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EN 306B Prof Writing in the Disciplines:Business Communications
Strong, Donna J.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

EN 306C Professional Writing in the Disciplines: Advanced Expository & Research Writing

Semester

F2T 2012 DLD

Faculty

Strong, Donna J.

Title

English Adjunct Instructor, Park University

Degrees/Certificates

MA English, Texas A&M University-Corpus Christi
MPA Public Administration, Texas A&M University-Corpus Christi
BA English, Texas A&M University-Corpus Christi

Office Location

Online

Office Hours

I am available via Internet most of the time and by phone

Daytime Phone

361/698-1246 (M-Th)

Other Phone

361/851-0596  (Fridays, evenings after 7 p.m. and weekends)

E-Mail

Donna.Strong@park.edu (automatically forwards to home address)

dstrong1@stx.rr.com  (Fridays, evenings after 7 p.m. and weekends)

dstrong@delmar.edu (days M-Th)

Semester Dates

October 22 to December 16, 2012

Class Days

Continual - Asynchronous Online

Class Time

Continual - Asynchronous Online

Prerequisites

EN105, EN106 and passing the Writing Competency Test and 60 credit hours. 3:0:3

Credit Hours

3


Textbook:

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 access).

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Useful links to resources on research, documentation, information on writing and other communications tasks, dictionaries and other resources are located in the Webliography and Doc Sharing tabs at the top of your Student Course Page.



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 helpdesk@park.edu or call 800-927-3024
Resources 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 helpdesk@parkonline.org 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.


Course Description:

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. Prerequisites: EN105, EN106, passing the Writing Competency Test and 60 credit hours. 3:0:3

Educational Philosophy:
My philosophy is to provide you with numerous resources, interesting materials and readings and links to web-based sources and materials that will create an effective learning environment that is also fun (because I believe that learning should NOT be painful!). I will make every effort to be available to you regularly and frequently. If you ever have questions do not hesitate to ask - not knowing can be damaging! My job is to guide you through some practical and challenging learning experiences and help you understand and master skills for college and the professional world. All of you should emerge from this class with additional or enhanced skills that will serve you well in future classes at ParkU, at work and in your personal life.

Learning Outcomes:
  Core Learning Outcomes

  1. Analyze and explain techniques and standards for effective and efficient written communication with audiences in today's high-tech, globally-oriented, and diverse business and government environment.
  2. Develop business documents applying systematic processes for the steps of planning; designing; researching; organizing; drafting; revising; and proofing.
  3. Integrate research findings into business documents, using effective techniques for evaluating, verifying, and documenting information.


  Instructor Learning Outcomes
  1. Demonstrate competency in preparation of common business documents, including memos, reports, and e-mails.
  2. Demonstrate proficiency in information-gathering processes in a business context.
  3. Demonstrate proficiency in all important aspects of business report preparation, including organization, formatting, and inclusion of visual aids.
  4. Prepare visual aids in support of oral presentations.
Core Assessment:

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.  

Weight: No less than 20% of the final course grade.
 

Learning Rubric

Competency

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. 

Does not submit assignment or does not respond appropriately to assignment. 

Focused on a single controlling idea? (Synthesis)  
Outcomes 1,2
 

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.  

Does not submit assignment or does not respond appropriately to assignment. 

Scope is clearly delineated? (Analysis)  
Outcomes 1,2
 

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?  
(Synthesis)

Outcomes 1,2
 

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. 

Does not submit assignment or does not respond appropriately to assignment. 

Controlling Idea: sufficiently developed?

(Synthesis) 
Outcomes
 1,2,3

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. 

 Does not submit assignment or does not respond appropriately to assignment. 

Analysis: are facts and opinions explained?

(Synthesis)  
Outcomes

 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.  

 Does not submit assignment or does not respond appropriately to assignment. 

Evidence: detailed and convincing?

(Synthesis)  
Outcomes

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.

 Does not submit assignment or does not respond appropriately to assignment. 

Critical Thinking  
(Synthesis) Outcomes
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. 

 Does not submit assignment or does not respond appropriately to assignment. 

Main Supporting Parts: clearly defined and simple?  
(Synthesis)

Outcomes

1,2,3
 

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.

 Does not submit assignment or does not respond appropriately to assignment. 

Introduction

(Synthesis)  
Outcomes
 1,2,3

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. 

 Does not submit assignment or does not respond appropriately to assignment. 

Transitions

 (Synthesis) 
Outcomes
 2

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. 

No 

 Does not submit assignment or does not respond appropriately to assignment. 

Conclusion  
(Synthesis) Outcomes
 1,2,3

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.  

 Does not submit assignment or does not respond appropriately to assignment. 

Document Design

(Application)

Outcome

2

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.

Does not submit assignment or does not respond appropriately to assignment. 

Paragraphs  
(Synthesis)

Outcomes
 2

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.

 Does not submit assignment or does not respond appropriately to assignment. 

Sentences

(Synthesis)  
Outcomes
2

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. 

 Does not submit assignment or does not respond appropriately to assignment. 

Readability and Economy of Style

(Synthesis))

 

 

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

Does not submit assignment or does not respond appropriately to assignment. 

Tone  
Outcomes
 2

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. 

 Does not submit assignment or does not respond appropriately to assignment. 

Vocabulary  
Outcomes
 1,2

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.

 Does not submit assignment or does not respond appropriately to assignment. 

Grammar and Mechanics  
Outcomes

1,2
 

No distracting errors in grammar, mechanics, usage, punctuation, or spelling. 

Only occasional errors; not distracting. 

Errors distract the reader and erode writer’s credibility. 

 Does not submit assignment or does not respond appropriately to assignment. 

 

Class Assessment:
Course Components

-- Weekly reading assignments
-- Weekly presentations of material (called "lectures")
-- Weekly threaded discussions
-- Weekly journal entries (which provide a low-stakes way for you to use writing as a tool for learning)
-- Writing assignments
-- A proctored final examination
(10% of your total grade)

 

The end product of EN306B is an 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 will 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. Weight: No less than 20% of the final course grade.



Grading:

Performance will be assessed on writing assignments, projects, research and document development assignments, discussions, a Journal, and a final exam. See the Grading Plan below for assignment weights.

(1000-point Scale – Assignments)

450 points – Writing Assignments, Project (Weeks 1-6)
200 points – Researched Business Report (Week 8)
50 points – Journal (entries weekly, all due Week 7) 

200 points – Proctored Final Exam (Week 8)

100 points – Participation/Discussion (Weeks 1-8, 12.5 per week) 

Final Course Grade Scale

A = 900-1000, B = 800-899, C = 700-799, D = 600-699, F = 599 <


You can track your average throughout the course via the Gradebook tab at the top of your course page. All assignments will have clear instructions and I will provide prompt, clear, and useful feedback to help you become a better writer and improve your critical thinking skills. The elements I will consider for writing assignments and Discussion are below.

Grading Criteria for Discussion Participation

Score

Meaning

0

No Response

1

Response to only 1 (out of 2 or 3) discussion threads

1.5

A response that lacks essential information and indicates minimal effort

2

A response that includes most essential information but lacks response to one or more primary aims of the prompt

2.5

A response that includes all essential information, is thoughtful and cohesive

3.0

A response that includes all essential information, is thoughtful, cohesive and promotes further class discussion (engages critical thinking ability)

Grading Criteria for Writing Assignments

Following are the general categories that will focus my assessment of the effectiveness of your writing:

Focus

Refers to the clarity of your central message and its consistency throughout the writing assignment.

Support:

Refers to the appropriateness and extensivenss of the outside research you use to contextualize your topic and provide support for your message.

Analysis

Refers to the clarity, sophistication, and persuasiveness of those links you make between your supporting evidence and your central message.

Grammar & Readability

Refers to the extent to which your writing conforms to standards of grammar and correctness.

Rhetorical Conventions

Refers to those conventions that your target audience/discourse community would expect in a piece of writing (this includes, but is not limited to, the next and final category).

Documentation

Refers to the documentation of all sources that have informed your writing product (published and unpublished, directly quoted or merely represented in your own thoughts). Also refers to your consistent use of the documentation style appropriate to your discipline.

Conference/Discussion work: 

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. Due dates for discussion topics may vary and are announced

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 Wednesday, 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 later participation.

Late Submission of Course Materials:

It is essential that documents be delivered on time in finalized form. Generally, late submission of work will be subject to a 10% per day penalty. However, when emergencies arise, late submissions of assignments will be handled on a case-by-case basis. You should alert me as soon as you know you will be late, preferably before the due date. Assignments not submitted by the end of the term/class will receive no credit. 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, so it is wise to stay in contact with me and keep me informed of unusual circumstances.

Classroom Rules of Conduct:
This course is offered Online, over the Internet, using Park's eCollege platform. Students are expected to devote a minimum of five hours per class week either logged on to the eCollege or conducting research or discussing assignments with your instructor or classmates, the same amount of time you would spend in the physical classroom.

A class week is defined as the period of time between Monday and Sunday. The first week begins the first day of the term and ends midnight the following Sunday. Major writing assignments scheduled for completion during a class week should normally be completed by Sunday of the week assigned and your Discussion and Peer Review responses are due on Wednesdays (with the rest of the week spent responding to postings from others). Journal entries are also due by Wednesday. Writing assignments and formal papers should be completed and successfully submitted so that they are in my hands on the due date.

NOTE: Because this is an Online course designed to get feedback on assignments to you directly via the Internet, you must make prior arrangements with me before submitting a paper via fax or the mail. If you ever have problems posting your assignments to me, telephone me or send me an e-mail immediately, and I'll be glad to assist.

All students are expected to observe rules of civility with and respect for one another and the instructor in the classroom and in all e-mail correspondence. If you have urgent questions that may be of interest to all students, post them in the "Questions & Problems" link under Course Home. That link will be our clearinghouse for information about the class, assignments, materials and other non-personal/sensitive issues. Should you need to e-mail someone in class, the list is under "Email" tab at the top of the class page. Do not hesitate to contact me with your questions. I hope you will all remember that it is possible to disagree without becoming disagreeable and that discussions are open forums for ideas and well-supported individual perspectives. I sincerely look forward to learning from all of you and good humor is always appreciated.

Students are responsible for clicking on the link below and thoroughly reading each Online course policy. If you have questions about any of these policies, please contact your instructor for clarification.

Online Course Policies
http://captain.park.edu/portal/online_course_policies.htm

Course Topic/Dates/Assignments:

Details and specific due dates of assignments are below and also readily available in the Assignment Tracking form link under the Week 1 tab.

Note: In the preformatted “Course Overview” link for the course, the week due for Writing Assignment #1 and Project #1 are incorrect – both assignments are due in Week 1 as indicated in the Gradebook and Dropbox areas (and below).


Assignment

Points

% of Grade

Week Due
(Specific dates will be assigned by instructor)

Writing assignment #1:  Short Memo on doing business overseas with research (provide format and brief research instructions; require use of Park’s Online Library)

50

5%

Sunday midnight Week 1

Project #1: All-Weather Case (Audience Analysis Memo)

50

5%

Sunday midnight Week 1

Writing Assignment #2: Memo with research – cultural considerations

50

5%

Sunday midnight Week 2

Writing Assignment #3: Research Proposal

100

10%

Sunday midnight Week 3

Writing Assignment #4: Presentation

100

10%

Sunday midnight Week 4

Writing Assignment #5: Cover Letter and Resume

50

5%

Sunday midnight Week 5

Writing Assignment #6: Progress Report

50

5%

Sunday midnight Week 6

Journal

50

5%

Entries due Weekly; Completed by Sunday midnight Week 7

Paper #7: Business Report (Core Assessment)

200

20%

Sunday midnight Week 8

Final Exam

200

20%

By end of Week 8

Participation/Discussion

100

10%

Weekly

Total 

1000

100%



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 95-96

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 95

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2011-2012 Undergraduate Catalog Page 98
Online Rules of Conduct:

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 a discussion topic; please check for those topics weekly.  

Online has its own rules of conduct called "Netiquette" that are very important to online effective communication in this environment. I am confident that most of you are familiar with these principles, but one can never have TOO much information, so following are some interesting readings that might expand your knowledge on the topic of Netiquette.

Following is a good site for learning how to avoid breaches of Netiquette (online etiquette) rules and the unpleasant exchanges and tension that result from them: http://online.uwc.edu/Technology/onlEtiquette.asp

Rudeness Quiz: How Uncivil Are You?
http://www.beliefnet.com/section/quiz/index.asp?sectionID=&surveyID=172

Here is a very creative and informative site about flame wars - the most heinous escalation of online incivility and rudeness - and the types of people who begin and escalate these nasty exchanges. Note the drop-down menu at the to right that lists all the "types" of flamers: http://redwing.hutman.net/~mreed/

Special: Professional E-mail Tips
http://lifehacker.com/software/feature/special-professional-email-tips-125404.php


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:

Proctored final examination:


An
examination will be taken in person during the 8th week of instruction at one
of the Park University sites around the country or at an alternative location approved
by your Instructor where Park University sites are not available. It will
be the responsibility of the student to arrange for a proctor, by the 6th week
of the term, who will be accepted and approved by the instructor. Guidelines for selecting an acceptable proctor
can be found at the Park University Website. For proctored examinations,
photo identification is required at the time of the test. A proctor
request form will be made available to you during the first week of class so
that you can send your requested proctor to me for approval. 


Other Information on proctored
exams:



       
  • It
       will be the responsibility of the student to arrange for a proctor, by Week 6
       of the term; the proctor must be accepted and approved by the course
       instructor.

  •    
  • Guidelines
       for selecting an acceptable proctor can be found on the Park University
       website. Approval of proctors is at the discretion of the Online instructor.

  •    
  • A
       proctor request form will be made available to you during the first week of
       class so that you can send your requested proctor to your instructor for
       approval.

  •    
  • Approval
       of proctors is at the discretion of the Online instructor.

  •    
  • For
       proctored examinations, photo identification is required at the time of the
       test.

  •    
  • Failure to take a final proctored exam (or submit your final project for some online
       graduate courses) will result in an automatic "F" grade
    .

  •    
  • Some Graduate Online courses may not require a
       proctored Final Examination.



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Last Updated:9/24/2012 8:54:58 PM