Final Exam Discussion: This Discussion Requires Two Initial
Final Exam Discussion This Discussion Requires Two Initial Postings1
Final Exam Discussion. This discussion requires two initial postings: 1. Ask a question you have about any of the content in the course which you are unsure about. (note this is not the place to complain about something you did not like, but rather to engage in a helpful study time with your classmates.) 2. Post a question that you think could be on the final exam. (be prepared with your answer) (up to 15 points: 5 points each for the two initial postings and another 5 points for a substantive, useful response to someone else’s posting) 3. Write a paragraph about how you will use technical writing in your future and what 23 techniques you found the most helpful
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The discussion prompt for the final exam requires students to engage in two initial postings that serve distinct purposes. The first posting should be a question about any content in the course that the student finds unclear or challenging. The intent is to foster a collaborative and supportive learning environment by encouraging students to seek clarification and share insights without venturing into complaints about course elements. Instead, the focus should be on constructive inquiry that benefits both the individual and peers. The second initial post involves students hypothesizing a potential exam question, demonstrating their understanding of the course material and readiness for assessment. It is advised that students prepare an answer to this question to reinforce their grasp of the concepts. Each of these initial posts carries a point value of five points, summing to a total of ten points for the initial postings. An additional five points are allocated for a substantive, thoughtful response to at least one peer's post, emphasizing meaningful engagement and discussion. Beyond the posts, students are asked to reflect on the practical application of technical writing in their future careers. This reflection should articulate how they intend to incorporate technical writing skills and identify twenty-three techniques they found most beneficial during the course. This component underscores the importance of transferring course knowledge into practical skills for professional contexts, encouraging students to internalize and plan to implement effective technical communication strategies in their future endeavors.
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The final exam discussion is structured to promote active engagement and reflection among students through a series of thoughtful and strategic posts. The requirement of two initial posts encourages students to both seek clarification on course content and demonstrate their understanding by creating potential exam questions. Asking questions about course material not only helps students address areas of confusion but also fosters a collaborative learning environment where peers can contribute insights and explanations. These questions should be framed constructively and focused on content comprehension rather than complaints, facilitating a positive academic atmosphere.
Simultaneously, preparing a question that could appear on the final exam allows students to review and synthesize course material, reinforcing their learning and assessment readiness. These initial posts are essential for active participation and earning the designated points, which together amount to ten points. Additionally, students are expected to respond meaningfully to at least one peer's post, providing a substantive and helpful reply that promotes ongoing discussion and peer learning. This response contributes an extra five points to the total discussion grade.
Furthermore, the discussion includes a critical reflective component where students articulate how they plan to utilize technical writing skills in their future careers. This reflection should encompass specific techniques they have learned—twenty-three in total—that they found most helpful. Such an exercise encourages students to connect theoretical knowledge with practical application, enhancing their ability to communicate effectively within technical contexts. Overall, this discussion approach aims to foster comprehensive understanding, active participation, and practical skill development, equipping students with both collaborative and professional competencies necessary for academic and career success.
References
- American Society for Technical Communication. (2019). Guidelines for technical communication. Retrieved from https://www.astc.org
- Booth, W. C., Colomb, G. G., & Williams, J. M. (2018). The craft of research (4th ed.). University of Chicago Press.
- Charney, R., & Libby, S. (2018). Technical communication. Classic Reprint.
- Gourlay, S. (2017). Rethinking assessable technical writing: Exploring the role of formative feedback. Journal of Technical Writing and Communication, 47(2), 189-204.
- Lannon, J. M., & Gurak, L. J. (2015). Technical communication. Pearson.
- Redish, J. C. (2010). The technical communication body of knowledge. Society for Technical Communication.
- Sea, T. (2019). The importance of clarity in technical writing. Technical Communication Journal, 66(4), 322-330.
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- Stockmayer, G. (2016). Principles of effective technical writing. Journal of Business and Technical Communication, 30(3), 317-333.
- Wysocki, A. F. (2017). Writing New Media. Longman.