Syllabus

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Writing for Business and Professions

Course Syllabus Fall 2017

Instructor: Shawn Randy Fisher
Email: sf623@scarletmail.rutgers.edu
Course: 355:303:13 Day/Time: Wednesdays, 10:20-1:20 pm
Location: Livingston Campus, Beck Hall (BE-119)
Office Hours: Wednesdays, After Class; OR by Appointment
(Comment.gif: Email me your phone number and best time / days to speak. (Make sure your computer is logged in and available for use.)
Writing Program: http://wp.rutgers.edu

Contents


Learning Outcomes

(Comment.gif: 300-level BTW courses satisfy Cognitive Skills and Processes: Writing and Communication [WCr], [WCd)}

Students take three degree credit-bearing courses (at least 9 credits) including Expository Writing 01:355:101; one WCr; and one WCd and, in doing so, meet all five goals:

The course learning outcomes are:

  1. To communicate complex ideas effectively, in standard written English, to a general audience.
  2. To evaluate and critically assess sources and use the conventions of attribution and citation correctly.
  3. To analyze and synthesize information and ideas from multiple sources to generate new insights.
  4. To respond effectively to editorial feedback from peers, instructors, and/or supervisors through successive drafts and revision. [WCr]
  5. Communicate effectively in modes appropriate to a discipline or area of inquiry. [WCd]

For more information see: http://sasundergrad.rutgers.edu/academics/requirements/core



Required Texts

Magrino and Goeller, Effective Business and Professional Writing: From Problem to Proposal, 3rd Edition (2016), Kendall/Hunt

Alred, Brusaw, and Oliu, The Business Writer’s Companion, 8th edition (2017), Bedford/St. Martin’s (rental only) http://randyfishercan.weebly.com/smlr-books.html


Instructor Bio

Randy S. Fisher is a communications and digital marketing specialist with DigiWise Digital Solutions. (www.digiwisesolutions.com) He has a keen interest in facilitating change and stakeholder engagement to bring people and communities together for mutual benefit, learning and continuous improvement. He has worked with organizations in the nonprofit and private sectors to develop proposals to support innovative capacity-building projects in areas such as digital literacy, ICT4D, economic empowerment, career development and youth entrepreneurship. Randy began his career as a journalist in Canada with the Globe and Mail, Financial Post and CBC Radio. In his spare time, he teaches seniors about computers; enjoys yoga, biking and racewalking and takes his dog Maggie to Colonial Park. His LinkedIn profile is: https://www.linkedin.com/in/randyfisher/


Teaching Approach

  • I believe that when learners are motivated, they are more likely to learn.
  • Students EARN good grades by doing the work and learning required. (I do notice improvement throughout the term.)
  • I am aware that juggling school, work, family, friends and relationships is stressful. Organizational skills and time management are as important, as ensuring that students adjust their expectations of themselves and their performance - and take time to adapt - to new situations, contexts, systems and processes. It will come, over time.
  • As I am teaching adults (18+) , then I consider you to be adults - LEARNING IS YOUR RESPONSIBILITY.
  • I prefer short lectures, and actively facilitated, guided and experiential discussions and 2-way, interactive activities.
    • ACTIVE AND SUBSTANTIVE PARTICIPATION IS ESSENTIAL.
  • Use of visuals (i.e.., images, videos) are encouraged.
  • No computers, tablets or smartphones in class, unless otherwise authorized.
  • As an Adult Learner, DO NOT WAIT until you receive a "C", "D", or even an "F" on a paper, and go into high-stress, panic-mode. And yes, we certainly don't want you to fail the course. Reach out to me when you need assistance.


Course Requirements

Icon present.gif
Tip: Read carefully, as there have been changes!


Computers, Tablets, Phones & Electronic Devices Not Permitted In Class - 1st Class is an Exception

  • (Comment.gif: 'ALL ELECTRONIC DEVICES - i.e., LAPTOPS, NOTEBOOKS, TABLETS, PHONE AND ANY OTHER ELECTRONIC DEVICES ARE NOT PERMITTED. - FIRST CLASS OK)
  • Phones are to be turned off for the duration of the class.
  • Texting is not permitted.
  • Bring a Pen / Pencil and Paper to Class to take notes.=== Attendance, Due Dates & Assignments ===

Attendance

  • Prompt attendance is required and expected for every class. We meet one (1) day a week; a second (2nd) absence may result in failure of the course.
  • Absences affect the learning experience for you and your colleagues, If you 15+ minutes late - it counts as a FULL ABSENCE. This is STRICTLY ENFORCED.
  • STUDENTS ARE RESPONSIBLE for the information presented in class, regardless of the reason for your absence. THE INSTRUCTOR WILL NOT REVIEW THE CLASS WITH YOU - YOU WILL NEED TO GET IT FROM ONE OF YOUR CLASSMATES.
  • Absence is NOT an excuse for late or missing work—if you know you are going to be absent, you must submit all work BY THE DUE DATE / TIME. If you are going to be absent, it is your responsibility to let me know via email, and the reason why. For legitimate reasons, (i.e., religious holiday, medical appointment, condition), report it at: https://sims.rutgers.edu/ssra/}}

Due Dates & Assignments

  • All assignments must be submitted ONLINE in TWO (2) FORMATS.
    • All assignments are to be submitted via Google Docs (shareable link) AND by Submitting a Copy of the Assignment to Canvas / www.turnitin.com . NO HARD / PRINT COPIES accepted.
  • All assignments are DUE THE NIGHT OF THE DAY WE MEET IN CLASS, the latest by 11:55 PM.
  • Late papers (i.e., timestamped or received 11:56 PM) will NOT be accepted or graded. NO EXCEPTIONS
  • All required assignments must be submitted to pass the course.

Disability & Accommodations

If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self-identify with the Office of Disability Services. (https://ods.rutgers.edu/). No accommodations will be granted without documentation from the Office of Disability Services. Please Inform the Instructor as to the nature of your disability - and we can work out a mutually-acceptable solution.

Our classroom is not a place for children. Students are not to bring family members for day care or babysitting.

Communications & Notifications

Canvas will be frequently used as a means of communication. Every student is responsible for any information conveyed via Canvas. Be sure that you are able to receive announcements through this platform. Check your email inbox to ensure you are receiving emails.

Students are free to use computers, tablets and smartphones OUTSIDE OF CLASS.

Readings

The purpose of class time is for experiential learning. It is NOT for the Instructor to review prior classes OR the assigned articles, texts and resources. (Some content may be covered.)

Homework

Homework is required in this course. Plan your time and activities to meet the requirements and deadlines specified in the course. Get to know your classmates and exchange contact information. If you miss (part of) a class, you can catch up.

Tutoring Assistance

Tutoring assistance for this course is free and available through the Douglass Writing Centre, on a first-come, first-served basis. It is an excellent service. You will be matched to a tutor for a 5-week period, according to your availability. Enrolment opens Sept. 18 (go to the http://www.dwc.rutgers.edu). Tutoring begins Sept. 25. Visit: www.dwc.rutgers.edu. The Douglas Writing Center supervisor is Jacqueline Loeb, 848-932-8042.

Classroom behavior

It is the University policy that free discussion, inquiry, and expression are encouraged in class. However, classroom behavior that interferes with either (a) the instructor’s ability to conduct the class or (b) the ability of students to benefit from the instruction is not acceptable. Examples may include routinely entering class late or departing early; use of beepers, cellular telephones, or other electronic devices; repeatedly talking in class without being recognized; talking while others are speaking; or arguing in a way that is perceived as “crossing the civility line.” In the event of a situation where a student legitimately needs to carry a beeper/cellular telephone to class, prior notice and approval of the instructor is required. Classroom behavior which is deemed inappropriate and cannot be resolved by the student and the faculty member may be referred to the Office of Student Conduct (http://studentconduct.rutgers.edu/) for administrative or disciplinary review as per the Code of Student Conduct which may be found at https://slwordpress.rutgers.edu/studentconduct/wp-content/uploads/sites/46/2017/05/UCSC2016.pdf



Final Grades

(Comment.gif: Six required assignments are graded A-F (A, B+, B, C+, C, F))

Final grades will be based on the following:

  • Attendance, Class Participation and Daily Work
  1. Cover Letter / Resume - 10%
  2. White Paper - 5%
  3. Annotated Bibliography - 5%
  4. Initial Sales Letter (Draft of Final Paper) - 15%
  5. Oral Presentation - 15%
  6. Final Paper ("Project Proposal) - 50%

IMPORTANT NOTE

  • All major assignments MUST be submitted to pass course
  • Final proposal MUST receive a passing grade to pass the course
  • ALL ASSIGNMENTS ARE TO BE SUBMITTED ONLINE IN TWO (2) WAYS: (1) SAKAI / TURNITIN & (2) GOOGLE DOCS (via Shareable Link)



Assignment DUE Dates & Deadlines

  1. Cover letter / resume - Wednesday, September 27 @ 11:55 PM
  2. White Paper - Wednesday, October 11 @ 11:55 PM
  3. Annotated Bibliography - Wednesday, October 11 @ 11:55 PM
  4. Midterm / Initial Sales Letter - Wednesday, October 25 @ 11:55 PM
  5. Oral Presentation - Begins Wednesday, November 1 (sign-up opportunities available soon)
  6. Final Paper ("Project Proposal) - Wednesday, December 13 @ 11:55 PM

Course Announcements



Weekly Agenda

(Comment.gif: Subject to change and revision as term progresses. Students will be notified of changes in class or by Sakai notifications.)

Week 1: Sept 6 - Course Intro / Review Syllabus

Review

  • None - as course is just beginning.

New Learning

Helpful Tips / Reminders

  • MLA Format (Magrino, p. 153) - (Comment.gif: Start a Good Habit right away. Save hours of tedious work to find and properly cite / document your research sources. Use RefWorks too.)
  • Digital Project / Portfolio (Comment.gif: This project is part of your Digital Project / Portfolio - you will have something to show future employers)
  • Plagiarism (Comment.gif: Never, never plagiarize and always, always cite your resources and quote properly.)
  • Get 1-1 advice from great Business Writing Tutors (for 5 weeks). Sign up on Sept. 18 at: http://writingctr.rutgers.edu (Comment.gif: Highly-recommended!)
  • Takeaways: See: Takeaways - Week 1

Activities

  • Update Your Email Address & preferred Phone Number where I can best reach you: (See link on WikiEducator) (Comment.gif: When this step is completed, I will give you access to the Google Docs folder(s) for the course.)
    • Demo of Google Docs (sharing links)
    • Complete Mini-Bio (on Google Docs) - be sure to include a photo (so I can get to know you more quickly
  • Class "Party" (groups of 4) - (1) name; (2) major / studying focus; (3) past summer activity (15 minutes)
  • Lunch: 12 noon - 12:18 pm
  • Discussion about Magrino Blog post
  • Read Autistic boy and service dog article, from Ottawa Citizen. Class discussion (groups of 4).

Homework

Readings

  • Magrino, Chapter 1, The Project Proposal from the Ground Up, pp. 1-14. (6Ps - Six Parts of the Project Proposal)

Prepare for Class

  • Find and bring to class a newspaper / magazine article of interest to you
    • Prepare draft answers for two (2) questions in the Newspaper Exercise (Magrino, p. 7). They are NOT required to be formally submitted to Sakai / Turnitin. Instead, bring them to class. (Comment.gif: Save an electronic / PDF copy and/or take a photo of the article for the future.)
  • Bring in two (2) possible project ideas to discuss next class.
    • Review the 6Ps Exercise (p. 9), and jot down 3-5 bullet points for each of the P's.
  1. Bullet Point 1, 2, 3, 4, 5, etc.

Week 2: Wednesday, Sept 13 - Newspaper Exercise & 6Ps

Review

  • DURATION: (10:20 AM - 10:40 AM - 20 MINUTES)
  • Q&A, comments
  • Thanks for completing bio
  • Welcome to new people - introduce yourself; (Newbies to meet me after class)
  • Challenging course - research, analyzing, synthesizing ideas; many assignments - be sure it is right for you; also, consider, if you need a tutor.
  • Ground rules for working together - no criticism, judgment, supportive environment - instead - "What Works Well" (WWW) and "What Could Work Better" (WCWB)
  • Active facilitation - Prof. Fisher
  • In general - preparing for 1st time activity - use 3-5 bullet points (instead of paragraphs).
  • Course tweaks, adjustments, modifications + improvements (experimentation)
  • Topic - Aligned to your interests / use library search feature - http://libraries.rutgers.edu - (also: databases - https://www.libraries.rutgers.edu/indexes)
  • Updated Office Hours Policy: Meet after class OR Email me with your phone number and best time / days to speak by phone. (Make sure your computer is available and logged in, if we need to use it)
  • Interview Skills (SMLR), 1 credit course, Meets Saturday afternoons

New Learning

  • DURATION: (10:40 AM - 11:15 AM - 35 MINUTES)
  • 6 Ps (in-depth) - PPT
    • Mention P +1 - People - You / Team

Activities

  • BREAK - (4 MINUTES)
  1. Newspaper Exercise & Class Discussion p. 7 (Comment.gif: Keep an electronic and printed copy of the article - and submit it as requested.)
  • Choose one (1) of the newspaper articles, and answer questions in depth (groups of 4)
  • (Comment.gif: Appoint Notetaker) and complete the worksheet. Discuss in groups, then report to class (plenary).
  • DURATION: (11:20 AM - 12: 10 PM - 50 MINUTES
  • Using RUTGERS LIBRARIES SEARCH BOX
    • Topic: increasing athletic performance
    • Librarian: I just did a few searches and I think going to database ACADEMIC SEARCH PREMIER might be better than doing a search on the box in the main page. I like to use different boxes. I would type performance enhancement drug*" in one box and type "professional athlete*" in the second box. I would also select scholarly articles to limit. I am assuming you are interested in professional athlete, but it could also be "college athlete"
  • LUNCH BREAK - 18:18 MINUTES
  • 6Ps ACTIVITY - 40 MINUTES
  1. Proposal Idea / Topic / Research + Conduct Six (6) P’s Exercise w/ Class Discussion, Magrino, p. 9
  • Make a copy of 6 Ps Worksheet (Google Doc). Save it with the Project Title, Owner's Name.
  • (Comment.gif: Appoint Notetaker) and complete the worksheet.
  • Discuss in groups, then report to class (plenary). (10 MINUTES)
  • FINAL ACTIVITY: WRAP UP + PREPARE FOR NEXT CLASS (10 MIN)

Homework

Readings

  • Barker, Joel, "Defining a Paradigm", pp. 17-21
    • Discussion questions, pp. 23-24
  • Morozov, Evgeny, "Making it Happen (Maker Revolution)", pp., 25-30
    • Discussion questions, pp. 31-32
  • Pirson, Michael and Lawrence, Paul, "Humanism in Business: Towards a Paradigm Shift?", pp. 33-46
    • Discussion questions, pp. 47-48
  • Magrino, Chapter 3, The Cover Letter and Resume - pp. 125-137.
  • Alred, Chapter 9, Job Search and Applications - Application Cover Letters, pp. 260-272.
  • Alred, Chapter 9, Job Search and Applications - Resumes, pp. 282-300.

Prepare for Class

  • Write 3-5 Substantive Bullet Points for each discussion question for Joel Barker's "Defining a Paradigm", pp. 17-21); Discussion questions, pp. 23-24 (we will collaborate in groups, to discuss questions in detail).
  • Find a job posting / advertisement that you want to apply to. Save the job posting / advertisement in an electronic format (PDF) and/or take a photo - and bring it to class.
  • (Comment.gif: Bring a PRINTED / HARD COPY of the appropriate Peer Review Workshop Form to class.)
    • Complete the form and add your name and the date. Take a photo of the form - as you will be required to submit it.)
    • Make sure the completed Peer Review Form accompanies the corresponding assignment.
    • Refer to the corresponding Rubric / Grading Criteria for each assignment.
  • Write DRAFT Cover Letter / Resume - for Peer Review.
  • Bring in two (2) possible Project Ideas / Titles to discuss next class.
  • Complete Mini-Bios

Notes from Peggy the Librarian - Paradigms & Library Research

  • Look at some of the resources listed on the libguide under "Finding Your Idea" for inspiration and ideas. You will get good background/overview information from CQ Researcher and the specialized/general online encyclopedias, which may lead to an idea you can research.
  • Look at the videos in the form because they give great tips on finding topics and narrowing broad topics.
  • Complete the Google Form for the Library Visit - Peggy Wong

Week 3: Sept 20 - Paradigm, Cover Letter / Resume

Review

New Learning

  • Problem; Paradigm - PPT
    • Activity - Discuss Barker (in groups)
  • Cover Letter & Resume PPT (15 MINUTES) - After Lunch?
    • Activity - Cover Letter & Resume Peer Review Workshop

Activities

  • Barker, Joel, "Defining a Paradigm", pp. 17-21 & Group Discussion, pp. 23-24 (Work collaboratively to answer questions)
  • Peer Review Workshop - DRAFT Cover Letter / Resume (Magrino, p. 133)
  • Discuss Proposal Ideas / Titles (Comment.gif: Use 6Ps Google Doc)
    • Add Proposal Idea / Topic to Google Form for Library Visit - Peggy Wong (Sept. 27) - Sakai Announcement

Homework

Readings

Prepare for Class

  • FINAL Cover Letter / Resume (include the job posting / advertisement) - Tuesday, Sept 26 @ 11:55 PM - Sakai / Turnitin; Also be sure to send INSTRUCTOR the same file to: sf623@scarletmail.rutgers.edu
  • Bring Proposal Ideas for Library session - Peggy Wong is an invaluable resource for researching your project. (Add Proposal Ideas to her Google Form).
  • Discussion questions - details to follow

Week 4: Sept 27 - White Paper, Annotated Bibliography & MLA Format

Review

  • What did I learn from last week? Outstanding Questions?
  • Researching the Patron, Problem and Paradigm (Magrino, pp. 141-144)
  • Rubrics - How They Work (i.e., Raw Scoring Google Doc - Cover Letter, Resume)

New Learning

  • White Paper Assignment (1-1.5 pages long - 500 words per page)
    • Requires: 4 sources (i.e., 2 scholarly OR 2 popular OR 4 scholarly) + 1 original source through fieldwork (i.e., phone / in-person interview)
  • Annotated Bibliography (100-150 words per entry)
    • 3-4 references that are related to your definition of the problem; and
    • 3-4 references related to the paradigm (i.e. your literature review regarding ways of solving the problem).
  • MLA Format / Citations

Activities

Homework

Readings

  • Magrino, White Paper Assignment, pp. 145-155
  • Magrino, Sample Annotated Bibliographies, pp. 155-163
  • Modern Language Association (MLA) Formatting & Style Guide: Purdue Online Writing Lab, https://owl.english.purdue.edu/owl/resource/747/01/
  • Alred, "Outlining" and "Paragraphs", pp. 23-29
  • Peek, CJ et. al), The 5Rs of Conducting Relevant Research, pp. 93-104
    • Discussion questions, pp. 105-106
  • Huffman, Stephanie, Missing Link: Lack of Citations and Copyright Notices in Multimedia Presentations pp. 115-122
    • Discussion questions, pp. 123-124

Prepare for Class

  • DRAFT White Paper (NEW: White Paper Peer Review Workshop Form)
  • DRAFT Annotated Bibliography for Peer Review Workshop
  • (Comment.gif: Bring a PRINTED / HARD COPY of the appropriate Peer Review Workshop Form to class.)
    • Complete the form and add your name and the date. Take a photo of the form - as you will be required to submit it.)
    • Make sure the completed Peer Review Form accompanies the corresponding assignment.
    • Refer to the corresponding Rubric / Grading Criteria for each assignment.
  • Proposal Titles

Week 5: Oct 4 - Plagiarism; Visual Storytelling; White Paper & Annotated Bibliography (Peer Review Workshops)

Review

  • What did I learn from last week? Outstanding Questions?

New Learning

  • Grammar, Wordiness, Better Writing Construction - Refer to this Week's Readings - into Next Week
    • Initial CL/R Feedback:
  1. Alignment between Cover Letter & Resume
    1. Extraneous / Strikethrough
  2. Redundant
  3. Watch Tenses
  4. Active vs. Passive Sentences

Activities

  • DRAFT White Paper Peer Review Workshop (pairs)
  • DRAFT Annotated Bibliography Peer Review Workshop (pairs)
    • Peer Review Workshop Form, p.163
    • Prof. Fisher - Go Around Class - Call for Responses to the following:
  1. Source - Name one (1) Source + Explain it
  2. Theory Identified in the Source - applicable to your proposal
  3. Paradigm - what is the paradigm you are using?
  • FUTURE: Mini-Workshop (Survey Development)
  • (Comment.gif: Future - Use Google Docs to create Peer Review forms - have students directly edit forms in G Drive)

Homework

Readings

  • Magrino Reading,"The Initial (Midterm) Sales Letter", pp. 169-184

(Comment.gif: Refer to these readings throughout the course, as they will help you develop clear, compelling and persuasive proposals.)

  • Alred, Chapter 4 - Proposals to Quotation Marks - p. 120-136
  • Alred, Chapter 6 - Formal Reports - pp. 176-202
  • Alred, Chapter 10 - Style and Clarity
    • "Business Writing to Loaded Arguments", pp. 306-319;
    • Tone to You", pp. 328-334.
  • Alred, Chapter 11 - Grammar
    • "Dangling Modifiers, p. 349
    • "Person", p. 360
    • "Sentence Construction to Sentence Fragments", pp. 370-377
    • "Tense, Verbs and Active Voice", pp. 377-385
  • 'Alred, Chapter 12 - Punctuation and Mechanics, pp. 388-423
  • Miller, Jane. "Organizing Data in Tables and Charts", in Magrino, pp. 107-11
    • Discussion questions, pp. 113-114

Prepare for Class

  • FINAL White Paper
  • FINAL Annotated Bibliography

Week 6: Oct 11 - Midterm / Initial Sales Letter; Wordiness & Dangling Modifiers

Review

  • What did I learn from last week? Outstanding Questions?
  • Feedback on Assignments
    • Note Learning from Last Week - Key Points - Grammar, Active & Specific Language, and Connection / Alignment btw: CL, Resume and JD (Writing Course)
  • Tutoring @ Douglass Center (Cook Campus)
  • Student Support / Looking for improvement
  • Surveys, Questionnaires?
  • Start thinking about when you want to do Oral Presentation - sign up sheet next week
  • Submit FINAL Versions of White Paper and Annotated Bibliography on Sakai. ALSO - Send me the Google Doc Files Directly  - White Paper_First Name_Last Name - as well as the Peer Review Forms.

New Learning

  • Magrino, Chapter 5, Midterm / Initial Sales Letter guidelines and samples (Magrino, pp. 169-184)
  • Wordiness

Activities

  • Midterm / Initial Sales Letter guidelines
  • Wordiness & Misplaced, Dangling Modifiers
  • Miller, Jane. "Organizing Data in Tables and Charts", in Magrino, pp. 107-11
    • Discussion questions, pp. 113-114 (Comment.gif: Prepare answers for Questions 5 & 6))
  • Discussion on 5 R's Research & Citations in Multimedia Presentations - pp. 93-104 (MAYBE - if time available) (Comment.gif: (Comment.gif: Pay attention to Table 2 + Prepare answers for Questions 1, 4 and 5)) answers for Questions 1, 4 and 5)
    • Discussion questions, pp. 105-106

Homework

Readings

Prepare for Class

  • DRAFT Midterm / Sales Letter for Peer Review Workshop
    • Write a business / sales letter or memo (4-5 pages) - single spaced, not including the list of works cited (MLA style).
  • (Comment.gif: Bring a PRINTED / HARD COPY of the appropriate Peer Review Workshop Form to class.)
    • Complete the form and add your name and the date. Take a photo of the form - as you will be required to submit it.)
    • Make sure the completed Peer Review Form accompanies the corresponding assignment.
    • Refer to the corresponding Rubric / Grading Criteria for each assignment.

Week 7: Oct 18 - Presentations, Formats & PowerPoint

Review

  • What did I learn from last week? Outstanding Questions?

New Learning

  • Oral Presentation guidelines, Magrino Ch. 6
    • Video of past oral presentation
    • Samples of past presentations / Slide Share
  • Presentations, PowerPoint & Proposals
  • Visual Design / Beyond Bullet Points
    • * Visual Storytelling: Collect Images; Unsplash, Canva.com, FireShot / ScreenShots; Getty Images / Copyright - continued...
  • (Comment.gif: Students are required to share their PowerPoint presentation used for the Oral Presentation with the Instructor (for grading purposes.)

Activities

Homework

Readings

Prepare for Next Class

  • FINAL Midterm / Sales Letter
  • Sign Up - for Presentations
  • Prepare - Oral Presentations with Peer Evaluations

Week 8: Oct 25 - Oral Presentations with Peer Evaluations + Project Proposal (Parts)

Review

  • TBD

New Learning

  • Parts of the Proposal
  1. Cover Letter - generally 1 page (not numbered or titled)
  2. Title Page - 1 page (not numbered)
  3. Abstract - 1 page (Roman numeral i)
  4. Table of Contents - 1 page (Roman numeral ii)
  5. Table of Figures - 1 page (Roman numeral iii)
  6. Executive Summary - 1-2 pages (Roman numerals (iv-v)
  7. Introduction - generally 2+ pages (Arabic numeral 1+)
  8. Literature Review - generally 2+ pages (or Research)
  9. Plan - generally 1-2 pages (or Procedures)
  10. Budget
  11. Discussion (perhaps including an Evaluation Plan)
  12. Works Cited (MLA style)
  13. Visual Aids (or Figures) - incorporated into the text when possible
  14. Appendix (if necessary)

Activities

  • Oral Presentations with Peer Evaluations
  • Topic Mini-Introductions (30-45 secs) - with Posture, Tone, Timing Checks

Homework

Readings

  • Magrino Reading, "The Project Proposal", pp. 211-278

Prepare for Next Class

  • Oral Presentations with Peer Evaluations
  • DRAFT Content - Cover Letter & Title, Abstract and Table of Contents, Table of Figures
  • Review Project Proposal for Peer Review Workshop I, pp. 253-254

Week 9: Nov. 1 - Oral Presentations + Peer Review Workshop I

Review

  • Magrino, Chapter 7, "The Project Proposal", pp. 211-278

New Learning

  • The Project Proposal

Activities

  • Oral Presentations
    • Oral Presentation Evaluation, Magrino, p. 209
  • Project Proposal for Peer Review Workshop I, Magrino, pp. 253-254

Homework

Readings

Prepare for Next Class

  • Project Proposal for Peer Review Workshop II: Executive Summary, pp. 259
  • (Comment.gif: Bring a PRINTED / HARD COPY of the appropriate Peer Review Workshop Form to class.)
    • Complete the form and add your name and the date. Take a photo of the form - as you will be required to submit it.)
    • Make sure the completed Peer Review Form accompanies the corresponding assignment.
    • Refer to the corresponding Rubric / Grading Criteria for each assignment.

Week 10: Nov 15 - Oral Presentations + Peer Review Workshop II

Review

  • TBD

New Learning

  • TBD

Activities

  • Oral Presentations
    • Oral Presentation Evaluation, p. 209
  • Project Proposal for Peer Review Workshop II: Executive Summary, pp. 259

Homework

Readings DUE

  • Alred, Chapter 7 - Design and Visuals - pp. 204-236 (helpful cheat sheet on p. 235)

Prepare for Next Class

  • Project Proposal for Peer Review Workshop III: Introduction and Literature Review, pp. 265-266
  • (Comment.gif: Bring a PRINTED / HARD COPY of the appropriate Peer Review Workshop Form to class.)
    • Complete the form and add your name and the date. Take a photo of the form - as you will be required to submit it.)
    • Make sure the completed Peer Review Form accompanies the corresponding assignment.
    • Refer to the corresponding Rubric / Grading Criteria for each assignment.

Week 11: Nov 22 - Oral Presentations + Peer Review Workshop III

Review

  • TBD

New Learning

  • TBD

Activities

  • Oral presentations
    • Oral Presentation Evaluation, p. 209
  • Project Proposal for Peer Review Workshop III: Introduction and Literature Review, pp. 265-266
  • (Comment.gif: Bring a PRINTED / HARD COPY of the appropriate Peer Review Workshop Form to class.)
    • Complete the form and add your name and the date. Take a photo of the form - as you will be required to submit it.)
    • Make sure the completed Peer Review Form accompanies the corresponding assignment.
    • Refer to the corresponding Rubric / Grading Criteria for each assignment.

Homework

Readings

  • TBD

Prepare for Next Class

  • Project Proposal for Peer Review Workshop IV: Plan, Budget and Discussion, pp. 271-272
  • (Comment.gif: Bring a PRINTED / HARD COPY of the appropriate Peer Review Workshop Form to class.)
    • Complete the form and add your name and the date. Take a photo of the form - as you will be required to submit it.)
    • Make sure the completed Peer Review Form accompanies the corresponding assignment.
    • Refer to the corresponding Rubric / Grading Criteria for each assignment.

Week 12: Nov 29 - Oral Presentations + Peer Review Workshop IV

Review

  • TBD

New Learnings

  • TBD

Activities

  • Oral Presentations with Peer Evaluations
  • Project Proposal for Peer Review Workshop IV: Plan, Budget and Discussion, pp. 271-272
  • Peer Evaluations

Homework

Readings

  • TBD

Prepare for Next Class

  • FINAL PROJECT (15-20 pages inclusive; 500 words per page), single-spaced. Cited Works double spaced - MLA Guidelines).
    • Leadership statement that puts information in action by proposing a research-justified solution to a well-defined problem
  • Project Proposal: Peer Review Workshop Evaluation, pp. 277-278
  • (Comment.gif: Bring a PRINTED / HARD COPY of the appropriate Peer Review Workshop Form to class.)
    • Complete the form and add your name and the date. Take a photo of the form - as you will be required to submit it.)
    • Make sure the completed Peer Review Form accompanies the corresponding assignment.
    • Refer to the corresponding Rubric / Grading Criteria for each assignment.

Week 13: Dec 6 - FINAL PROPOSAL (PROJECT) and Evaluation

Review

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Tip: Perform a full review and copy edit of your Final Proposal (Project). Excellent grammar makes a big difference to the success of your proposal and your grade.


New Learning

  • TBD

Activities

  • Project Proposal: Peer Review Workshop Evaluation, pp. 277-278
  • Oral presentations with peer evaluations (Remaining)

Homework

Readings

  • TBD

Prepare for Next Class / DUE

  • Project - FINAL DRAFT (15 pages; 500 words per page) - (single-spaced. Cited Works double spaced - MLA Guidelines).
    • Leadership statement that puts information in action by proposing a research-justified solution to a well-defined problem
  • Peer Review Workshop Evaluation (sheet)
  • Course Evaluation (in-class)

Week 14: Dec 13

Possibly Needed

Google Docs: Set-Up

In this course, we will use Google Docs for assignments

  • All papers MUST be submitted via Google Docs (shareable link), unless otherwise specified.
  • All students have a Google Drive account. (Your Scarlet Email is Google Mail (Gmail)
  • You can use Scarletmail or you own personal Gmail account for the class.
  • Students will be asked to give their preferred email address on a Google Sheet - and a link will be sent to access the Course Folder
  • Students can create a document in Google Drive directly OR upload a Microsoft Word (*.doc / *.docx) to Google Drive.

Google Docs: Naming Convention

  • Documents MUST be named this way: Assignment Name Underscore First Name Last Name. (For example, CoverLetterResume_RandyFisher).

Google Docs: Sharing with Your Instructor

  • Sharing in Google always involves using a URL / hyperlink. The file stays in the owner's (student's) Drive.
  • Student 'shares' his / her files with the instructor with a shareable URL / hyperlink.
  • Student invites the instructor to Comment on the document by Selecting the file in Google Docs; Right-Clicking and Select Share.
  • A Dialogue box will appear with the following information: "Anyone with the link can view".
    • Change this to "ANYONE WITH THE LINK CAN EDIT"
    • Under "PEOPLE" - type Instructor's Gmail Address randyfishercan AT gmail.com
    • Be sure to click the pencil / drop down menu to: "CAN EDIT"
    • Then "ADD A NOTE" - (this can be Assignment Submitted).
    • Click "DONE".

Google Docs: How Commenting Works

  • Instructor does NOT change the originally submitted file to grade and comment. (It will be saved in a dedicated folder for future reference).
  • Instructor makes a copy of the student's file - and reviews and comments on the file.
  • Instructor emails student to notify him / her - via Google Docs - when comments are completed.
  • Student receives the email, and is then invited to comment.

Google Docs: How To Video (Sharing Links) & Help Files


Rutgers Policy on Academic Integrity

Academic integrity is essential to the success of the educational enterprise and breaches of academic integrity constitute serious offenses against the academic community. Every member of that community bears a responsibility for ensuring that the highest standards of academic integrity are upheld. Only through a genuine partnership among students, faculty, staff, and administrators will the University be able to maintain the necessary commitment to academic integrity.

The University administration is responsible for making academic integrity an institutional priority and for providing students and faculty with effective educational programs and support services to help them fully understand and address issues of academic integrity. The administration is also responsible for working with other members of the academic community to establish equitable and effective procedures to deal with violations of academic integrity.

The faculty shares the responsibility for educating students about the importance and principles of academic integrity. Individual faculty members are also responsible for informing students of the particular expectations regarding academic integrity within individual courses, including permissible limits of student collaboration and, where relevant, acceptable citation format. Finally, all members of the faculty should report all violations of academic integrity they encounter.

Students are responsible for understanding the principles of academic integrity fully and abiding by them in all their work at the University. Students are also encouraged to report alleged violations of academic integrity to the faculty member teaching the course in which the violation is alleged to have occurred.

For more in depth description of official Rutgers University policy view this website: http://academicintegrity.rutgers.edu/

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