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Assignment Sheet

Project 1: Expanded Definitions

Project Description

Students will create a short document that includes two expanded definitions of a single engineering concept. Each definition will be written at the appropriate level of complexity for a specified audience and purpose.

Resources

 Engineering Communication: Chapter 1&2 (Principles 1-5)  “Definitions” pdf, by Gurak and Lannon  This link: https://www.prismnet.com/~hcexres/textbook/def.html

Due Dates

 PEER REVIEW (complete draft required for credit): see schedule  FINAL DOCUMENT: see schedule

ABOUT THE ASSIGNMENT

Engineering terminology is often discipline-specific; to different kinds of engineers, the same words can mean vastly different things. For example, nuclear engineers would likely interpret “power plant output of 1500 megawatts” as a reference to the thermal output of the reactor, while mechanical engineers might assume the statement is referring to electrical output of the plant. Furthermore, to lay audiences, much of the technical vocabulary that engineers take for granted is either completely foreign or means something very different (consider the word “stress,” for example). It is therefore imperative for an engineer to be able to define terms and explain concepts with clarity and precision and in language that is easily understood by the target audience. To practice this skill, students will produce two expanded definitions of a fundamental engineering concept for two distinct audiences and purposes.

ASSIGNMENT OUTCOMES

To successfully complete this assignment, students will demonstrate the ability to:

 Explain an engineering concept accurately, succinctly, and with the appropriate level of detail based on audience analysis.

 Paraphrase and cite material (IEEE style) from a credible source.  Use language that is not only grammatically correct but also matches the technical background of

the two specified audiences.  Follow formatting instructions.  Apply technical writing principles 1-5 from the textbook:

1. Finding purpose

(WR 327e Project 1) 2

2. Improvising genre 3. Constructing audience 4. Developing credible argument 5. Applying rhetorical tools patterns

Rhetorical Context

Audience 1:

High school seniors and undecided university students who have not considered a career in engineering.

This audience likely does not know much about engineering. These students may not be conversant in

the math, science, or terminology of engineers.

Think:

What does this audience want or need? Why is it inappropriate to "dumb" concepts down for this audience (and how might this actually be counterproductive in serving this audience)? How can you provide clarity and understanding for this audience?

Purpose: This definition will go into your team's formal report (Project 4).

Technical Definition Audience 2:

Fellow engineers who are conversant in engineering math, science, and terminology, etc.

Think: What does a fellow engineer require from a definition of your concept? Why does this audience require detailed math or technical explanations as part of the definition?

Assignment Content Requirements

Each of the two definitions will include:

 A sentence definition (with term, class, and features)  Operating principle(s) (how it works)  Analysis of parts (parts, components, or steps it includes)  Comparison and contrast (metaphors, distinctions, etc.)  An example of applications (related to team theme)  ORIGINAL visuals w/ correct labels and in-text references (Use Google Draw, MS Paint, or other

drawing software to create professional-looking images)  Correct in-text citations, an IEEE References page, and a link to your definition source.

Note: See the Gurak and Lannon “Definitions” pdf to review the components listed above or the web

link.

Formatting Requirements for Project 1 (Extended Definitions]

(WR 327e Project 1) 3

All WR 327 documents must meet specific requirements for formatting, visuals, citations, and

mechanics.

Font:

 Use Times New Roman 12 point for body content.  Major headings may be 12 or 14 points.  Use bold and capitalization to distinguish between heading levels.

Line Spacing:

 Use single spaced block paragraphs (w/o indentations)  Leave one blank line between paragraphs.  There should be no default extra white space between paragraphs.

Header and Title:

 Title centered and bold: Your Concept: Expanded Definition (Replace “Your Concept” with your concept!)  Header content on left margin on page 1 only (Be sure this is placed in the header section,

not in the body section):

Student Name WR 327 Section # Date

NOTE: Do not put a page number on page 1. (This means you will need to create a "Different First Page" in the header options in Word.)

 Header content for page 2 and subsequent pages will go on the right margin: Last name and page number.

Citations, Images, Tone:

 IEEE in-text citations and references page. Must use cited and reference paraphrase (no quotes).

 Correct labels, captions, and in-text references for images. Images must be self-created (Original means that you drew them yourself. You can create neatly rendered images with a drawing program, etc.). Images and visuals cannot be from the internet for Project 1.

 You cannot use “you,” “we,” or “I” in this document. Use the professional, objective tone required for engineering writing.