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Class Notes for Business Communication Today, 14th Edition

Class Notes for Business Communication Today, 14th Edition simplifies complex topics with easy-to-understand notes.

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    CONTENTS Preface and Acknowledgments ................................ ................................ ................................ ................. i i i Customer Service ................................ ................................ ................................ ................................ ...... iv Changes and Improvements in the 14th Edition ................................ ................................ ....................... 1 Online Communities and Resources for Business Communication Instructors ................................ ....... 6 An Unsurpassed Instructional Resource Package ................................ ................................ ..................... 9 General Teaching Guides ................................ ................................ ................................ .......................... 12 Course Planning Guide ................................ ................................ ................................ ....................... 13 Introducing the Course to Students ................................ ................................ .............................. 14 Conducting the Class ................................ ................................ ................................ ................... 15 Grading and Evaluating Students ................................ ................................ ................................ . 17 Cooperative Learning Guide for Groups and Small Teams ................................ ............................... 19 Working with Cooperative Learning Groups ................................ ................................ ............... 19 Working in Dyads ................................ ................................ ................................ ........................ 20 Working with the Jigsaw Process ................................ ................................ ................................ 20 Collaborative Writing Guide ................................ ................................ ................................ .............. 22 Preparing Students for Collaborative Writing ................................ ................................ ............. 22 Assigning Short - Term Projects ................................ ................................ ................................ .... 24 Undertaking a Long - Term Project ................................ ................................ ............................... 26 Evaluating Collaborative Projects ................................ ................................ ................................ 31 Service Learning Guide 1: Use Service Learning t o Add Real - World Writing Experience t o Your Course ................................ ................................ ................................ .......... 35 What Is Service Learning? ................................ ................................ ................................ .... 35 Example Project: Grant Research and Writing Assistance ................................ ................... 35 How to Incorporate Service Learning Into Your Course ................................ ...................... 36 Service Learning Guide 2: Real Clients, Real Management, Real Failure: T he Risks and Rewards of Service Learning ................................ ................................ ................... 37 Diagnostic Tests of English Skills ................................ ................................ ................................ ...... 40 Answers ................................ ................................ ................................ ................................ ....... 40 English Skills Test A ................................ ................................ ................................ ................... 41 English Skills Test B ................................ ................................ ................................ .................... 44 More Practice in Grammar, Mechanics, and Usage ................................ ................................ ........... 47 Chapter Guides (non - sequential, chapter - specific paging) Part 1 : Understanding the Foundations of Business Communication Chapter 1: Professional Communication in a Digital, Social, Mobile World Chapter 2: Collaboration, Interpersonal Communication, and Business Etiquette Chapter 3: Communication Challenges in a Diverse, Global Marketplace Part 2 : Applying the Three - Step Writing Process Chapter 4: Planning Business Messages Chapter 5: Writing Business Messages Chapter 6: Completing Business Messages Part 3: Digital , Social, and Visual Media Chapter 7: Digital Media Chapter 8: Social Media

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    ii Chapter 9: Visual Media Part 4 : Brief Messages Chapter 10 : Writing Routine and Positive Messages Chapter 11 : Writing Negative Messages Chapter 1 2 : Writing Persuasive Messages Part 5 : Reports and Proposals Chapter 1 3 : Finding, Evaluating, and Processing Information Chapter 1 4 : Planning Reports and Proposals Chapter 1 5 : Writing and Completing Reports and Proposals Part 6: Developing and Delivering Business Presentations Chapter 1 6 : Developing Presentations in a Social Media Environment Chapter 17: Enhancing Presentations with Slides and Other Visuals Part 7 : Writing Employment Messages and Interviewing for Jobs Chapter 1 8 : Building Careers and Writing Résumés Chapter 1 9 : Applying and Interviewing for Employment Appendix A: Format and Layout of Business Documents Appendix B: Documentation of Report Sources Appendix C: Correction Symbols

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    iii PREFACE Successful business communicators spend years on the job before they learn to consistently prepare effective messages. Obviously, you cannot give students that much practice in one school term. But the more practice you can give them, the closer they will be to achieving success on the job. To help you tailor a course to the needs of your students, we have designed a comprehensive package of learning materials. We hope that you take advantage of the complete package. Together, the elements provide a rich and varied learning experience. This manual is divided into five parts: • Changes and Improvements in the 1 4 th Edition lists the major changes in this edition, followed by specific changes within each chapter. • Online Communities and Resources for Business Communication Instructors itemizes the many online resources the authors have created for adopters of Business Communication Today . We invite you to join one or more of the online communities and interact with your peers. • An Unsurpassed Instructional Resource Package acquaints you with the elements available in our comprehensive package of learning materials. • The General Teaching Guides provide tools and advice for conducting a course in business communication. • The Chapter Guides provide information to supplement the chapters in the textbook, including comprehensive lecture notes and suggested solutions to student questions and activities. We wish to thank George Dovel for his efforts in the preparation of this manual.

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    iv CUSTOMER SERVICE For customer service, please contact your local Prentice Hall representative, call the Pearson Faculty and Field Service s (1 - 800 - 526 - 0485), or access the authors’ e - mail hotline at hotline@businesscommunicationblog.com .

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    Changes and Improvements in the Thirteenth Edition 1 CHANGES AND IMPROVEMENTS IN THE 1 4 TH EDITION Significant Content Additions and Upgrades Here are the major changes in the 14th Edition of Business Communication Today . Please see page 3 for a detailed, chapter - by - chapter list of changes. • Twelve new chapter - opening vignettes with accompanying end - of - chapter individual and team challenges: o Kaiser Permanente’s strategic approach to communicating with its diverse stake- holder groups (Chapter 3) o Wolff Orlis’s use of storytelling in business communication, including using an award - winning novelist as its chief storytelling officer (Chapter 4) o Type Together’s contemporary typeface designs, emphasizing readability in business documents and other messages (Chapter 6) o Slack’s workplace messaging system, which is changing the way many organizations communicate (Chapter 7) o Jill Duffy’s advice for handling the daily deluge of routine messages more produc- tively (Chapter 10) o Strategyzer’s revolutionary alternative to the traditional annual report, now embraced by thousands of entrepreneurs (Chapter 13) o Warby Parker’s whimsical and audience - focused approach to annual reports (Chapter 14) o WPP’s use of web interactivity to create one of the most readable annual reports ever published (Chapter 15) o Gina Barnett’s “whole - body” public speaking advice, which can help all business professionals improve their onstage presence (Chapter 16) o Nancy Duarte’s timeless advice for creating audience - friendly presentation slides (Chapter 17) o Burning Glass’s application of artificial intelligence to the critical job - search chal- lenge of matching employer needs and employee skill sets (Chapter 18) o VMWare’s enthusiastic embrace of social media to transform its approach to em- ployee recruiting (Chapter 19) • A new highlight box theme, The Future of Communication, giving students a glimpse into some fascinating technologies that could reshape the practice of business communi- cation in the coming years: the Internet of Things, real - time translation, haptic commun i- cation, telepathy, virtual and augmented reality, gestural computing, smart communica- tion bots, emotion recognition, and holograms

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    Changes and Improvements in the Thirteenth Edition 2 • More than 70 new or redesigned business communication examples and figures. The 14th Edition includes o 78 annotated model documents o 26 examples of mobile communication in business communication o 25 examples of social media in business communication • Revised annotations for all the before/after model document pairs, making it easier for students to see the specific changes made to transform ineffective messages into effective ones • Updated coverage of the advantages and disadvantages of teams (Chapter 2), overcoming resistance (Chapter 2), gender differences (Chapter 3), digital messaging (Chapter 7), the business communication uses of social networks (Chapter 8), content curation (Chapter 8), and effective and ethical apologies (Chapter 11) • 24 n ew communication cases • More than three dozen new end - of - chapter questions and exercises

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    Changes and Improvements in the Thirteenth Edition 3 Chapter by chapter changes and improvements Feature Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter - opening vignette Retained: JetBlue’s in- novative use of social media to forge relation- ships with passengers and resolve customer service issues Retained: How the Mex- ican materials manufac- turer Cemex uses col- laboration tools to help its global workforce communicate New: Kaiser Perma- nente’s strategic ap- proach to communi- cating with its diverse stakeholder groups New: Wolff Orlis’s use of storytelling in busi- ness communication, in- cluding using an award - winning novelist as its chief storytelling officer Retained: Blogger/au- thor Natalie MacNeil’s rise to global fame with her web property “She Takes On the World” Chapter content (subject areas that were added, clarified, expanded, stream - lined, or updated for this edition) New highlight box: The Future of Communication: Haptic C ommunication Updated: Advantages and Disadvantages of Teams Updated: Characteris- tics of Effective Teams Replaced: Overcoming Resistance New highlight box: The Future of Communication: Real - Time Translation Expanded: Gender Dif- ferences Expanded: Building Reader Interest with Storytelling Techniques Annotated m odel documents and other exhibits Updated: Fig 1.2 Effective Professional Communication New: Fig 1.3 Elements of Professionalism New: Fig 1.8 Mobile Communication Tools New: Fig 1.9 Wearable Technology New: Fig 1.10 Mobile Communication: Opportunities and Challenges Updated: Fig 1.11 Unethical Communication Updated: Fig 1.12 Unethical Communication Updated feature: Powerful Tools for Communicating Effectively New: Fig 2.2 Shared Online Workspaces New: Fig 2.3 Collabora- tion on Mobile Devices New: Fig 2.5 Capturing Key Decisions and Dis- coveries from a Meeting New: Fig 2.6 Virtual Meetings New: Fig 2.8 Nonverbal Signals New: Fig 3.3 Mobile Language Tools Updated: Fig 3.5 Writing for Multilingual Audi- ences New: Fig 4.4 Media and Channel Choices: Written + Digital New: Fig 4.5 Mind Mapping Updated: Fig 4.8 Improving the Organiza- tion of a Message New: Fig 5.4 Making Effective Word and Phrase Choices New: Fig 5.5 Topic Sentences End of chapter exercises 3 new questions on audience - centered com- munication, overuse of social media, and critical thinking 2 new questions on parliamentary procedure and conflict resolution 2 new questions on cultural competence and cultural pluralism 4 new questions on the disadvantages of printed messages, readability challenges on mobile devices, wiki writing, and when perceived disadvantages of email may in fact be beneficial 2 new questions on reading comprehension on small screens and etiquette breakdowns in digital media

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    Changes and Improvements in the Thirteenth Edition 4 Chapter by chapter changes and improvements (continued) Feature Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter - opening vignette New: Type Together’s contemporary typeface designs, emphasizing readability in business documents and other messages New: Slack’s workplace messaging system, which is changing the way many organiza - tions communicate Retained: Starbucks’ use of multiple social media platforms to build a sense of community among its global cus- tomer base Retained: GoPro’s wildly successful strategy of using consumer - gener- ated content and online video to promote its line of rugged cameras New: Technology writer Jill Duffy’s advice for handling the daily del- uge of routine mes- sages more productively Chapter content (subject areas that were added, clarified, expanded, stream - lined, or updated for this edition) New highlight box: The Future of Communication: Haptic Communication New highlight box: The Future of Communication: Telepathic Communication Updated: Email Updated: Messaging (formerly Instant Mes- saging and Text Mes- saging) New highlight box: The Future of Communication: Augmented Reality and Virtual Reality Expanded: Business Communication Uses of Social Networks Updated: Content Curation Sites New highlight box: The Future of Communication: Gestural Computing New highlight box: The Future of Communication: Communication Bots Annotated m odel documents and other exhibits New: Fig 7.1 Composi- tional Modes: Status Updates and Announce- ments New: Fig 7.2 Augmented Reality New: Fig 7.5 Reader - Friendly Web Design New: Fig 7.6 Writing for the Web New: Fig 7.7 Mobile Podcasting New: Fig 8.1 Community Building via Social Media New: Fig 8.3 Business Applications of Microblogging Updated feature: Business Communica- tors Innovating with Social Media New: Table 12.2 Select- ing the Best Visual New: Fig 9.10 Data Visualization New: Fig 9.12 Geographic Information Systems New: Fig 9.14 Visual Displays on Mobile Devices New: 9.17 Framing Your Shots: Finding the Right Balance New: Fig 10.6 Announc- ing Good News New: Fig 10.7 Goodwill Messages End of chapter exercises and cases 2 new questions on for- matting messages for mobile devices and the use of sentence variety to improve flow and readability 3 new cases 1 new question on over- use of email 3 new questions on writing effective social media headlines, social networking, and viral marketing 2 new questions on selecting which points to illustrate and creating business video 4 new cases 1 new question on good - news messages

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    Changes and Improvements in the Thirteenth Edition 5 Chapter by chapter changes and improvements (continued) Feature Chapter 11 Chapter 12 Chapter 1 3 Chapter 1 4 Chapter 1 5 Chapter - opening vignette Retained: On a nega- tive - news message sent by the Hailo taxi - hailing service to inform cus- tomers of higher fares Retained: On the com- munication strategy used by entre - preneur Sarah Calhoun to launch Red Ants Pants New: Strategyzer’s revolutionary alternative to the traditional annual report, now embraced by thousands of entre- preneurs New: Warby Parker’s whimsical and audi- ence - focused approach to annual reports New: WPP’s use of web interactivity to create one of the most reada- ble annual reports ever published Chapter content (subject areas that were added, clarified, expanded, stream- lined, or updated for this edition) Expanded: Providing Reasons and Additional Information (regarding apologies) New highlight box: The Future of Communication: Emotion Recognition Software Annotated m odel documents and other exhibits New: Fig 12.5 Persua- sive Message Using the AIDA Model New: Fig 12.6 Promo- tional Messages in Social Media New: Fig 14.3 Executive Dashboards New: Fig 14.8 Internal Proposal New: Fig 15.2 Executive Summary End of chapter exercises and cases 4 new cases 1 new question on employee whistle - blowing 4 new cases 3 new questions on promotional ethics and balancing emotional and logical appeals 2 new questions on conducting research for reports 1 new question on responding to RFPs 4 new cases 1 new question on the close in reports and proposals Feature Chapter 16 Chapter 17 Chapter 18 Chapter 19 Chapter - opening vignette New: Gina Barnett’s “whole - body” public speaking advice, which can help all business professionals improve their onstage presence New: Nancy Duarte’s timeless advice for cre- ating audience - friendly presentation slides New: Burning Glass’s application of artificial intelligence to the critical job - search challenge of matching employer needs and employee skill sets New: VMWare’s enthu- siastic embrace of social media to transform its approach to employee recruiting Chapter content (subject areas that were added, clarified, expanded, stream- lined, or updated for this edition) Annotated model documents and other exhibits New: Fig 18.2 Mobile Job Search Tools Updated: Fig 19.2 Unsolicited Application Letter: Ineffective and Effective New: Fig 19.3 Comple- menting Your Résumé With an Application Message Updated: Fig 19.6 Follow - Up Message: Ineffective and Effective Updated: Fig 19.7 Request for a Time Extension: Ineffective and Effective End of chapter exercises and cases 2 new questions on selecting a presentation topic and impromptu speaking 3 new cases 4 new questions on designing visuals for presentations and plan- ning presentation pro- jects 1 new question on writing the “ story of you” 1 new case 2 new questions on blanking out during an interview and applica- tion letters

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    Online Communities and Resources for Business Communication Instructors 6 Copyright © 201 8 Bovée & Thill LLC ONLINE COMMUNITIES AND RESOURCES FOR BUSINESS COMMUNICATION INSTRUCTORS As you grapple with large class sizes and heavy advising loads, we are constantly on the lookout for ways we can help you spend less time preparing lectures and activities and more time teaching and working one - on - one with your students. We invite you to explore t he unmatched array of resources the Bovée & Thill team offers for business communication instructors. Media Curation Services Bovée & Thill’s Online Magazines for Business Communication on Scoop.it collect useful and interesting media items in a variety of subject areas: • Business Communication 2.0: Social Media and Electronic Communication • Teaching a Modern Business Communication Course • Teaching Business Communication and Workplace Issues • Teaching Business Communication and Interpersonal Communication • Teaching Oral Communication in a Business Communication Course • Teaching Business Communication and Employment • Teaching Visual Communication • How the Mobile Revolution Is Changing Business Communication • Exclusive Teaching Resources for Business Communication Instructors Videos and Presentations The Bovée & Thill's YouTube Channel offers videos with advice on teaching the new elements of business communication. We also offer a variety of videos and PowerPoint presentations on SlideShare . You'll find more than 500 infographics, videos, articles, podcasts, and PowerPoints on Pinterest. Twitter @ Bovée Thill_Blog ( Bovée & Thill's Business Communication Blog) @BusCommNews (Business Communication Headline News) Additional Resources Vital Bookmarks for Teaching a Business Communication Course The Ultimate Guide to Resources for Business Communication Instructors Bovée and Thill on Instagram Bovée and Thill on Reddit

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    Online Communities and Resources for Business Communication Instructors 7 Copyright © 201 8 Bovée & Thill LLC Interactive Tests for Instructors Can Your Business Communication Textbook Pass This Test of Essential Mobile Coverage? Can Your Business Communication Textbook Pass This Google Test? Can Your Business Communication Textbook Pass This Simple Technology Test? Instructor Communities Connect with academic and industry peers from around the world in these Bovée & Thill online communities: • Facebook: Teaching Business Communication . Share your opinions about issues important to instructors of business communication, ask peers questions, and offer best practices for instruction. • Facebook: Bovée and Thill's Inner Circle for Business Communication. This discussion forum is reserved for college and university instructors who are adopters of textbooks by Courtland Bovée and/ or John Thill. • Facebook: Social Media and Electronic Communication Workshop . Learn about electronic communication and social media quickly and easily. Members can receive one - on - one mentoring, as requested, as well as opportunities for group chat s and webinars. • LinkedIn: Teaching Business Communication. This group is a discussion and resource - sharing forum exploring all aspects of teaching business communication. • LinkedIn: Bovée & Thill’s Inner Circle for Business Communication . This group is also devoted exclusively to college and university instructors who are adopters of textbooks by Courtland Bovée and/ or John Thill. • LinkedIn: Bovée & Thill’s Social Media and Electronic Communication Workshop . This group provides access to a variety of presentations and videos on teaching new - media skills. Custom Web Search Tool Web Search, developed by Bovée and Thill, preformats more than 325 types of searches using the web’s most powerful search engines, making it easy to find teaching reso urces in specific media formats, from PowerPoint presentations to podcasts to online videos. Bovée & Thill Resou r ces for Adopters Only Teaching Business Communication Using Screencasts about Facebook, Twitter, and LinkedIn Helping Students Adapt Their Writing Skills to Wiki Collaboration with the Bovée and Thill Wiki (Registration is required for the sites listed below. Registering once on either site gives you full access to both of these sites. To register, click "Register" in the upper right - hand side of the navigation bar on the homepage of either site.)

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    Online Communities and Resources for Business Communication Instructors 8 Copyright © 201 8 Bovée & Thill LLC Daily business communication news Our daily news service, Business Communication Headline News , provides carefully selected items of interest for instructors. This service offers instructors a variety of important advantages: • Keep current with the latest information and trends in the field • Easily update your lecture notes with fresh material • Create visuals for your classroom presentations • Supplement your lectures with cutting - edge handouts • Enhance your research projects with the newest data • Compare best practices from other instructors • Improve the quality and effectiveness of your teaching by reading about new teaching tips and techniques Content updating service The unique Real - Time Updates content - updating service offers a wealth of material that we have personally selected for instructors and students, sorted by media type and textbook chapter . Visit http://real - timeupdates.com/bc t 1 4 to take advantage of this unique resource, including media items available only to adopters of Business Communication Today .

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    An Unsurpassed Instructional Resource Package 9 AN UNSURPASSED INSTRUCTIONAL RESOURCE PACKAGE The instructional package accompanying this text is specially designed to simplify teaching and learning. The supplementary package for the Fourteenth Edition of Business Communication Today has been thoroughly revised. The following sections contain brief descriptions of the supplementary materials that are available: • Instructor’s Resource Manual • Test Item File • PowerPoint Presentation s • Authors’ E m ail Hotline for Faculty • MyB C ommLab INSTRUCTOR’S RESOURCE MANUAL This manual is a comprehensive instructor’s tool kit. Its many resources are divided into two sections: general teaching guides and chapter guides . General teaching guides • Course P lanning G uide • Cooperative Learning Guide for Groups and Small Teams • Collaborative W riting g uide • Service L earning G uide • Diagnostic T ests of English S kills Chapter guides • Chapter outline • Detailed lecture outlines • Solutions to critical thinking questions in highlight boxes • Answers to all end - of - chapter questions and assignments • Solutions to short - message cases (Chapters 7, 8, 10, 11, and 12) • Suggestions for completing report, presentation, and employment - message cases (Chapters 15, 17, 18, and 19) TEST ITEM FILE The Test Item File, written by Susan Schanne , Eastern Michigan University , available for download , contains more than 1 , 96 0 questions, carefully constructed to provide a fair, structured program of evaluation . The questions for each chapter consist of a comprehensive set of multiple - choice, true/false, fill - in, short answer, and essay questions. The Test Item File reinforces students’ understanding of key terms and concepts and requires them to apply their critical - thinking and analytical skills. Each question is followed by the correct answer, the learning objective it ties to, learning outcome , AACSB category, question type (concept, application, critical thinking, or synthesis), and difficulty rating. It has been thoroughly reviewed by an assessment expert . The Test Item File ( ISBN 0133867676 ) is available for download by visiting www.pearsonhighered.com/irc .

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    An Unsurpassed Instructional Resource Package 10 PRENTICE HALL’S COM PUTERIZED TEST MANAGER — TESTGEN This text’s TestGen version ( ISBN 0134388097 ) of the Test Item File is also available online at www.pearsonhighered.com/irc . This user - friendly software allows you to generate error - free tests quickly and easily by previewing questions individually on the screen and then selecting randomly by query or by number. The Computerized Test Manager allows you to generate random tests with our extensive bank of questions. You can also edit our questions/answers and even add some of your own. You can create an exam, administer it traditionally or online, and analyze your success with a simple click of the mouse. Enhancements now allow you to : • Import test questions from word processors • Import/export tests • Correlate charts • Select by query • Select by review (redesigned) • Select by criteria • Archive database capability • Analyze test bank items • Export grades to Excel • Weight grades • Record grades in a new spreadsheet format and create a grade database • Control online testing POWERPOINT LECTURE PRESENTATION SLIDES Enhance your classroom lectures with this well - developed PowerPoint presentation created by Danielle Scane, Orange Coast College . Colorful text - specific electronic slides highlight and reinforce the important concepts discussed in Business Communication Today . Free to adopters, these PowerPoint slides ( ISBN 0134388119 ) are available for download from the Instructor’s Resource site at www.pearsonhighered.com/irc . AUTHORS’ EMAIL HOTLINE FOR FACULTY Integrity, excellence, and responsiveness are our hallmarks. We are committed to providing you with textbooks that are academically sound, creative, timely, and sensitive to your needs as well as to your students’ needs. As an adopter of Business Communication Today , you are invited to use our E m ail Hotline. We want to be sure you’re completely satisfied, so if you ever have a question or concern related to the text or its supplements, please send an e - mail message to hotline@ boveeandthill businesscommunicat ionblog .com. You’ll receive a response as quickly as possible. In addition, we’ve made it easy to provide feedback on chapter content or specific student exercises. Simply visit http://blog.businesscommunicationnetwork.com/ and click on “Textbook Feedback E - Mail Form.”

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    An Unsurpassed Instructional Resource Package 11 MYBCOMMLAB.COM MyB C ommLab is a series of text - specific, easily customizable online courses for Prentice Hall textbooks in busin ess communication. MyB C ommLab gives you the tools you need to deliver all or a portion of your course online, whether your students are in a course setting or working from home. Students can also use online tools, such as flashcards, video exercises , mini - simulations , interactive Document Makeovers, and a multimedia textbook, to independently improve their understanding and performance. Instructors can u se MyB C ommLab ’s homework and test managers to select and assign online exercises correlated directly to the textbook, and also create and assign their own online exercises and import TestGen® tests for a dded flexibility. MyB C ommLab ’s online gradebook is designed to automatically tra ck students’ homework and test results and give the instructor control over the calculation of final grades. Instructors can also add offline (paper - and - pencil) grades to the gradebook. To get started, visit http://www.pearsonmylabandmastering.com/northamerica/ .

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    Course Planning Guide 12 GENERAL TEACHING GUIDES In this section, you will find the following: • Course Planning Guide • Cooperative Learning Guide for Groups and Small Teams • Collaborative Writing Guide • Service Learning Guide • Diagnostic Tests of English Skills

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    Course Planning Guide 13 COURSE PLANNING GUIDE Although Business Communication Today follows a traditional sequence of topics, it is structured so that you can address them in the order that best suits your needs. For instance, if you want to begin by reviewing basic writing skills and grammar, you can ask students to read Chapter 5 , “ Writing Business Messages,” and then the “Handbook of Grammar, Mechanics, and Usage.” Conversely, if you want to begin with employment - related communication, you can start with the Prologue, “Building a Career with Your Co mmunication Skills,” followed by Chapters 18 and 19. The following list suggests a sequence and a schedule for covering the chapters in the textbook, with time allocations based on the total number of class hours available. Chapter/Section Number And Title Hours Devoted To Each Chapter/Section 30 - Hour Course 45 - Hour Course 60 - Hour Course Prologue: Building a Career with Your Communication Skills 1 1 1 1 Professional Communication in a Digital, Social, Mobile World 1 1 1 2 Collaboration, Interpersonal Communication, and Business Etiquette 1 1 2 3 Communication Challenges in a Diverse, Global Marketplace 1 2 3 4 Planning Business Messages 2 3 4 5 Writing Business Messages 2 3 4 6 Completing Business Messages 2 3 4 Handbook of Grammar, Mechanics, and Usage 1 2 2 A Format and Layout of Business Documents 1 1 1 7 Digital Media 1 2 3 8 Social Media 1 2 3 9 Visual Media 1 1 2 10 Writing Routine and Positive Messages 2 2 3 11 Writing Negative Messages 2 2 3 12 Writing Persuasive Messages 2 2 3 13 Finding, Evaluating, and Processing Information 1 2 3 14 Planning Reports and Proposals 1 2 3 15 Writing and Completing Reports and Proposals 1 2 3 B Documentation of Report Sources 1 1 2 16 Developing Presentations in a Social Media Environment 1 3 3 17 Enhancing Presentations with Slides and Other Visuals 1 1 1 18 Building Careers and Writing Résumés 2 3 3 19 Applying and Interviewing for Employment 1 3 3

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    Course Planning Guide 14 INTRODUCING THE COURSE TO STUDENTS Many schools now require instructors to distribute a course syllabus to students on the first day of class. Even if one is not required, it’s a good idea to let students know what the course’s objectives are and what students must do to reach them. In addi tion, you may want to provide information about the format of the course (as suggested in the following sample outline). COURSE SYLLABUS COURSE NUMBER AND TITLE SEMESTER, YEAR I. Instructor’s name, office number, and office hours II. Course credits and prerequisites III. Class meetings (number per week, time, and place) IV. Textbook: Business Communication Today , 1 4 th edition, by Courtland L. Bovée and John V. Thill (Pearson , 20 1 8 ) V. Catalog description of course VI. Course content and direction A. Major themes and scope B. Educational goals C. Instructional objectives VII. Evaluation and grading (describe tests and assignments, role of class participation, availability of extra - credit assignments, attendance policies, makeup policies) VIII. Course withdrawal procedures IX. Recommended study procedures X. Assignment/test schedule Early in the school term (perhaps in the first week), preview any major projects that students will be required to undertake for the course, such as a résumé and application letter, a major report, or an oral presentation. Then students can begin thinking about the type s of job s they want to apply for or a suitable subject for their report or presentation. In addition to providing information about the course, you might spend time on the first day gathering information about your students. Ask them to hand in brief written answers to questions like these: What is your major? How close are you to graduating? What career are you preparing for? If you have a job, what field is it in? How long have you been in that field? What kinds of business communication do you already engage in? What kinds of communication do you need to work on most? After studying the resp onses, you can adjust the course to meet student needs. The writing samples will also give you an idea of students’ strengths and weaknesses in expressing themselves.

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    Course Planning Guide 15 CONDUCTING THE CLASS A variety of methods and media are useful for teaching business communication. However, those that give students an opportunity to develop and practice their skills are most desirable. Lectures and Discussions Although some of the material in this course lends itself to informal lecture, an exchange of information and ideas among students and instructor is more likely to bring home the main points — that communication takes place in many settings for many purposes , that there is seldom a “right” answer in business communication, and that business communication depends on judgment and analysis. Discussion is especially valuable when students are faced with a communication project. Beforehand, they need to understand the ramifications of the assignment. For example, students need to understand that before they can write a direct request, they must formulate a main idea and analyze the audience and purpose. The textbook abounds with examples of business messages, any of which you can use as a focus of discussion. In addition, you may have collected some examples of your own. Ask students to react to them, and help students understand the positive and negative points of any given example. With inexperienced students in particular, part of your job is to give them insight into the realities of the business world. Use stories from your own experience, and locate interesting stories about communication from such business magazines as Fortune and Bloomberg Business w eek. And if you sign up for our free service, Business Communication Headline News , you’ll be assured of fresh material to discuss in class all year long You may even begin an assignment in class, asking students to analyze an audienc e or a purpose, for example, while you write their suggestions on the board. After assignments have been completed and returned to students, it may be profitable to discuss the project in class. Textbook checklists provide a handy outline for such discussions. Regardless of the assignment or topic, your goal is to make students feel as if they are already business communicators. If they approach each assignment seriously and professionally, they will gain benefits rivaled only by on - the - job experience. Students who have done a particularly good job could be asked to read their documents to the others, or their documents could be shown to the class with a projector. Ask students for critiques, but make sure that negative evaluations are balanced with posi tive ones or with constructive suggestions for improvement. Ultimately, it falls on you to point out the good features of individual documents and the weaknesses common to all. Student Conferences Class discussion is good for helping students understand general principles and solve some specific problems, but one - on - one conferences are indispensable in the development of effective business communicators. In a conference, students are able to ask for clarification of assignments and approaches, and you can help them over barriers and encourage them to do their best. Of course, when a student approaches you with a specific question before or after class, you have similar opportunities. You might also s chedule periodic conferences during class time when students are working on individual assignments or during your office hours.

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    Course Planning Guide 16 Unless you want to spend a great deal of time going over each student’s document line by line, you are better off selecting no more than three points for discussion. For best results, structure your remarks as a “criticism sandwich”: one negative comment between two positive observations. Furthermore, phrase the negative comment in terms of a suggestion for improvement — for example, you might say, “Your message would be more persuasive if it began with some kind of attention - getter instead of the m ain idea.” This sort of constructive aid is rare in the work setting, but it is the most effective way to develop skills in business communication. Tools and Resources Most of the assignments in Business Communication Today can be completed using only basic word processing and e - mail tools. However, an ideal learning experience would give students exposure to instant messaging, blogging, wikis, website writing, and podcasting. Our Business Communication Headlines News website, http://bchn .businesscommunication network .com , is the most comprehensive site on the web for busi ness communication instructors, with everything from a multimedia library to a unique metasearch engine we developed exclusively for business communication topics. All articles distributed with the daily blog service are also archived on the website, makin g it easy to retrieve articles on any topic. Another good way to prepare for teaching business communication is to scan such publications as Business 2.0 , Fast Company , Wired , Fortune, Bloomberg Business w eek, Forbes, The Wall Street Journal, and Inc. From time to time, all have articles related to business communication; furthermore, they provide valuable glimpse s into the business world. One of the single most valuable tools is a portfolio of business documents. By studying good examples, students can learn communication techniques that work. Less successful examples give students an opportunity to practice analyzing and revising business documents. You can get samples from the textbook, this manual, the transparencies designed to accompany the textbook, and your own mailbox. You might also check with friends in business , or write to businesses about the possibility of using documents from their files. Some students may benefit from the insights of a guest speaker. Someone who has had to communicate in business knows how important a skill it is and can convey that conviction to skeptics in the class. Be careful, however, to select guest speakers who have relevant experience, and ask them to focus their remarks to suit your needs. You can also find a variety of valuable resources through the Association for Business Communication, www.businesscommunication.org .

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    Course Planning Guide 17 GRADING AND EVALUATING STUDENTS The way an instructor grades is a personal matter, but you will generally find two schools of thought. Some instructors, in effect, start students at 100 percent and then deduct points from this total for such major sins as missing assignments or such mino r missteps as forgetting commas. Students of these instructors leave the course with a sense of discipline and an awareness of the need to take care of matters large and small. Other instructors, in effect, start students at zero and award points for succe ssful solutions to communication problems, downplaying the mundane details. Students of these instructors leave with some appreciation for the creativity that successful writers and speakers apply to their work. Students who have the chance to take courses from both types of instructors are fortunate because both approaches contribute to a balanced education. Business Communication Today should meet the needs of both types of instructors and of those who fall somewhere between the two extremes. For example, t he writing cases require solutions that can be graded on organization and format. But since they are open - ended enough to permit individual expression, they can also be evaluated for a student’s control over a successful line of argument. Designing an Evaluation Program Prepared written and oral messages provide a basis for evaluating student performance. Here are a few additional questions to consider when deciding on a program of evaluation: • Will you weight all assignments the same, or will grades for some of the more complex projects carry more weight in determining final grades? • Will you ask students to hand in the outlines and drafts that are preliminary steps for some assignments? If so, on what basis will they be graded? • Will you begin any class meetings with a quiz — a time - honored device for encouraging attendance and keeping students’ reading current? What effect will quizzes have on final grades? • Will you lecture most of the time, expanding on points from the text, or will you emphasize class discussion? If you opt for discussion, how will class participation affect grades? • Will you have both a midterm and a final examination? If so, will grades for both have the same effect on final grades for the course? When answering these questions, you will probably develop a weighted system for evaluating students’ work overall. For example, you may decide that the elements will account for the following percentages of the total grade: Outlines and drafts (turned in on time) 10% Short assignments 20% Report assignment 20% Presentation assignment 10% Quizzes 10% Class participation 10% Midterm examination 10% Final examination 10%

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    Course Planning Guide 18 Evaluating Written Assignments The most important part of this course is the practice it gives in preparing business messages, but the value of that practice is immeasurably enhanced by constructive feedback ; s o grade student documents against professional standards while providing suggestions about how to attain those standards. The more notes you write on each assignment, the better. Be sure to praise the good points in addition to criticizing the bad ones. If necessary, edit or rewrite to show how a problem may be solved; suggest a co nference to discuss complicated problems. In general, students’ documents should be evaluated on their effectiveness. In addition to the checklists in the textbook, you might use these guidelines: • Are the purpose and main idea of the document clear? • Has the document been organized to be compatible with the purpose and audience? • Is the “you” attitude — courtesy and consideration for the audience — consistently present? • Has all the necessary information — and only the necessary information — been included? • Are grammar, punctuation, mechanics, and vocabulary correct? • Is the format attractive and appropriate? • Was the document submitted on time, as expected in the business world? These considerations form the basis of an evaluation system. An objective system begins with a list of the most important points and qualities in any given assignment. You then give each item a weight (the total of these weights being the maximum number of points for the assignment). As you read each document, you award an appropriate number of points for each item. Then you total the points, convert them to a letter grade (if desirable), and record them. A less objective plan is much the same, except that you evaluate each document’s overall level of achievement without assigning a specific number of points to each item. Although this second method is faster than the first, it is less likely to yield consistent results when many documents are being graded. Seriously consider giving students the opportunity to revise their original documents; in the process of revision , they learn and practice techniques for solving writing problems. In addition, they get the chance to transform a “failure” into a “success.” But if you adopt the policy of allowing revisions, you will have to devise a mechanism for including them in your evaluations. One method is to check off in your gradebook the documents that are of an acceptable quality. Unacceptable documents are handed b ack to students for revision by a stated deadline, and as soon as a document becomes acceptable (you may choose to allow as many attempts as required), the student receives a check mark for it. Another method is to assign grades to documents but allow revi sion of any document that receives less than a C. In fairness to students who do a good job the first time, you might deduct a few points for each rewrite. Regardless of the system you choose, your goal is to gradually instill professional standards.

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    Cooperative Learning Guide 19 COOPERATIVE LEARNING GUIDE FOR GROUPS AND SMALL TEAMS Recent research in education indicates that instruction is more effective when students work in cooperative learning groups (small groups of three or four students) rather than in situations where competition and individualistic learning are emphasized. Ma ny of the assignments in Business Communication Today are designed for small teams. These activities help students learn how to share ideas and information with one another, appreciate the contributions of others, engage in constructive criticism (and lear n to accept the criticism of others), collaborate with others to solve problems, and share responsibility for completing a task. By working in a cooperative learning group, or small team, students become involved in a process similar to those taking place on the job as well as in the day - to - day interactions that occur in life. WORKING WITH COOPERATIVE LEARNING GROUPS The cooperative learning group is based on the belief that all group members are capable of understanding, learning, and performing the activities needed to complete a task. Typically, a cooperative learning group is composed of three or four randomly sele cted students who work together to complete an assigned task. The most effective groups are heterogeneous in background, skill level, physical capability, and gender. Moreover, they have no assigned leader (leadership emerges naturally as group members alt ernate performing leadership tasks when appropriate). A variety of skills are necessary for cooperative learning groups to be successful. Students will be familiar with most of these skills from other contexts. However, be sure to remind them of the requirements they must fulfill for the group’s work to be us eful. Not all students will use every skill all the time. But by becoming aware of the appropriate skills and applying them when required, all students can become equal partners in making the group successful. Give students the following list of tips during your discussion of the process prior to beginning group work: • Use the names of your fellow group members. • Encourage others in your group to talk and participate. • Acknowledge the contributions of others and express your appreciation (“Ellen and Sam did the research on marketing in Spain,” “Thanks, good idea,” etc.). • Use eye contact when talking with your fellow group members. • Share feelings with your group using I messages (“I feel that we’re not making progress,” “I like working with this group,” “I feel like some members are not contributing equally”). • Disagree in an agreeable way: try to say something positive before saying anything negative (“I see your point about including that information, but I’m not sure it needs to be detailed”). • Reduce tension among group members, perhaps by initiating a conversation or discussion when a problem arises. • Practice active listening: for example, allow group members to complete a thought before interrupting with comments, and acknowledge that you have heard what another group member said (“I hear that you think . . .”). • Check others’ understanding of the work. • Give information and opinions.

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    Cooperative Learning Guide 20 • Stay on - task: Help your group get back to work and follow directions for completing your task. • Seek information and opinions from others in your group as well as from outside resources. While students are working in cooperative learning groups, the instructor becomes the facilitator and mediator. When students are working in groups during class, the instructor rotates among the groups to check progress, make sure they are on - task, help solve problems by offering a variety of solutions, help end disagreements by guiding stu dents in a discussion of their differences, and ensure that all students are participating in the various responsibilities of completing the task. If groups are working o utside class, the instructor can arrange a brief meeting with each group to check progress. 1 WORKING IN DYADS A dyad is a two - student form of the cooperative learning group. Dyads are useful for giving information and for stating and clarifying opinions, feelings, and attitudes. By participating in dyads, students have an opportunity to learn and practice the art of active listening and to express their thoughts. Dyads can be used as a method of stimulating thought prior to class discussion, helping students formulate or define opinions both before and after a discussion, and initiating the work of a cooperative learning group. Implementing the process is fairly easy: 1. Divide students into random pairs, and give them a topic or question to discuss. 2. Give each partner a specified amount of time to speak about the topic or question. Initially, students may be comfortable talking to a partner for only one or two minutes ; b ut as students relax with the process, that time can be extended to five minutes or longer. 3. Inform students that while one member of the dyad is speaking, the partner is responsible for listening without interruption, comment, or judgment. If the person speaking has nothing to say or is unable to talk for the specified time, the partner may opt e ither to say nothing , or to prompt the speaker by asking a related question or by saying something related to the topic. 4. When the specified time for talking is over, the partners switch roles — listener becomes speaker and speaker becomes listener. 5. Emphasize the importance of confidentiality. A member of the dyad must not share what a partner says unless that partner gives permission. 6. Following the discussion in dyads, the class can proceed with a large - group discussion either about the topic or about the cooperative learning groups. In this follow - up discussion, give each member of the class an opportunity to share his or her feelings, attitudes, or opinions about the topic and the process. WORKING WITH THE JIGSAW PROCESS The jigsaw is a variation of the cooperative learning process that is useful in helping students understand and process information that is assigned for reading. Textbook chapters and lengthy articles are examples of the type of material that can be jigsaw ed. By reading a section of the text or an article , and discussing it with other students who have read the same section, a student becomes an “expert” on that section and then shares that expertise with the students in an assigned group who have not read the material. The skills necessary for cooperative learning groups are applicable to the jigsaw process. Here are the procedures for implementing the jigsaw process: 1. Divide the assigned chapter or article into easily digestible sections. This separation can be done by subtopic, but the reading should probably not be divided into more than six sections. 2. Divide the class into groups. The number of students in each group must equal the number of sections

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    Cooperative Learning Guide 21 in the assigned chapter or article. If there are extra students, assign them to groups already having a full complement rather than forming any groups with fewer students than sections of reading. 3. Assign each student in a group one section of the article or chapter so that all the sections will be read by at least one member of each group. (If extra students are in the group, more than one person will be reading some of the sections.) 4. Allow students a specified time (10 to 15 minutes) to read their material and take notes. 5. After all students have read their assigned sections, they form “expert groups,” meeting with other students who have read the same material and discussing what they have read. While meeting in expert groups, students have an opportunity to gain a broader perspective and to become more knowledgeable about the material they have read. Expert groups can last 10 to 15 minutes. 6. After meeting with expert groups, students break up into their original groups and teach the other members about the sections they have read. Sharing in the original group should be done in the sequence of the original chapter or article. Five minutes per section should be ample time for students to share the information they have read, answer any questions, and discuss the section with group members. 7. If desired, a class discussion of the entire chapter or article can summarize the small - group discussions or emphasize particular issues. Note 1. Selected portions of this material were adapted from Dee Dishon and Pat Wilson O’Leary, A Guidebook for Cooperative Learning (Holmes Beach, Fla.: Learning Publications, 1984), 57.

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    Collaborative Writing Guide 22 COLLABORATIVE WRITING GUIDE by Deborah Bosley The University of North Carolina at Charlotte Charlotte, North Carolina If we teach students that writing is a solitary activity, we may not be preparing them adequately for entry into the business world. In business, a single report or other document is frequently planned, researched, written, and edited by a team of colleagues. Thus, graduates who are not skilled in collaborative writing may be unprepared for professional life. When two or more students receive group credit for working together to produce a single document or presentation , they are engaging in collaborative writing. Merely exchanging papers and evaluating one another’s work, which is then turned in for individual credit, is peer evaluation — not collaborative writing. You might want to consider using collaborative writing in your business communication classes (particularly in conjunction with the report - writing and presentation chapters ) for several reasons: • Most businesses require employees to write collaboratively, but most people receive no training in collaborative writing in high school or in college. 1 • Collaborative or cooperative learning improves self - esteem, teaches students problem - solving skills, and improves their ability to evaluate others’ work. In addition, cooperative learning increases ethnic and racial tolerance. 2 • Collaborative writing improves writing ability, particularly the ability to analyze audiences. • Collaborative writing relieves business communication teachers of the volumes of paperwork they must usually face, allows them to function less as authority or evaluator and more as facilitator, and introduces a new and effective teaching/learning strategy into the classroom. PREPARING STUDENTS FOR COLLABORATIVE WRITING Throughout their school years, students learn the value of individual accomplishment rather than commitment to shared goals. With the weight of such experience behind them, students cannot learn to work collaboratively just by listening to lectures. They m ust experience cooperative work for themselves. The first step is to establish a sense of community and shared history among members of the entire class as well as among members of each work group. One method of building that sense of community is to encourage students to respond orally to one another, not merely to the teacher. Teach them how to critique one another’s work constructively. You can also begin the semester with such activities as peer - evaluation groups, discussion groups, and groups that collaborate on writing assignments. Finally, help st udents develop a commitment to the task and to their groups. Although most students have not had extensive team experience, many of them have worked in groups in other business classes, freshman composition classes, and extracurricular organizations. These experiences influence their attitudes about group work in th e business communication class , s o you might ask students to list what they perceive to be the positive and negative aspects of working in groups. Then assign them to groups to discuss their lists and compile a group list. The group list can then be shared with the entire class. In discussing the frustrations and rewards of group work, students develop a sense of common experience. In addition, students who have never worked in a group get a preview of what to expect.

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    Collaborative Writing Guide 23 Many instructors ask students to record their reactions to and feelings about the group process. This activity encourages students to be more introspective about collaborative writing and, if the journals are turned in periodically, gives instructors the o pportunity to help students who are having trouble. The journals also help the instructor evaluate the work of each group. Forming Groups Many researchers have offered criteria for dividing groups: along demographic lines, by ability, according to interest in a particular topic, on the basis of common schedules and availability for meetings. You might also randomly assign students to groups or, if you have watched students interact on smaller group projects, form groups according to who seems to work well together. Regardless of how you divide students, however, groups should be made up of an odd number of members. Three eliminates the dynamics of the dyad; five eliminates couples or pairs working against each other. Also, an odd number of members can decide issues b y voting. Three seems to be the most effective number to work with. Many collaborative writing assignments are too big for fewer people to accomplish in a reasonable amount of time. And with more than three members, the group will have trouble both scheduling time t o meet and achieving a sense of unity and cohesion. Also, with three members, the group generally cannot achieve its goals unless all members take an active role. In a larger group, group members can often avoid participating in the assignment. It is best to avoid putting close friends into the same group. For one thing, if two are close friends, the other will feel like a “third wheel.” Second, friends are less likely to pressure one another to fulfill their obligations for the project. Finally, friends tend to discuss other matters besides the project during their group meeting time. Teaching Group Brainstorming and Decision Making Students usually need to be taught how to cooperate in generating ideas and how to avoid letting one member dominate the group’s decisions. They often think brainstorming means writing down a bunch of ideas. In addition, they frequently let the group membe r perceived to be the brightest or the hardest working or the one who assumes the leadership position to make many of the group’s decisions. Without enough commitment to the task to “fight” for their perspective, the others may just give in. Weaker student s might even feel that they do not know enough to make any decisions or to have a valid opinion. You might teach students to overcome this tendency in a situation that is not directly connected with their project or with a grade. For example, you might have each group come up with a name for itself or with a theme for a sales letter. One effective method for reaching consensus begins with brainstorming. 3 You must stress that students’ ideas are to be generated on the spur of the moment and without any judgment on the part of the other group members. Within the groups, each member in turn contributes one idea, which is recorded. Each member gets a chance t o make three suggestions. Without discussing the merits of any of the ideas, each member then votes for what he or she considers the three best ideas. The three ideas that receive the m ost votes are then discussed by the group. After their discussion, the group votes again or agrees on their final choice. Assigning Tasks With three members in a group, each person can fill an important group - maintenance role: leader, recorder, or evaluator. The leader is responsible for setting the agenda, making sure all members know about meetings, and leading discussions. (Leaders may be chosen by their groups or may arise naturally; in some groups, various members take the lead at different points in the project.) The recorder takes minutes and keeps track of who’s doing what. The evaluator keeps the group on target and initiates

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    Collaborative Writing Guide 24 discussions about how the group is functioning. The most effective way to assign tasks for a project is on the basis of students’ interests or abilities. Groups should therefore encourage members who are proficient at doing library research, conducting one - on - one interviews, or word processing to do so. You might want to supplement group assignment of tasks by providing a list of tasks that need to be completed, such as designing the survey, conducting the interviews, writing the rough draft, and proofreading the final document. Each student should keep track of his or her specific responsibilities, hours spent working on them, hours spent meeting with the group, and so on (see Exhibit 1 , below ). This log helps students track their own participation and (if turned in) allows you to evaluate individual participation. Students sometimes wonder how to handle a group member who is not doing his or her share of the work. Before the groups start working on their projects, you might suggest one of these three remedies: (1) group members confront the errant student to work th rough problems together; (2) you take care of the problem when you evaluate the student’s individual work; or (3) you talk with the student in a private conference or talk with the entire group. You might create role - play situations so that students can pr actice confronting “freeloaders.” ASSIGNING SHORT - TERM PROJECTS If time for collaborative writing is limited, you might assign a project that will take only two or three class sessions. Chapters 1 through 10 in the textbook offer a variety of activities that can be performed by groups. (These are also good warm - up activities for a collaborative report - writing project.) The Chapter Guides in this manual suggest solutions for each activity, and checklists in ea ch chapter of the textbook provide evaluation guidelines. Here are some additional short - term assignments: 1. Divide the class into groups of people in similar majors, then ask each group to compose a letter soliciting career information from someone in their chosen field. For example, accounting students might ask questions like these: What kind of courses did yo u take in college? What liberal arts courses prepared you for a career in accounting? What kind of starting salary can an accountant expect to receive? What are the best geographic locations for accountants? What is your professional life like on a daily b asis? The groups can brainstorm to come up with questions and a recipient for the letter, compose a rough draft (which you should evaluate), and prepare and mail a final draft. The response can then be used in conjunction with the chapter on writing applic ation letters and résumés or as a basis for discussing career opportunities. 2. To gather information for the report - writing project, each group might write a letter asking for information from someone who has knowledge of their topic. This letter might serve as an interview in written form.

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    Collaborative Writing Guide 25 EXHIBIT 1 INDIVIDUAL AND GROUP TASK SHEET Name of Group/Team Topic for Group Research Report Individual’s Name Function in Group (leader, secretary, editor, etc.) What you did (be specific) Time spent (date; hours and minutes) Group meetings (where and when) Who attended Time spent

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    Collaborative Writing Guide 26 3. Ask groups to give themselves a name and assume the role of consultants hired to make suggestions for changes at the university. After discussing a problem within the university, they can write a collaborative proposal (letter or memo) to mail to the appropriate audience. 4. Ask students to collaborate on writing a mid - semester evaluation of your class. They could write this memo as a form of personnel evaluation. To ensure candor, you might give them credit for doing the assignment without actually grading it. 5. Ask groups to compose letters inviting a prominent businessperson to speak to the class. The entire class might select the most effective letter for actual mailing. 6. If the business school at your university produces a newsletter, seek permission for your students to write some articles. You may have to meet with the head of the business school to determine appropriate general topics, but let the groups select their ow n specific topics. The names of the groups or of individual members could appear after the articles. This assignment is useful as a precursor to the report - writing unit because it uses many of the same procedures. 7. Ask whether the English Department would be interested in a newsletter produced by groups of your students. Or have students write articles for the public relations office at your university. You might also consider publishing a newsletter for your busines s communication classes. 8. Ask groups to write summaries of important articles on business communication. Each group could research several articles on one topic, such as customer service or sexual harassment, then write a summary of the articles for presentation to the class. UNDERTAKING A LONG - TERM PROJECT The long - term project described here is a 15 - to 20 - page analytical or informational report. For complete exposure to the collaborative process, each group produces a work plan, a survey, a rough draft, a progress report, a final report, an oral presentation, and an evaluation of each participant’s work with the group. Most of the data for the reports are gathered from interviews and original surveys, although some library research may be necessary. If the report is written for a real audience, a copy of the final draft is submitted to that audience. Students may invite recipients of the report to their oral presentation and seek their written feedback on the report itself. Because of the scope of this project, give students time in class to meet with their groups, and remember that you are there as a facilitator. Try to limit your interaction with the groups to observing or answering questions about the project; try to avoid becoming another member of the group by offering too many suggestions or taking over the decision - making process. Remember, you are an authority figure, and students tend to acquiesce to what they perceive to be your agenda. Overview of the Process The report - writing project usually takes at least seven weeks, although you may find that you can eliminate some classroom time. The following week - by - week schedule (assuming three class meetings each week) indicates which chapters and topics to discuss an d when to collect specific assignments: Week 1 • Introduction to group dynamics covered in Chapter 2 ( collaboration ); discuss student attitudes about and experiences with groups • Instruction in brainstorming and decision - making techniques • Discussion of Chapter 1 4 (planning reports and proposals ); formation of groups; selection of topics;

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