Rhetoric and Writing UALR Strategic Plan

Full Title: Department of Rhetoric and Writing at UALR Strategic Plan White Paper.

Context: This project was an assignment in Writing for Business and Government (RHET 4306), a course I completed while on the Professional and Technical Writing major at the University of Arkansas at Little RockDepartment of Rhetoric and Writing. The artifacts in this project evidence research, content development, formatting, organization, voice/style, and copyediting skills.

Project Artifacts:

  1. White paper (deliverable) <View Google Docs :: Web published view>
  2. S.W.O.T. analysis (deliverable) <View Google Doc :: Web published view>
  3. Task schedule <View Google Doc :: Web published view>
  4. Presentation (deliverable) <Open in Google Slides> (Alternatively, see embedded presentation below.)

Purpose: To gain experience working on an extended, complex project involving multiple steps, due dates, and documents. To gain experience working collaboratively as a team. To develop a white paper and give a presentation for the faculty and chair of Department of Rhetoric and Writing that showcases what my team sees as priorities for the department.

Audience: Faculty and chair of the Department of Rhetoric and Writing; dean and associate deans of the College of Social Sciences and Communication; course lecturers; prospective employers; web portfolio visitors.

Development: One of the remits of the white paper was to “prepare a set of recommendations that might help the Department of Rhetoric and Writing attract, retain, and graduate majors in their undergraduate, graduate, and certificate programs, particularly students in the three new online programs (the B.A. and M.A. in PTW and the Graduate Certificate in Online Writing Instruction).”1 Consequently, my first priority was to become knowledgeable about the program. This required a great deal of research and mental processing as I knew nothing of the program’s history. A second and equally important priority when drafting this paper was to not explain to my audience what they already know or understand: To do this, I needed to keep my audience in the forefront of my thoughts. When learning something new, it’s easy to tell someone what they already know.

Another remit of the white paper was to offer ideas on how the department can help students graduate and find jobs, particularly in Arkansas and in the Little Rock area.

The project had three phases:

  1. During phase one, the team analyzed our audience and conducted research using primary and secondary sources, found both online and in print, in order to fully understand our client and our client’s competition.  We collaborated as a team to set goals and created a task schedule so that everyone in the team was clear on who needed to do what by when. The task schedule had a detailed description of each task, who was responsible for completing the task, and a deadline for completion. A contribution value was also assigned to each task to ensure we had an equal division of labor.1
  2. Phase Two: S.W.O.T. Analysis ?
  3. Phase Three involved
    1. Preparing a 10 minute PowerPoint presentation that offered an overview of the white paper’s key points
    2. Presenting our strategic plan via Google Hangouts to our course instructor. The presentation was recorded and made  available to the faculty and chair of the Department of Rhetoric and Writing.




  • Created: November 16, 2018
  • Last update: February 20, 2019
  • Tools Used: Google Docs, Microsoft PowerPoint 2010, Microsoft Word 2010
  • Keywords: Presentation, White Paper

1. “Balancing the Workload,” in Joanna Wolfe, Team Writing: A Guide to Working in Groups (Boston: Bedford/St. Martin’s: 2010). According to Wolfe, an “unequal division of labor” can be present in both workplace settings and student teams (44).