Blended Learning -ENGLISH 394 (BUSINESS WRITING) Fall 2014 SYLLABUS

Course Syllabus

Blended Learning -ENGLISH 394 (BUSINESS WRITING) – Fall 2014 SYLLABUS

BL01: TH 8:00-9:15 TWS 0234 and Asychronous TBA

BLO2 TH 9:30-10:45 PLS 1164 AND Asynchronous TBA

BLO3 TH-11:00-12:15 PLS1164 AND Asynchronous TBA

ELMS Classroomand Google Docs

Instructor: Dr. Clare Parsons

Email: (alternate: )

Office Address and Phone: Tawes Hall (TWS) 1224.301-405-3850 ext.5-3850 (Please note, however, that this not an efficient way to contact me)

Professor Office Hours: Online Tuesday 9-12 AM

I'll be available duringthis time for questions and conversation. Please contact me first via Twitter.

If you have a brief yet important question or concern please use twitter. My handle for this class is @ENGL394blended

For longer discussions or communications we can arrange to meet in person or talk VIA SKYPEORGoogle HANGOUTS-Whatever is easier for you.

Pre-requisite: English 101 or equivalent and a minimum of 60 credits. Course Overview

Welcome to the blended version of ENGL394, Business Writing. The course listing in Testudo states that this is class that merges both online and traditional learning. In fact, this particular class is a work-in-progress where I am attempting to “gamify” the more traditional blended course. For those of you who aren’t familiar with the term, gamification is a process whereby a designer tries to apply the aspects of video gaming that make game playing an education in itself. I am not trying to make this course into a video game (I certainly don’t have the money or abilities to do that). My goal is only to apply principles that will make your experience more rewarding.

Since flexibility is crucial in both gaming and teaching, I will be designing and building this course throughout the semester, so I will be very grateful for input on what is working for you. The course will have both a collaborative online component that will prepare you each week for more traditional academic assignments in business writing. For example, during the week, you will have online videos, discussions, and activities to perform with your group (more about them coming up). Most of this work will be completed and posted on CANVAS. I will specify deadlines and other requirements for online team work in the syllabus, although changes may be made if circumstances warrant. On Thursdays, we will meet to practice our skills face-to-face. I may lecture briefly, but the main aim will be complete in-class exercises and discussions where I can give immediate feedback. All course materials and resources are available on ELMS.

Each week you will complete a number of tasks and assignments to familiarize you with many different documents and rhetorical strategies. However, since business needs are constantly changing, you will need to be an adaptable writer and a critical reader of all kinds of documents. Ideally, by the end of this course, you will approach each writing task as an exercise in information design and presentation.

Learning Objectives

The Fundamental Studies Professional Writing requirement strengthens writing skills and prepares students for the range of writing expected of them after graduation. Upon successful completion of this course, you will be able to:

•Understand the nature of each business document as the product of a creative, multi-stage rhetorical strategy (as opposed to a formulaic template) to inform and persuade your reader.

•Construct texts and arguments appropriate to your intended audience while accommodating the needs of secondary readers.

•Design an original and individualized architecture of information that will effectively lead your audience through the argument you are making

•Plan, draft, revise, and edit both individual and team deliverables.

•Demonstrate competence in Standard Written English, including grammar, sentence and paragraph structure, coherence, and textual or visual design

•Understand the ethics of copyright, authorship, and ownership of information in a digital world

•Conduct effective research of real-world information that effectively supports all claims and concepts and counter-arguments related to the project

•Practice critical thinking skills to choose and leverage information relevant to your argument

•Function effectively as a valued collaborator in a team writing or presentation project.

As you can see, this class is about skills that are becoming more and more crucial in the workplace. Please let me know if you have any questions or concerns about the goals listed above

Required Materials

1)Access to Canvas

2)Access to technology and devices that enable effective electronic collaboration with your peers. In the modules and elsewhere I will suggest a number of digital tools that will enable you to express your ideas in a variety of ways (For example, Twitter)

3) Preferably use of WORD in either Mac or PC version

Optional Textbook:

Most resources will be available free or for low cost through links I will post on ELMS. Often you will have a choice as to which ones you prefer and find more relevant to your projects and concerns. You are also encouraged to find your own resources and share them with the class.

However, if you’d prefer a more traditional type of textbook to refer to for grammar and document construction questions, I highly recommend the following.

Alred, Gerald J.The Business Writers Handbook. 10th ed. Boston: Bedford/St. Martins, 2009.

The publisher updates this book almost annually. However, I see no reason why you can’t purchase a used version in an earlier edition. Each addition tries to catch up with the ongoing technology development race, but most of the information it presents include very basic business writing document samples and advice.

Group Work and Course Structure

To achieve intensive student interaction, you will work with a group of 4-5 students both online and during class periods. Groups will be formed during the first week of the semester and together you will create a scenario that includes a business and product of your choosing, based on common interests. This is not a real business, but the simulated storyline will help you solve a number of writing and rhetorical problems that you will certainly encounter in the real world.

A NOTE ON NAVIGATION: MANY COURSES USE THE ASSIGNMENT’S PAGE TO TRACK ASSIGNMENTS AND OTHER DELIVERABLES. HOWEVER, TO FIGURE OUT WHAT IS ASSIGNED FOR A PARTICULAR WEEK, YOU CAN CHECK 3 SOURCES: 1) THE SYLLABUS, 2) THE CLASS CALENDAR (SIGN UP FOR ALERTS IF YOU CAN) AND, PERHAPS MOST IMPORTANTLY THE 3) MODULE PAGE. EVERYTHING THAT IS DUE OR NEEDS TO BE READ WILL BE PLACED OR MENTIONED THERE

Module “Challenge” Assignments (25 points):Most group AND individual graded assignments will be related to projects or issues that would be significant in a similar existing company. All group assignments for a particular module will be labeled "Challenge XXXXX." Every group will have its own workspace in Google docs (). You may complete all group work virtually, if you desire, but I would like to see the bulk of it worked on Tuesdays, during the general class time.

When you have a finished product, please leave the work history in in Google docs (where I can supervise the level of engagement that each party put into it) and then upload a copy to me in ELMS. Often you will also need to copy it over to the peer review discussion section to a peer review discussion for that module.

There is also a group PowerPoint presentation assigned for the last day of class. The topic will be based on the group scenario you invented on the first day.

If you wonder whether an assignment is group or individual check the name convention of the assignment (group =challenge) and the number of points (25)

Graded Reflections Assignments (Team) (20 points each): These are brief group Reflections on your individual and team expectations and progress in the course. I do not expect them to be long. I suggest that each member sum up his or her responses to the prompts. Then the team can add an introduction and conclusion summing up the consensus of the team.

The Module Peer Review Discussion Board (always 10 points):As a follow up to the posting of group deliverables, I will ask everyone to respond with descriptive feedback (individually) highlighting the best document posted by one of the class groups and justifying your choice.Doing well on this small assignment is not difficult: I want to see you create a strong yet brief argument (200-300 words) about the merits of the best group Challenge and the ways that the strategies they used can be adapted to other documents and situations. “This one is great”-is not really sufficient. For each peer review I would like to see claims, supporting evidence (quotes or other) and supporting analysis. The goals for each peer review are to reward strong team writing AND to make you proficient in giving thorough and collegial feedback. This is a crucial skill in the workplace.

To check whether this assignment is group or individual, look for the word “peer” and the number of points (10)

Individual Assignments: These are documents assigned to be written ALONE. They are intended to gauge your ability to reproduce skills learned in the group challenges to work you write on your own. In short, these are the most traditional kinds of assignments. Please upload all to ELMS. This is a confidential exchange between student and teacher so you have no need to fear that the abilities of your team mates may have a negative influence on your grade.

These are easy to be recognize by the number of points (at least 100) and the fact that you will have already practiced the document with the group and in class

“Real World” Assignments:Certain assignments not based on group work include the module peer review, the Topic Memo, and the Real World Proposal. The latter two are part of a final, capstone project where you will be asked to write a detailed proposal directed at an organization where you have standing and experience. This course requirement will provide you with the opportunity to apply principles you have learned in simulation-based group work to real-world problems. Simply stated, the aim of these assignments is to move you from action in a simulated world towards an application in the world you live in now.

We will discuss possible topics and strategies at great length throughout the semester.

Partnering for the Proposal:If you choose to do so, pending my approval, you may work with another student on this final project. The required length will be the same, but I will require regular progress report emails to ensure that the project is advancing and that both parties are contributing equally to the finished proposal. Warning: This is NOT an easier option. Do so only if you are both equally interested and motivated.

Students with Disabilities

The University of Maryland is committed to providing appropriate accommodations for students with disabilities. Students with a documented disability should inform the instructors within the add/drop period if academic accommodations are needed. To obtain an Accommodation Letter prepared by Disability Support Service (DSS), a division of the University Counseling Center, please call 301.314.7682, e-mail , or visit the Shoemaker Building for more information.

A word of encouragement: Blended Learning is an ideal strategy for including students with disabilities or language-level differences. I look forward to seeing participation from everyone.

Grades

You may not "recycle" papers written for other courses. To pass the course you must turn in all graded assignments. Please proofread your work carefully and use spellchecks whenever possible: I will deduct up to 10% of the final assignment grade for papers that contain too many grammar or mechanics errors.

I will not copyedit your work. Please don’t ask me to look over a draft and to suggest ways to make it an A. However, I am more than open to constructive questions about strategy that can be applied to your writing in the future. These kinds of inquiries generally include a question and a sample of the work you are puzzled by.

Students who receive a “C” or below will have the opportunity to rewrite their work to raise their assessment by one letter grade (to a “B”---80-89 points), if substantive changes are made according to my recommendations. You will have one week to hand in the revision. I will reread the second version, assign a new grade and then average the two numbers to grant a final grade for the assignment. For example, if you receive a “75” on the first version of you assignment, I may assign an 89 to the revision. I will enter the average of these two grades (an 82) into my Gradebook.

I must be notified in advance about a possible late assignment. Decisions about whether to accept will be made on a case-by-case basis. I require written documentation of all medical treatments, court dates, and funerals. The grade for assignments submitted late, without prior notification, will be deducted 1 letter grade per day. No assignment will be accepted after 4 days.

One more caveat: in the waning days of class I generally do not welcome challenges to the grades. Ask your questions during the semester. By the end of the semester, all “back” peer reviews and other exercises must be submitted so I can spend my limited time with proposal grading.

Grading Standards

Please do not ask me to predict a grade or to change one unless you note an error I have made with the grading. Four broad evaluative criteria determine the grade students receive on their papers:

1.Purpose and Audience—the degree to which the writer conveys the paper’s purpose; the degree to which the writer uses appropriate tone, style, and content for a clearly intended audience.

2.Content—the use of effective evidence to support the main points of the paper.

Format—the overall structure of the paper, including the appropriate format for the specific assignment.

4.Mechanics/Readability—skills such as style, mechanics, sentence and paragraph coherence; the degree of ease with which the reader can understand the document.

Please note that I do feel that grammar is important. Errors are distracting and they reduce your credibility as a professional. However, this is not a grammar course. If you have special difficulties with grammar and mechanics I highly recommend vetting your work at the Writing Center. This may require a little advanced planning, but I think you will find it worthwhile.

Graded Document Assignments--750 points

I will be handing out detailed assignment sheets describing the expectations and suggested procedures for each assignment.Please submit all files to the ELMS Speedgrader function labelled: LAST NAME—ASSIGNMENT NAME___SECTION. I will not accept emailed or paper assignments. I will specify further details about formatting and fonts before each assignment is due.

I reserve the right not to accept late assignments or to lower the final grade at my discretion.

Your grade is based on a total of 1,000 points as follows:

Press Release—a 1-2 page announcement of the launch of your company (100 points)

Cover Letter and Resume— You will apply for a position advertised by another group’s “company” (100 points)

Hiring Memo- A 3-5 page memorandum analyzing the applications submitted for the opening your company has advertised. You will make a recommendation to hire one of the candidates. (100 points)

Topic Memo- A 3-5 page proposal of your final “Proposal Report.” (100 points)

Proposal Report- A 15-page proposal presenting a solution or enhancement relevant to a real-world organization you are familiar with. (250 points)

Group PowerPoint Slide Presentation: Topic may “pitch” a new product or service, solicit investors or capital, or educate users or employees. The assignment also requires a 1-page audience handout plus a 3-page individual Project Evaluation. (100 points)

In group projects I reserve the right to assign a lower individual grade to students to do not participate fully in team assignments. If necessary, I will ask for confidential peer reviews from each group member rating student engagement. However, I DO NOT WANT TO HAVE TO DO THIS. Please let me know if your group is experiencing any difficulties in collaborating effectively

Graded Reflections Assignments –This are TEAM assignments (20 points each for 60 points):

1) Establishing Expectations (due Week 1):

Examine the syllabus and online materials for the course and consider the information you received at our first class meeting or through conversation with friends. Pay close attention to policies, procedures, assignments, and expectations for the course.

Take an inventory of the writing experiences, the strengths, and the weaknesses of each group member. Then consider how your common needs and expectations can be met by teamwork and peer review? What mechanisms and “rules” can you can you create to make sure that each member understands the material, contributes his or her best, and makes significant progress throughout the semester.