A. Reading of Text(s)
Reading of the textbook and other resource material is expected of the student. Specific reading assignments will be given. Students must be prepared for each class meeting and will be held responsible for the material to be covered.

B. Technical Reports/Presentations
Students may be required to complete small writing assignments relating to the course. All work should be typed. Handwritten assignments and assignments that fail to follow the guidelines below WILL NOT receive credit. Each student will generate a presentation on one written topic. Late assignments will be accepted only for PREVIOUSLY excused absences.

Research/Source Guidelines

Research Quality Publications:

Quality publications, to include books and articles, are those that include author names, publication source, and the date published. Articles can be found in educational journals, magazines, or newspapers; some of these may be Internet-based. Internet research may or may not be acceptable for a given assignment. Use of .coms should be limited; information found at company sites should be substantiated by other sources (as in a synthesis). Articles must contain sufficient information to be educational and summarized. NEVER include lecture information provided by the instructor. In most cases, FIVE or more quality sources should be used for a formal technical report. However, a short critique may be assigned that only requires one source (many times provided to you).

APA Format

Format:	American Psychological Association guidelines can be found on-line (apastyle.org) or at the university library. Any time outside sources and/or quoting are used, proper citing is required.
Paraphrasing:	This type of writing is in your own words. You are expressing an important idea that you have read or heard. If this idea is not commonly known (to the general public), you need to credit who and when (the source that idea is found). According to Kalpakjian and Schmid (2006), smaller grain sizes can result in an increase in the strength of metals. Grain size can influence the strength of metals; smaller grains can result in increased strength (Kalpakjian and Schmid, 2006).
Using Figures:	Refer to figures in the actual paragraphs. Then label the figure number at the bottom, the title or name of the figure, and place the source in ( ). According to Kalpakjian and Schmid (2006), smaller grain sizes can result in an increase in the strength of metals. Figure 1 illustrates a Picture of X. [Picture of X Here] Figure 1. Picture of X (www.pictureofx.com)
Quoting:	This type of writing is the source's own words. You cannot, or unable to express an important idea any better than what you have read or heard. Or, you want to expand on an idea, or punctuate/provide emphasis through using a quote. In this case, you need to credit who, when, and where (the source that idea is found). According to Kalpakjian and Schmid (2006), “Grain size has a significant effect on the strength of metals; the smaller the size, the stronger the metal” (para. 3). “Grain size has a significant effect on the strength of metals; the smaller the size, the stronger the metal” (Kalpakjian and Schmid, 2006, p. 61).
Referencing:	At the end of the writing, you will have a heading listed "Reference(s)." The following format is typical. Kalpakjian, S. & Schmid, S. (2001). Manufacturing Engineering Technology. Upper Saddle River, New Jersey: Prentice Hall.

1. Technical Reports - Structure Guidelines

Title Page:	The title page ONLY will include student name, topic, date, etc.
Synthesis:	Supporting propositions with evidence is important in education and for making informed decisions in the workplace. Students will usually submit a synthesis or a combining of information about a particular topic. This will require multiple sources (from different authors) to support a proposition. When a topic is properly researched, themes will begin to emerge and eventually information will begin to become inbred. At this point, the researcher can conclude that the information has been adequately researched. Generally a paper will be a minimum length of 2 typed, double-spaced pages - not to exceed 3 pages, 12 point text, Times New Roman font, no more than 1 inch margins. Summaries less than the required length will not be accepted. Structure your paper. Each paragraph should have one focus; separate ideas go in separate paragraphs. Be sure your paper is not one large paragraph (as the professor commonly sees at the college level). Paper structure should follow the same American 5th Grade paper structure. This generally includes an introduction paragraph, body paragraphs and a reasonable conclusion. Each paragraph should support a particular idea; there must be focus in writing.
Format:	American Psychological Association (APA) format is desirable.
Sources:	Full photocopies (of any and all) articles/books/sources utilized will be attached to the written report.

2. Short Critiques - Structure Guidelines

Title Page:	Save trees. No title page.
Structure:	Generally a short critique will be 1 typed, double-spaced page, 12 point text, Times New Roman font, no more than 1 inch margins. Summaries of MORE or LESS than one page will not be accepted. Name and course # ONLY at top-right of page with source ONLY at bottom of page. Structure your critique. Each paragraph should have one focus; separate ideas go in separate paragraphs. Be sure your critique is not one large paragraph (as the professor commonly sees at the college level). Structure should follow the same American 5th Grade paper structure. This generally includes an introduction paragraph, body paragraphs and a reasonable conclusion. Each paragraph should support a particular idea; there must be focus in writing. American Psychological Association (APA) format is desirable.
Source:	Full photocopies of the article/chapter/source utilized will be attached to the critique. Occasionally a short critique of a video will be assigned.

General Writing Guidelines

1. Be conceptual: Describe the "WHAT", "WHY" and "HOW"	Describe a practice, problem or issue about the selected area, job, or topic of interest. The "WHAT" generally includes background information and descriptions. Coupled with the "WHY", concepts, relationships, interpretations can be drawn out.
2. Use a Dictionary	If you don't know what something is or means, use a dictionary. Reading about something and not understanding is of little value.
3. Spell Check	Spell check any writing submitted in college-level course work. Work with punctuation errors and spelling errors may cause confusion and is of little value.
4. Avoid Ambiguity	Avoid "it, its, this, these, etc.".  Do not use words or variations of words that promote ambiguity in writing. For example, using "IT" forces the reader to refer back to previous documentation and has little value; this also leads to assumptions by the reader.
5. Avoid Possession	Be sure writing is technical; do not use pronouns - "my", "we", "our", "I", etc. in writing. Write from a 3rd person point-of-view (outside --> looking in)
6. Avoid Time Elements	Do not use "Today", "Last week", "This morning" in your writing. You can place a date to your writing. The other methods of referencing time cause the reader to refer to previous documentation and may have little value.
7. Avoid Parallel Writing	Writing a paper while reading the article usually results in plagiarism.
8. Avoid Multiple Quotes	If quoting is used, be sure to express the point you are trying to make and use the quote for support. Quotes must be cited. Quotes should be used when there is no better way to express an idea.

Writing Assessment

Quality is to be designed into a product, and this takes time. The above guidelines are part of a methodology to design quality in writing. For technical reports, students are generally allowed multiple attempts to generate a quality product. Normally a report is judged good or bad, or 100% or 0%. If a report does not meet all of the above expectations, then credit is not usually awarded. For technical reports (not short critiques), students should submit all old drafts and copies of sources with a new draft. If not, the result is no credit.

C. Daily Assignments

Daily assignments will be given. Students are expected to do their own work. The value of daily assignments are weighted according to the difficulty level. Due dates for assignments will be provided. Assignments are to be saved for future reference. Building on previous assignments is typical in this class.

WEEKS	TENTITIVE TOPICS
1-4	Student Assessment, Coordinate Entry Methods, Geometric Analysis, Surfaced Models, Nesting, 3D Basic Solid Modeling
5-6	3D Solid Modeling
7-11	Detailed Layouts
12-16	Assembly Drawings