Update: Beginning Wed. Jan. 11th, we will be meeting in Room 223 in the 200 building. Thanks!

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

Here is the prompt for your final assignment. Please print it and bring it to the interview: job_application_portfolio_assignment.

Name: _______________________

To:                  ENG 155 Students
From:              Professor Blumberg
Subject:         Job Application Portfolio: Résumé, Application Letter, Interview
Due:               At interview (Interviews will be held in instructor’s office: 703, 700 Bldg, Conway Campus)

My interview day is:_______________   My interview time is: ___________________

The purpose of this assignment is to gain experience constructing a formal résumé and application letter that will be used at a mock employment interview.  Your task is to locate, apply and interview for a position in which you are adequately qualified*.  Since this assignment is to benefit you currently, the information provided on your résumé and letter must be factual.

Note: Job position may be located anywhere and may be open or closed to applications. You may also create your own job opening based around a real job description and a real company (this need prior approval).

You will present a final draft of the resume and application letter at the time of your interview.  Be sure to come prepared.

Additionally, you will need to turn in a copy of this assignment handout for scoring at the time of the interview.

Format Requirements:

Résumé: Follow the general guidelines for resume design in your textbook and those discussed in class. If you are in a field that values more creative formats, feel free to employ a non-traditional structure.

Application letter: Block letter format.  Also see example letters in Ch. 16.

Interview: Will be conducted live.  Wear suitable attire and come prepared to ask the interviewer some questions.

What follows is a rubric for each part of the assignment:

Résumé:         This assignment is worth 50 total points.

_____  25                    Content.  Applicant’s information is clearly expressed and is relevant.  A persuasive case for applicant is present.  General parts of a résumé are present.

_____   15                   Visual design.  Résumé is aesthetically pleasing and easy to review.

_____   10                   Résumé is free of major errors in GSP.  Note that even small errors will receive a significant penalty.

Total:  ______/50                                                                  

Application Letter:    This assignment is worth 50 total points.

_____  30                    Content.  Applicant clearly expresses desire for position.  Demonstrates personality.

_____   10                   Format.  Document is in block letter format.

_____   10                   Letter is free of major errors in GSP.  Note that even small errors will receive a significant penalty.

Total: _____/50

Interview:       This assignment is worth 50 total points.

_____  20                    Answers questions honestly and thoroughly.  Carries on a two way conversation as opposed to a pure Q&A.

____   20                   Applicant displays appropriate body language.

_____   10                   Applicant asks legitimate and thoughtful questions.

Total: _____/50

Cumulative Total: _____/150

Instructor comments:

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)?

Assignment: Literacy Narrative
Format: 12 pt, Times New Roman, 1” margins, MLA style heading (see textbook)
Length: 4 full pages minimum
Due Dates: 2 copies of draft for 9/6; final emailed to instructor no later than class time 9/13
Resources: Norton Field Guide 29-37
Rubric: See website

Pre-Writing: In my experience, students generally enjoy this assignment because it asks them to tap their creative kegs and unleash their ideas in whatever manner suits them.  Your task is simply to tell a good story (actually, this is much harder than it seems).  To begin you will need to first think about what makes a good story.  Freewrite for 10-15 minutes writing about what you find to be the elements of a good story.  Think about friends or family members that are particularly good at storytelling.  What do they do that makes their stories enjoyable, compelling, heart-wrenching, captivating, etc?

Topic: Your topic for this narrative is pretty vague and open to interpretation—it should deal in some way with language and/or literacy.  In addition to Marjorie Agosin, Richard Bullock and Shannon Nichols (NFG 21-27), I would consider both Bragg’s “All Over but the Shoutin’” and Tan’s “Mother Tongue” narratives that explore the significance and importance of language in a specific situation.  I’d like for your story to be grounded in real life experiences, but it may be enhanced with fiction as you see fit.

A slightly more typical approach might explore literacy (however you’d like to define the term), or the acquirement of language use.  We are all literate in many different kinds of languages and your narrative may be the story of how you learned a specific discourse.

There are many possibilities for this narrative and you have the freedom to write whatever you like so long as it tells a story and language/literacy is a significant theme.

To: ENG 155 Students
From: Professor Blumberg
Subject: TheDigitelMYR: Audience/Site Analysis & Collaborative Web Post
Due Date: See Weekly Schedule

The following memo outlines the series of tasks related to your next assignment. Working in groups of four to five (max), you will complete the following:

• Prepare a formal document that contains an audience analysis and  a website analysis of TheDigitel Myrtle Beach: www.myrtlebeach.digitel.com
• Create and post new content OR considerably update/add to existing content on TheDigitel Myrtle Beach website, including rich media (photos/video) as appropriate.
• On the day the group assignment is due, you will conduct a review of your teammates.  This review will be done in class and is not shared among the group.  This is to ensure that all team members took part in the assignment.

PART 1—Analysis: Your memo is to be presented to Dean Blumberg, a supervisor employing your team to conduct  an analysis of TheDigitel Myrtle Beach’s website and audience.

Before you begin, apply the concepts learned in chapter three as you create a shared goal, divide tasks, and determine how to best work as a team.

First, you will gain experience constructing a document using audience analysis techniques (pg 91-101). Review all sections of the website to gather observations and information. Next, develop a detailed audience profile (pg 93-94). Be sure to support your analysis with material/information gained from the website.

Secondly, you will apply concepts in chapters one, four, five and six to analyzing TheDigitel Myrtle Beach’s organization/layout, tone, style and visual design as well as their use of Business Communication 1.0 and 2.0 methods. This part of the analysis asks for you to evaluate the site’s presentation and to describe what is effective and ineffective, as well as what could be revised or enhanced.

Points of disagreement amongst the group may be presented as a point/counterpoint or different perspectives in your analysis, so complete agreement about the site is unnecessary. This is sometimes referred to as the “collage” approach to collaborative writing.

Additionally, you will need to document the sources that are used to gather any information about your audience.  Documentation need not be scholarly.  Document these sources by simply stating in the introductory paragraph of your audience analysis where you obtained for information. You need not follow a particular institution’s citation guidelines, but I will check the document for plagiarism.

PART 2—Create or Add to www.myrtlebeach.thedigitel.com

After you’ve thoroughly reviewed and analyzed the website, join the Open Community: http://myrtlebeach.thedigitel.com/oc.

Although you’ve probably come to understand the site’s writing tone, style and purpose, review the writing style guide, which provides detailed instructions about how to create, document and use media “TheDigitel way.” Following the posting guidelines is extremely important, not only for uniformity and clarity’s sake, but for ethical and legal reasons as well.

Your group is responsible for one significant contribution whether it is a new post or an update to an existing post. Although anything relevant to the Myrtle Beach and surrounding area is relevant, I’ll provide groups with some local events/topics that may make good posts. You can find these topics on the class Wiki under a page titled “Group Project #1.”

EVALUATION

Format Requirements: Memo format required for this assignment (see Figure 1.10 p. 26 in your text). Purpose of memo and sources (if any used) must be clearly stated in first paragraph.  Document must be typed. One document per group will be turned in with all team member names listed on the “From” line.

Rubric: This assignment is worth 100 total points.

_____  40                    Memo Content.  Information is clearly expressed in paragraphs and is relevant to audience analysis requirements.

_____   10                     Memo format/Visual Appeal.

_____   10                     Memo is free of major errors in GSP.

_____   30                   Post to TheDigitel Myrtle Beach is relevant and adheres to the site’s principles and guidelines (see writing style guide).

_____   10                   Self-review done in class.  Here you will demonstrate how you contributed to the completion of the assignment and assess your team members.

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.

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.

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