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ENGL 0012. Writing in the Workplace

Units: 3
Prerequisite: Eligibility for ENGL 1A
Hours: 54 lecture
Principles and practices of workplace writing. Includes organizing, writing, and revising clear, readable documents for the workplace, such as letters, memos, emails, summaries, reports, job application documents, instructions, proposals, and business graphics. (CSU)

ENGL 0012 - Writing in the Workplace

http://catalog.sierracollege.edu/course-outlines/engl-0012/

Catalog Description DESCRIPTION IS HERE: Prerequisite: Eligibility for ENGL 1A Hours: 54 lecture Description: Principles and practices of workplace writing. Includes organizing, writing, and revising clear, readable documents for the workplace, such as letters, memos, emails, summaries, reports, job application documents, instructions, proposals, and business graphics. (CSU) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Evaluate the role of workplace writing in an organization. Construct appropriate information for each document. Compose workplace writing using effective writing strategies and utilizes appropriate formats. Create with classmates at least one document. Course Content Outline I. Introduction to workplace writing A. Nature of business writing, basic principles of style, format, and audience B. Professional ethics and plagiarism II. Business writing process A. Prewriting techniques 1. Purpose and audience 2. Invention strategies 3. Gathering and evaluating information B. Drafting workplace documents 1. Memos/emails 2. Letters 3. Reports 4. Summaries 5. Procedures/instructions 6. Job application documents 7. Proposals 8. Research project C. Revision practices 1. Use of style guide in workplace writing 2. Correct style practices 3. Appropriate grammar and punctuation conventions III. Visuals A. Principles of effective visuals B. Tables, graphs, charts C. Illustrations IV. Group project A. Successful collaboration techniques Course Objectives Course Objectives 1. Evaluate the role of workplace writing in an organization, including analyzing ethical issues. 2. Describe and practice effective pre-writing techniques. 3. Identify specific purpose and analyze the particular audience of each document. 4. Gather appropriate information for each document. 5. Write effective technical documents that are well-developed and utilize appropriate formats. 6. Describe and practice level of language appropriate to purpose and audience of each document. 7. Produce documents that include one or more of each of the following: reports, procedures/instructions, memorandums, emails, letters, summaries, job application documents, proposals, visuals, and research project. 8. Describe and practice revision strategies to produce effective documents. 9. Identify, evaluate and incorporate visuals as appropriate to each workplace document. 10. Work collaboratively with classmates in small groups to develop at least one document. Methods of Evaluation Classroom Discussions Objective Examinations Reports Skill Demonstrations Reading Assignments I. Read information about introduction and definition of workplace writing and be prepared to discuss the impact of effective writing in the workplace. II. In your text, read the chapter on professional ethics and plagiarism of workplace writing. Bring to class a sample of an ethical dilemma for discussion. III. Read examples of various types of letters and memos. IV. Read examples of various types of summaries. V. Read examples of trip and incident reports. VI. Read examples of various types of resumes. VII. Read examples of various types of visual aids appropriate to workplace documents. VIII. Read examples of progress reports. IX. Read examples of research-based reports. X. Read examples of various types of instructions. XI. Find, read one article therein, and bring to class at least one journal from the student's major discipline. Writing, Problem Solving or Performance I. Utilizing appropriate format and style conventions, write one memorandum and one email about new copy procedures for the workplace. II. After the presentation by the Sierra College Career Center, find a job position that you would like to apply for. Using the position as your guide, write a resume and cover letter. III. Develop a single line graph, multiple bar graph, formal table, and a pie graph for your fictitious organization's annual report. Decide what information is best represented by each of the four visuals. Other (Term projects, research papers, portfolios, etc.) I. Plan, develop, and write a research project specifically appropriate to each student's major course of study II. Work collaboratively in small groups to produce at least 3 documents: A. collaborate to write a progress report B. collaborate to write trip and incident reports C. collaborate to create 4 visual aids. Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.

FASH 0012 - Fashion History

http://catalog.sierracollege.edu/course-outlines/fash-0012/

Catalog Description DESCRIPTION IS HERE: Advisory: Completion of ENGL N with grade of "C" or better Hours: 54 lecture Description: Fashion and adornment through the ages to the present. Emphasis on the historical flow and how fashion themes are reinterpreted or influence designs in later periods including the present. Provides a basis for understanding and appreciating fashion as well as how the times and environment affect styling, colors, fabric and details. Field trip may be required. (CSU) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Analyze the different periods of fashion and their defining criteria for the time. Compare and contrast particular historic styling with current fashions. Manipulate fabric on forms to recreate ancient looks as active participants in the creative experience. Course Content Outline I. Ancient World A. Ancient Middle East/Draped Clothing B. Crete and Greece/Production and trade of textiles C. Etruria and Rome/Delineation of societal roles II. Middle Ages A. Early Middle Ages/Cross Cultural influences B. Late Middle Ages/Gender differences/Importance of fashionable dress III. Renaissance A. Italian Renaissance/Textile production/Art related to dress B. Northern Renaissance/Political influences IV. Baroque and Rococo/Industrial Revolutions A. Seventeenth Century/Class structure and social behavior B. Eighteenth Century/Economics and conspicuous consumption/Revolution V. Nineteenth Century A. Directoire, Empire/Classic Greek and Roman influences on fashion and art B. Romantic/Fashion publications and literary influences C. Crinoline/Paper patterns/Designer fashion D. Bustle Period and the Nineties/Birth of American RTW/Mass production VI. Twentieth Century A. Edwardian Period and WWI/Frills and embellished looks/Women in workplace/Women's rapid fashion change B. The Twenties, Thirties and WWII/Flappers/Social behavior/Art Deco C. The New Look/Radical style change/Television D. The Vietnam Era/Social upheaval E. The Decades between 1975 and 1996/Diverse fashion influences F. Millennium to present/Celebrity influences/Internet Course Objectives Course Objectives 1. identify and describe different periods of fashion and their defining criteria for the time periods from Ancient Middle East to present, discovering an awareness of the ways in which people throughout the ages have responded to themselves and the world around them; 2. compare and contrast particular historic period styling with current fashions. Explain how those historic influences are incorporated into contemporary fashion; 3. compare the relationship between fashions and the developments of the fine and applied arts of an era; 4. discuss and analyze clothing as a means of social communication; 5. investigate the cyclical nature of fashion through the decades and hypothesize about future trends; 6. analyze the cross cultural influences in dress and how they are interpreted in present and past cultures, creating an understanding of cultural authentication and mixtures; 7. evaluate the effects of historical events, politics, music, film and technological advances on fashion; 8. contrast the differences in Greek and Roman clothing and relate them to the cultural differences; 9. describe the layers of garments worn in the 10th, 11th, 12th and 13th centuries and any changes in their function and terminology through the centuries; 10. correlate the production of silk to the spread of Byzantine style to Western Europe; 11. assess the strengths and weaknesses of using portraits as a major source of information regarding Italian Renaissance mode of dress; 12. illustrate the "bottom-up" theory of fashion evolution with specific examples citing methods of communication and fashion flow; 13. demonstrate an understanding of the evolution of technology and natural resources as applied to fashion; 14. correlate upper and lower class distinctions to specific aspects of dress in the 17th century in appreciation of how societies and social subgroups operate; 15. assess the impact of women's participation in sports on clothing styles from 1870-1900. Cite clothing designed and worn for specific sports; 16. compare men's clothing pre-WWI with post-WWII, noting any differences that might be attributed to the war experience; 17. summarize the clothing restrictions due to rationing during WWII and the style changes as a result; 18. identify the effects that environmental concerns have had on styles from the mid-seventies to present gaining an appreciation of the values of the time and how they affected fashion choices. The knowledge of what has come before will help the students understand the world they live in. Methods of Evaluation Classroom Discussions Objective Examinations Projects Reading Assignments 1. Read the selection on the 20s and 30s in the assigned text and be prepared to discuss in class. 2. Research the fashion of the time, historical current events, fine and applied arts of a chosen era and their effects on fashion. Writing, Problem Solving or Performance 1. Reintroduction of a Designer: Based on research create a relaunch of a designer line as appropriate to our current fashion while maintaining the essence of the original using creativity and aesthetic understanding. 2. Curator: As a curator of a hypothetical fashion exhibit write the introduction to the catalog including the era, theme, highlights of the exhibit, the factors influencing that era, an idea of everyday life and other points of interest. Provide pictorial references in an oral presentation. Other (Term projects, research papers, portfolios, etc.) 1. Compile a notebook of contemporary clothing styles which feature elements taken from prior historical periods. Provide detailed pictures of reference style and terminology used in both eras. Compare and contrast the 2 eras. 2. Research concurrent Western and non-Western clothing styles and compare and contrast those, including the influences during that time specific to each area. Find a photo of a contemporary fashion which borrows from a non-Western source its feeling, design motif or element(s). 3. View a period film or television production and critique the accuracy with which the fashions of the day have been depicted compared to what is presented as fashion history. 4. Select a portrait of a historical figure. Describe the outfit fully including any undergarments used to create the silhouette. Include terminology and visual references to back up the description. Do biographic research on the person and discuss their clothing as it relates to their status in society and what it designates. Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course. Fashion magazines or Internet access and a color printer.

PHIL 0012 - Introduction to Symbolic Logic

http://catalog.sierracollege.edu/course-outlines/phil-0012/

Catalog Description DESCRIPTION IS HERE: Advisory: Eligibility for ENGL 1A Hours: 54 lecture Description: Introduction to the principles of deductive reasoning including formal techniques of sentential and predicate logic. (C-ID PHIL 210) (CSU, UC) Units 3 Lecture-Discussion 54 Laboratory By Arrangement Contact Hours 54 Outside of Class Hours Course Student Learning Outcomes Use and apply terms: deductive, validity, soundness and consistency. Utilize deductive methods to test arguments for validity. Use the natural proof system to derive conclusions from premises. Course Content Outline I. Arguments A. Validity B. Soundness II. Symbolization and Syntax of Sentential Logic A. Truth-Functional vs Non-Truth-Functional Connectives B. Logical Connectors 1. Negations 2. Material Implications 3. Strict Implications 4. Disjunctions 5. Conjunctions 6. Biconditionals C. Syntax D. Translation Techniques III. Semantics of Sentential Logic A. Truth-Value Assignments and Truth Tables as a Proof Technique B. Truth, Falsity and Indeterminacy as appraisals for Statements C. Truth-Functional Equivalence, Consistency, Entailment and Validity as Appraisals for Arguments IV. A Derivation System for Sentential Logic A. Form and Application of Rules of Derivation B. Concepts and Strategies for Derivations C. Direct derivations, Conditional derivations and Indirect derivations V. Symbolization and Syntax of Predicate Logic A. Quantifiers and Multiple Quantification 1. Concepts of Quantification 2. Translation of Quantifiers 3. Translation of Multiple Quantifiers 4. Syntax VI. Semantics of Predicate Logic A. Quantificational Truth, Falsehood, and Indeterminacy B. Quantificational Equivalence, Consistency, Entailment and Validity VII. A Derivation System for Predicate Logic A. Rules for Derivation B. Strategies for Derivation Course Objectives Course Objectives 1. Define and demonstrate through truth tables, truth trees and deductive proofs the concept of and criteria for validity; 2. Define, explain and apply in written, oral and problem solving formats the concepts of a) truth preservation, b) truth-functionality, c) negation, d) material implication, e) strict implication, f) disjunction, g) conjunction, h) biconditionality, i) universal quantification, k) validity, l) theorem-hood, m) logical entailment, n) logical truth and o) logical derivation; 3. Translate, in English, sentences into symbolic sentence and predicate logic formats; 4. Translate, in written and oral activities, symbolic and predicate logic formatted arguments into ordinary English language; 5. Construct and chart truth trees or truth tables as a means of validity detection; 6. Describe, explain and apply in written, oral and problem solving activities rules of logical proof and derivation; 7. Evaluate ordinary English arguments utilizing deductive symbolic proof techniques and truth tables or truth trees; 8. Describe, explain and apply in problem solving activities rules of quantification in derivations; 9. Evaluate ordinary English arguments containing quantification; 10. Utilize the natural deduction method in sentential and predicate logic. Methods of Evaluation Classroom Discussions Objective Examinations Problem Solving Examinations Reading Assignments Read chapter on Sentential Logic: Semantics. Read the following philosophical argument, explicate the argument, symbolize the argument and construct a truth table to determine validity. 1. Computers can think if and only if they have emotions. If computers can have emotions, then they can have desires as well. But computers can't think if they have desires. Therefore computers can't think 2. If the butler murdered Devon, then the maid is lying, and if the gardener murdered Devon, then the weapon was a slingshot. The maid is lying if and only if the weapon wasn't a slingshot, and if the weapon wasn't a slingshot, then the butler murdered Devon. Therefore the butler murdered Devon. Writing, Problem Solving or Performance 1. Construct Truth Tables for the following three arguments to determine validity. ~P ~(Q <-> R) // ~[P * (Q -> R)] P->Q R->S PvR //QvS P -> Q ~P // ~Q 2. Directions: Symbolize and test the following argument for validity by using a truth table. If I'm going to do well on this daily quiz, then I will have a better test average. If I will have a better test average, then my grade in logic will be good. I'm not going to do well on this daily quiz. Therefore, my grade in logic will not be good. Let: W = I'm going to do well on this daily quiz B = I will have a better test average. G = My grade in logic will be good. Other (Term projects, research papers, portfolios, etc.) Methods of Instruction Lecture/Discussion Distance Learning Other materials and-or supplies required of students that contribute to the cost of the course.

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ENGL 0012. Writing in the Workplace

ENGL 0012 - Writing in the Workplace

FASH 0012 - Fashion History

PHIL 0012 - Introduction to Symbolic Logic

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