Instructional Strategy
Background
Previous Unit(s) The instruction detailed on this site is scaffolded into the latter half of a Technical Writing course. Prior to this unit, students will have completed units in which they will learn to compose professional emails, proposals, and user manuals, gaining descriptive, persuasive, and argumentative skills. Previous Class Session In the introduction to the Kickstarter Unit, students learned about crowdfunding as a concept, worked in small groups to make final product selections, establish the need the product fills, and identify the target audience for the Kickstarter campaign. Technical Writing Kickstarter Unit- Lessons One, Two, and Three I. Pre-instructional Activity (Video) Total Time Requirement: ~10 minutes (Before class) Using a sample Kickstarter page, an introductory video is created to help students see the authentic, scenario-based context for which they will be drafting components. This video will touch on the strategic nature of this writing and briefly state the various types of composition (i.e. descriptive, argumentative, persuasive, etc.), providing a virtual tour of the crowdfunding platform. Video Link Video Transcript Sample Pages: Example & Non example II. Content Presentation – Lesson Plans Total Time Requirement: Three 55-minute Classes (Total ~3 hours) Product Description Template for Lesson 1: 2.1.1 |
III. Follow Through Activity- Reflect on Connections to Technical Writing
Total Time Requirement: 5-7 minutes
On worksheets provided, students will reflect on how the rhetorical skills they learned about today 1) transfer to documents they may need to compose in the workplace, 2) provide a better understanding of the three primary types of audiences they may need to communicate with (equally knowledgeable, less knowledgeable but familiar, and unfamiliar with the technical aspects of the subject), and 3) enable them to effectively use principles of visual rhetoric and design.
Total Time Requirement: 5-7 minutes
On worksheets provided, students will reflect on how the rhetorical skills they learned about today 1) transfer to documents they may need to compose in the workplace, 2) provide a better understanding of the three primary types of audiences they may need to communicate with (equally knowledgeable, less knowledgeable but familiar, and unfamiliar with the technical aspects of the subject), and 3) enable them to effectively use principles of visual rhetoric and design.
|