This text was written to support students enrolled in English 402 at WSU Vancouver. However, any student participating in a community engaged course, especially those in technical and/or professional communication may find the content helpful.

CHAPTER 1: DEFINING COMMUNITY ENGAGEMENT in the TECHNICAL WRITING CLASSROOM
1.1: Brief History of Community Engagement as a Teaching and Learning Practice
1.2 Community Engagement in Technical Communication Courses
1.3 Community Building and the Land Grant Mission
1.4 Evidence of Efficacy
1.5 Key Terms

I. CHAPTER 2: GETTING STARTED ON YOUR PROJECT
Chapter Two: COLLABORATIVE CONSTRUCTION
2.1 Understanding Organization Priorities
2.2 Constructing a Learning Environment
2.3 Using Design Thinking and UX Principles in the Work
2.4 Cultural Competency- University Community Members as Guests

II. CHAPTER 3: CONSEQUENTIAL CONTEXTS
Chapter 3: CONSEQUENTIAL CONTEXTS
3.1 Identifying the Rhetorical Context
3.2 Identifying and Deploying a Methodology for the Work
3.3 Consequences of Unanticipated Events
3.4 Delivering the Final Materials

III. CHAPTER 4: STAYING IN TOUCH
Chapter 4: STAYING IN TOUCH
4.1 Reflection
4.2 Continued Engagement: References, Background Checks, and Volunteering

Design Discourse: Composing and Revising Programs in Professional and Technical Writing addresses the complexities of developing professional and technical writing programs. The essays in the collection offer reflections on efforts to bridge two cultures — what the editors characterize as the "art and science of writing" — often by addressing explicitly the tensions between them. Design Discourse offers insights into the high-stakes decisions made by program designers as they seek to "function at the intersection of the practical and the abstract, the human and the technical."

No matter your field, having professional communication skills is essential to success in today's workplace. This book covers key business communications topics that will help you in your career, including intercultural communication, team work, professional writing, audience analysis and adapting messages, document formatting, oral communication, and more.

Part 1: Communication foundations
1.1 Learning to write
1.2 Elements in communication
1.3 Critical thinking

Part 2: The research process
2.1 Research questions
2.2 Categorizing sources
2.3 Evaluating sources
2.4 Citing sources
2.5 Making an argument
2.6 Annotated bibliography

Part 3: Planning messages
3.1 Pre-writing
3.2 Communication models
3.3 Audience analysis
3.4 Purpose
3.5 Channels
3.6 Audience types
3.7 Audience demographics
3.8 Audience geographics
3.9 Audience psychographics
3.10 Adapting messages

Part 4: Writing
4.1 Style and tone
4.2 Plain language
4.3 Inclusive language
4.4 Concision
4.5 You attitude (you view)

Part 5: Message types
5.1 Memos
5.2 Letters
5.3 Emails
5.4 Proposals
5.5 Reports
5.6 Persuasive appeals
5.7 Persuasive messages
5.8 Starting your job search
5.9 Resumes
5.10 Cover letters
5.11 Bad news messages

Part 6: Visual communication
6.1 Graphics
6.2 Drawings, diagrams, and photos
6.3 Tables, charts, and graphs
6.4 Headings
6.5 Lists
6.6 Emphasis

Part 7: Polishing your message
7.1 Revising, editing, and proofreading
7.2 Reverse outlining

Part 8: Interpersonal communications
8.1 Intercultural communication
8.2 Team work
8.3 Listening skills
8.4 Giving and receiving feedback
8.5 Workplace conflict management
8.6 Oral presentations

This textbook covers content relevant to COMS342 Problem Solving in Teams and Groups at the University of Kansas.

Table of Contents
I. Groups & Teams Overview

1. Defining Teams and Groups
2. The Psychology of Groups
3. Cooperation
4. Social Comparison
5. Shared Information Bias
6. Judgment and Decision Making
II. Groups & Teams (In)Action

7. Professional Writing
8. Persuasive Presentations
9. Gantt Chart
10. Groups and meetings
11. Organizational culture
12. Inattentional Blindness
13. Teams as Systems
14. Performance Evaluation
III. Group & Team Theory

15. Power in Teams and Groups
16. Leadership
17. Structuration Theory
18. Symbolic Convergence Theory
19. Conformity and Obedience
20. Hofstede's Cultural Dimensions
21. Intercultural and Plane Crashes
22. Conflict and Negotiation
23. Nonverbal Communication

This is a syllabus for English 2155: Introduction to Professional Writing at the University of New Orleans, also fits the requirements for CENL 2513 Foundations of Professional Writing in the Louisiana Statewide Common Course Catalog

This modern, open-source guide to technical and professional writing explores workplace composition through theoretical and practical applications. Discussions of multiple writing genres will assist you in understanding how to apply for jobs, how to compose clear and precise business communications once the job has been acquired, and how to create documents -- such as proposals and reports -- that will be instrumental in helping to advance your career.

Table of Contents
Acknowledgements

I. Theory
Chapter 1: Introduction
Chapter 2: Audience
Chapter 3: Team Work and Collaborative Writing
Chapter 4: Ethics
Chapter 5: Document Design

II. Genres and Practice
Chapter 6: Emails, Memos, and Texting
Chapter 7: Applying to Jobs (Resumes/Letters)
Chapter 8: Technical Instructions
Chapter 9: Proposals
Chapter 10: Research
Chapter 11: Analytical Reports
Chapter 12: Oral Reports
Appendix: Technical Instructions -- Additional Student Examples

The WIL Open Module Initiative includes over 30 open access, learner-centred modules to support Work-Integrated Learning preparedness among post-secondary students. This module includes content and activities that will support participants in differentiating between emails, memos and reports as business communication tools and will supply participants with strategies to produce polished, professional emails and memos. For more information and to access SCORM files,Articulate Storyline source files andFacilitator Guide for this module, visit https://www.niagaracollege.ca/cae/wil/

The teaching of writing in colleges and universities tends to focus on academic essays and research papers. Writing in the disciplines, on the other hand, refers to writing assignments tailored to the genres of a specific discipline or field. For instance, a science course might require students to write a lab report, while a sociology course might assign a case study.