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EN 306B Professional Writing in the Disciplines: Business Communications
Webb, Judika


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

EN 306 Professional Writing in the Disciplines: Business Communications

Semester

U1T 2006 DLA

Faculty

Webb, Judika

Title

Senior Instructor

Degrees/Certificates

BA English, Troy State University, Dothan, AL 1997
MA Professional Writing and Rhetoric, University of Texas at El Paso, 2002

Office Location

310 Hudspeth Hall, 500 University Ave, El Paso, Texas 79968

Office Hours

Tuesday and Thursday 6:00-8:00 (Mountain Time)

Daytime Phone

(915) 203-6069

Other Phone

(915) 760-6506

E-Mail

Judika.Webb@pirate.park.edu

judywebb78@hotmail.com

Semester Dates

June 6-July 30, 2006

Class Days

TBA

Class Time

TBA

Prerequisites

English 105, English 106, WCT pass, 60 credit hours

Credit Hours

3


Textbook:
Business Communication Essentials, by Courtland Bovee and John Thill (Second Edition - With Software), Prentice Hall (ISBN: 0-13167981 3)

Textbooks can be purchased though the MBS bookstore


Course Description:
This course will emphasize knowing and preparing various kinds   of communications in business and related fields: business letters,   reports, proposals, surveys, field studies, visual aids, group   presentations, and public lectures.  3:0:3. Prerequisites: EN105, EN106, passing the Writing Competency Test, and 60 credit hours.

Educational Philosophy:
Judika C. Webb – Educational Philosophy
     I believe that my philosophy of teaching reflects my philosophy of learning.  As a writer, teacher, and military spouse for over twenty years, much of my learning, like many of my students' has transpired through life's experiences.  The uniqueness of  moving from community to community within the United States, and of living abroad, offer a wonderful clash and confluence of language and culture, opportunity for adventure and exploration, and aggressive demand to converge and enter diverse discourse communities. Yet often with such experience, the challenge of access has historically limited the leap to higher education.
    On-line learning makes that leap possible.  Moreover, I believe on-line learning opens learning possibilities that can only emerge through this type of environment. On-line students become part of a unique community enriched through the diverse sharing of experience, knowledge, and ideas.  I believe my role, as  facilitator, mentor, and teacher are to introduce avenues that encourage this exchange. Students need tools both practical and theoretical to conduct scholarship, to analyze complex ideas, to reach higher levels of cognition.  Consequently, the duality of this Interaction catapults the entire learning community into new realms of understanding.
    My goal in a composition and/or literature course is to help students express themselves clearly and concisely in any writing environment and to understand what they read.  I hope to encourage them to evaluate, synthesize, analyze, and apply what they read in order attain knowledge and ultimately produce their own original thought.   To achieve this, students must understand the practical elements of composition and literature to include English grammar, spelling, punctuation, and mechanics. In addition, to this, they must be able to see and manipulate the Rhetorical and Literary Devices such as allusion, allegory, assonance, consonance,  foreshadowing, and metaphor, then, they must understand the theoretical aspects of writing to include appeals to the audience through logos, pathos, and ethos, and the process of invention, arrangement, style, and delivery.
     I believe learning must take place both autonomously and collaboratively. Students must discipline and challenge their own minds before they can challenge the minds of others. As a composition and literature teacher, my greatest sense of accomplishment occurs when students begin teaching one another; when the conversation of a student's individual screen begins its contribution to the learning community; when learning communities begin writing their own scripts, and ultimately when they collaborate and begin writing new scripts for the world.

  Instructor Learning Outcomes

  1. State and explain the requirements for communicating effectively and ethically in a globally-orientated, technological economy.
  2. Discuss and apply techniques of project management-through the development of an Information Plan and other activities-necessary for effective business writing tasks.
  3. Apply techniques of traditional and online research necessary for effective business writing.
  4. Apply techniques of analysis and decision-making necessary for effective organizing of written business documents.
  5. Apply techniques necessary for efficient drafting of business documents.
  6. Apply techniques necessary for revising to achieve a clear, vivid and readable style.
  7. Apply techniques necessary for proofing for correctness of business documents.
  8. Develop (plan, conduct research for, organize, draft, revvise, and proof) business memos, letters, proposals, reports, and resumes which meet the criteria stated in an Assessment Checklist used for evaluating writing.
  9. Given a workplace scenario and a writing task/assessment checklist, coach a colleague or subordinate in effective techniques to complete a writing task.
Class Assessment:
Weekly reading assignments with threaded discussion questions, Online Journals, Chat discussions, quizzes, Memos, Letters, Proposal to solve a problem, Resume, and Business Report, Final Exam

Grading:
Assignment       Points% of Grade        Week Due
Paper #1 (Memo)     50     5%        Week 2
Paper #2 (Memo w/research)   100    10%        Week 3
Paper #3 (Letters)     150    15%        Week 4
Paper #4 (Proposal)     100    10%        Week 5
Paper #5 (Resume)      50     5%        Week 6
Paper #6 (Report/research)    200    20%        Week 7
Journal/Notebook      50     5%        Every week
Class Participation       100    10%        Continually
Final Examination     200    20%        Week 8
Total                    1000   100%

Late Submission of Course Materials:
Items posted late will receive a letter grade deduction per week. Due to time managment, items received late may not receive the same treatment in regard to instructor feedback and revision opportunity. The instructor reserves the right not accept items posted more than one week late.

Course Topic/Dates/Assignments:
Assignment              Week Due
Paper #1 (Memo)               Week 2-6/18  Sunday  Midnight
Paper #2 (Memo w/research)    Week 3-6/25  Sunday  Midnight
Paper #3 (Letters)            Week 4-7/2   Sunday  Midnight
Paper #4 (Proposal)      Week 5-7/9   Sunday  Midnight
Paper #5 (Resume)      Week 6-7/16  Sunday  Midnight
Paper #6 (Report)      Week 7-7/23  Sunday  Midnight
Journal/Notebook      Every week   Sunday Midnight
Class Participation        Continually
Final Examination      Week 8-7/28 Friday Midnight


________________________________________

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2005-2006 Undergraduate Catalog Page 85-87

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2005-2006 Undergraduate Catalog Page 85-87

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "WH".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

Park University 2005-2006 Undergraduate Catalog Page 89

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:
Participation grades are based on your holistic interaction with the course to include time spent in  various discussion forums such as weekly threaded questions and chat discussios; communication with fellow students such as responding to their postings; thoughts and ideas that demostrate understanding of the reading assignment and supplimental readings such as those prompted through our webliography. In other words, simply being logged into the chat session for the required time, or answering the weekly question on the discussion board, does not necessarily constitute an A for participation.

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:5/21/2006 2:00:00 PM