Principles of Professional Communication 1 · Principles of Professional Communication 1 ... Schedule Learning and Teaching Activities . Note: Between weeks 1-7, ... Chapter 1 pp.

School of Humanities and Communication Arts

Principles of Professional Communication 1

Unit Number 100483 Teaching Session Autumn 2017 Unit Weighting 10 credit points Unit Level Undergraduate Unit - Level 1 Unit Coordinators Myra Gurney (Penrith, Campbelltown)

Ray Archee (Parramatta)

Student Consultation

Face-to-face consultations can be arranged by email. Email [email protected] (Parramatta and Campbelltown) or [email protected] (Penrith) for an appointment.

Student Communication

Students must use their current University student e-mail address in all correspondence with the Unit Coordinator and Tutors.

Attendance Requirements

Attendance is expected at all lectures and at the tutorial in which you are registered. Students are expected to attend a minimum of 80% of classes.

Records will be taken for verification purposes.

Lectures and tutorials are an essential part of your learning.

Students have the responsibility to keep up with the unit content by attending lectures and tutorials.

No consideration will be made or consideration will be given to students who do not attend regularly except in the case of illness or misadventure.

Non-attendance due to illness or misadventure or for other legitimate reasons should be documented and submitted to the Unit Coordinator.

Changes and Improvements to the Unit as a Result of Student Feedback

The University values student feedback in order to improve the quality of its educational programs. As a result of student feedback, the following changes and improvements to this unit have recently been made:

• More detailed marking criteria added • A new, more integrated website has been developed • The number of portfolio exercises have been reduced • Style exercises revised to be done electronically • Quizzes have replaced text based style exercises • Video lecture ‘pods’ created for last 7 weeks where there are no face-to-face lectures scheduled.

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Expectations of Students

Students are expected to be familiar with and abide by the terms of the Student Code of Conduct.

Students should be familiar with the Work Health and Safety Policy of Western Sydney University.

Raising Concerns

How to raise concerns

If you have a concern about this unit, please contact your lecturer or tutor in the first instance. If the matter is not resolved, then you may contact the unit coordinator (see inside front cover). If you would prefer to speak to someone else, you are advised to contact the Director of Academic Program (School of Humanities and Communication Arts), Dr. Rachel Bentley ([email protected]). Please note the Director of Academic Program may refer your concern to a delegate to review and to respond to you.

The University also has a confidential Complaints Resolution Unit (see link below). Staff in that unit can provide you with advice on addressing your concerns within the School and, in some circumstances, they may undertake an investigation. Concerns must be raised with the Complaints Resolution Unit within a six month timeframe.

****GETTING HELP WITH YOUR STUDIES****

Assistance with academic literacy – essay writing, critical reading and writing

We take academic literacy very seriously at Western Sydney University. While tutors are all happy to help we also expect you to take responsibility for developing your skills, particularly if you are struggling.

There are many resources available within the unit and the University more broadly to help you. Check your unit vUWS site folder for links and tips on getting with your study.

Additional resources on study skills, essay writing and referencing can also be found at the Student Learning Unit, site at in the First Year eBook, and the Communications Academic Literacy site. There is also the fantastic HALL program, which is available at the Library.

Please note, too, that you are required to attend the full raft of Academic Literacy classes in week 2 (no matter how well you did in your HSC!).

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Unit Details Handbook Summary This unit provides students with an introductory understanding of a range of communication theories and practices necessary for academic work and professional success. Western Sydney University Graduate Attributes

1. Commands multiple skills and literacies to enable adaptable lifelong learning 2. Demonstrate knowledge of indigenous Australia through cultural competency and professional capacity 3. Demonstrates comprehensive, coherent and connected knowledge 4. Applies knowledge through intellectual inquiry in professional or applied contexts 5. Brings knowledge to life through responsible engagement and appreciation of diversity in an evolving

world Unit Learning Outcomes The Unit’s Learning Outcomes specifically support Learning Outcomes of the following School of Computing, Engineering and Mathematics courses: 3639 Bachelor of Information and Communications Technology 3506 Bachelor of Computer Science 3634 Bachelor of Computer Science (Advanced) 3684 Bachelor of Information and Communications Technology (ICT) Advanced 3639 Bachelor of Information and Communications Technology 3711 Bachelor of Information and Communications Technology (Health Information Management) 3687 Bachelor of Information Systems 3688 Bachelor of Information Systems(Advanced) 3654 Bachelor of Information and Communications Technology/Bachelor of Arts At the successful completion of this unit, students will show:

1. An understanding of the wide range of variables which constitute human communication; 2. Knowledge of the range of factors which affect both oral and written communication within professional

contexts; 3. An understanding of argumentation, reasoning and persuasion as factors in written and oral

communication; 4. An appreciation of communication across cultures; 5. A range of critical perspectives about issues relating to electronic communication from a written,

interpersonal and organisational perspective; 6. Skills to write effectively using a variety of formats especially essays, reports and technical documents; 7. Skills of oral presentations; 8. Research skills including use of library catalogues, databases and the Internet; 9. Communication skills through participation in workshops and the importance of consideration of a variety

of personal views, perspectives and styles. Understanding of the complexities of human communication in professional contexts is an important element of professional practice in many aspects of the computing industry. This unit explores both theoretical and practical elements of professional communication and how they can be applied to professional practice. Student Workload The expected workload in this unit is: 10 hours per week (for all 10 credit point units), including 2.5 hours in class and 6.5 hours in own study time. Lectures add an extra hour of class time for the first 7 weeks. Lectures during weeks 9-14 will be delivered via a series of short (7-12 min) video ‘lecture pods’ that students are expected to watch in their own time before coming to class. Principles of Professional Communication 1 100483 Autumn 2017 Learning Guide

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Schedule Learning and Teaching Activities

Note: Between weeks 1-7, there will be face-to-face lectures plus tutorial classes. From week 9 on, lectures will be online in the form of short video ‘lecture pods’ and classes will take place in computer labs.

Date Week Topic Weekly Activities

20 February 1 What is communication – meaning or message? Reading:

Textbook: Chapter 1 pp. 2-18

27 February 2 Perception – is the truth really ‘out there’?

Reading: 1) Textbook: Chapter 1 pp. 18-21 2) Sadler & Tucker Ch. 3 Perception

6 March 3

Language & communication – I know what you said but not what you mean

Reading: Textbook: Chapter 2

13 March 4 Non-verbal communication – more than just words

Reading: Textbook: Chapter 3

20 March

5 Censorship – not just dirty pictures

Reading: See unit website links ANNOTATED BIBLIOGRAPHY + BRIEF PROJECT OVERVIEW DUE MIDNIGHT SUN 26TH MARCH

27 March 31 March Census date for Autumn and 1H sessions)

6 Mediated Communication – the impact of technology on communication

Reading: Textbook: Chapter 5

3 April 7

Intercultural Communication

LAST FACE-TO-FACE LECTURE

Reading: Textbook: Chapter 4

10 April-16 April 8 Intra-Session Break

17 April 9

Writing a business report

LECTURE PODS: What is a report – pts. 1 & 2 (RA)

Reading: Textbook: Chapter 12 p.328-343 NOTE: Classes between weeks 9-14 will take place in a computer lab. Check your timetable or vUWS for the room number.

24 April (Tuesday 25 April ANZAC Day public holiday)

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Writing a business report

LECTURE PODS: 1. Researching your report 2. Parts of a report (MG)

Textbook: Chapter 12 p.328 Writing Style Quiz 1: go to ‘Assessments’ in vUWS

1 May 11

Issues in professional writing: what is a cliché anyway?

LECTURE POD: Writing the intro and method sections (MG)

Reading: Textbook: Chapter 11 DRAFT REPORT DUE MIDNIGHT SUNDAY 7TH MAY Writing Style Quiz 2: go to ‘Assessments’ in vUWS

8 May 12

Visual communication – a picture paints a thousand words

LECTURE PODS:

Reading: 1) Textbook: Chapter 12 p.352-355 2) See website links

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1. Why are visuals important? (MG) 2 & 3: Preparing effective tables and graphs (RA)

Writing Style Quiz 3: go to ‘Assessments’ in vUWS

15 May 13

Mediated Communication & Ethics

LECTURE PODS: 1. What are ‘ethics’ (RA) 2. IT ethics (RA)

Reading:

Textbook: Chapter 5 pp.127-133

EXERCISE PORTFOLIO DUE MIDNIGHT SUNDAY 21st MAY

Writing Style Quiz 4: go to ‘Assessments’ in vUWS

22 May 14 Editing your report

LECTURE POD 1. Editing tips

Activity: Editing your report/portfolio completion

FINAL REPORT DUE MIDNIGHT SUNDAY 28TH MAY

29 May 15 STUVAC

Assessments Assessment Requirements

Assessments items and weighting

Assessment for this unit will be based on the following components:

Assessment Item Length or duration Learning Outcomes addressed

Weighting

1. Oral Presentation in groups 5-7 minutes per speaker LO:2,7,8,9 20%

2. Written report (in three parts: 15% +10% + 15%).

1500-2000 Words LO:3,6 40%

3. Class exercise portfolio: a minimum of 6 portfolio exercises (30%) plus all 4 online style quizzes (10%)

Length approx. 100-300 words per portfolio exercise + completion of four online style quizzes

LO:1,2,3,4,5,6,8 40%

All assignments must be submitted and an overall mark of at least 50% is required to pass the unit. Final marks and grades are subject to confirmation by the School Assessment Committee which may scale, modify or otherwise amend the marks and grades for the unit, as may be required by University policies.

Submission of Assessment Tasks

Students are required to keep a copy of ALL written work submitted. All written assignments must be uploaded to Turnitin via vUWS by the date and time indicated. Late submissions will be penalised.

DUE DATES FOR

Assessment 1: To be assigned in Week 1

Assessment 2: Part 1: Annotated Bibliography and Project Overview due midnight Sunday 26th March

Part 2: Draft Report due midnight Sunday 7th May

Part 3: Final Revised Report due midnight Sunday 21st May

Assessment 3: Part 1: Exercise Portfolio written responses due midnight Sun 28th May (30%)

Part 2: Online writing style quizzes due by dates indicated in schedule (10%)

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Note: Online writing style quizzes are to be completed during the weeks indicated in the teaching schedule. These are short quizzes that should not take more than 10 minutes to complete. They will be open from Monday of the week in question and will be closed on Sunday of that week). They are compulsory and worth 10% of your Exercise Portfolio mark)

This unit requires online submission of all written assessment tasks. Please note: you do not need to include a cover sheet for Turnitin Submissions. All submissions using Turnitin are presented with a declaration to students at each upload via the Turnitin interface. The declaration is:

By submitting your work using this link you are certifying that:

• I hold a copy of this assignment if the original is lost or damaged • I hereby certify that no part of this assignment or product has been copied for any other student’s work or

from any other source except where due acknowledgement is made in the assignment • I hereby certify that no part of this assignment or product has been submitted by me in other (previous or

current) assessment, except where appropriately referenced, and with prior permission from the Lecturer/Tutor/Unit Coordinator for this unit

• No part of the assignment/product has been written/produced for me by any other person except where collaboration has been authorised by the unit lecturer/tutor concerned

• I am aware that this work will be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking)

• I am aware that this work may be de-identified and reproduced in part or in full as an example for future students.

At Western Sydney University, plagiarism falls within the framework of the Student Misconduct Rule. For more information about possible penalties for plagiarism, please refer to the Student Misconduct Rule. Return of Assessment Material Student work will be marked via GradeMark in vUWS. Students will be able to see feedback and grades once all assignments have been marked Resubmission Students who are in their first year whose work does not meet minimum literacy standards will be given guidance as to how to improve their writing. This may include referral to Library Study Smart, academic literacy workshops, to workbooks or online resources or, in limited cases, guidance from a member of the school’s academic staff. They may then be permitted resubmission for their first piece of work in that unit ONLY. Late Submission Work submitted late without consultation with the Unit Coordinator will not be accepted. A student who submits a late assessment without approval for an extension will be penalised by 10% per day up to 10 days, i.e. marks equal to 10% of the assignment’s weight will be deducted as a ‘flat rate’ from the mark awarded. For example, for an assignment that has a possible highest mark of 50, the student’s awarded mark will have 5 marks deducted for each late day. Saturday and Sunday each count as one day. Assessments will not be accepted after the marked assessment task has been returned to students who submitted the task on time. Extension of Due Date for assessment task/s • Requests for extensions, with evidence of extenuating circumstances, may be submitted before, on or up to

two days after (by 5.00pm) the due date of the assessment. • If a late application is not approved the late penalty will apply from the due date. Special Consideration for multiple assessment tasks and/or whole of the teaching session A student may apply for Special Consideration (via online eForm) if extenuating circumstances outside their control and sufficiently grave in nature or duration, cause significant disruption to their capacity to study

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effectively. More information about Special Consideration can be found at Special consideration information web page. If you have been granted Special Consideration, when submitting your assignment please indicate on the assignment cover sheet that it has been granted. Please note: Lodgment of an Application for Special Consideration does not automatically result in the granting of Special Consideration and students should make every effort to submit assessments as soon as practicable (if possible), even though an application has been submitted. Writing and Presentation High quality written expression is an expectation of all Western Sydney University graduates. All written pieces of assessment in this unit must meet the minimum writing standard required. These are specified below. Any piece of written work that does not meet the required standard will be failed on this basis. Literacy Minimum Standard Level 1 At this level, your written expression should be clear, concise and direct, free of major structural and presentational faults and, most importantly, not require any ‘deciphering’ on the part of the reader such. In other words, it can be read and understood on a first read through. Formal writing requirements:-

• Complete sentences, typically with Subject Verb Object order. • Avoidance of minor sentences, sentence fragments and run-ons. • Conciseness, coherence and cohesion. • Grammatical agreement and consistency including the correct use of tense, syntax, word class and

lexical choices. • Correct and consistent spelling and punctuation. • Correct and consistent use of terminology relating to the unit that the student is writing for. • Correct use of phrases, clauses and conjunctions. • Consistency in the register appropriate for the unit that the student is writing for. • Correct use of cohesive devices linking sentences and paragraphs: including topic sentences and thesis

statements. • Use of formal structure: including introduction and conclusion. • Integrated use of quoted and paraphrased material: including meta-commentary and linking phrases.

Academic conventions A degree of integrated use of source material (quotes, paraphrases etc.) A reasonably accurate and consistent use of a recognised referencing system - APA style is required in this unit. Where required, your work has been submitted through Turnitin. Formatting and presentation Well formatted No handwriting 12 point Times Roman or equivalent (as approved or directed by unit learning guide) Double-spaced Page numbers and SID in footer or header Stapled (if hard copy submission) Good print quality in black ink (if hard copy submission) Cover sheet attached (if hard copy submission) Other elements Accurate spelling No txt abbreviations The following site provides a good range of resources to help you develop your writing: Library Study Smart

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Assessment details including Criteria and Standards

Assessment 1– Tutorial Presentation

Due Date

The presentation will be delivered in class at a date to be organised in the first session.

Aims/Objectives

• To learn and practice skills of professional oral presentations • To collaborate with a small group to research and present a professional oral presentation based around

a set question and sub topic • To lead the class in a discussion of the topic via a set of five (5) questions which allow the audience to

revise their understanding

Assessment Description

Students will be placed in groups of four (4) or five (5) and the group will be allocated to present in a particular week. Each member must choose a sub topic from the weekly theme around which a presentation is to be based. The aim is to prepare an integrated series of individual presentations and generate and lead a brief class discussion around the general theme or question. Presentations will take place in most sessions (see timetable). All class members are expected to have read the relevant reading and/or textbook chapter and be prepared to contribute to the class discussion.

As a group, you are responsible for:

1. Allocating the topics between the members of your group. You may choose from the suggested list or develop your own topic (check with your tutor first however).

2. Preparing a brief (1-2 min) introduction and brief (1 min) conclusion to the overall presentation and decide which team members should deliver these.

3. Compiling the individual PowerPoint slides into ONE slideshow. 4. Preparing a set of questions (one question per team member) to lead the class discussion at the end of

the presentation.

As an individual team member you are responsible for:

1. Researching and preparing your own segment of the presentation. 2. Preparing your own set of PowerPoint slides that will be integrated into the team presentation. 3. Ensuring that your part of the presentation does not exceed the time limit 4. Contributing to the preparation of the questions, introduction and conclusion

The aim is to make the overall presentation coherent and informative. To this end, the group should:

1. Use their own research and references (not just lecture notes) to inform their presentation 2. Compile the individual presentations into ONE PowerPoint slideshow 3. Include a complete set of references at the end in correct APA style

Assessment Requirements

Each individual presentation must:

• Be approx. 5-7 minutes long. Given time limitations, presentations that are too long will be stopped. • Summarise or overview the suggested question or sub topic

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• Use the scholarly or academic sources in addition to the textbook material. You should not merely summarise the lecture or web material but should include additional perspectives from your own background research

• Be summarised in key points on PowerPoint slides • Include a class discussion question based on your sub topic • Include a properly set out reference list in APA style

NOTE 1: You are meant to present your own secondary research and summarise the part of the question you have chosen, NOT rehash the material given in the lecture. You do not need to cover all of the possible aspects of the topic, and should assume that the audience has a basic understanding of the topic. Use the broader topic question to structure your presentation.

NOTE 2: Non-attendance any presenter without documented evidence will mean zero marks for this component for the person not attending. Due to reduced class time available, you will NOT be allowed to present this topic in another session and will have to join another group and present another topic. Pressure of other work (university or otherwise) is not considered an excuse

Presentation topic areas

Date General topic Question Suggested sub topics (or choose your own)

Week 4

13 March

Non verbal communication

“The most important thing in communication is hearing what isn't said.” How does this relate to different aspects of non-verbal communication?

1. Eye behaviour 2. Greeting gestures 3. Personal space 4. Dress 5. Touch behaviour

Week 5

20 March Censorship

Is censorship is an effective weapon in maintaining appropriate ‘social and moral standards’ or do we merely censor what we are most afraid of?

1. Should porn be censored? 2. Swearing and ‘bad’ language 3. Censorship of music/video games 4. Censorship vs. Freedom of speech 5. Can we censor the internet?

Week 6

27 March

Mediated communication

Do mediated communication technologies merely give us more ways to communicate or do they change the nature of the communication experience?

1. Is Google making us stupid? 2. Reading online vs. reading on a screen

– is there a difference? 3. The ‘human moment’ and mediated

communication 4. Text messaging and literacy 5. Online relationships

Week 7

3 April

Intercultural communication

"Differences in culture are not merely a matter of differences in language." How is this statement reflected in different aspects of intercultural communication?

1. High and low context cultures 2. Worldview 3. Customs 4. Non verbal differences 5. Time

Week 11

1 May

Professional writing

Professional writing is about more than deciding which words to put on the page. It is about making decisions based on the audience, the genre and the layout of the document.

1. Does language shape thought? 2. Euphemism and doublespeak 3. Non-discriminatory language or political

correctness? 4. Writing for the web vs. writing for print 5. Is punctuation necessary?

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Week 12

8 May

Visual communication

How do layout and visuals impact on how a reader understands a text?

1. Semiotics/gestalt principles 2. Colour perception 3. Visual ethics 4. Using fonts and typography 5. Using charts and graphs effectively

Week 13

13 May

Mediated communication and ethics

“Ethics is knowing the difference between what you have a right to do and what is right to do.” How does this apply to mediated communication?

1. Is privacy dead? 2. Intellectual property and copyright 3. Unethical behaviour: spamming,

flaming, trolling 4. Anonymity and cyber-bullying 5. Etiquette and politeness in new media

Assessment Criteria

Your Oral Presentation is worth 20% and will be marked on: (learning outcomes 1, 2, 3, 7, 8 & 9)

• The extent to which the theme(s) and main points of the issue and topic have been identified, incorporated and summarised

• Use of well chosen examples and/or additional relevant research. If you merely summarise the textbook or the lecture material, do not reference additional research or use your own examples, you will only be eligible for a Pass grade

• Preparation – you and your group must be organized and prepared to present on the date nominated. You must have a prepared Introduction and Conclusion plus a set of questions.

• Speech structure – i.e. clear introduction and conclusion, logical and coherent points • Presentation (speaking) style: not too fast or too slow. Use notes for reference only. Do not read. • Non-verbal communication – use of gesture, eye contact, stance • Timing – too long or too short will be penalised • Use of appropriate, clear and well-prepared audio-visual resources. PowerPoint slides should list key

points, not extended text

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Marking Criteria FAIL PASS HIGH PASS CREDIT DISTINCTION HIGH DISTINCTION

Preparation and Structure

Poor preparation. No apparent reading of background resources. No additional new references used. Incorrect APA style. Ideas unclear or poorly explained. Little evidence of teamwork. Poorly prepared to speak.

Fairly basic preparation. Minimal understanding of the topic. No clear intro or conclusion. Some areas require further explanation or examples. Used only the most basic additional refs. Only basic evidence of teamwork.

Good preparation and structure. Summarised important resources and used several additional references to explain sub topic. Small problems with APA style. Evidence of teamwork.

Presentation is clear and well organised with good structure. Well chosen resources. Insights linked to main themes. Shows above average understanding of the specific topic. Few main points may be confusing or not relevant.

Presentation is clear, logical and cohesive. Superior choice of resources. Excellent structure. Understands the issues of the topic well. There is a high level of cooperation between team members.

Presentation is clear, logical and cohesive. Excellent structure, and engaging style. Examples are original and highly pertinent to the audience. Choice of references is outstanding. Highly cohesive team.

Content No understanding of the main theme. Poor attempt to cover sub topic. Extra material is poorly chosen, too simple or irrelevant. Does not attempt to construct an informed response to topic discussion question.

Fairly basic attempt to cover the sub topic or engage with the discussion question. Most of the main themes or points are referred to but mostly in a descriptive rather than analytical way that only offer generalised insights. Supporting material is mostly drawn from popular or average level academic sources.

Reasonable attempt to engage with the discussion question and reference at least some points of the reading(s). Good coverage of sub topic with good but not necessarily original examples. Supporting material is adequate and is drawn from a reasonable variety of popular and academic sources.

Clearly discussed the main themes and sub topic. Supported this with evidence from the readings and well chosen additional academic sources. Attempted to use and integrate other relevant academic sources and pertinent and original examples.

In depth coverage of sub topic based on well-chosen additional material. Critical insights show a high level of understanding of the issue and concepts. Highly pertinent examples Content is of a superior quality and clearly addresses the main themes with excellent supporting academic sources.

Content is of an outstanding academic quality and goes beyond the requirements to address the main themes and sub topic. Highly pertinent critical insights that show an advanced understanding of the subject matter. Interesting, pertinent and original examples.

Delivery A nervous speaker who does not try to engage audience. Presentation was not rehearsed. Speaker read from notes or slides. Little eye contact and poor body language. Visual aids poorly edited, hard to read or missing. Presentation poorly paced. Language used

Presentation was delivered only at a basic level. Speaker read from notes or slides with minimal eye contact. Visual aids may have been too cluttered, used sentences rather than key points, had insufficient information or been poorly edited. Too

Presentation was delivered reasonably well. Speaker mostly read aloud from notes or slides but made some effort to use eye contact and to vary your voice. Visual aids were adequate using key points and visuals for interest.

A confident speaker who used notes to aid the presentation with minimal use of notes. Eye contact and body language was effective. Voice was audible and varied. Visual aids were well- prepared, interesting and used key points

A highly confident and enthusiastic speaker with confident body language. Speaker either spoke without notes or used them minimally. Visual aids were clear, well edited and highly relevant. Discussion questions well written and

A highly accomplished and enthusiastic speaker with confident body language. Speaker spoke without notes engaged the audience with eyes and positive body language. Visual aids of professional quality. Discussion questions well written

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difficult to follow or inappropriate for topic or audience. Presentation considerably less than the required time of 5-7 minutes. Your discussion question either not developed, poorly constructed, predictable or too simple. You did little to engage your small group in a developed discussion.

many “umms” and “ahhs”, spoken too softly or too loudly or in a monotone. Presentation less than the required time of 5-7 minutes. Discussion question very basic and did not challenge the group. Basic group facilitation

Presentation either short of time or slightly longer than required. Discussion questions well developed, but fairly predictable. Good attempt to engaging group discussion.

and relevant. Presentation delivered within the allotted time. Questions were well developed and challenging. Discussion group was run effectively with good discussion.

challenging. Speaker’s enthusiasm generated good interaction within the discussion group. Presentation delivered within the allotted time.

and reflected a sophisticated understanding of the themes. Excellent group facilitation skills generating excellent interaction within the discussion group. Presentation delivered within the allotted time.

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Assessment 2– Business Report (in 3 Parts) Due Date

1. Brief Report Overview (5%) and Annotated Bibliography of 5 references (10%) due week 6 by midnight Sunday 26th March uploaded to vUWS = 15%

2. Draft Report due week 11 by midnight Sunday 7th May uploaded to vUWS = 10% 3. Edited Final Report due week 14 by midnight Sunday 28th May uploaded to vUWS = 15%

Aims/Objectives

• To research and investigate the impact of a communication issue to illustrate how theories and issues studied in the unit can be applied within a real context

• To develop an understanding of argumentation, reasoning and persuasion as factors in written communication

• To use primary and secondary academic research skills to gather material • To present the research and make conclusions and recommendations using professional business report

format • To demonstrate professional writing, editing and written presentation skills in a professional document

Assessment Description

Background: You are the employee of a company who has been asked to evaluate the impact of a technology or issue on aspects of communication within the organization. You need to do this research and present your findings in a business report (please note, this is NOT an essay), justifying your proposal/outlining your research and decisions.

In weeks 1-2, your tutor will discuss this assignment with you and ask you to consider selecting from list of possible topics which are set out below, all of which relate in some way to the themes of this course. The aim is to research how this issue impacts on a real organization, using some real research plus background reading on the subject.

Part 1: Annotated Bibliography and Brief Project Overview = 15%: As an initial step, you need briefly describe the problem and the organisation that your report will address. What is the website/technology you will be evaluating? How is it used and what kinds of problems does it aim to address? How do you know there is a problem with the current system/website? How do you think you will go about investigating this: what method(s) will you use? You will write this up in half-three quarters of a page and include a screenshot of the website or graphic of the technology.

In order to have some references to help you with your evaluation, you will be instructed on how to use the Western Sydney University library to gather these. You will complete an Annotated Bibliography of six (6) references that you could use (see separate details of this in a handout in Week 3). If your summary, selection of references, writing or bibliographic layout is not done well, you may be asked to revise and resubmit.

Part 2: Draft Report = 10%. You must initially submit a Draft of your report that will be marked and returned to you with feedback.

Part 3: Final Report = 15%. You must then revise your draft along the lines suggested and resubmit the edited version.

Assessment Requirements

NOTE 1: This report is not addressed to your tutor but to an appropriate Manager of the organisation

NOTE 2: This is an individual assignment and cannot be done with another student. Plagiarism and collusion will be subject to academic misconduct action.

NOTE 3: Both your draft and final reports must be uploaded into Turnitin before they are submitted. Failure to do this will result in your assignment not being marked.

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Choose from one of the two scenarios below and apply this to a real organisation. In each case, you will need to have read about the broader, background issues that relate to this problem.

SCENARIO 1: You are considering introducing a new technology or implementing a major software upgrade for your company. Research the pros/cons, costs/benefits and compare a range of different product/system options. Also consider issues such as training, technical implementation etc. and any other factors that you feel are appropriate. Write a report to your manager outlining your findings and make a recommendation justifying your decision.

SCENARIO 2: Your company website has been in place for several years now and the boss feels it needs a facelift. You have been asked to prepare a report examining its effectiveness. Do some background research on general principles of web design, aesthetics, usability etc. How effective is your company website? What is it mainly used for and for what audience. Look at its design, layout, functionality, cultural appropriateness, usability etc. What is good, what is poor, how might it be improved? Prepare a report to your manager, outlining your findings and making recommendations. You must do some background research from recent literature about what makes a good website and the particular elements that it should include. You must refer to this background research to support your analysis and findings.

Your report must include the following parts:

• Title page, • Table of contents • Executive summary • Page numbering • Headings, subheadings and a decimal numbering system e.g.

Executive Summary 1.0 Introduction 2.0 Method 3.0 Discussion (with relevant sub sections) 4.0 Conclusions 5.0 Recommendations 6.0 References (or similar headings)

• Text citation of quotations and paraphrases e.g. Smith (2012) • Bibliography using APA style (see APA Style Guide in both the website and vUWS homepage) • Properly referenced and annotated graphs, pictures and/or diagrams • Professionally formatted – assignments should be word processed and set out professionally

Assessment Criteria

• Depth and appropriateness of research – you must have at least six (6) references from a variety of sources – books, journals, newspapers, web, company publications etc. Those using only internet references will have marks deducted. All information must be properly referenced using APA conventions

• Depth and appropriateness of analysis of the problem/issue. In your analysis/discussion, you must make reference to your background sources to support your conclusions and recommendations.

• Writing style – clarity, language choice, appropriateness, succinctness • Structure and layout – appropriate descriptive headings, professional layout, appropriate use of white

space, readable font, numbering system, page numbers • Appropriate use of the report writing conventions listed above • Editing – punctuation, grammar, spelling. You are encouraged to have someone read through your

assignments before you submit them • Professional layout and formatting

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Marking Criteria

Business Report

Part 1: Annotated Bibliography and Brief Project Overview FAIL/RESUBMIT PASS HIGH PASS CREDIT DISTINCTION HIGH DISTINCTION

Research Background references are either inappropriately chosen (no use of academic databases), insufficient in number or do not include the required reference type criteria (at least 1 book or book chapter, 1 academic journal, 1 newspaper and 1 internet reference). Annotations are either missing, too short, poorly written or not original.

Project overview is missing, too brief or poorly thought out. Poorly written with an unacceptable number of expression and/or editing errors.

Background references meet the criteria. Choices acceptable but may be either too old or only basically relevant and useful. Student demonstrates only basic ability to use databases. Annotations may be very short and/or not sufficiently describe the text and its relevance to the project.

Project overview is very basic, and may be either inappropriate and/or not well written with elements of poor expression and/or editing.

Background references mostly well chosen from credible sources including academic databases. Annotations clearly describe the text and its relevance to the project.

Project overview is reasonable and mostly well written with few expression or editing errors.

Background references well chosen from credible sources including academic databases. Annotations clearly describe the text and its relevance to the project.

Project overview is well thought out and well written with very few expression or editing errors.

Background references are extremely well chosen from highly credible and timely sources. There may be more than the required minimum number. Annotations clearly describe the texts and their relevance to the project.

Project overview demonstrates a well thought out project that is relevant and achievable. Extremely well written with only minor expression or editing errors.

Choice of background references is outstanding and shows a sophisticated ability to use the databases. There are more than the required minimum number. Annotations clearly describe the texts and their relevance to the project.

Project overview demonstrates an extremely well considered and relevant project. No errors of expression or editing.

Use of APA referencing style conventions

APA style is either not used or is extremely poor with an unacceptable number of errors.

APA style is reasonably well attempted but there may be several minor errors.

APA style is very well used with relatively few minor errors.

APA style is very well used with only one or two minor errors.

No errors in APA style No errors in APA style.

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Parts 2 & 3:

Draft and Final Report FAIL PASS HIGH PASS CREDIT DISTINCTION HIGH DISTINCTION

Research Very little, if any, primary research completed. Secondary research is either missing or not used to support analysis and conclusions. Methods are based on opinion rather than any primary or secondary research.

Only the bare minimum amount of research and only minimal use of secondary research to back up analysis and conclusions. The research methods used are basic and the data gathered basic and obvious. For the most part relies on opinion rather than evidence gathered from primary research.

A good amount of research and a satisfactory understanding of the problem the report is aiming to discuss. A satisfactory amount of data from a good range of sources has been gathered. Research contains the potential for insights beyond the obvious. Frequently, however, there is not enough research and too much personal opinion.

A good amount of research and a more than satisfactory and an above average understanding of the problem the report is aiming to discuss. More than satisfactory amount of data from a good range of sources has been gathered. Research contains the potential for insights beyond the obvious, but this has not quite been achieved.

A superior use of primary and secondary research overall which is used effectively to support the analysis and conclusions. A sophisticated understanding of the problem the report is aiming to discuss. Initiative shown in your research and interesting and insightful data has been gathered. Still some minor areas of improvement needed such as a minor need for additional research, or an additional method(s).

Outstanding primary and secondary research. A sophisticated understanding of the problem the report is aiming to discuss. Initiative shown in the research and interesting and insightful data has been gathered. The research contains the potential for genuinely innovative insights.

Content and analysis

Analysis is either missing, brief or unsubstantiated. Recommendations are either missing or inappropriate to the specific problem or organisation. For example it may be the case if your report is about a website your recommendations are out of step with industry accepted

Analysis is basic and conclusions and recommendations are obvious, not well argued, convincing or supported by the relevant theories or background research.

Analysis is satisfactory but overall does not demonstrate much thought beyond the obvious. Mostly general recommendations or many suggestions could apply to a range of issues. Evidence used occasionally to support recommendations, but still too simplistically. Recommendations are reasonable but not convincing.

Analysis is insightful and above average. Evidence is used to support recommendations, but still needs more sophisticated and innovative ideas. Recommendations are useful but need more thought.

Analysis is detailed and recommendations are based on a sophisticated use of evidence and are appropriate to the stated aim of the report. There is room for some improvement; for instance, perhaps some recommendations need some more critical thought, or you overlook some potential

Outstanding analysis that is detailed and supported by both primary and secondary research and demonstrates a well- considered report. Your content shows a sophisticated understanding of the theoretical issues. Recommendations are both appropriate to the aim of the

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best-practice guidelines.

for genuine insight, or you could be more detailed at times. As a result your recommendations could still be more convincing.

report and also demonstrate real insight. A thoroughly convincing set of recommendations.

Organisation & Writing

You have not written in the report format and/or the organisation of the report is illogical or missing required and important elements. The writing is poor, hard to follow and/or is not clear. It contains too many expression and editing errors. Material not referenced using APA style or has a substantial number of errors.

Organisation and writing is satisfactory. You have satisfactorily followed the report format and have mostly used the required elements correctly maybe with occasional errors. The organisation is reasonably logical but could perhaps be developed. It is likely that your writing, while readable and easy enough to follow, contains expression and editing errors. It mostly follows the principles of simple English outlined in the unit. Some errors in APA referencing.

Organisation and writing is of a satisfactory standard. There are minor errors in the use of the report format. The writing is mostly logical and mostly easy to follow with some room for improvement; for example, perhaps some headings need to be added or more clearly expressed. A few errors in APA referencing still included.

Organisation and writing is of a more than satisfactory standard. Report format used well The writing is logical and mostly easy to follow with still some room for improvement. Some minor errors in APA referencing.

Superior organisation and writing. You follow the report format very well and your writing is clear, uses professional style and is mostly error free. It is logical and easy to find all the information needed. Minor moments of confused or weak expression, or one or two minor typos or mistakes in your referencing. With some work your report would be good enough to use in a professional context. No errors in APA referencing.

Outstanding organisation and writing. Your report, theoretically, is good enough to be used in a professional context.

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Assessment 3– Exercise Portfolio: 40%

Due Date:

Week 13 by Sunday 21st May uploaded to vUWS.

Aims/Objectives

• To have students engage more closely with weekly themes and issues through a series of self-paced research, discussion and writing exercises which are done both in class and in students’ own time

• To use primary and secondary academic research skills to gather material • To demonstrate professional writing, editing and written presentation skills in a professionally presented

document

Assessment Description

Weekly writing, short essay and research exercises will be posted on the unit’s unique website linked to vUWS. These are based around the lectures and readings and aim to consolidate the themes and skills of the unit.

Assessment Requirements

Students must complete a minimum (we suggest that you do more) of six (6) of these exercises throughout the semester and submit them as a portfolio of work. Your selection of exercises MUST include:

1. A minimum of at least six (6) of the short answer/research exercises which can be found on the weekly web pages http://www.hca.uws.edu.au/units/popcomm= 30%

2. Completion of four (4) of the online writing style quizzes = 10% While quality rather than quantity is more important, the best students will usually do as many exercises as possible and will do a variety, not just the easy ones.

Very important: All portfolio exercises must be your own work and cannot be done in conjunction with a fellow student unless indicated by the question. It is your responsibility to ensure that others do not copy your work. Any student presenting exercises found to be identical to that of another student will be penalised. If a fellow student asks to borrow your work, please direct them to the unit coordinator or class tutor for assistance. Do not give your USB or your assignment to another student.

Assessment Criteria

• Depth and level of engagement with the exercise questions • Well written, carefully thought out answers with good examples and which reflect more than anecdotal

personal opinion • Sources cited and referenced using APA style • Care taken with editing – spelling, grammar, punctuation, referencing • Inclusion of a range of exercises, not just the short, easy ones! • Professional presentation – assignments should be word-processed and use professional layout including

a table of contents, section headings and page numbering.

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Marking Criteria

Assessment 3: Exercise Portfolio FAIL PASS HIGH PASS CREDIT DISTINCTION HIGH DISTINCTION

Engagement Fewer than the required minimum number of exercises submitted or attempted in each category. Those submitted may be too brief and/or need more development and/or editing. Your written responses and quiz results do not demonstrate that you have grasped the principles taught.

The minimum number of exercises in each category submitted or attempted. Only a basic understanding of the needs of short answer exercises and/or goals of the writing style quizzes.

More than the minimum number of exercises submitted. You have successfully completed all the online style quizzes. You demonstrate a straightforward understanding of concepts addressed in the short answer questions.

More than the minimum number of exercises submitted in each category. You demonstrate a commendable understanding of concepts in the short answer exercises and have successfully completed all the online style quizzes.

More than the minimum number of exercises in each category submitted. You demonstrate a sophisticated understanding of concepts in the short answer exercises and have successfully completed all the online style quizzes..

You have submitted nearly all the available exercises and have achieved almost perfect marks in the style quizzes. You demonstrate a sophisticated understanding in the short answer exercises and have successfully completed all the online style quizzes.

Writing & Presentation

Work is poorly written and formatted with numerous errors. No evidence of editing or revision. You have not referenced your material using APA formatting (where applicable).

Work is poorly written and formatted with frequent errors. Your exercises need more revision. It is likely that your APA referencing also contains frequent errors (where applicable).

Work is written and formatted to a satisfactory standard but still contains some errors. It is likely that your exercises need further revision. It is likely too that your APA referencing also contains some errors (where applicable).

Writing and formatting is of a commendable standard. There are minor errors in your work and there is some room for improvement. There may be inconsistencies in your use of voice, tone etc. Some minor errors in referencing (where applicable).

Superior writing and formatting that is for the most part easy to follow and use. There still may be one or two minor moments of weak or confused expression, or one or two minor typos or mistakes in your expression. Perfectly referenced (where applicable).

Outstanding writing and formatting. Your work is of the highest standard throughout, and is professionally formatted and perfectly referenced (where applicable).

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Learning Resource Information Prescribed Text Archee, R., Gurney, M. and Mohan, T. (2013). Communicating as Professionals (3e). Melbourne: Cengage Learning Additional Texts Additional readings to assist with the presentations will be based will be available in either via the Library or in PDF format from the homepage of the unit’s website http://www.hca.uws.edu.au/units/popcomm

Use of vUWS This unit uses vUWS as a portal to access a specially designed website used for all workshop activities. Some additional general resources will be available there. Students are expected to login to the unit’s vUWS site at least weekly. Students are required to submit all their assignments online via Turnitin (accessed from vUWS)

Key Weblinks Teaching activities and research resources are located on http://www.hca.uws.edu.au/units/popcomm/. Students can access this link either directly or via vUWS.

Literacy Resources Links to academic literacy resources are available on both the unit website and vUWS

Referencing Requirements

The Referencing Style required for this unit is the APA. Full details of referencing systems can be found at “Citing Resources”: http://library.uws.edu.au/citing.php A short APA style guide is provided in both the unit reader and on the unit vUWS site.

A full range of resources for searching and citing references can be found at “Training and Support”: http://library.uws.edu.au/training.phtml

Referencing and assignment writing resources are provided in vUWS and will be discussed in tutorials

Links to Key Western Sydney University Policies and Information Affecting Students Key Policies and Information Affecting Students

Policies

Student Support Student Support

Course and Unit Rules Course and unit rules

Western Sydney University Handbook

Western Sydney University handbook

Current Students Western Sydney University Students web page

Student Administration Student Central

Forms Student Forms and Student Online Forms

E-learning Support Site E-Learning Student Support Site and vUWS Information for Students.

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School Policy for vUWS use: Courtesy and Respect Online

In the interests of promoting the welfare and safety of students and staff at Western Sydney University, please ensure that you conduct yourself with courtesy and respect while in vUWS. This applies to all online communications such as tutorials, discussion groups, chat rooms, email correspondence, blogs, journals and so on. A unit vUWS site is an online teaching and learning environment at University of Western Sydney. The rules are the same as in lectures, tutorials and seminars. Keep in mind that vUWS is a public space and your comments in online discussions and chat rooms can be read by other students and academic staff. Your blog and journal entries in vUWS may be read by your lecturer or tutor. The unit coordinator may allow students to read each other’s blog or journal entries as a way of reflecting on the learning material and process or for assessment purposes.

• It is very easy to be polite, courteous and friendly. • Avoid bad, offensive or discriminatory language. • Respect the point of view of other students, lecturers, tutors and the unit coordinator. • Be aware of cultural differences and cultural sensitivities. • Humour or sarcasm does not translate well from the real world to the virtual world. • Avoid capitals, or it will seem like you’re SHOUTING. • No-one wants to be misunderstood. Write clearly and concisely so that you will not be misinterpreted

in terms of your intention and meaning. Keep posts and emails short and simple. Re-read your message before you hit send.

• Respect the privacy of other students, lecturers, tutors and the unit coordinator. • Respect the online literacy levels of other students. • Remember that you can communicate face-to-face with others as well (recommended if you are not

certain what you write may offend others). The rules of copyright and plagiarism apply in vUWS. If you use someone else's ideas, cite them appropriately. Giving other students the answers to assessment questions or online quizzes in online discussions, chat rooms or emails risks an Academic misconduct allegation. The rules of Academic and Non-Academic misconduct apply in vUWS. Non-Academic misconduct in vUWS includes but is not limited to: harassing, vilifying, abusing or threatening students or staff, bullying or disparaging students or staff, inappropriate conduct. Problems, complaints or concerns should be directed to the unit coordinator, privately by email, telephone or in person. You can read more about the Student Misconduct Rule. Your unit coordinator, lecturer or tutor will provide more detailed guidelines for the appropriate use of vUWS in your unit.

What is Academic Misconduct? Academic Misconduct may involve one or more of the following: Plagiarism Plagiarism involves submitting or presenting work in a unit as if it were the student's own work done expressly for that particular unit when, in fact, it was not. Most commonly, plagiarism exists when:

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a) the work submitted or presented was done, in whole or in part, by an individual other than the one submitting or presenting the work;

b) parts of the work are taken from another source without reference to the original author; or c) the whole work, such as an essay, is copied from another source such as a website or another student's

essay. Acts of plagiarism may occur deliberately or inadvertently Inadvertent plagiarism occurs through inappropriate application or use of material without reference to the original source or author. In these instances, it should be clear that the student did not have the intention to deceive. The University views inadvertent plagiarism as an opportunity to educate students about the appropriate academic conventions in their field of study. Deliberate plagiarism occurs when a student, using material from another source and presenting it as his or her own, has the intention to deceive. The University views a deliberate act of plagiarism as a serious breach of academic standards of behaviour for which severe penalties will be imposed. Collusion Collusion includes inciting, assisting, facilitating, concealing or being involved in plagiarism, cheating or other academic misconduct with others. Cheating

Cheating includes, but is not limited to: a) dishonest or attempted dishonest conduct during an examination, such as speaking to other candidates or

otherwise communicating with them; b) bringing into the examination room any textbook, notebook, memorandum, other written material or

mechanical or electronic device (including mobile phones), or any other item, not authorised by the examiner;

c) writing an examination or part of it, or consulting any person or materials outside the confines of the examination room, without permission to do so;

d) leaving answer papers exposed to view, or persistent attempts to read other students' examination papers; or

e) cheating in take-home examinations, which includes, but is not limited to: f) making available notes, papers or answers in connection with the examination (in whatever form) to others

without the permission of the relevant lecturer; g) receiving answers, notes or papers in connection with the examination (in whatever form) from another

student, or another source, without the permission of the relevant lecturer; and h) unauthorised collaboration with another person or student in the formulation of an assessable component of

work. For the full definition of academic misconduct and the consequences of such behaviour, students are advised to read the Student Misconduct Rule in its entirety.

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SCHOOL OF HUMANITES AND COMMUNICATION ARTS

ASSIGNMENT COVER SHEET

STUDENT DETAILS

Student name: Student ID number:

UNIT AND TUTORIAL DETAILS

Unit name: Unit number:

Tutorial group: Tutorial day and time:

Lecturer or Tutor name:

ASSIGNMENT DETAILS

Title:

Length: Due date: Date submitted:

Home campus (where you are enrolled):

DECLARATION

I hold a copy of this assignment if the original is lost or damaged.

I hereby certify that no part of this assignment or product has been copied from any other student’s work or from any other source except where due acknowledgement is made in the assignment.

I hereby certify that no part of this assignment or product has been submitted by me in another (previous or current) assessment, except where appropriately referenced, and with prior permission from the Lecturer / Tutor / Unit Coordinator for this unit.

No part of the assignment/product has been written/produced for me by any other person except where collaboration has been authorised by the Lecturer / Tutor /Unit Coordinator concerned.

I am aware that this work will be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking).

Student’s signature:

Note: An examiner or lecturer / tutor has the right to not mark this assignment if the above declaration has not been signed.

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