E 82B Written Communication II Syllabus

English 82B Syllabus Lincoln University
Written Communication II
Units: 3
Instructor: Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
Office: Room 305
Office Hours: T-T, 9:9:30, 12:15-1, and by arrangement
E-mail: docsyl072gmail.com

Revision date: 06/2007


Objectives
You will develop your writing skills for academic, professional, and socio-cultural purposes, in context-centered essay writing. You will learn editing, documentation skills, and use of online and other resources.

University learner goals 1 -6, and specifically in English:: To develop basic academic and professional skills(1); To develop the ability to communicate effective in English, orally and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4


Description:
English 82B covers the aspects of composing well-organized written communications in functional contexts. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in various applied contexts.

Catalog Description: ENG 82A & 82B - WRITTEN COMMUNICATION I & II

ENG 82A & 82B - WRITTEN COMMUNICATION I & II
First term: A thorough study of grammar and the fundamentals of composition. Practice in writing themes, book reviews and other short papers is given. Particular attention is directed toward sentence structure, syntax, and general rhetorical principles. Second term: Critical reading and evaluation of selected texts and writings; composition of well-organized expository papers; a careful consideration of methods of research, organization in a clear, logical manner and other elements involved in writing research papers. (3 + 3 units)



Course Materials
Required Texts

VanderMey et al. The College Writer. Second Edition. Boston: Houghton Mifflin Company, 2007.
Dictionary, thesaurus

Format
A cooperative learning model is employed. Small group and individual discovery exercises and presentations will augment lectures, discussion and applications.


Student Responsibilities:
Students are expected to attend class, to complete assignments, to participate in the course in a productive manner, and to take personal responsibility for meeting the objectives of the course.

Policies:
· Assignments are to be submitted in a timely manner. Late work will receive reduced points and must be accompanied with a written explanation for its tardiness.
· Plagiarized work will receive 0 points, and if persistent will result in course failure.
· All assignments must be typed, include in the top right hand corner your name, course, date submitted, assignment name and revision number.
· Attendance is mandatory. Missed classes will constitute 0 points for the day’s class participation points. Excused absences are limited to serious medical or other problems, and are to be explained in writing either before or immediately after the absence. Persistent unexcused absences will result in course failure.

Assignments: Overview
Units, 2 to 3 weeks each (see calendar table), Midterm, week 9, project presentations, including essays for each unit, notes, reference data, in-class materials and assignments.

Schedule

Unit	Week	Topics/Assignment	Notes
Unit 1	Wk 1	Introduction	Recommended reference texts: Handbook, Dictionaries
Introduction	Wk 2	Introductory Essay: Personal (family), Social (culture, home country), Professional (economic now/future), Universal (philosophical, goals, definition of success)	QnA-- Interviews
			Essay: Where do you stand? (feet, stomach, heart, ears, eyes, hands, brain)
	Wk3	Peer Evaluation	Unit 1 Paper Due
Unit 2:	Wk 4		Language, Literature, Art, Music
		Introductory essay due	Story of English;
			Do You Speak American?
Humanities Focus	Wk 5	C24, Writing about Literature and the Arts	MLA Format
	Wk 6	Literary Analysis (357), oral presentations (319), web writing (399)
	Wk 7	C25, Academic Essays	Unit 2 Paper Due
	Wk 8	Review; Presentations
	Wk 9	Midterm
		Spring Recess
Unit 3	Wk 10	C26, Writing for the Workplace	APA Format
Social Sciences Focus	Wk 11	Abstracts/summaries(538,540,550)	Business, Economics
			America at Work
	Wk 12	experiment report (341), observation report (319), research paper(423)	Unit 3 Paper Due
Unit 4	Wk 13	C27,, Writing and Designing in the Web	Cosmos
Physical Sciences	Wk 14	Field Report (341), research paper (423)	Nature/ Ecology
			Micrososmos
	Wk 15	Review; Presentations	Unit 4 Paper Due
Conclusion	Wk 16	Final

STUDENT EVALUATION
Students are evaluated on the basis of class work, written assignments, quizzes, midterm and final exams, with grades proportionate to the following values:

Content	Points	Percent
Attendance & Class Participation	35	16%
Summaries, Maps, Projects	50	23%
Quizzes /tests /exercises	50	23%
Papers	50	23%
Presentations	35	16%
Totals	220	100%

Percent	Letter Grade
90-100	A
80-89	B
70-79	C
60-69	D
Below 60	F

E 82A Written Communications I

WRITTEN COMMUNICATION I

ENGLISH 82A
Units: 3
Prerequisite/Co-requisite Courses: None

Instructor: Dr. Sylvia Y. R. Schoemaker
Phone: 510.628.8036
E-mail: docsyl@gmail.com
Office Hours: T-Th 9-9:30, 12; 15-1 and by arrangement

Required Text:
VanderMey et al. The College Writer. 2nd Edition. Boston: Houghton Mifflin Company, 2007.

Recommended Texts:
Clouse, Barbara Fine. A Troubleshooting Guide for Writers: Strategies & Process.4th Ed. Boston: Mc-Graw-Hill, 2005.

Adams, Katherine H. and Michael L. Keene, Research and Writing across the Disciples 2nd Ed. Mountain View, CA: Mayfield Publishing Company, 2000.
Dictionary, thesaurus

(Revision date: 5/2007)

DESCRIPTION

English 82A covers the aspects of composing well-organized written communications. The core of the course will emphasize practice in organizing ideas in a clear, logical manner and other elements involved in writing papers in various rhetorical contexts.

COURSE DESCRIPTION (CURRENT UNIVERSITY CATALOG):

ENG 82A & 82B - WRITTEN COMMUNICATION I & II
First term: A thorough study of grammar and the fundamentals of composition. Practice in writing themes, book reviews and other short papers is given. Particular attention is directed toward sentence structure, syntax, and general rhetorical principles. Second term: Critical reading and evaluation of selected texts and writings; composition of well-organized expository papers; a careful consideration of methods of research, organization in a clear, logical manner and other elements involved in writing research papers. (3 + 3 units)



OBJECTIVES


You will develop your writing skills for academic, professional, and socio-cultural purposes, in context-centered essay writing. You will learn editing, documentation skills, use of online and other resources

University learner goals 1 -6, and specifically in English:: To develop basic
academic and professional skills (1); To develop the ability to communicate
effective in English, orally and in writing, and to read with understanding
(1.1) and institutional goals , especially 1,(1.1-1.4), 2.4

FORMAT

The course sessions will include presentation, demonstration, discussion, and application modes.

POLICIES

Assignments are to be submitted in a timely manner. Late work will receive reduced points and must be accompanied with a written explanation for its tardiness. Plagiarized work will receive 0 points, and if persistent will result in course failure. All assignments must be typed, include in the top right hand corner your name, course, date submitted, assignment name and revision number.

Attendance is mandatory. Missed classes will constitute 0 points for the day’s class participation points. Excused absences are limited to serious medical or other problems, and are to be explained in writing either before or immediately after the absence. Persistent unexcused absences will result in course failure.

STUDENT RESPONSIBILITIES

Students are expected to attend class, complete assignments, and to participate in individual and group work in a productive manner, and to take personal responsibility for meeting the objectives of the course.


ASSIGNMENTS

Overall Schedule
Units, 2 to 3 weeks each, midterm digital portfolios/blogs, weeks 8 and 15, including essays for each unit, notes, reference data, in-class materials and assignments.

SCHEDULE

Week	Topic	Assignments	Rhetoric	Reader	Handbook
1	Introduction		1, Critical Thinking and Reading	9, Personal Narrative	35, Marking Punctuation
	Unit I Assignment:
	Narrative and Descriptive Writing
2	Reading and Thinking		2, Getting Started	10, Personal Reflection	36, Checking Mechanics
3	Writing Process	Unit I Paper	3, Planning	11, Personal Description	Multilingual and ESL Guidelines
4	Writing and Rewriting		4, Drafting
5	Narrative and Descriptive Writing		5, Revising	6, Editing and Proofreading	Parts of Speech
6	Analytical Writing	Unit II Paper	7, Submitting	12, Cause and Effect	Parts of Speech
7	Comparison and contrast		8, One Writer’s Process.	13, Comparison and Contrast	Sentence Basics
8	Classification			14, Classification	Sentence Problems
9	Process	Portofolio I Due		15, Process Writing
10	Definition			16, Definition	Numbers, Word Parts, and Idioms
	Vocabulary and writing				Using the Right Word
11	Persuasive Writing	Unit III Paper Due		17, Strategies for Arggumentation and Persuasion	Understanding Grammar
	Rhetoric of Persuasion
12	Defining a point of view			19, Persuading Readers to Act	39, Constructing sentences
13	Responding to an argument			20, Arguing Against a Claim	40, Avoiding Sentence Eerrors
14	Problem-solution format	Portfolio II		21, Proposing a Solution
15	Review
16	Final Exam Week

STUDENT EVALUATION
Students are evaluated on the basis of class work, written assignments, quizzes, midterm and final exams, with grades proportionate to the following values:

Content	Points	Percent
Attendance & Class Participation	35	16%
Summaries, Maps, Projects	50	23%
Quizzes /tests /exercises	50	23%
Papers	50	23%
Presentations	35	16%
Totals	220	100%

Percent	Letter Grade
90-100	A
80-89	B
70-79	C
60-69	D
Below 60	F

IEP 3 Reading Comprehension

ENGLISH IEP 3 Syllabus
READING (rev. date: 5/2007)
Units: NC rerequisite/Co-requisite Courses: None

Dr. Sylvia Y. Rippel Schoemaker Phone: 510.628.8036
E-mail: docsyl@gmail.com Office Hours: T-Th 9-9:30, 12; 15-1
Course site: http://rcomp072.blogspot.com/ and by arrangement

Required text: Richards, Jack C. and Samuela Eckstut-Didier. Strategic Reading 1: Building Effective Reading Skills. Los Angeles, CA: Cambridge University Press, 2006. ( ISBN: 0521555809)

Recommended texts: Dictionary, thesaurus

DESCRIPTION
________________________________________


COURSE DESCRIPTION (CURRENT UNIVERSITY CATALOG):
IEP 3 READING. (NC)

Students will improve reading comprehension and rate; they will increase vocabulary through assigned readings, word study exercises, and discussions. Readings deal with a variety of subjects, including American culture, and academic and personal issues.

OBJECTIVES
________________________________________

Students will develop reading skills for functional communicative purposes, in context-centered study and expansions.

University learner goals 1 -6, and specifically in English: To develop the ability to communicate effectively in English, orally and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4

FORMAT
_______________________________________

A cooperative learning model is employed. Small group and individual discovery exercises and presentations will augment lectures, discussion and applications.

STUDENT RESPONSIBILITIES
________________________________________
Students are expected to attend class, complete assignments, and to participate in individual and group work in a productive manner, and to take personal responsibility for meeting the objectives of the course..

POLICIES
________________________________________

Attendance is required. Missed classes will mean zero points for the day’s class participation points. Excused absences are limited to serious medical or other problems, and are to be explained to the instructor either before or immediately after the absence.

SCHEDULE
________________________________________

Week	Unit	Topic
1	1	Music
2	2	Money
3	3	Work
4	4	Sports
5	5	Weather
6	6	Clothes
7	7	Culture
8	8	Outer space
9	9	Animals
		Spring Recess
10	10	Travel
11	11	The Internet
12	12	Friends
13	13	Gifts
14	14	Emotions
15	15	Food; Sleep and dreams
16	16	Post Tests

STUDENT EVALUATION
________________________________________
Students will be evaluated on the basis of in-class work, homework, and overall proficiency development. Post-testing and instructor recommendations constitute student progress evaluation.

Content	Points	Percent
Attendance & Class Participation	35	16%
Summaries, Maps, Projects	50	23%
Quizzes /tests /exercises	50	23%
Papers	50	23%
Presentations	35	16%
Totals	220	100%

Percent	Letter Grade
90-100	A
80-89	B
70-79	C
60-69	D
Below 60	F

E 96 Writing and Word Processing

WRITING AND WORD PROCESSING

ENGLISH 96
Units: 3
Prerequisite/Co-requisite Courses: None

Instructor: Dr. Sylvia Y. Rippel Schoemaker
Phone: 510.628.8036
E-mail: docsyl@gmail.com
Office Hours: T-Th 9-9:30, 12; 15-1 and by arrangement

Required texts:
Zimmerman, S. Scott, with Beverly Zimmerman, and Ann Shaffer. New Perspectives on Microsoft Office Word 2007, Brief. Boston, MA: Thomson Course Technology, 2007.

Harris, Robert A. Using Sources Effectively, Strengthening Your Writing and Avoiding Plagiarism. Los Angeles: Pyrczak Publishing, 2002.

Recommended texts and other resources:
Writer’s handbook, online guides and reference tools (to be announced)

(Revision date: 5/2007)

DESCRIPTION



COURSE DESCRIPTION (CURRENT UNIVERSITY CATALOG):
ENG 96 - WRITING AND WORD PROCESSING
Instruction will be given to write various forms of composition by employing English writing and word processing and other computer programs. Emphasis will be placed upon overcoming writing problems. (3 units)


OBJECTIVES


Students will develop their writing skills using word processing.

Students will explore appropriate features of word processing for composition in the process of writing for informative, persuasive, and creative purposes. They will use patterns of organization appropriate to their subjects, learn essential prewriting and revision techniques, and practice personal and peer editing

FORMAT

The course sessions will include presentation, demonstration, discussion, and application modes.

METHODS AND MATERIALS

Students will use electronic word processing for developing, editing and formatting their writing, and learn about computer programs for idea processing useful for each phase of writing, including prewriting, developing ideas, and organizing content.

Students will also learn about features such as:

• Electronic spelling and style checkers.
• On-line help for topic selection and content organization.
• On-line writer’s guide to spelling, usage, grammar and style.



STUDENT RESPONSIBILITIES

Students are expected to attend class, complete assignments, and to participate in individual and group work in a productive manner, and to take personal responsibility for meeting the objectives of the course.


ASSIGNMENTS

Daily (Weeks 1 through 15)

Students will keep a daily writer’s electronic journal or blog in which they will write a paragraph or more a day, seven days a week, for fifteen weeks (105 paragraphs minimum). Entries may be informal observations, descriptions of people, places, and objects, exploration of ideas, attitudes, and notes for writing. There is no specific format required, but the writing should show some progression, and should not be left for one or two long writing sessions.

Writing Assignments

There will be five writing assignments: two informative essays, two persuasive essays, and one creative writing piece (a poem, a short story, or one-act play). The informative and persuasive writing assignments will give students an oppor¬tunity to explore both personal and objective writing styles and applied research techniques. Each of the writing assignments will be planned, drafted, edited and revised for full credit. All writing assignments, including drafts, revisions, notes for research and planning, must be developed electronically, emailed to the instructor, projected for group review, and published online.

SCHEDULE

Week	Topic
1	Learning Microsoft Word:  Basics
2	Writing Clear Sentences
3	Topic Sentences & Paragraphs:
4	Thesis Statements & Introductions:
5	Learning Microsoft Word:  Formatting
6	Writing Unified Essays:
7	Developing Arguments:
8	Run-Ons, Comma Splices & Fragments:
9	Tips for Academic Success:  Writing Research Skills
10	Documentation:  Gaining Control Over Your Research
11	Finding / Evaluating Internet Sources:
12	Best Ways to Find Books & Periodicals
13	Learning Microsoft Word: annotations, citations
14	Presentations
15	Review and Debriefing
16	Final

STUDENT EVALUATION
Students are evaluated on the basis of class work, written assignments, quizzes, midterm and final exams, with grades proportionate to the following values:

Content	Points	Percent
Attendance & Class Participation	35	16%
Summaries, Maps, Projects	50	23%
Quizzes /tests /exercises	50	23%
Papers	50	23%
Presentations	35	16%
Totals	220	100%

Percent	Letter  Grade
90-100	A
80-89	B
70-79	C
60-69	D
Below 60	F

E 75 Critical Thinking Syllabus

Critical Thinking

ENGLISH 75
Units: 3
Prerequisite/Co-requisite Courses: None

Instructor: Dr. Sylvia Y. Rippel Schoemaker
Phone: 510.628.8036
Office Hours: T-Th 9-9:30, 12; 15-1 and by arrangement
E-mail: docsyl@gmail.com

Required text:
Mayfield, Marlys. Thinking for Yourself. 6th Edition. Boston: Heinle, 2004. (ISBN: 0-8384-0735-8) (TFY)
Daiek, Deborah and Macomb, Nancy. Critical Reading for College and Beyond. McGraw-Hill, 2006. (ISBN: 0072473762) (CRCB)

Recommended Text:
Harris, Robert. A. Creative Problem Solving. Los Angeles: Pyrczak Publishing, 2002. ISBN: 1-884585-43-4 (CPS)

(Syllabus rev. date: 6/2007)

DESCRIPTION
Catalog Course Description

ENG 75- CRITICAL THINKING

Consideration of cognitive skills and communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. Course includes structural and operational approaches to task/mission analysis, decision-making, change forecasting, adaptation, and evaluation. Systems approach to analysis and solution of complex problems. Conceptual issues in problem definition, goal determination and measurement of effectiveness. (3 units)

OBJECTIVES

Students will develop their cognitive skills and enhance their communicative strategies for defining, applying, analyzing, synthesizing and evaluating information. The course will incorporate the following University learner and institutional goals:
University learner goals 1 -6, and specifically (3.2) To examine objectively various sides of issues; (3.3) To utilize the procedures involved in systematic problem solving; and in English:: To develop basic academic and professional skills(1); To develop the ability to communicate effective in English, oral and in writing, and to read with understanding (1.1) and institutional goals , especially 1,(1.1-1.4), 2.4

FORMAT
The course sessions will include presentation, discussion, and application modes.

STUDENT RESPONSIBILITIES

Students are expected to attend class, complete assignments, and to participate in individual and group work in a productive manner, and to take personal responsibility for meeting the objectives of the course.

SCHEDULE

Week	Thinking For Yourself	TFY Chapter	Critical Reading for College and Beyond	CRCB Chapter
1	Observation	1	Reading	1
2	Word Precision	2	Vocabulary	2
3	Facts	3	Memory	3
4	Inferences	4	Time	4
5	Assumptions	5	Main Ideas	5
6	Opinions	6	Details	6
7	Evaluations	7	Inference	7
8	MT	ePortfolio	Review
9	Review		Strategies	9
10	Viewpoints	8	Marking	10
11	Argument	9	Adv Strategies	11
12	Fallacies	10	Arguments	12
13	Inductive Reasoning	11	Cognitive Domain	13
14	Deductive Reasoning	12	Evaluation	14
15	Research Paper ePortfolio	Appendix	Applications
16	Final

STUDENT EVALUATION
Students are evaluated on the basis of class work, written assignments, quizzes, midterm and final exams, with grades proportionate to the following values:

Content	Points	Percent
Attendance & Class Participation	35	16%
Summaries, Maps, Projects	50	23%
Quizzes /tests /exercises	50	23%
Papers	50	23%
Presentations	35	16%
Totals	220	100%

Percent	Letter  Grade
90-100	A
80-89	B
70-79	C
60-69	D
Below 60	F

BA 318 Syllabus

BA 318 Syllabus
(rev. date: 5/2007)
COMMUNICATIONS IN LEADERSHIP AND NEGOTIATION

Units: 3 Prerequisite/Co-requisite Courses: None
Dr. Sylvia Y. Rippel Schoemaker Phone: 510.628.8036
Office Hours: T-Th 9-9:30, 12; 15-1
E-mail: docsyl@gmail.com and by arrangement

Required texts:
Barrett, D. J. (2008). Leadership communication. (2nd. Ed.) New York: McGraw-Hill. (ISBN: 978-0-07-340314-4)
Lewicki, R. J., et al. (2007). Essentials of negotiation (4th. Ed.). New York: McGraw-Hill. (ISBN: 978-0-07-310276-4)

Recommended Texts:
Fisher, R., Ury, W., Patton, B. (1991). Getting to yes: Negotiating agreement without giving in (2nd Ed.).
Ury, W. (1991). Getting past no: Negotiating with difficult people. New York: Bantam.
Anderson, K. (1993). Getting what you want: How to reach agreement and resolve conflict every time. New York: Dutton.

DESCRIPTION
Introduction to the study and practice of communications in leadership and negotiation. Particular focus is on effective oral and written communication skills as essential in applied business contexts from corporate to global levels.

OBJECTIVES

Primary BA 318 : Communications in Leadership and Negotiation objectives are to

1. Improve your ability to comprehend and produce effective written and oral business communications for leadership and negotiation purposes,

2. Evaluate business communications within appropriate contexts, and

3. Apply systematic communicative language processing strategies for critical thinking, problem solving, conflict resolution, decision making, goal setting and attainment.

Upon successful completion of this course, the student will be able to:
1. Learn to analyze the communicator, audience, purpose, context, and strategies of business communications in functional settings.
2. Select appropriate content, style and organization for varied situations.
3. Recognize appropriate presentation formats and techniques, and apply effective strategies in varied situations.
4. Become aware of tone and style choices in varied communications.
5. Gain experience in group projects.
6. Evaluate accurately the communications of self and others.
7. Reach concord in difficult situations
8. Provide appropriate leadership strategies in individual and group contexts.
9. Learn and apply appropriate strategies in leadership and negotiation

Text goals:
1. Upon completion of this course, the student should be able to:
2. Demonstrate competency in the fundamentals of business communications in leadership and negotiations.
3. Demonstrate an understanding of the basic patterns of business messages as appropriate to dynamic contexts.
4. Understand oral interpersonal communication including one-on-one, small-group communication, and public presentation.
5. Demonstrate understanding of cross-cultural communication.
6. Understand and use business communication technology.
7. Apply best practices in current functional business communication contexts

FORMAT
Material will be presented primarily in the form of lectures and discussions, readings, assignments from the text and, and relevant A/V and Internet materials. Lectures will cover the points to be learned and will direct your study from the text; however, some material will be presented in class that is not in the text. Thus, you should attend class, pay attention while there, and take notes over the material. In addition to class study, you should plan on spending significant time outside of class for preparation and review. All assignments are to be completed punctually and with appropriate attention to quality. Oral and written quizzes on chapters should be expected and will be given as required

STUDENT RESPONSIBILITIES
Students are expected to attend class, complete assignments, and to participate in individual and group work in a productive manner.

SCHEDULE

Session	Topic (summary, map, exercises required for each)
1	Introduction
	L1: What is Leadership Communication?
	N1: The Nature of Negotiation
2	L2: Creating Leadership Documents
	N2: Negotiation: Strategizing, Framing, and Planning
3	L3:Using Language to Achieve Leadership Purpose
4	N2: Negotiation: Strategizing, Framing, and Planning
5	L4: Developing and Delivering Leadership Presentations
	L5: Using Graphics and PowerPoint for a Leadership Edge
6	L6: Developing EQ and Cultural Literacy to Strengthen Leadership Communication
7	N3: Strategy and Tactics of Distributive Bargaining
8	N4: Strategy and Tactics of Integrative Negotiation
9	Midterm
	L7: Leading Productive Management Meetings
10	L8: Building and Leading High Performance Teams
	N5: Perception, Cognition, and Communication
11	L9: Establishing Leadership through Strategic Internal Communication
12	L10: Leading through Effective External Relations
	N6: Finding and Using Negotiation Leverage
13	L10: Leading through Effective External Relations
14	N7: Ethics in Negotiation
15	N8: Global Negotiation
	N9: Managing Difficult Negotiations: Individual Approaches
16	Final

STUDENT EVALUATION
Students are evaluated on the basis of class work, written assignments, quizzes, midterm and final exams, with grades proportionate to the following values:

Content	Points	Percent
Attendance & Class Participation	35	16%
Summaries, Maps, Projects	50	23%
Quizzes /tests /exercises	50	23%
Papers	50	23%
Presentations	35	16%
Totals	220	100%

Percent	Letter  Grade
90-100	A
80-89	B
70-79	C
60-69	D
Below 60	F

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