| (a) General requirements. This course is recommended
for students in Grade 12. Prerequisite: English III Recommended Prerequisite:
Touch Systems Data Entry. This course satisfies the high school advanced
English graduation requirement. Students shall be awarded one credit
for successful completion of this course.
(b) Introduction.
(1) Career and technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) The Business Management and Administration Career
Cluster focuses on careers in planning, organizing, directing, and
evaluating business functions essential to efficient and productive
business operations.
(3) In Business English, students enhance communication
and research skills by applying them to the business environment,
in addition to exchanging information and producing properly formatted
business documents using emerging technology.
(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) communicate effectively with others using oral
and written skills;
(B) demonstrate collaboration skills through teamwork;
(C) demonstrate professionalism by conducting oneself
in a manner appropriate for the profession and workplace;
(D) demonstrate a positive, productive work ethic by
performing assigned tasks as directed;
(E) show integrity by choosing the ethical course of
action and comply with all applicable rules, laws, and regulations;
and
(F) demonstrate time-management skills by prioritizing
tasks, following schedules, and tending to goal-relevant activities
in a way that uses time wisely and optimizes efficiency and results.
(2) The student prepares for effective communication
skills. The student is expected to:
(A) organize ideas logically and sequentially;
(B) locate and interpret written information;
(C) distinguish communicated fact from opinion by identifying
key words;
(D) interpret visual materials such as charts, graphs,
pictures, and maps and translate the information into textual form;
(E) employ precise language to communicate ideas clearly
and concisely; and
(F) organize ideas in writing in a coherent, logical
progression.
(3) The student employs appropriate research techniques
to produce effective business communication. The student is expected
to:
(A) incorporate information from printed copies and
electronic resources and references;
(B) locate and paraphrase secondary sources;
(C) document secondary sources;
(D) design, conduct, and analyze the results of a survey;
(E) conduct interviews to obtain resource materials;
and
(F) create a business project incorporating data imported
from various sources.
(4) The student exchanges information via telecommunications
such as email, images, social media, and other online information
services with appropriate supervision. The student is expected to:
(A) evaluate which telecommunications methods are most
appropriate to a given situation; and
(B) apply appropriate business ethics and correct etiquette
when using telecommunications.
(5) The student illustrates proficiency in interpersonal
communication. The student is expected to:
(A) develop professional vocabulary skills;
(B) execute effective oral presentations;
(C) deliver an effective business presentation such
as sales, reports, and proposals;
(D) apply effective communication techniques when using
the telephone and different forms of technology;
(E) demonstrate the ability to listen by writing summaries
of presentations and oral conversations;
(F) display active listening through oral feedback;
(G) follow oral and written directions;
(H) demonstrate the ability to give oral instructions
for completing a simple task; and
(I) apply proper business interviewing techniques in
various situations such as one-on-one, group, and committee interviews.
(6) The student develops communication skills necessary
to address a changing business environment. The student is expected
to:
(A) describe the communication process;
(B) identify barriers to effective communication;
(C) assess the ethical and legal implications of messages;
(D) discern appropriate channels for transmitting messages;
(E) interpret nonverbal communication in various activities;
(F) illustrate the impact of nonverbal communication
on the total communication process;
(G) identify ways to improve communication in organizations;
and
(H) discuss potential communication problems in multicultural
business environments.
(7) The student produces business documents using current
and emerging technology. The student is expected to:
(A) format business documents;
(B) demonstrate basic writing skills through assigned
tasks;
(C) compose positive, negative, and persuasive messages;
(D) compose business letters and memos using the appropriate
organizational strategies;
(E) produce a business report containing text and graphics;
and
(F) develop a business newsletter.
(8) The student documents technical knowledge and skills.
The student is expected to:
(A) prepare a professional electronic portfolio that
includes information such as:
(i) attainment of technical skill competencies;
(ii) recognitions, awards, and scholarships;
(iii) extended learning experiences such as community
service and active participation in career and technical student organizations;
(iv) sample letter of application;
(v) resume;
(vi) samples of work; and
(vii) teacher recommendations; and
(B) present the portfolio to interested stakeholders.
(9) The student understands how to collect and use
information in procedural texts and documents. The student is expected
to:
(A) draw conclusions about how the patterns of organization
and hierarchic structures support the understandability of text;
(B) evaluate the structures of text such as format
or headers for their clarity and organizational coherence; and
(C) evaluate the structures of text for the effectiveness
of their graphic representations.
(10) The student uses comprehension skills to analyze
how words, images, graphics, and sounds work together in various forms
to impact meaning. The student applies the knowledge and skills in
paragraphs (2)-(9) of this subsection with greater depth in increasingly
more complex texts. The student is expected to:
(A) evaluate how messages presented in media reflect
social and cultural views in ways different from traditional texts;
(B) evaluate the interactions of different techniques
used in multi-layered media such as layout, pictures, typeface in
print media, images, text, or sound in electronic journalism;
(C) evaluate how one issue or event is represented
across various media to understand the notions of bias, audience,
and purpose; and
(D) evaluate changes in formality and tone across various
media for different audiences and purposes.
(11) The student uses elements of the writing process
(planning, drafting, revising, editing, and publishing) to compose
text. The student is expected to:
(A) plan a first draft by selecting the correct genre
for conveying the intended meaning to multiple audiences; determining
appropriate topics through a range of strategies such as discussion,
background reading, personal interests, or interviews; and developing
a thesis or controlling idea;
Cont'd... |
