ENG 360 01 American Poetry
Spring 2019
Tuesday/Friday 8:00 – 9:15 St. Mary’s B1
Brandon Clay
Course Description:
ENG 360 is a survey of a selection of American poetry and poetics from the Puritan era to the present, showing the effects of the Romantic revolution on an American Puritan tradition and the making of a national vernacular for poetry. Students will study poetic technique and read authors such as Bradstreet, Taylor, Freneau, Emerson, Longfellow, Poe, Thoreau, Whitman, Dickinson, Robinson, Dunbar, Crane, Stein, Sandburg, Stevens, Williams, Pound, H.D., Moore, Eliot, Millay, Hughes, Cullen, Zukofsky, Auden, Roethke, Bishop, Berryman, Brooks, Lowell, Plath, Glück, Levertov, Ginsberg, Merrill, Kinnell, Rich, Pinsky, and Collins. This is a writing intensive course and it meets literature requirements for graduation.
Course Learning Outcomes:
· To become familiar with the history of and different styles of American poetry
· To develop an understanding of the historical and social frameworks in which poems are written
· To understand different critical approaches to the interpretation of poetry
· To refine the critical and analytical skills used in verbal and written discussions of poetry
· To develop an enjoyment of and appreciation for poetry
Prerequisite:
ENG 142, earning a “C” or better.
Required Text(s):
Lehman, David, ed. The Oxford Book of American Poetry. Oxford: Oxford UP, 2006.
Expected Student Behavior in Class:
All students are expected to behave in a professional and courteous manner to both the professor and other students in class, and to follow the procedures as outlined in this syllabus for this course. If the professor deems that a student has failed to adhere to this standard, the professor shall make a report to both the Dean of the School of Arts & Sciences, and the Dean of Students. Please follow all policies as written in the 2018-2019 Student Handbook.
Preparation and Active Class Participation:
Students are required to read all works for the course. Assignments must be read prior to the class in which the particular work(s) will be discussed. Papers must be written in MLA format, using and citing quotations from primary and/or secondary sources. Written work is due at the beginning of class on the due date specified on the schedule below. Major writing assignments will be submitted electronically using Moodle and Turnitin.com. Some written work may also be turned in as a hard copy. Use white paper and 12 point, Times New Roman font with one-inch margins. All papers must be stapled and (per MLA format) include name, class title, instructor name, and due date in upper left hand corner.
Note that Student Performance counts for 15% of the final grade (complete grading system described below). This is defined as how a student conducts him/herself in the class, and refers specifically to attendance, lateness, manners, and respect towards professor and fellow students. A student can expect to receive a.
CalendarProfessor Joseph McElligott English 307 - The NoTawnaDelatorrejs
Calendar
Professor Joseph McElligott
English 307 - The Novel
[email protected]
Thursday - Zoom - 6:00 - 8:40 PM
Office Hours: Zoom - Thursday 4:00-5:00 PM
718-960-8680
Course Description - Topics in The Novel— Course Catalogue Description:
Intensive study of book-length fictional narratives – from non-Western and BIPoC
authors as well as from the European, British, and/or U.S. canons. Attention to the history
and politics of the genre: for example, its centrality to capitalism and colonialism as well
as to their contestation. The goal of this course is the successful completion and analysis
of the following texts:
“The Gangsters” By Colson Whitehead
The Catcher in the Rye by J.D. Salinger
Brown Girls: A Novel by Daphne Palasi Andreades
The Man Who Lived Underground by Richard Wright
Personal identity, social responsibility, moral virtue, society, social values and justice,
class distinction and cultural forces are timeless issues, all found in these novels and are
just as relevant today as they were when they were written.
Course Goals: During our exploration of these novels special attention will be paid to the
evolution of the genre from the eighteenth century to the present. Our goal, which will be
accomplished through literary technique, will be to explore thematic, historical, social,
economic, gender and political concerns found during these historical time periods. We will also
examine a variety of narrative structures and the indispensable elements used in the creation of
the novel. This will include: title, author, publisher, setting, characters, foreshadowing, plot,
theme, symbolism, imagery, language, and tone.
Course Objectives: In order to achieve mastery and create a deeper understanding of the history
of the novel and its properties, our journey starts at the very foundation of our language, which is
Standard English grammar. It is essential that all reading assignments take into consideration
multiple viewpoints including social, historical, and political perspectives. In addition to these
perspectives, we will also investigate the rise of the novel and corresponding historical
advances. Further analysis of the novel will include questions of personal identity, individual
and civic responsibility and social justice. Your critical analysis should also take into
consideration many of the social conditions that individuals have historically encountered during
the various settings. In order to achieve an in depth understanding of the novels, I will provide
numerous links to a variety of web pages and handouts. Other relevant themes of the novels that
will be discussed in class include, the quest for social and economic justice, the pursuit of wealth
mailto:[email protected]
Calendar
at any cost and the resulting fragmentation and stratification of society. The final research paper
will be used as barometer in determining your mastery of the numerous literary com ...
Mosaic 851 10
Intellectual Heritage Program
Mosaic: Humanities Seminar 851
Section 094, Fall 2015
MWF 9:00 – 9:50 a.m.
Gladfelter 310
Prerequisites
English 802 or its equivalent.
Instructor
John A. Dern, Ph.D., Associate Professor of Instruction in Intellectual Heritage. Office: 714 Anderson Hall. Office hours: Monday, Wednesday and Friday 11:00 - 11:45 a.m.; Monday 2:00 – 3:30 p.m.; and Wednesday 8:00 - 8:45 a.m. I am also available by appointment. My e-mail address is [email protected] E-mail is the best way to contact me outside of class. Generally, students can expect a response within 24 hours. As a rule, though, I do not check my e-mail after 6:00 p.m. and not always on Saturdays. Office Phone: 215-204-2936.
Course Description and Goal
The goal of "Mosaic: Humanities Seminar 851" is to introduce students to literary, philosophical and religious texts that are challenging in at least one of several ways: rhetorically, historically or culturally. Through these texts and through discussion-intensive classes, students will explore universal themes while building skills in critical and analytical thinking, reading and writing. By the end of the Mosaic sequence, students should be able to contextualize arguments and apply their newly honed critical skills to courses in any field or to any intellectual endeavor.
Texts
The Epic of Gilgamesh 9780140449198
Homer, The Iliad 0872203522
The Bhagavad-Gita 0553213652
Plato, The Trials of Socrates 9780872205895
Genesis
Edgar Allan Poe, "The Black Cat" (e-text)
Charles Baudelaire, Paris Spleen 0811200078
All printed texts should be available in the Temple University Bookstore. Report any difficulty in obtaining texts to the instructor as soon as possible. Every student must have his or her own hard copies of texts for each class. Failure to have hard copies of texts on three occasions may result in an "F" for the attendance/participation portion of the final grade.
Attendance and Participation
Because this course utilizes class participation as a primary means toward learning, attendance is required. Each student will be permitted four absences before absences may begin to affect a student's final grade, but students should endeavor not to miss any classes. Excessive absences may affect the final grade as follows: five absences may result in an "F" for the attendance/participation portion of the grade; six absences may result in a deduction of two full grade levels from the final grade, so an "A" would become a "C"; and seven absences may result in an "F" for the course. If a student must miss a class, he or she is nonetheless responsible for the assigned work. All written work must be turned in on time!
Any special problems that prevent a student's full participation in the course should be discussed with the instructor as soon as possible. Excused absences will be granted only in the case of extreme circumstances and only at the instructor's discretion. (The instructor reserves ...
Mosaic 851 11
Intellectual Heritage Program
Mosaic: Humanities Seminar 851
Section 094, Fall 2015
MWF 9:00 – 9:50 a.m.
Gladfelter 310
Prerequisites
English 802 or its equivalent.
Instructor
John A. Dern, Ph.D., Associate Professor of Instruction in Intellectual Heritage. Office: 714 Anderson Hall. Office hours: Monday, Wednesday and Friday 11:00 - 11:45 a.m.; Monday 2:00 – 3:30 p.m.; and Wednesday 8:00 - 8:45 a.m. I am also available by appointment. My e-mail address is [email protected] E-mail is the best way to contact me outside of class. Generally, students can expect a response within 24 hours. As a rule, though, I do not check my e-mail after 6:00 p.m. and not always on Saturdays. Office Phone: 215-204-2936.
Course Description and Goal
The goal of "Mosaic: Humanities Seminar 851" is to introduce students to literary, philosophical and religious texts that are challenging in at least one of several ways: rhetorically, historically or culturally. Through these texts and through discussion-intensive classes, students will explore universal themes while building skills in critical and analytical thinking, reading and writing. By the end of the Mosaic sequence, students should be able to contextualize arguments and apply their newly honed critical skills to courses in any field or to any intellectual endeavor.
Texts
The Epic of Gilgamesh 9780140449198
Homer, The Iliad 0872203522
The Bhagavad-Gita 0553213652
Genesis
Plato, The Trials of Socrates 9780872205895
Edgar Allan Poe, "The Black Cat" (e-text)
Charles Baudelaire, Paris Spleen 0811200078
All printed texts should be available in the Temple University Bookstore. Report any difficulty in obtaining texts to the instructor as soon as possible. Every student must have his or her own hard copies of texts for each class. Failure to have hard copies of texts on three occasions may result in an "F" for the attendance/participation portion of the final grade.
Attendance and Participation
Because this course utilizes class participation as a primary means toward learning, attendance is required. Each student will be permitted four absences before absences may begin to affect a student's final grade, but students should endeavor not to miss any classes. Excessive absences may affect the final grade as follows: five absences may result in an "F" for the attendance/participation portion of the grade; six absences may result in a deduction of two full grade levels from the final grade, so an "A" would become a "C"; and seven absences may result in an "F" for the course. If a student must miss a class, he or she is nonetheless responsible for the assigned work. All written work must be turned in on time!
Any special problems that prevent a student's full participation in the course should be discussed with the instructor as soon as possible. Excused absences will be granted only in the case of extreme circumstances and only at the instructor's discretion. (The instructor reserves ...
CalendarProfessor Joseph McElligott English 307 - The NoTawnaDelatorrejs
Calendar
Professor Joseph McElligott
English 307 - The Novel
[email protected]
Thursday - Zoom - 6:00 - 8:40 PM
Office Hours: Zoom - Thursday 4:00-5:00 PM
718-960-8680
Course Description - Topics in The Novel— Course Catalogue Description:
Intensive study of book-length fictional narratives – from non-Western and BIPoC
authors as well as from the European, British, and/or U.S. canons. Attention to the history
and politics of the genre: for example, its centrality to capitalism and colonialism as well
as to their contestation. The goal of this course is the successful completion and analysis
of the following texts:
“The Gangsters” By Colson Whitehead
The Catcher in the Rye by J.D. Salinger
Brown Girls: A Novel by Daphne Palasi Andreades
The Man Who Lived Underground by Richard Wright
Personal identity, social responsibility, moral virtue, society, social values and justice,
class distinction and cultural forces are timeless issues, all found in these novels and are
just as relevant today as they were when they were written.
Course Goals: During our exploration of these novels special attention will be paid to the
evolution of the genre from the eighteenth century to the present. Our goal, which will be
accomplished through literary technique, will be to explore thematic, historical, social,
economic, gender and political concerns found during these historical time periods. We will also
examine a variety of narrative structures and the indispensable elements used in the creation of
the novel. This will include: title, author, publisher, setting, characters, foreshadowing, plot,
theme, symbolism, imagery, language, and tone.
Course Objectives: In order to achieve mastery and create a deeper understanding of the history
of the novel and its properties, our journey starts at the very foundation of our language, which is
Standard English grammar. It is essential that all reading assignments take into consideration
multiple viewpoints including social, historical, and political perspectives. In addition to these
perspectives, we will also investigate the rise of the novel and corresponding historical
advances. Further analysis of the novel will include questions of personal identity, individual
and civic responsibility and social justice. Your critical analysis should also take into
consideration many of the social conditions that individuals have historically encountered during
the various settings. In order to achieve an in depth understanding of the novels, I will provide
numerous links to a variety of web pages and handouts. Other relevant themes of the novels that
will be discussed in class include, the quest for social and economic justice, the pursuit of wealth
mailto:[email protected]
Calendar
at any cost and the resulting fragmentation and stratification of society. The final research paper
will be used as barometer in determining your mastery of the numerous literary com ...
Mosaic 851 10
Intellectual Heritage Program
Mosaic: Humanities Seminar 851
Section 094, Fall 2015
MWF 9:00 – 9:50 a.m.
Gladfelter 310
Prerequisites
English 802 or its equivalent.
Instructor
John A. Dern, Ph.D., Associate Professor of Instruction in Intellectual Heritage. Office: 714 Anderson Hall. Office hours: Monday, Wednesday and Friday 11:00 - 11:45 a.m.; Monday 2:00 – 3:30 p.m.; and Wednesday 8:00 - 8:45 a.m. I am also available by appointment. My e-mail address is [email protected] E-mail is the best way to contact me outside of class. Generally, students can expect a response within 24 hours. As a rule, though, I do not check my e-mail after 6:00 p.m. and not always on Saturdays. Office Phone: 215-204-2936.
Course Description and Goal
The goal of "Mosaic: Humanities Seminar 851" is to introduce students to literary, philosophical and religious texts that are challenging in at least one of several ways: rhetorically, historically or culturally. Through these texts and through discussion-intensive classes, students will explore universal themes while building skills in critical and analytical thinking, reading and writing. By the end of the Mosaic sequence, students should be able to contextualize arguments and apply their newly honed critical skills to courses in any field or to any intellectual endeavor.
Texts
The Epic of Gilgamesh 9780140449198
Homer, The Iliad 0872203522
The Bhagavad-Gita 0553213652
Plato, The Trials of Socrates 9780872205895
Genesis
Edgar Allan Poe, "The Black Cat" (e-text)
Charles Baudelaire, Paris Spleen 0811200078
All printed texts should be available in the Temple University Bookstore. Report any difficulty in obtaining texts to the instructor as soon as possible. Every student must have his or her own hard copies of texts for each class. Failure to have hard copies of texts on three occasions may result in an "F" for the attendance/participation portion of the final grade.
Attendance and Participation
Because this course utilizes class participation as a primary means toward learning, attendance is required. Each student will be permitted four absences before absences may begin to affect a student's final grade, but students should endeavor not to miss any classes. Excessive absences may affect the final grade as follows: five absences may result in an "F" for the attendance/participation portion of the grade; six absences may result in a deduction of two full grade levels from the final grade, so an "A" would become a "C"; and seven absences may result in an "F" for the course. If a student must miss a class, he or she is nonetheless responsible for the assigned work. All written work must be turned in on time!
Any special problems that prevent a student's full participation in the course should be discussed with the instructor as soon as possible. Excused absences will be granted only in the case of extreme circumstances and only at the instructor's discretion. (The instructor reserves ...
Mosaic 851 11
Intellectual Heritage Program
Mosaic: Humanities Seminar 851
Section 094, Fall 2015
MWF 9:00 – 9:50 a.m.
Gladfelter 310
Prerequisites
English 802 or its equivalent.
Instructor
John A. Dern, Ph.D., Associate Professor of Instruction in Intellectual Heritage. Office: 714 Anderson Hall. Office hours: Monday, Wednesday and Friday 11:00 - 11:45 a.m.; Monday 2:00 – 3:30 p.m.; and Wednesday 8:00 - 8:45 a.m. I am also available by appointment. My e-mail address is [email protected] E-mail is the best way to contact me outside of class. Generally, students can expect a response within 24 hours. As a rule, though, I do not check my e-mail after 6:00 p.m. and not always on Saturdays. Office Phone: 215-204-2936.
Course Description and Goal
The goal of "Mosaic: Humanities Seminar 851" is to introduce students to literary, philosophical and religious texts that are challenging in at least one of several ways: rhetorically, historically or culturally. Through these texts and through discussion-intensive classes, students will explore universal themes while building skills in critical and analytical thinking, reading and writing. By the end of the Mosaic sequence, students should be able to contextualize arguments and apply their newly honed critical skills to courses in any field or to any intellectual endeavor.
Texts
The Epic of Gilgamesh 9780140449198
Homer, The Iliad 0872203522
The Bhagavad-Gita 0553213652
Genesis
Plato, The Trials of Socrates 9780872205895
Edgar Allan Poe, "The Black Cat" (e-text)
Charles Baudelaire, Paris Spleen 0811200078
All printed texts should be available in the Temple University Bookstore. Report any difficulty in obtaining texts to the instructor as soon as possible. Every student must have his or her own hard copies of texts for each class. Failure to have hard copies of texts on three occasions may result in an "F" for the attendance/participation portion of the final grade.
Attendance and Participation
Because this course utilizes class participation as a primary means toward learning, attendance is required. Each student will be permitted four absences before absences may begin to affect a student's final grade, but students should endeavor not to miss any classes. Excessive absences may affect the final grade as follows: five absences may result in an "F" for the attendance/participation portion of the grade; six absences may result in a deduction of two full grade levels from the final grade, so an "A" would become a "C"; and seven absences may result in an "F" for the course. If a student must miss a class, he or she is nonetheless responsible for the assigned work. All written work must be turned in on time!
Any special problems that prevent a student's full participation in the course should be discussed with the instructor as soon as possible. Excused absences will be granted only in the case of extreme circumstances and only at the instructor's discretion. (The instructor reserves ...
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
More Related Content
Similar to ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docx
ENG315 Professional Scenarios
1. Saban is a top performing industrial equipment salesperson for D2D. After three years of working with his best client, he receives a text message from Pat (his direct manager) assigning him to a completely different account.
Pat has received complaints that Saban gets all of the good clients and is not a “team player.”
Saban responds to the message and asks for a meeting with Pat to discuss this change. Pat responds with another text message that reads: “Decision final. Everyone needs to get a chance to work with the best accounts so it is fair. Come by the office and pick up your new files.”
Moments later, Saban sends a text message to Karen, his regional manager and Pat’s boss. It simply reads, “We need to talk.”
2. Amber, Savannah, and Stephen work for Knowledge, Inc. (a consulting company). While on a conference call with Tim Rice Photography (an established client), the group discusses potential problems with a marketing campaign. Tim Rice, lead photographer and owner of Tim Rice Photography, is insistent the marketing is working and changes are not needed.
Amber reaches over to put Tim on “Mute” but accidently pushes a different button. She immediately says to Savannah and Stephen that the marketing campaign is not working and that “…Tim should stick to taking pretty pictures.”
Tim responds, “You know I can hear you, right?”
3. James shows up to work approximately five minutes late this morning, walks silently (but quickly) down the hallway and begins to punch in at the time clock located by the front desk.
Sarah, the front desk manager, says, "Good morning, James," but James ignores her, punches in, and heads into the shop to his workplace. Sarah rolls her eyes, picks up the phone, and dials the on-duty manager to alert her that James just arrived and should be reaching his desk any moment.
4. Paul works for the website division of SuperMega retail company. He receives an email late Friday afternoon that explains a new computer will launch at the end of next June and it will be in high demand with limited stock. Also contained in the three-page-message is that customers will be able to preorder the item 30 days before launch according to the production company. Paul is asked to create a landing page for consumers who are interested in learning more about the product.
By mistake, Paul sets up a preorder page for the product that afternoon (well in advance of the company authorized period) and late Friday evening consumers begin to preorder the product. Sharon, Vice President of Product Sales at SuperMega, learns of the error Saturday morning and calls Paul to arrange a meeting first thing Monday morning. Sharon explains to Paul on the phone that the company intends on canceling all of the preorders and Paul responds that the company should honor the preorders because it was not a consumer error. After a heated exchange, Paul hangs up on Sharon when she in.
ENG122 – Research Paper Peer Review InstructionsApply each of .docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG122 – Research Paper Peer Review InstructionsApply each of th.docxchristinemaritza
ENG122 – Research Paper Peer Review Instructions
Apply each of the following questions to the paper you’ve selected to read. Provide thorough and thoughtful answers so the author can easily and appropriately revise.
Who is the main audience of this paper?
What is the main idea presented herein?
What information does the reader need to know about the idea for it to make sense?
Are examples clear and appropriate?
Is evidence or support for any claims provided?
Is the topic appropriate to the writing assignment? Does it need to be more general? More focused?
Are writer’s points organized in a logical way?
.
ENG 115
ASSIGNMENT 2: STANCE ESSAY DRAFT
Due Week 7 and worth 100 points
For your next assignment, you will write a stance essay. A stance essay takes a position on a topic and argues and supports that
position with evidence. Consider your topic:
· What possible positions/arguments are there?
· What position resonates with you? (Which position do you believe is correct?)
· What are your main points?
· What are the counterpoints? Are you ready to dispute them?
· Do you have enough evidence to effectively support your argument?
For the stance essay, your personal voice (your perspective) should come through. This is just like assignment 1, except you should
maintain a formal tone.For this essay, you will need to support your points with credible sources. You’re ready to take a position on
the topic you have been writing about!
Important note: Stance Essays DO incorporate research exclusively from the WebText. DO NOT use outside sources. If you have
written a Stance Essay in a previous course, please reach out to your professor to see if you can re-use it. You are not permitted to
use ANY paper from an unrelated current or past course.
INSTRUCTIONS:
You are required to use your WebText to draft your essay in the templates!
Compose a three-four (3-4) page paper in which you do the following:
1. Use third person point of view (POV) and the appropriate voice and tone throughout your paper.
a. Did you use third person pronouns? (he, she, they, their)
b. Does your personality carry over in your writing? Are your word choices personal and consistent?
c. Is the tone formal? Does it express your attitude about the topic?
2. Write an introduction paragraph, which includes your thesis statement. It is suggested that this paragraph contain 5-7
sentences.
a. Does your introduction include solutions or approaches on the topic?
b. Does your thesis statement include three supporting reasons that clearly express your stance on the topic?\
c. Is your thesis statement clear and concise?
d. Does your introduction provide a preview of the rest of your essay?
3. Write a supporting/body paragraph for each of the three (3) points/reasons from your thesis statement. It is suggested
that each paragraph contain at least 5-7 sentences.
a. Do your body paragraphs support each point of your thesis with relevant examples or statistics?
b. Do you address the opinions or concerns that your audience might have?
c. Did you paraphrase, quote, or summarize properly to avoid plagiarism? Did you comment on each quotation? Do
you limit quotes to no more than 25 words.
4. Write with logic and with transitions throughout your paper?
a. Are your ideas consistent and well-organized, i.e., chronological order or order of importance?
b. Do your ideas flow from one sentence to the next and one paragraph to the next, in the order presented in your
thesis statement?
5. Write a conclusion paragraph. It is suggested that thi.
ENG 510 Final Project Milestone Three Guidelines and Rubric .docxchristinemaritza
ENG 510 Final Project Milestone Three Guidelines and Rubric
Overview: For the final project, you will be creating a writer’s toolkit in which you define, analyze, and apply storytelling elements, literary conventions, and
themes that you can use for future work. In Milestone Two, you focused on applying a deliberate point of view. In this milestone, you will analyze the other
techniques found in your chosen texts.
Prompt: Your analysis should include an in-depth evaluation of both the classic and contemporary texts’ treatment of the storytelling elements of narrative
structure (conflict, crisis, and resolution) and character development. In support of your analysis, you will assess the authors’ choices and literary techniques. In
addition, provide a rationale for the authors’ incorporation of literary conventions of the time period, supporting your stance with research. Lastly, you should
evaluate how the text uses these elements to create its intended theme or meaning. You may submit revised portions of this milestone for your final project.
Specifically, the following critical elements must be addressed:
I. Classic Work
A. Analyze the classic text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
II. Contemporary Work
A. Analyze the contemporary text for the core storytelling elements—narrative structure (conflict, crisis, and resolution), along with the character
development choices employed by the author. How does the author use the elements to create their own distinctive style?
B. Determine how the author’s choices relate to relevant literary conventions of the time, providing a supported rationale for the relationship. In
other words, what does the author’s adoption or skillful rejection of conventions say about the strategic communication of his or her story
concept?
C. Evaluate how the text uses the storytelling elements to create its intended theme, providing supported rationale.
Rubric
Guidelines for Submission: Milestone Three should be 3 to 4 pages in length, with double spacing, 12-point Times New Roman font, one-inch margins, and at
least three sources cited in MLA format.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Classic Work:
Storytelling Elements
Analyzes the classic work for core
storytelling elements—narrative
structure (conflict, cris.
ENG-105 Peer Review Worksheet Rhetorical Analysis of a Public.docxchristinemaritza
ENG-105 Peer Review Worksheet: Rhetorical Analysis of a Public Document
Part of your responsibility as a student in this course is to provide quality feedback to your peers that will help them to improve their writing skills. This worksheet will assist you in providing that feedback. To highlight the text and type over the information in the boxes on this worksheet, double-click on the first word.
Name of the draft’s author: Type Author Name Here
Name of the peer reviewer: Type Reviewer Name Here
Reviewer
After reading through the draft one time, write a summary (3-5 sentences) of the paper that includes your assessment of how well the essay meets the assignment requirements as specified in the syllabus and the rubric.
Type 3-5 Sentence Summary Here
After a second, closer reading of the draft, answer each of the following questions. Positive answers will give you specific elements of the draft to praise; negative answers will indicate areas in need of improvement and revision. Please be sure to indicate at least three positive aspects of the draft and at least three areas for improvement in reply to the questions at the bottom of this worksheet.
Rhetorical Analysis Content and Ideas
· How effectively does the thesis statement identify the main points that the writer would like to make about the public document he or she is analyzing?
Type Answer Here
· How successful is the writer’s summary of the public document under study?
Type Answer Here
· How effective is the writer’s explanation and evaluation of the rhetorical situation, genre, and stance?
Type Answer Here
· How persuasively is evidence used to support assertions and enrich the essay?
Type Answer Here
· How effectively does the essay’s content support the thesis by analyzing the document and evaluating its effectiveness according to strategies from chapter 8 of Writing with Purpose?
Type Answer Here
Organization
· How effectively does the introduction engage the reader while providing an overview of the paper?
Type Answer Here
· Please identify the writer’s thesis and quote it in the box below.
Type Writer's Thesis Here
· How effectively do the paragraphs develop the topic sentence and advance the essay’s ideas?
Type Answer Here
· How effectively does the conclusion provide a strong, satisfying ending, not a mere summary of the essay?
Type Answer Here
Format
· How closely does the paper follow GCU formatting style? Is it double-spaced in 12 pt. Times New Roman font? Does it have 1" margins? Does it use headers (page numbers using appropriate header function)? Does it have a proper heading (with student’s name, date, course, and instructor’s name)?
|_|Yes |_|No Add optional clarification here
· Are all information, quotations, and borrowed ideas cited in parenthetical GCU format?
|_|Yes |_|No Add optional clarification here
· Are all sources listed on the references page in GCU format?
|_|Yes |_|No Add optional clarification here
· Is the required minimum number of sources li.
ENG 272-0Objective The purpose of this essay is t.docxchristinemaritza
ENG 272-0
Objective: The purpose of this essay is to make an analytical argument about connections across texts, time periods and cultures, and to situate this argument within the context of the existing critical discourse. You will need to select 3 primary texts to actively analyze in order to develop an argument of your own; you should make an argument about, not simply summarize, the primary texts.For the primary texts, choose one (1) work from each of the three (3) columns below.
Prompt:Based on Harper Lee's Pulitzer Prize winning book of 1961, To Kill A Mockingbird is set in small-town Alabama, 1932. Atticus Finch (played by Gregory Peck) is a lawyer and a widower with two young children, Jem and Scout. Atticus Finch is currently defending Tom Robinson, a black man accused of raping a white woman. Meanwhile, Jem and Scout are intrigued by their neighbors, the Radley’s, and the mysterious, seldom-seen Boo Radley in particular. The story features a number of “mockingbirds”—those who are scorned by society unfairly, and makes timeless insights about the nature of humanity and what it means to be human.
Option 1:Reflect on the film’s assertions, and then construct a thesis and write an essay that directly cites from a minimum of three (3) different texts considered in in this class, a minimum of one from each of the three columns below.
Option 2:With Lee’s story in mind, discuss and reflect on the following questions. What are the basic rights and liberties of a human in a social democracy? What effect does dehumanization have on the victim and the perpetrator? What is society’s role in facilitating the happiness and prosperity of its members? What role does conformity and blind adherence to tradition play in perpetuating inequality? Your response should directly cite from a minimum of three (3) different texts considered in ENG 272, a minimum of one from each of the three columns below.
· The essay must be 4-6 pages (1000-1500 words), typed, double-spaced in Times New Roman 12 pt. font with 1-inch margins. Include your name, the course #, the date, and an original title on the first page (standard MLA format). You are to use no sources other than the assigned texts from the table below; therefore, a Works Cited page is not necessary!!!!
The Enlightenment
Revolutions
Modernity
Kant-“What is Enlightenment?”
Descartes-“Discourse on Method”
Diderot-Encyclopedie
Wollstonecraft—“A Vindication of the Rights of Woman”
Paine-“Common Sense”
Paine-“Age of Reason”
Jefferson: Declaration of Independence
Jefferson: “On Equality”
Declaration of Sentiments
Declaration of Rights
DeGouges: The Rights of Woman
Douglass: The Narrative of the Life of Frederick Douglass
Kafka: Metamorphosis
Whitman: “Song of Myself”
Selected Dickenson poems
Wordsworth: “The World is Too Much with Us.”
Assignment: How does the Critical Race Theory apply to the study of dismattling the
school to prison pipeline.
1. 6-7 pages
.
ENG 4034AHamlet Final AssessmentDUE DATE WEDNESDAY, 1220, 1.docxchristinemaritza
ENG 403/4A
Hamlet Final Assessment
DUE DATE: WEDNESDAY, 12/20, 11:30 PM
At the end of the Hamlet unit, you will have two choices to earn 100 points. These choices replace the final essay test that was in the course originally. You can choose only ONE of the following options, and the due date remains the same. These activities will be graded just like the test would have been, meaning there is no chance to redo or revise the assignment. However, this will be taken into consideration when I grade them.
No matter what option you choose, it must be completed in a Word document and labeled or titled so that it is clear to your teacher which option you chose. On your document, write it as a heading, like this:
Your first and last name
Date
Name of the option you chose
Models of each assignment can be found in class announcements.
Option #1: RAFT
A RAFT is a writing assignment that encourages you to uncover your own voice and formats for presenting your ideas about the content you are studying. In this design, you have a lot of freedom to choose what interests you.
· R = Role of the writer: Who are you as the writer?
· A = Audience: To whom are you writing?
· F = Format: In what format are you writing?
· T = Topic: What are you writing about?
The process:
1. Use the chart below to choose two characters from the ROLE column. Your goal is to write in the voice (Role) of YOUR CHARACTER.
2. Using the knowledge and understanding that you have gained throughout the reading and viewing of Hamlet, choose a related Audience, Format, and Topic from the chart below.
3. As you craft your creative writing assignment, be sure the character’s personality and motivations are evident. For instance, you could choose Ophelia (role), Hamlet (audience), blog entry (format) and betrayal (theme). Then you will write a blog entry from Ophelia’s point of view with Hamlet as the intended audience focused on the theme of betrayal.
4. Next, repeat this process for a different role, audience, format and theme.
5. Please see the model below (pg. 8) to understand what to do.
6. If you are unsure of what a particular format is, the best thing to do is look up examples online.
· YOU MUST CHOOSE TWO CHARACTERS FROM THE ROLE LIST AND COMPLETE TWO DIFFERENT RAFTS. THEY WILL BE WORTH 50 POINTS EACH AND MUST BE AT LEAST 200 WORDS EACH.
· To clarify, this means two different roles, two different audiences, two different formats and two different themes.
· You may use some words from the play, but if you do they MUST be exact and put in quotation marks. The goal, however, is to use your own words. No outside sources are to be used for this assignment.
· You can choose to write about a particular scene or event, or the play as a whole.
· You are in the voice of the character, so if you choose the role of Ophelia, then you will become her (first person POV) and reflect her personality and motivations in your writing.
Role
Audience
Format
Theme
Choose the role that you .
ENG 3107 Writing for the Professions—Business & Social Scienc.docxchristinemaritza
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
Project 2: Memorandum
Your Strategies for Recommendation Report
OWL Draft Due Date:
Final Draft Setup Requirement:
• Polished, properly formatted, 2-page memorandum, that begins with a standard
memo heading section that contains To, From, Subject, and Date
• 12-point Times New Roman font
• Single-spaced lines
• 1st or 3rd person point of view
WHAT: Write a 2-page memorandum (memo) addressed to your course instructor as its
intended audience. The goal of your memo is to persuade your instructor to approve your
strategies for constructing your Recommendation Report, where you will identify a problem
within a specific company or organization and persuade a specific audience to take action.
You must use the Rhetorical Structure outlined in the HOW section below.
NOTE: Rather than draft a shorter version of your Recommendation Report, describe what you
intend to do to create your Recommendation Report as written below.
HOW: BRAINSTORM: Here are some suggestions from Contemporary Business Communications
(Houghton Mifflin, 2009) to prompt your thinking about possible topics for the
Recommendation Report as you develop this memo assignment (the term "ABC company" is a
generic name and cannot be used for the assignment):
• comparison of home pages on the Internet for ABC industry
• dress policy for the ABC company
• buying versus leasing computers at ABC company or university
• developing a diversity training program at ABC company
• encouraging the use of mass transit at ABC company or university
• establishing a recycling policy at ABC company
• evaluating a charity for corporate giving at ABC company
• recommending a site for the annual convention of ABC association
• starting an employee newsletter at ABC company
• starting an onsite wellness program at ABC company or university
• best online source for office supplies at ABC company
• best shipping service (e.g. UPS, USPS, FedEx)
• most appropriate laptop computer for ABC company managers who travel
ENG 3107: Writing for the Professions—Business & Social Sciences
Rev.6.26.18
RHETORICAL STRUCTURE: Use the subheadings in bold below in your memo.
• Description: What problem or challenge will you address in your Recommendation
Report? Provide an overview in two or three sentences, explaining why the memo has
been written. Why is the problem/challenge important to address?
• Objective: What should your audience know and do/change as a result of your
Recommendation Report?
• Information: What evidence will you will need to gather to support your
recommendations in the Recommendation Report? Where do you think you will find
this information? How will this information help you persuade your reader of your
recommendation? (Do not conduct any research for this memo assignment, just
describe your research plans.)
• Audience: Who is .
ENG 271Plato and Aristotlea Classical Greek philosophe.docxchristinemaritza
ENG 271
Plato and Aristotle
a Classical Greek philosopher, mathematician
student of Socrates
writer of philosophical dialogues
founder of the Academy in Athens, the first institution of higher learning in the Western world
Plato (@427 [email protected] BCE)
a genre of prose literary works in which characters discuss moral and philosophical problems, illustrating a version of the Socratic method (learning through open ended, critical thinking questioning)
The Republic is one of Plato’s Socratic dialogues
Socratic dialogue
a Socratic dialogue written by Plato around 380 BC concerning the definition of justice and the order and character of the just city-state and the just man.[
The Republic
Allegory: A story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one. An extended metaphor.
In Book VII of The Republic, it follows the “metaphor of the sun.” In it, the sun symbolizes illumination or enlightenment.
Ideas are the highest form of knowledge—not physical sensations
Explores the philosopher’s role in society (they are best for leadership roles)
Knowledge is freedom
Those with knowledge are obliged to share it
The Allegory of the Cave
The Allegory of the Cave
Greek philosopher and sage
student of Plato
teacher of Alexander the Great
Aristotle (384-322 BCE)
335 BCE: the earliest-surviving work of dramatic theory and the first philosophical treatise to focus on literary theory.
Key terms:
Mimesis or "imitation", "representation"
Catharsis or, variously, "purgation", "purification", "clarification"
Mythos or "plot"
Ethos or "character"
Dianoia or "thought", "theme"
Lexis or "diction", "speech"
Melos, or "melody"
Opsis or "spectacle"
The Poetics
Theogony and Metamorphoses
eng 271
Jf drake state technical college
Hesiod
Hesiod was a Greek oral poet generally thought by scholars to have been active between 750 and 650 BC, around the same time as Homer
The invocation of the muses
Muses dancing on Mount Helicon. Hesiod claimed he was inspired by the Muses to become a poet after they appeared to him on Mount Helicon. His poetry was partly an account of heroes and divinities, such as the Muses themselves, and included praise of kings.
Theogony
“the generation (or birth) of the gods”
The Theogony concerns the origins of the world (cosmogony) and of the gods (theogony), beginning with Chaos, Gaia, and Eros, and shows a special interest in genealogy.
The creation myth in Hesiod has long been held to have Eastern influences, such as the Hittite Song of Kumarbi and the Babylonian Enuma Elis. This cultural crossover would have occurred in the eighth and ninth century Greek trading colonies such as Al Mina in North Syria.
Chaos, Gaia, and Eros
Chaos (Greek χάος khaos) refers to the formless or void state preceding the creation of the universe or cosmos in the Greek creation myths, more specifically the initial.
ENG 315 Professional Communication Week 4 Discussion Deliver.docxchristinemaritza
ENG 315: Professional Communication
Week 4 Discussion: Delivering Bad News Messages
Delivering Bad News Messages
In the Chapter 7 reading, you learned about inductive and deductive methods of reasoning and communication. Share an example of a "bad news message" either from the text or from an online article you've seen (provide a link, please, if you choose the latter option). Explain whether you believe inductive OR deductive reasoning would be more effective to share that bad news with others and why.
After you have responded to this starter thread, don't forget to reply to at least one classmate to meet the minimum posting frequency requirement.
Student Response:
Erica Collins
RE: Week 4 Discussion: Delivering Bad News Messages
"They never gave me a fair chance," That's unfair," "This just can't be." In this case I will have to go with inductive reasoning after reviewing in some ways they are so similar to one another. Inductive reasoning is more based on uncertainty and deductive reasoning is more factual. In this case the conversation is more of an assumption.
I would think deductive would be more effective to share because deductive focus more on facts. Deductive Reasoning is the basic form of valid reasoning in my words accurate information that can be proven. Inductive reasoning is the premises in which the premises are viewed as supplying some evidence for truth. In my words this seems more of an opinion until proven. Tom me they are similar you have to really read to understand the difference of inductive and deductive reasoning.
ENG 315: Professional Communication
Due Week 4 and worth 150 points
Choose one of the professional scenarios provided in Blackboard under the Course Info tab, (see next page) or click here to view them in a new window.
Write a Block Business Letter from the perspective of company management. It must provide bad news to the recipient and follow the guidelines outlined in Chapter 7: Delivering Bad-News Messages in BCOM9 (pages 116-136).
The message should take the block business letter form from the posted example; however, you will submit your assignment to the online course shell.
The block business letter must adhere to the following requirements:
Content:
Address the communication issue from the scenario.
Provide bad news from the company to the recipient.
Concentrate on the facts of the situation and use either the inductive or deductive approach.
Assume your recipient has previously requested a review of the situation via email, letter, or personal meeting with management.
Format:
Include the proper introductory elements (sender’s address, date, recipient’s address). You may create any details necessary in the introductory elements to complete the assignment.
Provide an appropriate and professional greeting / salutation.
Single space paragraphs and double space between paragraphs.
Limit the letter to one page in length.
Clarity / Mechanics:
Focus on clarity, writing mechanics, .
ENG 315 Professional Communication Week 9Professional Exp.docxchristinemaritza
ENG 315: Professional Communication
Week 9
Professional Experience #5
Due at the end of Week 9 and worth 22 points
(Not eligible for late policy unless an approved, documented exception provided)
For Professional Experience #5, you will develop a promotional message. This can be an email, letter, info graphic, image, or any other relevant material that answers the following question:
Why should students take a Professional Communications course?
Instructions:
Step One: Choose the type of file you want to use to develop your promotional message (Word document, PowerPoint, etc.) and open a new file in that type and save to your desktop, using the following file name format:
Your_Name_Wk9_Promotion
Example: Ed_Buchanan_Wk9_Promotion
Step Two: Develop a promotional message that is no more than one page to explain why students should take a professional communications course.
Step Three: Submit your completed promotional message file for your instructor’s review using the Professional Experience #5 assignment link the Week 9 in Blackboard. Check that you have saved all changes and that your file name is follows this naming convention: Your_Name_Wk9_Promotion.
In order to receive credit for completing this task, you must:
Ensure your message is no more than one page.
Provide an effective answer to the question of why students should take a professional communication’s class.
Submit the file to Blackboard using the Professional Experience #5 link in the week 9 tab in Blackboard.
Note: This is a pass/fail assignment. All elements must be completed simulating the workplace environment where incomplete work is not accepted.
The professional experience assignments are designed to help prepare you for that environment. To earn credit, make sure you complete all elements and follow the instructions exactly as written. This is a pass/fail assignment, so no partial credit is possible. Assignments that follow directions as written will receive full credit, 22 points. Assignments that are incomplete or do not follow directions will be scored at a zero.
The specific course learning outcomes associated with this assignment are:
Plan, create, and evaluate professional documents.
Write clearly, coherently, and persuasively using proper grammar, mechanics, and formatting appropriate to the situation.
Deliver professional information to various audiences using appropriate tone, style, and format.
Learn communication fundamentals and execute various professional tasks in a collaborative manner.
Analyze professional communication examples to assist in revision.
ENG 315: Professional Communication
Week 9 Discussion: Professional Networking
Part 1:
Professional Networking
Select ONE of the following:
Discuss three (3) reasons for utilizing professional networking during the job-hunting process. Note: Some potential points to consider include: developing a professional network, experiences you had presenting your resume at a job fair, or inter.
ENG 202 Questions about Point of View in Ursula K. Le Guin’s .docxchristinemaritza
ENG 202: Questions about Point of View in Ursula K. Le Guin’s “The Wife’s Story” (284-287), Alice
Walker’s “Olive Oil” and Meron Hadero’s “The Suitcase” (both in folder) 7 questions: 50 points total
Read everything carefully. This is designed to provide a learning experience.
Writers often use one of these three types of narration:
First-person narration uses “I” because “one character is telling the story from [his/her] point
of view.” In other words, we step into the skin of this character and move through the story
seeing everything through his/her eyes alone. To best illustrate first-person narration, choose
parts of the story that show the character revealing intimate thoughts/feelings, something we
can see only by having access to his/her heart & mind. This is a useful point of view to show a
character’s change of heart, to trick a reader, and/or to make the reader realize that s/he
understands more than the narrator does.
Third-person omniscient narration: “The narrator sees into the minds of any or all of
the characters, moving when necessary from one to another.” In other words, the
narrator is god-like (all-knowing) with the ability to report on the thoughts of multiple
characters. To best illustrate omniscient third-person narration, choose parts of the
story that show characters’ private thoughts/feelings revealed only to us, not the
others. This can be a very satisfying point of view because we know what is on many or
all characters' minds and do not have to guess. This is a useful point of view to show
how events impact characters in the story.
Third-person limited narration “reduces the narrator’s scope to a single
character.” In other words, the narrator does not know all but is rather
limited to the inner thoughts of one character; however, this narrator can
also objectively report on the environment surrounding this character. To
best illustrate third-person limited, choose parts of the story that
illustrate this character’s thoughts/feelings that are only revealed to
us, not to the others; additionally, choose parts of the story that show
objective reporting of events. This is a useful point of view for stories
that highlight a dynamic between a character and the world.
Each story this week uses a different type of narration.
“The Wife’s Story” uses first-person narration: the story is told from the point of view of the
wife.
1) Quote a part of the story that proves it is written in first-person narration. To earn
full points, choose wisely. To best illustrate first-person narration, choose a part of
the story that shows the wife revealing an intimate thought/feeling, something we can
see only by having access to her heart/mind. To earn full points, achieve correct
integration, punctuation, and citation by using the format below. (8 points)
Highlighting is just for lesson clarity.
Quotation Format
The wife reveals, “Quotation” (#)..
ENG 220250 Lab Report Requirements Version 0.8 -- 0813201.docxchristinemaritza
ENG 220/250 Lab Report Requirements
Version 0.8 -- 08/13/2018
I. General Requirements
The length of a lab report must not exceed 10 typewritten pages. This
includes any and all attachments included in the report.
The font size used in the body of the report must not exceed 12 pts.
The lab report must be submitted as a single document file with all of
the required attachments included.
[Refer to Exhibit #1]
Reports submitted electronically must be in the Adobe PDF format.
For any videos submitted (online students only):
They must have a minimum video resolution of 480p.
The maximum length for any video submitted must not exceed 5
minutes.
Due to their large file size, the video files must not be sent as
email attachments.
They can be uploaded to cloud storage (Dropbox, Google Drive, One
Drive, etc.). The link to the video file can then be submitted
via email.
II. Required Attachments
MultiSim simulation screenshots
The only simulation software that can be used for any lab
assignments in this course is MultiSim.
[Refer to Exhibit #2]
The simulation(s) shown on the lab report must show the same
types of measuring instruments that were used to perform the lab.
[Refer to Exhibit #3]
The illustration(s) included in the lab report must be actual
screenshots of the circuit simulation.
[Refer to Exhibit #4]
All screenshots of circuit simulations included in the report
must show the values being measured.
[Refer to Exhibit #5]
The screenshot(s) must be included in the body of the report.
They must be properly labelled and referenced in the lab report.
Printouts from MultiSim are not acceptable.
[Refer to Exhibit #6]
Raw Data
A copy of the original hand-written data sheet that you used to
record the data must be included in the lab report.
[Refer to Exhibit #7]
If the data is recorded on the lab assignment sheet, include only
the portion of the assignment sheet that you wrote your data on.
[Refer to Exhibit #8]
III. Lab Report Requirements
Equipment Documentation
The lab reports must include the make, model, and serial number
of lab equipment used in performing the lab. The equipment
includes
● Multimeters
● Capacitance and inductance testers
● Oscilloscopes
● Function generators
● Power Supplies
[Refer to Exhibit #9]
Lab Procedure
The lab procedure that you used must be documented in the report
as a step-by-step process. Bullet points or numbers must be used
to identify each step.
[Refer to Exhibit #10]
Data
Data must be shown in tabular format and all headings must be
clearly labelled along with the proper units of measurement.
[Refer to Exhibit #11]
No more than 2 to 4 decimal places are required for the showing
of data values. The use of engineering notation and/or metric
units of measurement is strongly recommended.
[Refer to Exhibit #12]
Showing ca.
ENG 203 Short Article Response 2 Sample Answer (Worth 13 mark.docxchristinemaritza
ENG 203: Short Article Response 2
Sample Answer
(Worth 13 marks)
ENGL 203 -Response Assignment 2: Sample Answer
1
Writing a Short Article Response (3 paragraph format + concluding sentence)
Paragraph 1:
Introduction
Introduction (summary) paragraph
· include APA citation of title, author, date + main idea of the whole article
· Brief summary of article (2 to 3 sentences)
· Last sentence is the thesis statement –
o must include your opinion/position + any two focus points from the article you have chosen to respond to
Paragraph 2:
Response Paragraph 1
Response to your first focus point from article #1
Paragraph 3:
Response Paragraph 2
Response to 2nd focus point from the article # 2
Paragraph 4: (optional)
Conclusion
Restate your thesis in slightly different words with concluding thoughts/summary of your responses
Length
300 to 400 words
*No Quotations, please paraphrase all sentences
A Response to “Access to Higher Education”
First sentence: APA Citation + reporting verb + main idea of whole article
In the article “Access to Higher Education,” Moola (2015) discussed the possible factors affecting one’s choice in attending higher education. Many people believe that the dramatic rise in college tuition is the main cause of inaccessibility to college. However, parental education backgrounds and their influence on children, admission selectivity categories in universities, unawareness of student aid opportunities, and coping with personal and social challenges are all having effects on a person’s option regarding their enrollment in colleges. Several negative consequences may occur if tertiary education is considered as a right such as negligence of studies and decrement in pass rate. While it is true that higher educational institutes admit students based on certain criteria, one could argue that it is unfair that universities prefer the wealthy, and those who are academically excellent.
Summary sentences (2 to 3)
Student Thesis: 2 focus points + opinion/position phrases (one positive, one negative)
Firstly, this article overlooked the fact that financial aid is not available for everyone and student loans have to be paid back. The author suggested that if university fees are not affordable, students can apply for academic grants and loans. However, scholarships and academic awards are distributed on a highly competitive basis, and therefore, only students who meet the eligibility requirements can benefit from them. Student financial aid does not cover all fees as well, and students awarded grants have to find other sources of financial aid to cover university fees and living costs. Many universities have a limited number or do not offer merit-scholarships at all, making it difficult for low-income students to be enrolled in their institution. Moreover, student loans usually carry interests that will keep increasing until repaid, resulting in large numbers of fresh graduates getting into debts.
Topic sentence: 1st focu.
ENG 130 Literature and Comp ENG 130 Argumentative Resear.docxchristinemaritza
ENG 130: Literature and Comp
ENG 130: Argumentative Research Essay
Background:
You have completed research on August Wilson, his life, and his plays.
You have completed reading/viewing Fences by August Wilson.
You have read the resources on Conflict in this unit.
Prompt (what will you be writing about):
Which conflict does Wilson use most to drive (bring forth, move forward) all the other
elements of the story?
Choose ONE that you feel is more apparent and easier to defend than the others.
o Troy vs Society
o Troy vs Himself
o Troy vs Family
o Troy vs Death
Helpful Notes:
Thesis:
o Your thesis is the response to the prompt question plus the supporting areas
that you will be using to defend your argument. Be sure to have a thesis that
clearly states which conflict you feel is the most important and drives the other
conflicts.
o Your thesis could begin with, “In the play, Fences, August Wilson uses the
conflict of __________ to drive the other conflicts and elements of the story as
evidenced by….
Sources and evidence:
o Be sure to use things that you have learned about Wilson’s life and his writings.
For example, if you are analyzing Troy and his father’s conflict, you could bring
in information that you researched about Wilson’s relationship with his own
father.
o Include direct quotations from the play. To cite a direct quote from a play, the
format is:
“quotation” (Wilson,1985, act #, scene #, line #).
OR
As Wilson (1985) writes, “quote” (act#, scene #, line#).
o Use at least three outside sources. Two of them could be from your previous
research essay. Be sure to include all of these in your reference page.
Requirements:
Length and format: 3-4 pages.
The title page and reference page are also required, but they should not be factored
into the 3-4 page length of the essay.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins. Essay should conform to APA formatting and citation style.
Use the third-person, objective voice, avoiding personal pronouns such as “I,” “you,”
“we,” etc.
Use APA format for in-text citations and references when using outside sources and
textual evidence.
Skills to be assessed with this assignment: creating effective thesis statements,
incorporating research, analyzing rhetoric.
Please be cautious about plagiarism. Make sure to use in-text citations for direct
quotes, paraphrases, and new information.
Argumentative Research Essay Rubric
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Introduction Introduction is not
present.
Background details
are a random
collection of
information,
unclear, or not
related to the topic.
Introduction is
attempted and
explains the
background, but
may lack detail.
Introdu.
ENG 132What’s Wrong With HoldenHere’s What You Should Do, .docxchristinemaritza
ENG 132
What’s Wrong With Holden?/Here’s What You Should Do, Holden…
Spring 2019
Your next project will involve gathering, recording, and analyzing information about
The Catcher in the Rye
.
The goal is to provide the reader with a better understanding of the novel’s main character, Holden Caulfield.
Think about his behavior in terms of cause and effect.
Your essay should focus either on reasons for his behavior (What’s Wrong With Holden?), or the results of Holden’s choices (Here’s What You Should Do, Holden…).
If you choose the latter, include a section that presents advice/guidance (kind of like Old Spencer).
Make sure to use research to support your ideas!
Here are the requirements:
1. 3-4 sources (books, articles, interviews, media, etc.)
2. A 2-page summary of the novel
3. A short essay (2-3 pages) that incorporates the information you gathered and supports some type of causal argument.
4. An MLA “Works Cited” in the essay (it doesn’t count as a page).
.
ENG 130- Literature and Comp Literary Response for Setting.docxchristinemaritza
ENG 130- Literature and Comp
Literary Response for Setting as a Device
Essay ENG 130: Literary Response for Setting
Sources: Choose one of the stories that you read in Unit 2/Setting Unit
“To Build a Fire” by Jack London
“The Storm” by Kate Chopin
“This is What It Means to Say Phoenix, Arizona” by Alexie
“The Cask of Amontillado” by Edgar Allan Poe
Prompt (What are you writing about?):
How does Setting affect/contribute to the plot of your chosen story?
Note: Remember that Setting is not only the place in which a story occurs. It is also mood,
weather, time, and atmosphere. These things drive other parts of the story.
How to get started:
Choose a story from this unit and discern all the elements of the Setting.
Decide in what three ways the setting contributes to the plot of your chosen story.
Formulate a thesis about setting and these three areas.
Mini lesson on thesis statements:
If you were writing about Star Wars, a sample thesis might read:
The setting in the Star Wars movies contributes to the desperateness of the
Resistance forces, provides a vast space for action and conflicts to occur,
focuses on how advances will affect society.
Broken down, this thesis would read:
The Setting in the Star Wars movies:
a. contributes to the desperateness of the Resistance forces (write
a supporting section with text examples)
b. provides a vast space for action and conflicts to occur, focuses
on how advances will affect society (write a supporting section
with text examples)
c. focuses on how advances will affect society (write a supporting
section with text examples)
Ask yourself, what is the setting of my story and how does it affect the plot
in the story?
For example, it is apparent that in London’s “To Build a Fire,” you would
devote a supporting section to how the weather conditions drive both the
conflict and the character’s actions.
After you have made connections to the three areas that setting affects, then
form your thesis. Here is a template for your thesis:
The Setting in author’s name and title of the story, contributes to first way
in which the setting affects the story, second way in which setting affects
the story, third way in which setting affects the story.
Instructions:
Read through all of the instructions of this assignment.
Read all of the unit resources.
Select one of the short stories to write about.
Your audience for this essay is people who have read the stories.
Your essay prompt is: How does Setting affect/contribute to the plot of your chosen story?
Your essay will have the following components:
o A title page
o An Introduction
o A thesis at the end of the introduction that clearly states how setting affects the story
o Supporting sections that defend your thesis/focus of the essay
o Text support with properly cited in-text citations
o A concluding paragraph
o A re.
ENG 130 Literature and Comp Literary Response for Point o.docxchristinemaritza
ENG 130: Literature and Comp
Literary Response for Point of View as a Device
Essay for Eng130: Point of View/Perspective
Sources: All of the short stories and plays you have read so far in this course.
Prompt (what are you writing about?):
Choose any of the literature that you have read in this course and choose one of the
following options:
a. In 3 pages or more, write an additional part of the story from a different character’s
perspective (example: write from Fortunatos’ perspective as he is being walled up
in to the catacombs, or perhaps from the perspective of Mrs. Hutchinson as she
prepares food on the morning of The Lottery).
OR
b. In 3 pages or more, write an additional part of the story from a different point of
view than that in which the story is written (example: write from the 1st person point
of view of the man in “To Build a Fire” as he realizes he is going to freeze to death,
or perhaps from the first person point of view of Cory in Fences as his father
blocks his dreams of going to college. Let the reader know what is going on in
their minds).
Note: Take a moment to email your instructor with your creative plan so that you know you
are on the right track.
Instructions (how to get it done):
Choose any of the short stories or plays you have read in this course.
Write a 3 or more page response in which you write an additional part of the story
from a different character’s perspective or a character’s different point of view.
Your audience for this response will be people who have read the stories.
Requirements:
Your response should be a minimum of 3 pages.
Your response should have a properly APA formatted title page.
It should also be double spaced, written in Times New Roman, in 12 point font and
with 1 inch margins.
You should have a reference page that includes the piece of literature you chose.
Please be cautious about plagiarism.
Be sure to read before you write, and again after you write.
Rubric for Point of View Response
Does Not Meet
Expectations
0-11
Below
Expectations
12-13
Needs
Improvement
14-15
Satisfactory
16-17
Meets
Expectations
18-20
Content
Writing is
disorganized or
not clearly
defined and/or
shows a
misunderstanding
of the task.
Writing is
minimally
organized. Use of
different
perspective is
underdeveloped.
Writing is
effective. Use of
different
perspective is
basic and
requires more
creativity.
Writing contains
related, quality
paragraphs. Use
of different
perspective is
effective
Writing is
purposeful and
focused. Use of
different
perspective is
highly effective
and thought
provoking.
Vocabulary/
Word Choice
Word choice is
weak.
Language and
phrasing is
inappropriate,
repetitive or lacks
meaning.
Dialogue, if used,
sounds forced.
Word choice is
limited.
Language and
phrasing lack
inspiration.
Dialogue, if used,
.
ENG 201 01 Summer I Presentation Assignment· Due , June 7, .docxchristinemaritza
ENG 201 01 Summer I Presentation Assignment
· Due: , June 7, at 1:00 p.m. EST
· Length: 5-7 minutes
· Format: MLA or APA style (including in-text citations and list of Works Cited/References)
· Submit to: Moodle
· Prompt: Your presentation will focus on the author of your selected book. The goal of the presentation is to inform your audience about the author’s life and literary career. Here are some questions to consider:
What are their most important publications?
What awards have they won?
How have critics and the public received their work?
Has their work generated any controversy?
Who are their literary influences?
Incorporate multi-modal elements (handout, audio/visual clip, PowerPoint, etc.) in your presentation. It is imperative that you work on this assignment consistently throughout the term.
· When doing research to learn more about the author and text, be sure to use scholarly sources. There is information about distinguishing between scholarly and popular sources here:
http://www.library.vanderbilt.edu/peabody/tutorial_files/scholarlyfree/
. A good database to begin your research with is the Literary Reference Center Plus (access available through TU’s library website). Here is a link to the library’s website:
http://www.tiffin.edu/library/
.
·
Authors:
Al-Sanea, Rajaa (
Girls of Riyadh
)
.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
ENG 360 01 American PoetrySpring 2019TuesdayFriday 800 –.docx
1. ENG 360 01 American Poetry
Spring 2019
Tuesday/Friday 8:00 – 9:15 St. Mary’s B1
Brandon Clay
Course Description:
ENG 360 is a survey of a selection of American poetry and
poetics from the Puritan era to the present, showing the effects
of the Romantic revolution on an American Puritan tradition
and the making of a national vernacular for poetry. Students
will study poetic technique and read authors such as Bradstreet,
Taylor, Freneau, Emerson, Longfellow, Poe, Thoreau, Whitman,
Dickinson, Robinson, Dunbar, Crane, Stein, Sandburg, Stevens,
Williams, Pound, H.D., Moore, Eliot, Millay, Hughes, Cullen,
Zukofsky, Auden, Roethke, Bishop, Berryman, Brooks, Lowell,
Plath, Glück, Levertov, Ginsberg, Merrill, Kinnell, Rich,
Pinsky, and Collins. This is a writing intensive course and it
meets literature requirements for graduation.
Course Learning Outcomes:
· To become familiar with the history of and different styles of
American poetry
· To develop an understanding of the historical and social
frameworks in which poems are written
· To understand different critical approaches to the
interpretation of poetry
· To refine the critical and analytical skills used in verbal and
written discussions of poetry
· To develop an enjoyment of and appreciation for poetry
2. Prerequisite:
ENG 142, earning a “C” or better.
Required Text(s):
Lehman, David, ed. The Oxford Book of American Poetry.
Oxford: Oxford UP, 2006.
Expected Student Behavior in Class:
All students are expected to behave in a professional and
courteous manner to both the professor and other students in
class, and to follow the procedures as outlined in this syllabus
for this course. If the professor deems that a student has failed
to adhere to this standard, the professor shall make a report to
both the Dean of the School of Arts & Sciences, and the Dean of
Students. Please follow all policies as written in the 2018-2019
Student Handbook.
Preparation and Active Class Participation:
Students are required to read all works for the course.
Assignments must be read prior to the class in which the
particular work(s) will be discussed. Papers must be written in
MLA format, using and citing quotations from primary and/or
secondary sources. Written work is due at the beginning of
class on the due date specified on the schedule below. Major
writing assignments will be submitted electronically using
Moodle and Turnitin.com. Some written work may also be
turned in as a hard copy. Use white paper and 12 point, Times
New Roman font with one-inch margins. All papers must be
stapled and (per MLA format) include name, class title,
instructor name, and due date in upper left hand corner.
Note that Student Performance counts for 15% of the final grade
(complete grading system described below). This is defined as
how a student conducts him/herself in the class, and refers
specifically to attendance, lateness, manners, and respect
3. towards professor and fellow students. A student can expect to
receive a full 15% in this category if he/she attends all classes
on time, hands in all assignments on time, consistently
contributes to class discussions, completes in-class exercises,
and shows respect towards professor and fellow students
throughout the semester. Bad manners are not tolerated, and
will result in a reduced Student Performance grade. Examples
of bad manners are forgetting to silence cell phones, dozing or
not paying attention, leaving class early, speaking out of turn,
or speaking rudely to professor or fellow students.
Academic Honesty Statement:
Academic honesty is expected at all times. Cheating and/or
plagiarism may include, but is not limited to, using the work of
someone else and claiming it as your own without
acknowledgment of the original source, using unauthorized
assistance on in-class or take-home examinations, projects,
papers, tests, quizzes, etc., and/or submitting the identical
academic work on more than one occasion for credit without
consent from the relevant parties.
If you have questions about how to cite a source from a
reference or other data, please refer to the appropriate citation
guide (in this course use the MLA guide) first, then you can
contact me for any additional assistance. Any violation of
academic honesty will instantly result in a zero for the
assignment as well as other possible sanctions by me and/or TU.
Please refer to the Student Handbook for more detailed
information.
Plagiarism is the act of using another person's work - either
word for word or paraphrased - without giving credit using the
proper format. Plagiarism is a serious offense and will result in
failure. Plagiarism is defined in the MLA Handbook as the use
of another's ideas or expressions without proper
acknowledgment. It is not limited to word for word copying; it
4. includes any false assumption of authorship, including
paraphrasing lines of reasoning from a printed or digital source
and copying or stealing from an unpublished writer. Plagiarism
includes any of the following:
- Buying a paper from a public source (such as a "paper mill"
website).
- Copying material from a printed or digital source.
- Soliciting or allowing someone to write material for you.
- Submitting previously written material (material for another
course)
without the consent of the faculty members involved.
- Cutting and pasting a collection of ideas from other sources
without giving credit to your sources and providing your own
ideas and text.
- Following the wording of a source too closely.
- Failing to cite/document source material adequately or
properly, thereby
failing to acknowledge the author or authors whose ideas and
work
are being used.
The lightest penalty will be automatic failure for the assignment
in question, but serious offenses will result in automatic failure
for the course. Penalties for plagiarism can also apply to
students who voluntarily provide work of their own to be
plagiarized or who provide plagiarized work for others. All
incidents of plagiarism shall be reported to the Academic Dean,
the student's advisor, and, if applicable, athletic coaches.
All complaints of sexual harassment/misconduct, domestic
violence, dating violence, bullying, cyber-bullying, stalking, or
discrimination should be reported to Dr. Perry-Fantini,
Assistant Vice President for Diversity & Equity Officer/Title IX
Coordinator, [email protected] or 419-448-3504. You can report
incidents or complaints
at http://www.tiffin.edu/institutionaldiversity/titleix/Incident_R
eporting.pdf.
5. FERPA:
The Family Educational Rights and Privacy Act (FERPA)
protects student information. Other than directory information,
such as name, address, phone number, etc., students must give
consent for individuals to gain access to a student’s educational
record, including grades, transcripts, and behavior reports
(unless the student is under the age of 18). Students also have
the right to review their educational records. For a more
detailed explanation, please see the Student Handbook.
Grading Criteria, Late Work, Gradebook:
Students are expected to read all assigned material and to
contribute to all class discussions. Avoid turning in work late.
For each calendar day (including weekends) an assignment is
past due, one full letter grade will be deducted. Instructions and
grading criteria for individual assignments will be developed
and discussed in detail in class. The modified WIC and Lit
rubrics (available on Moodle) will be used to assess major
writing assignments. There is absolutely no extra credit in this
course. Do not ask for extra credit projects to be created.
Grades are non-negotiable. The online gradebook for this course
will be kept in Moodle.
In the final expect quistions like,
· what centry this author lived in,
· When he was born
· His famous pome
· Authors affected by jazz, the founder of jazz music.
· Kind of a tone in a certain line
· What is the tone of the poem / does it ever shift.
· Similarity between a certain line and another poem
· What allusion in this song
·
·
·
6. Total Points for the Course:
There are 850 total points available in this course. Note that
grades are weighted (specific scale below).
Quizzes100 pts. (10 @ 10 pts. ea.)
Lyric analysis essay (1-2 pgs.)100 pts.
Compare and contrast essay (2-3 pgs.)100 pts.
Dylan essay (2-3 pgs.)100 pts.
Research essay (5-6 pgs.)100 pts.
Midterm exam100 pts.
Final exam100 pts.
Student performance150 pts.
TOTAL850 pts.
Grading Scale: (Based on 100%)
Quizzes (10)10%
Lyric analysis essay (1-2 pgs.)5%
Compare and contrast essay (2-3 pgs.)15%
Dylan essay (2-3 pgs.)15%
Research essay (5-6 pgs.)20%
Midterm Exam10%
Final Exam10%
Student Performance15%
TOTAL100%
98-100 = A+77-79 = C+Below 60 = F
93-97 = A73-76 = C
90-92 = A-70-72 = C-
87-89 = B+67-69 = D+
83-86 = B63-66 = D
7. 80-82 = B-60-62 = D-
Class Assignments:
This course features frequent quizzes. Most quizzes cover
assigned reading. Quizzes are short (approximately 10 minutes
long) and typically consist of five (5) items, each of which is
worth two (2) points. Major assignments are listed above.
Specific instructions and grading criteria for each assignment
will be discussed in class and outlined in separate handouts. It
is imperative that students read the original reading selections
carefully. Do not rely on online summaries/analyses or
summaries/analyses by classmates.
Exams:
For the midterm and final exams, bring lined paper and
pens/pencils. Close all notes and books, and place these items in
a bag or under your chair. Silence your phone, and do not touch
it during the exam. Use the restroom before an exam so that you
do not have to leave during the exam.
Tentative Course Calendar:
(Subject to change at Professor or Tiffin University discretion)
DateTopics/Assignments Due Assigned Reading
Week 1
T 1/15Introduction to the course
F 1/18Introduction to poeticssyllabus and course docs
Reading poetryFurniss and Bath 1-23
Writing about poetry(Moodle)
Formatting a paper in MLA style
Dylan, “A Hard Rain’s a-Gonna Fall”(Moodle)
(1963)
Week 2
8. T 1/22Introduction to American poetryLehman vii-xxi; 1-4
Beginnings: Puritan and Revolutionary
Bradstreet, “The Prologue”; “The Author to
Her Book”; “Before the Birth of One of Her
Children”; “To My Dear and Loving
Husband” (1650-1678)
F 1/25Beginnings: Puritan and RevolutionaryBaym and Levine
Bradstreet, “The Flesh and the Spirit”207; 222-224 (Moodle)
(1678)
Dylan, “Girl From the North Country”(Moodle)
(1963)
Week 3
T 1/29Beginnings: Puritan and RevolutionaryLehman 5-9
Taylor, “Meditation III (Canticles I:3: Thy
Good Ointment)”; “Meditation VI
(Canticles II:1: I am…the lily of the
valleys.)”; “The Preface”; “Upon a Spider
Catching a Fly”; “Huswifery” (1682-1939)
F 2/1Lyric analysis essay dueSubmit to Moodle
Beginnings: Puritan and RevolutionaryLehman 9-13
Freneau, “On the Emigration to America
and Peopling the Western Country”; “The
Wild Honey Suckle”; “The Indian Burying
Ground” (1785-1788)
Dylan, “The Lonesome Death of Hattie(Moodle)
Carroll” (1964)
Week 4
T 2/5Beginnings: Puritan and RevolutionaryGates, Jr. 1-22
(Moodle)
The Trials of Phillis WheatleyLehman 13-14
Wheatley, “On Being Brought from Africa
to America”; “To The Right Honorable
9. William, Earl of Dartmouth” (1773)
F 2/8Beginnings: Puritan and RevolutionaryBaym and Levine
762-764;
Wheatley, “To the University of766-768; 771-773 (Moodle)
Cambridge, in New England”; “On the
Death of the Rev. Mr. George Whitefield,
1770”; “To S. M., a Young African Painter,
on Seeing His Works”; “To His Excellency
General Washington” (1770-1776)
Dylan, “Masters of War” (1963)(Moodle)
Week 5
T 2/12Nineteenth CenturyLehman 41; 44-45; 47-52;
Longfellow, “The Jewish Cemetery at54-57
Newport”; “Paul Revere’s Ride” (1858-
1860)
Whittier, “For Righteousness’ Sake”;
“Barbara Frietchie”; “What the Birds Said”
(1855-1864)
F 2/15 Nineteenth CenturyLehman 61; 67-73
Poe, “The Raven”; “Ulalume—A Ballad”;
“Annabel Lee” (1845-1849)
Dylan, “Mr. Tambourine Man” (1964)(Moodle)
Week 6
T 2/19Nineteenth CenturyLehman 84-131
Free verse
Whitman, “Song of Myself” (1855)
F 2/22Compare and contrast essay dueSubmit to Moodle
Nineteenth CenturyLehman 145-151
Whitman, “When Lilacs Last in the
Dooryard Bloom’d” (1865)
Dylan, “The Times They Are a-Changin’”(Moodle)
10. (1963)
Week 7
T 2/26Nineteenth Century
Exam reviewLehman 163-167; 169-170;
Dickinson, 67; 185; 216; 249; 254; 258;175; 177-183
280; 288; 448; 465; 613; 650; 657; 1072;
709; 712; 754; 986; 1129; 1263; 1732; 1763
(1859-1898)
F 3/1Midterm exam
Week 8
T 3/5No class—Spring Break
F 3/8 No class—Spring Break
Week 9
T 3/12Harlem Renaissance and ModernismHuggins 1-11
(Moodle)
Introduction to the Harlem RenaissanceLehman 206-207; 210-
211
Johnson, “O Black and Unknown Bards”
(1908)
Dunbar, “We Wear the Mask” (1895)
F 3/15Harlem Renaissance and ModernismLehman 382-384;
962-965
McKay, “If We Must Die”; “America”;
“The White City”; “The Harlem Dancer”;
“The Tropics in New York” (1922)
Dylan, “Desolation Row” (1965)
11. Week 10
T 3/19Harlem Renaissance and ModernismLehman 272-273;
408-410
Grimké, “The Black Finger”; “Tenebris”;
“Fragment” (1925-1930)
Toomer, “November Cotton Flower”;
“Beehive”; “Reapers”; “Georgia Dusk”
(1923)
F 3/22Harlem Renaissance and ModernismLehman 477-479;
468-469;
Cullen, “Colored Blues Singer”; “To John472-473; 475
Keats, Poet at Spring Time” (1925)
Hughes, “The Weary Blues”; “Harlem”;
“Dream Variations” (1926-1951)
Dylan, “It’s Alright, Ma (I’m Only(Moodle)
Bleeding)” (1965)
Week 11
T 3/26Harlem Renaissance and ModernismBaym and Levine 13-
18
Introduction to Modernism(Moodle)
Eliot, “The Love Song of J. AlfredLehman 342-346; 351-365
Prufrock”; “The Waste Land” (1917-1922)
F 3/29Harlem Renaissance and ModernismLehman 322-325;
341-342
Moore, “Poetry”; “The Fish”; “What Are
Years?” (1921-1941)
Dylan, “Just Like Tom Thumb’s Blues” (Moodle)
(1965)
12. Week 12
T 4/2Harlem Renaissance and ModernismLehman 393-398; 400-
401;
Cummings, “Buffalo Bill’s”; “ ‘next to of 314-316
course god america i’ ”; “may i feel said
he”; “anyone lived in a pretty how town”;
“poem” (1923-1958)
H.D., “The Helmsman”; “Oread”; “Helen”
(1916-1924)
F 4/5Harlem Renaissance and ModernismLehman 249; 255-257;
Stevens, “Thirteen Ways of Looking at a276-277; 285-286; 388-
390
Blackbird” (1917)
Williams, “The Red Wheelbarrow” (1923)
Millay, “First Fig”; “Pity me not because
the light of day”; “What lips my lips have
kissed, and where, and why”; “Love is not
all: it is not meat nor drink” (1920-1931)
Dylan, “Visions of Johanna” (1966)(Moodle)
Week 13
T 4/9PostwarLehman 750-762; 886-890;
Ginsberg, “A Supermarket in California”;892-894
“Kaddish”; “America”; “City Midnight Junk
Strains” (1955-1966)
Plath, “Mirror”; “Lady Lazarus”; “Daddy”
(1961-1962)
F 4/12PostwarLehman 867-869; 872-874;
Rich, “Living in Sin”; “Diving into the623-627
Wreck” (1955-1973)
Brooks, “a song in the front yard”; “the
mother”; “still do I keep my look, my
13. identity…”; “We Real Cool” (1945-1960)
Dylan, “Tangled Up in Blue”; “Hurricane”(Moodle)
(1974-1975)
Week 14
T 4/16Dylan essay dueSubmit to Moodle
PostwarLehman 853; 855-856; 915-
Sexton, “Wanting to Die”; “The Fury of918; 945; 951
Cocks” (1964-1974)
Oliver, “Rain” (1992)
Pinsky, “Samurai Song” (2000)
F 4/19No class—Good Friday
Week 15
T 4/23PostwarLehman 953-954; 959-961;
Collins, “Another Reason Why I Don’t982-985
Keep a Gun in the House”; “Dharma”; “No
Time” (1988-2002)
Olds, “Satan Says”; “The Pope’s Penis”
(1980-1987)
F 4/26Research essay dueSubmit to Moodle
Exam review
Finals Week
4/24 – 4/28Final exam (Tuesday, April 25, 8:00-10:00)
3
15. downturn, which required us to adjust our budgets and
behaviorstocope.Werethesechangesplannedorunplanned?
Unplannedchangereferstochangesthatwereunexpected,liketheloss
ofajob,surprisesuccesses,thesuddendeathof
alovedone,afailedrelationship,naturaldisasters,ornewopportuniti
es.Whatunplannedchangeshavebeenthemost
signi�icantinyourlife?
Assessment:ChangeReadiness
Most people think they are open to change. But are they? When
change comes, do you �ind yourself curious
and even exhilarated, or are you angry, frustrated, and worried
that you are unprepared? Take a few
minutes to assess your readiness for change.
http://www.ecfvp.org/�iles/uploads/2_-
change_readiness_assessment_0426111.pdf
(http://www.ecfvp.org/�iles/uploads/2_-
change_readiness_assessment_0426111.pdf)
Plannedchangereferstoshiftsthatareintendedandpreparedfor,such
asgettinganeducation,learningnewskills,
movingtoanewcity,startinganewhobby,or�indinganewjob.Overth
epastfewyears,whatsigni�icantchangeshave
youplanned?Haveyoubeensuccessfulatimplementingthesechange
s?
TipsandWisdom
Bebop was about change, about evolution. It wasn’t about
standing still and becoming safe. If anybody
wants to keep creating they have to be about change.
—Miles Davis (1926–1991), U.S. jazz musician and composer
17. organizations frequently seek help so that the planned change is
systematic, effective, and lasting. This assistance is known as
organizationdevelopment(OD). On its simplest
level, OD is a process of helping individuals, groups, and
organizations become more effective through planned
change.
De�iningOD
Among the many de�initions of OD, no single one is
universally accepted. Beckhard (1969) offers an early
de�inition
that is now considered classic: “Organization development is an
effort (1) planned, (2) organization-wide, and (3)
managedfrom the top, to (4) increase organizationeffectiveness
and healththrough (5) plannedinterventionsin the
organization’s ‘processes,’ using behavioral-scienceknowledge”
(p. 9).
Beckhard’s (1969) de�inition points to several key aspects of
OD:
1. It is a planned, intentional process to address a problem or
issue that needs to change.
2. It is organizationwide, based on an understanding that the
organization is an integrated system and that a
change made in one place may have rami�ications in others.
3. Topmanagement provides buy-in and support of the OD
effort.
4. OD activities address both the effectivenessandthehealth of
the organization by boosting its performance
while making it a more humane place to work.
5. It is an intentional process, grounded in evidence derived
fromthebehavioralsciences.
18. You can see Beckhard’s points in other popular de�initions of
OD, such as this one from Cummings and Worley
(2009): “Organization development is a system wide application
of behavioral science knowledge to the planned
development, improvement, and reinforcement of the strategies,
structures, and processes that leadtoorganization
effectiveness[emphasis added]” (pp. 1–2).
Similarly, Anderson (2012) advocated: “Organization
development is the process of increasing organizational change
through the use of interventions driven by
socialandbehavioralsciencesknowledge[emphasis added]” (p. 3).
In other words, OD is an intentional change process that
involves the total system. It takes an evidence-based
approach to planning change that improves the effectiveness and
health of the organization. Moreover, management
is personally invested in making the organization more effective
and healthy. Consultants who work with
organizations to identify and implement appropriate
interventions practice OD.
ODConsultantsandClients
Many organizations rely on professionals to steer them through
complex and changing environments with planned
responses to problems and challenges. These professionals are
known as organizationdevelopmentconsultants.
Also known as OD practitioners, human resource developers,
human resource managers, or learning and
development professionals, OD consultants are skilled at
assessing problems, providing direct feedback to the
19. organization, and in�luencing change. OD consultants lead
organizations through interventions that are based on
careful study and preparation and are grounded in the
behavioral sciences.
The key stakeholder in the OD process is known as the client.
Sometimes there is more than one type of client. For
instance, the person who initially contacts the OD consultant
may provide introductory information about the
problem but not be the owner of the problem or the person
paying for the services. It is important for OD
consultants to correctly identify the client—an issue we will
cover in Chapter 3.
WhenIsODWarranted?
Beckhard (2006) notes there are certain conditions that warrant
an organization engaging in an OD effort. These
include when a client or organization wants to
1. change a managerial strategy;
2. develop an organization that better meets the needs of
employees, the organization, and the environment in
which the organization works (markets, community, and so
forth);
3. change cultural norms;
4. change structure and roles;
5. build intergroup collaboration;
6. improve communications;
7. improve planning;
8. tackle issues related to mergers;
9. address motivation issues among the workforce; and
10. better adapt to a changed environment.
20. Have you experienced an OD effort at an organization you have
worked for? If so, what motivated it?
Interventions
When someone decides to make a change, they usually do
something speci�ic. For instance, if you decided to rein in
your spending, you might establish a budget, create a
spreadsheet to track it, switch to electronic banking, visit a
�inancial planner, or change your saving habits. Actions like
these that are taken to improve a situation are known as
interventions. What are some problems you have experienced
and interventions you have made?
In OD an intervention is a corrective action made to resolve
problems or address challenges. Interventions in OD
focus on tackling organization challenges such as low morale,
quality defects, shifting markets, new management,
leadership problems, strategic planning, and so forth.
PhilosophyofOD
Most of us want to do meaningful work in an organization that
has pleasant working conditions, with colleagues
who are respectful, and where our work is recognized and
rewarded. OD seeks to honor the individual and advance
organization goals. This commitment to bene�it all
organizational stakeholders is grounded in the philosophy of
humanism.
Humanism is the belief in the inherent good of human beings,
their capacity to reach full potential in life, and their
right to be treated fairly and humanely. “The OD value is not
21. about change but about change that makes people
better—humanistic values” (Marshak in Wheatley, Tannenbaum,
Yardley Grif�in & Quade, 2003, p. 4). OD experts
herald OD’s humanistic values as the �ield’s distinguishing
feature (Greiner & Cummings, 2004; Porras & Bradford,
2004; Wirtenberg, Abrams, & Ott, 2004), embracing the notion
that “the individual has to gain in the long-term for
the organization to gain in the long-term” (Porras & Bradford,
2004, p. 401).
Wirtenberg, Abrams, and Ott (2004) capture this sentiment:
The need in organizations to manifest socially responsible
values and create win–win business results has never
been greater. OD is in an excellent position to seize the
opportunity to build bridges, �ind common ground, and
address organizational and cultural divides. (p. 479)
If you are fortunate enough to work in an organization with a
highly functioning OD process, you should observe an
operation engaged in continual improvement for individuals,
teams, and the organization itself. As you read the case
study on Sparklite, ask yourself if this company is engaging in
humanistic practices.
CaseStudy:IsSparkliteaCandidateforOD?
Sparklite, a spark plug manufacturing plant, underwent a
management change 6 months ago when John
Stevenson became the plant manager. Stevenson replaced Al
Smith, who was a beloved manager and had
run the plant for 20 years. Smith was a hands-on manager. He
was always willing to roll up his sleeves and
work on a problem, whether it involved a machine in the plant
or a con�lict with a customer. He was not a
micromanager; rather, he would work closely with the team to
22. solve problems. He listened to input,
whether from the janitor or the vice president. He expected all
management personnel to behave similarly.
People who worked in the plant respected Smith and felt
respected by him. Over time a true community
atmosphere evolved, and the plant was one of the highest
performing in the company.
Stevenson, on the other hand, spends a lot of time in his of�ice,
reading over production numbers, talking
on the phone, and holding meetings with his management team.
Rarely does he go out onto the
manufacturing �loor and talk with employees or listen to their
ideas. When one of his managers suggests,
“It might be helpful if you spent more time getting to know our
workers,” Stevenson barks, “That is what I
pay the supervisors to do. My time is better spent on �inding
ways to cut costs and improve our margin.”
Stevenson is very driven by numbers: When they are not good,
he slams his �ist on the table and demands
that the next shift “pick up the slack.”
It does not take long for the supervisors to become afraid of
Stevenson and to quit coming to him with
problems. The convivial atmosphere the plant had enjoyed for
so many years quickly erodes into an
atmosphere of fear. Soon the plant’s performance begins to
suffer. Morale sinks. Members of the
management team begin applying for transfers to other
locations. Longtime workers are exploring other
employment options. This only makes Stevenson more
frustrated, agitated, and frightening to the workers.
One day a corporate vice president comes for a plant tour and
visit. It is immediately clear to her that the
plant has taken a turn for the worse. She talks with several
23. employees and can see that something has to
change.
CriticalThinkingQuestions
1. How might planned change play a role in turning things
around at Sparklite?
2. How aligned with humanism is the organization emerging
under Stevenson’s leadership?
CharacteristicsofOD
As we have already learned, OD is a planned change process
that is grounded in a humanistic philosophy. It also has
the following key characteristics (Beckhard, 2006, p. 9).
ODIsSystemsBased
OD interventions are planned with consideration for the whole
organization as a system. Like medicine, OD intends
to “�irst, do no harm.” Recall that the tenets of humanism
require that OD bene�it all stakeholders. This means, for
example, that before implementing a change to work �low, the
OD consultant would check to make sure the
adjustments do not have a negative impact elsewhere in the
organization. For instance, a work-�low change might
expose employees to repetitive-motion injuries or make the
work �low in another area unmanageable.
TopManagementIsCommitted
Effective OD secures management’s awareness of and
commitment to the chosen intervention and its management
from the very beginning. Employees look to management for
24. approval and example, and it is imperative for
organization leadership to visibly support any change effort. OD
consultants play a key role in holding management
accountable for demonstrating sustained and visible
commitment to the OD change process.
TheInterventionIsTiedtotheOrganization’sMission
A key aspect of securing management commitment is helping
leaders see how the OD initiative helps actualize the
organization’s mission. It is also important for employees to
understand this connection. For example, in the
Sparklite case study, the organization’s mission to produce
quality products on a timely basis was facilitated by a
collegial, collaborative atmosphere that was being eroded by
Stevenson’s behavior. If an intervention were made to
help Stevenson and other managers change their managerial
style to a more participative one, everyone would have
to understand and buy in to how the new behaviors would help
the organization meet its mission.
ThereIsLong-TermCommitmenttoImplementingtheIntervention
Although OD interventions can sometimes be relatively simple
and quick to implement, they often require a long-
term commitment, sometimes 2 to 3 years or more.
Interventions that change work practices, beliefs, or standards
do not succeed overnight. Making lasting organization change
needs long-term commitment and action from all
levels of the organization.
Consider a large change made by your organization—perhaps a
shift to a new database, marketing plan, or
procedure. How long did it take? Make a list of a few changes
you can recall and estimate how long they took.
Chances are, the more complex changes required more time and
25. resources.
ODHasa“BiasforAction”
Management guru Tom Peters, coauthor of
InSearchofExcellence,one of
the best-selling business books of all time, became famous for
saying that
ShannonFagan/Taxi/GettyImages
ThegoalofODistotaketimely,
meaningfulactiontoaddress
problems,challenges,and
opportunitieswithinthe
organization.
effective organizations have a “bias for action” (1982;
2004).Thismeans
that an organization engages in active decision making and
moves
quickly to action, rather than being caught in an incessant cycle
of
planning without action. Although OD implementation can take
a long
time, it is based on taking action, analyzing how the action is
working,
tweaking it, and repeating the process for as long as necessary.
ODFocusesonChangingAttitudesorBehavior
Lasting change occurs when people alter their ways of thinking
and
doing. This is why OD can be powerful and can also take a long
time to
26. implement. For example, when leaders experience opportunities
for
leadership development and receive feedback that indicates they
are not
as effective as they think they are, they usually engage in
introspection
and change. Becoming less autocratic may not happen
overnight, but real,
lasting change occurs as leaders experiment with new ways of
thinking
about their role as leaders and when they implement new
behaviors,
such as listening or including others in decision making.
ODTendstoIncorporateExperientialLearning
We will learn throughout this book that when people change,
they learn
new ways of thinking and doing. OD favors action; thus,
interventions
often create opportunities for employees to experience new
ways to
think and act. Can you recall a time when you participated in a
change
that prompted new learning? For example, when I participated
in a leadership development initiative, I learned how
to coach employees in a way that focused on helping them solve
problems on their own, rather than me giving them
the answer. Although there was a chance to learn about
coaching from books, I did not internalize it until there was
an employee in front of me with a problem and I made a
conscious effort to behave differently.
ODIsLargelyaGroupProcess
Most OD is not done in isolation. Even when consultants make
27. individual interventions such as providing training or
coaching, the goal is usually to help the person function better
with others. Similarly, changes in processes require
that groups understand and collectively implement the changes.
As we will discover, the �ield of group dynamics and
facilitation grew out of OD.
RealitiesandMisconceptionsAboutOD
To better understand what OD is, it is useful to explore what it
is not. Table 1.1 compares some common realities and
misconceptions about OD.
Table1.1:ODRealitiesandMisconceptions
ODrealities ODmisconceptions
OD is a systematic process of planned change to
address organization problems or issues. It follows the
action research model (introduced later in this
chapter).
OD is not management consulting or performance
improvement activities that focus on making speci�ic
expert, functional interventions that are disconnected
from the organization system.
ODrealities ODmisconceptions
OD is humanistic in that it seeks to improve
organizations through performance enhancements and
improvements to people that make an organization a
better place for all stakeholders.
28. OD is not oriented toward processes that only bene�it
the organization and economic values of performance
and productivity.
OD is strategic, and its interventions include a range of
activities.
OD is not simply training and development initiatives,
although often these interventions are erroneously
prescribed to address problems.
OD is a long-term commitment to change that requires
buy-in at multiple levels.
OD is not a short-term, quick �ix for problems.
OD interventions are customized to address needs
speci�ic to the organization and its goals.
OD does not come with a one-size-�its-all set of
interventions. Matching the right consultant with the
problem is important for effective OD.
The next section of this chapter examines OD’s origins and the
interventions that have developed over the past 70
years.
TakeAway1.1:WhatIsOrganizationDevelopment?
People constantly experience both planned and unplanned
change in the course of their personal
and work lives.
OD is a planned change effort that is supported by management
and applied system-wide to
increase organization effectiveness and health through
interventions targeted at organization
29. challenges or problems.
OD is practiced by individuals who help the organization cope
with and respond to change, also
known as OD consultants. They work with the key
organizational stakeholders or clients to resolve
problems.
OD is grounded in the philosophy of humanism that assumes
human goodness and seeks to do no
harm to the individuals or their organizations when making
changes.
Key characteristics of OD include: it is systems-based, top
management is committed, the
intervention is tied to the organization’s mission, there is a
long-term commitment to
implementing the intervention, there is a bias for action, it
focuses on changing attitudes or
behavior, it tends to incorporate experiential learning, and it is
largely a group process.
1.2TheHistoryofOD
If you work at a company, belong to a nonpro�it board,
participate in a professional organization, or are a member of
a church, it is likely you have engaged in team-building
exercises, �illed out climate surveys, collected data about the
organization, solved problems, developed talent, devised
strategy, or sought to change the organization. These
activities emerged during the historical evolution of OD,
beginning in the 1940s. These interventions are discussed
in chronological order in this section, which also introduces you
to some key terminology used in the �ield. (Refer to
the Key interventions in the history of OD interactive timeline
for a summary of OD’s historical development.)
30. KeyinterventionsinthehistoryofOD
T-GroupsandtheEmergenceofOD(1940s)
Kurt Lewin (1898–1947) is widely regarded as the father of OD
for his innovations in group dynamics and action
research, although he died before the term
organizationdevelopment came into use in the mid-1950s. It is
dif�icult to
overstate Lewin’s contributions to the �ield. As Burke (2006)
notes, “His thinking has had a more pervasive impact
on organization development, both directly and indirectly, than
any other person’s” (p. 25).
AssociatedPress
KurtLewincontributedtoODwith
innovationsingroupdynamicsand
actionresearch.Forthisreasonheis
oftenreferredtoasthefatherofOD.
Author of the well-known saying “If you want truly to
understand
something, try to change it” (as cited in Neill, 2004), Lewin
applied his
logic by working in organizations to facilitate change. His
practice and
research led to some of the most important discoveries about
group
dynamics and factors that help organizations make effective
change.
Lewin founded the Research Center for Group Dynamics at the
Massachusetts Institute of Technology (MIT) in 1944. His key
contributions include understanding group facilitation,
inventing action
31. research, and demonstrating that social interactions could be
studied
with controlled experiments. Lewin developed many of the
classic OD
interventions still in use today. These are discussed further in
this
chapter and throughout this book.
Can you recall a time when you discussed a process with a
group you
belong to? Or a situation in which it would have been helpful to
re�lect on
issues such as “What were your assumptions when you
disagreed with
the decision?” “What did you really want to say?” “What just
happened
here?” or “How did our behaviors impact the meeting?” When a
group
engages in such conversations, it is known as a training group,
or T-
group. This is a small group in which participants receive input
about
their own behaviors and discuss how they affect the group
dynamics.
Lewin accidentally discovered the process used in T-groups,
known as
laboratory training or sensitivity training. This “accident”
represented
the founding of OD.
The �irst T-group occurred in 1946 when Lewin, then a faculty
member at
MIT and director of the Research Center for Group Dynamics,
conducted
a training program aimed at improving community leadership
32. and interracial relationships for the American Jewish
Congress of New York’s Commission on Community
Interrelations. The T-group evolved when program participants
were invited to observe the daily posttraining debrie�ing
between community leaders and program facilitators.
The observers did not remain in that role for long; instead, they
jumped into the discussion to clarify, build on, or
dispute the observations raised by the trainers and researchers.
Lewin’s “aha moment” during these interactions
was the power of this act of re�lecting on the day’s experience
and questioning the assumptions and behaviors of the
individuals in the training program. These re�lections, in other
words, were more powerful than the training itself,
particularly in enabling participants to transfer their new
insights about group process back to relationships in their
workplace.
You may have unknowingly experienced an informal T-group if
you have ever met with coworkers to debrief a
meeting in which you spoke frankly and tried to make meaning
of your own and others’ actions during the meeting.
Sometimes this is known as “the meeting after the meeting.”
These exchanges are often much more enlightening and
educational than the formal meetings themselves.
WhoInventedThat?TheFlipChart
Ronald Lippitt and Lee Bradford are among those who helped
popularize the use of the �lip chart, a �ixture
in most meeting rooms today. They used the �lip chart to
record group insights and issues raised during the
1946 T-group sessions (French & Bell, 1999).
33. Although T-groups are still used today, their popularity has
waned because it is challenging to transfer insights from
the experience back to the workplace. Moreover, T-groups tend
to focus on individual behaviors and therefore are
not always effective at moving the group or organization to the
next level. Eventually, these limitations led to the
emergence of team building, representing OD’s �irst shift from
the individual to the group unit of analysis.
SociotechnicalSystems(1940s)
During the post–World War II era of rapid industrialization in
which T-groups emerged in the United States, changes
were also afoot in the United Kingdom, where Eric Trist and
Ken Bamforth of the Tavistock Institute
(http://www.tavinstitute.org/) encountered problems in their
consultancy with a coal mining company. The mining
teams were cohesive work groups that were responsible for
managing their work and received pay based on group
effort. However, they experienced problems when management
improved their equipment and technology in ways
that fractured their previously cohesive working arrangements.
Trist and Bamforth (1951) worked with the company to
reestablish the social elements that worked so well before
the technology changed. This was the �irst time that a
relationship between social and technical systems was
recognized. Both aspects had to be considered when
implementing change because they affected each other. In
short, organizations were now understood as
sociotechnicalsystems in which social and technical systems are
interrelated and interdependent.
Consider your own experience in school or at work. What are
the social and technical systems? How do they impact
each other? How has one affected the other?
34. ActionResearchandSurveyFeedback(1940s–1950s)
Lewin is known for saying, “There is nothing so practical as a
good theory” (as cited in Smith, 2001). He believed
that organizations should only enact interventions that are based
on sound data. Just as it is good practice for a
doctor to run tests to diagnose illness before prescribing
treatment, so too should organizations make data-based
diagnoses before prescribing treatments for organization
challenges. Kurt Lewin, John Collier, and William Whyte
believed that research and action had to be connected to help
organizations make and manage change. Based on this
belief, they developed a process of diagnosing organizational
ills in the 1940s known as action research.
ActionResearch
Actionresearch is a recurring, collaborative effort between
organization members and OD consultants to use data
to resolve problems. It is essentially a cycle of action and
research, followed by more action and research. For
example, Yvette might use a new meeting format with her team
(action) and decide to interview team members
about its effectiveness (research). What she learns is then
shared with the team, the meeting format gets modi�ied
(action), and so on. The action research process helps the
organization collect, analyze, and apply data to make
informed decisions and not waste time and money on
inappropriate interventions.
The steps of action research include
1. collecting data about organizational problems or functioning,
2. analyzing data to understand the issue,
3. devising and implementing interventions to solve the issue or
35. problem,
4. collecting additional data to evaluate the results, and
5. repeating the cycle (back to step 1).
For example, suppose an organization is experiencing high
turnover. Rather than just guessing about the cause and
trying a program to address it, such as providing training, the
action research process would investigate the
http://www.tavinstitute.org/
turnover issue �irst by collectingdata. Data might be collected
by conducting exit interviews with former employees,
surveying current employees about their intentions to leave,
conducting a climate survey, or talking with managers.
The second step, analyzingdata, involves interpreting the
�indings of the data collected in the previous step. The
action research process is iterative; that is, the cycle of data
collection and action are often repeated, and they inform
future action. So in the case of turnover, exit interviews with
former employees might reveal that the issue is related
to pay, which the organization may want to investigate further
by collecting industry data.
Once enough data are collected and analyzed, the organization
is ready to move on to the third step, devisingan
intervention. The best solution in this case might be to adjust
the pay scale.
Finally, the organization is ready for step 4, evaluatingresults.
This often involves additional data collection and
analysis, such as monitoring the turnover rate to see if the
intervention worked. If it did not, then the action research
cycle repeats (step 5).
36. We will return to this action research model throughout this
book. Together, the humanistic philosophy and the
action research process distinguish OD from other organization
problem-solving pro-cesses. Action research is a
valuable model to memorize and follow, whether or not you
intend to work in the OD �ield.
TipsandWisdom
A knee-jerk reaction to organization problems is often to
prescribe training. Yet training is one of the
costliest interventions to implement. When training is an
inappropriate intervention, not only have time
and money been wasted designing and delivering it, but the root
cause of the original problem has gone
unaddressed. This outcome can lead to further problems,
frustrated employees, and lower organizational
performance.
SurveyFeedback
Organizations often collect data on employee satisfaction. Have
you ever received a survey asking you to rate
organization variables related to management, innovation, and
satisfaction along a continuum from strongly
disagree to strongly agree? If so, you have completed a
Likertscale (Likert, 1932) for an OD intervention known as
surveyfeedback.
Survey feedback is usually shared in meetings by providing a
consolidated analysis of the results to work groups and
their supervisors. During the feedback meetings, the data are
discussed and next steps determined. Survey feedback
is widely used in all types of organizations today and can be
especially useful for monitoring change. Likert became
37. a leading proponent of participative management, probably as a
consequence of his immersion in data about
management practices through his work in developing survey
feedback.
WhoInventedThat?TheLikertScale
Rensis Likert (1903–1981), a colleague of Kurt Lewin, is best
known for creating organization attitude
surveys and the commonly used 5-point Likert scale. Likert
developed these scales for organizations to
measure employee satisfaction on a range of issues. They yield
more sensitive results than a simple yes or
no. Today it is easy to create Likert scales with the help of web-
based programs such as SurveyMonkey®.
You can also purchase surveys from various vendors or work
with a consultant to create a customized one
for your organization. Likert was a founder of the University of
Michigan Institute for Social Research. You
can learn about its history and his involvement at the institute’s
website:
http://home.isr.umich.edu/about/history/timeline(http://home.isr
.umich.edu/about/history/timeline).
ParticipativeManagement(1960s)
Take a moment to recall managers you have known or worked
with. They might have been teachers, pastors, bosses,
coaches, board presidents, and so forth. Whom did you really
like and respect? Why? Whom did you despise? Why?
Chances are that you admired the managers who earned your
respect and trust through behaviors such as listening,
seeking your input, respecting you as a person, valuing your
38. contributions, and admitting their own mistakes. These
behaviors are typical of participative managers or participative
management. The rise of participative
management emerged as OD consultants sought to apply OD’s
humane and democratic principles to management.
Likert (1977) developed a categorization of management types
and styles that helped popularize participative
management. These include:
Exploitative–authoritative: characterized by decision making
from the top with little teamwork or
communication (other than threats).
Benevolent–authoritative: characterized by a master–servant
relationship between management and
employees, in which rewards are used to motivate, with minimal
teamwork and communication.
Consultative: characterized by a relationship of trust among
management and subordinates, in which both
rewards and involvement are used to motivate and there is a
higher level of shared responsibility for
meeting goals with moderate amounts of teamwork and
communication.
Participative: characterized by managerial trust and con�idence
in employees such that goals are collectively
determined and rewarded, the responsibility for meeting
organization objectives is shared, work is
collaborative, and communication is open.
Which management de�inition typi�ies the organization(s) you
belong to? Now that you have guessed, take this
management-style quiz to �ind out.
Assessment:Management-StyleQuiz
Participative management differs from traditional authoritative
management styles that seek minimal
39. input from workers in running the organization and are built on
top-down management, decision making,
and communication with little lateral interaction or teamwork.
Participative managers, in contrast, engage
all levels of employees in decision making, problem solving,
and strategic planning. Participative
management techniques have been found to increase
productivity, quality, and satisfaction. OD consultants
are trained to help managers become more participative in their
managerial practice through activities
such as management development and executive coaching.
Use this Leadership Style Survey to assess your management
style:
http://www.nwlink.com/~donclark/leader/survstyl.html
(http://www.nwlink.com/~donclark/leader/survstyl.html). How
would you classify it? Are you happy with it,
or do you have some work to do?
http://home.isr.umich.edu/about/history/timeline
http://www.nwlink.com/~donclark/leader/survstyl.html
QualityofWorkLife(QWL)(1950s–1970s)
The quality-of-work-life (QWL) movement emerged in the
1950s and 1960s. It focused on enhancing
organizations’ sociotechnical systems by incorporating union–
management cooperation, emplo-yee involvement,
and self-directed work teams. QWL was grounded in the idea
that organizations should promote individual well-
being, team functioning, and overall organization health. The
in�lation and escalating energy costs characteristic of
the 1970s shifted QWL’s focus to global competitiveness,
productivity, and employee satisfaction and became known
as totalqualitymanagement(TQM). W. Edwards Deming is
40. credited with being one of TQM’s founders, although
his ideas did not develop traction in the United States until the
1980s. He was embraced in Japan much earlier.
Typical QWL–TQM activities include quality circles (groups of
employees that meet and identify process-
improvement projects), employee involvement, employee
empowerment, process improvement, team decision
making, and self-directed work teams.
TipsandWisdom
The TQM movement is alive and well today. Certi�ication in
TQM is offered by organizations such as the
American Society for Quality (http://asq.org/learn-about-
quality/total-quality-
management/overview/overview.html(http://asq.org/learn-about-
quality/total-quality-
management/overview/overview.html)) and iSix Sigma
(http://www.isixsigma.com/methodology/total-
quality-management-tqm/eight-elements-
tqm(http://www.isixsigma.com/methodology/total-quality-
management-tqm/eight-elements-tqm)). Many organizations also
apply for the Malcolm Baldrige Award,
which recognizes outstanding quality performance
(http://www.nist.gov/baldrige
(http://www.nist.gov/baldrige)). The International Organization
for Standardization provides international
standards for quality management (ISO 9000)
(http://www.iso.org/iso/home
/standards/management-standards/iso_9000.htm
(http://www.iso.org/iso/home/standards/management-
standards/iso_9000.htm)), with which many
organizations also seek to comply.
WhoInventedThat?Kaizen
41. Kaizen (Imai, 1986) means “improvement” or “change for the
best” in Japanese. The Kaizen principle
captures the notion of continuous improvement that became a
dominant in�luence in post–World War II
Japan and a key idea in the TQM movement. The Kaizen
principle applies to work processes, individuals,
groups, and all levels of the organization. Deming originated
the quality improvement principles that
helped Japan develop into a manufacturing powerhouse in the
United States, although they did not receive
traction in the United States until it became a competitive
necessity to improve quality in manufacturing.
OrganizationCulture(1980s)
http://asq.org/learn-about-quality/total-quality-
management/overview/overview.html
http://www.isixsigma.com/methodology/total-quality-
management-tqm/eight-elements-tqm
http://www.nist.gov/baldrige
http://www.iso.org/iso/home/standards/management-
standards/iso_9000.htm
As OD practice shifted from individuals to groups, the natural
progression was to expand that focus to the
organization itself and how it could be more effective and
ef�icient. With this shift, OD looked to the unique rules,
values, and rituals that governed the beliefs and behaviors of
organization members; that is, to the study of
organizationculture. Jacques (1951) de�ines organization
culture as
the customary or traditional ways of thinking and doing things,
which are shared to a greater or lesser extent by
all members of the organization and which new members must
42. learn and at least partially accept in order to be
accepted into the service of the �irm. (p. 251)
Schein (1991), a prominent culture scholar, de�ined culture as
a pattern of basic assumptions that are invented,
discovered, or developed by a given group as it learns to cope
with its problems of adaptation to the external
environment. He suggested that when we understand culture, we
can understand how it impacts its members’
thoughts, feelings, and actions. Think of a culture you belong to
and identify some of its beliefs, activities, and
customs.
Although the issue of culture was addressed in the study of
organizations as early as the 1950s, organizational
values and culture were rarely studied systematically until the
early 1980s (Peters & Waterman, 1982). The notion
driving this shift was that organization culture needed to align
with strategy. Consider high tech as an example.
Today the culture of these companies values creativity,
innovation, and speed. Companies such as Google or Apple
demand innovation on what is often referred to as “Internet
time”—intense hours and quick turnarounds on
projects. In return for the high expectations and long hours, the
work environments are casual and cater to every
need employees might have, including grooming, eating, health
care, child care, and even pet care. This type of
culture supports these companies’ strategy of being �irst with
the most innovative products and services. In
contrast, companies focused on �inance or manufacturing have
a very different organization culture.
Every organization has a culture governed by spoken or
unspoken rules. For example, some organizations are highly
hierarchical, and it would be culturally taboo to skip rank to
raise issues with upper management. Although this
43. cultural rule may not be written anywhere, violating it would
result in quick correction by the culture’s members.
Culture also has artifacts that express its values and rules. The
Apple corporation’s icon represents its mantra of
“think different” and has become an iconic representation of a
culture of innovation and design. Major university
sports teams have logos and mascots that carry meaning. For
example, the mascot of the University of Georgia is the
English bulldog. This symbol holds many meanings, and people
often refer to the university as “the Bulldawg
Nation” and have a ritual of barking during kickoff at football
games.
PlannedandStrategicChange(1980s–1990s)
When you set a goal for yourself and intend to be successful,
you typically have a plan. Consider your pursuit of a
college degree. You have probably plotted your course work,
determined your time line, and sought out people and
other supports to help you succeed. Without some sort of
strategy, your chances of success are slimmer. Similarly,
organizations make plans to help achieve their goals. In OD
these steps are known as planned and strategic change.
The movement toward planned and strategic change emerged as
OD consultants recognized the importance of
linking organization change initiatives to the broader strategy
and goals of the organization.
Earlier in the chapter, OD was described as planned change. OD
interventions such as updating software, shuf�ling
managers, or introducing new procedures typically �low from
decisions to make changes that are associated with a
higher performing organization. In contrast, strategicchange
involves aligning the organization’s strategy with its
mission while accounting for technical, cultural, environmental,
social, and political systems (Beckhard & Harris,
44. 1977). For example, the organization might reach out to its
local community regarding recycling or pollution
reduction (environmental and political strategy), adopt a new
social networking marketing campaign (technical
strategy), or make deliberate efforts to shift the organization
culture through leadership development, management
reorganization, or mergers and acquisitions (cultural strategy).
Strategic change usually follows some type of
upheaval that may be unplanned, such as a change in
government regulations, competition, new technology, or a
new leader. Such strategic disruptions have occurred on a
national scale in the United States—for example, with
health care legislation, the rapid and broad adoption of
smartphones, and the election of President Barack Obama.
OrganizationLearningandtheLearningOrganization(1990s)
OD’s concentration on culture and strategic change fueled the
interest in learning as a key lever in creating high-
performing organizations in the 1990s. The shift to learning
also parallels the rise of the knowledgesociety, the
cultural and social shift away from industrialization to an
economy based on service and intellectual work.
How an organization acquires and uses knowledge is known as
organization learning. It involves ongoing,
collaborative learning among the employees. Song, Joo, and
Chermack (2009) describe organization learning “as the
collaborative learning process of individuals . . . [the] learning
processes that transform local or individual
knowledge into collective knowledge” (p. 47). A key bene�it of
organization learning is that it can help organizations
be more competitive when they enhance their capacity to create,
45. share, and preserve knowledge.
When organizations attempt to use learning as a strategic
advantage and create infrastructure and interventions to
do so, they are striving to become a learningorganization. This
concept was popularized by Peter Senge’s 1990
book The Fifth Discipline: The Art and Practice of the Learning
Organization. Senge (1990) de�ined learning
organizations as “organizations where people continually
expand their capacity to create the results they truly
desire, where new and expansive patterns of thinking are
nurtured, where collective aspiration is set free and where
people are continually learning how to learn together” (p. 56).
Watkins and Marsick (1993) suggested “a learning
organization is one that learns continuously and can transform
itself ” (p. 8). They developed the Dimensions of the
Learning Organization Questionnaire (DLOQ), which measures
learning organization capacity in seven areas:
1. Continuous learning: Opportunities for ongoing education
and growth are available, and learning is built
into the work itself to promote on-the-job learning.
2. Inquiry and dialogue: The organization culture is built around
developing the capacity to listen and inquire
into the assumptions and perspectives of others. Questioning
and feedback are welcome behaviors.
3. Team learning: Teams are expected to learn and create new
knowledge together.
4. Embedded system: Systems to capture and share learning
exist and are integrated with work and available
for employees to access.
5. Empowerment: Organization members are involved in
creating and implementing a shared vision and share
46. responsibility for attaining it.
6. System connection: The organization is connected to its
broader communities.
7. Strategic leadership: The leaders are committed to using
learning as a business strategy and support
learning efforts.
You can take the assessment below to evaluate your
organization’s readiness to become a learning organization.
Assessment:DimensionsoftheLearningOrganizationQuestionnair
e
Take the DLOQ to see if your organization is a learning
organization at this site:
http://www.partnersforlearning.com/instructions.html
(http://www.partnersforlearning.com/instructions.html).
A simple way to think about the difference between
organization learning and a learning organization is
that organization learning describes how an organization learns.
A learning organization is what an
organization does to strategically leverage organization learning
to improve performance and outcomes.
http://www.partnersforlearning.com/instructions.html
ContemporaryTrends(2000s)
“Organization effectiveness” and “employee engagement” are
the newest buzzwords on the OD scene. Both terms
have gained prominence only in the last decade.
47. Anderson (2012) explains that the idea of
organizationeffectiveness is not notably different from
organization
development and that it was part of Beckhard’s (1969) classic
de�inition. However, the shift may be away from
development, which some viewed as a “soft” term, and more
toward more practical efforts to quantify OD activities
and outcomes. Nevertheless, former PepsiCo chair Roger Enrico
is noted for saying, “The soft stuff is always harder
than the hard stuff ” (as cited in LeadershipNow, n.d.), meaning
that working on “soft” human relations issues such
as communication, leadership, team cohesion, con�lict
resolution, and the like are much more challenging than
repairing “hard” problems related to machinery, correcting
defects, and analyzing organizations’ �inancial waste.
To learn about the essentials of an effective organization and
how they relate to productivity, Haid, Schroeder-
Saulnier, Sims, and Wang (2010) conducted a global study of
nearly 29,000 employees from 10 major industry
sectors in 15 countries in the Americas, Europe, and
AsiaPaci�ic. Review the report “Organization Effectiveness:
Discovering How to Make it Happen” at
http://www.right.com/thought-
leadership/research/organizational-
effectiveness -discovering-how-to-make-it-happen.pdf
(http://www.right.com/thought-
leadership/research/organizational-effectiveness-discovering-
how-to-make-it-happen.pdf).
Interventions that promote employee involvement and
satisfaction are collectively known as employee
engagement. This trend may harken back to the employee
involvement and empowerment initiatives that were
characteristic of QWL/TQM programs in the 1980s. Anderson
(2012) noted that this return to individual concerns
48. may be a measure to counteract the emergence of organization
effectiveness. Noting that organization effectiveness
and employee engagement may be too young to gauge as true
OD trends, Anderson (2012) observed that they are
receiving attention in practice, if not research.
The interventions pro�iled in this section have traced OD from
its beginnings in the 1940s with T-groups focusing on
individual behavior and accountability, to strategic
interventions focusing on the organizational system’s
effectiveness and health. OD is both change oriented and
learning oriented, and each of these innovations has
advanced organization practices and policies.
Now that you have a better sense of what OD involves, you may
be wondering who implements it. The next section
explores the values, competencies, and ethics of the OD
consultant.
TakeAway1.2:HistoryofOD
Historically, OD evolved from T-groups that focused on
individual interventions to more systemic
and strategic interventions that target overall organization
health and functioning.
OD has helped us understand organizations as sociotechnical
entities in which the social and
technical systems affect and are affected by each other.
OD has been instrumental in making the workplace more
humane with its advocacy of
participative management, quality of work life, and total quality
management.
OD contributed some key tools to organizations during the 20th
century, including the �lip chart,
Likert scale, action research model, and survey feedback.
Contemporary OD seeks to be more strategic and to foster
49. learning, organization effectiveness,
and employee engagement.
http://www.right.com/thought-
leadership/research/organizational-effectiveness-discovering-
how-to-make-it-happen.pdf
GreatStock/Corbis
ODpractitionerscollaboratewithclientsto
planandimplementchange.Theycanbe
eitherinternalorexternaltothe
organization.
1.3BecominganODConsultant
If you are excited about what you are reading or perhaps are
already involved in change efforts at work, you might
be interested in pursuing a career in OD. Even if this is not the
�ield for you, awareness of OD can help you
participate more effectively in an organizational intervention or
prompt you to decide to talk to an OD consultant to
facilitate organization change. This section describes OD
consultants and identi�ies the values, ethics, and
competencies needed for effective practice as well as
professional communities.
TipsandWisdom
Advanced graduate training is recommended for those interested
in pursuing a career as an OD consultant.
There are several outstanding graduate programs in OD and
human resource development that can
provide this specialized training. The Academy of Resource
Development maintains a comprehensive
listing of graduate programs in this area. See http://www.hrd-
50. directory.org(http://www.hrd-
directory.org).
WhoIstheODConsultant?
There are at least three types of OD consultants (Cummings &
Worley, 2009):
The �irst type includes internal or external consultants.
Internal consultants are employed by the organization as
permanent employees. External consultants are not
members of the organization and are hired on a temporary
basis. OD consultants typically have advanced training in
the �ield, ascribe to humanistic values, and have expertise
in group dynamics, facilitation, decision making, coaching,
leadership, and other social process areas.
The second type are often management consultants
working in content-oriented �ields related to OD, such as
total quality, organization design, reward systems,
information technology, or business strategy (Cummings &
Worley). They work in conjunction with OD consultants to
implement interventions.
The third type includes managers who apply OD to their
own functional areas. Although they may not be formally
trained in OD, their organizations provide training, and
they gain experience from interventions they are
responsible for managing. This manager-as-OD-
practitioner is on the rise as organizations attempt to
rapidly implement change. Managers often build this
expertise by working with OD consultants in ongoing
change programs in their organizations.
http://www.hrd-directory.org/
Cummings and Worley (2009) note that the distinctions between
51. these three types of OD consultants are blurring.
See the Tips and Wisdom in this section for advice on pursuing
an OD career.
ODValuesandEthics
Humanism has already been introduced as an underlying
philosophy of OD. People who embrace humanism seek to
trust and respect others and help them develop and grow. They
also value democracy, equity, and fair treatment. In
OD this translates into creating healthy, equitable, af�irming
organizations for all members.
Anderson (2012) translated OD’s history of humanism into
modern-day values that include
1. participation, involvement, and empowerment;
2. groups and teams;
3. growth, development, and learning;
4. valuing the whole person;
5. dialogue and collaboration; and
6. authenticity, openness, and trust.
Each will be discussed in the following sections.
Participation,Involvement,andEmpowerment
OD is not about consultants prescribing change in isolation.
Rather, it is a collaborative, democratic partnership in
which organization members have input throughout the process
and co-own the change. This value re�lects an
understanding that changes only endure when system members
have involvement and say in the changes chosen
(Schein, 1990). That is why interventions that promote
organization members’ participation, involvement, and
empowerment are so highly valued in OD. Examples of these
52. types of interventions include participative
management, T-groups, survey feedback, quality of work life,
and learning organizations.
GroupsandTeams
An organization relies on groups and teams to do its work.
Groups and teams are often the focus of OD
interventions. Beckhard (1969) emphasized that “the basic
building blocks of an organization are groups (teams)”
(p. 26). A key competency for OD practitioners is to understand
group dynamics and strategies for facilitating group
process. High-performing groups and teams are built on
productive relationships among members, high levels of
communication, clearly de�ined roles, speci�ic goals, the
ability to resolve con�lict, and recognition for goal
attainment. When groups and teams are high performing, they
create great results for the organization.
Growth,Development,andLearning
“Perhaps the value that differentiates organization development
from most other management and consulting work
is its emphasis on growth, development, and learning”
(Anderson, 2012, p. 42). This value is also in sync with the
reality that adults are continually learning, developing, and
changing throughout their lives (Merriam & Bierema,
2014). A signi�icant amount of adult learning happens in the
workplace, whether it is formal education in a �ield
such as accounting, formal training on how to use computer
software, informal learning where workers observe or
ask coworkers how something is done, or incidental learning
that is a byproduct of something else (for instance, one
might observe interpersonal dynamics between colleagues
during a meeting and conclude they do not like each
other). Valuing growth, development, and learning also �its
53. with OD’s humanistic philosophy that through learning
and development we can turn around nonperforming individuals
and teams; learn what is preventing optimal
performance; and create organizations that promote, rather than
impede, learning.
ValuingtheWholePerson
Consider yourself. You probably have a job title, but this is not
the totality of who you are. In addition to that, you
have roles, hobbies, interests, and relationships outside work.
Sometimes in organization life we typecast people
based on their positions and fail to consider their input or
interest in issues beyond the scope of their job. For
example, a secretary might be heavily involved in community
service, serving on nonpro�it boards, holding key
leadership roles, facilitating meetings, and leading strategic
planning. These experiences could provide valuable
insights to her organization, yet when it comes to setting
organization strategy, no one thinks to engage her because
she is a secretary. Valuing the whole person means seeing
organization members as people, not positions. It involves
treating people with respect and inviting their participation. It
also incorporates creating an environment that
values diversity and inclusion—one where people feel welcome
and valued regardless of age, race, gender, class,
national origin, sexual orientation, ethnicity, religion, physical
ability, and so forth.
DialogueandCollaboration
“A key value in organization development is the creation of
healthy environments that promote collaboration rather
than competition, with the assumption that a win–win solution
54. is both possible and more desirable than con�lict”
(Anderson, 2012, p. 44). How individuals and groups
communicate with each other has a signi�icant impact on
whether collaboration is possible. Our cultural communication
pattern in the United States is debate centered. That
is, people often take a win–lose stance in conversations. The
exchange is not about creating meaning or
understanding, but rather about swaying the other person to
your way of thinking. This type of advocacy-based
conversation is known as discussion (Ellinor & Gerard, 1998;
Senge, 1990). Discussion is not necessarily bad, since
advocating ideas is necessary for us to make decisions. Where it
breaks down is when an advocacy stance is the only
mode of discourse used. All you need to do is turn on talk radio
or television to see daily—if not hourly—examples
of this highly confrontational, negative, nonproductive form of
discourse at its extreme. Sadly, it has become the
default way of communicating in many social settings,
including organizations.
An alternative form of discourse is one in which you do not
seek to prove your views as right or superior, but rather
to understand differing, perhaps contradictory viewpoints. This
is known as dialogue, or inquiry-based
communication. To effectively dialogue, you must suspend
judgment of various viewpoints, identify your
assumptions, truly listen to others, and practice inquiry and
re�lection (Ellinor & Gerard, 1998). When we dialogue,
rather than trying to determine who has the right answer, we
usually generate new meanings and ways of thinking
no one had thought of previously. OD practitioners must
become experts at dialogue because it effectively invites the
client into the conversation. Rarely should an OD practitioner
give clients the answer or tell them what to do.
Instead, the consultant might say: “What is not working?”
“What is one thing we could do today to begin addressing
55. the problem?” “What I hear you saying is . . .” “Would you say
more about that?”
Learning how to dialogue is important for implementing
effective philosophy and practicing OD because it helps
build collaborative relationships and bridge understanding. It
also builds knowledge and tolerance since it is based
on inquiry rather than advocacy and explores new ideas.
Discussion is useful when the group is ready to make a
decision—ideally after the group or organization has done its
best thinking and meaning making—through
dialogue. The key is to �ind ways to better balance the use of
discussion and dialogue.
Authenticity,Openness,andTrust
Authentic behavior with a client means you put into words what
you are experiencing with the client as you
work. Thisisthemostpowerfulthingyoucandotohavetheleverage
you are looking for and to build client
commitment.(Block, 1999, p. 37)
Authenticity as an OD practitioner involves candidly sharing
observations or asking questions of clients without
alienating them. Being authentic means sharing honest feedback
with the client in a way that saves face. Valuing
authenticity, openness, and trust enables OD practitioners to
identify the “elephant in the room” in a tactful and
respectful manner.
A consultant once worked with a very command-and-control
president whom most employees feared. She found
herself greatly affected by his mood. In one of their meetings,
56. he shared that he was perplexed about how to better
motivate his workforce. She looked at him and said, “You
know, I think you should just try smiling for a change and
see what kind of results you get.” The president was furious at
the “frivolous” suggestion and threw her out of his
of�ice. Nonetheless, after about 3 weeks, he called the
consultant back and admitted, “You were right.” He could not
believe the effect a visible change in his demeanor had on his
employees. The consultant in this story risked being
authentic with the client and in the end was able to have a
profound in�luence on him when he realized his effect on
the organization. When OD practitioners are successful with
authenticity, clients become more open and trust the
relationship. See the Tips and Wisdom in this section to see
how other OD consultants use smiling as an
intervention.
TipsandWisdom
5 Reasons to Smile More as a Leader
1. It helps others relax.
2. It draws people to you.
3. It enables you to connect.
4. It creates positive culture.
5. It elevates your mood.
For more on these reasons, visit http://us2.campaign-
archive1.com/?
u=52d5c7778a3adfda535c3b349&id=da7bef9cf2&e=6302681a5f
(http://us2.campaign-archive1.com/?
u=52d5c7778a3adfda535c3b349&id=da7bef9cf2&e=6302681a5f
).
ODCodeofEthics
57. OD practitioners abide by the International Society for
Organization Development and Change’s code of ethics. They
are available at: http://www.isodc.org/resources/Pictures
/CodeofEthics.pdf
(http://www.isodc.org/resources/Pictures/CodeofEthics.pdf).
OD’s humanistic orientation is evident throughout this code, in
its emphasis on quality of life, health, justice, dignity,
win–win outcomes, holistic perspectives, and participative
decision making. What aspects of the OD code of ethics
resonate with you? How well are you living up to this code?
How well is your organization living up to this code?
CompetenciesofODPractitioners
“A consultant is one who provides help, counsel, advice, and
support, which implies that such a person is wiser than
most people” (Burke, 1992, p. 173). According to Cummings
and Worley (2009), OD consultants need the following
foundational competencies to be effective at OD. Foundational
competencies represent the theoretical knowledge
that is helpful when doing OD work. This theoretical knowledge
includes an understanding of the following:
organizational behavior,
individual psychology,
http://us2.campaign-
archive1.com/?u=52d5c7778a3adfda535c3b349&id=da7bef9cf2
&e=6302681a5f
http://www.isodc.org/resources/Pictures/CodeofEthics.pdf
group dynamics,
management and organization theory,
research methods and statistics,
58. comparative cultural perspectives, and
functional knowledge of business.
Beyond this theoretical knowledge is a host of competencies
related to facilitating an OD process and engaging with
your client interpersonally. The Organization Development
Network has provided a comprehensive list of OD
competencies on its website
(http://www.odnetwork.org/?page=ODCompetencies(http://www
.odnetwork.org/?
page=ODCompetencies) ). You can download a PDF of the list
here:
http://c.ymcdn.com/sites/www.odnetwork.org/resource/resmgr/d
ocs/od_competencies.pdf
(http://c.ymcdn.com/sites/www.odnetwork.org/resource/resmgr/
docs/od_competencies.pdf).
The list includes 16 areas with 141 competencies that make OD
practitioners effective. The 16 areas include the
following:
1. Marketing services as an OD practitioner or consultant.
2. Enrolling the client by building trust.
3. Contracting with the client to establish the boundaries of the
consulting relationship.
4. Conducting a mini-assessment to clarify issues, pinpoint
biases, and identify power relations.
5. Diagnosing the root problem using a process of data
collection and analysis.
6. Sharing feedback of the data analysis with the client.
7. Planning the appropriate intervention based on data analysis
and feedback.
8. Facilitating participation of key stakeholders in the decision
making and implementation of the intervention.
9. Implementing the intervention to address the root problem.
59. 10. Conducting evaluation to assess whether the intervention
effectively solved the problem.
11. Followingup with the organization to monitor and adjust the
changes made as a result of the intervention.
12. Monitoring the client’s adoption of the changes.
13. Facilitating the separation of the consultant from the
organization (promoting client independence).
14. Developing and enhancing self-awareness to ensure you are
functioning at a high level of mental, physical,
spiritual, and intellectual health.
15. Honing your interpersonalskills in a way that makes you a
role model to the client due to building trust with,
listening to, and respecting others.
16. Managing other areas of OD competency that build cultural
sensitivity, technical competence, and ongoing
learning to stay current and relevant as an OD practitioner.
You may be thinking that this is a formidable list! The array of
technical, diagnostic, and interpersonal skills is
somewhat daunting and requires those who practice OD to
engage in continuous learning, growth, and
development. This ongoing self-improvement helps us develop
into leaders and role models our clients want to
listen to and emulate. These core competencies will be examine
in more detail later in this book.
Burke (1992) states that having foundational and core
competency is necessary but not suf�icient to do OD. He adds
important interpersonal competencies for effective practice.
These include:
Tolerating ambiguity. There are no recipes for OD because
every organization and problem is unique and
60. requires a customized solution.
In�luencing the client. Consultants rarely have formal
organizational power to implement interventions,
making persuasive skills imperative. Block (1999) eloquently
summed up the life of a consultant as having
in�luence without power.
Being direct. As discussed in the authenticity section, this
requires confronting dif�icult issues that no one
wants to raise.
Providing support. Clients need support as they encounter
challenges related to change, such as con�lict,
resistance, or stress.
http://www.odnetwork.org/?page=ODCompetencies
http://c.ymcdn.com/sites/www.odnetwork.org/resource/resmgr/d
ocs/od_competencies.pdf
Controlling your own emotions. Your presence, behaviors, and
comments signi�icantly impact the client and
organization. Remember to behave calmly and respectfully.
Recognizing and using teachable moments. OD is a learning
process for the client, so it is important to
recognize and use teachable moments as they arise.
Maintaining a sense of humor. Consulting work can be
challenging and stressful, so humor is a good tension
breaker.
Executive presence. This means exuding self-con�idence,
interpersonal savvy, and a sense of mission about
your work.
ProfessionalCommunities
Now that we have reviewed the types of OD practitioners and
their values, ethics, and competencies, let us examine
the professional community of OD. Organizations where OD
61. professionals can network with each other include:
International Society for Organization Development and Change
http://www.isodc.org(http://www.isodc.org)
Organization Development Network
http://www.odnetwork.org(http://www.odnetwork.org)
These organizations have conferences, training, journals and
newsletters, and other resources to support OD
practitioners.
Journals dedicated to advancing both research and practice of
OD include:
HumanResourceDevelopmentInternational
http://www.tandfonline.com/toc/rhrd20/current#.UemsUGkS75h
(http://www.tandfonline.com/toc/rhrd20/current#.UemsUGkS75
h)
HumanResourceDevelopmentQuarterly
http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1532–
1096
(http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1532-
1096)
Leadership&OrganizationDevelopmentJournal
http://www.emeraldinsight.com/products/journals/journals.htm?
id=lodj
(http://www.emeraldinsight.com/products/journals/journals.htm
?id=lodj)
62. OrganizationalDynamics
http://www.journals.elsevier.com/organizational-
dynamics(http://www.journals.elsevier.com/organizational-
dynamics)
Being an OD practitioner demands the best of you—to be a role
model of change, behave humanistically, collaborate,
and be versed in OD’s content and process. We will go into
more depth about this dynamic and exciting �ield in the
next chapters.
TakeAway1.3:BecominganODConsultant
http://www.isodc.org/
http://www.odnetwork.org/
http://www.tandfonline.com/toc/rhrd20/current#.UemsUGkS75h
http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1532-
1096
http://www.emeraldinsight.com/products/journals/journals.htm?
id=lodj
http://www.journals.elsevier.com/organizational-dynamics
OD can be practiced on multiple levels, including participating
in a process in the course of your
work life, managing a function in which OD is applied,
assisting an OD process with specialized
knowledge, or working as an OD consultant.
OD’s values and ethics are grounded in its humanistic
philosophy and include participative
management, teamwork, continuous learning, collaboration, and
a spirit of authenticity and
openness.
Being an OD practitioner or consultant involves developing
63. book knowledge of OD foundations and
theory, as well as process knowledge that will help the
practitioner be a high-functioning role
model for leadership and organization innovation.
SummaryandResources
ChapterSummary
People constantly experience both planned and unplanned
change in the course of their personal and work
lives.
OD is a planned change effort that is supported by management
and applied system-wide to increase
organization effectiveness and health. It uses interventions
targeted at organization challenges or problems.
OD is practiced by individuals known as OD consultants. They
help the organization cope with and respond
to change and work with the key organizational stakeholder or
client to resolve problems.
OD is grounded in the philosophy of humanism that assumes
human goodness and seeks to do no harm to
the individuals or their organizations when making changes.
Key characteristics of OD include: it is systems-based, top
management is committed, the intervention is tied
to the organization’s mission, there is a long-term commitment
to implementing the intervention, there is a
bias for action, it focuses on changing attitudes or behavior, it
tends to incorporate experiential learning, and
it is largely a group process.
Historically, OD evolved from T-groups that focused on
individual interventions to more systemic and
strategic interventions that target overall organization health
and functioning.
OD regarded organizations as sociotechnical entities in which
64. the social and technical systems affect and are
affected by each other.
OD has been instrumental in making the workplace more
humane with its advocacy of participative
management, quality of work life, and total quality
management.
OD contributed some key tools to organizations during the 20th
century, including the �lip chart, Likert
scale, action research, and survey feedback.
Contemporary OD seeks to be more strategic and foster
learning, organization effectiveness, and employee
engagement.
OD can be practiced on multiple levels, from participating in a
process in the course of your work life,
managing a function where OD is applied, assisting an OD
process with specialized knowledge, or working
as an OD consultant.
OD’s values and ethics are grounded in its humanistic
philosophy and include participative management,
teamwork, continuous learning, collaboration, and a spirit of
authenticity and openness.
Being an OD practitioner or consultant involves developing
book knowledge of OD foundations and theory,
as well as process knowledge that will help the practitioner be a
high-functioning role model for leadership
and organization innovation.
ThinkAboutIt!Re�lectiveExercisestoEnhanceYourLearning
1. Describe your own work setting. How humanistic is it?
2. Lewin was famous for saying, “If you want truly to
understand something, try to change it” (as cited in Neill,
2004). What does this statement mean to you? How does it
relate to a change you have attempted to make?
3. What situations in your current work experience would be
enhanced by an OD process, or what has been
65. your experience with OD?
4. Where have you observed a humanistic philosophy in action?
How would you rate your organization in
terms of humanism?
5. What OD interventions pro�iled in this chapter have you
experienced?
6. How will knowledge of OD help you in your current or future
career?
ApplyYourLearning:ActivitiesandExperiencestoBringODtoLife
1. Identify your educational philosophy by taking the
Philosophy of Adult Education Inventory located at
http://ctl810.wikispaces.com/�ile/view/paei.tex.pdf(http://ctl81
0.wikispaces.com/�ile/view/paei.tex.pdf).
What is your dominant orientation? (Note: You might have
more than one dominant philosophy.)
2. Conduct a web search of the historical �igures of OD noted
in this chapter, such as Kurt Lewin, Richard
Beckhard, Rensis Likert, Peter Senge, or Karen Watkins.
a. Identify their key philosophy.
b. Note their key contributions to OD.
3. Return to the Sparklite case study and revisit your answers to
the questions.
a. How are they different now that you have completed the
chapter?
b. If you were an OD consultant hired to help the employees,
what would be your �irst steps? (You may want
to return to your answers after you have �inished reading the
entire book.)
66. c. Think of questions you would like to ask the employees.
4. Visit a website like Monster or Indeed and conduct a search
on OD jobs. This will be valuable information if
you plan to seek a career in OD. Scan the job descriptions and
note:
a. job titles
b. key training, skills, and competencies that regularly pop up
in the postings
c. salaries
d. types of organizations
e. other interests you may have
5. Identify two OD practitioners in two different organizations
and interview them about their role. Ask them
to describe:
a. their training and preparation
b. their career history
c. OD interventions they are proud of and what characterized
them
d. mistakes they have made
e. advice they would give new entrants to the �ield
6. Attend a local OD professional meeting. The Organization
Development Network has local chapters in major
metropolitan areas.
a. What did you learn about the �ield? Its practitioners?
b. Follow up with someone you met at the meeting and conduct
an informational interview.
7. Attend a national meeting of an OD organization.
a. What key trends did you notice?
b. What did you learn from the attendees (insights,
introductions, and so forth)?
8. Write a review of an article from one of the OD journals
67. listed in this chapter.
a. Consider how you might apply the ideas listed in the article.
b. Identify your critiques of the article.
9. Identify and evaluate OD interventions you have experienced
in your organization.
10. Review the list of competencies for OD practice. Which
ones do you have experience with? Which ones do
you want to develop?
AdditionalResources
Media
FiveWaystoBuildaResilientOrganization
http://youtu.be/DMEodKZCNmg(http://youtu.be/DMEodKZCN
mg)
IndustryAtlas:ThePursuitofHappiness
http://youtu.be/N4WMoegOuHY(http://youtu.be/N4WMoegOuH
Y)
WebLinks
http://ctl810.wikispaces.com/file/view/paei.tex.pdf
http://youtu.be/DMEodKZCNmg
http://youtu.be/N4WMoegOuHY
Philosophical Re�lections on Change Inspired by Heraclitus
http://www.thedailyphilosopher.org/daily/000011.php(http://ww
w.thedailyphilosopher.org/daily/000011.php)
68. International Organization Development Association, an
international network of OD professionals, consultants,
practitioners and social scientists.
http://www.iodanet.org/(http://www.iodanet.org/)
Organization Development, consultant Don Clark’s site
containing information and knowledge on performance,
learning, training, and leadership.
http://www.nwlink.com/~donclark/history_management/od.html
(http://www.nwlink.com/~donclark/history_management/od.htm
l)
Action Research and Action Learning, by Australian consultant
Bob Dick.
http://www.aral.com.au(http://www.aral.com.au)
ActionResearchInternational, a refereed online journal of action
research.
http://www.aral.com.au/ari/arihome.html(http://www.aral.com.a
u/ari/arihome.html)
Canadian Journal of Action Research, a freely accessible, full-
text, peer-reviewed electronic journal intended for
elementary, secondary, and university teachers who are
concerned with exploring the unity between educational
research and practice.
http://cjar.nipissingu.ca/index.php/cjar(http://cjar.nipissingu.ca/
index.php/cjar)
Organisation Development: The Ultimate Practitioners Guide
for All Things OD, by consultant Carrie Foster.
69. http://organisationdevelopment.org(http://organisationdevelopm
ent.org)
Learn more about Kurt Lewin, Rensis Likert, and action
research at these links:
http://infed.org/mobi/kurt-lewin-groups-experiential-learning-
and-action-research
(http://infed.org/mobi/kurt-lewin-groups-experiential-learning-
and-action-research)
http://infed.org/mobi/action-
research(http://infed.org/mobi/action-research)
To learn about employee motivation and survey research, see:
http://www.businessballs.com/employeemotivation.htm(http://w
ww.businessballs.com/employeemotivation.htm)
To learn more about organization culture, see the Free
Management Library’s resources on the topic:
http://managementhelp.org/organizations/culture.htm(http://man
agementhelp.org/organizations/culture.htm)
The Tavistock Institute of Human Relations (TIHR), which
applies social science to contemporary issues and
problems. The Institute is engaged with evaluation and action
research, organizational development and change
consultancy, executive coaching and professional development,
with the goal of supporting sustainable change and
ongoing learning.
http://www.tavinstitute.org(http://www.tavinstitute.org)
70. Refer to Infed for a good overview of organization learning:
http://www.thedailyphilosopher.org/daily/000011.php
http://www.iodanet.org/
http://www.nwlink.com/~donclark/history_management/od.html
http://www.aral.com.au/
http://www.aral.com.au/ari/arihome.html
http://cjar.nipissingu.ca/index.php/cjar
http://organisationdevelopment.org/
http://infed.org/mobi/kurt-lewin-groups-experiential-learning-
and-action-research
http://infed.org/mobi/action-research
http://www.businessballs.com/employeemotivation.htm
http://managementhelp.org/organizations/culture.htm
http://www.tavinstitute.org/
http://infed.org/mobi/learning-in-organizations-theory-and-
practice (http://infed.org/mobi/learning-in-
organizations-theory-and-practice)
KeyTerms
actionresearch
authenticity
client
dialogue
discussion
employeeengagement
humanism
72. practice
2 Organization Change
LornaWilson/Taxi/GettyImages
LearningObjectives
After reading this chapter, you should be able to:
Categorize change according to rate of occurrence, how it
comes about, and scale.
Provide examples of personal and organizational interventions
that represent developmental,
transitional, and transformational change; �irst- and second-
order change; and operational and
strategic change.
Discuss the systems approach to change.
Describe three levels of change, including individual, group or
team, and organization or system.
Compare and contrast �ive models of organization change.
ScottAnderson/TheJournalTimes/AP
BlockbusterVideofailedtoanticipate
changeandcouldnotcompetewith
Net�lixandotherdigitalmovie
sources.
Writedownthenamesof�ivehighlysuccessfulcompaniestodaythat
