Carnegie Mellon University

Transcription

1 Carnegie Mellon University Dr. Kim J. Hyatt Associate Teaching Professor Hamburg Hall, Rm 3003 Phone: BUSINESS WRITING FOR LEADERS COURSE DESCRIPTION Business Writing for Leaders is an online course designed for experienced writers who want to take their skills to the next level. Assignments focus on how and when to use persuasion, positive messaging, appropriate tone, and powerful openings/closings to capture the attention of readers and motive them into action. Whether currently in a leadership position or practicing for a future role, effective writing in the workplace is requisite for building rapport with clients, colleagues, and employees. In this course, students will write various types of business correspondence to interact in a global society. COURSE INFORMATION Format: This asynchronous course was specifically designed to provide flexibility for students with busy schedules. For more information about asynchronous learning, contact me with questions. Course content and feedback are provided through Canvas, , and GoToMeeting (webinar platform). If you haven t taken an online class, this will be a valuable learning experience in your educational endeavors. However, if you feel that you ve been placed in the wrong section, please contact your advisor for a replacement (face-to-face) writing class. Accommodations: If a student provides evidence of learning for a specific topic, demonstrating an advanced level of proficiency (see Writing Rubric), a different assignment will be provided. This approach to instruction enables me to meet the diverse academic needs of all students in the course. Options Assignments: At times, students will be provided options to complete assignments that correlate with a field of study or personal interest. Recommended Technology: While proficiency in grammar is assumed, grammarly.com can be utilized for reinforcement of concepts. Free and paid options are available. No Text: This course does not require the use of a text. Articles and videos are provided on Canvas. STANDARDS ALIGNMENT NASPA Competency 5: To communicate and interact productively with a diverse and changing workforce and citizenry. 5.1 Learning Outcome: Prepare professional/effective documents appropriate to the objective and context. 5.3 Learning Outcome: Prepare communications suitable for diverse audiences. Writing Rubric (adapted from Common Core Standards for Writing)

2 GENERAL OBJECTIVES (using Bloom s revised taxonomy) Students will be able to... Remember: Identify appropriate leadership styles and models. Understand: Demonstrate knowledge of subject matter through business terms and concepts. Apply: Exhibit ability to write succinctly and logically for an intended audience. Apply persuasion, positive messaging, appropriate tone, and powerful openings/closings to capture the attention of readers and motive them into action. Analyze: Evaluate: Differentiate format and style for diverse audiences. Evaluate the effectiveness of the message. Create: Envision how writing can be utilized for building and maintaining professional relationships in a globally connected society ASSIGNMENTS Content: A weekly content folder is released in Canvas (videos, readings, and writing assignments) on Tuesday morning. Even though this is an asynchronous class, I not release all of the course content at the beginning of the semester, nor will I include the assignments on the syllabus. The following explanation provides my rationale for this decision. Advanced notice of work provides students (in a negative way) opportunities for plagiarism and/or to find others to assist with their writing assignments. I m not stating that students should not seek writing assistance (the professor, the TA, and/or the Global Communications Center at CMU are wonderful resources); however, we guide you through the revision process, not do the work for you. Allowing another person to write your paper is considered a violation of academic integrity. Grading: Students are provided a rubric that outlines levels of proficiency for writing elements using a twelve-point scale. If students want to discuss scores for a specific paper, please contact me the week that feedback is provided. Do not wait until the end of the semester to dispute a specific score due to how it impacts your overall grade. Weekly papers have the same weight (60 points). The final is worth double (120 points). Aligned with Heinz Grading Scales Grade Minimum Score / 60 % Interpretation A Exceptional A Excellent A Very Good B Good B Acceptable B Fair C Poor C Very Poor C Minimal Passing R below Failing I NA NA Incomplete

3 Name Assignment WRITING RUBRIC (adapted from Common Core Standards for Writing) DESCRIPTIONS Exceptional A+ Range = points Professional; ready to distribute Skilled A Range = points Professional; minor revisions recommended prior to distribution Proficient B Range = points Semi-professional; minor revisions required prior to distribution Developing C D Range = Unprofessional; major revisions required prior to distribution Inadequate R = Unsuitable for distribution Focus: The document focuses on a topic to inform a reader with ideas, concepts, and Development: The document presents relevant facts, concrete details, quotations (if needed), and examples. The conclusion ties to and supports the information and explanation. Audience: The author anticipates the audience s background knowledge of Cohesion: appropriate and varied transitions to link the major sections of the text, creates cohesion, and clarifies the relationships among complex ideas and concepts. Language and Style: The document presents a formal, objective tone and uses precise language and topic-specific vocabulary to manage the complexity of Conventions: standard English The document clearly focuses on a compelling topic that informs the reader with ideas, concepts, and significant facts, concrete details, and examples that fully develop and explain The conclusion provides insight to the implications, explains the significance of the topic, and projects to the future. The document consistently addresses the audience s knowledge level and concerns about the topic; it addresses the specific needs of the audience. The document strategically uses words, phrases, and sections; it explains the relationships between the The document presents an engaging, formal, and objective tone and uses sophisticated language and topic-specific vocabulary to manage the complexity of The document demonstrates advanced use of standard English The document focuses on an interesting topic that informs the reader with ideas, concepts, and effective facts, details, and examples that sufficiently develop and explain the topic. The conclusion provides the implications, significance of and future relevance of The document anticipates the audience s knowledge level and concerns about the topic; it addresses the specific needs of the audience. The document skillfully uses words, phrases, and sections; it identifies the relationship between the The document presents an appropriate formal, objective tone and uses precise language and topicspecific vocabulary to manage the complexity of The document demonstrates effective use of standard English The document focuses on a topic to inform a reader with ideas, concepts, and relevant facts, details, and examples that develop and explain The conclusion ties to and supports the information and explanation. The document considers the audience s knowledge level and concerns about the claim; it addresses the needs of the audience. words, phrases, and sections; it connects the The document presents an objective tone and uses relevant language and topic-specific vocabulary to manage the complexity of The document generally demonstrates standard English conventions of usage and mechanics along with disciplinespecific requirements (i.e. MLA, The document has an unclear topic with some ideas, concepts, and facts, details, and examples that attempt to develop and explain The conclusion merely restates the development. The document illustrates an inconsistent awareness of the audience s knowledge level and needs. limited words, phrases, and sections; it attempts to connect the topic and the examples The document illustrates a limited awareness of formal tone and awareness of topicspecific vocabulary. The document minimally demonstrates some accuracy in standard English conventions of usage and mechanics. The document has an unidentifiable topic with minimal ideas, concepts, and limited facts and examples related to the topic. The text may fail to offer a conclusion. The document lacks an awareness of the audience s knowledge level and needs. few, if any, words, phrases, and clauses to link the major sections; it does not connect the The document illustrates a limited or inconsistent tone and awareness of topic-specific vocabulary. multiple inaccuracies in Standard English mechanics. Total Score /60 Score /12 Score /12 Score /12 Score /12 Score /12 Comments: Minimum Score for Grade: 58.8 = A+, 55.8 = A, 54 = A-, 52.8 = B+, 49.8 = B, 48 = B-, 46.8 = C+, 43.8 = C, 42 = C-, 0-41= R

4 COURSE POLICIES ACADEMIC INTEGRITY POLICY: If you plagiarize, you are in violation of academic integrity. Violations of this nature are subject to disciplinary action. An automatic failing grade is assigned for the assignment and the incident is reported to program administrators. All work goes through a plagiarism detector, Turnitin. See Plagiarism.org for additional information or contact me with questions. EXEMPTION POLICY: Students are not permitted to exempt a writing course unless they have a professional background in the field. At CMU, we believe that improving writing skills are an integral part of personal and professional growth. LATE WORK POLICY: If work is not submitted by the designated time and day, it is late. The highest grade assigned for late work is a C grade, 75% of the total score. However, a failing grade may be assigned if it does not meet expected levels of proficiency. Please do not to ask for an extension due to other obligations and/or assignments. I highly recommend completing your work as soon as it is posted. Then, you can revise it throughout the week as required. PLACEMENT POLICY: At the professor s discretion, a student may be moved from this course into a grammar-based course if English proficiency is not demonstrated. We offer classes with various types of writing support to meet the needs of all students. WAITLIST POLICY: Once a section is full, admission to the course is dependent on (1) the number of registered students who drop it and (2) the waitlist order to add it. I will not bypass the waitlist to add a student to the course unless deemed necessary by a program director WELLNESS STATEMENT (adapted from the CMU counseling services website) Take care of yourself! Do your best to maintain a healthy lifestyle this semester by eating well, exercising, avoiding drugs and alcohol, getting enough sleep and taking some time to relax. This will help you achieve your goals and cope with stress. All of us benefit from support during times of struggle. You are not alone. There are many helpful resources available on campus and an important part of the college experience is learning how to ask for help. Asking for support sooner rather than later is often helpful. If you or anyone you know experiences any academic stress, difficult life events, or feelings like anxiety or depression, we strongly encourage you to seek support. Counseling and Psychological Services (CaPS) is available to help you at and/or visit their website at Consider reaching out to a friend, faculty, or family member for help. If you or someone you know is in danger of self-harm, call someone immediately. Re:solve Crisis Network: If the situation is life threatening, call the Police: On campus: CMU Police: Off campus: 911 See for

5 WEEKLY TOPICS / RUBRIC ELEMENTS I do not post specific assignments in the syllabus to avoid opportunities for students to write papers in advance and/or seek too much help from outside sources. See ACADEMIC INTEGRITY POLICY and ASSIGNMENTS (listed above). Each week will focus on a specific element from the writing rubric. WEEK 1 Focus: The document focuses on a topic to inform a reader with ideas, concepts, and WEEK 2 Development: The document presents relevant facts, concrete details, quotations (if needed), and examples. The conclusion ties to and supports the information and explanation. WEEK 3 Audience: The author anticipates the audience s background knowledge of WEEK 4 Cohesion: appropriate and varied transitions to link the major sections of the text, creates cohesion, and clarifies the relationships among complex ideas and concepts. WEEK 5 Language and Style: The document presents a formal, objective tone and uses precise language and topic-specific vocabulary to manage the complexity of WEEK 6 Conventions: standard English mechanics along with WEEK 7 FINAL ASSIGNMENT OFFICE HOURS: This online course has flexible office hours (Monday Thursday) via GoToMeeting (webinar). With proper notification, I am available on weekends, too. I also have face-to-face appointments on Monday and Wednesday from 1:30 3:00 if you re on campus. TA INFORMATION is located on Canvas.