ENGLISH , WB11: BUSINESS WRITING Summer SYLLABUS

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1 ENGLISH , WB11: BUSINESS WRITING Summer SYLLABUS Instructor: Kate Wilson wilsonk@umd.edu Office Location: online Office Hours: online primarily we will communicate via Canvas Conversations. If the need arises we can meet in Canvas online conferences. Course Description: The purpose of this course is to familiarize students with formats and structures of business communication and provide practice in writing clear and concise professional documents (reports, letters, employment communication, memos and s). Much emphasis will be placed on writing for a specific audience and purpose. Specific Objectives: Course activities revolve around several specific objectives that apply to all assignments. You will learn to: Analyze a variety of professional rhetorical situations and produce appropriate texts, adapting the text to the knowledge base of the audience Produce persuasive texts that reflect the degree of available evidence and take into account counter arguments Understand and practice the skills needed to produce competent, professional writing including planning, drafting, revising and editing Identify and implement appropriate research methods for each writing task Practice the ethical use of sources and the conventions of citation appropriate in your field Improve competence in Standard Written English (including grammar, sentence and paragraph structure, coherence and document design) and use this knowledge to revise texts Required Materials: Canvas Module assignments, module schedule, non textbook readings, discussion board for Weekly Discussion Question, conference tool. Major writing assignments due to the Assignments tab. Assignments and Discussion Board posts due to Canvas by 11pm on s. Aplia E-textbook and problem sets Reading and problem sets completed in Aplia and due s at 11pm. Please see information on ordering your Aplia product below.

2 Aplia, which includes the e-textbook, is required. The digital product is $85.00, as you see above. The Aplia/e-book product is required, and it includes everything you need to successfully complete the course. You must purchase the Aplia/e-book product by following the directions given in the PDF, which you will find in Module 1 and in the Canvas Announcements. Your Aplia/e-book purchase does not include a hard copy of the text. You do not need a hard copy of the text, but if you would like to purchase it you can find it at Amazon, Chegg, etc. A Course Key will be required for your Aplia/e-book purchase. That course key identifies you as a student in the course. It is important that you are identified as a student in the course, because your problem sets will be completed and recorded online. If you do not enter a Course Key your problem set scores will not be recorded. Your scores on problem sets within Aplia will be reflected in Canvas at the end of the semester. Course Key: CA9E-KAPM-VG62

3 GENERAL CLASS INFORMATION: Canvas Conversations: As upper-level college students, you ve probably already experienced several different types of communication. In the electronic realm, for instance, you have realized that the s you send to your friends from home contain a different level of formality than the ones you ll send to potential employers and future co-workers. In this class, we ll practice becoming adept at communicating with each other in a professional manner. In other words, s sent to your classmates and instructor will use correct grammar, spelling, punctuation, and capitalization, as well as proper salutations. Instead of , students should use the Conversations feature on Canvas to contact the instructor and peers. Time commitment: Because of the highly condensed nature of the course (6 weeks), students should expect to spend 13 hours per week on the course. Each module (1-6) is broken up into relatively equal weekly portions (numerical, according to the week number of the semester) thereby allowing students to complete each module within the time allotted without fear of overly-heavy weeks in which each module is due Evaluations: PWP uses its own evaluation that will be distributed during the last two weeks of the semester. However, we also encourage you to fill out the online evaluations. Your participation in the evaluation of courses through CourseEvalUM is a responsibility you hold as a student member of our academic community. Your feedback is confidential and important to the improvement of teaching and learning at the University as well as to the tenure and promotion process. Please go directly to the website ( to complete your evaluations. By completing all of your evaluations each semester, you will have the privilege of accessing online, at Testudo, the evaluation reports for the thousands of courses for which 70% or more students submitted their evaluations. Academic Honesty: Academic honesty is not just a principle on campus; in the real world, using someone else s words or ideas can constitute copyright infringement, which is a serious crime. You must always submit work that represents your own original ideas. Since you are learning to gather and choose information, you will be encouraged to use outside sources in class, or in your writing. However, you must cite all relevant sources in all written and oral communications. Your readers or listeners should also be aware of the extent to which you are using outside information. Using ideas or language without verifiable references constitutes plagiarism. I will give automatic zeros to all work that is plagiarized. Further information about university policies on plagiarism may be found at the following URL: Students with Disabilities: The University of Maryland is committed to providing appropriate accommodations for students with disabilities. Students with a documented disability should inform the instructors within the add/drop period if academic accommodations are needed. To obtain an Accommodation Letter prepared by Disability Support Service (DSS), a division of the University Counseling Center, please call , dissup@umd.edu, or visit the Shoemaker Building for more information.

4 ASSIGNMENTS AND POINT VALUES: Assignments Point Value Percentage of Grade Informational Report % [Draft 20 points, Final 40 points] Letter Proposal 60 [Draft 20 points, Final 40 points] Correspondence Project 50 [Draft 20 points, Final 30 points] Reflective Writing (3) - 30 Discussion Board posts % Weekly Problem sets on textbook % readings Professionalism/Peer Review 40 10% TOTAL % The grade for assignments submitted late, without prior notification, will be deducted 1 letter grade per day. No assignment will be accepted after 4 days. The class is worth 400 points, and is on a 10 point scale A A A B B B C C C D D D F Grading Standards Four broad evaluative criteria determine the grade students receive on their papers: 1. Rhetorical Awareness the degree to which the writer conveys the paper s purpose; the degree to which the writer uses appropriate tone, style, and content for a clearly intended audience. This rhetorical awareness drives the content, format and mechanics. a. Content the use of effective evidence to support the main points of the text. b. Format the overall structure of the text, including the appropriate format for the specific assignment. c. Mechanics/Readability skills such as style, mechanics, sentence and paragraph coherence; the degree of ease with which the reader can understand the document.

5 Writing Groups: You will see that part of your Professionalism grade includes Writing Group. You will be placed into a writing group within the first few days of class, and you will stay in the group all semester. Members of the writing group will prewrite, write and revise together. Peer Review: Within the first few days of class, students will be assigned a writing group. Students will work in this writing group for the entirety of the summer session. Within the writing group, each student will provide comments and feedback on drafts of peer work. Peer Reviews will occur in Canvas. See schedule. Professionalism: You probably know that being professional is important. When you search for definitions, however, you will find a wide range of meanings. Related terms and synonyms, such as business etiquette or protocol, soft skills, social intelligence, polish and civility, may add to the confusion. However, they all have one thing in common: They describe desirable workplace behavior. Businesses have an interest in employees who get along and deliver positive results that enhance profits and boost the company s image. As a budding business professional, you have a stake in acquiring skills that will make you a strong job applicant and a valuable successful employee. [Guffey, Ch. 11] A B C D F Superior professionalism shows initiative and excellence in written and verbal work. The student helps to create more effective discussions through his/her contributions. Reading and writing assignments are always completed on time and with attention to detail. Interaction and collaboration with peers is tactful, thorough, specific, and often provides other students with a new perspective or insight. Superior professionalism is shown in Writing Group. Strong professionalism demonstrates active engagement in written and verbal work. The student plays an active role in the classroom but does not always add new insight to the discussion at hand. Reading and writing assignments are always completed on time and with attention to detail. Interaction and collaboration with peers is tactful, specific and helpful. Strong professionalism is shown in Writing Group. Satisfactory professionalism demonstrates consistent, satisfactory written and verbal work. Overall, the student is prepared for class, completes assigned readings and writing, and contributes to small group and large class discussions. Reading and writing assignments are completed on time. Interaction and collaboration with peers is tactful and prompt. Satisfactory professionalism is shown in Writing Group. Weak professionalism demonstrates inconsistent written and verbal work. The student may be late to class, unprepared for class, and may contribute infrequently or unproductively to classroom discussions. Reading and writing assignments are not turned in or are insufficient. Interaction and collaboration with peers may be lacking disrespectful, or off-topic. Weak professionalism is shown in Writing Group. Unacceptable professionalism shows ineffectual written and verbal work. The student may be excessively late to class, regularly unprepared, and not able to contribute to classroom discussions or small group workshops. The student may be disruptive in class. Reading and writing assignments are regularly not turned in or are insufficient. The student has a pattern of missing class, being unprepared or being disruptive. Unacceptable professionalism is shown in Writing Group.

6 Assignments Point Value Percentage of Grade Informational Report % [Draft 20 points, Final 40 points] Letter Proposal 60 [Draft 20 points, Final 40 points] Correspondence Project 50 [Draft 20 points, Final 30 points] Reflective Writing (3) - 30 Discussion Board posts % Weekly Problem sets on textbook % readings Professionalism/Peer Review 40 10% The grade for assignments submitted late, without prior notification, will be deducted 1 letter grade per day. No assignment will be accepted after 4 days. Week Days Assignments Due to Canvas & 11 pm One 6/2-6/8 F: Introduction Reflection Su: Aplia reading and problem set: week 1 Two Three Four Five Six 6/9-6/15 6/16-6/22 6/23-6/29 6/30-7/6 7/7 7/13 Informational Report M: Submit draft to peer review W: Return draft to peer Su: Submit final draft to Canvas Su: Aplia reading and problem set: week 2 F: Midterm Reflection Su: Aplia reading and problem set: weeks 3 & 4 Letter Proposal M: Submit draft to peer review W: Return draft to peer Su: Submit final draft to Canvas Su: Aplia reading and problem set: weeks 5 & 6 Correspondence Project M: Submit draft to peer review W: Return draft to peer Su: Submit final draft to Canvas Su: Final Reflection

7 Informational Report: Charting Your Career Path APA style - Report should contain in text citations and a References page 5 secondary sources o 2 of the 5 secondary sources should be from the UMD databases o 2 pieces of primary research may be substituted for 2 pieces of secondary research Report is 4-6 pages Report should make use of graphic highlighting and other high-skim techniques Gather information about a career or position in which you might be interested. Learn about the nature of the job. Discover whether certification, a license, or experience is required. One of the best places to search is the latest Occupational Outlook Handbook compiled by the U.S. Bureau of Labor Statistics. Also, the UMD career website has access to databases to research businesses, industries, jobs and more. Your Task: Write an informational report to your instructor that describes your target career area. Discuss the nature of the work, working conditions, necessary qualifications, and the future job outlook for the occupation. Include information about typical salary ranges and career paths. Discuss up-to-date issues facing your career area and industry using the library databases. Use research to discover what challenges and opportunities the industry you think you d like to enter is currently facing. Collect information about two companies where you might apply. Investigate each company s history, products and/or services, size, earnings, reputation, and number of employees. If you choose to complete primary research (informational interviews), interview one or more individuals who are working in that position. Devote sections of your report to the specific tasks, functions, duties and opinions of these individuals. Letter Proposal: Think Like an Entrepreneur APA style - Proposal should contain in text citations and References page 5 secondary sources o 2 of the 5 secondary sources should be from the UMD databases o 2 pieces of primary research may be substituted for 2 secondary research pieces Proposal must attend to the Triple Bottom Line Proposal is 4-6 pages Proposal should make use of graphic highlighting and other high-skim techniques Perhaps you have fantasized about one day owning your own company, or maybe you have already started a business. Proposals are offers to a very specific audience whose business you are soliciting. Think of a product or service that you like or know much about. On the web and in electronic databases, research the market so that you understand going rates, prices and costs. Search the Small Business Administration s website ( for valuable tips on how to launch and manage a business. Use the UMD business databases for information on industry, product, the Triple Bottom Line, etc. Your Task: Choose a product or service that you would like to offer a particular audience, such as a window cleaning business, an online photography business, a new vehicle on the U.S. market, or a new European hair care line. Unlike a business plan, you are not seeking funding for a new business. Instead, you are assuming that your business has been in operation for a few years, and you want to solicit a new client or take on a new challenge. Write a letter proposal promoting your chosen product or service. Proposal must attend to the Triple Bottom Line.

8 Correspondence Project: Writing Typical Business Messages Project is 8-10 pages Project should make manifest the lessons you ve learned from the text and our discussions about positive, negative and persuasive messages Assume that the business that you created for your Letter Proposal has been in operation for several years now. In the correspondence project you will consider different business situations that might occur in the running of your business, and you will create pieces of correspondence that will attend to those situations. Your Task: After reading chapters 6-8 (positive messages, negative messages, persuasive messages) review the messages explained in each chapter. Then, consider 1-2 scenarios that would allow you to utilize messages from these chapters to satisfy the situation you ve considered. This project asks you to consider the rhetorical situation, and to become adept at writing within it. For instance, in one letter you may be writing as the boss of your company, while in another letter you may be writing as an upset customer. In one letter you might be writing to persuade a resistant audience to buy your product, while in another letter you might be writing to reveal bad news. For example: Let s say you re the owner of an organic yogurt shop, FroYo. On a certain day, one of your customers finds FroYo out of his favorite topping, coconut. If this is one scenario, you might write a Complaint letter (persuasive) as the customer complaining about the missing toppings. Then, you might write an Instruction Message (positive) to your employees giving them instructions on product ordering to avoid running out in the future. To begin your correspondence project, you should write an informational memo to your instructor. Your memo should detail the scenario/s, and why you chose the particular pieces of correspondence. Also, you should not which aspects of the rhetorical situation are most active or important in each of the 6 pieces. Following the memo, you will write six typical business messages (positive, negative and persuasive). 6: [Positive Messages] Direct Request, Customer Response , Instruction Message, Direct Claim, Customer Adjustment Letter, Thank You Letter for a Favor 7: [Negative Messages] Refusing Donation Request, Denying a Claim, Bad News Follow-Up Message, Refusing an Internal Request, Announcing Bad News to Employees. 8: [Persuasive and Sales Messages] Persuasive Favor Request, Claim (Complaint) Letter, Persuasive E- Mail and Memo Flowing Upward, Sales Letter. Reflective Writing Essays Students will write three reflective pieces throughout the semester at the beginning, midterm and final of course. Memo format 1-2 pages Author: you - an ENGL394 student Audience: me - your ENGL394 instructor Purpose: to inform

9 Discussion Board Posts Students will post substantive replies to the 6 Discussion Board questions posed. You should reference details from the readings/videos for the week and try to add new information and narratives of your own experience to the conversation. Responses should be a minimum of 150 words. You should respond to at least one other student in a way that moves far beyond "I agree or disagree." Imagine that you are in class, and that you are conversing with your peers. You should aim to respond to a peer by Thursday or Friday. It shows professionalism to respond to your peers in a timely manner. Problem sets on Essentials of Business Communication (readings and problem sets completed in Aplia see schedule) Weeks 1 & 2 Assignment: informational report 1. Communication Skills as Career Filters 2. Planning Business Messages 9. Informal Reports 11. Professionalism at Work: Business Etiquette, Ethics, Teamwork and Meetings 13. The Job Search, Resumes and Cover Letters Weeks 3 & 4 Assignment: letter proposal 3. Composing Business Messages 4. Revising Business Messages 10. Proposals and Formal Reports Weeks 5 & 6 Assignment: correspondence project 5. Electronic Messages and Digital Media 6. Positive Messages 7. Negative Messages 8. Persuasive Messages

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