To:                  ENG 155 Students
From:              Professor Blumberg
Subject:          Business Culture Summary Memo
Due Date:       No later than 5PM Jan. 27, 2012

The purpose of this assignment is to introduce the business culture of a foreign country to the instructor.  Consider the instructor a company manager planning his first business trip to the country.  Use Table 3-1 on page 76 of the textbook to help guide your writing.  This table highlights and asks many of the common questions and concerns a business traveler might have.  In a broad sense, you should address at least one significant aspect from each of the following areas:

1)      Relevant social customs and behaviors
2)      Food and clothing norms
3)      Legal and ethical issues
4)      Economic and business structure

Additionally, you will need to document the sources that are used to gather the above information.  They need not be scholarly.  Document these sources by simply stating in your introductory paragraph where you looked for information.  I have created a wiki page with some “business culture” links that may be helpful to your research. Feel free to add to or edit the list for the benefit of other students.

Example: I looked at the “Poland” section of Executive Planet (http://www.executiveplanet.com), a website dedicated to profiling the business culture and customs of countries around the world.

You need not follow a particular institution’s citation guidelines, but I will check the document for plagiarism. (Paraphrase in your own words and attribute ideas to the source).

Format Requirements: Memo format required for this assignment (see Figure 1.10 p. 26 in your text).  Purpose of memo and sources must be clearly stated in first paragraph, and you must have at least one separate paragraph for each of the four required areas.  Document must be typed.

What follows is a rubric for the assignment.

Rubric:
_____  60%                 Content. Information is relevant/clearly expressed in paragraphs.
_____   20%                Memo format
_____   20%                Memo is free of major errors in GSP

Name_____________________________________________

ENG 101 Essay Analysis

Because we will all be writing smart, creative and argumentative research papers, it’s a good idea to start reading selections from our textbook rhetorically and analytically. That means considering not only what an author says, but also how he or she constructs that message.

In your position papers, nearly all of you lamented about the emphasis placed upon memorizing facts, much to the detriment of critical thinking and the practical application of concepts.

Well, you asked for it.

Use today’s reading as the example to illustrate the concepts about writing that we’ve read and discussed in class up to this point. This must be completed in class and turned in for participation/attendance. Additionally, if you like, I will replace a quiz grade with this.

In small groups review Cutler’s essay “Whodunit—The Media?” and consider the following:

1. Rhetorical Situations: What is Cutler’s purpose, stance, genre? Who is her audience (ch 1)?

2. On a separate piece of paper, create a traditional outline or a cluster/map for the essay. This asks you to summarize/synthesize main ideas and supporting ideas.

3. How does Cutler begin and end? Which of the techniques from the textbook (p 261)? Additionally, how does she transition between ideas?

4. We spent a class discussing types of arguments (definition, cause/effect, proposal, evaluation). Review class notes, web posts, and chapters 32-35, and determine what types of arguments Cutler presents giving examples from the essay.

5. What types of sources does Cutler use? Primary? Secondary? How does she use them? (288-293; 384-403).

6. How does Cutler develop her claims/points using examples and evidence (288-293)?

Professor Dean Blumberg

Office: 700 building room 703/Conway Campus
Office Hours: MW: 11-12; 1-2; TR: 1230-130; F 930-1130
Email: dean [dot] blumberg [at] hgtc [dot] edu
Phone: 843-349-5335

Rationale: Executives from all levels and types of professional establishments list the ability to communicate as the most important factor in job success.  By teaching the forms of oral and written communications demanded by modern businesses and technologies, this course will help prepare the student for the work force.

Course Description: Business Communication is an introduction to the principles of business and professional writing and speaking through practice and development of communication skills.

Prerequisites: A score of 70 on the COMPASS – or – a verbal score of 400 on the SAT or satisfactory completion of the LSC programs in Reading and English.

Materials: Thill & Bovee. Excellence in Business Communication. Ninth Edition.

Course Policies and Grading Procedures

Academic Integrity: Plagiarism is as serious an offense as exists within an academic environment. Plagiarism, cheating, collusion, falsification of information, or any other form of academic dishonesty will not be tolerated and will result in discipline including, at the very least, a zero on the assignment in question, and up to failure in the entire course and possible probation or expulsion from the College. Anyone guilty of plagiarism, cheating, collusion, or falsification of information will be reported to the Vice President of Student Affairs, Greg Thompson, for possible further penalties beyond that which is levied within this class. This is your warning.

Attendance: Regular attendance is essential in all writing and communication courses. The maximum number of absences a student may accumulate without being withdrawn from this course is five, beginning with the first class period.  There is no distinction made between an excused or unexcused absence. Roll will be taken daily within the first minutes of class.  Being more than 10 minutes late to class constitutes an absence.  Being late three times constitutes an absence.

Late Work: Work is due by class time on the indicated date. Late work is worth 1/2 credit and must be submitted within 48 hours of the original due date. Assignment turned in after 48 hours will not be worth any credit. Missed presentations, tests, interviews, or speeches may not be made up without written documentation explaining an extenuating circumstance (death in the family, severe illness, etc).

Class Decorum: Keep in mind that college is a place to think, to consider, and to debate, and to this end, we will have many class discussions regarding the content of pieces that we read and relevant topics.  I hope that each student thinks of class as an open forum, a place where you may share opinions without feeling intimidated. However, it is very important that we respect and consider the feelings of others as well.  Therefore, please treat your classmates and me the same way you wish to be treated: pleasantly and respectfully, regardless of the topic being discussed.

Additionally, in order to help maintain the appropriate learning environment please observe the following:

• No technologies out and/or in use not related to class (cell phones, mp3 players, etc.)
• Please do not bring children to class
• Sit near a door if you need to leave early
• Take a seat closest to the door if arriving late if possible.

Technology Requirements: This class will be mostly paperless. Nearly everythign you need will be posted on www.deanblumberg.com under our course section. While some class time may be provided for computer literacy instruction, if you need additional support you may use the SSTC in the 1100 building. Additionally, the instructor will frequently make use of and additional online resources like wikis, so access to internet is imperative.

It is strongly suggested for students to have a flash drive on which to create, transport, and save their work, or to use an online repository like Dropbox.  Always keep electronic copies of all work you produce for this class.  Some assignments may require revision and re-submission; therefore, premature deletion of files can be harmful.

Grading Policy: All written assignments will be evaluated according to the following criteria: Organization, Content, and Grammar, Spelling and Mechanics (GSP).

Standard Grammar: English 155 is a college course. Significant problems with grammar and standard usage should not occur at this level. Extensive tutoring to rectify grammatical weaknesses will be needed if substantial errors are present. Work in the Writing Center will be recommended.  Excellence in Business Communication also covers grammar and mechanical issues that we may not review as a class whole. Significant errors in sentence structure, punctuation, or standard grammar will prohibit a formal assignment from receiving a passing grade.

Evaluation Standards: Business writing should be clear, concise, accurate, correct, coherent and diplomatic. If any or all of these qualities are lacking, the reader may be misled, offended and/or misinformed. In this case, a poor decision could be the end result, and a poor decision in business or industry could and often does cost money.

The writer in business and technological fields is responsible for what he or she produces, and inevitably reflects upon the company. Most people who have not entered the work force themselves believe that an administrative assistant exists to correct all errors in spelling or grammar; however, this is not always the case. Once an employee signs or initials a piece of writing, a form of approval has been granted, and the writer has indicated that everything in the piece is acceptable.

In English 155 students will be evaluated from a professional perspective; this is to say that the teacher will act as a manager or a supervisor would. In regard to grades, the following criteria will apply:

A         The manager would be very impressed with the exceptional quality of the work and remember the work when a promotion is discussed.

B         The manager would be satisfied with the work but not necessarily impressed.

C         The manager would ask the employee to revise and/or edit particular sections before allowing those outside the department to see it.

D         The manager would be troubled by the poor quality of the work.

F          The manager would start looking for someone to replace the employee.

Assignment Breakdown:

• Application Portfolio (10%)
• Mock Job Interview (10%)
• Group Assignment Audience Analysis/Project (10%)
• Routine and Positive Letter (5%)
• Negative News Letter (5%)
• Persuasive Letter (10%)
• Career Report and Presentation (20%)
• Test #1 (10%)
• Test #2 (10%)
• Other/Class Participation (5%)*
• Business Culture Summary (5%)

HGTC uses a ten-point percentage scale for grade calculation: 90-100= A; 80-89=B; 70-79=C; 60-69=D; 59 or below=F.

Extra Credit: Don’t ask. Won’t happen.

English 102: Composition II / Fall 2011

Instructor: Dean Blumberg, Associate Professor
Office: Conway Campus, 700 Building, Rm. 703
Phone: 843-349-5335 (office)
Email: dean [dot] blumberg [at] hgtc [dot] edu
Office Hours:  MW: 11-12; 1-2; TR: 1230-130; F 930-1130

PURPOSE: The overall purpose of ENG 102 is to enable students to make their own informed critical evaluations.  The students will learn to read and interpret literature analytically, and will develop their interpretations in writing well-supported critical essays and at least one researched paper.  In addition to effective communication, analytical skills are essential for success in college and in all career fields.

RATIONALE:

1. The study of literature helps students develop sensitivity to the power and potential of language.  It increases their awareness of the need for precise description, vivid expression and clear definition in all communication, including their own writing.

2. Literary analysis provides students with an opportunity to develop and exercise critical thinking skills.  Students will discover that the analytical skills employed in literary criticism are demanded in other academic subjects and in their professions.

3. A study of literature provides a range of viewpoints to increase the student’s perspective and exposes the student to the finest expressions of human imagination.  Einstein said “Imagination is more important than knowledge.”  The exploration of literature provides the student with an understanding of the value of imagination in all human endeavor–and encourages them to use their own.

COURSE DESCRIPTION:

ENG 102 is a college transfer course which introduces students to the critical study of literature.  The student will develop critical interpretation skills through frequent writing assignments.  Academic research skills will be developed through at least one documented paper.

Prerequisite: English Department Policy requires that students taking English 102 have earned a grade of “C” or better in English 101.

Required Materials:

Kirszner, Laurie G. and Stephen R. Mandell. Literature: Reading, Reacting, Writing. 7^th ed. Boston: Wadsworth Cengage, 2010. Print.

McCarthy, Cormac. The Road. New York: Alfred A. Knopf, 2006. Print.

You may need an MLA style guide, such as the Brief Holt Handbook or The Easy Writer, or alternatively, guidelines provided by the Purdue OWL (online writing lab) website, which happens to be a phenomenal resource.

Libraries: HGTC’s library subscribes to a number of excellent research databases, many of which we will be using throughout the course of the semester.  Students should also be aware that any current HGTC student has full borrowing privileges at Coastal Carolina University’s Kimbel Library as well as at HGTC. A CCU library card could prove quite worthwhile as it may help with research assignments in English courses and beyond.

Attendance Policy: Attendance and participation is extremely important. Excessive absence will result in immediate withdrawal from this and other classes at HGTC. The maximum number of absences a student may accumulate without being withdrawn from this class is five, dating from the first class period. Please understand that there is no distinction made between an excused and an unexcused absence; anyone exceeding three days is withdrawn (receiving a grade of W or WF) in accordance with College policy.

If a class session is missed, you are responsible for determining what needs to be made up. It would be a good idea, for this reason, to get the phone number or e-mail address of at least one classmate in order to have a contact should an unavoidable absence occur. Class participation in a composition class often, however, cannot be duplicated if a class is missed—e.g. peer feedback sessions, group discussions, etc. Attendance will be taken daily. You are responsible for being on-time and present, both mentally and physically, in order to be counted present.

Participation: Students are expected to fully participate in the intellectual activities of the course. Participation will be measured through class discussion, workshop participation, class activities, and/or online activities. The course is designed to stimulate interaction between students, which necessitates regular attendance and participation for two reasons: 1) to listen to the ideas of other members of the class, and 2) to voice ideas for the benefit of the class. If a student misses class, she cannot expect always expect to “get notes” from another classmate or otherwise “make up” the work because the social dynamic of the class period cannot be reconstructed. Quizzes and tests will be given more frequently if students are not participating in class discussion or reading assigned material.

Class Decorum: Keep in mind that college is a place to think, to consider, and to debate, and to this end, we will have many class discussions regarding the content of pieces that we read and relevant topics.  I hope that each student thinks of class as an open forum, a place where you may share opinions without feeling intimidated. However, it is very important that we respect and consider the feelings of others as well.  Therefore, please treat your classmates and me the same way you wish to be treated: pleasantly and respectfully, regardless of the topic being discussed (also, be aware that I will often play devil’s advocate).

Noisemakers: Cell phones should be set to vibrate or turned off during class time.  Likewise, texting in class is inappropriate and rude and may be grounds for being marked “absent.”  Inappropriate use of computers in class follows a similar policy.

Additional Requirements, Policies, and Evaluation Criteria:

• All drafts of each paper must be completed on time in order to receive full credit.
• You must participate fully in peer workshop sessions in order to receive full process credit.
• In this classroom, you may hear, see, or read some thought-provoking ideas.  Please give them your utmost courtesy and consideration.
• Completing and reflecting upon the reading assignments are crucial to your success.
• Quizzes will be used to determine how well the class is doing with the reading.
• You may use a laptop in class so long as it is used for class.  If you are using it for non-classroom activities, you will not receive credit for the class and will be marked absent.
• Excessive tardiness may result in being marked as absent; be on time.

Course Website: In order to conserve paper and cut down on printing costs for you and me, this course will rely heavily upon a class website located at www.deanblumberg.com. I will use this website to post the syllabus and schedule, assignments and paper prompts, resources and links, and other helpful materials. The website hosts separate pages for each section as well as a master calendar for all sections.

Standard Grammar: English 102 is a university-transfer course.  Significant problems with grammar and standard usage should not occur at this level.  Extensive tutoring will be needed if substantial errors are present.  Significant errors in sentence structure, punctuation, or standard grammar will prevent a formal essay from receiving a passing grade. HGTC has a writing center and offers one-to-one tutoring services.

Assignments and Percentages: HGTC uses a ten-point scale for grade calculation.

Workshop Participation/Engaging in Discussion = 10%
Poetry Essay = 15%
Character Analysis =   20%
Critical Film Review = 15%
Short Writing Assignments/Quizzes = 20%
Researched Thematic Essay = 20%

Note on written work: All written works for this class must be typed and double-spaced, using 12 pt Times New Roman with 1” margins. All essays should follow MLA guidelines.

Late Policy: Late assignments will be worth half credit.  I reserve the right to not accept any assignment more than three days late. Two exceptions: I will not accept any late research papers. If you will be absent, please find a way to get me your work ahead of time.

Quizzes: I may elect to give quizzes on the readings and class discussions/lectures if I feel that the assigned work is not being completed by all students satisfactorily.  In the event that I do give quizzes, they will count towards your Participation grade. The best way to avoid quizzes is to complete the assignments and participate in the class discussions. Reading quizzes cannot be made up; however, I will drop your lowest quiz grade and allow you one alternate assignment to replace a missed quiz.

Academic Integrity: Plagiarism is as serious an offense as exists within an academic environment. Plagiarism, cheating, collusion, falsification of information, or any other form of academic dishonesty will not be tolerated and will result in discipline including, at the very least, a zero on the assignment in question, and up to failure in the entire course and possible probation or expulsion from the College. Anyone guilty of plagiarism, cheating, collusion, or falsification of information will be reported to the Vice President of Student Affairs, Greg Thompson, for possible further penalties beyond that which is levied within this class.

Submission of an essay which has been proven to be directly copied from the internet or otherwise will result in implementation of the disciplinary process which is detailed in the current HGTC Catalog and Student Handbook under “Student Code”: IV. B. Academic Misconduct (51-52).

Special Accommodations: Horry-Georgetown Technical College believes all qualified students should have the opportunity to access and succeed in higher education. To that end, the College partners with students to provide reasonable accommodations and academic adjustments for students with documented disabilities who self-identify as having a need for such services.

All services to students with disabilities are provided in accordance with and are subject to the requirements and stipulations set forth in applicable State and Federal guidelines, regulations and laws. Contact Laura Milling for more information at laura.milling@hgtc.edu.

The Writing Center: No, there’s no extra credit for going, but I’d wager your grade would benefit from a visit. There is a center on each HGTC campus. The Conway center is 1100C Room 230 and the phone is (843) 349-7872. The Grand Strand center is located in 200GS Room 230 and their phone is 843-477-2113.

Test 1: Chapters 1-3

If you know these topics, the bold keywords associated with them, and the concepts discussed in class, you will be well prepared for this test. It is graded out of 100 points with 2 points for your name. There are 18 multiple choice questions worth 2 pts a piece (36 pts); there are 9 short answer questions that are 4 or 5 pts a piece (38pts); there is one multipart essay worth 24 pts that deals with effective writing, giving constructive feedback and multicultural audiences.

Business Communication 1.0 vs 2.0

Effective vs. Ineffective Teams

Types of Listening

Listening Process

Wikis

Team Evolution

Constructive Feedback

Team Roles

Group Dynamics

Planning a Group/Team Meeting

Formal vs. Informal Communication Networks

Non-verbal communication

Ethnocentrism/Xenophobia/Cultural Pluralism

You vs Me communication

Recognizing Effective Communication

Social Differences

The Communication Process

Ethics

Diversity

Intercultural Writing

Types of Defamation

Test #2 Study Guide: Same format as Test 1 (18 multiple choice, 9 short answer, 1 multiple part essay)

Key Concepts

Stages for composing business messages-review these thoroughly (planning, writing, completing)

Connotative vs. Denotative meanings of words; Concrete vs. Abstract

General vs. Specific Purpose

Types of messages (Routine and positive, negative, persuasive)

Types of bias

Audience analysis techniques

Style, tone, scope

Establishing credibility

Parallelism

Font/Typeface; Serif vs. Sans Serif

Visual Appeal

Revising for Clarity; Table 6.2

Revising your message

Direct vs. Indirect approach

Rich vs. Lean Media

Paragraph structure and development

Essay requires drastic revision of a poor message that considers audience and revising for conciseness and clarity (review chapter 6 and look at examples and tables).

As you work your way through college, you may be called on to write a research proposal.  A research proposal outlines what you want to write about.  It introduces the topic generally, its significance, and focuses on a handful of specific, interesting questions. Your proposal will also have a reading list which mentions the potential sources that address your topic. (While this will require you to do some preliminary research for primary and secondary sources, it shouldn’t require you to do much reading at this point).

Research Proposal:

1. Your research proposal should include your thesis questions (what we’ve been doing in class and with the “question draft”). You are not bound to stick to this research question or statement when you write the paper, but it’s helpful to have an initial perspective when you begin.  As you write and do more research, you may find yourself needing to adjust your focus/thesis.  That’s fine.  But you do need to have a clear and working thesis-driven question in your research proposal.
2. Your research proposal should also include a statement of why your research is important.  Why are you writing this?  Why should we care about your research?   What sorts of enlightening things are you going to tell us about when you write your paper?
3. Your research proposal should include a brief summary of the preliminary sources you’ve encountered thus far.  Here, you need to talk a little about the sorts of things your sources are writing about your topic.  You don’t need to go too in depth here.  Just give us a brief overview of the current trends and attitudes toward your topic.

I would also like to see a tentative reading list/bibliography, especially in the final draft of your proposal.  This should be broken down into two lists, one for primary sources and one for secondary sources.  If you have a doubt about which is which, please consult The Norton Field Guide or ask me.

Reading List/Bibliography Guidelines:

1. Your bibliography needs to include at least six potential sources (I’d like you to have at least 2 primary sources, but more is welcome).  Primary sources are the “raw” data like reports, surveys, or historical documents and field materials like observations, interviews, etc. For example, if your topic is something to do with factory farming, primary sources would be farm products in grocery stores (their packaging, labels, artwork), the USDA guidelines and press materials, excerpts from the Farm Bill, or trip to the Horry County Farmer’s Market for interviews.
2. Secondary sources are others’ critiques/opinions on a given subject.  Don’t read too much of this now, but generate a list of good secondary sources for the future.  Try to keep secondary sources limited to critical mediums: journals, scholarly books, and websites that offer rigorous analysis.  You should mainly use the library catalog and databases for secondaries.  Opposing Viewpoints in Context, JSTOR, Academic Search Premier are good places to find secondary sources on general topics.
3. Your reading list needs include the author, title, date and type of source. While I want you to adhere to proper MLA in your final paper, an organized and clear indication of your sources is suitable. You may need to reference The College Writeror the Purdue OWL website for guidelines on MLA formatting for your work later on.

SAMPLE PROPOSAL

Obesity has recently been termed an epidemic in the United States. However we are now seeing children facing obesity-related issues such as heart disease, high cholesterol and diabetes. Childhood obesity affects a child and a family’s quality of life, and may result in substantial health-related resources and additional health-related costs. During my childhood, I didn’t have the electronic devices that children today have. Instead of playing video games and watching television, I would play outside with my brother and sister, partaking in what is now seen as vitally important exercise for healthy children. Initiatives like NFL Play 60 and NBA Fit have radio and television commercials instructing kids to increase their mobility by playing games outside.

While many factors affect a child’s disposition for becoming obese, what role does modern technology play? How does technology affect childhood obesity? My cousin plays his video games every chance he gets; you can’t even talk to him while he’s playing because he’s so zoned in on his game. Last November he weighed 80 pounds. In December he got a Playstation 3 for Christmas, and this November he weighed 102! Are his video games to blame? Although I plan to look at technology in various forms, my main focus will be video and electronic gaming.

Interestingly, Wii and X-box have recently come out with motion-censored games that incorporate minimal to rigorous mobility depending on the game. The idea is to provide gamers with a more interactive experience with a game instead of just sitting on the couch. But do these games provide the exercise and movement needed to maintain a healthy lifestyle? Is it possible to develop technology that also helps children fight obesity? Also, although technology may be potentially responsible for childhood obesity, what are technology’s benefits?

Reading List:

Primary Sources:

“Fact Sheet No. 311: Obesity and Overweight,” World Health Organization (WHO), September 2006. (institutional report)

Nintendo Wii website and fitness games such as “Sports,” “Resort” and “Wii Fit.” (primary observations and game reviews)

Microsoft and Sony press releases about motion gaming via their website. (product website)

Hope M. Cummings and Elizabeth A. Vandewater “Relation of Adolescent Video Game Play to Time Spent in Other Activities,” Archives of Pediatric and Adolescent Medicine, July 2007. (medical report)

Secondary Sources:

Susan Levine and Rob Stein “Obesity Threatens a Generation,” Washington Post, May 17, 2008.

Barry Popkin The World Is Fat: The Fads, Trends, Policies, and Products That Are Fattening the Human Race. New York: Penguin, 2009. (book)

Aaron Levin “Video Games, Not TV, Linked to Obesity in Kids,” Center for the Advancement of Health, March 17, 2004. (journal article)

Meryl Davids Landau “Nine Reasons to Let Your Kids Play Video Games,” Redbook, July 2006.

Mikael Blaisdell “All the Right MUVEs: The Use of Computer Simulations That Appeal to Students’ Love of Video Games Has Shown Compelling Educational Benefits,” THE Journal (Technological Horizons in Education), September 2006. (journal article)

The following is the sequence of projects for the rest of the semester. The research paper must be completed in order to pass this course.

1. Exploratory/Question Draft (Due Date: TBD)
2. Research Paper Proposal with Reading List (Due Date: Draft TBD; Final with Reading List TBD)
3. Research Paper (Due Date: Included in Final Portfolio during Exam Period)

RESEARCH PAPER PROMPT

Format: 6 full pages of text minimum (excluding header and title) and 9 pages maximum; additional, separate page(s) for Works Cited in MLA format; double-spaced (1 inch margins, all sides); Times New Roman, 12 point font.

Sources: a minimum of three sources. *see below

Prompt: Your objective for this paper will be to present an original, well-researched perspective on a topic of your choosing. Your paper must make a claim or claims and have a clear thesis statement. Your paper should allow your voice, ideas, claims and observations to have a strong presence alongside all your sources. Remember, “They Say / I Say.”

*You will use only sources that a broad, objective audience would find reasonable (random websites come with a hefty dose of skepticism. Check NFG 400-403). Quality sources may be found within the databases to which HGTC subscribes; from strong daily newspapers or reputable magazines either in print or online; from a personal interview of a qualified figure; from an official government web site—just to name a few.

Internet-based articles, aside from specific government sites or versions of print periodicals fitting criteria of news magazines, should be approved (blogs, websites, etc can be good sources depending on how to plan to use them). No sources without an author credited will be acceptable without prior approval.