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Effective Communication in Engineering: A Comprehensive Guide to Technical Writing

This course focuses on enhancing communication skills essential for engineering professionals. Utilizing texts such as “Communicating at Work” by Ron Blicq and "Woe Is I" by Patricia T. O’Conner, students will learn to craft effective messages through oral presentations and written assignments. Evaluation is based on a combination of oral presentations (40%) and written work (Short Assignments: 30%, Major Assignment: 30%). Students will also examine employer checklists detailing desired attributes in graduates, emphasizing multidisciplinary understanding, ethics, and strong communication abilities.

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Effective Communication in Engineering: A Comprehensive Guide to Technical Writing

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  1. CHEE 301 TECHNICAL COMMMUNICATION

  2. G.W. BRANDIE • 211 DUPUIS • BRANDIEG@POST.QUEENSU.CA

  3. Blicq, Ron. “Communicating at Work; Creating messages that get results” Third Edition, 2002 (Toronto: Addison-Wesley/Longman/ Pearson) O’Conner, Patricia T. “Woe Is I; The Grammarphobe’s Guide to Better English in Plain English” (New York: Riverhead Penguin Putnam, 1998) TEXTS

  4. GRADING • Oral Presentation: 40% • Written Work: Short Assignments: 30% Major Assignment: 30% • No final examination

  5. Employer’s Checklist (I) The Boeing Company publishes this checklist of desired attributes of engineering graduates: • A good grasp of these engineering science fundamentals: • Mathematics (including statistics) • Physical and life sciences • Information technology

  6. Employer’s Checklist (II) • A good understanding of the design and manufacturing process (i.e., an understanding of engineering) • A basic understanding of the context in which engineering is practiced, including: • Economics and business practice • History • The environment • Customer and societal needs

  7. Employer’s Checklist (III) • A multidisciplinary systems perspective • Good communication skills: • Written • Verbal • Graphic • Listening • High ethical standards • ASEE PRISM, December 1996

  8. Course Resources • Text • Course Home Page http://info.chee.queensu.ca/chee301/ • Guidelines for Formal Reports http://www.chemeng.queensu.ca/ Undergraduate/Course/reports usage.hlp (a Windows help file) • Course Listserver and Forum

  9. Course Resources • Associates: • Stacey Haskins (8sdh@qlink.queensu.ca) • Jennifer Lee (jennifer@chee.queensu.ca) • Me

  10. A Suggested Approach (I) • Plan • Gather information • Define the reader • Define the purpose • Generate topic headings • Delete irrelevant topics • Group the topics • Organize the groups and topics

  11. A Suggested Approach (II) • Write the First Draft • Take a Break

  12. A Suggested Approach (III) • Read the Draft • Check for organization • Check for correct tone and style • Check for technical and grammatical accuracy • Revise

  13. A Suggested Approach (IV) • Review the Final Draft • Would I want to receive this? • What reaction will it produce? • Is that the reaction I intend?

  14. Our Approach • Assignments given most weeks • Discussed in Workshops • Drafts may be handed in (optional) • Drafts returned (with preliminary comments) • Revise • Submit final version for marking

  15. Exercise 1: • Write new Orientation paragraphs for CHEE and ENCH • Bring your draft paragraphs to next Tuesday’s class. • Bring a list of other communication tasks you will be undertaking this term

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