2014119_ED_201.01_Final_CDSE_Design_Doc.pdf

Final Detailed Design Document ED 201: Writing and Communication Skills for Security Professionals

Developed for

The Department of Defense (DoD) Defense Security Service (DSS)

Center for Development of Security Excellence (CDSE) Education Division

Presented by

Carney, Inc.

Alexandria, VA

UNDER GSA SCHEDULE MOBIS SIN 874-4

Contract No. GS-02F-0137S

Order No. HS0021-11-F-0174

October 26, 2012

DSS CDSE Education Division Writing and Communication Skills for Security Professionals

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Contents

1 Introduction

1.1 The Requirement

1.2 Purpose of the Detailed Design Document

1.3 Organization of This Document

2 High-Level Course Design

2.1 Course Description/Overview

2.2 Credits Conferred

2.3 Prerequisites

2.4 Student Outcomes/Objectives

2.5 Delivery Method/Course Requirements

2.6 General Course Requirements

2.7 Grading

2.8 Incorporation of Feedback

2.9 Course Textbooks

Students must purchase or otherwise obtain these two texts for this course:

2.10 Course Outline

3 Content Outline

3.1 Week 1: Course Overview and Communication Basics

3.2 Week 2: Writing Basics

3.3 Week 3: Grammar and Rewriting

3.4 Week 4: Research and Analysis

3.5 Week 5: Recommendations

3.6 Week 6 Presentation of Ideas

3.8 Week 7: Annotated Bibliography, Citations, and Formatting for Chicago Style

3.9 Weeks 8 and 9: Taking a Written Statement

3.10 None Week 10: IRAC

3.11 Weeks 11 and 12: Incident Reports

3.12 Weeks 13 and 14: Policy Documents

3.13 Week 15: Final Research Paper and Revisions

3.14 Week 16: Final Projects and Conclusion

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1 Introduction

1.1 The Requirement

The Defense Security Service (DSS) Center for Development of Security Excellence (CDSE) has undertaken, through its Education Division, the responsibility to provide graduate-level education to security professionals designed to develop the future security leaders for the Department of Defense (DoD).

The purpose of this project is to design and develop an advanced, semester-long course that will provide an educational opportunity for mid-career security specialists to learn the fundamentals of writing and communication in the context of the DoD environment.

The course will be conducted via the Sakai Continuous Learning Environment (CLE) and will consist of readings, prerecorded lectures and presentations, a discussion forum, written assignments, and a final research paper.

1.2 Purpose of the Detailed Design Document

The purpose of this Detailed Design Document is to convey the learning objectives, topic outlines, and planned assignments for each week of the course. It also proposes the grading schema the instructor will use. This document proposes the organization of content to be delivered throughout the 16-week semester and details the proposed instructional methods to be used for each week.

This detailed design will guide the development of the course materials.

1.3 Organization of This Document

The remainder of this Detailed Design Document is organized into several sections:

• Components from of the High-Level Design Document:

o An overview of the course o A statement of the anticipated credits to be conferred o A list of prerequisite courses, if applicable o The terminal learning objectives of the course o The delivery method(s) to be used o General course requirements o Grading scheme for the course o A course outline showing how the course will unfold over the semester

• Content outline detailing the topics, instructional methods, and assignments for each week

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2 High-Level Course Design

2.1 Course Description/Overview

The main purpose of the Writing and Communication Skills course is to introduce students to the fundamentals of writing and presentation in the context of the Department of Defense. Mastering these fundamentals will allow students to communicate more effectively to a variety of audiences, using a range of methods. This course will focus primarily on the formal writing and communication tasks that security professionals are required to perform as a part of their jobs and to be successful as a student in a college-level or graduate course. These tasks include:

• Identifying core components of effective writing and communication

• Applying logic and collected research to analyze a security concern or issue

• Writing oral presentations to various audiences

• Writing technical reports, recommendations, and incident reports

• Taking written statements in the course of an investigation

• Writing relevant portions of policy and regulatory documents

• Writing an academic paper in Chicago format

Although the specific writing and communication tasks discussed will be those most common to security professionals, the Writing and Communication Skills course will explore the fundamentals of effective writing and communication regardless of the specific output. These fundamentals are focus and coherence, organization and structure, development of ideas, voice, word choice, and conventions (such as punctuation, grammar, spelling, and research citation).

Because learning to write and to communicate both require practice, the course will include many opportunities for students to apply the fundamentals of writing and communication and to perform the most common types of writing tasks required of security professionals. In addition, students will read effective examples of these types of writing and will peer review each other’s work against a defined rubric. Throughout the course, students will learn to perform thoughtful analysis, write clearly and simply, apply the Chicago style, and avoid grammatical mistakes, no matter the method of delivery or the content contained.

2.2 Credits Conferred

This course will be designed to equate to three credit hours at the college level. The American Council on Education (ACE) has not yet reviewed this course to determine credit recommendations. The course will be presented to ACE for CREDIT recommendations in 2012.

2.3 Prerequisites

This course has no prerequisites.

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2.4 Student Outcomes/Objectives

This course will be designed to enable students to:

• Apply the six fundamentals of effective writing (focus and coherence, organization and structure, development of ideas, voice, word choice, and conventions)

• Demonstrate the ability to write effectively in a variety of modes, including oral presentations, recommendations, written statements, incident reports, and policy documents

• Write an academic research paper/report on a complex, security-related topic using the Chicago style

2.5 Delivery Method/Course Requirements

This is a college-level, distance-learning course in writing and communication skills for security professionals. The course will consist of readings, prerecorded lectures and presentations, participation in the discussion forums, and written assignments.

The assigned course readings draw from a variety of resources, such as general and DoD-specific writing guidance, articles and essays on writing approaches, and examples of effective and ineffective writing products. Students are expected to familiarize themselves with the assigned topic and readings each week and should be prepared to participate in the online discussion forum to discuss the readings critically.

2.6 General Course Requirements

Class participation is important and required. The completion of all readings assigned for the course is assumed. Since the class will be structured around discussion, completion of readings and all class assignments is crucial. It is expected that assignments will be submitted on time (before midnight the day they are due).

However, it is recognized that students occasionally have serious problems that prevent work completion. If such a dilemma arises, students should contact the instructor in a timely fashion and will be expected to post their responses and submit their assignments in the following week.

Penalties will apply to students who fail to contact the instructor in advance of missing deadlines. Students will not receive credit for class participation that week. Students will have one additional week to submit a written assignment for credit; however, the instructor will deduct 10% from the final grade for accepting the late submission.

2.7 Grading

The following provides an approximate breakdown of how each assignment contributes to the overall performance in the class.

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Class Participation 15% Writing Assignments

(seven total, six graded) 55% Final Research Project 30%

Written assignments will be graded following the rubric and the criteria below.

Note: The rubric below is a general one that will be used as a starting point for all assignments. It will be adapted specifically for each individual assignment.

Element Evaluated Evaluation Criteria

A-Excellent 90-100%

B-Good 80-89%

C-Below Standards

70-79%

D/F Failure 69 or below%

Argument or Thesis

Strong and specific argument easily identifiable for reader

A solid argument identifiable to reader

Generalized or vague argument not readily apparent to reader

No identifiable argument to reader

Major points and research reinforce the argument throughout the paper

Most points reinforce the argument throughout the paper

Some points reinforce the argument, but most body paragraphs fail to reinforce the argument

Body paragraphs lack cohesion and fail to express a uniform idea

Critical Thinking or

Analysis

Clear presentation of critical thinking related to the issues, substance, points raised, and arguments

Demonstrates critical thinking well, but could develop some points or explore others in greater depth

Shows some critical thinking, but overall shallow analysis of topic—must delve deeper into subject or explore subject in depth

Fails to demonstrate critical thinking, shallow discussion of subject

Development of Ideas

Ideas are fully developed

Most ideas are fully developed

Ideas listed or briefly explained

Little or no development of ideas

Thought-provoking

Some ideas are thoughtful

Information left out leaves minor gaps between ideas

Missing information causes gaps that prevent understanding

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Element Evaluated Evaluation Criteria

Application of Theory and

Research

Exhibits clear application of theory and research to reinforce the argument and the major ideas

Demonstrates a solid understanding of theory and research to reinforce the argument and most major ideas

Only demonstrates some understanding of theory and research and fails to use it to reinforce the argument and major ideas

Fails to demonstrate understanding of theory and research and no clear use of research to reinforce argument and major ideas

Word Choice

Use of terminology is correct in all instances

Terminology is mostly correct, only occasional use of jargon, acronyms, or imprecise terms

Multiple mistakes in terminology and frequent use of jargon and acronyms

Imprecise terminology used or heavy reliance on jargon and acronyms

Strong use of simple, precise, and effective language

Minor problems with wordiness and/or repetition

Some problems with wordiness and/or repetition

Wordy and repetitive

Organization and Structure

Flow of thoughts is logical and easy to follow

Thoughts are mostly logical and easy to follow

Not always logical

Not logical

Transitions are meaningful and effective

Good use of transitions

Ideas do not appear to be linked—need for transitions

Transitions absent or incorrectly used

Overall structure is strong and contributes to understanding of meaning

Overall structure is sound

Overall structure is disjointed and distracts from meaning

Random, no organization

Grammar and Academic

Conventions

Strong command of conventions

Good command of conventions

Limited command of conventions

Poor command of conventions

Few if any grammatical errors, and those errors do not affect meaning

Minor errors cause few disruptions in meaning

Errors do not cause the writing to be unclear, but weaken the effectiveness of the communication

Severe and/or frequent errors cause writing to be unclear and difficult to read

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2.7.1 Class Participation (15%):

The participation grade includes posting to the weekly discussion forums and responding to other students, completing the required readings and lesson presentations, conducting peer reviews, and submitting additional writing assignments and exercises for pass/fail credit. To receive full credit for the weekly discussion forums, students must post responses to all of the required questions and respond to at least one other student’s post.

Posts should be written in complete, grammatical sentences that provide a thoughtful, relevant, and substantive response to the question or topic. To receive full credit for the peer reviews, students must complete the appropriate peer review forms and offer constructive criticism of other students’ writing.

2.7.2 Writing Assignments (55%):

Most weeks, the instructor will assign writing assignments aimed at helping students to apply effective research, analysis, and writing techniques and practice creating several types of writing products that security professionals commonly produce. Some of these assignments are to be completed individually; others require peer review prior to final submission.

There will be seven of these writing assignments spread across the semester. Students will receive pass/fail credit as part of their participation grade for the first assignment.

Some assignments will require research and analysis. Students must properly cite all research referenced for these assignments using the format laid out in The Chicago Manual of Style.

2.7.3 Final Research Paper (30%):

The final research paper requires students to write a report of a complex topic including background information, analysis, and recommendations. Students should select a security-related topic, which generates debate and controversy. The instructor will provide suggested topics, from Appendix F of the Final CDSE Graduate-Level Curriculum report. Students may select from the list of suggested topics, or select one of their own. Prior approval of the topic for the final research paper is required. Students should submit a one or two page written description of their proposed topic and annotated bibliography for approval no later than Week 9.

Students will research the topic thoroughly in order to fully explore and analyze the varying perspectives regarding the selected issue. They must then formulate their own recommendations for resolution of the issue, including justifications and specific strategies for implementation of the recommendations. Students will properly cite all research referenced in the report, using the format laid out in The Chicago Manual of Style.

Students must have a draft of the report at least 75% complete and ready for peer review by another student in Week 13 of the course. During Week 14, students will review each other’s reports and provide constructive criticism. Students will have the

Carney, Inc. Page 9 October 26, 2012 remainder of the semester to complete the report. The Final Report is due at the end of Week 16.

2.8 Incorporation of Feedback

The course instructor will provide multiple opportunities for students to provide constructive feedback on course delivery and content over the period of the course. These may be in the form of peer review or one-on-one sessions with the instructor.

Additionally, students will provide feedback on one another’s work through posts in the discussion forum and formal peer reviews of identified writing assignments. Finally, the instructor will provide written feedback to students on all assignments.

2.9 Course Textbooks

Students must purchase or otherwise obtain these two texts for this course:

• Strunk, William, and E.B. White. The Elements of Style, 4th Edition. New York:

Longman Publishers. 2000.

• The Chicago Manual of Style, 16th Edition. Chicago: University of Chicago Press.

2010.

As no single textbook available can address the security-related instructional needs for this class, the course assigns readings collected from multiple online resources and makes these available for download or access through the Sakai CLE.

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2.10 Course Outline

The following table outlines the 16-week course agenda. Graded assignments are in bold. Items in italics are ungraded but are required for a later, graded assignment.

Week Topics Instructional Method(s) Student Assignments Due

1 • Course overview

• Introduction to final project

• Communication basics

• Audience and purpose analysis

• Oral communication basics

• Video and asynchronous presentation

• Reading

• Discussion

• Discussion forum

2 • Writing basics

• Reading

• Asynchronous presentation

• Discussion

• Assignment 1: Audience Analysis

3 • Grammar

• Revisions

• Reading

• Asynchronous presentation

• Discussion

• Assignment 2: Security Briefing Oral Presentation

4 • Research (methods, citation)

• Elements of rhetoric

• Analysis (types, methods, considerations)

• The Chicago Manual of Style

• Reading

5 • Recommendations • Reading

• Discussion

• Discussion forum

• Assignment 3: Analysis of Effective DoD

Recommendations

• Assignment 4: Recommendations topic selection

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Week Topics Instructional Method(s) Student Assignments Due 6 • Presentation of ideas

(format/structure of technical reports)

• Survey of DoD writing products

• Peer review procedures

• Reading

• Asynchronous presentation

7 • Annotated bibliography

• Chicago style

• Peer review

• Discussion

• Discussion forum

• Assignment 4: Recommendation due to peer reviewer

8 • Taking a written statement

• Peer review

• Assignment 4: Recommendation due from peer reviewer

9 • Taking a written statement

• Discussion forum

• Assignment 5: Proposal for Final Research Paper and Annotated bibliography

10 • IRAC

• Discussion

• Discussion forum

11 • Incident/security violation reports • Reading

• Asynchronous presentation

• Discussion

• Assignment 4: Recommendation due

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Week Topics Instructional Method(s) Student Assignments Due No Progress Week

No progress for the course. No assignments or discussion forums are due this week.

12 • Incident/security violation reports • Optional synchronous activity

• Asynchronous presentation

• Discussion

• Assignment 6: Incident Report

13 • Policy writing

• Peer review

• Discussion

• Final Research Paper due to peer reviewer

14 • Policy writing

• Peer review

• Final Research Paper due from peer reviewer

15 • Final research paper work • Independent work

• Discussion

• Assignment 7: Policy Document

• Revising final research paper

16 • Final research paper work • Independent work

• Discussion

• Final Research Paper

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3 Content Outline

3.1 Week 1: Course Overview and Communication Basics

1. Lesson Goals/Objectives:

At the end of this week, students will be able to—

Course Requirements

• Discuss the expectations for successful course completion

• Identify the requirements of the final project

• Discuss peer review responsibilities and expectations

Communication Basics

• Recognize the importance of effective communication skills for security professionals

• Analyze external factors to identify the appropriate method of communication, its purpose, and intended audience

• Identify the core components of effective communication

• Identify the steps in developing effective workplace communications

• Incorporate the elements of effective oral communication into your process for preparing oral presentations

• Write a five-minute oral presentation based on the elements of effective oral communication

2. Rationale:

The first week provides an overview of the course structure and requirements and introduces students to the fundamental concepts of communication that apply to all types of communication, whether written, oral, or interpersonal, within the context of the DoD security field. As an overview, it provides a common knowledge base to support more detailed examinations of written, oral, and interpersonal communications in the following weeks.

3. Topic Outline:

• Types of communication o Written o Oral o Interpersonal

• Basic interactive communication model o Message o Sender o Receiver

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• Factors affecting communication o Internal factors (e.g., attitudes and values) o External factors (e.g., location) o Biases and filters o Language usage o Feedback on communication

• Considerations in communication approach o Purposes of communication o Audience o Type of communication o Structure and organization o Level of detail o Language and vocabulary

• Best practices in communication o Clarity o Conciseness o Correctness o Coherence o Completeness

• General process for developing effective workplace communications o Identify issue, audience and purpose o Conduct research o Analyze issue o Identify potential solutions and select best solution o Develop and deliver briefing/report

• Analyzing purpose o Types

Convey information Direct action Persuade o Thesis or purpose statement

• Analyzing audience o Audience categories Primary Secondary Gatekeepers Other stakeholders o Underlying influences Needs Values

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Attitudes Context

Oral communication

• Types of oral communication o Conversation o Presentations/briefings o Interviews

• Oral communication best practices o Clarity

Diction Pronunciation Pace o Conciseness Focus Brevity o Correctness Grammar and language Appropriate small talk, jokes, and analogies that convey an understanding of his or her audience o Completeness

Level of detail

4. Discussion Questions:

• Self-Introduction. Please introduce yourself to the class, including your name, position, and organization. Please also share what you hope to learn from this class.

Communication Purposes in Security Work. We discussed purpose and the categories of purpose common to workplace communication in lesson 1.2:

Communication Basics Part Two. What’s the most common writing purpose for you?

https://cdse.rsmart.com/direct/forum_topic/1691 https://cdse.rsmart.com/direct/forum_topic/1659

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5. Class Agenda:

Activity Duration Review the syllabus and read the instructor welcome to the course

20 minutes

Review the communication basics material (e.g., recorded lecture, instructor-guided readings, online videos or podcasts, etc.)

60 minutes

Respond to Discussion Forums 20 minutes Read the requirements and sample topics for the final research paper

20 minutes

Total 120 minutes

6. Reading Assignments:

• Manktelow, James and Amy Carlson. “Introduction to Communication Skills.”

MindTools. http://www.mindtools.com/CommSkll/CommunicationIntro.htm.

• McBride. Sharon. The Tongue and Quill. Air Force Handbook 33-337, U.S. Air Force. 2004.

o Part I (Chapters 1 and 2): “Communication Basics.”

o Part II, Chapter 3: “Analyzing Purpose and Audience.”

o Part IV, Chapter 10: “Air Force Speaking.”

• “Professional, Technical Writing: Audience Analysis.” OWL. Purdue Online Writing Lab. http://owl.english.purdue.edu/owl/resource/629/01/.

• “Professional, Technical Writing: Rhetorical Awareness and User-Centered Design.” OWL. Purdue Online Writing Lab.

http://owl.english.purdue.edu/owl/resource/624/1/.

7. Deliverables for this Week:

There are two required deliverables for this week:

• Discussion Forum: Introduction. Students must post a response to the discussion question and respond to at least two other students’ postings.

• Discussion Forum: Communication Purposes in Security Work. Students must post a response to the discussion question and respond to at least two other students’ postings.

In addition, students may post to the following Discussion Forum threads:

• Questions on Final research paper (optional)

8. Assignment for Next Time:

Assignment 1: Audience Analysis due to instructor. You will read a security-related scenario and write three brief informal communications reporting to three different audiences. These paragraphs can be short descriptions of the situation, almost as if you were explaining the situation to someone in person or even through an e-mail. You are not writing an official report or conducting an official inspection. You must simply think about the situation and communicate it informally to three different audiences. Analyze http://www.mindtools.com/CommSkll/CommunicationIntro.htm http://owl.english.purdue.edu/owl/resource/629/01/ http://owl.english.purdue.edu/owl/resource/624/1/

Carney, Inc. Page 17 October 19, 2012 the context of the different audiences described in the assignment and pay attention to how your writing style, tone, and even content may change.

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3.2 Week 2: Writing Basics

1. Lesson Goals/Objectives:

At the end of this week, students will be able to—

• Identify the steps of process writing

• Write an effective thesis statement

• Identify how to focus and organize your writing

• Paragraph your content effectively

• Write strong sentences and apply appropriate word choice

2. Rationale:

In the second week, students will explore basic writing and communication skills that they will need to apply in their writing assignments throughout the course.

3. Topic Outline:

Writing basics

• Fundamentals of writing o Writing as process

Prewriting

• Free writing

• Brainstorming

• Clustering

Drafting Peer review Revision o Focus and coherence Purpose Audience o Organization and structure Purpose General guidelines o Development of ideas o Voice

Point of view Active and passive voice o Word choice Language and vocabulary Jargon Usage

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4. Discussion Questions:

Writing Challenges: What aspect of writing presents the greatest difficulty for you in the type of work you do?

5. Class Agenda:

Activity Duration Review writing and communication basics materials (e.g., recorded lectures, instructor-guided readings, online videos or podcasts, etc.)

90 minutes

Respond to Discussion Forums 20 minutes Total 110 minutes

6. Reading Assignments:

• DoD Manual for Written Material: Correspondence Management: “Enclosure 6:

Writing Style and Preferred Usage.” October 26, 2010.

http://www.dtic.mil/whs/directives/corres/pdf/511004m_v1.pdf

• “Federal Plain Language Guidelines” Federal Government’s Plain Language

Initiative. Last modified March 2011.

http://www.plainlanguage.gov/howto/guidelines/FederalPLGuidelines/Federal PLGuidelines.pdf.

• MacRae, Paul. “Writing for Government. Government Writing: The Essential Skills.” University of Victoria.

http://web.uvic.ca/~sdoyle/E302/Notes/EssentialSkills.html.

• MacRae, Paul. “Writing for Government. Plain Language: Writing for Readability.” University of Victoria.

http://web.uvic.ca/~sdoyle/E302/Notes/Plainlanguage.html.

• McBride, Sharon. The Tongue and Quill. Air Force Handbook 33-337, U.S. Air

Force. 2004.

o Part II, Chapter 6: “Organizing and Outlining Your Thoughts.”

o Part III, Chapter 7: “Writing Your Draft.”

• “Professional, Technical Writing: Parallel Structure in Professional Writing.”

OWL. Purdue Online Writing Lab.

http://owl.english.purdue.edu/owl/resource/644/1/.

• “Professional, Technical Writing: Tone in Business Writing.” OWL. Purdue Online Writing Lab. http://owl.english.purdue.edu/owl/resource/652/1/.

• Strunk, William, and E.B. White. The Elements of Style.

• “Writing Style Guide and Preferred Usage for DoD Issuances.” Department of

Defense. February 18, 2010.

http://www.dtic.mil/whs/directives/corres/writing/Writing_Style_Guide.pdf.

https://cdse.rsmart.com/direct/forum_topic/1035 http://www.dtic.mil/whs/directives/corres/pdf/511004m_v1.pdf http://www.plainlanguage.gov/howto/guidelines/FederalPLGuidelines/FederalPLGuidelines.pdf http://www.plainlanguage.gov/howto/guidelines/FederalPLGuidelines/FederalPLGuidelines.pdf http://web.uvic.ca/~sdoyle/E302/Notes/EssentialSkills.html http://web.uvic.ca/~sdoyle/E302/Notes/Plainlanguage.html http://owl.english.purdue.edu/owl/resource/644/1/ http://owl.english.purdue.edu/owl/resource/652/1/ http://www.dtic.mil/whs/directives/corres/writing/Writing_Style_Guide.pdf

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7. Deliverables for this Week:

There are two required deliverables for this week:

• Discussion Forum: Writing and Communication

• Assignment 1: Audience Analysis due to instructor

• Questions on Assignment 1: Audience Analysis (optional)

8. Assignment for Next Time:

Assignment 2: Oral Presentation. Write a script for a 5 to 15 minute oral presentation.

Pretend that you must conduct a briefing to employees about the situation described in Assignment 1: Audience Analysis. Your instructor will provide you with more details about your employees and the context of your briefing. Carefully consider your word choice, how your tone of voice impacts the delivery or your message, and how you choose to organize your presentation to best ensure successful delivery to your intended audience.

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3.3 Week 3: Grammar and Rewriting

1. Lesson Goals/Objectives:

At the end of this week, students will be able to—

• Write grammatically and with correct usage

• Recognize the key components to the revision process

• Revise your writing by applying effective revision techniques

During Week 3, students will review the basics of grammar and learn a process for rewriting and editing their drafts. Students will learn a process for reading and reviewing writing with the purpose of enhancing the argument, organization, and overall delivery of the writer’s message. Their new knowledge about the rewriting process will help them produce strong, grammatically correct, and well-organized writing.

3. Topic Outline:

Grammar and Rewriting

• Grammar and writing conventions o Grammar (basic rules) o Punctuation (basic rules and common mistakes) o Common mistakes

Revision process

• Revision or editing versus proofreading o Global o Sentence-level

• Areas of focus for revision o Thesis o Organization/structure o Transitions o Content o Evaluate evidence o Citations o Six fundamentals

• Areas of focus for proofreading o Grammar o Spelling o Formatting

• Tips for revising o Take breaks o Read your work aloud

Carney, Inc. Page 22 October 19, 2012 o Read backwards o Single focus o Focus every punctuation mark o Don’t rely on grammar and spell checks

4. Discussion Questions:

Rewriting: What did you learn about rewriting that will help you the most in your work?

5. Class Agenda:

Activity Duration Review grammar and rewriting materials (e.g., recorded lectures, instructor-guided readings, online videos or podcasts, etc.)

90 minutes

Total 110 minutes

• DoD Manual for Written Material: Correspondence Management: “Enclosure 6:

Writing Style and Preferred Usage.” October 26, 2010.

http://www.dtic.mil/whs/directives/corres/pdf/511004m_v1.pdf

• “Editing and Proofreading.” The Writing Center: University of North Carolina

Chapel Hill. 2010. http://writingcenter.unc.edu/resources/handouts-demos/citation/editing-and-proofreading.

• “Federal Plain Language Guidelines” Federal Government’s Plain Language Initiative. Last modified March 2011.

http://www.plainlanguage.gov/howto/guidelines/FederalPLGuidelines/Federal PLGuidelines.pdf.

o Chapter 2: “Organize.”

o Chapter 3: “Write Your Document.”

• McBride, Sharon. The Tongue and Quill. Air Force Handbook 33-337, U.S. Air Force. 2004.

o Part III, Chapter 8: “Editing Your Draft.”

• “Professional, Technical Writing: Higher-Order Concerns: Is Your Document

Sound?” OWL. Purdue Online Writing Lab.

http://owl.english.purdue.edu/owl/resource/548/1/.

• “Professional, Technical Writing: Later-Order Concerns: Does Your Document Look Professional?” OWL. Purdue Online Writing Lab.

http://owl.english.purdue.edu/owl/resource/548/02/.

• Strunk, William, and E.B. White. The Elements of Style.

o Chapter 1: “Elementary Rules of Usage.”

• The Chicago Manual of Style, 16th Edition. Chicago: University of Chicago Press.

2010.

http://www.dtic.mil/whs/directives/corres/pdf/511004m_v1.pdf http://writingcenter.unc.edu/resources/handouts-demos/citation/editing-and-proofreading http://writingcenter.unc.edu/resources/handouts-demos/citation/editing-and-proofreading http://www.plainlanguage.gov/howto/guidelines/FederalPLGuidelines/FederalPLGuidelines.pdf http://www.plainlanguage.gov/howto/guidelines/FederalPLGuidelines/FederalPLGuidelines.pdf http://owl.english.purdue.edu/owl/resource/548/1/ http://owl.english.purdue.edu/owl/resource/548/02/

Carney, Inc. Page 23 October 19, 2012 o Chapter 5: “Grammar and Usage.”

o Chapter 6: Punctuation.”

o Chapter 7: “Spelling, Distinctive Treatment of Words, and Compounds.”

• Wells, Jaclyn M., Sousa, Morgan and Martini, Mia, Brizee Allen. “Proofreading.”

Purdue Online Writing Lab. April 2010.

http://owl.english.purdue.edu/owl/resource/561/1/.

• Discussion Forum: Rewriting

• Assignment 2: Oral Presentation due to instructor

• Questions on Assignment 2: Oral Presentation (optional)

None http://owl.english.purdue.edu/owl/resource/561/1/

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3.4 Week 4: Research and Analysis

1. Lesson Goals/Objectives:

At the end of this week, students will be able to—

• Identify research methods and content sources appropriate to DoD security professionals

• Apply research appropriately to your writing

• Identify the components of an argument

• Assess the quality of your own arguments and the arguments of others

• Identify the components of a logical argument

• Incorporate argumentative analysis into your writing

• Apply citation and reference guidelines of The Chicago Manual of Style to reference information

2. Rationale:

The fourth week will discuss research and analysis methods to be used throughout this course and in creating all DoD security writing products. Students will explore various types of research methodology and data gathering techniques and will learn how to apply the citation and reference guidelines of The Chicago Manual of Style. Students will also discuss the importance of applying analytical skills to data gathered during the research phase and will practice analytical methods and critical thinking skills.

3. Topic Outline:

Research/data gathering

• Definition: Collecting and synthesizing information from various sources in an objective, unbiased manner to reach a conclusion or make a claim

• Process o Identify issue and define research goal o Plan research process o Research/gather data and evaluate sources o Document sources

• Research methodology o Qualitative o Quantitative

• Data gathering techniques o Document reviews o Informational/SME interviews o Investigative interviews o Questionnaires/surveys

• Introduction to Citing research – The Chicago Manual of Style o Notes vs. parenthetical references

Carney, Inc. Page 25 October 19, 2012 o Bibliography o Types

Books Periodicals Web sources Interviews, personal communication Public and unpublished materials

• All examples of DoD writing products in this course require research

Analysis and critical thinking

• Definitions o Analysis – breaking data into pieces to identify patterns or trends or to determine how the components fit together into a whole o Critical thinking – methodical, skeptical, and conscious thinking guided by logic

• Analyze data to— o Determine validity o Identify trends o Find evidence to support claim

• Analytical methods o Heuristics o Inductive and deductive reasoning

• Influences on analysis o Attitudes and values o Logic o Background knowledge

• Using critical thinking during analysis o Consider multiple perspectives o Formulate an argument o Find convincing and comprehensive evidence o Avoid fallacies o Make reasonable claims

• Rhetorical elements of an argument o Claim o Data/evidence o Proof/warrant o Limitations

• All examples of DoD writing products in this course require analysis

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4. Discussion Questions:

• Research: What resources methods and content sources do you find are most common or appropriate in security work?

• Critical Thinking Skills: How do you use analysis and logic in your job? In what contexts is it most effective? Provide specific examples.

5. Class Agenda:

Activity Duration Review the research and analysis materials (e.g., recorded lecture, instructor-guided readings, online videos or podcasts, etc.)

60 minutes

Total 140 minutes

• Clements, Jessica, Angeli, Elizabeth, Schiller, Karen, Gooch, S. C., Pinkert, Brizee, Allen. “Summary of Chicago Manual of Style, 16th Edition.” Writing Lab. November 20, 2011. http://owl.english.purdue.edu/owl/resource/717/01/

• deLaplante, Kevin. Critical Thinker Academy.

http://www.criticalthinkeracademy.com/.

o The 5 Essential Components of Critical Thinking Part 1: Logic vs.

Argumentation o Why Critical Thinking Matters: Parts 1-4

• Kies, Daniel. College of DuPage Department of English. “Writing an Analysis.”

http://papyr.com/hypertextbooks/comp2/analysis.htm.

• McBride, Sharon. The Tongue and Quill. Air Force Handbook 33-337, U.S. Air

Force. 2004.

o Part II, Chapter 4: “Researching Your Topic.”

o Part II, Chapter 5: “Supporting Your Ideas.”

o Appendix 2: “The Mechanics of Research.”

• “Inductive and Deductive Reasoning.” Mission: Critical. San Jose State University. http://www.sjsu.edu/depts/itl/graphics/induc/ind-ded.html#1a

• The Chicago Manual of Style, 16th Edition. Chicago: University of Chicago Press.

2010.

o Chapter 14: “Documentation I: Notes and Bibliography.”

o Read pages 655-707, 728-734; skim pages 707-784 http://owl.english.purdue.edu/owl/resource/717/01/ http://www.criticalthinkeracademy.com/ http://papyr.com/hypertextbooks/comp2/analysis.htm http://www.sjsu.edu/depts/itl/graphics/induc/ind-ded.html#1a

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7. Deliverables for this Week:

There are two required deliverables for this week:

• Discussion Forum: Research

• Discussion Forum: Critical Thinking Skills

• Questions on Assignment 3: Effective Writing Analysis (optional)

Assignment 3: Effective Writing Analysis due. Critically read and analyze a recommendations report to determine if the writer writes effectively. Analyze the writer’s purpose and audience and evaluate if he succeeds in communicating to his intended audience. Discuss the six fundamentals of effective writing in the context of each sample and assess the strength of the writer’s thesis, organization, and use of language. Your instructor will also assess your own demonstration of effective writing so be sure to apply these best practices to your own work.

Carney, Inc. Page 28 October 19, 2012

3.5 Week 5: Recommendations

1. Lesson Goals/Objectives:

At the end of this week, students will be able to—

• Identify the process for developing sound recommendations

• Develop a simple recommendation to a defined problem

During Week 5, students will learn a process for drawing conclusions and developing recommendations that they will use in the assignments in the following weeks.

Recommendations

• Definition o Recommendations based on research and analysis o Three general types

• Feasibility

• Recommendation

• Evaluation o Direct or indirect format o Common sections

• Introduction

• Technical background

• Background

• Requirements

• Comparisons

• Conclusions

• Recommendations

• Process o Review data and developed analysis o Draw logical conclusion/recommendations based on data and analysis

• Constraints and feasibility

• Implications and possible outcomes o Compare with alternative options

• Costs

• Effectiveness o Develop logical rationale for recommended options o Categorize and prioritize recommendations o Develop action plan/implementation strategy

• Policy recommendations

Carney, Inc. Page 29 October 19, 2012 o Common sections

• Abstract

• Introduction

• Overview current knowledge

• Existing related policy

• Key issues

• Options or alternatives

• Conclusions

• References

• Appendices o Process for writing policy recommendations

• Identify issue

• Research

• Consultations

• Potential issues

• Prepare recommendations

4. Discussion Questions:

• Final Research Paper Topics: Describe three potential topics for your final research paper. State your tentative thesis statement and explain why you’re interested in each topic. List some of the benefits and challenges you anticipate with each potential topic.

• Recommendations: Describe your experience with writing recommendations.

What type of recommendations have you written? What format did you follow?

Did decision-makers accept and implement your recommendations? What will you do differently in the future? If you have no experience writing recommendations, address recommendations that you’ve read or what you’ve learned about them through this module.

Review the recommendations materials (e.g., recorded lecture, instructor-guided readings, online videos or podcasts, etc.)

60 minutes

Respond to Discussion Forums 20 minutes Conduct independent work on Assignments 3 and 4

60 minutes

Total 180 minutes

6. Reading Assignments:

• Doty, Philip. “Suggestions for Writing Policy Analysis.” Government Information, The University of Texas School of Information. May 2003.

http://www.ischool.utexas.edu/~i382l5pd/su2003/suggestions.html.

http://www.ischool.utexas.edu/~i382l5pd/su2003/suggestions.html

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• Druker, Phil. “Conclusions and Recommendations.” Department of English, University of Idaho.

http://www.class.uidaho.edu/druker/conclusions_and_recommendations_.htm.

• MacRae, Paul. “Writing for Government: How to Write a Policy Recommendation.” University of Victoria.

http://web.uvic.ca/~sdoyle/E302/Notes/Policy%20Recommendation.html.

• McMurrey. David. “Recommendation and Feasibility Reports.” Online Technical Writing. http://www.prismnet.com/~hcexres/textbook/feas.html.

• Discussion Forum: Assignment 4: Recommendation Topics and Recommendations

• Assignment 3: Effective Writing Analysis due

In addition, students may post to the following Discussion Forum thread:

• Questions on Assignment 3: Effective Writing Analysis (optional)

None http://www.class.uidaho.edu/druker/conclusions_and_recommendations_.htm http://web.uvic.ca/~sdoyle/E302/Notes/Policy%20Recommendation.html http://www.prismnet.com/~hcexres/textbook/feas.html

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3.6 Week 6 Presentation of Ideas

1. Lesson Goals/Objectives:

At the end of this topic, students will be able to—

• Recognize the format of a technical report

• Identify the common components of DoD security-specific writing products

• Revise your own writing based on peer feedback and by applying effective revision techniques

• Identify the core components of peer review

• Apply the principles of peer review to reading someone else's writing

During week six, students will gain an understanding of the specific components unique to different product products common to DoD security professionals. This week will provide an overview of the major writing products to be covered in later weeks.

Additionally, students will enhance their reading process to improve their own writing as well as their peers’. They will also gain valuable insight into how they can constructively communicate feedback to another student. The lesson will provide the resources and techniques students will apply to their upcoming assignments, which require they review another student’s draft and revise their own work.

3. Topic Outline:

Presentation of Ideas: written reports and DoD writing products

• General structure for common DoD writing products o Technical reports o Written statements o Incident reports o Policy documents

• Specific format will vary by component/agency and by product type Peer Review

• Process o Set the agenda o Review the assignment o Global reading and paragraphing o Sentence-level reading o Reacting as a reader

Ask questions (global and sentence-level) Requests for information, clarification, critical awareness Refocusing the writer I statements

• Peer review guidelines

Carney, Inc. Page 32 October 19, 2012 o Red line papers via e-mail in Sakai o Peer response paper o Guidelines for peer review reader o Guidelines for peer review writer

4. Discussion Questions:

• Writing Products: Describe your experience with writing these different kinds of writing products. Have you ever written a technical report or policy document?

Provide details on your writing process and highlight what worked well and what you could have improved.

• Peer Review: Who reviews your drafts for your writing? Do you receive constructive feedback? If or when you review the writing of a colleague or subordinate, how will you change your approach to providing feedback on their writing?

• Final Research Paper Topics: Describe three potential topics for your final research paper. State your tentative thesis statement and explain why you're interested in each topic. List some of the benefits and challenges you anticipate with each potential topic.

Review the report format presentation materials and the peer review process (e.g., recorded lecture, instructor-guided readings, online videos or podcasts, etc.)

110 minutes

Respond to Discussion Forums 30 minutes Total 140 minutes

• Balle, Louise. “How to Prepare a Written Statement.” EHow. Last modified November 01, 2011. http://www.ehow.com/how_6686392_prepare-written-statement.html

• Bedley, Tim. “Writing Peer Review TOP 10 Mistakes.” YouTube. November 14, 2009. http://www.youtube.com/watch?v=iBuq4qgRhCc

• “Conducting Peer Reviews.” The Writer’s Handbook. The Writing Center at the University of Wisconsin – Madison. Last modified July 12, 2012 http://writing.wisc.edu/Handbook/PeerReviews.html.

• Doyle, Susan. “Guidelines for Peer Editing.” Engl 302: Writing for Government.

http://web.uvic.ca/~sdoyle/E302/Notes/Peer%20editing.html

• Ernst, Michael. “Writing a Technical Paper.” Computer Science & Engineering.

University of Washington. Last modified January 14, 2012.

http://www.cs.washington.edu/homes/mernst/advice/write-technical-paper.html.

• “An Introduction to Peer Review.” Writing @CSU. Colorado State University.

http://www.ehow.com/how_6686392_prepare-written-statement.html http://www.ehow.com/how_6686392_prepare-written-statement.html http://www.youtube.com/watch?v=iBuq4qgRhCc http://writing.wisc.edu/Handbook/PeerReviews.html http://web.uvic.ca/~sdoyle/E302/Notes/Peer%20editing.html http://www.cs.washington.edu/homes/mernst/advice/write-technical-paper.html http://www.cs.washington.edu/homes/mernst/advice/write-technical-paper.html

Carney, Inc. Page 33 October 19, 2012 http://writing.colostate.edu/guides/guide.cfm?guideid=43

• “Model Effective Commenting.” Writing @CSU. Colorado State University.

http://writing.colostate.edu/guides/teaching/peer/com2b1.cfm

• Rockwell, Elizabeth D. “Suggestions for the Composition of Technical Reports in the Natural-Resource Sciences.” Fish and Wildlife Leaflet 19. U.S.

Department of the Interior, National Biological Survey, Washington, DC, 1994.

http://science.nature.nps.gov/im/units/swan/Libraries/Data_Management/Data ManageGuidelines/Rockwell_1994_FWLeaflet19.pdf.

The only required deliverables for Week 6 are responses to the following discussion forum questions:

• Discussion Forum: DoD Writing Products

• Discussion Forum: Peer Review

• Discussion Forum: Final Research Paper Topics

In addition, students may post to the following Discussion Forum thread:

• Assignment 4: Recommendation draft due to peer reviewer

Students will conduct research on a security-related issue and use analytical methods and critical thinking skills covered in this lesson to analyze an issue and write a recommendation.

http://writing.colostate.edu/guides/guide.cfm?guideid=43 http://writing.colostate.edu/guides/teaching/peer/com2b1.cfm http://science.nature.nps.gov/im/units/swan/Libraries/Data_Management/DataManageGuidelines/Rockwell_1994_FWLeaflet19.pdf http://science.nature.nps.gov/im/units/swan/Libraries/Data_Management/DataManageGuidelines/Rockwell_1994_FWLeaflet19.pdf

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3.8 Week 7: Annotated Bibliography, Citations, and Formatting for Chicago Style

1. Lesson Goals/Objectives:

At the end of this week, students will be able to—

• Apply citation and reference guidelines of The Chicago Manual of Style to reference information

• Create an Annotated Bibliography using The Chicago Manual of Style

• Implement The Chicago Manual of Style requirements for formatting a paper

Week 7 offers students a review of The Chicago Manual of Style and an explanation of the annotated bibliography. The content will be solely devoted to citing research in preparation for researching and writing their final papers. In addition, the course will introduce standard report formats that students will be required to use in developing their final project paper. The annotated bibliography ensures that students have thoroughly evaluated their sources and thought about how they can incorporate their research into their argument. The final proposal and annotated bibliography are due at the conclusion of week 9.

3. Topic Outline:

• Annotated bibliography o Purpose o Requirements

Description or summary Informative vs. indicative

Assessment or evaluation Reflection Length Samples The Chicago Manual of Style formatting

• Paper format – The Chicago Manual of Style o Title page o Main body o References o Footnotes o Block quotes o Headings o Tables and Figures

• Review on Citing research – The Chicago Manual of Style o Notes vs. parenthetical references o Bibliography

4. Discussion Questions:

• Sample Annotation Assessment: Write a short assessment of the sample

Carney, Inc. Page 35 October 19, 2012 annotation for the article “Competitive Service Quality Improvement (CSQI): A Case Study in the Fast-Food Industry” from Lesson 7.1: Annotated Bibliography.

Does it summarize, assess, and reflect on the article?

• Annotated Bibliographies: Describe your previous experience with writing annotated bibliographies. If you've written them before, what was different about your process then? Were there different requirements? How did the experience prepare you for writing the final paper?

Review The Chicago Manual of Style and annotated bibliography presentation materials (e.g., recorded lecture, instructor-guided readings, online videos or podcasts, etc.)

60 minutes

Conduct independent work on final project proposal and annotated bibliography

120 minutes

Total 180 minutes

6. Reading Assignments:

• “Annotated Bibliographies.” OWL. Purdue Online Writing Lab.

http://owl.english.purdue.edu/owl/resource/629/01/.

• “Annotated…