15 F Announcement Log B

==SYLLABUS EN 290 Fall 2015-2016==
Tue Rm603
8:20-9:50 (2hrs, break in mid 9am), "Countries"; again 10:10-11:40 (2hrs, diff class, repeat class of same week, break in mid 10:55), "Countries".
Wed Rm503
8:20-10:50 (3hrs, two breaks in mid, at 9am and 9:50), "Intensive En 290"; 
Exact Bellevue Grading Scheme Found-----Bellevue Exact Scheme: A- 88, B- 78, C- 68, D- 60 F-=20. But Proportional to GCC, Bellevue scheme slightly different: A-=92, B-=80; C-=68; D-=60; F-=20.
EN 290 SYLLABUS  --  Residential Fall 2015-2016 
______________________________________________________________________ 
Professor Contact Information: Locate profession contact information including phone, office hours, and office location under the Professor Information tab in the online course menu. 
Catalog Description:  Designed for those for whom English is not their first language, this course orients students to classroom culture, conversation, and professional etiquette within a business context. The course focuses on building vocabulary and reading comprehension, increasing fluency in speaking and writing, and using credible research as applied in a business setting.  
Purpose: This course is a requirement of the BSCL program and can also be taken for elective credit.   
Objectives:  Students who successfully complete this course should be able to:  
1. Communicate verbally with fluency and professional business etiquette. 
2. Apply rhetorical business communication strategies to produce written communication deliverables in the workplace. 
3. Employ best practices of common workplace mediums.   
4. Retrieve and use researched information for short business documents.  
5. Construct a plan of ongoing communication improvement. 
Topic Outline:  
I. The Impact of Effective Communication in Business 
II. The Communication Process 
a. Barriers 
b. Bridges 
III. Planning Strategies of Business Communication Outcomes 
a. Purpose 
b. Audience  
c. Context 
d. Informational Needs 
IV. Organizing Strategies—Purposeful Patterns 
V. Composing Strategies for Business  
VI. Revising Techniques for Business Audience Access and Readability  
VII. Reflective, Personalized Editing  
VIII. Best Practices in Common Workplace Mediums 
Required Text, Access, & Materials: Each student is required to purchase the text and have access to the materials listed below to complete the course. 
Business Communication: Building Critical Skills (6th ed.) by Kitty Locker & Stephen Kaczmarek (2014)  ISBN 9780077637194  (Loose-leaf text)  
The Little Penguin Handbook (4th ed.) by L. Faigley (2015) packaged with MyWritingLab access ISBN:  9781269752176       
Be certain to check ISBN carefully before purchasing. Do not lose the access code card packaged with the Faigley handbook. This code is necessary to log in to the required MyWritingLab (MWL) course assignments.  
https://cyberactive.bellevue.edu – All courses at Bellevue University—both face-to-face and  
online contain an online component at this site, referred to as Blackboard. 
http://bellevue.mylabsplus.com  – This site is linked through the Bellevue cyberactive course under the LABS tab in your course menu. As indicated above, the handbook package provides the access code for these materials. Student log-in and password are provided in the instructions contained under the LABS tab in your course. 
Other Useful Resources: 
Bellevue University Writing Center at www.bellevue.edu/writingcenter 
My Tutor services offered within the writing lab at http://bellevue.mylabsplus.com 
Purdue University online writing lab at http://owl.english.purdue.edu/owl  
Grading Scale: 
A 93-100 
A- 90-92 
B+ 87-89 
B 83-86 
B- 80-82 
C+ 77-79 
C 73-76 
C- 70-72 
D+   67-69 
D 63-66 
D 60-62 
F      0-59 
Grade Determination (percentage of total grade/points):            Reading quizzes/discussion homework   12.0%             Written homework 12.0% 
Writing Assignments    21.0% Group Writing 18.0% 
           MWL  15.0%            Speaking/ Exercises    12.0% 
Vocabulary  10.0% 
Weekly Distribution of Points/Grade (1000 points total). A cumulative point total and percentage is maintained in My Grades in the course. 
Weekly Assignments: A Schedule of assignments is posted in the course under the Syllabus tab. Details for each weekly assignment appear in the weekly assignment folders (Assignments tab).  Rubrics (Evaluation criteria for assignments): Rubrics describing evaluation criteria are available for speaking exercises and written assignments under the Assignments tab.  
The “week” for this course begins on Monday at 8:00 a.m. and ends at midnight Sunday. (The exception is Week 12 which ends on Saturday at the end of the term.)  
Due Dates: All assignments are clearly marked when due in the weekly Assignment folders. When in doubt, check the assignment folder and/or the Course Schedule.  In general:  
Ø Reading assignments and initial discussion homework is expected to be completed prior to the first class meeting for the week. (Exception is Week One.)  
Ø Written analysis/research/draft homework is also due in some weeks before the second class meeting—again clearly marked in the weekly assignment folder.  
Ø Unless indicated otherwise in the weekly assignment folders, final writing assignments are due no later than midnight Sunday.  
Grades for Writing Lab Segments: Writing Lab Modules/Topics in MyWritingLab (MWL) are tools used by Bellevue University in all English classes. MWL helps students improve and/or refresh essential professional writing skills. Students are expected to achieve competency (at least 80% mastery) in designated topics in MyWritingLab throughout the early weeks of the course.  Details on registration and access for MyWritingLab are located under LABS tab in the course. Your instructor will guide you toward specific modules to assist your writing.  
Grades for Speaking Exercises: Speaking exercises provide another opportunity to improve conversational fluency, to use new vocabulary, and to practice etiquette in a professional environment.  After each exercise you receive valuable feedback. Week 2 establishes a baseline, and weeks 2, 4, 6, 8, and 10 allow practice. The final Speaking exercise occurs in Week 12 (100 pts.) Your professor will refer you to tools used to upload the exercises.  
Attendance Policy: As in any work situation, attendance (face-to-face classes) and prompt postings/assignments (online) are required. You are expected to be in class, to come prepared to participate, and to ask questions of your instructor and classmates. As in a job, class time means getting information, contributing individual input, applying critical thinking, exchanging ideas, and engaging in communication to make decisions.  Missed deadlines in the workplace are missed opportunities that cannot be recreated. Similarly, assignments and group activities cannot be recreated or rescheduled. If absences or missed deadlines are unavoidable due to emergencies, please contact the instructor as soon as possible before the absence or deadline. Excessive absences (over 2) may result in lost course points.  
Due dates & Late Policy: Assignments in both face-to-face classes and online are due on the date required and cannot be made up.  As in a business environment, late assignments typically will not be accepted. Exceptions will be made only in extreme hardship cases. If any extreme circumstance arises that prevents completion of assignments as required, contact the instructor to determine if the situation warrants exception.  
Expectations of Students: 
This class will operate as any business environment, holding students responsible for  prompt attendance (face-to-face classes) or timely postings (on-line), preparation, substantive participation, and for completion of individual and group work in an accurate and timely manner. Students are expected to 
· Read syllabus and all course information, documents, announcements; 
· Check student email frequently—at least every other day; 
· Complete all assignments on time; 
· Be in class on time and stay throughout the entire class  (residential); 
· Read and apply feedback provided by the instructor in the discussion board and in response to writing assignments;  
· Practice professional etiquette: treat classmates and the instructor with respect and courtesy, observing professional business behaviors;  
· Use professional communication techniques (professional style, tone, grammar, spelling) in all communication within the course, including all email messages to the instructor and classmates; 
· Read and abide by the University plagiarism policy  
(See Syllabus B). 
Expectations of the Instructor: 
The instructor will 
· Treat all students with respect and courtesy;  
· Make grading criteria clear and follow the criteria to evaluate student work;  
· Post grades weekly in the online Grade Center; 
· Provide feedback about student work that helps the student learn and provide resources to equip students to improve;  
· Hold students accountable for professional etiquette at all times throughout the course, face-to-face and online; 
· Respond to student messages, at minimum, within 48 hours (with exception of weekends & holidays). 
==Grading==
Grading Statistics:
* Reading quizzes/discussion homework: 12%, ten points each, 13 discussions, 1-12 weeks each week. 130 or 120 points in total.
* Written HOMEWORK: 12%, 7 homeworks, 1-3-4-5-8-9-12 weeks (120 pts in total?)
* Writing ASSIGNMENTS: 21%, 6 assignments, 2-3-4-5-6-8 weeks (210 pts in total?)
* Group writing: 18%, 5 projects, 7-11 weeks.  180 pts in total. (it's more likely that discussions are 120 pts in total, group writings are 180 pts in total)
* Writing Lab: 15%, 7 labs, 2-8 weeks, 15 topics in total, 10 pts per topic, 150 points in total. 
* Speaking exercises: 12%, 6 exercises, 2-4-6-8-10-12 weeks, 120 pts in total. 
* Vocabulary quizz: 10%, 1 quizz, week 6. 100 pts in total.
%%%%%
Grade Determination (percentage of total grade/points):
* Reading quizzes/discussion homework 12.0%
* Written homework 12.0%
* Writing Assignments 21.0%
* Group Writing 18.0%
* MWL 15.0%
* Speaking/ Exercises 12.0%
* Vocabulary 10.0%
Grading Breakdown:
WEEK ONE
* 2.1 DISCUSSION (10 pts.)
* 2.2 WRITING (10 pts.)
:（Written homework 12.0%）
WEEK TWO
* 2.1 Discussion—Check comprehension (10 pts.)
:（Reading quizzes/discussion homework 12.0%）
* 2.2 Writing Assignment (25 pts.)
:（Writing Assignments 21.0%）
* Speaking/ Exercises 12.0%
* MyWritingLab
:(MWL 15.0%)
: MWL: You will expected to achieve mastery in a minimum of 15 modules. (10 pts. per topic)
: If this tool is not accessible to students, then use the handbook to assign and reinforce writing as needed. On our campus, we will choose the most common 15 areas of sentence structure, grammar, and mechanics as evidenced in the first week.
WEEK THREE
* 3.1 Discussion--Homework (10 pts.)
* 3.2 Problem Analysis and Draft--Homework (20 pts.)
* 3.3 Writing Assignment--Final (50 pts.)
* Keep working in MyWritingLab to complete the required modules. (every week from now on)
: (MWL 15.0%)
WEEK FOUR
* 4.1 Discussion--Homework (10 pts.)
* 4.2 Problem Analysis and Draft--Homework (20 pts.)
* 4.3 Writing Assignment--Final (50 pts.)
* 4.4 Speaking Exercise
* (MWL 15.0%)
WEEK FIVE
* 5.1 Discussion--Homework (10 pts.)
* 5.2 Problem Analysis and Draft--Homework (20 pts.)
* 5.3 Writing Assignment--Final (50 pts.)
* (MWL 15.0%)
WEEK SIX
* 6.1 Discussion Board--Homework (10 pts.)
* 6.2 Vocabulary Quiz
:(Vocabulary 10.0%)
* 6.3 Writing Resubmissions: Weeks 3, 4, & 5 (up to 5 additional points on each of the weeks’ submissions.)
: (+5 pts. each)
* 6.4 Speaking Exercise
* (MWL 15.0%)
WEEK SEVEN
* SEE Group Report Requirements: Weeks 7-11
* Group Plan & Analysis Template -- 15 points -- DUE no later than October 18th (end of WEEK 7) Submitted by one designated group member
* Group Proposal Template -- 25 points -- DUE no later than October 25th (end of WEEK 8) Submitted by one designated group member
* Group Progress Report Template -- 15 points -- DUE no later than November 1st (end of WEEK 9)
: Submitted by one designated group member
* Group Draft of Report -- 25 points -- DUE no later than November 8th (end of WEEK 10 10 Templates for these submissions can be found in GROUP FOLDERS within Weekly Assignments on Weeks 7, 8, 9, 10, and 11. Rubrics for the Report are located in ASSIGNMENT tab under RUBRICS.
* (RUBRIC EN 290 Report --100 pts, 11.2 Writing Group Report--EN 290 (100 pts.))
* 7.1 Discussion--Homework (10 pts.)
* 7.2 Discussion--Summary/Citation Homework (20 pts.)
* 7.3 Group Analysis and Plan (15 pts.)
* (MWL 15.0%)
WEEK EIGHT
* Proposal--DUE end of Week 8 THIS WEEK
* 8.1 Discussion--Homework (10 pts.)
* 8.2 Potential Sources--Homework (20 pts.)
* 8.3 Writing Assignment: Group Proposal for Report (25 pts.)
* 8.4 Speaking Exercises
* MyWritingLab--LAST WEEK
: This is the last week to finish up MyWritingLab modules so you can contribute your new learning to the Group Project. If you are having difficulty finishing, please let your professor know.
WEEK NINE
* Progress template--DUE end of Week 9 THIS WEEK
* 9.1 Discussion--Homework (10 pts.)
* 9.2 Research Discussion--Homework (20 pts.)
* 9.3 Group Progress Report (15 pts.)
WEEK TEN
* Draft--DUE end of Week 10 THIS WEEK
* 10.1 Discussion--Homework ( 10 pts.)
* 10.2 Writing--Group Report DRAFT (25 pts.)
* 10.3 Speaking Exercises
WEEK ELEVEN
* Final Report--DUE end of Week 11 -- THIS WEEK
* 11.1 Discussion--Homework (10 pts.)
* 11.2 Writing Group Report--EN 290 (100 pts.)
WEEK TWELVE
* 12.1 Discussion Homework: Course Reflections (10 pts.)
* 12.3 Speaking Final
* 12.4 Ongoing Improvement Plan (25 pts.)
==Resources==
:http://highered.mheducation.com/sites/0073403261/instructor_view0/instructor_s_manual.htm
:Instructor's Manual
:http://highered.mheducation.com/sites/0073403261/instructor_view0/sample_syllabi.htm
:Sample Syllabi
:http://highered.mheducation.com/sites/0073403261/instructor_view0/powerpoint_presentations.htm
:PowerPoint Presentations
:http://highered.mheducation.com/sites/0073403261/instructor_view0/digital_image_library.htm
:Digital Image Library
:http://highered.mheducation.com/sites/0073403261/instructor_view0/test_bank.htm
:Test Bank
:http://highered.mheducation.com/sites/0073403261/instructor_view0/manager_s_hot_seat.htm
:Manager's Hot Seat
:http://highered.mheducation.com/sites/0073403261/instructor_view0/asset_gallery.htm
:Asset Gallery
:http://highered.mheducation.com/sites/0073403261/student_view0/global_business_center.html
:Global Business Center
:http://highered.mheducation.com/sites/0073403261/student_view0/professional_links.html
:Professional Links
:http://highered.mheducation.com/sites/0073403261/student_view0/bcomm_tools.html
:BComm Tools
:http://highered.mheducation.com/sites/0073403261/student_view0/presentation_skills_video.html
:Presentation Skills Video
:http://highered.mheducation.com/sites/0073403261/student_view0/_student_asset_gallery.htm
:*Student Asset Gallery
Resources Primary Text:  Business Communication: Building Critical Skills (6th ed.) by Kitty Locker & Stephen Kaczmarek (2014)  ISBN 9780077637194  (Loose-leaf text)  
The text from McGraw-Hill has excellent instructor resources—written by the author. These might provide you several ideas for teaching the course and opportunities to substitute as appropriate for your students. You will have to register at the McGraw-Hill site first as a user to access these materials.    
Instructor Resource Site: http://www.mhhe.com/lockerbcs6e 
Username: lockerbisiesyilenkyatsey 
Password: gaugungeyenkmant,aijimowdaitaw  
Registration Instructions: http://goo.gl/LhYIyS 
Supplementary--General Writing Skills: 
The Little Penguin Handbook (4th ed.) by L. Faigley (2015)  
Purdue University online writing lab at http://owl.english.purdue.edu/owl   
Research Skills Review: Purdue University online writing lab at http://owl.english.purdue.edu/owl    
	
				
				
{| border="0" cellpadding="0" cellspacing="0"	
{| background="http://highered.mheducation.com/sites/0073403261/information_center_view0/index.html" border="0" cellpadding="0" cellspacing="0" width="200"			
		Table of Contents
About the Authors
Book Preface
Sample Chapter
Feature Summary
Supplements		
==WEEK ONE==
INSTRUCTOR NOTE:  Classes are designed as highly interactive classrooms to promote classroom dialogue and increase confidence in sharing information and asking questions. Discussions will revolve around critical thinking surrounding reading materials (once comprehension is checked) and their application to real world business scenarios. Students will practice analysis of situations and collaborate with classmates to apply the analysis to communication tasks in a culturally-diverse global workplace.
WEEK ONE
As you read the modules each week, use the SQ4R method to read actively for learning and retention: Survey, Question, Read, Recite, Record, Review. 
READING:  Read Locker-Kaczmarek text      
       Module 1: Business Communication, Management and Success--pp. 2-14
       Module 3: Communicating Across Cultures--pp. 38-55
       Module 17:  Listening--pp. 288-294
Have students make note of any vocabulary words which are unfamiliar and bring those to class. Compose a class working glossary as students move through the course. Vocabulary testing occurs in Weeks 6 & 12. 
2.1 DISCUSSION  (10 pts.): After completing this week’s reading, have students answer the following questions to check reading comprehension. (Suggested questions below.)
1. What are the 3 basic purposes of business messages? 
2. What are the 5 basic criteria for effective business messages? 
3. What are the 6 analysis questions communicators ask to plan communication  (PAIBOC)?
4. What sources create diversity in today’s workplace?
5. What are the 4 practices of effective listeners?
INSTRUCTOR NOTE:  Check student accuracy, discuss, reinforce through class activity.
2.2 WRITING (10 pts.) 
This Assignment is due at end of the first week of class. Primary purpose is to establish a writing sample. 
EMAIL MESSAGE: Compose an introductory email message to your instructor, introducing yourself.
Include the following CONTENT:
Your background: Here consider such things as where you grew up,  school or employment experience, interests, achievements, and career plans. 
Employer/Workplace expectations: Include a discussion of employer expectations you consider your strengths and which you need to improve as each relates to your career plans.
Your Goals: Finally, review the Course Syllabus, including Course Outcomes and Expectations: What are your goals for this course? What do you anticipate will be most challenging for you? How will you meet these challenges? Include what you will want and need of your instructor to help achieve course outcomes.
ORGANIZATION--To guide reader, keep paragraphs unified, well organized, and concise. Limit the body of your email message to about 300--400 words. Keep most paragraphs under 100-150 words. 
· First paragraph/section:  Introduce yourself to set context and then include your background.
· Second paragraph/section:  Employer/Workplace expectations: Include a discussion of which of the employer expectations you consider your strengths and which you need to improve as each relates to your career plans.
· Third paragraph/section:   Include your discussion of course outcomes, key skills, and what you expectations of your instructor to help you succeed.
· Closing paragraph:  Provide courteous closing paragraph of summary and closure
STYLE:  Use professional style and tone by avoiding the texting abbreviations, conversational slang, and emoticons.
GRAMMAR/MECHANICS:  Proofread to eliminate misspellings and grammatical errors.
FORMAT: Remember to include the following: 
· Appropriate subject line
· Professional salutation
· Include a closing and signature line.
· Use standard business block format--Single-spaced lines, no indents, but rather double-space between paragraphs.
Review the Professional Email Guidelines discussed before submitting. To simulate email, begin your message with a To-From-Subject line heading.
___________________________________________________________________________
==WEEK TWO==
WEEK TWO
READING:
Read Locker-Kaczmarek text      
     Module 2:  Adapting Your Message to Your Audience—pp. 19-33 
     Module 4:  Planning, Writing, Revising—pp. 59-70
     Module 5:  Designing Documents, (Slides, & Screens)—pp. 73-78
     Module 13:  Email, Web, & Technology--pp. 217-231  (Review of last week's discussion)
Note any vocabulary words which are unfamiliar to add to class glossary.
2.1 Discussion—Check comprehension (10 pts.)
After completing this week’s reading, answer the following questions.
1. Review Figure 2.3 reprinted above from your text (p. 23). How does audience analysis affect miscommunication? What audience considerations are most crucial to this process?
2. How does the expert communicator choose a communication medium (channel)?
3. Which processes used by expert writers do you already use?  If used, to what extent has process helped your writing?
4. How is revising different from proofreading?
5. How does document design affect audience?
INSTRUCTOR NOTE:  Check student accuracy, discuss, reinforce through class activity.
2.2 Writing Assignment (25 pts.)
This Assignment is due no later than end of the second week of class.
Review the concepts of Modules 2, 4, and 5. Then reanalyze, rewrite, and revise the email you submitted for last week's writing assignment. Once you have revised, edited and proofread, resubmit the email for this week's writing assignment.
Remember to include the following: 
· Appropriate subject line
· Professional salutation
· Include a closing and signature line.
· Use standard business block format--Single-spaced lines, no indents, but rather double-space between paragraphs.
 Review the Professional Email Guidelines discussed before submitting. To simulate email, begin your message with a To-From-Subject line heading.
2.3 Speaking Exercise 
Speaking and listening are two vital skills in professional communication. These exercises have several objectives to help you succeed professionally and academically:
· To practice professional conversation and etiquette;
· To improve your speaking fluency;
· To practice accurate pronunciation;
· To use newly acquired vocabulary;
· To engage regularly with your professor for feedback.
Exercise Questions:
1)  What are  2-3 key points you took away from reading in the last two weeks?
2)  What concept  or  technique did you find the most challenging to grasp or perform?
3)  What would you have liked to have spent more time on?  Why?
4)  How can you apply what you have learned  in your academic or professional life?
Think through the questions and practice responses in conversational style and tone. Do not script--that is, do not write out your responses and read. Do not edit your recording. Instead, once you are comfortable with what you want to say, record them and upload your recorded comments into the Grade Center using your smartphone or  PC tools --unless notified differently by your instructor.  
This week's exercise simply establishes a base line and then offers opportunity for feedback throughout the term. You can find a rubric for Speaking Exercises under Rubrics under the Assignments tab. See Syllabus for explanation of grading. On the BU campus, we will conduct some of these face-to-face, but others will be recorded and uploaded for practice. The actual “test” occurs at the end of the course. You may also choose to conduct speaking exercises face-to-face. The idea of these is to practice conversation and professional etiquette in the English language. 
MyWritingLab (product of Pearson Publishing) 
MyWritingLab is a tool used in all our English courses at Bellevue University. This tool enables you to review basic writing and grammar concepts, practice and apply them to demonstrate mastery and thus communicate with more clarity and accuracy in both your academic and professional life. You will expected to achieve mastery in a minimum of 15 modules. (10 pts. per topic)
In the weeks to come, your professor will guide you through the specific writing modules which will help you improve your writing. 
If this tool is not accessible to students, then use the handbook to assign and reinforce writing as needed. On our campus, we will choose the most common 15 areas of sentence structure, grammar, and mechanics as evidenced in the first week. Although BU students operate within our own writing lab portal, a national generic version is available through the publisher.
==WEEK THREE==
WEEK THREE
READING: 
As you read the modules each week, use the SQ4R method to read actively for learning and retention: Survey, Question, Read, Recite, Record, Review. 
Read Locker-Kaczmarek text      Module 6: You-Attitude pp. 90-98
                                                       Module 8: Reader Benefits pp. 112-120
                                                   Module 10: Informative and Positive Messages pp. 143-157
Make note of any vocabulary words which are unfamiliar to add to class working glossary.
3.1 Discussion--Homework (10 pts.)
This assignment is due before the FIRST class meeting this week.
After completing this week’s reading, answer the following questions and post in 3.1 Discussion in the Discussion Board. 
1. What is "you-attitude"?
2. How do reader benefits help your communication achieve desired results?
3. What is the difference between intrinsic and extrinsic benefits? According to research, which is more likely to motivate--intrinsic or extrinsic?
4. Are reader benefits necessary in informative and positive messages? Explain your answer.
5. Do  you think it is it unethical to "bury" negative information in between paragraphs of an informative/positive message?
INSTRUCTOR NOTE:  Check student accuracy, discuss, reinforce through class activity.
3.2 Problem Analysis and Draft--Homework (20 pts.)
This assignment is due before our SECOND  class meeting this week.
Communication Problem: International Inquiry about Trade Journals--Exercise 10.20 part 5, p. 161 in Locker text.
This assignment has two parts: 1) Problem Analysis and 2) Message Draft. These are due before our SECOND class meeting of this week.
Part 1--Problem Analysis: Use the Analysis questions we have been discussing to analyze the message in terms of Purpose, Audience, Information, Benefits Objections, and Context. 
     
Here are some ideas to get you started thinking:
     Purpose:  What is your primary purpose?  What might be some secondary purposes to this message?
     Audience:  Who is/are your audiences?  What are they expecting?  What do they know already? What unique needs or characteristics might they have?
     Information:  In contrast to last week's email, you may not have the information needed just from personal experience. What does your audience need to know? How might you find the information you need? Who or what sources could you check? 
     Benefits:  WIFM? That is, "what's in it for me--the audience?" How or what will the audience gain from this information?  Is reader benefit important in this message?  Why or why not?
     Objections:  What might be some objections to the information you provide?  Are there any downsides to receiving this trade journal?
     Context:  How is the context for this message different? What special circumstances surround this communication? 
Answer each briefly in your own words. The analysis and the organizational plan for Informative & Positive Messages will guide your draft--and save you time. Visuals for both are included in this week's assignment folder. (INSTRUCTOR NOTE:  These visuals are from the text.) 
Part 2--Draft: Draft your message. Remember, a first draft is not a final copy. A draft gets your ideas on the page and is subject to follow-up revision and editing. Do not aim for perfection in a first draft. 
NOTE:  It is always a good idea to print a hard copy to enable you to revise and edit--which is your next step before final due date at end of week. Once revised and edited, you can make changes on your Word document. 
3.3 Writing Assignment--Final (50 pts.)
This assignment is due no later than midnight at end of week.
Once you have revised, edited and proofread, submit your final copy of this week's assignment.  
Remember to include the following: 
· Appropriate subject line
· Professional salutation
· Include a closing and signature line.
· Use standard business block format--Single-spaced lines, no indents, but rather double-space between paragraphs.
· To simulate email, begin your message with a To-From-Subject line heading.
 
MyWritingLab 
Keep working in MyWritingLab to complete the required modules. 
==WEEK FOUR==
WEEK FOUR
Reading 
As you read the modules each week, use the SQ4R method to read actively for learning and retention: Survey, Question, Read, Recite, Record, Review. 
Read Locker-Kaczmarek text      Module 7: Positive Emphasis--pp. 101-109
                                                       Module 11:  Negative Messages--164-181
                                                
Make note of any vocabulary words which are unfamiliar to add to class working glossary.
4.1 Discussion--Homework (10 pts.)
This assignment is due before FIRST class meeting this week.
After completing this week’s reading, answer the following questions and post in 4.1 Discussion in the Discussion Board. 
1. How should negative letters to customers or clients be organized? When might exceptions be appropriate?
2. What is a buffer? Provide an example.
3. Assume you were responsible for the Online Help Desk problems described in Exercise 11.5 concerning the chaise. What would be a good subject line to use in reporting customer's matter to your supervisor?
4. What are the common types of negative messages?
5. What kinds of negative messages might you be asked to deliver in your chosen field of study?
 INSTRUCTOR NOTE:  Check student accuracy, discuss, reinforce through class activity.
4.2 Problem Analysis and Draft--Homework (20 pts.)
This assignment is due before the SECOND  class meeting this week. 
WEEK FOUR Communication Problem: Announcing Cost Saving Measures --  Exercise 11.17, p. 184
This assignment has two parts: 1) Problem  Analysis and 2) Message Draft. 
Part 1--Problem Analysis: Use the Analysis questions we have been discussing to analyze the message in terms of Purpose, Audience, Information, Benefits Objections, and Context. Answer each briefly in your own words. The analysis  and one of the organizational plans for Negative Messages will guide your draft--and save you time. Visuals for both are included in this week's  assignment folder. 
Part 2--Draft: Draft your message. Remember, a first draft is not a final copy. A draft gets your ideas on the page and is subject to follow-up revision and editing. Do not aim for perfection in a first draft. 
NOTE:  It is always a good idea to print a hard copy to enable you to revise and edit--which is your next step before final due date on Sunday. Once revised and edited, you can make changes on your Word document. 
4.3 Writing Assignment--Final (50 pts.) 
This assignment is due no later than end of Week 4.
Once you have revised, edited and proofread, submit your final copy of this week's assignment.  
Remember to include the following: 
· Appropriate subject line
· Professional salutation
· Include a closing and signature line.
· Use standard business block format--Single-spaced lines, no indents, but rather double-space between paragraphs.
· To simulate email, begin your message with a To-From-Subject line heading.
4.4 Speaking Exercise 
Speaking and listening are two vital skills in professional communication. These exercises have several objectives to help you succeed professionally and academically:
· To practice professional conversation and etiquette;
· To improve your speaking fluency;
· To practice accurate pronunciation;
· To use newly acquired vocabulary;
· To engage regularly with your professor for feedback.
Exercise Questions:
1)  What are  2-3 key points you took away from reading in the last two weeks?
2)  What concept  or  technique did you find the most challenging to grasp or perform?
3)  What would you have liked to have spent more time on?  Why?
4)  How can you apply what you have learned  in your academic or professional life?
INSTRUCTOR NOTE:  Feel free to vary these questions. Our goal in asking these is not only to encourage speaking exercise, but also to assess our methods and student comprehension. 
MyWritingLab 
Keep working in MyWritingLab to complete the required modules. 
==WEEK FIVE==
WEEK FIVE  
Reading  
As you read the modules each week, use the SQ4R method to read actively for learning and retention: Survey, Question, Read, Recite, Record, Review.  
Read Locker-Kaczmarek text      Module 12: Persuasive Messages--pp. 187-209           McDaniel, L. (2013). What's in it for me? Communication World, 30(7), 10-11.                                                   Make note of any vocabulary words which are unfamiliar to add to class working glossary.  
Week Five Viewing/Listening: Persuasion--Ethos, Pathos, Logos  
Watch this video on Aristotle's classic: the art of persuasion. https://www.youtube.com/watch?v=tAsxyffBqm0&lis 
* http://cn.bing.com/search?q=Aristotle++art+of+persuasion&FORM=HDRSC1
* Aristotle  art of persuasion
* http://www.powershow.com/view/3cea2e-ZTAxO/Rhetoric_The_Art_of_Persuasion_powerpoint_ppt_presentation
* Rhetoric = The Art of Persuasion - PowerPoint PPT Presentation
* http://www.powershow.com/view/3c8c95-NDM5Y/The_Art_of_Persuasion_Intro_to_Rhetorical_Analysis_powerpoint_ppt_presentation?skipadult=1
* The Art of Persuasion: Intro to Rhetorical Analysis - PowerPoint PPT Presentation
* http://www.wimp.com/teachpersuasion/
* Aided by the work of Aristotle, Joshua's story brings to light some very interesting truths about humanity.
* http://www.mountainman.com.au/essenes/aristotles_modes_of_persuasion_in_rhetoric.htm
* Aristotle's Three Modes of Persuasion in Rhetoric
Take notes so you can address this week's discussion questions and be prepared to apply these techniques for persuasive messages in your professional career. 
5.1 Discussion--Homework (10 pts.) 
This assignment is due before our FIRST class meeting this week. After completing this week’s reading and video, answer the following questions and post in 5.1 Discussion in the Discussion Board.  
1. What are four basic strategies for persuasive messages? 
2. Why do rewards-punishment persuasive strategies have limited use? 
3. How do you decide which is the best strategy?  
4. AIDA is another long-established sales and persuasive method which has proven effective for decades. Do a quick search and identify what it is. Why do you think it works? 
5. What are three types of persuasive techniques (appeals)? Which do you think is most crucial in persuasion? 
 INSTRUCTOR NOTE:  Check student accuracy, discuss, reinforce through class activity. 
5.2 Problem Analysis and Draft--Homework (20 pts.)  
This assignment is due before our SECOND class meeting of this week. WEEK FIVE Communication Problem--One of the following as assigned: 
· Exercise 12.14 Letter Persuading an Organization to Accept Interns (p. 211) 
· Exercise 12.17 Email Persuading Employees to Keep Social Media Networking Sites Closed 
· Exercise 12.18 Email Handling A Sticky Situation 
· Exercise 12.20 Memo Persuading Employees a Security Camera is Necessary 
This assignment has two parts: 1) Problem  Analysis and 2) Message Draft. These are due before 8:00 a.m. on our SECOND class meeting of this week. 
Part 1--Problem Analysis: Use the Analysis questions we have been discussing to analyze the message in terms of Purpose, Audience, Information, Benefits Objections, and Context. Answer each briefly in your own words. The analysis  and one of the organizational plans for Persuasive Messages will guide your draft--and save you time. Visuals for these organizational patterns are included in this week's  assignment folder.  
Part 2--Draft: Draft your message. Remember, a first draft is not a final copy. A draft gets your ideas on the page and is subject to follow-up revision and editing. Do not aim for perfection in a first draft.  
NOTE:  It is always a good idea to print a hard copy to enable you to revise and edit--which is your next step before final due date on Sunday. Once revised and edited, you can make changes on your Word document. 
5.3 Writing Assignment--Final (50 pts.) 
This assignment is due no later than midnight at the end of Week 5. 
Once you have revised, edited and proofread, submit your final copy of this week's assignment.  Be sure to check best practices formatting for the appropriate medium:  email, memo, letter.  
MyWritingLab  
Keep working in MyWritingLab to complete the required modules.  
==WEEK SIX==
WEEK SIX 
INSTRUCTOR NOTE:  This week, students may rework previous writing assignments for extra credit based on feedback from the first "final" document submitted. Extra credit (5 points on each) can increase score on earlier submission by a letter grade (10% points) maximum. 
Reading 
As you read the modules each week, use the SQ4R method to read actively for learning and retention: Survey, Question, Read, Recite, Record, Review. 
Read Locker-Kaczmarek text      
               Review Modules 10-12
               Module 15: Choosing the Right Word--pp.256-267
               Module 16: Revising Sentences and Paragraphs--pp.271-283
Make note of any vocabulary words which are unfamiliar to you and bring those to class. We will compose a class working glossary as we move through the course.
6.1 Discussion Board--Homework (10 pts.) 
This assignment is due before our FIRST class meeting this week.
After completing this week’s reading, answer the following questions and post in 6.1 Discussion in the Discussion Board. 
1. Why is precise wording so crucial in business communication?
2. Identify a word pair do you find confusing. What technique have you developed to remember the difference? 
3. Name two ways to write concisely, that is, to "tighten your writing"?
4. How does organizational culture affect style?
5. Would other instructors in other classes prefer the style you are using in this class?  Why or why not?
INSTRUCTOR NOTE:  Check student accuracy, discuss, reinforce through class activity.
6.2 Vocabulary Quiz
INSTRUCTOR NOTE:  Note that Vocabulary Quiz is built based on the glossary words added by instructor with student input throughout the term.
6.3 Writing Resubmissions: Weeks 3, 4, & 5 (up to 5 additional points on each of the weeks’ submissions.)
Rework your writing assignments for Weeks 3, 4, and/or 5 based on your instructor's feedback and submit for additional credit. Resubmissions are due no later than midnight at end of Week 6.
Once you have reviewed instructor’s feedback, revised, edited and proofread, submit your final copies of all three assignments for added credit. 
6.4 Speaking Exercise 
Speaking and listening are two vital skills in professional communication. These exercises have several objectives to help you succeed professionally and academically:
· To practice professional conversation and etiquette;
· To improve your speaking fluency;
· To practice accurate pronunciation;
· To use newly acquired vocabulary;
· To engage regularly with your professor for feedback.
Exercise Questions:
1)  What are  2-3 key points you took away from reading in the last two weeks?
2)  What concept  or  technique did you find the most challenging to grasp or perform?
3)  What would you have liked to have spent more time on?  Why?
4)  How can you apply what you have learned  in your academic or professional life?
INSTRUCTOR:  See comments on Week 4
You can find a rubric for Speaking Exercises under Rubrics under the Assignments tab. See Syllabus for explanation of grading.
MyWritingLab 
Keep working in MyWritingLab to complete the required modules. 
This week is a good week to work diligently to finish up modules in MyWritingLab--plus you will be able to apply your refreshers to this week's resubmissions. At the latest, plan your time to finish up all MyWritingLab work no later than Week 8. 
==WEEK SEVEN==
WEEK SEVEN
SEE Group Report Requirements: Weeks 7-11 
Review the components for a successful report for you and your group:
· Planning & Problem Analysis template  --  DUE end of Week 7 THIS WEEK
· Proposal--DUE end of Week 8
· Progress template--DUE end of Week 9
· Draft--DUE end of Week 10
· Final Report--DUE end of Week 11
Reading 
As you read the modules each week, use the SQ4R method to read actively for learning and retention: Survey, Question, Read, Recite, Record, Review. 
Read Locker-Kaczmarek text      Module 18: Working and Writing in Teams--pp. 297-308
                                                    Module 21: Proposals and Progress Reports--pp. 342-356
Make note of any vocabulary words which are unfamiliar to add to class working glossary.
INSTRUCTOR NOTE: For student review of research skills, the Purdue OWL is a good online source. Additionally, if using MWL, one module deals with Research. The Faigley handbook as part of student materials also has Research materials. 
SEE Research Skills: Purdue University online writing lab at http://owl.english.purdue.edu/owl  A few are listed below:
· Library Modules:  Databases, Note-taking, Outlining & more
· Checklist for Evaluating Sources
· Writing Summaries
· Quoting and Paraphrasing
· Avoiding Plagiarism
7.1 Discussion--Homework (10 pts.)
This assignment is due before our FIRST class meeting this week.
After completing this week’s reading, answer the following questions and post in 7.1 Discussion in the Discussion Board. 
1. What positive roles are needed for effective groups? 
2. What roles or behaviors in groups promote dysfunction? 
3. Is conflict healthy or unhealthy in a group?  Explain your answer.
4. What planning tips promote successful collaborative writing?
5. Why do you think companies place such a high value on teamwork? 
INSTRUCTOR NOTE:  Check student accuracy, discuss, reinforce through class activity.
7.2 Discussion--Summary/Citation Homework (20 pts.) 
This assignment is due before SECOND class meeting of this week.
Practice your research skills in preparation for your group's upcoming report: 
1. Search to locate an article on teamwork in businesses and organizations to discover what other experts (in addition to your text) have to say about teamwork. 
2. Write a 200-word summary of the article.
3. At the end of your summary,  provide a complete APA citation.
7.3 Group Analysis and Plan (15 pts.)
This assignment is due no later than midnight at the end of Week 7.
WEEK SEVEN:  Group Analysis of Proposal/Report Problem Analysis
Use the template for Group Planning and Analysis to begin planning your Group Proposal/Report. Meet with your group to determine how your group will approach its tasks for successful completion. The template will help guide your planning of both collaborative effort and the report. 
 NOTE:  Print a hard copy for all group members to keep everyone on track. 
MyWritingLab 
Keep working in MyWritingLab to complete the required modules. 
If you did not finish modules last week, work to do so. If you are having difficulty finishing, please let your professor know. 
==WEEK EIGHT==
WEEK EIGHT
Review:  Group Report Requirements: Weeks 7-11 
· Planning & Problem Analysis template  --  DUE end of Week 7
· Proposal--DUE end of Week 8 THIS WEEK 
· Progress template--DUE end of Week 9
· Draft--DUE end of Week 10
· Final Report--DUE end of Week 11
Reading 
As you read the modules each week, use the SQ4R method to read actively for learning and retention: Survey, Question, Read, Recite, Record, Review. 
Read Locker-Kaczmarek text      Module 22:  Finding, Analyzing and Documenting Sources--pp. 359-374
                                                    Module 23:  Short Reports--pp. 377-381
Make note of any vocabulary words which are unfamiliar to add to class working glossary.
Review: Research Skills
8.1 Discussion--Homework (10 pts.)
This assignment is due before FIRST class meeting this week.
After completing this week’s reading, conduct an interview by phone or in person with one of the professors in your major or a mid-level or upper-level manager, preferably in your chosen profession. Look through the types of reports mentioned in Modules 21 and 23. Plan your questions in advance to respect your interviewee's time.
In your interview, investigate what kinds of proposals/reports are written and read in this profession. What might be the purpose of these reports? What kinds of problems might be researched? What kind of research might be used? How are these proposals and reports delivered?  written? oral? electronic?  Make notes of your interview and write a summary of the interview for this week's discussion. 
INSTRUCTOR NOTE:  Use homework to encourage students to share verbally what each has learned with the class to promote discussion as well as build confidence in English speaking/vocabulary/fluency.
8.2 Potential Sources--Homework (20 pts.)
This assignment is due no later than SECOND class meeting of this week.
Start compiling a potential reference list for your group report. Concentrate on answering some of the informational questions you identified in your problem analysis.  
1. Search to locate a credible article relevant to your group report; 
2. Write a brief 150-200-word summary of the article.
3. At the end of the summary, provide a complete APA citation.
4. Follow the summary with an evaluation of this source. Evaluate the source in terms of currency, author/sponsorship, purpose, reliability,  verifiability and relevance to this report, 
INSTRUCTOR NOTE:  Use this homework to check understanding, discuss, and reinforce with activity.
8.3 Writing Assignment: Group Proposal for Report (25 pts.)
This assignment is due no later than midnight at the end of Week 8.
Week Eight: Group Proposal Template for Report
Use the proposal template to complete this assignment. As a group, review the requirements for this assignment carefully. Revise your proposal, making certain all required sections have been addressed according to the assignment detail. Take advantage of multiple "sets of eyes" in your group to proofread and edit the document. 
8.4 Speaking Exercises 
Speaking and listening are two vital skills in professional communication. These exercises have several objectives to help you succeed professionally and academically:
· To practice professional conversation and etiquette;
· To improve your speaking fluency;
· To practice accurate pronunciation;
· To use newly acquired vocabulary;
· To engage regularly with your professor for feedback.
Exercise Questions:
1)  What are  2-3 key points you took away from reading in the last two weeks?
2)  What concept  or  technique did you find the most challenging to grasp or perform?
3)  What would you have liked to have spent more time on?  Why?
4)  How can you apply what you have learned  in your academic or professional life?
INSTRUCTOR:  See earlier notes on Speaking Exercises.
MyWritingLab--LAST WEEK 
This is the last week to finish up MyWritingLab modules so you can contribute your new learning to the Group Project. 
 If you are having difficulty finishing, please let your professor know.
==WEEK 8.5==
I plan on making this week a "Week 8.5" rather than Week 9, so that:
1) you are given lecture hours to enact "class activities" related to skipped PPTs over the last few weeks AND
2) you are given a week to write ALL assignments on which you are lagging behind. Let me suggest you to mark your completed assignment with a dot on this "15F EN290 Stats Rosters" file, so that you know which "Writing Labs" are still left undone and which "discussion" or "assignment" you need to make up.
I believe the following are the PPTs missed, arranged according to the order of importance:
Module 21 Proposals andProgress Reports
Module 23 Short Reports
Module 16 Revising Sentencesand Paragraphs
==WEEK NINE==
WEEK NINE 
REVIEW:  Group Report Requirements: Weeks 7-11  
· Planning & Problem Analysis template  --  DUE end of Week 7 
· Proposal--DUE end of Week 8 
· Progress template--DUE end of Week 9 THIS WEEK 
· Draft--DUE end of Week 10 
· Final Report--DUE end of Week 11 
Reading  
As you read the modules each week, use the SQ4R method to read actively for learning and retention: Survey, Question, Read, Recite, Record, Review.  
Read Locker-Kaczmarek text      Module 23:  Short Reports--pp. 381-388 
Make note of any vocabulary words which are unfamiliar to add to class working glossary. 
9.1 Discussion--Homework (10 pts.) 
This assignment is due before FIRST class meeting this week. After completing this week’s reading, answer the following questions and post in 9.1 Discussion in the Discussion Board.  
1. What are the seven basic patterns for organizing information?  
2. Choose one of the organizational patterns and brainstorm some potential opportunities in your business or industry to use that pattern.   Would this pattern be a  good choice for any of the kinds of reports you discovered in your interview last week?  Why or why not? What might be a better choice? 
3. What is a blueprint? 
4. Why are paragraph topic sentences so critical in a report? 
5. Why is it a good idea to note citations and build the reference list as the report is drafted rather than as a final task in completion? 
INSTRUCTOR NOTE:  Check student accuracy, discuss, reinforce through class activity. 
9.2 Research Discussion--Homework (20 pts.)  
This assignment is due before  SECOND class meeting this week. After completing this week’s reading, think about the following scenario and post your response in 9.2 Discussion in the Discussion Board. 
Imagine that you are creating a report to analyze several online collaboration tools for your virtual work team. Your group has decided to recommend Onehub in its final report. Team members like its user-friendliness and customization potential. The customer service is quick and helpful. Overall, the group is in agreement.  However, as your group is reviewing the research, one member discovers a trade journal review which indicates several limits of Onehub for more sophisticated projects and along with its frequent, unnecessary notifications. How do you handle the negative information in your report--or do you simply leave it out? Would management think your recommendation is invalid if you put the negative information in the report? Would it be ethical or responsible to leave it out? 
Write a short description of how your group would handle the information which conflicts with your recommendation.  
INSTRUCTOR NOTE: Use this homework to launch discussion of ethical and responsible reporting. 
9.3 Group Progress Report (15 pts.)  
This assignment is due no later than midnight at end of Week 9. WEEK NINE:  Group Progress Report 
Use the template for Group Progress Report to keep your group on task and to address any challenges for successful completion.  
 NOTE:  Print a hard copy for all group members to keep everyone on track. 
==WEEK TEN==
WEEK TEN
REVIEW Group Report Requirements: Weeks 7-11 
· Planning & Problem Analysis template  --  DUE end of Week 7
· Proposal--DUE end of Week 8
· Progress template--DUE end of Week 9
· Draft--DUE end of Week 10  THIS WEEK
· Final Report--DUE end of Week 11
Reading 
READ & REVIEW:
Locker-Kaczmarek text      Review Module 4--Focus on pp. 59-63
                                             Review Module 21--Focus on pp. 353-355
McDaniel, L. (2013). Business writing is like a roadtrip. Communication World, 30(5), 9-11.
10.1 Discussion--Homework ( 10 pts.)
This assignment is due before FIRST class meeting this week.
After completing this week’s reading, answer the following questions and post in 10.1 Discussion in the Discussion Board. 
1. What is a talking head?  Provide an example of a talking head you might use in your Group Report.
2. Why should you avoid using the word "you" in reports? 
3. What is parallel structure?  How does it aid the reader?
4. Name one technique to "tighten writing".
5. Lastly, name one new (or enhanced) research skill you have acquired in this group project which has proven especially helpful.
INSTRUCTOR NOTE:  Check student accuracy, discuss, reinforce through class activity.
10.2 Writing--Group Report DRAFT (25 pts.)
This assignment is due no later than midnight at the end of Week 10. As a group, work to submit this assignment as early as possible to allow ample time for revision next week.
WEEK TEN:  Group Draft Report
Use the tips in Module 4 & 21 and the McDaniel article on brainstorming and outlining to compose your draft.  NOTE:  Print a hard copy for all group members so each can begin viewing for revision and editing.
10.3 Speaking Exercises 
Speaking and listening are two vital skills in professional communication. These exercises have several objectives to help you succeed professionally and academically:
· To practice professional conversation and etiquette;
· To improve your speaking fluency;
· To practice accurate pronunciation;
· To use newly acquired vocabulary;
· To engage regularly with your professor for feedback.
Exercise Questions:
1)  What are  2-3 key points you took away from reading in the last two weeks?
2)  What concept  or  technique did you find the most challenging to grasp or perform?
3)  What would you have liked to have spent more time on?  Why?
4)  How can you apply what you have learned  in your academic or professional life?
INSTRUCTOR:  See earlier notes on speaking exercises.
==WEEK ELEVEN==
WEEK ELEVEN   
REVIEW Group Report Requirements: Weeks 7-11  
· Planning & Problem Analysis template  --  DUE end of Week 7 
· Proposal--DUE end of Week 8 
· Progress template--DUE end of Week 9 
· Draft--DUE end of Week 10 
· Final Report--DUE end of Week 11 --  THIS WEEK 
Reading  
REVIEW: 
Locker-Kaczmarek text      Review Unit 4: Polishing Your Writing--Modules 14-16 Mazur, L. (2013). The seven deadly sins of business writing. Market Leader, (Q2), 56-57.                                                                                             
REVEIW Research Skills --  especially integration, paraphrase, documentation (reference page and in-text citations) in APA 
11.1 Discussion--Homework (10 pts.) 
This assignment is due before FIRST class meeting this week. After completing this week’s reading, answer the following questions and post in 11.1 Discussion in the Discussion Board.  
1. Name one of the "7 sins" author Mazur mentions in this week's reading. Which do you find to be the most troublesome? Why? (see below)
2. What challenges have you and your group encountered or are encountering in completing this formal report? How have you met that challenge? If you are still struggling, what questions do you still have? (module 14)
3. What techniques or resources have you found most helpful? 
4. What specific proofreading techniques are most beneficial for you?  
5. What troublesome grammatical errors do you watch for in your own writing?  Wow—think of the collaborative project impact of each of the group members zeroing in on particular errors! 
INSTRUCTOR NOTE:  Use these questions as prompts to promote revision/proofreading strategies discussion and problem-solving to meet challenges and pick up additional strategies.  
11.2 Writing Group Report--EN 290 (100 pts.) 
This assignment is due no later than midnight at end of Week 11.  
WEEK ELEVEN: Group Report As a group, work with your instructor to complete your final report. Make sure all group members have contributed to the final revision and editing process. 
INSTRUCTOR NOTE:  BU final report assignments are submitted into Turnitin or a similar plagiarism checking tool.  
%%% http://www7.esc.edu/hshapiro/writing_program/students/Reference/main/sins.htm {| border="0" style="font-family:Tahoma;" width="550"
| style="font-family:arial,verdana,sans-serif;line-height:1.666;"|SEVEN DEADLY SINS OF BUSINESS WRITING
|-
| style="font-family:arial,verdana,sans-serif;line-height:1.666;"|
#Stacked Modifiers
The business has a distinguished track record in developing specialized and targeted market-value products.
#Odd Punctuation
Food donations are being gathered at; Smith's Café, city hall and the high school.
#Grammar That Departs From Standard English
As the 34th largest U.S. exporter, trade is critically important to our company.
#Interior Jargon
We have responded by making changes in key operating parameters of the process which will provide greater assurance of a safe, stable, high-quality product. To further ensure process capability, we recently received approval for a major upgrade of our process instrumentation which will allow us to better control our new operating parameters.
#Overcapitalization
Our Machinery and Equipment businesses capitalized on their growing Leadership positions and market conditions to turn in an outstanding performance in the third quarter.
#Passive Voice
Food and fibers in Western and Eastern Europe, the Middle East, and Africa are protected by a range of products that are effective against insects, weeds, and other pests.
#Verbs Created From Nouns, and Vice Versa
Special working teams were established to impact the production process.
|}
http://www.shirleytaylor.com/article-writing_sins.html
===Resources - Shirley’s Articles for Reprint===
=Seven Deadly Sins of Business Writing=
Business today is being conducted in a very informal way - in meetings and conferences we are using a natural, informal, more relaxed language, rather than stilted, formal language that was used several decades ago. So how come many people are still using business writing that is more suited to our great-grandfathers rather than 21st Century businessmen and women?
Here are my impressions of business writing today in the form of seven deadly sins.
====1. So many young people with so many old-fashioned expressions====
When will people realise that business language has changed? Expressions like "Please be informed," "Kindly be advised," "I would like to bring to your attention" and "I am writing to advise you" should have been relegated to the recycle bin way before the turn of this new millennium! Unfortuntately today's writing is still full of centuries-old expressions like these, not to mention even worse ones like "Enclosed herewith please find our catalogue for your reference and perusal", "With reference to your above-mentioned order," "Further to the telecon today between your goodself and the undersigned," This type of writing is BORING! People are using these standard, boring clichés that have been used for years simply because everyone else uses them, and has used them for centuries! Please! Put some thought and personality and some feeling into your writing!
Instead of 	Say
We refer to your letter of 21st October 2013. 	Thank you for your letter of 21 October.
As spoken in our telecon today. 	Thank you for calling me this morning.
Please revert to me soonest possible. 	I hope to hear from you soon.
Should you require any further clarification please do not hesitate to contact the undersigned.	Please give me a call on 2874722 if you have any questions.
====2. Do some KISSing====
Long words and long expressions, long sentences and long paragraphs will impress no-one - they will only confuse! Remember the KISS principle - Keep it Short and Simple! Instead of "I should be very grateful" why not simply say "Please" (definitely not Kindly!) Use short words like buy, try, start and end instead of purchase, endeavour, commence and terminate. Remember to KISS in your business writing - use short words, simple expressions, short sentences and short paragraphs that are clear and concise!
Instead of 	Say
purchase 	buy
transmit 	send
provide 	give
sufficient 	enough
terminate 	end
endeavour 	try
commence 	start
in spite of the fact that	despite
in view of the fact that 	as
in the event that 	if
====3. Let's get more active====
Our great-grandfathers used passive voice in writing because they didn't want to show who was responsible for anything. They preferred to use long sentences that beat about the bush but never revealed what was really happening and who was really responsible. Today's business writers should use active voice, which is more alive, more focussed, more personalised and much more interesting and clear.
Instead of 	Say
Arrangements have been made for a repeat order to be despatched to you immediately.	I have arranged for a repeat order to be sent to you today.
The cause of your complaint has been investigated ... 	I have looked into this matter ...
The seminar will be conducted by Shirley Taylor. 	Shirley Taylor will conduct the seminar.
Sales of the X101 have exceeded all expectations. 	X101 sales have gone sky high.
====4. Colons Colons Colons====
Why is it that many people have to put a line of colons in any list? It looks so cluttered and messy. Let's get rid of all the clutter in our business writing, and make it look neat, clean and well-organised.
{| border="0" cellpadding="2" cellspacing="0"	 	 	
Date 	:	29 November 2001 (Thursday)	
Time 	:	9.00am to 5.00 pm 	
Venue	:	Sheraton Towers Hotel 	
====5. Attention!====
Our great-grandfathers invented the attention line (and they were not lazy - they wrote it in full, "For the attention of ...") because they were merely directing the letter to the desk of a real person, not writing personally to that person. In those days, even with the attention line, letters still began "Dear Sirs" and the wording was formal and very passive, as if talking to the company as a whole, not to a real individual person. Over the years the attention line has been very much misused and lazy writers have abbreviated it to "Attention" or even "Attn". Attention lines are today being incorporated (wrongly) in personal letters with personal salutations like "Dear John, Dear Mr Tan". Let's put the attention line in the recycle bin and relegate it firmly to the last century where it belongs. We rarely need it today. If you know the person to whom you are writing, and if you want to use a personal salutation, incorporate the addressee's name and title into the address section.
{| border="0" cellpadding="2" cellspacing="0"	
Attn : Leslie LimSTP Distributors Pte Ltd (Books)
30 Old Toh Tuck Road #05-02
Singapore 597654	
====6. Do you really need a line to sign your name on?====
I thought it was only children who needed a line on which to write? Would managers really go into a fit if there was no line on which to sign their names? Would they really sit there and wonder where to put their signature? I really doubt it. Surely the space between "Yours sincerely" and the writer's name/title is indication enough that this is where the signature goes? Again, this is something that we simply don't need. Get rid of the line and let's get rid of even more clutter in our writing.
{| border="0" cellpadding="8" cellspacing="0"		
	Yours sincerely
Low Chwee Leong
General Manager	
====7. Thank you!====
Why do so many people need to say "Thank you" at the end of a message? Thank you for what? For reading my letter? Please! Stop wasting time and printer ink. If you have been courteous throughout your communication (and let's face it, no matter what the circumstances, your writing should always be courteous) there should be no need to keep saying "Thank you" over and over again just because someone read your letter!
In today's fast-paced business world, there should be no room for yesterday's old-fashioned, long-winded jargon. Ditch the boring standard clichés that have been around for decades. Put some life into your business writing by using a natural, relaxed, friendly style. Put some zip into your presentation by getting rid of the clutter. Put some feeling, imagination and creativity into your writing by using a style that is more proactive, stimulating and interesting - writing that reflects your own personality. This is 2002, not 1902!
Thank you.   kidding ☺
All articles are copyright © Shirley Taylor. All rights reserved. This information may not be distributed, sold, publicly presented, or used in any other manner, except as described here.
Permission to reprint all or part of any article in your magazine, e-zine, website, blog or organisation newsletter is granted, as long as:
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#You send a copy, PDF, or link of the work in which the article is used when published.
This credit line must be reprinted in its entirety to use any articles by Shirley Taylor:
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© 2013 Shirley Taylor.
Shirley Taylor is a recognised leading authority on business writing and communication skills. For almost 30 years she has presented keynotes and training programmes that help people and organisations boost communication skills and develop great relationships both orally and in writing. Shirley is bestselling author of 12 books, including Model Business Letters, Emails and Other Business Documents, which has sold half a million copies worldwide and has been translated into many languages. If you would like Shirley to speak at your next event, visit www.shirleytaylor.com.
** The above website link to www.shirleytaylor.com must be clickable to receive permission to reprint the article.
==WEEK TWELVE==
WEEK TWELVE INSTRUCTOR NOTE:  Final week of this course is evaluative and interactive, checking students' progress and setting goals for continued communication improvement.  
Again, note that Vocabulary Quiz is built based on the glossary words (and phrases) added throughout the term. 
Final Speaking Exam will be conducted interactively to check student progress toward fluency and confidence in speaking and may be used in conjunction with the improvement plan conference. 
12.1 Discussion Homework: Course Reflections (10 pts.) 
This week, imagine that you are participating in a workplace forum to indicate what this course has done for you in terms of your academic and professional career. 
In your thread, share your "3-2-1" about these past twelve weeks: 
· Three (3) things you learned about professional communication that will have or have already had an impact on your professional or academic career; 
· Two (2) things you have noted in feedback you have received from instructor and classmates throughout the term that you want to improve toward your own professional communication effectiveness (For review and reflection, go back and look through assignment feedback); 
· One (1) recommendation you would make to improve this course for others in atheworkplace wanting to increase professional communication effectiveness.   
Be specific in your comments. In this professional forum, remember to organize your thoughts and ideas clearly and post using professional style and tone for your colleagues in the workplace. 
12.3 Speaking Final  
This week marks the last week of the course. Your instructor will notify you of the format of this week's speaking final which will be interactive. Prior to the final, your professor will provide you with some idea prompts to begin gathering your thoughts.    You can find a rubric for Speaking Exercises under Rubrics under the Assignments tab. See Syllabus for explanation of grading. 
12.4 Written Ongoing Improvement Plan (25 pts.) 
This assignment and a conference with your instructor must be completed during the final week of the term. Week Twelve: EN 290 Ongoing Improvement Plan
* E: Review your early goals and progress over the last 12 weeks. 
* F: Review feedback from your instructor and others who have assisted in your academic and professional growth. 
* P: Now that our class is nearing completion, think about new goals, skills you want to continue to improve, and plans to meet those goals.
*  C: Once you have reviewed your thoughts, prepare a chart or document recording progress and new goals. 
* Then schedule a conference time (this week is Wk12, conference should be done in Wk13. Students unable to attend Wk13 conference should do so in Wk14, preferrably.) with your instructor to review and finalize your plan.
回顾早目及进度
回顾师谏
新目技以善及其计
录新目之表
E: "Early"F: "Feedbacks"P: "Plan"C: "Chart"
From next week on: Teacher is free on Wednesday 8am-11am. Conference should be scheduled in this classroom, in Week13. 
But: You MUST first email, and then print and bring your "Written Ongoing Improvement Plan" to the Week13 Conference. If you do not have this "Written Plan", then we cannot do a conference, and you will have to re-schedule your conference the week after. "Week 13 Conference" is not part of the semester attendance. But, notify Instructor if your "Written Plan" is unfinished, and you plan on being absent during Week13 Conference.
%%%%
WEEK TWELVE
One: Discussion
We are a "Forum" of colleagues. (What's your professional title?"---"Fake Company, same or different"
* 3 impact career
* 2 feedback improve
* 1 recommendation improve
share your "3-2-1" about these past twelve weeks:
* Three (3) things you learned about professional communication that will have or have already had an impact on your professional or academic career;
* Two (2) things you have noted in feedback you have received from instructor and classmates throughout the term that you want to improve toward your own professional communication effectiveness (For review and reflection, go back and look through assignment feedback);
* One (1) recommendation you would make to improve this course for others in atheworkplace wanting to increase professional communication effectiveness.
ROLEPLAY: Fake Company
Your group has founded a company. Must use a "Questioner" to BRAINSTORM the whole group for at least 5 minutes before role play. Each following * is a single question. Ask one question at a time. Ask all groupmates by turn:
* What is its name? What is your company’s motto?
* What is your company history?
* Where is it located?
* What does each group member do?
* Who are the officials (CEO, CFO, Chairman of the Board, for example)?
* What does it do?
* What products and services does it sell? * What do you do in the company?
* What are your business plans? How are you going to make your plans happen?
* Why do you globalize?
* What are your competitors and challengers?
* What will you do to meet these challenges?
Role play: Each group, introduce your group's "fake company" for at least 8 minutes.
Go back to your seat: Now we will have a "forum", because all groups, as colleagues from "fake companies", have finished an EMBA course taught by Laoshi, at BV University.
TWO: Speaking Exercise
* Questions 1, 2, 3, 4 ask about "Two-three points; Challenges; Spend more time; Apply in life". Write these points down in point-form on paper before the speaking exercise.
* In Speaking Exercise: Spend the most time telling classmates: "What real-world examples, or examples you found when working on your Report, can show us ideas about 1, 2, 3, 4?"
==EN 290 Report==
EN 290   --    GROUP REPORT
FINAL DUE DATE:  No later than Sunday, November 15th at end of Week 11
RESEARCHED SHORT REPORT with Cover Email and Reference List--100 points total
Submission – Designate a group member to upload the Group Report and Reference list in a Word document in the Week 11 Assignment folder. 
Several Group documents benchmark this Report:
Ø Group Plan & Analysis Template  --  15 points --  DUE  no later than October 18th (end of WEEK 7)
Submitted by one designated group member 
Ø Group Proposal Template  --  25 points  --  DUE no later than October 25th (end of WEEK 8)  
Submitted by one designated group member
Ø Group Progress Report Template -- 15 points -- DUE no later than November 1st  (end of WEEK 9)
Submitted by one designated group member
Ø Group Draft of Report --  25  points --  DUE no later than November 8th (end of WEEK 10 10
Templates for these submissions can be found in GROUP FOLDERS within Weekly Assignments on Weeks 7, 8, 9, 10, and 11.  Rubrics for the Report are located in ASSIGNMENT tab under RUBRICS.
Your Group Assignment—Formal Analytical Report with Recommendation based on research and analysis:  
Plan, Write, and Complete a report of approximately 3 pages, single spaced, using a formal business style format. 
This report, unlike earlier writing assignments is more formal. Unlike the previous report, this analytical report is FORMAL and requires a full reference list. The formal style report also is written from a 3rd person perspective, that is, no 1st person “I” or “we” or 2nd person “you” appears in the report. Doing so allows the report to be useful for multiple audiences—even though directed to a specific one. The cover email, which accompanies and introduces the report can use second person “you” since it is written more conversationally.
THE BUSINESS SCENARIO for the GROUP REPORT: 
You have a choice of two potential report topics and audiences.
The options are as follows:
Option 1:   Report on Cultural Considerations for Business between U.S. and (country of your choice)
 
Suppose your company has decided to enter into a business relationship with ______________ (you may choose a country). Your executive team has asked your group to prepare a report to guide managers toward a successful business venture. What should managers from the U.S. know about dealing with workers from this country? 
Consider key questions surrounding intercultural similarities and differences and how company can successfully conduct business. What factors motivate (or do not motivate) people in this country/culture?  How is respect shown? Is respect “earned” by age?  Experience?  Education? Wealth? Technical knowledge? Which is customary:  hierarchy or egalitarian settings? How important is clock time and being on time? What are some potential conflicts or miscommunications which may arise? Are people from this culture similar in beliefs and values, or are there lots of variations from the U.S.? More importantly, how can your company prepare to conduct business with people from ____________?
Option 2:   Report on International Student Experiences 
         
Your group has been asked by Bellevue University executives to prepare a report about student experiences in international entry programs at the university. Officials are interested in an evaluation of first term experiences by international students, particularly those students for whom English is not their first language. Your task is to investigate and evaluate international student experiences and acclimation into new university environments—not just at Bellevue, but other universities. 
Some questions officials might be interested in learning: What works most effectively to transition students into new university cultural environments and provide opportunity for success? What are the difficulties and challenges? What are the strengths of Bellevue University’s efforts to transition students? What improvements would you recommend for both the sending and receiving universities? Remember: this report is based on research—not just your personal opinion, so be sure to include researched supporting evidence. 
Choose one of these choices as the focus of your Group Report within the business scenario. Whichever situation you choose, the objective is to analyze the situation, research relevant information, analyze the findings, and report back to the audience to meet their needs and interests. 
FORMATTING IS CRUCIAL in Formal Business Reporting.  Please follow the guidelines carefully for each of the following parts to be submitted in this order:
· Cover email
· Report
· Reference page (APA format) 
Cover email (called a “transmittal” document in longer reports):
o Introductory paragraph: Indicate purpose of report and/or why or who initiated
o Body paragraph/s:   Briefly indicate the overall findings and conclusions/recommendations of the report with some supporting detail. (In this short report, there is no need to provide a great amount of detail.)
o Body paragraph:  Thank others involved in compiling the report and if solicited, thank the solicitor for the opportunity to respond, submit or complete the research.
o Closing paragraph: Offer availability to answer questions or conduct additional research if necessary. 
o Close cordially and professionally.
o Don’t forget to include a meaningful subject line and to use email best practices. 
Report Format:
o Place report title on first page 
o Use standard business block,  single-spaced, type
o Double space between paragraphs—no indents
o Use 11-12-point Arial or Calibri type 
o No need for running heads
o No page numbers required
o Use formal 3rd person point of view. Third person point of view does not allow “I,” “me,” “we,” “us,” or “you” pronouns. 
o Avoid using slang or contractions (don’t, can’t won’t, etc.) 
Report Content includes the following:
Introduction
--Includes the purpose of report and who/how authorized, its significance and context
--Previews the contents of the report,  including the main idea (overall conclusions or recommendations and benefit/s to the audience, i.e. “thesis statement”)
Body/Findings
--Here include your research discoveries. These may be organized in a variety of ways: by chronology, by similar trends, by themes, by businesses and organizations which can lend credible insight into the issue. (See Module 23—Organizational strategies.)
Remember to include balanced content, representing several perspectives to the issue at hand—all backed by evidence and credible sources. Reporting only your viewpoint is neither responsible nor ethical.
----Throughout report, provide documentation using APA in-text references (author last name, publication year). Do not use direct quotes, but rather paraphrase ideas and cite.
Body/Conclusions & Recommendations
--So what? Here is where you report the conclusions that you have drawn from all your reading (from your “literature review” to use an academic term).  Discuss here what your overall findings have logically led you to believe. What does all this mean for the audience? 
--Conclusions and Recommendations often blend. Conclusions are what statements can be made after reviewing and analyzing all the information. Recommendations are what the audience should do as a result of these conclusions. In this report, the audience has not necessarily asked for a recommendation. With what you know about the audience, can you logically make any recommendations based on your research and experience? Use the research of your group members and your critical thinking to offer the audience answers.
Summary/Close
--Restate main points of the report. Indicate next steps (if any—maybe more research) or offer follow-up assistance.
Visuals 
Although not required, you may include an appropriate visual in the report. Again, only use a visual if it aids the audience in interpreting or understanding the analysis—not simply to fill space.
Reference list:
After the last page of the report, begin a new page for the Reference List. 
o Place “Reference List” (centered, no quotation marks) at top of page.  
o Use APA format to list sources;  
o List sources alphabetically by author last name.
Include 6-10 credible source in the report. Certainly, with group effort, you can include more. Use the library’s databases and the web to conduct credible research. Your reference list must include at least one relevant scholarly article.   
Whatever the source, it must be credible to your professional audience. Anonymous or unknown sources without credentials or dates are subject to question as credible. Would you believe information which is not dated or “claimed” by an author? Sources must also be current for the researched topic as defined by the professional community.
Ø IMPORTANT:  Wikipedia, dictionaries, encyclopedias, do not belong in this reference lists. Wikipedia and sources like these can give you a good start with some definitions and general information, but these are not sources to include in your reference list as research.
Ø Also, search engines and aggregators are excellent tools—but do not provide enough source information so audience can locate the information for follow-up. Be sure to find the author/organization who originates the information. 
NOTE: Papers that have been used for other classes are not allowed. 
REMEMBER: Groups depend on each to be responsible and ethical. When you use the information from research (anything that is not common knowledge) within the report body, you must document the source. 
Although many business reports document with footnotes or endnotes, for our reports, use APA style parenthetical in-text citations which is typically the Bellevue University standard. An APA style parenthetical in-text citation includes author last name and year of publication, for example:  (Smith, 2013). To aid the reader, include enough information about the source author when introducing within the text of the report to provide credibility and context of the information. 
Direct quoted material is used rarely in business reporting. On those rare occasions, the parenthetical in-text citation also includes the page number.
See the Research Refresher folder in Resources in your course for guidance and examples on use of sources, paraphrasing, and documentation. As standard practice, all reports may be submitted by the instructor to Turnitin.com to check for plagiarism. 
Use the Writing Rubric for Reports and the checklists in your text to assess your report’s effectiveness. Be sure that you proofread your document to eliminate grammar errors, typos, and formatting oversights before sending. Your credibility and your career are at stake every time you write and contribute to a group effort.  
==Group Analysis and Planning template==
GROUP PROBLEM ANALYSIS & PLANNING:  Complete each of the sections below as a group. All group members must participate. The name of each group member at the bottom of the page acknowledges agreement and participation. 
Group Title:_________________________________________________________________________________________________
Group Members:_____________________________________________________________________________________________
Group Leader:________________________________________________________________________________________________ 
PROBLEM ANALYSIS: Briefly answer the PAIBOC analysis questions for business documents in relationship to this REPORT. (Purpose, Audience, Information, Benefits, Objections, Context)
GROUP GROUND RULES: What rules has your group established to ensure that you will be an effective team?  How often and when will you meet?  What do you expect of one another in regard to attendance at meetings, participation, frequency & method of communication, and the quality of work? How will work be distributed evenly and appropriately?  
CONSEQUENCES: How will the group address conflict or non-performance in regard to these goals, expectations, and standards by group members? 
We share these goals and expectations, and agree to these standards and consequences.
Team member name                                                                                                                                                 Date Reviewed
Team member name                        Date Reviewed
Team member name           Date Reviewed
Team member name          Date Reviewed
==Group Progress Report Template==
GROUP PROGRESS REPORT:  Complete all four sections below. 
Group Title & Members: _____________________________________________________________________________________
Project Summary (50-100 words):  Provide an overview of the report’s progress. Include the report’s purpose. Overall, how is the group doing? 
Work Completed (bulleted list): What has the group accomplished thus far?  (Refer to Proposal Schedule)
Remaining Tasks (bulleted list): What tasks are remaining to meet task goals and deadlines? Are you “on schedule” to complete your project? What resources does the group need?
Challenges/Problems Encountered: What challenges or problems has the group encountered? How will those be addressed? 
==Group Proposal Template==
GROUP PROPOSAL TEMPLATE:  Complete each of the sections below as a group. Answer in complete sentences to help you plan and frame the report.
Group Title:_________________________________________________________________________________________________
Group Members:____________________________________________________________________________________________
PURPOSE STATEMENT:  Summarize the purpose of your report in one or two sentences.
PROBLEM:  What is the problem or opportunity your report will address?  Why is this information/solution significant to the audience?  What background is necessary to set the context?  Why is this issue important or urgent now?
FEASIBILITY: What will you do in this report?  What will you be able to accomplish in this report? 
AUDIENCES: Who are the audiences for this report: primary and secondary audiences? What are the interests and needs of each?  Based on your initial findings, what are the benefits of this proposal?  What might be some objections? 
TOPICS to INVESTIGATE:  What do you intend to research? What questions will be explored? What will you focus upon within the scope of this report? What have you chosen not to cover based on the limited time and scope—and why? 
METHODS: How will you find your information?  For secondary research, list at least 5 references in APA format here.
QUALIFICATIONS and RESOURCES:  List the members of your group and the strengths each brings to the project. 
SCHEDULE of WORK:  Make a schedule of activities (tasks), person/s responsible, and completion date. Doing so assures your audience that you are capable and prepared for the task. 
ACTION:  Include here a final statement or two which states appreciation for the opportunity to conduct this study. For classroom or research studies, a statement welcoming suggestions is also appropriate.
==SQ4R Reading Method==
Using the SQ4R Reading System
Bepko Learning Center
University College
UC 2006·815 W. Michigan St.·Indianapolis, IN 46202-5164·Telephone 317-274-4818·Fax 317-278-0284
http://uc.iupui.edu/LearningCenter
Step One: Survey the chapter
Read the introductory materials carefully.
Read the headings and subheadings.
Look at the visual materials such as charts, graphs, or pictures.
Read marginal notes.
Skim over terminology or information in special print.
Read the end-of-chapter materials, including any conclusion, summary, or chapter review questions.
Step Two: Write Questions
Formulate a question for each heading or subheading in the chapter using the following words:
Index Note Cards
Highlighting
Formal Outlines
Cornell Notes
Visual Mappings
Hierarchies
Comparison Charts
Two-or-Three Column Notes
Annotations
Marginal Notes
Step Three: Read Carefully and Thoroughly
Read one paragraph at a time
Stop so that you can concentrate and comprehend each paragraph
Step Four: Record Information
After reading each paragraph, take notes of the important information you will need to study, memorize,
learn, and use. This allows you to have a reduced or a condensed form of the information you are expected
to know, keeps you actively involved in the learning process, and writing information offers another way for
you to hold information in working memory and encode it for your long-term memory.
Which?
When?
What?
Why?
Where?
How?
Who?
Step Five: Recite
Before moving on to the next paragraph, recite the information written in your notes by speaking out loud and
in complete sentences. Reciting helps encode the information for memory and creates important retrieval
cues.
Repeat the Read-Record-Recite Cycle for each paragraph in the entire chapter.
Step Six: Review
Once you the surveying, questioning, reading, recording, and reciting stages are completed, you may proceed
to the review stage. The suggested actions below will help you review the chapter.
Answer any questions at the end of the chapter.
Answer the questions that you wrote in the Question step.
Study and recite from the notes that you took in the Record step.
Write a summary of the information in the chapter.
Personalize the information by asking yourself additional questions.
How can this information be used?
How does the lecture from this class hit in with this information?
Why is this important to learn?
Create additional study tools such as index cards, study tapes, or visual mappings.
For math and science textbooks with math problems and formulas, copy the problems from the book.
Work the problems; compare the steps you used and your answers with those in the textbook.
==RUBRIC EN 290 Report --100 pts==
EN 290 Professional Writing 
Rubric:  100  points    
Report	
Intentionally Effective
90-100 pts. ( A range)	
                Competent
          80-89 pts. (B range)	
                     Developing
           70-79 pts. (C range)	
                   Unacceptable
    69 pts.& below (D-F range)
Purpose & Audience/Content
    	
Identifies purpose clearly;
Addresses audience needs, interests, questions;
Includes purposeful information with supporting detail; 
Sources are credible, relevant, and documented thoroughly.	
Identifies purpose clearly;
Addresses most audience needs, interests, questions;
Includes mostly purposeful, relevant information, but may be missing some detail; Sources are credible, relevant, & documented but 1 or 2 lacking.	
Implies purpose; May not address audience needs, interests, questions; Understands topic, but not purposeful or audience-focused; Wanders from relevance; Missing supporting detail; Sources are used, but without thorough documenta-tion or evaluation. 	
Demonstrates little thought of purpose; May address situation, but ignores audience needs, interests, questions; Provides inaccurate or insufficient knowledge; Sources are not used or used without documentation and/or evaluation.
Organization	
Introduces/Concludes on purpose; Provides a cohesive document with meaningful transitions; Categorizes information logically; Develops strong, unified paragraphs & topic sentences;   Uses parallel audience headings;
Previews, summarizes, and transitions between sections.	
Provides an introduction & conclusion, a mostly cohesive document;
Follows logical order;
Develops mostly strong, unified paragraphs & topic sentences;
Uses functional headings;
Previews, summarizes & transitions most times between sections.	
 Demonstrates a mostly cohesive document with introduction & conclusion; Provides information logically in part; Develops paragraphs that may or may not always have clear focus;  Uses headings, but not effectively;
Previews, summarizes, transitions at times, but audience may have difficulty following.	
Document rambles and follows a rather random organization without purpose or logical progression; Paragraphs are either undeveloped or lengthy without focus; Headings are not used or used inappropriately;
Little, if any,  use of previews. summaries or transitions, losing audience. 
Style/Tone
       	
Constructs  a variety of  clear, concise sentences and structures; Emphasis and subordination used purposefully ;
Demonstrates appropriate formality and professionalism for the situation;
Uses precise, bias-free language; 
Selects familiar, concrete words.	
Constructs  mostly clear, concise sentences without confusing audience;  Emphasis and subordination applied at times; Demonstrates formality & professionalism with occasional slips; Uses mostly acceptable, accurate, and bias-free language; Uses familiar, concrete words usually without confusion.	
Constructs clear sentences for the most part, but some require revision to understand; Demonstrates formality  and professionalism usually with several slips; Uses acceptable, accurate, bias-free language sometimes; Selects short, familiar words—but usage may be unclear at times	
Constructs sentences that are unclear or require follow-up to convey meaning; Uses a style without thought to the purpose &  audience; Selects language that may be inappropriate, unacceptable, inaccurate or misunderstood;
Forgets about audience and may  insult or miscommunicate
Grammar & Mechanics	
Follows correct rules of  grammar  & punctuation;
Displays no more than 1 or 2  noticeable errors; 
Reflects personal & company credibility 	
Follows correct rules of  grammar  & punctuation usually;
Displays 3 or more noticeable errors—but none which interfere with overall meaning; 
Reflects personal and company credibility for the most part	
Overlooks some correct rules of  grammar & punctuation;
Makes errors or oversights that may be embarrassing for the company or writer; May reflect  a less desirable view of personal & company credibility ;	
Overlooks many correct rules of  grammar  & punctuation;
Makes errors or oversights that are embarrassing and/or damaging;
Reflects an undesirable image for personal and company credibility
Format & Proofreading	
Exemplifies careful proofreading without few, if any, typos and oversights; Follows solicitor formatting directions carefully;
Demonstrates attention to document design and readability.	
Exemplifies careful proofreading  with some typos and oversights;
Follows formatting directions carefully with only minor oversight; Demonstrates good document design & readability through most.	
Demonstrates minimal proofreading with many typos & oversights; Follows most formatting directions, but dismisses some that damage; Pays some attention to docu-ment design, but not done well.	
Demonstrates little effort to proofread or correct careless spell-check errors; Overlooks or pays little attention to  formatting directions or document design.
==RUBRIC EN 290 Short Writing Assignments -- 50 pts==
EN 290 Professional Writing 
Rubric:  50  points
Short writing assignments	
Intentionally Effective 
45-50 pts. ( A range)	
                Competent
         40-44 pts. (B range)	
                      Developing
           35-39 pts. (C range)	
                   Unacceptable
    34 pts.& below (D-F range)
Purpose & Audience/Content
    	
Identifies purpose clearly;
Addresses audience needs/interests/questions;
Includes purposeful information with supporting detail; 
(If applicable) Sources are credible, relevant, and documented thoroughly.	
Identifies purpose clearly;
Addresses most audience needs/interests/questions;
Includes mostly purposeful, relevant information, but may be missing some detail; (If applicable) Sources are credible, relevant, and documented but 1 or 2 may be lacking.	
Implies purpose; May not address audience needs/ interests/questions; Understands topic, but not purposeful or audience-focused; Wanders from relevance; Missing supporting detail; (If applicable) sources are used, but without thorough documentation or evaluation. 	
Demonstrates little thought of purpose; May address situation, but ignores audience needs/interests/questions; Provides inaccurate or insufficient knowledge; (If applicable) sources are not used or used without documentation and/or evaluation.
Organization	
Introduces/Concludes on purpose; Provides a cohesive document with meaningful transitions; Categorizes information logically; Develops strong, unified paragraphs & topic sentences.	
Provides an introduction & conclusion, a mostly cohesive document;
Follows logical order;
Develops mostly strong, unified paragraphs & topic sentences;	
 Demonstrates a mostly cohesive document with introduction & conclusion; Provides information logically in part; Develops paragraphs that may or may not always have clear focus.	
Document rambles and follows a rather random organization without purpose or logical progression; Paragraphs are either undeveloped or lengthy without focus.
Style/Tone
       	
Constructs  a variety of  clear, concise sentences and structures; Emphasis and subordination used purposefully ;
Demonstrates appropriate formality and professionalism for the situation;
Uses precise, bias-free language; 
Selects familiar, concrete words.	
Constructs  mostly clear, concise sentences without confusing audience;  Emphasis and subordination applied at times; Demonstrates formality & professionalism with occasional slips; Uses mostly acceptable, accurate, and bias-free language; Uses familiar, concrete words usually without confusion.	
Constructs clear sentences for the most part, but some require revision to understand; Demonstrates formality  and professionalism usually with several slips; Uses acceptable, accurate, bias-free language sometimes; Selects short, familiar words—but usage may be unclear at times	
Constructs sentences that are unclear or require follow-up to convey meaning; Uses a style without thought to the purpose &  audience; Selects language that may be inappropriate, unacceptable, inaccurate or misunderstood;
Forgets about audience and may  insult or miscommunicate
Grammar & Mechanics	
Follows correct rules of  grammar  & punctuation;
Displays no more than 1 or 2  noticeable errors; 
Reflects personal & company credibility 	
Follows correct rules of  grammar  & punctuation usually;
Displays 3 or more noticeable errors—but none which interfere with overall meaning; 
Reflects personal and company credibility for the most part	
Overlooks some correct rules of  grammar & punctuation;
Makes errors or oversights that may be embarrassing for the company or writer; May reflect  a less desirable view of personal & company credibility ;	
Overlooks many correct rules of  grammar  & punctuation;
Makes errors or oversights that are embarrassing and/or damaging;
Reflects an undesirable image for personal and company credibility
Format & Proofreading	
Exemplifies careful proofreading without few, if any, typos and oversights; Follows solicitor formatting directions carefully;
Demonstrates attention to document design and readability.	
Exemplifies careful proofreading  with some typos and oversights;
Follows formatting directions carefully with only minor oversight; Demonstrates good document design & readability through most.	
Demonstrates minimal proofreading with many typos & oversights; Follows most formatting directions, but dismisses some that damage; Pays some attention to docu-ment design, but not done well.	
Demonstrates little effort to proofread or correct careless spell-check errors; Overlooks or pays little attention to  formatting directions or document design.
==RUBRIC EN 290 Speaking Rubric==