Course Description

This course will introduce you to the idea of research as inquiry and as a knowledge-making, creative enterprise that is used in the workplace (as well as academic fields) to solve problems, answer questions, and develop apps and services. By exploring the research methods used in the PTC (professional and Technical Communication) field, you will develop an awareness of how professionals in the field of PTC develop an idea, plan a research project, go about gathering data (whatever “data” may be), perform analysis, and present their work.

Course Outcomes

By the end of this course, you will be able to:

1. understand how scholarly methods — textual research and knowledge of past scholarly conversations — inform the invention and discourse practices of all researchers, regardless of the methodological communities they are members of or hope to contribute to
2. engage in rhetorical, textual, and citation analysis
   • articulate the topics, key terms and concepts, discourse conventions, and research practices of professional and technical researchers who authored the studies reviewed by you and your peers in the class
3. be a critical consumer of research.
   • Be able to engage in methodological critique of your own or other’s research in PTC
     • be able to distinguish opinion and acts of sophistry from research-based, triangulated, authoritative information
     • be able to identify and define the scholarly, quantitative, qualitative, and mixed-method methods investigators use in a research study
     • be able to determine whether investigators followed the conventions and epistemological assumptions members of a methodological community expect them to follow
     • be able to critique the methods investigators use in a study
       • identify when the investigators make claims and interpretations that exceed the authority of the methodology they used
4. be able to identify ethical problems associated with human-based research
5. possess the rudimentary competencies necessary to write a research proposal, following appropriate ethical, discourse and methodooigcal conventions, as defined by particular methodological communities.

Creative Challenges – Writing Assignments

Beyond a few in-class quizzes, activities, and assignments, the bulk of your work in this class will be to complete four required creative challenges. These assignments are “scaffolded”; in other words, they build on one another. The final assignment is optional in the sense that only students who seek an A in the class are required to complete it.

Key Terms, Concepts, and Research Methods in Professional and Technical Communication

This goal of this challenge is to introduce you to the vocabulary, concepts, epistemological foundations, and research methods of the major Methodological Communities that inform contemporary knowledge-making practices.

How to Critique Research Questions, Reviews, and Citations

The goal of this challenge is to deepen students’ understanding of diverse research methodologies by analyzing and comparing the shared and disparate practices of scholars, designers/creatives, and empiricists. Through collaborative analysis and reflection, students explore how different epistemological assumptions and methodological communities shape research questions, literature reviews, citations, and overall discourse conventions within the PTC field.

How to Critique Research Methods

The goal of this challenge is to develop students’ critical thinking and analytical skills in evaluating research methodologies within Professional and Technical Communication by having them collaboratively analyze and critique published studies across different journals for methodological flaws, ethical considerations, and alignment with epistemological assumptions. Additionally, this challenge aims to broaden students’ understanding of the field by comparing findings across journals, allowing them to infer the relative authority of different journals and identify common methods and epistemological assumptions prevalent in PTC research. Through group presentations, students share their insights, fostering a comprehensive view of the current state of research practices in the field.

How to Develop an Effective Research Proposal

The goal of this challenge is to empower students to apply their understanding of research methodologies in Professional and Technical Communication by developing and composing an original research proposal. Students will demonstrate their ability to engage in rhetorical reasoning and audience analysis to determine the appropriate discourse conventions for their chosen methodological community. Building on their previous analyses of published studies and exploration of various methodological approaches, students will formulate their own research questions, design appropriate methods, and craft a proposal that aligns with the epistemological assumptions, ethical considerations, and rhetorical expectations of their target audience within the field.

How To Effectively Present Your Research Findings (Optional)

The goal of this final challenge is to synthesize and apply the knowledge and skills students have developed throughout the course in Research Methods in Professional and Technical Communication. Building on their previous work—from understanding key concepts and epistemological foundations of various methodological communities, to analyzing and critiquing published studies, to developing their own research proposals—students will now conduct, report, and reflect on their own research projects. This challenge represents the culmination of their journey from critical consumers to active producers of knowledge in the field, demonstrating their ability to:

1. Execute a research project aligned with the methodological practices and epistemological assumptions of their chosen community.
2. Communicate findings effectively in a genre appropriate to their audience and research topic, showcasing their understanding of discourse conventions and rhetorical strategies.
3. Present their work to peers, reflecting the collaborative nature of knowledge-sharing in professional and academic settings.
4. Critically reflect on their research process, including the use of AI tools, and situate their work within ongoing scholarly conversations in their methodological community.

This final challenge thus encapsulates the course’s progression from theoretical understanding to practical application, from analysis to creation, and from individual learning to contributing to the broader field of Professional and Technical Communication.

Final Exam

The final exam, an in-class activity, will ask you to summarize what you’ve learned in the class about the research methods of professional and technical communicators. It will also ask you compute your grade based on the grading contract.

Scope

Regarding scope, this course will not provide a substantive introduction to the scientific method nor will it provide a substantive review of the epistemologies that inform research communities, such as positivism or post positivism. Instead you might consider this course to be an introduction to the topics of imagination, invention and research methods — like looking at a globe or map of the world as opposed to really traveling, hither and yon. While it introduces you to big picture stuff — the number of continents, oceans, mountain ranges — it doesn’t introduce you to all of the unique languages and practices of research communities. Instead, this is a basic survey course — a glimpse of the big picture. That said, it admittedly focuses more on creative, scholarly, and qualitative ways of knowing. Note as well that although there are multiple assignments, they are all fairly brief — typically a couple of pages each with several deliverables.

Why is an Undergraduate Course in Research Methods Important to Professional and Technical Writing Students?

To be literate in a knowledge economy, professional and technical communicators need to be able to

1. collaborate effectively with subject matter experts from various disciplines
2. critically evaluate research findings and their implications for communication practices
3. design and conduct appropriate research studies
4. apply research insights to improve communication strategies and products.

A research methods course is highly valuable for all PTC students, as it develops essential skills that are critical for both professional and technical writing roles:

• It equips students with the ability to conduct rigorous, ethical research to support evidence-based decision-making and produce more credible, data-driven deliverables.
• The coursework develops critical thinking skills, enabling students to identify problems, formulate research questions, analyze findings, and draw sound conclusions – abilities that are crucial regardless of their specific PTC career path.
• Students learn to effectively evaluate, interpret, and engage in research, protecting them from perpetuating misinformation or relying on unsound scholarship in their work.
• For technical writing students, the research methods training also strengthens their user research capabilities, such as conducting needs assessments and usability testing.

Policies

See Canvas for a full description of course policies.

Attendance Policy

Students are expected to attend classes. 

1. Students who accrue four unexcused absences—missing two weeks of the semester—will receive a B in the course provided they complete the labor efforts required to otherwise earn a B grade. 
2. Students who miss six classes (unexcused) will receive a C in the course provided they complete the labor efforts required to otherwise earn a B grade. 
3. Students who miss seven classes (unexcused) will automatically fail the course.

Late Work Policy

If you do not have a university-approved excuse for your absence or if you do not receive an extension from me, I will not accept late work. Beyond university-excused absences: please be in touch with me as early as possible if you’d like to request an extension for a *very* good reason (e.g., serious illness or accident, death of a family member, job interview), and I will consider your request if it is accompanied by relevant documentation. 

Students may arrange to turn in assignments late if they miss class for one of the following university-approved reasons, AND they’ve alerted me prior to the absence when feasible:

1. Court Imposed Legal Obligations
2. Jury Duty, court subpoena, etc.
3. Military Duty
4. Religious Holy Days. Note: Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.
5. Ongoing Medical Conditions. Students facing extenuating circumstances, such as a debilitating illness or injury (physical or mental) or disability that inhibits him or her from attending class or completing assignments, must work with the appropriate on-campus organization (e.g., the Center for Victim Advocacy & Violence Prevention, SOCAT: Students of Concern Assistance Team, USF’s Student Health Services, USF’s Student Accessibility Services). The appropriate on-campus organization will then act as a liaison on behalf of the student and help the instructor determine appropriate action. As your instructor, I am not qualified to determine appropriate accommodations for ongoing medical conditions, and I will require documentation and guidance from these experts/liaisons.
6. Presenting at a professional conference. Students who miss class because they are participating in a scheduled professional conference are expected to present a schedule of the event upon returning to class.
7. USF Athletics’ Participation. Students who miss class because they are participating in a scheduled USF athletics event are expected to present a schedule of the USF athletic events that require their participation to me by the first week of the semester if they intend to be absent for a class or an announced examination.

If you plan to miss assignments due to the reasons listed above, you are responsible for informing me about your excused absence prior to the absence and for making up the missed work within a week of the original deadline. 

Due dates. The due dates for all assignments are indicated in Canvas and in the course schedule. Take note of the following differences:

• 11:59 AM = 1 minute before noon. You probably won’t see this in our class.
• 11:59 PM or 23:59 = 1 minute before midnight. You’ll see this listed as a common assignment due-date time at Canvas.

Late assignments are those that are turned in after the due date listed in Canvas. You will not receive feedback on late work. After an assignment closes, you can no longer submit it unless you made prior arrangements with me for an extension.

Incomplete assignments are those that are not submitted, those that are submitted in an inappropriate form (for example, via email or incorrect file type) or a file that cannot be reviewed (this includes files that cannot be opened), or those that do not meet assignment guidelines or baseline criteria for passing. Incomplete assignments earn a score of “incomplete.” 

No late assignments are accepted. The only exceptions to this policy are students with USF-excused absences (medical absences require a doctor’s note; school activities such as USF teams require a note from Athletics BEFORE THE ABSENCE). You are welcome to work ahead if your schedule requires that.

Grading

Grading Contract

Students’ grades will be based on their labor over the semester. This approach is called “labor-based contract grading.” Ideally, contract grading frees you up to try new things because you won’t be penalized for taking risks. In fact, I strongly (!!) encourage you to try new things and push yourself. Growth and strength result from struggle and working through confusion.

Contract Grading – UnGrading Resources

1. Contract Grading – So Your Instructor Is Using Contract Grading
2. Labor-Based Grading Resources by Asao Inoue
3. Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom, 2nd Edition

Canvas Workaround

Assignments in Canvas will be marked as “Complete” or “Incomplete.” Nonetheless, Canvas will show you a percentage in your “Grades” view. However, because we are using a labor-based contract the Canvas grade percentage means nothing. Absolutely nothing. Ignore it. Any cumulative percentage that Canvas might show you is meaningless.

Grading Criteria

1. You earn a score of completion on an assignment by completing it as described in the assignment description. Your submissions should demonstrate you have read the readings associated with an assignment. 
2. You earn an incomplete by failing to submit an assignment, by submitting an assignment that cannot be opened/read or, when required, commented on; by submitting an assignment that is not responsive to the assignment prompt; or by submitting work that is writer-based as opposed to reader-based — i.e., writing that is sloppy, writing that is so personalized, so idiosyncratic, that readers cannot successfully interpret it. Discourse may be called writer-based when it lacks an organizational structure other than a stream of consciousness, when it departs so significantly from standard written English that readers cannot decipher what the writer is saying. Furthermore, writing that does not in my opinion seem like prose from one human to another human will be marked as incomplete.

To earn an A in this course, you will need to

1. receive a complete on all eight creative challenges
2. complete all of the annotations/readings assigned in Perusall
3. attend all but three classes

To earn a B in this course, you need to

1. receive a complete on the first seven creative challenges
2. not be noticeably late to in-person class meetings more than twice.
   • Three late arrivals will constitute one missed assignment. 
   • Five late arrivals will constitute a second missed assignment
   • Following five late arrivals, each lateness will result in a course grade deduction. So, for instance, a final grade of a B will become a C.

To earn a C in this course, you need to

1. Meet the expectations for a B, yet receive a complete on six of the first seven creative challenges

To earn a D in this course, you need to

2. Meet the expectations for a B, yet receive a complete on six of the first seven creative challenges.

In summary, your grades are based primarily on your labor as opposed to the quality of your work.

Grading FAQs

If you are grading based primarily on labor rather than quality and assigning “complete” or “incomplete” grades, what sort of critical feedback can I expect to receive?

Conventions

Depending on the rhetorical context, I’ll consider the conventions that govern academic or professional writing:

1. Academic Writing – How to Write for the Academic Community
2. Professional Writing – How to Write for the Professional World

Audience Awareness

I will assess whether your work is responsive to the needs and interests of its target audience (e.g., readers, listeners, or users). As NCTE’s (National Council of Teachers of English) Position Statement on “Understanding and Teaching Writing: Guiding Principles” (Adler-Kassner et. al. 2018) points out, audience awareness is a critical concern of writers during composing (along with purpose and context):

When writers produce writing, they take into consideration purposes, audiences, and contexts. This leads them to make intentional choices about the elements that go into writing:

1. content (the subject or focus of the writing);
2. form (the shape of the writing, including its organization, structure, flow, and composition elements like words, symbols, images, etc.);
3. style and register (the choice of discourse (aka writing style] and syntax used for the writing, chosen from among the vast array of language systems [often called “dialects”] that are available for the writer); and mechanics (punctuation, citational style, etc.)” (“Understanding” 2022).

Style

I will assess whether the writer(s) has adopted an an appropriate writing style given the rhetorical situation. Are the writer’s appeals to ethos and pathos appropriate given the audience? Have they established a consistent voice, tone, and persona? To assess whether the text is writer-based or reader-based based, I will evaluate its clarity, brevity, coherence, flow, inclusivity, simplicity, and unity. 

Content & Critical Thinking

I will evaluate whether the writer has provided the evidence and reasoning readers need to correctly interpret the work. Regarding evidence, is the content responsive to what the audience knows/feels about the topic? Has the writer created an authoritative text by providing  a consistent credible voice, tone, and persona? Have they employed the information literacy conventions academic and professional readers expect? For instance, have they provided the sources and details readers need to assess the credibility of their claims? Additionally, I will assess whether the writer has maintained a consistent line of inquiry or analysis throughout the paper. Has the writer demonstrated a clear progression of ideas, where each new piece of information logically builds on the previous one.  This approach ensures that the reasoning is clear and coherent, effectively addressing the thesis or research question and demonstrating thorough content and critical thinking.

Organization

An illogical progression or lack of cohesiveness will hinder clarity and undermine the effectiveness of the writing. A well-organized paper demonstrates an understanding of the rhetorical situation and audience’s needs, resulting in a clear and compelling piece. Hence, I will assess check the document for logical flow — whether the writer maintains a consistent line of inquiry or analysis throughout the paper. This involves ensuring that every section and paragraph supports the central focus—the thesis, hypothesis, or research question that drives the narrative or argument. In other words, I’ll consider whether the writer has structured their work with a clear and logical progression of supporting points, ensuring cohesiveness and unity throughout. This involves ensuring that every section and paragraph supports the central focus — the thesis, hypothesis, research question that drives the narrative.This also involves ensuring each new idea builds logically on the previous one, adhering to the given-to-new contract. I’ll also consider whether deductive and inductive reasoning are applied appropriately, depending on the nature of the argument or narrative. Headers should be used effectively to make the content scannable.

Design

I will assess whether the writer has effectively applied key design principles — proximity, alignment, repetition, and contrast — to enhance the clarity and impact of their work. I will question whether the text demonstrates an understanding of visual rhetoric and the power of visual language. This includes using images, graphs, and other visualizations to support and enhance the written content, making complex information more accessible and engaging. Headers, bullet points, and other formatting tools should be used effectively to make the document scannable and user-friendly. 

University Policies

Please note that this course follows all USF Policies as described at the following urls:

1. https://www.usf.edu/provost/faculty-success/resources-policies-forms/core-syllabus-policy-statements.aspx
2. https://www.usf.edu/provost/faculty-success/documents/forms-policies-handbook/2021-08-13-hb233-guidance.pdf
3. https://usf.app.box.com/s/i2h4niaipp9kq53c2gx6vb2jqk482qfd

“It is fundamental to the University of South Florida’s mission to support an environment where divergent ideas, theories, and philosophies can be openly exchanged and critically evaluated. Consistent with these principles, this course may involve discussion of ideas that you find uncomfortable, disagreeable, or even offensive.In the instructional setting, ideas are intended to be presented in an objective manner and not as an endorsement of what you should personally believe. Objective means that the idea(s) presented can be tested by critical peer review and rigorous debate, and that the idea(s) is supported by credible research.

Not all ideas can be supported by objective methods or criteria. Regardless, you may decide that certain ideas are worthy of your personal belief. In this course, however, you may be asked to engage with complex ideas and to demonstrate an understanding of the ideas. Understanding an idea does not mean that you are required to believe it or agree with it.”

“If a student has concerns about discrimination, they can contact the appropriate office that has been designated in university processes: https://usf.app.box.com/s/1z01bzz19gzpw2o3j2zerukkcxaom1jo”

Context

What is PTC (Professional & Technical Communication)?

Professional and Technical Communication is an academic field that focuses on creating clear, effective, and usable information for specific audiences in workplace and public settings. It involves researching, writing, designing, and delivering complex information across various media to help users understand and act on that information.

What is the Role of Professional and Technical Writers?

Professional and technical writers are subject matter experts in writing, design, project management, and digital writing — including, e.g., remediating texts in multiple media, printed posters to Tweets. They are researchers and communicators who investigate, create, and deliver clear, accessible content for diverse audiences across industries such as technology, healthcare, finance, and government. As researchers, professional and technical writers may investigate user behaviors, analyze document effectiveness, conduct literature reviews, or explore new communication technologies. They often collaborate with subject matter experts outside of their field, serving as writing coaches, editors, and project managers who engage in research to enhance communication strategies and outcomes.

Professional writers may do the equivalent work of technical writers — and vice versa — but traditionally there are a few distinctions between these roles:

• Professional Writers are typically skilled writers, public speakers, and researchers. They often hold undergraduate or graduate degrees in fields such as rhetoric, composition, communication, design, and product management, though some acquire these competencies through on-the-job experience. These professionals may serve as writers or spokespersons on teams, bringing their communication expertise to various subject areas. Their work can be job-related or extend to public spaces, including social media platforms like Reddit, blogs, newspaper and magazine articles, and books.
• Technical Writers share many of the skills and credentials of Professional Communicators but tend to focus on complex, technical subjects in fields like technology, engineering, and science. While they may have similar academic backgrounds to professional writers, their work is typically more specialized. Unlike Professional Communicators who often address broad public audiences, Technical Writers primarily create content for specific, often specialized audiences in workplace settings. Their outputs include instructional materials, user manuals, product documentation, and technical reports, with an emphasis on clarity, accuracy, and usability of information.

Recommended Reading

1. Professional and Technical Communication: An Overview by Professor Gerdes, Virginia Tech

Acknowledgments

I thank Heather Shearer for meeting with me and sharing her expertise with labor-based grading. And I thank Melzer, Sperber, and Faye for their excellent article, “Contract Grading – So Your Instructor is Using Contract Grading…” Now that students are broadly using generative AI systems to complete their school assignments, I think there’s good reason to shift from traditional grading measures to contract grading.