EN 306b Professional Writing in the Disciplines: Business Communications
F1T 2010 DLE
M.A. Curriculum and Instruction (English Studies Focus) University of Missouri at Kansas CityB.S. Education (English Major) University of Missouri at Columbia
Daily: 10AM-6PM Monday-Saturday CT
August 16 -- October 10
WEPT test passing grade, EN106
Textbooks can be purchased through the Parkville Bookstore
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Learning Outcomes: Core Learning Outcomes
Analytic (Problem-Solution) Business Report. The core assessment requires a business report focused on a topic appropriate for a business or organizational setting. The report will incorporate sources from online and other research using standard business document design elements and documentation formats. The report be more fully developed than previous assignments. The report must provide research findings, conclusions, and recommendations sufficient for decision making in a business or organizational setting.
Exceeds Expectation (3)
Meets Expectation (2)
Does Not Meet Expectation (1)
No Evidence (0)
Intent/Purpose: clear? (Synthesis)
Outcomes 1, 2
The document’s intent and purpose are both explicitly and clearly stated.
Intent or purpose not explicitly stated, but understandable to the target audience.
Intent and purpose not stated and not clear.
Does not submit assignment or does not respond appropriately to assignment.
Audience: targeted? (Analysis) Outcomes 1,2
Audience’s needs and expectations are fully addressed.
Audience’s needs or expectations are partly addressed.
Audience’s needs and expectations not addressed.
Focused on a single controlling idea? (Synthesis)
A sharply-focused controlling idea is clearly stated at the beginning. The writer keeps the reader focused on the controlling idea throughout the document.
Controlling idea is stated at the beginning; focus on the controlling idea may not be clear throughout the document, but is re-stated in the conclusion.
Controlling idea not stated; reader does not know where the writer is headed.
Scope is clearly delineated? (Analysis)
Scope is clearly stated.
Reader must infer the of the scope covered by the document.
Scope is vague or not stated.
Does not submit assignment or does not respond appropriately to assignment.
Perspective is appropriate?
Writer’s perspective is clear, and accommodates the audience’s perspective. Document evidences understanding of cultural and organizational diversity.
Writer’s perspective clearly implied; may not (or may only partially) address the reader’s perspective.
Writer’s perspective is vague or does not take into account the audience’s needs and expectations.
Controlling Idea: sufficiently developed?
Controlling idea fully developed with external documented evidence, concrete examples and illustrations, and both inductive and deductive analysis/explanation.
Controlling idea developed with concrete examples as evidence and inductive or deductive analysis/explanation
Controlling idea not fully developed.
Analysis: are facts and opinions explained?
1, 2, 3
All opinions and facts are explained or confirmed to meet the reader’s needs and expectations.
Essential opinions or facts supporting the controlling idea are explained or confirmed. May have some minor lapses.
Opinions and facts are not explained or confirmed.
Evidence: detailed and convincing?
1, 2, 3
Evidence is convincing, clearly documented and verifiable. Writer has clearly evaluated sources.
Evidence is limited but generally convincing. May be somewhat outdated or lacking in depth.
Writer does not provide evidence to support assertions. Document is not credible.
1, 2, 3
Consistently applies effective critical thinking techniques. Considers other perspectives, including cultural, professional, and personal. Considers both pro and con. Applies deductive and inductive logic, as appropriate.
Considers pros and cons to the degree that the document is credible.
Document is one-sided and contains logical flaws and fallacies.
Main Supporting Parts: clearly defined and simple?
All main supporting points stated early, and in appropriate sequence.
Main points are partially or incompletely stated, or may be inferred by the reader.
Main supporting points are not stated, and the reader cannot tell what is to follow after the introduction.
Sets stage, fully gives reader sense of purpose, and what is to follow; states controlling idea and major parts, Provides transition to body. Addresses needs and expectations of the target audience. States intended goal and objectives of the document. Transitions effectively to the next section of the report.
States purpose or controlling idea clearly, but not major parts. Partially addresses the goals and objectives of the document. Partially addresses the needs and expectations of the target audience.
Does state the purpose or address the needs and expectations of the target audience.
Transitions provide continuity and emphasis, and move the reader smoothly towards the document’s conclusion.
Transitions are present at critical places, such as between paragraphs.
Memorable conclusion. Returns to controlling idea, reviews ideas, provides closure to enable effective decision making.
Summarizes the document and re-states the controlling idea.
Ends abruptly or ambiguously.
Text design uses correct fonts, headers, white space, and other elements to
Uses basic design elements that are conventional to a business report.
Document design causes reader fatigue.
Suitably brief and focused. Clear topic sentences. Unified and coherent. Fully developed with a balance of facts and explanation.
Each paragraph generally covers a separate topic.
Paragraphs lack consistent structure.
Varied, and of a suitable style for the audience; not excessively long or short. Coordinated. Complex when appropriate. Appropriately short to fit the needs of a busy workplace reader. No fragments, fused sentences, or comma splices.
Generally coordinated. Minimal fragments, fused sentences, or comma splices.
Uncoordinated; coherence problems.
Readability and Economy of Style
Style is easily understandable in a single rapid reading. Minimizes passive voice, smothered verbs, and bureaucratic and academic language.
Style is understandable to a busy workplace reader, with a minimum of stylistic distractions.
Style is difficult to read
Suitable for audience; not ambiguous. Uses personal pronouns as appropriate.
Appropriate for setting. May occasionally come across as impersonal or bureaucratic.
Ambiguous, inappropriate, or offensive tone for situation and audience.
Concise and appropriate for the needs and expectations of the target audience. No jargon or language to impress rather than express. Complex terms are defined. Abbreviations and acronyms are spelled out the first time they are used. Fluent yet not pretentious.
Generally understandable – reader may need to consult references.
Inappropriate, confusing. Usage is nonstandard.
Grammar and Mechanics
No distracting errors in grammar, mechanics, usage, punctuation, or spelling.
Only occasional errors; not distracting.
Errors distract the reader and erode writer’s credibility.
Class Assessment: A. General. You will be able to track your average exactly throughout the course. The grading scale is as follows: A = 90-100; B = 80-89; C = 70-79; D = 60-69; F = 0-59. You will know in advance the standards, points, and percentage for each assignment. My goal is to give you prompt, clear, and useful feedback to help you become a better writer and thinker. Each student is responsible for: Completing weekly reading assignments. Completing Weekly Discussion Questions and an Online Journal and submitting the journal to the instructor on dates specified by the instructor. Completing six substantial writing assignments, referred to as Papers. Completing a Final Examination.
Week 6: Paper #7 (Long Report) 200 20%
Week 7: Journal/Notebook 50 5% Class Participation 100 10% Continually
Taek during Week 8: Final Examination 200 20% Total 1000 100%
Late Submission of Course Materials: Late submissions of work/missing assignments: Late submissions of assignments will be handled on a case-by-case basis, though as in the workplace, it is essential that documents be delivered on time, in final form. Assignments which are still missing at the end of the term will receive no credit.
Classroom Rules of Conduct: Policy #2: Ground Rules for Online Communication & Participation General email: Students should use email for private messages to the instructor and other students. When sending email other than assignments, you must identify yourself fully by name and class in all email sent to your instructor and/or other members of our class. Online threaded discussions: are public messages and all writings in this area will be viewable by the entire class or assigned group members. Online Instructor Response Policy: Online Instructors will check email frequently and will respond to course-related questions within 24-48 hours. Observation of "Netiquette": All your Online communications need to be composed with fairness, honesty and tact. Spelling and grammar are very important in an Online course. What you put into an Online course reflects on your level of professionalism. Here are a couple of Online references that discuss writing Online http://goto.intwg.com/ and netiquette http://www.albion.com/netiquette/corerules.html. Please check the Announcements area before you ask general course "housekeeping" questions (i.e. how do I submit assignment 3?). If you don't see your question there, then please contact your instructor.
Course Topic/Dates/Assignments: Welcome to Business Communications (English 306B), online! This course focuses on the special communication needs of today's global, diverse, and high-technology workplace. It is designed to produce students who can demonstrate the knowledge, skills, and attitudes necessary for substantive, clear, and correct business communications, with emphasis on writing skills. Because it is a writing course, Business Communications focuses on helping you develop effective written communication skills for the workplace. In the course, you will analyze, discuss, and perform writing tasks familiar to most businesses, such as memos, letters, reports, and proposals, and you'll learn how to perform research for these writing tasks using the extraordinary resources of the World Wide Web. We also cover documents that are important for individual career progression, such as resumes. Finally, we'll present topics and resources to help you understand more about the overall communication process within organizations. Each week we'll focus on different writing situations, issues, or problems encountered in the workplace through our online conferencing discussions; these are reinforced and expanded in readings in our text, Business Communication Essentials, 2nd. Edition (with or without software), by Bovee, Thill, and Schatzman. (ISBN: 0-13167981 3)
Paper Assignment due dates: note below.
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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
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. from Park University 2010-2011 Undergraduate Catalog Page 92-93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2010-2011 Undergraduate Catalog Page 95-96
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 .
Attachments:Lycan's College Essay Grading Rubric.rtfOnline Discussion RubricEN306b Assignment Grading RubricInstructor BioLycan's College Essay Grading Rubric.rtfOnline Discussion RubricEN306b Assignment Grading RubricInstructor Bio
Last Updated:7/29/2010 4:45:09 PM