EN 306 Prof Writing in the Disciplines:Business Communications
F1T 2011 DLC
McGee, Nancy J.
Ph.D., English Composition, Wayne State University, Detroit, MichiganM.A., English Literature, University of Delaware, Newark, DelawareB.S., Secondary Education, Edinboro State University, Edinboro, Pennsylvania
August 15 - October 9, 2011
EN105, EN106, 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. (Required)
ISBN: 9780077910228 The ISBN contains the Locker custom book, Gregg Reference Manual and the website
Additional Resources: 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.
Educational Philosophy: Learning to write well is more than a means of getting good
grades: it can mean the difference in the life that the student and his or her
family will have, given the importance of good communication skills in the
workplace and as a means of protecting oneself as a consumer. I thus approach
the teaching of writing as a key component for every student's preparation.
Students will vary in the initial skills that they bring to the courses, but
everyone can always improve in his or her communication. Because I believe that
credibility in of vital importance in getting ideas accepted, I hold student
writing to high standards of correctness and organization, since these are the
elements that employers and others will use to judge the writer. I enjoy the
way that online classes provide an opportunity for all students to become
instructors, as they share their experiences and perceptions, and I think this
aspect adds a richness and immediacy to the learning.
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: Each week you will submit a minimum of two
postings on each discussion board. (Some weeks have more than one
discussion board.) One posting is a well-developed response to the
discussion question (250 or more words). The other posting is a
substantive reply to one other person.
You will keep journal postings in a separate MS Word file during the semester and submit this in week seven.
In addition to these recurring writing tasks, there are nine writing assignments:
Week one (August 21): a short memo and project #1
Week two (August 28): a memo with research
Week three (September 4): a research proposal
Week four (September 11): a presentation
Week five (September 18): a cover letter and resume
Week six (September 25): a progress report
Week seven (October 2): a business report
Week eight (October 9): the final exam and journal
Grading: Weekly participation: 100 points total (10%)
Journal: 50 points (5%)
Short memo: 50 points (5%)
Project #1: 50 points (5%)
Memo with research: 50 points (5%)
Research proposal: 100 points (10%)
Presentation: 100 points (10%)
Cover letter and resume: 50 points (5%)
Progress report: 50 points (5%)
Business report: 200 points (20%)
Final exam: 200 points (20%)
Total: 1,000 points
Late Submission of Course Materials: Please try to routinely turn work in early and not
run into situations in which emergencies cause you to turn work in late.
However, if an emergency does occur, please contact me to work out an
extended deadline. Since some of the writing assignments build on each
other, it's important to avoid late work whenever possible. Papers must
be turned in within one week of their initial deadline to receive
credit. If you turn papers in late without having received permission
for an extended deadline, there will be a ten percent grade penalty.
The discussion boards are group work. To avoid asking that the class
return to a previous week's discussion, I give credit only for postings
that are submitted no later than midnight Sundays (between Sunday and
Monday) each week. The initial responses to the discussion board questions are due by Thursday each week, and they will receive a three point penalty if submitted after this.
Classroom Rules of Conduct:
You are encouraged to challenge each other's
ideas and make suggestions to each other, but this must always be done
in a professional and respectful manner.
Please note that discussion board postings that are done late in the
week cannot receive the highest grades. Please be sure to post your
initial response no later than Thursday each week. In order to receive
best benefit from the class, expect to sign in and participate (through
reading and/or writing) at least five days per week.
Please use the instructor's office area to ask general questions
regarding the assignments or class policies. If you want to ask about
your specific papers, please use email.
Course Topic/Dates/Assignments: Please see the course overview in the course menu bar for a more complete review of weekly assignments.
Week one (Aug. 15 - 21): Read chapters one and two; turn in project #1 and the first short memo
Week two (Aug. 22 - 28): Read Locker chapters three and four; Gregg 417-419; submit the memo with research
Week three (Aug. 29 - Sept. 4): Read Locker chapters five and six; skim
proposals section in Locker fifteen; submit the research proposal
Week four (Sept. 4 - 11): Read Locker chapters seven and eight; submit presentation
Week five (Sept. 12 - 18): Read Locker chapters nine and ten; submit cover letter and resume
Week six (Sept. 19 - 25): Read Locker chapters eleven and twelve; skim
progress reports section in Locker 15; submit progress report
Week seven (Sept. 25 - Oct. 2): Read Locker chapters thirteen, fourteen, and sixteen; submit business report
Week eight (Oct. 3 - 9): Submit final exam and journal
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 2011-2012 Undergraduate Catalog Page 93
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 2011-2012 Undergraduate Catalog Page 93
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2011-2012 Undergraduate Catalog Page 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:7/26/2011 10:27:04 AM