ENGL 307 UNE - UAGM 307 UNE.pdf · c. Characteristics of the paragraph 3. Revise the following paragraphs (to turn in to Facilitator). a. The following paragraph has no capital letters

ENGL 307

PROFESSIONAL WRITING

Universidad del Este, Universidad Metropolitana, Universidad del Turabo © Sistema Universitario Ana G. Méndez, 2003 Derechos Reservados

Prep. 13.ENE.05. Prof. Carmelo Arbona, MA

Escuela de Estudios Profesionales

Programa Ahora Universidad del Este

Prep. 13.ENE.05. Prof. Carmelo Arbona, MA 2 ENGL 307 Professional Writing

TABLE OF CONTENTS

Pages SYLLABUS................................................................................................................................................... 3 WORKSHOP ONE ...................................................................................................................................... 9 WORKSHOP TWO ................................................................................................................................... 13 WORKSHOP THREE ............................................................................................................................... 16 WORKSHOP FOUR.................................................................................................................................. 18 WORKSHOP FIVE.................................................................................................................................... 20 APPENDICES ............................................................................................................................................ 22 APPENDIX A ............................................................................................................................................. 22 APPENDIX B.............................................................................................................................................. 24 APPENDIX C ............................................................................................................................................. 25 APPENDIX D ............................................................................................................................................. 26 APPENDIX E.............................................................................................................................................. 26 APPENDIX F.............................................................................................................................................. 28 APPENDIX G ............................................................................................................................................. 30




Syllabus Course Title: Professional Writing

Code: ENGL 307

Duration: Five weeks

Prerequisite: OFAS 121

Description: Advanced expository writing for professional and technical venues, including research writing

skills and composition using computer media. This course focuses on “real world” writing that

emerges from social and personal civic commitments. Analysis of strengths and weaknesses of

text and crucial features of major professional writing documents with the use of checklists and

rubrics are discussed. Course requires extensive writing practice and portfolio presentation.

General Objectives

At the end of this course the student will:

1. Recognize writing as a problem-solving strategy and as a tool of professional communication.

2. Develop and understand various strategies for planning, researching, drafting, revising, and

editing documents that respond effectively and ethically to professional situations and audiences.

3. Analyze different audiences and target messages to those audiences.

4. Use library research skills in electronic, print, and other sources to gather information and produce professional documents and reports.

5. Synthesize research material to be incorporated into documents and reports using conventions of documentation to avoid plagiarism.

6. Appreciate the need to communicate effectively in writing.




Texts Langan, J. (2005). College writing skills. 6th ed. Boston: McGraw Hill. ISBN 0-07-

287186-5 Clouse, B.F. (2000). The student writer: Editor and critic. (5th ed.). Boston:

McGraw Hill. VanHuss, Susie H., Connie M. Forde y Donna L. Woo. (2002). College

Keyboarding and Word Processing, Complete Course, Microsoft Word 2002. Mason, Ohio: South Western Publishing Co. ISBN 0-538-72547-8

Duncan, Charles H. et al. (1999). College Keyboarding. (14 th ed.). Cincinnati,

Ohio: South-Western Educational Publishing. Robinson, Jerry W. et al. (1999). Applied Computer Keyboarding, (4 th ed.)

Cincinnati, Ohio: South-Western Educational Publishing. Electronic references Common Errors in English http://www.wsu.edu/~brians/errors/errors.html

Create your own newspaper http://crayon.net

Creative writing for teens http://kidswriting.miningco.com

Crosswords for ESL students http://iteslj.org/cw

Electric postcards http://postcards.www.media.mit.edu/Postcards

English Teachers Web page

http://www.geocities.com/Athens/Acropolis/4587/index.htm

Research links http://www.geocities.com/Athens/Acropolis/4687/research.htm

Five paragraph essays http://www.geocities.com/SoHo/Atrium/1437

Rice OWL Designing effective oral presentations

www.ruf.rice.edu/~riceowl/oralpres.html

National Clearinghouse for English Language Acquisition (NCLEA)

http://www.ncela.gwu.edu/resabout/adult/9_web.html

Sample Lesson Plans for English

http://www.developingteachers.com/plans/lessonplan_index.htm




Workshop One University of Wisconsin- Madison Writing Center www.wisc.edu/writing/aboutus/links.html Purdue University Online Writing Lab http://owl.english.purdue.edu http://owl.english.purdue.edu/handouts/pw/index.html Planning http://owl.english.purdue.edu/handouts/general/gl_plan2.html , “Planning (Invention)” Developing an outline http://owl.english.purdue.edu/handouts/general/gl_plan1.html , “Developing an Outline”

Workshop Two

University of Wisconsin- Madison Writing Center www.wisc.edu/writing/aboutus/links.html Purdue University Online Writing Lab http://owl.english.purdue.edu

The Tech Writer’s Assistant http://www.enl.umassd.edu/InteractiveCourse/rstahl/homepage.html Mayfield Handbook of Technical and Scientific researcher. http://mit.imoat.net/handbook/toc.htm Writer’s Write- Resources for Technical Writers http://www.writerswrite.com/technical/techlink.htm Online Tehnical Writing Textbook

http://www.io.com/~hcexres/tcm1603/acchtml/acctoc.html http://www.io.com/~hcexres/tcm1603/acchtml/lettov.html

Business Letter Writing http://www.business-letter-writing.com/

Workshop Three

University of Wisconsin- Madison Writing Center www.wisc.edu/writing/aboutus/links.html




Purdue University Online Writing Lab http://owl.english.purdue.edu/workshops/hypertext/ResumeW/kind.html Purdue University Online Writing Lab, Power Point Presentation http://owl.english.purdue.edu/workshops/pp/resumes.ppt

The Tech Writer’s Assistant http://www.enl.umassd.edu/InteractiveCourse/rstahl/homepage.html Writer’s Write- Resources for Technical Writers http://www.writerswrite.com/technical/techlink.htm Online Tehnical Writing Textbook

http://www.io.com/~hcexres/tcm1603/acchtml/lettov.html Workshop Four

University of Wisconsin- Madison Writing Center www.wisc.edu/writing/aboutus/links.html Purdue University Online Writing Lab http://owl.english.purdue.edu Purdue University Online Writing Lab – Report Writing http://owl.english.purdue.edu/workshops/hypertext/reportW/index.html http://owl.english.purdue.edu/workshops/hypertext/ResearchW/ Rice University http://www.ruf.rice.edu/~bioslabs/tools/report/reportform.html

Workshop Five

University of Wisconsin- Madison Writing Center www.wisc.edu/writing/aboutus/links.html Purdue University Online Writing Lab http://owl.english.purdue.edu Purdue University Online Writing Lab This handout will help you learn how to borrow from a source without plagiarizing. http://owl.english.purdue.edu/handouts/research/r_paraphr.html Purdue University Online Writing Lab




This handout is intended to help you become more comfortable with the uses of and distinctions among quotations, paraphrases, and summaries. http://owl.english.purdue.edu/handouts/research/r_quotprsum.html APA STYLE http://www.apastyle.org/ MLA Style http://www.mla.org The Citation Machine http://www.landmark-project.com/citation_machine/index.php

Materials

1. Notebook 2. Portfolio folder

Evaluation:

Criteria Evaluation Percent

Collaborative Writing Projects

Appendix A 30%

Paragraphs Appendix A 10% Reflective diary Appendix B 10% Daily class participation Appendix C 15% Portfolio Appendix D 35% Total 100% Curve: Grade 100-90 A 89-80 B

79-70 C 69-60 D Portfolio: Students will prepare a portfolio of writing, which will include:

1. Application letter

2. Résumé

3. Thank you letter

4. Request letter

5. One of the other writing assignments from the course.




Description of course policies:

• Attendance is required. If a student has any absence, he or she must be

excused by the facilitator and must make up all classwork. The facilitator

reserves the right to accept the excuse and the work turned in, and to adjust

the evaluation as he or she considers appropriate.

• Oral presentations and special activities cannot be made up; if the student

presents a valid and verifiable excuse (e.g. medical or court), the facilitator

and student will set a date for a written test on the activity the student missed.

• This is an accelerated course and requires students to prepare before each

workshop as specified in the module. An average of ten hours weekly are

required to prepare for each workshop.

• The student must turn in works of his or her own authorship; therefore, a

student must not incur in plagiarism. The student must give credit to any

reference used.

• If the facilitator makes any changes, these must be discussed with the

students during Workshop One. Also, the facilitator will thurn in the

agreements in writing to the students and to the Program.

• The facilitator will establish a means and process to be contacted.

• The use of cell phones is prohibited during the workshops.

• Children or family members are not allowed in the classrooms.




Workshop One

Specific Objectives By the end of this workshop, students will:

1. Define and review the steps of the writing process. 2. Define and practice basic elements of writing.

3. Identify the differences and characteristics of various forms of writing.

Electronic Addresses

University of Wisconsin- Madison Writing Center www.wisc.edu/writing/aboutus/links.html Purdue University Online Writing Lab http://owl.english.purdue.edu Planning http://owl.english.purdue.edu/handouts/general/gl_plan2.html , “Planning (Invention)” Developing an outline http://owl.english.purdue.edu/handouts/general/gl_plan1.html , “Developing an Outline”

Assignments to be done before Workshop One Instructions:

1. Using the textbook or Internet resources indicated, review the topics for today. Define the following:

a. Writing Process b. Prewriting c. Drafting d. Revising e. Editing f. Proofreading

2. Using the textbook, other recommended books, or suggested Internet

resources, investigate the concept of style in writing. Write a paragraph summering your findings including:

a. Traits of an effective style




b. Common errors in style c. Characteristics of the paragraph

3. Revise the following paragraphs (to turn in to Facilitator).

a. The following paragraph has no capital letters or periods to mark the beginnings and ends of sentences. Add capitals, periods, commas, and/or other punctuation that may be needed to make the word groups into complete sentences. Your goal is to be sure that there are no fragments.

i. my brother was always my best friend when I was a child especially as we two were almost alone in the world we lived with our old grandmother in a little house, almost a shack, in the country whenever I think of him now I see a solemn, responsible boy a boy too old for his years who looked out for me no matter what once there was a bully John Anson who looked enormous to me though he was probably an average twelve-year-old John had it in for me because he liked Littice Grant who liked me he decided to beat me up right before her eyes I was lucky my brother came by he didn't interfere any he just stood there somehow though his presence gave me confidence I licked the stuffing out of John Anson if my brother hadn't been there I don't think I could have done it.

b. Directions: Revise the following short sentences to show a variety of sentence structures. Add paragraphing where you feel it is appropriate. You may combine ideas in order to add interest to your sentences.

1. Doug and Cindy went on vacation in June. 2. They went to Washington DC. 3. They toured the White House and the Capitol. 4. Doug and Cindy met with their state senator there. 5. He took them by subway to the Senate Dining Room for lunch. 6. One day Doug and Cindy went to the Holocaust Museum. 7. They saw grim reminders of this travesty against mankind. 8. Another day they visited the Washington, Lincoln, and Jefferson

Memorials. 9. Three days were spent visiting various Smithsonian museums. 10. Cindy’s favorite was the Museum of Natural History. 11. Doug’s favorite was the Air and Space Museum. 12. The last day of their trip was spent at the Vietnam Veterans’

Memorial and Arlington National Cemetery. 13. President John F. Kennedy is buried at Arlington National

Cemetery.




14. His gravesite is marked by an eternal flame.

4. Write a personal paragraph describing your daily use of English at home and at work. Turn in this paragraph to your Facilitator.

Activities

1. Facilitator will introduce him/herself.

2. Conduct an icebreaker activity for students to get to know each other..

3. Discuss the objetives, course evaluation, explain and clarify doubts

regarding the course module and its use.

4. Review the writing process. Discuss the definitions the students researched.

5. In small groups compare the revisions made to the assigned paragraphs. Discuss the following revision alternatives:

a. Details or words added, omitted, or changed b. Details, words, or sentences rearranged c. Sentences joined d. Sentences separated e. Punctuation

Group will submit the individual paragraph assignment and one final group paragraph incorporating the best revisions contributed by the group. Group paragraph should include the names of group members.

6. Writing Styles: Not all writing is the same. Students will complete the chart and discuss in their small groups the differences between

Language Audience Purpose Response Other Personal Writing

Subject Writing

Academic Writing

Persuasive Writing

7. Groups will report on their completed charts.




8. Facilitator will review the assignments and objectives for the next workshop.

Assessment

1. Student group paragraphs will be assessed using the assessment tool in Appendix A

2. Students will turn in a reflexion on today’s workshop. (Appendix B)




Workshop Two

Specífic Objectives By the end of this workshop, students will:

1. Correctly format a business letter 2. Draft good news, bad news, and persuasive business letters using the

appropriate organization 3. Write and correctly format a business memo 4. Be able to write


University of Wisconsin- Madison Writing Center www.wisc.edu/writing/aboutus/links.html Purdue University Online Writing Lab http://owl.english.purdue.edu

The Tech Writer’s Assistant http://www.enl.umassd.edu/InteractiveCourse/rstahl/homepage.html Mayfield Handbook of Technical and Scientific researcher. http://mit.imoat.net/handbook/toc.htm Writer’s Write- Resources for Technical Writers http://www.writerswrite.com/technical/techlink.htm Online Technical Writing Textbook

http://www.io.com/~hcexres/tcm1603/acchtml/acctoc.html http://www.io.com/~hcexres/tcm1603/acchtml/lettov.html

Business Letter Writing http://www.business-letter-writing.com/ Assignments to be done before Workshop Two Instructions:

1. Using the textbook or Internet resources indicated, review the topics for today. Define the following and list the different types of writing included

a. Technical writing




b. Memos c. Business letters d. Reports e. 6 or 7 Cs of writing f. You attitude

2. Using the textbook, other recommended books, or suggested Internet

resources, investigate the concept of writing in the workplace. a. Business Letters: types, formats, style b. Memos c. Reports

3. Prepare the following letter (to turn in to Facilitator).

Directions: Write a letter using the indirect approach for the situation outlined below.

The Background: Mr. Thomas López, Vice President of International Sales at Technology Partners, Inc. must answer to an invitation to speak at a Business and Professional Women’s Association luncheon. Mr. López will be in Singapore the date of the luncheon. The Request: Ms. Joan Redding, program chair of the Easthaven Business and Professional Women’s Association (347 Enterprise Way, Cincinnati, OH 45242), would like Mr. López to speak about international business etiquette and customs at their spring luncheon meeting on May 13 at the Berndes Community Center. The luncheon will be held from 11:30 a.m. to 12:30 p.m. The presentation is scheduled from 12:30 p.m. to 2:00 p.m. and is open to the public. The Business and Professional Women’s Association is offering to pay an honorarium of $150 for the presentation. The Policy: Company policy at Technology Partners, Inc., prohibits employees from accepting fees to speak to non-profit or service groups.

Activities

1. Opening Exercise: In small groups students will compare and contrast information researched for assignment on definitions of business writing.

2. Write a business letter: Facilitator will provide students with letters or cases for writing to be done in pairs. Students will analyze letters for appropriate format, organization, and Standard English usage.

a. Parts of business letter




b. Business writing style/7Cs c. Types of business letters according to purpose and organization:

i. Good news – direct approach ii. Bad news – indirect approach iii. Persuasive – persuasive approach (AIDA)

d. After writing letters, students will exchange letters in order to write an answer to the letter written by another group.

3. Write a memo: Students will write a memo using appropriate format and organization.

4. Reports 5. Facilitator will review the assgnments and objectives for the next

workshop.

Assessment

1. Student group paragraphs will be assessed using the assessment tool in Appendix A





Workshop Three


1. Correctly format an application letter 2. Correctly write a request letter 3. Prepare an updated personal résumé 4. Understand the importance of follow-up letters


University of Wisconsin- Madison Writing Center www.wisc.edu/writing/aboutus/links.html Purdue University Online Writing Lab http://owl.english.purdue.edu/workshops/hypertext/ResumeW/kind.html Purdue University Online Writing Lab, Power Point Presentation http://owl.english.purdue.edu/workshops/pp/resumes.ppt

The Tech Writer’s Assistant http://www.enl.umassd.edu/InteractiveCourse/rstahl/homepage.html Writer’s Write- Resources for Technical Writers http://www.writerswrite.com/technical/techlink.htm Online Technical Writing Textbook

http://www.io.com/~hcexres/tcm1603/acchtml/lettov.html Assignments to be done before Workshop Three

1. Using the textbook or Internet resources indicated, review the topics for today. Define the following and list the different types of writing included

a. Résumé b. Application letter c. Request letter d. Follow-up letter

2. Prepare your own personal résumé 3. Find a job advertisement suitable for you and write an application letter for

the job.




Activities

1. Opening Exercise: Students will exchange application letters and résumés.

a. Each student will read their partner’s letter and offer suggestions for improvement.

b. The facilitator will go around checking letters and offering suggestions also.

c. Students will revise their letters. 2. Résumés:

a. Facilitator will lead a discussion on résumé formats, organization, and tips for effective resume writing emphasizing English usage and power words.

b. Analyze the résumé in Appendix C

3. .Follow-up letters: Write a follow-up letter to a job interview.

4. Request letter: a. You just read a newspaper article about a new vacation resort. The

article mentions a free pamphlet with vacation package deals and discounts by writing to Newspaper, PO box 1235, Vacation City, PR 00900. Write a letter requesting the pamphlet.

b. Exchange letters. Answer your partner’s letter. Facilitator will give instructions for some to answer positively and others, negatively.

5. Facilitator will review the assignments and objectives for the next workshop.

Assessment

1. Student letters and résumé will be assessed using the assessment tool in Appendix A.





Workshop Four


1. Apply library research skills to gather information and produce professional documents and reports.

2. Use conventions of documentation correctly to avoid plagiarism.

3. Use electronic, print, and other sources of information.


University of Wisconsin- Madison Writing Center www.wisc.edu/writing/aboutus/links.html Purdue University Online Writing Lab http://owl.english.purdue.edu Purdue University Online Writing Lab – Report Writing http://owl.english.purdue.edu/workshops/hypertext/reportW/index.html http://owl.english.purdue.edu/workshops/hypertext/ResearchW/ Rice University http://www.ruf.rice.edu/~bioslabs/tools/report/reportform.html

Assignments to be done before Workshop Four 1. Visit or call the library and prepare a list of the various sources of

information available to students doing research.

2. Study from the recommended text or electronic sites about

researching and writing a research report.

3. Write a brief essay to define plagiarism. Include examples of

plagiarism and suggestions on how can plagiarism be avoided. (To

turn in).

4. Choose a limited topic in your field of study (academic major) for

research.




Activities 1. Students will share the topics they have chosen and organize in

small groups according to topics. Each group will work together

during this workshop to gather information on the topic and prepare

an outline.

2. Facilitator will lead a visit to the library to familiarize the students with

the various sources of information available for research. Students

will search for information on the topic they have chosen. If

arrangements are made, students will practice searching for

information using Internet, databases, CD-Rom, and other sources.

3. Facilitator will lead a discussion on researching and writing a

research report.

4. Facilitator will lead a discussion on the problem of plagiarism.

Students will share their essays on plagiarism.

5. Facilitator will review the assignments and objectives for the next

workshop.

Assessment

1. Student group research outlines will be assessed using the assessment tool in Appendix.





Workshop Five


1. Apply appropriate techniques for writing responsibly and avoid plagiarism. 2. Understand the difference, importance, and use in preventing plagiarism

of a. Paraphrasing b. Summarizing c. Using quotes d. Citing references


University of Wisconsin- Madison Writing Center www.wisc.edu/writing/aboutus/links.html Purdue University Online Writing Lab http://owl.english.purdue.edu Purdue University Online Writing Lab This handout will help you learn how to borrow from a source without plagiarizing. http://owl.english.purdue.edu/handouts/research/r_paraphr.html Purdue University Online Writing Lab This handout is intended to help you become more comfortable with the uses of and distinctions among quotations, paraphrases, and summaries. http://owl.english.purdue.edu/handouts/research/r_quotprsum.html APA STYLE http://www.apastyle.org/ MLA Style http://www.mla.org The Citation Machine http://www.landmark-project.com/citation_machine/index.php




Assignments to be done before Workshop Five 1. Using the recommended texts or the websites study and define

a. Paraphrase

b. Summarize

c. Using quotes

d. Citing references

2. Using the recommended texts or electronic sites prepare the correct

bibliographic citation in both MLA and APA styles for the following book (to

turn in):

a. Publishing date: 2002

b. Title: Business Communication

c. Publishing City: Cincinnati, OH

d. Authors Carol M. Lehman and Debbie D. Dufrene

e. Edition: 13th

f. Publishing Company: South-Western

Activities

1. Students will turn in their portfolios.

2. Facilitator will provide a variety of bibliographic items including electronic

sources to practice preparing correct citations in both APA and MLA.

3. Facilitator will provide sample exercises to practice

a. Paraphrasing (See Appendix F and G)

b. Summarizing

c. Using quotes

Assessment

1. Student portfolios will be assessed using the assessment tool in Appendix D.





Appendices Appendix A

Rubric for Paragraph Assessment Name_______________________________________________________ Date________________________________________________________ Title_________________________________ Punctuation____________

Point value 4 points 3 points 2 points 1 point Content The essay is clear,

and well focused. Thesis stands out and is supported by details. The details provided are relevant and give important information, going beyond the obvious.

Thesis is clear but supporting information seems to be general. Some supporting ideas contain specific and details, however, others are not elaborated.

Some supporting details are needed. Key points are unsupported.

Unclear thesis. Supporting details are a seemingly random collection of information, unclear or not related to the topic.

Organization Effective introduction, states the thesis, and previews the content of the paper. The conclusion clearly restates the main points of the essay and a final comment based on the content.

Introduction clearly states thesis and previews structure, however it isn’t inviting to the reader. Conclusion is recognizable and restates almost all of the main points.

Introduction states thesis but does not adequately preview the content, nor is it is particularly inviting. Conclusion is recognizable, but does not restate all the main points of the essay.

There is no clear introduction of the thesis. No conclusion was provided.

Elaboration Details have a logical sequence. Transitions are clear from sentence to sentence and paragraph to paragraph. The paper is well elaborated.

Details have a logical sequence, however it may be presented in less interesting ways. More variety of transition words needed. There is a lack of elaboration.

Some details lack of logical sequence. Use of some transition words. Some of the main points are repeated, or less significant details have been added.

Many details lack of a logical sequence; a sense of disorganization. Transition words are unclear or nonexistent. Little elaboration, and leaves out necessary support.




Style Sentences varied for rhetorical effect; Vivid diction and word choices are accurate.

Most sentences are well constructed with varied structure.

Some sentences are well constructed, but several are stiff and awkward, or difficult to understand.

Sentences are awkward, repetitive, or difficult to understand. Some may be incomplete.

Mechanics Punctuation, grammar, spelling and aspects of format are handled correctly. The writer has prepared the paper carefully with attention to appearance.

Little punctuation grammar, spelling and aspects of the format errors are presented. There is some evidence the paper was carefully prepared with attention to appearance

Some Punctuation, grammar, spelling and aspects of format are handled correctly. Little attention to appearance.

Many errors of punctuation, grammar, spelling and some other aspects of format were handled incorrectly. No attention to appearance.

Content________ Organization____ Elaboration_____ Style__________ Mechanics_____

Comments ________________________________________________________________________________________________________________________________________________________________________________________________________________________




Appendix B Reflection Worksheet

NAME: ________________________ DATE: _____________________

ENG 307 WORKSHOP 1

Please indicate what you understood most from the materials in Workshop 1: ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Please indicate what you did not understand from Workshop 1: ________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Please write how you can overcome your difficulties, if any:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

_________________________ __________________________

Name Signature

Please turn in at the end of each Workshop.




Appendix C Evaluation Sheet: Daily Class Participation

Criteria Workshop I Workshop II Workshop III Workshop IV

Attendance (10 points per class)

Contributes to class discussion (2 points per class)

Shows interest in what is discussed in class (2 points per class)

Ask questions pertinent to what is discussed in class (2 points per class)

Answers questions from the facilitator and the classmates (2 points per class)

Comes prepared for class. Reading log. (2 points per class)

Total points/workshop

Total:_____________________ Grade:___________________

Observations____________________________________________________________________________________________________________________________________________




Appendix D Portfolio

4 points Demonstrates mastery of concept

3 points Demonstrates strong capability with some mistakes

2 points Demonstrates understanding but needs improvement

1 point Does not demonstrate ability to perform task adequately

Item Content Appropriate

Format Standard English Usage

Mechanics

Aplication Letter Résumé Thank you Letter Request Letter Optional writing assignment

Appendix E Résumé

Chris Q. Surname

Campus Address 1234 Waldron Avenue West Lafayette, IN 47906 (317)-123-4567 [email protected]

Permanent Address 1234 Oriole Trail Long Beach, IN 46360 (219)-123-4567 http://web.address/~chrisq

Objective A sales and marketing internship allowing me to utilize my leadership and communication skills and apply my knowledge of the health care industry

Education Purdue University, West Lafayette, IN May 1999




Krannert School of Management B.S. in Management Marketing Minor Human Resources Minor

Major GPA: 3.1/4.0 GPA 2.9/4.0

Familiar Computer Applications Microsoft Office Microsoft Access

Netscape Communicator Internet Explorer

Special Course Project

• Acted as client liaison for Memorial Hospital as part of Business Writing team project

• Conducted research and prepared report on more efficient communication systems

Volunteer Service Volunteer, Memorial Hospital Pharmacy, Michigan City, IN

December 1993 to May 1994

• Prepared prescriptions to meet diverse needs of patients and customers

• Ordered various pharmaceutical products from different suppliers, handled billing

• Offered over 100 hours of volunteer service in health care facility

Work Experience Cashier, Alvin's Supermarket, Michigan City, IN

May 1995-August 1997

• Trained new employees in customer relations and efficient money handling

• Balanced cash register drawers and maintained high level of accuracy

• Assisted manager with inventory and ordering procedures

Sales Associate, Nana's Cottage, Michigan City, IN

• Balanced registers and opened/closed store in a responsible manner

July 1992-November 1994

Leadership Activities




Old Masters

• Central Committee Co-Chair • Hostess • Publicity

Delta Gamma Sorority

Delta Sigma Pi Professional Fraternity Krannert Employers Forum Hostess Management Ambassadors Purdue Water Ski Club March of Dimes Walk-America

This page is located at http://owl.english.purdue.edu/handouts/pw/p_ressample.html/

Copyright ©1995-2004 by OWL at Purdue University and Purdue University. All rights reserved.

Appendix F

Practice Exercises in Paraphrasing

Brought to you by the Purdue University Online Writing Lab

For information on paraphrasing sources, see the Purdue OWL handout Paraphrasing. For information on other ways to cite sources, see the Purdue OWL handout Quoting, Paraphrasing, and Summarizing.

Directions: On a separate piece of paper, write a paraphrase of each of the following passages. Try not to look back at the original passage.

1. "The Antarctic is the vast source of cold on our planet, just as the sun is the source of our heat, and it exerts tremendous control on our climate," [Jacques] Cousteau told the camera. "The cold ocean water around Antarctica flows north to mix with warmer water from the tropics, and its upwellings help to cool both the surface water and our atmosphere. Yet the fragility of this regulating system is now threatened by human activity." From "Captain Cousteau," Audubon (May 1990):17.

2. The twenties were the years when drinking was against the law, and the law was a bad joke because everyone knew of a local bar where liquor could be had. They were the years when organized crime ruled the cities, and the police seemed powerless to do anything against it. Classical music was forgotten while jazz spread throughout the land, and men like Bix Beiderbecke, Louis Armstrong, and Count Basie became the heroes of the young. The flapper was born in the twenties, and with her bobbed hair and short skirts, she symbolized, perhaps




more than anyone or anything else, America's break with the past. From Kathleen Yancey, English 102 Supplemental Guide (1989): 25.

3. Of the more than 1000 bicycling deaths each year, three-fourths are caused by head injuries. Half of those killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head. From "Bike Helmets: Unused Lifesavers," Consumer Reports (May 1990): 348.

4. Matisse is the best painter ever at putting the viewer at the scene. He's the most realistic of all modern artists, if you admit the feel of the breeze as necessary to a landscape and the smell of oranges as essential to a still life. "The Casbah Gate" depicts the well-known gateway Bab el Aassa, which pierces the southern wall of the city near the sultan's palace. With scrubby coats of ivory, aqua, blue, and rose delicately fenced by the liveliest gray outline in art history, Matisse gets the essence of a Tangier afternoon, including the subtle presence of the bowaab, the sentry who sits and surveys those who pass through the gate. From Peter Plagens, "Bright Lights." Newsweek (26 March 1990): 50.

5. While the Sears Tower is arguably the greatest achievement in skyscraper engineering so far, it's unlikely that architects and engineers have abandoned the quest for the world's tallest building. The question is: Just how high can a building go? Structural engineer William LeMessurier has designed a skyscraper nearly one-half mile high, twice as tall as the Sears Tower. And architect Robert Sobel claims that existing technology could produce a 500-story building. From Ron Bachman, "Reaching for the Sky." Dial (May 1990): 15.




APPENDIX G Sample essay for summarizing, paraphrasing, and quoting

So That Nobody Has To Go To School If They Don't Want To

by Roger Sipher

A decline in standardized test scores is but the most recent indicator that American education is in trouble.

One reason for the crisis is that present mandatory-attendance laws force many to attend school who have no wish to be there. Such children have little desire to learn and are so antagonistic to school that neither they nor more highly motivated students receive the quality education that is the birthright of every American.

The solution to this problem is simple: Abolish compulsory-attendance laws and allow only those who are committed to getting an education to attend.

This will not end public education. Contrary to conventional belief, legislators enacted compulsory-attendance laws to legalize what already existed. William Landes and Lewis Solomon, economists, found little evidence that mandatory-attendance laws increased the number of children in school. They found, too, that school systems have never effectively enforced such laws, usually because of the expense involved.

There is no contradiction between the assertion that compulsory attendance has had little effect on the number of children attending school and the argument that repeal would be a positive step toward improving education. Most parents want a high school education for their children. Unfortunately, compulsory attendance hampers the ability of public school officials to enforce legitimate educational and disciplinary policies and thereby make the education a good one.

Private schools have no such problem. They can fail or dismiss students, knowing such students can attend public school. Without compulsory attendance, public schools would be freer to oust students whose academic or personal behavior undermines the educational mission of the institution.

Has not the noble experiment of a formal education for everyone failed? While we pay homage to the homily, "You can lead a horse to water but you can't make him drink," we have pretended it is not true in education.




Ask high school teachers if recalcitrant students learn anything of value. Ask teachers if these students do any homework. Quite the contrary, these students know they will be passed from grade to grade until they are old enough to quit or until, as is more likely, they receive a high school diploma. At the point when students could legally quit, most choose to remain since they know they are likely to be allowed to graduate whether they do acceptable work or not.

Abolition of archaic attendance laws would produce enormous dividends.

First, it would alert everyone that school is a serious place where one goes to learn. Schools are neither day-care centers nor indoor street corners. Young people who resist learning should stay away; indeed, an end to compulsory schooling would require them to stay away.

Second, students opposed to learning would not be able to pollute the educational atmosphere for those who want to learn. Teachers could stop policing recalcitrant students and start educating.

Third, grades would show what they are supposed to: how well a student is learning. Parents could again read report cards and know if their children were making progress.

Fourth, public esteem for schools would increase. People would stop regarding them as way stations for adolescents and start thinking of them as institutions for educating America's youth.

Fifth, elementary schools would change because students would find out early they had better learn something or risk flunking out later. Elementary teachers would no longer have to pass their failures on to junior high and high school.

Sixth, the cost of enforcing compulsory education would be eliminated. Despite enforcement efforts, nearly 15 percent of the school-age children in our largest cities are almost permanently absent from school.

Communities could use these savings to support institutions to deal with young people not in school. If, in the long run, these institutions prove more costly, at least we would not confuse their mission with that of schools.

Schools should be for education. At present, they are only tangentially so. They have attempted to serve an all-encompassing social function, trying to be all things to all people. In the process they have failed miserably at what they were originally formed to accomplish.




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