College of Graduate and Professional Studies

Doctor of ArtsHM 775-P Leadership through Writing

Graduate Term IV, Summer 2010INSTRUCTORRichard M. Abel, Ph.D.Meeting Site: Franklin Pierce Portsmouth Center73 Corporate DrivePortsmouth, NH 03801-2847Phone: 603-433-2000http://franklinpierce.edu/directions.htm#portsmouth

Instructor Contact Information: Office: 603-298-5549 ext. 26fax: 603-899-1065Home: 603-448-5831Cell: 617-653-8224 bernerabel@aol.com or abelr@franklinpierce.eduOffice Hours by Appointment

This is a required course for students.

MEETING TIMESIn class seminars will be held Saturdays at the Portsmouth Center according to the schedule below.

Seminar Meeting Times: Course Intro—Saturday June 5, 2010 @ 10 am-noon Seminar 1—Saturday June 19, 2010 @ 9am-5pm

Seminar 2—Saturday July 17, 2010 @ 9am-5pm Seminar 3—Saturday August 14, 2010 @ 9am-5pm

Your Active Participation: Our class relies upon each participant sharing her/his work and constructively discussing assigned readings and the work of others.  I ask you to commit to

Sharing your ideas and interpretations in class and through discussion threads Getting all assignments in and shared with your class peers on time, and Making full effort to provide feedback to class members

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EXPECTATIONSStudents are required to submit all materials on time, keep up with readings, attend all class meetings and participate fully in online threaded discussions. Students are expected to use, but move beyond, their professional experiences and master’s-level preparation to examine issues at the doctoral level. This requires demonstration of critical thinking and mutual respect in seminars, in email communications and in online forums.

An online Course Shell & Resource Center will be available 24 hours a day, seven days a week at www.franklinpierceonline.net . 

Assignments will be made for each seminar meeting and for intermediate dates between seminars.  Major assignments and due dates—including readings, research and writing assignments, and providing feedback to editorial group members—are included in this syllabus. Additionally, supplemental assignments including discussion threads will be assigned during the term. You will have the opportunity to revise and rewrite each assignment if you wish.

An assignments schedule (including updates) will be included on the course shell and emailed to class members during the term. All changes to assignments will be emailed to each course member.________________________________________________________________________Please note that you having reading and writing assignments to be completed before you come to the Introductory Session on Saturday, June 5

Assignments to be completed before the Introductory Session:

1. Read: Introduction by Caroline Kennedy; Foreword by Robert F. Kennedy, Preface and

Chapter I of Profiles in Courage by John F. Kennedy Credo, Prefaces, About This Book. . . Who Needs It? Chapter 1 “Introduction,”

and Chapter 5, “The Quest for Clarity,” in Writing with Precision by Jefferson D. Bates

Preface and Part I (Prologue, Chapters 1 and 2) in The Craft of Research by Wayne C. Booth, Gregory G. Colomb and Joseph M. Williams

Take notes on each reading and bring them with you to class as an aid during our discussions of key ideas and how these are conveyed and supported.

2. Write a 250-400 word biographical sketch about yourself that introduces you to your colleagues and tells them what you think is most important to know about you.

Email your biographical sketch to your instructor and to the other members of the class at least one day prior to the start of seminar 1 ( by Friday, June 4, 2009 ). The course shell includes an email feature that lists all students enrolled in the class and their email addresses.

(*also see assignments listed below.)

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________________________________________________________________________Sometimes assignments and due dates need to be changed during the term. Any updates to assignments and due dates will be included on the course shell and sent by e-mail to class members from the instructor during the term.________________________________________________________________________

Threaded discussions All students are expected to participate regularly in threaded discussions. Students may be assigned to moderate threaded discussions at various times during the course.

Format for submitting Assignments: Please submit all assignments using MS Word 2003 format. We request this to be sure that all seminar participants can access everyone’s materials.

How to submit Assignments: Email each assignment by its due date to your instructor and to each member of the class. Also, please post each assignment on the document share (Doc Share) feature of the course shell.

How to send your classmates critiques of their work: A regular, required part of our course activity is sending critiques of your classmate’s work. Email your comments directly to the individual author and to your instructor only. This way we can keep communications private and encourage more constructive suggestions.

The Feedback Loop: We rely upon the regular input of all class members about assigned readings and individual research and commenting about writing projects as a key part of our learning process. Try to make a point of responding constructively to writing assignments class members share with you in a timely manner and to participating regularly in threaded discussions. 

Instructor Feedback: Generally, you can expect feedback from your instructor on all assignments you submit within 48 hours.

Have a question or concern?  Do not hesitate to contact me any time you are unsure of something or want to discuss something further: bernerabel@aol.com or abelr@franklinpierce.edu , or at (603) 448-5831

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COURSE DESCRIPTION: Leadership through WritingThis is an intensive program designed to prepare participants to assume a leadership position in and through writing. It requires commitment to reflection about writing and understanding the power of the written word in communication and influence. Students will work individually and in small groups to analyze their own writing and the writing of others, to develop research and professional writing projects and to build success through effective written communications.________________________________________________________________________

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COURSE GOALSTo facilitate the process of effective written communication that succeeds in getting the intended message across to the targeted audience through appropriate content, logical argument, examples and support, documentation, form and style.

To improve one’s ability to shape written presentations that are coherent, interesting, persuasive, well-researched and well-supported.

To develop larger strategies for successful academic research and organizational communications: e.g. branding, staff development, research projects, proposal writing, marketing and sales materials, etc.

To foster the ability to analyze written works and research sources effectively; to work individually and collaboratively with others in designing effective research and writing strategies and projects.

To understand the leadership qualities achievable through writing.

Major Topics Covered by the Course:The following essential questions will guide our study of Leadership Through WritingThe course will look closely at the following and related topics:

Writers as Leaders/Leaders as Writers/From Research to Writing1. What does leadership mean in the context of writing?2. Can leaders be writers? Writers leaders?3. What makes nonfiction and fiction writing successful? How can writing

help transform ideas, organizations, society, politics, etc.?4. What writing approaches, techniques, and purposes seem most successful in

advancing leadership messages? Determining the Message/Writing Effectively for Different Purposes,

Audiences1. What leadership messages are being conveyed, and how successfully, in assigned readings? To whom are authors writing?2. Where does the author succeed? Fail?3. What are the central theses or arguments? How are these conveyed?Supported?4. Are there places where there seem to be mixed or contradictory messages orthemes? How can these be overcome (or should they?)

The Research Process: From Research to Writing 1. What kinds of research projects and writing for publication are you most likely to pursue in your career? 2. What principles of research and writing are most likely to help you with your scholarly and professional projects, research, and writing?

Leadership in American Culture and Politics1. How does American culture portray leaders and leadership characteristics?

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2. What is culture, how does it influence us, and what does it reveal about American attitudes toward leadership?

3. Do popularized ideas of prominent leaders/leadership styles offer us insights we can use in developing our own leadership strategies and messages? Or do they trivialize important ideas?

4. What can we learn from comparing and contrasting depictions of leadership principles?

The Process of Writing: Writing/Editing/ Co-Writing/Revising/Rewriting,Professional and Research Writing, Branding, Annual Reports, Proposals, Marketing & Sales, Staff Development Projects, Writing for Publication

1. What examples can we find in the work of writers that can serve as models of successful writing, editing, and revising?

2. How can we collaborate with others (co-authors, editors, colleagues, stakeholders) to improve our written communications messages?

3. In what ways can editing the work of others help their writing and our own?4. What is a communications marketing strategy?5. For what purposes might organizational leaders develop a specific marketingstrategy?6. How can I develop an appropriate communications marketing strategy for

my organization, group, or profession?7. What is branding and how does it relate to leadership?8. What does it mean to move “beyond branding?” Is this realistic? If so,

how?9. What are the elements of a successful strategic plan?10. How do we know when organizational transformation is desirable or

necessary and when it may be harmful to an organization?11. How can written communications strategies be helpful in achieving

transformations?12. What is most effective/least effective in the annual reports we examine?13. Can we identify the leader’s message and communications strategy conveyed

in his/her organization’s annual report?14. For what purposes are proposals written? What are the key elements most

likely to succeed in each context?15. How can we engage through reading and writing with the larger world of leadership experts?

REQUIRED TEXTS (1)  Bates, Jefferson, Writing With Precision: How to Write So That You Cannot Possibly Be Misunderstood, 6th ed. (New York: Penguin, 2000).

(2)  Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams, The Craft of Research, 3rd ed. (Chicago: University of Chicago Press, 2008). The 2nd edition is also acceptable.  

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(3)  Goldwater, Barry, The Conscience of a Conservative (Princeton, NJ: Princeton Univ. Press, 2007)

(4) Kennedy, John F., Profiles in Courage (New York: Perennial Classics, 2004).

(5) Krugman, Paul, The Conscience of a Liberal (New York: W.W. Norton, 2007)

(6) Stone, Deborah, The Samaritan's Dilemma: Should Government Help Your Neighbor? (New York: Nation Books, 2008)

(7) Strunk, William Jr. and E.B. White, The Elements of Style, 4th ed. (New York: Longman, 2000)

ON-LINE RESOURCES USED IN THIS COURSE

(1) Writing Resources on the Web Ever wonder about whether something you wrote is grammatically correct? How you might improve your writing style? How to organize your ideas better? How to make your writing more authoritative and persuasive? How to do notes and citations?

Here are several excellence online sources. Take a look at each and find the one(s) you like best. Go to your favorite(s) any time you have a question:

A. Purdue Online Writing Lab: www.owl.english.purdue.edu The Online Writing Lab (OWL) at Purdue University houses writing resources and instructional material, provided as a free service of the Writing Lab at Purdue

B. A Writer’s Reference Online: www.dianahacker.com/writersref An online companion website to the book, containing writing exercises, grammar exercises, research exercises, language debates, ESL help, model papers, research and documentation , tutorials, and addition resources. Turn to this resource any time you want to polish your skill set.

C. Academic Writing (University of Wisconsin-Madison): www.wisc.edu/writing/Handbook/index.html http://www.wisc.edu/writing/Handbook/Style.htmlThis online writing handbook covers such topics as the writing process, kinds of writing, grammar and punctuation, writing style, citing references.

D. Writing at the University of Torontohttp://www.utoronto.ca/writing/advise.htmlAnswers commonly asked questions about writing: planning and organizing; reading and researching; using sources; examples of specific types of writing; style and editing; grammar guide.

E. Center for Academic Writing - York Universitywww.arts.yorku.ca/caw/resources.html Style guide; citing electronic resources; dictionary; academic writing guide; common errors (and fixes)

(2) Proposal WritingOnline reference sources about writing successful proposals:

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A. Sales Proposals: www.managementhelp.org/sales/proposls.htm

B. Grant Proposals: www.unc.edu/depts/wcweb/handouts/grant_proposals.html www.grantproposal.com/

C. Proposal Writing: www.foundationcenter.org/getstarted/tutorials/shortcourse/index.html

D. Dissertation Proposals: www.webspace.utexas.edu/cherwitz/www/ie/sample_diss.htmlwww.globetrotter.berkeley.edu/DissPropWorkshop/

E. Book Proposals: www.people.umass.edu/snieto/PDF/Prospectus%20guidelines.pdf

F. Research Proposals: www.2smumn.edu/deptpages/~tcwritingcenter/Forms_of_Writing/ResearchProposal.htm

(3) Annual ReportsSource of corporate and organizational annual reports on-line: www.annualreports.com

(4) Books that Have Changed the WorldWebsites for lists of books—including nonfiction and fiction—that the list compilers claim “Changed the World,” i.e. had a significant impact on public opinion and policy:

http://www.listsofbests.com/list/5867

http://www.amazon.com/16-Books-That-Changed-World/lm/18TZRER62K286

http://home.comcast.net/~antaylor1/ljmostinfluential.htmlThese websites may be useful starting points to help you select a book to write about for your seminar 3 book review assignment about a book that has had significant public influence—an example of how writers can also be leaders. You may find them useful starting points for selecting a work to write about for your seminar 3 assignment about a book that influenced many people—examples of writers as leaders.

Additional readings and on-line resources may be assigned during the course. Students will be notified by e-mail and through the on-line resource center

RECOMENDED RESOURCES The following references may be useful to individual writing & research projects. Save this list as you move toward your doctoral dissertation and professional research and writing projects:Reference Manager Software A great tool for preparing writing projects, including notes, citations, and bibliographic information in proper style and format

Chicago Manual of Style, 15th ed. (Chicago: University of Chicago Press, 2003) Style manual for all fields. The favorite among publishers

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Gibaldi, Joseph. The MLA Style Manual and Guide to Scholary Publishing, 2nd ed. (New York: Modern Language Association, 1998) Academic liberal arts disciplines

Graff, Gerald and Cathy Birkenstein, They Say, I Say: The Moves That Matter in Academic Writing (New York: W. W. Norton, 2006) ISBN 978-0-393-92409-1Teaches the core elements of successful argumentative writingHacker, Diana, A Writer’s Reference, 6th ed. (Boston and New York: Bedford/St. Martin’s, 2007) Excellent introduction to elementary rules of usage, principles of composition, form, words and expressions commonly misused, and approach to style.

Ind, Nicholas, Beyond Branding: How the New Values of Transparency and Integrity Are Changing the World of Brands (London: Kogan Page, 2004). Creating and utilizing brands

The New York Times Manual of Style and Usage (New York: Times Books, 1976).Journalism

Publication Manual of the American Psychological Association, 6th ed. (Washington, DC: American Psychological Association, 2010). Mental health and many health fields and social sciences. The preferred style guidelines for Franklin Pierce University’s College of Graduate and Professional Studies

Repko, Allen F., Interdisciplinary Research: Process and Theory, (Sage Publications, 2008). A comprehensive introduction to the interdisciplinary research process

Scientific Style and Format: The CBE Manual for Authors and Editors (New York: Council of Biology Editors, 1994 Biological sciences

U.S. Government Printing Office Style Manual (Washington, DC: Government Printing Office, 1984). Government publications

Brooks, Brian S. Working With Words: A Concise Handbook for Media Writers, 2nd ed. (New York: St. Martin's Press, 1993). Media

Follett, Wilson, ed. Modern American Usage: A Guide (New York: Hill & Wang, 1998). Grammar and usage

Iverson, Cheryl, et al., eds. American Medical Association Manual of Style, 8th ed. (Philadelphia: Lippincott Williams & Wilkins, 1989). Health sciences

Johnson, Edward D. The Handbook of Good English: Revised and Updated (New York: Facts on File, 1991). Grammar and usage

McArthur, Tom, ed. The Oxford Companion to the English Language (New York: Oxford University Press, 1992). Grammar and usage

Miller, Casey and Kate Swift. The Handbook of Nonsexist Writing: For Writers, Editors, and Speakers, 2nd ed. (New York: HarperCollins, 1988). Bias-free writing

Moxley, Joseph M., and Todd Taylor. Writing and Publishing for Academic Authors, 2nd ed. (Lanham, MD: Rowman and Littlefield Publishers, Inc., 1997). Academic writing

Schwartz, Marilyn and the Task Force on Bias-Free Language of the Association of American University Presses. Guidelines for Bias-Free Writing (Bloomington: Indiana University Press, 1995). Bias-free writing.

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Tarutz, Judith A. Technical Editing: The Practical Guide for Editors and Writers (New York: Addison Wesley, 1992) Technical communications

Thomas, Francis-Noel, and Mark Turner. Clear and Simple as the Truth: Writing Classic Prose (Princeton NJ: Princeton University Press, 1994). Effective styleTrotter, David, The Screenwriter’s Bible: A Complete Guide to Writing, Formatting, and Selling Your Script, 4th Edition Expanded & Updated (Los Angeles: Silman-James Press, 2005) Documentary filmmaking, scriptwriting

Williams, Joseph M. Style: Toward Clarity and Grace (Chicago: University of Chicago Press, 1990). Effective style

Zinsser, William. On Writing Well, 5th ed. (New York: HarperCollins, 1994). Effective Style________________________________________________________________________

SEMINARS and ASSIGNMENTS

Introductory Seminar Saturday June 5, 2010 @ 10am - noon ________________________________________________________________________Assignments to be completed before the Introductory Session:

1. Read: Introduction by Caroline Kennedy; Foreword by Robert F. Kennedy, Preface and

Chapter I of Profiles in Courage by John F. Kennedy Credo, Prefaces, About This Book. . . Who Needs It? Chapter 1 “Introduction,”

and Chapter 5, “The Quest for Clarity,” in Writing with Precision by Jefferson D. Bates

Preface and Part I (Prologue, Chapters 1 and 2) in The Craft of Research by Wayne C. Booth, Gregory G. Colomb and Joseph M. Williams

Take notes on each reading and bring them with you to class as an aid during our discussions of key ideas and how these are conveyed and supported.

2. Write a 250-400 word biographical sketch about yourself that introduces you to your colleagues and tells them what you think is most important to know about you.

Email your biographical sketch to your instructor and to the other members of the class at least one day prior to the start of seminar 1 ( by Friday, June 4, 2010 ). The course shell includes an email feature that lists all students enrolled in the class and their email addresses.________________________________________________________________________Reading, writing, and editorial group assignments for subsequent seminars and course work will be discussed at the first seminar.________________________________________________________________________

Introductory Session TopicsIntroducing the Course and Participants

Course organization, assignments, and introduction to seminar and the collaborative

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cohort learning model; assignment of editorial groups; editorial group analysis of individual biographical sketches; discussion of assigned readings for today and of future topics and assignments.

As much as time permits, we will review and discuss each participant’s biographical sketch introducing her/him to colleagues and telling what is most important to know about the writer. This will be our first foray into exploring the messages conveyed through written communication. ________________________________________________________________________

Seminar 1 Saturday June 19, 2010 @ 9am – 5 pm

________________________________________________________________________ Assignments to be completed before Seminar 1:

1. Re-read all biographical sketches from your classmates. Use threaded discussion (on the course shell) to comment upon the sketches. Complete directions will be found in the posted thread. Respond to other weekly threaded discussions assigned.

2. Read the complete text of Kennedy, Profiles in Courage.

3. Read chapters 1 - 6, 10, 11 of Bates, Writing with Precision Part II (chapters 3 – 6) of Booth, The Craft of Research Foreword and Introduction of Strunk and White, The Elements of Style

3. Due: June 17, 2010. Write a 1000 -1250 word paper about the idea, theme or issue you find most significant in Profiles in Courage. Be sure also to discuss what writing and research elements presented by Bates, Strunk & White and Booth you find in Kennedy’s writing. Wherever possible, reference specific places from each book above that illustrate or back up your assertions. Give page references according to APA, MLA or CMS style.

Email your paper to your instructor and classmates by Thursday, June 17, 2010.________________________________________________________________________

Seminar 1 Topics.Writers as Leaders/Leaders as Writers/Leadership in American CultureWhat does leadership mean in the context of writing? Can writers be leaders? Analysis and discussion of Profiles in Courage and other assigned readings. What makes non-fiction and fiction writing successful? Discussion of writing approaches, techniques, and author’s apparent purpose. How fiction and nonfiction writing can help transform ideas, organizations, society, politics, etc.

Determining the Message/Writing Effectively for Different Purposes, Audiences

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The idea of framing an argument: the writer’s thesis. Discussion of sections of Writing with Precision with a focus upon what Kennedy does in Profiles in Courage. What messages is the author trying to get across, particularly in terms of leadership issues? To whom is the author writing? Where does the author succeed? Where is the writing less successful? What are the author’s central theses or arguments? How does the author illustrate or support these? Are there places where the author seems to have mixed or contradictory messages or aims?

From Research to WritingDoing good research well: the kinds of research projects, the research process and preparing research-based writing projects. Group discussion of Writing with Precision and The Craft of Research

Preview of seminar 2 and subsequent course assignments. ________________________________________________________________________Interim Assignments (Due between Seminars 1 and 2)

1. Send each member of your editorial group by email constructive comments about her or his paper about Profiles in Courage. Try to identify the paper’s strengths, note places where you think the presentation might be made clearer and offer specific suggestions for improvement. Send a copy of your comments by email to your instructor. Due: Friday June 25, 2010.

2. Read the complete text of Strunk and White, The Elements of Style.

Part III “Making A Claim and Supporting It”(chapters 7 – 11) in The Craft of Research

3. Access the Franklin Pierce University Library reference data base (for directions see the Library section on the course shell) and find two scholarly journal articles interpreting Profiles in Courage and/or Kennedy’s writing. Prepare these citations in appropriate form according to APA, MLA or CMS style and email to your instructor by Wednesday, June 30, 2010. You will be given instructions for posting a synopsis of key ideas in these articles and your critique of them in threaded discussion.

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Seminar 2 Saturday July 19, 2010 @ 9 am – 5 pm________________________________________________________________________Assignments to be completed before Seminar 2:

1. Read the complete text of Goldwater, Barry, The Conscience of a Conservative and Krugman, Paul, The Conscience of a Liberal Bates, Jefferson, Writing with Precision Booth et. al, The Craft of Research

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2. Write a 1250 – 1500 word paper that compares and contrasts the central ideas in the Goldwater and Krugman books. Be sure to probe beneath surface similarities and differences and to consider not only what these authors advocate but how they seem to have come to their conclusions (out of what background and political and academic context are they coming and how do the questions they ask—see Booth—influence the conclusions they reach?) Due: Tuesday, July 13, 2010. Email your essay to your instructor and to all members of the class.

3. Email each individual author in your editorial group and your instructor a constructive critique of her/his essay. Focus upon what you see as the strengths of the paper and places where you think the meaning, organization or supporting examples could be clearer or stronger. Give your colleague suggestions for improving the paper. Due: Friday, July 16, 2010. Email your comments to each author in your editorial group and to your instructor. Bring a hard copy of your comments to the seminar. We will break into small groups where members of each editorial group will meet to discuss each others’ work.

4. Closer reading of specific sections (to be assigned) of The Craft of Research, Writer’s Writing with Precision, and The Elements of Style. We will discuss in class lessons from these books we can incorporate into our own research and writing projects. We will also engage with these texts through threaded discussion (to be assigned.)________________________________________________________________________Seminar 2 Topics

The Process of Writing: Writing/Editing/ Co-Writing/Revising/RewritingRhetorical Analysis: Focus upon comparison and contrast and argument in writing, and team evaluations of essay assignments. Do popularizations of ideas of prominent leaders offer us insights we can use in leadership strategies and communication, or do they trivialize more significant ideas? What if anything, can be learned from them? Student discussion on other dimensions of leadership as shown in pop culture: television, movies, music, publications, etc.

The Research Process: Turning Ideas into Successful Written PresentationsMore on the research process and discussion of turning student research and professional development projects into successful written form. Framing an Academic Argument Effectively; Using evidence to support your original interpretations.

Discussion of key sections of Writing with Precision, The Elements of Style, and The Craft of Research, with emphasis upon persuasion, evidence, style, clarity, succinctness. ________________________________________________________________________Interim Assignment (Between Seminars 2 and 3)

1. Read Stone, Deborah, The Samaritan's Dilemma: Should Government Help Your

Neighbor?

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Review key ideas in Profiles in Courage, The Conscience of a Conservative and The Conscience of a Liberal from your previous reading.

2. Write a 1500 – 2000 word essay in which you discuss how John F. Kennedy, Barry Goldwater and Paul Krugman would react to reading Stone’s book. This assignment requires you to speculate but also to use carefully developed logical argument and supporting examples from their works plus your outside research to make a compelling case for what each author (and you) think are the strengths and weaknesses in Stone’s presentation about where American public policy should go in 2009 and beyond. Due: Tuesday, August 3, 2010. Email your essay to each class member and to your instructor.

The object of this assignment is for you to try to synthesize the perspectives of Kennedy, Goldwater, and Krugman about national leadership priorities, and to use these views to evaluate Stone’s assertions as each of the other authors would view them. Be sure to draw upon specific citations and sources in each book and upon at least 3 external scholarly sources as evidence to show where the individual authors are in agreement, dispute, or partial agreement, and how each might address or refute the conclusions of others with which they might disagree.

3. Email a critique of each essay from your editorial group directly to its author and to your instructor by Sunday August 8, 2010.________________________________________________________________________

Seminar 3 Saturday August 14, 2010 @ 9 am – 5 pm________________________________________________________________________

Assignments to be completed by Seminar 3:

1. Review the on-line resource: www.annualreports.com . Select an annual report of an organization and prepare and present an informal 15 minute verbal interpretation-critique of the branding and leadership communications messages found in the annual report, its content, organization, format, style and graphic design.

What message(s) is the annual report trying to convey about the organization? Who is the targeted audience? What is that audience being persuaded to do? To think? (Please note: For this assignment you make an in-class presentation. You do not have to turn in a written assignment.)

2. Choose either A or B below (you only need to complete one of the following assignments, not both—your choice):

A. Write a 500 – 750 word book review essay about a book of fiction or nonfiction that has strongly influenced its readers. In writing your review, be sure to tell us who the book influenced, why this book influenced those readers, and how the author

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accomplished this. Be sure to draw specific examples from the book as support. Email your book review to class members and instructor by Thursday, August 12, 2010.

Suggestions for choosing a book to write about can be found at: http://www.listsofbests.com/list/5867http://www.amazon.com/16-Books-That-Changed-World/lm/18TZRER62K286 http://home.comcast.net/~antaylor1/ljmostinfluential.html

B . Write a 500 – 750 word précis (summary) of a proposal. The purpose of this assignment is to help you master the art of writing project proposals that qualify you to undertake a doctoral dissertation, submit an article or book manuscript for publication, apply for research or professional development funding, make a successful sales presentation or advocate to undertake a significant organizational project. Email your proposal to class members and instructor by Thursday, August 12, 2010.

For more information about writing specific kinds of proposals see: (2) Proposal Writing on page 6 of this syllabus

3. Other assigned readings as needed. In class discussions of papers on Stone, Kennedy, Goldwater and Krugman, and of book reviews and proposals.

Seminar 3 Topics

Discussion and analysis of the leadership message and organizational message strategy found in annual reports. Students will present examples of what they find effective/not effective based on their research on actual annual reports.

Discussion of the kinds of research/the research process/research-based writing projects, and proposal writing: Pulling together all the threads of effective research and writing. Writing an effective research study proposal; discussion of student proposals for an academic or professional research project, Professional and Research Writing: Branding, Annual Reports, Proposals, Marketing & Sales, Staff Development Projects, Writing for Publication; the idea of a communications marketing strategy, overall written communications strategy; constructing strategies for promoting, publicizing and marketing an organization, product or personality; The various kinds of proposals (internal/external, sales, grant development, etc.); Analysis, discussion, and feedback

Discussion of Deborah Stone’s book and how it relates to other authors we have read in this course. What we learned by evaluating Stone in light of the ideas presented by Kennedy, Goldwater, Krugman and others.

Writers as Leaders, Revisited: Discussion of writers who influenced the public and how. What is particularly effective in making their written work transformative? Wrapping up the ideas, themes and techniques covered in the course and applying them to our own personal and career leadership objectives. ________________________________________________________________________

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EXPECTATIONS OF STUDENTSStudents are expected to read all materials required for class, to submit required assignments on time to the instructor and to their team members, and to engage in the process of critique and analysis in written and verbal presentations. Students will also be expected to engage in thoughtful dialogue regarding leadership issues, and to make contributions to each seminar and online discussion.

As a writing-centered course, individual writing assignments and projects will form a core activity. The course is designed to give participants the opportunity to improve their own organizational, research, and stylistic written presentations, as well as to offer constructive critique and analysis of the work of others. Editorial contributions to the work of others and collaborative teamwork also form a focal point of the course.

TEACHING STRATEGIESThis is a graduate seminar in which students will take a leadership position in researching, analyzing, critiquing each topic under investigation, and communicating with their peers. Students will engage in seminar discussions and presentations and in individual and small group writing projects/activities. While the instructor will evaluate and provide feedback on all student work, student collaboration and individual and team input is intended as the primary learning tool. Students will engage in research regarding leadership values and skills as they relate to written communication and creative writing. Students will analyze writing skills in themselves and others, particularly as these relate to achieving leadership goals through writing.

Students will also actively engage in online discussions and online interactions with the instructor, guest experts, group members, and each other. During the seminars, students will also have the opportunity to engage with their learning community.

Effective communication through writing is both an individual and a collaborative process. Students will work independently, and as members of cohort teams. In small group peer editorial sessions, group members will discuss, critique, and edit each other’s work. Students will be given the opportunity to revise and rewrite assignments to practice improving writing through honing skills of editorial analysis and incorporating peer feedback on their own and others’ writing projects.

GOALS OF THE DOCTOR OF ARTS DEGREE PROGRAM

•To prepare leaders for transformational roles in society

•To advance knowledge and applied research, preparing leaders with vision

•To develop practice-focused scholarship, integration of knowledge and reflective and service-based inquiry

•To enhance the leadership values, skills, and knowledge of current and aspiring leaders in professional disciplines

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•To inspire the holistic view of leadership as a transformational process

•To engage the process of analyzing and synthesizing content through a transformational leadership perspective

•To foster an understanding of the importance of the arts and humanities in assuming the role of steward of the societal landscape, developing a sense of connectedness and community

Performance-based Objectives (What is it that you will know or be able to do as a result of taking this course?) As a result of taking this course, you will be able to:

1. Enhance the ability to write clearly for a variety of audiences. 2. Master the individual and collaborative processes of formulating written

communications strategies to achieve specific goals.3. Engage successfully in research, projects, and writing activities utilizing writing

strategies and rhetorical patterns that work in the specific context.4. Edit your own work and the work of others.5. Understand the process of rewriting and revision.6. Improve analytical and observational skills through reading, writing, and personal

interaction.7. Develop skills to undertake research and to write for publication.8. Argue a cogent point of view and use evidence that supports your argument and is

persuasive to others. 9. Produce crisp critiques and analyses of readings and creative works. 10. Understand ways in which leaders can be writers and writers leaders, and how popular culture affects our understanding of leadership issues. Use APA, MLA or CMS style for all citations.

SPECIAL ACCOMODATIONSIn accordance with Americans with Disabilities Act, any person in this course who has a documented disability will be provided with reasonable accommodations designed to meet his/her needs. Before any such assistance can occur, it is the responsibility of the candidate to see that documentation is on file with Franklin Pierce College. Please see me as soon as possible to discuss any need for accommodation.

ACADEMIC INTEGRITY POLICYFranklin Pierce University requires all students to adhere to high standards of integrity in their academic work. Activities such as plagiarism and cheating are not acceptable and will not be condoned by the College, and will result in disciplinary action.

Final grades will be based on the following criteria:

1. Seminar participation, attitude and attendance 50%2. Completion of all performance-based assessments/activities with a concern for

quality, content, and relevance to the goals of the course: Assigned writing projects (papers, essays, critiques, project proposals, etc.) with emphasis upon improvements

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shown through drafts, revisions, and rewriting. 50%

THROUGHOUT THE COURSE, YOU ARE EXPECTED TO EXHIBIT: 1. An open mind2. A willingness to explore the unknown3. Value of the cohort model4. An appreciation for and value of excellence5. A non-judgmental attitude and a creative spirit

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