Writing Course Review Form (9/10)
I. General Education Review – Writing Course
Dept/Program
Subject
Management & Marketing Course # (i.e.
ENEX 200)
BGEN 200
Course Title Business Communications
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor Caroline Simms
Phone / Email
Program Chair
X2941/ Caroline.simms@ business.umt.edu
Nader Shooshtari
Date
09/20/12
09/20/12
Dean Larry Gianchetta
09/20/12
09/20/12
III. Type of request
New X One-time Only Change Remove
Reason for new course, change or deletion
IV Overview of the Course Purpose/ Description:
Provides an introduction to the subject matter and explains course content and learning goals.
This course teaches students to understand the scope and nature of business communication and to become more fluent and effective writers and speakers in a variety of business situations.
They will practice choosing and applying the best communication vehicle and strategy for multiple purposes, audiences, and situations. The course asks students to spend significant time on their own professional writing and presentation skills, and will also survey various contemporary issues in business communication.
V Learning Outcomes:
Explain how each of the following learning outcomes will be achieved.
Student learning outcomes :
Use writing to learn and synthesize new concepts
Formulate and express opinions and ideas in writing
As the course aims to help students improve their writing and speaking skills, the concept they are asked to synthesize is their ability to communicate ideas to a given audience clearly enough to elicit the desired response. Students will engage with assignments that ask them to compose in common business genres and demonstrate their understanding of rhetoric, context, and audience.
Students will respond to prompts that ask them to use writing to reflect, analyze, and persuade.
The central written assignment, the proposal, asks that they strengthen and develop an idea throughout the writing process and choose an effective persuasive strategy for a specific audience.

Compose written documents that are appropriate for a given audience or purpose
Revise written work based on constructive comments from the instructor
Find, evaluate, and use information effectively
(see http://www.lib.umt.edu/informationliteracy/ )
A core concept of the course is that successful writers and speakers have a solid understanding of each communication act’s rhetorical situation. Students will, for each writing assignment, analyze a given audience, purpose, author, and medium, and demonstrate their understanding of these through their choices in their final product.
Students will complete two drafts of three of the major writing assignments, and will revise the proposal at least three times. They will receive extensive narrative feedback from the instructor on all assignments, with the most feedback appearing on drafts. While the instructor attends to some sentence-level problems on drafts, most comments deal with content, organization, and rhetoric.
To complete persuasive, logical proposals, students must find, evaluate, analyze, and synthesize information from a variety of sources. They must provide supporting data, a cost/benefit analyses, and social proof in order to strengthen their argument and persuade their audience. Sources may include: interviews with stakeholders, library research, trade journal research, internet research, etc.
Begin to use discipline-specific writing conventions
Demonstrate appropriate English language usage
Students will learn about the specific styles, tones, formats, lengths, and genres that are expected in business and professional contexts.
They will examine various models of accepted professional documents and will learn how the rhetorical situation of business writing differs from that of academic writing.
Students in the course are expected to write in professional Standard English. They will review several problem areas (passive voice, parallel construction, etc.) but are expected to
VI. Writing Course Requirements Check list be fluent in written Standard English.
Is enrollment capped at 25 students?

Yes

No
If not, list maximum course enrollment. Maximum course enrollment is set at 35. The
Explain how outcomes will be adequately met instructor will enlist the help of a grader (who will have experience and training in the teaching for this number of students. Justify the request for variance.
of writing).
Are outcomes listed in the course syllabus? If  Yes  No not, how will students be informed of course expectations?

Are expectations for Information Literacy listed in the course syllabus? If not, how will students be informed of course expectations?
Are detailed requirements for all written assignments included in the course syllabus? If not how and when will students be informed of written assignments? Please attach one example of instructions for written assignment.
What instructional methods will be used to teach students to write for specific audiences, purposes, and genres?
Which written assignments will include revision in response to instructor’s feedback?
 Yes  No
 Yes  No
Students will receive detailed written and verbal instructions for each assignment. The instructor posts written instructions on the course’s Moodle site and reviews them in class as well. The instructions include an explanation of the task, expectations of genre, an overview of the task’s rhetorical situation, and the criteria for assessment. Please see the document that follows the syllabus for a sample.
At the core of this course is the rhetorical situation, therefore students will discuss this concept and its implications extensively.
They will analyze audience, purpose, author, and genre for each assignment they will complete, and they will also engage in rhetorical analysis of a variety of published texts and samples of business writing.
Students will complete the proposal in four drafts, two of which the instructor will read and respond to. The professional memo and letter, and the resume and cover letter assignments will all receive extensive narrative feedback from the instructor.
Students will have the opportunity to revise all of these. They will receive instructor feedback on three short response essays as well, but are not required to revise these.
VII. Writing Assignments:
Please describe course assignments. Students should be required to individually compose at least 16 pages of writing for assessment. At least 50% of the course grade should be based on students’ performance on writing assignments. Clear expression, quality, and accuracy of content are considered an integral part of the grade on any writing assignment.
Formal Graded Assignments

Proposal

Business letter


Professional memo
Cover letter and resume

Three short response essays
These writing assignments total more than 20 pages of writing and are worth 300 of 500 total points (an oral presentation is worth 100 points and participation is worth another 100 points).
Informal Ungraded Assignments Students will regularly complete in-class writing assignments that they will use to further discussion and exploration of topics.

VIII. Syllabus:
Paste syllabus below or attach and send digital copy with form .

The syllabus should clearly describe how the above criteria are satisfied. For assistance on syllabus preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
Paste syllabus here.
Fall 2012
Caroline Simms, Adjunct Instructor
Office: GBB 336
Phone: 243-2941
Email: caroline.simms@business.umt.edu
Office Hours: Tuesdays 1-3 p.m. and by appointment
I will update you if any information on this syllabus changes during the semester.
Purpose
This course is designed to help you become a more fluent and effective communicator in a variety of business situations. You will learn how to choose and apply the correct communication vehicle and strategy for multiple purposes, audiences, and situations.
Course Objectives
This course aims to teach you to:
1.
Understand the scope and function of workplace communication
2.
Communicate information clearly through multiple vehicles or genres
3.
Evaluate audience, purpose and message and tailor your communication accordingly
4.
Understand the use and implications of language, and use that knowledge to ensure clear communication and appeal to audiences
5.
Understand the use and practice of writing in the digital age
6.
Develop an idea, communicate it clearly, and market it effectively
7.
Research a proposed idea, analyze its various implications, costs, and benefits a.
Find and evaluate the credibility of a variety of academic and professional resources

8.
Revise and edit thoroughly and quickly
9.
Present ideas with clarity and confidence, making best use of presentation technology
10.
Market yourself and your ideas successfully
Required Texts
-TBA
-A Pocket Style Manual 4 th
Edition, by Diana Hacker
Course Format
This course focuses on discussion, practice, and workshop. Expect to write and to speak in class.
You are expected to contribute to whole class and small group discussions on a regular basis.
Active participation is essential for your success in this class and for a vibrant class dynamic.
Expect regular reading and writing assignments, as well as individual and team work in class.
Often the team work will be in the form of writing workshops or responding to each other’s written assignments.
***Reading a variety of good writing is one of the best ways to improve your own communication.***
You are responsible for reading texts, handouts, and electronic postings as well as articles from various publications ( The Economist, The Wall Street Journal, The New York Times, Business
Week, Forbes, etc .
).
Assignments and Assessment Total points: 500
Participation
Written Assignments
Attendance, quality participation in class discussions and group work (all of this is active communication)
1. Informal writing assignments (50 points)
2. Memo (45 points)
3. Letter (45 points)
4. Proposal (100 points)
5. Cover letter and Résumé (60 points)
20%
60%
100
Points
300
Points
Oral Presentation
A 7 minute presentation including visual media 20% 100
Points

A+ (97-100), A (94 - 96); A- (90 - 93); B+ (87 - 89) B (84 - 86) B- (80 - 83); C+ (77 -
79), C (74 - 76), C- (70-73); D (60-69); F (59 or below)
Policies
Attendance: You are expected to attend class and be on time. If you have to miss class or leave early, I expect you to contact me; however, this does not negate your absence.
Your presence and participation will factor into your final grade and you will earn an attendance grade based on the total number of class periods you attended.
Assignments: Hard copies of all assignments are to be handed in at the start of class on the day they are due, unless you are instructed otherwise.

Do not email assignments to me.

Late assignments will be docked a full letter grade for every day they are late.
Rewrites: You have the opportunity to rewrite the memo, letter, and resume/cover letter assignments. The grade you earn on the rewrite will be averaged into the first grade you earned on that assignment. Rewrites are due one week after I return them to you.
Emails: Follow the University’s policy regarding student e-mail accounts. Faculty members may only correspond with students regarding academic issues if both parties use official UM e-mail addresses. Simply stated, I cannot respond to email sent to me from addresses other than umontana, nor will I respond to email sent to addresses other than my business.umt.edu account .
Consider all forms of communication in relation to this and other University classes a chance to practice thoughtful, clear, and perfected writing and speaking. Your emails to me and your other professors must open with a greeting, signed, be clearly written, and proofread for mechanical errors.
Grading : Assigning a numerical grade to writing is tricky. I do my best to assess your work by evaluating your success in each assignment’s areas of focus.
I also operate under the assumption that as sophomores and juniors in college, you have a solid grasp of the conventions of written Standard English. I therefore take off points for papers that demonstrate a lack of editing for glaring surface errors, sometimes a point off for each glaring error. While this class does aim to help you polish grammar, punctuation, and spelling, I have a short fuse for work that is clearly unedited. If you do not have confidence in your ability to catch all of your surface errors, it is your job to find someone who can help you edit BEFORE you hand in your work to me.

Classroom Dynamics:
You are expected to be respectful, supportive and thoughtful members of the class. As this is a communication class, I expect that you will reflect on all forms of your own communication and think before speaking, writing or acting. For example, text messaging while someone is speaking sends the speaker a clear message about your investment in both the class and the conversation. Yo ur actions have direct results on the class’s atmosphere and productivity. If you all contribute constructively and conscientiously to this discourse community, we will have a rich learning experience.
→Turn off your cell phones, iPods, Blackberries etc. BEFORE class begins. You communicate lots about yourself when you text message or mess with various technologies during class. Also, it’s just downright rude.←
Accommodation: Students with disabilities may request reasonable modifications by contacting me. UM assures equal access to instruction through collaboration between students with disabilities, instructors, and Disability Services for
Students (DSS).
“Reasonable” means the University permits no fundamental alterations of academic standards or retroactive modifications. For more information, please consult http://www.umt.edu/disability .
Please see me if there is a specific reason why you need a laptop open and on during class. These are generally not necessary and I prefer that they remain off.
Procedural Basics – Homework and Graded Written Assignments
1. Type all assignments to be handed in.
2. Letters, memos, and proposals should be single-spaced , short response papers should be double-spaced . a. Use one-inch margins b. Use Times New Roman, 12-point font c. Number all pages in the lower right hand corner
3. Keep copies of all your work, as hard copy and digital
4. Keep all drafts with my comments on them until the semester’s end
You are responsible for familiarizing yourself with the following:

Selections from The University of Montana’s Student Conduct Code
Academic misconduct is subject to an academic penalty by the course instructor and/or a disciplinary sanction by the University. Academic misconduct is defined as all forms of academic dishonesty, including but not limited to:
Representing another person's words, ideas, data, or materials as one's own.
Knowingly making such submission in violation of stated course requirements.
Knowingly helping or attempting to help another commit an act of academic dishonesty, including assistance in an arrangement whereby any work, classroom performance, examination activity, or other academic exercise is submitted or performed by a person other than the student under whose name the work is submitted or performed.
Depending on the severity of the acts of academic misconduct, a student may incur one or more of the following penalties:
The student receives a failing or reduced grade in an academic exercise, examination, or course, and/or is assigned additional work which may include re-examination.
A penalty exceeding the academic penalty may be imposed by the University. Sanctions a. through d. require administrative review and approval by the Provost & Vice President for Academic Affairs. a. Denial of a Degree c. Expulsion d. Suspension e .
Disciplinary Probation

Sample Assignment:
First draft due in class for workshop Tues, Feb 7, 2012bring 4 copies
Final draft due Thurs, Feb 9, 2012
You are a Human Resources officer in a company that does millions of dollars in annual sales selling computer hardware to universities nation-wide.
Several managers within the company have reported that, in general , the sales department’s writing skills are sub-par . This is evidenced by multiple customer complaints about sloppy letters and emails, as well as unclear, seemingly hurried in-house written communications.
Decide on one solution that addresses this problem and communicate how you will put it into action.
Write a memo that informs 50 sales employees of your plan and what they need to do to comply with it.
Your audience includes 50 men and women of a variety of ages, ethnicities, and experience levels. They are all based at company headquarters, but travel in the U.S. extensively. They are sales professionals who are in constant contact with clients and potential clients, and earn commission from completed contracts.
Consider:
 How will you introduce your solution to the problem to an audience who might not agree that they need to improve their writing skills?


How will you communicate the basic information about your plan and what you expect of your audience?
How will you organize the information so that it is easy to understand and buy into?
 How will you keep it to one page, single-spaced?
:
This assignment aims to provide you with practice composing a professional memo and with the opportunity to receive feedback on your rhetorical choices.
This assignment is worth a possible 45 points . Your score will be determined by your:
-Attention to audience and appropriate language choices
-Grasp of effective formatting and organization for this genre
-General clarity, brevity, and attention to proofreading/editing