ࡱ> '` zbjbj$$ .FFr----.|;yrn/n/n/n/n/I0I0I0xxxxxxx${h~xI5I0I0I5I5xn/n/x777I5n/n/x7I5x77jrrwn/b/ `B-5r>t2x y0;ypt~m7@~drw~rw4I0H17{273I0I0I0xx7I0I0I0;yI5I5I5I5$'-- English 100WB (Business Communication) Handout WB1 Course Introduction and Policies Instructor: Mr. John Murphy (Greensheet) Fall 2010, page 1 The course Greensheet is analogous to a business model contract, with accompanying regulations, performance goals and outcomes/objectives expectations. Required greensheet material required by the universitys administration and by the English Department is presented in italics, with apologies for the inflated language and wordiness. SEE HANDOUT 2, CLASS CALENDAR (attached), FOR: Office location Sections taught this semester and class times/rooms Phone number Required textbooks and materials email address Recommended books and supplies Office hours Daily class topics, activities and assignments due OFFICIAL INFORMATION FROM THE UNIVERSITY ADMINISTRATION & THE ENGLISH DEPARTMENT English 100WB Course Description: English 100WB is a participatory upper-division core course in which students will develop advanced proficiency in college-level writing. While reinforcing and advancing the students understanding of the genres, audiences, and purposes of college writing developed in Written Communication 1A and 1B, English 100WB broadens and deepens those abilities to include mastery of the discourse specific to business communications. With an emphasis on critical thinking through scenario-based assignments that utilize both practical and theoretical aspects of organizational communication, English 100WB provides students with opportunities to practice both the oral and written skills necessary for successful business communications. Prerequisites: Passage of the Writing Skills Test (WST), upper-division standing (56 units), and completion of CORE GE. Course Objectives: Students will develop: The ability to analyze and interpret communication scenarios and to respond to them clearly, correctly, concisely, concretely, coherently, completely, and courteously; Advanced proficiency in both traditional and contemporary research strategies and methodologies necessary for research-informed writing and oral presentations that communicate complex ideas effectively and appropriately to both general and specialized audiences; A rhetorically sophisticated writing style appropriate to upper-division university discourse; Mastery of the mechanics of standard English. Student Learning Goals (Content Objectives): Students will be expected to demonstrate the ability to: Write documents and make oral presentations that are clear, correct, concise, concrete, coherent, complete, courteous, and culturally appropriate; Format, compose, and revise written documents for a variety of organizational situations; Identify and articulate the audience take-away message in every communication; Utilize a variety of communication tools, techniques, and modes; Communicate numerical and statistical data appropriately and effectively in both written and oral formats; Employ advanced research strategies and methodologies and incorporate research appropriately and effectively into both written and oral communications for a variety of organizational and rhetorical situations; Appreciate the importance of timely communication in organizational settings; Recognize a variety of organizational communication needs and constraints and employ appropriate communication strategies to meet those needs and/or constraints in a variety of business situations; Analyze various audiences and compile appropriate options and strategies to communicate effectively with those audiences; Evaluate and critique communication strategies and techniques for their effectiveness, including the strategies and techniques of their classmates; Make common-sense communication decisions and use logic to defend those decisions; Recognize when imagination and vision are appropriate to business communications; Communicate appropriately and effectively in cross-cultural situations; Create documents and make oral presentations that are ethically and legally defensible. General Education Learning Objectives: STUDENT LEARNING OBJECTIVE 1: Students shall be able to refine the competencies established in Written Communication 1A and 1B as summarized below: 1A Student Learning: Students should be able to perform effectively the essential steps of the writing process (prewriting, organizing, composing, revising, and editing). Students should be able to express (explain, analyze, develop, and criticize) ideas effectively. Continued English 100WB Handout WB1 Course Introduction and Policies Murphy (Greensheet) Fall 2010, page 2 Students should be able to use correct grammar (syntax, mechanics, and citation of sources) at a college level of sophistication. Students should be able to write for different audiences (both specialized and general). 1B Student Learning: Students should be able to use (locate, analyze, and evaluate) supporting materials, including independent library research. Students should be able to synthesize ideas encountered in multiple readings. Students should be able to construct effective arguments. STUDENT LEARNING OBJECTIVE 2: Students shall be able to express (explain, analyze, develop, and criticize) ideas effectively, including ideas encountered in multiple readings and expressed in different forms of discourse. STUDENT LEARNING OBJECTIVE 3: Students shall be able to organize and develop essays and documents for both professional and general audiences, including appropriate editorial standards for citing primary and secondary sources. The above objectives will all be realized through the writing process developed in the course content. (See Course Content.) COURSE CONTENT: Writing: Assignments shall emphasize those analytical and interpretive skills and activities in writing and thinking that produce types of writing useful in business communications, which include but are not limited to the following: both formal and informal correspondence for various purposes and audiences (email, memos, letters); employment application materials (resumes, cover letters, follow-up letters); formal and informal reports; white papers; abstracts, summaries, annotated bibliographies; proposals. Graded writing assignments will be sequenced appropriately throughout the semester and will total a minimum of 8,000 words; at least one of those assignments will be significantly informed by research. This minimum requirement excludes the final examination, journal writing, quizzes, and impromptu short writing assignments. However, it can include diagnostic writing and assignments that require major revisions to a previously graded or reviewed draft; a major revision is defined as a significant rethinking and reworking of an assignment, and not simply one that corrects mechanical errors noted on the original. At least two graded assignments shall be written in class. How the 8000 word minimum will be met and distributed must be clearly indicated on greensheets. Students shall receive frequent evaluations of their writing from their instructor. In evaluating student writing, instructors shall comments on specific features of individual assignments. Comments shall encourage and acknowledge student success as well as note errors and suggest ways to correct them. Statement from the Curriculum and Policy Committee: In English Department courses, instructors will comment on and grade the quality of student writing as well as the quality of ideas being conveyed. All student writing should be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs. Reading: Assigned reading will address issues of business communications. Instructors may assign business writing textbooks and/or create a short course reader that contains journalistic and/or scholarly writing in the field of business. Other appropriate reading may include texts that address the global marketplace, online communication, visual communication, and collections of business scenarios. Research: English 100WB shall provide advanced instruction in both traditional and contemporary research strategies and methodologies, including locating and evaluating materials, using them effectively (e.g., quoting, paraphrasing, summarizing), and citing them properly. At least one substantial writing assignment shall be informed by research. As part of this requirement, at least one class session of English 100WB shall include a presentation by a university librarian. Active Learning: Class sessions shall provide ample opportunities for active student learning in the following ways: formal and/or informal large- and small-group discussion and collaborative writing and thinking activities designed to develop and provide repeated student practice in exercising those rhetorical, analytical, and interpretive skills that produce stylistically appropriate, intelligent, and critical written and oral responses to business-communication scenarios; both formal and informal oral presentations; organizational role-playing and interviewing simulations. Diagnostic Assessment: During the first week of the semester, students will write an in-class diagnostic essay. This initial writing sample enables the instructor to determine that each students prerequisite training and entry writing skill level is sufficient to ensure success in the class. If the results so warrant, the instructor will suggest periodic (even weekly) tutoring at one of the campus tutoring facilities or advise enrollment in a more suitable course. PLEASE NOTE: 91s ENGLISH 100WB IS NOT A REMEDIAL WRITING CLASS. Continued English 100WB Handout WB1 Course Introduction and Policies Murphy (Greensheet) Fall 2010, page 3 The University Essay: The culminating department writing exam for English 100WB is held on a special exam day near the end of the course, will count as 10% of the final course grade, and will be graded holistically by members of the English Department. Mandated Diversity Statement: Assignments (both reading and writing) shall address issues of race, class, and gender when appropriate, and the perspectives of women and diverse cultural groups shall be incorporated into course instruction and materials in an inclusive and comprehensive manner whenever possible. REQUIRED WORK FOR THE COURSE**/EVALUATION: Aside from the obligation to keep current with assigned readings, each student is responsible for completing the following assignments: ASSIGNMENTS (See Class Calendar, Handout 2, for all assignment due dates.) WEIGHT (%) COURSE CONTENT: essaystotaling a minimum of 8000 words...excludes the final examination. Mandated word count estimates and associated G.E. Learning Objectives [LO] are included. Diagnostic Writing Sample (verifies prerequisite skills) (4-5 pages, handwritten, 800-1000 words, LO1, LO2) 0% Investigative Report pages, typed, 1250-1750 words, LO1, LO2, LO3) 10% Specifications Document (5-7 pages, typed, 1250-1750 words, LO1, LO2, LO3) 10% Career Plan Packet (5-7 pages, typed, 1250-1750 words, LO1, LO2, LO3) 10% Midterm In-class Essay (reading response, analysis/argument) (4-5 pages, handwritten, 800-1000 words, LO1, LO2) 10% Proposal/Business Plan (Group and Individual Writing Project/Presentation) (8-10 pages, typed, 2000-2500 words, LO1, LO2, LO3) 20% Final In-class Essay (reading response, analysis/argument) (4-5 pages, handwritten, 800-1000 words, LO1, LO2) 10% Comprehensive Concepts and Skills Test (LO1) 10% Department Final Essay Exam (4-5 pages, handwritten, 800-1000 words, not counted in administrations word count requirement; LO1, LO2) 10% Classroom and Group Activities (include other writing assignments, library orientation and online assignment, miscellaneous activities, research-related projects, participation and quizzes both announced and unannounced). Each assignment will be assigned points, and the cumulative point totals will be tallied into a percentage grade. See class handouts for specific activity details. (LO1, LO2, LO3) 10% TOTALS: Required Word Count range: 8150-10750 words. (**NOTE: The Class CalendarHandout 2and lesson handouts contain specific details on all assignments.) GRADING: A/B/C/NO CREDIT: Students earning grades below C level will receive a grade of NC, meaning an acceptable grade was not earned in the course and it must be repeated satisfactorily for credit. NC does not affect a students GPA. MANDATED GRADING STATEMENT: The Department of English reaffirms its commitment to the differential grading scale as defined in the official 91 Catalog (The Grading System). Grades issued must represent a full range of student performance: A (Excellent); B (Above Average); C (Average); D (Below Average); F (Failure). Grade Equivalency Scale: A+ (97-100); A (93-96); A- (90-92); B+ (87-89); B (83-86); B- (80-82); C+ (77-79); C (73-76); C- (70-72); D+ (67-69); D (63-66); D- (60-62); F (0-59). Continued English 100WB Handout WB1 Course Introduction and Policies Murphy (Greensheet) Fall 2010, page 4 91 Academic Standards of Assessment for Timed Essay Grading: The A essay will be well organized and well developed, demonstrating a clear understanding and fulfillment of the assignment. It will show the students ability to use the language effectively and construct sentences distinguished by syntactic complexity and variety. Such essays will be essentially free of grammatical, mechanical, and usage errors. The B essay will demonstrate competence in the same categories as the A essay. The chief difference is that the B essay will show some describably slight weakness in one of those categories. It may slight one of the assigned tasks, show less facility of expression, or contain some minor grammatical, mechanical, or usage flaws. The C essay will complete all tasks set by the assignment, but show weakness in fundamentals (usually development), with barely enough specific information to illustrate the experience or support generalizations. The sentence construction may be less mature, and the use of language less effective and correct than the B essay. The D essay will neglect one of the assigned tasks and be noticeably superficial in its treatment of the assignmentthat is, too simplistic or short. The essay may reveal some problems in development, with insufficient specific information to illustrate the experience or support generalizations. It will contain grammatical, mechanical, and usage errors that render some sentences incomprehensible. The F essay will demonstrate a striking underdevelopment of ideas and insufficient or unfocused organization. It will contain serious grammatical, mechanical, and usage errors that render some sentences incomprehensible. CAMPUS RESOURCES FOR ACADEMIC ASSISTANCE: UNIVERSITY WRITING CENTER, Clark Hall, 126. Offers scheduled group workshops on specific writing problems and individual tutoring by appointment. (408) 924-2308 PEER MENTOR CENTER, Clark Hall, 130. Offers individual tutoring on a drop-in basis. (408) 924-2198. LEARNING ASSISTANCE RESOURCE CENTER, Student Services Center 600 (10th St. Garage), first floor. LARC offers open tutoring on a regularly scheduled or drop-in basis in many subject areas. Register at their information desk during your first visit for access throughout the semester. (408) 924-2587 DISABILITY RESOURCE CENTER (DRC), Administration Building 110 IMPORTANT! Students with disabilities who require special accommodations need to see me the first day of class to let me know of any special accommodations they might require. They should also register immediately with DRC. (408) 924-6000 Mandated statement of campus policy on compliance with the Americans with Disabilities Act: If you need course adaptations or accommodations because of a disability, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 requires that students with disabilities register with DRC to establish a record of their disability. The DRC website is http://www.drc.sjsu.edu. DR. MARTIN LUTHER KING, JR. JOINT CITY-UNIVERSITY LIBRARY, northwest corner of campus. Obtain a student library card immediately at the beginning of the semester if you dont already have one. (NOTE: At times, because of state funding cuts, the library may have to curtail hours of operation and services.) CLASS POLICIES: Attendance policy: This is not an on-line or correspondence course. Since much work (including group activities) needs to be covered during each class session, you are expected to be present for class and ON TIME for class. Since you cannot participate if you are not present, you actually hurt your grade by being absent for more than THREE class hours. The participation segment (20 points) of your point-total grade reflects your involvement in class discussions and activities. Therefore, you will lose one point from that portion of your grade for each class over three that you miss. IMPORTANT: Dropping this class is the students responsibility. Simply stopping attendance does not constitute an official drop and may result in an NC on the students permanent record. Students will be required to initial a roster as proof of attendance during each class session (and, legally, must initial ONLY for themselves). Late students disturb classes, interrupt instruction, and cause inconvenience and disruption to group activities. If you are late, be sure to sign the attendance roster, pick up the days instructional materials and copy any notes already written on the board. Excused vs. Unexcused Absences: Illnesses, injuries, accidents, family emergencies, inclement weather and traffic problems may cause unavoidable absences. Oversleeping, recovery from hangovers, taking mid-semester vacation trips and extending school holidays are examples of unexcused absences. In an emergency (for emergencies only), students may attend an alternate section of the same class on the same day. In any event, absent students should see me before class immediately upon return to provide details of their absence (and receive a possible excused grade for the missed days quizzes or activities), and to pick up any materials that Continued English 100WB Handout WB1 Course Introduction and Policies Murphy (Greensheet) Fall 2010, page 5 were distributed. Another student might be able to take notes or obtain class materials for you if you anticipate an absence on a specific day. Make-up work following an absence: You will have ample time (one week) to turn in back assignments after an excused absence. After that deadline, a zero will be recorded for the missing work. NOTE: Under campus and department policies, incompletes for a course are issued only for extreme emergencies. Late paper policy: In fairness to all students, any paper, or any other assigned work, that is turned in late (without reasonable excuse) will be assigned a maximum grade of 50% (F). EMAILED PAPERS ARE NEVER ACCEPTABLE. The physical paper must be turned in on time. After one week (or for any assignment not done at all), a zero will be recorded for the assignment and calculated into the final grade. Use of Outside Assistance: Campus or outside tutors may help with prewriting or may assist with basic skills instruction, but they should NOT be altering structure, inserting their own ideas, or be functioning as proofreaders who correct all grammatical errors for you. (On a related topic, computer spell-checks and grammar wizards are crutches, and they are not without flaws. Learn spelling and grammar rules!) Plagiarism: Academic Integrity Statement (from the Office of Student Conduct and Ethical Development): Your own commitment to learning, as evidenced by your enrollment at San Jose State University, and the Universitys Academic Integrity Policy requires you to be honest in all your academic course work. Faculty are required to report all infractions to the Office of Student Conduct and Ethical Development (formerly Judicial Affairs). The policy on academic integrity can be found at http://www2.sjsu.edu/senate/S04-12.htm. The 91 rules against plagiarism are set forth in the 91 Catalog, which defines plagiarism as the act of representing the work of another as ones own (without giving appropriate credit) regardless of how that work was obtained, and submitting it to fulfill academic requirements. Plagiarism at 91 includes, but is not limited to, (1) the act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the specific substance of anothers work, without giving appropriate credit, and representing the product as ones own work. It is the role and obligation of each student to know the rules that preserve academic integrity and abide by them at all times. This includes learning and following the particular rules associated with specific classes, exams, and/or course assignments. Ignorance of these rules is not a defense to the charge of violating the Academic Integrity Policy. In plainer English, this class operates on a Plagiarism Zero Tolerance Policy: Copying all, or part, of anothers material and presenting it as ones own is a grave matter. Plagiarism is defined as the unacknowledged use of anothers words or ideas. Plagiarism may involve: buying, stealing or borrowing a paper, hiring someone to write a paper, simply embellishing on anothers original ideas without providing a citation, copying from an outside source exactly or paraphrasing too closely without citation. It is easy for the instructor to detect bought, borrowed, downloaded, or mass-produced papers. Discrepancies in style and mechanics are revealed in the comparisons between in-class and out-of-class efforts. At 91, instructors now must report instances of plagiarism to the administration. In my classes, EVIDENCE OF PLAGIARISM (OR CHEATING ON A TEST) WILL RESULT IN A GRADE OF ZERO FOR THE ASSIGNMENT (OR TEST) AND AN F FOR THE COURSE. OTHER DISCIPLINARY ACTION MAY BE TAKEN. (See also the 91 publication, Academic Dishonesty and Its Consequences.) Paper Format: For outside-of-class word-processed or typed assignments, use standard 8 x 11 white, unlined paper. Use an attractive, modern, clean-looking 10- or 12-point font (e.g., Arial, Helvetica, Tahoma, Trebuchet, Verdana), but avoid script. Double space, unless you are directed otherwise. Leave adequate margins for comments (standard is 1 top, bottom and sides). However, do not fully justify margins. (Use left justification only.) Use only one side of a sheet for both typed and handwritten work. Fasten papers in the upper left corner with staples only (no paper clips, torn and folded edges, glue, straight pins, gum, etc.). Avoid plastic covers or binders since they are slippery and can fall out of a pile. For in-class papers, use lined loose-leaf paper (not torn out of a notebook with ragged edges). Use only black ink for all in-class writing (NOT pencil). Papers written in fluorescent green, hot pink, purple or orange may look cool, but they are difficult to read and look cheap and unprofessional. Blue can also be hard to read and does not copy well. Preparing a Paper for Peer Review: Follow the regular routine for preparing a final draft. However, instead of using your name for identification on the cover sheet, write your code number (assigned in class) on your peer review form. IMPORTANT: Papers prepared for peer editing MUST be complete. If they are not, or if you are not prepared with a paper at all (or have an unexcused absence) on peer-editing day, you will lose 10 Activity Points. Also, papers exhibiting insufficient effort will be subject to checking and point deductions. Continued English 100WB Handout WB1 Course Introduction and Policies Murphy (Greensheet) Fall 2010, page 6 Saving your work: Be sure to save all of your work on a disk and ALWAYS CREATE A BACK-UP DISK! Keep all your work, if possible, on two disks. Dont rely on just saving work onto a hard drive, which could fail. Another solution is to make photocopies. Revisions: Paper revision is an integral part of the writing process. Therefore, peer-reviewing and re-drafting of papers are built into the structure of the course. Preparing the Final Draft: After making the appropriate revisions and corrections, staple an instructor evaluation form or a cover sheet (details below) to the final draft. Attach the peer review form (if a peer review session was conducted for the assignment) to the back of your final draft. Cover Sheets: All assignments may require a peer review form or a formal cover sheet to attach to the FRONT of your work. The formal cover sheet must include: the title of the paper (centered, in the middle of the page, with no special punctuation), then your name, the time of your class (e.g., 9:00), the name of the assignment (e.g., Cause and Effect), and the date, also centered, about 4/5 of the way down the page, without boldface, clip art or other embellishments. An instructor rubric/checklist, containing spaces for ratings and comments, may substitute for the cover sheet. Always staple these forms to the front of your papers before class. Dont take up valuable class time to assemble your papers or borrow another students stapler. Be prepared in advance. Recycled papers: All work submitted in this class must be original. You may not doctor an old paper to try to make it fit into a current assignment. Also, you may not submit a paper used for another course. Sometimes, students try to satisfy requirements for two different courses by composing one paper. When students attempt this feat, they wind up with a watered-down compromise that satisfies the requirements of neither assignment. Repeating students must submit new work on different topics from the original efforts. Portfolio: Please SAVE all your graded papers, projects, tests, quizzes and homework assignments in a portfolio. (A folder or a large envelope will do.) Back assignments help you to trace your development and evolution as a writer and are useful during instructor conferences. Classroom Code of Conduct: CLASS DISCUSSIONS: Sometimes, in an enthusiastic moment, a student may interrupt a fellow classmate or the instructor. Please be considerate to help maintain a courteous, friendly atmosphere in the classroom. Be respectful of others opinions and efforts in class discussions and assignments. PEER EDITING: Try to offer constructive criticisms when editing papers for peer review. Dont just mark something as wrong or deficient without offering suggestions. (Comments such as You need to go back to remedial or WTF? are never helpful.) LATE ARRIVALS, EARLY EXITS: If you are late to class or need to leave early, please enter or exit quietly to avoid interrupting the instruction. If a group activity is in progress, approach the instructor after you find a seat to be placed into a group or receive alternate directions. PERSONAL ELECTRONICS: Turn off pagers/cell phone beepers during class time. Unless you have an emergency, please arrange to take your calls at other times. USE OF LAPTOPS, RADIOS, CD PLAYERS, IPODS, HEADSETS OR ANY HANDHELD ELECTRONIC DEVICES* IN THE CLASSROOM IS PROHIBITED! NO TEXTING IS PERMITTED AT ANY TIME! You are to be tuned in ONLY to what is going on in class. (*NOTE: Students using KINDLE, in place of paper textbooks, may access their materials at appropriate times.) RECORDING OF LECTURES: If you wish to record a lecture in any of your classes for later review, as a courtesy, please ask the instructors permission first. Statement on fair treatment: All students in my classes will always be treated fairly, equally, and with respect. I expect students to treat each other with the same courtesy and respect. No student or group of students will ever receive special treatment or special privileges over their classmates. Therefore, I NEVER ASSIGN OR ALLOW EXTRA CREDIT. Dont ask. 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