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English Composition Assignment
Interdisciplinary Course Materials
Business Administration
Course: EN 021/EN 023 Improving College Writing
Course Outline Topic: Argument Essay
Project Title: Using Social Networking Sites in the Workplace
Project Description: Students take a position about one of the issues involving social networking sites and the professional workplace.
Author: Erika Hendra
Curriculum Expert: Maryangela Gadikian
Semester Created: Spring 2009
A. Essential Question: How should companies and employees deal with social networking sites? Should companies ban such sites or should they let employees use them to promote services? How accountable should an employee be for things written and posted on his/her facebook page? Is it ethical for employers to use the information found on social networking sites when making decisions about which candidate to hire?
B. Introduction: Most of us have one: a facebook or a myspace page. Some of us tweet, others IM. And most of us are aware of the dangers with putting personal information out in cyberspace. But what about when you check these sites? Is it ok to check them during work? What if you’re on your lunch break? Isn’t that your time?
This project attempts to unravel some of these knotty questions involving professional and personal time. It also should get you thinking about what is appropriate to post on your own social networking page and what isn’t. This is about more than just drunken photos. This is an issue that you’ll have to wrestle with as a professional for most of your career. Right now, while the technology is new, you get to help establish the rules by which everyone will play.
C. Basic Directions: The article we read as a class, “Web 2.0: Managing Corporate
Reputations” brings up many issues that companies and employees face in this digital age. For this project, we’ll read an article from
Business Week , discuss the ideas in it, and then using the article as a springboard, you’ll take a position about using social networking sites at work.
D. Things to Learn Before Starting the Project: In an argument essay, you offer
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readers evidence and reasons to accept a claim you support. When writing an argument, you usually begin with an arguable position. Remember that statements of fact (E.g.
Many businesses are cracking down on social networking use during business hours) and of personal belief (E.g. I hate working in the morning) aren’t effective positions.
Your position is supported by reasons, and in turn, those reasons are supported by specific evidence. Facts, statistics, anecdotes, interviews, observations, and case studies are just a few of the types of evidence that can help you support your reasons.
Another good idea is to establish common ground with your readers. Keep in mind that your readers are probably going to be those who have the opposite view of you. For example, if you are writing to explain why employees should be allowed to utilize social networking sites while on the clock, your toughest sell is going to be to managers and executives. Your tone in this assignment is vital. Most of us don’t respond well to being ranted at or beat over the head. When writing an effective argument, you absolutely must take into account how your tone (created by the diction) will affect your audience.
In addition to establishing common ground, you’ll also want to acknowledge and accommodate an opposing position before refuting their position with yours. Using phrases like “ It’s understandable that mangers wouldn’t want the workday disrupted by constant tweets” goes a long way to make your argument seem reasoned and wellbalanced. You can also simply acknowledge that others might disagree with you. For example, you might want to include a phrase like “ Most managers agree that when employees use facebook at work, their productivity goes down.”
E. The Project Assignment: This assignment is in five stages. Although I haven’t assigned a specific percentage for the completion of each stage, it will show in your final grade whether or not you have taken full advantage of each stage.
1) Narrowing: First, you are going to need to narrow your topic. Social networking at work is a complex issue. You might want to take a position on whether or not employers should use social networking sites to monitor possible job candidates. Or you might want to argue that instead of banning the use of social networking sites, companies should embrace them and start using them to boost product awareness. You could also argue for or against IBM’s guidelines for employees when they use social networking sites. There are plenty of seed ideas in our class reading, so start with anything that sounds interesting. Remember to keep in mind that your topic must be arguable.
2) Researching: Once you have your topic, you’ll need to research it. You can use “Web
2.0…” in your essay, but you need to find two other sources to help you argue your position. (Note: you’ll probably have to read through at least eight articles to find the two that will be most beneficial. Don’t just take the first two hits that come up). We’ll be spending a class or two in the library so you can get help from me or one of the librarians, but know that you’ll also have to do research on your own time as well.
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3) Prewriting/Outlining: Because you’re using outside research, it’s important that you know where you’ll be using that information. We’ve talked and used many forms of prewriting already, but for this project, I’m recommending that you use a rough outline to organize you ideas before drafting. Argument essays require a solid structure and outlining can help you set a structure up so you can focus on defending your position. I’ll look over your outline during workshop and give you feedback during a conference.
4) Drafting: After discussing and getting feedback on your outline, work on drafting a complete essay. We will spend time in class revising and conferencing, so make sure you bring your draft to class.
5) Revision: I strongly advise you to take your essay to a tutor in the Skills Center for additional help with revision. Although we will conference during class, we simply won’t have the time to address every aspect of your paper.
F. Student Resources: Access to the internet and ECC’s library webpage. Attending the library instruction class taught by one of ECC’s librarians is mandatory. We’ll be using class time for the instruction.
G. Faculty Resources: Copies of “Web 2.0: Managing Corporate Reputations” (which is included in this project). Any textbook that explains how to write an argument essay, and many have exercises that can help students work with counterargument.
H. Grading Rubric: (on the following page). A note about grading: When I set up my syllabus, I tell students that they need to have a solid C grade in order to pass to EN 110.
I feel very strongly that if a student has been placed in a Developmental Writing course, they should earn a C so that he/she is ready for the rigors of EN 110. This rubric, of course, can be altered to include a D grade category if you prefer
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Content
Organization Organization enhances the main ideas. Supporting information is
Sentence
Fluency and
Word Choice
Mechanics
Excellent level of
A
Demonstrates insight and creativity. Position is clear and supported well with both logical reasons and adequate support. presented logically, with no extraneous details. Transitions are smooth.
The writing flows and shows a high sophistication.
Strong and specific words are used to convey meaning.
Proofreading is thorough. Correct spelling and punctuation throughout. MLA citations and Works
Cited page are correct and consistent.
Good
B
Essay is solid and the position is cleat, though the writer may not have focused the position enough.
Overall, most of the reasons are logical and are supported with evidence.
Organization is generally good, but there may be some extraneous details or unclear transitions.
Generally applies standard English usage and appropriate word choices. Sentences are grammatical, but sometimes stiff or choppy.
Needs
Improvement
C
Contains some interesting ideas, but the writer does not explore them thoroughly. Lacks detailed reasons or supporting evidence.
Includes an organizational skeleton (intro, body, conclusion), but often strays from the main idea. Lacks transitions.
Some errors in grammar and word choice.
Sentences may be incomplete or rambling.
Contains occasional spelling, punctuation, and typographical errors, but the errors are not overly distracting.
A few errors with citations or the
Works Cited page.
Some distracting errors. Needs more thorough proofreading.
Many errors with citations and on the Works Cited page.
Unsatisfactory
F
The writer simply summarizes rather than analyzes. The writer’s point of view is not evident.
Reasons are general and vague; evidence is lacking.
No clear direction.
Main ideas are vague and connections are confusing or incomplete.
Contains frequent grammar errors.
Sentences are choppy, awkward, and hard to follow.
Vocabulary is limited and words are used incorrectly.
Frequent spelling, punctuation, and typographical errors. No evidence of proofreading.
Lack of proper documentation when needed and a missing or incomplete Works
Cited page.
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