
Description of Assignments
Class Discussion & Class Minutes
Participate in all oral and written class discussions. At the beginning of
each class, we’ll read the minutes from the previous class, engage in a
commentary (questions, insights, observations), and post it to our blog. We’ll
alternate responsibility among class members for taking, reading, and
discussing class minutes.
Comparative Analysis Summary
A comparative analysis is a summative evaluation of a scientific,
environmental, or other type of text (such as a journal article). Students will
discuss a scientific selection or bring to class an example of an assigned
text: environmental issue, environmental policy statement, non-fiction book,
scientific article, etc., ready to share and discuss with the group, elements
of writing: the chosen genre, the purpose, audience, language, tone,
readability, etc. of the text and whether it does its job of communicating its
message to the reader successfully or not. We'll try to understand
"structures" of discourse that enable readers to interpret scientific and technical information more easily and uniformly.
Grade Contract – you will write a learning contract based on the following
information about grading for this course.
The final grade for this course is performance-based. Some course tasks are
process-oriented, so participating in group activity is necessary to achieve
the minimum grade. Each student will compose a personal ETHICS statement in the
first few weeks of the course, appended to a grade rationale, citing the grade
you will work towards, a reason you want the grade, skills you want to improve,
and expectations you have for this course. At semester's end, you will write a
final reflection and self-evaluation of your performance in the course, and
will have an opportunity to adjust your original grade rationale based on that
self-evaluation. To gauge your performance, the contract will include a
LIST of TASKS you plan to submit to be assessed as examples of your learning.
Final decisions about grades are reserved for the instructor who will use
the following rough guidelines when determining if the grade you've contracted
for was earned:
To receive a "C" in the course, a student must participate in *all
classes and conferences, respond to selected reading materials, satisfactorily
complete all assignments on time, and turn in a portfolio at semester's end
with a self-evaluation. To receive a "B," students must follow all
points mentioned for the "C" grade, as well as revise any texts
determined by the instructor to be "unsuccessful." To receive an
"A," students must agree to all the requirements for "C"
and "B" and have all final drafts in "publishable" form.
Since most science professionals don't receive a "grade" on the
writing they produce, I will be evaluating your documents initially on the
basis of their "success." The appearance of “check plus” √+ will
indicate that a paper is very successful (professional), needing little or no
revision. A “check” √ will indicate that the document is successful, and with
some revision, would be acceptable. A “check minus” √- will indicate that a
submission needs major revision, and is at this time, unsuccessful. Students
will revise texts up until the final portfolio review. The portfolio will be
worth 50% of your final grade. Class participation, being involved in
discussion and class-related activities, will be worth 30% and the
end-of-semester presentation of your research will be worth 20%.
*Please note that attendance can have a direct impact on your grade. If
you're not in class, you cannot properly "participate." Therefore,
more than 3 absences, except in documented emergency situations, will
necessarily lower a final grade.
Summary, analysis, and description will focus initially on the readings from
handouts & weblinks. From the readings we will generate discussions about
how science impacts our natural environment, and examine how scientific essays
present issues that engage us. Using the readings as models, we will bring to
surface rhetorical strategies and try to understand the relationship between
those strategies and science.
Memos – status reports are a type of short report used in the workplace to
report to a client or a manager, where a particular project is in terms of
start up and completion. Students will email regular status reports to keep the
instructor informed, and to update the terms of their grade contacts.
Proposals – students will learn how to use a direct and/or indirect approach
when writing a proposal for their final topic. The final topic will be discussed
in class, but will be defined and described in a formal proposal.
Final Report – students will draft a formal final report based on general
guidelines for these documents and following the requirements for good written
communication considering purpose, audience, socio-political attitudes, etc.
This report will be about a scientific topic approved by me, and will be
submitted in sections (abstract, table of contents, illustrations,
introduction, hypothesis, methods, body sections, conclusion, bibliography,
etc,) during the second half of the semester, with the final version due the
last day of class. That way, components can be revised in a timely fashion.
Technical elements – some elements of successful technical/scientific
writing will be discussed and rehearsed. We’ll examine graphic display of
information (e.g., charts, graphs, etc.), talk about visual literacy, and
practice representing some of our data graphically. Also, we’ll analyze the
readability factors of our final report using the Gunning Fog Index, and
practice making more educated judgments about reading levels.
Oral Presentation – the elements of a good oral presentation will be
discussed and rehearsed in the presenting of your final report to your
professional/lay persons audience.
LEARNING OUTCOMES for EWP 407:
Students who successfully complete EWP 407 will demonstrate the ability to:
• Write in a range of professional genres appropriate for their scientific/environmental field.
• Enact methods of audience analysis to produce texts that reflect consideration
of audience, context, and purpose.
• Use copyediting and document design strategies that demonstrate an
understanding of the relationship of design and text, and that show a
competency in using appropriate technology to produce those documents.
• Collaborate ethically and responsibly.
• Convey information effectively in an oral presentation.
The Writing Center
Experienced consultants are trained to work with you one-on-one during all
stages of your writing projects. Consultants are usually not available for drop
in hours; time slots fill quickly, especially during peak times in the
semester. Sign up in advance on the schedule located in the Academic Success
Center in 109 Moon Library (look for the green sign) for a 30 or 50-minute
weekday, weeknight, or weekend session in the Center. Tuesday/Thursday evening
hours will be available in Centennial Hall. This is a free resource to all
students and recommended for all writing assignments in this class.
The Public Speaking Lab (PSL)
The Public Speaking Lab (PSL) is a free student to student service located in 13-B Moon Library which supports the development of undergraduate students' public, academic, and professional speaking skills. PSL tutors/consultants will work with you, both in-person and online, to provide formative feedback on presentations and presentation materials (from outlines to presentation slides). The lab also functions as a rehearsal space and team room where groups of students can meet to plan, practice, film, and review presentations. To make an appointment, visit our online scheduling system at:http://publicspeakinglab.appointy.com/ and select an available time that works for you. Check your email for a confirmation from the Appointy System.
Academic Integrity
SUNY ESF’s Academic Integrity Policy holds students accountable for the
integrity of the work they submit. Students should be familiar with the Policy
and know that it is their responsibility to learn about expectations with
regard to proper citation of sources in written work. Serious sanctions can
result from academic dishonesty. Further details are available here:
http://www.esf.edu/students/handbook/integrity.pdf
Academic Accommodations
Students wishing to utilize academic accommodations due to a diagnosed
disability of any kind must present an Academic Accommodations Authorization
Letter generated by Syracuse University’s Office of Disability Services. If you
currently have an Authorization Letter, please present this to me as soon as
possible so that I may assist with the establishment of your accommodations.
Students who do not have a current Academic Accommodations Authorization Letter
from Syracuse University’s Office of Disability Services cannot receive
accommodations. If you do not currently have an Authorization Letter and feel you
are eligible for accommodations, please contact Heather Rice in the Office of
Counseling and Disabilities Services, 110 Bray Hall, (315) 470-6660 or
counseling@esf.edu as soon as possible.
Inclusive ExcellenceAs an institution, we embrace inclusive excellence and the strengths of a diverse and inclusive community. During classroom discussions, we may be challenged by ideas different from our lived experiences and cultures. Understanding individual differences and broader social differences will deepen our understanding of each other and the world around us. In this course, all people (including but not limited to, people of all races, ethnicities, sexual orientation, gender, gender identity and expression, students undergoing transition, religions, ages, abilities, socioeconomic backgrounds, veteran status, regions and nationalities, intellectual perspectives and political persuasion) are strongly encouraged to respectfully share their unique perspectives and experiences. This statement is intended to help cultivate a respectful environment, and it should not be used in a way that limits expression or restricts academic freedom at ESF.
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