商务与管理沟通（英文 第12版）案例 Locker12e-OnlineSyllabus-15wk-Messages-Proposals-Reports

OnlineSyllabus5-

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ScheduleforOnlineFifteenWeekCourse

Positive,Informative,Negative,andPersuasiveMessages+ProposalsandReports

TableofContents

Schedule

2

CourseVideos

7

PotentialAssignmentsforSubmission

7

ConnectAssignments

8

PreparatoryAssignmentstoReplaceClassDiscussions

8

PurposeofPreparatoryAssignments

9

ChoosingTopicsofPreparatoryAssignments

9

RecommendedGradingProcedureforthePreparatoryAssignments

9

RememberingandUnderstandingRubric

11

Applying,Analyzing,orEvaluatingRubric

12

ExamplePreparatoryAssignments

13

CoursePolicyAwarenessForm

13

LevelsofAudience

14

CritiquingandRevisinganEmail

14

AnalyzingNegativeMessages

14

StrategiesforPersuadingAudiences

15

RevisingaPersuasiveEmail

15

DocumentDesign

16

PartsofaProposal

16

AnalyzingaProposal

16

IdentifyingtheWeaknessesinProblemStatements

17

EvaluatingSurveyQuestions

17

PartsofaProgressReport

17

IdentifyingAssumptionsandLimitations

18

RevisinganExecutiveSummary

18

Schedule

Week

Topics,Readings,andVideos

DeliverablesDue

1

Reviewthecoursesyllabus(objectives,schedule,andschedule).

Concepts:

Benefitsofgoodcommunicationskills;costsofineffectivecommunication;basiccriteriaforeffectivemessages;roleofconventionsincommunication;ethics;corporateculture;understandingandanalyzingbusinesscommunicationsituations;howtosolvecommunicationproblems

Readandstudythefollowingchapters:

Chapter1:SucceedinginBusinessCommunication

Watchandstudythematerialinthefollowingvideos:

Onlinelearning

Benefitsofcommunicationandcostsofpoorcommunication

Basiccriteriaforeffectivemessages

Ethicsandcorporateculture

Understandingandanalyzingbusinesscommunicationsituationsandhowtosolvebusinessproblems

Plagiarismpolicy

Memooncommunicationinorganizationordisciplineassigned

Connecthomework:

DeterminingCostsofPoorCommunication

StaleCookies

CommunicatingLabResults

PreparatoryAssignment:

CoursePolicyAwarenessForm

2

Concepts:

Identifyingandanalyzinglevelsofaudience;creatingpositiveemphasisandyou-attitude;tone,power,andpoliteness;buildingtrust;reducingbias

Readandstudythefollowingchapters:

Chapter2:AdaptingYourMessagetoYourAudience

Watchandstudythematerialinthefollowingvideos:

Identifyingandanalyzingaudience

Choosingchannels

Usingaudienceanalysistoadaptmessages

Audiencebenefits

Writingorspeakingtomultipleaudienceswithdifferentneeds

Memooncommunicationinorganizationordisciplinedue

Connecthomework:

ChoosingtheCorrectChannels

TargetingaNewAudience

PreparatoryAssignment:

LevelsofAudience

3

Concepts:

Purposeandorganizationofinformativeandpositivemessages;reasonstousetechnology;buildinggoodwillwithtechnology;managinginformationandusingbenefitsininformativeandpositivemessages;usingnarrativeandhumor;choosingmediumformessages

Readandstudythefollowingchapter:

Chapter8:SharingInformativeandPositiveMessageswithAppropriateTechnology

Watchandstudythematerialinthefollowingvideos:

Purposesofinformativeandpositivemessages

Organization,subjectlines,managinginformation,andending

Reasonstousetechnology,commonplatforms,andbestpractices

Buildinggoodwill

PositiveorInformativeMessageassigned

Connecthomework:

WhentoUseBenefitsinInformativeandPositiveMessages

ChoosingtheMostEffectiveTechnologicalPlatform

InformativeMessageonChangingaDeadlineorCommunicatingatDrakeOrthopedic

PreparatoryAssignment:

CritiquingandRevisinganEmail

4

Concepts:

Purposeandorganizationofnegativemessages;partsofanegativemessage;varietiesofnegativemessagesandalternativestrategies;ethicalissues;usingtechnology

Readandstudythefollowingchapter:

Chapter9:DeliveringNegativeMessages

Watchandstudythematerialinthefollowingvideos:

Purposesandorganizingnegativemessages

Partofanegativemessage

Toneandapologies

Varietiesandalternatives

Ethicalissuesandusingtechnology

PositiveorInformativeMessagedue

NegativeMessageassigned

Connecthomework:

ThePartsofaNegativeMessage

NegativeMessageonReducingHealthBenefitsorWritingaNegativeMessage

PreparatoryAssignment:

AnalyzingNegativeMessages

5

Concepts:

Purposeofpersuasivemessages;analyzingpersuasivemessage;choosingstrategiesandtone;varietiesofmessages;effectivenessofpositivestrategiesoverthreatsandpunishment

Readandstudythefollowingchapter:

Chapter10:CraftingPersuasiveMessages

Watchandstudythematerialinthefollowingvideos:

PurposesofpersuasivemessagesandanalyzingPersuasiveSituations

Choosingapersuasivestrategy

Whypersuasionismoreeffectivethanthreatsandpunishment

Writingdirectrequests,problem-solvingmessages,andtone

NegativeMessagedue

PersuasiveMessageassigned

Connecthomework:

ChoosingtheCorrectStrategy

PersuadingEmployeesatProtagoras

PreparatoryAssignment:

StrategiesforPersuadingAudiences

6

Concepts:

Continuedworkonpersuasivemessages

Readandstudythefollowingchapter:

Chapter10:CraftingPersuasiveMessages

Watchandstudythematerialinthefollowingvideos:

Varietiesofpersuasivemessages,salesandfund-raisingmessages

Technologyandpersuasion,face-to-facepersuasion

PersuasiveMessagedue

Connecthomework:

SolvingtheMicrowaveProblem

PreparatoryAssignment:

RevisingaPersuasiveEmail

7

Concepts:

Importanceofdocumentdesign;designconventionsandguidelines;fourlevelsofdesign;designinclusively;testingdocuments;designingbrochures,infographics,andwebsites

Readandstudythefollowingchapter:

Chapter5:DesigningDocuments

Watchandstudythematerialinthefollowingvideos:

Importanceofdocumentdesign,conventions,fourlevelofdesign

Designguidelines

Incorporatingdesignintothewritingprocess

Designinclusively,testingdocuments

Brochures,infographics,andwebsites

MessagesProjectassigned

Connecthomework:

UnderstandingLevelsofDesign

Panum’sQuarterlyNewsletter

WebPageAnalysis

PreparatoryAssignment:

Documentdesign

8

MessageProjectdue

Conferences*

9

Concepts:

Definingproposals;brainstormingproposals;developingandorganizingproposals;preparingthebudgetandcostsections;writingproposalvarieties

Readandstudythefollowingchapter:

Chapter14:WritingProposals

Watchandstudythematerialinthefollowingvideos:

Definingproposals

Brainstormingforwritingproposals

Organizingproposals

Preparingthebudgetandcostssections

Writingproposalvarieties

Proposalassigned

Connecthomework:

ProposalVarieties

BrainstormingforProposals

SelectingTopics

PreparatoryAssignment:

PartsofaProposal

AnalyzeaRealProposal

10

Concepts:

Varietiesofreports;reportproblems;researchstrategiesforreports;choosinginformationforreports;sourcecitationanddocumentation

Readings:

Chapter15:WritingReports

Watchandstudythematerialinthefollowingvideos:

Varietiesofreports

Reportproblems

Findinginformationonlineandinprint;evaluatingwebsources

Choosinginformationforreports

Sourcecitationanddocumentation

Connecthomework:

ReportVarieties

PreparatoryAssignment:

IdentifyingWeaknessesinProblemStatements

11

Concepts:

Analyzinganddesigningsurveys;observingcustomersandusers,analyzingnumbersandpatterns,checkinglogic,conductingresearchinterviews

Readings:

Chapter15:WritingReports

Watchandstudythematerialinthefollowingvideos:

Analyzinganddesigningsurveys

Analyzingnumbersandpatterns

Checkingyourlogic

Conductingresearchinterview

Observingcustomersandusers

Proposaldue

ProgressReportandFormalReportassigned

Connecthomework:

SurveyingSoleraCustomers

PreparatoryAssignment:

EvaluatingSurveyQuestions

12

Concepts:

Uses,types,andorganizingprogressreports;choosingandorganizinginformationforreports,reportstyleandheadings

Readings:

Chapter15:WritingReports

Watchandstudythematerialinthefollowingvideos:

Uses,types,andorganizingprogressreports

Choosingandorganizinginformationforreports

Reportstyleandheadings

ProgressReportdue

Connecthomework:

ReportingonTeamProgress

OrganizingInformationinReports

PreparatoryAssignment:

PartsofaProgressReport

13

Concepts:

Formalreports,writingtheintroduction,backgroundandhistory;organizingandwritingthebody

Readings:

Chapter15:WritingReports

Watchandstudythematerialinthefollowingvideos:

Formatreports:introduction,backgroundorhistory;organizingandwritingthebody

ProgressReportdue

PreparatoryAssignment:

IdentifyingAssumptionsandLimitations

14

Concepts:

Creatingthetitlepage,tableofcontents,listofillustrations,executivesummary;letterormemooftransmittal;conclusionsandrecommendations

Readandstudythefollowingchapter:

Chapter15:WritingReports

Watchandstudythematerialinthefollowingvideos:

Frontmatter

Executivesummaryorabstract

Letterormemooftransmittal

Conclusionsandrecommendations

Connecthomework:

UnderstandingElementsofFormalReports

PreparatoryAssignment:

RevisinganExecutiveSummary

15

Concepts:

Reviewconceptsfromthecourse

Readandstudythefollowingchapters:

Reviewallchapterstodate

FormalReportdue

16

FinalExam

*Conductconferencesviavideoconferencing(Skype,GoogleHangouts,etc).

CourseVideos

Keepthevideosshort—aroundfiveminutesbutnomorethaneightminutes.UsetheappropriatePowerPointpresentationslidesfromthetextbookchaptersandaddyourownexamplestoillustratethechapters’points.

Thelistofvideosprovidedeachweekinthetableabovearejustsuggestionsforhowtobreakupeachchapter’scontentsintomanageableunits.

PotentialAssignmentsforSubmission

TheassignmentsintheDeliverablesDuecolumnabovearejustsuggestions.

Memooncommunicationinorganizationordiscipline.Considerstartingthesemesterbyaskingstudentstowriteamemoaboutcommunicationintheirorganizationordiscipline.Considersomethinglikeexercise1.8UnderstandingtheRoleofCommunicationinYourOrganization.Usetheexerciseasisoradapttobetterfityourcourse’sneeds.

Positiveorinformativemessage.Askstudentstowriteapositiveorinformativemessage.Useoneoftheexercisesfromthetextbookorcreateyourown.

Negativemessage.Askstudentstowriteanegativemessage.Useoneoftheexercisesfromthetextbookorcreateyourown.

Persuasivemessage.Askstudentstowriteapersuasivemessage.Useoneoftheexercisesfromthetextbookorcreateyourown.

Messagesproject.Createascenariowheremultiplemessagesareneededsostudentswillneedtowriteaseriesofdifferentmessagesinresponsetothesamesituation.Thisisespeciallyeffectiveifstudentsneedtowriteamessagetoacustomer,colleague,andsuperior.

Proposal.Aproposalofanidealeadingtoaformalreport.

Progressreport.Writtenchronologicalortaskprogressreport.

Formalreport.

Finalexam.Createyourownmultiple-choiceexamusingtheoptionalquestionsintheaccompanyingTestBank.

ConnectAssignments

WerecommendthattheConnectassignmentsbeworthnomorethan10%ofthegrade.Ifyourcourse’slearningmanagementsystem(LMS)weightsassignmentgroupings,thenyoucanassignasmanyorasfewConnectassignmentsasyouprefer.Ifyouneedtocarefullycountpoints,thenchoosetheConnectassignmentsstrategically.

PreparatoryAssignmentstoReplaceClassDiscussions

Gaininginsightintostudents’thinkingandcreatingclasscohesion

Whenweteachtraditional,orface-to-face,sectionsofbusinesscommunicationcourses,wetendtoscaffoldourclassactivitiesforoptimumstudentunderstanding.WeguideourstudentsthroughBloom’staxonomyoflearningfromremembering/understandingthroughanalysistocreate.Ourclassactivitiesduringanygivenweekmightlooksomethinglikethis:

Weintroducetheweek’stopic,likethepurposeandelementsofproposals,inashortpresentation.

Wesetstudentstoworkinsmallgroupstopracticeidentifyingthepartsofaproposalinexampletexts.Wewalkaroundlisteningtostudentdiscussions:wecomment,correctmisconceptions,andpushourstudentstothinkmorecritically.Afterashorttime,wegatherstudentstogetherasalargegrouptoshareandsummarize.Thisiswherewecorrectmisunderstandingsandsolidifywhatwewantourstudentstolearn.

Wesetstudentstoworkinsmallgroupstopracticeanalyzingstrengthsandweaknessofexampleproposals.Wewalkaroundlisteningtostudentdiscussions;wecomment;correctmisconceptions;andpushourstudentstothinkmorecritically.Afterashorttime,wegatherourstudentstogetherasalargegrouptoshareandsummarize.Again,wecorrectmisunderstandingsandencourageourstudentstothinkcritically.

Finally,we’llinstructstudentstocreatetheirownproposals,hopingtoholdatleastonecomputerlabdaywherewecanlookovertheirshouldersandgiveimmediatefeedbackonthedrafts.

Inourface-to-facesections,wecanuseactivitieslikethesetoguideourstudentstobetterunderstandingandcreatecohesion.

Inouronlinesections,however,wedon’thavetheabilitytoreadilydiscussconceptswithstudents,norcanwehearwhatthey’rethinking.Onlinestudentsworkinisolationandoftendon’trealizethattheydon’tunderstandwhatthey’restudyingandpracticing.Withoutsomesortofgive-and-takewithstudents,welikelywon’thaveanyideathattheydon’tunderstandcoursecontentuntilafterthey’vesubmittedtheassignments,whichistoolatetohelpthem.Andstudentswon’thaveagoodideaofwhatyou’llbelookingforintheirassignmentuntilafterthey’vesubmittedtheassignments,whichistoolatetohelpthemanticipateyourreactions.Tothatend,considerusingpreparatoryassignments.

PurposeofPreparatoryAssignments

Thepreparatoryactivitiesservemultiplepurposes:

Gaininsightintostudents’thinking.Studentscompletetheassignmentstoillustratetheirthinking,andweusetheassignmentstogetafeelforhowstudentsunderstandcourseconcepts.

Givestudentsinsightintoyourexpectations.Studentswilllearnaboutyourexpectationsonthespecifictopics/conceptsforfuturemajorassignmentsfromyourresponsestotheirindividualworkandyourannouncementpoststotheentireclass.

Createcommunity.Whileyoucontrolthecontentoftheannouncement—youidentifythemainideasthatyouwantstudentstogetfromtheassignment—youcanincorporateattributedquotationsandideasfromstudents’work.Seeingtheirnamesandworksregularlythroughoutthesemesterprovidesasensecommunity.

ChoosingTopicsofPreparatoryAssignments

Thetopicsforthepreparatoryassignmentsshouldbethemainpoint—conceptorskill—fromthatweekthatyourstudentswillneedtocompletetheirupcomingwritingassignment.Youcancreateyourownpreparatoryassignmentoruseoneoftheexercisesfromthetextbook.

Potentialpreparatoryassignmentsareinaseparatesectionbelow.

RecommendedGradingProcedureforthePreparatoryAssignments

Readthestudents’submissionsasifyouwerelisteningtothemrespondtoyouinclass.Letthemknowifsomethingtheysaidwasgood,andgentlycorrectthemiftheymadeamistakeorseemtomisunderstandsomething.

Donotrevieworgradefororganization,style,orexpression;thesearenotmajorassignments.Reviewingandpostinganannouncementaboutstudents’submissionsshouldtakelesstimethanyouwouldhavespentteachingface-to-facethatweek.

Approacheachassignmentwithalistofthingsthatyouwantstudentstoknowaboutthetopic(likeyoudoforadiscussionorclassactivity),andhowyouwantthemtoapplyitintheirownwork.Thencommentonstudents’workbasedonthatlistofthings,preferringtocorrectincorrectelementsormisunderstandingsandgivingpraisewhencorrect.Collectexamplestatementsfromstudentsabouttheitemsonyourlistasyougothrough.

Onceyou’vereviewedallofthestudents’work,prepareasummaryofwhatyou’veread,preferablyincludingexamplestatementsfromyourstudents(attributedtothembyname),thatemphasizesthatlistofthingsthatyouwantstudentstoknowaboutthetopic.ThenpostthisannouncementintheLMSsiteforthesection.

Whenwritingyourresponsestothepreparatoryassignments,gowithwhatYOUwanttoseeintheirupcomingmajorassignments.

Thepurposehereistogaininsightintohowstudentsarethinkingaboutthecourseconceptsbeforetheyusetheminanassignmentandtopreventerrorsintheirwork.Focusontheirthinking;notontheirexpression.Onlyevaluatethecontent.Considerusingthefollowingrubricsinthegradingprocess.

RememberingandUnderstandingRubric

Criteria

Formative

Developing

Competent

Mature

Exemplary

LevelofEffort

30%

Putsforthhonestefforttorememberingandunderstandingtherelevantcoursecontent.

Createsthoughtfulresponsestoassignment’sprompts.

Providesfewwordsofresponse;incompletesentences.

Respondsbyquotingfromothersources;doesnotmakeanefforttocreatearesponseinownwords;usescompletesentencesandparagraphing.

Respondstoassignment’spromptsinownwords;makesattempttoconnectcontenttopreviousorcurrentexperiencesorknowledgebutideasneedfurtherdevelopmenttobecompletelyclear;usescompletesentencesandparagraphing.

Respondstoassignment’spromptsinownwords;clearlyconnectscontenttopreviousorcurrentexperiencesorknowledge;usescompletesentencesandparagraphing.

Respondstoassignment’spromptsinownwords;connectscontenttopreviousorcurrentexperiencesorknowledgesothoroughlythatinstructorcouldn’taskforbetter;usescompletesentencesandparagraphing.

AccuracyofContent

70%

Exhibitsunderstandingoflearnedmaterialsbyusingconceptsandterminologyfromthecoursecontent.

Demonstratesunderstandingofrelevantcoursecontentbyorganizing,comparing,translating,interpreting,providingexamples,andstatingmainideas.

Doesnotresponddirectlytotheassignment’sprompts;misrepresentsormisunderstandstherelevantconcepts.

Minimallyaddressestheassignment’sprompts;hassomemisunderstandingofthecoursematerial;doesnotorganize,compare,translate,interpret,provideexamples,orcontextualizethecontent.

Addressestheassignment’sprompts;hasminimalmisunderstandingofthecoursematerial;attemptstoorganize,compare,translate,interpret,provideexamples,orcontextualizethecontentbutideasneedfurtherdevelopmenttobecompletelyclear.

Fullyaddressesthequestions;showsclearunderstandingofthecoursematerial;clearlyorganizes,compares,translates,interprets,providesexamples,orcontextualizesthecontent.

Respondstothepromptssocompletelyandaccuratelythattheinstructorcouldn’taskforbetter.

Applying,Analyzing,orEvaluatingRubric

Criteria

Formative

Developing

Competent

Mature

Exemplary

LevelofEffort

30%

Putsforthhonestefforttorememberingandunderstandingtherelevantcoursecontent.

Createsthoughtfulresponsestoassignmentprompts.

Providesfewwordsofresponse;incompletesentences.

Respondsbyquotingfromothersources;doesnotmakeanefforttoanswerinownwords;usescompletesentencesandparagraphs.

Respondstoassignmentpromptsinownwords;makesattempttoconnectcontenttopreviousorcurrentexperiencesorknowledgebutideasneedfurtherdevelopmenttobecompletelyclear;usescompletesentencesandparagraphs.

Respondstoassignmentpromptsinownwords;clearlyconnectscontenttopreviousorcurrentexperiencesorknowledge;usescompletesentencesandparagraphs.

Respondstoassignmentpromptsinownwords;connectscontenttopreviousorcurrentexperiencesorknowledgesothoroughlythatinstructorcouldn’taskforbetter;usescompletesentencesandparagraphs.

AccuracyofContent

70%

Solvesproblemstonewsituationsbyapplyingacquiredknowledge,facts,concepts,skills,techniques,andrulesinadifferentway.

Examinesandbreaksinformationintopartsbyidentifyingmotives,needs,causes,purposes,orcontexts.

Makesinferencesandfindsevidencetosupportclaims.

Presentsanddefendsopinionsbymakingjudgmentsaboutinformation,relevanceofideas,orqualityofworkbasedonasetofcriteria.

Doesnotresponddirectlytotheassignmentprompts;doesnotuseorrefertotherequiredcoursecontent;misrepresentsormisunderstandstherelevantconcepts.

Misunderstandsthecoursematerial;doesnotsolveaproblem,examineinformation,makeinferences,findsupportingevidence,orusecriteria.

Addressesthequestions;hasminimalmisunderstandingofthecoursematerial;attemptstosolveaproblem,examineinformation,makeinferences,findsupportingevidenceorusecriteriabutideasneedfurtherdevelopmenttobecompletelyclear.

Fullyaddressesthequestions;showsclearunderstandingofthecoursematerial;solvesaproblem,examinesinformation,makesinferences,findssupportingevidenceorusescriteriainmannerthatisclear.

Respondstothepromptssocompletelyandaccuratelythattheinstructorcouldn’taskforanybetter.

ExamplePreparatoryAssignments

CoursePolicyAwarenessForm

Initialeachstatementifyoucanrespond“yes”toit.Pleaseclarifyanyquestionsyouhaveonthesepoliciespriortoreturningthisform.

__________ Ihavereadandunderstandthecourseinformationandpoliciesinthesyllabusprovidedatthebeginningofthesemester.

Specifically,

__________ IunderstandImusttakeresponsibilityformyownlearninginthisonlinecourse.

__________ Iunderstandthatcoursecommunicationtakesplacevia[insertnameofLMSusedatyourinstitution]andemail,andthatImustactivelylookforcommunicationsfrommyinstructor.

__________ Iunderstandthatthereareharddeadlinesforcourseworkthroughoutthesemester.

__________ Iunderstandthelateworkpolicy,underwhichmyworkwillbemarkeddownonelettergradeeachdayitislate,andthatafterfourdays,thelateworkwillnotbeacceptedandanFwillberecordedforit.

__________ Iunderstandthatthemajorassignmentsofthecoursemusteachearncreditinordertomeetthebasicstandardsofthiscourseandmakemeeligibletoearnapassinggradeforthesemester.

__________ Iunderstandmyobligationtoactivelyparticipateingroupwork,thatmyportionofgroupworkcannotbemadeupseparately,andthatIwillnotautomaticallyearnthesamegradeasmygroupmembers(Ihavetoearnmyowngrade).

__________ Iunderstandwhatisexpectedofmeinregardstobehavingprofessionallyintheclassandwhatwillcountasdisruptivebehavior.

__________ Iunderstandthatsuspectedinstancesofplagiarismand/oracademicdishonestywillbereferredto[insertnameofpersonand/oroffice].

__________ IunderstandthatpostingcoursecontenttopublicsitessuchasQuizlet,CourseHero,etc,isanactionthatconstitutesavarietyofStudentConductCodeViolationsandwillbereferredto[insertpersonand/oroffice].

__________ IunderstandthatifIbecomeconcernedaboutmyinstructor’sclassmanagement,Ishouldcommunicatemyconcernstomyinstructor.IfIfeeluncomfortablespeakingtomyinstructor,Ishouldcontact[insertnameandcontactinformation].

Signature:__________________________________________________

Printedname:_______________________________________________

Instructor’sname:____________________________________________

Date:______________________________________________________

LevelsofAudience

(~300words)

[WillbeevaluatedusingRememberingandUnderstandingrubric]

Objective:Aftercompletingthispreparatoryassignment,youwillbeabletoanalyzeaudiencesandexplainwhatneedstobeconsideredtoeffectivelyadaptmessagestoachievetheintendedpurposeofthosemessages.

Rationale:“Knowingwhoyou’retalkingtoisfundamentaltothesuccessofanymessage.Youneedtoidentifyyouraudiences,understandtheirmotivations,andknowhowtoreachthem.”Thisassignmentismeanttohelpyourememberandunderstandthevariouslevelsofaudienceandthethingsyouneedtoconsidertoeffectiveadaptivemessagetoyouraudiences.

Directions:Forthisassignment,youwillneedto:

Identifythelevelsofaudienceyouneedtoconsider.

Explainwhotheselevelsofaudienceareandtheirmotivations.

Explainwhatyouneedtoconsiderwhenadaptingamessagetothoseaudiences.

Notethatalthoughyoucanusethetextbook’sterminology,youshouldnotquotethetextbook’sexplanationsforthoseterms.

CritiquingandRevisinganEmail

(~300words)

[WillbeevaluatedusingApplying,Analyzing,orEvaluatingrubric]

Objective:Aftercompletingthispreparatoryassignment,youwillbeabletocritiqueandreviseanemail.

Rationale:ThisassignmentismeanttohelpyouapplytheconceptsofChapter8tospecifictexts.

Directions:Forthisassignment,youwillneedtocompleteexercise8.9CritiquingandRevisinganEmailfromthetextbook.

AnalyzingNegativeMessages

(~300words)

[WillbeevaluatedusingApplying,Analyzing,orEvaluatingrubric]

Objective:Aftercompletingthispreparatoryassignment,youwillbeabletoanalyzetheeffectivenessofnegativemessagesusingtheconceptsfromthetextbook.

Rationale:Theabilitytodeliveranegativemessagethattheaudienceunderstandsandacceptswhilesimultaneouslyholdingagoodimageofthesenderandreducinganyfutureneedforcommunicationonthetopicisimpressive.Thisassignmentasksthatyouanalyzenegativemessagesagainstthecontentandorganizationofeffectivenegativemessagesasexplainedinthetextbook.

Directions:Forthisassignment,youwillcompleteexercise9.3LettersforDiscussion—CreditRefusalfromthetextbook.

StrategiesforPersuadingAudiences

(~300words)

[WillbeevaluatedusingRememberingandUnderstandingrubric]

Objective:Aftercompletingthispreparatoryassignment,youwillbeabletoidentifyaudiencesandexplainthestrategiesforpersuadingaudiencestoactorchangebeliefs.

Rationale:Effectiveandethicalpersuasionisanessentialskillofbusinesscommunication.Theprimarypurposeofapers