EN 306 Professional Writing in the Disciplines: Business Communications
U1T 2006 DLA
BA English, Troy State University, Dothan, AL 1997MA Professional Writing and Rhetoric, University of Texas at El Paso, 2002
310 Hudspeth Hall, 500 University Ave, El Paso, Texas 79968
Tuesday and Thursday 6:00-8:00 (Mountain Time)
June 6-July 30, 2006
English 105, English 106, WCT pass, 60 credit hours
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
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.
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.
Last Updated:5/21/2006 2:00:00 PM