ࡱ> {}zg IbjbjVV 4nr<r<>  [[[ooo8\<oL?Lt& aLcLcLcLcLcLcL$NQL[4@tLL`R[aLaLF09"Ix"`G$MLL0LH:R:RHII:R[J8LLL:R ! : San Jos State University English 100WB Business Communications Advance Writing Workshop: Business Majors Spring 2011 Instructor: Leslie Jacoby Office: FO 219 Email:  HYPERLINK "mailto:Leslie.Jacoby@sjsu.edu" Leslie.Jacoby@sjsu.edu Office Number: 408.924.4425 Office Hours: Monday 11:30p.m. - 1:30 p.m.; By Appointment English 100WB Section 01 Monday & Wednesday / 9:00 a.m. 10:15 a.m. Location: Boccardo Business Center 203 Course Description: English 100WB is a participatory upperdivision 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 the 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. Required Course Texts and Materials: Alred, Gerald J., Charles T. Brusaw, and Walter E. Oliu. The Business Writers Companion, Sixth Edition. Boston: Bedford/St. Martins, 2011. ISBN: 13: 978-0-312-60963-4 Student Edition Student Choice of Reading fromBusiness pages at:  HYPERLINK "http://www.nytimes.com/pages/todayspaper/index.html" http://www.nytimes.com/pages/todayspaper/index.html College-level Dictionary /Thesaurus Portfolio Folder Budget for Printing 91 English Department 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: 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. GE/91 Student Learning and Course Outcomes (SLOs) Upon successful completion of this course, students will be able to: Learning Objective 1 (SLO1): Students shall write complete essays that demonstrate the ability to refine the competencies established in Written Communication 1A and 1B as summarized below: Course Goals and Student Learning Objectives English 1A Composition The following Content Objectives are specific to Area A2 (English Composition 1A) Students should be able to perform effectively the essential steps in the writing process (prewriting, organizing, composing, revising, and editing). Students should be able to express (explain, analyze, develop, and criticize) ideas effectively. 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 & general). Course Goals and Student Learning Objectives English 1B Composition Students shall be able to refine the competencies established in Written Communication 1A (see above). 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. Learning Objective 2 (SLO2): 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. Learning Objective 3 (SLO3): 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 below.) Course Content: Diversity: Assignments (both reading and writing) shall address issues of race, class, age, 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 appropriate. At least one graded assignment, oral or written, shall address cross- or inter-cultural, -generational, or -gender communications. 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 appropriately sequenced 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 the department diagnostic 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 green sheets. Students shall receive frequent evaluations of their writing from their instructor. In evaluating student writing, instructors shall comment on specific features of individual assignments. Comments shall encourage and acknowledge student success as well as note errors and suggest ways to correct them. Reading: Assigned reading will address issues of business communications. Instructors may choose from several department-approved Business Communication textbooks that contain models of effective business communication and from several department-approved comprehensive writing handbooks; instructors may also 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: In the second week of the semester, students will write an in-class essay. This initial writing sample enables the instructor to determine that each students prerequisite training and entry writing skills set is sufficient to ensure success in the class. If the results require additional skills, 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 course. Tutoring: Students whose writing displays serious deficiencies in their control of standard English syntax, grammar, or punctuation will be advised to seek help from the Writing Center. (Monday-Thursday: 9am-5:30pm; Friday: 9am-12pm; Clark Hall, Suite 126408.924.2308) The University Essay Final Exam: The culminating department writing exam for English 100WB is held on a special exam day near the end of the semester. It will count as 10% of the final course grade; it will be graded holistically by qualified members of the English Department. Grading: A/B/C/No Credit. A passing grade in the course signifies that the student has developed those writing, reading, and research abilities necessary for upper-division work in those majors that comprise the College of Business. The English Department reaffirms its commitment to the differential grading scale as defined in the official 91 Catalog (The Grading System). Further, a passing grade in the course signifies that the student has developed those writing, reading, and research abilities necessary for upper-division work. Grades issued will represent a full range of student performance: A=Excellent; B=Above Average; C=Average; D=Below Average; and F=Failure. Courses graded according to the A, B, C, No Credit (NC) system will follow the same policy except that an NC will replace a D or F. NC will substitute for Withdrawal (W) because neither NC nor W affects students grade point averages. In English Department courses, instructors comment on and grade the quality of student writing as well as the quality of the ideas being conveyed. All student writing should be distinguished by correct grammar and punctuation, appropriate diction and syntax, and well-organized paragraphs. Class Policies, Protocols, and Procedures: Missed in-class work cannot be re-assigned or re-scheduled No late papers or homework will be accepted in the business arena professional behavior is essential, so it will be for this class as well No work will be accepted via email Out-of-class papers must be typed, double-spaced, and follow either MLA or APA Format (individual choice) Poorly presented papers will be returned unread with a grade of NC Work suspected of plagiarism will be returned with a grade of NC All homework and papers will be turned in at the beginning of class time Course success depends upon good attendance, preparedness, participation* and completion of reading assignments No eating in class All cell phones will be turned OFF during class time (if you are caught using your cell phone you will be asked to leave and you will not receive credit for any in-class work) All students must follow the English departmental policies All students must follow the 91 policies, protocols, and procedures You are responsible for understanding the policies and procedures about add/drops, academic renewal, withdrawal *Participation is defined as including unannounced quizzes and writing exercises, in-class writing assignments and projects, and class conversation/discussion group work. We will also spend much of our class time workshopping various projects designed to support you and your work in a collaborative manner; therefore, participation will be crucial to your success in this class. Required Work for the Course and Assignment Schedule: A detailed schedule of assignments and activities is attached. Days listing readings means you need to read the assigned pages PRIOR to class. Occasionally, the schedule may change with fair notice, so please keep informed. Aside from the obligation to keep current with assigned readings, each student is responsible for completing the following assignments: Academic Integrity: Your own commitment to learning, as evidenced by your enrollment at 91, and the Universitys Academic Integrity Policy requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the Office of Judicial Affairs. The policy on academic integrity can be found at  HYPERLINK "http://www2.sjsu.edu/senate/S04-12.htm" 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, 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. Campus Policy on Compliance with 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 requesting accommodations must register with DRC to establish a record of their disability. The DRC website is  HYPERLINK "http://www.drc.sjsu.edu" http://www.drc.sjsu.edu.     Please read this Green Sheet carefully as it is analogous to a business model Contract with relevant protocols, policies, performance goals, course objectives, and learning outcomes expectations. Assignments: (See Class Schedule for all assignment due dates.) Diagnostic Writing Exercise (Handwritten, 500 words, LO1, LO2) 5% Report /Document (Group/Individual) (Typed, 1000 words, LO1, LO2, LO3) 15% Career Plan Portfolio (Individual) (Typed, 500 words, LO1, LO2, LO3) 10% Proposal/Business Plan /Project (Group/Individual) Writing Project and Presentation (10%) (Typed, 2000-2500 words, LO1, LO2, LO3) 20% Classroom and Group Activities/Participation (Handwritten, 2000-2500 words, (LO1, LO2) 15% Departmental Final Essay Exam (Individual) (Handwritten, 800 - 1000 words, LO1, LO2, LO3) 15% Portfolio (Individual) (Typed and Handwritten, 1000 words, LO1, LO2, LO3) 20% #ABklwx   ! ' ( ) * 7 = ? 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