PROPOSAL Students need a better Education to be ready for College Today education in high school is different from what most students face in college. Every year many students graduate from high school from all around the world, but the question that many students do not ask themselves is “I am prepared to move forward.” Many students struggle when they take classes at colleges. Sometimes they fail, do not do well in college and they feel disappointed and drop out of college. Many students feel that everything is new for them because the way that they had been taught was different or maybe it was a basic style. Students believe that high school should be more like preparation to enter to college; teachers should teach as college professors do, so that the students do not get surprised when they enter into a college institution. High school is the end for some students, but for other, it is only a new beginning. Students face many responsibilities, new ways of learning, and different ways of teaching when they are introduce into a college institution. For some students, it is hard to adapt to this new ways of learning because in high school it was different. Yates Kathy Jo Ed Ph. made a survey to find out if students were prepare for college. ‘The analysis indicated that students who entered college prepared for college-level work, based on earned ACT scores, were much more likely to graduate within 3 years as compared to students who entered college underprepared and required to take developmental courses. Further, the study revealed that the number of developmental courses and the number of developmental academic subject content areas students were required to take was inversely related to the 3-year persistence-to-graduation rate.’ (Graduation rates: A comparison of first-time, full-time freshmen who entered a community college prepared and those who entered underprepared for college-level work) (Yates, 2011) Some examples are, in high school, teachers grade students for the effort and not for doing it the right way, another example is the discipline of doing things in a professional way, not in a basic way. Students got used to being baby-sat in high school. In college, students feel that teachers do not care about them because teachers do not tell them what they did wrong. Students need to know that high school is not the same as college. This is the big surprise that students find when they enter into an institution. Teachers treat students as an adult and that most students do not understand it. For the most part students in high school learn in only one learning style. Students learn the basic subjects in an easy way, not like college level. Crosby, Lynne Sponaugle, Ph.D survey was that, ‘The results of this study can support community college faculty and administrators' efforts to prepare their students as actively engaged and effective citizens. The findings suggest that students may benefit from meaningful civic activities an ...

1. PROPOSAL
Students need a better Education to be ready for College
Today education in high school is different from what most
students face in college. Every year many students graduate
from high school from all around the world, but the question
that many students do not ask themselves is “I am prepared to
move forward.” Many students struggle when they take classes
at colleges. Sometimes they fail, do not do well in college and
they feel disappointed and drop out of college. Many students
feel that everything is new for them because the way that they
had been taught was different or maybe it was a basic style.
Students believe that high school should be more like
preparation to enter to college; teachers should teach as college
professors do, so that the students do not get surprised when
they enter into a college institution.
High school is the end for some students, but for other, it
is only a new beginning. Students face many responsibilities,
new ways of learning, and different ways of teaching when they
are introduce into a college institution. For some students, it is
hard to adapt to this new ways of learning because in high
school it was different. Yates Kathy Jo Ed Ph. made a survey to
find out if students were prepare for college.
‘The analysis indicated that students who entered college
prepared for college-level work, based on earned ACT scores,
were much more likely to graduate within 3 years as compared
to students who entered college underprepared and required to
take developmental courses. Further, the study revealed that the
number of developmental courses and the number of
developmental academic subject content areas students were
required to take was inversely related to the 3-year persistence-
to-graduation rate.’ (Graduation rates: A comparison of first-
time, full-time freshmen who entered a community college
prepared and those who entered underprepared for college-level

2. work) (Yates, 2011)
Some examples are, in high school, teachers grade students for
the effort and not for doing it the right way, another example is
the discipline of doing things in a professional way, not in a
basic way. Students got used to being baby-sat in high school.
In college, students feel that teachers do not care about them
because teachers do not tell them what they did wrong. Students
need to know that high school is not the same as college. This is
the big surprise that students find when they enter into an
institution. Teachers treat students as an adult and that most
students do not understand it.
For the most part students in high school learn in only one
learning style. Students learn the basic subjects in an easy way,
not like college level. Crosby, Lynne Sponaugle, Ph.D survey
was that,
‘The results of this study can support community college faculty
and administrators' efforts to prepare their students as actively
engaged and effective citizens. The findings suggest that
students may benefit from meaningful civic activities and
diverse interactions. It is recommended that college faculty and
student affairs staffs collaborate with high schools and local
and regional organizations to provide students with
opportunities to enhance civic-related capacities on and off
campus.
This result is extremely bad because this shows that high
schools and colleges are not sharing the same education for
students so they can feel a little bit more confident with college.
Students believe that high school and college must teach in the
same standard way, so students do not feel that everything is
new for them. (Crosby, 2011)
Surprising, it is what most students get when they find that
college is very different from high school. Students should have
a class about college experiences in high school. Inform
students about the type of learning style, the way that teachers
will treat them in colleges, all the important things, and what
they should know before getting into colleges. High schools

3. need teach in a better level because students have the
knowledge about what college is about. College is the key of
opportunities and students need learn in a better way.
Annotated Bibliography
Thesis: High school education does not get student ready to take
college level classes.
Brown, C. G., & Schwartz, R. (2014). College Prep for All?
Education Next Journal, Vol. 14, No.3, 56-60.
Brown and Schwartz argue that students need to learn some
basic skills in high school that should prepare them for the
vigorous college curriculum. Some of the basic fundamental
skills noted in the journal include English, math, science,
history/social science, and language arts. Brown and Schwartz
emphasize that these skills are vital for educational programs
and career purposes. However, if they are not instituted early
enough to offer transition between the different levels of
learning process, the learners will not benefit and the economy
will be affected eventually. Expounding on this argument,
Brown and Schwartz provide some solutions to the current high
school curriculum that can assist students prepare better for
college classes.
Bryant, R. T.-A.-F. (2015, February 20). College Preparations
for African American Students: Gaps in the High School
Educational Experience. Retrieved June 21, 2016, from Center
for Law and Social Policy Web site.
This article explores the college preparedness of African
American students that they acquire during high school
curriculum. It argues that this category of students in the United
States represent the group from poverty stricken communities.
The article further argues that education is the primary tool for
closing the wealth gap between the Black Americans and the
whites in the country. However, if the current education

4. program does not accord the black students the opportunity to
achieve better in education, efforts to close the wealth gap will
be continuously undermined. Bryant asserts that this effect
should be reserved for educational and economic purposes.
Hart Research Associates/Public Opinion Strategies. (2014).
rising to the challenge: Are high school graduates prepared for
college and work? Washington, D.C.: Achieve, Inc.
Rising to the Challenge: Are High School Graduates Prepared
for College and Work? Is a survey conducted by Hart Research
Associates in conjunction with the Public Opinion Strategies on
college and out of college individuals in a bid to establish
whether the high school curriculum is adequately preparing
students for college or not. The survey was conducted
nationally in 2014 and concluded that current high school
education does not adequately prepare students for college
programs. The non-students correspondents in the survey
include college educators who cite knowledge gaps in various
areas of education seen in college students. The survey further
provides detailed statistics on the percentages of students
challenged that act as a good supportive material for this papers
thesis.
Venezia, A., & Jaeger, L. (2013). Transitions from High School
to College. The Future of Children, Vol. 23, No.1, 117-136.
Venezia and Jaeger explore the various factors that undermine
the smooth transition of students from high school curriculum to
college education. It identifies the undermining factors as the
content that teachers teach in high school, the unrecognized
college expectation, and the characteristic difference between
schools concentrated with poverty-stricken students and schools
of privileged students. Venesia and Jaeger state that the more
privileged students find the transition smooth due the kind of
exposure and teaching they receive. The article further notes
that other non-curricular variables such as parental
expectations, peer influences, and social environment also play

5. a vital part in facilitating the preparedness for college
curriculum.
Bibliography
Crosby, L. (2011, April 28). The influence of precollege
experiences on community college student civic-related
capacities.
Leal, F. (2015, July 30). Edsources. Retrieved from Most high
school students feel unprepared for college, careers:
https://edsource.org/2015/survey-most-high-school-students-
feel-unprepared-for-college-careers/83752
Yates, K. (2011). A comparison of first-time, full-time
freshmen who entered a community college prepared and those
who entered underprepared for college-level work. Graduation
Rates.
PAPER ONE
Written Assignment #2
The purpose behind much of advertising is to influence each of
the five Consumer Decision Making process (Problem
Recognition, Information Search, Evaluation of Alternatives,
Product Choice (i.e. Purchase) and Outcomes (i.e.
Postpurchase). Each stage of the Consumer Decision Making

6. process has techniques that help consumers to manage the stage
and then move onto the next one successfully. Eventually, the
consumer moves to purchase (where we get excited to make the
sale) but don't underestimate how important the last stage (post
purchase) is to making additional sales in the future. Below are
guidelines that show basic techiniques used to target and
manipulate each Consumer Decision Stage through advertising.
Below are some issues that you will want to consider as you
evaluate each of the five chosen advertisements. Please
remember that your goal is not simply to answer these
questions, but to provide insights into the consumer’s decision
making process that you feel would be useful to a marketing
manager (e.g., if an ad triggered the consumer’s decision to
purchase the product). Other areas to comment on would be
level of involvement, etc.
Consumer Decision Making Stage:
Considerations for Stage:
Common Ad Techniques:
Problem Recognition
· What problems does this product solve for the consumer?
• What triggered the decision to purchase this product? • Was
this the first time the consumer purchased such a product?
Information Search
· Ask a question (What’s for dinner tonight?)
· Show before (actual state) and after (desired state)
· Use the word “new” or “introducing” to initiate curiosity.
Information Search
• Did the consumer seek information about the product and
about various brands? How was this information collected, and
how much information was collected? • Was the consumer
searching for any advertisements for the product? What was the

7. consumer’s reaction to these advertisements?
· Match amount of information with type of product.
· Direct consumers to website, free kit or other information
venues.
· Show role models that “look” like the target market.
· Show the entire line of product offerings (all the flavors and
colors, etc.)
· Testimonials, etc.
Evaluation of Alternatives
• How many alternatives were considered? How were they
selected? • What features and characteristics of the product
were most important to the consumer?
• How important was the brand of the product to the consumer?
· Featuring specific variables that the product is known for (ex.
Volvo=Safety). This is known as “positioning” a product.
· Competitive method (brand compares themselves to “leading
brand or category”)
· Comparative method (brand compares themselves to another
brand by name (Coke vs. Pepsi)
Product Choice
• Did any other people play a role in the decision process?
Describe the roles that each person played.
• How was the final choice determined? How carefully was the
decision made?
• Where did the consumer make the purchase? Why? • Did the
consumer pay full price for the product?
· Tell consumers where and how the product is sold.
· Offer many ways to pay for the product.
· Divide payments.

8. · Offer sales promotion (coupons, rebates)
Post-Purchase Evaluation
• How is the product used and consumed? How does the
consumer feel when he or she uses the product?
• What is the meaning of this product to the consumer?
Does it merely
serve a function for the consumer, or does it say something
about who the consumer is?
· Show awards the brand has won.
· Show how a brand should be consumed.
· Allow consumers many ways to return the product.
· Allow consumers to easily provide feedback.
· Reward consumers loyalty
This assignment asks you to find one ad that addresses each of
the needs of the five stages (in other words five different ads).
This means that there must be five different ads for the total
project, one for each stage (all ads are different from one
another). Create a Power Point Presentation that shows how the
advertiser is addressing the needs of the consumer for the
specific Consumer Decision Making stage.
First, show the ad in a slide and then follow-up with a slide
which explains (bullet form) why the ad slide targets the
Consumer Decision Making process stage. ALL ADS MUST BE
STILL ADS (NO VIDEOS or LINKS). Therefore the ad MUST
be able to be copied and pasted within the power point slide
(NO LINKS). Here is the format of the presentation:
Slide 1: Name, date
Slide 2: Problem Recognition Ad
Slide 3: Explanation why it addresses this stage
Slide 4: Information Search Ad
Slide 5: Explanation why it addresses this stage

9. Slide 6: Evaluation of Alternatives Ad
Slide 7: Explanation why it addresses this stage
Slide 8: Product Choice (Purchase) Ad
Slide 9: Explanation why it addresses this stage
Slide 10: Outcomes (Postpurchase) Ad
Slide 11: Explanation why it addresses this stage
Slide 12: Conclusion
In the conclusion of the slide presentation choose which ad is
most effective (overall) and why.
Logistics Run Down:
-No more than 18 slides in length (includes cover page and
bibliography)
-Include a cover page and bibliography of sources. Outside
sources (esp. learning resources from weeks covered) are
encouraged to be cited and used.
-Organize and utilize the headings given above.
-No more than 2 grammatical/spelling errors are allowed (please
proof before submitting).
-Text is required to be in Times Roman, 12 pt font, double
space the text.
- Keep voice in business third person. Do not include visuals in
text analysis, if need to add create an appendix and refer your
reader to such.
PAPER TWO
Instructions
ASSIGNMENT: Complete your major course project by
submitting your Persuasive Research Report, using the same
topic you chose in your Proposal for Research (WA2) and
Annotated Bibliography (WA6).
GUIDANCE:
· Your WA8 assignment will serve as an Authentic Assessment-
-instead of a final exam--in which you are expected to show

10. practical mastery of all lessons throughout WRTG 394.
· Use at least six research sources of academic quality (with at
least five secondary sources). [See academic-quality sources
under Course Cotent > Course Resources > Assignment
Guidance.]
· Document all sources in full, correct APA style, with both in-
text citations and a complete list of References
AUDIENCE: The target reader for this document is your
instructor, plus the decision-maker who will receive your
Research Persuasive Report for a final action decision.
FORMAT: Use complete and correct APA style throughout,
with 12-point regular Times New Roman font and double-
spacing in a Word document (.docx). Your paper should
contain all basic elements of a complete formal report:
· cover page
· table of contents
· list of illustrations
· executive summary (maximum = 125 words)
· introduction
· body (with in-text citations)
· conclusion
· References list
· appendices
KEY GRADING FACTORS:
· Makes a strong case that a problem or need must be addressed
· Gives a well-balanced analysis of key alternatives
· Delivers a compelling solution with power and persuasion
· Is highly organized with clear structure and sub-headings plus
overall unity
· Develops a solid thesis with topic sentences
· Has high readability with short words, sentences, and
paragraphs; concrete language; and strong flow and good
coherence
· Is easy to understand with language that is clear, simple, and
down-to-earth, plus strong focus on one big idea (theme)

11. · Expresses most points strongly and clearly with specific
details, hard facts, and concrete examples
· Shows strong audience awareness, and links the topic to
understanding and needs of the reader
· Backs up statements very strongly with good evidence linked
directly to research sources
· Uses six or more academic-quality (scholarly) secondary
research sources
· Has no errors in document format
· Gives full, correct APA citations (both in-text and Reference)
for all research sources
· Has no typos, misspellings, or errors in English mechanics or
overall format
LENGTH: Minimum 2,500 words; maximum 3,000 words (total
about 10-to-12 double-spaced pages). NOTE: The main text
itself (Introduction, Body, and Conclusion) should be at least
2,000 words long (about 8 pages)
PAPER THREE
The topic is
being penalized for refusing to do something in violation of
common morality
Final Project: (35%)
In this two-phased final assignment, students will select a topic
from the Unique Ethical Issues from weeks 3, 5, and 7, research
the topic and discuss the ethical dilemma in detail.
Phase 1: (5%)
In week 4, students will submit to the Assignment Folder a brief
one page paper that identifies the unique ethical issue, the
ethical dilemma and the traditional theories that will be used to
suggest potential resolution of the dilemmas.
PAPER FOUR

12. Instructions
Assignment 3
Purpose:
In assignment 3, the saga of Joseph Dunn’s leadership at Dunn’s
Ski Emporium and The Deli continues. George Atkins is
getting ready to retire and Dunn has prepared for a clean
transition. Dunn has hired you as a consultant to help create the
transition organization.
Students will analyze the case study and then write a
consultancy report applying concepts and ideas learned
throughout the course. Students are expected to effectively use
a wide range of the course readings in completing the paper,
which means the course readings are used to support ideas and
reasoning rather than as stand-alone statements.
The purpose of this assignment is two-fold. First, students will
learn how to write a consultancy report and second, students
will link the concepts of Dunn as a social architect, change
agent, and individual to Dunn as a relationship builder.
Outcomes Met:
· develop and implement methods for establishing a constructive
organizational structure and culture that fosters positive
employee and employer relationships
· assess the interactions between the external environment and
the organization to foster responsible and effective leadership
and organizational practices
Perspective:

13. Students will act as a consultant hired to help Dunn address his
role as a relationship builder. Interface the plan you created in
Assignment #1- The Role of a Leader, with Dunn’s need to
address the potential threats to workforce harmony. Emphasize
his role as leader and what he can do to build a relationship
with his employees so that he empowers his managers and
workforce to implement his vision for the company. Students
are expected to be realistic in applying the concepts from the
course to expand Dunn’s environment and leadership role.
Remember that in order to determine strategic direction, the
leader must look inward, outward, forward and beyond.
Instructions:
Step 1: Review “How to Analyze a Case Study” under Week 4
Content.
Step 2: Create a Word or Rich Text Format (RTF) document
that is single-spaced, double spaced between paragraphs, 12-
point font. The final product will be between 6-8 pages in
length excluding the title page and the reference page.
Step 3: Review the assignment grading rubric.
Step 4: Follow this format:
1. Title page with title, your name, the course, the
instructor’s name;
2. Use the following format found in this document:
3. Use headings such as those provided in the Outline for
the Consultancy Report.
Step 5: In writing a case study, the writing is in the third
person. What this means is that there are no words such as “I,
me, my, we, or us” (first person writing), nor is there use of
“you or your” (second person writing). If uncertain how to
write in the third person, view this
link: http://www.quickanddirtytips.com/education/grammar/firs
t-second-and-third-person
Step 6: In writing this assignment, students are asked to

14. support the reasoning using in-text citations and a reference list.
A reference within a reference list cannot exist without an
associated in-text citation and vice versa. View the sample
APA paper under Week 1 content.
Step 7: In writing this assignment, students are expected to
paraphrase and not use direct quotes. Learn to paraphrase by
reviewing this
link: https://writing.wisc.edu/Handbook/QPA_paraphrase2.html
Step 8: Read critically and analyze the scenario provided under
Week 8 Content.
Step 9: Jot down or highlight key facts from the scenario.
Consider making an outline to capture key points in the paper.
Step 10: In your paper, respond to the following elements of
leadership and plan design:
In your paper, respond to the following elements of the
consultant’s report:
· Discuss the history of the companies before and after the
merger to the present (including discussion of present status of
businesses);
· Identify and discuss the consultant’s observations regarding
Dunn’s role as social architect in the business’ future;
· Identify and discuss the consultant’s observations regarding
Dunn’s 21st century leadership challenges (change, diversity,
knowledge management etc.) currently in the business;
· Have the consultant draw conclusions based on the case facts
and readings from the observations of Dunn’s role as social
architect;
· Have the consultant draw conclusions based on the case facts
and readings from the observations Dunn’s leadership
challenges;
· Make recommendations for Dunn on both areas based on the
conclusions as to how Dunn can meet his social architect role
and leadership challenges;
Step 11: Using the grading rubric as a comparison, read
through the paper to ensure all required elements are presented.

15. Step 12: Proofread the paper for spelling and grammatical
issues, and third person writing.
· Use the spell and grammar check in Word as a first
measure;
· Have someone who has excellent English skills to proof
the paper;
· Consider submitting the paper to the Effective Writing
Center (EWC). The EWC will provide 4-6 areas that may need
improvement.
CASE STUDY
Assignment #3: Dunn’s Emporium Experiences Growth
Dunn’s Emporium is going gangbusters and George who owns
the deli next door is getting ready to retire. Dunn is in the
process of acquiring The Deli. Although most of the local long-
time employees at Dunn’s and The Deli have been on board
with the merger some employees have never been happy.
The Deli people did not trust the new ice cream manager
because of his age. Fresh out of culinary school, John Levitz,
at age 22 became the ice cream manager. Ice cream was one of
The Deli’s biggest iconic menu offerings. The ice cream is
homemade and The Deli offers a special flavor each week. John
has big ideas in expanding the ice cream business by having
classes and opportunities for customers to make their own
flavors. He is passionate about his job but sometimes rubs the
older employees the wrong way. He can be arrogant about his
skill. He thinks he is being confident. The chef at The Deli is
jealous of the newcomer because he has wanted to change the
menu for some time. He thinks that George’s retirement will be
the demise of his dreams because the new General Manager that
is working with George is not on board with innovation. His
attitude is “if isn’t broken don’t fix it.” However, the new
General Manager tells Dunn and George that he is happy with
making changes.
Dunn’s sporting goods has had a change of employment as well
and a new group of South American immigrants has come to

16. work at the Emporium. Dunn is impressed with the wonderful
skills of the workers as they display outstanding repair work
and the group’s work ethic as seen by their willingness to work
long hours during the ski season is impressive. Dunn’s long
term employees agree that the new employees are a good
addition to the staff but find working with the group hard
because they are not able to understand Spanish and sometimes
it creates problems in communicating order information. Also,
the group tends to stick together. They even eat lunch together
despite attempts by the other employees to get them to join in
with the rest of the group. There seems to be a growing
frustration on the part of the original group. What neither the
original employees nor Dunn know is that because of the
language barrier the new South American employees are
apprehensive about being included in the group because they
cannot speak English well and do not know how to break the
language barrier. What the original employees do not know as
well is that Esteban Enrique has asked to be promoted to the
vacancy as head of the second shift in the repair shop. Dunn
has concerns that if Estaban is promoted that it might be hard to
keep the cohesiveness of the group. He is especially concerned
because his nephew who works the evening shift during the off
season would like the job. In short, Dunn has to revisit his
organizational structure, culture and vision to make the changes
necessary to prevent future problems with the business.
Further, he hasn’t told anyone but he wants to put in new
software to monitor the staff hours, payroll, and business sales.
It will make information gathering much easier but will require
some staff scheduling changes and authority delegation.