EN 306 Prof Writing in the Disciplines:Business Communications
U1T 2013 DLH
Arias, Susan M.
M.A. English Miami of Ohio; M.A. Theater Miami of Ohio; B.A. Theater Miami of Ohio Post Graduate work in Education California State University Dominguez Hills; Teaching credentials from California, Hawaii, and Texas
6/03/2013 to 7/28/2013
Consistent with Park policy, students should visit the class 4 days per week.
EN105, EN106, WCT, 60 hours
Textbook: Business and Administrative Communication, 10/E Kitty O. Locker Donna S. Kienzler ISBN13 9780073403182 Publisher: McGraw Hill Copyright: 2013
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
Course webliography; online job aids; manuals and other documents in the Document Sharing area of the course.
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Educational Philosophy: This facilitator's educational philosophy is to use collaborative learning processes to encourage active, higher-level, critical thinking. As a community of learners, the class will share experiences, readings, discussions, mini-lesson direct instruction, peer review, and team 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
% of Grade
(Specific due 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 Analysis Memo)
Writing Assignment #2: Memo with research – cultural considerations
Writing Assignment #3: Research Proposal
Writing Assignment #4: Presentation
Writing Assignment #5: Cover Letter and Resume
Writing Assignment #6: Progress Report
Weekly; Due 7
Paper #7: Business Report (Core Assessment)
Late Submission of Course Materials:
Conference/Discussion work: 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. Please read every announcement each week. Due dates for discussion topics may vary and are announced.
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.
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 Wednesday each week unless otherwise noted. After Wednesday, 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 Wednesday 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.
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. Stay in contact with the professor and keep the professor informed of unusual circumstances.
Classroom Rules of Conduct:
All students are expected to observe rules of civility and respect with one another and the instructor in the classroom and in all email correspondence. Please address students by name and sign your own name when posting or emailing. If you have urgent questions that may be of interest to all students, post them in the office or use the class email list to send an email to the professor and other students with the question. Students can find our class email list under Email along the top tabs on the class page. Do not hesitate to contact me with your questions. I am available to you. Remember, it is possible to disagree without becoming disagreeable. Discussions are open forums for ideas and well-supported individual perspective. I sincerely look forward to learning from all of you. Good humor is always appreciated.
Course Topic/Dates/Assignments: See the Course Overview thread in the Course Home for the Summary of Weekly Assignments. Course assignments and due dates are posted sequentially in each of the appropriate weeks; you will have at least seven (7) days prior notice before each of the six major writing assignments.
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 2012-2013 Undergraduate Catalog Page 97
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 2012-2013 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 2012-2013 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:4/29/2013 11:43:58 PM