Syllabus for ENGLISH 232.H81 - Technical & Business WritingFall Semester 2015

Instructor: Nancy LevantLeTarte Hillsdale Campus: (517) 437-3343

Instructor Email: levantnancyn@jccmi.eduOffice Hours: 5:00 p.m. to 6:00 p.m. before class, Rm. 15, or by Skype appointmentClass Time: Mondays, 6:00 p.m. to 8:54 p.m., LeTarte Hillsdale Center, Room 15, plus two hours online each week.

Required textbook: Technical Communications: A Practical Approach, 8th Edition, by William Sanborn Pfeiffer and Kaye E. Adkins (ISBN-13: 978-0-13-278578-5)

Materials Needed for Course: two flash drives, multiple pocket folders, butterfly clips, pens, pencils and highlighters, notebooks, and reliable computers and printers (broken computers do not excuse non-attendance or late assignments). You also need back-up transportation and baby-sitters and clarity with employers that you have a college class to attend.

How to Login to JC Accounts: first seven letters of last name, first seven letters of first name, middle initial. Use no spaces, for example Jennifer Ann Smith would login as: smithjennifea

Password for JC Accounts: Your password is your first and last name initials, the two digit day of your birth, the last two digits of your birth year, and the last four digits of your student ID.

ENGLISH 232 Description: ENG 131 is the prerequisite course for ENG 232. ENG 232 is a 3-credit technical and business writing and communications course where letters, resumes and curricula vitae, cover letters, memos, instruction guides, proposals, formal reports, and executive summaries will be practiced and produced for grading. The course provides this variety of written and oral communication projects to meet the requirements of today’s workplace and includes both descriptive and instructional communications. Course projects are performed both in and out of class and are group-centered.

Course Goals:Students who complete English 232 should be able to do all of the following:

• Write and produce a variety of technical writing documents• Become aware that writing is an activity important to the organization/work world• Demonstrate effective use of the writing process• Learn to recognize various document formats, appropriate to audience and purpose•

Participate in responding to and evaluating writing produce by themselves and others• Produce a technical writing document using research methodology

• Produce documents using computing technology• Demonstrate understanding of the role of diverse audiences and document design in a

multicultural organization

Performance Objectives:

To complete the course successfully, students will perform all of the following:

• Complete all required readings.• Create a body of work demonstrating a variety of written documents, appropriate to

audience and purpose. • Submit finished documents and papers; submit portfolios electronically.• Complete all writing assignments in appropriate formats, using computing technology• Demonstrate knowledge of and ability to produce memos, reports, proposals, letters,

emails, instructions, and resumes and curricula vitaes.

Course Objectives and Associate Degree Outcomes (ADO):

ENG 232 course goals and objectives incorporate specific Associate Degree Outcomes (ADOs) established by the JC Board of Trustees, administration, and faculty. These goals are in concert with four-year colleges and universities and reflect input from the professional communities we serve. ADOs guarantee students achieve goals necessary for graduation credit, transferability, and professional skills needed in many certification programs. The ADOs addressed in this course include the following:

Writing clearly, concisely, and intelligibly -- ADO #1 (proficient level)

Class discussions, activities and practice will focus on:

• Refining the writing and peer responding processes • Writing with attention to purpose and audience • Composing meaningful documents • Organizing, developing, and supporting ideas • Connecting prior knowledge and prior information• Integrating sources with proper documentation • Employing proper grammar, mechanics and format, with attention to word choice,

tone and style Thinking critically -- ADO #7 (proficient level)

Class discussions, activities and practice will focus on:

• Curiosity: Writes about and investigates various interests; proposes creative topics for writing assignments; poses challenging questions

• Understanding and Using Emotion: Understands and appreciates impact of emotion in tone of documents; employs bridges in letters; chooses tactful and diplomatic language; gives attention to word choice; chooses appropriate visual images and graphics

• Evaluating Evidence and Assumptions: Distinguishes between appropriate and inappropriate evidence and evaluates evidence; seeks to minimize bias; differentiates between correlation and cause

• Understands Conclusions, Implications and Consequences: Understands multiple factors affecting assumptions and conclusions; demonstrates ability to convey meaning to multiple audiences

• Problem Solving: Articulates and defends conclusions; uses expanded vocabulary; recognizes and explains multiple perspectives; demonstrates creativity; proposes new concepts

ADO 1 Rubric

Process: Demonstrates writing as a recursive process including pre-writing, drafting, and revising, editing, and evaluating sources when used.

Purpose & Audience: Addresses purpose effectively, engages audience, establishes credibility.

Organization & Development: Shows control of organization; develops and supports a central idea using abundant examples, comparisons and facts.

Meaning/Understanding: Demonstrates in writing a relationship between prior knowledge and new information.

Use of Sources & Documentation: Integrates sources fluently and shows command of documentation conventions.

Language: Employs correct grammar and mechanics with attention to word choice; sentences show variety and complexity.

ADO 7 Rubric

Curiosity: Writes about and investigates various interests; proposes creative topics for writing assignments; poses challenging questions

Understanding & Using Emotion: Understands and appreciates impact of emotion in tone of documents; employs bridges in letters; chooses tactful and diplomatic language; gives attention to word choice; chooses appropriate visual images and graphics

Evaluating Evidence & Assumptions: Distinguishes between appropriate and inappropriate evidence and evaluates evidence; seeks to minimize bias; differentiates between correlation and cause

Understands Conclusions, Implications & Consequences: Understands multiple factors affecting assumptions and conclusions; demonstrates ability to convey meaning to multiple audiences

Problem Solving: Articulates and defends conclusions; uses expanded vocabulary; recognizes and explains multiple perspectives; demonstrates creativity; proposes new concepts

Hybrid Course Instructional Method: Physical classroom sessions will focus on defining reading and writing assignments, consist of interactive discussions of learned information utilizing question/answer interaction, and will be structured in working group partnerships that mimic today’s labor force group project formats. Group partners will ensure the success of each individual in the group and act as accountability partners to all peers in order that effective

methods for writing and oral communications are practiced and achieved in all stages of the group projects.

The online/hybrid course sessions will consist of assigned discussions and projects including peer editing and assistance, the posting of questions and answers, group and individual writing, commentary and study groups on reading assignments, and possibly quizzes. JetNet, You Tube, and Skype will be utilized for the online portions of ENG 232.

The final in-class project will require each group to reach consensus on a career-related topic and to provide a descriptive and instructional PowerPoint presentation on the selected topic. The presentation will include a brief history of the career topic, pros and cons, the multicultural opportunities and aspects, the current pay scales, educational requirements, possible career paths, and a question/answer session with the audience. Students will be expected to dress professionally for the presentation and to act as business professionals providing a seminar-style presentation to an audience of potential job candidates.

Learner Responsibilities: To achieve A or B grades in this class, attendance is mandatory, the completion of every assignment including reading assignments, verbal and group participation, and meeting all deadlines both in class and online are required. All assigned papers must be peer reviewed by two group members, and final copies must be turned in on time. Equally, all students will keep a running list of questions about assignments, MLA, grammar, or other concerns or areas of confusion. These questions will be written on the white board at the beginning of each in-class session, and they will also be posted on JetNet where students will answer all questions posted by their class mates. Course expectations include:

1. Common Skills• Research and employment-related writing processes and integration• Demonstrated use of pre-writing strategies• Formatting documents• Media and graphic design• Academic research strategies• Developing a research plan• Finding sources• Evaluating sources• Synthesizing ideas• Quoting, paraphrasing, summarizing• Proficient integration of source material• Acknowledging sources, avoiding plagiarism• MLA proficiency in citation and documentation

2. Genre Review• Mixing Genres• Reflection/Metacognition

3. Mastery of descriptive and instructional situations

4. Mastery of conventions of grammar & structures

Common Assignments: • Pre-writing and drafts• Resume, CV and Cover Letter• Business Emails and Memorandums (memos)• Proposal• Instructional Guide• Report with Executive Summary• Portfolio containing all corrected/perfected writing assignments and a Reflection

Essay (to be uploaded near the end of the course)• Completed Self, Group, and Course Evaluations (hardcopy and also online)

Facilitator/Instructor Responsibilities: I will act as the class facilitator to provide instructional information, to assign projects, to participate in JetNet and Skype conversations, to initiate online dialogue, to act as a tutor on an individual basis before class or via Skype appointments, to arrange for in-class and Skype guest speakers, to arrange one-on-one conferences with students, to lead class discussions, and to grade finished work.

As such, it is important to note that the roles of students and instructors have changed in today’s higher education classrooms by what is known as the Adult Learning Theory (ALT) and Learning Centered Instruction (LCI). According to ALT and LCI, students are responsible for their learning, and former teacher/instructors are now responsible for facilitating the self-directed learning of students. My role as a curriculum engineer and course facilitator is to provide you with the necessary information to accomplish the requirements of this course, but it is your job as adults to fulfill all requirements, meet all deadlines, and to use peer group members as supporting assistants and accountability partners in the successful completion of assigned work.

The primary reason for changes in the roles of students and instructors is to ensure that the educational process mimics the new international workforce systems and practices that have replaced all former twentieth century employment models and methods. Most working people in the United States and globally are now partnered in teams vs. as individual workers. Equally, you will be working with people from many countries. As such, you are being trained in today’s colleges and universities to learn and work in groups, to develop team leadership including consensus and delegation skills, to learn and develop multicultural sensitivity and skills, and to work independently of direct management which includes teachers. This new methodology is far more respectful of adult learners and provides them with many advantages, particularly when enrolled in hybrid and online courses.

As the facilitator for this course, I provide you with the information you need to accomplish all course requirements, I assist groups or individuals as needed and serve as a course engineer and facilitator vs. a lecturing teacher. I will also inspire and motive you with fascinating topics for potential research. In a nutshell, you will work together in teams during every class session. This does not mean spending time on social networks, texting, or otherwise not accomplishing course work. You will be acting as adults and doing what is expected just as if you were

employed and on the job. As such, expect a lively and highly interactive class experience for which you are responsible.

Though this educational methodology is new to many, it specifically takes into account the needs of adult students, their desire for independent and highly technological learning, their employment and family obligations, and also their life experiences and adult wisdom. LCI is a respectful approach to adult learners who do not need to nor should be controlled or taught as children. However, LCI also mandates self-directed learning. You are responsible for the knowledge you acquire, for the time and effort put forth for studies and projects, and you are equally responsible for grades earned. The outstanding component to the LCI model is that you have a far larger support system than simply one instructor. You have a dedicated group of peer project partners, free tutoring through the LeTarte Hillsdale staff and student volunteers, textbooks, the Internet, the JC librarians and databases, and handouts specifically for English 232. That is a lot of support. You will also participate in the determination of grades through self-evaluation, group, and course evaluations.

Grading Procedure: The following are the total possible points applied to each assignment:

• Pre-Writing and Completed Drafts 100 points• Resume/CV + Cover Letter 50 points• Business Memos (2) 50 points• Proposal 100 points

Instructional Guide 100 points• Business Report 100 points• Executive Summary 100 points• Reflection Essay 50 points• Portfolio 100 points• Mastery of MLA Formatting and Citing 50 points• Verbal and Online Participation 50 points• Group Work/Projects 100 points• Attitude, Timely Communication, Student Professionalism 50 points • Total points possible: 1000 points

Grading Scale:4.0 = 94-1003.5 = 86-933.0 = 80-852.5 = 75-792.0 = 70-741.5 = 66-69

HQV Grading: Jackson Community College requires four formal progress and grading reports to be filed for each student in each of their classes. Referred to as HQVs, these reports are entered into your e-services transcript and serve as a record of your progress, indicate the need

for interventions that can help you be more successful, and can save you from unnecessary education debt.

The dates for recording English 232.H53 HQV grades are:

• October 3, 2015• October 19, 2015• November 15, 2015 (mid-term grade)

The first three reports will indicate your progress in the class with a letter:

V = Verification of current class successQ = Verification that you have quit the class or have been dropped from the classH = Verification that you need help in the class and will be contacted by a representative from Attendance Policy and Course Rules: Your attendance is mandatory for success in English 232. Regular attendance is essential for an A grade. If, due to emergency circumstances, a class will be missed, notify me prior to class. Assignments due on an absence date are to be emailed to me. If two consecutive class sessions are missed, I will begin the instructor initiated drop process. You cannot succeed in this class without regular and consistent attendance. If you miss two consecutive classes, you will be dropped from the course. As such, have back-up babysitting and transportation support, and make arrangements with employers in advance so that you may attend all scheduled classes and online sessions.

• Last Day to Drop: December 13, 2015

• Withdraw: After the add/drop period, a student may withdraw from a course in accordance with the dates published in e-services.

• Incomplete Policy: In accordance with JC policy, an Incomplete or “I” grade is only issued to students who have demonstrated good standing in the class and hold a passing grade at the time of an extenuating circumstance that precludes completion of the class. Documentation validating the circumstance may be required.

• Late Work and Makeup Policies: I accept late work but with a one-letter grade reduction for each day late, no exceptions. You may make arrangements to turn papers in early with validated peer reviews.

• Academic Honesty Policy: JC has an academic honesty policy which will be adhered to in this class. In essence, the policy requires that all work must be done by the student whose name it bears, and that cheating in any form is intolerable. The full policy can be accessed at http://www.jccmi.edu/policies/Academics/

• Failure: Plagiarism, whether directly copied or paraphrased, may result in a failing grade and can be grounds for expulsion from class with cases of plagiarism reported to the Office of the Academic Dean. Failure is also based upon completion of class assignments and accumulated grade points. All assigned papers must be completed.

Course/Schedule Flexibility: I teach to students rather than to concrete schedules; as such, the syllabus schedule may change. Equally, weather, illness, power outages, or other unforeseen circumstance may require schedule revisions.

Classroom and Computer Etiquette: Racism, sexism and gender bias, age bias, culture bias, handicap bias, and social elitism will not be tolerated in this class. All people are to be treated as equals with equal dignity and respect afforded to all…period.

You are adults and, therefore, I do not dictate what you do in classes for which you pay dearly. Should you choose to spend class time on social networks or gaming, that is your business; however, should I become aware of your lack of interest and effort, your participation, group, and student professionalism grades will be lowered by 50 percent.

Please arrive to classes and online gatherings on time, with all necessary materials, stay until dismissal times, and set all cell phones to vibrate.

Writing Help: When opting for help with your writing, please bring the following:

• your draft or work thus far• knowledge of specific areas with which you need help

Instructor Support: If you need to see me for addition help, I am available before class, or you may make an appointment for a one-on-one Skype session.

Atkinson Library (main campus) and LeTarte Campus Tutors: There are amazing resources for writing students at the library; specifically, borrowing iPads and laptops, earbud sales, databases prescreened for quality, academic research sources, and skilled resource librarians. Equally, student tutors are available as a free service to those in need of help or guidance on assigned papers. Stop by the front desk at the LeTarte Hillsdale Campus if you need to see a tutor. If you need help finding scholarly sources for your research, librarians are also available, and they actually love to help..Writing Fellows: Located in the Atkinson Building (main campus), breakout room 107, Writing Fellows can help you during all stages of the writing process including prewriting, drafting, revising, editing, and citing sources—no matter the class in which you are enrolled. You may drop in during their working hours, generally 9:00 a.m. to 4:00 p.m., Monday through Thursday, or set up an appointment in advance. Students may also submit a draft for review online via the Writing Fellow link in the Student Union on JetNet. Bring or submit a copy of the assignment requirements, work completed on the assignment, and all writing-related questions. Student writing tutors are also available at the LeTarte Hillsdale Campus.

Center for Student Success (CSS) Writing Tutors: located in Bert Walker Hall 125. For more information about the CSS go to http://www.jccmi.edu/success/

Students with Disabilities: The LeTarte Hillsdale Campus provides services to students who need help due to disabilities. Stop by the office if you need accommodations or call (517)

437-3343. Jackson Community College provides excellent services to students with disabilities. JC, in compliance with Federal regulations and in support of our efforts to enable students to maximize their talents and abilities, provides direct academic services for students with disabilities. Students may request accommodations as provided within federal law. Documentation and requests should be made to the Center for Student Success early in the semester to prevent delays in accommodation. Students may call 517-796-8415 for any special classroom needs, including interpreters, special testing arrangements, or any other needs-based services. Further information can also be found on the JC website: http://www.jccmi.edu/success

Students with disabilities who need accommodations in this class should contact Learning Support Services at 796-8415 as soon as possible to ensure that such accommodations are implemented in a timely fashion.

Additional resources for writers:

• OWL Purdue Web Site for MLA help – www.owl.english.purdue.edu/resources• English Department – 796-8589• Student Ombudsman – 796-8477

Caveat: It is always possible that inclement weather, facilitator illness, facility power failures, emergency-related problems, or other procedural unknowns can alter class schedules.

Class Calendar: Weekly Agendas, Assignments, and Due Dates

Week 1

Introduction of instructor, hybrid course explanation and expectations Syllabus review and Skype meeting times determined Introduction of business and technical writing, team-based working groups, and today’s

multicultural and group-based labor forces MLA expectations, resources, and library information Introduction to resume, Curriculum Vitae and cover letter writing Pre-writing and research strategies Course group establishments Group project: Group members introduce themselves and then each other to the class,

perform group skills inventory, all members take learning styles inventory, and then investigate desired job skills in their career fields using the Web to find, print and critique examples of quality resumes, curricula vitae and cover letters. Students will use the doc cam to show their examples to the class and discuss their reasons for choosing the examples.

Reading assignment: DocCam/in class reading, discussion and review. Web assignment: watch and take notes on https://www.youtube.com/watch?

v=N6pGuWE7PLw and https://www.youtube.com/watch?v=1BMPoYosybY

JetNet/Weeks 1 & 2 assignments and expectations and Skype-class coordination Class Q&A session with instructor Draft resumes/CVs and cover letter assigned; completed drafts due in class week 3.

Week 2

• All students create a Linked In Profile page (www.linkedin.com). Once created, these accounts will be updated throughout the course so that students have a professional profile with posted credentials as part of their course requirements. Profiles will be reviewed for professionalism. When posting a photo, ensure proper business attire and facial and shoulder photo only/CEO-style.

• Groups work on resumes/CVs and cover letters using several example models in preparation of peer reviews and final grading. Resumes/CVs will be posted on your Linked In accounts once graded and corrected minus addresses and phone numbers; email addresses ONLY.

• Discussion Board assignment: students post/share best examples of resumes, CVs and cover letters discovered during research. Students review all posted material and select three favorite examples and post reasons for selecting these five examples. All posted writing must be business-style, professional, descriptive, and instructional in

nature. Include elements of your favorite visual designs, wording preferences, clarity and ease of reading, and why each of the three examples stands out above the others.

• Based on textbook reading and research of professional credentials, students also write and post a half- to one-page reflection on 1) their understanding of what makes a quality resume, and 2) what is currently needed to improve your writing of a quality resume. Identify your weakness and strengths with the professional credentials genre of writing, and how you can apply this information to create a standout resume. Students then comment on all peer posts offering additional suggestions and why you agree or disagree with each reflection essay.

• Check for peer requests for help. All students must respond to all requests.• Check for group posts and respond to all group members.• Skype discussions/Q&A/get-togethers/info-sharing sessions/debates. (all Skype

gathering times will be determined by class consensus or individual requests) Attendance in Skype gatherings is not mandatory but does count as hours toward online requirement (two hours per week).

• Reading assignments: DocCam in-class reading, discussion and review.• Class Q&A session with instructor

Week 3

• Resumes/CVs and cover letters are peer reviewed by two group members, edited and proofread, and turned in for final grading. Clip all pages together and keep all peer reviewed copies and drafts for the end-of-semester portfolio.

• Groups brainstorm visits/tours to employers of desire and begin the process of composing business-style email requests for visits and tours of their selected employer sites. Please note that one of the most important benefits of group work is group networking. All group members know of people who work, may own businesses, and who may be sources for potential visits. If you are currently employed, you may request such a meeting with a regional manager or even with a business-owning family member. Once at least one visit has been scheduled and completed, students will write descriptive reports of their visits including where they went, with whom they spoke, what they asked and learned, the most interesting and surprising information learned, the departments or areas they visited, and to whom they were introduced. These reports will be written as informal informative reports. Equally, following all visits, students will write thank-you emails to all parties concerned, whereby you will express interest in internships, part-time employment, and/or volunteerism and mentorship or apprenticeship. These emails must be written genuinely and very professionally in order that your interest is obvious and success is achieved. In the thank-you emails you will attach your current resume/CV and express sincere interest for volunteer or apprenticed positions, a career mentor, a

possible internship opportunity, or a part-time job. Students will also report all further contact from their tour destinations.

• Groups will also brainstorm and begin pre-writing strategies for producing an internal memorandum, in email format, to inform department employees of an upcoming in-service workshop, which you will invent. Your challenge is to write a very descriptive email regarding the name and nature of the workshop, the workshop presenters and their credentials, the benefits of the in-service opportunity, any rewards for attending the event, and also instruct the department employees on how to register, place and time of the workshop, what to bring, what to wear (causal, business casual, or formal business attire), handicap accessibility and/or services, and all point-of-contact information. Research existing inter-office memos and emails including at Jackson College. Include a memorandum header using graphics, registration forms, photos, etc. to enhance the event and to highlight company/business offering the event, remembering to always present your company/employer in the very best light. Each student will produce individual inter-departmental emails, but all group members are responsible to each other for brainstorming, organizational strategies, editing, and peer reviewing, and proofreading each other’s work. This assignment is rhetorical in nature as you are attempting to convince departmental employees to sign up for the event; as such, you must use convincing language that stresses benefits, enjoyments, collaboration, continuing education, and co-workers as corporate community. Drafts of both the workshop email and the request for visitation email are due week 4.

•• Web assignments: Please watch the following videos and take notes:

https://www.youtube.com/watch?v=CFjzS_KUFQs (How to Write a Formal Business Email in English)

• https://www.youtube.com/watch?v=GkQn76-8MvM (Writing Tips for Effective Business Emails and Letters)

• https://www.youtube.com/watch?v=wxKJTI3EhuM (audience and purpose) • Reading Assignments: DocCam in-class reading, discussions and review.• Skype gathering (time to be determined by class consensus or individual request)• JetNet/Weeks 3 & 4 assignments and expectations and Skype-class coordination• Class Q&A session with instructor

Week 4

Tour requests and in-service workshop emails are written, and the process of peer exchanges/reviews begins. Following a first peer review, groups will read drafts to the class for an all-class critique both in-class and during Skype sessions. Audience, purpose, statements of purpose, clarity and professionalism of language, politeness and formality of tone and words, precision of details, positive greetings and closing, contact information, and proper

sentence construction will be discussed and suggestions made. Participation in peer review is mandatory.

Discussion board: Students will post drafts, and group members will provide further commentary on all topics and for each of their group members highlighted in the above paragraph. Weakest and strongest writing will be noted with explanations. All class member will be able to review and comment on all posted emails, but you are only required to comment on, make suggestions, and to point out strongest and weakest areas for your group members. If you like or have suggestions for classmates outside of your group, feel free to comment in productive and professional ways.

Web assignments: Please watch and take notes: https://www.youtube.com/watch?v=itLLVAJjXNI (5 Useful Email Expressions)

https://www.youtube.com/watch?v=q2pasIy7blM (Difference between Business and Academic Writing)

Based on textbook reading and research, students post a one-page reflection essay on 1) their current emailing habits, 2) their understanding of professional language and the importance of professionalism and clarity in business emails, 3) students post and analyze examples of both poorly written and properly written business emails, explaining the failures and attributes of both, and how students can apply positive attributes to their emailing habits, 4) students comment on all peer posts, offering commentary, suggestions and further ideas to achieve professional language delivery and clarity in business emails. Responses must utilize professional language. Consider using language and tone that would be mandatory if responding to a manager or other person in a position of authority. Use the discussion board as an opportunity to practice business language.

Skype gathering (time to be determined by class consensus or individual request)

Reading assignments: DocCam in-class reading, discussions and review

Final tour request emails will be turned in for grading week 5.

Week 5

Students turn in tour email requests for grading. Following grading and updating, students will then submit their emails to their business of choice and schedule tour dates. Once tours have been completed, students will submit a one-page reflection of their experiences to the facilitator, and they will also post their reflections on the discussion board. All reflections essays will be read and students will comment on all posts.

We begin discussions on memorandum writing and different applications for the memorandum genre. This video is presented in class and is the model you will use for your memorandum writing assignment: https://www.youtube.com/watch?v=G_jErsVxjpM

It is necessary to take detailed notes while watching this video.

Group members will focus upon their individual fields of study/chosen careers and begin discussions and research on writing memorandums for announcing and summarizing a new department in their fields in imagined or current in places of business. This can range from a small veterinary clinic, a farm, a retail store, or corporate giants like IBM, Apple, or Facebook. The memorandum assignment, which is to be two complete pages in length, and utilizing three professional sources (MLA/Works Cited page required) is to be written following the format provided in the above-posted video.

This assignment provides students with 1) real-world experience with memo writing, 2) an opportunity to add something new to their career fields of study, and 3) to fix an perceived flaw or problem in a current job or to fill perceived holes in specific career fields. For example, if you believe that something new needs to be added to the discussion of student loan debt or the high cost of gas and electric or gasoline, or if you believe that climate change is being ignored by corporations, or that income inequality is ignored by the rich, you can imagine organizations that deal with all such scenarios, and you can imagine that you have the power to create new departments within such organizations. What would you create these new departments to do to address these issues? Then, how would you prepare a memorandum to introduce a new department, and then summarize its purpose and functions for existing employees?

The class will discuss such scenarios using students’ individual majors as examples, by considering what changes you would like to see happen in your career fields of choice, and then groups will break off to narrow focus and to jointly being the process of researching and drafting the memorandum projects.

This is a creative project; as such, you may 1) create/design your letterhead for your business, 2) add graphics as desired keeping in mind the two-page limit, and 3) find the best visual, linguistic, and tonal format to best engage management, peer, and subordinate employees. Search online for free and printable letterhead templates and share all finds with the group. Stay very active in the chat and discussion forums, helping others as requested, and asking and answering questions as assigned and needed. Keep all projects creative but very professional and business-like as memorandums are internal business documents that are always saved and archived.

Reading Assignments: DocCam in-class reading, discussions and review

Web Assignments: https://www.youtube.com/watch?v=G_jErsVxjpM

https://www.youtube.com/watch?v=CyxZZ5YmzxY

https://owl.english.purdue.edu/owl/resource/747/01/

Skype gatherings (to be determined by class consensus and individual requests)

Week 6

Memorandums are also used for other than positive company news. Memos may be issued as a result of internal problems or due to improper and widespread procedural problems that must be addressed and corrected. On the discussion board, students discuss memos they may have read/seen or written as a result of an internal problem in a business or corporation. Discuss and take notes of findings related to tone, word choices, levels of insistence, to whom the memos were directed, deadlines for corrective actions, and points of contact. Respond to students’ posts by analyzing and evaluate the perceived intentions of the posted examples. Groups then prepare a written handout of ideas on and instructions for creating a quality memo that may be negative in nature, such as informing employees of hours being cut or the loss of health insurance. Students will coordinate and delegate tasks to create these group-produced handouts including the deadline for completion, how to draft the final collaborative handout, and how to peer review and then post the final handout, which must be posted on the discussion board. Then final group drafts will also be printed for each student for Week 7 so that every student has a copy of all handouts, which will then be used as models instructions for another memo assignment, the writing of a one-page memo addressing an internal business problem. Students will then work individually and with group members researching model memos and will begin note taking and pre-writing for this assignment during week 7’s class. At the end of the week 7 class, students will turn in hard copies of their handouts/instructions, and they will write and complete a one-page memorandum addressing a problem in a business.

Reading Assignments: DocCam reading, discussions and review

Web Assignments: https://www.youtube.com/watch?v=n5Zyn9y_MDs

https://www.youtube.com/watch?v=pLiNedh0cWA

https://www.youtube.com/watch?v=UokOuuoOzBE

Skype gathering (to be determined by class consensus and individual requests)

Week 7

In class students write a one- page memorandum addressing an internal business problem using the proper memorandum format. This memo will be turned in by the end of the class session and must include unique letterhead created by the student and any desired graphics remembering that collaboration, persuasion, and information disbursal are mandatory attributes of effective memo writing.

Once memos are completed, groups 1) make a list identifying their collaboration techniques that led to the production of their handouts and memos, 2) groups analyze and rate the effectiveness of their collaboration technique, 3) groups evaluate the effectiveness of the handout by creating a brief questionnaire whereby classmates evaluate the persuasive effectiveness of your handouts (questionnaires to be completed in class), and 4) groups then co-write a half-page assessment of the questionnaire results. All tasks must be completed by the end of the class session. The memos, collaboration technique lists and their ratings, and the co-written assessment of group handouts must also be turned in before the end of the class session. The next assignment is to produce a quick reference, instructional MLA guide. Each group will be assigned a part of the MLA process (formatting using Microsoft Word, long and short quotes, quoting and paraphrasing and in-text citations, using italics and quotation marks in published works and proper MLA abbreviations), MLA punctuation, Works Cited formatting and hanging indentations, Works Cited formats). Once groups produce their section of the MLA quick reference instructional guide, one person from each group will be chosen to form another group to put together a new, student-created MLA guide. The new group will determine the best and easiest to use Stylistic format for the new guide, and they will finish the new guide. This project must be finished by week 10 and will require study groups meeting outside of class.

I will meet with each student one-on-one for a mid-term grade review during the group projects.

Reading Assignments: DocCam reading, discussions and review

Skype gathering (to be determined by class consensus and individual requests)

Week 8

Students perform research and post information about proposals and executive summaries; what they are used for, who writes them, who receives them (audience), and their purpose in business writing. All students post two examples of project or business proposals and executive summaries and explain what they like and dislike about the genre. Dislikes must be accompanied by suggestions for betterment and/or corrective actions. All students respond to all posted executive summaries by providing commentary on clarity, tone, style of writing, unclear or confusing aspects, and what they assume would be responses to the summaries by executive/administrative personnel or business owners. This assignment is expected to be a minimum two-hour discussion by all students. Students will also enter the chatroom to brainstorm the drafting of a proposal and executive summary, which will be completed week 10. Brainstorming will include potential ideas for topics, formatting and design ideas, the inclusion of graphics and where business graphics are found, and the art of addressing and communication with superiors in the business place. Students will respond to all chats by offering additional suggestions and ideas.

Reading Assignments: DocCam reading, discussions and review

Web Assignments: https://www.youtube.com/watch?v=fXszI16kCGM

https://www.youtube.com/watch?v=AcjsIJVxDHQ

https://www.youtube.com/watch?v=6sAcmyM3C_M

https://www.youtube.com/watch?v=gLAZpFKRgUg

https://www.youtube.com/watch?v=K8S3e3orDKY

**All web assignments are required and notes must be taken while watching.

Skype gathering (to be determined by class consensus and individual requests)

Week 9

Proposals and executive summaries are discussed in class, and the class then brainstorms topics for the proposal and executive summary writing assignment, which is a four to six- pages in length, plus a two-page executive summary plus a cover design using graphic arts. Students will consider, research, and select a topic for their proposals and will begin pre-writing by creating a major sections outline. Pre-writing will ensue by researching/writing beneath each section/mandatory category that comprises a business proposal. These sections are identified in your reading assignments and in the mandatory four You Tube videos assigned in week 8. By the end of class, students will have completed their sections outline, their pre-writing, and they will begin the drafting of their proposals. Groups will debate and collaborate on the design of the major sections’ outline. Groups will collaborate on how to design eye-catching and highly professional proposals that are unique, pleasing to the eye, and standout documents. During the following week students will draft their business proposals following the completion of the reading and web assignments. Equally, students should consider their majors/career interests by incorporating such interests in the writing of the proposals and executive summaries. Also considered in proposal writing are globalization and an internationalized audience who will be reading your business proposal and executive summary. As such and during the following week, also watch https://www.youtube.com/watch?v=fU7xJ2AYM3w which is a video on international/global business. When you write your proposals, you must address international/global trends and potential, and factor these in to your business proposals. In other words, think big. Completed drafts will be posted for peer reviews week 10.

Reading Assignments: DocCam reading, discussions and review

Skype gathering (to be determined by class consensus and individual requests)

Week 10

Students post their proposal and executive summary drafts online. All students will peer review all other students’ drafts. Specifically, students will check for misspellings, grammatical errors,

sentence construction errors, explicit clarity in writing, professional business language and terminology, international/global inclusion, and proposal formatting and design. Each student will provide commentary, suggestions, assistance, and will also respond to daily posts. Students will also check and respond to all chat requests. Students will then update their drafts and bring them in hard copy to class week 11.

Reading Assignments: DocCam reading, discussions and review

Skype gathering (to be determined by class consensus and individual requests)

Week 11

Students will exchange proposal and executive summary drafts for a second peer review. Each draft will be peer reviewed by two group members, and then students will again update their drafts in class using your computers, and hard copies will again be printed. Each student will then select a student from the class to read aloud their proposals as the writers make note of confusing areas, poor, weak or unprofessional language, and all recommendations for improvement. All class members are expected to make recommendations for improvement following each reading. Students will make final updates, re-print and turn in their final proposals and executive summaries for grading before the end of class.

Reading Assignments: DocCam reading, discussions and review

Skype gathering (to be determined by class consensus and individual requests)

Week 12

Business report writing will be independently researched in the library databases and on the web, and students will pay particular attention to the report writing sections in the textbook. Students will brainstorm topics and types of reports that relate to their majors and career of interest by posting such information online. Students will aid each other by thinking of alternative topics for reports in their peers’ careers of interest. The following videos are assigned to watch, and detailed notes are required to be taken while watching. Students will then post on the discussion board what they believe to be the top 20 most valuable tips and pieces of information from the videos.

Web Assignments: https://www.youtube.com/watch?v=Elp0jlMwTOE

https://www.youtube.com/watch?v=vdXSI1keSFE

https://www.youtube.com/watch?v=DoY4Ri3i6PE

https://www.youtube.com/watch?v=AmRMkl-rcr0

https://www.youtube.com/watch?v=eFybJOZhZHc

**Students are required to take detailed notes while watching all videos and to post 10 favorite tips and suggestions from these videos.

Following the video presentations and using the top 10 tips/suggestions from all class members, groups will convene and again produce a consensus-based instructional handout for the business report assignment. The handout will include mandatory sections for the report, best practices for profiling report audiences, research strategies including MLA/citing, library database strategies, achievement of professional tone, language and clarity of writing, and best practices for peer reviewing, proofreading and editing. These instructional handouts must be well written and ordered, completed, and printed for the week 13 class. Groups will print handouts for all class members, and these handouts will be the outlines used for both pre-writing and draft reports. Students will draft their reports week 13 and post them on the discussion board. Report drafts must be five to six pages in length, contain quality graphics, be properly cited, contain a Works Cited page, and a cover page. All students must review and add corrective commentary and suggestions to all student reports, and they must productive commentary on the visual aspects of all reports. Creativity and a high degree of professionalism are expected for reports and in all commentary. Draft posting and commentary must be completed by the Friday of Week 13. Students check the discussion board on a daily basis for new postings and in the chat room for students who have questions or are requesting specific help. Students then update their drafts, print hard copies, and bring them to the week 13 class for a second peer review.

Reading Assignment: DocCam reading, discussions and review

Skype gathering (to be determined by class consensus and individual requests)

Week 13

Draft reports are peer reviewed in class, with a minimum of two reviews by two different classmates. Update will then be made in class using computers, and students will re-print their drafts. Each student will then select a student from the class to read aloud their reports as the writers make note of confusing areas, poor, weak or unprofessional language, and all recommendations for improvement. All class members are expected to make recommendations for improvement following each reading. Students will update their reports according to peer reviewers’ suggestions. Final reports must be turned in for grading by the end of the class session.

I will again meet with students one-on-one for a late-term grade review.

Skype gathering (to be determined by class consensus and individual requests)

Week 14

On the discussion board students will address the end of semester portfolio and Reflective Essay assignment. All students will post their portfolio plans, how they will arrange their sections, the method of presentation (ring binder, plastic sleeves, folders, dividers, etc.), and they will post a full list of the contents of their portfolios. As a business writing class, it is expected that portfolios will be professionally put together with the appearance of a professional document (no butterflies, skulls, or wild fonts). Students will enter the chat room on a daily basis to answer any questions from other students, and all students must respond to all student requests. Students will also brainstorm ideas for Reflection Essays (two to three pages) which should include reflections on all assignments, in-class and online procedures, favorite assignments, most helpful textbook sections, and brief reviews/commentary of assigned videos. The Reflection Essay is to be included in the portfolio, which is to be uploaded via JetNet (instructions forthcoming).

Students provide three suggestions for the instructor as a means to improving the course, and print four self-evaluation forms (one each for email/cv/cover letter assignment, memorandum assignment, proposal assignment, and report assignment), a group evaluation form for each group member, and one course evaluation form. These forms must be completed and turned in by week 15.

Week 15

Final touches to portfolios are addressed the first half-hour of class. Students may assemble, ensure perfected copies of all assignments, and ensure the inclusion of a well-written Reflective Essay. Each student will participate in a public question/answer session with the instructor regarding the value of the course to the student’s career of interest, a rating of all assignments, a rating of the textbook readings/assignments, reflections of the value of having their groups create instructional assignment handouts for the class, the discussion board/forum assignments, their confidence in helping other students in an online environment, and suggestions for course improvements. The instructor will offer final reflections as well.