EN 306C Professional Writing in the Disciplines: Advanced Expository & Research Writing
F2T 2012 DLD
Strong, Donna J.
English Adjunct Instructor, Park University
MA English, Texas A&M University-Corpus ChristiMPA Public Administration, Texas A&M University-Corpus ChristiBA English, Texas A&M University-Corpus Christi
I am available via Internet most of the time and by phone
361/851-0596 (Fridays, evenings after 7 p.m. and weekends)
Donna.Strong@park.edu (automatically forwards to home address)
email@example.com (Fridays, evenings after 7 p.m. and weekends)
firstname.lastname@example.org (days M-Th)
October 22 to December 16, 2012
Continual - Asynchronous Online
EN105, EN106 and 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)
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
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 email@example.com 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 firstname.lastname@example.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.
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
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
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.
-- 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)
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.
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)
Writing Assignments, Project (Weeks 1-6)
200 points – Researched Business Report (Week 8)
50 points – Journal (entries weekly, all due Week
Proctored Final Exam (Week 8)
Participation/Discussion (Weeks 1-8, 12.5 per week)
Course Grade Scale
A = 900-1000, B = 800-899, C = 700-799, D = 600-699, F = 599 <
Criteria for Discussion Participation
Response to only 1 (out of 2 or 3)
A response that lacks essential
information and indicates minimal effort
A response that includes most essential
information but lacks response to one or more primary aims of the prompt
A response that includes all essential
information, is thoughtful and cohesive
A response that includes all essential
information, is thoughtful, cohesive and promotes further class discussion
(engages critical thinking ability)
Criteria for Writing Assignments
are the general categories that will focus my assessment of the effectiveness
of your writing:
to the clarity of your central message and its consistency throughout the
to the appropriateness and extensivenss of the outside research you use to
contextualize your topic and provide support for your message.
to the clarity, sophistication, and persuasiveness of those links you make
between your supporting evidence and your central message.
to the extent to which your writing conforms to standards of grammar and
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).
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.
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
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
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
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.
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
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).
(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)
Project #1: All-Weather Case (Audience
Writing Assignment #2: Memo with research
– cultural considerations
Writing Assignment #3: Research Proposal
Writing Assignment #4: Presentation
Writing Assignment #5: Cover Letter and
Writing Assignment #6: Progress Report
Weekly; Completed by Sunday midnight Week 7
Paper #7: Business Report (Core
By end of Week 8
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.
Park University 2011-2012 Undergraduate Catalog Page 98Online 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?
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
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 .
Proctored final examination:
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
Attachments:EN306B Syllabus F2T 2012 MSWordEN306B Syllabus F2T 2012 Rich TextBibliography:
Last Updated:9/24/2012 8:54:58 PM