Technical & Business Writing: Course Overview

Welcome to ENGL 2311, Technical & Business Writing, an introductory technical writing course offered at Austin Community College, Austin, Texas, USA. These are the policy statements for the Entrepreneur Track.

Technical & Business Writing: Course Description & Objectives

ENGL 2311 Technical and Business Writing: Principles, techniques, and skills needed to conduct scientific, technical, or business writing. Instruction in the writing of reports, letters, in the preparation and presentation of oral reports, and other exercises applicable to a wide range of disciplines and careers. Emphasis on clarity, conciseness, and accuracy of expression. Research techniques, information design, effective use of graphics, and preparation and presentation of oral reports will be covered.

This is the Entrepreneur Track: This is the traditional way we've been running this course for decades. It is entrepreneurial because it assumes students are interested in starting their own businesses and will be most motivated by writing projects that an entrepreneurial small-business startup would be doing: resume, application letter, proposal, researched recommendation report, progress report, and so on. Here are links for the discussion and examples of these documents:


The textbook is free and online:

Online textbook

Technical & Business Writing: Details


  • Word-processing software. Use any text-editing or word-processing software you prefer. If you're looking for suitable free software, I suggest

  • Work load. Be forewarned that this is a writing-intensive course; assignments are due every two weeks in the 16-week semesters, almost every week in the 11- and 12-week semesters, and sometimes two in a week in 6-week summer semesters.
  • About technical writing. For information about the field of technical communication, see

Projects & Assignments

  • Sending assignments. Send your files by e-mail attachment to not use Blackboard.

    Note: When I receive your files, I will send you e-mail confirmation. If not, contact me. It is your responsibility to ensure that I receive readable, usable files.
  • Reviews. I will review, comment on, grade your assignments in the actual documents you send, and then 'll return your files by e-mail attachment.
  • Revisions. You will be able to revise one of your documents for a higher grade, which will be due on or before the next-to-the-last Sunday of the regular semester. Allowing for revisions of all documents causes people to rely upon the instructor as editor when they themselves should learn to revise and correct their writing on their own. Address all my comments. If you don't agree or understand some of them, address that in the document. If I see unaddressed comments, I'll get mad and stop reviewing.
  • Online practice. In the schedule, notice that practice and exercise items are "grayed out." This is optional, nonrequired work that will help you do better on the assignments that you receive a grade on. You are welcome to send practice items to me for review and to ask questions about them.
  • Online quizzes. Many of the chapters have "reading quizzes," which you use to test your understanding of what you've just read. If you don't do well on a writing project, I'll check the dates on the related quizzes. Look out!
  • Writer's bootcamp. To get this course started, you will study some common writing errors and do exercises involving them. Missing these errors in your writing projects can really hurt your grade. You must complete these exercises before I will accept writing projects from you.


Assignments: There are no optional assignments in this course. Everything counts. Furthermore, reading quizzes assignments must be done on time, or it will show in your related assignments.

Late papers: I will accept a late written assignment—with a penalty of one letter per day. If you know that a paper is going to be late and have a reason for the lateness, don't remain silent about it. Tell me in advance and I will consider what accommodation to make.

Withdrawals & incompletes. If you fall behind in the course and miss more than two consecutive assignments, I may withdraw you from the class (but don't count on it). Incompletes will only be granted if you have an emergency and have only the last writing project remaining to complete.

Plagiarism: The extensive use of secondary sources is expected in this course. Indeed, it is required. However, you must be very careful not to misuse sources. The general rule is: If you are conscious of borrowing material, whether you are quoting actual words or not, you must cite the source of the material. We will be studying how to document sourses in accord with a number of different style guides.APA, MLA, IEEE, and maybe the Chicago Manual. We will also have an exercise during the course on identifying the types of plagiarism. The penalty for plagiarism: If you plagiarize once and I detect it, the course is over for you; I will give you an F and report your scholastic dishonesty to the ACC authorities.

Standard ENGL 2311 requirements. All ENGL 2311 courses, regardless of the delivery method, have a standard set of minimum requirements. See ENGL 2311 Course Document and the following for details:

  1. Style & format requirements. In this course, we care about producing professional-looking documents. Therefore, assignments will typically have precise style and format requirements. You'll be asked to use a specific format for numbered and bulleted lists, headings, graphics, cross-references, citation of borrowed information, notices (like cautions, warnings, or dangers), and so on.
  2. Final report: topic and preliminary draft. Toward the beginning of the semester, you write a proposal in which you propose to write a technical report for a real or realistic audience and situation. Your technical report described in the proposal must match the technical report you hand in. You are strongly encouraged to send a preliminary draft of your report so that I can give you some general ideas on how it is shaping up.
  3. Abstracts. If you read carefully, you'll see that the abstracts are a component embedded in the final report, but they get a separate grade. Therefore, you'll see two grades on your final report.
  4. Audience requirement. In writing assignments for this course, write for the nonspecialist audience. This is more interesting and challenging for everybody concerned. If this is a problem, contact me.
  5. Real or realistic contexts. In all assignments in this course, use a real or realistic audience and situation. Find or invent real or realistic people in real or realistic situations who need the documents you write. If you have problems finding or inventing real or realistic contexts, contact me.
  6. Library research requirement. The final report require searching for, using, and properly documenting information from other sources (books, periodicals, reference material, reports, and nonpublished reports). Make sure that your plans for these two reports include external sources of information.
  7. Community project extra points. You get the points shown below added to your final grade for a well-thought-out, researched idea for solving a community problem or achieving a community enhancement. Please do not throw down something off the top of your head.
  8. Grade calculation. Your final grade is calculated as follows:

    Category Points
    Quizzes (20) 10
    Instructions 16
    Proposal 10
    Writing projects (6) 36
    Final report 28
    Community project: optional extra points 5

    In this course, you receive a grade of A, B, C, D, or F. For the meaning of these letter grades, see the ENGL 2311 Course Document. This specifies standard requirements for all sections of ENGL 2311 at Austin Community College.

General ACC Policies

Austin Community College policies for Academic Freedom, Scholastic Dishonesty, Student Discipline, and Students with Disabilities are as follows:

  1. Academic Freedom Statement: Each student is strongly encouraged to participate in class. In any classroom situation that includes discussion and critical thinking, there are bound to be many differing viewpoints. These differences enhance the learning experience and create an atmosphere where students and instructors alike will be encouraged to think and learn. On sensitive and volatile topics, students may sometimes disagree not only with each other but also with the instructor. It is expected that faculty and students will respect the views of others when expressed in classroom discussions.
  2. Scholastic Dishonesty Statement: Acts prohibited by the College for which discipline may be administered include scholastic dishonesty, including but not limited to cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work. Academic work submitted by students shall be the result of their thought, research or self-expression. Academic work is defined as, but not limited to tests, quizzes, whether taken electronically or on paper; projects, either individual or group; classroom presentations, and homework. (See "Student Discipline Policy" in the current version of the Student Handbook). Penalties for scholastic dishonesty will depend upon the nature of the violation and may range from lowering a grade on one assignment to an F in the course and/or expulsion from this institution. See also plagiarism, above.
  3. Student Discipline Statement: Classroom behavior should support and enhance learning. Behavior that disrupts the learning process will be dealt with appropriately, which may include having the student leave class for the rest of that day. In serious cases, disruptive behavior may lead to a student being withdrawn from the class. ACC's policy on student discipline can be found in "Student Discipline Policy" in the current version of the Student Handbook.
  4. Students with Disabilities Statement: Each ACC campus offers support services for students with documented physical or psychological disabilities. Students with disabilities must request reasonable accommodations through the Office for Students with Disabilities on the campus where they expect to take the majority of their classes. Students are encouraged to do this three weeks before the start of the semester. (See "Students with Disabilities" in the current version of the Student Handbook.)

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