EN 306 Prof Writing in the Disciplines:Business Communications
S1T 2011 DLA
BA - English/TheatreMA - LiteratureMFA - Creative Writing Fiction
1/10/2011 - 3/06/2011
Consistent with Park policy, students should visit the class 4 days per week.
EN105, EN106, WCT, 60 hours
Textbook: Business Communication Essentials, by Courtland Bovee and John Thill (4th Edition),
Prentice Hall, 2010. (ISBN-13:
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Additional Resources: View the Webliography of sources for APA
citation style and other resources.
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instructor's constructivist educational philosophy is one of encouraging
students' interaction with lectures, readings, dialogues, examinations,
websites, journals, business communication, research papers, including
exchanges with other students. The instructor will engage students in Socratic
thinking and learning to encourage the lively exploration of ideas, issues, and
contradictions. The instructor expects that students learn independence in the
online classroom and take responsibility for their learning. The
instructor is available to answer questions and give guidance as needed.
This course enables the students to bridge the gap between rhetorical theory
and practical application related to business communication. Thus, this class
gives students opportunities to apply learning immediately in the workplace as
well as in other organizations. Additionally, students can connect what they
already know with the new material, thus improving learning. Students should note
that business standards will apply for writing style while using APA
citation style for citations and references.
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: Course Assessments: letters, memos, weekly listening journals,
proposals, reports, case studies, workplace documents, problem-solution
reporting, and discussions of readings and communication principles.
Meeting all deadlines is considered part of the course assessments. See
additional handouts in the class for more details.
student is responsible for:
Each assignment with multiple parts should be submitted in ONE file.
No multiple files will be acceptable.
% of Grade
Week 1, Sunday noon
#2 (Memo w/research)
Week 2, Sunday noon
Paper #3 ( Letter)
Week 3, Sunday noon
Week 4, Sunday noon
#5 (Resume & Cover Letter)
Week 5, See Guidelines
Wednesday midnight, Week 7
than 240 points
Late Submission of Course Materials:
submissions of work/missing assignments: Students
must contact the professor prior to the assignment due date if they know they
will be turning in an assignment late. Late submissions may be penalized
one letter grade after 24 hours and up to the first three days late if no
previous arrangement is made. Assignments turned in more than three days late may receive a failing grade, unless the student has
made other arrangements with the instructor IN ADVANCE. This policy includes the conference discussions as
well as the written papers. As in the
workplace, it is essential that documents be delivered on time and in final
professional form. There is no arrangement for extra credit in this class.
Papers turned in late will not
receive detailed comments and may receive only a grade. Papers with detailed
comments and late papers may not be revised for a higher grade. No provision
has been made for extra credit work in this class.
work: According to Park's policies, students are expected to check
into class at least four (4) times per week. I expect students to check in on
Monday or Tuesday each week to see what is due that week. Note that each week,
we will have more than one discussion topic; please check for those topics
weekly. Due dates for discussion topics may vary and are announced.
Student participation is based minimally on two responses, one substantive primary response to each of the topics for discussion, carefully and thoughtfully
composed, and at least one thoughtfully composed substantive peer response in each topic. That means minimum participation comprises one
primary response and one peer response for each topic unless
otherwise noted in the topic.
These responses are evaluated by the participation rubric posted in the
classroom. Students should post their own primary responses to
the discussion topic(s) by Thursday each week unless otherwise noted.
After Thursday, students are expected to respond to one classmate in
a well composed substantial response (and preferably more) at some time before
the official end of the week, which is Sunday, midnight, Central time. Student
responses not in the conference by Thursday will be considered late.
Extraordinary participation may earn extra points. Students who have not posted
to the discussion topics by Thursday, midnight, will be counted as late to
class. At that time, the discussion posting will be considered late and will be
treated accordingly - unless students have contacted me and arranged for a
In keeping with
Park Policy, students who are absent from class
(unexcused) more than twice (two weeks) will not be given consideration to
turn in assignments late or make up work. Stay in contact with the
professor and keep the professor informed of unusual circumstances.
Classroom Rules of Conduct:
students are expected to observe rules of civility and respect with one another
and the instructor in the classroom and in all email correspondence. Please address
students by name and sign your own name when posting or emailing. If you have urgent
questions that may be of interest to all students, post them in the office or
use the class email list to send an email to the professor and other students
with the question. Students can find our class email list under Email along the
top tabs on the class page. Do not hesitate to contact me with your questions.
I am available to you.
note that I try to adhere to the Syllabus readings as listed here. Changes will
be announced in the Class Announcements and in a class email. Due to the nature
of accelerated terms, you may find some crossover with some of the reading assignments. Students
can refer to the Index of their text book for relevant pages for new concepts
at any time.
Please note that in ALL topics, students are expected to respond to at least
one other student, with a substantive response, in order to receive full credit
for participation. More substantive responses will ensure full credit and may
result in additional credit, depending on content.
Please see the EN306B Guidelines under Course Home
for descriptions of assignments and course policies.
Week 1: The Requirements for Good
Week 2: Communicating in Organizations
BE SURE TO
SIGN UP FOR YOUR PROCTORED FINAL EXAM.
Week 3: Letters,
Memos, and other E-texts; Audience Analysis; Routine, Good-News, and Goodwill
Week 4: Persuasion in Business Documents; Planning and
Organizing Writing Projects
Week 5: Writing and Completing Business Documents;
Employment Strategies; Reporting
Week 6: Reports (con't); Employment Strategies (con't)
Week 7: Revising Report, Presenting
Reports, and Other Information
8: Review and Final Exam
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 .
Last Updated:1/3/2011 9:05:48 AM