User Rating: 0 / 5
1. COURSE OBJECTIVES
Business Communication II (Tiếng Anh giao tiếp trong kinh doanh II), Beginning College Writing, is an intensive writing course designed to develop students as competent writers and effective communicators. It will help students with critical thinking and analytical skills required for academic communication in American universities and colleges. The course cultivates written communication skills as a preparation for Business Communication II (Tiếng Anh giao tiếp trong kinh doanh III), QTR204E, which focuses on writing in Business. This course will require in-class participation and discussion (group work, peer review, etc.) as well as out-of-class work on drafting and revising essays.
2. COURSE CONTENT
No.
Content
Time Allocation
CLO
Hour(s) on the class
Essays, exercise,
Assignments...
Self-study with teacher’s tutorials
Lecture
Practice, Seminar…
1
- Introduction
- Discuss Syllabus
- Course Objectives, Expectations, and Formats
2
1
1.5
5.5
CLO1, CLO6, CLO7
2.
- Daily Writing
- "Preface”
- “Contents"
- Chapter 1
- Chapter 2
2
1
1.5
5.5
CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7
3.
- Daily Writing
- Chapter 2
- Prompt for Essay #2
2
1
1.5
5.5
CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7
4.
- Daily Writing
- Analytical Grading
- Rubric for Essay #2
- An American Childhood
2
1
1.5
5.5
CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7
5.
- Daily Writing
- Chapter 2
- What is Peer Review?
- Guidelines for Group Critiquing
2
1
1.5
5.5
CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7
6.
- Daily Writing
- Chapter 5: Arguing a Position
- Classical Rhetoric and Contemporary Academic Writing
2
1
1.5
5.5
CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7
7.
- Chapter 5: Arguing a Position
2
1
1.5
5.5
CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7
8.
- Daily Writing
- Chapter 13
- Writing as a Social Construct vs. Writing as Private Act
- Introduction and Thesis Statement for Persuasive Writing
2
1
1.5
5.5
CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7
9.
- Daily Writing
- Chapter 10
- Topic Sentences and Body Paragraphs
- Prompts for Essay #3
2
1
1.5
5.5
CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7
10.
- Daily Writing
- Chapter 10
- Classical Appeals
- Deductive Reasoning
2
1
1.5
5.5
CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7
11.
- Chapter 7
- Thesis Statement for the Evaluative Essay
2
1
1.5
5.5
CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7
12.
- Daily Writing
- Chapter 7
- Analysis of a Film
- Collaborative Writing
- Watch a Film (to be named on the day)
- Prompt for Essay #4
2
1
1.5
5.5
CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7
13.
- Daily Writing
- Chapter 7
- Chapter 9
- Primary and Secondary Sources
- MLA Documentation
- Plagiarism
2
1
1.5
5.5
CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7
14.
- Chapter 17
2
1
1.5
5.5
CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7
15.
- Chapter 19
- Course Evaluation
- Reflections
2
1
1.5
5.5
CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7
Total
30
15
22.5
82.5
3. COURSE ASSESSMENT
Form
Content
Criteria
CLO
Proportion
Formative
Class attendance
Please see Course Policy
CLO1, CLO2, CLO3, CLO4, CLO5, CLO6, CLO7.
10%
Quizzes,
In-class discussions and homework assignments, peer reviewing on assigned paper.
Summative
Assignments
A Portfolio of assignments as listed in Assignment Checklist below.
CLO1, CLO2, CLO3, CLO4, CLO5, CLO6, CLO7.
90%
* Formative assessment (10%)
- 10 Daily writing: 10 points
- Bonus 10 points for
- Class attendance (2.5 points)
- Homework assignments (2.5 points)
- Quizzes - questions at the end of class (2.5 points)
- In-class discussions (2.5 points)
* Summative assessment (90%)
No.
Assessment
Rate
I
Mid-Term
30%
1
Essay #1
15 points
2
Essay #2
15 points
II
Final term
60%
2
Essay #3
30 points
3
Essay #4
30 points
7.2. Assessment Criteria
* Formative assessment
Essay #3 (30 points = Total for essay/10x3) & Essay # 4 (20 points = Total/10x2)
A
B
C
D
F
Total
Points
Assignment Goals and Substance
30
• Excels in responding to assignment. Interesting,
• Demonstrates sophistication of thought.
• Key information/data is well used and clearly communicated.
30
• A solid paper, responding appropriately to assignment.
• Uses most of the requested information/data.
• Shows good use of sources, but may not communicate them clearly.
25
• Does not respond well to assignment. Adequate but weak and not effective.
• Presents key information/data in general terms, often plagued with platitudes or clichés.
• Shows basic use of sources lapses in understanding.
20
• Does not respond appropriately to the assignment.
• The paper and the information used are vague
• Student may misunderstand and/or underuse sources.
15
• Does not respond to the assignment.
• Lacks basis information and may neglect to use sources or adequate ones where necessary.
0‐14
30
Organization
& coherence
30
• Uses a logical structure appropriate to paper's subject and purpose.
• Sophisticated transitional sentences (develops one idea from the previous one or identify their logical relations).
• Uses very well information and data and integrates it in the essay rather than lists it.
30
• Uses some logical structure appropriate to paper's aim.
• Some logical links may be faulty, but each paragraph clearly relates to paper’s goal.
• Uses some transitional devices.
• Uses well information and data and integrates them in the essay rather than lists them.
25
• Ideas are arranged randomly rather than logically and sentence arrangement is not coherent.
• If used, transitions are not logic‐
based.
• Uses little information and data and does not integrate it well in the essay.
20
• Random organization, lacking paragraph/sentence coherence
• Uses few or inappropriate transitions.
• Uses almost no information and data. Whatever is used is not integrated in the essay.
15
• Poor organization;
• Lacks transitions and coherence.
• Lacks all necessary information and data.
• May or not be all written in own words
0‐14
30
Support and references
25
• Uses good information/data appropriately and effectively
• Provides sufficient evidence and explanation to convince, especially in responding to specific questions.
• Uses six or more refereed sources.
25
• Uses good information/data appropriately.
• Provides some evidence and explanation to convince, especially in responding to specific questions.
• Uses six or more refereed sources.
19
• Often uses generalizations to support points.
• Some information/data may not be relevant.
• Often depends on unsupported opinion or personal experience
• Lapses in logic.
• Uses less than six refereed sources.
13
• Heavy use of clichés or over‐
generalizations for support
• Offers little evidence/data.
• May be personal narrative rather than essay.
• May be too brief
• May not all be written in own words
• Uses one to no refereed sources.
7
• Uses irrelevant details
• Lacks supporting evidence
• May be unduly brief
• Use no appropriate sources
• May not all be written in own words
0‐6
25
Mechanics
15
• Almost free of spelling, punctuation, and grammatical errors.
• Follows assignment plan exactly, handling one section at a time, using good transitions between them.
• Excellent use of APSA Style
• Written in own words.
• Uses information/sources ethically and legally.
15
• Contain a few errors, which may annoy the reader but not impede understanding.
• Follows assignment plan somewhat, using some good transitions devices
• Adequate use of APSA Style
• Written in own words
• Uses information/sources ethically and legally
12
• Contains several mechanical errors, which may confuse the reader but not impede the overall understanding.
• May not follows assignment plan and has poor or no transitions.
• Poor or no use APSA Style
• May not be all in own words
• May not use all information and sources ethically and legally.
9
• Usually contains either many mechanical errors that block the reader's understanding and ability to see connections between ideas.
• Does not follow assignment plan.
• Very Poor or no use of APSA
• May or not be all written in own words
• May have a problem with ethical and legal use of information.
6
• Has so many mechanical errors that it is impossible to read and follow the thinking.
• Does not follow assignment plan.
• Poor or no use of APSA
• May or not be all written in own words.
• May have a problem with ethical and legal use of information.
0‐5
15
100 = A
81 = B
62 = C
43 = D
F = 39
Presentation essay 4 (10 points = Total for presentation/4x10)
Presentation
Unacceptable/Absent
1 pts
Limited/Emerging
2 pts
Proficient
3 pts
Advanced
4 pts
Length
Unacceptable/Absent
Presentation was Less than 4 minutes
Limited/Emerging
Presentation was 4-5 Minutes
Proficient
Presentation was 5-6 or 8+ minutes
Advanced
Presentation was 6-8 minutes
Movie Clip
Unacceptable/Absent
A clip was not included in the presentation
Limited/Emerging
The clip was less than 2 or more than 3 minutes long, and did not contribute to the quality of the presentaiton
Proficient
The clip was less than 2 or more than 3 minutes long, but still contributed to the quality of the presentation
Advanced
The clip ran 2-3 minutes and contributed to the quality of the presentation
Communication
Unacceptable/Absent
Presenters demonstrated no confidence and a lack of preparedness, failing to communicate the movies themes at all
Limited/Emerging
Presenters demonstrated a general lack of confidence and/or preparedness, failing to fully communicate the movies themes clearly or with emotion
Proficient
Presenters demonstrated confidence and cleary communicated the themes of the film, though occasionally lacking clear articulation and/or an engaging tone
Advanced
Presenters demonstrated confidence and clearly communicated the themes of the film with clear articulation and an engaging tone
Collaboration
Unacceptable/Absent
Presenters had clearly not practiced, creating an unpolished presentation with rough transitions and a poor balance of speaking
Limited/Emerging
Presenters worked together well for the most part, though occasional confusion and/or miscommunication was evident and one of the partners did the majority of the speaking
Proficient
Presenters worked together well for the most part, though occasional confusion and/or miscommunication was evident or one of the partners did the majority of the speaking
Advanced
Presenters clearly practiced the presentation, worked well together, and split the time speaking fairly evenly, creating a polished and professional presentation