A.

Bright Writing 50E Spring 2008

Syllabus
Writing 50E: Writing Research for Engineers
Spring 2008

Instructor: Alison Bright Enrollment Code: 44974

Email: alisonsbrown@yahoo.com Meeting Times: TU/TH 1:00-2:50 p.m.
Office: South Hall 5432 D Location: HSSB 1224—First day and other
days, as notified by instructor
Messages: 893-2613 Rincon Lab Phelps 1518—most days
Office Hours: Tuesday and Thursday 3pm to 4pm
Mailbox: South Hall 1519

Drop Deadline: Friday, April 4th, 2008

Required Texts and Materials:

Writing 50E Course Reader, Bright (available at Associated Students)
Beer, D. & McMurrey, D. (2005). A guide to writing as an engineer, 2nd edition. New York:
John Wiley & Sons, Inc. (available at campus bookstore)
Hacker, D. (2007). A writer’s reference, 7th edition. Boston: Bedford/St. Martin’s. (Any
edition; available at campus bookstore)
Document folder (used to turn in portfolio assignments)
Accessible email account
College Dictionary and mini-stapler (optional but recommended)

Course website: A Sakai site has been created for this class: “Writing 50E 2008.” This site can
be accessed at https://sakaiapp2.isc.ucsb.edu. Please let me know if you have any trouble
accessing this site.

Course Description and Objective:

This course is the last of a three-quarter sequence of writing courses designed especially for
students in the College of Engineering. In this segment of the sequence, students will explore
innovation and the principles of design. The course provides continued instruction and practice
in reading scientific and technical discourse; writing formal, research-based documents;
conducting both primary and secondary research through the library and Internet; learning
technical writing genres and formats; delivering effective oral presentations; and practicing a
range of computer software applications.

The overall goal of Writing 50E is to help students apply writing in a variety of genres practiced
by engineers, including a formal design proposals, letters, memos, a work plan, status report, and
resume. In addition, students will have the opportunity to delver effective oral presentations,
learn technical writing conventions including communication through new media, and a variety
of Internet and PC applications, working extensively with MS Word, DreamWeaver, and
PowerPoint.

Prerequisites:
Writing 50E is open to students who have successfully passed Writing 2E.

Guidelines for Paper Submission:

• Use twelve-point type font, in Times New Roman, include page numbers on all work
• Number pages as appropriate and single space all work

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A. Bright Writing 50E Spring 2008

• Use the default margins in Microsoft Word: (top and bottom = 1”; left and right = 1.25”)
• Do not alter the font size, line spacing or margin widths to change the length of the paper
• Always staple papers prior to submission.
• Include all rough drafts and peer reviews with each final portfolio
• Always proofread and edit before handing in work
• Students must be present in class to turn in assignments.
• All work must be submitted on time—late papers will not be accepted.

Assignments and Grades:

Detailed descriptions of your assignments are available in the course reader. Late work will not
be accepted. Students must turn in all assignments to pass the class. Your final grade will be
determined by the following:
• Assignment 1.0--Cover letter/resume 10%
• Assignment 2.0—Product evaluation/oral report 10%
• Assignment 3.0—Design Proposal
o 3.1: Work plan 10% (team grade)
o 3.2: Rough draft 10% (team grade)
o 3.3: Final with website 30% (team grade)
o 3.4: Oral presentations 10% (team grade)
• Assignment 4.0—Memo: Ethical case assignment 10%
• Class work, participation, etc. 10%
Total = 100%

Classroom Polices:
Attendance and Lateness: This class differs significantly from your other first-year courses. It
is largely based on in-class work and cooperative participation. Therefore, attendance is
mandatory. More than one unexcused absence can reduce your grade by 10%. In-class work for
missed days may not be made up. It is your responsibility to find out what was missed. More
than five unexcused absences will result in a failure of the course. In addition, please make sure
that you arrive to class on time. Arriving to class more than 15 minutes late will result in an
absence for that day.
Please notify me in advance if any circumstances will keep you from meeting your attendance or
other requirements.

Participation: A significant percentage of your grade is based on your participation in class.

This means that you must not only come to class, but you must come to class prepared, having
completed the reading or writing assignment for that day. You will often be called upon to
share your interpretations of topics covered in the course, either through writing assignments or
classroom discussion. Therefore, it is vital that you come to class prepared and stay engaged
throughout the class. Active participation also includes creating a safe space in the classroom,
where students listen respectfully to others opinions. This includes actively responding to your
classmates’ work in peer reviews. In addition, part of your participation grade includes visiting
me during my office hours at least once during the quarter.

Email: Email is my preferred method of communication. Please provide me with an email

address that you check on a regular basis. Please check your email on a regular basis, as changes
in the schedule and syllabus will be commutated over email.

Cell phones: Please turn off cell phones before entering the classroom as a courtesy to your

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A. Bright Writing 50E Spring 2008

fellow students. Note: This policy includes the use of text messaging. Any student using cell
phones in class will be asked to leave the class and marked absent for the day.

Late papers: All papers will be collected on the due date at the beginning of class. Late papers
will not be accepted.

Plagiarism: According to the "Academic Dishonesty" pamphlet circulated by the UC system,

"Plagiarism is academic theft. It refers to the use of another's ideas or words without proper
attribution or credit. An author's work is his/her property and should be respected by
documentation.” Essentially, plagiarism is the act of taking another person’s ideas and/or words
and passing them off as one’s own. Any act of plagiarism committed in class will be prosecuted
through the university court system and could result in expulsion. This class will provide you
with workable guidelines for citation in papers. However, if you are still unsure about how to cite
someone else’s words or ideas, please come to me for help.

Resources: If you are a student with a documented disability and would like to discuss special
accommodations please contact me during office hours or by email. For more information and
support please call Disabled Students Program (DSP) 893-2668. Additional support can be
found at Counseling & Career Services at 893-4411. More importantly, academic support,
including writing tutors, is available for all UCSB students at Campus Learning Assistance
Service (CLAS) at 893-3269. I strongly recommend making appointments at CLAS to
review drafts of every essay you turn in during this course.

A final note: Please feel free to contact me at any time during the quarter if you have questions
about the course, the campus, etc. I am a resource for you, so please just ask me if you have a
question or come see me in my office hours.

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 A. Bright Writing 50E Spring 2008

Writing 50E: Schedule of Assignments

Date Class Topic Homework

Week 1 Welcome!
TU 4/1 Course introduction
Conference sign-ups
TH 4/3 Principles of technical writing
Debrief Assignment 1.0—
Cover letter and resume
*Purchase course materials
Read: Ch. 1 in textbook
Write: Reading log
Read: Assignment 1.0, Ch. 10, & investigate
http://career.ucsb.edu/ for internships, resume times, etc.
Write: Writing log and draft cover letter and resume—bring
three copies of each to class for peer review

Week 2 Peer review of 1.0, continue Write: Complete Assignment 1.0: Resume and cover letter
TU 4/8 work, debrief Assignment
2.0, discuss what makes and
effective product
TH 4/10 Begin work on 2.0 Read: Ch. 4
DUE: ASSINGMENT 1.0 Write: Reading log
COVER LETER AND
RESUME

Week 3 Assign teams (see reader:
TU 4/15 collaborative section), discuss
Assignment 3.0 Design
proposal, work on individual
2.0
TH 4/17 Presentations for 2.0
Student sample of final DP
DUE: ASSIGNMENT 2.0
Read: Reader—“Innovation at the top” and “Innovation
begins with an eye”
Write: Reading log—focus: Summarize both articles, a total
of approx. 200 words (100 each) & finish Assignment 2.0
Read: Reader—“User centered design”
Write: Reading log focus: summarize article in approx 150
words

Week 4 Discuss Assignment 3.1: Read: Ch. 6

TU 4/22 Work plan (WP) Write: Reading log and brainstorm WP ideas for Group
meeting
TH 4/24 TEAM MEETINGS Write: Complete Assignment 3.1—Work plan
(Follow-up email to be done Email: Compose a review of the team meeting (what was
individually) accomplished, issues, etc.) and send by 6:00pm tonight

Week 5 Discuss Assignment 3.2: DP Read: Reader—“How we really use…,”

TU 4/29 draft Write: Reading log focus: How can this article be useful to
DUE: ASSIGNMENT 3.1 your team’s project? (Approx. 150 words)
DP WORK PLAN
TH 5/1 Work on Design proposal Read: Ch. 7
DUE: Reading log Write: Continue working with group on rough draft of
Design proposal (DP)

Week 6 Begin professional ethics Read: Reader--“Web style guide” and Ch. 2
TU 5/6 discussion Write: Complete assignment 3.2: DP draft
TH 5/8 DUE: ASSIGNMENT 3.2: Read: Reader—“Engineering ethics” & “Don’t forget to…”
DESIGN PROPOSAL Write: Brainstorm ideas for website if not yet begun
ROUGH DRAFT

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 A. Bright Writing 50E Spring 2008

Week 7 Team meetings Read: Reader—“Visual and statistical thinking”

TU 5/13 (Follow-up email to be done Write: Annotate (take notes on sources)
individually)
TH 5/15 Team meetings Read: Reader—“Challenger disaster” & “When all systems
(Follow-up email to be done aren’t’ go”
individually) Write: Annotate

Week 8 Debrief readings on ethics
TU 5/20 and Challenger disaster,
check it with Assignment 3.3:
DP & website progress
TH 5/22 Discuss Assignment 3.4: Oral
presentation & Assignment
4.0: Ethical case assessment
DUE: ASSIGNMENT 3.3—
FINAL DESIGN
PROPOSAL & WEBSITE
Read: Reader—“NYT article: Panel Cites…” & Ch. 11
Write: Annotate, complete Assignment 3.3: Final copy of
design proposal & website
Read: Reader—“Whistleblowing”
Write: Annotate the above article from the reader, prepare
for Assignment 3.4: DP Oral presentation with PowerPoint
(PP), begin drafting 4.0

Week 9 Work on presentation and PP Read: Ch. 9

TU 5/27 Write: Continue work on PP, presentation, and Assignment
4.0: Ethical case assessment
TH 5/29 Team meetings Write: complete PP and preparation for team oral
Lab (Follow-up email to be done presentation
individually)

Week 10 DUE: ASSIGNMENT 3.4— Write: Complete Assignment 4.0—Ethical case assignment
TU 6/3 ORAL PRESENTATION &
Lab PP (All PP due today!)
TH 6/5 Complete presentations End of class: Good luck on Finals!
Lab DUE: ASSIGNMENT 4.0

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A. Bright Writing 50E Spring 2008

Writing Logs
(Supplemental information)

Writing Logs are a required long-term part of the learning in this class. As noted in the
syllabus, for several articles you read from the textbook or Course Reader, you are asked
to type a reflective response. These responses will vary in length depending on each
article, but will be in the range of a third to half a page. Be sure to bring logs to each
class meeting for larger discussion.

Include:
You may include comments on what is of particular interest to you, how the article has
(or has not) enhanced your understanding of the topic you’ve read, what the author
discusses and whether you agree or disagree, what you found troubling, confusing or
enlightening. The focus of your response is not as important as showing how you
engaged with the reading.

Format:
Each log will be typed, single spaced, with an appropriate heading and will include the
title of the article(s) read and the author(s) in a prominent location (note: please use APA
formatting). More than one log may be included on each page.

Jessie Munoz
May 2, 2007
WRIT 50E
Brown

Katz, N. (1999). The end of the road: Technology for tomorrow.

New York: St. Martin’s Press.

Katz’s essay is his personal story of frustration as an engineer for a major

automaker. He writes of the difficulty in keeping up with all the new “gadgets”
in cars, stating “just when we think we’re on top of the latest navigation system,
we install it only to find that it is obsolete within two years of the car’s sale.” I
can understand how Katz feels when he describes his frustration. Last summer,
I worked for a computer repair shop and used my lunch breaks to rebuild my
hard drive. It seemed like just when I had given my computer all the latest in power,
memory and upgrades, I’d find something new to add within six months. I felt like I had
wasted all those lunch breaks.
Another point Katz makes is that technology can never really be caught up
with; our knowledge is always moving forward. I think….

Figure 1
Sample of student writing log

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A. Bright Writing 50E Spring 2008

Assignments

Assignment 1.0:
Cover letter and resume

Assignment: The purpose of this assignment is to prepare for future employment

opportunities. Identify an actual internship in your field of
engineering and act as if applying for the position.

Task 1.1
Write a cover letter (1 p.) that includes the following:
• Appropriately designed letterhead
• A copy of the internship “ad” attached

Task 1.2
Prepare a resume (1 p.) that accomplished the following:
• Similar design (look/feel) to the letterhead
• Targets the specific application position

Format: Use a standard professional format (refer to Ch. 10). Be sure to

include the following: identify the position of application in the
introductory paragraph, summarize why you are qualified—refer to
your enclosed resume—emphasize your strongest skills, explain
how you will benefit the corporation and conclude with a date
and/or time you plan to call and follow up on the position.

Additional
Requirement: Any mechanical errors will result in an automatic “R” (Revise and
Resubmit) and grade penalty.

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A. Bright Writing 50E Spring 2008

Assignment 2.0
Product evaluation/oral presentation

Assignment: The purpose of this assignment is to begin thinking about what

makes an effective product. Locate a product that has a good
design or one with a design that needs improvement.

Task 2.1
Compose a memo (1-2 pp.) that accomplishes the following:
 Describe the product, using language to create a visual
picture for the reader
 Discuss the positive and negative aspects of the product.
Discuss the materials it uses, its efficiency, design, and
usefulness
 Analyze the consumer. Who is the product designed for
(age/gender/lifestyle)? What niche does it fill? How does
it fit consumer needs?
 Discuss what related products might grow out of this
product
 Describe ideas related to this product that might expand
into the larger team Design proposal. Explain ideas
thoroughly, who it would appeal to and why the product is
viable

Task 2.2
Prepare an oral presentation of 2-3 minutes that explains the
content of the memo to the class. Visuals are not necessary.

Format: Use a standard professional memo format, with and introductory

paragraph that states the purpose of the memo and a concluding
paragraph that summarizes the main points (refer to Ch. 4).

Audience: The reader is the layperson interested in product development.

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A. Bright Writing 50E Spring 2008

Assignment 3.0
Design proposal

Assignment: The purpose of this project is to prepare a professional design

proposal for a current product that needs improvement or a new
product that will benefit a specific consumer group. This task will
be completed in assigned “teams,” will take the majority of the
quarter to accomplish, and will account for over sixty percent of
each student’s final grade. In addition to practical experience, this
project is meant to serve as a sample of student work or portfolio
piece for prospective employers.

Components: This project consists of four major pieces or milestones:

3.1 Work plan

3.1.1 Memo
3.1.2 Chart
3.1.3 Contract
3.1.4 Annotated bibliography
3.2 Rough draft
3.2.1 First draft of design proposal
3.2.2 Memo regarding website
3.3 Final design proposal with website
3.3.1 Final design proposal
3.3.2 Basic website
3.4 Design proposal presentation
3.4.1 Oral presentation
3.4.2 PowerPoint

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A. Bright Writing 50E Spring 2008

Assignment 3.0:
3.1 Work plan

Assignment: This is the first of four team assignments leading to the final Design
proposal presentation. The purpose of this assignment is to being planning
team and individual responsibilities, a project timeline and overall goals
for the Design proposal.

In a manner similar to Assignment 2.0, each team will either: 1) identify a

product that needs revision/updating and propose changes for its
improvement or, 2) identify and develop a new product that will benefit a
specific consumer group.

Task 3.1.1
Compose a memo that contains the following:
 Appropriate team letterhead
 Explanation of the selected project (option 1 or 2 as stated above)
 Specific sub-headings:
o Background—Explain what lead the group to this point
with regard to the product/design
o Description—Describe the product/design in detail
o Importance (or) relevance—Explain in reference with
product/design
o Schedule—Detailed plan discussing key project activities,
which team member is assigned to each, research sources
and methods, and estimated number of hours to complete
each task. Additional sub-headings may be used. (Who is
responsible for what? Who is the group leader? When and
where will meetings be held, research completed, drafts
written and edited, etc.)

Task 3.1.2
Prepare a chart that represents the above schedule (see samples).

Task 3.1.3
Compose a contract that defines group concerns and polices to encourage
maximum team cooperation. Each team member must sign the contract.

Task 3.1.4
Create a reference page, using APA format, with a brief annotation for
each entry. Each team member will submit 2 sources each (see Ch. 8 for
more information).

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A. Bright Writing 50E Spring 2008

Format: Use a standard professional memo format with attachments printed on

team letterhead. Include team name on letterhead. All sheets following
the first will have only the team name—other letterhead information is not
necessary. Use professional judgment with heading and subheading size
and font type to indicate importance of text.

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A. Bright Writing 50E Spring 2008

Assignment 3.0:
3.2 Rough draft

Assignment: This is the second of four team assignments leading to the final Design
proposal presentation. The purpose of this assignment is to build on the
previous team memo and being composing the Design proposal in full
detail.

Task 3.2.1
Write the first draft of the Design proposal including:
 Approximately ten (10) pages or text—excluding visuals, graphics,
and pictures
 Title page
 Decimal outline format in the body using at least three numbered
heading levels (i.e. 1.3.2)
 At least three (3) figures with captions/citations (i.e. map, photo)
 At least three (3) other charts with captions/citations (i.e. bar
graph, flow chart, table)
 At least ten (10) in-text citations using gathered sources
 “References” page using APA format

Task 3.2.2
Prepare a separate memo to the instructor describing the team’s website
work to date. If primary materials are available on the web, include the
address. If a “story board” or outline of the site is available, include them
as well.

Audience: The reader is a business interested in product development and financing

design proposals with potential.

A note on
grading: This assignment will not be graded on completeness of content, but rather
on format, correctness, and adherence to professional writing principles
discussed in class and read in the texts.

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A. Bright Writing 50E Spring 2008

Assignment 3.3:
3.3 Final design proposal with website

Assignment: This is the third of four team assignments leading to the final Design
proposal presentation. The purpose of this assignment is to build on the
previous Design proposal draft and begin full focus on the accompanying
website.

Task 3.3.1
Continue working on the written Design proposal. The final report will include
the following elements:
 Letter of transmittal—A letter to the intended audience explaining the proposal
 Title page—Include team name and standard information
 Table of contents—Detailed decimal outline format with headings and a separate
list for visuals
 Executive summary—Summary (approx. 2 pp.) of the team’s overall idea
 Introduction—Statement of problem, background significance. Statement of
objectives (goals of the design) and review of literature (research conducted).
 Market analysis—Identify and define the target market for the product and
analyze the competition
 Technical design—Present the team’s design by integrating text, tables, and
figures. What does the team propose to do? What research makes this a
reasonable design? Explain the choices and solutions
 Project design—Incorporate elements from the Work plan. Include methods the
team plans to use for completing the work and ensuring quality; what time and
finances will be needed to put the design into action. Refer to items in the
Appendix, including any timelines, personnel, and budge estimates
 Conclusion—If the team’s design were accepted, summarize what the client(s)
could expect in terms of time, money, and benefits. Make a final, persuasive case
as to why the proposal should be selected and adopted
 Appendix—Additional papers; timeline, budget, survey, etc.

Task 3.3.2
Create a basic team website to accompany your Design proposal. Refer to the reader, IC
presentation, and class discussion to determine the appropriate format for the team
website. Outside of the minimal direction give above, specific requirements and
expectations for the website are the team’s responsibility. Use engineering judgment!

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A. Bright Writing 50E Spring 2008

Assignment 3.0:
3.4 Design Proposal Presentation

Assignment: This is the fourth and final team assignment for the Design proposal. The
purpose of this assignment is to share the team’s hard work and insight
with the class.

Task 3.4.1
Prepare a 15-20 minute oral presentation detailing the team’s work. Include your
research from beginning to end as well as any challenges or triumphs the
team encountered. Assign one person the role of introducing the team’s
project as well as each individual team member. Be sure that each
member presents at leas one section of the proposal.
Evaluation criteria:
 Auditory: volume, rate of speech
 Visual: posture, eye contact, gestures
 Organization: introduction/body/conclusion
 Time: presentation remains within limits

Task 3.4.2
Prepare a PowerPoint slide show to accompany the oral presentation.
Evaluation criteria:
 Appropriate text size and font
 Slide color and format fitting to topic
 Brief/concise wording
 Main point made
 Interesting visuals/graphics
 Citations as needed
 Submit to instructor a printed copy of PowerPoint with
several slides to a page

Oral Presentation
guidelines The following is a list of “pointers” for oral presentations:
 Consider audience knowledge—in addition to class members,
imagine future employers, and financial supporters in the crowd
 Remain formal and professional in tone as appropriate—avoid
“um, uh” and other filler words
 Retain eye contact with audience—do not read from the computer
screed or directly from the slides
 Stand tall—do not slouch, sway, put hands in pockets or fidget
 Be confident! This presentation is the results of weeks of work—
show expertise and enthusiasm (and try not be nervous…)

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A. Bright Writing 50E Spring 2008

Assignment 4.0:
Ethical case assessment

Assignment: This is the final written piece for this course. The purpose is to
examine the ethical implications and outcomes of the Challenger
disaster through analysis of texts and further research.

Task
Write a memo that analyzes the Challenger disaster. You may write using the
first person, “I.” Be sure to include the following:
 Introductory statement reflecting the memo’s purpose
 Summary of the interpretations made in the readings—
chose three (3) of the readings and summarize each in
approximately 150 words
 Explanation of which readings made the most sense—
o Discuss the issues involved in the case. Consider
miscommunication, fear of “losing face,” and
reluctance to report or accept bad news
o Discuss Roger Bisjoly’s role—did he make the right
choices, was he a traitor, and a malcontent as many
at Morton-Thiokol believe?
 Conclusion including personal reflection—what lessons
can be taken away from this situation? What can managers,
engineers, and citizens learn from these events?
 The depth of critical analysis will be a major part of this
assignment’s evaluation

Other sources: In addition to course readings, consider the following resources:

http://onlineethics.org/moral/boisjoly/RB-intro.html
http://onlineethics.org/codes.index.html

Winsor, D. A. (September, 1988). Communication failures

contributing to the challenger accident: An example for
technical communicators. IEEE Transactions on
Professional Communications, 21(3): 101-107.

Format: Standard professional memo format with attachments as necessary.

Approximately two (2) pages, single-space, with appropriate
headings and graphic elements dividing the text. Five (5) pages
maximum.

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