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Lecture Notes for Business Communication Today, 15th Edition

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    Syllabus foundation for Business Communication courses using Business Communication Today , 15th Edition, by Bovée and Thill This document provides a foundation for building your course syllabus. It includes several assessment rubrics, a suggested course schedule, and other elements you might want to adapt for your course. Complete the empty fields 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 Information Instructor: [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 Overview Welcome to Business Communication. This course offers the opportunity to develop skills that will serve you throughout your career. In fact, improving your communication skills may be the single most important step you can take in your career. You can have the greatest ideas in the world, but those ideas aren’t going anywhere if you can’t express them clearly and persuasively. The world is full of ambitious entrepreneurs, clever marketing strategists, sharp accountants, and smart engineers—but it is not full of effective communicators. View this as an opportunity 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. Many companies now supplement their permanent workforces with independent contractors who are brought on for a short period or even just a single project. Chances are you will spend some of your career as one of these independent freelancers, working without the support network that an established company environment provides. You will have to “sell yourself” into each new contract, communicate successfully in a wide range of work situations, 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 get started! 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 to communicate in a professional context. Specific learning outcomes include the following: 1. Understanding the challenges of communicating in a professional context, including participating in teams and communicating with diverse audiences 2. Communicating ethically with sensitive attention to business etiquette 3. Planning, writing, and producing a wide variety of messages and documents in the appropriate style for each audience and situation 4. Conducting the research needed to support messages, documents, and presentations with relevant and reliable information 5. Crafting a variety of brief message types that address a range of specific business communication needs 6. Crafting high-quality reports and proposals 7. Designing and creating basic visual elements, from charts and graphs to presentation slides 8. Creating and delivering presentations using slides or other visuals 9. Creating a package of job-search tools that you can use in your own job search, including an effective résumé and a variety of supporting messages 10. Developing the insights and skills needed to succeed in job interviews 11. Using a variety of technologies to communicate efficiently and effectively Course concept: This course seeks to replicate as closely as possible the opportunities, challenges, and expectations of communicating in the contemporary workplace while also providing you with a protected and supportive space in which to practice and develop your communication skills. No matter what your current levels of communication skill and confidence, you will have the opportunity to improve with the support of your instructor and your classmates. The course combines lectures, discussions, individual and team writing projects, presentations, and hands-on practice 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 (including the 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 email system, and the [insert name] course management platform. If you aren’t comfortable with any of these, please make the effort now to learn the basics, as you would be expected to on the job. You will need basic keyboarding skills. You are also expected to have basic proficiency in grammar, spelling, and punctuation. (You can refer to the Handbook 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 Materials Textbook: Business Communication Today , 15th Edition, 2021, by Courtland L. Bovée and John V. Thill Required additional materials: [Required materials] Optional additional materials: [Optional materials] Materials on library reserve: [Reserve materials] Technology requirements: [Technology requirements] Assignments and Grading To help you polish business-ready communication skills, my expectations for your performance in this course will mimic as closely as possible the expectations that employers will have for you on the job. These involve conducting yourself in a professional manner and developing the skills needed to communicate effectively and efficiently. Grading Structure and Policies Your 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 other brief messages up to formal reports and proposals • The demonstrated ability to conduct research, analyze and synthesize research findings, and incorporate that data and information into your writing projects • The design and production quality of both printed and digital documents 30% 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 as needed to support your presentation efforts • The design and production quality of presentation slides and handouts 10% 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 communication 10% Exams, quizzes, and other assignments Your final letter grade will be determined by the following scale: % of total points Letter grade 93 and above A 90-92.9 A- 87-89.9 B+ 83-86.9 B 80-82.9 B- 77-79.9 C+ 73-76.9 C 70-72.9 C- 67-69.9 D+ 63-66.9 D 60-62.9 D- 59.9 and below F % of total points Letter grade 90 and above A 80-89.9 B 70-79.9 C 60-69.9 D 59.9 and below F [Viewing grades online]

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    Assessment Criteria Here are the assessment criteria for all three phases of the course: written assignments, oral communication and presentations, and professionalism. 1. Written assignments (print and digital) are evaluated according to these nine criteria, along a spectrum from ineffective to effective to exceptional; note that message in this context refers to all written assignments, regardless of length or media. Assessment Spectrum: Written Assignments Criteria Ineffective Effective Exceptional Audience orientation: Does the writing reflect the “you” attitude? Does it deliver the information the reader needs in a way that is sensitive to personal, organizational, and cultural expectations? Focuses on the writer’s needs more than the reader’s or shows little or no respect of reader’s needs Reflects sincere attention to the reader’s needs and expectations Looks beyond the obvious in terms of meeting reader’s needs; sensitive to nuances of culture, organizational hierarchy, status, and other variables Research, information fluency, critical thinking: Is the message based on solid research that was used appropriately and effectively? Does the writing reflect critical thinking? Does the writer maintain a clear line between reporting and editorializing? Are sources properly documented? Based on little or no research, relies on unverified or poor- quality sources, draws misguided conclusions, commits logical fallacies; fails to document sources appropriately; mixes opinions with factual reporting Based on solid and appropriate level of research; uses critical thinking to evaluate information and produce logical conclusions and recommendations; documents sources properly Goes beyond expected level and type of research to find unusual sources of information; offers original or unexpected insights Message structure: Is the message organized effectively at the macro level? Does it progress logically from one idea to the next? Does it have an effective introduction that establishes its purpose and an effective conclusion that meets the reader’s needs? Lacks a coherent, logical flow from beginning to end; lacks an effective introduction or conclusion Logically organized, whether it uses the direct or indirect approach; the introduction establishes purpose and draws readers in; the conclusion is complete and effective Organization is tight and clear, with no chance for readers to get bored or confused Paragraph structure: Are paragraphs unified (focusing on a single topic) and coherent (presenting ideas in a logically connected way)? Do they feature topic sentences to introduce each new idea and support sentences to expand, justify, or clarify that idea? Are transitions used effectively to help readers follow the flow of ideas? Paragraphs are incoherent or rambling, lack a clear topic sentence, lack support sentences, or attempt to cover too many ideas; paragraphs lack internal transitions from sentence to sentence or external transitions from paragraph to paragraph Paragraphs focus on a single idea, use topic sentences to introduce that idea, and provide a sufficient number of supporting sentences; transitions are used effectively to help readers move from thought to thought The writing uses an variety of creative techniques to develop paragraphs and provides smooth transitions at the macro and micro levels Sentence style and structure: Are sentences constructed correctly? Are sentences easy to follow? Does the writing use an effective blend of sentence types and lengths? Sentences are structured incorrectly; the writing relies on overly simplistic sentence structure; sentences are overcomplicated or difficult to digest Sentences are structured correctly; the writing uses the most effective sentence types for each idea; a balance of types and lengths keeps the writing interesting The writing rises above functional, workaday language with sentences that convey ideas in compelling and creative ways— without calling attention to itself Word choices: Does the writer make effective word choices? Are words used correctly? Has the writer made an effort to find the most powerful words to use—without resorting to obscure or stuffy language? Does the writing feature plain language/plain English? Words are used incorrectly or inappropriately; word choices reflect little effort or imagination; writing attempts to dazzle with obscure or overblown word choices; writing uses biased terms Words are used correctly and appropriately; some effort was made to find words that convey ideas powerfully; writing uses bias-free language Language is precise, compelling, and memorable while still being appropriate for the situation Readability, tone, formality: Is the message easy to read and easy to grasp? Are the tone and level of formality appropriate for the situation? Message is difficult to understand or written with a style that is inappropriate for the situation Message is easy to read and comprehend; tone and formality are appropriate for the situation Message goes beyond merely functional to become inviting and enjoyable to read Grammar, mechanics, punctuation, spelling: Does the writing follow professional expectations for quality and adherence to generally accepted standards? (Refer to the Handbook of Grammar, Mechanics, and Usage in your textbook.) Numerous errors in grammar, punctuation, mechanics, and spelling No errors that are likely to inhibit message comprehension or reflect negatively on the writer Perfect in every detail Design and production quality: Does the document design follow guidelines discussed in the textbook or in class? Was the message produced with professional-grade attention to quality and detail? (Refer to the chapter on Completing Business Messages in your textbook.) Lacks a coherent, reader-focused design; design choices are haphazard or ill-advised; production is amateurish, careless, or otherwise substandard Design choices and production quality help the reader consume and grasp the message, and they position the writer as a knowledgeable professional Design and production match the best of professional-grade business messages and documents

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    2. Oral communication and presentations are evaluated according to these eight criteria, along a spectrum from ineffective to effective to exceptional. Assessment Spectrum: Oral Communication and Presentations Criteria Ineffective Effective Exceptional Audience orientation: Does the presentation reflect the “you” attitude? Does it deliver the information the audience needs in a way that is sensitive to personal, organizational, and cultural expectations? Presentation focuses on the writer’s needs more than the audience’s or shows little or no respect of reader’s needs Presentation structure, content, and delivery reflect sincere attention to the audience’s needs and expectations Looks beyond the obvious in terms of meeting the audience’s needs; sensitive to nuances of culture, organizational hierarchy, stakeholder status, and other variables Research, information fluency, critical thinking: Is the presentation based on solid research that was used appropriately and effectively? Does the information given reflect critical thinking? Does the speaker maintain a clear line between reporting and editorializing? Are sources properly documented? Based on little or no research, relies on unverified or poor- quality sources, draws misguided conclusions, commits logical fallacies; fails to document sources appropriately; mixes opinions with factual reporting Based on solid and appropriate level of research; uses critical thinking to evaluate information and produce logical conclusions and recommendations; documents sources properly Goes beyond expected level and type of research to find unusual sources of information; offers original or unexpected insights Presentation structure: Is the presentation organized effectively at the macro level? Does it progress logically from one idea to the next? Does it have an effective introduction that establishes its purpose and an effective conclusion that meets the audience’s needs? Does it fit time constraints? Lacks a coherent, logical flow from beginning to end; lacks an effective introduction or conclusion; runs too long or too short Logically organized, whether it uses the direct or indirect approach; the introduction establishes purpose and draws the audience in; the conclusion is complete and effective; presentation hits the agreed- upon time limit Organization is tight and clear, with no chance for the audience to get bored or confused; uses a compelling blend of testimony, narrative, examples, and illustrations Language choices: Does the speaker make effective word choices? Are words used correctly? Has the speaker made an effort to find the most powerful words to use—without resorting to obscure or stuffy language? Words are used incorrectly or inappropriately; word choices reflect little effort or imagination; speaker attempts to dazzle with obscure or overblown word choices; uses biased terms Words are used correctly and appropriately; some effort was made to find words that convey ideas powerfully; speaker uses bias-free language Language is precise, compelling, and memorable while still being appropriate for the situation Tone and formality: Is the presentation easy to follow and easy to grasp? Are the tone and level of formality appropriate for the situation? Presentation is difficult to understand or delivered in a style that is inappropriate for the situation Presentation is easy to follow and comprehend; tone and formality are appropriate for the situation. Presentation goes beyond merely functional to become inviting and enjoyable to listen to Delivery: Does the speaker present in a confident, conversational style, without reading slides or notes? Does the speaker exhibit poise and positive body language? Speaker lacks poise and displays negative body language; presentation is clearly unrehearsed; speaker relies too heavily on notes or slides Speaker is confident and positive and talks with listeners rather than at them; overall, the presentation is smooth, with only minor glitches that don’t distract Speaker holds the audience at rapt attention and leaves listeners feeling inspired or otherwise emotionally moved Grammar, mechanics, punctuation, spelling: Do slides and handouts follow professional expectations for quality and adherence to generally accepted standards? Numerous errors in grammar, punctuation, mechanics, and spelling No errors that are likely to inhibit comprehension or reflect negatively on the writer Perfect in every detail Design and production quality: Do presentation slides and other visuals support the spoken message? Do they educate and inspire the audience? Do slides follow the design guidelines discussed in the textbook or in class? Was the presentation produced with professional-grade attention to quality and detail? Lacks a coherent, audience- focused design; design choices are haphazard or ill-advised; production is amateurish, careless, or otherwise substandard Design choices and production quality help the audience consume and grasp the information and position the speaker as a knowledgeable professional; slides are clear and compelling Design and production match the best of professional-grade business presentations; slides exhibit an unusual level of creativity and originality that make them memorable without distracting from the speaker

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    3. Professionalism is evaluated according to these three criteria, along a spectrum from ineffective to effective to exceptional. Assessment Spectrum: Professionalism Criteria Ineffective Effective Exceptional Class participation: Does student participate in class discussions, offer helpful commentary, and ask meaningful questions? Rarely participates in class; uses class discussions as a platform for pontificating on irrelevant matters; wastes class time asking questions when answers can be found in the textbook, course website, or other forum Actively participates in discussions and projects, both in class and online; doesn’t waste or monopolize instructor’s time and attention to the detriment of classmates; contributes to group projects Brings an extra level of preparation, insight, and personal experience to class discussions and activities Respect and support for colleagues: Does student contribute to the success of colleagues through constructive feedback, active listening, professional-grade etiquette, and mutual respect? Is late to class, interrupts class discussions, belittles the efforts of other students, offers little of value in oral or written feedback; doesn’t listen Arrives on time and ready to participate, contributes to the success of classmates, listens actively to instructor and classmates, demonstrates etiquette and respect Finds ways to inspire colleagues to higher performances, helps teammates do their best work Interaction with instructor: Does student interact with instructor as one would with a manager in the workplace? Treats instructor with disrespect; communicates in a careless, overly familiar manner; uses digital devices in class inappropriately Respects instructor’s position as manager and leader of the course, in the same way one would show respect for a manager on the job Inspires the instructor in a mutually rewarding exchange of ideas and information Course Policies Attendance: [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 and encouraging environment. Using social media to make public anything that takes place during class potentially violates 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 professional communication. Digital devices: Using a laptop, tablet, or phone to take notes during class is acceptable, as long as you do so without 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 audio or 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 activities are available online, including Mini Sims, Team Sims, video exercises, and grammar quizzes.) Week Subject Reading: Textbook chapters Suggested activities 1 Introduction to Professional Communication Prologue: Building a Career with Your Communication Skills Chapter 1. Professional Communication in a Digital, Social, Mobile World 1-17. Write a paragraph introducing yourself 1-18. Write four tweets that encourage other students to take this course 1-19. Analyze the effectiveness of an online video 1-29. Distinguish ethical dilemmas from ethical lapses 2 Collaboration and Business Etiquette Chapter 2. Collaboration, Interpersonal Communication, and Business Etiquette 2-17. Collaborate on a 10-minute presentation on the potential disadvantages of social media in business 2-24. Evaluate your listening skills 2-25. Analyze the nonverbal signals of a printed business message 2-26. Write a memo to your employees on workplace etiquette 3 Communicating with Diverse Audiences Chapter 3. Communication Challenges in a Diverse, Global Marketplace 3-18. Assess your attitudes to other generations in the workplace 3-21. Evaluate company Facebook pages for phrases that might be confusing to nonnative speakers 3-22. Evaluate American slang terms that might confuse people from other countries 3-23. Improve a podcast script for international audiences 4 Planning Business Messages Chapter 4. Planning Business Messages 4-18. Develop an effective outline from a bullet list of information points 4-23. Compare the Facebook pages of three competing companies 4-24. Plan a response to negative public information about your company 4-29. Use storytelling techniques to convey a cautionary tale of business ethics 5 Writing & Completing Business Messages Chapter 5. Writing Business Messages Chapter 6. Completing Business Messages 5-30 through 5-39. Revise sentences to better reflect the “you” attitude 5-94. Write and analyze paragraphs developed from suggested topic sentences 6-19. Revise sentences to improve readability 6-94. Analyze the design of two popular financial news websites 6 Writing for Digital Media Chapter 7. Digital Media 7-18. Evaluate an instant messaging exchange between a customer and customer support agent 7-21. Revise an email message on a new company policy 7-30. Redesign a press release to make it more mobile friendly 7-38. Record a podcast explaining why your college is a great place to get an education 7 Writing for Social Media Chapter 8. Social Media 8-19. Revise a blog post to make it more effective 8-20. Analyze a company’s social media communication style 8-29. Evaluate a classmate’s social media presence for employer red flags 8-30. Write a blog post for first-time attendees to the San Diego Comic- Con convention 8-32. Write a series of tweets to summarize a business article or news release 8 Creating Visual Media Chapter 9. Visual Media 9-19. Analyze three business visuals and find ways to improve their design 9-26. Explore the ethics of manipulating audience perception through photography 9-27. Using mapping tools, create a facility-planning visual 9-30. Plan and shoot B-roll footage for a promotional video 9 Writing Routine and Positive Messages Chapter 10. Writing Routine and Positive Messages 10-37. Write an email message indicating your interest in a team leadership position 10-40. Write an email message requesting a refund for an unsatisfactory service 10-43. Write a message to a customer apologizing for a dreadful mistake your company made and offering to make it right

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    Week Subject Reading: Textbook chapters Suggested activities 10 - 5 4 . Write a social media post thanking the local community for helping your company during an emergency 10 Writing Negative Messages Chapter 11. Writing Negative Messages 11-39. Write an email message rejecting a proposal from one of your top employees 11-41. Reject a customer’s request for a replacement product 11-42. Write a message announcing the end of a popular employee volunteering program 11-52. Respond to a negative review of your company on Yelp 11 Writing Persuasive Messages Chapter 12. Writing Persuasive Messages 12-36. Write a message to persuade management to consider job sharing 12-40. Write a message persuading your CEO to reconsider a ban on social media at work 12-44. Write a message asking for a meeting with a potential investor in your small business 12-59: Write a message promoting a new band 12 Planning Reports and Proposals Chapter 13. Finding, Evaluating, and Processing Information Chapter 14. Planning Reports and Proposals 13-42. Summarize a recent article from a leading business publication 14-18: Prepare the work plan for an analytical report on exhibiting at South by Southwest 14-25. Prepare an outline for an information report on campus parking problems 14-38. Plan an informational report for a restaurant chain’s new emergency procedures 13 Producing Professional- Quality Reports and Proposals Chapter 15. Writing and Completing Reports and Proposals Appendix B. Documentation of Report Sources 15-21. Write a short report on the effect Fortnite has had on the video game industry. 15-22. Write a short report on the youth player development model used by USA Hockey 15-29. Write an analytical report on a fintech company’s efforts to reach people who don’t use traditional banking services 15-41. Write a proposal to launch a formal mentoring program at your company 14 Designing and Delivering Business Presentations Chapter 16. Developing Presentations in a Social Media Environment Chapter 17. Enhancing Presentations with Slides and Other Visuals 16-21. Deliver a speech on the prospects on a company you believe is poised for rapid grow 17-23. Create a presentation that tells the history of an iconic company 17-25. Develop a PechaKucha presentation with 20 slides displayed for 20 seconds each 17-27. Prepare a presentation on community-supported agriculture programs in your area 15 Planning Your Career and Developing Your Résumé Chapter 18. Building Careers and Writing Résumés 18-24. Research the “hot button” issues in a particular industry or job category 18-25. Compare your current résumé with the requirements of your dream job 18-27. Partner with a classmate to help write each other’s introductory résumé statements 18-24. Draft a summary for your LinkedIn profile 16 Applying for Jobs and Polishing Your Interviewing Skills Chapter 19. Applying and Interviewing for Employment 19-28. Write an application letter for a job opening in your target profession 19-30. Research a job opportunity and develop a list of insightful interview questions 19-32. Prepare answers to commonly asked interview questions 19-34. Write a letter requesting more time from a company that has offered you a job

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    A: Format and Layout of Business Documents 1 Appendix A: Format and Layout of Business Documents This appendix offers practical guidelines for producing professional-grade documents. The advice applies primarily to printed pieces but is also applicable to documents rendered as PDFs or other digital formats. APPENDIX OUTLINE First Impressions Paper Customization Appearance Letters Standard Letter Parts Heading Date Inside Address Salutation Body Complimentary Close Signature Block Additional Letter Parts Letter Formats Envelopes Addressing the Envelope Folding to Fit International Mail Memos Reports Margins Headings Page Numbers Learning Catalytics is a “bring your own device” student engagement, assessment, and classroom intelligence system. It allows instructors to engage students in class with real-time diagnostics. Students can use any modern, web-enabled device (smartphone, tablet, or laptop) to access it. For more information on using Learning Catalytics in your course, contact your Pearson representative.

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    A: Format and Layout of Business Documents 2 LECTURE NOTES First Impressions Create a positive first impression with your choice of  Paper  Customization  Appearance Paper Key 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 ivory and gray are also acceptable for some uses Customization Customized stationery has letterhead with information such as the firm’s  Name  Logo  Address  Phone number  Fax number  General email address  Website URL  Social media URLs Appearance For 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 Documents 3  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’s selection of fonts (for currencies, technical units, and so on). Letters Standard Letter Parts Standard letter parts include the following  Heading  Date  Inside address  Salutation  Body  Complimentary close  Signature block Your 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 line space).  The form for U.S. correspondence is typically July 14, 2021, but some organizations use the 14 July 2021 format.  When communicating internationally, you may also experience some confusion over time.  Make sure your references to time are as clear as possible, and be sure you clearly understand 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 Documents 4  Address  Order and layout choices vary from country to country For 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 and Gentlemen,” 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, between paragraphs, 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 close Additional Letter Parts Additional 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  Postscript The 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 Documents 5 Use 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 number If you include the company name in the signature block, place it a double space below the complimentary 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 block The enclosure notation is placed one or two lines below the reference initials. The cc (courtesy copy) notation appears below the enclosure notation (or reference initials). The mailing notation ( Special Delivery , Registered Mail ) usually follows the reference initials and enclosure notation, and comes before the copy notation. The Postscript begins with one of the following:  P.S.  PS.  PS:  Nothing Letter Formats Letters 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 the center 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, often includes a subject line in capital letters, and uses no salutation. Letter elements are always separated by at least one blank line, and the printed (or typewritten) name is 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 Documents 6 For 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 close For 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 close Envelopes Letterhead 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. 6¾ Addressing the Envelope The 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 countries Folding to Fit To 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 Documents 7 International Mail For international mail, follow the instructions at www.usps.com/international . Memos Digital media have replaced most internal printed memos in many companies, but you may have occasion to send printed memos from time to time. When preparing a memo, include the title (MEMO, INTEROFFICE CORRESPONDENCE, or similar) at the 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, type See distribution list or See below after the To: line, and place recipient names at the bottom of the page (usually in alphabetical order except when high-ranking officials 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 a letter. Although no complimentary close or signature block is required in a memo, the sender may initial the memo 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 Documents 8 Reports Always follow the organization’s standards for reports, if standards do exist. Otherwise, use the following general guidelines. Margins Set 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. Headings For headings, use appropriate levels and be consistent. Page Numbers When 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-hand margin.  Number top-bound reports and for special pages having 2-inch top margins, center the page numbers at the bottom margin.

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    B: Documentation of Report Sources 1 Appendix B: Documentation of Report Sources This appendix offers advice on conforming to the three major citation styles: Chicago Humanities, APA, and MLA. APPENDIX OUTLINE Chicago Humanities Style In-Text Citation— Chicago Humanities Style Bibliography— Chicago Humanities Style APA Style In-Text Citation—APA Style List of References—APA Style MLA Style In-Text Citation—MLA Style List of Works Cited—MLA Style Learning Catalytics is a “bring your own device” student engagement, assessment, and classroom intelligence system. It allows instructors to engage students in class with real-time diagnostics. Students can use any modern, web-enabled device (smartphone, tablet, or laptop) to access it. For more information on using Learning Catalytics in your course, contact your Pearson representative. LECTURE NOTES Providing 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 Sources 2 Chicago Humanities Style The Chicago Manual of Style recommends 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 arts Author-date system  Gives the author’s last name and the publication date in the text itself (usually enclosed in parentheses)  Reserves full documentation for the reference list (or bibliography) In-Text Citation— Chicago Humanities Style Chicago ’s humanities system relies on superscripts (arabic numerals placed just above the line of type at the end of the reference). Note preferences vary:  Some readers prefer footnotes so that they can simply glance at the bottom of the page for information.  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 source Source notes are used to document  Direct quotations  Paraphrased passages  Visuals Bibliography— Chicago Humanities Style Because Chicago ’s humanities style gives all necessary bibliographic information in the notes, a bibliography is optional.

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    B: Documentation of Report Sources 3 When using Chicago style, 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 using Chicago style, 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, publication information, date, periodical page range.  Enclose article titles in quotation marks—capitalizing the first word, the last word, and all other important words.  Italicize book, newspaper, journal, and magazine titles.  For journal articles, include the volume and issue number, enclose the year of publication in parentheses 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 Style The American Psychological Association (APA) recommends the author-date system, which is popular in physical, natural, and social sciences. In-Text Citation—APA Style To use the APA’s author-date system  Include the following in parentheses: author’s last name, year of publication, page number (if you’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 Sources 4 List of References—APA Style APA 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, publication information, periodical page range.  Follow author name with the date of publication in parentheses.  List article titles from magazines, newspapers, and journals without underlines or quotation marks, 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 the page 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, and source.  Indicate the year of publication.  Specify the URL (it may be necessary to offer a truncated or higher-level URL to avoid using an overly long or temporary URL).  APA citation guidelines for social media are still evolving. For the latest information, visit the APA Style Blog at apastyle.apa.org/blog.  For online journals or periodicals that assign a digital object identifier (DOI), include that instead of a conventional URL. MLA Style The Modern Language Association of America (MLA) style is used widely in the humanities, especially for language and literature. In-Text Citation—MLA Style Include 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 Style The MLA Handbook no longer provides specific citation guidelines for every conceivable type of media item.

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    B: Documentation of Report Sources 5 Instead, 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 the work, and the date of publication or access.  Recognize that there can be multiple “right” ways to document a source, depending on the circumstances.  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, although most 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 name or 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 comma and et al (“and others”).  If no author name is available, begin the citation with the title of the work and use the organization’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” in infinitives, 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 or on 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 and video material as well.  For email messages, use the subject line of the message as the title, enclosed in quotation marks and capitalized as above.  For tweets, use the entire tweet, enclosed in quotation marks, and apply whatever capitalization and punctuation appear in the original. Title of container:  The MLA uses container to refer to any entity that contains multiple sources; containers books, periodicals, and websites.  Capitalize container titles as described under source titles, and put a period at the end of them.  If a source is embedded in more than one container, include information for all the containers.

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    B: Documentation of Report Sources 6

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    B: Documentation of Report Sources 7 Other contributors:  If other named individuals were involved in the creation and production of the source, such as editors 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), and this 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 a container.  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 or digital.  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 as well.

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    C: Correction Symbols 1 Appendix C: Correction Symbols Today’s business professionals increasingly rely on digital markup features in word-processing software and the commenting tools available in Adobe Acrobat, but familiarity with traditional proofreading marks is 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 how standard 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 may find 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 provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials. Please contact https://support.pearson.com/getsupport/s/contactsupport with any queries on this content. Copyright © 2021 by Bovée & Thill, LLC. All Rights Reserved. Manufactured in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise. For information regarding permissions, request forms, and the appropriate contacts within the Pearson Education Global Rights and Permissions department, please visit www.pearsoned.com/permissions/. Microsoft and/or its respective suppliers make no representations about the suitability of the information contained in the documents and related graphics published as part of the services for any purpose. All such documents and related graphics are provided “as is” without warranty of any kind. Microsoft and/or its respective suppliers hereby disclaim all warranties 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 shall Microsoft and/or its respective suppliers be liable for any special, indirect or consequential damages or any damages whatsoever resulting from loss of use, data or profits, whether in an action of contract, negligence or other tortious action, 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 make improvements and/or changes in the product(s) and/or the program(s) described herein at any time. Partial screen shots may be viewed in full within the software version specified. Microsoft® and Windows® are registered trademarks of the Microsoft Corporation in the U.S.A. and other countries. This book is not sponsored or endorsed by or affiliated with the Microsoft Corporation. PEARSON, ALWAYS LEARNING, and MYLAB are exclusive trademarks owned by Pearson Education, Inc. or its affiliates 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 the property of their respective owners, and any references to third-party trademarks, logos, icons, or other trade dress are for 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 relationship between the owner and Pearson Education, Inc., or its affiliates, authors, licensees, or distributors.

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    Business Communication Today Fifteenth Edition Courtland L. Bovee John V. Thill Instructor’s Manual

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    1: Professional Communication in a Digital, Social, Mobile World 1-1 Chapter Guides This section provides information about the chapters in the textbook and suggested solutions and answers for 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; solution guidelines for long-message cases) Part 1: Understanding the Foundations of Business Communication The first three chapters give students a general understanding of why good communication skills are important in business, how today’s communication is enhanced through technology, why effective interpersonal communication can be difficult, how communication is used in teams, and how it can overcome intercultural barriers. As you present this material, try to stimulate students to personalize basic concepts. Encourage them to think about their own careers and the communication skills they’ll need to be successful. Ask members of the class who have work experience to comment on the communication requirements and challenges they have encountered.

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    1: Professional Communication in a Digital, Social, Mobile World 1-2 Chapter 1: Professional Communication in a Digital, Social, Mobile World Chapter 1 emphasizes the importance of effective communication, explains what it means to communicate in a professional context, describes the communication process model and the ways social media 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 making ethical choices as a business communicator. CHAPTER OUTLINE Understanding Why Communication Matters Communication Is Important to Your Career Communication Is Important to Your Company What Makes Business Communication Effective? Communicating as a Professional Understanding What Employers Expect from You Communicating in an Organizational Context Adopting an Audience-Centered Approach Exploring the Communication Process The Conventional Communication Model Barriers in the Communication Environment Inside the Mind of Your Audience How Audiences Receive Messages How Audiences Decode Messages How Audiences Respond to Messages The Social Communication Model Using Technology to Improve Communication The Potential Benefits of Communication Technology The Spectrum of Contemporary Communication Technology Social and Workgroup Communication Systems Mobile Communication Intelligent Communication Technology Committing to Ethical and Legal Communication Forms of Unethical Communication Withholding Information Distorting Information Plagiarizing Distinguishing Ethical Dilemmas from Ethical Lapses Ensuring Ethical Communication Ensuring Legal Communication Developing Skills for Your Career Learning Catalytics is a “bring your own device” student engagement, assessment, and classroom intelligence system. It allows instructors to engage students in class with real-time diagnostics. Students can use any modern, web-enabled device (smartphone, tablet, or laptop) to access it. For more information on using Learning Catalytics in your course, contact your Pearson representative.

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    1: Professional Communication in a Digital, Social, Mobile World 1-3 LECTURE NOTES Section 1: Understanding Why Communication Matters Learning Objective 1: Explain the importance of effective communication to your career and to the companies 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 the sender intended Communication Is Important to Your Career Improving 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 you must take responsibility for managing your own career. Chances are you could spend part of your career as one of these independent freelancers, working without 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 communicate in any situation, you’ll gain a major advantage that will serve you throughout your career. Communication Is Important to Your Company Communication 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 business partners.  Intelligence. Companies need to keep a constant “ear to ground” to be alerted to new opportunities, risks, and impending problems—both internally and externally.  Relationships. Just as in personal and social relationships, business relationships depend on communication.

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