Working Collaboratively

Effects

Good:

- voices
- generating ideas
- improves community outreach
- teaches you to share/ compromise

Bad:

- can be too many voices
- personalities
-conformity: some people, in order to stop disagreeance, will just conform. This takes away from constructive debates/generating ideas (don't allow the halo effect to get in way of work!)

Effective Listening

In groups, you must learn to listen, using some of these simple tips:
- paying attention to speaker -- eye contact
- listen for repeated/emphasized points
- don't allow your emotion to get in way of hearing the other person
- ask questions
-provide feedback -- and do so nicely (see Being a Critic below)

Agenda Setting (p. 49)

-Planning stage: set dates, material needed, divide duties among group members
- Set boundaries of discussion: focus on tasks that your job is requiring

Diplomacy

-bite your tongue, figuratively. If you listen, then stop and think about what person has said and then formulate your thoughts before responding.
- compromise: what is most important to you, give your idea/point to the group, but don't expect to get everything your way. Be realistic and expect give and take. Heck, you even want each person to have a part in the project!
- keep it to project: don't make project about you, but about the company
- again, check your emotional baggage for the flight
- Hear others; reach out without a gun to your head . . .

Being a Critic

- focus on the writing, in both discussion of piece and in your written response. Practice commenting on the language of the piece, not on the person. Don't address the writer as the subject of your response, but go to text to explain what needs work.

-be positive and provide possible solutions: Don't say, "This is makes no sense"; instead say/write, "The verb is missing from the sentences.
- it may sound dumb, but acknowledging so generally is much meaner and negative than actually providing a specific rememdy to writing that needs help. The only thing "This makes no sense" does is tell them what they may already now. But, providing a solution is like providing a prescription.

-start off your critique with the general point(s) of strength and weakness, and then come back to and explain those points by providing example lines within writing that need work (or praise), and then make suggestions for those specific parts that need most work.

Individual Identity

-remember: not everyone is you, and that not everyone thinks, acts, or writes the same. Be careful and reminding of people's personal identity --gender, cultural heritage, sexual orientation, religious beliefs, personal space...the list goes on.


In-class: Case 4: Handling Interpersonal Conflict -->responding on your individual blogs.

Blog Homework, due Friday 1/30

After creating your individual blogs in class today, you are to do the following homework, due by class time on Friday:

1) Your first homework post to your class blog is to do do the following: 

Preparing for an Interview (15 points)

We're assuming that your Resume and Cover Letter was stunning, and that you are now set up to interview for the job.  You want to prepare for the job the same way you prepare for written communication. Remember that the first thing you do is plan ahead, consider your audience and remember what the job is, do some research (go to the company website, etc.). Below are what to do next, and what is expected to be in your blog post.

1) Title the post: "Preparing for an Interview"

2) Write five (5) job-specific questions down that you expect to be asked by the person interviewing you for the job. Label the questions 1-5 and put some space between each.

Consider your own resume and cover letter, and what they may ask from reading them.

3) Under each question type an "a." and then explain in 2-3 sentences your rationale for expecting the particular question. 

4) Under your answer for #3 (after you've finished "a."), write down "b." After each "b." Write down your thoughtful, appropriate answer to the question you expect to be asked. Your answers should be thorough, and I'd expect there to be at least five-sentence explanations to a few of the answers, if not all.

Here is an example template, for those confused:

1)  Question 1

a. Rationale for expecting (2 sentences)

b. Answer to question (5 sentences)

2) Question 2

a. Rationale for expecting (2 sentences)

b. Answer (5 sentences)

Due Date Reminder for Tomorrow

Remember: Your Resume, Cover Letter, and the Job Posting you are writing both towards are due tomorrow, 1/28,  (printed copies) by the beginning of class: 2:45pm.

drafting a Cover Letter

First, before you worry about formatting and editing it down, answer the following questions in good detail, with specific examples developed more from the resume.

1. What are 2-3 skills you've learned in college that will help you in this particular job? (Specify the course, what projects and technology you worked with, etc.) What in the job posting makes you think these skills are necessary for this job?


2. In what ways have you demonstrated those skills you write of above? In the real world? In other worlds, how have you put that knowledge to use on practical levels?

Cover Letter Template, 1/26 in class

For some good pointers and a more in-depth template and description of a Cover Letter (Letter of Application is another term for this letter), review and take notes on pages 387-393 of our textbook.

For now, here is the run down on what to include. Rather than overloading with a list of all things you've ever done, places you've worked, skills you have, or the success of your education, you want to highlight a few points . Focus on 2-3 points within the letter, and develop those points with the job you are applying for in mind. Again, look back to the job posting to see which qualifications are of highest importance and begin thinking about and writing down in your first draft how you can fulfill those jobs.

Here is our template:

Your street addy

Your city/state/zip

Date letter is written

Person Addressing Letter To  (potential employer; be formal)

Their Business Addy

Dear Mr./Ms. (don't assume that a woman is married!):

Paragraph 1: Don't indent, but use a space to separate paragraphs. In this first paragraph, be straightforward and to the point. 4 duties of the introduction: 1) What job you are applying for, and 2) ask for them to consider you. 3) How do you know of job; who told you? 4) What is one position-specific reason they should consider you for job (skill, past employment). Tip: This last sentence should respond to a particular demand implied in the job posting --again, look for key qualifications and repeat them back with specific examples developed in your response. 

Paragraph 2: Education paragraph. This is an important paragraph for many of you, applying for entry level positions out of college. Use a transitional topic sentence (a hinge) that speaks back to the main reason you should be considered for the job, and then describe how your education has helped build that skill or given you the practical knowledge to be able to fulfill the position's responsibilities. For instance, if the job asks for sound computer skills and you have them...let them know what courses you've taken, what computer programs you've worked with, and how those courses will fulfill particular responsibilities they are asking of their candidates.

Paragraph 3: Using one job as a reference point to describe what you learned or what skills used (or both) by working there. IF you haven't had a job, ever, than this may be more difficult, but you can still use this paragraph to explain your skill-level and how you've used that skill.

Paragraph 4: Conclusion --why should they interview me? 1)Mention your resume. 2) Ask or make know that you would welcome an interview (use such a phrase as "would welcome"). 3) Provide your personal contact information (e-mail and phone #), and mention that you will also provide further references or would be willing to provide additional information (if they would like). 

Tips:

- formality is key: use friendly phrases; do not use conjunctions (don't, can't, etc.); and don't be too forward. 

-consistency: have a focus, and commit to developing that focus. If they have a main duty or skill important to hiring the person, focus each of your paragraphs to different aspects of how you are qualified --in interest, educationally, and in practice.

Resume Strengthening

As it states on p. 372 of our textbook: 1) "The resume must provide clear, specific information, without generalization or self-congratulation" and 2) "The resume must be completely free of errors"

As was lectured in class, include specific tasks, actions, tools/programs (like Microsoft Excel/ C++/Quark/ tow motor/ etc.) in the appropriate categories, especially in the Skills section.

Here are two easy rhetorical exercises you can do alone, or with a considerate reader, to help you make your resume stronger:

1) Content: Read over the resume and look for standalone generalizations. Phrases like "intelligent leader", "strong communicator", "great secretarial skills" and "well-practiced in field" are not as effective as we'd think, and really don't provide much insight into the kind of talent and experience you can bring to job. These phrases can be effective when when part of a longer description that includes specifics, but when left on their own, leave a lot of questions.

-Look for a standalone generalizations

-Then, use ask the question, "What made me (you) write that I  am (you are)/ have . . . ______?"

-Record the answers to the above question for each standalone generalization. Use these answers to revise by addition!

Example: Jason found that in his Skills section he had three standalone generalizations  that left a lot of white space and didn't really example what he thought were his strengths. Jason had written "intelligent leader", "strong communicator" and "knowledge in field". When he sat down to revise, he thought about why he wrote each of these generalizations and realized they all came from his interest in designing websites in his free time. To Jason, who is looking into finding an entry-level position in a marketing firm, he didn't think his hobby should be put on his resume.  But after showing his resume to a friend, the first question they asked was "What do you mean when you say these are your skills? Where's anything about your web designs? You're an awesome designer, and you created and run the chat forum site that keeps our friends in touch from around the world."

A light click-on in Jason's head and he realized he could incorporate all three of those bland phrases into a clearer statement, exemplifying each skill. Here is what Jason came up with: 

- Developing and managing successful personal communication websites    (or)

- Designing and administrating a nationally-growing social networking website

2) Effective and Dynamic Language: Read over the the resume again, looking at your verbs and your adjectives. After doing the above content-revision, you want to go through and make sure the language sticks out -- in a good way -- from all of the other applications. Look at how Jason's revision including reconsidering the kinds of verbs used, and added a few adjectives to make his skill look even stronger. 

-In this exercise you want to do to two things: 

1) reconsider your verbs. Go through this list here (Columbia College's list of strong action verbs) and see if you can replace what is presently on your resume with  a word or phrase inspired by the list.

2) Try to add specifics and importance with "clarifying adjectives." Again, look to Jason's example above. It is not just websites he is designs, but "nationally-growing" and "social-networking" type websites. 

Another example: On page 371, under Employment, James Wislo writes that his duties include: "Serve food across counter," which is a very boring, plain description. This kind of directness is okay, but to go beyond just okay Wislo could include "Serve food in a fast-paced environment."

Such phrasing adds extra information to the type of job, and shows you as more considerate and skilled.

Tip: Play around with some new phrases (like is done above in the example of Jason's revision) that go beyond standard prose. But, remember to maintain clarity by using specifics! Don't go overkill; use these suggestions to strengthen your resume (and overall writing skills).

Resume and Cover Letter Requirements

Resume & Cover Letter
Due: Wednesday, January 28, 2009 (changed from syllabus)
Requirement:
- 1-page resume, for a particular job posting
- 1- page cover letter, for the same job posting

As we’ve been working on, you are to find a job posting on-line that you will use to write a mock application; writing both a mock resume and cover letter for a specific position.

It is suggested that you find a job posting in a field related to your own major studies here at East West, as this will provide you good practice for when it comes time to write your real resume and cover letter. Most of you should have done this part already.

A key point to the project is to understand that you are being graded on your ability to understand and create a resume and cover letter that includes the proper content and uses formatting techniques to highlight the document in the reader’s eye.

Some of the requirements might cause you to have to fictionalize work experience, education, etc., only for this project. In the real world, outside this classroom, when applying for a job – you cannot falsify and exaggerate on your qualifications, ethically. Such falsification could get you fired! But, for the purposes of having some fun, and to allow for your creativity, you may imagine credentials and experience in order to create a strong resume and cover letter.
However, the focus is still on your ability to apply some of the basic To Dos of both parts of the job application.

The Resume (1-page):
This is a brief outline of your qualifications for a job. The resume should provide relevant material to the job posting, such as educational background, work experience, skills used, learned, and any honors/credits that show success within the field in which you’re applying.

1. You must have at least 4 main categories, three (3) which you must include: Objectives, Education and Skills. The other 1-2 categories can be from categories such as, Related Work experience/ Volunteer Experience/ Awards / Publications / Relevant Courses, depending on what type of position you are applying for.

2. Considerations when grading:
- Required content: the successful resume develops points within each of the above main categories.
- Aesthetic quality: both in using consistent font and font size, spacing between categories; bullet points; other factors that include overall readability.
- Language and Organization: strong verbs, clear language that uses specifics appropriate to each category; ideas that are not redundant or repeated without development.

The Cover Letter (1-page):
This is a letter that allows you to introduce and develop some of who you are in the workplace, showing that you have knowledge and experience within the position, and describing what you will bring to the workplace.

1. Considerations when grading:
- Development of 2-3 key points: the successful cover letter shows that the potential employee has read the job posting. One does so by explaining how they can fulfill (or have in the past) the requirements asked by the job while proving an explanation of skills and background in job’s field.
- Aesthetic quality: use consistent spacing and font; use paragraphs to highlight points.
- Language and Organization: clear, concise, and engages in the position and its duties. Use specific examples rather than talk in generalities.

Guiding Template and Suggestions for Strengthening your Resume

Personal Information / Contact
- Name, address, phone number, e-mail
- Put name in a larger font to highlight and put in reader’s memory

Objective
- Where you explain position you are applying for
- Duties/ main goals as understood from job posting
- Focus is on “How I can fulfill their goals” for job à what they’re looking for
- Repeat specifics from job postingà job title, as stated
- Be brief as possible à 1-2 lines of explanation
o Strong verbs
- If you have lots of experience within the field (highly qualified), then you may write a “summary of qualifications” instead of a brief objective. This is just slightly more involved and is more centered on what you can bring to job!
o Good for those more advanced jobs – jobs asking for lots of experience or a lot of education and publication,
o Good for those jobs that ask for some unique quality such as “uses technology” that go beyond standards for the type of position

Education
- Stick to college experiences, and post-baccalaureate studies (past your bachelor’s)
- Major field of study
o Minor field of study, if applicable
- Highlight your g.p.a if it is strong
- Graduation or expected graduation
- Thesis, dissertation, honors that come with graduation
- If not in its own category, underneath the above relevant material, this is where you would put “related course work” and also other places of you may have done extra studying
o Study abroad
o Do special research
o Other institutional learning

Skills
- don’t worry about complete sentences
- start with strong, appropriate verbs
o Appropriateness gauge: 1. What is the position 2. What skills are they looking for?
- provide at least two (2) ; they’re looking for multi-dimensional workers!
- provide more than one area of skill level, and if possible elaborate with specific examples from past work (example: page 382)
- This is the category where you provide not specific examples that encapsulate the skill being used.
o Example: rather than simply writing “leadership skills” it is clearer and more effective to write down specific examples that show you have been a leader. “Design leader in “Always Coca-cola” marketing campaign”
o Again, the only reason to use something such as “leadership skills” would be to use this as a sub-heading for providing multiple examples of “leadership skills.”
- Remember: don’t leave reader to interpret skills, but provide where skills came from . . .

resumes

Putting together a resume is daunting if you've never done so before. I know, since I've had six years of practice, starting with graduate school!

What goes on the darn thing, how long should it be, what kind of paper should I use? What is the purpose of this thing? God, gods, goddesses, please make sure there are no grammatical errors that kill my chances!

Where should I go for examples, for advice, besides this class? Once I am outside these walls?

1. Microsoft Word 2008 has a great template, and I will show the class an example resume . . .

2. Academic Institution websites! If you're like me and are a bit independent and like to figure things out simply by looking at examples, or don't have time to make multiple visits to your school Career Services office, look at their website.

I suggest, though, consulting a few school websites, simply because each Institution has their own thought process and might give extra insights not seen on another. Also, you'll be able to get a sense of what things are most valuable by seeing repeated formats, etc. Click on these links, read and imitate!

Columiba College's Resume Helper

Northwestern University's Resume and Cover Letter Helper

Contrast these two school websites with East-West's:

East West Career Services page


For those worriers, here's a little story:

My first resume, when I was 21-years-old, was pretty boring-looking, and I didn't have a lot of relevant experience in my field, since I was applying to graduate school and finishing up my last semester of undergrad. I had no writing internships, no academic teaching experience, no jobs in a writing field (which is all one reason I wanted to go directly to grad school). And yet, they expected us to hand in an academic resume to go along with the rest of the application!

So, I had to think, what could I put on my resume that will show that I am a writer and deserve to be in this program? Luckily I had a few academic scholarships, and I had taken a butt-load of different literature courses and social science courses.

Since I lacked real-world experience, I had to show that I had a well-rounded and intentionally-broad learning palate!

Anyways, long story short, I highlighted my critical thinking skills and academic success since I lacked experience . . .

syllabus for Winter 2009

EN 154 – LEC 1
Technical Writing
Meets: Room W-317
MWF 2:45-4pm
Term: Winter ’09 (1/12 – 3/27/09)

Professor: Christopher Ankney
Contact: cankney@colum.edu
Availability: by appointment; easily reached via e-mail above

Course Description

This course serves as an introduction to both writing and verbal communication in the workplace. During the quarter you will work mostly on writing tasks designed to simulate real-world scenarios in a business setting. The tasks to be accomplished are to introduce and allow each student practice in their technical communication skills.

Required Materials

• Markel, Mike. Technical Communication, 8th edition. New York: Bedford/St. Martin's, 2007.
• Access to course blog: http://techwriting154.blogspot.com/
• A regularly-checked and used e-mail address
• Creation and maintenance of your own individual course blog, called your company blog
• Notebook for course lectures and in-class assignments
• Access to Internet, of course, due to the above requirements.
• Access to Microsoft Word

E-mailing Papers, Blogging Papers, Print Copies

Pay close attention to how and when assignments are due. Not every assignment is done the same way or required to be handed in the same way; just like in the business world, different tasks require different directives. You will be reminded of how and when assignments are due on guideline worksheets, the class blog, and before each class is over. If assigned to post to your individual blog, do so. If assigned to hand in a hard copy, bring paper to class to be handed in at start of class.

IF the paper is due by e-mail, it will be due by a clearly assigned time, and there will be no excuse for the paper getting lost in the ether of the Internet. Be sure to name your files appropriately, or you will have points taken off the assignment grade. Also, failure to send work within the proper file format will result in a loss of points. A pattern of not following directions will result in more loss of points. Scared? Pay attention to the guidelines and you shouldn’t be.

When sending assignment by e-mail, as assigned, name your file this way:

Your last name_first name_assignment name_techwriting

For example, if your name is John Smith and you are handing in the Business Memo, name your file as such:

smith_john_business memo_techwriting

*And very importantly, save your file as a .doc or .rtf file, otherwise your paper cannot be opened and graded!

Course Rules

Below are rules that should be understood within the classroom, but are posted here as a reminder for those wanting to be decent human beings! Also, these rules are “obvious” and appropriate for the workplace setting, and if broken or disregarded would probably have an ill-effect on your standing as an employee:

• Turn your cell phones to silent/vibrate, AND do not answer in the classroom. If you have an important call, take it outside. Do not distract the class.
• RESPECT your classmates and your teacher. It is rude to talk while others are talking, and it is highly rude to talk back when addressed. As Harvey Danger sings, “…If you’re bored than you’re boring….”
• When called on, answer to the best of your ability. In the workplace, there is no place for silence.
• Bring your textbooks to class, and take notes. There will be review quizzes.
• Hand your work in, do it to the best of your ability and understanding, and follow the guidelines.
• Ask questions when confused! There is no reason to not get clarification if you need it. ?s = good

Attendance and Participation

You must come to class to pass, no matter what your circumstances are.

• You are given four (4) excused or unexcused absences in the quarter. Any more (that means 5 or more) and you either fail the course or my have your grade reduced at least one letter grade. For purposes of this policy, I do not discriminate between absences – missing class is missing class, is missing class!

• Tardiness counts, too. Excessive tardiness adds up to absences. Every 4 tardies count as one absences. A tardy is defined as not being seated and ready for class at its start time, which in our case is 2:45pm.

• If you are more than 15 minutes late for the class's scheduled meeting time you will be marked absent.

• It's not enough to show up. You must participate in classroom discussions. Your final grade will have a Class Participation component. We will do group work, have reading discussions, peer review, and other assignments that make it necessary for you to show up mentally, too.


Late Work Policy

• There will be no makeup or late work. Quizzes, papers and homework assignments will only be accepted on the date due. With our work load, and short time together, we can’t allow work to pile!

• There are NO EXCUSES. Sickness, family and job issues don’t matter if it’s too late. Neither does confusion about an assignment, what it’s asking, or when it is due. Your teacher will not accept late work, and you receive a zero (0) for assignment – UNLESS you speak with me well enough in advance of the due date and we agree to work out something else.

• You CANNOT pass this class without handing in any graded essays or responses. Though late work receives no credit it still must be handed in. You must prove you can do the work, and do so correctly.

Academic Integrity and Plagiarism

Cheating results in automatic failure, for the assignment or for the course, depending on the severity of the action. Passing off someone else's work as your own is not tolerated – especially if the work shows intentional neglect. The final decision of punishment is at the teacher’s discretion.
Grading Scale

A 1000 – 900 points
B 894 - 795
C 794 - 695
D 694 - 595
F 594 - below

Course Assignment Descriptions and Grade Value

Company Blog (300 points) – Each student will maintain a blog throughout the quarter.
This blog will be used to fulfill daily homework assignments, post digital copies of major assign-ments for entire class to see work done, and will be a major factor in your homework grade for the quarter. We will use these blogs as communication tools among students and professor, as viable options to stay in touch outside of the classroom, and as a way to enter business-like conversation and fulfill course goals.

20 Point Quizzes (5 total = 100points) – These multiple choice quizzes will be given on Fridays, at the beginning of class, and will test reading/lecture comprehension and retention. Key words, concepts and examples used by authors of main text are where most questions will come from.

Getting a Job:

Resume & Cover Letter (100 points) – Each student will put together a resume and letter of application
for their chosen career path /major, and will specify letter to a job posting found on a website.

The Interview Script (50 points) – Two of you will work together on your interview skills,
as both the interviewed and the interviewer. You will exchange resumes, cover letters and information for the jobs/ job postings you applied for with Resume & Cover Letter.

Building Technical Skills Papers (50 points each) (4 total =200 points):

(BTS 1) Procedural How To – Given a few options and examples, write an essay in which you present an ethical-dilemma example for teaching management-level employees how to deal with their staff.

(BTS 2) Business Memo – Drafting a memo sent to employees that clarifies a companies policies

(BTS 3) Getting Graphic – Using graphics/ charts and graphs to sell a product and clarifies its uses

(BTS 4) Research Report – Includes a brief annotated bibliography; an introduction looking into the
market for a product your business sells. Due to time constraints, this is simply a taste of research.

Final Project / Incorporating Learned Skills:

Group Oral / Visual Presentation (Final for class) (250 points) – Putting together the skills and tasks learned throughout quarter, you will be put into groups and assigned to give a 20-minute present-ation to the staff members (course mates) of your company, in which you decide to focus on: pre-senting company policies, company goals, market research and/or the implementation of how to market the business’ main product.

Along with the verbal aspect of the presentation, use of visuals is necessary for the board to follow
along. You may use a memo, a detailed outline, graphics, written skits performed for class, or any
other skill discussed in lectures or from our main text.

You will be graded both individually and as a group. You will be graded on your clarity, thoughtfulness, content, creativity, ability to incorporate course lessons, your ability to collaborate, and just as importantly – your preparedness.

Weekly Calendar*:

*Note that reading and writing assignment dates may be amended as professor sees fit

Week 1: 1/12 – 1/16
Reading:
W – Chapter 1
F – Chapter 2

Introduction to Technical Communication;
Resumes and Cover Letters

Week 2: 1/19 – 1/23
Reading:
W – Chapter 3 and 4
F – Chapter 15 (jumping ahead – a long chapter)

Monday – No Class, Happy MLK, Jr. Day;
Work on Resume and Cover Letters – Audience and Purpose
20 Point Quiz 1

Week 3: 1/26 – 1/30
Reading:
M – Chapter 5
W, F – Chapter 6
(recommended: Chapter 20)

Due M, 1/26: Resume and Cover Letter (print copies by beginning of class);
Work on Interviewing Skills – Researching Subject
20 Point Quiz 2

Week 4: 2/2 – 2/6
Reading:
M, W – Chapter 7, 8
F – Chapter 8 Organization and Persuasion

Mock Interview practice in-class
Due F, 2/6: The Interview Script

Week 5: 2/9 – 2/13
Reading:
M – Chapter 9
W – Chapter 10; (recommended: Chapter 19) On the Job:

Explanations – Making points clear as water . . .
Step by Step lanuage
20 Point Quiz 3

Week 6: 2/16 – 2/20
Reading:
M – Chapter 11
W – Chapter 12

Due M, 2/16: BTS 1 – Procedural How To
Effective, Directive Language

Week 7: 2/23 – 2/27
Reading:
M, W – Chapter 13 and 14
F - 16

Due M, 2/23: BTS 2 – Business Memo
Group Assignments for Final Project
Visual Aids – Reading Images
20 Point Quiz 1

Week 8: 3/2 – 3/6
Reading:
M – Chapter 17 and 18
W – Chapter 21
F – Review

Due M, 3/2: BTS 3 – Getting Graphic
Reports
Making Oral Presentations
20 Point Quiz 5

Week 9: 3/9 – 3/13
Reading:
M – TBA

Due M, 3/9: BTS 4 – Research Report
Working Together, Excelling Together

Week 10: 3/16 – 3/20
Reading:
M – TBA

Due W, F: Group Oral/Visual Presentations (Starting Wednesday)

Week 11: 3/23 – 3/27
Reading: Review

Buffer Zone – left unscheduled in case time is needed for presentations