engineers take on writing integrating technical writing.pptVIP

Engineers take on Writing: Integrating Technical Writing InstructionInto Second- and Third-year Engineering Courses Scott D. Peterson, Department of English Allison Whitney, Electrical and Computer Engineering Eric Beenfeldt, Electrical and Computer Engineering University of Maine Key concerns about the writing ability of ECE graduates Inability to identify critical information, Incorrect grammar or syntax, Poor Organization Imprecise language, Poor readability, Lack of Clarity Inability to summarize, Poor report format, Wordiness Weak analysis, Spelling Inaccurate statements, Poor technical vocabulary Plan for Integrating Technical Communication into ECE Incremental Nature of Assignments Presentation and Workshop Process for ECE Assignments Sample Assignment for ECE 214 Sample handout Sample workshop prompt Sample Assignment for ECE 343 Benefits of the new approach and new writing assignments ECE students introduced to and make use of technical communication concepts earlier. Shorter assignments raise quality of student writing and instructor feedback. Scenarios develop professional context and anticipate on-the-job writing situations. Team-teaching reinforces instruction by ECE and English Department faculty. * * 11% 0% 51% 30% 38% 70% Visual Faculty Alumni/Employers 9% 0% 29% 50% 62% 50% Written Faculty Alumni/Employers More than Adequate Adequate Inadequate Communication Type ECE 300 Ethical Issues ECE 214, 401 Specifications ECE 214, 342 Visual communication ECE 214, 342 Communication of calculations and equations ECE 342 Reporting Information ECE 342 Summarizing Information ECE 342 Document Design ECE 214, 342 Grammar and Style ECE 214 Audience Analysis ECE 214 Writing Process Course Topic ECE 403 Abstract ECE 403 Final Report ECE 403 Oral Presentation ECE 402 Progress Report ECE 401 Proposal EC