EN 306 Professional Writing in the Disciplines: Business Communications
U1T 2011 DLE
Decker, Amy B.
Senior Adjunct Faculty
M.A. English, 2002B.A. English, 1999
June 6, 2011- July 31, 2011
PREREQUISITES: EN 105, EN 106, passing the Writing Competency Test, and 60 credit hours. 3:0:3
Kitty O. Locker and Donna S. Kienzler Business and Administrative
Communication, 9th edition (customized). (Required).
William A. Sabin. The Gregg Reference Manual, 11th (Tribute) edition.
ISBN-13: 9780077910228 -- ISBN for the book bundled
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Additional Resources: Course webliography, online job aids; manuals and
other documents in the Document Sharing area of the course.
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.Online Classroom Technical Support - For technical assistance with the Online classroom, email email@example.com or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.FAQ's for Online Students - You might find the answer to your questions here.
EN306B Professional Writing in the Disciplines-Business Communications: This
course is the third course in the required writing sequence at Park
University. It emphasizes professional writing and research skills for
today's high-tech, globally oriented and diverse workplaces while further
developing basic writing skills. This course will emphasize understanding and
preparing various kinds of communications in business, government, and
non-profit environments including e-mail messages, memos, letters, reports,
proposals, surveys, and presentations.
Educational Philosophy: The facilitator's educational philosophy is to use simulated and real conversations based on shared experiences, lectures, readings, and collaborative discussions to facilitate student interaction with course material. The facilitator will engage each learner in progressively challenging activities to encourage intellectual growth and exploration.
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.
Performance will be assessed based on writing assignments, projects, research
and document development assignments, discussions, a Journal, and a final
exam. See the Grading Plan below for the specific assignment weights.
A = 90-100% 900-1000
B = 80-89% 800-899
C = 70-79% 700-799
D = 60-69% 600-699
F = < 60% 599 and below
Assignment (Deliverable)/ Points/ % of Grade / Week Due
Writing assignment #1: Short Memo on doing business overseas with research 50 / 5% / 2
Project #1: All-Weather Case (Audience Analysis Memo) 50/ 5% / 2
Writing Assignment #2: Memo with research - cultural considerations 50 / 5% / 3
Writing Assignment #3: Research Proposal 100/10% / 4
Writing Assignment #4: Presentation 100/ 10% / 5
Writing Assignment #5: Cover Letter and Resume 50/ 5% / 5
Writing Assignment #6: Progress Report 50/ 5% / 7
Journal 50/ 5% / Weekly; Due 7
Paper #7: Business Report (Core Assessment) 200/ 20% / 8
Final Exam 200/ 20% / 8
Participation 100/ 10%/ Weekly
Total 1000/ 100%
Rubrics are available in Doc Sharing.
Late Submission of Course Materials:
THERE IS NO POSTING LATE TO DISCUSSION THREADS, regardless of type of absence (excused or unexcused).
Classroom Rules of Conduct: The material posted in the online classroom in uneditable and enduring. Be sure that your contributions are of appropriate tone and decorum.
Summary of Weekly Assignments:
Readings: Read the Guidelines thread in the Course Home section of our online
classroom; read Lecture Week 1; read chapters 1 and 2 in our primary text for
this course, Locker and Kienzler's Business and Administrative Communication.
Students should also look at the Table of Contents for the grammar text for
this course, The Gregg Reference Manual, which is intended primarily as a
practical reference work.
Discussions: What are the cost and the worth of communication in 21-century
businesses and other organizations? Discuss strategies and techniques for
preventing and detecting plagiarism.
Project #1: All-Weather Case: Students will develop an Audience Analysis Memo
based on the case study provided. Writing Assignment #1: Students will select
a country that interests them and create a hypothetical company that will be
doing business in the country they have chosen. Students will research and
write a memo describing current business and economic conditions in the
country that might affect the company's operations.
Readings: Read Lecture Week 2; read Chapters 3 (Communicating Across
Cultures) and 4 (Working and Writing in Teams) in Locker; read pages 417-419
in The Gregg Reference Manual (GRM)
Discussions: Create a Web page of international information for workers and
managers who will be going to a specific foreign country to work, and explain
how you developed the page. Discuss how you can measure whether your writing
meets standards for readability.
Writing Assignment #2: Students will continue to develop the scenario of
assuming they are part of a company that is considering operations in a
specific foreign country. They will write a letter with documented research
explaining how cultural factors in the chosen country may affect business
operations, social contacts, shopping, and other considerations if the
company you have created decides to move an operation to that country, and
make appropriate recommendations.
Project #1 due
Writing Assignment #1 due
Readings: Read Lecture Week 3; Read Chapters 5 (Planning, Composing, and
Revising) and 6 (Designing Documents), and the sections on proposals in
Chapter 15 in Locker; Skim Section 12 (Editing and Proofreading) in The Gregg
Reference Manual (GRM)
Discussion: Mosaic case-study: content of and standards for annual reports.
Writing Assignment #3: Research Proposal for the Business Research Report
(Writing Assignment #7). Based on scenario for Assignments #1 and #2,
students will prepare and submit a research proposal requesting approval to
focus on specific areas for Writing Assignment #7 (Business Report with
Recommendations), including a list of at least ten (10) references from their
Writing Assignment #7: Business Research Report (due Week 7 or 8, as required
by instructor). See the details in Week #3 for this assignment, which is the
Core Assessment for the course.
Writing Assignment #2 due
Readings: Read Lecture Week 4; read Chapters 7 (Creating Visuals and Data
Displays) and 8 (Making Oral Presentations) in Locker; Skim Chapter 14
(Planning and Researching Reports)
Discussions: All-Weather case study: critique and revise visuals of
quantitative data; evaluate PowerPoint slides for substance, organization,
style, and correctness; critique a presentation.
Writing/Speaking Assignment #4: Students will prepare and deliver a
presentation to hypothetical company employees at all company locations in
the US who may be involved in starting an operation in the country you are
Writing Assignment #3 due
Readings: Read Lecture Week 5; read Chapters 9 (Building Résumés) and 10
(Writing Job Application Letters) in Locker.
Discussions: All-Weather Case study: Analyzing Job Applicants Based on Their
Résumés; researching and comment on a job ad.
Writing Assignment #5: Students will submit a focused resume, with a cover
Writing Assignment #4 due
Readings: Read Lecture Week 6; read Chapters 11 (Sharing Informative and
Positive Messages); Chapter 12 (Delivering Negative Messages); and the
sections on Progress Reports in Chapter 15 (Writing Proposals and Progress
Reports) in Locker
Discussions: All-Weather Case: Communicating the negative messages associated
with layoffs; create and explain the rationale of a Human Resources Web page
that promotes a benefit or resources employees
Writing Assignment #6: Students will submit a progress report for Writing
Writing Assignment #5 due
Readings: Read Lecture Week 7; read Chapters 13 (Crafting Persuasive
Messages), 14 (Planning and Researching Reports), and 16 (Analyzing
Information and Writing Reports) in Locker; read sample exam
Discussions: Evaluate five Web sites that are possible resources for your
report; analyze and comment on a report and its press release(s); discuss
strategies for taking the final exam.
Writing Assignment #6 due
Journal due: Specific date will be provided by your instructor
Readings: Read Lecture Week 8; review all previous readings
Discussions: Coach a writer on revising and proofing techniques for e-mail
messages; discuss your plan for proofreading your report.
Writing Assignment #7 due (Core Assessment)
Final Exam administered
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 92-93Plagiarism may result in a zero without the benefit of a make-up or revision. Plagiarism includes improper paraphrasing, copying and pasting large chunks of text from sources, etc. Plagiarism may result in further disciplinary action.
Remember, you are the author, not co-author- of your pieces! Choose sources and incorporate them carefully and responsibly.
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:5/1/2011 7:46:12 PM