Syllabus for SC 330 - 01 (3 Hrs

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Syllabus for SC 330 -01 (3 hrs.) Corporate & Professor: Glen Williams

Professional Communication

TR 9-9:50 a.m.*; Fall 2010; GB 109

“You can have brilliant ideas, but if you can't

get them across, your brains won't get you anywhere."

—Lee Iacocca, An Autobiography (New York: Bantam, 1984).

Course description:A careful examination of the roles of communication and its importance in business

and organizational settings, how we might communicate more effectively and professionally, and the benefits of doing so.

Course objective: To better understand, appreciate, and employ principles of effective communication.

Text: (Required; we will read the text in its entirety.) Guffey, M.E. (2003). Business Communication:
Process & Product, 4e. Mason, OH: SW College Publishing.

Assignments, exams, and total points possible:

Four* written assignments:Your scores

1) Assimilating What You Encounter10 pts.4% ______
2) Profile of a Position & Your Prep.20 pts.8% ______

3) Connecting vs. Selling Yourself15 pts.6.5% ______

4) Team Project & Report/Symposium30 pts.13% ______

Presentations

1) Sharing paper one 5 pts. 2% ______
2) Sharing paper two 5 pts. 2% ______
3) Team report/symposium10 pts. 4% ______
(Use of PowerPoint) 5 pts. 2% ______

Quiz I (C.L.U.E.—Appendix A)10 pts.4% ______

Quiz II (chapters 1, 2, 3, & 4)25 pts.11% ______

Quiz III (chapters 5, 6, & 7)25 pts.11% ______

Quiz IV (chapters 8, 9, 10, & 11) 25 pts. 11% ______

Quiz V (chapters 12, 13, 14)25 pts.11% ______

Final Exam(partial take-home)20 pts.8% ______

Total pts. poss. 230 pts.* Your total = ______

Final grades will be calculated using the following scale:

207--230 = A (i.e., 90% + = A)184-206 = B (i.e., 80% + = B)

161-183 = C (i.e., 70% + = C)138-160 = D (i.e., 60% + = D)

*You may opt to attend & report on an annual lecture hosted by the Dept. of Communication Studies.

If so, the brief, simple report would be worth up to 5 possible bonus pts.

Instructor information:

Office: GB 217H; Office phone (651-2493); Mail Stop: 2750; Mailbox: outside office door

Office hours: ______& ______

E-mail: Note: No attachments! Web:

Home phone ( 8 a.m. — 9 p.m. & vital calls only, please! ) : 651 – 4211
______
*Mid-morning by corporate standards

A word about written assignments:

For each written submission I will emphasize quality over quantity. I want to see well-contemplated thought expressed concisely and precisely. Each submission should be the result of multiple drafts / revisions. I will expect your absolute best work (just as if you were “on the job,” so I can help prepare you to be ready for that).
I also will expect you to review my comments and apply them to your next endeavor. Regardless of how well you write, I will expect to see you improve as a writer. An ability to write well is important for producing more effective/successful messages as well as for analyzing messages you encounter (a major goal of SC330!).

We will discuss writing, and I will coach your writing. You may also wish to visit the WritingCenter in Kent Library (651-2159) for some one-on-one assistance with your writing. (More about this, below.)

*Daily schedule for the course

Month / Day:To prepare for class:Agenda:

—August—

M 23Show upIntros & overview
Discuss Assignment I / Presentation I

W 25Read App. A & Ch. 1, pp. 3-10Discussion

F 27Review App. A & read Ch. 1, pp. 15-32Applying Skills
M 30Read Ch 2: parts 1-3 & 5Disc/activities
—September—
W 1Read Ch 3: parts 1-3, skim parts 4-6Disc/activities
Noon: Speakers Showcase( U.C. Ballroom )

F 3Read Ch 4, skimming part 6Disc/activities

Review your notes from the Showcase
M 6No class: Labor Day

W 8Prepare for Quiz I: Review carefully!!Quiz I

F 10Study day: Prepare for Quiz IIIn-class prep

M 13Prepare for Quiz II; read Assignment IIQuiz II; Discuss AII

W 15Read Ch 5; work on Assignment IIDisc/activity
F 17Return & review quizzesDisc/activity

M20 Read Ch 6; work on Assignment IIDisc/activity

W22 Read Ch 7; work on Assignment IIDisc/activity

F 24 Prepare for Quiz IIIQuiz III

M 27Read Ch 8; work on Assignment IIDisc/activity

W 29Read Ch 9; finish Assignment IIDisc/activity

—October—

F 1Review Ch 9; Read Assignment IIIDisc/activity; Discuss AIII

M 4Finish Assignment II Assignment II due / presented

W 6 Read Ch 10; work on Assignment III Disc/activity

F 8 Review Ch 10; work on Assignment IIIDisc/activity

M 11Read Ch 11; work on Assignment IIIDisc/activity
W 13Review Ch 11; finish Assignment IIIAssignment III due; Activity,cont.

F 15No class! Fall Break!! Enjoy special times with family & friends!

M 18Prepare for Quiz IVQuiz IV

W 20Read Ch 12Disc/activity

F 22Read Ch 13Disc/activity

M 25Read Ch 14;Read Assignment IIIDisc/activity
W 27Read Assignment IIIDisc/activity

F 29Prepare for Quiz VQuiz V
Homecoming this weekend!

—November—

M 1Read Ch 15; Review Assignment IIIDisc/activity

W 3Researching for AIII: Expectations & A PrimerDisc/activity

F 5Work on AIIIMeet in Kent Library

M 8Work on AIIIMeet in Kent Library, Rm. 329
W 10Work on AIII, including presentation portionMeet in Kent Library

F 12Work on AIII, including presentation portionMeet in Kent Library

M 15No class: Gw attends national conventionWork with group
Plan to utilize Greene Multimedia Center
in Kent Library, Rm. 329. Ph: 986-4978
W 17No class: Gw attends national conventionWork with group
F 19Finalize Assignment IV and presentationAssignment IV due;
Presentations begin
M 22Get ready for presentationsPresentations, cont.

W 24 & F 26No Class: Thanksgiving Holiday! Give thanks with family & friends.

M 29Get ready for presentationsPresentations, cont.

—Decembrrr!—

W1Get ready for presentationsPresentations, cont.
F 3Get ready for presentationsPresentations end

M6Read Ch 16Disc/activities

W 8Review Resume / Cover Letter Activity

F 10Review Resume / Cover Letter Activity

Final exam period: 8:00 a.m. on Wednesday, Dec. 15

Policies for the course:Know them & follow them, as any professional would.

I will uphold University policies regarding Civil Climate; Academic Dishonesty; Attendance; Incompletes; Withdrawal, etc. We will handle any issues or problems on a case by case basis, documenting everything in writing. Consult the Undergraduate Bulletin and the Fall Schedule 2010.

1) Policy regarding assignments: In addition to complying with all assignment guidelines & specifications:

a) Have a backup copy of all work before & after submitted. E.g., computer mishaps won’t extend date due.

b) Submit by date due. I will accept late work only if it is due to a documented emergency. Even so, in fairness, the late submission will receive a grade reduction of 10% per 24 hrs. late, or fraction thereof.

c) Unless indicated otherwise, type all assignments. Assignments not typed will be returned to be typed and will incur the usual late penalty, unless I kindly extend the period of submission to later in the day.

d) Any appeal of a grade must be made in writing within 3 days of its issue. I’ll respond orally & in writing.

2) Policy pertaining to students with special needs: I will do my best to accommodate and assist every student to facilitate her or his learning and to enhance his or her educational experience. In order to provide optimum assistance, I will need to coordinate my efforts with those of the LearningEnrichmentCenter (651-2273). Any student with special needs should contact that office and share their recommendations with me.

General expectations for performance in the course:

1) This course will require a lot of writing. The emphasis will be on quality, not quantity. Although an assignment may not require a lot of pages, it will require a lot of thought and careful attention to how that thought is written—including clarity, coherence of thought, structure, style, and so on. I will always expect your best work, and it is in your interest (both in terms of grade and development) to put forth your best effort on any assignment. (Also write with the goal of building a portfolio! Consult Career Linkages for ideas.)

Note: If you need assistance in order to achieve junior-level, college-level writing, it is your responsibility to seek assistance at the WritingCenter in Kent Library (651-2159). (Just as students who have trouble in Calculus, Statistics, etc., often seek help from a tutor, so should those who have difficulties with writing.)

The good news is that the WritingCenter is a free service for students.

2) I assume you will be an active participant and not merely a passive observer; I expect you to contribute to class discussion—helping to raise our collective awareness & enhance our learning. Note: On the final exam, I may ask you to discuss a noteworthy contribution you made.

3) I expect you to tune into class and not distract others, behaving as you would in any professional meeting (or in a movie theatre!).We cannot tolerate extended, “private” conversations/chatter.

Attention honors students: You can contract SC 330 for honors credit. We’ll make it humane & fun!

A quick note about grades:

The university designates that average (i.e., “okay”/ “good”) work merits a “C.”

Work (speeches, papers, etc.) that is not “okay” / “good” in any way, will earn less than a “C.”

(Note:Otherwise, I’d be telling you something was “okay,” when it was not.

In addition, I’d be cheapening the degree from Southeast.)

Work that exceeds “okay” / “good” will earn a “B.”

Work that greatly exceeds “okay” / “good” to the point of being considered exceptional,

will earn an “A.”

Note: Continued enrollment in the course implies your agreement to abide by the policies/expectations specified in this syllabus; this syllabus represents a contract between student and professor.

Descriptions for quizzes, the final exam, and assignments:

The following is meant to clarify, assist, and direct your work. I welcome your observations & questions.

Quiz I: To communicate effectively, a professional must employ language correctly, as well as the various conventions and forms that govern its proper use in business/organizational settings. We’ll brush up on these matters via Appendix A in the text, and I’ll quiz your knowledge/application of these matters.Study carefully!

Quiz II: I’ll quiz your knowledge of (& ability to apply) what we’ve learned from chapters 1, 2, 3, & 4.

Quiz III: I’ll quiz your knowledge of (& ability to apply) what we’ve learned from chapters 5, 6, & 7.

Quiz IV: I’ll quiz your knowledge of (& ability to apply) what we’ve learned from chapters 8, 9, 10, & 11.

Quiz V: I’ll quiz your knowledge of (& ability to apply) what we’ve learned from chapters 12, 13, & 14.

Final Exam: Part of this will be a take-home. For example, I might have you create a resume that is concise and instantly intelligible (Ch. 16) and/or rework Assignment III. In any case, we’ll discuss the final, and I’ll provide specific directions.

Note: Quizzes & the Final Exam comprise 50% of your total grade. These are not merely recall questions but also contain application exercises. Hence, they will test your ability to communicate effectively, not merely test what you know about theory, principles, and so forth.

Written Assignments

Assignment I: Assimilating What You Encounter. Assimilation is part of learning. It’s when we reflect upon what we encounter, associating it with what we have previously learned or experienced and forging connections among the previously “unconnected” parts. Your task in this first written assignment is to do just that. As you read through a chapter, some things should “sound familiar.” Perhaps Guffey’s discussion reminds you of something you were taught while growing up, or perhaps it’s something you read or viewed or listened to in a recent news program, or maybe it’s something you picked up on while watching others, or maybe it relates to something you’ve discussed in another class.

Whatever the case, fashion your response in a single, developmental paragraph (see “Pointers for Writing,” below). Craft a topic sentence that nails down the idea of your paragraph precisely and concisely. Frontload that idea in the first or second sentence of the paragraph. Stick to that idea with everything that follows, as you develop the idea. Provide good, easy-to-read and easy-to-understand explanation and example. If you quote, make sure to keep it at a minimum, integrate it smoothly, and properly acknowledge the source.Be sure to quote from the specific passage in Guffey’s text and indicate the page(s) upon which it appears. (Note: Consult the form Assimilation Paper, available under “forms” on our class website. Follow it closely. Attach it beneath your completed paper. I will use the form in providing feedback to you.)

For example, in chapter one Guffey observes that “flatter organizations . . . require that every employee be a skilled communicator” (p. 5).Her statement reminds me of my father telling me that in order to be successful, one has to associate with successful people. It also reminds me of the stellar group of colleagues I had at Texas A&M and how my own publication record soared during those years. Within this first paper I’d explain how being around talented people, who put their talent to good use,can help make the whole group stronger as well as help keep everyone motivated and growing and excelling.

Your paragraph will likely require a page and a half of double-spaced text. Please use a Times 12 font. You will also share your paragraph with the class, aloud, on the day we cover that chapter in class. Present it, rather than merely read it to us. Engage us with your eyes, and be appropriately animated, dynamic with your voice and manner. Please dress the part, as well.

Since everyone cannot possibly go on the same day, you’ll need to sign up for which chapter you wish to reflect upon. There are 25 of us and 16 chapters. Hence, we’ll need to limit each chapter to a maximum two persons. This arrangement will also ensure that we have at least one person reflecting upon each of our chapters. You will sign up on a first-come, first served basis. You’ll also need to take notes; what transpires may very well be worthy of inclusion on an exam.

Assignment II: Profile of a Position / Internship (or Grad School) & Your Preparation. Answer the following two questions, each in a single, developmental paragraph (see “Pointers for Writing,” below). Research your answer for question one via the reference materials in Kent Library (See “Use Your Library,” p. 525.) and/or Career Linkages (and you may supplement that research with additional materials available on-line). Impress me with your bibliography of sources. Employ APA Style (available on-line). Consult the form My Ideal Position while writing your paper, following it closely. It is available under “forms” on our class website. Attach the form beneath your completed paper. I will use the form in providing feedback to you.

1) What particular entry-level position do you desire, and what is its typical, official job description?

2) What have you done and are you doing to prepare for the position?

You will also share your paper with the class, aloud, on the day it is due. Present it, rather than merely read it to us. Engage us with your eyes, and be appropriately animated, dynamic with your voice and manner. Please dress the part, as well.

Assignment III: Advertising & Connecting vs. Selling. In order to more effectively prepare for answering questions during an employment interview as well as to more effectively “network” for employment, experts advise that you be able to state, in ten seconds or less, a way you can fulfill the needs of a particular company/organization. Rather than go on at length about one’s qualifications, and so on (i.e., an attempt to generally sell one’s self), one should “connect” with the contact person(s) plus link himself or herself with a company/organization’s particular needs. These concise “installments”/ “seeds,” rather than a wide-ranging sales pitch, are said to be more the norm these days; research indicates that job seekers land more jobs via networking and a business card than a resume and an extensive sales pitch.

Hence, try your hand at “connecting” as a follow-up to the previous assignment. To do so, craft three “connecting” statements (10 seconds or less). In each, identify how your skills, experience—whatever—connect with the position and the company / organization / school. Identify the institution you are targeting, as well as any person (including title) that you’re addressing. Double space and number each entry. Refine the expression until it’s eloquent.Be credible, not incredible. (Note: For some ideas, check out the inventory atop p. 524.) Consult, print out, and attach the form Advertising and Connecting, under “forms” on our class website.

In addition, “advertise” by creating your own business card that will assist your networking. Simply create it on a separate page, using the approximate size of an actual business card. Keep it simple and concise so that the recipient can process it with a glance yet “artful enough that so the person will be informed & intrigued by what she or he sees—so much so, perhaps, that the person invites you to submit a resume and/or come in for an interview.
Note:Later on, you might also want to place a resume online (p. 540) and enter the URL on your card. If you develop an online resume, you might link general descriptors—such as headings of jobs held—to more specific information about your duties, supervisor’s name and how to contact her or him—which you also link to from “references”—and so on. Building in these explanatory links would maximize use of the medium and make for a cleaner, smarter, more impressive presentation. Among other things, it would keep a visitor from having to scroll and scroll and wade and wade. Instead, the person could link and go back as he or she desires.

Assignment IV: Team Project & Report/Symposium.

You’ll work with a partner or team to locate and gathercurrentinformation about one of the following questions (which you will sign up for). You will coordinate efforts to produce a well-researched, comprehensive report that you will present as a symposium with a target time of five minutes per person. A symposium has the same parts as a regular presentation (an intro, body, conclusion, and verbal signposts—see p. 497) but is presented by more than one person, each of whom will smoothly hand off parts.

Begin your work by dividing the project in a logical manner, with each team member principally responsible for exploring/answering one particular area of the question. Some initial investigation may be necessary to determine logical divisions of the question, and ongoing investigation may necessitate some revision of how you’ve divided things up and your overall plan for what to include in the report and how you’ll organize it. For this reason, meet regularly to contemplate one another’s findings and how the report is taking shape. Also provide your partner(s) any information you’ve come across that might assist their efforts. Research a minimum of two, high-quality sources. Be sure to impress us with how well you’ve done your homework.

Development for the idea of each area should include material from the sources consulted, as well as your own, original examples or illustrations, akin to what we had you to provide in our first paper—the assimilation paper. I’ll want to see that you’re thinking deeply about and relating to and otherwise internalizing the meaning/lessons of what you have investigated.