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Posts from August 2017

Optional Accessibility Transcript Activity

Optional Accessibility Transcript Activity published on

During this first week of classes, I am sharing additional information about the course in my daily posts. The Daily Discussion Posts that I described yesterday will start on Tuesday, 9/5.

Disabled Parking by Open Grid Scheduler / Grid Engine on Flickr, used under a CC-0 Public Domain licenseToday, I’m outlining an activity that focuses on making resources in the course more accessible by providing text versions. You can read more about accessibility in this course in  the Accessibility page and the Classroom Access & Support Guide, the latter still a working draft.

What’s the Activity

Ideally, everything in this course should be accessible to everyone. For instance, videos and audio recordings need transcripts, and images need alt attributes that describe what they show.

The goal of this activity is to create transcripts and descriptions that are missing for some of the resources used in the course. Your work will focus on accurately presenting the words from the original as well as applying document design principles to ensure that the transcript is easy to read and navigate.

These resources provide how-to information and tips:

How Are They Graded

The transcript activity is completely optional. If you create a transcript, I’ll check it for accuracy to the original, standard correctness, and good document design. If necessary, you can revise a transcript until it is usable for the course. Your transcript will be graded either Complete (signified by a checkmark in Canvas Grades) or Incomplete (signified by an X in Canvas Grades), meaning you can revise.

If you are working toward a grade higher than a B in the course, you can create a transcript as part of the extra work you do to build community in the course and share ideas. This transcript activity is just one of several options available to you.

How To Participate

Creating a transcript is an independent activity. You won’t interact with anyone other than me. Here’s the process you’ll follow:

  1. Choose a resource that is missing a transcript. They will usually be things that are posted in the Daily Discussion posts.
  2. Email me with the details on the resource you want to work with. I will check your request to make sure it’s not too big or too small. After I check it, I will send you an approval. Wait for that approval before you begin your work.
  3. Use the resources above for tips on how to create your transcript.
  4. Use a word processor to type and format the text from the video or image that you have chosen.
  5. Submit your transcript in Canvas in the Optional Transcript Assignment once you have finished.
  6. If your work is finished, I will mark it Complete in Canvas Grades and add it to the course website and credit you. If it needs to be revised, I’ll mark it Incomplete in Canvas Grades, and you can revise.

 

 

Photo credit: Disabled Parking by Open Grid Scheduler / Grid Engine on Flickr, used under a CC-0 Public Domain license.


 
Last updated on Thursday, August 31, 2017

Optional Facebook Group

Optional Facebook Group published on

During this first week of classes, I am sharing additional information about the course in my daily posts. The Daily Discussion Posts that I described yesterday will start on Tuesday, 9/5.

Today, I’m explaining how the optional Facebook Group for the course will work: what we’re using it for, how it can influence your grade, and how to participate. You can join the group whether you want to participate or just want to lurk (or don’t join at all, if that’s your preference).

Panorama of Lane Stadium during the "white out" Virginia Tech vs. Austin Peay football game, September 8, 2012 by CBGator87 on Wikipedia, used under a CC BY-SA 3.0 license
The Cover Photo for Our Facebook Group

What’s the Goal

Our optional Facebook Group is one of several ways that you can work toward a grade higher than a B in the course. The group isn’t focused on work for work’s sake however. I have several goals for the posts that you make to the Facebook Group:

  • to encourage you to research topics related to writing in the workplace.
  • to give you the chance to share and discuss what you find with others in the course.
  • to build community and interaction in the course.
  • to allow you to contribute material that may be shared on the course website.

What About Privacy

If you are already in Facebook Groups, you probably know all of this. I’m explaining it just to be sure everyone knows and is comfortable participating.

I have set up a closed Facebook Group for the course. I approve every request to join the group to ensure only members of the class get in. Only members of the Group can read and post messages and comments in the group.

If a potential employer Googles you, the messages you post to the Group won’t show up in the search results. Posts and comments that you make will not appear in your Timeline, so your friends and family won’t see them. Members of the Group (including me) can only see information on your profile and Timeline that are public—and, of course, anyone can see information that is public.

How Are They Graded

Facebook posts and comments should relate to writing in the workplace, so they can be useful for anyone in the course to read. That said, reading and participating in the Facebook Group is completely optional. Participate or lurk whenever you want to (or not at all). It’s your choice.

If you are working toward a grade higher than a B in the course, you can post and comment in the Group as part of the extra work you do to build community in the course and share ideas. The Facebook Group is just one of several options available to you. If you hate Facebook, there’s nothing to worry about. Just choose another option.

How To Participate

Joining the Group

Whether you want to lurk and read or post and comment in the Group, the first thing you have to do is request to join the Group. To . Go to the Group on Facebook, and make a request. Facebook will ask you which class you are in (Business Writing or Technical Writing), so that I can confirm you are in the class before adding you.

Posting to the Group

This Group should function something like a shared bulletin board for the course. As you find interesting resources about writing in the workplace, you can share them with the Group.

Just post advice articles, how-to webpages, relevant images (like infographics or memes), and other resources you find to the group. You can also ask questions or discuss class readings if you like.

In addition to sharing a link or uploading an image, say a bit about why you are passing it along, how you connect to it, and/or why you recommend it.

Commenting and Replying

You already know how to respond on Facebook, so I don’t need to tell you how that works. I do ask that you respond with good comments. Aim to contribute ideas, engage with others, and extend the conversation. You can also Like (or any of the other options) posts. Feel free to use emoji, polls, and any of the other things available to you. Keep things appropriate for the classroom, but otherwise you can be yourself.

 

 

Photo credit for the cover image: Panorama of Lane Stadium during the "white out" Virginia Tech vs. Austin Peay football game, September 8, 2012 by CBGator87 on Wikipedia, used under a CC BY-SA 3.0 license.


 
Last updated on Wednesday, August 30, 2017

Daily Discussion Posts

Daily Discussion Posts published on

During the first week of classes, I will share some additional information about the course in my daily posts. I know that there was a lot to read in yesterday’s post, so the daily posts this week space some additional information out a bit.

Winn Army Community Hospital Pharmacy Stays Online During Power Outage by MC4 Army on Flickr, used under a CC-BY 2.0 licenseStarting next week, Tuesday through Saturday, I’ll post additional resources on the course website every day. Today, I want to tell you more about how those posts work and how you can respond to them.

What I Will Post

During the week, I post advice articles, how-to webpages, relevant infographics, and other resources. The idea is to share additional readings that will help you in the workplace. These posts meet three goals:

  • to give you information that relates directly to projects you are already working on.
  • to cover topics important to workplace writing that we are not covering in the major projects.
  • to share resources that help with writing generally (such as writing strong sentences or techniques for document design).

I organize these posts around a series of hashtags:

  • #TuesdayTutorial
    These posts either demonstrate or tell you how to do something. It may be how to write a specific thing (like a memo) or how to revise something you have already written (like revising for concise phrasing).
  • #WednesdayWrite
    Each post asks you to consider how you would handle a specific situation in the workplace. As an example, you might consider an ethical scenario and discuss the various options available.
  • #InfographicInspiration (on Thursdays)
    Every post will present an infographic about communication and writing in the workplace. The infographic on yesterday’s post is a great example of the kind I will share.
  • #FridayFact
    These posts will share a specific fact about writing in the workplace, which you can compare to what you know about your field. Usually these facts have an accompanying article that supports the fact.
  • #WeekendWatch
    Every weekend post (usually on Saturdays) will share a video that presents something relevant to what we are covering in class or something else related to writing in the workplace.

There may be other kinds of posts, of course. Sometimes there will be announcements about something important or something that needs to be clarified or changed, for instance.

How Do These Posts Work With Grades

These additional posts supplement the projects that you are working on. I encourage everyone to read through them, especially when they relate directly to the projects you are working on. They’re short. I believe most of them will take 2 to 3 minutes tops. The one exception is the #WeekendWatch posts, which may have videos that take a bit longer to watch.

Reading and responding to these posts is completely optional. You decide whether to participate and how to participate. If you are working toward a grade higher than a B in the course, you can respond to these messages as part of the extra work you do to build community in the course and share ideas. They are just one of several options.

How To Respond to the Posts

Responding should be relatively easy. If you can comment on YouTube videos or Facebook posts, you will do fine responding to these posts.

What should you write in response? Respond with significant, well-explained comments. This is not the place for “yeah, I agree” or “me too” kinds of comments. Instead, aim to contribute ideas, engage with others, and extend the conversation.

How do you respond? Just use the comment form at the bottom of the posts. You do not have to enter your real name. I understand that you may not want to have your name come up in a Google search. Do, however, use your vt.edu email address so that I can confirm you are a member of the course. Your email address will not appear on the site. Remember to keep track of your comments in your Labor Log.

When will your comment appear? The first time you post, I have to approve your comment before it appears on the website. After that first post, as long as you use the same name and email address, your comments will appear automatically.

 

Photo credit: Winn Army Community Hospital Pharmacy Stays Online During Power Outage by MC4 Army on Flickr, used under a CC-BY 2.0 license. Retrieved from Wikimedia Commons.


 
Last updated on Tuesday, August 29, 2017

Introduction to Business Writing & Technical Writing

Introduction to Business Writing & Technical Writing published on

This is the post for the week of August 28, 2017.

This is the course website for these four courses, all taught by Traci Gardner at Virginia Tech during Fall Semester 2017:

  • English 3764 (Technical Writing), CRN #83879
  • English 3774 (Business Writing), CRN #83890
  • English 3774 (Business Writing), CRN #83891
  • English 3774 (Business Writing), CRN #83892

Information on all assignments, weekly activities, and related resources for these courses will be posted here. Check this site regularly for the details on what to do for the course.

Notes for This Week

  • Mandatory Syllabus Quiz due today! The English Department requires that you complete an assignment by 11:59PM on the first day of classes. There is no grace period, and there is no extension possible. If you do not, you will be dropped from this course by English Department policy. Details are in the first bullet point under the “Tasks to Complete This Week” heading.
  • Two Courses, One Site? It may seem strange, but yes, this site and the various resources we are using are for two different classes: Business Writing and Technical Writing. Why? The policies and general set-up for the courses are the same. The readings, activities, and assignments are sometimes different. Sometimes they do overlap. Basically, I would rather spend my time helping you than maintaining two nearly duplicate sites.
  • Work Hours: Normally, I am online from late afternoon through early morning hours. I’m not a morning person. So look for responses from me during those hours.

Readings for This Week

Tasks for This Week

You will notice that there are a lot of tasks. I try to post everything that you need to do at the beginning of each week. In my experience, online students have to fit work for this course in around many other responsibilities. By posting everything at the beginning of the week, I hope that I give you enough lead time to fit the coursework around your other obligations.

Here’s what you need to do for this week:

  1. Complete the Course Overview Module in Canvas. You will read the various course documents and then take a syllabus verification quiz.
  2. Confirm that your notifications in Canvas are set the way you want them. Note that Canvas uses your notification preferences to determine whether to email you or text you (or not tell you at all) about information on the site. See the section "How do I adjust my notification preferences?" in the Student Getting Started with Canvas Guide for more information on setting up your notifications.
  3. Add a professional profile picture to your Canvas account. Follow the Canvas documentation to add a profile picture in your user account. Since this is an online course, your profile picture helps me see you as more than just a name on the course roll.
  4. Join our team on Slack and say hello in #general. Check out the information on the Help with Slack page for details on how to choose a username and how to use the discussion tool. You can also ask for help in #general—and if you see someone ask a question you can answer, please chime in. We will use Slack for informal discussion and real-time conversations.
  5. Add a professional profile picture to your Slack account. Photos will help us all get to know one another and will personalize the discussion. Without photos, it’s just a list of names for your classmates. If you need help, check the Slack documentation on editing your profile.
  6. Discuss writing in the workplace with your Writing Group in Discussions in Canvas. After reading the Why Good Writing Is Needed for Better Jobs Infographic, write a reply that explains five capabilities people in business fields or technical fields need to be successful. You should make one post by 11:59 PM on Wednesday, 8/30, then collaborate to build a group list of ten capabilities by 11:59PM on Friday, 9/1. The grace period for this activity ends at 11:59PM on Tuesday, 9/5 (you get an extra day because of the Labor Day holiday).
  7. (optional) Participate in my AMA: Ask me anything on Slack. Post any questions you have about me, my background, or the course. Read whatever has been posted. Add replies or follow-up questions as desired. Please keep the conversation classroom-friendly.
  8. Watch this site or Announcements in Canvas during the week for additional information about the course and the work that we will do together. There will be posts daily that give you more details..
  9. By 11:59PM on Friday, September 1, write your 09/01 Labor Log in Canvas. Read more details on Labor Logs page. The grace period for your log entry ends at 11:59 PM on Tuesday, September 5 (again, you get an extra day because of the Labor Day holiday)

 

Image Credit: Why Good Writing Is Needed for Better Jobs from Grammarly.


 
Last updated on Monday, August 28, 2017

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