EN 306 Prof Writing in the Disciplines:Business Communications
S1Z 2013 ML
Wilcox, Karen Marie
Adjunct English Instructor
MA in English from Montana State University-BozemanBA in English from Montana State University-Bozeman
14 January 2012 - 10 March 2012
7:45 - 10:15 PM
Locker, K.O., and Kienzler, D. S. (2010) Selected materials from Business and Administrative
Communication for EN306B Business Communications—Park University. 9th ed. New
York: McGraw-Hill/Irwin. ISBN-13: 978-0-07-749431-5 or ISBN-10: 0-07-749431-8
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
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/.
Learning to write clearly, to communicate effectively, and to think critically enables students to identify and clarify their own beliefs, thoughts, and reactions, leading to personal and professional success and empowerment. Teaching techniques will revolve around lecture, group discussion, group exercises, and individual demonstration/ performance exercises.
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.
The final course grades will be calculated according to the percentage of the final grade allotted to each assignment; each assignment will be graded by dividing the number of points received by the student by the total number of points possible for the assignment (100). A grading curve will NOT be used.
Percentage of Final Grade for Assignments:
90% - 100% = A
80% - 89% = B
70% - 79% = C
60% - 69% = D
59% - and below = F
Late Submission of Course Materials:
Assignments will be handed in on the assigned date unless a prior agreement has been made with the instructor. All materials must be handed in on or before the last day of the term. No exceptions.
Session 1: 14 January 2013, Monday
Lecture + Reading Assignment: Chapter 1, “Succeeding in Business Communication”
In-Class Activities: Introduction to class; explaining how the online classroom at http://parkonline.org will work: the left-hand menu, announcements, dropbox, and doc sharing, etc.; discussing the syllabus and assignments for the term; exploration of readings; discussing the first weekly assignment—Audience Analysis Memo (rough draft due next Monday), and journal entry (due on Wednesday of this week).
Assignments: Audience Analysis Memo--#2.19, 1½ - 2 pages, single spaced (due Week 2)—You will need to consult the chapter describing how to write a memo to get the right format: Appendix A.
Session 2: 16 January 2013, Wednesday
Lecture + Reading Assignment: Chapter 2, “Adapting Your Message to Your Audience”
In-Class Activities: 1) Sharing Journal Entry 1 in class. Journal entries will need to go in the Dropbox by Wednesday night for grading; 2) Discussing the Web sites of the week, how to avoid plagiarism; completing in-class exercises from the reading.
Assignments: Journal Entry 1 (due this week, based on any of the readings; see the sample in the left-hand menu or Doc Sharing.)
Session 3: 21 January 2013, Monday
Lecture + Reading Assignment: Chapter 5, “Communicating Across Cultures”
In-Class Activities: Discussion of the readings and in-class activities (5.2, 5.9); rough draft workshop for the audience analysis memo; analysis of the Web sites of the week.
Assignments Due: Rough draft of Audience Analysis Memo (required, peer review, with final draft due by Wednesday in the Dropbox).
Session 4: 23 January 2013, Wednesday
Lecture + Reading Assignment: Chapter 6, “Working and Writing in Teams”
In-Class Activities: Discussing the Business Letter with Documented Research: Investigating and Reporting Cultural Considerations for Doing Business Internationally. (Each student will choose a country to work with for the duration of the term.); discussing readings and completing in-class activities (6.2), and sharing journal entries in class.
Assignments Due: Journal Entry 2 due plus Audience Analysis Memo, both to the dropbox.
Session 5: 28 January 2013, Monday
Lecture + Reading Assignment: Chapter 7, “Planning, Composing, and Revising”
In-Class Activities: Discussion of readings for the day + in-class exercises (7.2, 7.5-7.7, 7. 11 and 7.12); evaluation of the weeks’ Web sites; rough draft workshop for the Business Letter with Documented Research: Investigating and Reporting Cultural Considerations for Doing Business Internationally.
Session 6: 30 January 2013, Wednesday
Lecture + Reading Assignment: Chapter 8, “Designing Documents”
In-Class Activities: Discussing the reading, plus in-class activities (8.2, 8.3, 8.4—switching groups for each activity); sharing Journal Entry 3 in class and discussion of readings; discussing next week’s assignment—Business Memo with Documented Research. This assignment will focus on the political, economic, and business climate for the country each student chose.
Assignments Due: Journal Entry 3; Business Letter with Documented Research: Investigating and Reporting Cultural Considerations, both in the dropbox.
Session 7: 4 February 2013, Monday
Lecture + Reading Assignment: Chapter 9, “Creating Visuals and Data Displays”
In-Class Activities: Rough draft workshop for the Business Memo with Documented Research, as well as discussion of the readings and in-class activities (9.3, 9.6), and evaluation of the week’s Web sites.
Session 8: 6 February 2013, Wednesday
Lecture and Reading Assignment: Chapter 10, “Making Oral Presentations”
In-Class Activities: Discussing the PowerPoint with Audio and Visuals assignment—(See the Left-Hand Menu of the online classroom (due week 5); discussing readings and completing in-class activities (10.2, 10.3, 10.4); sharing Journal Entry 4 in class.
Assignment Due: Journal Entry 4, plus Business Memo with Documented Research, both in the dropbox.
Session 9: 11 February 2013, Monday
Lecture + Reading Assignment: Chapter 18, “Writing Proposals and Progress Reports,” plus, the following pages from Chapter 17: 527-536; 547-559.
In-Class Activities: Discussing readings for the week, plus in-class activities (Answering the proposal questions on page 578—as a prewriting for the proposal/research project); rough draft workshop for the PowerPoint with Audio and Visuals assignment (Students should bring a copy of their PowerPoint printed as “handouts”. Go to the print-preview screen to choose this option.)
Session 10: 13 February 2013, Wednesday
Lecture + Reading Assignment: Chapter 19, “Analyzing Information and Writing Reports”
In-Class Activities: Discussing the readings and completing in-class activities (19.2, 19.3, 19.4) as well as sharing Journal Entry 5 in class; discussing the Research Proposal assignment (see the Left-Hand Menu).
Assignment Due: Journal Entry 5 and the PowerPoint with Audio and Visuals, both in the Dropbox.
Session 11: 18 February 2013, Monday
Lecture + Reading Assignment: Chapter 11, “Building Resumes”
In-Class Activities: Discussing the reading assignments for the day and completing in-class activities (11.3, 11.4, 11.911.10); evaluating the Web sites for the week; rough draft workshop for the Research Proposal assignment.
Session 12: 20 February 2013, Wednesday
Lecture + Reading Assignment: Chapter 12, “Writing Job Application Letters”
In-Class Activities: Discussing the reading assignment and completing in-class exercises (12.3, 12.4, 12.5); sharing Journal Entry 6 in class; discussing the Resume and Cover Letter assignment.
Assignments Due: Journal Entry 6 and the Research Proposal assignment, both to the dropbox.
Session 13: 25 February 2013, Monday
Lecture + Reading Assignment: Ch. 16, “Crafting Persuasive Messages”
In-Class Activities: Rough draft workshop for the Research Report; reading the readings with an eye toward the research paper, and completing in-class exercises (16.4, 16.6)
Session 14: 27 February 2013, Wednesday
Lecture + Reading Assignment: Reviewing Ch. 19.
In-Class Activities: Discussion of readings and sharing of Journal Entry 7 in class, plus in-class activities; rough draft workshop for Research Report. Students will use this chapter as a method of self-review for the research papers; workshop time for the research papers and conference time with instructor.
Assignments Due: Journal Entry 7; rough draft of the business report;
Session 15: 4 March 2013, Monday
In-Class Activities: In-class reflective exercise: what is your take-away from EN 306B. Informal reporting on the research projects, the processes and the content of the report (a 5 point reflective assignment).
Assignments Due: Research Report
Session 16: 6 March 2013, Wednesday
In-Class Activities: Final in-class short essay answer test. If you miss class tonight, you must have a proctored time with the Park U. office to complete the exam.
Assignment Due: All materials need to be turned in by tonight.
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 98
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:12/17/2012 7:32:48 AM