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| Teacher Resources | 355:202 |
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Things that WorkTechnical Writing Essentials is a new course offering in the Business & Technical Writing Program. There are some general suggestions that can be given about the organization of the course, but specific and unique examples of "Things that Work" will be added only after the course is taught for a semester or two. Instructors who have contributions to make to this page should contact Michael Goeller. Setting the ToneOne way to get off to a good start with a class is to have a few clearly stated policies that must be followed. The list should include those elements that are a matter of department policy and others that individual instructors add to ensure that students know what is expected. Below is a "Class Policies" statement that has proven useful as part of a first day handout. It lets students know that there are strict class guidelines coupled with a tolerance for individual differences and needs.
The Role of the InstructorThink of the classroom generally and the computer classroom particularly as a technical writing workplace where you are the office manager and the students are under your supervision. Once work is assigned and the necessary explanations given, allow your workers to work. When problems are encountered in a busy workplace, employees often rely upon one another rather than rushing off to the manager with every issue. That type of environment works well in a class such as Technical Writing Essentials: It encourages students to think through problems in order to develop solutions, and it fosters collaboration where students with various skills can join together on an ad hoc basis to help each other. The independent working skills and decision making confidence that grow out of such a working environment will be real assets for the students when they take on jobs. What is the instructor to do while the students are working? Use the time to circulate and see how work is progressing. When questions arise, throw those questions to the whole class for comment and suggestion when possible. If an individual student has difficulty with a technical aspect of an assignment, ask another student who seems to have the skill to offer help. Look for opportunities to confer with students about their work or themselves to help you get to know them better. The role that works for the instructor is that of the Manager/Facilitator. As virtually anyone who has taught for a while has discovered, the teacher tends to learn the most in class. So, to the extent that the students can become peer teachers, their learning is likely to be enhanced.
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