QTR102E – BUSINESS COMMUNICATION II (Tiếng Anh giao tiếp trong kinh doanh II)

No.

Content

Time Allocation

CLO

Hour(s) on the class

Essays, exercise, 

Assignments…

Self-study with teacher’s tutorials

Lecture

Practice, Seminar… 

1

• Introduction 
• Discuss Syllabus                                                                                         
• Course Objectives, Expectations, and Formats

2

1

1.5

5.5

CLO1, CLO6, CLO7

2.

• Daily Writing           
• “Preface”  
• “Contents”
• Chapter 1                                         
• Chapter 2 

2

1

1.5

5.5

CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7

3.

• Daily Writing
• Chapter 2 
• Prompt for Essay #2

2

1

1.5

5.5

CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7

4.

• Daily Writing
• Analytical Grading
• Rubric for Essay #2
• An American Childhood

2

1

1.5

5.5

CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7

5.

• Daily Writing
• Chapter 2
• What is Peer Review?
• Guidelines for Group Critiquing

2

1

1.5

5.5

CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7

6.

• Daily Writing
• Chapter 5: Arguing a Position
• Classical Rhetoric and Contemporary Academic Writing

2

1

1.5

5.5

CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7

7.

• Chapter 5: Arguing a Position

2

1

1.5

5.5

CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7

8.

• Daily Writing
• Chapter 13
• Writing as a Social Construct vs. Writing as Private Act
• Introduction and Thesis Statement for Persuasive Writing

2

1

1.5

5.5

CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7

9.

• Daily Writing
• Chapter 10
• Topic Sentences and Body Paragraphs
• Prompts for Essay #3

2

1

1.5

5.5

CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7

10.

• Daily Writing
• Chapter 10 
• Classical Appeals
• Deductive Reasoning

2

1

1.5

5.5

CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7

11.

• Chapter 7 
• Thesis Statement for the Evaluative Essay

2

1

1.5

5.5

CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7

12.

• Daily Writing
• Chapter 7
• Analysis of a Film
• Collaborative Writing

• Watch a Film (to be named on the day)
• Prompt for Essay #4

2

1

1.5

5.5

CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7

13.

• Daily Writing
• Chapter 7

• Chapter 9
• Primary and Secondary Sources
• MLA Documentation

• Plagiarism

2

1

1.5

5.5

CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7

14.

• Chapter 17          

2

1

1.5

5.5

CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7

15.

• Chapter 19
• Course Evaluation
• Reflections 

2

1

1.5

5.5

CLO1, CLO2, CLO3 CLO4, CLO5, CLO6, CLO7

Total

30

15

22.5

82.5

Form

Content

Criteria

CLO 

Proportion

Formative

Class attendance

Please see Course Policy

CLO1, CLO2, CLO3, CLO4, CLO5, CLO6, CLO7. 

10%

Quizzes, 

In-class discussions and homework assignments, peer reviewing on assigned paper.

Summative

Assignments

A Portfolio of assignments as listed in Assignment Checklist below.

CLO1, CLO2, CLO3, CLO4, CLO5, CLO6, CLO7.

90%

No.

Assessment

Rate

I

Mid-Term

30%

1

Essay #1

15 points

2

Essay #2

15 points

II

Final term

60%

2

Essay #3

30 points

3

Essay #4

30 points

A

B

C

D

F

Total

Points

Assignment Goals and Substance

30

• Excels in responding to assignment. Interesting,

• Demonstrates sophistication of thought.

• Key information/data is well used and clearly communicated.

30

• A solid paper, responding appropriately to assignment.

• Uses most of the requested information/data.

• Shows good use of sources, but may not communicate them clearly.

25

• Does not respond well to assignment. Adequate but weak and not effective.

• Presents key information/data in general terms, often plagued with platitudes or clichés.

• Shows basic use of sources lapses in understanding.

20

• Does not respond appropriately to the assignment.

• The paper and the information used are vague

• Student may misunderstand and/or underuse sources.

15

• Does not respond to the assignment.

• Lacks basis information and may neglect to use sources or adequate ones where necessary.

0‐14

30

Organization

& coherence

30

• Uses a logical structure appropriate to paper’s subject and purpose.

• Sophisticated transitional sentences (develops one idea from the previous one or identify their logical relations).

• Uses very well information and data and integrates it in the essay rather than lists it.

30

• Uses some logical structure appropriate to paper’s aim.

• Some logical links may be faulty, but each paragraph clearly relates to paper’s goal.

• Uses some transitional devices.

• Uses well information and data and integrates them in the essay rather than lists them.

25

• Ideas are arranged randomly rather than logically and sentence arrangement is not coherent.

• If used, transitions are not logic‐

based.

• Uses little information and data and does not integrate it well in the essay.

20

• Random organization, lacking paragraph/sentence coherence

• Uses few or inappropriate transitions.

• Uses almost no information and data. Whatever is used is not integrated in the essay.

15

• Poor organization;

• Lacks transitions and coherence.

• Lacks all necessary information and data.

• May or not be all written in own words

0‐14

30

Support and references

25

• Uses good information/data appropriately and effectively

• Provides sufficient evidence and explanation to convince, especially in responding to specific questions.

• Uses six or more refereed sources.

25

• Uses good information/data appropriately.

• Provides some evidence and explanation to convince, especially in responding to specific questions.

• Uses six or more refereed sources.

19

• Often uses generalizations to support points.

• Some information/data may not be relevant.

• Often depends on unsupported opinion or personal experience

• Lapses in logic.

• Uses less than six refereed sources.

13

• Heavy use of clichés or over‐

generalizations for support

• Offers little evidence/data.

• May be personal narrative rather than essay.

• May be too brief

• May not all be written in own words

• Uses one to no refereed sources.

7

• Uses irrelevant details

• Lacks supporting evidence

• May be unduly brief

• Use no appropriate sources

• May not all be written in own words

0‐6

25

Mechanics

15

• Almost free of spelling, punctuation, and grammatical errors.

• Follows assignment plan exactly, handling one section at a time, using good transitions between them.

• Excellent use of APSA Style

• Written in own words.

• Uses information/sources ethically and legally.

15

• Contain a few errors, which may annoy the reader but not impede understanding.

• Follows assignment plan somewhat, using some good transitions devices

• Adequate use of APSA Style

• Written in own words

• Uses information/sources ethically and legally

12

• Contains several mechanical errors, which may confuse the reader but not impede the overall understanding.

• May not follows assignment plan and has poor or no transitions.

• Poor or no use APSA Style

• May not be all in own words

• May not use all information and sources ethically and legally.

9

• Usually contains either many mechanical errors that block the reader’s understanding and ability to see connections between ideas.

• Does not follow assignment plan.

• Very Poor or no use of APSA

• May or not be all written in own words

• May have a problem with ethical and legal use of information.

6

• Has so many mechanical errors that it is impossible to read and follow the thinking.

• Does not follow assignment plan.

• Poor or no use of APSA

• May or not be all written in own words.

• May have a problem with ethical and legal use of information.

0‐5

15

100 = A

81 = B

62 = C

43 = D

F = 39

Presentation

Unacceptable/Absent

1 pts

Limited/Emerging

2 pts

Proficient

3 pts

Advanced

4 pts

Length

Unacceptable/Absent

Presentation was Less than 4 minutes

Limited/Emerging

Presentation was 4-5 Minutes

Proficient

Presentation was 5-6 or 8+ minutes

Advanced

Presentation was 6-8 minutes

Movie Clip

Unacceptable/Absent

A clip was not included in the presentation

Limited/Emerging

The clip was less than 2 or more than 3 minutes long, and did not contribute to the quality of the presentaiton

Proficient

The clip was less than 2 or more than 3 minutes long, but still contributed to the quality of the presentation

Advanced

The clip ran 2-3 minutes and contributed to the quality of the presentation

Communication

Unacceptable/Absent

Presenters demonstrated no confidence and a lack of preparedness, failing to communicate the movies themes at all

Limited/Emerging

Presenters demonstrated a general lack of confidence and/or preparedness, failing to fully communicate the movies themes clearly or with emotion

Proficient

Presenters demonstrated confidence and cleary communicated the themes of the film, though occasionally lacking clear articulation and/or an engaging tone

Advanced

Presenters demonstrated confidence and clearly communicated the themes of the film with clear articulation and an engaging tone

Collaboration

Unacceptable/Absent

Presenters had clearly not practiced, creating an unpolished presentation with rough transitions and a poor balance of speaking

Limited/Emerging

Presenters worked together well for the most part, though occasional confusion and/or miscommunication was evident and one of the partners did the majority of the speaking

Proficient

Presenters worked together well for the most part, though occasional confusion and/or miscommunication was evident or one of the partners did the majority of the speaking

Advanced

Presenters clearly practiced the presentation, worked well together, and split the time speaking fairly evenly, creating a polished and professional presentation