SYLLABUSWRIT 340: Advanced Writing for Business

Spring 2013

TTh 9:30-10:50 a.m. (section 66767),TTh 3:30-4:50 p.m. (section 66783) & TTh 5:00-6:20 p.m. (section 66787)

HOH 418

Professor: Jim GoslineOffice: ACC 400-BOffice Hours: Tuesdays & Thursdays 11:30 a.m. to 2:30 p.m. and by appointmentE-Mail: gosline@marshall.usc.eduTelephone: (213) 740-0197 (USC office & 24-hour voicemail)

COURSE DESCRIPTION AND GOALSWRIT 340 offers instruction in writing for various audiences on topics related to a student’s professional or disciplinary interests, with some emphasis on issues of broad public concern. The prerequisite is WRIT 140 or its equivalent.

The business version of this course, Advanced Writing for Business, is designed not only to help you write effectively in a business environment, but also to improve your general ability to research and analyze complex ideas, to appreciate and develop the skill of effective argumentation, and to write clear, grammatical, well-structured communications. With some emphasis on ethics and issues of public concern, coursework is designed to increase your capacity to analyze audiences and tailor content and style to produce written presentations that communicate with confidence.

Building on the skills you gained in WRIT 140, this class explores specific business writing techniques and strategies through in-class lectures and exercises, individual writing assignments, tutorial sessions, and a group project. The topics covered range from word-, sentence-, and paragraph-level issues of correctness, conciseness, coherence, and clarity to more global considerations of argumentation and organization, including a major unit on critical thinking.

Throughout the semester, we will emphasize the development of techniques for distinguishing relevant from non-essential information and then effectively and appropriately communicating what is relevant to a wide variety of audiences. You will learn to regard effective business writing in terms of a series of strategic choices, including choosing from among a repertoire of tones and styles appropriate in different situations and with different audiences. You will also improve your editing and critiquing skills, so that you can distinguish effective from ineffective writing and help not just yourself but others as well to become better writers in a business context.

The course content of Advanced Writing for Business is practical today and long into the future. You will begin using or improving many writing skills immediately—not just following graduation or in a future career position. Bear in mind, however, that while an instructor can teach you much of what you need to know to be a successful writer, no one can make you learn, practice, modify, polish, or strengthen your skills. That part of the course is up to you.

LEARNING OBJECTIVESThis course focuses on improving your understanding of the basic principles of good writing and how you may use these principles to write effectively in a wide variety of business-related contexts. You will learn to communicate effectively in writing using Plain English and traditional and new communication media for different audiences.

Specifically, at the end of the course you will be able to:

1. Recognize and implement the qualities associated with effective business writing, particularly the hallmarks of ‘Plain English,’ which are: conciseness, coherence, clarity, and correctness.

2. Identify and evaluate diverse communication goals of different audiences and make effective choices about the tone, style, and form the communication should take.

3. Select and strategically apply traditional and new communication media.4. Plan, create, and complete a variety of business documents—including, for example,

memos, letters, emails, blog posts, proposals, and reports—using appropriate headings, layout, and typography.

5. Conduct research using a broad range of sources.6. Synthesize and evaluate the quality of collected information.7. Support written claims with logical and persuasive reasoning, and critique the reasoning

in the writing of others.8. Understand the importance of business ethics and its implications for business and

business communication. 9. Collaborate productively with others in completing writing and editing tasks.10. Express your ideas and conduct yourself in a professional manner.

All of the above apply not only to traditional business operations, but also to any professional communication via electronic media. Arguably, business today functions primarily in a digital environment and proficient writers must be adept at using the Internet and the tools that e-communication provides.

REQUIRED TEXTSThe USC Bookstore offers these 3 required texts as a heavily discounted package:

(1.) Writing and Speaking at Work: A Practical Guide for Business Communication, Fifth edition, by Edward P. Bailey (NOTE! You must have the 5th edition, not the 4th.)

(2.) Asking the Right Questions: A Guide to Critical Thinking, Tenth edition, by M. Neil Browne and Stuart M. Keeley (NOTE! You must have the 10th edition, not the 9th.)

(3.) Pearson Business Reference and Writer’s Handbook, by Roberta Moore, Patricia Seraydarian and Rosemary Fruehling

(4.) Access to an up-to-date, college-level dictionary

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ASSIGNMENTS AND GRADINGYour final grade in this course will be based on the following (tentative):

Grade % PointsIndividual Writing Assignments

“Current Business” Article-Blog (for WWW publication) 10 100Your initial assignment will focus on analyzing a current newsissue from a business perspective; the emphasis of this assignmentcenters on development of business writing skills.

Business Ethics Position Paper 10 100An analysis of a case involving a business-ethics decision, in whichyou examine the interests involved, take a stand, and support yourposition persuasively.

Critical Thinking Analysis 10 100A critical analysis of an article on a business-ethics issue, based on thecritical thinking methodology developed in class and in your reading.

Portfolio 20 200A thorough reworking and polishing of the three major individualassignments.

Other Assignments 20 200Smaller at-home and in-class assignments, writing analysis, quizzes.

Team ProjectEmphasis on writing—as a team—effective and appropriate text in aprofessional-quality written and oral report.

Team 30-Page Written Report 15 150

Team Oral Presentation 5 50

Professionalism and Participation 10 100“Professional-Level Personal Responsibility,” which includesattendance, punctuality, participation, and attitude (attendance, attitude,etc., affect your grade in much the same way as they affect performanceevaluations in the professional workplace).

Total 100% 1,000

Late or Missed Assignments, Absence, and Tardiness: Much of this course is run similarly to professional work environment, especially in terms of late or missed assignments, absence, and showing up late (tardiness). If you can warn me ahead of time of an unavoidable problem causing a late assignment, absence, or tardiness, we can discuss the matter and possibly find a solution without penalty. Otherwise, the following guidelines apply:

Late assignments—earned points reduced 50% (later than one week = “missed assignment”)

Missed assignments—zero points

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Absence—first unexcused absence earns a warning; each subsequent unexcused absence earns a 10-point penalty

Tardiness—first unexcused tardiness earns a warning; each subsequent unexcused tardiness earns a 5-point penalty

I understand that unforeseen critical emergencies occur. Absence or tardiness will be excused only when you provide me with printed and signed documentation from an appropriate source.

Evaluation of your work: Evaluation of your performance in this course can not be boiled down into true-false or multiple choice exams designed for supposedly "objective" machine processing. Generally, your performance on assignments will be evaluated and graded using a combination of two standards: (1) How does your work compare to the work of your classmates? and (2) How does your work compare to established norms of the professional, working world?

Beyond the above general standards, my evaluation of your writing will be guided by the General Evaluation Rubric for Advanced Writing Courses published by the University’s Writing Program (see below), which oversees all WRIT 340 courses.

I will do my best to make my expectations for the various assignments clear and to evaluate them as fairly and objectively as I can. If, however, you feel that an error has occurred in the grading of any assignment, you may, within one week of the date that the assignment is returned to you, write me a memo in which you request that I re-evaluate the assignment. Attach the original assignment to the memo, and explain fully and carefully why you think the assignment should be re-graded. Be aware that the re-evaluation process can result in three types of grade adjustments: increased points, no change, or decreased points.

PROFESSIONALISM: POLICIES AND PROCEDURESAttendance and punctuality: You are expected to attend all scheduled class sessions and to be in your seat, ready to learn, at the start of class. More than one unexcused absence will negatively affect your final grade; if you are absent six or more times prior to April 12, 2013, (the last day to withdraw from a course with a grade of W) you will be asked to withdraw by that date.

Participation and classroom demeanor: Part of your grade is based on your participation. This means you are expected to be an active contributor to the class, not a passive listener. For example: volunteer answers to the questions I ask, speak up and ask questions yourself, request clarification if something isn’t clear, question me if you disagree with something I’ve presented, contribute useful and relevant comments. Your active participation can help determine whether our class atmosphere will be dull and pedantic or energetic and engaging.

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While you are in class, you are expected to conduct yourself professionally. This includes being focused exclusively on WRIT 340, not on extraneous matters. It also includes treating everyone else in the room with the same respect and consideration you want to receive from him or her.

Please note two important aspects of classroom management:

TURN OFF and put away all mobile phones, tablets, PDAs, laptops, etc.!

Save all social conversations for after class—focus on the tasks for the class meeting.

Straighten up your area before you leave, so that the next class finds a clean and pleasant learning environment.

Preparation: You are expected to come to class fully prepared, with all required written assignments and reading completed. This includes being fully prepared even if you were unable to attend a previous class meeting.

Assignments: All assignments must be ready to be handed in at the beginning of the class period on the due date. Any assignment turned in late, even if by only a few minutes, will receive a grade deduction. If you are unable to attend class on the day a written assignment is due, arrange for it to be delivered to the classroom or to my mail box in ACC 400 by the start of class. Later than one week, the grade on any assignment will be zero points. Late or not, however, you must complete all required assignments to pass this course.

NOTE: An important part of this course is a series of writing workshops, in which students analyze each other’s drafts of major assignments. You are expected to have a polished (not a rough) draft of the required assignment completed for every workshop. Although drafts will be graded as “minor” assignments, they must be turned in. Failure to have a polished draft ready for a workshop will result in a significant grade deduction for that assignment.

Other requirements: Standard word-processing software (Microsoft Word 2007 or compatible) Access to a laser printer or equivalent that can produce letter-quality print (Please

note: some “Ink Jet” and “Bubble Jet” printers produce print that is not letter-quality.)

A working email account that you check regularly

THE USC WRITING CENTERThe USC Writing Center (WC), located on the third floor of Taper Hall of Humanities in room 321, is an excellent resource for students who want to improve their writing. You may schedule 30-minute appointments with writing consultants trained to assist you in planning, organizing, correcting, and revising your assignments. Some consultants are graduate business students in the Marshall School of Business. Others have special skills in working with students for whom English is a second language. The WC also offers a series of one-hour Writing Modules Workshops designed to help non-native speakers develop the skills they need to succeed in

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WRIT 340. In addition, there are daily workshops on troublesome language and grammar issues, open to all students.

It will usually be up to you whether to take advantage of the resources the Writing Center has to offer. On occasion, however, I will require visits to the Writing Center—sometimes on a regular basis—if I feel the need is present. If you know that you have weaknesses in English grammar, it is your responsibility to seek out and obtain help (in most cases, from the WC or a tutor) to strengthen your grammar skills to an acceptable standard for this course. Grammar weaknesses may lower your grade significantly. If you need help, allow me to offer information on where to find it.

The USC Writing Center Website is http://www.usc.edu/dept/LAS/writing. To make an appointment or contact the WC by phone, call at (213) 740-3691. If you wish to ask a question via email, you may reach them at writing@usc.edu.

SOME OTHER ADMINISTRATIVE MATTERSPlagiarism

Plagiarism is the unacknowledged and inappropriate use of the ideas or wording of another individual.... [It] is considered a grave violation of academic integrity and the sanctions against it are correspondingly severe (sanctions recommended by the university range from a grade of F in the course to suspension from the university). Most simply, plagiarism can be characterized as ‘academic theft.’

As defined in the University Student Conduct Code (published in the current SCampus), plagiarism includes:

‘The submission of material authored by another person but represented as the student’s own work, whether that material is paraphrased or copied in verbatim or near verbatim form;

‘The submission of material subjected to editorial revision by another person that results in substantive changes in content or major alteration of writing style;

‘Improper acknowledgment of sources in essays or papers.’

The Student Conduct Code applies these standards to any written work submitted by a student, whether a draft or a final version.

Because of the serious penalties for plagiarism, you should insure that any writing you submit represents your own assertions and abilities and incorporates other texts in an open and honest manner.… In academic assignments, writing is assumed to be the original words and thoughts of the student unless [the reader is] told otherwise (i.e.: material from other sources is clearly and properly cited).

From Trojan Integrity: Guide to Avoiding Plagiarism (USC Office for Student Conduct, rev. Fall 2000, pp. 2-3)

Assistance with Papers

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In this course, we encourage peer review, since it’s almost always helpful to have “another set of eyes” take a look at your paper and offer comments and suggestions. But where exactly is the boundary between helpful advice and illegitimate collaboration? Where should you draw the line?

The following guidelines from the Writing Program answer this question explicitly:

The Writing Program encourages collaboration with your instructor, with Writing Center consultants, and with your classmates; such interactions constitute one of the most important and effective means by which writing is taught. In undertaking collaborative interactions, however, remember that you are finally responsible for guaranteeing that the resulting text represents your abilities and authority and not those of the persons assisting you, however well meaning they may be. A simple guideline may help: Never allow someone else to construct a section of your text longer than one or two sentences that you would not be able to produce on your own, and never allow anyone to copy-edit more than the first page of your paper.

Sanction for Academic DishonestyOur University mandates that instructors give an F grade for the course (at the very least) for academic dishonesty such as plagiarism, submission of coursework done by others, unauthorized collaboration, etc. One way to think of “academic dishonesty” is: coursework that in any way gives you an unfair advantage over your classmates. Please understand clearly that I will give an F grade for the course in response to any form of academic dishonesty.

Students with DisabilitiesAny student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. You can obtain a letter of verification for approved accommodations from DSP. Please be sure the letter is delivered to me as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m. – 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776.

Retention of Graded WorkReturned paperwork that a student does not claim will be discarded one month after the end of the current semester. Paperwork held by the professor and not returned to students will be retained until the end of the regular semester that follows the current semester.

FINAL NOTEI have great respect for students with the initiative to undertake earning a degree at the University of Southern California. Along with that respect come some expectations on my part.

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I expect you to understand that attendance and attitude affect your grade in much the same way as they affect performance evaluations in the professional workplace.

I also expect that you are seeking a rigorous agenda, you face multiple time pressures, and the time you've committed to this course is extremely valuable to you, as it is to me. Such a rigorous agenda may cause difficulties in your personal and/or professional scheduling (it doesn't get any easier after you graduate, by the way). I expect that you'll take responsibility for overcoming any difficulties. (For example, if you are forced to miss a class, I expect you to warn me before the absence, unless it is an unforeseen critical emergency, and get the missed course content from a classmate.)

The key to your success in this course and my success in this course is communication. I look forward to working with you.

IMPORTANT PHONE NUMBERS, EMAIL ADDRESSES, AND DATESCenter for Management Communication: (213) 740-0627; Ms. Marti Rood,

Office CoordinatorUSC Emergencies: 740-4321USC Emergency Info Line: 740-9233USC Information Line: 740-2311KUSC Radio: 91.5 FM

Spring Semester 2013Oct. 29-Jan. 11 Registration for continuing studentsNov. 21-Jan. 11Registration for returning students and continuing studentsJan. 10-11 Registration for spring semester continuesJan. 11 Last day to register and settle without late feeJan. 14 Spring semester classes beginJan. 14-18 Late registration and change of programJan. 21 Martin Luther King Day, university holidayFeb. 1 Deadline for purchasing or showing proof of health insuranceFeb. 1 Last day to register and add classes

Feb. 1 Last day to drop a class without a mark of "W," except for Monday-only classes, and receive a 100% refund

Feb. 1 Last day to change enrollment option to Pass/No Pass or AuditFeb. 1 Last day to purchase or waive tuition refund insurance

Feb. 5 Last day to drop a Monday-only class without a mark of "W" and receive a 100% refund or change to Pass/No Pass or Audit

Feb. 18 Presidents' Day, university holidayMarch 18-23 Spring recessApril 1 Thesis/Dissertation submissionApril 12 Last day to drop a class with a mark of WMay 3 Spring semester classes endMay 4-7 Study days

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May 8-15 Final examinationsMay 17 Commencement

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ANALYTICAL TERMS AND GENERAL GRADING RUBRICfor WRIT 340

The Writing Program, U.S.C.

Analytical Terms For Use In Diagnosis, Response, & EvaluationIn order to explain to students both the strengths of their papers as well as what they might do to improve their writing, Lecturers find it helpful to have a concise set of analytical or descriptive terms that can be used to discuss important dimensions of a text. With time, most Lecturers develop a vocabulary suited to this purpose, and the six terms described below are not offered as being unique or original -- they are often, in fact, the same terms (or close synonyms) that are used by many writers to discuss their craft. They reflect most of the qualities defined in University Writing class grading standards and can, therefore, serve both as a basis for evaluation and as a common vocabulary relating the diagnosis of texts to an explanatory response.

ADDRESSING THE ISSUESThe extent to which the paper explores the issues set forth in the assignment in sufficient depth, and with suitable scope and complexity. Superior essays address all aspects of the writing task, including the professional, public, or academic implications of that task. The best papers also display a cognizance of audience and genre.

ARGUMENTATIVE FORCE & COHERENCEThe insight, cogency, and strength of analysis, all in service to the paper's thesis. Good essays clearly, consistently engage an argument or theme, and not simply through repetition or stridency of tone. (Argumentative force is not tantamount to raising one's "voice" on the page.)

ORGANIZATION & STRUCTUREThe lucid arrangement of the paper, both in terms of its overall structure and flow and of its individual paragraphs and the transitions between them. The best essays marshal their arguments in logical fashion, and the resulting sense of order is as apparent to the reader as it is to the writer.

SUPPORT & DEVELOPMENTThe extent to which the paper's assertions are sustained with compelling examples, evidence, and reasoning that are appropriate for the intended audience -- whether it be one of peers and colleagues familiar with the discipline or a lay audience or both -- in those assignments that stipulate the need for sources. A facility for selecting and working with both primary and secondary sources is also an attribute of strong support and development.

STYLE & TONEThe effectiveness of the paper's sentence structure, word choice, fluency, and manner of expression in terms of its purpose and audience. Superior tone and style compel the reader's attention and assist his or her comprehension. Still, they are never contrived or a conceit; nor do they assume a cleverness that overshadows the text itself. In fact, they work best when they are nearly invisible, except to the discerning reading eye.

SYNTAX & FORMATThe quality of the paper at the micro-, or sentence, level: mechanics, grammar, spelling, punctuation, and effective use of an accepted scholarly apparatus (method of citation), where one is employed. Good syntax and format permit the reader to quickly and clearly read a text without stumbling over the surface-level elements and thus losing sight of meaning.

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Advanced Writing Courses: General Evaluation Rubric

The following rubric outlines the general criteria used to assign grades in Writing 340 classes. The + and - grades allow instructors to make finer qualitative distinctions concerning their students' ability at each grade point: A +, F +, and F- are not recognized by the University.

In general, thoughtful, critical papers are most esteemed. Those that demonstrate overall organizational and argumentative/analytical skills will usually be rewarded over those that merely reveal sentence-level competence. Those that fail to respond to all aspects of the assignment will usually not receive a passing grade. Students should understand that the bar is raised for work in Writing 340 relative to that in Writing 140. The advanced student must show even greater sophistication in terms of engaging themes and arguments and adeptly employing sources.

In evaluating a paper, the Lecturer first makes a C/D decision, judging whether a paper fulfills the criteria that mark the competence expected in the "C" range, or whether the paper remains in need of the extensive revision that marks the "D" range. After having made this initial judgment, the instructor then decides whether competent papers demonstrate the strengths that mark "B" or "A" writing, and whether weaker writing should be lowered to "F."

The C/D Distinction

C WRITING will:

Fully address and explore the issues set forth in the assignment. The paper fully responds to the writing task and explores the complexities of the issues raised. The author demonstrates reliable knowledge about the subject and effectively conveys this to his or her audience.

Present a clear argument or analysis. The writer responds to the assigned topic in a direct, usually thoughtful, and sometimes forceful manner; the paper demonstrates a consistent point of view.

Use effective support and reasoning to bring about the overall project. The argument or analysis receives relevant support; the author includes enough well-chosen material to sustain what he or she is trying to do. The writer incorporates references and sources appropriately, distinguishes between primary and secondary sources, and employs a recognized scholarly apparatus.

Display strong organization, paragraph development, and logical transition. The author demonstrates a good sense of structural control; the paper's form directly contributes to its purpose; transitions are mostly effective.

Use a style and tone that is appropriate to the purpose. The language used supports the author's purposes and is suited to the particular audience -- public, professional, or academic.

Display college-level competence in syntax. Minor surface errors don't seriously detract from the paper's purposes or interfere with the reader's comprehension of the essay.

Conscientiously acknowledge the significance of academic, professional, and public issues attending to different majors, disciplines, and career fields. Upper-division writing is not composed in a vacuum but, rather, attempts to comply with the standards for discourse within specific majors, minors, and career fields as well as those for interdisciplinary audiences.

D WRITING will:

Address the issues set forth in the assignment in a limited fashion. While the paper attempts to explore the complexities of the issues raised in the assignment, it treats them simplistically.

Offer a competent but severely limited argument/analysis in response to the assignment topic. While the argument or analysis may be plausible, fairly clear, and generally consistent, it fails to exhibit the careful thinking and overall cogency necessary for "C" writing.

Incorporate at least minimally appropriate support and references -- properly cited -- to sustain the overall argument/analysis. The analysis or argument is supported by some credible evidence, but often the support is inadequate, unconvincing, or overly derivative. In addition, an appropriate scholarly apparatus is attempted.

Display baseline competence in overall organization, paragraph development, and logical transition, even if it still exhibits organizational or analytic/argumentative weaknesses. The author demonstrates marginal structural control in that the reader can discern the direction that the writer is taking, and why he or she is doing so.

Use a style and tone intended to be appropriate to the purpose. The language used at least partially supports the author's purposes and is suited to the particular audience -- public, professional, or academic.

Display rudimentary competence in syntax. Existing surface errors don't seriously detract from the paper's purposes or radically interfere with the reader's comprehension of the essay.

Indicate some cognizance of the academic, professional, and public issues attending to majors, disciplines, and professions. 11

Features of A, B, and F Writing

A WRITING will:Undertake a sophisticated exploration of the issues set forth in the assignment. The author is able to negotiate the complexities of the issues raised in a provocative, controlled manner. The author fully responds to the writing task, demonstrating a mature knowledge about the subject and a judicious sense of audience.

Present a decidedly cogent and insightful argument and analysis. The writer responds to the assigned topic in a consistently forceful manner that is not only thoughtful but also thought-provoking and well-articulated.

Provide compelling support for the overall argument and analysis. The author includes a strong balance of extremely well-chosen materials to emphatically support what he or she is trying to do. The writer displays both facility and confidence in the use of primary and secondary materials, and employs them to further his or her own authority and point of view, citing them fully and in appropriate fashion.

Develop its argument or analysis with organizational clarity and logical force. The author directs the writer-reader transaction masterfully and convincingly.

Employ a style that elevates the paper's effectiveness and furthers its purposes in terms of its intended context.

Display professional maturity in syntax. Surface errors are virtually non-existent; the reader is left free simply to enjoy the author's style and tone as well as the intellectual force of the writing.

Exhibit a distinct appreciation of the academic, professional, and public issues that attend to composition within disciplines, majors, and career fields.

B WRITING will:Demonstrate strong and purposeful engagement with the issues set forth in the assignment. The author is able to negotiate the complexities of the issues raised with maturity and authority. The author fully responds to the writing task, demonstrating a reliable knowledge about the subject and a good sense of audience.

Present a clear and thoughtful argument and analysis. The writer responds to the assigned topic in a manner that is thoughtful and strongly articulated; the paper demonstrates a strong and often compelling point of view.

Provide effective support for the overall argument and analysis. The author includes a good balance of well-chosen materials to support what he or she is trying to do. The writer displays facility in the use of primary and secondary materials, and employs them to further his or her own authority and point of view, citing them fully and in appropriate fashion.

Develop its argument or analysis with organizational coherence and logical force. The author controls the writer-reader transaction purposefully and effectively.

Employ a style that reinforces the paper's effectiveness and supports its purposes in terms of its intended context.

Display maturity in syntax. Surface errors rarely appear and are inconsequential: the reader is hardly ever distracted by surface matters, and the author's meaning is always clear.

Exhibit an appreciation of the academic, professional, and public issues that attend to composition within disciplines, majors, and career fields.

F WRITING will offer a limited argument/analysis in response to the assignment while compounding the flaws found in "D" writing. Failing writing will:

Not address the issues set forth in the assignment seriously or sufficiently. The paper treats the issues simplistically; the argument/analysis repeatedly overlooks the complexity of the issues raised. The author, in addition, may fail to respond to all aspects of the writing task.

Exhibit an implausible, unclear, incomplete, or inconsistent analysis/argument. The paper lacks the cogency and purpose necessary for competent college-level writing; the essay consistently fails to exhibit careful thinking.

Contain inadequate, unconvincing, irrelevant, or derivative support. The essay accumulates derivative and/or anecdotal examples without integrating them into a focused analysis or argument. The writer relies on inappropriate or weak sources and reasoning to sustain the overall discussion. The author may not include enough material to support the purposes of the paper. Often, too, such writing fails adequately to acknowledge sources.

Display flaws in organization, paragraph development, or logical transition. The essay lacks structural fluency: organizational flaws cause a lack of overall coherence, undermining the paper's purposes. The reader is too often puzzled by the course the essay takes, or the essay relies too exclusively on formulaic organization, thereby becoming stilted and predictable.

Use an inappropriate style or tone. The manner of expression detracts from the purposes of the essay or is inappropriate to its intended audience.

Contain notable flaws in syntax. Mechanical errors detract from the paper's purposes or interfere with the reader's comprehension. Significant problems in grammar make the writing unclear and confusing.

Fail to pay attention to the importance of the academic, professional, or public issues that apply to writing within different disciplines

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PROFESSIONAL-LEVEL PERSONAL RESPONSIBILITYProfessor Jim Gosline

WRIT 340: Advanced Writing for Business

As noted in the course syllabus, we will be applying “professional-level personal responsibility” in our WRIT 340 class. This concept affects your course grade, so you may want to know more about what I think it means. For this concept, as well as most of what I teach, I agree strongly with one of Albert Einstein’s convictions, that the universe loves simplicity and beauty.

“Everything should be made as simple as possible, but not simpler.”Albert EinsteinU.S. (German-born) physicist (1879 - 1955)

In its simplest form, professional-level personal responsibility means, “Treat others as you would want to be treated”—the Golden Rule. You might think of this as a Christian belief (Matthew 7:12), but there is evidence for its influence in all major faiths:

Buddhism—“Hurt not others in ways that you yourself would find hurtful.” (Udana-Varga 5:18)

Confucianism—“…Do not unto others what you would not have them do unto you.” (Analects 15:23)

Hinduism—“This is the sum of duty: Do naught unto others which would cause you pain if done to you.” (Mahabharata 5:1517)

Islam—“No one of you is a believer until he desires for his brother that which he desires for himself.” (Sunnah)

Judaism—“What is hateful to you, do not to your fellowman.” (Talmud, Shabbat 31a)

Taoism—“Regard your neighbor’s gain as your own gain and your neighbor’s loss as your loss.” (T’ai ShangKan Ying P’ien)

Zoroastrianism—“That nature alone is good which refrains from doing unto another whatsoever is not good for itself.” (Dadistan-i-dinik 94:5)

Professional-level personal responsibility means that you take full responsibility for the choices you make. That’s all. In our class, you will be making many personal choices; all that I am asking is that you own those choices and related consequences. Assigning blame, making excuses, and creating rationalizations are all symptoms of personal irresponsibility. You will find much more personal and professional success if you don’t go down that path.

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Role models can be extremely helpful. If you find yourself in a situation where decisions reflecting personal responsibility are unclear, think of an exemplary role model and try to imagine what choices he or she would make. In your opinion, an outstanding role model of a person who lives life with great passion and personal responsibility is __________________________________ (fill in the blank with a name—and don’t be surprised if I call on you for your answer to expand discussion on this topic). If he or she were caught in your personal dilemma, what would he or she do?

More information that may help you focus on what professional-level personal responsibility will mean in your life comes from a book titled, The Four Agreements, by Don Miguel Ruiz, M.D. They are:

1. BE IMPECCABLE WITH YOUR WORDSpeak with integrity. Say only what you mean. Avoid using the word to speak against yourself or to gossip about others. Use the power of your word in the direction of truth and [caring].

2. DON’T TAKE ANYTHING PERSONALLYNothing others do is because of you. What others say and do is a projection of their own reality, their own dream. When you are immune to the opinions and actions of others, you won’t be the victim of needless suffering.

3. DON’T MAKE ASSUMPTIONSFind the courage to ask questions and to express what you really want. Communicate with others as clearly as you can to avoid misunderstandings, sadness and drama. With just this one agreement, you can completely transform your life.

4. ALWAYS DO YOUR BESTYour best is going to change from moment to moment; it will be different when you are healthy as opposed to sick. Under any circumstance, simply do your best, and you will avoid self-judgment, self-abuse and regret.

(Miguel Ruiz, M.D., The Four Agreements; Amber-Allen Publishing, CA; 1997)

If you have questions about any of this—or other aspects of business communication—please let me know.

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