Harty p. 275-305

Resumes and Other Written Materials for a Job Search:
The written materials that are part of an application for a job face one of the most difficult audiences imaginable: experienced recruiting managers.

• Talking point: how can you write your resume with the audience in mind if you are unsure of who makes up your audience specifically?

There is no one wary to write a resume or cover letter. Let common sense be be your guide when you write what are essentially advertisements for yourself.

Managers look at resumes and cover letters to determine as quickly as possible what preparation and experience candidates had in the following skills and areas:

• written and oral communication skills
• computer skills
• interpersonal skills
• self-reliance and initiative
• a sense of what the world of work demands in terms of professionalism and deadlines
• specific skills in at least one business or technical area supplemented by secondary skills in a variety of related areas.
• a sense of business and personal ethics
• the ability to manage time, set priorities, and work under stress.

Writing Resumes and Letters in the Language of Employers:

The purpose of a resume is to convey a messsage. Don't confuse customers (employers) by flaunting things that don't speak to their needs.

While the language of employment for you is "I want" and for employers it is "I need," you can create resumes and letters in your language that will be read by employers in theirs.

It is important to determine the best way to get a message across. There are times when there is no substitute for a resume.

• Talking point: what jobs really require a resume rather than a letter of application?

Good letters have these things in common:

• they look like business letters. Their paragraphing. their neatness, and their crisp white 8 1/2" X 11" stationery attracted attention like good-looking clothing and good grooming.
• Talking point: when you think about it, your letter is your first impression. Is this fair?
• they were succinct.
• there were no misspellings or grammatical errors.

The first paragraph states who the writer is and what he/she wants.

The following paragraphs indicate why the writer wrote to the emplyer and mention areas of mutual interest, special talents that might be of interest to employers, or other factors relating to qualifications that could be better described in a letter than in a resume.

The final paragraph suggests a course of action.

Hard work and attention to detail make for a good letter: you don't have to create a literary masterpiece; just don't knock off a letter hastily with thoughts that wander all over the page.

Don't delegate the job of letter writing: more important than style, however, is the thought process used in preparing letters and resumes. Don't shortchange yourself by delegating your thinking to someone else. Make sure it is your letter. To organize your ideas, create an outline. In other words, prepare a resume even if you decide not to use it. The value of a resume is frequently more in its preparation than in its use.

Resume Preparation: when you do give an employer your resume, make it a testimony to your ability to organize your thoughts.

• the first bait to throw out is credentials; they testify to your ability to do the work. After that, what may sink the hook is how the employer sees you as a person.
• Double spacing should be cut down so as to not overemphasize the less important items, yet a string of other things not terribly important in themselves can be inserted to support the impression of an active, interesting person. Some times you want to leave an impression, at other times you want to emphasize a qualification.

The Proper Use of Headlines:

• Prose can destroy the effect of an outline. The solution lies in imitating newspaper editors, who use headlines and subheadlines to attract readers. Like a newspaper, a resume should lend itself to skimming so the reader can quickly pick up a good overview of what is important.
• Beware of misleading headlines-use words that fit the job in question, and play down those that can lead an employer to think of you in terms that don't relate to the job.

The Functional Resume: you can get your message across by creating a resume based on functions.

• allows you to develop a different message for each job or type of job you wish to apply for. Different functions can be highlighted, depending on what the job requires, and your specific experiences rearranged under different headings. It gives you the flexibility you need if your experience has been diverse.

Preparing a resume for a specific job: each specification suggests a headline for a resume.

The Curriculum Vitae: literally, "course of life" in Latin. Sometimes called a C.V. or vita, it is a resume for academic positions and as such does not need a statement of goals or interest.

• a faculty tends to select colleagues not just to teach but for the prestige they will bring to the department, especially in the long run.

The Job Objective: with rare exceptions, a resume should open with an objective-it's the way that it is stated that can be changed.

• author prefers the headline CAREER INTEREST, because it leads to a simple and direct way of stating the purpose of the resume.
• people don't want to state a goal because they don't know what they want to do.

One page or two?: if a resume can be kept to one page, so much the better. A resume is an outline. It needs a white space and headings that stand out. Don't sacrifice them for some arbitrary notion about a one-page maximum.

Additional advice:

• no matter how you develop your message, test it before you send it to employers.
• one way to get a resume criticized is to hold it up a few feet from the reader and ask for comments on its appearance. Does it look neat? Is the layout pleasing? Does it look easy to read? Is the print good-looking?
• Next, give the critics the resume to read. You may pick up valuable ideas for improving its style and layout, but be careful you don't get caught up in the inconsequentials.
• Have your critics look at the resume as if they didn't know you. Ask your critics the most important question about your resume: What message do you get about me?

Multimedia Options

For our multimedia project, we could create a video going over the topics in our general information section. The video will show us doing a variety of skits to act out the information. For example, we could show a student asking their teacher for a letter of recommendation. We could also show the dos and don'ts of asking. The videos will give the audience a better understanding of what we are talking about, while also keeping them entertained. Animations may also be used to further illustrate our points. The animation idea could be taken one step further in that we will use them exclusively. A character could be created through PowerPoint that goes through the college application process in his/her "world". This way the information will be timeless (no dates or locations will be given for example). Overall, our multimedia aspect will entertain and inform.

Dombrowski p. 81-121

Should it make any difference to us as communicators how a particular body of information that we might communicate was obtained? How are ethics and values reflected in our language and in the format of our technical documents? Should the uses to which our information will likely be put influence our ethical judgment about the communication of that information?

• similar issues surround recent revelations about US research on the effects of radiation on humans in the decades just after WWII. The US EPA dealt with similar issues just recently.
• Talking point: how could anyone really determine what is ethical for others to do? is the US really justified in being the moral compass for other nations when we too have committed moral atrocities?
• The lesson of these examples is that an excessive emphasis on the values of technical objectivity (as well as scientific), technical excellence, or technical expediency can sometimes mask vital ethical issues. Some of the values embedded in the scientific frame of mind can be carried to extremes-with terrible consequences.
• Of particular concern are the emotional disengagement of the researcher from the human research subject, the great power and control differential between them, and the implicit superiority of the researcher by which the subject is deliberately kept in the dark about what is really going on.
• Technical communicators and the technical documents we produce are not as ethically neutral as we might think.
• All too easily the narrow, instrumental values of technical expediency or technical excellence can rise to the forefront and be taken as the only relevant values in a given situation.
• There is a need to examine how information originated in order to fully understand all its ethical dimensions.

Origination, Dissemination, and Use of Information: ethical considerations apply not only to the document itself or its content but also to how the informational content was obtained and how it likely will be used.

• objectivizatoin (the excessive and inappropriate treatment of people as objects), impersonalness, and emotional disengagement are key values in Nazi medical science. These values are commonly attribution to modern technology too.

Nazi Past: scientific study in Europe and America has been closely scrutinized to prevent anything remotely like the Nazi pseudo-research from ever happening again. For that reason, in our universities today all scientific research involving people as research subjects has to be reviewed by "human subjects" panels.

Controversy in the Present: In recent years, a new outcry has arisen in several different forms about Nazi "scientific" information and other information collected unethically. This controversy has to do with medical specimens of human organs and with the dissemination and use of information obtained from unethical "research".

Medical Specimens: In the first form of recent ethical concerns that we will consider, scandals have arisen over human anatomical samples used in medical education.

• no informed consent, no possibilty of choosing otherwise, no legitimate reason for the execution, no possibility of protest-none of the familiar criteria that we consider basic human rights applied in these cases.
• for these critics, the means by which the samples were obtained taints them completely and should prevent them from being used for any purposes, regardless of any informative value they might hold.
• Talking point: would using the samples (and information) give the people's suffering some sort of purpose?

"Research" Information: publishing information from Nazi hypothermia experiments could be used in our own times to improve survival equipment.

• information should be used precisely in order to give some purpose to the victims' suffering as well as to relieve the suffering of those who might benefit from the information.
• however, the hypothermia research is entirely unscientific.
• one good result of the debate has been to force an open discussion in the medical journals about the relation of knowledge to the means by which it was obtained and the ends for which it might be used.
• New England Journal of Medicine won't publish reports of unethcial research, regardless of their scientific merit. Even consenting subjects must not be exposed to appreciable risks without the possibility of commensurate benefits.
• Jeremiah Barondess critiques the collusion of medical doctors and the entire German medical institution of the time in this "research". Assigning responsibility not just to individual "researchers" but to the whole medical establishment.
• Making them seem medically necessary and scientifically justified seemed to make them acceptable.

Values in Nazi Medical "Science":

Traditional View: many of these historical treatments take a sociological perspective.

• the glut of medical school graduates and their unemployment in society, the depressed economy, and the need for the Nazi regime to legitimate its racial policies were all important factors at work to medicalize the mistreatment of prisoners and patients.
• put simply, the healer became the killer, and healing became killing.
• Such a stark and absurd reversal of meaning, driven by contextual circumstances, has appeared in other situations revelant to technical communication. Rather than accept technical facts and factual statements as absolutely true, unalterable and incontrovertible, we should be aware of how readily they can be transformed by social circumstances.
• masked langauge also played an important role in communications about the medical killings in many ways, both externally to the public and internally to bureaucrats, military officers and doctors. allowed a broad range of interpretations that could conveniently serve one's own interests to try to demonstrate that one did not know what was really going on. examples-euthanasia and special treatment.
• In the Nazi regime, euthanasia was reinterpreted as putting someone to death in a way that was perceived as humane and on the basis of his or her unworthiness to live, according to the perceptions of the regime.
• Special treatment referred to medical killing, special in the sense of lying outside the mainstream of medicine as traditionally understood.

Nazi Antiscience: for some critics, these horrible activities done in the name of medical science are explained on the basis of the intrinsic inhumaneness and unethicalness of science itself.

• these actions thus show science to be essentially unethical and an enemy of basic human values. apparent indifference of science and technology to traditional values and social goals.
• because it is funadmentally dehumanizing, objectivization is potentially dangerous and should be restrained by traditional humanistic interests, which insist on open criticism and ethical appraisal.
• "objectivity run amok"-perverse fidelity to an obscene objectivity that ultimately found it possible to see all activities through the lens of expediency, scientific interest and efficiency.
• Talking point: how can this be rectified and prevented in today's world?
• many medical researchers, and a good deal of the general populace in Nazi Germany, were disenchanted with traditional empirical science, so disenchanted as to deliberately, specifically oppose traditional science.
• the regime could assert the primacy of racial purity and "Aryan" superiority over the disinterestedness of traditional science. the sick should die, and the strong and healthy should prevail and flourish, according to this perspective, and it was the duty of the new "science" to make the strong, healthy, and dominant even more so.
• attributing Nazi crimes to the nature of science itself is a serious mistake.

Research in the United States: though generally in this book ethics has been kept distinct from the law, the Nazi "scientific" information is one ethical dilemma in which legal principles have direct bearing.

• the inadmissability principle of criminal proceedings should be analogous to the Nazi "medical research" dilemma. It would be deemed inadmissable were it to be used in a criminal proceeding and therefore it should be deemd inadmissable in the scientific community as well.
• some critics disagree-scientific knowledge is valuable in its own right for its own sake, they say, with a worthiness that transcends squabbles over what is right or wrong, good or bad.
• scientific knowledge can be tainted by the means by which it was obtained even when human suffering is not involved-animal suffering.
• some of us will likely be involved in situations in which the means and ends could ethically taint technical information we are dealing with. this taint can be so strong as to warrant considering how, and even whether, the information should be communicated.
• Kant is relevant in a surprising way-the categorical imperative of ethics applies not only to all humans but also to any and all "sentient" beings, that is, all those capable of reasoned thought.

Nazi Technical Memorandum: technological values such as expediency and efficiency have come to completely dominate our society and reshape its entire value system. As a result technology becomes a goal or end in itself. it takes on an importance that is desirable in its own rights.

• the glaring absence of key words (the technical term for this is "ellipsis," words and thoughts evoked but not expressed).
• the document is "technically" excellent.
• Are we ethically obligated also to consider the context from which this technical information sprang and the uses to which this will be put? If we answer yes, we must consider the uses to which this will be put, then should we not also feel obligated to raise the same question for any and all other technical documentation we encounter?
• we need to consider the social, political, and cultural context in which this document appeared. cultural context was a very strong desire for technical excellence, for doing anything as well as it could possibly be done.
• in Nazi Germany, the distinction between means and ends became so blurred that what was technically possible came to be sought almost for its own sake.

Graphical Images: another way that underlying values found expression in technical and scientific information and documents was through Nazi race laws.

• part of the supposed rationale behind these anti-Semitic laws that institutionalized hatred of Jews was a science of heredity that asserted the superiority of one race over all others.
• science was made to serve politics.
• education and research in biological and medical areas came to be controlled by political leaders who would allow only politically correct theories to be taught and practiced and who would not tolerate opposition.
• religion, faith, and culture were made to appear to be biologically determined.
• the technician can think, "I am only following the chart," without thinking about the findings will be used, what purposes they are serving, or what will happen to the person being examined.

Ethical Appraisal:

• Aristotle: ethical condemnation of the Nazi regime. Some critics have expressed serious concern about the pragmatic thrust of Aristotle's ethics and politics, which emphasize expediency, technial excellence, and practical utility. On the question of whether technical information already on hand should be communicated and used, an Aristotelian perspective would likley urge that it be used.
• Kant: we should treat all other people as we would wish they would treat us under the same universal ethical rules therefore the persecution and execution of any other people, such as the Nazi regime is noted for, would be entirely unethical.
• Utilitarianism: no utilitarian theorist supposed such a radical difference in worth among people. though no one can say for certain whether the great theorists of the utilitarian perspective would ever have approved of the Nazi institutionalization of mass murder, it is highly unlikely. A utilitarian would be in favor of communicating and using the information from this time.
• Feminist and Ethics of Care: authoritarianism in pratically any form is criticized throughout the feminist literature. the Nazi regime, of course, is the prime example of authoritarianism. The feminist perspective therefore would find the Nazi regime and its activities to be completely unethical. The Nazis showed an absolutely uncaring attitude toward their victims and absolutely refused to maintain any relationship with them. This is shown in their treating people not as persons but as objects. Their actions were therefore utterly unethical. A caring concern for those now living would require us to communicate and use this information.

Conclusion:

• The ethical burden does not lie solely with us, of course, instead of with subject matter experts and end users. It only means that the ethical involvement of these others does not entirely relieve us of an ethical burden, too.
• The manner in which information is communicated has significant ethical implications too. This includes not only the language but also the absence of language, the voice, the organization, the purpose and the values at work behind the scene in a communication.
• The objectivity, impersonalness, and emotional distance that we often find in technical and scientific investigations can at times be carried to extremes with devastating consequences.

Dombrowski p. 38-81 (The Ethics Tradition)

The four principle perspectives (Aristotle, Kant, utilitarianism, and an ethic of care) represent the most highly regarded ethical approaches throughout European-American history, giving us the concepts and vocabulary we commonly use today. The pluralistic and eclectic use of all theories, or even of new insights different from them, is recommended.



Aristotle: deals with virtue and personal character. defines and explains basic notions such as goodness, truth, justice, and rightness as principles for guiding our conduct. it is a fairly pragmatic approach but with a philosophical cast that imparts a sense that a given action should be performed principally because of its inherent goodness.

• reflective reasoning, prudent judgment, deliberate choice, conscious application of the will, and practical action are all involved


• later Christian ethical thinking was shaped more by Aristotle's practical ethical theory that aimed at achieving the best conduct in our temporal lives in the here and now.


• metaphysics plays an indirect role in his ethics.


• ethics is the study of what is involved in good actions; does not allow hard and fast answers. it is about what is sought for its own sake-goodness itself-and not for the sake of something else such as money or success.


• humans are uniquely compound creatures, having aspects of both a lower, animal nature and a higher, divine nature. We should, however, seek and act out of what we share with the divine even though we are fated to live out our lives in sphere of the mundane and imperfect. We share our rational powers with the divine.


• it is the person and not the action that is virtuous because an action may be performed for all sorts of reasons, few of which might be innately virtuous.


• one is ethical or virtuous as one's character is reflected in a continuous pattern of behavior over time.


• each person is responsible for his or her character, which determines the goals the individual desires and acts toward.


• ethical behavior must be reasoned behavior. what this means practically is that ethical conduct is not automatic or unreflective; one is not ethical or virtuous instinctively.


• insists on a mean between extremes as the guide for our actions.


• moral wisdom must be combined with practical wisdom in order to yield ethical action.


• ethics is relational; it consists of how one relates to oneself, to the divine through the powers of reasoning, and to one's fellow human beings.


• ethics cannot be reduced to politics or the law because it must guide us when the law or political rules are silent or in error.


• Talking point: what are some real world examples of this concept?


• we should resist some deeds regardless of the personal consequences they entail. "whistle-blowing" laws.


• many modern thinkers differ from Aristotle's view that specialized knowledge such as in technology and science is separable from ethics. the true, right and good are highly operative in technology and science. Contemporary science is trying to seek the absolute, realy truth.


• scientists=the religious priests and philosophical oracles of our day: their methods are hidden from us and distant from our everyday experience; we turn to them for truths that evade everyday perceptions, and we receive their revelations as the absolute truth.


• Talking point: is this an accurate comparison?

Kant: deals with duty or obligation based on a fundamental universal principle which can be figured out rationally. An action should be performed just because it is the right thing to do, regardless of its costs or benefits to us individually. Strives for fairness and equality.

• perhaps the most important European philosopher of the period from classical Greece to the 20th century. ethical theory is based on a sense of duty.


• self-interest, material gain, and the greatest good for the greatest number are all beside the point. his ethics is a deontology-an ethical system emphasizing obligation or duty.


• nothing whatever to do with purposes or results and nothing whatever to do with feelings or emotions, including any sense of "moral feeling".


• all humans are endowed with a sense of moral reason.


• insists that ethics can be understood and derived only from abstract reasoning itself.


• based on one's freely chosen decisions to act in good will out of a sense of duty.


• our distinguishing feature as human beings is our reasoning abilities which must therefore serve as a basis for judging ethics.


• Act in such a way that, if you had your way, the principle guiding your actions would become a universally binding law that everyone must act in accordance with (including in relation to you), applying to everyone, everywhere, and always, without exception.


• theory of duty is founded on the radically autonomous free will and its capacity to choose otherwise and on its reasoned self-persuasion not to choose otherwise. it is duty based in freedom.


• must be absolutely disinterested in any rewards or resultants or even any feeling of self-satisfaction we might have. "The moral worth of an action then does not lie in the effect which is expected of it".


• also examines the nature of the individual in relation to society. Though personal conduct in particular situations is decided and willed by the individual, it ought to be on the basis of the categorical imperative that, by definition, should guide everyone in the same situation similarly.


• Talking point: is this ever really possible? everyone comes into a situation with different values and backgrounds, so could different people of different origins ever feel and behave the same way in any situation?


• understands each person, as a rational being, to be a fundamentally autonomous self-legislator, making, willing, and enforcing laws for oneself about how one will behave. thus one's ethical decisions though autonomous, are never egocentric or arbitrary or even self-serving.


• emphasizes a sense of duty, conceptualizes ethics as both an individual and a social matter, and amounts for all practical purposes to the Golden Rule.


• assumption that we are all rational beings implies a great deal-we are all capable of reflecting on our consciousness, of reasoning toward binding universal conclusions, of weighing judgments about practical action, and of willing our actions to conform to our judgments.


• technical excellence or expediency cannot serve as a basis for rendering ethical determinations.


• every person must be taken as an end in itself and never as a means to an end.

Utilitarianism: weighs the consequences of costs of an action against benefits in order to calculate the most socially desirable course of action. Strives to be fair (in the sense of not distinguishing between people) by being impersonal. Insists on being unresponsive to the interests or feelings of individuals. Often performed by the government.

• weigh ethical judgments on the basis of accomplishing the greatest useful goodness for the greatest number of people. John Stuart Mill, Jeremy Bentham and Richard Brandt.


• rose to prominence at the same time as the rise of science and modern technological industrialism-not a coincidence.


• allows a quantitative calculation of what to do ethically which presumably yields the best course of action in that situation.


• easy to state in principles, but carrying it out in reasonable practice is another matter. medical ethics provides a good example of the validity of this approach in some situations.

Feminist Perspectives: in the movement known as postmodernism, traditional authorities and knowledge long taken for granted have been challenged, while new perspectives are offered in their place. Several important new perspectives on ethics have arisen from feminist critical thinking and from postmodernism.

• feminist critical thinking has expanded the meaning of ethics in important new ways.


• feminist criticism is perhaps more unsettling because of the damaging discriminations it reveals.


• science's impulse to separate and isolate and thereby to minimize if not nullify relationships, is characteristically masculine. A feminist sort of science, some contend, would emphasize the whole organism and the entire interrelational social complex in which the organisms fully live.


• Talking point: to me, insisting on a ethical method (or a form of science) that is oriented around a woman's point of view is just as damaging as having one that is solely oriented towards men. by doing so it implies that women aren't able to think any other way than the emotional way and this is just not true. is there any way to have a method that has elements from both schools of thought?


• feminist criticisms are not without their own critics, however, from other women or feminists. Point out some difficulties in characterizing logic as a characteristically male way of thinking-it seems to imply that women are inclined to be illogical, that is, unreasonable or incapable of reasoning clearly and correctly.


• we need to rethink our society and economy to create a win-win environment in which all can thrive.


• women's typical way of knowing and interacting stresses harmony and conciliation rather than confrontation or decisive action.


• feminism amounts to a system of values, an ethic. brings to our attention many important factors that would escape our notice through conventional ethical approaches.


• in other ways, a feminist approach lends additional support from a different quarter to some conventional ethical approaches.


• requires that we open up to critical examination the very roots of what we take ethics to be.
  

An Ethic of Care: presents a new, nontraditional way of understanding ethics; gender-sensitive. Urge other standards for making ethical decisions, such as caring concern and the quality of relationships. Urge flexibility and sensitivity to the particulars of a given situation.

• though some feminists support the idea of an ethic of care, many others find compelling reasons to reject it as a specifically feminist sort of ethics, preferring to refer to it as a feminine or even "femininist" ethic.


• both the relationship, marked by a caring concern, and the other person are generally valued more in women's moral judgment and ethical decision making than in men's. Men base ethical decisions on justice and are more inclined to think of ethics impersonally, as a matter of abstract principle.


• women generally emphasize caring concern, relationship, and the flexible application of values depending on the particular person and circumstance in rendering their ethical judgments, whereas men generally emphasize justice through the inflexible application of abstract principles regardless of the person or relationship.


• advocates an interdependent relationship of caring among equals that is mutually satisfying to all parties.


• one of the dangers of trying to develop a system of ethics specific to women is that it can seem to confirm traditional stereotypes.


• many feminist theorists object to various ethics of care: "fail to take into accout the oppressive conditions in which many women's practice of caring occurs" aka subordination and dependency; reflect an impoverished situation in which care is not reciprocated and in which only limited sorts of relations are possible; assume a biological determinism that constrains the expectations of women's behavior and denigrates any divergence from such expectations.

Confucian Ethics: numerous variants of Confucian thought over the years. Confucian ethics is part of Confucianism.

• grounded in immediate realities rather than in immutable, timeless absolutes.


• defines human responsibilites as being constituted in relationships, not in the isolation of a radical individual. insists on the subordination of individual egos to timehonored obligations of social relations and to the needs of social harmony.


• fundamental importance of several key principles and the active practice of these principles by a person constitutes morality and ethical conduct. have a concrete realness.


• attitude without action is meaningless-one's behavior in relation to real, immediate circumstances is valued more than adherence to abstract, absolute principles.


• what we know about virtue does not rest on a foundation of logical or analytic reasoning but on virtue itself as exemplified in people and episodes.


• confucian ethical study can be characterized as hermeneutic (that is, involving interpretation rather than, say, analytical reasoning).


• the most important Confucian principles are ren, li and yi, which together constitute a general ethical virtuousness called te, which the good person must cultivate carefully.


• one cultivates virtuousness by understanding and carrying out many activities that together compose the single "way," tao, of virtue. also involves understanding the obligations and duties entailed in various relationships and executing these piously, first and foremost through the "filial piety" that a good son shows towards his parent.
• these duties and obligations are ethically carried out according to principles of propriety, li, in the form of traditional rituals. one is bound by relationships to everyone in society but not all to the same degree or in the same way.
• yi is the sense of rightness or appropriateness. operates to maintain the social hierarchy and traditional relationships.
• ren-the virtue of humaneness or humanity. one's sense of oneself as a human being and as related to all other people through our common humanity, love of all people.
• holds males as primarily responsible for most ethical activities, with females having responsibilities derived from relationships with males, as in showing ritual respect for her in-laws or in bearing and raising children.
• though we are all equally obliged to behave ethically, the way in which that obligation is carried out depends on the web of interrelationships one happens to live in.
• the particulars of ethical behavior are determined principally by social context rather than by absolute, transcendent principles that are indifferent to the person or the social context. we should not expect everyone to behave the same to all people everywhere.
• each member of society has many duties and obligations defined by his or her relationships.
• the family metaphor resonates through all levels of society, the strength of the obligations involved weakening as one moves farther from the core relationship of the family.
• in the corporate context, traditional Chinese business relations were modeled on the paradigm of the parent-son relationship.
• there is a clear strand of traditional Confucian thought affirming the need of subordinates to rectify or reprove their leaders and to remove them if necessary. businesses are expected to enhance the common good and there is a long tradition of disdain of profits as the primary motive for actions.
• from the Confucian perspective, it does not make sense to hold the same standards of loyalty, deference, honesty, integrity, or other virtues in our business dealings as we do in our closer relationships such as to friends or family. it would also be a violation of justice to do so.

Levinas: seeks the root of ethics and finds it in the particularity and uniqueness of our encounters with other people, which he refers to generically as "the other".

• it is, rather, about our human nature in relation with others. ethics result from our awareness of the other.
• the other makes us aware that some other thinking and feeling human exists, whose wants, values, feelings, thoughts, and responses are radically unknown to us and can never fully anticipated. we must understand what that person needs and wants from the relationship with us. this can be known only through communication in a give-and-take interchange that recognizes in the other person a morally equal yet unknown factor.
• "the other" is ethically even more important than "I". only the other can make us aware of the impact of our behavior on the other so that we can adjust our behavior responsibly.

Gert: focused on the topic of morality and explored what it means, how it is known, how it relates individuals to society, and how it is carried out practically.

• relates morality to rational thinking, to a universal audience, and to traditional moral principles while carefully distinguishing it from emotions such as caring, from religious duty, from personal authenticity, and from several other bases of morality proposed throughout history.
• basic definition of morality, equivalent to ethics, is: morality is a public system applying to all rational persons governing behavior which affects others and which has the minimization of evil as its end, and which includes what are commonly known as the moral rules as its core.
• morality involves action, social relations with others, applied impartially to all including oneself, and the avoidance of evil (more definite and decidable) rather than the pursuit of good.
• five primary moral rules: don't kill, don't cause pain, don't disable, don't deprive of freedom, don't deprive of pleasure
• second five rules: don't lie, keep your promises, don't cheat, don't commit adultery, don't steal.
• offers a short list of eight questions to be used in determining the morally relevant features of a given situation:

1. what moral rules are being violated?
2. what evils are being (a) avoided? (b) prevented? (c) caused?
3. what are the relevant desires of the people affected by the violation?
4. what are the relevant rational beliefs of the people affected by the violation?
5. does one have a duty to violate moral rules with regard to the person, and is one in a unique position in this regard?
6. what goods are being promoted?
7. is an unjustified or weakly justified violation of a moral rule being prevented?
8. is an unjustified or weakly justified violation of a moral rule being punished?

Project Draft

Checklist:
* Request that official test scores from testing program be sent to the colleges.
o For SAT I and II: first four reports are free. Each additional report is $9.50 with a onetime processing fee of $27.
o For ACT: $9.00 per test date per report.
* Request that your high school send your transcript to the colleges as well as any counselor recommendation forms.
* Get letters of recommendation from your teachers.
* Write essay/personal statements/short answer questions.
o Have someone proofread your essay for grammatical mistakes and another person proofread it for content.
* Complete application.
* Send in completed application, any additional forms (scholarships, Honors Colleges, etc) and application fee.
* If necessary, set up your alumni interview.
* Breathe and relax!!!! You have done everything you can do and now it’s the schools’ turn to do some work.
Timeline:
* mid-August:o Know where you plan to apply and have as many applications printed or ready online as you can. Some schools may wait until later to make them available, but you can still try now.
o Attempt to start any essays or short answer questions required by the school. Once classes start, it’s going to be hard to find the time to work on them so start early!
* Early September:
o Request that your high school guidance counselor send out your transcripts and fill out any forms required. Your high school may not process your request until later in the year, but most counselors will appreciate that you got it into them early.
o Contact the admissions office for each school with any questions you may have about the application through email or by phone.
* Mid to late September:
o You should have taken the SAT or ACT at least once (preferably twice) by this time.
o Begin to ask teachers for letters of recommendation.
o Complete the actual application including any supplementary materials used for scholarships or honors colleges.
* Early October:
o If you plan to take the SAT or ACT again, do so now. Also if you know that the school you are applying to requires SAT II, begin to take them now.
o Have someone that you trust proofread your essay and make any final changes.
* Mid to late October:
o Gather all materials and prepare to send them out.
o Check one last time on the admissions website for any last minute additions to the application. * As needed:
o Some colleges may request that you send them the transcript from the first semester of your senior year before they make their final decision. Do so as early as it is available from your high school.
o For any school that requires an alumni interview, set up a date as early as is convenient for both you and the interviewer. You want to catch them early in the application season before they are burned out.
o Keep an eye on your email and mailbox just in case the school requires extra information from you individually.
* Mid March to early April:o Keep an eye out for the big envelopes in your mailbox because they should start rolling in any time now.
o NOTE: some schools will let you know whether you have been accepted on a rolling basis so you may be in store for a surprise earlier than you thought!!!!
o If you are wait-listed, make sure to return the form stating that you wish to remain on the wait list as soon as you can. It also may be a good idea to send the admissions office a letter expressing your continued interest in the college.
* Mid April to mid August: relax and celebrate your accomplishment!!!!! It’s a big deal!!!! CONGRATULATIONS FROM YOUR WRITERS!!!!!!

Letters of Recommendation
Who to ask:
* A teacher that you have had either sophomore or junior year is considered to be best. If you have had them for more than one class, that’s even better.
* Some applications require letters from specific areas of instruction depending on your intended major.
* If a letter from a particular course isn’t required, choose a teacher whose class you really enjoyed or did well in. (Both would be better!)
o Another note with this is even if you haven’t gotten an A in the class, but worked exceptionally hard to get the grade you did (attended extra tutoring sessions, asked for help before/after class, paid attention during lecture, etc) the teacher will be able to comment on how hard you work.
* It is also a good idea to ask for a letter from a teacher whose course directly coincides with your intended major. For example, if you want to major in history, don’t just send letters from math and science teachers. The college will want to know how you do in the subject you plan on studying.
* Another option is to ask a teacher that served as an advisor for one of your extracurricular activities. If you pick this option, make sure that you have been actively involved in the activity and not just a member who shows up periodically.
How to ask:
* DON’T PUT THEM ON THE SPOT!!!! Never ask them during class or in front of other people. It would be a good idea to send an email beforehand:
Dear Mr. (Ms.) X,I am applying to school A and am curious to know whether you would feel comfortable writing a strong letter of recommendation for me. I would really appreciate any help that you could give me in this process. Thank you very much for your time.Your name
* The key here is that by emailing you prevent them from feeling uncomfortable saying no and writing a weak or unflattering letter. By including the words “strong letter”, it becomes clear that if they can’t write a good letter you would rather they didn’t write one at all.
When to ask:
* Ask as soon as possible. The teachers who are the most popular amongst the students are going to have a lot of requests for recommendation letters. You don’t want yours to sound like every other student’s who applies to the same college.
* Give the teachers about 2-3 weeks before the letter needs to be SENT (note this says sent and not received-allow time for mail service!). Teachers are busy too and by rushing them to finish your letter, you lose.
Other tips:
* Make it easy for the teacher to send your letter out:
o Give them a self-sealing, pre-addressed, stamped envelope that has YOUR return address on it. That way they don’t have to pay to send out your letters and there won’t be a delay in getting them out.
o Offer to come and pick them up to send them out. Some teachers may offer to do it for you, but you don’t want to risk making the assumption that they will.
o Include a copy of your resume with the form and envelope. If the teacher knows you well enough, they may not need it but having it will make the process easier for them.
o If there is an essay portion of your application, feel free to include it if it’s appropriate. This extra material may give the teacher a better idea of who you are outside the classroom, but make sure that it’s grammatically correct and complete first!
o Fill out any demographic data (ex. your name, address, etc.) on the teacher comment form before you give it to the teacher.
* Follow-ups:
o Thank the teacher both in person (when you pick up your letters or when you see them next).
o Also deliver a hand-written thank you note-you never know whether the school may contact the teacher and you want to make sure that you are still fresh in their mind!
o Let your teacher know how things turned out. They have taken the time to help you apply, so let them know if you were successful!
* Counselor recommendations:
o Most schools require that your guidance counselor fill out some sort of form about grading policies. Occasionally this can include a portion where they have to evaluate you as a person.
o Get this material into your counselor as soon as they start accepting it-counselors are going to be swamped with work at this time of the year and you want your form to be one of the first ones they come across not the last.
o The same advice can be applied to requesting that your transcript be sent to your colleges to complete your application. Request your transcripts asap and include any forms you need filled out at this time. Don’t make it so that you have to make multiple return trips to the counselors’ office.

Interviews
Clothing:
* Professional and comfortable:
o You are going to be nervous so don’t wear something that you feel uncomfortable in. However your outfit should be professional. For guys, nice pants (not jeans), a polo shirt and nice shoes (no sneakers or flip flops) should be fine. For girls, a pair of dress pants or a nice skirt (not too short or tight), a blouse and closed-toe shoes with no or a very low heel are appropriate. Basically if you wouldn’t wear it to church or a job interview, you shouldn’t wear it to a college interview.
o Make-up, jewelry and perfume/cologne should be kept to a minimum.
o You want the interviewer to remember YOU not your outfit.
Activities:
* Don’t spout off a list of everything you have ever done in high school. The interviewer won’t be able to write it down fast enough and things will be left out.
* Focus on a few activities that have special meaning for you and coincide with your potential major/career. Make sure that you are able to explain WHY they are important to you and what you have gotten out of them.
o If as part of the activity, you participated in any events (volunteer experiences, fundraisers, etc ) keep them handy in your mind in case the interviewer is unfamiliar with the organization or activity.
o Highlight any leadership roles that you have held while you were part of the organizations and discuss what the leadership role entailed.
* Mention any long term jobs you’ve had if they take up a significant portion of your time outside of school. Not all applications have room for them so this is your time to show them off! By the way, babysitting, pet sitting or cutting lawns occasionally are not likely to be something that leaves an impression on your interviewer. Focus on jobs that you’ve had for an extended period of time (6 months or more).
* This is your time to brag a little bit about how involved you are with your interests. Your interviewer will likely know your scores, grades and course load already so tell them things that aren’t on your application.
Interviewer: when you are notified of your interview, the school often provides you with some background information on your interviewer. Keep this information in mind since it may come in handy during the interview-it is likely that you have some common ground!
* It also wouldn’t be a bad idea to keep an eye or ear open for any information about your interviewer-they may work at the university you are applying to or another college, conduct research and publish articles, etc. Any of this information can be used as an icebreaker or to fill up awkward silences.
School information: the person who is interviewing you is almost always going to be an alumnus of the school you are applying to. This means that they know the school better than just about anyone.
* To be prepared, you may want to have a general understanding of the school’s history and anything that makes it unique.
* Be able to discuss why you want to attend the school (and just saying “they have a great football team” is almost never a good answer). Options for answering this question (and most interviews will not end before you are asked this question) can include the major you are interested in, the alumni involvement, any special programs or faculty members that you want to take advantage of or work with, etc. There had to be a reason that you applied to the school, what was it?
Etiquette:
* BE PUNCTUAL!!!! It is likely that there will be other applicants coming after you to interview with the same person. Respect their time and the interviewer’s time.
o Plan to arrive about 10 minutes or so before your scheduled time just in case you have trouble locating the actual location.
o If you are unsure of where you are going, have directions handy and leave even earlier to avoid being late.
o Keep traffic conditions in mind-they may want to meet after they finish work which may put you on the road during rush hour.
* Don’t talk forever-this goes back to the fact that they may have other interviews to do after you.
o You may be able to determine whether they do or not by asking how many interviews they have scheduled that day or by commenting on how busy a time of year this must be for them. The key here is to play it by ear.
* Your interviewer may be a very recent graduate or someone who graduated many years before you were even born. The material you talk about will likely be the same, but the way you talk about it may be different.
o The key thing to remember is that you are on an interview and not talking with a friend or peer. Be respectful and reserved, but still personable.
* Be able to take cues from your interviewer about how formal or informal the meeting will be.
* It is ok to make some small talk or inquire about some of their background information if it seems appropriate in the situation. They may volunteer some information to you at the start of the interview.
* After the interview (within a week), send a hand-written thank you note to the address you have for the interviewer. Thank them for taking the time to meet with you and answering any questions you may have asked. Include that it was nice to meet them and that you hope they have a good holiday season/remainder of the school year or whatever is most appropriate for their individual situation. Make sure your note is grammatically correct and their name is spelled properly!
* Personal stories/anecdotes??????
Honesty: if it’s not true, don’t say it. It is not worth getting caught in a lie and looking untrustworthy just to impress someone. Talk about only what you know!
Other tips:
* Come prepared with some questions about either the school in general or their experience while attending the university.
* Relax and be as natural as you can be. Keep in mind that most schools don’t make their decisions solely based on the interview, it is just an opportunity for them to get to know you on a more personal level.

Writing College Admissions Essays
One of the scariest parts of the college admissions process is writing the college admissions essay or the personal statement. First, you may or may not be given a topic and second, you have so much to say with so little room to say it. The section is important because it will allow the admission committees to see that you are a real person, not just some numbers and letters put together. Thus, it is important to give the admissions committee a good idea of the type of person you are, including your values, and thought process. Outlined below is a step-by-step process on how to write your admissions essay from brainstorming to turning the essay in.
* Brainstorming
o As with all papers it is a great idea to brainstorm, and this is especially true for college admissions essays. The goal of the essay is to bring forward characteristics of yourself that you want the college you are applying to see. When brain storming take time to think about your strengths, weaknesses, and characteristics. Let the thoughts simmer in your head for a week. After this time you will have picked what you believe are the best descriptions of you. Do not think of activities, those will be added later. If you need further help defining your characteristics ask a friend, family member, or someone who knows you well to tell you what they think your defining characteristics are. The brainstorming is also beneficial because it helps you to see your values and that you should be proud of yourself.
* Outlining
o After picking the best descriptions of yourself, think of examples of when you showed the characteristic. For example, if you define yourself as a resilient person give a time when you didn’t let an experience knock you down. If you can’t think of an example, pick another quality. If you have an example of your description that comes from your activities, feel free to use it. In addition to outlining, you can pick a description of yourself and then tell a story of a time when you showed that quality. The story should be about twenty minutes long. Outlining should be done even if a topic is given to you, it will help you to learn how to bring out the qualities you want to stress.
* Topics
o When you are given a topic
* Make sure you answer the question completely, don’t just write about whatever you feel like.
* If you have a choice of topics, pick something that you feel that you can be passionate about. Your passion will come across in the writing, making it more interesting to read
* Common Topic Questions
* Tell us about yourself
o Write about give a few qualities that you feel best describe you and give examples of when you demonstrated them (see outlining helps!)
o Know that they aren’t expecting you to be Mother Theresa, or Albert Einstein, be yourself, this will help you to stand out.
o Be FOCUSED!!!
* Why do you want to attend this school
o Write about the specific characteristics of the school that attract you (don’t write because there are hot girls), for example, I feel that you school is always trying to better itself and its facilities are world-class.
o Make sure what you say about the college is correct, because the people reading your essay know everything about the college
* Creative questions
o Write logically, not creating weird scenarios that would never happen, and somehow work your best qualities into the essay. Again, make sure you know what you are talking about, it is not the time to act like you know what you’re talking about.
o When you aren’t given a topic
* Pick a topic that you can be passionate about, this is the first step to writing a good essay. If you feel like you can be passionate about the time that your car broke down, write about it. Admissions counselors read so many of the same thing, having a unique essay topic will help you to stand out. Don’t feel like you have to impress the counselors either. They haven’t expected you to cure cancer. The topic should have affected you in some way and write about that. In addition, Make sure the paper shows that you can reflect and write an organized paper. Basically write something you have passion about (make sure the passion comes through in your writing) and make sure it is easy-to-read.
* Start Writing!
o Write in a traditional way, with an introduction, body and conclusion, unless you are writing a story about an event, in which case you won’t have an introduction. If you can try to write in a narrative tone, because admissions counselors like to read stories.
o Introduction
* Most admissions counselors only have a few minutes to read your essay make sure that you grab their attention right away with an amazing grabber. Make sure that you have a well defined thesis. While writing your introduction, make sure that you do not review what you will say later; keep your read wanting to know what will happen next.
o Body
* Each paragraph of the body will contain one characteristic and an example or two when you demonstrated the characteristic. If you are allowed many words, then have multiple paragraphs, but if you are only allowed a few words then try to have one paragraph explaining your best quality, but first try and see how many qualities you can fit in.
o Conclusion
* Resummarize what you stated throughout the essay. Make that you leave the audience feeling as they know you better and satisfied.
o Writing Tips
* Avoid using humor, because it doesn’t work often.
* Make facts about you do not contradict facts about you in your application. For example, don’t say I was in drama club for four years, when in your application you state you were only in drama club for two years.
* Don’t talk about your GPA or SAT/ACT scores
* Don’t mention weaknesses
* Make sure you use transitions when writing.
* Don’t act like someone you’re not
* Be modest
* Proofreading
o After writing the essay, put it away for a few days and don’t think about it. Then after a week or so reread it and see if you feel as though you have gotten your points across. If you feel as though you haven’t try rewriting the parts you feel are lacking and repeating the process. You might have many drafts. If you feel as though you have made your points, ask someone you know, who will tell the truth to you, to read through your essay. Have them check for clarity and readability in addition to grammar. However, don’t have too many people read it, because they might edit out your flare. After you are satisfied with your draft proofread it a few more times, and then get ready to turn it in!
* Turning in your essay
o Make sure it is typed, or clearly handwritten. You do not want to make the admissions counselors mad!
o Try not to use the same essays for all of the schools you are applying to, because the essay will seem bland to them.

Clemson University
How to contact Clemson University
* If you have a question regarding admissions, first check online to see if your question is answered there. In fact, Clemson has a virtual admissions counselor that will answer some of their most common questions. The virtual advisor can be found at the bottom of the website listed below. To find information for incoming freshmen, look to the right for the bar that says freshmen. There you should find everything you need, if you don’t, try calling the University at the phone number listed below. Don’t be afraid to ask the admissions people a question that is what they’re for, and they’ve probably heard it many times!
* Address: 105 Sikes Hall, Box 345124Clemson, S.C. 29634-5124
* Phone: (864) 656-2287
* Fax: (864) 656-2464
* Website: http://www.clemson.edu/prospectivestudents/
* Email:
Deadline Information
* Clemson University has two deadlines for admission. The first deadline is for the priority application and it is due December 12th. The priority application is for _____. The final application deadline is May 1st; however, you should have all of your materials in by the December 12th deadline. If you do not have your materials in by this date, many of the spots may already be filled. You don’t want the reason you didn’t get in to be because you didn’t get you application materials in on time. Also, for consideration to receive scholarships your application must be in by December 31st. The dates listed are the dates that the materials should actually be at the office, not the postmarked date.
ApplicationDeadline:
Priority Application Deadline-December 12th
Regular Application Deadline-May 1st
Deadline to Receive Scholarships-December 31st
How much does it cost to apply?
* To apply to Clemson, it costs $60. Money may be sent in by check or money order, with both being made out to Clemson University. The fee is nonrefundable. If you cannot afford the fee email NACAC, collegeboard, or LOOK UP EMAILS ACT for information about their fee assistance programs.
What has to be in your Clemson Application?
* Clemson, compared to some other schools has fairly simple application requirements. In your application you must include: information about your high school transcript with class rank (if class rank is not on transcript talk to you guidance counselor), SAT/ACT scores (directly from the testing service, contact at EMAIL) , the application itself downloaded from WEBSITE, and the guidance counselor form within the application. Clemson, unlike many other colleges, does not require personal statements, essays or letters of recommendation. However, they are accepted and will be looked at by admissions counselors, if you feel as though you need to send them in.
* Weight placed on admissions factors (if applicable)
o Very Important: Rigor of HS record, class rank, gpa, state residency, and standardized test scores
o Important: alumi relation
o Considered: essay, extracurricular activities, talent/abilities, choice of major and recommendations
o Not considered: interview, race, work experience, volunteerism
* SAT/ACT scores
o Both need tests w/ writing section
o SAT
* Math: 587-680
* Verbal: 550-640o
ACT: 25-30
* High school GPA: 4.13
* Class rank in high school (if possible)
o Top 10% of HS class:52%
o Top 25% of HS class:75%
* Freshman requirements
o Total Hours: 19
* English: 4
* Math: 3, 4 recommended
* Laboratory Science: 3, 4 recommended
* Foreign Language:3 ( but if don’t have 3 hrs can still apply, need reason why)
* Social Sciences:3
* Other: 2
* Phys. Ed/ROTC: 1
* Honors college information
o To be considered applicant must:
* Be in top 10% of HS class
*Score a 1300 or higher on the SAT (including critical reading and math) or have a ACT score greater than 30
* Will consider applicants that do not meet requirements though
o Accepted students usually have a 1400 or higher and are in the top 3% of their HS class
o Requirements for applicants
* Must submit HS transcript
* 2 LORs (one from guidance counselor and one from teacher)
* Must access application online
* GET FORM ONLINE (don’t know what it requires)
o For priority consideration need application to be in by Dec 1st(notified by Feb. 15) and for nonpriority before March 1st
* After dec. 1st will be considered on rolling admissions
* AP/IB policies
o AP
* Will usually accept credits if student scored 3 or higher. Credits will be awarded by score, for example a higher score may earn the students more credit hours than a lower score
* See AP award chart
* When taking the test the student must mark Clemson as a college they want their AP scores sent to and include social security number
* Clemson’s number:5111
o IB
* Will be awarded credit if score is high enough
* Anthropology — A score of 4, 5, 6 or 7 will earn Anthropology elective credit.
* Biology — A score of 4, 5, 6 or 7 will earn credit for BIOL 103/105 and BIOL 104/106.
* Business & Management — A score of 4, 5, 6 or 7 on the HL Business and Organization examination will earn credit for MGT 201.
* Chemistry — In majors requiring organic chemistry, credit for CH 101 will be given for a score of 4, 5, 6 or 7. In majors that do not require organic chemistry, credit for CH 101 will be given for a score of 4 or 5 , and CH 101 and CH 102 will be given for a score of 6 or 7.
* Economics — A score of 4, 5, 6 or 7 will earn credit for ECON 211 and 212.
* English — A score of 4 will earn credit for ENGL 101. A score of 5 or 6 will earn credit for ENGL 101 and 212. A score of 7 will earn credit for ENGL 101, 103 and 212.
* Environmental Systems — A score of 4, 5, 6 or 7 will earn credit for EN SP 200.
* Foreign Languages — A score of 4 will earn credit for FR 101, GER 101, ITAL 101, JAPN 101, RUSS 101 or SPAN 101 (dependent upon HL language examination). A score of 5, 6 or 7 will receive credit for FR 101 and 102, GER 101 and 102, ITAL 101 and 102, JAPN 101 and 102, RUSS 101 and 102, or SPAN 101 and 102 (dependent upon HL language examination).
* Geography — A score of 4, 5, 6 or 7 will receive credit for GEOG 101.
* History — A score of 4, 5, 6, or 7 on the HL History-European examination will earn credit for HIST 173. A score of 4 or 5 on the HL History-Americas examination will earn credit for HIST 101. A score of 6 or 7 on the HL History- Americas examination will earn credit for HIST 101 and 102.
* Mathematics — For students taking the calculus sequence, credit for MTHSC 106 and 108 can be awarded. A score of 4 or 5 on the HL Mathematics examination earns placement in MTHSC 108. Upon completion of MTHSC 108 with a grade of C or better, credit will be given for MTHSC 106. A score of 6 or 7 on the HL Mathematics examination earns credit for MTHSC 106.
* Music — A score of 4, 5, 6 or 7 will be given credit. Exact credit and courses will be determined on an individual basis.
* Philosophy — A score of 4, 5, 6 or 7 will earn credit for PHIL 101.
* Psychology — A score of 4, 5, 6 or 7 will earn credit for PSYCH 201.
* Theatre Arts — A score of 4, 5, 6 or 7 will be given credit. Exact credit and courses will be determined on an individual basis.
* Visual Arts — A score of 4, 5, 6 or 7 on the HL Art/Design examination will earn credit for ART 103.
o For any questions about transfer credit email: Ms. Bonnie Duncan at bonnieg@clemson.edu
* Residency Info
o Student and parent must fill out form stating South Carolina resident
o Along with other info
* Actual application for college and honors college (if available)

College of Charleston
* Contact information
o Address: 66 George Street, Charleston, SC 29424 United States
o Phone Number: 843-953-5670
o Fax: 843-953-6322
o Website: http://www.cofc.edu/admissions/
o Email: admissions@cofc.edu
* Deadlines and notification dates
o Nov 1st for early notification
o Dec 1st for merit based scholarships
o Feb 1st regular priority deadline
* Priority will be given to students who applied before Feb 1st
o Apr. 1st reg app. deadline
* Applicants will be accepted after Feb 1st but will be accepted only if there are available seats
* Cost of applying (application fees)
o $45 for paper application
o $35 for online application
* What has to be in the application: essays, letters of recommendation, etc.
o Application
o HS transcripts
o ACT/SAT scores
o Secondary School Report (filled out by guidance counselor)
o LORs are NOT required
o Essay
* Not required for early action, required for regular decision and honors college (can use for both honors and admission)
* 300-500 words, one of four topics
o Personal statement
* Optional
* Write about special circumstances
* Especially if not enrolled in high school during the past year
* Weight placed on admissions factors (if applicable)
o Very Important: rigor of HS work, GPA, standardized test scores, state residency
o Important: Class rank, talent/ability, character/personal qualities, first generation
o Considered: essay, recommendations, extracurricular activities, race, work experience
* SAT/ACT scores
o SAT
* In-state: 1080-1230
* Out-of-state: 1160-1290
o ACT
* In-state:23-26
* Out-of-state: 23-28
* High school GPA: 3.81
* Class rank in high school (if possible)
o Most in top 16% of HS class
* Freshman requirements
o English:4 credits (one course must cover American Lit and one course must cover English Lit)
o Math: 3 credits (Algebra 1, Geometry, Algebra II, higher level courses are recommended)
o Laboratory Science: 3 credits (from Biology, Chemistry, or Physics, 2 of the credits must be in two different fields)
o Foreign Language: 3 credits (2 credits must be from the same foreign language)
o Social Sciences: 3 credits (one US history course is required, half units of econ and govt are suggested)
o Electives: 4 credits (Computer Science, English, Fine Arts, Foreign Languages, Humanities, Laboratory Science (excluding earth science, general physical science, general environmental science or other introductory science courses for which biology and/or chemistry is not a prerequisite), Mathematics above the level of Algebra II, and Social Sciences. It is suggested that one unit be in Computer Science which includes programming (i.e., not just keyboarding) and one unit in Fine Arts (appreciation of history or performance).
o Phys Ed/ ROTC: 1 credit
* Honors college information
o Description of Applicants
* SAT score of 1340
* ACT score of 30
* Top 6% of High School class
o Complete Honors college application
* Essay (500-800 words)
* Three choices (can use Honors essay ONLY for regular application, but cannot use regular essay for honors)
* HS transcript
* LORs (two)
* Use honors college recommendation form
* SAT/ACT scores
o Application must be turned in by December 1st
* Will be notified from end of November into spring semester
* AP/IB policieso AP
* Awards one semesters worth of credit for scores 3,4, or 5
* Sometimes 2 credits are awarded
o IB
* Credits awarded by table athttp://www.cofc.edu/admissions/admissions%20categories/entering_freshmen/ib_credits.html

Spotlight information on USC-Columbia
Contact information: Office of Undergraduate AdmissionsUniversity of South Carolina-Columbia, SC 29208
Phone number: 803-777-7700
Fax number: 803-777-0101
Website: http://www.sc.edu/admissions/
Deadlines:
October 1, 2008: Early Answer Application Deadline
November 15, 2008: South Carolina Honors College and Top Scholar Application Deadline
December 1, 2008: Priority Application Deadline
February 1, 2009: Credentials Deadline
Notification Dates:
December 15, 2008: Early Answer Notification Date
February 15, 2009: SC Honors College Notification
March 16, 2009: Decision Day
Parts of the application:
ApplicationNonrefundable application fee ($50)
High-school transcript(s)
Official test scores sent directly from testing site
Honors College and Top Scholars application*
Two recommendation letters*
*Note: the marked components are only required if the applicant is seeking acceptance into the Honors College
Weight placed on admissions factors:
Academic Criteria Importance
Rigor of Secondary School Record Very important
Class Rank Considered
Academic GPA Important
Standardized Test Scores Very important
Application Essay Considered
Recommendation(s) Considered
Non-Academic Criteria Importance
Interview Not Considered
Extracurricular Activities Considered
Talent/Ability Considered
Character/Personal Qualities Considered
Alumni/AE Relation Considered
Geographical Residence Not Considered
State Residency Considered
Religious Affiliation/Commitment Not Considered
Racial/Ethnic Status Considered
Volunteer Work Considered
Work Experience Considered
Level of applicant’s interest Not Considered
SAT Scores: 1070-1250 (middle 50%)

• Critical Reading: 520-620 (middle 50%)
• Math: 540-640 (middle 50%)

ACT Scores: 23-28 (middle 50%)
High school GPA: 3.9
Class rank in high school:

• Students in top tenth of HS class: 29%
• Students in top quarter of HS class: 63%
• Students in top half of HS class: 93%

Freshman requirements:

* 4 units of English: two units of strong grammar and composition, one unit of English literature and one unit of American literature

* 3 units of Math: Algebra I, II and geometry are required. A fourth, higher level course is strongly recommended.

* 3 units of Laboratory Science: two units must be taken in two different fields and selected from chemistry, biology and physics. The third course may be from the same field as one of the previous two or from any laboratory science that requires the student have taken biology and/or chemistry.

* 3 units of Social Studies: must include one unit of U.S. history. A half-unit of both government and economics are strongly recommended.

* 2 units of Foreign Language: both units must be the same language.

* 4 units of Academic Electives: must be college-preparatory units and must be taken from at least three different fields-computer science, English, fine arts, foreign language, humanities, laboratory science (except those that don’t require biology and/or chemistry), mathematics above Algebra II, or social sciences. It is suggested that one unit be in computer science that includes programming and one unit in fine arts.

* 1 unit of Physical Education: or ROTC

Harty pp. 207-275

Creating Visuals
to make the most effective use of visuals and to integrate them smoothly with the text of your document, consider your graphics requirements even before you begin to write. Plan your visuals when you're planning the scope and organization of your final work.

• Talking point: would this work for scientific research, especially if the results of an experiment are unknown at the time of the proposal?

Some guidelines:

• Why include your visual?-explain in the text why you've included an illustration
• is the information in your visual accurate?-use reliable sources
• is your visual focused?
• are terms and symbols in your visual defined and consistent?
• does your visual specify measurements and distances?-specify the units of measurement used or include a scale of relative distances, when appropriate.
• is the lettering readable?
• is the caption clear?
• is there a figure or table number?-note that graphics are generically labeled "figures" while tables are labeled "tables".
• is a list of figures or tables needed?-if there are more than 5 illustrations, it's necessary
• are figure or table numbers referred to in your text?
• are visuals appropriately placed?
• do visuals stand out from surrounding text?

A table is useful for showing large numbers of specific, related data in a brief space. The data may be numerical or verbal. Elements of a typical table: table number, table title, boxhead (under the title), stub (left-hand vertical column of a table), body, rules (lines-don't use them on the sides of the table), source line (where you obtained the data-when appropriate), footnotes, continuing tables.

• ethics note: place source information below the caption for a figure and below any footnotes at the bottom of a table.
• use tables to present data that you want readers to quickly evaluate and compare, and that would be difficult or tedious to present in your main text
• use informal tables-those without a title or number-when there are only a few items to categorize.

Graphs, also called charts, present numerical data in visual form, showing trends, movements, distributions, and cycles more readily than tables do.

• ethics note: be careful not to omit or distort the data in your visuals
• talking point: as a student i have always been told to be a skeptical reader and look for distorted tables, graphs and statistics. how much of this responsibility lies with the reader and how much lies with the writer? should all of the work be done by one or the other?
• less accurate than tables and for this reason are often accompanied by tables that give exact numbers.
• most commonly used graphs are line graphs, bar graphs, pie graphs and picture graphs.
• bar graphs: commonly used to show the following proportional relations-different types of information during different periods of time, quantities of the same kind of information at different periods of time, quantities of different information during a fixed period of time, and quantities of the different parts that make up a whole.
• pie graphs: when possible, begin at the 12 o'clock position and sequence the wedges clockwise from largest to smallest.
• picture graphs: also called pictograms, modified bar graphs that use picture symbols to represent the item for which data are presented. each symbol corresponds to a specified quantity of the item. usually work well for nonexpert audiences because they make the data more vivid and easier to remember.
• dimensional-column graphs: depict columns as three-dimensional pillars and give the data a solid, three-dimensional, building-block appearance. they can, however, obscure rather than clarify the information depending on how they are displayed.

Drawings: useful when your reader needs an impression of an object's general appearance or an overview of a series of steps or directions; best when you need to focus on details or relationships that a photograph cannot capture.

• if the actual appearance of an object or a phenomenon is necessary to your document, a photograph is essential.
• for general interest images use the clip-art libraries available.

Flowcharts: a diagram that shows the stages of a process from beginning to end; it presents an overview that allows readers to grasp essential steps quickly and easily. items in a flowchart are always connected according to the sequence in which the steps occur and typically flow left to right or top to bottom.

organizational charts: shows how the various components of an organization are related to one another. the title of each organizational component is placed in a separate box which is then linked to a central authority. the name of the person occupying the position in each box can be included as well.

photographs are vital to show the surface appearance of an object or to record an event or the development of a phenomenon over a period of time

Strategies of Persuasion: it is convenient but self-defeating to follow fixed prescriptions for persuasion; good writers vary their approaches in response to their readings of different situations.

1. consider whether your views will make problems for readers: if your views are bad for readers, you proceed to report them, but with empathy and tact and an effort to put yourself in the readers' shoes.
2. don't offer new ideas, directives, or recommendations for change until your readers are prepared for them: take into account the extent of your audience's resistance to change, the amount of change you are asking for, the uncertainty in readers' minds as to your understanding of their situation, and the "perceived threat" of your communication, that is, how much it seems (to readers) to upset their values and interests.
3. your credibility with readers affects your strategy: credibility itself is a variable; that is, it can be influenced by the words of the communicator. credibility lies in the eye of the beholder. Two types of credibility: given credibility may result from your position in an organization, your reputation, the individuals and groups the writer is associated with. you may need to remind readers of your high given credibility. Acquired credibility is earned by thoughts and facts in the written message. citing ideas or evidence that support the reader's existing views may earn the writer more given credibility.
4. if your audience disagrees with your ideas or is uncertain about them, present both sides of the argument: most influential writings acknowledge the shortcomings, weaknesses, and limitations of their arguments. Talking point: how far do you go with this? should you point out all of the flaws of your position and risk losing some support from readers?
5. win respect by making your opinion or recommendation clear: although strategy may call for a two-sided argument, this does not mean you should be timid in setting forth your conclusions or proposals at the end.
6. put your strongest points last if the audience is very interested in the argument, first if it is not so interested: "primacy-recency" issue-the argument presented first is said to have primacy; the argument presented last, recency. the ideas you state first or last have a better chance of being remembered than the ideas stated in the middle of your appeal or case.
7. don't count on changing attitudes by offering information alone: presentation of facts alone may only strengthen the opinions of people who already agree with the writer.
8. "testimonials" are most likely to be persuasive if drawn from people with whom readers associate: you suggest that they are not alone with you, that there is a group support for the points being made. the more deeply attached your readers are to a group; the greater the influence of the group norms on them.
9. be wary of using extreme or "sensational" claims and facts: observable, believable, realistic statements carry more weight than any other kinds. you can antagonize people with hyperbole. talking point: to me, hyperbolic statements oftentimes are useful in capturing the attention of the reader. i agree that they shouldn't be relied on to make a case, but they still have their place.
10. tailor your presentation to the reasons for readers' attitudes, if you know them: chances of persuading readers are better if you can plan you appeal or argument to meet the main feelings, prejudices, or reasons for their beliefs.
11. never mention other people without considering their possible effect on the reader: carbon copies and blind copies

we have a tendency to abstract written communications from real-life, to act as if the customary ground rules of influence and persuasion don't apply to a message that is in writing. write as if talking WITH people, not talking TO them.

Proposals:

Guidelines:

1. approach wrting a proposal as a problem solving activity-make the reader feel confident that you can solve the problem
2. regard your audience as skeptical readers
3. research your proposal carefully
4. prove that your proposal is workable: analyze and test your proposal to eliminate any quirks before the reader evaluates it
5. be sure that your proposal is financially realistic: study the economic climate
6. package your proposal attractively: letter-perfect, inviting and easy to read.

Informal Proposals: primary purpose is to offer a realistic and constructive plan to help your company run its business more efficiently and economically. informal proposal will be an in-house message, so a brief memo should be appropriate.

• writing an internal proposal requires you to be aware if and sensitive to office politics. show that the change you propose is in everyone's best interest. discuss your plan with your boss before putting it in writing. never submit a proposal that offers an idea you think will work but relies on someone else to supply the specific details on how it will work.

internal proposals usually contain four parts:

• the introduction: state why you think a specific change is necessary now. define the problem and emphasize that your plan, if approved, will solve that problem. where necessary, stress the urgency to act.
• background of the problem: the more concrete evidence you cite, the easier it will be to convince the reader that the problem is significant and that action needs to be taken now. avoid vague (and unsupported) generalizations. verify how widespread a problem is or how frequently it occurs by citing specific occasions.
• the solution or plan: describe the change you want approved. tie your solution (the change) directly to the problem you have just documented. supply details that answer if the plan is workable and if it's cost effective. it is also wise to raise alternative solutions, before the reader does, and to discuss their disadvantages.
• the conclusion: should be short.

Sales proposals: most common type of external proposals and purpose is to sell your company's products or services for a set fee. includes a sales pitch as well as a detailed description of the work that you propose to do.

• audience for a sales proposal may be even more skeptical since they may not know you or your work. will evaluate your proposal according to how well it meets their needs and how well it compares with the proposals submitted by your competitors.
• key to success is incorporating the "you attitude" throughout your proposal. different firms have different needs.

parts of a sales proposal:

• introduction: should prepare readers for everything that folloes in your proposal.
• statement of purpose and subject of proposal
• background of the problem-not as necessary in a solicited proposal
• description of the proposed product or service:
• show that your product/service is the right one
• describe your work in suitable detail
• stress any special features or benefits
• timetable: shows readers that you know your job and that you can accomplish it in the right amount of time.
• costs: make your budget accurate, complete, and convincing. (accepted by both parties, a proposal is a binding legal agreement).
• qualifications of your company: emphasize your company's accomplishments and expertise in using relevant services and equipment. don't misrepresent yourself!
• conclusion: "call to action" section

Writing proposals with style: style works at a few different levels in a proposal. style affects or influences almost all other elements of writing. style is who you are and how you reflect who you are, intentionally or unintentionally, in what you write. it illustrates your clear-headedness, your emphasis on quality, and your willingness to communicate and work with the readers. style enhances and amplifies content, but it should never be used artificially embellish or hide a lack of content.

• plain style: for instruction and demonstration; used mostly in the situation section and the qualifications section and occasionally the plan section
• middle style: for persuading people to take action
• grand style: for motivating people do some thing they already know they should do

8 guidelines for writing plainer sentences:

1. the subject should be what the sentence is about
2. make the "doer" the subject: the active person or thing usually makes the best subject of the sentence.
3. state the action in the verb: find the action in the sentence and make it the verb
4. put the subject early in the sentence: subject anchors the sentence; introductory or transitional phrases should be used sparingly and be to the point
5. eliminate nominalization: verbs and adjectives that have been turned into awkward nouns. happens for two reasons-humans generally think in nouns and some people mistakenly believe that using nominalizations makes their writing sound more formal or important.
6. avoid excessive prepositional phrases
7. eliminate redunancy: happens when points are stressed, sometimes buzzwords and jargon lead to redundancies, synonyms are used to modify another synonym.
8. make sentences "breathing length": applies to both short and long sentences

Elements of a paragraph:

• transition sentences: purpose is to make a smooth bridge from the previous paragraph to the present paragraph. most paragraphs don't need them
• topic sentence: the claim or statement that the rest of the paragraph is going to prove or support. it is the most important sentence in any given paragraph
• support sentences: if/then, cause/effect, better/worse, greater/lesser kinds of arguments intended to prove the claim made in the topic sentence
• point sentences: usually restate the topic sentence at the end of the paragraph, especially useful in longer paragraphs but still optional

two primary methods for developing plain paragraphs:

• line up the subjects so each sentence in the paragraph stresses the same things
• use the given/new method: every sentence in a paragraph should contain something the readers already know and something new that the readers don't know. the given information should be early in the sentence and the new information should appear later.

passive voice is appropriate when: the readers do not need to know who or what is doing something in the sentence OR the subject of the sentence is what the sentence is about. passive sentences can often help you align the subjects and use given/new strategies. in scientific and technical proposals, the passive voice is often the norm because who will be doing what isn't always predictable.