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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 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) Course Student Learning Outcomes CSLO #1: Evaluate the role of workplace writing in an organization. CSLO #2: Construct appropriate information for each document. CSLO #3: Compose workplace writing using effective writing strategies and utilizes appropriate formats. CSLO #4: Create with classmates at least one document. Effective Term Fall 2019 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 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. General Education Information Approved College Associate Degree GE Applicability AA/AS - English Composition AA/AS - Writing Skills CSU GE Applicability (Recommended-requires CSU approval) Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Classroom Discussions Example: In groups of four, examine student drafts of the research report. Brainstorm revision techniques to be applied to the drafts. Share with the class. Evaluation will be based upon relevance and accuracy of suggested revision. Objective Examinations Example: Identify incorrect use of commas in standard business report provided. Correct comma usage, and explain comma rule used for correction. Exam will be graded upon accuracy of comma rules and conventions. Reports Example: Write a business report based upon approved topics. Provide a clear objective, identify a specific audience, gain readers' interest with appropriate paragraphs, use of headings and sub-headings, bullets, graphs and pie charts for data. The report will be graded by its adherence to the above list. Skill Demonstrations Example: Use information discussed in class and in your text to write four different types of letters: A complaint letter, an adjustment letter, a letter of inquiry, and a collection letter. Evaluation: This assignment will be evaluated based upon content, organization, syntax, diction and voice, use of visual aids, mechanics, and awareness of audience. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Critical Thinking - Following a lecture, the instructor will require the students to solve real-world problems, such as finding, comparing, synthesizing, and evaluating data to determine which particular type of workplace writing is the best for a given situation. Distance Learning Instructor will require reading in technical documents from journals in the students' particular major course of study. They will then be asked to share information from this "technical reading" with the class, being careful to explain any jargon or processes unfamiliar to an audience not versed in their field of study. Typical Out of Class Assignments 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. Required Materials Technical Writing: A Practical Approach Author: William Sanborn Pfeiffer Publisher: Prentice Hall Publication Date: 2014 Text Edition: 8th Classic Textbook?: OER Link: OER: Technical Communication for Readers and Writers Author: Brenda R. Sims Publisher: Houghton Mifflin Publication Date: 2003 Text Edition: 2nd Classic Textbook?: OER Link: OER: Workplace Communications: The Basics Author: George J. Searles Publisher: Longman Publication Date: 2016 Text Edition: 7th Classic Textbook?: OER Link: OER: Technical Communication Author: Mike Markel Publisher: Bedford St. Martins Publication Date: 2017 Text Edition: 12th Classic Textbook?: OER Link: OER: 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 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) Course Student Learning Outcomes CSLO #1: Analyze the different periods of fashion and their defining criteria for the time. CSLO #2: Compare and contrast particular historic styling with current fashions. CSLO #3: Manipulate fabric on forms to recreate ancient looks as active participants in the creative experience. Effective Term Fall 2017 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 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. General Education Information Approved College Associate Degree GE Applicability AA/AS - Fine Arts CSU GE Applicability (Recommended-requires CSU approval) CSUGE - C1 Arts Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information CSU Transferable Methods of Evaluation Classroom Discussions Example: Performance objective 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." Students discuss their selection of current fashion which exhibits cross cultural influences. In class all selections are shown and discussed. Online this is a Discussion Board assignment where students are required to post their selection explaining what cultures they have observed and reply to a minimum of 2 of their classmates. Objective Examinations Example: Performance objective 1: "recognize and describe different periods of fashion and their defining criteria for the time periods from Ancient Middle East to present." Students are provided with PowerPoint notes guides and a review sheet for each section of study. At the end of each section an objective quiz is given. Quizzes are scored and correct answers are reviewed in class. The portion of quiz scores on the overall grade is spelled out in the syllabus and the lowest quiz grade is dropped allowing for a poor score or missed quiz. Standard traditional grading is used and grades are posted to the learning management system. A cumulative final exam is given. Projects Example: Performance objective 1: "recognize and describe different periods of fashion and their defining criteria for the time periods from Ancient Middle East to present." Students are provided with PowerPoint notes guides and a review sheet for each section of study. At the end of each section an objective quiz is given. Quizzes are scored and correct answers are reviewed in class. The portion of quiz scores on the overall grade is spelled out in the syllabus and the lowest quiz grade is dropped allowing for a poor score or missed quiz. Standard traditional grading is used and grades are posted to the learning management system. A cumulative final exam is given. Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: The instructor will show PowerPoint pictorials for each chapter as visual reinforcement to lecture and outside class reading. As a part of lecture presentations, instructor will include class discussions, either in class or through the use of a discussion board assignment, that encourage student observations and opinions. Discuss differences in clothing, ambiance and presentation between current fashion shows and past/historic fashion shows. Typical Out of Class Assignments 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. Required Materials Survey of Historic Costume: A History of Western Dress Author: Phyllis Tortora and Sara B. Marcketti Publisher: Fairchild Books Bloomsbury Publications Publication Date: 2015 Text Edition: 6th Classic Textbook?: OER Link: OER: The Fairchild Dictionary of Fashion Author: Tortora Keiser Publisher: Fairchild Bloomsbury Publications Publication Date: 2014 Text Edition: 4th Classic Textbook?: OER Link: OER: 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 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) Course Student Learning Outcomes CSLO #1: Use and apply terms: deductive, validity, soundness and consistency. CSLO #2: Utilize deductive methods to test arguments for validity. CSLO #3: Use the natural proof system to derive conclusions from premises. Effective Term Fall 2022 Course Type Credit - Degree-applicable Contact Hours 54 Outside of Class Hours 108 Total Student Learning Hours 162 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. General Education Information Approved College Associate Degree GE Applicability AA/AS - Comm & Analyt Thinking CSU GE Applicability (Recommended-requires CSU approval) CSUGE - A3 Critical Thinking Cal-GETC Applicability (Recommended - Requires External Approval) IGETC Applicability (Recommended-requires CSU/UC approval) Articulation Information Methods of Evaluation Classroom Discussions Example: Instructor will lead a discussion the concept of the material conditional in relation to the argument form of Modus Ponens and Modus Tollens. Student will demonstrate their understanding by completing the following two problems: #1 Deduce: t v w, and demonstrate validity using the truth-table method 1. (p v z) -> (t v w) Premise 2. p v z Premise 3. #2 Deduce ~(m V n), and demonstrate validity using the truth-table method 1. ~z Premise 2. (m V n)  z Premise 3. Objective Examinations Example: Translate the following passage into an argument in sentential logic. Then, construct a deduction to prove the argument valid. Either the blood test and the EKG are not both accurate or else the patient has a heart disorder. Either the blood test was accurate or else neither the nurse nor the lab technician acted competently. The nurse acted competently. Therefore, either the EKG is not accurate or else the patient had a heart disorder. Let: B = Blood test E = EKG P = patient has a heart disorder N = nurse acted competently L = lab technician acted competently Problem Solving Examinations Example: Construct truth tables to test the validity of the following arguments. a) p -> (q * r), ~p -> ~ (q * r), q * ~ p// ~r b) (p * q) -> ~r, (q * r) -> ~p, ~ (p v q) -> ~ (q v r)// ~ (p * (~ q * r)) c) ~ (r v q) -> ~ ( p v r), ~ ( p v q) -> ~ (q * r), (p v ~ q) -> ~ ( r * p)// p -> (~r v ~q) d) ((p v q) -> r), (( r v s ) -> ~ t) // (p -> ~ t) Repeatable No Methods of Instruction Lecture/Discussion Distance Learning Lecture: Instructor will demonstrate the use of the 15 rules of inference to derive logical proofs. Instructor will then assign individual students (in-person or online) a derivation problem. This assignment will be available for four consecutive days. Students will use the 15 rules of inference After the four days, students will be asked to post their resolution of their unique derivation to a discussion board and check the work of the posts from other students. After three more days, the instructor will post correct derivations and allow students to correct their own work on this low-stakes, learning exercise. Distance Learning Instructor will demonstrate methods of translating claims in ordinary language into predicate logic symbolic form. Students will then be placed into small in-person or online discussion groups working collaboratively to translate a series of claims from in ordinary language into predicate logic symbolic form. Instructor will then evaluate the translations and provide corrective and/or reinforcing feedback. Typical Out of Class Assignments 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.) Required Materials The Logic Book Author: Merrie Bergmann Publisher: McGraw-Hill Publication Date: 2013 Text Edition: 6th Classic Textbook?: OER Link: OER: A Concise Introduction to Logic Author: Patrick Hurley and Lori Watson Publisher: McGraw-Hill Publication Date: 2017 Text Edition: 13th Classic Textbook?: OER Link: OER: For All X: An Introduction to Formal Logic Author: P.D. Magnus Publisher: OER Publication Date: Text Edition: 2019 Classic Textbook?: OER Link: OER: 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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