Workplace Writing for Child, Family and Community Studies

Curriculum Guideline

Effective Date:
Course
Discontinued
No
Course Code
CMNS 1110
Descriptive
Workplace Writing for Child, Family and Community Studies
Department
Communications
Faculty
Language, Literature & Performing Arts
Credits
3.00
Start Date
End Term
201530
PLAR
Yes
Semester Length
15
Max Class Size
25
Contact Hours
2 / 2
Method(s) Of Instruction
Lecture
Seminar
Learning Activities

This course will emphasize learning through interactive instruction. Students will involve themselves in the discussion, analysis, and production of various writing activities. Under the instructor’s direction, students will integrate the results of primary and/or secondary research activities with appropriate language and structural principles in a number of writing situations. Additionally, instructors will respect the principle and values advocated by instructors within the Faculty of Child, Family and Community Studies. Students may be requested to write in response to textbook and program material, film or video scenarios, field trips and other experiential situations in the workplace. Other methods include lectures, group discussions, and presentations by resource people with field-related expertise.

Course Description
Communications 1110 is designed for students intending to enroll in the Classroom and Community Support Worker, Child and Youth Care Counsellor, Community Social Service Worker, or Early Childhood Education programs. Instruction is adapted for workplace settings in the social services fields. Assignments focus on specific workplace writing tasks, with emphasis given to particular writing strategies tailored to particular purposes and readers: summary, correspondence, memoranda, and Project Brief.
Course Content

Course content will be drawn from the following areas:

I.   Tasks (Written and Oral)

  • Reports: field-research, progress reports on client contact, informational, problem/solution, minutes, agenda
  • Brief
  • Letters and Memos: application, transmittal, to the editor
  • Resume
  • Summary/Comparative Summary
  • Bibliography
  • Employment Interview Skills
  • Meeting Skills
  • Oral Presentations

II.  Compositional Strategies

  • Topic development
  • Brainstorming
  • Free and pre-writing
  • Revising
  • Editing - self or peer
  • Research
  • Comparison, cause/effect, analogy, definition
  • Argument and analysis
  • Summary.

 

Learning Outcomes

Communications 1110 has been developed to meet the communications requirements of specific programs within the Faculty of Child, Family and Community Studies.

I.   General Skills

The student will be able to:

  1. write in standard English;
  2. demonstrate communicative competence through successful completion of writing tasks.

II.  Specific Skills

The student will be able to:

Writing Skills

  1. use correct language fundamentals in all written assignments: punctuation, spelling, grammar;
  2. write effective sentences (clear and concise);
  3. write well-developed paragraphs;
  4. demonstrate skill at developing unity, coherence, and emphasis in professional prose;
  5. quote, paraphrase, and note sources accurately;
  6. present a conventional bibliography.

Rhetorical Skills

  1. write appropriately for single and multiple readers (laypersons, supervisors, court personnel);
  2. prepare written documents using language conventions consistent with appropriate field-related standards and practices (tone, diction, voice);
  3. use field-appropriate style of documentation.

Analytical Skills

  1. seek out and select appropriate sources for assignments;
  2. use college library sources effectively;
  3. analyze research for relevant data;
  4. recognize and avoid plagiarism.

Collaborative Skills

  1. collaborate effectively with other students;
  2. interact appropriately with peer editors or readers, and participants at meetings.

III. Specific Writing Tasks

The students will be required to successfully complete writing tasks selected from the following list:

  1. extract and summarize the main points from field-related articles;
  2. develop an effective application letter and resume;
  3. develop both a chronological and a functional resume;
  4. compose an informative report on workplace/practicum site;
  5. write effective correspondence in a variety of relevant situations consistent with field-related standards and practices;
  6. demonstrate the ability to develop and compose an agenda;
  7. demonstrate the ability to record and compose accurate minutes of a meeting;
  8. compose a brief on a contemporary issue for an identified and real audience;
  9. compose an informative brochure for a field-related organization; and
  10. demonstrate the ability to develop and produce academic research papers.

IV.  Specific Oral Tasks

  1. Apply basic rules or order in formal meetings;
  2. Present motions in meetings.

 

Means of Assessment

To pass CMNS 1110, students must demonstrate the ability to write in standard English and demonstrate communicative competence in relation to the designed writing purposes, audiences and tasks in the social services field.

Evaluation will be based on this general breakdown:

Comparative Summary 20%
Letters 20%
Job Package 10%
Brief 30%
(Covering Letter) 5%
(Progress Report) 5%
Preparation and Participation 10%
  100%
Textbook Materials

No single text is applicable for all career programs or for all course objectives. However, a handbook and/or exercise book is required. The following are examples of possibilities:

  • The Brief English Handbook. Dornan & Dawe (2001)
  • When Writers Write.  Kathleen MacDonald

 

Prerequisites
  • The minimum required score on the Douglas College English Assessment, written within the last four years, OR
  • a final grade of "B" or higher in English 12, Literature 12 or English 12 First Peoples, OR
  • proof of enrolment in a college-level writing or literature course, defined as a course that transfers to Douglas College as an English, Communications or Creative Writing course, OR
  • a grade of C- in EASL 0460, or a minimum grade of C- in both EASL 0465 and 0475, OR
  • a grade of C- or better in ENGU 0450 or ENGU 0455, OR
  • a Language Proficiency Index (LPI) score of 5 on both Essay Level and English Usage and a score of 10 on the Reading Comprehension section, OR
  • an IELTS score of 7 with a minimum score on all parts of 6.5 within the last two years, OR
  • a TOEFL (internet-based) overall score of 92 with a minimum of 22 in each of Listening, Speaking, Reading and Writing within the last two years