BUS 102 Teachers Guide 2013-2014

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BUS102:Writing For

Business Decision-Making

Teachers GuideSummer 2013Spring 2014


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BUS102:

Writing ForBusiness Decision-Making

Teachers GuideSummer 2013Spring 2014

Howe Writing Initiative

Farmer School o Business

Miami University, Oxord, Ohio

Editor: Dominic Ashby

Cover Photo: Farmer School o Business,

Francis Dzikowski/Esto, http://www.esto.com

2013 Howe Writing Initiative

Miami University, Oxord, Ohio.


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Welcome, BUS102 Instructors!

Welcome to the teaching o BUS102: Writing or Business Decision-Making. BUS102 is an important classwithin the FSB core curriculum that bridges students writing instruction in rst-year composition coursesand the genre and disciplinary expectations o writing or business purposes. BUS102 aims to highlight the

rhetorical aspects o written business communication, emphasizing the importance o audience awarenessand context.

BUS102 helps students begin to write like proessionals. At one credit hour, with 50 minutes o instructiontime per week, it is not possible to cover all genres or styles o writing appropriate or business contexts; rath-er, the course ocuses on undamental transerable writing skills that students can apply and modiy or useproessionally and in their Farmer School o Business majors. BUS102 provides students with aoundationor excellence in written business communication, and was designed based on the premise that upper levelcourses in the FSB will continue to actively reinorce and extend these principles o eective communicationas specic to each particular program.

Te sequence, assignments, and resources in this teachers guide have been modied and polished over

several years by numerous contributors. Te guide draws rom the input and experience o many BUS102instructors and curricular planning and design by the writing team in the Howe Writing Initiative. As aneditor and contributor, I believe that you will be well served by ollowing the curriculum set orward here. Atthe same time, this guide emerged out o ongoing experimentation, something I hope you will also engagein, and in turn contribute to uture versions o the guide.

In addition to this eachers Guide, you may nd the online text Business Communication Matters, a collec-tion o exemplary and award-winning writing by BUS102 students, to be another useul source.BUS102 emphasizes how writing changes depending on audience, purpose, and context.

Tank you or joining this important endeavour or writing excellence in the Farmer School o Business!

-Dominic Ashby, BUS102 Coordinator, Fall 2012Spring 2013

Acknowledgements

Tis guide would not be possible without the contributions o many people. Special thanks go to the previ-ous BUS102 Coordinators, Ann Updike, Caroline Dadas, Abby Dubisar, and Jen Cellio, or their work inwriting, gathering, and editing many o the materials included in this and previous versions o the guide.Many thanks also to the Assistant Directors o the Howe Writing Initiative, who contributed materialsand helped with revising writing prompts, handouts, and rubrics; kudos to the 2012-13 HWI eam, KevinRutherord, Amir Hassan, Renea Frey, Jonathan Rylander, and Interim Director and Howe Proessor HeidiMcKee. Te design and mission o the course is deeply indebted to the vision o Associate Dean Mike Curmeand Proessor Kate Ronald. Finally, this guide and course would not be possible without the hard work anddedication o all the instructors who have taught BUS102. Many, many thanks to ull-time instructors SusanFinnerty, Judy Hampel, Brad Reitz, and Kelly Waldrop; thanks as well to the numerous eaching Associatesrom the Department o English who have stepped up to teach additional sections over the years.


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Table of Contents

Welcome & Acknowledgements

Table of Contents

About the Howe Writing Initiative

Common Course Syllabus .........................1

Course Syllabus ...................................................2

Weekly Overview, Fall 2013 ............................. 7

Weekly Overview, Spring 2014 ........................8

Detailed Course Schedule, Fall 2013 ..............9

Week 1 Materials: Introduction

to Business Writing ....................................13

Sample Homework Prompts ..........................14

Writing in a Business Context .......................16

Summary of What is Rhetoric?...................18

Project 1:

Email Correspondence .......................21

Project 1 Assignment Sheet ............................22

Project 1 Rubric .................................................24

Audience Inventory for Email .........................25

Writing Effective Emails ...................................26

Ettiquette Tips for Email ..................................30

Rhetorical Appeals in Business Writing ........32

Editing for Clear, Plain Style ............................34

Project 2:

Internship Application Letter ..........37


Project 2 Rubric .................................................40

Preparing Your Resume ....................................41

Sample Resume ..................................................44

Transferable Work Skills ..................................45Power Verbs List ................................................46

Notes for Writing Job Letters ........................47

Sample Cover Letters ......................................48

Bad Sample Cover Letter ................................50

Project 3:

Bad News Memo .................................51


Project 3 Rubric .................................................54

Stakeholder Theory Resources ......................57

Case Study: Smoking Ban .................................55

Delivering Bad News ........................................58

Writing with You-Attitude ...............................60

Writing Memos Effectively ..............................62

Using Bullet Points and Lists ...........................63

A Lesson in Copia .............................................64

Project 4:Summary and Recommendation .....65


Project 4 Rubric .................................................68

Types of Business Summaries .........................70

Says/Does Method ............................................69

Effective Use of Headings ................................72

Editing for Clarity and Directness .................74

Project 5: Report on

Effective Business Writing ................75


Project 5 Rubric .................................................77


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The Howe Writing Initiative: A Resource for Instructors and Students

Te Howe Writing Initiative (HWI) is a collaborative project between Miami Universitys Department oEnglish and the Farmer School o Business, designed to enhance the quality o student writing in the Schoolo Business. Te HWI assists both FSB proessors in the teaching o writing and FSB students in the im-provement o their writing skills.

Classroom Visits

Located in FSB 3064, the HWI oers numerous writing resources and services. Writing consultants possessa wide array o specialties in rhetoric and composition, as well as business, proessional, and technical com-munication. Tey can visit your classes as guest presenters or collaboratorsor example, i you would liketo instruct students on using Google Drive during peer review or when working on team assignments, youmight ask a consultant with expertise in digital composing and group writing to visit your class to lead orassist with a training session. Consultants can also assist with assignment design i you would like a secondopinion or advice on redesigning a prompt, planning an activity, etc.

Handouts

Te HWI website, http://www.sb.muohio.edu/hwi, oers numerous handouts about business writing, in-cluding resources or writing in the genres covered by BUS102. Several o these handouts were devel opedspecically or BUS102 and appear in this guide; they are available or easy download on the site. Te websitealso hosts a link or BUS102 Matters: Business Communication at Miami, a digital publication o award-win-ning and exemplary writing rom prior BUS102 classes. You might use examples rom this text as samplesand or in-class discussion

Student Support

For your students, the HWI oers one-on-one and team consultations on all types o business writing, atany stage o the composing process. Students can schedule 30-minute appointments online. Te center alsohosts numerous business writing and communication workshops throughout the year. Te workshop topicschange rom semester to semester; you can nd an up-to-date list o topics on the website.

o encourage students to take advantage o the HWIs services, you might invite a consultant to visit yourclasses early in the semester to give a ve-minute overview o what the center oers. You can also pick uppromotional iers and bookmarks rom the center to share with students.


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Tis section includes the common syllabus or BUS102: Writing or Business Decision-Making. In-structors are encouraged to make this course their own, and may modiy the ront matter and courseschedule, so long as the course objectives are met. Weekly Overviews or Fall 2013 and Spring 2014 ap-pears on pages 7 & 8 and a detailed schedule on pages 912.

Common Course Syllabus


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BUS102: Writing for Business Decision-Making

Fall 2013

[class day & time]; Room FSB 1014

Instructor: Email:

Ofce Hours: Ofce:

Welcome to Business 102Writing or Business Decision-Making! Tis course oers an introduction toseveral key business writing orms and business writing strategies or students entering the Farmer School oBusiness. ogether, we will practice writing a variety o business communications, and you will learn someconventional business document ormats. More importantly, since writing conventions vary by proessionand organization, you will learngeneral communication strategies that you can then apply to other writingtasks in the FSB and the workplace. Our class time will include brie lectures, discussion o assigned read-ings and other homework, as well as in-class activities to give you practice in writing eectively or businessdecision-making.

The Farmer School of Business Mission Statement

o be a premier business program that provides students with the lie-long ability to acquire knowledge andtranslate it into responsible action in a competitive global environment.

FSB Learning Goal #3: Effective Communication

Facility with written communication ranks among the FSB goals or graduate excellence. o demonstrate e-ective written communication, FSB graduates must show technical prociency and the ability to eectivelycommunicate across various genres o business writing (summary, analysis, recommendation, proposal)and eectively write or multiple/changing audiences and purposes.

Course Philosophy

BUS102 will help you to establish a rm oundation or the learning and development o the critical business

writing skills listed in the FSB learning goals. Building on the rhetorical skills you have begun to develop incourses such as ENG111 or its equivalent, in this course we will ocus on composing business documentsusing a rhetorical perspective, which means we will always consider the relationships between rhetorical ele-ments (audience, subject, purpose, context, language, and power) and their roles in the choices we make aswriters. We will ask ourselves how, what, and especiallywhywe use language in particular ways in businessdocuments.

Te course will also emphasize two basic tenets o writing:First, the course ocuses on the process o writing rather than on the end product alone by incorpo-rating exercises in planning, draing, and revising.

Second, writing is not always easy, and moving beyond mediocrity takes time, eort, and practice,especially when learning new writing styles as youll be doing in this course.

Course Outcomes

Aer completing BUS102, you should be able to:Apply rhetorical knowledge, methods, and strategies to create eective communication or a rangeo business audiences.

Select and utilize appropriate business writing genres (e.g. email, memo, summary, or letter) orspecic situations.

Eectively dra, revise, and edit written work consistent with proessional standards or attribution,concision, clarity, and correctness.


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Texts and Materials

You will need the ollowing text and materials or BUS102:

BCM: Business Communication Matters , a ree online collection o student writing samples availableor download rom the Howe Writing Initiative website.USB drive or backing up your les Save all your material, dras, and writing throughout the semes-

teryou will need it or the nal assignment!Access to our course Niihka site.Access to Chalk & Wire online portolio (the Howe Writing Initiative oers assistance with thistool).Access to a computer and printer.

Course Requirements and Grading Policy

Your course grade is determined by the quality o your ve ormal writing projects and your level o classparticipation, as explained below.

Late Work.All assignments are due at the beginning o classno excuses. Anything turned in aer the start o class will

be considered one day late. Late work will be docked 10% per number o days late. I will not accept late workaer one week past the due date. I you should have an emergency, contact me as soon as possible.

Attendance.Because class discussions and in-class activities are important parts o this course, I expect you to attendclass. We are in class or a total o only 12.5 hours or this one-hour course over a period o 16 weeks, so planto be in class, have your work done, and be ready to participate. More than one absence (one week o class)will result in your nal grade being lowered by a letter grade (a B to a C, or example). In addition, youwill not receive participation credit or that days work. I you miss more classes due to long term or chronicillness, or because o an emergency situation, please let me know so we can work out a way to keep you instep with the course requirements.

Formal Writing Projects:Project 1: Email Correspondence ........................15% o nal gradeProject 2: Internship Application Letter...............15% o nal gradeProject 3: Bad News Memo ...................................15% o nal gradeProject 4: Summary & Recommendation ............15% o nal gradeProject 5: Report on Eective BUS Writing .......15% o nal grade

75% o nal grade

o qualiy or ull points, all projects must be uploaded to Chalk & Wire in addition to being turned in tome.

Participation: 25% o nal gradeYour participation grade includes active participation in class discussions and activities, attendance, in-classwriting, short homework writing, and peer response. See the sections below or important inormation re-garding this part o your grade.

Active Participation. Your physical and mental presence in the class is invaluable to the work wewill do. I expect you to attend every day and participate ully in discussing the readings and sharingwriting and ideas. Active participation also includes completing homework or in-class discussion.Learning is a collaborative activity, and I expect you to be engaged with, attentive to, and respectul


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o everyone in the class; please rerain rom all social networking, emailing, and surng during classtime so you can give your ull attention to class activities and your peers.

Resume Workshop. Resume preparedness is one o the FSBs goals or Business graduates. o assistwith meeting this important goal, the FSB Ofce o Career Services is oering our workshops inFebruary to discuss resume and cover letter writing skills, as well as tips or acquiring important

proessional experience through internships, extra-curricular activities, and other opportunities.Attendance at one o these workshops is a requirement or BUS102 and will inuence your partici-pation grade. Workshop sessions are scheduled or the ollowing times and locations. Please markyour calendars and plan to attend. I all o these times conict with other class meetings, please letme know right away.

Short Writings. I will ask you to complete several short writing assignments in addition to the drasor your major projects. Tese short writings give you opportunities to explore and practice impor-tant course concepts that will be necessary to succeed in the ormal writing projects. I will gradeshort writings on the ollowing scale:

completed on time and meets the requirements- seems done in a hasty or haphazard manner- late by one class period0 not completed

Peer Response Workshops. For all ormal writing assignments in this course, I have set aside class

time or you and your classmates to share rough dras with one another. In these workshops, youand your classmates will receive advice to help you improve your writing, and youll see how oth-ers are approaching the same writing problem youre addressing. Because workshops are so criticalto both you and your classmates, its important that you bring complete dras to class on the daysthey are due. I you expect to be absent rom a peer response workshop, see me in advance to ar-range a workaround. Note that you will receive points toward each project grade based on having acomplete peer review dra and response document. Teparticipation points you receive or theseworkshops come rom your active involvement during class time.

Grading Criteria for Formal Writing Projects

As noted above, learning new writing techniques requires time and practice, especially in the beginningstages, so I wont apply to your work the same standards I would apply to the work o senior marketing ma-jors, or example. Tat said, I do expect work that shows you put eort and care into preparing it.

I will grade each writing project based on the assignments learning outcomes. I expect you to apply theconcepts youve learned earlier in the semester to each subsequent project, as appropriate. In addition to thespecic project criteria, the ollowing general criteria apply to all your writing projects:

Audience . Your communication should be directed to a specic audience and should reect a con-cern with the needs and potential responses oallwho may read it.

Workshop Schedule:(Te BUS102 Coordinator will work withNick Cattin in career services to schedulesession dates and times)


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Clarity . Your writing should convey its message precisely and with immediate clarity to the reader.In style, it should be substantially ree o wordiness, jargon, or other stylistic awkwardness.

Completeness . Your communication should contain all o the inormation necessary or your audi-ence to act or make a decision, but no irrelevant inormation.

Organization . Your communication should be appropriately organized. Te inormation should be

conveyed useully and persuasively. Your organization should be clear to your readers so theyllknow what point youre making and how that point relates to the rest o your message.

Grammar and Mechanics . Your writing should be ree o grammatical and mechanical errors.

Promptness . In this course, as in the workplace, you must turn in your work on time. All homeworkand projects are due at the beginning o class on the dates given in the syllabus. See the Late Worksection under Course Requirements and Grading Policy above.

Appearance . Prepare all your nal projects with a standard word processing program, using 1 mar-gins, imes New Roman 12 or similar ont, and single-spaced block paragraphs. Whether its a let-ter, memo, or email, you should ollow the appropriate conventions o that genre (explained in eachprojects writing prompt).

I will grade your ormal writing projects using the ollowing standard grading scale:

A 10094 % B- 8380 % D+ 6967 %A- 9390 % C+ 7977 % D 6664 %B+ 8987 % C 7674 % D- 6360 %B 8684 % C- 7370 % F 590 %

Other Course Policies

Academic IntegrityI expect all work to be your own. When you use someone elses ideas or words as your own without proper

attribution (such as citations), you are plagiarizing. Plagiarism is a orm o academic dishonesty, as is cheat-ing on a quiz or exam. Cheating and plagiarism are serious oenses that could result in a grade o F or thecourse. Read Miamis Academic Integrity guidelines (review the Undergraduates section at http://www.miami.muohio.edu/integrity/index.html) so you understand what constitutes academic dishonesty, whatsteps will be taken i you are suspected o academic dishonesty, and the penalties involved. I at any time youare unclear about how to include others ideas or words within your writing, please ask me.

Academic SupportI encourage you to take advantage o academic support services oered to students on the Oxord campus.However, i youre having difculty with this course, please see me rst. I will do everything in my power tohelp you succeed. I we cant solve a problem together, well nd someone else who can help!

Access and AccommodationI you have a physical and/or learning disability, please speak to me during the rst week o class. I or anyreason you eel that you may need additional support or adaptations throughout the course, please donthesitate to discuss this with me. Im always willing to help you create a plan or success. Te Learning Assis-tance Center in the Campus Avenue Building provides academic services, including a Learning DisabilitiesProgram. For more ino, contact the Ofce o Learning Assistance at 513-529-8741 or Disability Resourcesat 513-529-1541.


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File BackupsI highly encourage you to save multiple copies o every assignment you complete. Invest in a ash drive andback up everything you write. echnology glitches willoccur, and it is your responsibility to be prepared orthem. Because youll be reecting on your progress at the end o the semester, I ask that you save all assign-ments and projects that you complete.

RespectI am committed to making the classroom a comortable space or all o us, and I ask that we all work towardthis goal. I expect you to minimize distractions or your peers by silencing your phone and reraining romtexting during class. I you bring a laptop or smartphone to class, I also ask that you rerain rom any ormo social networking, instant messaging, or surng the Internet (unless we are doing so or an activity). Wewant to respect each other at all timesrespect implies giving each other our ull attention and minimizingside conversations.

TechnologyFeel ree to bring your *charged* laptop to class. I you have technical issues with your computer, you are re-sponsible or addressing those issues on your own time. Te people at I Services can help you or direct you

to another source o help. echnology troubleincluding lost les, printer problems, or network issuesisnot a valid reason or late work.


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Fall 2013 Weekly Overview

Week 1

Aug 2630Introductions to each other and to courseBusiness writing vs. Academic writingAssign Homework 1 (a reection)

Week 2

Sep 36***Labor Day, no class 9/2Assign Project 1 (emails to two audiences)Return Homework 1 with your comments (no grade or 0/+/-) by 2nd or 3rd weekRhetorical approach and audience

Week 3

Sep 913Email conventions and etiquetteRhetorical appeals

Week 4

Sep 1620Peer ResponseLanham paramedic method part 1 (active voice and action verbs)

Week 5

Sep 2327Due: Project 1, two emails

Assign Project 2 (job application cover letter and resume)Business letter conventions

Resume workshops oered this week

Week 6

Sep 30Oct 4Customizing content or audience and purposeResume workshops oered this week

Week 7

Oct 710***Fall Break 9/1113

Peer ResponseLanham paramedic method part 2 (eliminating prepositional phrases)

Week 8

Oct 1418Assign Project 3 (memo announcing policy change)

Stakeholder theory or decision-makingMemo conventions

Week 9

Oct 2125Peer ResponseRhetorical eectiveness: Writing the bad news communicationCopia

Week 10

Oct 28Nov 1Due: Project 3, policy announcement memo

Assign Project 4 (summary and recommendation email)Introduce and practice Says/Does

Week 11

Nov 48SummarizingBullet points and lists

Week 12

Nov 1115HeadingsRevising or clarity

Week 13Nov 1822

Due: Project 4, summary and recommendationAssign Project 5 (report on eective writing)

Week 14

Nov 2526***Tanksgiving Break, 11/2712/1

Peer Response

Week 15

Dec 26Peer Response

Exam Week

Dec 913Due: Project 5, report on eective writing


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Spring 2014 Weekly Overview

Week 1

Jan 2731Introductions to each other and to courseBusiness writing vs. Academic writingAssign Homework 1 (a reection)

Week 2

Feb 37Assign Project 1 (emails to two audiences)Return Homework 1 with your comments (no grade or 0/+/-) by 2nd or 3rd week

Rhetorical approach and audienceWeek 3

Feb 1014Email conventions and etiquetteRhetorical appeals

Week 4

Feb 1721Peer ResponseLanham paramedic method part 1 (active voice and action verbs)

Week 5

Feb 2428Due: Project 1, two emailsAssign Project 2 (job application cover letter and resume)

Business letter conventionsResume workshops oered this week

Week 6

Mar 37

Customizing content or audience and purpose

Resume workshops oered this week

Week 7

Mar 1014Peer ResponseLanham paramedic method part 2 (eliminating prepositional phrases)

Week 8

Mar 1721Assign Project 3 (memo announcing policy change)Stakeholder theory or decision-makingMemo conventions

Week 9

Mar 2428

***Spring Break

Week 10

Mar 31Apr 4

Peer Response

Rhetorical eectiveness: Writing the bad news communicationCopia

Week 11

Apr 711Due: Project 3, policy announcement memoAssign Project 4 (summary and recommendation email)

Introduce and practice Says/Does

Week 12

Apr 1418SummarizingBullet points and lists

Week 13

Apr 2125HeadingsRevising or clarity

Week 14

Apr 28May 2

Due: Project 4, summary and recommendation

Assign Project 5 (report on eective writing)

Week 15

May 59Peer Response

Exam Week

May 1216Due: Project 5, report on eective writing


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Detailed ScheduleFall 2013

Introduction

Week 1 opic Homework due

Aug 2630 Introduction to the course and each other

Review syllabus

Discuss academic vs business writing

Assign Homework 1: Reection on your interestin business and your goals

In-class writing: Begin the reection on yourinterest in business and your writing goals orthe course (Homework 1)

None

Project 1: Writing Email

Week 2 opic Homework dueSep 36 [Instructor: Return Homework 1 with comments

in 2nd or 3rd week]

Te rhetorical approach to business writing(PowerPoint)

In-class activity: multiple audience exercise,ollowed by whole class discussion o rhetoricalstrategies

Assign Project 1: Email to wo Audiences

Assign Homework 2: Audience Inventory

[Note: Monday 9/2 is Labor Day no class]

Read What is Rhetoric? and Audience andRhetorical Constraints summaries in NiihkaResources older

Complete the Homework 1 reection

Week 3 opic Homework dueSep 913 Discuss email etiquette and eective email

characteristics (handouts)

Discuss use o rhetorical appeals in businesswriting; apply to the rst writing assignment

In-class activity: Analyze good and bad sampleemails

Read the handouts Writing EectiveEmails, email Etiquette, Email RhetoricalConsiderations, Email Style ips, andUsing Rhetorical Appeals in the NiihkaResources older.

Complete Homework 2 Audience Inventory


Sep 1620 Introduce the Lanham paramedic method or

writing clear concise proseIn-class activity: Lanham part 1using theactive voice and writing with action verbs

Peer Response

Write complete dras o your two email

correspondencesBring 2 printed copies o your emailcorrespondence dras to class


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Project 2: Writing Business Letters


Sep 2327 Assign Project 2: Business Letter

Review business letter genre conventions

Group activity: Review sample business lettersrom students and discuss rhetorical strategies

Review standard resume content categories andshow sample resume ormats

Sign up or resume workshop

Revise your two email dras or Project 1

Project 1 Email Correspondence is due

Find a sample business letter on the Internetor elsewhere. Locate 3 rhetorical strategies inthe letter; mark them and make notes aboutthe eectiveness o each strategy within thecontext o the letter. Bring the letter and yournotes to class.

Week 6 opic Homework Due

Sep 30Oct 4 Show and discuss some student resume dras

Review purpose and audience in relation to thejob application letter assignment

Review the job application letter ormat andcontent tips

Group activity: review qualications andresumes; plan your business letter

Find a job ad youre interested in (seeProject 2). Using the ad, your Assignment 1reection, and the handouts ranserrableWork Skills and Power Verbs ound in the

Niihka Resources older, make a list o all yourpossible qualications or the internship; usethe list to dra a resume; bring your resumeand list to class.

Read Job Application Letter ips in theNiihka Resources older

Attend a resume Workshop

Week 7 opic Homework dueOct 710 In-class activity: Lanham part 2removing

prepositional phrases

Peer Response

[Fall Break is Friday 9/11no class]

Write a complete dra o your business letter

Bring 2 printed copies o your business letterdra to class or peer response

Project 3: Writing Business Memos

Week 8 opic Homework dueOct 1418 Review stakeholder theory

Assign Project 3: Business Memo

Review memo genre conventions

In-class activity: Review sample memos

[Friday Oct 12 is Fall Holidayno classes]

Revise your business letter or project 2

Business letter project due

Read Writing Business Memos in theNiihka Resources older


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Week 9 opic Homework dueOct 2125 In-class activity: Copia or WIRMS (What I

Really Meant to Say)

Peer response

Write a complete dra o your Project 3business memo

Bring 2 printed copies o your business memodra to class

Project 4: Writing Summaries

Week 10 opic Homework dueOct 28

Nov 1

Assign Project 4: Summary andRecommendation email

Review the says/does summarizing method(handout)

In-class activity: Practicing says/does withsample article

Revise your Project 3 business memo dra

Write an email to your boss explaining thechoices you made (see the Project 3 BusinessMemo assignment sheet or instructions)

Business Memo with explanatory emailproject due


Nov 48 Share main ideas and key terms o the ED

videos

In-class activity: moving rom notes tosummary

Using bullet points and lists eectively

Watch the two ED videos (and optionally,

read the transcripts) and write Says/Doesnotes; identiy the main ideas and key terms

Bring your notes to class

Week 12 opic Homework dueNov 1115 Using headings eectively

Review Lanhams paramedic method or clear,concise prose

In-class activity: Using Lanhams method on thelong summaries

Dra a 300-500 word summary o each EDvideo using your says/does outline, notes,main ideas, and key terms

Bring both long summaries to class

Week 13 opic Homework dueNov 1822 Assign Project 5: Revision and Reection

Review revision strategies

Revise your Project 4 Summary andRecommendation email dra to about100-150 words or each summary (entire emailshould be about 300 words)Summary and Recommendation emailproject due


Nov 2526 Tanksgiving Break 1127-12/1

Peer Review


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Project 5: Report on Effective Business Writing

Week 15 opic Homework dueDec 26

Week 16 opic Homework DueDec 3 Mon Semester wrap-up

Peer Response

Rough dra o project 5 or peer review

Exam

Weekopic Homework due

Dec 10 Mon No nal exam Revision and Refection project due by[hh:00 on date]


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Te rst week o BUS102 introduces students to a rhetorical approach to business writing. Discussion and activitiesshould help students to see business writings connections to and dierences rom what they know and are learningrom composition classes. Where composition classes like ENG111 help students think rhetorically, develop inventionstrategies, and experiment with a wide variety o genres, BUS102 helps them to ocus those same concepts into thespecialized contexts o the business disciplines. Rather than seeing business writing as ollowing dierent rules thanwriting in English composition, students are better served seeing business writing conventions as very specic itera-tions o the writing and rhetorical skills developed in their other writing courses.

Tis section o the eachers Guide provides some sample homework assignments to jumpstart students thinking about

how business writing connects with their previous writing and rhetoric experiences. It also includes handouts and dis-cussion topics you might use during the rst one or two class sessions.

As additional readings, you might also share samples o previous students project 5 reports, available in the BCMandrom the HWI. Written at the end o the semester, these reports present student insights into eective business writing,composed with a student audience in mind; as such, they may serve as helpul introductory documents or studentsnew to writing or business contexts.

Week 1 Materials:Introduction to Business Writing


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Homework 1: Reection on Your Professional Goals, Interests, and

Experience

DueMonday 1/16 by 3:00pm (the daybeore class), emailed as an attachmentto your instructor.

PurposeTis rst assignment asks you to spend some time thinking and writing about your proessional goals,strengths, and work experience. Reading this will help me get to know you a little better. More importantly,this assignment can helpyou begin to clariy your own interests and reasons or pursuing a business majoror minor at Miami and then identiy some o your key strengths to help you achieve those goals. Youll alsouse this reection later in the semester when we work on job application materials in project 2, so hold onto it.

Instructions

In roughly one page, double-spaced, address the ollowing questions as thoroughly as you can. I under-stand that many o you at this early stage in college may only be exploring a business degree as one possi-bility, but please do your best to answer the ollowing.

What are your proessional goals? Explain the kind o industry, company, and job you eventually wantto work or. Why does this interest you? What motivates you?

Proessionally, what are your short term goals (2-5 years out) and long-term goals (10 to 20 years)?

List 3 o your key strengths. Describe each strength with a ew key adjectives and/or qualities.

Have you had any experiences in a business or other work setting? (Volunteer work and extracurricu-lar activities count as well.) I so, briey describe those experience(s) and the skills and/or knowledgeyou gained rom that experience. How can these help you achieve your proessional goals?

Grading, -, 0 (see syllabus or criteria)

Week 1 Writing PromptsBoth o these homework assignments work well as a starting assignment; use one or the other, or somecombination o the two.


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Homework 1: Effective Business Writing Personal Reection

Te purpose o this rst assignment is to give you the opportunity to think and write about yourstrengths and weaknesses as a writer in relation to Business Writing. Reading your response willhelp me to get to know you as a writer, but, more importantly, this assignment will helpyou begin

to think about the elements o eective Business Writing that we will cover this semester.

Below are ve key elements o eective Business Writing. Your task is to select twoone thatyou think will be easy or you (a strength) and one that you think will be a challenge or you ( aweakness). Support your ideas with specic examples rom your past experiences as a writer orany other related experiences. I youre not certain which ones to choose, dont worry about it toomuchthis is just a brie writing exercise to get us started.

Writing or a specic audienceConcisenessWord choice and language

OrganizationGrammar and Mechanics

Your response should be about 3/4 to one page (please do not exceed one page), single-spaced.Begin with a brie introduction to introduce yoursel as a writer and set up the two elementsaconclusion is not necessary, but you may include one.

Tis assignment will receive a completion grade, as all homework does; however, I will not bereturning it to you immediately. In the nal weeks o the class, I will return it to you so that youcan review it as you gather ideas or the nal project, a report about what makes eective BusinessWriting in which you support your claims with specic examples rom each o the our projectsyou completed during the semester.

Please print this to hand in next week. Remember to include your name and section letter in aheader.


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Writing in a Business Context

Audience and Rhetorical SituationIdentiy your audience(s) and their important characteristics (the business environment, values andgoals, communication practices).

Focus on what your audience needs to know and on what your audience has asked you to supplynoton everything you have done or learned.

Write so that your reader can quickly grasp the main points. Communicate need to knowinormation and eliminate nice to know inormation. Not everything you nd is important to youraudience.

Make sure you understand your task and do what youve been asked to do. I your manager asks you tosummarize and analyze market trends, make sure to include both summary and analysis. Demonstrateto your reader that you are in control o the inormation.

Consider your writing thoroughly public. What are the potential ways your document might be used

and who are the potential audiences that could read your writing?

Remember that there are many dierent parts that make up the whole document: you are thewriterusing a textto conveyknowledge to your audience. Tink about the rhetorical situation,represented here by Aristotles triangle:

Form and FormatTink about genre. What orm o writing is most appropriate or the rhetorical situation? An email? Amemo? A report?

Foreground your topic, theme, claim, overriding conclusion in the rst paragraph/sentence. Toughyou will need to provide some context or the reader, a ormal introduction is not necessary. Do notsave the best or last.

Use headings to group, organize, and quickly communicate. ake your cue rom the projectassignment or instructions. I your boss asks you to write a report detailing the history, ramications,and potential changes o a trend, include headings titled History, Ramications, and PotentialChanges.


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I writing a memo or email, strategically use the Subject or Re: lineparticularly important in theera o e-mail when a person may base his/her decision to read on that one line.

A narrative o your research process is an inefcient way to communicate your ndings. Te documentshould present a developed idea, not a record o how your idea developed.

Break up long paragraphs; the shorter the better. Consider bullet points.

StyleUse clear and precise wording to avoid misinterpretation or conusion.

Make sure connections are readily apparent. Although smooth ow isnt imperative, your audienceshould quickly see how the points you raise relate to the topic at hand.

Front load sentences by putting new inormation rst, ollowed by a connection to the previousinormation you have given.

Eliminate as many throw away words as possible ( this, that, very, the).

Use strong verbs (eliminate is, are, was, were, being, am). Edit to revise passive voice.

Consider your tone. Provide the reader with the inormation he or she needs, but dont becondescending. Also, be wary o the use o we or I. Is it appropriate or the subject, audience, andrhetorical situation?

Prooread careully. Misspelled words and simple grammar mistakes are simply unacceptable and willdamage your credibility in the eyes o your reader.


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Rhetoric as a Tool, a Practice, a Strategy for Writing(Summary o What is Rhetoric? by William Covino and David Jollie)

William Covino and David Jollie identiy the major elements o rhetoric as the rhetorical situation,the audience, thepisteis or proos (and their subdivisions), and the ve canons o rhetoric: invention,arrangement, style, memory, and delivery (10). Whether subconsciously or not, you (and every otherwriter, speaker, language user) employ these tools whenever you use language. Having a deeperunderstanding o each element can help us as writers and speakers in the business world.

Rhetorical Situation

exigence: a need, a gap, something wanting, that can be met, lled in, or supplied onlyby a spoken orwritten text (10-11). We might think o exigence as our reason or writing, our purpose.

audience: listeners or readers who have a reason to be concerned about the exigence and who are capableo acting on it or being acted upon by it (11).

rhetorical constraints: the rames o minds, belies, values, modes o learning, understanding, the existingknowledge o the audience and the rhetor (11). We might think o rhetorical constraints as actors that

could interere or alter the meaning o the message, actors that may issue rom the rhetor or the audience.

Audience

discourse community: a group o people who understand and use the same ways-o-speaking (Nystrandin Covino 13); people who work or the same goals using similar means o communication, includingsharing inormation and oering eedback (Swales in Covino 12). For example, accountants, employees oPepsiCo, people who work as brokers

Pisteis, Proofs, Appeals

ethos: an appeal o credibility, oen dened as the good character or credibility o the speaker,demonstrated to the audience through actions, language use, validity o sources, etc.

pathos: an appeal o values, sometimes described as an appeal to the audiences emotions; tting onestexts to the character types and states o mind that make up ones audience (17).

logos: an appeal o reason; the appeal to patterns, conventions and modes o reasoning that the audiencends convincing and persuasive (17).

Canons

invention: the art o generating eective material or a particular rhetorical situation (22).

arrangement: the art o ordering the material in a text so that it is most appropriate or the needs o theaudience and the purpose o the text (22).

style: the art o producing sentences and words that will make an appropriately avorable impression onreaders and listeners (23).

memory: using a series o tactics to remember a speech; not used much in modern language arts

delivery: any element that pertains to the presentation o a speech or piece o writing


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Notes on Audience and Rhetorical Constraints from What is Rhetoric? (Covino and Jollie)

Te audienceis not simply the aggregation o people who listen to or read the text called orth by theexigence. More specically, the audience comprises the people who have a reason to be concerned aboutthe exigence and who are capable o acting on it or being acted upon by it. Te audience or a eulogy

is the people who were connected, however remotely, to the deceased person and who are in the positionto have their eelings o grie assuaged by the text. Te audience or the letter o complaint is the peopleconnected with the utility company who are in some position to see that the lousy service improves in theuture. Te audience or the report o the new discovery is the people who are concerned about the state oknowledge in the eld and who believe that uture research projects should be built on the oundations onewly validated concepts, whether they actually conduct those research projects themselves or simply keepinormed o others who do. (Covino and Jollie 11)

In addition:Rhetorical constraints arethe eatures o the audiencesand perhaps the speakers or writersrameso mind, belie systems, and ways o lie that lead the audience to accept the speakers or writers ideas and

to act upon the exigence. Rhetorical constraints include the audiences presuppositions and belies aboutthe subject o the text as well as the patterns o demonstration or proo that the audience will accept. Inother words, the constraints are ideas and attitudes that exist between the rhetormotivated to creatediscourse by the exigenceand the auditors, who will ideally act upon this exigence. (Covino and Jollie11)

Covino, William and David Jollie. What is Rhetoric? Rhetoric: Concepts, Denitions, Boundaries.Boston: Allyn/Bacon, 1995. 3-26.


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Te email project should amiliarize students with the conventions o writing ormal email. By asking stu-dents to write requests to two dierent audiences and or dierent purposes, the assignment emphasizesthe interactions between genre, audience, and purpose.

Tis section o the eachers Guide includes the writing prompt and numerous discussion points, examples,and scaolding exercises or use in class.

For a simple in-class activity to illustrate audience during Week 2, you might ask students to write a quicknote to their parents or guardian about how the semester is going, ollowed with a quick note to theirriends about how the semester is going, and nally, an email to a proessor about a class. Have a discussionabout the dierences.

You might then present the Introduction to Eective Email Writing PowerPoint presentation, availableon the HWI website, as a way to go into more detail about business writing concepts.

Project 1:

Email Correspondence


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Project 1Emails to Two Audiences

For this rst ormal writing assignment, you will compose two emails to two dierent audiences. Email is themost common orm o written communication in business today. Learning to write courteous and eectiveemails will help your credibility in school and on the job.

Rough DraftsDue In Class or Peer Response, Week Four [date]Final VersionsDue Week Five [date]

Purpose of the Assignment

Tis assignment will help you:

Practice draing and ormatting email or both amiliar and unamiliar audiences.

Consider the eects o audience on tone, word choice, presentation, and/or description.

Scenario/Subject

As a student in the FSB, it is important or you to think about proessionalizing yoursel. One very acces-

sible opportunity open to Miami students is participation in student proessional organizations. I would likeyou to review the proessional organizations operating out o the FSB (http://www.sb.muohio.edu/ofces/student-development/organizations).

Dra two emails related to one or more o the listed organizations:

A request or inormation addressed to one o the student organizations regarding their activities,1)opportunities, and requirements.

A request or a character reerence rom someone you know, to be used in applying to one or more2)o these student organizations.

Audiences and Instructions

Email 1: Request for Information

Audience: Addressed to a person you dont know, but rom whom you need inormation.

Content Considerations: Individuals requently use email to contact strangers, introduce themselves,and obtain something rom that stranger (in this case, inormation). Based on what inormation isalready available on the student organization list, contact the organization president or sponsor andrequest additionalinormation about that group. With your goal o building your resume, you mightinquire about leadership and service opportunities; i you are a rst year student, are those opportuni-ties open to you? I membership requirements are not clear, you might ask or additional inormation.Use appropriate tone and language or this ormal situation. Te email should be 2-3 paragraphs and nomore than a hal page, single-spaced.

Email 2: Request for a Recommendation

Audience: Addressed to a teacher, employer, or other respected individual who you know well and whocan speak to your characteristics as a potential member o a selective student organization.

Content Considerations: Ask your reader to write a letter o reerence or you and explain the contextyou want him or her to address (i.e., the student group or groups you are applying or). Will the readerremember you by name? Why does your previous experience with the reader make that person a goodreerence or you? Why do you want to join this particular group out o the others on the list? What


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would you like the reader to highlight in the letter? Tink about what inormation the reader needs toknow about the internship or job in order to submit the reerence or you. Use appropriate tone andlanguage or this situation. Tis document should be 3-5 paragraphs and no more than one page, single-spaced.

Writers Note

Write a hal-page writers note reecting on the writing you did in the project. For this rst project, Iwant you to reect on the rhetorical strategies you used and the choices you made as you wrote the twoemails. Be sure to tell me about your relationship with the second audiencehow well did you know heror him and in what context? Additionally, or each audience, consider in what ways the two audiencesand purposes were similar or dierent. What outcome(s) did you intend or each email? How did thoseunique situations aect your text (e.g., tone, content, organization, word choice, other considerations)?I would also like to know what you eel you learned during this rst project and how you will apply thatknowledge to uture writing.

Things to keep in mind as you draft your emails

Dra the email entirely beore attending to ormatting and editing.

Outline, list, or make note o the values and belies o and language conventions used by your in-

tended audiences; then consider appropriateness o tone and word choice.Provide specic and detailed inormation appropriate to each audience, but only what is needed.Oer the most important inormation rstlead with what you need.Include a subject line that accurately conveys the content o the email.Use short paragraphs to aid reader comprehension and ease o reading.Read your dra aloud slowly to locate errors, inappropriate tone or word choice, and punctuationproblems.


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Business102GradingRubric

Name:_________________

______________

Project#1EmailtoTwoAudiences

Assignment-SpecificCriteria

E

xemplary

Proficient

Emergin

g

Unacceptable

Email1

Purpose:Emailclearlyanno

uncesareasonforwritingandadesiredoutcome(e.g.,requests

specificinformationreleva

nttolearningabouttheorganization

youraudiencerepresents).

Audience:Emailisstrategic

allytailoredwithaspecificaudienceinmind(e.g.,appropriatetone,

wordchoice,andcustomizedcontentwithclearlystatedaction

items,directedtoanunfamiliar

audience).

StyleandClarity:Writingis

clear,concise,andcoherent;avoidspassivevoiceandusesaction

verbs.Organizationsuppo

rtseaseofreading;avoidsunnecessaryrepetition.

FormattingConventions:Em

ailincludesameaningfulsubjectline,followsemailformatconventions,

andusesreader-friendlyp

aragraphlength.

Mechanics:E

mailshowsca

refulattentiontospelling,punctuation,andgrammar.

Email2

Purpose:Emailclearlyanno

uncesareasonforwritingandadesiredoutcome(e.g.,requestsa

recommendationletterfromateacher,employer,orotherrespectedindividualwhoknows

you).

Audience:Emailisstrategic

allytailoredwithaspecificaudienceinmind(e.g.,appropriatetone,

wordchoice,andcustomizedcontentwithclearlystatedaction

items,includingwhat

informationtheaudiencewillneedtoknowinordertocompletetherecommendation).

StyleandClarity:Writingis

clear,concise,andcoherent;avoidspassivevoiceandusesaction

verbs.Organizationsuppo

rtseaseofreading;avoidsunnecessaryrepetition.

FormattingConventions:Em

ailincludesameaningfulsubjectline,followsemailformatconventions,

andusesreader-friendlyp

aragraphlength.

Mechanics:E

mailshowsca

refulattentiontospelling,punctuation,andgrammar.

Notetheoverlapbetweenaudienceandtheothercategor

ies.E

ffectivebusinesscommunicat

ionconsidersaudienceatalltimes

,includinghow

theaudiencerelatesto

orcanhelpachievethepurpose,w

hatstyletheymightbestrespond

to,w

hatgenreconventionstheyexpect,andhow

theywillrespondtome

chanicalandproofingerrors.

______

TotalProjectpoints


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Audience Inventory for E-mail Project (homework assignment)

Who are the intended and possible audiences or each o your emails?1.

Email audience 1:o

Email audience 2:o

Describe (careully, thoroughly) what you know about your audiences and their capability2. toact uponthis message or to be acted upon by it.

Email audience 1:o

Email audience 2:o

Consider or each audience:What is your audiences relationship or attitude toward you (neutral, positive, negative)? o the subjecto your email?

What do you want the audiences attitude to be aerreading your email?

What outcome do you want to achieve through this email?

What (i anything) does your audience already believe or know about the subject o your email? Fromwhere does his or her belie or knowledge come? How will this aect your approach when writing?

How much inormation must you provide to make your message coherent to your audience andachieve the goal you desire?

How willing will your audience be to read your email? What types o rhetorical appeals will be mostpersuasive to each audience?

What tone and ethical stance do you wish to establish in relation to this audience and purpose (e.g. doyou want to be respectul, satiric, argumentative, humorous, serious)?


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Writing Effective Emails

Tis brie introduction to the email genre will help you write email more eectively and condently.

Deciding to Write

Considering whether or not you should be writing any business document, including email, is incrediblyimportant. All writing is public writing, no matter how private it may eel. Email is the least secure orm owritten communication available to you. I you are not comortable with the idea o what you have writtenbeing printed and posted on the wall in the lunch room or printed on the ront page o the Wall Street

Journal, you should not commit it to writing. Many companies and employees have gotten into troubleover emails that never should have been written in the rst place.

Once you make the decision to write, email is oen a good choice. Email is the most exible businesswriting tool we will work with this semester. It can be used or inormal communication within a company,especially between peers, but we will ocus on writing ormal business emails. Like all o the other kinds owriting we will do, these ormal documents have specic elements that must be included.

Required Elements of Email

Subject LinesEvery email you write should include a brie but meaningul subject line. Your subject should be clearand direct and let your reader know precisely what the email is about. It does not have to be a completesentence and does not even have to be grammatically correct, but it does have to be short. Tere is agood chance that your reader will be receiving your email on a handheld device (like a Blackberry or aniPhone) and so brevity is helpul. A subject line that reads, I need to speak with you about. will likelybe shortened to the cryptic I need to speak, which may make many readers decide that the email isnot important enough or immediate attention. Something shorter and punchier like Supplier contractproblem will probably get a more timely response.

GreetingsAll ormal emails should begin with a greeting made up o a salutation (Dear), the addressees title (Ms.,

Mr., Dr., etc.), and the addressees last name ollowed by either a colon (standard in US business writing) ora comma (standard in international writing), as ollows:

Dear Dr. Smith: [US ormat] Dear Dr. Smith, [international ormat]

Note: I your reader has replied using only his or her rst name in the closing, this is an invitation to moveto a rst-name, more personal, basis. I you are also comortable with that relationship, you can beginusing the persons rst name in uture correspondence.

Complimentary CloseFormal emails should also conclude with a complimentary close (example, Sincerely) ollowed by acomma and the writers name on the line below. Tat may be ollowed by a signature block that includes

inormation about the writers title, company, address, phone number, etc. Sincerely is the standard closeused in US business writing and Best regards is the standard used in international business writing.(When using a two word close, only the rst word is capitalized.) For example:

Sincerely, Best regards,Jane Doe Jane DoeVice President Vice PresidentImportant Company Important Company(555) 555-5555 (555) 555-5555


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Formatting & Paragraphing

Although emails are generally single spaced, you should include blank lines between your greeting, thebody o the email, each paragraph, and the salutation. Plenty o white space in an email makes it easier oryour reader to get through quickly. Keep paragraphs short.

Formal business emails require the use o capital letters at the beginnings o sentences and or proper

nouns, appropriate punctuation, and grammar usage according to Standard American English languagerules. Do not use slang, abbreviations or text message lingo.

Resist the urge to write an Email Blob, which is just a big chunk o content that is not well organized intocoherent paragraphs. Arrange your content in paragraphs that make sense and order them according toyour understanding o your readers priorities. One-sentence paragraphs are requently used in businesswriting. Your rst sentence and last sentence will oen be paragraphs all to themselves.

Organization & Important Content

Lead With What You NeedLead with what you need is a phrase you will hear repeated oen this semester, and it bears memorizingand saying to yoursel requently when editing your dras. In any business writing situation, including

emails, you should determine what you most need rom the situation and begin there. I you are not clearabout what you need in the situation, you probably should not be writing until you are clear. ake sometime to think about it beore getting started. Sometimes the need that will preclude all others is to remindyour reader o who you are and why she should remember you, and then ollowing this with a request orwhatever it is you are writing about. Other times beginning with a simple and clear statement o what youneed rom your reader will be best. Many students balk at this, as it eels rude to jump out and just saywhat you want, but rest assured that there are ways to temper the tone o your writing to keep it soundingpositive and polite while also giving your reader the earliest opportunity to say yes to whatever it is youare requesting. You can then ollow your request with a detailed explanation providing the reader withcontext and reasoning behind the request.

Good-will CloseMost business communications documents end with what is called a good-will close, which is a

statement that is designed to position your reader to eel good about saying yes to whatever you haverequested rom her. For emails, this close tends to be a statement o thanks or doing what you haverequested, or the readers time and/or help. Tere are small dierences between typical good-will closesdepending on the kind o document you are writing. We will discuss closes or business letters and memoslater in the semester.

ake the two emails below or example; one leads with what is needed, ends with a good-will close andprovides the reader with coherent paragraphs, but the other does none o those.

Dear Mr. Chang,

I am working on making reservations or your team or your trip to Los Angeles. I know Sam usuallyhandles this or you, but he is on vacation so I am lling in. I need a little more inormation about whois going, when you will be leaving and when you will be returning. I you could also provide inormationabout each team members requent yer account, that would also be helpul. I you have a preerence ohotels to stay in, let me know. Tanks.Best regards,Judy


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Dear Mr. Chang,

Would you please provide me with the ollowing inormation to complete reservations or your teams LosAngeles trip:

Names o all members traveling & their requent yer account inormation

Exact departure and return datesWhich hotel you preer or i you would like me to do urther research and send you a selection tochoose rom

Sam is on vacation, so I am lling in or him or the next two weeks. My phone number is below i youhave any questions or would like to discuss details in person.

I look orward to working with you.

Best,Judy

555-5555

Include any content necessary or your reader to ollow up on your request and nothing extra. ry toanticipate questions your reader may have and how you could answer those questions beore your readerhas to ask them.

Deadlines, Dates & Times

Always consider adding a deadline. Te addition o the ollowing line would make your needs muchclearer to your reader:

I need to contact the airlines beore this Friday, January 6, in order to secure the best price. I you could

get back to me by Tursday morning, that would be helpul.Include both the day and the date whenever discussing deadlines or other date-related issues. Whensetting meeting times, include the day, date, time (using either an international 24 hour clock or the am/pm designation, i.e. 14:00 or 2:00pm) and the time zone you are reerring to (2:00pm Eastern Standard USime or ES). Te time zone can be important whether or not you are working internationally. Chicago,just a short drive away, is on Central Standard US ime, an hour behind Cincinnati.

CC & BCC LinesEvery email has the ollowing lines at the top: o, From, CC, BCC, and Subject. 1 Te o and Fromlines contain the names and email addresses o the author and the reader, and the subject line is discussedabove. CC is an old business writing abbreviation that stands or carbon copy rom back when copieso documents were created by putting carbon sheets between pieces o paper in a typewriter. oday, CC

in email is used to include the email address o any reader you want to receive your email but to whom theemail itsel is not specically addressed. For example, i your boss asks you to email the sales team abouta new product, you would put the sales team members email addresses in the o line and include yourbosss email address in the CC line so she will get a copy o the email that you sent to the team and knowthat you have done as you were asked and what you have told the group.

Addresses included in the CC line are visible to the rest o the email recipients, so it also can be used tolet readers know that there are other people who have the same inormation they do. Tis can be helpul

1 Note that on many email clients, CC and/or BCC may not appear as options unless activated by the user inthe settings or preerences.


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i you need a group to whom you are writing to know that your boss is aware o the content o your email.BCC stands or blind carbon copy and is specic to email usage. Persons whose email addresses areentered into the BCC line will receive a copy o the email, but other recipients o the email will not seethat it has been sent those BCC readers. Tis can be helpul i you need to keep someone in the loop ona subject but do not want to make a statement about doing so. Use the BCC eature careully, howeverhiding recipients o an email is similar to letting them eavesdrop on the conversation; other recipients may

reply with something they wouldnt otherwise say, which can lead to embarrassment, eelings o beingtricked, or even anger.

Never Email AngryYou will undoubtedly and regularly receive emails that will make you angry. Resist the urge to shoot backan immediate reply. I you must write something in order to help yoursel calm down, write a dra andsave it in your dras older until an hour or two, or even a day or two, later, when you can read it overagain with a cool head. A successul entrepreneur once said that showing anger in the workplace was akind o career suicide, and I believe he was right. Showing that you can stay in control is one o the keysto success in the business world. Unortunately, people who would never shout in a business meeting willwrite a scathing email, but while the words they might have shouted would have probably been orgottenin a day or two, the email they send out is orever.

Proofread Your EmailsRe-read every email you write rom start to nish. You will oen be tempted to rip o a quick email andhit send. Fight that urge. Beore sending, read your emails through careully to make sure they make senseand are complete, including actually attaching the les you have promised to attach or not replying allwhen you only meant to reply to the original sender (especially important on listserv emails). You will bejudged by your reader based on the quality o what you have written. ake every opportunity to make agood impression with your writing, especially when writing to your superiors.


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Etiquette Tips for Writing and Sending Email

o make a proessional and positive impression in your online communications, keep the ollowingwriting and etiquette tips in mind when composing emails:

Make it personal. An email should be tailored to the recipientnot only should the email be addressed

personally but it should also contain customized content. As you are draing, keep your audience(s) inmind. Use the proper salutation to address the actual recipient (President Hodge; Ms. Smith; Dr. Biden),consider what he or she needs to know and why, and then dra accordingly.

Use a meaningul subject line. Use a subject line that clearly explains the emails topic and is meaningulto the recipient as well as to you. For example, i you are sending a job application, include your name(Application materials rom Jennier Cellio) or i you desire product inormation, make it clear (Productinormation or 2008 Nintendo Wii). Tis gives readers context beore opening the email and simpliesnding it in their mailbox later.

Stick to one topic. While writing, i you think o something involving another matter that you need to tellthe recipient, put that inormation in a new email with its own appropriate, meaningul subject line. Doing

so creates a separate message thread or tracking each topics conversation, and makes it easier to nd theinormation laterdont make readers hunt through all their emails or that request or idea you buried inan unrelated email.

Be concise and to the point. Do not make an email any longer than it needs to be. Remember that readingon a computer screen is harder than reading rom paper. I you need to send a longer, more involvedmessage, use the phone or send a letter or ax.

Follow spelling and grammar rules as well as appropriate punctuation. Tis item is important not onlybecause incorrect spelling, grammar, or punctuation give the recipient a bad impression o you, but alsobecause it may ail to convey the message properly. Emails without ull stops or commas can be difcult toread and/or interpret; spelling errors can change the meaning o a sentence or paragraph; and grammarmistakes signiy a lack o eort and attention to detail.

Use proper structure and layout, and be aware o ormatting limitations . As noted above, reading roma screen can be uncomortable and difcult, so the structure and layout o email messages should easereading not hamper it. Keep paragraphs short and create blank lines between each paragraph. Whenmaking points, number them or mark each point as separate to keep the overview. (See or email style tips and business letterand/or email ormatting.)In addition, keep in mind that when you use special ormatting in your emails (ont changes, hyperlinks,italics, etc.), the sender might not be able to read your message or may receive a visual impression you didnot intend. I you must use color, choose a basic blue, green, or red, all o which are easy to read on a white

background. Also, be aware o the dierence between email programs that use rich text and those thatallow HML messages.

Read the email beore you send it. Always, always, always take two minutes to read your email careullybeore sending it. Check your subject line or relevance, your salutation or correctness, and your text orgrammar and punctuation errors. When you read your email with your recipient in mind, you send a moreeective message and avoid misunderstandings and inappropriate comments.


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Other General Etiquette ips

Respond quickly. In the world o business, people send email because they wish to receive a quick,relatively simple response. ry to respond to all email within 24 hours o receiving it, but preerably withinthe same working day. I the email is complicated or demands more time or a proper response, send abrie email back explaining that you have received the message and that you will respond within a given

time rame. Tis goodwill gesture will ease the writers mind that you received the email and will give youenough time to respond properly.

Do not overuse the high priority option. Unless the email is truly urgent and/or time-sensitive, avoidusing the high-priority agespecially i you are asking something o your recipient. Some people mightnd the little red ag a bit aggressive, demanding, or, even worse, sel-important, none o which is animpression you want to leave with your recipient.

Do not hide a recipient through the blind copy unction (BCC). Tis practice is unair to the addressedaudience who will not be aware that others are sharing in the conversation and is equivalent toeavesdropping.

Do not write in ALL CAPIAL LEERS. When you use capital letters, I SEEMS AS IF YOU ARESHOUING A HE RECIPIEN. (Likewise, do not use all lower-case lettersyou are an educated adult;write like one.) I you must draw attention to a sentence, create a line break beore and aer it. I you wishto emphasize a word, consider using *asterisks* on either side.

Either way o creating emphasis is *much* nicer than yelling with capitals.

When replying, include the original message thread. When responding to an email, be certain to hitreply rather than new message. Again, email should be ast and simpleand having to search throughones sent mail older is annoying and time-consuming. Err on the side o sending too much rather thantoo little inormation in this case

Tink careully about abbreviations and emoticons. In general, abbreviations (such as BW or LOL)should be avoided in business-related emails, unless you know the person well. Not only do you riskconusing your recipient (who may not be aware o the meanings o the abbreviations), you risk appearingimmature and oolish. Unless you are absolutely, 100% certain your recipient will understand andappreciate such gestures, leave them out.

And some fnal no brainers:Do not orward chain letters at work. Ever.Do not copy a message or attachment without permission. Ever.Do not use email to discuss condential inormation. Ever.Do not send or orward emails containing libelous, deamatory, oensive, racist, sexist, or obsceneremarks. EVER, EVER, EVER. Do. Not.

Dont reply to or try to unsubscribe rom spamdoing so conrms that your address is live.


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Using the Rhetorical Appeals in Business Writing

Consider these appeals when draing and revising business communications. Note the ways you might useethos, pathos, and logos in your writing. How might your audience respond?

Ethos(ethical appeal): establishes credibility and/or authority as a writer or speaker

Demonstrate knowledge o the topic and your audience by providing only necessary background inormation and inormedopinion (appropriate ormatting, vocabulary/terms, denitions, history, etc.).

Provide personal experience to show you are a credible source o inormation because you have insider/rsthand knowledge (this is also why primary sources are better than secondary sources). You are arepresentation o your ideas as much as your ideas represent you.

Show condence and integrity by not contradicting previous claims you have made.

Appear trustworthy by respecting your audience, citing outside sources, providing true/accurate andplausible inormation, and staying on topic.

Give credit to past authors (either through a literature review, quotes rom experts, citation and workscited page). Tis gesture also shows you are inormed.

Avoid grammar and mechanical errors. When abundant, errors can undermine your proessionalism.

Oer new claims (claims not already common to the topic) so that you are adding your valuable insightsto the conversation. Use your own voice.

Show respect or the opposing opinions, which allows the reader to view you as ethical, and thereore,credible. Be air-minded when reuting opposing viewpoints and consider establishing common ground(things all sides believe are true).

Pathos(emotional appeal): evokes an emotional response in your audienceBe aware o the belies your audience may have about your claim and anticipate where warrants or un-derlying assumptions need to be stated.

Provide your audience with the inormation it needs to understand your claims (consider what theyknow).

Unless it is your goal to be oensive or to evoke anger rom the members your audience, be respectulo their belies by not attacking them as people and by not using phrases like, obviously, it is ignorantto believe that

Evoke emotions by using words, phrases, or common experiences that call to mind connotative mean-ing (and be aware o whether that word evokes anger, ear, sadness, happiness, etc.).

Use clear descriptions and denitions when possible. Doing so eliminates conusion and enables theaudience to better relate to your message.

Use personal narrative (only when appropriate) to allows your readers to relate to you and your topic.

Apathy is an emotion. Consider how you can keep your readers interest.

Logos(logical appeal): provides a logical argument within your textProvide a thesis statement that outlines your main point in one or two sentences at or near the beginningo your communication.

Oer claims that support the thesis statement (usually the best, most salient claim is rst).


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Present support or those claims in the orm o expert opinion (direct quotes, paraphrased statementsor summaries cited), objective acts, statistics, and gures, and/or your inormedopinion to evoke arational response.

Make the argument stronger by considering the warrants you do and do not have in common with youraudience. You may need to explain your logic.

Combine or condense wordy sentences in order to convey concise ideas so you do not appear redun-dant. Be concise wherever possible.

Avoid logical allacies and other imsy arguments and supports.

Consider oering a linear argument with one idea per paragraph. Dont hesitate to break a long para-graph into two sequential paragraphs or ease o reading.

I you begin talking about a new claim, start a new paragraph.

Stay on topic and oer relevant inormation to support your claims.

Make claims your audience will think are reasonable (you dont have to change their views you onlyhave to show them you have reasonable claims).

(Adapted rom the English/Composition eachers Guide, a resource created by Miami Universitys Com-position Program.)


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Editing for Clear, Plain Style: Lanhams Paramedic Method

In RevisingProse, Richard Lanham (New York: Scribners, 1981) describes what he calls the para-medic method or improving prose by removing the at.

He provides ve easy steps:1. Circle the prepositions2. Circle the is verbs (be, is was, am, are, were, been, being)3. Ask Whos Kicking Who (in other words, ask where the action and agent are)4. Put this action in a simple active verb.5. Start astno mindless introductions.

By using this method, you can cut the lard actor in your writing by 1/3 to 1/2. Besides ollow-ing these rules (cutting prepositional phrases and replacing to be verbs), ask yoursel: What canI stand to lose? What do I absolutely have to include to say what I mean?A general rule: less ismore.

Heres an example o how this method works:

Original: Tis class is in need o a long weekend o relaxation. (11 words)

Revision: Tis class needs a long relaxing weekend. (7 words)

Lard actor: 36%. Lanhams ormula or guring the lard actor or at content is:Original word count Revised word count = words cut(Words cut / Original word count) x 100 = percent cut (or lard actor)

So, 11-7 = 4; 4 divided by 11 = 0.36 x 100 = 36%

Another example:

Original: Aer reviewing the research and in light o the relevant inormation ound within thecontext o the conclusions, we eel that there is denite need or some additional research to morespecically pinpoint our advertising and marketing strategies. (38 words)

Revision 1: Te conclusions o previous research suggest that we need more research to pinpointour advertising and marketing strategies. (LF = 53% (38-18=20 divided by 38 =0.53 x 100 = 53%).

Revision 2: Previous research suggests that we need more research to pinpoint our marketing andadvertising strategies. (LF= 60%)

Revision 3: Previous research has ailed to pinpoint our marketing and advertising strategies.(LF = 71%)

Final version: Previous research has ailed to pinpoint our marketing and advertising strategies.We need to know more. (LF = 58% with actions clear)


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Now, lets try this on a longer paragraph, a ollow-up note rom a cleaning service owner to oneo her managers. Earlier that week, the manager sent an overly angry letter to his customers aboutrecent breaches in contracts. Te owner is giving the manager some tips or uture communication.

Original: Now, I know that youve already sent this letter to current customers, so most o my ad-vice is moot. I can see, though, how they might have elt put o, even insulted, by the tone here,which is ormal, distant, even legal, when people want to eel that their cleaning service likes thework, approves o their home, and appreciates the business. I also realize that you have clearlyhad problems with some customers. But I ear you might alienate the majority by trying to ad-dress the ew who make your work more difcult. My advice, thereore, is to rework this letterinto a standard orm that new customers sign up ront. However, I still think it should soundmore solicitous o the customer. Te version here is all about the cleaning services troubles. Re-vise to make it about the customers convenience. Tats good business. (145 wordsYikes!)

Revision: My suggestions or revision wont help regain goodwill with customers who have alreadyreacted negatively to this letter, I realize. I understand, though, how some might have elt insultedby the ormal, distant, legalistic tone. I suspect customers want to believe that a cleaning serviceapproves o their home and appreciates the business. I know some customers have caused you realproblems, but I ear you might alienate the majority while talking to those ew. I advise rework-ing this letter into a standard orm or new customers to sign, without reerring to your troubles.Revise to make the subject your customers convenience. (102 words; LF 29%; not great but better)

Another try: I realize my revisions wont regain current customers who reacted negatively to thisletter. I can see how some might have elt insulted by the ormal and legalistic tone. Customers, Ithink, want their cleaning service to appreciate their business and to enjoy working in their homes.I suspect you might alienate that majority by writing to the ew who have caused real trouble. Iadvise a standard orm or new customers to sign, emphasizing your customers convenience. (76words; LF 47%. Much better?!?!)


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Te nal assignment or project 2 is a cover letter or an internship or job application. A resume is not parto the nal graded assignment because in past semesters, it became too much work to do both in class and

we wanted students to ocus on writing a solid, persuasive business letter, not lling and ormatting theresume.

However, we have included a resume as a scaolding assignment to help students invent material or thecover letter and to make the situation more real, since the cover letter would accompany a resume in reallie. Te required workshops run by Career Services will help students to dra their resume and give themtraining in an important business genre.

Having a dra resume will give students something tangible to reer to in the letter. Tey can use the sam-ples, the handouts, and in-class activity materials (ranserrable Work Skills, Power Verbs, etc.) to brain-storm their qualications and create the resume. With students using these resources and draing theirresumes outside o class, you can spend more time on the cover letter and writing more eective prose.

Te main purpose or the qualications/resume homework assignment is to get them to think beyondtasksso, not just the tasks they perormed in previous jobs or volunteer work (such as waited tables,operated cash register) but the skills and knowledge they acquired that could apply to this internshipposition. Te transerrable work skills and the power verbs handouts can help them brainstorm aboutthose skills and knowledge. And as much as possible, they should match their qualications to what theemployer is looking or as stated in the adagain, teaching them to ocus on audience and to write persua-sively. Te resume workshop will also help them with this process.

Project 2: Internship

Application Letter


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Project 2Letter of Application (Business Cover Letter)

For this second writing assignment, you will compose a letter o application to a prospective employer oran internship position. A letter o application (or cover letter) accompanies a resume as a way to introduceyoursel and obtain an interview. Many employers say that the job application letter is just as or more impor-tant than the resume, primarily because the letter serves as a personal introduction. In it, you should addressthe ollowing employer questions that cannot be answered in a resume:

Why do you want to work or the specic company instead o a dierent one?How will you contribute (specically) to the companys success?Will you work well with other employees and business clients?

Resume WorkshopRSVP with FSB Career Services to attend a sessionRough DraftDue In Class or Peer Response, Week Seven [date]Final VersionDue Week Eight [date]

Purpose of This Assignment

o become amiliar with business letter genre conventions

o learn and practice strategies or writing persuasivelyo learn and practice methods or eectively tailoring your inormation or a particular audience.Specically, the project will provide you with strategies or writing an eective cover letter that em-phasizes the qualities a potential employer seeks.o dra a persuasive resume that you can continue to update during your college career

Scenario/Subject

You are in the process o applying or a summer internship. Youve completed several dras o yourresume and have had it reviewed. Youre now ready or the next stepdraing the resume cover letter,also known as a letter o application.

Audience and Instructions

Cover Letter: Your audience or this letter is the contact named in your internship or job, usually some-one in HR or the head o the department youre applying to. In no more than a page, you must identiyyoursel as a candidate or the internship or job, show why youre a good t or the job, and convey a bito your personality. Identiy your qualications and your reasons or applying as well as specic quali-ties, skills, and/or experiences you can bring to the rm.

Resume:A resume accompanies your cover letter and the two documents should reect and reinorceeach other. Tough this project concentrates on the cover letter, as part o this project you will have anopportunity to create an eective dra o this important proessional document by attending a resumeworkshop conduct

BUS 102 Teachers Guide 2013-2014

Documents

Transcript of BUS 102 Teachers Guide 2013-2014