ACIT4085 Introduction to Genres in Global Engineering Communication Course description

This course is an introduction to the topic of genres in engineering communication. Engineering writing genres are typical kinds of writing and types of documents commonly produced and read by engineers and other technical professionals. The course will emphasize the state-of-the arts research-based understanding of writing genres and functions first and forms second. This means that typical engineering writing genres should be taught as texts that mediate or solve workplace problems. Their typical structures and forms have developed due to their primary functions. Understanding this and being able to match an appropriate form with a purpose will enable students to create effective texts.

This course is designed and run in collaboration with Louisiana Technology University.

No formal requirements over and above the admission requirements.

Knowledge

On successful completion of this course the student has:

• understanding of the fundamentals of current writing genre theory, particularly the idea that genres fulfill functions and are not just formulaic texts

• understanding how the structure and form of common engineering genres, including but not limited to the technical report, the proposal, and others, is connected to the purpose, intended audience, and context of the document.
• familiarity with the typical structural components of typical engineering writing genres and with the functions those components serve

Skills

On successful completion of this course the student can:

• analyze instances of typical engineering writing genres for purpose, audience, context, and structure
• produce effective texts in typical specialized engineering genres, such as the technical report, the proposal, and others
• critically reflect on their choices of content and structure during the creation of such texts

General competence

On successful completion of this course the student:

• can demonstrate a broad understanding of the main purposes, functions, and features of typical writing genres in the technical workplace.
• has awareness off and is able to discuss some of the principal country and culture-specific genre features which are influenced by local professional cultures

This course is run in collaboration with Louisiana Technology University. During the 2024-2025 academic year, the course will be offered online (digitally). The majority of the instruction will take place asynchronously (in Canvas), with periodic 1-hour long synchronous meetings, in Zoom or Teams.

In line with best teaching practices from the field of professional communication, the following teaching methods will be used (listed here in order of priority and frequency of use):

• Active learning and flipped classroom methods
• Peer review and peer-learning
• Short lectures and presentations by instructor(s), followed by discussions and informal assessments

The role of the teacher is to be a facilitator and an expert-coordinator of course work, who guides the students through the content of the course.

1. Three written assignments

1. Weekly reading response and peer-review assignments. A minimum of 75% (9 out of 12) out of the reading response and peer-review assignments must be approved.

Detailed description of all assignments will be provided to the students in Canvas.

The exam will be a ‘capstone’ written report produced individually, of between 5000 and 6000 words.

Students will be provided with a detailed description of the task. Both the quality of the final text and each student's contribution to the group effort will be assessed.

The exam can be appealed.

New/postponed exam: In case of failed exam or legal absence, the student may apply for a new or postponed exam. New or postponed exams are offered within a reasonable time span following the regular exam. The student is responsible for applying for a new/postponed exam within the time limits set by OsloMet. The Regulations for new or postponed examinations are available in Regulations relating to studies and examinations at OsloMet.

All aids are permitted, provided the rules for plagiarism and source referencing are complied with.

Grade scale A - F

Approved by the Doctoral Committee 24 May 2018. Minor changes approved 27.04.2020.

This PhD-course is open for candidates at the PhD Program in Educational Sciences for Teacher Education, other PhD candidates and academic employees.

Language: English (and Norwegian, dependent on the language of participants).

This course is one of two PhD-courses on Action Research. Course 2 builds on Course 1. This first course addresses different forms of Action Research, as an approach to the intertwining of research and change in social and educational science. Approaches to Action Research will be related to philosophical questions of what science means in social research, questions of researching practice and user-engagement in research.

On completion of the course, the candidate will have achieved the following learning outcomes:

Knowledge

The candidate:

• has knowledge of historical and contemporary perspectives on Action Research, related to philosophy of science.
• has knowledge of key questions related to research and ethics in the field.

Skills

The candidate:

• can analyze relationships between theories of knowledge and Action Research
• can formulate epistemological, methodological, and ethical problems in educational science research related to Action Research
• can give academically competent oral presentations at relevant national and international conferences

General competence

The candidate:

• can identify and discuss relationships and conflicts between more general scientific theories and knowledge theories in Action Research, related to his/her field of research.
• can give well-structured presentations of basic qualities and issues in Action Research