Lecture Notes for Business Communication Today, 15th Edition

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Syllabus foundation for Business Communication courses usingBusiness Communication Today, 15th Edition, by Bovée and ThillThis document provides a foundation for building your course syllabus. It includes several assessment rubrics, asuggested course schedule, and other elements you might want to adapt for your course. Complete the emptyfields in brackets with as much information as you want to share with students.[Course name][Course identifier][Term][Department/college][Course website]Course mode:[Course mode (classroom/online/hybrid)]Credits:[Credits]Instructor InformationInstructor:[Instructor name]Office:[Office location]Office hours:[Office hours]Virtual office hours:[Virtual office hours]Email:[Instructor email]Office telephone:[Instructor phone]Contact guidance:[Contact guidance]Instructor media:[Instructor media]Instructor bio:[Instructor bio]Course OverviewWelcome to Business Communication. This course offers the opportunity to develop skills that will serve youthroughout your career. In fact, improving your communication skills may be the single most important step youcan take in your career. You can have the greatest ideas in the world, but those ideas aren’t going anywhere if youcan’t express them clearly and persuasively. The world is full of ambitious entrepreneurs, clever marketingstrategists, sharp accountants, and smart engineers—but it is not full of effective communicators. View this as anopportunity to stand out from your competition in the job market.

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Be aware that the changing nature of employment is putting new pressure on communication skills, too. Manycompanies now supplement their permanent workforces with independent contractors who are brought on for ashort period or even just a single project. Chances are you will spend some of your career as one of theseindependent freelancers, working without the support network that an established company environmentprovides. You will have to “sell yourself” into each new contract, communicate successfully in a wide range of worksituations, and take full responsibility for your career growth and success.The good news: You can develop and fine-tune all the communication skills you’ll need in this course, so let’s getstarted!Class days and times:[Class days and times]Important dates:Be aware of the following dates and plan accordingly:First day of class:Last day to drop the class:Final project due:Last day of class:Course outcomes:The successful completion of this course will give you the knowledge, skills, and confidence tocommunicate in a professional context. Specific learning outcomes include the following:1.Understanding the challenges of communicating in a professional context, including participating in teamsand communicating with diverse audiences2.Communicating ethically with sensitive attention to business etiquette3.Planning, writing, and producing a wide variety of messages and documents in the appropriate style foreach audience and situation4.Conducting the research needed to support messages, documents, and presentations with relevant andreliable information5.Crafting a variety of brief message types that address a range of specific business communication needs6.Crafting high-quality reports and proposals7.Designing and creating basic visual elements, from charts and graphs to presentation slides8.Creating and delivering presentations using slides or other visuals9.Creating a package of job-search tools that you can use in your own job search, including an effectiverésumé and a variety of supporting messages10.Developing the insights and skills needed to succeed in job interviews11.Using a variety of technologies to communicate efficiently and effectivelyCourse concept:This course seeks to replicate as closely as possible the opportunities, challenges, andexpectations of communicating in the contemporary workplace while also providing you with a protected andsupportive space in which to practice and develop your communication skills. No matter what your current levelsof communication skill and confidence, you will have the opportunity to improve with the support of yourinstructor and your classmates.The course combines lectures, discussions, individual and team writing projects, presentations, and hands-onpractice with a variety of digital communication tools.Prerequisites:[Prerequisites]Expected skills:To succeed in this course, you will need to be minimally proficient with Microsoft Word (includingthe ability to create, format, and print documents), Microsoft PowerPoint (including the ability to create

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presentation slides using templates and making minor modifications to slides and templates), the college’s emailsystem, and the [insert name] course management platform. If you aren’t comfortable with any of these, pleasemake the effort now to learn the basics, as you would be expected to on the job. You will need basic keyboardingskills. You are also expected to have basic proficiency in grammar, spelling, and punctuation. (You can refer to theHandbook of Grammar, Mechanics, and Usage in your textbook if you need to brush up on these basics.)Weather and emergency closure information:[Emergency info]Resources for students:[Student resources]Course MaterialsTextbook:Business Communication Today, 15th Edition, 2021, by Courtland L. Bovée and John V. ThillRequired additional materials: [Required materials]Optional additional materials: [Optional materials]Materials on library reserve: [Reserve materials]Technology requirements: [Technology requirements]Assignments and GradingTo help you polish business-ready communication skills, my expectations for your performance in this course willmimic as closely as possible the expectations that employers will have for you on the job. These involve conductingyourself in a professional manner and developing the skills needed to communicate effectively and efficiently.Grading Structure and PoliciesYour grade is the sum of four components:50%Written communication•The effectiveness of your writing in a variety of assignments, which can range from tweets and otherbrief messages up to formal reports and proposals•The demonstrated ability to conduct research, analyze and synthesize research findings, andincorporate that data and information into your writing projects•The design and production qualityof both printed and digital documents30%Oral communication and presentations•The ability to plan, prepare, and deliver compelling presentations in both individual and team formats•As with written assignments, the demonstrated ability to conduct research and apply the results asneeded to support your presentation efforts•The design and production quality of presentation slides and handouts10%Professionalism•Your contribution to the success of your colleagues through constructive feedback, active listening,and mutual respect•Your conduct and participation in class

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•The quality of your interactions with your instructor, both in class and via digital communication10%Exams, quizzes, and other assignmentsYour final letter grade will be determined by the following scale:% of total points Letter grade93 and aboveA90-92.9 A-87-89.9 B+83-86.9 B80-82.9 B-77-79.9 C+73-76.9 C70-72.9 C-67-69.9 D+63-66.9 D60-62.9 D-59.9 and belowF% of total points Letter grade90 and aboveA80-89.9 B70-79.9 C60-69.9 D59.9 and belowF[Viewing grades online]

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Assessment CriteriaHere are the assessment criteria for all three phases of the course: written assignments, oral communication andpresentations, and professionalism.1.Written assignments(print and digital) are evaluated according to these nine criteria, along a spectrum fromineffective to effective to exceptional; note thatmessagein this context refers to all written assignments,regardless of length or media.Assessment Spectrum: Written AssignmentsCriteriaIneffectiveEffectiveExceptionalAudience orientation:Does the writing reflectthe “you” attitude? Does it deliver theinformation the reader needs in a way that issensitive to personal, organizational, andcultural expectations?Focuses on the writer’s needsmore than the reader’s or showslittle or no respect of reader’sneedsReflects sincere attention to thereader’s needs and expectationsLooks beyond the obvious interms of meeting reader’s needs;sensitive to nuances of culture,organizational hierarchy, status,and other variablesResearch, information fluency, criticalthinking:Is the message based on solidresearch that was used appropriately andeffectively? Does the writing reflect criticalthinking? Does the writer maintain a clear linebetween reporting and editorializing? Aresources properly documented?Based on little or no research,relies on unverified or poor-quality sources, draws misguidedconclusions, commits logicalfallacies; fails to documentsources appropriately; mixesopinions with factual reportingBased on solid and appropriatelevel of research; uses criticalthinking to evaluate informationand produce logical conclusionsand recommendations;documents sources properlyGoes beyond expected level andtype of research to find unusualsources of information; offersoriginal or unexpected insightsMessage structure:Is the message organizedeffectively at the macro level? Does it progresslogically from one idea to the next? Does ithave an effective introduction that establishesits purpose and an effective conclusion thatmeets the reader’s needs?Lacks a coherent, logical flowfrom beginning to end; lacks aneffective introduction orconclusionLogically organized, whether ituses the direct or indirectapproach; the introductionestablishes purpose and drawsreaders in; the conclusion iscomplete and effectiveOrganization is tight and clear,with no chance for readers to getbored or confusedParagraph structure:Are paragraphsunified(focusing on a single topic) andcoherent(presenting ideas in a logically connectedway)? Do they feature topic sentences tointroduce each new idea and supportsentences to expand, justify, or clarify thatidea? Are transitions used effectively to helpreaders follow the flow of ideas?Paragraphs are incoherent orrambling, lack a clear topicsentence, lack support sentences,or attempt to cover too manyideas; paragraphs lack internaltransitions from sentence tosentence or external transitionsfrom paragraph to paragraphParagraphs focus on a single idea,use topic sentences to introducethat idea, and provide a sufficientnumber of supporting sentences;transitions are used effectively tohelp readers move from thoughtto thoughtThe writing uses an variety ofcreative techniques to developparagraphs and provides smoothtransitions at the macro andmicro levelsSentence style and structure:Are sentencesconstructed correctly? Are sentences easy tofollow? Does the writing use an effectiveblend of sentence types and lengths?Sentences are structuredincorrectly; the writing relies onoverly simplistic sentencestructure; sentences areovercomplicated or difficult todigestSentences are structuredcorrectly; the writing uses themost effective sentence types foreach idea; a balance of types andlengths keeps the writinginterestingThe writing rises abovefunctional, workaday languagewith sentences that convey ideasin compelling and creative ways—without calling attention to itselfWord choices:Does the writer make effectiveword choices? Are words used correctly? Hasthe writer made an effort to find the mostpowerful words to use—without resorting toobscure or stuffy language? Does the writingfeature plain language/plain English?Words are used incorrectly orinappropriately; word choicesreflect little effort or imagination;writing attempts to dazzle withobscure or overblown wordchoices; writing uses biased termsWords are used correctly andappropriately; some effort wasmade to find words that conveyideas powerfully; writing usesbias-free languageLanguage is precise, compelling,and memorable while still beingappropriate for the situationReadability, tone, formality:Is the messageeasy to read and easy to grasp? Are the toneand level of formality appropriate for thesituation?Message is difficult to understandor written with a style that isinappropriate for the situationMessage is easy to read andcomprehend; tone and formalityare appropriate for the situationMessage goes beyond merelyfunctional to become inviting andenjoyable to readGrammar, mechanics, punctuation, spelling:Does the writing follow professionalexpectations for quality and adherence togenerally accepted standards? (Refer to theHandbook of Grammar, Mechanics, and Usagein your textbook.)Numerous errors in grammar,punctuation, mechanics, andspellingNo errors that are likely to inhibitmessage comprehension orreflect negatively on the writerPerfect in every detailDesign and production quality:Does thedocument design follow guidelines discussedin the textbook or in class? Was the messageproduced with professional-grade attention toquality and detail? (Refer to the chapter onCompleting Business Messages in yourtextbook.)Lacks a coherent, reader-focuseddesign; design choices arehaphazard or ill-advised;production is amateurish,careless, or otherwisesubstandardDesign choices and productionquality help the reader consumeand grasp the message, and theyposition the writer as aknowledgeable professionalDesign and production match thebest of professional-gradebusiness messages anddocuments

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2.Oral communication and presentationsare evaluated according to these eight criteria, along a spectrum fromineffective to effective to exceptional.Assessment Spectrum: Oral Communication and PresentationsCriteriaIneffectiveEffectiveExceptionalAudience orientation:Does the presentationreflect the “you” attitude? Does it deliver theinformation the audience needs in a way thatis sensitive to personal, organizational, andcultural expectations?Presentation focuses on thewriter’s needs more than theaudience’s or shows little or norespect of reader’s needsPresentation structure, content,and delivery reflect sincereattention to the audience’s needsand expectationsLooks beyond the obvious interms of meeting the audience’sneeds; sensitive to nuances ofculture, organizational hierarchy,stakeholder status, and othervariablesResearch, information fluency, criticalthinking:Is the presentation based on solidresearch that was used appropriately andeffectively? Does the information given reflectcritical thinking? Does the speaker maintain aclear line between reporting andeditorializing? Are sources properlydocumented?Based on little or no research,relies on unverified or poor-quality sources, draws misguidedconclusions, commits logicalfallacies; fails to documentsources appropriately; mixesopinions with factual reportingBased on solid and appropriatelevel of research; uses criticalthinking to evaluate informationand produce logical conclusionsand recommendations;documents sources properlyGoes beyond expected level andtype of research to find unusualsources of information; offersoriginal or unexpected insightsPresentation structure:Is the presentationorganized effectively at the macro level? Doesit progress logically from one idea to the next?Does it have an effective introduction thatestablishes its purpose and an effectiveconclusion that meets the audience’s needs?Does it fit time constraints?Lacks a coherent, logical flowfrom beginning to end; lacks aneffective introduction orconclusion; runs too long or tooshortLogically organized, whether ituses the direct or indirectapproach; the introductionestablishes purpose and drawsthe audience in; the conclusion iscomplete and effective;presentation hits the agreed-upon time limitOrganization is tight and clear,with no chance for the audienceto get bored or confused; uses acompelling blend of testimony,narrative, examples, andillustrationsLanguage choices:Does the speaker makeeffective word choices? Are words usedcorrectly? Has the speaker made an effort tofind the most powerful words to use—withoutresorting to obscure or stuffy language?Words are used incorrectly orinappropriately; word choicesreflect little effort or imagination;speaker attempts to dazzle withobscure or overblown wordchoices; uses biased termsWords are used correctly andappropriately; some effort wasmade to find words that conveyideas powerfully; speaker usesbias-free languageLanguage is precise, compelling,and memorable while still beingappropriate for the situationTone and formality:Is the presentation easyto follow and easy to grasp? Are the tone andlevel of formality appropriate for thesituation?Presentation is difficult tounderstand or delivered in a stylethat is inappropriate for thesituationPresentation is easy to follow andcomprehend; tone and formalityare appropriate for the situation.Presentation goes beyond merelyfunctional to become inviting andenjoyable to listen toDelivery:Does the speaker present in aconfident, conversational style, withoutreading slides or notes? Does the speakerexhibit poise and positive body language?Speaker lacks poise and displaysnegative body language;presentation is clearlyunrehearsed; speaker relies tooheavily on notes or slidesSpeaker is confident and positiveand talkswithlisteners ratherthanatthem; overall, thepresentation is smooth, with onlyminor glitches that don’t distractSpeaker holds the audience atrapt attention and leaveslisteners feeling inspired orotherwise emotionally movedGrammar, mechanics, punctuation, spelling:Do slides and handouts follow professionalexpectations for quality and adherence togenerally accepted standards?Numerous errors in grammar,punctuation, mechanics, andspellingNo errors that are likely to inhibitcomprehension or reflectnegatively on the writerPerfect in every detailDesign and production quality:Dopresentation slides and other visuals supportthe spoken message? Do they educate andinspire the audience? Do slides follow thedesign guidelines discussed in the textbook orin class? Was the presentation produced withprofessional-grade attention to quality anddetail?Lacks a coherent, audience-focused design; design choicesare haphazard or ill-advised;production is amateurish,careless, or otherwisesubstandardDesign choices and productionquality help the audienceconsume and grasp theinformation and position thespeaker as a knowledgeableprofessional; slides are clear andcompellingDesign and production match thebest of professional-gradebusiness presentations; slidesexhibit an unusual level ofcreativity and originality thatmake them memorable withoutdistracting from the speaker

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3.Professionalismis evaluated according to these three criteria, along a spectrum from ineffective to effectiveto exceptional.Assessment Spectrum: ProfessionalismCriteriaIneffectiveEffectiveExceptionalClass participation:Does student participatein class discussions, offer helpful commentary,and ask meaningful questions?Rarely participates in class; usesclass discussions as a platform forpontificating on irrelevantmatters; wastes class time askingquestions when answers can befound in the textbook, coursewebsite, or other forumActively participates indiscussions and projects, both inclass and online; doesn’t waste ormonopolize instructor’s time andattention to the detriment ofclassmates; contributes to groupprojectsBrings an extra level ofpreparation, insight, and personalexperience to class discussionsand activitiesRespect and support for colleagues:Doesstudent contribute to the success ofcolleagues through constructive feedback,active listening, professional-grade etiquette,and mutual respect?Is late to class, interrupts classdiscussions, belittles the efforts ofother students, offers little ofvalue in oral or written feedback;doesn’t listenArrives on time and ready toparticipate, contributes to thesuccess of classmates, listensactively to instructor andclassmates, demonstratesetiquette and respectFinds ways to inspire colleaguesto higher performances, helpsteammates do their best workInteraction with instructor:Does studentinteract with instructor as one would with amanager in the workplace?Treats instructor with disrespect;communicates in a careless,overly familiar manner; usesdigital devices in classinappropriatelyRespects instructor’s position asmanager and leader of thecourse, in the same way onewould show respect for amanager on the jobInspires the instructor in amutually rewarding exchange ofideas and informationCourse PoliciesAttendance:[Attendance]Late assignments:[Late assignments]Make-up assignments:[Make-up assignments]Social media:This course is a private space in which students can develop their skills in a supportive andencouraging environment. Using social media to make public anything that takes place during class potentiallyviolates your classmates’ privacy and is therefore prohibited. If you have questions or concerns about the class,please share them with your instructor. This is not only respectful but good practice for professionalcommunication.Digital devices:Using a laptop, tablet, or phone to take notes during class is acceptable, as long as you do sowithout disrupting class in any way. All device sounds must be silenced, including keyboard “clicks.” Above all else,show respect for your instructor and your fellow learners. Under no circumstances are you allowed to make audioor video recordings during class without permission.Academic Integrity[Code of conduct]Student Accommodations[Student accommodations]

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Course Schedule(Here is a sample schedule for a 16-week course. If you use MyLab Business Communication, additional activitiesare available online, including Mini Sims, Team Sims, video exercises, and grammar quizzes.)WeekSubjectReading: Textbook chaptersSuggested activities1Introduction toProfessionalCommunicationPrologue: Building a Career withYour Communication SkillsChapter 1. ProfessionalCommunication in a Digital,Social, Mobile World1-17. Write a paragraph introducing yourself1-18. Write four tweets that encourage other students to take this course1-19. Analyze the effectiveness of an online video1-29. Distinguish ethical dilemmas from ethical lapses2Collaboration andBusiness EtiquetteChapter 2. Collaboration,Interpersonal Communication,and Business Etiquette2-17. Collaborate on a 10-minute presentation on the potentialdisadvantages of social media in business2-24. Evaluate your listening skills2-25. Analyze the nonverbal signals of a printed business message2-26. Write a memo to your employees on workplace etiquette3Communicating withDiverse AudiencesChapter 3. CommunicationChallenges in a Diverse, GlobalMarketplace3-18. Assess your attitudes to other generations in the workplace3-21. Evaluate company Facebook pages for phrases that might beconfusing to nonnative speakers3-22. Evaluate American slang terms that might confuse people fromother countries3-23. Improve a podcast script for international audiences4Planning BusinessMessagesChapter 4. Planning BusinessMessages4-18. Develop an effective outline from a bullet list of information points4-23. Compare the Facebook pages of three competing companies4-24. Plan a response to negative public information about your company4-29. Use storytelling techniques to convey a cautionary tale of businessethics5Writing & CompletingBusiness MessagesChapter 5. Writing BusinessMessagesChapter 6. Completing BusinessMessages5-30 through 5-39. Revise sentences to better reflect the “you” attitude5-94. Write and analyze paragraphs developed from suggested topicsentences6-19. Revise sentences to improve readability6-94. Analyze the design of two popular financial news websites6Writing for Digital MediaChapter 7. Digital Media7-18. Evaluate an instant messaging exchange between a customer andcustomer support agent7-21. Revise an email message on a new company policy7-30. Redesign a press release to make it more mobile friendly7-38. Record a podcast explaining why your college is a great place to getan education7Writing for Social MediaChapter 8. Social Media8-19. Revise a blog post to make it more effective8-20. Analyze a company’s social media communication style8-29. Evaluate a classmate’s social media presence for employer red flags8-30. Write a blog post for first-time attendees to the San Diego Comic-Con convention8-32. Write a series of tweets to summarize a business article or newsrelease8Creating Visual MediaChapter 9. Visual Media9-19. Analyze three business visuals and find ways to improve their design9-26. Explore the ethics of manipulating audience perception throughphotography9-27. Using mapping tools, create a facility-planning visual9-30. Plan and shoot B-roll footage for a promotional video9Writing Routine andPositive MessagesChapter 10. Writing Routine andPositive Messages10-37. Write an email message indicating your interest in a teamleadership position10-40. Write an email message requesting a refund for an unsatisfactoryservice10-43. Write a message to a customer apologizing for a dreadful mistakeyour company made and offering to make it right

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WeekSubjectReading: Textbook chaptersSuggested activities10-54. Write a social media post thanking the local community for helpingyour company during an emergency10Writing NegativeMessagesChapter 11. Writing NegativeMessages11-39. Write an email message rejecting a proposal from one of your topemployees11-41. Reject a customer’s request for a replacement product11-42. Write a message announcing the end of a popular employeevolunteering program11-52. Respond to a negative review of your company on Yelp11Writing PersuasiveMessagesChapter 12. Writing PersuasiveMessages12-36. Write a message to persuade management to consider job sharing12-40. Write a message persuading your CEO to reconsider a ban on socialmedia at work12-44. Write a message asking for a meeting with a potential investor inyour small business12-59: Write a message promoting a new band12Planning Reports andProposalsChapter 13. Finding, Evaluating,and Processing InformationChapter 14. Planning Reports andProposals13-42. Summarize a recent article from a leading business publication14-18: Prepare the work plan for an analytical report on exhibiting atSouth by Southwest14-25. Prepare an outline for an information report on campus parkingproblems14-38. Plan an informational report for a restaurant chain’s newemergency procedures13Producing Professional-Quality Reports andProposalsChapter 15. Writing andCompleting Reports andProposalsAppendix B. Documentation ofReport Sources15-21. Write a short report on the effectFortnitehas had on the videogame industry.15-22. Write a short report on the youth player development model usedby USA Hockey15-29. Write an analytical report on a fintech company’s efforts to reachpeople who don’t use traditional banking services15-41. Write a proposal to launch a formal mentoring program at yourcompany14Designing and DeliveringBusiness PresentationsChapter 16. DevelopingPresentations in a Social MediaEnvironmentChapter 17. EnhancingPresentations with Slides andOther Visuals16-21. Deliver a speech on the prospects on a company you believe ispoised for rapid grow17-23. Create a presentation that tells the history of an iconic company17-25. Develop aPechaKuchapresentation with 20 slides displayed for 20seconds each17-27. Prepare a presentation oncommunity-supported agricultureprograms in your area15Planning Your Careerand Developing YourRésuméChapter 18. Building Careers andWriting Résumés18-24. Research the “hot button” issues in a particular industry or jobcategory18-25. Compare your current résumé with the requirements of yourdream job18-27. Partner with a classmate to help write each other’s introductoryrésumé statements18-24. Draft a summary for your LinkedIn profile16Applying for Jobs andPolishing YourInterviewing SkillsChapter 19. Applying andInterviewing for Employment19-28. Write an application letter for a job opening in your targetprofession19-30. Research a job opportunity and develop a list of insightfulinterview questions19-32. Prepare answers to commonly asked interview questions19-34. Write a letter requesting more time from a company that hasoffered you a job

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A: Format and Layout of Business Documents1AppendixA:FormatandLayoutofBusinessDocumentsThis appendix offers practical guidelines for producing professional-grade documents. The advice appliesprimarily to printed pieces but is also applicable to documents rendered as PDFs or other digital formats.APPENDIX OUTLINEFirst ImpressionsPaperCustomizationAppearanceLettersStandard Letter PartsHeadingDateInside AddressSalutationBodyComplimentary CloseSignature BlockAdditional Letter PartsLetter FormatsEnvelopesAddressing the EnvelopeFolding to FitInternational MailMemosReportsMarginsHeadingsPage NumbersLearning Catalytics is a “bring your own device” student engagement, assessment, and classroomintelligence system. It allows instructors to engage students in class with real-time diagnostics. Studentscan use any modern, web-enabled device (smartphone, tablet, or laptop) to access it. For moreinformation on using Learning Catalytics in your course, contact your Pearson representative.

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A: Format and Layout of Business Documents2LECTURE NOTESFirst ImpressionsCreate a positive first impression with your choice ofPaperCustomizationAppearancePaperKey aspects of paper includeWeight (20-pound is most common, but 16- and 24-pound versions are also used)Cotton content (25 percent cotton or higher is preferred for formal letters)Size:Standard size: 8½ by 11 inches (for U.S.; most other countries use metric sizes)Legal size: 8½ by 14 inchesPersonal size: 7 by 10 inchesColor; white is the standard color for business purposes, but neutral colors such as ivoryand gray are also acceptable for some usesCustomizationCustomized stationery has letterhead with information such as the firm’sNameLogoAddressPhone numberFax numberGeneral email addressWebsite URLSocial media URLsAppearanceFor the best appearanceCenter letters on the page and set all margins at 1-inch minimum.For routine business documents, left justify all lines of text..

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A: Format and Layout of Business Documents3Include the proper spacing after punctuation:One space after periods and colonsOne space after commas, semicolons, and the periods in a person’s initialsNo spaces in abbreviations for organizations, even with periods (U.S.A., not U. S. A.)As needed, take advantage of the many special symbols available with your computer’sselection of fonts (for currencies, technical units, and so on).LettersStandard Letter PartsStandard letter parts include the followingHeadingDateInside addressSalutationBodyComplimentary closeSignature blockYour heading depends on the type of paper you use:Generally, use letterhead.If no letterhead is available, start 13 lines from the top of the page (2-inch margin).The date’s position depends on the type of heading you use:Place the date at least one blank line beneath the letterhead.If you aren’t using a letterhead, place the date immediately below (without any extra linespace).The form for U.S. correspondence is typically July 14, 2021, but some organizations usethe 14 July 2021 format.When communicating internationally, you may also experiencesome confusion overtime.Make sure your references to time are as clear as possible, and be sure you clearlyunderstand your audience’s time references.The inside address is placed one or more lines below the date (depending on the length of the letter)and includes the following:Addressee’s name, preceded by the addressee’s courtesy title (Dr., Mr., Ms.)Addressee’s organizational titleName of department

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A: Format and Layout of Business Documents4AddressOrder and layout choices vary from country to countryFor the salutation, be sure toUse first name for colleagues and close business associates (if culturally appropriate).Use a title and last name for all other correspondence.Spell names correctly.Use a polite description (such as “Dear Alumni,” “Dear Colleague,” “Ladies andGentlemen,” or “Dear Accounting Department”) if the recipient’s name is unknown.Use double spacing before and after.The body is almost always single spaced, with one blank line before and after the salutation, betweenparagraphs, and before the complimentary close.The body may include indented lists, entire paragraphs indented for emphasis, and even subheadings.If it does, all similar elements should be treated in the same way.Place the complimentary close on the second line below the body.The signature blockIncludes the sender’s name and titleIs placed three lines below the complimentary closeAdditional Letter PartsAdditional letter parts are optional; use the following as needed:Addressee notationAttention lineSubject lineSecond-page headingCompany nameReference initialsEnclosure notationCopy notationMailing notationPostscriptThe addressee notation (such as “PERSONAL” or “CONFIDENTIAL”)Is typed in capital lettersIs placed two lines above the inside address

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A: Format and Layout of Business Documents5Use an attention line when the inside address does not include the name of a specific person.The subject line tells the recipient at a glance what the letter is about.The second-page headingNeeds to be used whenever an additional page is requiredOften specifies the recipientLists the dateGives the page numberIf you include the company name in the signature block, place it a double space below thecomplimentary close.Reference initials show who helped prepare the letter andAre typed at the left marginAre placed a double space below the last line of the signature blockThe enclosure notation is placed one or two lines below the reference initials.Thecc(courtesy copy) notation appears below the enclosure notation (or reference initials).The mailing notation (Special Delivery,Registered Mail) usually follows the reference initials andenclosure notation, and comes before the copy notation.The Postscript begins with one of the following:P.S.PS.PS:NothingLetter FormatsLetters have three basic formats:Block formats place all lines at the left margin.Modified block formats place the date, complimentary close, and signature block in thecenter and may or may not indent the first line of paragraphs.Simplified format weaves the reader’s name into the first line or two of the body, oftenincludes a subject line in capitalletters, and uses no salutation.Letter elements are always separated by at least one blank line, and the printed (or typewritten) nameis always separated from the line above by at least three blank lines to allow space for a signature.

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A: Format and Layout of Business Documents6For letters, the standard (or mixed) punctuation stylePlaces a colon after the salutation (or a comma if the letter is social or personal)Places a comma after the complimentary closeFor letters, the open punctuation styleDoes not use a colon or comma after the salutationDoes not use a colon or comma after the complimentary closeEnvelopesLetterhead envelopes use the same paper stock and the same color ink as letterhead stationery:Standard business size: No. 10 (9½ inches long)Smaller size: No. 6¾Addressing the EnvelopeThe address on the envelope is always single-spaced with all lines aligned on the left.Elements that can be included in the address (from smallest division to largest) includeName and title of recipientName of department or subgroupName of organizationName of buildingStreet address, suite number, or post office box numberCity, state or province, and ZIP code or postal codeName of country (if letter is being sent abroad)Envelope elements should conform to post office specifications, especially for mass mailings.To speed handling and delivery, be sure to useThe ZIP code + 4 in the United StatesThe postal code for all other countriesFolding to FitTo fold letters properlyFold the letter in thirdsFold the bottom up firstFold the top down over it

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A: Format and Layout of Business Documents7International MailFor international mail, follow the instructions atwww.usps.com/international.MemosDigital media have replaced most internal printed memos in many companies, but you may have occasionto send printed memos from time to time.When preparing a memo, include the title (MEMO, INTEROFFICE CORRESPONDENCE, or similar) atthe top of the page either centered or aligned with the left margin.At the top of a memo, place introductory information such asTO:FROM:DATE:SUBJECT: or RE:If a memo has wide distribution, typeSee distribution listorSee belowafter theTo:line, and placerecipient names at the bottom of the page (usually in alphabetical order except when high-rankingofficials deserve more prominent placement).Courtesy titles need not be used in a memo, unless you would use one in person with the recipient.The subject line should be short but informative.For the body of the memo:Start on the second or third line below heading.Use single-spacing, with double spacing between paragraphs.Handle lists, important passages, and subheadings as you do in letters.Either indent paragraphs or make them flush left.If the memo carries over to a second page, head the second page just as you head the second page of aletter.Although no complimentary close or signature block is required in a memo, the sender may initial thememo beside his or her name or at the top or bottom of the memo.Handle reference initials, enclosure notations, and copy notations just as you would in a letter.Memos may be delivered by hand, interoffice mail, or post office.

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A: Format and Layout of Business Documents8ReportsAlways follow the organization’s standards for reports, if standards do exist. Otherwise, use the followinggeneral guidelines.MarginsSet margins as follows:Top margin should be 2 inches from the top of the paper for prefatory parts,supplementary parts, the first page of text, and the first page of each new chapter.Top margin should be 1 inch from the top for all other pages.Side and bottom margins should be at least 1 inch wide.Allow room on the left margin for binding, if applicable.HeadingsFor headings, use appropriate levels and be consistent.Page NumbersWhen numbering report pagesDo not number the first page of the report (title page).Number prefatory parts using lowercase roman numerals (without dashes or periods).Number prefatory parts 1 inch from the bottom, centered.Number text pages using arabic numerals.Number the first text page 1 inch from the bottom, centered.Number succeeding text pages of left-bound reports 1 inch from the top, right-handmargin.Number top-bound reports and for special pages having 2-inch top margins, center thepage numbers at the bottom margin.

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B: Documentation of Report Sources1AppendixB:DocumentationofReportSourcesThis appendix offers advice on conforming to the three major citation styles:ChicagoHumanities, APA,and MLA.APPENDIX OUTLINEChicagoHumanities StyleIn-Text Citation—ChicagoHumanities StyleBibliography—ChicagoHumanities StyleAPA StyleIn-Text Citation—APA StyleList of References—APA StyleMLA StyleIn-Text Citation—MLA StyleList of Works Cited—MLA StyleLearning Catalytics is a “bring your own device” student engagement, assessment, and classroomintelligence system. It allows instructors to engage students in class with real-time diagnostics. Studentscan use any modern, web-enabled device (smartphone, tablet, or laptop) to access it. For moreinformation on using Learning Catalytics in your course, contact your Pearson representative.LECTURE NOTESProviding information about your sourcesImproves your own credibility as well as the credibility of the facts and opinions you presentGives readers the means for checking your findings and pursuing the subject furtherIs the accepted way to give credit to the people whose work you have drawn from.If your employer uses a particular style for documentation, adopt and use that style.Whatever style you use, be consistent.All styles break bibliographic information into various parts:Information about the author (name)Information about the work (title, edition, volume number)Information about the publication (place, publisher)Information about the dateInformation on relevant page ranges

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B: Documentation of Report Sources2Chicago Humanities StyleTheChicago Manual of Stylerecommends two types of documentation systems:Documentary-note (or humanities) systemGives bibliographic citations in notes (either footnotes or endnotes)Is often used in literature, history, and the artsAuthor-date systemGives the author’s last name and the publication date in the text itself (usually enclosed inparentheses)Reserves full documentation for the reference list (or bibliography)In-Text Citation—ChicagoHumanities StyleChicago’s humanities system relies on superscripts (arabic numerals placed just above the line of typeat the end of the reference).Note preferences vary:Some readers prefer footnotes so that they can simply glance at the bottom of the page forinformation.Some readers prefer endnotes because they make pages less cluttered.Both footnotes and endnotes are handled automatically by today’s word-processing software.A good compromise is to use footnotes for content notes and endnotes for source notes.Content notes can serve several purposes:To supplement the text with asides about a particular issue or eventTo provide a cross-reference to another section of the reportTo direct readers to a related sourceSource notes are used to documentDirect quotationsParaphrased passagesVisualsBibliography—ChicagoHumanities StyleBecauseChicago’s humanities style gives all necessary bibliographic information in the notes, abibliography is optional.

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B: Documentation of Report Sources3When usingChicagostyle, the bibliography may be titledBibliographyReference ListSourcesWorks Cited (if you include in your list only those sources you actually cited in your report)Works Consulted (if you include uncited sources as well)Because the reference list may also serve as a reading list, you might want toAnnotate each entry.Subdivide the list into categories (either by type of reference or subject matter).To prepare a bibliography usingChicagostyle, follow these major conventions:For all entriesExclude any page numbers already cited in source notes, except for journals, periodicals,newspapers, and book chapter page ranges.Alphabetize entries by the last name of the lead author.Format entries as hanging indents.Arrange the information in each entry as follows: author name, title information, publicationinformation, date, periodical page range.Enclose article titles in quotation marks—capitalizing the first word, the last word, and all otherimportant words.Italicize book, newspaper, journal, and magazine titles.For journal articles, include the volume and issue number, enclose the year of publication inparentheses and follow with a colon and page range.For electronic references, use brackets when identifying them: [Online database] or [CD-ROM].Explain how electronic references can be reached if it’s not obvious from the URL.Give the access date for online references.APA StyleThe American Psychological Association (APA) recommends the author-date system, which is popular inphysical, natural, and social sciences.In-Text Citation—APA StyleTo use the APA’s author-date systemInclude the following in parentheses: author’s last name, year of publication, page number (ifyou’re using a direct quotation).Omit the author’s name from parenthetical material if you’ve already mentioned it in text.Include personal communications and author interviews in text only (not in the reference list).

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B: Documentation of Report Sources4List of References—APA StyleAPA style recommends that the reference list include only those works that are cited in the report.To prepare a list of references using APA style, follow these major conventions for all entries:Format entries as hanging indents.Reverse the order of author names (last name first), using initials for first and middle names.Arrange the information in each entry as follows: author name, date, title information, publicationinformation, periodical page range.Follow author name with the date of publication in parentheses.List article titles from magazines, newspapers, and journals without underlines or quotationmarks, capitalizing the first word and proper nouns.Italicize titles of books—capitalizing all important words.For journal articles, include volume number (in italics), issue number (in parentheses), and thepage range.Include personal communications only in text, not in reference lists.For electronic referencesInclude author, publication date, article title, publication name, volume, date of retrieval, andsource.Indicate the year of publication.Specify the URL (it may be necessary to offer a truncated or higher-level URL to avoid using anoverly long or temporary URL).APA citation guidelines for social media are still evolving. For the latest information, visit theAPA Style Blog at apastyle.apa.org/blog.For online journals or periodicals that assign a digital object identifier (DOI), include that insteadof a conventional URL.MLA StyleThe Modern Language Association of America (MLA) style is used widely in the humanities, especiallyfor language and literature.In-Text Citation—MLA StyleInclude author’s last name and the page reference within the text (such as “Clifton 57”).Omit the author’s name from parenthetical material if it’s already mentioned in the text.List of Works Cited—MLA StyleTheMLA Handbookno longer provides specific citation guidelines for every conceivable type ofmedia item.

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B: Documentation of Report Sources5Instead, it offers general guidelines that you can adapt to each item you need to cite.The MLA approach is built on three principles:Include the basic identifiers common to most sources, such as author name(s), the title of thework, and the date of publication or access.Recognize that there can be multiple “right” ways to document a source, depending on thecircumstances.If you have any doubt about what to include, do what is best for your readers.Each entry can have up to nine parts if they are relevant to the project’s and readers’ needs, althoughmost on-the-job reports won’t need that many.Author name(s):Start with the lead author’s name in reverse order (last name first), using either full first nameor initials, followed by a period.If the source has two authors, list the second author’s name in regular order.If the source has three or more authors, reverse the first name, then follow it with a commaand et al (“and others”).If no author name is available, begin the citation with the title of the work and use theorganization’s name as the publisher.Title of source:Use the full title of the source, including any subtitles.Capitalize every word except articles, prepositions, coordinating conjunctions, and the “to” ininfinitives, and put a period at the end of the title.If the source is one of multiple items in a container, such as an article within a magazine oron a website, put quotation marks around the title.If it is not part of a larger entity, put the title in italics. This distinction applies to audio andvideo material as well.For email messages, use the subject line of the message as the title, enclosed in quotationmarks and capitalized as above.For tweets, use the entire tweet, enclosed in quotation marks, and apply whatevercapitalization and punctuation appear in the original.Title of container:The MLA usescontainerto refer to any entity that contains multiple sources; containersbooks, periodicals, and websites.Capitalize container titles as described under source titles, and put a period at the end ofthem.If a source is embedded in more than one container, include information for all the containers.

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B: Documentation of Report Sources6

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B: Documentation of Report Sources7Other contributors:If other named individuals were involved in the creation and production of the source, such aseditors or translators, include their role(s) and name(s).Version:If a source has been released in multiple versions, indicate that next.For example, the third edition of a book would be denoted as “3rd ed.” followed by a comma.Number:If the source is part of a numbered sequence (such as volumes in an academic journal), andthis information is relevant to the project and important to readers, include that as well.Publisher:The publisher is the organization primarily responsible for producing the source material.Publication and access dates:Include the date or dates most meaningful to readers in the context of the project.Use the day-month-year style, and include the time if that is relevant.Periodicals, books, tweets, and email messages all have specific publication dates.Website content and blog posts may or may not show a date. If an online source is undated,use “Accessed” followed by the date you accessed the material.Location:This can refer to the specific location within a source or the source’s location within acontainer.For print sources, this usually involves page numbers.Use “p.” to denote a single page and “pp.” to denote a range of pages.For online sources, the location is usually the URL where the item can be found.How much of the URL to include is a matter of judgment, based on how long the URL is,whether your readers will want to access the source, and whether your document is print ordigital.If the URL is extremely long, you might want to use the URL of the website’s homepage.If a digital object identifier (DOI), is available, use it instead of a URL.If any other information will help the reader or clarify the source of your information, include it aswell.

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C: Correction Symbols1Appendix C: Correction SymbolsToday’s business professionals increasingly rely on digital markup features in word-processing softwareand the commenting tools available in Adobe Acrobat, but familiarity with traditional proofreading marksis still a useful skill for marking up printed documents.Early in the term, direct students to this handy appendix at the end of the textbook. “Correction Symbols”lists abbreviations for marking errors in content, style, grammar, usage, and mechanics and shows howstandard proofreading symbols are used. This system of marking written messages saves you from the time-consuming task of writing out long comments when students make common errors. Moreover, students mayfind that the list provides them with a useful shorthand for editing their own writing.

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This work is protected by United States copyright laws and is providedsolely for the use of instructors in teaching their courses and assessingstudent learning. Dissemination or sale of any part of this work (includingon the World Wide Web) will destroy the integrity of the work and is notpermitted. The work and materials from it should never be made availableto students except by instructors using the accompanying text in theirclasses. All recipients of this work are expected to abide by theserestrictions and to honor the intended pedagogical purposes and the needsof other instructors who rely on these materials.Please contact https://support.pearson.com/getsupport/s/contactsupport with any queries on thiscontent.Copyright © 2021 by Bovée & Thill, LLC. All Rights Reserved. Manufactured in the UnitedStates of America. This publication is protected by copyright, and permission should be obtainedfrom the publisher prior to any prohibited reproduction, storage in a retrieval system, ortransmission in any form or by any means, electronic, mechanical, photocopying, recording, orotherwise. For information regarding permissions, request forms, and the appropriate contactswithin the Pearson Education Global Rights and Permissions department, please visitwww.pearsoned.com/permissions/.Microsoft and/or its respective suppliers make no representations about the suitability of the information contained inthe documents and related graphics published as part of the services for any purpose. All such documents and relatedgraphics are provided “as is” without warranty of any kind. Microsoft and/or its respective suppliers hereby disclaim allwarranties and conditions with regard to this information, including all warranties and conditions of merchantability,whether express, implied or statutory, fitness for a particular purpose, title and non-infringement. In no event shallMicrosoft and/or its respective suppliers be liable for any special, indirect or consequential damages or any damageswhatsoever resulting from loss of use, data or profits, whether in an action of contract, negligence or other tortiousaction, arising out of or in connection with the use or performance of information available from the services.The documents and related graphics contained herein could include technical inaccuracies or typographical errors.Changes are periodically added to the information herein. Microsoft and/or its respective suppliers may makeimprovements and/or changes in the product(s) and/or the program(s) described herein at any time. Partial screen shotsmay be viewed in full within the software version specified. Microsoft® and Windows® are registered trademarks ofthe Microsoft Corporation in the U.S.A. and other countries. This book is not sponsored or endorsed by or affiliatedwith the Microsoft Corporation.PEARSON, ALWAYS LEARNING, and MYLAB are exclusive trademarks owned by Pearson Education, Inc. or itsaffiliates in the U.S. and/or other countries.Unless otherwise indicated herein, any third-party trademarks, logos, or icons that may appear in this work are theproperty of their respective owners, and any references to third-party trademarks, logos, icons, or other trade dress arefor demonstrative or descriptive purposes only. Such references are not intended to imply any sponsorship,endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationshipbetween the owner and Pearson Education, Inc., or its affiliates, authors, licensees, or distributors.

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Business CommunicationTodayFifteenth EditionCourtland L. BoveeJohn V. ThillInstructor’s Manual

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1: Professional Communication in a Digital, Social, Mobile World1-1ChapterGuidesThis section provides information about the chapters in the textbook and suggested solutions and answersfor the activities. Each Chapter Guide includes the following items:Chapter outlineLecture notes, with the Learning Objective included for each major section in the chapterAnswers to highlight box questionsAnswers to Test Your Knowledge questionsAnswers to Apply Your Knowledge questionsAnswers to Practice Your Skills activitiesExample solutions to cases (complete example solutions for short-message cases; solutionguidelines for long-message cases)Part1:UnderstandingtheFoundationsofBusinessCommunicationThe first three chapters give students a general understanding of why good communication skills areimportant in business, how today’s communication is enhanced through technology, why effectiveinterpersonal communication can be difficult, how communication is used in teams, and how it canovercome intercultural barriers. As you present this material, try to stimulate students to personalize basicconcepts. Encourage them to think about their own careers and the communication skills they’ll need tobe successful. Ask members of the class who have work experience to comment on the communicationrequirements and challenges they have encountered.

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1: Professional Communication in a Digital, Social, Mobile World1-2Chapter1:ProfessionalCommunicationinaDigital,Social,MobileWorldChapter 1 emphasizes the importance of effective communication, explains what it means tocommunicate in a professional context, describes the communication process model and the ways socialmedia are changing the nature of business communication, outlines the effects of the mobile revolution,advises students on how to use communication technology effectively, and offers guidance for makingethical choices as a business communicator.CHAPTER OUTLINEUnderstanding Why Communication MattersCommunication Is Important to Your CareerCommunication Is Important to Your CompanyWhat Makes Business Communication Effective?Communicating as a ProfessionalUnderstanding What Employers Expect from YouCommunicating in an Organizational ContextAdopting an Audience-Centered ApproachExploring the Communication ProcessThe Conventional Communication ModelBarriers in the Communication EnvironmentInside the Mind of Your AudienceHow Audiences Receive MessagesHow Audiences Decode MessagesHow Audiences Respond to MessagesThe Social Communication ModelUsing Technology to Improve CommunicationThe Potential Benefits of Communication TechnologyThe Spectrum of Contemporary Communication TechnologySocial and Workgroup Communication SystemsMobile CommunicationIntelligent Communication TechnologyCommitting to Ethical and Legal CommunicationForms of Unethical CommunicationWithholding InformationDistorting InformationPlagiarizingDistinguishing Ethical Dilemmas from Ethical LapsesEnsuring Ethical CommunicationEnsuring Legal CommunicationDeveloping Skills for Your CareerLearning Catalytics is a “bring your own device” student engagement, assessment, and classroomintelligence system. It allows instructors to engage students in class with real-time diagnostics. Studentscan use any modern, web-enabled device (smartphone, tablet, or laptop) to access it. For moreinformation on using Learning Catalytics in your course, contact your Pearson representative.

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1: Professional Communication in a Digital, Social, Mobile World1-3LECTURE NOTESSection 1: Understanding Why Communication MattersLearning Objective 1: Explain the importance of effective communication to your career and to thecompanies where you will work.Communication is the process of transferring information and meaning between senders and receivers,using one or more forms of media.For communication to be considered successful, it also must transfer understanding.Communication can happen in a variety of ways, includingSuccessful transfers of information and understandingNegotiations in which the sender and receiver arrive at an agreed-on meaningUnsuccessful attempts in which the receiver assembles a different message than the one thesender intendedCommunication Is Important to Your CareerImproving your communication skills may be the most important step you can take in your career.Even great ideas won’t go anywhere without great communication.As you take on leadership and management roles, communication becomes even more important.The changing nature of employment is putting new pressure on communication skills, because youmust take responsibility for managing your own career.Chances are you could spend part of your career as one of these independent freelancers, workingwithout the support network that an established company environment provides.If you learn to write well, speak well, listen well, and recognize the appropriate way to communicatein any situation, you’ll gain a major advantage that will serve you throughout your career.Communication Is Important to Your CompanyCommunication is important to your company in three essentials ways:Operations. Every company needs fast, effective communication between managers and staff,within departments, between departments, and between the company and its external businesspartners.Intelligence. Companies need to keep a constant “ear to ground” to be alerted to newopportunities, risks, and impending problems—both internally and externally.Relationships. Just as in personal and social relationships, business relationships depend oncommunication.

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