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EN 306B Prof Writing in the Disciplines:Business Communications
Arias, Susan M.


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 306 Prof Writing in the Disciplines:Business Communications

Semester

U1T 2013 DLH

Faculty

Arias, Susan M.

Title

Adjunct Faculty

Degrees/Certificates

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

Office Location

Waianae, HI

Office Hours

Online daily

Daytime Phone

(808) 675-6518

E-Mail

Susan.Arias@park.edu

smarias2@hawaii.rr.com

Semester Dates

6/03/2013 to 7/28/2013

Class Days

Consistent with Park policy, students should visit the class 4 days per week.

Class Time

Online continually

Prerequisites

EN105, EN106, WCT, 60 hours

Credit Hours

3


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

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 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:
EN306B Professional Writing in the Disciplines-Business Communications: This course is the third course in the required writing sequence at Park University. It emphasizes professional writing skills and expectations in various disciplines while developing further basic writing skills. Specific departmental courses may be deemed equivalent and will be used to satisfy this course. The course will have three sections. B. Business Communications: This course will emphasize knowing and preparing various kinds of communications in business and related fields: business letters, reports, proposals, surveys, field studies, visual aids, group presentations, public lectures. Prerequisites: EN105, EN106, passing the Writing Competency Test and 60 credit hours. 3:0:3

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

  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.


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:

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.

Grading Scale

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

Grading:
   

 

Assignment (Deliverable)

Points

% of Grade

Week Due
(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)

50

5%

2

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

50

5%

2

Writing Assignment #2: Memo with research – cultural considerations

50

5%

3

Writing Assignment #3: Research Proposal

100

10%

4

Writing Assignment #4: Presentation

100

10%

5

Writing Assignment #5: Cover Letter and Resume

50

5%

5

Writing Assignment #6: Progress Report

50

5%

7

Journal

50

5%

Weekly; Due 7

Paper #7: Business Report (Core Assessment)

200

20%

7

Final Exam

200

20%

8

Participation

100

10%

Weekly

Total 

1000

100%

Late Submission of Course Materials:
 

Late submissions of assignments will be handled on a case-by-case basis, though as in the workplace, it is essential that documents be delivered on time, in final form Assignments which are still missing at the end of the term will receive no credit.
Papers turned in late will not receive detailed comments and may receive only a grade. Papers with detailed comments and late papers may not be revised for a higher grade. No provision has been made for extra credit work in this class.

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.

  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 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 .

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Last Updated:4/29/2013 11:43:58 PM