University of Waterloo
In association with Department of English Language and Literature
ENGL 119 - Communications in Math & Computer Science
Instructor:
Dr.
Clive
Forrester
Term:
Winter
2020
Class
times:
Mon.
&
Wed.
8:30-9:50am
(Sec.
4)
/
Mon.
&
Wed.
10:00-11:20am
(Sec.
5)
Classroom:
EV3406
Room
HH141,
Mon.
2:30-3:30pm
(or
by
appointment)
Email: clive.forrester@uwaterloo.ca ext: 37905
Course Description:
“Their bags are packed with calculators, protractors and new pencils, but the curriculum Ontario kids will learn in math class this fall might be what’s dragging down their math scores.”
Ashley Csanady, National Post Sept. 5, 2016 “Ontario’s math scores started declining as students took the new curriculum, according to EQAO data.”
Educators at the high school level are describing the current declining math scores in Ontario as a “crisis.” Some attribute this to a general fear and discomfort with the subject, but also to intimidating and unengaging methods of communicating topics in mathematics. This course hopes to address the latter problem - how experts and practitioners of math communicate core principles in the subject area without alienating the layperson. We will draw on a variety of communication techniques, ranging from report writing, group and individual presentations as well as portfolio creation in an effort to develop a skill set needed to strengthen math enthusiasts as competent and effective communicators.
Learning Outcomes:
At the end of this course, participants should be able to:
- Demonstrate the principles of critical thinking, reading and writing
- Create original material for the communication of math concepts
- Present information in a professional and engaging manner
- Confidently execute an interview
- Understand the specific communication strategy(ies) needed for a task
Week |
Date |
Module |
Topic |
Readings & Assignments |
1 |
Jan 6 |
Intro. & Foundations |
Introduction ● Course structure and objectives ● Methods of assessment ● Expectations ● Is there a “math crisis” in Ontario |
Read: C.D. Howe Institute article |
Jan 8 |
Communication Theory (cont’d) ● What can we learn from communication theories? ● Aspects of technical communication ● Group formation |
Handbook: Ch. 1, pp. 5-11. | ||
2 |
Jan 13 |
Communicating with different audiences ● Government/policy makers ● General public ● Media |
Engl for Pres. Ch. 6, pp. 75-79 | |
Jan 15 |
Analytical Report |
Writing in Math & Computer Sci ● Style and layout of scientific writing ● Preparing reports |
Handbook: Ch. 1, pp. 5-14 | |
3 |
Jan 20 |
Report #1: Planning ● Narrow topic for report ● Gather data ● Prepare draft | ||
Jan 22 |
Presentation #1: Planning ● Gathering content ● Choosing style ● Execution |
Engl. for Pres.: Ch. 8, pp. 99-110 | ||
4 |
Jan 27 |
Presentation planning (cont’d) ● Group presentation using traditional presentation tools |
Handbook: Ch. 4, pp. 53-58 |
Jan 29 |
Presentation #1 - First batch | |||
5 |
Feb 3 |
Presentation #1 - Second batch |
Report #1 Due | |
Feb 5 |
Executive Summary |
Writing an executive summary ● Purpose and layout ● Data gathering for exec. Summary ● Drafting & assessing solutions |
Engl. for Pres.: Ch. 9, pp. 111-118 | |
6 |
Feb 10 |
Report #2: Planning ● Putting together the exec summary ● Using graphs and tables | ||
Feb 12 |
Presentation #2: Planning ● Software and tools to enhance presentations ● Use in the professional setting |
Engl. for Pres.: Ch. 2, pp. 7-12 | ||
7 |
Feb 17 |
Reading Week No Classes | ||
Feb 19 | ||||
8 |
Feb 24 |
Presentation planning (cont’d) ● Multimodal presentation | ||
Feb 26 |
Presentation #2: First batch | |||
9 |
Mar 2 |
Presentation #2: Second batch |
Report #2 Due | |
Mar 4 |
Professional Portfolio |
Doing Research ● Research writing in math and computer science ● Creating short research outlines | ||
10 |
Mar 9 |
Report #3 ● Design professional portfolio to showcase current work | ||
Mar 11 |
Designing booth-style presentations ● Using the tradeshow approach to presentation |
Engl. for Pres.: Ch. 12, pp. 149-155 |
11 |
Mar 16 |
Presentation planning ● Research poster design and presentations in professional contexts | ||
Mar 18 |
Presentation #3: First batch | |||
12 |
Mar 23 |
Presentation #3: Second batch | ||
Mar 25 |
Course Review and Wrap Up | |||
Mar 30 |
Final report due March 30th |
Report #3 Due |
Recommended Texts (all readings are added to LEARN)
Higham, N. J. (1998). Handbook of writing for the mathematical sciences. Philadelphia: Society for Industrial and Applied Mathematics.
Wallwork, A. (2016). English for presentation at International Conferences (2nd ed.). Switzerland: Springer International Publishing.
Assessment breakdown
1. Class participation (10%): This mark is based on the following:
-
Consistent and early attendance at class (especially during presentation dates)
-
Willingness to volunteer answers and contribute to discussion
-
Avoiding disruptive activities (e.g. having side discussions or browsing social media during class)
2. Writing & presentation skills class activities (15%): Each week, you will be given an exercise to complete as a means of strengthening your skillset in this course. The mark for this area is based on a timely completion of all activities cumulatively.
3. Report Writing (45% - 3 x 15% each): Each student will individually prepare three written reports based on different aspects of the math crisis throughout the course. Detailed instructions for this assignment will be given for each report.
4. Presentations (30% - 3 x 10% each): This will be done in groups on specific topics related to the course material. Presenters will use a variety of presentation tools and styles to deliver the content.
Keeping in Touch With Me
While you try to figure out your place at the university, feel free to stop by during office hours and have a chat about your writing. If for some reason you can’t come to the scheduled office hours, we can make an appointment to meet virtually via Skype or Facetime. Most importantly, do not wait until you feel completely overwhelmed to seek help. Let’s start talking as early as possible.
Academic Integrity
In
order
to
maintain
a
culture
of
academic
integrity,
members
of
the
University
of
Waterloo
community
are
expected
to
promote
honesty,
trust,
fairness,
respect
and
responsibility.
See
the
UWaterloo
Academic
Integrity
Webpage
(https://uwaterloo.ca/academic-integrity/)
and
the
Arts
Academic
Integrity
Office
Webpage
(http://arts.uwaterloo.ca/current-undergraduates/academic-responsibility)
for
more
information.
Discipline
A student is expected to know what constitutes academic integrity to avoid committing academic offenses and to take responsibility for his/her actions. A student who is unsure whether an action constitutes an offense, or who needs help in learning how to avoid offenses (e.g., plagiarism, cheating) or about “rules” for group work/collaboration should seek guidance from the course professor, academic advisor, or the undergraduate associate dean. For information on categories of offenses and types of penalties, students should refer to Policy 71, Student Discipline (http://www.adm.uwaterloo.ca/infosec/Policies/policy71.htm). For typical penalties check Guidelines for the Assessment of Penalties (http://www.adm.uwaterloo.ca/infosec/guidelines/penaltyguidelines.htm).