BA 324 Business Communication Fall 2012Master Syllabus

Applies to All BA 324 Sections

Instructor Michael J. Barrett, Ph.D.Office: GSB 4.126F, 232-6950, mjbarrett@austin.utexas.eduHours: MTW 10:00-11:00 and by appointment

Student AssistantKayla Riggskayla.riggs@bba09.mccombs.utexas.edu

PrerequisitesRequired classes: English 603A, Rhetoric and Writing 306, 306Q, 309K, or

Tutorial Course 603A, and credit or registration for BA 101H (or 102H), 101S, or 101T

Expected skills: Basic writing skills, including grammar and mechanicsComputer skills, including the ability to create PowerPoint presentations, communicate via email, and use the Internet

 Primary TextbookThe primary required textbook for all BA 324 sections is Business Communication: Process & Product, 7th edition, by Mary Ellen Guffey and Dana Loewy. Individual lecturers may require additional texts and/or reading packets. The textbook is available in two versions: bound and loose leaf.

Mission StatementThe mission of BA 324 is to provide McCombs School of Business undergraduates with a conceptual framework and specific tools for communicating in complex environments and accomplishing strategic academic and professional business goals. This core course provides writing, oral, and collaborative skills necessary for future business courses, internships, and professional positions.

Course Objectives: Preparing Students for Business EnvironmentsBA 324 focuses on writing, speaking, and interpersonal communication. Although differences in instructors’ presentation styles are a natural and valuable part of a multi-section course, all sections of BA 324 have the same objectives. These objectives specify that business students, at the conclusion of the course, should be able to

analyze communication situations and audiences to make choices about the most effective and efficient way to communicate and deliver messages

conduct research that includes the use of electronic library resources and the Internet; use the results of that research to complete written and oral reports

deliver effective business presentations in contexts that may require either extemporaneous or impromptu oral presentations

provide feedback, accept feedback, and use feedback to improve communication skills write business documents that are grammatically correct and use appropriate business style develop effective interpersonal communication skills use communication technology appropriately and effectively

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Core Communication Skills and Required AssignmentsBA 324 focuses on a core set of communication skills and requires assignments that support students in their learning of these skills. Students can expect to work on this core set of skills in all sections of BA 324, although individual sections may add or substitute specific assignments that teach the same skills and fulfill the same course objectives. These communication skills and the types of assignments that teach those skills are described below.

Written Communication: Students write letters, memos, proposals, formal and informal reports, work plans, and progress reports.Oral Communication: Oral presentations from 2-30 minutes long address informative, persuasive, and extemporaneous methods of delivery. Some oral presentations require the use of visual aids such as handouts, overhead transparencies, and presentation software such as PowerPoint. Time Management: Assignments are varied, integrated, and overlapping, and students must focus on multiple issues, projects, and demands. Students must, therefore, take responsibility for planning and pacing their own work as well as developing time management skills.Project Development: Groups of approximately four to six students develop projects, complete research, schedule meetings, write team papers and reports, and deliver a 20-30 minute oral presentation using visual aids. These projects build on and use the skills developed in other class assignments.Evaluation/feedback: Assignments that require students to learn and develop evaluation and feedback skills are included throughout the course. These assignments may involve editing one’s own writing and doing self-critiques, self-evaluations, or analyses of one’s own presentations, interpersonal communication, and other class activities. These assignments may also involve peer-editing as well as providing evaluations and critiques of the work of other class members.Group Management: Students work on group projects to practice interpersonal skills by communicating with group members, other groups, and peers outside the group.Meeting Management: As part of the projects, groups meet on a regular basis, develop meeting goals, make agendas, facilitate meetings, provide feedback, and submit meeting summaries.

Grading, Key Content Areas, and Required AssignmentsGrades in BA 324 are based on a student’s work in three key content areas. These content areas reflect the mission of the course, the course objectives, and the core communication skills that students are expected to learn. Each of these content areas represents a fixed percentage of the course’s content. In two of these areas, there is a minimum number of specific assignments required for all sections of the course. Students should review the required assignments for their particular BA 324 section.

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Three key content areas for BA 324:

Written Communication (50%)Including a minimum of eight 1- to 3-page assignments or exercises (e.g., memos, e-mails, letters,

blogs, summaries, etc.) one business research report or proposal agendas, work plans, PowerPoint slides, outlines, etc.

Oral Communication (35%)Including a minimum of one group research presentation one interpersonal assignment

Professional Development (15%)Including exams (essay or multiple choice), quizzes, and worksheets class participation professional conduct other assignments (written or oral) requiring analysis and integration of course

concepts

BA 324: Writing Flag Designation (Substantial Writing Component Course)

Courses that carry a writing flag are intended to offer students significant opportunities tohone their writing skills as they progress through their core curricula and major coursework.

A writing flag course fulfills four principal criteria:

Requires students to write regularly—several times during the semester—and to complete writing projects that are substantial. It is only through the practice of writing that students learn to improve their writing.

Is structured around the principle that good writing requires rewriting. Students must receive meaningful feedback from the instructor (or teaching assistant) so they can improve successive drafts.

Includes writing assignments that constitute at least one-third of the final grade in the course. These assignments must be graded on writing quality as well as content.

Provides an opportunity for students to read each other’s work and offer constructive criticism. Careful reading and analysis of the writing of others is a valuable part of the learning process.

Written assignments comprise 50% of the grade for this course. Of that 50%, half of the grade is based on the quality of your writing, and the other half is based on evidence of your understanding of the material and fulfillment of other criteria.

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Revision/Rewrite PolicyOne writing project, chosen at the instructor’s discretion, will involve revision. “Rewriting” goes beyond the correction of grammar, mechanics, and usage. It typically involves the re-thinking of major arguments, organizational elements, perspectives, or stylistic choices in the project. Instructor CommunicationsInstructors use mass e-mail functions (e.g., Blackboard) to communicate with students. Students are responsible for checking their university e-mail accounts regularly. E-mails from instructors contain important information about the course.

Attendance/Punctuality PolicyBecause BA 324 teaches both conceptual knowledge and skills, daily attendance and active participation in class are required. Students should view class attendance as they would work attendance and communicate to their peers and instructor in an appropriate manner.

If your absences exceed three days for a MWF course or two days for a TTh course, your final grade is impacted by a minimum of a 1% deduction of your final grade per absence. Instructors reserve the right to fail students whose absences exceed eight MWF classes or five TTh classes.

A student who arrives 20 or more minutes after the beginning of class will be considered absent.

Please review carefully the additional attendance requirements specified by your instructor.

Grading Policy for All BA 324 and BA 324H SectionsThe following plus/minus scale will be used to determine final course grades in all BA 324 and BA 324H sections:

A 93 and aboveA- 90-92.9B+ 87-89.9B 83-86.9B- 80-82.9C+ 77-79.9C 73-76.9C- 70-72.9D+ 67-69.9D 63-66.9D- 60-62.9F 59.9 and below

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University Policies Relevant to BA 324 Students

Academic Integrity (Please read very carefully)The responsibilities of both students and faculty with regard to scholastic dishonesty are described in detail in the Policy Statement on Scholastic Dishonesty for the McCombs School of Business, available online at

http://www.mccombs.utexas.edu/udean/Scholastic_Responsibility.asp

One of the provisions of this statement reads as follows:

The McCombs School of Business has no tolerance for acts of scholastic dishonesty. The responsibilities of both students and faculty with regard to scholastic dishonesty are described in detail in the Policy Statement on Scholastic Dishonesty for the McCombs School of Business. By teaching this course, I have agreed to observe all of the faculty responsibilities described in that document. By enrolling in this class, you have agreed to observe all of the student responsibilities described in that document. If the application of that Policy Statement to this class and its assignments is unclear in any way, it is your responsibility to ask me for clarification. Policy on Scholastic Dishonesty: Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. Since dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. You should refer to the Student Judicial Services website (http://deanofstudents.utexas.edu/sjs/) or the General Information Catalog to access the official University policies and procedures on scholastic dishonesty as well as further elaboration on what constitutes scholastic dishonesty.

BA 324 instructors will follow and enforce the provisions of the Policy Statement on Scholastic Dishonesty for the McCombs School of Business. You are responsible for reading, understanding and following the Policy Statement on Scholastic Dishonesty for the McCombs School of Business and the policies and procedures on scholastic dishonesty on the Student Judicial Services website. Included in these responsibilities is the responsibility for understanding what actions constitute scholastic dishonesty.

You may not use any resources, including, but not limited to books, computers, databases, etc. for out-of-class assignments if using such resources constitutes one or more acts of scholastic dishonesty, as defined in the General Information Catalog or as described in the Policy Statement on Scholastic Dishonesty for the McCombs School of Business. By way of example and not by limitation, you may not consult or submit work (in whole or in part) that has been completed by other students in this or previous years for the same or substantially the same assignment.

Students should be aware that all required writing assignments may be submitted through a software program called SafeAssign on Blackboard. The software is designed to help faculty

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and students organize and improve the writing process by encouraging original submissions and proper citation practices.

Class Web Sites and Student PrivacyPassword-protected class sites are available for all accredited courses taught at the university. Syllabi, handouts, assignments, and other resources are types of information that may be available within these sites. Site activities may include exchanging e-mails, engaging in class discussions and chats, and exchanging files. In addition, class e-mail rosters may be a component of the sites. Students who do not want their names included in these electronic class rosters must restrict their directory information in the Office of the Registrar, Main Building, Room 1. For more information go to

http://www.utexas.edu/student/registrar/catalogs/gi02-03/app/appc09.html

Services for Students with DisabilitiesThe University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. For more information,contact the Office of the Dean of Students at 471-6259, 471-6441 TTY. Religious HolidaysA student who is absent from a class or examination for the observance of a religious holy day may complete the work missed within a reasonable time after the absence, if proper notice has been given. Review this policy at

http://www.utexas.edu/student/registrar/catalogs/gi03-04/ch4/ch4g.html#religion

Campus SafetyPlease note the following recommendations regarding emergency evacuation from the Office of Campus Safety and Security, 512-471-5767, http://www.utexas.edu/safety/ :• Occupants of buildings on The University of Texas at Austin campus are required to

evacuate buildings when a fire alarm is activated. Alarm activation or announcement requires exiting and assembling outside.

• Familiarize yourself with all exit doors of each classroom and building you may occupy. Remember that the nearest exit door may not be the one you used when entering the building.

• Students requiring assistance in evacuation should inform their instructor in writing during the first week of class.

• In the event of an evacuation, follow the instruction of faculty or class instructors.• Do not re-enter a building unless given instructions by the following: Austin Fire

Department, The University of Texas at Austin Police Department, or Fire Prevention Services office.

• Behavior Concerns Advice Line (BCAL): 512-232-5050Further information regarding emergency evacuation routes and emergency procedures can be found at: www.utexas.edu/emergency.

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Writing RubricBA 324 Business Communication: Oral and Written

Criteria Poor Satisfactory Strong

Organization Writing is not concise Focus and direction of Writing is concise andand tends to ramble; lack writing are acceptable and clear; information is easyof direction interferes with do not interfere with to understand; focus andaudience understanding; audience understanding; and direction of writinglacks clear topic sentences minor errors in cohesion are obvious to audience

Introduction and Main idea or purpose is not Main idea or purpose is Introduction not onlyConclusion established in the appropriate established in the appropriate establishes main idea or

paragraph; conclusion does paragraph; conclusion is purpose as appropriate, but not include contact information, satisfactory but lacks at least also has an interesting hook;

end date, goodwill, or future one important statement conclusion includes everyrelationship necessary action or statement

Punctuation and Writing contains numerous Writing contains occasional Writing is nearly error freeSpelling and/or significant errors which errors, which do not distract with no item that distracts

distract from the message from the message from the message

Sentence Structure Sentence structure lacks Most sentences build within Sentences are clear, welland Transitions readability and/or is awkward; paragraphs for readability; developed, and express

connections between topics, a few sentences lack transition concise ideas; transitionsideas, or arguments lack clear create strong readabilitytransition

Background and Ideas lack support or are Ideas are supported with Arguments are supportedCritical Thinking expressed with personal views; occasional citations or class with cited references or

no original thoughts that show lessons; some individual, relevant facts; strong use ofcritical thinking original ideas are expressed originality is shown

throughout the message

Professional Format Document is not professionally Document follows most of the Professional format style isand Tone formatted; tone and language traditional format guidelines but obvious; all aspects of the

are inappropriate has at least one distracting error; tone and language lend totone and language use are fair audience’s verbal and non-

verbal understanding

Adapted from the Association to Advance Collegiate Schools of Business (AACSB) Assessment Writing Rubric

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Oral Presentation CriteriaCriteria for Grading Speeches*To receive a C on your speeches, you must meet the following standards:1. The speech must be original.2. The type of speech presented must be appropriate to the assignment.3. The topic must be appropriate for the audience and sufficiently focused.4. The speech must fit the time requirements of the assignment.5. The speech must be presented on the day assigned.6. Main ideas must be supported with facts and figures, appropriate testimony,

examples, or narratives.7. The speech must have a clear sense of purpose.8. The speech must have a clearly identifiable and appropriate design, complete with an introduction and a conclusion.9. The speech must be presented extemporaneously.10. The speech must satisfy any specific requirements of the assignment, such as

number of references, formal outline, or use of visual aids.11. The speaker must use language correctly.

To receive a B on your speech, you must meet the following standards:1. Satisfy all requirements for a C speech.2. Select a challenging topic and adapt it appropriately to your audience.3. Reflect a greater depth of research 4. Clearly identify sources of information and ideas.5. Create and sustain attention throughout the speech.6. Make effective use of transitions, previews, and summaries.7. Use good oral style.8. Present the speech with poise.

To receive an A on your speech, you must meet the following standards:1. Satisfy all requirements for a B speech.2. Demonstrate imagination and creativity in topic selection and development.3. Develop and sustain strong bonds of identification among the speaker,

audience, and topic.4. Consistently adapt information and supporting material to the experiential world of

your audience.5. Reflect an even greater depth of research (Refer to your assignment sheet for each presentation)6. Demonstrate artful use of language and stylistic techniques.7. Make a polished presentation that artfully integrates verbal and nonverbal

communication skills.

A D speech does not meet one or more of the standards for a C speech or1. is obviously unrehearsed2. is based entirely on biased information or unsupported opinions

An F speech does not meet three or more of the standards for a C speech, reflects either of the problems associated with a D speech, or1. uses fabricated supporting material2. deliberately distorts evidence3. is plagiarized

*Reprinted by permission of the Speech Communication Association.

These same criteria will apply to all oral presentations in this course.

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Business Communication (BA 324)Section Syllabus

02040 MWF 8:00 CBA 4.32202055 MWF 9:00 CBA 4.32202050 TTH 8:00 UTC 1.144

Spring 2013

InstructorMichael J. Barrett, Ph.D.Office: GSB 4.126F, 232-6950, mjbarrett@austin.utexas.eduHours: MTW 10:00-11:00 and by appointment

Student AssistantKayla Riggskayla.riggs@bba09.mccombs.utexas.edu

The McCombs School of Business offers BA 324 to support undergraduate students in cultivating core professional skills for writing, speaking, and collaborating in the modern business environment. You need these skills to succeed in subsequent courses, internships, and professional positions. You can find the course mission statement in the McCombs School BA 324 Master Syllabus.

Required Materials

Textbook: Business Communication: Process & Product (7th edition), Mary Ellen Guffey and Dana Loewy

Three-ring, loose-leaf binder with dividers for filing and organizing important class handouts, materials, and assignments

Learning Objectives

Your work in this course should help you gain knowledge, skills, and self-awareness in business communication to function as a knowledge professional in an information age. You can find course objectives in the McCombs School BA 324 Master Syllabus for the course.

Summary Knowledge Goals

recognize how various communication contexts affect strategies for writing, speaking, and collaborating identify, locate, and incorporate library resources for research and background information understand basic terms, principles, and protocols of grammar and style for standard edited business

English

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Summary Skill Goals

use the 3x3 writing process to plan, organize, and revise business documents that are correct, appropriate, efficient, and effective

deliver effective business presentations in formal and informal contexts collaborate as a team member to complete a project practice effective interpersonal skills to support workplace harmony and productivity

Summary Self-Awareness Goals

develop confidence in using 21st century communication technology for professional purposes monitor use of language and gestures to support effective formal and informal oral communication cultivate sensitivity to language-rooted features of messages produced and received

Class Policies

In any business workspace, professionals know to honor policies—sometimes unwritten—that support harmony, creativity, and productivity. So too must we act professionally in our workspace in CBA or UTC. In concert with course policies included in the McCombs School BA 324 Master Syllabus, here are policies for our workplace.

Put away electronic devices, including notebooks/laptops/netbooks, smart phones, iPods, and the rest. Each class session is a business meeting, making the time inappropriate for surfing, texting, tweeting, or messaging. And please turn off, not simply silence, your devices, so that your full attention will be in class, and your classmates will not be distracted by your device with its humming or vibrating.

Put away non-electronic distractions as well, including newspapers, books, notes, and any other materials not related to class. Avoid side conversations during lectures, discussions, activities, and when your classmates are responding to or asking questions. Our office environment should be professional, respectful, and considerate, so we can do our work productively and enjoyably.

Come to class on time and prepared, with reading or homework complete and with course materials that you will need. Be ready to be a productive member of your project team. You may not make up in-class reading reflections or activities that you miss. Arriving late affects your class participation grade, as well as costing you the goodwill of your team members. You are late once I’ve taken roll, distributed attendance slips, or we have begun our work for the day. As with all BA 324 sections, if you are 20 minutes late or more you are considered absent for that day. After two late arrivals, your point total for the final grade will be debited one point for each additional unexcused late arrival, and six or more unexcused late arrivals can result in a substantial reduction of at least a letter grade for the course.

Respect yourself, your classmates, and me by turning in neat, polished work. Assignments you complete outside of class should be typed, appropriately formatted, and proofed. Don’t let your computer’s spell- and grammar-check functions let you down.

Meet deadlines. For every assignment, turn in a paper copy at the beginning of class on the scheduled due date; you may turn it in earlier if you’re not going to be in class on the day when it is due. Don’t trust your printer, driver, software, ink supply, or power source: equipment failure doesn’t give you an acceptable excuse for late work. In business, when it positively absolutely has to be there, it positively absolutely has to be there. No different here.

Plan ahead. This course challenges you to model professional skills and behaviors, so your grade will be affected by attendance and punctuality. An absence prevents you from earning credit for that day on a reading reflection and for participation. As with all BA 324 sections, if your absences exceed three days for a MWF course or two days for a TTh course, your final grade is impacted by a minimum of a 1% deduction of your final grade per absence. Instructors reserve the right to fail students whose absences exceed eight MWF classes or five TTh classes.

Be a good teammate. Your course grade, no less than your reputation, depends critically on your reliability in fulfilling your team responsibilities. If you fail to participate actively or productively in your team, forcing the other team members to do work you should have done or making their work much more difficult or stressful, the result will be a substantial reduction in your final course grade.

Be scrupulous about academic integrity by fulfilling all the responsibilities listed in the UT Austin Policies for Academic Integrity. Avoiding plagiarism is a key tenet of academic integrity.

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Contact me for questions about the accuracy of the calculation or recording of the grade for an assignment. Use office hours or an appointment if you have questions about the concepts or skills addressed by an assignment, but please wait at least 24 hours after you receive the grade and wait no longer than one week after you receive it. The goal should be to understand rather than lobby or negotiate. One major course objective is for you to develop skills in understanding and responding to the judgments of others.

The final grade you earn in the course reflects an extensive, informed, and final evaluation, not the outcome of discussion, lobbying, and negotiation. All students want and or need a higher grade, but a grade reflects outputs and outcomes, not desires, effort, or improvement. There are several ways to earn “extra credit” described in this syllabus; there are no other additional assignments or credits for individual students to submit.

Components of Your Final Grade

Area Points

Writing (50%)Writing assignments 250

Executive summary 50Memo 50Analytical report 50Adjustment letter 50E-mail 50

In-class activities 75Proofreading: grammar, mechanics, formatting 50Editing: expression, effectiveness, economy 25

Team business proposal written report: individual component 100Annotated bibliography 5Final team self-evaluation 5Performance as meeting leader and submission of contact report 10Fulfillment of work plan and agreement/draft submission to editor or editing 25Post-mortem report 25Business proposal written report 30

Team business proposal written report: team component 75Area Total 500

Speaking (35%)Impromptu presentation 30Prepared presentation: individual 70Prepared presentation: 2-3 person work group 100Team business proposal oral report: team presentation 150

Area Total 350

Professional Development (15%)Reading reflections, academic integrity agreement, library tutorial 10Class participation: attendance, punctuality, attentiveness, peer evaluations, etiquette, contributions 20Exams (2 x 60 points) 120

Area Total 150

Grand Total 1000

Supplemental Credit OpportunitiesGrammar, mechanics, and vocabulary resources in Guffey Appendix A 45-credit

threshold: 10 points added to total

McCombs speaker events and competitions; Texas Enterprise articles, videos, and blogsShow and Tell contributions Writing Improvement LogThank You letter

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After dividing the point grand total by 10, BA 324 instructors report final course grades based on a uniform scale established by the McCombs School:

A above 92.99

B 83-86.99 C 73-76.99 D 63-66.99

A- 90-92.99 B- 80-82.99 C- 70-72.99 D- 60-62.99B+ 87-89.99 C+ 77-79.99 D+ 67-69.99 F below 60

Supplemental Credit Opportunities

You can earn a single bonus of 10 points—to be added directly to your grand total—by accumulating at least 45 credits from completing optional activities that enrich your learning and the class’ experience. This is an all-or-nothing opportunity: you must earn 45 credits to receive the 10 points, and you can earn no more than 10 points. You can receive credits in several ways.

1. Grammar and Mechanics Resources in Guffey’s Appendix A

Turn in a worksheet with group(s) of checkpoint items completed. Complete an entire group to receive 5 credits for that group. You may be required to verify it is your work by completing a brief quiz on the material.

Checkpoint Items Group Page Topic Relevant

Guides Credits

1-5 A-3 Sentence Structure 1, 2, 3 56-10 A-4 Verbs: Tense & Mood 4, 5 511-15 A-5/6 Verbs: Number Agreement 6-10 516-20 A-7 Pronoun Case: Subjective, Objective, Possessive 11-14 521-25 A-7/8 Pronoun Case: Reflexive and Relative Clauses 15-16 526-30 A-9 Pronoun Reference: Number/Gender Agreement, Clear Antecedent 17-18 531-35 A-9 Adjectives and Adverbs: Linking Verbs, Compounds 19-20 536-40 A-11 Punctuation: Commas in Series, Complex Sentences, Compound Sentences 21-23 541-45 A-12 Punctuation: Commas for Internal Structures 24-25 546-50 A-12 Punctuation: Superfluous Commas 26 551-55 A-14 Punctuation: Semicolons and Colons 27-30 556-60 A-15 Punctuation: Apostrophe 31-33 561-65 A-16 Punctuation: Sentence Endings, Dashes, Quotation Marks, Parentheses 34-38 566-70 A-18 Capitalization 39-46 571-75 A-19 Using Numbers 47-50 5

2. Vocabulary Resources in Guffey’s Appendix A

Choose sound-alike word pairs from pages A-21/22 and turn in corresponding pairs of sample sentences, one each that includes each word used appropriately, for 1 credit for each pair of sentences, minimum of five pairs (10 sentences total). Use any pair of words only once.

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For example, choose the pair loose and lose from page A-21. Turn in a pair of sentences such as

I live in dread of the day that I lose my cell phone!After I picked up my shirt from the cleaners, I discovered that the third button had come loose.

Turn in at least four additional such pairs for other word sets. You may be required to verify it is your work by completing a brief quiz on the material.

3. McCombs Speaker Events and Competitions

Turn in an abstract (approximately 150 words) summarizing a presentation you attended or a competition you participated in.

For presentations, include identifying details about the speaker, sponsoring organization, and event. For competitions, include identifying details about the sponsoring organization and event. Receive 5 credits for each abstract, one abstract per event (even if there are multiple speakers or participatnts)

4. Articles, videos, blog posts from Texas Enterprise

Turn in an abstract (approximately 150 words) summarizing content about “Big Ideas in Business” from the Texas Enterprise site at www.texasenterprise.org. Receive 5 credits for each article, video, or blog post you summarize. Include access information, such as a URL.

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Here’s what Texas Enterprise is all about, in their own words:

Our goal: to share the business and public policy knowledge created at The University of Texas at Austin with Texas and with the world. Texas Enterprise stories will draw on research from all over the university. We'll interview researchers, sift through findings, and publish practical insights and wisdom that are relevant to business professionals.

Here's a brief tour of Texas Enterprise:  Home page - Top stories, plus links to our main departments - Innovation,

Leadership, Workplace, Finance, and Policy Contributors - About our staff, plus all of our contributors who post in the blogs area

of the site Topics - Lists topics on which we've published stories Smart Quotes - Often-updated, interesting business quotes in the top-right sidebar on

the home page Series - Sets of stories that use words, images, and video to drill down into single

subjects Feeds - Two sets of business knowledge stories from around the world - one, a

collection of RSS feeds from top business schools, and the second a set of stories hand-picked by the Texas Enterprise staff

5. Show and Tell Contributions

Receive 5 credits for every contribution you document on the Show and Tell Report Form, with a limit of 25 credits. As the report form indicates, only material you have personally encountered in eligible for credit. Do not, for example, mine Web sites that feature compendiums of bloopers and errors found by others. The decision of the course instructor is final!

Share signs of the times: notice when you see a local sign with errors or tortured expression. Take a photo of the sign to share with the class.

Share think before you write text samples in magazines, newspapers, or books—printed or electronic—with errors or tortured expression. Do not use text samples from your instructors!

Share articles, columns, essays, blogs, or tweets about a language or business communications topic.

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Share ear-rattling stuff you’ve heard in conversation, in media, in class, in meetings, in everyday social interaction.

6. Writing Improvement Log

Receive 10 credits by maintaining a Writing Improvement Log for recording your reflections after every assignment on how to improve your writing.

7. Thank You Letter

Write a thank-you letter to our class guest speaker Alex Oscilowski to express appreciation for his time, effort, and graciousness in addressing our class. I will forward all the letters to Mr. Oscilowski without comment.

Academic Integrity

The UT Honor Code

If you haven’t already, take a moment to view the UT Austin Web site for elaboration on the university honor code (http://www.utexas.edu/about-ut/mission-core-purpose-honor-code):

The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the university is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community.

I expect every student in this course to abide by the University of Texas Honor Code, which means among other things that any work you submit for academic credit will be your own or your team’s own. I encourage you to study together and to discuss information and concepts covered in readings, lectures, and activities. And while you may consult with students in other sections, such cooperation should never involve one student having possession of a copy of all or part of work done by someone else, in the form of an e-mail, an e-mail attachment file, a diskette, a hard copy, or any other medium.

Should copying occur, both the student who copied work from another student and the student who gave material to be copied will receive a zero for the assignment. And the penalty for violation of the code may also include failure of the course and university disciplinary action.

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During examinations you take individually, you must do your own work, without talking, comparing papers, copying from others, or collaborating in any way. Such proscribed collaborative behavior during the examinations will result in failure of the exam, and it may lead to failure of the course and university disciplinary action.

Important University Notices and Policies

Behavior Concerns Advice Line (BCAL)

If you are worried about someone who is acting differently, you may use the Behavior Concerns Advice Line to discuss by phone your concerns about another individual’s behavior. This service is provided through a partnership among the Office of the Dean of Students, the Counseling and Mental Health Center (CMHC), the Employee Assistance Program (EAP), and The University of Texas Police Department (UTPD). Call 512-232-5050 or visit http://www.utexas.edu/safety/bcal.

Emergency Evacuation Policy

Occupants of buildings on the UT Austin campus are required to evacuate and assemble outside when a fire alarm is activated or an announcement is made. Please be aware of policies regarding evacuation:

Familiarize yourself with all exit doors of the classroom and the building. Remember that the nearest exit door may not be the one you used when you entered the building.

If you require assistance to evacuate, inform me in writing during the first week of class. In the event of an evacuation, follow my instructions or those of class instructors. Do not re-enter a building unless you’re given instructions by the Austin Fire Department, the UT

Austin Police Department, or the Fire Prevention Services office.

Tentative Course Schedule

The syllabus indicates the present plans, but plans may need to change to maximize learning opportunities for the class and to respond to your feedback. I’ll communicate those changes as early and clearly as I can.

Guffey and Loewy note that “no meeting should be called unless the topic is important, can’t wait, and requires an exchange of ideas” (p. 49). Guffey also says that “if the flow of information is one way, then don’t schedule a meeting” (p. 49). So our agendas should allow for significant interaction, exchange, and collaboration.

For the TTh section, the same topics will be covered each week as indicated here. Check Blackboard for details.

Planned Date Agenda Items Due for Next Class

MonJan 14

Main Idea Welcome & IntroductionREAD: syllabus; Guffey chapter 4

Activities What Do You See? Review of Grade ComponentsHandouts Syllabus

BA 324 Style Sheets: Master and Section

WedJan 16

Main Idea Academic vs. Business Writing; Class Policies & ClassmatesREAD: plagiarism articles in handoutASSIGNMENT: On Bb, library tutorial and paraphrasing activity

Activities Show & TellDiscussion Exercise: Choose Better Text VersionMeet & GreetSyllabus Review

Handout “Shadow Scholar” from Chronicle of Higher Education

FriJan 18

Main Idea Process Approach; Writing Aims; Rhetorical Arts; Rubrics

READ: Guffey chapter 5, 6 CLUE Guides 1-5

Activities Show & TellLecture: Guffey 3x3; Aims; Rhetorical Arts; Response Rubrics

Deliverable Academic Integrity AgreementHandout Executive Summary Assignment (draft due dates 2/1 & 2/4)

MonJan 21 Marin Luther King Jr. Day: University Holiday

WedJan 23

Main Idea Arts of Invention & Arrangement; Diagnostic; Class Project READ: Short History of Commas; Eats Shoots and Activities Show & Tell

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LeavesCLUE Guides 6-10

Lecture: Arts of Invention and ArrangementForm Groups for Semester Business Proposal Project

Handouts Business Proposal Semester ProjectShort History of Commas; Eats Shoots & Leaves

FriJan 25

Main Idea Arts of Style & Memory; Proofing vs. Editing

READ: Guffey chapters 1, 2CLUE Guides 11-15

Activities Show & TellLecture: Arts of Style and MemoryGuffey Grammar Diagnostic

Handout Business Proposal Semester Project: Annotated Bibliography

MonJan 28

Main Idea Team Development; Proposal Topic SearchREAD: Guffey chapter 13BUSINESS PROPOSAL: Complete team agreement and work plan; complete 2-article annotated bibliography; narrow topic search to finalists.

Activities Show & TellLecture: Workplace Skills; Meetings; Collaboration Roles Stages of Team DevelopmentTeam Grammar DiagnosticTeam Agreement Considerations; Team Role Considerations

Handouts UT Libraries ResourcesTemplate for Team Agreement and Work Plan

WedJan 30 Workshop with UT Austin Business Librarian April Kessler in PCL 1.339 ASSIGNMENT: Finished draft

of executive summary

FriFeb 1

Main Idea Art of Delivery; Making Presentations; Peer ResponseREAD: Guffey chapter 14 CLUE Guides 16-20ASSIGNMENT: 5-article annotated bibliographyASSIGNMENT: Final draft of executive summary

Activities Show & TellLecture: APA Protocol; Stance, Gestures, Eye Contact, Voice, Timing, Movement, Pace, Meta-PerceptionTeam Topic CommitmentsPeer Response: Executive Summary

Handouts Nonverbal Skills and DeliveryMemo Assignment (draft due dates 2/15 & 2/18)

MonFeb 4

Main Idea Impromptu Presentations

CLUE Guides 21-25Activities Show & TellImpromptu PresentationsDebriefing Discussion: Impromptu Presentations

WedFeb 6

Main Idea Impromptu Presentations; Grammar & Mechanics

CLUE Guides 26-30Activities Show & Tell

Impromptu PresentationsLecture: Five Grammars, Whose Rules Rule, Online Resources: OWL, Nordquist, Grammar Girl, APA

Handout Sentence Diagramming Basics

FriFeb 8

Main Idea Impromptu Presentations; Grammar & Mechanics

CLUE Guides 31-35

Activities Show & TellImpromptu PresentationsSentence Diagramming, The Good, Bad, and UglyDebriefing Discussion: Executive Summary Assignment

Handout Review Sheet for Grammar Topics in Guffey

MonFeb 11

Main Idea Reflection: Review, Debrief, Question

CLUE Guides 36-40Activities Show & Tell

First Team Self-EvaluationIn-Class Grammar, Mechanics, Editing Exercises

Handout Individual Prepared Presentation Assignment (Keynoter Intro)Wed

Feb 13Main Idea First Exam ASSIGNMENT: Finished draft

of memoActivity Assessment: Guffey, Grammar/Mechanics, Style Sheets

FriFeb 15

Main Idea Effective Expression—Word Choice; Peer ResponseCLUE Guides 41-45ASSIGNMENT: Final draft of memo; keynote speaker introduction

Activities Show & TellVocabulary Discussion: colloquial, conversational, formalPeer Response: Memo

Handout Analytical Report Assignment (draft due dates 3/1 & 3/4)

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MonFeb 18

Main Idea Individual Prepared Presentations READ: Guffey chapters 11, 12CLUE Guides 46-50ASSIGNMENT: keynote speaker introduction

Activities Show & TellIndividual Prepared PresentationsDebriefing Discussion: Individual Presentations

WedFeb 20

Main Idea Individual Prepared Presentations ASSIGNMENT: keynote speaker introductionActivities Show & Tell

Individual Prepared Presentations

FriFeb 22

Main Idea Individual Prepared PresentationsActivities Show & Tell

Individual Prepared PresentationsDebriefing Discussion: Memo Assignment

MonFeb 25

Main Idea Effective Expression—Nesting IdeasActivities Show & Tell

DemonstrationIn-Class ExercisesE-mail Assignment (draft due dates 10/19 & 10/22)

WedFeb 27

Main Idea Effective Expression—Modifier PlacementASSIGNMENT: Finished draft of analytical report

Activities Show & TellDemonstrationIn-Class Exercises

FriMar 1

Main Idea Effective Expression—Sentence Types/Clause Design

ASSIGNMENT: Final draft of analytical report

Activities Show & TellDemonstrationIn-Class ExercisesPeer Response: Analytical Report

MonMar 4

Main Idea Reflection: Review, Debrief, Question READ: Guffey chapter 3, http://www.texasenterprise.utexas.edu/article/are-americans-culturally-clueless

Activities Show & TellSecond Team Self-EvaluationTeam Work Session

WedMar 6

Main Idea Intercultural CommunicationActivities Show & Tell

Discussion of APA Biased Language Guidelines; ColloquialExpressions, Low/High Context Cultures

Handout APA Bias-Free Writing Guidelines

FriMar 8

Main Idea Breaking CleanActivities Show & Tell

Debriefing Discussion: Analytical Report AssignmentVideo: Sherry Turkle TED Talk

Handout Small-Team Presentation Assignment Mon

Mar 11 Spring Break: University Holiday

WedMar 13 Spring Break: University Holiday

FriMar 15 Spring Break: University Holiday

MonMar 18

Main Idea Effective Business Presentations

READ: Guffey chapters 8, 9Activities Show & TellDiscussion of Audience Types, Audience Retention, Notes vs. PowerPoint and Prezi

Handout Adjustment Letter Assignment (draft due dates 3/29 & 4/1)

WedMar 20

Main Idea AdvocacyActivities Show & Tell

Video: John Daly Texas Enterprise Speaker SeriesThird Team Self-Evaluation

FriMar 22

Main Idea Delivering Good News vs. Bad NewsASSIGNMENT: small-team presentations

Activities Show & TellDiscussion of Direct vs. Indirect ApproachThe Nature of ApologiesExercises with Text Samples

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MonMar 25

Main Idea Small-Team PresentationsActivities Small-Team Presentations

WedMar 27

Main Idea Small-Team Presentations ASSIGNMENT: Finished draft of adjustment letter Activities Small-Team Presentations

FriMar 29

Main Idea Small-Team Presentations ASSIGNMENT: Final draft of adjustment letter; business proposal section drafts

Activities Small-Team PresentationsPeer Response: Adjustment Letter

MonApr 1

Main Idea Reflection: Review, Debrief, QuestionActivities Show & Tell

Fourth Team Self-EvaluationIn-Class Grammar, Mechanics, Editing Exercises

Handout Full Team Presentation Assignment WedApr 3

Main Idea Second ExamActivity Assessment: Grammar/Mechanics, Style Sheets, Expression

FriApr 5

Main Idea Visual Aids for Business Presentations READ: Guffey chapters 7, 10Show & Tell

Exercises: PowerPoint and Prezi

MonApr 8

Main Idea Project Wrap-UpActivities Show & Tell

Team Work Session

WedApr 10

Main Idea Electronic and Digital Media ASSIGNMENT: Final, bound business proposal documentShow & Tell

Exercises: Content Marketing

FriApr 12

Main Idea Electronic and Digital MediaASSIGNMENT: Team business proposal presentation

Show & TellExercises: Favors, Requests, Pitches, Claims, Complaints

Handout E-Mail Assignment (draft due dates 4/26 & 4/29)Mon

Apr 15Main Idea Full-Team Business Proposal Presentations ASSIGNMENT: Team

business proposal presentationActivity Full-Team Business Proposal PresentationsWed

Apr 17Main Idea Full-Team Business Proposal Presentations ASSIGNMENT: Team

business proposal presentationActivity Full-Team Business Proposal PresentationsFri

Apr 19Main Idea Full-Team Business Proposal Presentations ASSIGNMENT: Team

business proposal presentationActivity Full-Team Business Proposal PresentationsMon

Apr 22Main Idea Full-Team Business Proposal Presentations ASSIGNMENT: Complete

Final Team Self-Evaluation.Activity Full-Team Business Proposal Presentations

WedApr 24

Main Idea Post-Mortem Process for Business Proposal ProjectASSIGNMENT: Finished draft of e-mail Activity Show & Tell

Team Debriefing Work SessionHandout Post-Mortem Report Assignment (due date 5/3)

FriApr 26

Main Idea Expression Topic: Capitalization, PunctuationASSIGNMENT: Final draft of e-mail

Activity Show & TellDemonstration and DiscussionPeer Response: Adjustment Letter

MonApr 29

Main Idea Expression Topic: ParagraphingActivity Show & Tell

Demonstration and Discussion

WedMay 1

Main Idea Expression Topic: Parallelism, Semantic Fit, TensesASSIGNMENT: Post-Mortem Report

Activity Show & TellDemonstration and DiscussionCourse-Instructor Survey

FriMay 3

Main Idea Graceful ClosingActivity Show & Tell

Video: Amy Cuddy TED TalkFinal Thoughts

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At a Glance: Major Assignments and Due Dates

Assignment Handout Ready

Due Date Due Time

Executive Summary Fri 1/18Finished Draft for Peer Response Fri 2/1 start of

classFinal Version for Instructor Mon 2/4 start of

classMemo Fri 2/1

Finished Draft for Peer Response Fri 2/15 start of class

Final Version for Instructor Mon 2/18 start of class

Analytical Report Fri 2/15Finished Draft for Peer Response Fri 3/1 start of

classFinal Version for Instructor Mon 3/4 start of

classAdjustment Letter Mon 3/18

Finished Draft for Peer Response Fri 3/29 start of class

Final Version for Instructor Mon 4/1 start of class

E-Mail Fri 4/12Finished Draft for Peer Response Fri 4/26 start of

classFinal Version for Instructor Mon 4/29 start of

classBusiness Proposal Wed 1/23

Team agreement and work plan. Wed 1/30 start of class

Annotated bibliography: draft (2 cites)

Wed 1/30 start of class

Team commits to proposal topic. Fri 2/1 end of class

Annotated bibliography: final (5 cites)

Mon 2/4 start of class

Meeting leader contact report 3 days after mtg 5 p.m.Proposal section drafts to editor & instructor

Mon 4/1 start of class

Proposal bound, finished document to instructor

Fri 4/12 5 p.m.

Formal team presentation of proposal

Apr 15-22

Final team self-evaluation April 24 5 p.m.Post-mortem report May 3 5 p.m.

PresentationsImpromptu Mon 2/4 Feb 4, 6, 8Individual (keynote speaker introduction)

Mon 2/11 Feb 18, 20, 22

Small-team (research report) Fri 3/8 Mar 25, 27, 29 & Apr 1

Formal team presentation of proposal

Mon 4/1 Apr 15, 17, 19, 22

Exams

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First Wed 2/13 in classSecond Wed 4/3 in class

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Student Academic Integrity Agreement The text of this agreement is adapted from a document published by The University of Texas at Dallas Department of Judicial Affairs (July 27, 2005) http://www.utdallas.edu/judicialaffairs/UTDJudicial Affairs-Avoid Dishonesty.html

You are responsible to read and understand this agreement.

Plagiarism

You have committed plagiarism when you submit to your instructor a paper or comparable assignment that is not truly the product of your own mind and skill. To commit plagiarism is to steal the ideas and/or expression of another person or entity and represent them as your own. The act constitutes cheating, a serious manifestation of scholastic dishonesty for which you may incur severe penalties. Understand what constitutes plagiarism, so that you will not unwittingly jeopardize your college career.

Purchase of Intellectual Material

The most obvious form of plagiarism is the purchase of prepared papers from commercial term paper companies and the submission of such papers as your own work.

Failure to Acknowledge Quoted Intellectual Material

A second obvious form of plagiarism is copying word-for-word from someone else's work in whole or in part, without appropriate acknowledgement, whether that work be published on paper or electronically, whether that work be a magazine article, a portion of a book, a newspaper piece, a blog, another student's paper, or any other composition not your own. Any such verbatim use of another's work must be acknowledged in text by (1) appropriate indention or enclosing all such copied portions in quotation marks and by (2) giving the original source in a footnote or reference.

Failure to Acknowledge Paraphrased Intellectual Material

Changing a few words of another's composition, omitting a few sentences, or changing the order of ideas, words, or sentences does not transform another’s work into your own original composition. When it’s appropriate to paraphrase others’ ideas or writing, be sure and do so in your own words and indicate the source by in-text allusion and scrupulous in-text citation.

The Consequences of Plagiarism

The UT System’s Rules and Regulations of the Board of Regents and UT Austin’s Handbook of Operating Procedures provide penalties for plagiarism, which range from an F grade to dismissal from the university.

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Collusion

Your academic work on individual projects must reflect your own independent scholarly thought, expression, and aptitude. Aside from your work on the business proposal in your team, your work must be prepared and submitted by you acting individually and not in concert with others.

Collusion such as these examples show can be purposeful or unintentional:

students in the same class and/or different class sections submitting a substantially similar essay, homework, or other assignment

one student providing another with a copy of a completed assignment from this or an earlier semester, only to have the assignment duplicated and submitted for credit with a new name

a student using material obtained from social networking Web sites where students or ghost writers share assignments and tests

Cheating

Cheating means trying—whether successful or not—to gain an unfair advantage in the academic arena. Among obvious examples of scholastic dishonesty are copying from another student’s exam paper, using or buying homework solutions, or submitting a substantial portion of the same academic work more than once.

I attest that I understand the meaning and the consequences of academic dishonesty and agree to avoid it.

Signature ______________________________________________

Printed Name __________________________________________

Date ______________________________

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