English 4150

Instructor Training
Goals of the workshop

´ Explore the role of English 4150 in the Minor in Professional Writing and in relation
to English 4189 (capstone internship)
´ Become familiar with the course goals and learning outcomes for English 4150
´ Understand the primary assignments and components of final grades in English
4150, and how they relate to course goals
´ Become familiar with the wide range of types of professional writing—and
resources to develop expertise in those areas so you can teach students those
genres
´ Begin to envision how to weave together major assignments and smaller in-class
activities, all of which come together to prepare students to produce a wide
range of types of professional writing
´ Understand the role of editing and style in crafting workplace-ready content
What to Expect: 4 sections Today

1. Overview Section about Course Goals & Learning New

Genres
2. Module on Teaching Interviewing, Lead-Writing and
Feature Articles / Jenny Patton
3. Module on Teaching Editing as a Discursive Act /
Christiane Buuck
4. Assessment for Writing Assignments
Minor in Professional Writing

The Minor in Professional Writing works with students from all areas of study across
the university who are interested in writing in the professional world, academic
settings and public arenas of civic life. We help students become reflective and
articulate writers who contribute effectively to the ever-changing needs of twenty-
first-century workplaces.
The program’s four courses and capstone internship together prepare students to
communicate in the work world and give them a competitive edge when they
apply for jobs after graduation. To complete the minor, students will:
´ gain meaningful, hands-on writing experience in the work world
´ enhance their professional writing portfolios
´ develop professional references and contacts
´ network with Columbus professionals and other students who have a passion for
writing
´ add valuable credentials to their resumes
MPW Coursework
´ 2367, any department (second-level writing course)
´ Group A elective (Business and Professional Writing, Technical Writing, Special
Topics in Professional Communication, Tutoring Writing, Rhetoric and
Community Service)
´ Group B electives (Courses in writing from Ag. Comm, Aviation,
Communication, Construction Systems Management, or Theatre
´ Or one of these English courses: Creative Nonfiction 1, Digital Media Composing, Arts
of Persuasion, Structure of the English Language, Intermediate Creative Nonfiction,
Intro to Literary Publishing, Writing of Creative Nonfiction 2, Digital Media and English
Studies, Intro to History of English, Traditional Grammar & Usage, History & Theories of
Writing
´ English 4150: Cultures of Professional Writing
´ English 4189: Capstone Internship in Professional Writing - course + internship

• 50-60% MPW students

• Apply around 3rd week of 4150 for capstone
internship next semester.
• Application process extends for about 2-2.5 months
as we review writing portfolios, ask for revisions,
interview students and talk to 4150 instructors about
students’ progress and professionalism in 4150.
English 4150 vs. “The Real World”
English 4150 occupies an interesting middle ground.
Minor in Professional Writing

Recommended order of courses (15 total

credit hours):
1.2367, any department (second-level
writing course)
2.Group A elective
3.Group B elective
4.English 4150: Cultures of Professional
Writing
5.English 4189: Capstone Internship in
Professional Writing
Minor in Professional Writing

Recommended order of courses (15 total

credit hours):
1.2367, any department (second-level
writing course)
2.Group A elective You could be here!
3.Group B elective
4.English 4150: Cultures of Professional
Writing
5.English 4189: Capstone Internship in
Professional Writing
MPW Goal:
Amateurs Emerging Professionals
Internship Possibilities
Marketing & PR
´ Write articles, produce social media content and craft other marketing copy for Ohio
Travel Association
´ Develop client marketing materials, including blog posts and ads, for Creative Spot
´ Create storyboards, scripts and visuals for e-learning projects for large corporate
clients of Xcelerate Media

Nonprofit Organizations & The Arts

´ Write grants, fundraising documents, and marketing materials for the Columbus
Museum of Art
´ Participate in the events of Franklinton Farms, a nonprofit urban farm, and tell their
stories for blog purposes and to produce grant applications
Internship Possibilities
Health & Science
´ Write blog posts, marketing materials or interview-based pieces promoting the
work of medical professionals at the Wexner Medical Center
´ Interview researchers working for the Center for Automotive Research and tell
their stories for website promotional purposes

Law, Politics & Advocacy

´ Write online and print articles for Disability Rights Ohio, a statewide advocacy
organization
´ Research policy and craft handbooks and white papers for Adult Advocacy
Centers, an organization that supports individuals with disabilities, particularly
when they are victims of crime

Publishing
´ Write advertorials for Great Lakes Publishing Long Weekends magazine
´ Contribute regular online and print pieces to several magazines run by
CityScene Media Group
What Do Workplace Partners Need from
Interns?

´ Thoughtful, engaged writers who have something to say

(who understand what fluff is, how to work through it to
something substantive, how to cut it out)
´ Writers who can self-edit for grammatical and
punctuation errors, as well as for concision
´ Emerging professionals who take initiative of projects
and take ownership of their professional future
Course Goals
English 4150 prompts….

1. deep rhetorical and stylistic understanding of

professional writing across several genres, from
promotional and marketing writing to technical, grant-
writing or research-writing
2. exploration of one particular professional writing field;
and
3. mastery of editing, grammar and revision skills and
ability to produce clear and concise copy
Learning Outcomes

1. Explain common industry practices, rhetorical conventions, and job

opportunities/outlook of a chosen career
2. Describe and analyze rhetorical conventions (in tone, style,
grammar, and punctuation) of different examples/types of
professional writing, attending to rhetorical contexts based on
genre and the standard practices of the profession and
organization
3. Edit their own and others’ writing and recommend specific, local-
level revisions to ensure accordance with the appropriate style
(such as AP) or the appropriate stylistic conventions of the chosen
genre
Learning Outcomes, Cont’d.

4. Create at least 2 professional portfolio-worthy pieces that use

appropriate tone, style, and conventions for the anticipated
audience and publication venue, one of which capitalizes on the
affordances of a particular digital space/platform
5. Produce an interview-based profile or informational piece by
brainstorming contacts, scheduling and conducting 2 interviews,
using background research to write useful questions, and moving
from raw transcript into a compelling story or useful information
piece
6. Negotiate collaborative work situations and take on roles with
varying degrees of responsibility and power
3 4
2 6

4
5

1 2 3 6
3
Major Assignments

Portfolio Pieces 1 & 2 15%

Exploring Professional Writing Project 45%
Int. Research Grid 5%
Int. Questions 3%
Panel Presentation Research Slides 5%
Panel Presentation Update / Meeting 2%
Feature Article 7.5% Portfolio Pieces 1 & 2
Panel Presentation 20%
Digital Portfolio Plan 2.5%
Exploring Professional
Editing Exercises 20% Writing Project
Editing Exercises
Editing Exam 15%
Editing Exam
Professionalism and Engagement 5%
Professionalism and
Engagement
Learning New Genres
In 4150, we explore different genres
of professional writing
› Procedural Guide (almost like a how-to guide)*
› Marketing Material*
› Book, Movie, or Song Review*
› Press Release*
› Brochure*
› Social Media Posts / Content Calendar*
› Professional Query Email
› Interview Questions
› Feature Article / Interviewee Profile*
› Research Slides & Presentation Slide Deck

* Pieces that students often find useful for their writing portfolios when they apply for
the MPW Capstone Internship.
Resources for Learning New Genres

´ Samples from past successful student assignments / portfolios

´ Packet of resources on successful writing in each genre
´ (available on https://u.osu.edu/culturesofprofessionalwriting/)
´ Conversations with Lindsay Martin, who works with workplace
partners directly and can advise on what they need
Jenny Patton: Interviewing,
Lead-Writing and Feature
Articles Module
Week 1
Beginnings of Feature Articles
 Partner Interviews as if You
Were Writing a Feature Article

The purpose of this activity is to give you

practice with interviewing, to expose you to
feature ledes and to see how you select and
integrate quotations.

Goal: Make your classmate come alive.

q Ask detailed questions about his/her involvement with or passion for a
hobby/job/activity/task. Go beyond the surface … WHY does this activity appeal
to him or her?

q Ask about other aspects of the person’s life too, looking for links.

q Be prepared to write a lede/lead sentence that introduces your classmate. Consider

using direct quotes.
 Partner Activity
Interviewing a Classmate
q You’ll meet with a classmate for two minutes to talk about topic ideas for a feature article about
his/her involvement with or passion for a hobby/job/activity/task.
q Example topics include internship at the Wexner Center, alternative music, fashion, kayaking, duct-
tape art and volunteering at an animal shelter. You may ask preliminary questions to each other, but
you’ll have time to prepare for a more in-depth interview. (Four minutes total)

q Take five minutes to quietly research the topic and make a list of preliminary questions. Aim for
open-ended questions. (Five minutes total)

q After that, each group will have five minutes to conduct each interview. Take notes.
(10 minutes total)
 • Take some time to write a lede for your
Lede partner as if you were writing a feature article

Writing
about them.
• Consider using a quote so we can hear from
them in their own words.
• Make them come alive on the page.
 More
§ Conduct more research on your interviewee(s)
and/or their field/employer
Research § Be prepared to share what you learned
§ How might it affect questions you ask and/or
the way you tell their story in a feature article?
Week 2
Arc of Feature Articles
Write with the
momentum of a
river, not the
placidness of a
lake.
Each sentence must move the
story forward
§ Work with a small group.
§ Using the words provided, each person
will write three consecutive sentences, each
including one of the words.
§ Link the previous line while building to the
next.
§ Together, you’ll create a narrative.
§ Keep in mind the components of the
narrative arc, the hero’s journey and the
three-act structure.
 Pack

Tribute Travel

Save Game

Example
Tree Injury

Ceremony Union
Each person writes three sentences
(1) On the day of the District 12 Reaping ceremony, Katniss volunteers to
take the place of her younger sister Prim who had been selected as a
Tribute in the games. (Jenny)
(2) Katniss travels to Capital City and trains under the guidance of
Haymitch and other caretakers. (Jenny)
(3) Though initially unsure about a strategy that pairs her romantically
with Peeta, Katniss appears to accept this union. (Jenny)
(4) After the Games began, she eludes others and searches for shelter
and water, discovering that Peeta had joined a pack that was targeting
her. (Sam)
(5) With the help of fellow Tribute Rue, Katniss drops a hive of killer wasps
on the Tributes waiting to kill her beneath the tree in which she had
sought refuge. (Sam)
(6) After she escapes, Katniss tends to her injuries while hatching a plan
to attack the food and supplies of the dominant surviving pack of
Tribute—a plan that results in Rue’s death. (Sam)
(7) Badly injured Peeta reunites with Katniss and the two feel genuine romantic
affection for each other. (Leo)
(8) Katniss goes to a Gameskeeper-arranged gifting, where she is nearly killed
before being saved by Rue’s District co-Tribute. (Leo)
(9) Katniss and Peeta survive the killer mutts and a final confrontation with
Tribute Cato to win the Hunger Games, but the President is not happy that
their near-death pact/bluff humiliated the Capital and tarnished the Games.
(Leo)
 Ocean

1968 Chevy
Book
El Dorado

Master Toaster

Your Words
Balance Schedule

Buckeye
Karate
tree
Week 3
Feature Article Middles & Ends
Narrative Arc

1. On the day of the District 12 Reaping ceremony, Katniss volunteers

to take the place of her younger sister Prim who had been
selected as a Tribute in the games. Characters
2. Katniss travels to Capital City and trains under the guidance of
and
Haymitch and other caretakers. context
3. Though initially unsure about a strategy that pairs her romantically
with Peeta, Katniss appears to accept this union.
4. After the Games began, she eludes others and searches for
shelter and water, discovering that Peeta had joined a pack that Obstacle
was targeting her.
5. With the help of fellow Tribute Rue, Katniss drops a hive of killer
wasps on the Tributes waiting to kill her beneath the tree in which Resolution
she had sought refuge.
6. After she escapes, Katniss tends to her injuries while hatching a
plan to attack the food and supplies of the dominant surviving
pack of Tribute—a plan that results in Rue’s death.
7. Badly injured Peeta reunites with Katniss and
the two feel genuine romantic affection for Obstacle
each other.
8. Katniss goes to a Gameskeeper-arranged Resolution
gifting, where she is nearly killed before being
saved by Rue’s District co-Tribute. Obstacle
9. Katniss and Peeta survive the killer mutts and
a final confrontation with Tribute Cato to win Resolution
the Hunger Games, but the President is not
happy that their near-death pact/bluff
humiliated the Capital and tarnished the
Games.
Week 4
Rhetorical Purpose

1. Consider the rhetorical purpose. Does the article meet its goal of telling a story about a
professional? Is the order logical? Does it appeal to your emotions?
2. Does the article include a narrative arc? In other words, do we learn about work-related
challenges/obstacles the person had and how they overcame them? How can it be
better?
3. Does the profiled individual seem to come alive on the page? Is what you learned from
them relevant and interesting? What about them and/or their story is most compelling?
What do you suggest?
4. Does the article include enough or too much information about the job, career or
industry in which the interviewee works? What should be deleted? Do you have enough
context? If not, what needs to be added?
5. Does the article include at least one quote from the profiled person? Does the chosen
quote capture the interviewee’s personality? Is its length appropriate? What suggestions
do you have?
6. What other quotes, anecdotes, research or other information would enhance the piece?
Writing Style

7. Does the feature article include an engaging and relevant title that motivates you
to read the piece? What suggestions do you have to improve it?
8. Does it begin with a concise, intriguing lead—an opening paragraph (or
paragraphs) that grabs the reader’s interest and sets the tone and direction of the
article? How can the writer improve it?
9. Do absorbing subheads propel the article forward? What revisions do you
suggest?
10. Does the writing sizzle? Is the prose lively and dynamic—especially the first
sentence of each paragraph? Does the writing incorporate active verbs as well as
artfulness and creativity (rhythm, alliteration, clever repetition, metaphor,
subordinating clauses)? Does the writer vary sentence structure and avoid choppy
writing? Does it flow well (coherence and cohesion)?
11. Notice the last words and phrases of each paragraph. Do they end strongly?
12. Does the article end on a strong note—such as a powerful quote or a
word/phrase that echoes a topic or theme in the piece? Thinking of what we’ve
learned about emphasis, how can the writer improve the conclusion?
Editing

13. Where do you see spelling errors, passive voice (“The ball was kicked by Lia.”),
weak verbs (am, is, are, were, be, being, been) and other potential red flags (“there are,”
choppy sentences, etc.) that the writer needs to address?
14. How can it be more concise? (Minimize prepositions, cut the word “that,” etc.)
15. Does it meet the page and word-count requirement of one to two pages (about
500 words)?
Christiane Buuck: Teaching
Editing as a Discursive Act
Student Inspiration

“I want to practice the concepts, not be

tested on them.”
Intriguing 4150 Student Input

´ Early in the semester in an anonymous survey, students

reported that they wanted to be assured that it was
acceptable to make mistakes.
Motivating Questions and Goals

How can I build meaningful editing content into

meaningful containers and meaningful contexts?
´ Active
´ Low stakes
´ Collaborative
´ Discursive
´ Favoring practice and reflection
´ Encouraging questions
Course Learning Outcomes

1. Explain common industry practices, rhetorical conventions, and job opportunities/outlook of a

chosen career
2. Describe and analyze rhetorical conventions (in tone, style, grammar, and punctuation) of
different examples/types of professional writing, attending to rhetorical contexts based on genre
and the standard practices of the profession and organization
3. Edit their own and others’ writing and recommend specific, local-level revisions to ensure
accordance with the appropriate style (such as AP) or the appropriate stylistic conventions of the
chosen genre
4. Create at least 2 professional portfolio-worthy pieces that use appropriate tone, style, and
conventions for the anticipated audience and publication venue, one of which capitalizes on the
affordances of a particular digital space/platform
5. Produce an interview-based profile or informational piece by brainstorming contacts, scheduling
and conducting 2 interviews, using background research to write useful questions, and moving
from raw transcript into a compelling story or useful information piece
6. Negotiate collaborative work situations and take on roles with varying degrees of responsibility
and power
Editing Exercise Topics

1. Copy editing for surface errors only

2. Wordiness and Concision
3. Sentence Logic: Characters and Actions*
4. Nominalizations*
5. Commas
6. Semicolons, Colons, Hyphens, Dashes
7. Commonly Confused Words
8. Misplaced Modifiers
9. Agreement
10.Wholesale Revision and Reflection on Cultures of Professional Writing

*With thanks to many editions of Style, including this one: Williams, Joseph M., and Gregory G. Colomb. Style:
Lessons in Clarity and Grace, 10th ed., Pearson, 2010.
Scaffolding for Each Editing Topic
Editing Scaffolding

1. The class completes a practice worksheet (in-person,

small group and whole-class conversation).
2. The practice worksheet becomes the key for the
graded exercise (Carmen quiz).
3. Editing exercises balance practicing a skill and
reflecting on that practice.
4. The quiz responses and reflections become sites of
student-instructor conversation.
In-class Outside-of-class
Practice Exercise (Quiz)
Each exercise ends in reflection
Reflection is
worth 50%
of quiz
grade

Goal = self-aware, confident

editors
Example Reflection: Modifiers

´ This was definitely one of the trickier exercises for me, so I had to reference
the practice sheet more than a few times. I feel like misplaced modifiers
are one of those things that I already "knew" about, but that there were
apparently subcategories and defining features of each category made it
harder to grasp at first.
´ I feel like it got easier when I learned the defining features for each
category: dangling is at the start, stacked is when there's a cluster of
modifiers, and squinting is usually an adverb in between two clauses. If any
of the questions contain exceptions to these rules (perhaps in 4 and 5), then
those are probably where I messed up. I feel like I make dangling modifiers
in my writing since I have a habit of using modifier phrases as sentence
introductions.
Example Reflection: Modifiers

´ I found a lot of these revisions to be tricky. I often felt like I was correcting
very normal sentences to be read in a more convoluted way. The only
sentence that seemed significantly affected by the modifier change was
the one about fish oil. I actually had a difficult time deciphering what the
modifiers were actually describing, and I am still a bit unsure. I understand
that sentences such as "Taking a moment to think clearly improves your
chances." are unclear when written out. However, because when we are
speaking, we stress certain words to clarify the meaning behind our words,
it feels like the sentence it correct. The phrase loses its conversational flow
after correcting the sentence to have a more clearly defined modifier. I
probably make errors like this all the time in my own writing without even
realizing it.
Example Reflection: Modifiers

´ If I am being completely candid, I found this exercise extremely difficult. I

have never once learned anything related to modifiers so attempting to
put this information to use was hard. I felt like I could categorize the
modifiers easily enough, but it seemed when I was correcting them, I was
somehow doing it wrong. I feel like I am missing the actual point of this? In
some of the examples we did in class, it was clear what we were talking
about, and then with others it just seemed like a minor detail that in any
other circumstance, I would have missed. I also feel confused because I
feel like some of these sentences could have been fixed by just adding
commas instead of rearranging the sentence, which might be wrong.
Example Reflection: Modifiers

´ This was hard. I am so bad at telling the difference between types of

misplaced modifiers. I think I may have gotten three of those correct.
However, I was pretty confident in my ability to identify when modifiers
were misplaced and how to correct them. I think misplaced modifiers are a
lot of fun, so this was a fun exercise.
Sample Editing Exercise Practice:
We’ll look at this together.
Key: I publish this after we work through
the practice in class
Example Editing Exercise
(Carmen Quiz)
Assessment/Grading Key:
copy and paste, and room for tailored
feedback
Full example key is included in training
documents
Happy Editing!
Editing Exercise Topics

1. Copy editing for surface errors only

2. Wordiness and Concision
3. Sentence Logic: Characters and Actions*
4. Nominalizations*
5. Commas
6. Semicolons, Colons, Hyphens, Dashes
7. Commonly Confused Words
8. Misplaced Modifiers
9. Agreement
10.Wholesale Revision and Reflection on Cultures of Professional Writing

*With thanks to many editions of Style, including this one: Williams, Joseph M., and Gregory G. Colomb. Style:
Lessons in Clarity and Grace, 10th ed., Pearson, 2010.
Joseph M. Williams
Style: Ten Lessons in Clarity and Grace

Integrate Williams lessons into editing quizzes:

´ Actions and Characters
´ Nominalizations
´ Cohesion / Coherence
´ Wordiness and concision
Assessment for Writing
Assignments
Some suggestions
Higher-Order Concerns & Lower-Order
Concerns
Higher-Order Concerns Lower-Order Concerns
´ Thesis / focus ´ Style
´ Audience / purpose ´ Sentence structure
´ Organization ´ Punctuation
´ Development ´ Spelling
Scaffolding: Drafts & Final Submissions

´ Each major piece requires a draft and then a final

submission
´Drafts get marginal comments and a grade
´ Grades
´Rhetorical purpose: 50%
´Writing style: 25%
´Grammar & mechanics: 25%
Comments on Drafts –
Rhetorical Purpose
´ This is missing key content required for a press release's first
paragraph: "Use the decreasing order-of-importance method of
development with all critical information in the first
paragraph. Begin the first paragraph with the place and date of
the announcement and write the content with particular attention
to the five Ws: who, what, where, when and why." (Promotional
piece)
´ It seems like we're going to learn about the new role, but then you
go back, repeating what you've already said (logos issue). Keep the
momentum moving forward. (Feature article)
Comments on Drafts –
Style

´ This is a misplaced modifier. Revise the line for clarity.

´ Simplify your language.
´ This is too formal. Make your writing more conversational.
Comments on Drafts –
Editing & Grammar

´In first drafts, I point out the area and

allude to the error in a general way, such
as “punctuation missing,” “revisit comma
rules” or “revisit Editing Guide.”
Common errors in polished pieces -
Explanation on final submission
´ Remove the comma here since this is not a compound sentence with a
second independent clause.
´ Remove the comma before “because.”
´ Add a comma here since this is a compound sentence in which an
independent clause follows the conjunction.
´ Use a comma after an introductory clause.
´ A comma is needed before a “which” clause.
´ Only use myself reflexively, as in “I hurt myself.”
´ Consider “use” in the future since it’s less “jargony.”
Common errors in polished pieces -
Explanation on final submission
´ This is a fragment. (A full sentence is required on both sides of a semicolon.)
´ This is a comma splice. (A semicolon or period would be correct here, not a
comma.)
´ Use a semicolon here to avoid a run-on sentence.
´ Use a comma here instead of a semicolon.
´ This is an agreement error.
´ Periods and commas go inside quotation marks.
Editing Exercise Topics

1. Copy editing for surface errors only

2. Wordiness and Concision
3. Sentence Logic: Characters and Actions*
4. Nominalizations*
5. Commas
6. Semicolons, Colons, Hyphens, Dashes
7. Commonly Confused Words
8. Misplaced Modifiers
9. Agreement
10.Wholesale Revision and Reflection on Cultures of Professional Writing

*With thanks to many editions of Style, including this one: Williams, Joseph M., and Gregory G. Colomb. Style:
Lessons in Clarity and Grace, 10th ed., Pearson, 2010.
Learning New Genres
In 4150, we explore different genres
of professional writing
› Procedural Guide (almost like a how-to guide)*
› Marketing Material*
› Book, Movie, or Song Review*
› Press Release*
› Brochure*
› Social Media Posts / Content Calendar*
› Professional Query Email
› Interview Questions
› Feature Article / Interviewee Profile*
› Research Slides & Presentation Slide Deck

* Pieces that students often find useful for their writing portfolios when they apply for
the MPW Capstone Internship.
Resources for Learning New Genres

´ Samples from past successful student assignments / portfolios

´ Packet of resources on successful writing in each genre
´ Will be available on
https://u.osu.edu/culturesofprofessionalwriting/
´ Conversations with Lindsay Martin, who works with workplace
partners directly and can advise on what they need
Next Steps for Lecturers:
If you want to teach 4150
´ Earliest possible is Autumn 2023
´ Submit a syllabus for approval by Aug. 15, 2022 for AU23
teaching possibility
´ We will work together to revise as needed
´ After you submit and are approved, you’ll receive the
honorarium the Dept. allows for