DRAFT SYLLABUS. PUBP 709-DL1 Professional Writing for Policy Spring, 2012 Distance Learning Course Professor: Carol Whitney. Course Description
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1 Carol A. Whitney (cell) Office hours TBA (or by appointment) DRAFT SYLLABUS PUBP 709-DL1 Professional Writing for Policy Spring, 2012 Distance Learning Course Professor: Carol Whitney Course Description This course is designed to help students develop and polish the writing skills they will need in any professional environment, whether it be government, academia, business, or even the world of politics and issue advocacy. Good writing is good writing in any setting, and the various forms we cover will apply in any of these work settings. We will begin with the basics, including a quick refresher course in the grammar, word usage and punctuation skills we thought we knew (but generally don t). Sentence structure, paragraphing, logical flow, and the discipline needed for clear, concise and persuasive presentation of material will be the main focus of the course. This course is very interactive. The online format is different from a classroom course, but still allows for a great deal of interaction and group work. You will get to know your fellow students through introductions each of you will post on Blackboard before the course starts, and will interact regularly with them in small groups and general back and forth. You will have a writing assignment every week. The best way to improve your writing is to write. The types of writing involved will include news writing, editorial/opinion, general persuasion, issue advocacy, academic writing, and speechwriting. Expect to produce news releases, issue briefings, talking points, and Op. Eds. among others. The student should finish this course with a solid working knowledge of the writing skills needed in professional life, a portfolio of error-free writing samples that should impress a prospective employer, and the ability to proofread his/her own material. Course Objectives and Outcomes polishing of basic writing skills including both form and content, increasing awareness of the difference between evidence-based persuasion and biased rhetoric, developing the ability to present complex material clearly and simply, mastering the particular types of factual and persuasive writing required in career and academic settings,
2 gaining the ability to develop a persuasive argument based on evidence and logical presentation. Required Texts and Readings Strunk and White, The Elements of Style, Pearson & Co., 2000 O Connor, Patricia, Woe Is I, NY: Riverhead, Ed. 3, 2009 O Connor, Patricia, Words Fail Me, NY: Harcourt, 1999 Additional readings will be posted on the Blackboard site under Course Documents or found online. You will be required to do some (minimal) research to find information on specific topics. Online Resources Links to specific Internet resources will be provided as needed. You will want to bookmark which is an excellent guide to all aspects of writing and grammar. Do not be offended by the fact it is produced by a junior college organization; it contains good information that all of us can and will use. Please review the New York Times and Washington Post daily to keep current on the news and key issues. Our writing assignments will often be tied to current events and issues. Technology Requirements The basic technical requirements for Blackboard users are listed on the Blackboard learning Center online. A good, up-to-date computer with standard software should be fine. We will be using standard online platforms, many of which you probably already use. If you don t have them, download Adobe Acrobat, Adobe Flash Player and Windows Media Player. Please obtain a headset with microphone to allow for video and voice interaction on Elluminate and/or Skype. Working without a headset causes reverberation and interference on the other microphones. If your computer does not have a built-in camera, purchase a webcam, which should cost around $35. This will make interaction with classmates much easier and more natural. Create a Skype account and sign up for gmail if you don t already have it. For online help, ITUsupport.gmu.edu, or call them at Blackboard Issues If you are unaccustomed to working on Blackboard, practice now and ask for help if you need it. On the mymason portal you will find links to Blackboard learning tools, including a section on Blackboard Help for Students. These are very helpful. You can also contact the ITU support center as above. Frequently Chris Tilley at can answer your questions about technology. This version of Blackboard provides a more user-friendly platform than past versions. For those accustomed to older, less forgiving versions, or for those who have used WebCT in the past, you should be pleasantly surprised. More detailed information on your use of Blackboard in this course will be posted on the course site.
3 Class Requirements Each week you will have readings, short videos to view, one main written assignment, and online discussions of the assigned topics. You will not have a specific class time, but the over-all time commitment should be the equivalent of what you would spend on a regular three unit course. Expect to spend 12+ hours per week total on the course. The 2-1/2 hours you would ordinarily spend in the classroom will be spent working on your own or in the small group. It is important to do the readings for an online course, because everyone in the class will have to discuss them. The readings are not especially long, but it will be readily apparent if you have not done them. The final project for the course is a writing portfolio that can be used to demonstrate your ability in applying for a position or simply to showcase your skills. It should, of course, be free of typos and word usage errors. Does the class meet face to face? Frequently Asked Questions No, with the exception of the first week, we do not have a specific meeting time The class is asynchronous, meaning you can join in the discussions at any time of day and we do not meet face to face. You don't have to all log in at the same time, but we do communicate regularly online, both in small groups and individually. How do you make sure we participate on the Discussion Board? I can read your postings. The system is set up to maintain a record of who is logged in, and for how long. Also, you are graded on the quality of your postings, not just the quantity. The level and quantity of participation will play a large role in your grade.. What about lectures? Just as in the classroom setting, this course is highly interactive and relies on your individual reading more than on formal lectures. There will be short video presentations on key topics, and use of PowerPoint, but no long lectures. Much of the work will be done in your small group, where students can share and provide constructive advice on one another s work.. Are there any written assignments? Yes. Each week you will have a written assignment, and we will take turns leading group discussions. The online character of this course means that you will do at least as much writing as you would in the classroom course. How do I get to know the other students in the class? Students will be asked to introduce themselves using the Introductions link on Blackboard, where the professor s introduction can also be found. You should post a photo of yourself or a short video so the others will have a clear picture of the students with whom they are working. How accessible will the professor be if I have questions or concerns? I will conduct office hours regularly on Skype or Elluminate, and will be available through or telephone. You will have at least as much individual attention from the professor as you might in a traditional course. Please feel free to contact me at any time with your questions and/or concerns.
4 How do you make sure I keep up with the work? This is not a course for procrastinators. The schedule is tight and there are penalties for missing deadlines. Keep in mind that late or non-existent submissions will be reflected in your grade. Is this course as rigorous as traditional courses? Yes! The total hours you spend on the course should be the same as what you would dedicate to a full semester class (in-class time and preparation time). General Grading: You will be graded on the following factors: Quality of postings and written assignments Timeliness and responsiveness Positive contributions to the learning process of the class Participation in and contribution to the small group Demonstrated progress in writing quality Specific There will be no exams for this course. Grading will be based on the written assignments, class participation, final portfolio, and quizzes. The weekly written assignments and quizzes will make up 2/3 of the grade, and the final writing portfolio 1/3. The series of grammar and word usage quizzes will not be a major factor in your grade; they are simply reminders of what you may need to work on. Assignments must be submitted by before the deadline. Late assignments will not be accepted unless approved by the instructor. Make-up assignments may be accepted at the instructor s discretion. Orientation Prior to the first week of the course, please check the course website on Blackboard. Be certain everything is accessible and that you understand how it will work. Post your photo and a brief bio (include something interesting about you or your aspirations) on the About Us - Introductions link on Blackboard. If you are new to Blackboard, go to Blackboard, sign in, and click on help. That will take you to a page listing tutorials on Blackboard in general, as well as specific features. Course Outline: Note: All assignments will be posted on Blackboard Week 1 (January 23-29) Introduction: The Basics of Good Writing Overview of the course Clarity and precision in the written word
5 Expository writing and persuasive writing skills as a foundation Week 2 (January 30-February 5) Grammar and Word Usage The real purpose of punctuation Favorite errors and corrections over-writing, the evil adverb, multiplicity of modifiers Week 3 (February 6-12) Week 4 (February 13-19) Week 5 (February 20-26) Clear, Concise Sentences The structure: each word has a purpose The death sentence and the lost clause The Central Idea What s it all about, and who cares? Considering the audience The logic of design The Point of the Paragraph Effective paragraphing Getting there: planning the document Outlining and building it Week 6 (February 27-March 4) The Writing Process How to start, when to stop You aren t done yet Week 7 (March 5-11) News or Rhetoric: The Persistence of Bias Tony Schwartz and the Responsive Chord The unintentional bias of language, placement News stories, Op. Eds., news releases, blogs March Week 8 (March 19-25) Week 9 (March 26-April 1) Week 10 (April 2-8) Spring Break Persuasive Writing Framing the message; persuasion without bias Issue Advocacy Policy and politics Tools for the Job Briefings, summaries, talking points Skills for the Hill including One-minutes Speech Writing Speaker TBA Writing in another s voice Week 11 (April 9-15) Presentations of Speeches Week 12 (April 16-22) The New Media
6 Writing in the new world Your audience Speaker TBA Week 13 (April 23-29) Week 14 (April 30-May 5) Course Summary and Final Tips Interviews and press conferences Writing Portfolio Due Note: The schedule may be adjusted due to speaker availability or other considerations. Academic Accommodation for a Disability If you are a student with a disability and you need academic accommodations, please contact the Disability Resource Center (DRC) at All academic accommodations must be arranged through the DRC. SPP Policy on Plagiarism: The profession of scholarship and the intellectual life of a university as well as the field of public policy inquiry depend fundamentally on a foundation of trust. Thus any act of plagiarism strikes at the heart of the meaning of the university and the purpose of the School of Public Policy. It constitutes a serious breach of professional ethics and it is unacceptable. Plagiarism is the use of another s words or ideas presented as one s own. It includes, among other things, the use of specific words, ideas, or frameworks that are the product of another s work. Honesty and thoroughness in citing sources is essential to professional accountability and personal responsibility. Appropriate citation is necessary so that arguments, evidence, and claims can be critically examined. Plagiarism is wrong because of the injustice it does to the person whose ideas are stolen. But it is also wrong because it constitutes lying to one s professional colleagues. From a prudential perspective, it is shortsighted and self-defeating, and it can ruin a professional career. The faculty of the School of Public Policy takes plagiarism seriously and has adopted a zero tolerance policy. Any plagiarized assignment will receive an automatic grade of F. This may lead to failure for the course, resulting in dismissal from the University. This dismissal will be noted on the student s transcript. For foreign students who are on a university-sponsored visa (e.g. F-1, J-1 or J-2), dismissal also results in the revocation of their visa. To help enforce the SPP policy on plagiarism, all written work submitted in partial fulfillment of course or degree requirements must be available in electronic form so that it can be compared with electronic databases, as well as submitted to commercial services to which the School subscribes. Faculty may at any time submit student s work without prior permission from the student. Individual instructors may require that written work be submitted in electronic as well as printed form. The SPP policy on plagiarism is supplementary to the George Mason University Honor Code; it is not intended to replace it or substitute for it. Safety and Security: A Message from the Provost The Mason Alert system is available to provide emergency information of various sorts. You may sign up for it by visiting the website An emergency poster exists in each classroom explaining what to do in the event of crises. Further information about emergency procedures exists on
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