ENG 302 Course Dev.

Guide
English 302 Business Writing
Course Development Guide
last updated: May 15, 2008
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ENG 302 Course Dev. Guide
Table of Contents
Memo to ne En! 302 "nstru#tors........................................................................................3
Ma$or Di%%eren#es &eteen En! 302 and En! 301.............................................................4
'(e )easons &e(ind t(e Creation o% En!lis( 302 * &usiness +ritin!............................5
En!lis( 302 * &usiness +ritin! Course Goals and ,-$e#tives.........................................6
En!lis( 302 . &usiness +ritin! 'ea#(in! 'opi#s.................................................................7
En!lis( 302 * 'ea#(in! 'opi#s Des#riptions........................................................................8
En!lis( 302 * 'e/t-oo0 1ist................................................................................................ 10
En!lis( 302 . 2ootnote 18 3ro$e#ts ................................................................................11
En!lis( 302 * &usiness +ritin! 4ample Do#uments........................................................13
4ample 4ylla-us..................................................................................................................... 14
4ample 5ssi!nment: Employment Do#uments...............................................................20
4ample 5ssi!nment: &usiness Corresponden#e.............................................................22
4ample 5ssi!nment: 4(ort )eports..................................................................................27
4ample 5ssi!nment: 1on! 62ormal )eport 73roposal8...................................................31
4ample 5ssi!nment: Creatin! E%%e#tive 3resentation Materials...................................35
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ENG 302 Course Dev. Guide
'o: "nstru#tors ne to tea#(in! En! 302
2rom: En! 302 Curri#ulum Development Committee
)e: 'ea#(in! En!lis( 302 * &usiness +ritin!
4in#e t(e %all o% 2009 e (ave or0ed dili!ently it( t(e +. 3. Carey 4#(ool o%
&usiness to #reate a #ourse t(at ill (elp t(eir students develop t(e -usiness
ritin! s0ills ne#essary to -e su##ess%ul in t(eir %uture #ourseor0 and in t(eir
%uture or0pla#e.
"n t(e %all o% 200: En! 302 * &usiness +ritin! -e#ame a re;uired #ourse %or
in#omin! 4#(ool o% &usiness students. "n order to maintain unity -eteen our
#ourses and to provide +. 3. Carey students it( a uni%orm #lassroom e/perien#e, it
is important t(at all En! 302 instru#tors %ollo t(e same prin#iples and !uidelines.
"n addition to usin! an En! 302 approved te/t-oo0, all instru#tors o% t(is #ourse are
re;uired to use t(e En!lis( 302 Course Goals and ,-$e#tives and 'ea#(in! 'opi#s to
s(ape t(eir #ourse #urri#ulum.
'(is pa#0a!e o% En! 302 materials (as -een assem-led spe#i%i#ally to aid you in t(e
development o% your ne #ourse. 4(ould you (ave any ;uestions or #on#erns, or i%
you ould li0e to see additional sample do#uments, #onta#t any En! 302 instru#tor
7Don ,ns-y, 4(avan &erry, 1eti#ia 4la-au!(, Ginny 4immon, or )(onda 4teele8.
'(an0s< 5nd (ave a !reat semester<
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ENG 302 Course Dev. Guide
The Maor Differen!es Bet"een Eng 302 #Business Writing$
and Eng 30% #Writing for the &rofessions$
'(e #ourse des#ription and tea#(in! topi#s %or En! 302 are more narroly
de%ined, (ereas #ourse des#riptions and tea#(in! topi#s %or En! 301 are
very -road and diverse.
+it( an emp(asis on a variety o% -usiness ritin! situations, t(e Goals,
,-$e#tives, and 'ea#(in! 'opi#s %or En! 302 * &usiness +ritin! %o#us
primarily on ensurin! t(at students understand t(e -asi# -usiness ritin!
needs t(ey ill en#ounter in t(eir +. 3. Carey 4#(ool o% &usiness #ourseor0,
and in t(e or0pla#e. "n %a#t, t(e re#ommended tea#(in! topi#s more
narroly de%ine t(e s#ope o% En! 302 -e#ause t(ey are tailored to address
t(e needs o% t(e 4#(ool o% &usiness #ourseor0 t(e students ill -e
en#ounterin! in t(eir upper.level #ourses. &y servin! only +. 3. Carey
students, e #an ensure a more uni%orm tea#(in! 6learnin! e/perien#e and
#on%idently 0no t(at as instru#tors, e are preparin! t(ese student %or t(e
types o% ritin! situations t(ey ill li0ely en#ounter in t(e -usiness
#lassroom, and in t(e or0pla#e.
'(e types o% ritin! assi!nments %or En! 302 7see 'ea#(in! 'opi#s8 are more
spe#i%i# to t(e needs o% students enrolled in t(e +. 3. Carey 4#(ool o%
&usiness. '(is ill provide t(ese students it( a more uni%ied and #o(esive
learnin! e/perien#e, (i#( ill -e valua-le to t(e students= %uture
#ourseor0, as t(ey #reate and maintain a peer.netor0 and learnin!
#ommunity. '(e types o% ritin! assi!nments %or En! 301 are numerous and
various * dependin! on t(e instru#tor=s stren!t(s and interests.
&y (avin! all 4#(ool o% &usiness students ta0e En! 302, t(e #lass ma0e up
ill -e t(eir peers, #reatin! a uni%yin! e/perien#e t(at ill -e similar to (at
students at #omparison s#(ools re#eive.
More emp(asis on -usiness #ommuni#ations, less 7or none8 on te#(ni#al
#ommuni#ations
1ess emp(asis on >te#(ni#al ritin!? more on >-usiness ritin!? * in %a#t,
none o% us are usin! >te#(ni#al ritin!? te/ts.
535 style repla#es M15 in En! 302

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ENG 302 Course Dev. Guide
The 'easons Behind the Creation of English 302 Business Writing
+it( an emp(asis on a variety o% -usiness ritin! situations, En! 302 * &usiness
+ritin! %o#uses primarily on ensurin! t(at its students understand t(e -asi#
-usiness ritin! needs t(ey ill en#ounter in t(eir +.3. Carey 4#(ool o% &usiness
#ourseor0, and outside s#(ool in t(e or0pla#e. "n %a#t, t(e re#ommended
tea#(in! topi#s more narroly de%ine t(e s#ope o% En! 302 -e#ause t(ey are
tailored to address t(e needs o% t(e 4#(ool o% &usiness #ourseor0 t(e students ill
-e en#ounterin! in t(eir upper level #lasses. &y servin! only +.3. Carey students,
e #an ensure a more uni%orm tea#(in! 6 learnin! e/perien#e and #on%idently 0no
t(at as instru#tors e are preparin! t(ese students %or t(e types o% ritin!
situations t(ey ill li0ely en#ounter.
En! 301 * +ritin! %or t(e 3ro%essions is a !ood, -road ritin! #ourse t(at any
student may ta0e %or an En!lis( #redit and it s(ould not -e #(an!ed or eliminated.
&y servin! t(e student #ommunity as a (ole, it provides a -road ran!e o% ritin!
e/perien#es and opportunities t(at students need. '(at -ein! said, (oever, it
does not meet t(e specific needs o% t(e 4#(ool o% &usiness in terms o% #urri#ulum
and s0ill set development.
&y (avin! all +. 3. Carey students ta0e En! 302, t(e #lass ma0e.up ill -e t(eir
peers, #reatin! a uni%yin! e/perien#e and %osterin! peer.netor0 opportunities.
'(e advanta!es to (avin! #ourses su#( as En! 302 set aside %or a spe#i%i# !roup o%
students it( similar interests in#lude peer.netor0in!, stren!t(enin! t(eir
understandin! o% #on#epts t(ey are learnin! 6usin! in t(eir 4#(ool o% &usiness
#lasses, and o% #ourse -ein! a-le to %o#us t(e #ontent o% t(e #ourse in su#( a ay
t(at all topi#s tau!(t ill -e use%ul 6 -ene%i#ial to t(e students in t(eir ma$or. '(is
uni%yin! e/perien#e ill -e valua-le to t(e students= %uture #ourseor0, as t(ey
#reate and maintain a peer.netor0 and learnin! #ommunity.
5 4#(ool o% &usiness student ta0in! En! 301 may, or may not -e e/posed to all or
some o% t(e En! 302 re#ommended tea#(in! topi#s 7see atta#(ed8. En! 301 is less
#onstrained in t(e possi-le topi#s an instru#tor may #(oose to use in (is or (er
#ourse, and tea#(ers o% En!lis( 301 in#orporate many 3ro%essional +ritin!
assi!nments t(at ill not appear on t(e re#ommended tea#(in! topi#s %or En! 302.
2or e/ample, an instru#tor o% En! 301 #ould easily in#orporate e-site desi!n
6analysis, mar0et analysis, manual ritin! and editin!, annotated -i-lio!rap(ies,
ritin! %or spe#i%i# pro%essions, re%le#tive ritin!, and so on.
'(is la#0 o% #o(esiveness in terms o% #urri#ulum ma0es it possi-le %or some
students to miss out on #ru#ial assi!nments t(at (ave -een spe#i%i#ally re;uested
-y t(e %a#ulty o% t(e +. 3. Carey 4#(ool o% &usiness.
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ENG 302 Course Dev. Guide
English 302 Business Writing
Course Goals and (be!tives
Do not modi%y t(e #ourse Goals and ,-$e#tives or )e#ommended 'ea#(in! 'opi#s in any
ay.
En! 302 . &usiness +ritin! is tau!(t -y t(e En!lis( Department 6+ritin! 3ro!rams
e/#lusively %or t(e 4#(ool o% &usiness and its students. 5s a servi#e #ourse, t(e !oals,
o-$e#tives, and tea#(in! topi#s (ave -een #are%ully developed to satis%y t(e #lassroom
and or0pla#e ritin! needs o% t(e +. 3. Carey 4#(ool o% &usiness students.
5lt(ou!( it may super%i#ially appear t(at t(e @menu@ o% tea#(in! topi#s is narro, t(ere
e/ists ;uite an array o% assi!nment possi-ilities as one more #losely e/amines t(e
options. Aoever, in order to #ontinue to provide a uni%orm learnin! e/perien#e to t(is
!roup o% students, e (ave a!reed t(at t(e tea#(in! topi#s and #ourse !oals and
o-$e#tives %or En! 302 &usiness +ritin! ill %o#us on ritin! in and %or t(e or0pla#e.
English 302 Business Writing
Course Goals
The purpose of this course is for students to:
'ransition %rom a#ademi# to pro%essional6-usiness ritin!
4i!ni%i#antly improve t(eir a-ility to rite e%%e#tive -usiness6pro%essional
#ommuni#ation
Criti#ally investi!ate and in#orporate a variety o% resear#( sour#es
)e#o!niBe and avoid pla!iarism
Demonstrate mastery o% standard !rammar and ritin! me#(ani#s
CtiliBe various strate!ies and or!aniBational te#(ni;ues in t(e ritin! pro#ess
Develop #olla-orative !roup #ommuni#ation and ritin! s0ills
E/(i-it visual presentation s0ills
Course Objectives
By the end of this course, all students should be able to:
5nalyBe and evaluate audien#e6purpose6situation as t(ey apply to -usiness ritin!
#onte/ts
3rodu#e #lear, #on#ise, e%%e#tive audien#e and purpose spe#i%i# -usiness r(etori#
5#tively plan and parti#ipate in a #olla-orative pro$e#t
"n#orporate pro#ess 7resear#(, invention, ritin!, revision, and editin!8 into all
ritin! tas0sD t(rou!( multiple dra%ts #reate do#ument %luen#y
5nalyBe multiple ritin!s %rom appropriate -usiness pro%essions
5dapt tone and style %or appropriate r(etori#al -usiness purposes
Condu#t primary and se#ondary resear#( relevant to topi#D inte!rate appropriate
sour#es usin! 535 style
"n#orporate analyti#al 6te#(ni#al data in t(e %orm o% #(arts, !rap(s, spreads(eets,
et#.
Give and re#eive #onstru#tive #riti#ism amon! peers
Cse #urrent te#(nolo!y to desi!n a##urate and visually appealin! 3oer3oint slides
t(at ill ma/imiBe t(e e%%e#tiveness o% ritten and oral reports
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ENG 302 Course Dev. Guide
Develop strate!ies to %a#ilitate #ommuni#ation a#ross et(ni# and6or -usiness
#ultures
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ENG 302 Course Dev. Guide
English 302 ) Business Writing
Tea!hing Topi!s
"n order to satis%y t(e re;uirements o% t(e +ritin! 3ro!rams, and to ensure t(at
En!lis( 302 remains an >1? #redit #ourse, students ill #onstru#t %our ma$or ritin!
assi!nments 7%rom t(e sele#tions -elo8. ,% t(ose, an Employment
Communi#ations assi!nment is a re;uired assi!nment and must -e tau!(t as t(e
%irst assi!nment ea#( semester so t(at students are prepared to parti#ipate in t(e
#areer %airs t(at o##ur in ,#to-er and 2e-ruary. 2inally, all o% t(e tea#(in! topi#s
s(ould -e tou#(ed on durin! t(e #ourse o% En!lis( 302. '(e dept( and emp(asis o%
t(at #overa!e is up to ea#( individual instru#tor.
5lt(ou!( it may super%i#ially appear t(at t(e >menu? o% tea#(in! topi#s is narro,
t(ere e/ists ;uite an array o% assi!nment possi-ilities as one more #losely e/amines
t(e options.
Teaching Topics English 302
'e*uired Tea!hing Topi!+,
Employment Communi#ations 7must in#lude rFsumF and letter o% appli#ation8
(ther Tea!hing Topi! !hoi!es+
Corresponden#e 7all types8
1on! and s(ort reports
.in#orporate analyti#al 6te#(ni#al data 7#(arts, !rap(s, spreads(eets, et#.8
.in#lude resear#( aspe#t
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ENG 302 Course Dev. Guide
E/e#utive summaries and6or a-stra#ts as report pre%a#e material
3roposals 6 )23s
3resentation Materials t(at in#orporate 33' slides
,Must be the first assignment of ea!h semester-
last updated: Mar#( 9, 2008
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ENG 302 Course Dev. Guide
English 302 Business Writing
Tea!hing Topi!s Des!riptions
Employment ocuments
,ne re;uired En! 302 tea#(in! topi# is an employment #ommuni#ations pro$e#t,
(i#( involves #reatin! a rFsumF t(at t(e student #an use and ritin! an
appli#ation letter. ,t(er employment #orresponden#e do#uments students may
rite in#lude an o##upational summary, a t(an0 you letter, and letters o%
re#ommendation. 5dditionally, students may -e re;uired to investi!ate #areer
opportunities -y per%ormin! $o- advertisement resear#( and analysis, interviein!
a pro%essional in t(e #(osen %ield, #ondu#tin! #areer surveys, #ompilin! a #ompany
pro%ile, and parti#ipatin! in interviein! e/er#ises. '(is assi!nment (as proven to
-e parti#ularly popular it( our students and must -e presented as t(e %irst
assi!nment o% ea#( semester to (elp prepare students %or #areer %airs.
Business Correspon!ence
5not(er En! 302 tea#(in! topi# is &usiness Corresponden#e. 4ome En! 302
instru#tors address #orresponden#e as a separate >unit? (ile ot(ers im-ed
#orresponden#e dire#tion in ot(er assi!nments. "n eit(er #ase, t(e sorts o%
#orresponden#e t(at students ill -e as0ed to dra%t in#lude various %orms o% ritten
#ommuni#ation su#( as emails, memos, and letters. 4tudents learn to analyBe
audien#e, purpose, and situation to determine (o -est to approa#( t(e dra%tin! o%
-usiness #orresponden#e. 5ll types o% #orresponden#e, su#( as Good Nes, Claims,
Complaints, and &ad Nes, as ell as responses to Claims and Complaints, mi!(t
-e #overed. &ot( dire#t and indire#t approa#(es to -usiness ritin! are e/amined.
"ong #eports
,ne #ommon type o% report in -usiness is t(e lon! report, (i#( is typi#ally an
in%ormational or analyti#al report o% ten or more pa!es. 4tudents may -e as0ed to
produ#e a lon! report as a ay %or t(em to !ain e/perien#e in plannin!,
resear#(in!, and ritin! a more e/tensive and #omple/ 0ind o% do#ument. 4tudents
ill analyBe a situation or pro-lem, #are%ully #onsiderin! purpose and audien#e.
'(ey ill !at(er in%ormation and may use primary resear#( sour#es su#( as
#ondu#tin! t(eir on intervies or surveysD in addition, t(ey ill o%ten use
se#ondary sour#es -y a##essin! online and li-rary resour#es. '(ey ill t(en
or!aniBe and rite t(e report to ma0e it as e%%e#tive as possi-le. Dependin! on t(e
assi!nment, lon! reports may re;uire t(at students #reate a lo!i#al -usiness
#onte/t %or t(e report and t(en %o#us t(e report on some aspe#t o% t(at. 2or
e/ample, students mi!(t #reate an idea %or a ne produ#t and t(en rite a report
t(at analyBes t(e most e%%e#tive ay to mar0et t(at produ#t. "n some #ases, ritin!
t(e lon! report may -e #ondu#ted as a #olla-orative a#tivity.
$hort #eports
4tudents may -e as0ed to dra%t a variety o% s(ort -usiness reports, (i#( are
!enerally #onsidered t(ose -usiness reports less t(an E * G pa!es in len!t(. '(e
de!ree o% %ormality, p(ysi#al %ormat, and len!t( o% t(e report are dire#tly related to
t(e audien#e and purpose o% t(e in%ormation. 4(ort reports may -e ritten to
address spe#i%i# -usiness s#enario pro-lems, or may -e in#orporated in team or0,
or -ot(. 4(ort )eports in#lude, -ut are not limited to: Meetin! Minutes, "n#ident
)eports, 4(ort 3roposals, Comparison )eports, "n%ormative )eports, 3ro!ress
)eports, et#.
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ENG 302 Course Dev. Guide
E%ecutive $ummaries & #eport 'bstracts
&e#ause all o% our students ill -e re;uired to produ#e e/e#utive summaries in t(eir
upper level 4#(ool o% &usiness #ourses, instru#tion %or t(e development o%
E/e#utives 4ummaries 7or a-stra#ts8 is in#luded in t(e lon!, %ormal report
assi!nment.
(roposals
"n some se#tions o% En!lis( 302 students (ave t(e opportunity to resear#( and
#ompile a #ompre(ensive -usiness proposal t(at solves a pro-lem, mar0ets a ne
produ#t, or %unds a produ#t, idea, or solution to an e/istin! pro-lem. 4tudents #an
rite a !rant proposal to %und a #(arita-le event. '(e permutations o% t(e pro$e#t
vary a##ordin! to ea#( studentHs interests and ma$or area o% study. "n t(e past
students (ave mar0eted produ#ts, planned #on%eren#es, raised %unds %or #(arita-le
or!aniBations, or o%%ered to solve an on.!oin! pro-lem at an e/istin! -usiness. '(e
proposal is typi#ally also used as a time mana!ement tea#(in! tool, sin#e t(e
pro$e#t is #ompleted over several ee0s and in#ludes multiple dra%ts. 4tudents
#omplete in.dept( resear#( into t(eir topi#s (i#( may in#lude personal intervies,
li-rary resear#(, and online resear#(.
(resentations
'ypi#ally, t(is assi!nment ill involve a #olla-orative e%%ort to resear#( a report and
produ#e a presentation utiliBin! 3oer3oint slides, spea0er notes, and a (andout.
4ome time in #lass ill -e availa-le %or or0 on t(e pro$e#t.
Note: &e#ause En! 302 is a ritin! #lass, not a spee#( #lass, oral presentations
7(ile in#orporated all o% our #lasses8 are usually small assi!nments.
11
ENG 302 Course Dev. Guide
English 302 Business Writing
Te.tboo/ 0ist
+(ile t(ere are many availa-le te/t-oo0s t(at #an -e used %or tea#(in! -usiness
ritin!, t(e %olloin! -oo0s (ave -een identi%ied as te/ts t(at #over all o% t(e re;uired
En! 302 * &usiness +ritin! 'ea#(in! 'opi#s. "n order to provide a uni%orm e/perien#e
%or our students, instru#tors o% t(is #ourse s(ould use one o% t(ese -usiness
#ommuni#ation te/t-oo0s:
&ovee and '(ill
Business Communication Today Ge,
2008
3renti#e Aall
&ovee and '(ill
Excellence in Business Communication
8e, 2008
3renti#e Aall
Gu%%ey
Essentials of Business Writing Ee, 200E
Cen!a!e
Gu%%ey
Business Communication: Product and
Process :e, 2008
Cen!a!e
1ast updated: May 2008
IriBan, Merrier, 1o!an J +illiams
Business Communication Ee, 2008
Cen!a!e
1e(man J Du2rene
Business Communication 15e, 2008
Cen!a!e
1esi0ar, 2latley, and )entB
Basic Business Communication 11e,
2008
M#Gra Aill 6"rin
,-er, 4#ott
Contemporary Business
Communications :e, 200:
Aou!(ton Mi%%lin
12
1onors Contra!t Courses+ &oli!ies and &ro!edures
) 2ootnote %3 &roe!ts )
What is 2ootnote %34
Aonors Contra#t #ourse options !ive students and %a#ulty t(e opportunity to en!a!e
in innovative and interestin! #ourse assi!nments %or (onors #redit. '(e Aonors
Contra#t option is an opportunity to -e #reative a-out learnin! and tea#(in!, and a
ay to tailor t(e #urri#ulum to meet student interests.
What is the pro!edure4
'(is arran!ement is %ormaliBed via #ontra#t in (i#( t(e student and %a#ulty
rene!otiate t(e #ourse re;uirements. 5s it( all Aonors #ourses, only #ourses
tau!(t -y re!ularly appointed %a#ulty mem-ers or -y distin!uis(ed visitors are
eli!i-le to #arry t(is desi!nation. Contra#ts s(ould -e e/pli#it and %ully detail t(e
e/pe#tations %or t(e ;uantity and ;uality o% or0. 4tudents may #omplete a pro$e#t
in addition to t(eir re!ular #ourseor0 7most #ommon %or ENG 3028, or t(ey may
#omplete a pro$e#t as part o% t(eir #ourseor0. Ao #redit is !iven s(ould -e
a!reed upon -e%ore t(e student su-mits (is 6(er #ontra#t to t(e Aonors Colle!e
e-site.
'(e student ill initiate t(e Aonors Contra#t pro#ess. '(e #ontra#t is su-mitted
onlineKt(ere is an >Aonors Contra#t? lin0 provided on t(e &arrett (ome pa!e
7(ttp:66(onors.asu.edu8 durin! t(e period in (i#( students may su-mit a #ontra#t.
5ll Aonors Contra#ts need to -e su-mitted -y t(e #ompletion o% t(e %ourt( ee0 o%
#lasses durin! 2all and 4prin! semesters. 2or #ourses tau!(t in any summer
session, students must su-mit a #ontra#t -y t(e end o% t(e se#ond ee0 o% t(at
session. 71ate #ontra#ts ill not -e a##epted and t(e student ill not earn (onors
#redit %or t(e #ourse.8
What do 5nstru!tors do4
'(e "nstru#tor dis#usses t(e pro$e#t it( t(e student -e%ore it is su-mitted to t(e
Aonors Colle!e. ,n#e a topi# 6assi!nment is settled on, t(e student su-mits t(e
#ontra#t to t(e (onors #olle!e e-site, (i#( t(en automati#ally %orards it to t(e
instru#tor via email. Cpon re#eipt, t(e instru#tor simply a##epts or re$e#ts t(e
#ontra#t. 5%ter t(at point, it is up to t(e instru#tor (o mu#( involvement (e 6s(e
ill (ave it( t(e pro$e#t. '(is #an -e determined on a #ase.-y.#ase -asis.
5ll or0 %or Aonors Contra#t #redit must -e #ompleted durin! t(e semester in (i#(
t(e student (as re!istered %or t(e #ourse. 2ul%illment o% t(e a!reement is
do#umented -y a #ompletion %orm, emailed to t(e instru#tor -y t(e &AC and
returned -y (im6(er no later t(an one mont( a%ter t(e last day o% #lass %or t(at
semester.
ENG 302 Course Dev. Guide 13
What are some suitable 2ootnote %3 assignments for E6G 3024
&e#ause ENG 302 is a ritin! #ourse, all %ootnote 18 pro$e#ts s(ould (ave a
si!ni%i#ant ritin! element 7!enerally E * 10 pa!es8.
4ome su!!ested enri#(ment a#tivities:
3rodu#e a resear#( report
3rodu#e a 33' presentation 7min. 10 slides8 alon! it( a ritten do#ument
su#( as a report, an annotated -i-lio!rap(y, (andouts it( a list o%
)e%eren#es
,nline employment port%olios
5ppropriate enri#(ment a#tivities vary -y dis#iplineD t(e %olloin! represent
su!!ested strate!ies %or developin! (onors e/perien#es:
1. 5ll (onors or0 s(ould involve si!ni%i#ant #riti#al t(in0in! in readin!, ritin!, and
dis#ussion.
2. Aonors a#tivities s(ould o%%er students t(e opportunity to or0 #losely it( t(e
instru#tor, eit(er in small !roup sessions or in individual #on%eren#es.
3. Aonors Contra#t #ourses represent a ;ualitatively di%%erent e/perien#e %or t(e
studentD t(is does not ne#essarily imply a ;uantitative di%%eren#e in t(e or0
re;uired.
9. +(en possi-le, enri#(ment a#tivities s(ould -e #omplementary to t(e #ourse
re;uirements.
5. '(ese a#tivities may: 758 introdu#e students to t(e ma$or issues or developments
in t(e dis#iplineD 7&8 lin0 ot(er dis#iplines to t(e su-$e#tD 7C8 involve prospe#tive
topi#s %or %uture and independent investi!ationD or, 7D8 entail #urrent6 on!oin!
resear#( pro$e#ts.
:. 4tudents s(ould -e a#tive parti#ipants, not passive learners, and s(ould (ave
varied opportunities %or su#( e/er#ise 7i.e., assumin! responsi-ility %or tea#(in! one
or more #lassesD servin! as resour#e persons on predetermined topi#sD servin! as
$unior mem-ers o% a#tive resear#( !roups8.
E. +(en enri#(ment a#tivities supplement ordinary #ourse re;uirements, t(e
#ontra#t s(ould a%%e#t only t(e de#ision to aard or it((old t(e (onors
desi!nation. +(en t(ese a#tivities are inte!rated it( or repla#e standard #ourse
re;uirements, t(e a!reement may -e re%le#ted as ell in t(e %inal earned !rade %or
t(e #ourse. '(is de#ision s(ould -e made e/pli#it in t(e ori!inal #ontra#t.
ENG 302 Course Dev. Guide 19
English 302 Business Writing
7ample Do!uments
for ne" Eng 302 instru!tors
5n this se!tion 8ou "ill find+
7ample 78llabus
7ample Tea!hing Topi!s 9ssignments+
o Emplo8ment Communi!ations
o Corresponden!e
o 0ong :2ormal 'eport #&roposal$
5n!ludes E.e!utive 7ummar8
o 7hort 'eports
o &resentations
ENG 302 Course Dev. Guide 15
7ample 78llabus
English 302Business Writing
Syllabus
Spring 2007
Section 45859, T 12:15 1:30, CPCOM 237 and online
Section 62928, T 3:15 4:30, CPCOM 225 and online
Section 44795, T 6:05 8:55, CPCOM 223
Section 36754, Intenet
Contact Information
Instructor: !on O"n#$%
ffice: && 003
ffice !hone: 480'965'3535 (de)at*ent n+*$e ,o *e##a-e# onl%.
Email "##ress: don.o"n#$%/a#+.ed+
T0e $e#t "a% to contact *e i# t0o+-0 e*ail1 0o"e2e, %o+ *a% lea2e a *e##a-e t0o+-0 t0e de)at*ent
i, %o+ need to. I "ill e#)ond to e*ail *e##a-e# a# #oon a# )o##i$le. T%)icall%, d+in- t0e "ee3, I c0ec3
*% e*ail #e2eal ti*e# eac0 da%. I, %o+ e*ail *e on "ee3end#, I *a% not e#)ond +ntil Monda%.
ffice $ours: T+e#da% *onin-# 10:30 '12:001 T+e#da% a,tenoon# 2:00 3:00 and 5:00 ' 5:301 online
o,,ice 0o+# on 4edne#da% *onin-, 9:00 10:00. I a* al#o a2aila$le $% a))oint*ent and t0o+-0 e*ail.
Course %escription
5n-li#0 302, 6+#ine## 4itin-, i# an ad2anced, intedi#ci)lina% "itin- co+#e de#i-ned to i*)o2e t0e
"o3)lace "itin- co*)etence o, 4.P. Cae% Sc0ool o, 6+#ine## )o,e##ional and )e)o,e##ional
#t+dent#. T0e co+#e ,oc+#e# on t0e )actice and #t+d% o, #elected t%)e# o, di#co+#e e*)lo%ed in
)o,e##ional $+#ine## #it+ation# and 0el)# )e)ae #t+dent# ,o di,,eent 3ind# o, "itin- t0e% "ill
enco+nte in t0ei )o,e##ional li2e#. M+c0 o, t0e co+#e i# cond+cted in a "o3#0o) ,o*at. Pee7+i#ite#
,o t0e co+#e ae 5n-li#0 101 and 102 o 5n-li#0 105, and )e$+#ine## o $+#ine## *a8o #tandin-.
Course &oals
T0e )+)o#e o, t0i# co+#e i# ,o #t+dent# to
Tan#ition ,o* acade*ic to )o,e##ional9$+#ine## "itin-
Si-ni,icantl% i*)o2e t0ei a$ilit% to "ite e,,ecti2e $+#ine##9)o,e##ional co**+nication
Citicall% in2e#ti-ate and inco)oate a 2aiet% o, e#eac0 #o+ce#
:eco-ni;e and a2oid )la-iai#*
!e*on#tate *a#te% o, #tandad -a**a and "itin- *ec0anic#
<tili;e 2aio+# #tate-ie# and o-ani;ational tec0ni7+e# in t0e "itin- )oce##
!e2elo) colla$oati2e -o+) co**+nication and "itin- #3ill#
5=0i$it 2i#+al )e#entation #3ill#
Course b'ecti(es
6% t0e end o, t0i# co+#e, all #t+dent# #0o+ld $e a$le to
>nal%;e and e2al+ate a+dience9)+)o#e9#it+ation a# t0e% a))l% to $+#ine## "itin- conte=t#
Pod+ce clea, conci#e, e,,ecti2e a+dience and )+)o#e #)eci,ic $+#ine## 0etoic
>cti2el% )lan and )atici)ate in a colla$oati2e )o8ect
ENG 302 Course Dev. Guide 1:
Inco)oate )oce## (e#eac0, in2ention, "itin-, e2i#ion, and editin-. into all "itin- ta#3#1
t0o+-0 *+lti)le da,t# ceate doc+*ent ,l+enc%
>nal%;e *+lti)le "itin-# ,o* a))o)iate $+#ine## )o,e##ion#
>da)t tone and #t%le ,o a))o)iate 0etoical $+#ine## )+)o#e#
Cond+ct )i*a% and #econda% e#eac0 ele2ant to to)ic1 inte-ate a))o)iate #o+ce# +#in-
>P> #t%le
Inco)oate anal%tical 9tec0nical data in t0e ,o* o, c0at#, -a)0#, #)ead#0eet#, etc.
?i2e and ecei2e con#t+cti2e citici#* a*on- )ee#
<#e c+ent tec0nolo-% to de#i-n acc+ate and 2i#+all% a))ealin- Po"ePoint #lide# t0at "ill
*a=i*i;e t0e e,,ecti2ene## o, "itten and oal e)ot#
!e2elo) #tate-ie# to ,acilitate co**+nication aco## et0nic and9o $+#ine## c+lt+e#
)e*tboo+s, -aterials, an# .esources
.e/uire# )e*t an# -aterials:
Excellence in Business Communication, 7
t0
edition, $% @o0n A. T0ill and Co+tland &. 6o2Be,
2007. T0e te=t ,o* t0e >S< 6oo3#toe co*e# "a))ed "it0 a #t+dent 3it and i# #+))le*ented
$% a co*)anion "e$#ite. Plea#e note t0at Sa,aiC eTe=t$oo3# Online o,,e# an online 2e#ion o,
t0e te=t at a ed+ced ate. Moe in,o*ation i# a2aila$le at """.#a,ai=.co*.
Intenet acce##
>n >S< e*ail acco+nt
.ecommen#e# )e*ts an# 0in+s:
The Writing Programs Guide:
0tt):99""".a#+.ed+9"itin-)o-a*#9teac0ee#o+ce#9")-+ide9")-+ide.0t*
T0e 6lac3$oad cla##oo* (co*)anion "e$#ite. and e=eci#e#
"ccessing nline Course -aterials on Blac+boar#:
T0e 6lac3$oad "e$#ite ,o t0e co+#e can $e acce##ed t0o+-0 my"S1. Dee %o+ can ,ind co+#e
e#o+ce#, doc+*ent#, a##i-n*ent#, and co**+nication tool#. !o t0e ,ollo"in- to acce## t0e co+#e
"e$#ite:
?o to 0tt):99*%.a#+.ed+. T%)e in %o+ >S<ite +#e I! and )a##"od and ,ind 5n-li#0 302 li#ted +nde M%
Co+#e#. Clic3 on 5n-li#0 302 and 6lac3$oad "ill o)en to t0e >nno+nce*ent )a-e ,o %o+ #ection.
Eo* t0i# )a-e, %o+ can acce## t0e ot0e )a-e# in t0e "e$#ite $% clic3in- on t0e a))o)iate 0eadin-#.
Fo+ can -o to Te=t$oo3 :e#o+ce# to ente %o+ OneGe% acce## code t0at ca*e "it0 %o+ te=t$oo3. T0i#
code "ill allo" %o+ to +#e t0e )actice and te=t$oo3 e,eence *ateial# ,o t0e cla##.
&ra#ing
Einal -ade# in t0e co+#e "ill $e "0ole -ade#: >,6,C,!,51 I a* not +#in- t0e )l+#9*in+# #%#te* ,o ,inal
-ade# in t0i# co+#e.
"ssignments:
<nit 1: 5*)lo%*ent Co**+nication# 20H
<nit 2: 6+#ine## Coe#)ondence 20H
<nit 3: S0ot :e)ot# 20H
<nit 4: &on- :e)ot9Pe#entation 30H
Pot,olio >nal%#i# Einal 10H
ENG 302 Course Dev. Guide 1E
Iote t0at eac0 +nit "ill incl+de not onl% a *a8o a##i-n*ent, $+t al#o in'cla## and 0o*e"o3 acti2itie#
#+c0 a# 7+i;;e#, #0ot "itin- a##i-n*ent#, )ee e2ie"#, and colla$oati2e "o3. Cedit ,o t0e#e
e=eci#e# "ill $e e,lected in t0e -ade ,o eac0 +nit.
6e #+e to 3ee) co)ie# o, %o+ "o3 and etain -aded a##i-n*ent# once I 0a2e et+ned t0e* to %o+.
Fo+ "ill need t0e#e a##i-n*ent# ,o t0e )ot,olio anal%#i# ,inal a##i-n*ent.
Course Sche#ule
English 302
Spring 2007
T0e ,ollo"in- #c0ed+le i# an o2e2ie" o, t0e e7+ied eadin- and *a8o a##i-n*ent# ,o t0e #e*e#te
and i# #+$8ect to *odi,ication. See t0e <nit# lin3 on 6lac3$oad ,o a detailed li#tin- o, a##i-n*ent# and
d+e date#. >l#o, $e #+e to c0ec3 t0e >nno+nce*ent# lin3 on t0e co+#e "e$#ite ,o t0e late#t
in,o*ation. <nle## ot0e"i#e noted, eadin-# e,e to Excellence in Business Communication.
WEE2: C0"SS -EE)I3& %")E:
Wee+ 4 4546 In#t+ction $e-in# 1916907
)opics: Intod+ction and Co+#e Oientation
<nit 1: 5*)lo%*ent Co**+nication#
.ea#ing: :ead J4itin-: > Tic3et to 4o3 ...O a Tic3et O+t, > S+2e% o, 6+#ine## &eade#.K (T0i#
doc+*ent i# )o#ted on t0e co+#e "e$#ite +nde <nit#L<nit 1L:e#o+ce#..
C0a)te 1 J>c0ie2in- S+cce## T0o+-0 5,,ecti2e 6+#ine## Co**+nicationK
Wee+ 2 4523
)opic: <nit 1: 5*)lo%*ent Co**+nication#
5*)lo%*ent :e#eac0
:B#+*B#
.ea#ing: C0a)te 14 J6+ildin- Caee# and 4itin- :B#+*B#K
Wee+ 3 4530
)opic: <nit 1: 5*)lo%*ent Co**+nication#
>))lication &ette#
.ea#ing: C0a)te 15 J>))l%in- and Inte2ie"in- ,o 5*)lo%*entK
Wee+ 7 256
)opic: <nit 2: 6+#ine## Coe#)ondence
.ea#ing: C0a)te 7 J4itin- :o+tine and Po#iti2e Me##a-e#K
C0a)te 8 J4itin- Ie-ati2e Me##a-e#K
ENG 302 Course Dev. Guide 18
Wee+ 8 2543
)opic: <nit 2: 6+#ine## Coe#)ondence
.ea#ing: C0a)te 9 J4itin- Pe#+a#i2e Me##a-e#K
Wee+ 6 2520
)opic: <nit 3: S0ot :e)ot#
.ea#ing: C0a)te 10 JPlannin- :e)ot# and Po)o#al#K
Wee+ 7 2527
)opic: <nit 3: S0ot :e)ot#
.ea#ing: C0a)te 11 J4itin- :e)ot# and Po)o#al#K
Wee+ 9 356
)opic: <nit 3: S0ot :e)ot#
.ea#ing: C0a)te 3 JCo**+nicatin- Intec+lt+all%K
Wee+ : 3543 S!.I3& B.E"2 $0I%";
Wee+ 40 3520
)opic: <nit 4: &on- :e)ot#
.ea#ing: C0a)te 2 JCo**+nicatin- in Tea*# and Ma#tein- &i#tenin- and Ion2e$al
Co**+nicationK
Wee+ 44 3527 Co+#e "it0da"al deadline (in )e#on. 3930
)opic: <nit 4: &on- :e)ot#
.ea#ing: C0a)te 12 JCo*)letin- :e)ot# and Po)o#al#K
Wee+ 42 753
)opic: <nit 4: &on- :e)ot#
.ea#ing: T6>
Wee+ 43 7540
)opic: <nit 4: &on- :e)ot#9Pe#entation#
.ea#ing: C0a)te 13 JPlannin-, 4itin-, and Co*)letin- Oal Pe#entation#K
ENG 302 Course Dev. Guide 1G
Wee+ 47 7547
)opic: <nit 4: &on- :e)ot#9Pe#entation#
.ea#ing: T6>
Wee+ 48 7527
)opic: <nit 4: Pe#entation#
.ea#ing: Ione
Wee+ 46 854 &a#t cla## da%
)opic: Pot,olio >nal%#i# Einal
.ea#ing: Ione
Stan#ar# Writing !rograms !olicies
4< !olicy on class atten#ance
6eca+#e "itin- cla##e# ae )e,o*ance co+#e# t0at de)end +)on #t+dent attendance ,o $ot0 t0e cla##
and t0e #t+dentM# #+cce##, t0i# )olic% i# non'ne-otia$le. "ll absences count e/ually, irrespecti(e of
the cause an# stu#ents =ho e*cee# the allo=e# number of absences cannot pass the course an#
=ill fail =ith a gra#e of >E<?
@or @all an# Spring semesters, cla##e# t0at *eet t0ee da%# a "ee3 (M4E, ,o e=a*)le., t0e
*a=i*+* n+*$e o, allo"ed a$#ence# i# #i= (6., ,o cla##e# t0at *eet t"o da%# a "ee3, t0e
*a=i*+* n+*$e i# ,o+ (4., ,o cla##e# t0at *eet once a "ee3, t0e *a=i*+* n+*$e i# t"o (2..
Eo cla##e# t0at *eet on ot0e #c0ed+le#, t0e n+*$e o, a$#ence# allo"ed #0o+ld e,lect a
#i*ila atio (t"o "ee3# "ot0 o, cla## *eetin-#..
$ybri# classes: In t0e ca#e o, 0%$id co+#e t0at *eet t"ice a "ee3, a #t+dent "0o *i##e# *oe
t0an ,o+ cla##e# eit0e ,ace'to',ace, online, o a co*$ination "ill ,ail t0e co+#e "it0 a -ade
o, 5. In t0e ca#e o, 0%$id co+#e t0at *eet t0ee ti*e# a "ee3, a #t+dent "0o *i##e# *oe
t0an #i= cla##e# eit0e ,ace'to',ace, online, o a co*$ination "ill ,ail t0e co+#e "it0 a -ade
o, 5.
o !e,inition o, attendance ,o 0%$id cla## da%#: > #t+dent "0o ,ail# to )o#t an acce)ta$le
a##i-n*ent to t0e cla## "e$#ite d+in- t0e a##i-ned N"indo"N o, ti*e "ill $e co+nted
a$#ent ,o t0at cla## da%
nline classes: Moe t0an ,o+ a$#ence# "ill e#+lt in ,ail+e.
o !e,inition o, attendance in online cla##e#: > #t+dent "0o ,ail# to )o#t an acce)ta$le
a##i-n*ent to t0e cla## "e$#ite d+in- t0e a##i-ned N"indo"N o, ti*e "ill $e co+nted
a$#ent ,o t0at cla## da%.
o Tec0nical )o$le*# online: 40ile t0e#e do occ+ eit0e at 0o*e o ,o* an on'ca*)+#
connection, t0e% ae +#+all% not 2alid ea#on# ,o ,ailin- to ,+l,ill t0e e7+ie*ent# ,o
attendance on t0at da%. St+dent# ae e#)on#i$le ,o allocatin- eno+-0 ti*e to co*)lete
online a##i-n*ent#, and t0e% #0o+ld incl+de t0e )o##i$ilit% o, tec0nical N-litc0e#.N T0+#
#t+dent# need to allo" eno+-0 ti*e to t% a-ain late o to ta2el to a ca*)+# co*)+te
la$ o altenati2e )lace to co*)lete t0e a##i-n*ent and t0ee,oe a2oid an a$#ence ,o
t0e da%. 5=ce)tion# *a% $e *ade $% t0e in#t+cto in t0e e2ent o, "ide#)ead co*)+te
2i+#e# o #o*e ot0e la-e'#cale e2ent a,,ectin- >S<O# co*)+te net"o3, $+t
e=ce)tion# "ill not $e *ade ,o o+tine co*)+te )o$le*#.
3ote: St+dent# "0o )atici)ate in uni(ersityAsanctione# acti(ities and9o "0o "ill $e +na$le to
*eet t0e attendance e7+ie*ent# ,o a )atic+la #ection #0o+ld *o2e to anot0e #ection "0ee
t0ei acti2it% #c0ed+le# "ill not inte,ee "it0 t0ei cla##oo* o$li-ation# (#t+dent# can ,eel%
ENG 302 Course Dev. Guide 20
#"itc0 #ection# d+in- t0e ,i#t "ee3 o, t0e #e*e#te.. To acco**odate #t+dent# "0o )atici)ate
in +ni2e#it%'#anctioned acti2itie#, t0e 4itin- Po-a*# O,,ice o,,e# #ection# o, t0i# co+#e at
2aio+# ti*e# o, t0e da% and "ee3. 4e 0a2e a#3ed ad2i#o# aco## ca*)+# to 0el) #t+dent#
enoll in a))o)iate #ection#. I, %o+ t0in3 t0at t0i# co+#e *a% con,lict "it0 a +ni2e#it%'
#anctioned acti2it% in "0ic0 %o+ ae in2ol2edPat0letic# o t0e de$ate tea* o anot0eP)lea#e
#ee *e i**ediatel%.
2< "tten#ance: first =ee+ of classes
>ccodin- to +ni2e#it% )olic%, #t+dent# "0o ae e-i#teed $+t do not attend an% o, t0e ,i#t "ee3 o,
cla##e# *a% $e do))ed.
St+dent# enolled in hybri#5online courses *+#t *a3e e2e% ea#ona$le atte*)t to attend cla##
o contact t0e in#t+cto d+in- t0e ,i#t "ee3. >,te t0e ,i#t "ee3 t0o#e "0o do not #0o" +)
eit0e in )e#on o $% callin- o e'*ailin- t0e in#t+cto *a% $e do))ed.
3< If I am absent
I, I need to cancel cla## $eca+#e *% ca $o3e do"n, o i, I a* ill, etc., I "ill t% to -et #o*eone to )o#t a
#i-n. I al#o "ill t% to e*ail %o+ all, $e,oe cla##. Do"e2e, i, %o+ co*e to cla## and I a* not 0ee $% t0e
ti*e 15 *in+te# 0a# ela)#ed (,o* "0en cla## i# to #tat. , )lea#e a##+*e t0at cla## i# cancelled.
7< &ra#ing
?adin- ,o 4itin- Po8ect# "ill ,ollo" 5n-li#0 !e)at*ent #tandad#, "0ic0 ae $a#ed on content,
o-ani;ation, e=)e##ion, and *ec0anic#. To co*)+te ,inal co+#e -ade#, t0e ,ollo"in- 2al+e# ae
a##i-ned to t0e #tandad lette -ade# o, > t0o+-0 5:
> Q 3.5 ' 4.0 6 Q 2.5 3.49
C Q 1.5 ' 2.49 ! Q .5 1.49 5 Q .49 and $elo"
8< )he public nature of class =riting an# #iscussions
Plea#e con#ide e2e% )iece o, "itin- %o+ do ,o t0i# cla## to $e N)+$lic )o)et%.N Pat o, $eco*in- a
-ood "ite i# leanin- to a))eciate t0e idea# and citici#*# o, ot0e#, and in t0i# co+#e o+ )+)o#e i# to
co*e to-et0e a# a "itin- co**+nit%. :e*e*$e t0at %o+ "ill o,ten $e e=)ected to #0ae %o+ "itin-
"it0 ot0e#, #o a2oid "itin- a$o+t t0in-# t0at %o+ *a% not $e )e)aed to #+$8ect to )+$lic #c+tin%, o
t0in-# %o+ ,eel #o #ton-l% a$o+t t0at %o+ ae +n"illin- to li#ten to )e#)ecti2e# ot0e t0an %o+ o"n. T0i#
doe# not *ean t0at %o+ ae not entitled to an o)inion $+t t0at %o+ ado)t )o#ition# e#)on#i$l%,
conte*)latin- t0e )o##i$le e,,ect on ot0e#.
6< 0ate Writing !ro'ects
Ma8o )a)e# ae d+e on t0e #)eci,ied d+e date# $+t "ill $e acce)ted late1 0o"e2e, late )a)e# "ill $e
)enali;ed one lette -ade ,o eac0 da% t0e% ae late. Io in'cla## o 0o*e"o3 a##i-n*ent# (7+i;, )ee
e2ie", eadin- e#)on#e, etc.,. "ill $e acce)ted late.
7< "ll =riting for this class must be =ritten for this class
To )a## t0i# cla## all *a8o "itin- a##i-n*ent# *+#t $e co*)leted, and note t0at all "itin- ,o t0i# cla##
*+#t $e "itten ,o t0i# cla##. :e+#in- a )a)e %o+ "ote ,o anot0e cla##, o $ac3 in 0i-0 #c0ool,
con#tit+te# acade*ic di#0one#t%.
9< !lagiarism
!lagiarism i# #tealin-. 40ene2e %o+ $oo" a )0a#e, #entence, )aa-a)0Po e2en an idea #tated in
%o+ o"n "od#P,o* an% o+t#ide #o+ce (ne"# "itin-, *a-a;ine, TA #0o", $oo3. "it0o+t -i2in- cedit
to t0at #o+ce, %o+ 0a2e )la-iai;ed. Pla-iai#* i# c0eatin- %o+#el, and #o*eone el#e. T0e
con#e7+ence# ae #e2ee, incl+din- ,ail+e ,o t0e a##i-n*ent, )o$a$le ,ail+e ,o t0e co+#e, di#ci)lina%
e,eal to t0e !ean, and )o##i$le e=)+l#ion ,o* t0e <ni2e#it%. >cade*ic inte-it% i# e=)ected o, e2e%
indi2id+al in t0e <ni2e#it% (See 0tt):99""".a#+.ed+92)#a9#t+dentli,e9.. Eo *oe in,o*ation, #ee t0e
Writing Programs Guide at
0tt):99""".a#+.ed+9en-li#09"itin-)o-a*#9teac0ee#o+ce#9")-+ide9")-+ide.0t*. I, %o+ 0a2e an%
7+e#tion# a$o+t 0o" to ac3no"led-e #o*eone el#eO# "od# o idea#, #ee *e.
ENG 302 Course Dev. Guide 21
7ample 9ssignment+ Emplo8ment Do!uments
2or t(is assi!nment you ill learn to tailor a print version o% your rFsumF to a
spe#i%i# $o- advertisement. Lou ill also dra%t an a##ompanyin! #over letter %or t(e
print.version o% your rFsumF. "n addition, you ill rite a t(an0.you letter %or t(e
intervie e ill assume t(at your rFsumF and #over letter landed< &ot( your
rFsumF and your appli#ation letter ill !o t(rou!( a multi.dra%tin! #y#le. Lou ill
dra%t t(e t(an0.you letter on your on.
Notes a-out t(is assi!nment:
)FsumFs and #over letters are %luid do#uments * t(ey #(an!e #onstantly
over time, -e#ause you are alays #(an!in!. '(is assi!nment ill (elp you
#reate a do#ument t(at you #an use %rom no on.
2ormat * Csin! !ood do#ument desi!n, #reate your on %ormat- Even
though our te.t boo/ advo!ates the use of M7 Word templates; D(
6(T use a template for this assignment<<< 5nd yes, " #an tell . . .
)FsumFs #reate in a template ill re#eive a !rade no (i!(er t(an an >C?.
Ieep you print rFsumF and #over letter to one pa!e ea#( 7unless you (ave
years o% e/perien#e t(at is relative to t(e $o- in ;uestion8.
)e%er to t(e detailed #ourse #alendar on && %or rou!( dra%t due dates 6times.
2irst:
2ind an employment advertisement %or (i#( you are, or are almost
;uali%ied. 3re%era-ly, it ill -e %or an entry level position in your ma$or area.
"t must list several specific job requirements. Lou mi!(t %ind t(is ad in t(e
nespaper or online. "n any #ase, it must -e somet(in! %or (i#( you are,
or are >almost?, ;uali%ied to apply %or. "t #annot -e a %antasy $o-, or a $o- %or
(i#( you on=t -e ;uali%ied it(in t(e year.
"% %ound online, #opy and paste t(e ad into +ord and save it 7save t(e lin0,
too8. 5lso, print it * $ust in #ase.
"% %ound in t(e nespaper, #ut it out and ma0e a p(oto #opy o% itD s#an it, i%
you #an.
Lou ill turn in t(e advertisement +"'A t(e ot(er assi!nment do#uments. "
ill not !rade your assi!nment it(out it<
)FsumF:
&e!in dra%tin!. Lour rFsumF is a printed version 7see %i!ures G.3 and G.58.
"t ill -e ritten in reverse #(ronolo!i#al order.
5dditionally, -e#ause t(is is a printed rFsumF, you ill utiliBe a#tion ver-s to
(elp des#ri-e your past duties and $o-s 7see p!. 2338.
5s alays, your rFsumF s(ould -e #are%ully tailored so t(at your
;uali%i#ations ali!n it( t(ose listed in t(e advertisement.
Lou must in#lude eit(er a >4ummary,? >4ummary o% 40ills,? or an >,-$e#tive?
statement at t(e top, -elo your (eadin!. 7Must an 2L", " don=t t(in0 t(e
o-$e#tive statement in %i!ure G.5 is very !ood at all . . . -e less va!ue and
more #on#rete * it(out -o/in! yoursel% in too ti!(t.8
ENG 302 Course Dev. Guide 22
Cover 1etter:
+ritten to a##ompany your print.version rFsumF, t(is is your sales pit#(. "t
ta0es t(e pla#e o% a %a#e to %a#e introdu#tion 6meetin!. '(e sample #over
letters in our te/t are pretty !ood. '(e introdu#tion s(ould orient t(e reader,
in t(e middle para!rap(7s8 ma0e overt #onne#tions -eteen (at t(e
employer is see0in! and (at (o you %it t(at des#ription. "n t(e #losin!,
e/press optimism and in#lude any ne#essary #onta#t in%ormation.
5lays ma0e a re%eren#e to your en#losed rFsumF some(ere in t(e -ody o%
t(e letter.
&e #om%orta-le it( your #losin! para!rap(. 4ome o% t(e samples are very
%orard * almost presumptuous. "% you don=t %eel entirely #om%orta-le it(
t(at, #(an!e it so t(at it remains stron!, -ut more in line it( your
personality. ,% #ourse, you do ant to !et t(e intervie, so don=t -e too s(y.
'(an0 Lou 1etter:
'(an0 you letters are vital to t(e intervie pro#ess. 'a0in! t(e time to
#ompose and send a t(an0 you messa!e ill leave a positive impression it(
your intervieer. 5s mentioned on '(e Nault e-site, >"n addition to
t(an0in! t(e person you tal0ed it(, t(e t(an0 you note rein%or#es t(e %a#t
t(at you ant t(e $o-. Cse your letter to address any issues and #on#erns
t(at #ame up durin! t(e intervie.?
>Lou #an also vie t(e t(an0 you as a %ollo.up @sales@ letter. "n ot(er ords,
restate (y you ant t(e $o-, (at your ;uali%i#ations are, (o you mi!(t
ma0e si!ni%i#ant #ontri-utions, and so on. '(is letter is also t(e per%e#t
opportunity to dis#uss anyt(in! o% importan#e t(at your intervieer
ne!le#ted to as0 or t(at you ne!le#ted to anser as t(orou!(ly, or as ell, as
you ould (ave li0ed.?
Be sure to read the Emplo8ment &a!/age 6otes do!ument and revie"
the sample do!uments BE2('E 8ou begin drafting-
Due Date information
Due: Mar#( 0E, 200E
+(at you ill turn in to me:
'=sum= % print version tailored to an ad
Cover 0etter drafted to a!!ompan8 the print version of 8our r=sum=
&hoto!op8 : print)out of ob advertisement #" ill not !rade your
rFsumFs or #over letter it(out t(is<8
Than/)>ou 0etter * -ased on t(e assumption t(at you !ot t(e intervie %or
t(e position %or (i#( you applied.
5t t(e -e!innin! o% #lass on Mar#( E, turn in all %our do#uments. '(ey need to -e
ready %or me as you al0 in t(e door. Lou s(ould eit(er se#urely paper#lip
everyt(in! to!et(er, or pla#e it all neatly an envelope 7letter siBe manila is -est8.
Never staple your Cover 1etter to your )FsumF< D, N,' ait until #lass time to
print your do#uments.
ENG 302 Course Dev. Guide 23
7ample 9ssignment+ Business Corresponden!e
5ntrodu!tion
'(is se#ond ma$or assi!nment involves ritin! a series o% t(ree -usiness messa!es
in various %ormats pertainin! to di%%erent realisti# s#enarios t(at you and your !roup
mem-ers ill #reate. Lou ill %ind e/amples o% s#enarios outlined in your te/t,
Excellence in Business Communication, E
t(
ed.
5nstru!tions
Cse t(e pro#ess o% plannin!, ritin!, and #ompletin! t(e messa!es to %ul%ill t(e
assi!nment, and #are%ully #onsider your purpose and audien#e %or ea#( messa!e.
3ut yoursel% in t(e pla#e o% t(e reader to (elp de#ide your approa#( and t(e -est
ay to in%orm and in%luen#e t(e reader. Cse t(e su!!estions in t(e #(apters e
(ave #overed so %ar to prepare t(e most e%%e#tive do#uments.
Messa!es s(ould -e as lon! as ne#essary to a##omplis( t(e re;uired purposes, -ut
ea#( is e/pe#ted to (ave a len!t( o% -eteen one to to pa!es.
Lou ill -e e/pe#ted to spend some time in #lass ea#( ee0 or0in! on t(e
assi!nment, so -e sure to -rin! any ne#essary %iles or dra%ts.
3art o% t(e assi!nment ill involve #reatin! a s#enario it( your !roup to address
t(e parti#ular 0ind o% messa!e -ein! ritten. "ndividually, you ill #reate t(e
ne#essary details to #omplete t(e messa!e. 3art o% t(e !rade ill -e peer revie o%
ea#( messa!e -y your peer editin! !roup, and t(e !roup ill also evaluate your
letter %or e%%e#tiveness.
Grading Criteria+
'(is assi!nment ill -e !raded a##ordin! to t(e #riteria listed in t(e !radin! ru-ri#,
in#ludin!
Ao ell t(e re;uirements %or ea#( do#ument are %olloed
Ao e%%e#tive ea#( do#ument is in a##omplis(in! t(e tas0 involved
Ao ell t(e audien#e is #onsidered
Corre#t do#ument %ormat
'(e me#(ani#al and !rammati#al #orre#tness o% ea#( letter
,ri!inality and #reativity applied in #ompletin! t(e assi!nment
4u##ess%ul !roup #olla-oration
7ubmission 5nstru!tions+
4u-mit ea#( o% t(e messa!es in printed %orm -y t(e due date and in#lude all rou!(
dra%ts and preritin!. &e sure your name appears as a (eader on all o% t(e
messa!es. 4taple t(e pa!es in t(e upper le%t.(and #orner.
ENG 302 Course Dev. Guide 29
Due Dates+
)eadin!s, dra%ts and %inal #opies o% assi!nments are due on t(e %olloin! dates:
2eb ? #T$ )ead C(apter E >+ritin! )outine and 3ositive Messa!es?
)ead C(apter 8 >+ritin! Ne!ative Messa!es?
2eb @#2$ OuiBBes 9 and 5 over C(apters E and 8 are due
2eb %3 #T$ Messa!es P1 and P2 due %or 3eer )evie in #lass
)ead C(apter G >+ritin! 3ersuasive Messa!es?
&e!in Messa!e 3 assi!nment in #lass and %inis( t(is ee0
2eb 20 #T$ 2inal dra%t 7and preliminary dra%ts8 o% Messa!e P1, P2, and P3 are
due at -e!innin! o% #lass.
)ead C(apter 10, >3lannin! )eports and 3roposals?
2eb 23 #2$ OuiB E over C(apter 10 due
ENG 302 Course Dev. Guide 25
Business Corresponden!e Wor/sheets
Message A%
'outine and &ositive Messages
Group 5nstru!tions
5-
+it( your !roup, -rainstorm 10 possi-le instan#es (en you mi!(t -e re;uired to
rite a routine and6or positive messa!e to an employee. +rite t(em (ere:
55-
5nalyBe your audien#e %or ea#( o% t(e s#enarios a-ove. +(at are t(e #(ara#teristi#s
o% your typi#al audien#e %or t(e s#enariosQ 1ist t(em (ere.
555-
5s a !roup, ta0e %our o% t(e s#enarios in P1 and develop t(em -y -rainstormin!.
1ist t(e supportin! details on t(e -a#0 o% t(is s(eet.
5B-
Aave ea#( mem-er o% t(e !roup #(oose one o% t(e s#enarios to or0 it(. 1ist t(e
person and t(e topi# (ere.
B-
Ea#( person ill rite an internal memo usin! t(e s#enario (e6s(e (as #(osen.
ENG 302 Course Dev. Guide 2:
Message A2
6egative Messages
Group 5nstru!tions
5-
+it( your !roup, -rainstorm 10 possi-le instan#es (en you mi!(t -e re;uired to
rite a ne!ative messa!e to a #ustomer or #lient. +rite t(em (ere:
55-
5nalyBe your audien#e %or ea#( o% t(e s#enarios a-ove. +(at are t(e #(ara#teristi#s
o% your typi#al audien#e %or t(e s#enariosQ 1ist t(em (ere.
555-
5s a !roup, ta0e %our o% t(e s#enarios in P1 and develop t(em -y -rainstormin!.
1ist t(e supportin! details on t(e -a#0 o% t(is s(eet.
5B-
Aave ea#( mem-er o% t(e !roup #(oose one o% t(e s#enarios to or0 it(. 1ist t(e
person and t(e topi# (ere.
B-
Ea#( person ill rite a -usiness letter, in modi%ied -lo#0 style, usin! t(e s#enario
(e6s(e (as #(osen.
ENG 302 Course Dev. Guide 2E
Message A3
&ersuasive Messages
Group 5nstru!tions
'(is assi!nment ill involve usin! t(e persuasive te#(ni;ues des#ri-ed in C(apter G
to desi!n and rite a sales letter to -e sent as an email. 2or t(is assi!nment, you
ill #reate t(e sales letter as a !roup and su-mit one #opy %or t(e !roup instead o%
ritin! it individually.
"n your !roup, develop a sales messa!e t(at ma0es a spe#i%i# re;uest %or people to
pla#e an order %or a parti#ular produ#t or servi#e t(at you !enerate. Cse t(e
in%ormation %rom pa!es 301.310 as a !uide. &e sure to analyBe your audien#e, and
apply t(e 5"D5 model as a stru#ture %or your letter. Consider in#ludin! illustrations
or !rap(i#s i% appropriate. Lour letter s(ould -e 7in printed %orm8 appro/imately one
to to pa!es lon!.
'o su-mit your assi!nment, email it to me at don.ons-yRasu.edu.
Cse t(e rest o% t(e period today to de#ide on a servi#e or produ#t it( your !roup,
plan, and rite your messa!e.

ENG 302 Course Dev. Guide 28
7ample 9ssignment+ 7hort 'eports
'o: ENG 302 4tudents
2rom: Ms. 4la-au!(
Date: Mar#( 5, 200E
)e: 5ssi!nment 3 * 4(ort &usiness )eports
The 9ssignment+
,ver t(e ne/t %e ee0s e ill ta0e t(ree di%%erent types o% -usiness reports t(rou!(
dra%tin! #y#les. '(ere are a multitude o% s(ort report s#enarios t(at you ill pro-a-ly
en#ounter in t(e or0pla#e. 2or t(is assi!nment, e ill investi!ate 3 o% t(e more
>standard? s(ort report topi#s: 3ro!ress, 3roposal, and Comparison. 5s e=ve done it(
past assi!nments, e ill ta0e ea#( o% t(ese reports t(rou!( a dra%tin! 6%eed-a#0 #y#leD
(oever, -e#ause your initial dra%tin! time ill -e lon!er t(an it as %or t(e #orresponden#e
ritin!, e ill only o%%er peer revies %or one dra%t o% ea#( report.

,% t(e t(ree reports you dra%t, you ill turn in to me a Comparison report 7in s(ort report
%ormat8 96D eit(er a 3ro!ress report, or a s(ort 3roposal . #(oose 7(i#(ever one you
t(in0 -est represents your -usiness.ritin! a-ilities8. 4o, there are a total o) 2 reports
you *ill turn in to me+ They !o not have to be the ones you *or,e! on )or class-
but they must both be in response to the scenarios supplie!+ One o) them must be
a Comparison report .in short report )ormat see pg 303/+
&ot( reports ill -e turned in to me to!et(er as your 75ssi!nment 38 4(ort )eports pa#0et
on 5pril 9 at t(e -e!innin! o% #lass.
4ee 3a!es 2, 3, and 9 7-elo8 %or your s#enario #(oi#es.
9bout 8our drafts+
Lour reports must -e properly %ormatted %or your spe#i%i# audien#e and purpose. 2or t(ese
s#enarios, your pro!ress and s(ort proposal reports s(ould -e around 1 to 2 pa!es. 5
#omparison 6re#ommendation analysis in s(ort report %ormat s(ould -e less t(an G pa!es
7pro-a-ly #loser to 3 * 5 p!s * in#ludin! title pa!e8. Lou s(ould utiliBe an easy to read %ont,
7siBe 11 or 128 and your mar!ins s(ould -e no !reater t(an 1.25? top 6 -ottom, and 1.25?
eit(er side. Cse 535 style %or pa!e num-ers, et#.
7(ttp:66ol.en!lis(.purdue.edu6ol6resour#e65:060168. )emem-er to visit sample
do#uments in our te/t-oo0 -e%ore you -e!in dra%tin!. 5lso . . . . do not use a letter or
memo template from M7 Word or WiCard- Create 8our o"n do!uments<
Due Date 5nformation+
2or 2a!e to 2a!e !lasses+ ,n +ednesday, 5pril 9, 200E at t(e -e!innin! o% #lass you ill
turn in to me -ot( o% your reports. Do not ait to print t(em in our #lassD #ome to #lass
it( t(em printed. Do not staple t(em to!et(er. Ma0e sure you name is on ea#( do#ument
* eit(er as t(e sender, or t(e re#eiver, or put it in a (eader.
ENG 302 Course Dev. Guide 2G
&rogress 'eport 7!enarios
1. What do 8ou alread8 /no"4
Lou are servin! on a s#(ool (irin! #ommittee. '(e #ommittee is plannin! to
intervie t(ree #andidates (o are interestin! in tea#(in! at your s#(ool. 5s
part o% t(e intervie pro#ess, t(e #andidates (ave -een as0ed to tea#( a
se#tion o% t(e -usiness #ommuni#ation #lass. '(e topi# to -e tau!(t is ritin!
-usiness reports.
,ne o% t(e #andidates (as as0ed %or a report on (at t(e #lass (as already
#overed durin! t(e semester so (e 0nos (at (as -een #overed previously.
5s t(e only student on t(e #ommittee (o is #urrently ta0in! t(e #lass, you
(ave -een as0ed to prepare a s(ort pro!ress report o% (at (as -een
#overed, and (at ill -e #overed, in t(e #lass durin! t(e semester. +rite a
one to to.pa!e memo report summariBin! t(e material #overed in t(is #lass
t(us %ar t(is semester, and previein! t(e %uture #ourseor0. 4end t(e report
to your #ommittee #(air, Dr. Aai!. Cpon approval, s(e ill %orard it to t(e
appli#ant.
%rom: ,-er, 4#ot. Contemporary Business Communication :
t(
ed. Aou!(ton Mi%%lin: &oston, M5,
200:.
2. Mar/et 9nal8sis #E.ternal; 7oli!ited$-
Lour mar0et resear#( %irm, National Colle!iate 4olutions, "n#. 7NC4"8, as
re#ently (ired -y 5r#(ay 3u-li#ations, a pu-lis(er o% teen ma!aBines. Ed!ar
Martin, 5r#(ay=s vi#e.president o% mar0etin!, ants you to analyBe t(e
mar0et %or a proposed mont(ly ma!aBine !eared toard #olle!e students. 5s
dire#tor o% resear#( %or NC4", you a!reed to su-mit a pro!ress report at t(e
end o% ea#( mont(. "t=s 5pril 30 7you started t(e pro$e#t on 5pril 58, so it=s
time to tell Martin (at your %irm (as a##omplis(ed so %ar.
2irst, you developed an intervie %orm to !at(er data on (at #olle!e
students li0e and disli0e a-out t(e ma!aBines #urrently availa-le. 5%ter
testin! t(is intervie %orm on 35 students to -e sure t(e ;uestions ere
#learly p(rased, you made appropriate revisions and o-tained 5r#(ay=s
approval o% t(e %inal instrument. '(en you -e!an t(e len!t(y pro#ess o%
#ondu#tin! %a#e.to.%a#e intervies on ea#( o% 12 #ampuses a#ross t(e
#ountry. &y 5pril 2G, you (ad s#(eduled and #ompleted t(e 50 intervies on
3 #ampusesD you e/pe#t to s#(edule and #omplete t(e remainder o% t(e
intervies -y Mune 1. 5ll intervies are !oin! a##ordin! to s#(edule. Lou
plan to su-mit a -rie% synopsis o% your %indin!s -y Mune :, and -y Mune 20 you
ill su-mit a %ull report in#ludin! . #on#lusions and re#ommendations.
Csin! a letter %ormat, rite a 1 to 2 pa!e pro!ress report to Martin, (ose
#ompany is lo#ated at 10GE Dana 5ve., Cin#innati, ,A 9520E
%rom: ,-er, 4#ot. Contemporary Business Communication :
t(
ed. Aou!(ton Mi%%lin: &oston, M5,
200:.
7ee 7ample Do!ument page 3%3
9lso see the &rogress 'eport format guide posted as a separate lin/ under this
assignment
ENG 302 Course Dev. Guide 30
7hort &roposal 7!enarios
%- '2& and 'esponding &roposal #E.ternal; 7oli!ited &roposal$
+rite an )23 and respondin! soli#ited proposal %or one o% t(e items -elo. &e sure
to read and #are%ully revie t(e sample do#uments %or t(is parti#ular assi!nment
7posted to &&8.
C(oose one o% t(ese s#enarios:
a. 5 ne #omputer %or t(e se#retary.-oo00eeper o% a (ardare store.
-. &at(room %loor tiles 7you may su-stitute %ront door lo#0s, 0it#(en #a-inets,
#arpetin!, or some ot(er item8 %or a ne ten.unit apartment -uildin!.
#. 'o tennis #ourts 7you may su-stitute -as0et-all #ourts, a al0in! pat(,
telve -en#(es, or some ot(er en(an#ement6s8 %or a ton par0.
%rom: Murdi#0, +illiam. The Portable Business Writer Aou!(ton Mi%%lin: NL, 1GGG.
2- (n the ob #5nternal; Dnsoli!ited &roposal$-
,n your $o-, you may dis#over a -etter ay o% doin! somet(in! or a more e%%i#ient
ay to #orre#t a pro-lem. "% you -elieve t(at your proposed #(an!e ill save your
employer time, money, or %urt(er trou-le, you s(ould present an internal proposal
%or #(an!e.
+rite a s(ort internal proposal 7to your -oss or supervisor8 re#ommendin! t(at t(e
#ompany ma0e a spe#i%i# #(an!e in pro#edure, te#(nolo!y, trainin!, sa%ety,
personnel, or poli#y. Ma0e sure to #orre#tly identi%y and analyBe your audien#e, as
ell as any possi-le se#ondary audien#es. Csually, t(e person to (om you su-mit
your proposal is in a position to order t(e implementation o% t(e #(an!e.
Aere are some possi-le topi#s:
%ormin! a Csernet or listserv !roup
pur#(asin! ne o%%i#e or la-oratory e;uipment or so%tare
(irin! more o%%i#e (elp
reor!aniBin! or redesi!nin! t(e #ompany sales #atalo! or e-site, et#.
#(an!in! t(e dF#or 6%urniture in a #ompany loun!e
addin! more (ealt(.#ons#ious o%%erin!s to t(e #ompany #a%eteria menu
alterin! t(e pro!rammin! on a #ampus 7or any8 radio station
improvin! a or0.related pro#ess
Generally spea0in!, your proposal ill -e a sli!(tly in%ormal, in.(ouse messa!e. 5
-rie% 7usually 0 to 3 page/ memo report s(ould -e appropriate.
7ee 7ample Do!ument #in email format$ page 32E
(ther sample short proposals are posted to our BB site
9lso see 7hort 5nternal &roposal format guide posted as a separate lin/ under
this assignment
ENG 302 Course Dev. Guide 31
ENG 302 Course Dev. Guide
Comparison #"ith re!ommendation$ 'eport 7!enarios+
%- (ffi!e E*uipment #5nternal; 7oli!ited$+
Lour o%%i#e (as out!ron one o% t(ese items: %ilin! #a-inets, 1.s(aped se#retarial
des0s, des0top #omputers used %or ord pro#essin! and data-ase mana!ement, or
an item o% your on sele#tion. Lour -oss, 1en Su-er0os0i, (as as0ed you to do t(e
ne#essary resear#( on t(is pie#e o% o%%i#e e;uipment and present (im it( a produ#t
#omparison report and re#ommendation %or pur#(ase.
What to do+
Csin! t(e s(ort report %ormat 7see p!s. 311.3198, rite a report t(at #ompares
t(ree -rands -y %our to ei!(t important #(ara#teristi#s, in#ludin! pri#e. Cse
#atalo!s, visit stores, tal0 to o%%i#e or0ers, sear#( t(e internet * (atever you (ave
to do * to o-tain your data. 2or t(is s(ort report, #reate 7and insert into your
report8 one or to relevant ta-les and re%er to it 6t(em early in t(e do#ument.
"nvent pra#ti#al in%ormation as needed.
%rom Murdi#0, +illiam. The Portable Business Writer Aou!(ton Mi%%lin: NL, 1GGG.
2- Evaluating Web)Based 7urve8 Tools #5nternal; Dnsoli!ited$+
Lou or0 %or a small start.up #ompany it( a-out 25 employees sellin! ma$or
medi#al insuran#e %or pets. "t=s a ne mar0et ni#(e, -ut one you -elieve in
-e#ause you 0no t(at ot(ers must #are %or t(eir pets as mu#( as you #are %or
your ten year old !olden retriever.
Lou=ve only -een in -usiness 3 years, and your -usiness (as -een !roin!
steadily until re#ently, (en !rot( -e!an to level o%%. Lou onder i% t(e mar0et
is saturated, or (et(er you are missin! any #ross.sellin! opportunities. 4o, you
de#ide to survey your #urrent #ustomers to !et more insi!(t so you #an !et t(e
!rot( rate -a#0 on tra#0.
Lou don=t 0no mu#( a-out online survey instrumentsD (oever, you do 0no
t(ere are many e-.-ased appli#ations t(at mi!(t (elp you. '(ese appli#ations
ould email t(e survey or a lin0 to it to your #ustomersD you=d (ave data -a#0
pretty ;ui#0ly * espe#ially sin#e you plan to o%%er a priBe to one lu#0y respondent to
en#oura!e parti#ipation. &ut you (ave not used any o% t(e e-.-ased tools -e%ore,
alt(ou!( you 0no some small -usinesspeople (o (ave. ,ne person re#ommended
Soomeran!, (ile anot(er mentioned 4urveymon0ey.
Lou de#ide to revie t(e e-sites o% 3 to 9 o% t(ese appli#ations to %ind one t(at
mi!(t %it your needs. '(en you=ll rite up a #omparison and re#ommend one tool
%or t(e #ompany to use. Lou=ll present t(e s(ort report to t(e dire#tors at t(e ne/t
-oard meetin!.
What to do+
Csin! t(e s(ort report %ormat 7see p!s. 311.3198, rite a report t(at #ompares 3
or 9 e-.-ased survey pro!rams -y %our to ei!(t important #(ara#teristi#s,
in#ludin! pri#e. 2or t(is s(ort report, #reate 7and insert into your report8 one or
to relevant ta-les and re%er to it 6t(em early in t(e do#ument.
"nvent pra#ti#al in%ormation as needed.
7ee sample do!uments+ pgs- 3%% 3%F #short report format$
and pgs- 3%E 3%? #letter format$
9lso see 7hort Comparison report format guide posted as a separate lin/ under
this assignment
32
ENG 302 Course Dev. Guide
7ample 9ssignment+ 0ong :2ormal 'eport #&roposal$
What is a &roposal4
3roposals are essentially an o%%er or -id to do a #ertain pro$e#t %or a person or #ompany.
3roposals may #ontain te#(ni#al -a#0!round, statisti#s, %easi-ility studies,
re#ommendations, et#., -ut (at ma0es a proposal a proposal is t(at it see0s approval %or
%undin! or permission to pro#eed it( a pro$e#t. &ot( internal and e/ternal proposals #an
o%%er solutions to e/istin! pro-lems as ell as propose ne ideas, #on#epts or pro$e#ts.
T8pes of &roposals+
4oli#ited6E/ternal 3roposals: 5 re;uest %or proposal 7)238 or an "n%ormation %or &id 7"2&8 is
typi#ally sent out (en a #ompany is see0in! proposals %or a parti#ular pro$e#t. '(is type o%
proposal ould summariBe t(e ;uali%i#ations o% t(ose su-mittin! t(e proposal, and t(eir
uni;ue approa#( to t(e pro$e#t, in#ludin! a -ud!et and s#(edule. 5n e/ample o% t(is type o%
proposal ould -e an )23 %rom t(e 3ur#(asin! Mana!er o% a lar!e #orporate %irm see0in! a
proposal %or up!radin! a #omputer so%tare system in#ludin! installation, te#(ni#al support
and li#ensin!.
5 4oli#ited or Cnsoli#ited 3roposal: Non.pro%it or!aniBations use t(e !rant proposal to soli#it
%undin! %or pro$e#ts -ot( lar!e and small. '(ese !rant appli#ations are typi#ally in response
to a )23, -ut #an also -e !enerated to advo#ate %or a sudden or pressin! %inan#ial need due
to -ud!et s(ort%alls in donations or state6%ederal %undin!. Grant proposals #an %und #apital
items su#( as a ne -uildin! or renovationD or mu#( smaller e/penses su#( as s#(olars(ips
%or edu#ational seminars, t(e pur#(ase o% ne e;uipment, or employment opportunities %or
underserved populations.
"nternal 3roposals: +ritten in.(ouse at an or!aniBation or #ompany -y an employee,
department or !roup see0in! to esta-lis( %undin! %or a parti#ular item, e/pense, #on#ept or
idea. 5n e/ample o% an internal proposal ould -e: proposin! a redu#tion in day.to.day
e/penses t(at ould lead to si!ni%i#ant #ost savin!s it(in t(e #ompany su#( as #(an!in!
t(e lo#ation o% t(e #ompany par0in! stru#ture %rom inside t(e -uildin! (ousin! t(e #ompany
to an open lot to -lo#0s don t(e street in order to save on par0in! e/penses.
The &roposal &roe!t+
Dependin! on your area o% interest and e/pertise, ea#( o% you ill #(oose a di%%erent
approa#( to t(e proposal pro$e#t. 4ome o% you ill #(oose to do a proposal in response to a
)e;uest %or 3roposal 7)238 (ile ot(ers ill -e interested in developin! an internal proposal
%or a parti#ular pro$e#t or idea. 4till ot(ers may -e most interested in sear#(in! %or an
opportunity to su-mit a !rant proposal. '(e type o% proposal you #(oose ill -e uni;ue.
&ased upon t(e type o% proposal you rite, you may in#lude some or all o% t(e %olloin!:
5n initial outline o% t(e idea and s#ope o% t(e pro$e#t. Ao ill you #ompile t(e ne#essary
in%ormationQ
"ntrodu#tory letter or memo -rie%ly e/plainin! your intention in su-mittin! t(e proposal
'itle or #over pa!e
3roposal 4ummary 7200 ord a-stra#t8
"ntrodu#tion 72508
'(e &ody o% t(e proposal in#ludin! all t(e pertinent in%ormation on your proposal. +(at ill
it #ostQ +(at ot(er resour#es are neededQ Ao ill it -e implementedQ +(at are t(e
-ene%its and ris0sQ +(y is it important to pursue t(is idea6#on#ept6su!!estion noQ 71250
ords8
Con#lusion6re#ommendation 7250 ords8
33
ENG 302 Course Dev. Guide
5s needed: &i-lio!rap(yD or0s #ited pa!eD appendi#esD !lossaryD ;uali%i#ations o% riter
su-mittin! t(e proposal. +(y are you ;uali%ied to ma0e t(is proposalQ 5re t(ere te#(ni#al
terms t(at need e/plainin! in a !lossary or appendi/Q +(ere did you %ind your resear#(
materialsQ
"n addition to t(e #ontents mentioned a-ove, you ill also need to #(oose a desi!n %or your
do#ument in#ludin! a template and %ont. "% ne#essary to t(e overall e%%e#tiveness o% t(e
proposal, !rap(i#s, #(arts and statisti#s #an also -e in#luded.
Whi!h 2ormat is 'ight4
"nternal proposals #an -e done in a memo.style %ormat as one do#ument or as a standard
proposal it( a memo #over letter
E/ternal proposals -eteen pro%essional a!en#ies or #ompanies s(ould in#lude a %ormal
-usiness #over letter it( t(e proposal atta#(ed -e(ind it
(ther things to !onsider+
Cse a lo!i#al do#ument stru#ture * i.e. introdu#e your pro$e#t -e%ore dis#ussin! -ud!et or
o%%erin! a #on#lusion or re#ommendation.
"n#lude a -rea0don o% t(e #osts involved * it( an outline o% t(e (ourly rates %or ea#(
person involved in t(e pro$e#t, t(e supplies needed, et#.
5ddress your proposal to a real #ompany, a!en#y or person. 5lt(ou!( you ill not -e
su-mittin! your proposal as part o% your pro$e#t, you s(ould -e a-le to do so.
Cse #ommon lan!ua!e .. even (en des#ri-in! e/tremely te#(ni#al #on#epts. Lour
proposal s(ould -e #lear and understanda-le, ritten in lan!ua!e t(at t(e audien#e o% your
parti#ular proposal ould easily #ompre(end.
Due Dates+
4ee t(e 4ylla-us %or t(e e/a#t date t(e pro$e#t is due.
Lour proposal must meet t(e minimum ord #ount re;uirement 72000 . 2500 ords8, so
#(oose a topi# a-out (i#( you (ave somet(in! su-stantive to say. 4u-mit it in 12 pt. type
it( all pertinent do#umentation atta#(ed. Complete t(e plannin! s(eet 7atta#(ed8 -e%ore
#reatin! your outline. C(e#0 t(e sylla-us %or t(e due dates o% t(e %olloin!: >"n%ormal?
3ro!ress )eportD %irst dra%tD revised dra%tD and 2inal dra%t. Lou must meet all t(e deadlines
%or ea#( p(ase< 1ate dra%ts re#eive Bero points %or t(at p(ase o% t(e pro$e#t.
Copies o% resear#( materials s(ould -e in#luded as a part o% your -a#0 matter 7-a#0!round
materials8.
Do!ument Design and >our &roposal
'(e overall desi!n and layout o% a do#ument play a ma$or role in t(e a##eptan#e -y an
audien#e. '(is is espe#ially true o% a proposal * a 0ey sales do#ument %or you and your
#ompany. Ieep in mind t(at your proposal ill -e #ompetin! it( many 7per(aps 50 or
1008 ot(er proposals and t(e %irst impression it ill ma0e ill -e visual. "t s(ould -e
attra#tive, lo!i#ally or!aniBed, and reader %riendly. "% it is desi!ned pro%essionally and
pleasin!ly, it ill remain in t(e runnin!. "% not, your proposal may -e re$e#ted -e%ore your
audien#e reads your %irst senten#e.
Aere are some !uidelines to (elp you prepare an attra#tive and #are%ully desi!ned proposal.
Ma0e sure you %ollo t(e )23 !uidelines to t(e letter * in terms o% spa#in!, title pa!e,
num-er o% #opies, et#.
Dou-le.#(e#0 to ma0e sure it loo0s pro%essional. Cse !ood ;uality paper and a sturdy
-indin!.
39
ENG 302 Course Dev. Guide
,r!aniBe your proposal into se#tions to (elp t(e reader identi%y and %ollo t(e various
parts o% your proposal * e.!., pro-lem, solution, -ud!et, timeta-le, personnel.
Cse plenty o% #learly mar0ed, lo!i#ally ordered, and #onsistent (eadin!s 7or, i% ne#essary,
su-(eadin!s8 to separate se#tions o% your proposal to (elp readers %ollo t(e or0
easily, ;ui#0ly and #learly.
"nsert e/tra spa#in! -eteen se#tions o% your proposal so t(ey stand out and s(o your
readers your or0 is or!aniBed.
Cse pro%essional.loo0in! and easy.to.read %ont and type siBe. 4tay aay %rom s#ript
%onts and t(ose it( ornate desi!ns. Do not try to #ram more in%ormation in -y
resortin! to an 8.point type.
"n#lude easy.to.%ollo indented lists, ea#( item pre#eded -y a -ullet or an asteris0.
Clearly la-el and insert all visuals in t(e most appropriate pla#es in your proposal.
Distin!uis( #learly all %inan#ial in%ormation. 3ut -ud!ets in easy.to.read ta-les, not
-uried in a para!rap( o% prose. Ma0e sure ea#( item in a -ud!et6timeta-le is identi%ied
and (i!(li!(ted or rele!ated to a %ootnote or appendi/.
Ieep para!rap(s under %ive or si/ senten#es. Aeavy -lo#0s o% prose slo readers don
and ma0e t(em t(in0 your or0 is dense and (ard to %ollo. Consider your readers
#om%ort level.
Cse multiple or!aniBation mar0ers su#( as -ullets, (i!(li!(ts 7-old and itali#s8, num-ers,
(eaders, et#.
Do not %ail to in#lude and la-el any supportin! do#uments or materials t(at ill not -e a
part o% your proposal proper, e.!., s#(edules, surveys, samples, et#.
Ieep in mind, too, t(at you mi!(t ant to e/periment it( various %ormats and %onts.
7E/#erpt %rom pp. :23.9, 4u##ess%ul +ritin! at +or0 -y 3(ilip C. Iolin, Aou!(ton Mi%%lin,
20098
&ossible Topi! 5deas for 8our &roposal &roe!t
!or a "olicited External Proposal:
'(e National "nsuran#e 5ppraisers 5sso#iation is plannin! an up#omin! #onvention. '(is
asso#iation o% 500 mem-ers #ondu#ts a t(ree.day #on%eren#e durin! late ,#to-er t(at
in#ludes at least one !eneral session and as many as %ive -rea0.out !roups o% 50 to E5
parti#ipants. '(e #(air o% t(e !roup=s #onvention site #ommittee (as invited 'empe, 5S to
su-mit a proposal -iddin! %or t(e #onvention=s 200: national #onvention. )EOC")ED: 5s
t(e e/e#utive dire#tor o% t(e E#onomi# Development Coun#il, rite a proposal in#ludin!
spe#i%i# in%ormation to #onvin#e t(e !roup t(at 'empe, 5S #an provide t(e needed meetin!
%a#ilities, (otel a##ommodations, e#onomi#al transportation %rom ma$or C.4. #ities, and a
variety o% so#ial and re#reational a#tivities %or mem-ers and !uests. ,-tain t(e ne#essary
in%ormation on 'empe %rom t(e C(am-er o% Commer#e and internet resear#(.
!or an #nsolicited "ales Proposal:
Desi!nin! a e-site
3rovidin! #onsultin! or0 to save a #ompany money
,%%erin! trainin! %or employees
"n#reasin! donations to a #(arita-le %und 7Cnited +ay or t(e )ed Cross8
4upplyin! insuran#e #overa!e to a small %irm 7%ive to ten employees8
!or a "olicited or #nsolicited $rant Proposal:
2undin! %or an edu#ational pro!ram or #on%eren#e %ee
Monies to pay %or paintin! t(e e/terior o% a mental (ealt( o%%i#e -uildin!
2undin! to -uy a ne #opier or several o%%i#e #omputers %or a nonpro%it or!aniBation
2undin! to provide pu-li# edu#ation on t(e topi# o% depression in t(e or0pla#e
35
ENG 302 Course Dev. Guide
!or a "olicited or #nsolicited %nternal Proposal:
5ddin! more (ealt(.#ons#ious o%%erin!s to t(e s#(ool or #a%eteria menu
5lterin! t(e pro!rammin! on t(e #ampus radio station
E/pandin! distan#e learnin! o%%erin!s
)edesi!nin! or reor!aniBin! your #ompany=s annual report
4ettin! up a tuition reim-ursement pro!ram %or employees o% a %i#tional #ompany #alled
"nnovative 4olutions. 5s (uman resour#es mana!er you are ma0in! a proposal to
mana!ement to institute a tuition reim-ursement pro!ram %or employees (o return to
#olle!e. '(is ould in#lude t(e %olloin! in%ormation: 718 an e/planation o% (o t(e tuition
reim-ursement pro!ram ould in#rease overall morale and produ#tivity in employees, 728
#omplete e/planation o% (o t(e reim-ursement pro!ram ould or0, and 738 a -ud!et %or
anti#ipated #osts.
&roposal &lanning 7heet+
+(at is t(e su-$e#t o% t(e proposalQ &e spe#i%i#. +(at is t(e pro-lem or pro$e#tQ
+(o is your proposal %orQ +(at is (is6(er positionQ "s (e6s(e t(e person it( aut(ority to
de#ide on t(e implementation o% su#( a planQ
+(at is t(e purpose o% t(e proposalQ +ill it solve a %inan#ial or so#ial pro-lemQ +ill it
impa#t t(e inner or0in!s o% one #ompany or #(an!e t(e ay -usiness is doneQ '(in0
spe#i%i#ally a-out (at you are tryin! to a##omplis(.
+rite a su##in#t statement t(at outlines t(e pro-lem (i#( t(e proposal ill address or t(e
idea it see0s to support. +(y is t(is proposal needed noQ +(y does t(is pro-lem need
you to solve itQ
+(at is your proposed solution or planQ E/plain (o and (y t(e proposed solution ill
or0. "s it t(e only solution or one o% manyQ
+(at sort o% pro#edures and met(ods ill you use to address or #ontain t(e pro-lemQ
,utline t(ese pro#edures in detail.
+(at are t(e #osts involvedQ ,%%er a #on#rete -ud!etary plan and outline a timeline on (o
t(e money ill -e allo#ated and spent.
+(o ill implement t(e solution or planQ +(at are t(e pertinent ;uali%i#ations o% t(e
individual o%%erin! t(is solution or planQ Aas (e6s(e done t(is sort o% or0 or solved t(is
type o% pro-lem in t(e pastQ Does (e6s(e (ave !ood re%eren#esQ
3:
ENG 302 Course Dev. Guide
7ample 9ssignment+ Creating Effe!tive &resentation Materials
7mall Group Wor/ Creating Effe!tive &resentation Materials G2a!e to 2a!e
H 18brid ClassesI
Lour preparation s(ould in#lude a %i%teen to tenty slide presentation utiliBin! 3oer3oint
and a s(ort 7appro.imatel8 2E0 "ord$ dis!ussion prompt regarding 8our Case 7tud8
Topi!- The prompt should stimulate dis!ussion amongst all members of the !lass
on 8our topi!- &lease "rite *uestions that "ill further the dis!ussionJ not 8es or no
t8pe *uestions. +e are aimin! %or #reatin! several very s(ort pro%essional presentations
%or t(e (ole #lass to vie and learn %rom. Every !roup=s Case 4tudy deals it( an aspe#t
o% -usiness et(i#s.
C(apter 13 in E/#ellen#e in &usiness Communi#ation !ives some !ood advi#e %or preparin!
%or a presentation. +(at you are loo0in! to do is to #reate slides (i#( are visually
appealin! and not over#roded it( in%ormation or random #lip art. Lour slides s(ould
e/plain your topi# in as mu#( detail as you deem ne#essary. '(rou!( your dis#ussion
prompt, you are en(an#in! and deepenin! t(e messa!e o% your slide presentation.
5mportant 5nformation and Due Dates GThese are revisions from "hat the s8llabus
states; so go "ith this timeline-I
'(ese presentations ill -e #ompleted durin! t(e %inal to ee0s o% t(e semester.
Copies of 8our slide presentation and dis!ussion prompt should be emailed
to me b8 no later than Wednesda8 9pril 2E; 200K- Cpload t(e %irst dra%t -y
Monday 5pril 23 no later t(an 11:5G 3M to your small !roup area under
>3resentation 3ro$e#t.? Lou ill or0s(op your presentation materials 5pril 1E, 5pril
1G J 5pril 29, 200E.
2inaliBed slides and prompts s(ould -e ready %or presentation in t(e online #lassroom
Tunder 3resentations Aeadin!U on the Class Dis!ussion Board Gunder Coffee
1ouseI b8 Wednesda8 9pril 2E-
&resentations "ill be uploaded Gb8 the instru!torI on Thursda8 9pril 2?;
200K #the final da8 of !lass$ and 8ou "ill have bet"een then and Tuesda8
Ma8 %; 200K to !omplete 8our online dis!ussions-
'esponding to the other groupsL prompts !ounts to"ard 8our small group
grade- Ea#( person s(ould parti#ipate in dis#ussion o% a minimum of three of the
five !ase studies #in!luding 8our o"n$-
This proe!t is "orth E0 points-
3E