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Face-to-FaceSyllabus5-
Copyright?McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.
ScheduleforFace-to-FaceFifteenWeekCourse
Positive,Informative,Negative,andPersuasiveMessages+ProposalsandReports
TableofContents
Schedule
3
ConnectAssignments
6
PotentialAssignmentsforSubmission
6
WeekOne:SucceedinginBusinessCommunication
6
DayOne:IntroducingCourseandBenefitsofCommunication
6
DayTwo:BasicCriteriaforEffectiveMessages
7
DayThree:Ethics,CorporateCulture,andSolvingCommunicationProblems
7
WeekTwo:AdaptingYourMessagetoYourAudience
7
DayOne:IntroducingAudienceAnalysis
7
DayTwo:IntroducingAudienceBenefits
8
DayThree:AdaptingMessagesforDifferentAudiences
8
WeekThree:SharingInformativeandPositiveMessageswithAppropriateTechnology
10
DayOne:IntroductoryLectureandDiscussion
10
DayTwo:UsingTechnology
10
DayThree:RevisingMessages
11
WeekFour:DeliveringNegativeMessages
11
DayOne:IntroductiontoNegativeMessages
11
DayTwo:ApologiesandTone
11
DayThree:VarietiesofNegativeMessages,EthicalIssues,andTechnology
12
WeekFive:CraftingPersuasiveMessages
12
DayOne:IntroducingPersuasiveMessages
12
DayTwo:ToneandOrganizingPersuasiveMessages
12
DayThree:VarietiesofPersuasiveMessages
12
WeekSix:PracticeWritingPersuasiveMessages
13
DayOne:ApologyLetters
13
DayTwo:RecommendationLetters
13
DayThree:SalesandFund-RaisingMessages
13
WeekSeven:DocumentDesign
13
DayOne:LevelsandGuidelinesforDocumentDesign
13
DayTwo:DesigningInclusivelyandTestingDocuments
14
DayThree:Brochures,Infographics,andWebsites
14
WeekEight:Conferences
14
WeekNine:WritingProposals
15
DayOne:IntroducingProposals
15
DayTwo:DiscussingProposalsforClassResearchProjects
15
DayThree:DiscussingFundingProposals
15
WeekTen:WritingReports
16
DayOne:DefiningReportProblems
16
DayTwo:DiscussingResearchStrategies
16
DayThree:FindingPublishedInformationandDocumentingSources
17
WeekEleven:CollectingandAnalyzingData
17
DayOne:DiscussingSurveyandInterviewTechniques
17
DayTwo:ObservingCustomersandUsers
18
DayThree:AnalyzingDataforReports
18
WeekTwelve:ProgressReports
19
DayOne:IntroducingProgressReports
19
DayTwo:DiscussingProgressReports
19
DayThree:OrganizationandStyleinReports
19
WeekThirteen:FormalReports
20
DayOne:IntroducingFormalReports
20
DayTwo:WritingtheIntroductionandBackgroundSections
21
DayThree:DiscussingStrategiesforWritingtheBodyoftheReport
21
WeekFourteen:FrontMatter,Letter/MemoofTransmittal,andConclusion
22
DayOne:WritingtheTitlePage,theTableofContents,theListofIllustrations,andtheExecutiveSummary
22
DayTwo:WritingtheConclusionsandRecommendations
22
DayThree:TheLetterorMemoofTransmittal
23
WeekFifteen:Review
24
CoursePolicyAwarenessForm
25
Schedule
Week
TopicsandReadings
DeliverablesDue
1
Reviewthecoursesyllabus(objectives,schedule,andschedule).
Concepts:
Benefitsofgoodcommunicationskills;costsofineffectivecommunication;basiccriteriaforeffectivemessages;roleofconventionsincommunication;ethics;corporateculture;understandingandanalyzingbusinesscommunicationsituations;howtosolvecommunicationproblems
Readandstudythefollowingchapter:
Chapter1:SucceedinginBusinessCommunication
Memooncommunicationinorganizationordisciplineassigned
Connecthomework:
DeterminingCostsofPoorCommunication
StaleCookies
CommunicatingLabResults
2
Concepts:
Identifyingandanalyzinglevelsofaudience;creatingpositiveemphasisandyouattitude;tone,power,andpoliteness;buildingtrust;reducingbias
Readandstudythefollowingchapter:
Chapter2:AdaptingYourMessagetoYourAudience
Memooncommunicationinorganizationordisciplinedue
Connecthomework:
ChoosingtheCorrectChannels
TargetingaNewAudience
3
Concepts:
Purposeandorganizationofinformativeandpositivemessages;reasonstousetechnology;buildinggoodwillwithtechnology;managinginformationandusingbenefitsininformativeandpositivemessages;usingnarrativeandhumor;choosingmediumformessages
Readandstudythefollowingchapter:
Chapter8:SharingInformativeandPositiveMessageswithAppropriateTechnology
PositiveorInformativeMessageassigned
Connecthomework:
WhentoUseBenefitsinInformativeandPositiveMessages
ChoosingtheMostEffectiveTechnologicalPlatform
InformativeMessageonChangingaDeadlineorCommunicatingatDrakeOrthopedic
4
Concepts:
Purposeandorganizationofnegativemessages;partsofanegativemessage;varietiesofnegativemessagesandalternativestrategies;ethicalissues;usingtechnology
Readandstudythefollowingchapter:
Chapter9:DeliveringNegativeMessages
PositiveorInformativeMessagedue
NegativeMessageassigned
Connecthomework:
ThePartsofaNegativeMessage
NegativeMessageonReducingHealthBenefitsorWritingaNegativeMessage
5
Concepts:
Purposeofpersuasivemessages;analyzingpersuasivemessage;choosingstrategiesandtone;varietiesofmessages;effectivenessofpositivestrategiesoverthreatsandpunishment
Readandstudythefollowingchapter:
Chapter10:CraftingPersuasiveMessages
NegativeMessagedue
PersuasiveMessageassigned
Connecthomework:
ChoosingtheCorrectStrategy
PersuadingEmployeesatProtagoras
6
Concepts:
Continuedworkonpersuasivemessages
Readandstudythefollowingchapter:
Chapter10:CraftingPersuasiveMessages
PersuasiveMessagedue
Connecthomework:
SolvingtheMicrowaveProblem
7
Concepts:
Importanceofdocumentdesign;designconventionsandguidelines;fourlevelsofdesign;designinclusively;testingdocuments;designingbrochures,infographics,andwebsites
Readandstudythefollowingchapter:
Chapter5:DesigningDocuments
MessagesProjectassigned
Connecthomework:
UnderstandingLevelsofDesign
Panum’sQuarterlyNewsletter
WebPageAnalysis
8
MessageProjectdue
Conferences
9
Concepts:
Definingproposals;brainstormingproposals;developingandorganizingproposals;preparingthebudgetandcostsections;writingproposalvarieties
Readandstudythefollowingchapter:
Chapter14:WritingProposals
Proposalassigned
Connecthomework:
ProposalVarieties
BrainstormingforProposals
SelectingTopics
10
Concepts:
Varietiesofreports;reportproblems;researchstrategiesforreports;choosinginformationforreports;sourcecitationanddocumentation
Readings:
Chapter15:WritingReports
Connecthomework:
ReportVarieties
11
Concepts:
Analyzinganddesigningsurveys;observingcustomersandusers,analyzingnumbersandpatterns,checkinglogic,conductingresearchinterviews
Readings:
Chapter15:WritingReports
Proposaldue
ProgressReportandFormalReportassigned
Connecthomework:
SurveyingSoleraCustomers
12
Concepts:
Uses,types,andorganizingprogressreports;choosingandorganizinginformationforreports,reportstyleandheadings
Readings:
Chapter15:WritingReports
ProgressReportdue
Connecthomework:
ReportingonTeamProgress
OrganizingInformationinReports
13
Concepts:
Formalreports,writingtheintroduction,backgroundandhistory;organizingandwritingthebody
Readings:
Chapter15:WritingReports
ProgressReportdue
14
Concepts:
Creatingthetitlepage,tableofcontents,listofillustrations,executivesummary;letterormemooftransmittal;conclusionsandrecommendations
Readandstudythefollowingchapter:
Chapter15:WritingReports
Connecthomework:
UnderstandingElementsofFormalReports
15
Concepts:
Reviewofconceptsfromthecourse
Readandstudythefollowingchapter:
Reviewallchapterstodate
FormalReportdue
16
FinalExam
ConnectAssignments
WerecommendthattheConnectassignmentsbeworthnomorethan10%ofthegrade.Ifyourcourse’slearningmanagementsystem(LMS)weightsassignmentgroupings,thenyoucanassignasmanyorasfewConnectassignmentsasyouprefer.Ifyouneedtocarefullycountpoints,thenchoosetheConnectassignmentsstrategically.
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-choiceexamusingtheoptionalquestionsfortheBACtestbank.
WeekOne:SucceedinginBusinessCommunication
DayOne:IntroducingCourseandBenefitsofCommunication
Consideropeningthecoursewithanactivity,likea“CocktailParty”orIntroductionInterview,thatstudentscanusetogettoknoweachother(seeLessonPlanIdeassectioninChapter1InstructorManualforspecifics).
Introducethecourse,policiesandschedule,howtonavigatethecourseinthelearningmanagementsystem,andusingMcGrawHill’sConnect.
Introducethedifferentformsofbusinesscommunicationandthebenefitsofeffectivecommunication(PPTslides1.4–1.9).Askstudentstosharetheirownexperienceswithpoorcommunicators,connectingtheirexperiencesbacktothetextbook’smaterial.Havestudentscompleteanactivity:
1.6IdentifyingPoorCommunicators
AssignConnectassignment,CostsofPoorCommunication,forhomework.
AssignaCoursePolicyAwarenessForm(examplefollowsattheendofthisdocument)orcreateaquizthatcoverssimilarmaterial.Adapttheformasneededtofityourcourse,department,andinstitution.
DayTwo:BasicCriteriaforEffectiveMessages
Introducethebasiccriteriaforeffectivemessages,communicationconventions,andquestionstoanalyzeandunderstandbusinesscommunicationsituations(PPTslides1.12–1.14).Havestudentscompleteanactivity:
1.3MessagesforDiscussionI
1.4MessagesforDiscussionII
AssignConnectassignment,StaleCookies,forhomework.
DayThree:Ethics,CorporateCulture,andSolvingCommunicationProblems
Introduceethics,corporateculture,andstrategiesforsolvingbusinesscommunicationproblems(PPTslides1.15–1.29).Askstudentstodiscussethicsandstrategies—considerthetextbookexercises:
1.9ProtectingPrivacyOnline
1.10MakingEthicalChoices
1.11AnalyzingBusinessEthics
AssignConnectassignment,CommunicatingLabResults,forhomework.
Thefirstformalwrittenassignmentcouldbeamemoaboutcommunicationintheirorganizationordiscipline.Considersomethinglikeexercise1.8UnderstandingtheRoleofCommunicationinYourOrganization.
WeekTwo:AdaptingYourMessagetoYourAudience
DayOne:IntroducingAudienceAnalysis
Someinstructorsliketointroduceaudienceanalysisbygivinganintroductorylecturethattouchesonallthemainpointsofaudienceanalysis.YoucandothiseffectivelybyusingthefirsthalfofthePowerPointpresentationforChapter2.
Yourlearnerswillunderstandtheprinciplesyoudiscussbetterifyouhavethemapplytheprinciplesinsteadoflecturingtheentireclassperiod.Forexample,afteridentifyingthetypesofaudiencesandhowtoanalyzethem,giveyourlearnerspractice,suchasexercise2.3IdentifyingAudiences,andthendiscussactualdocuments.
Toillustratehowaudiencesdiffer,talkaboutpersuasivemessagesyourlearnersmayneedtowriteandidentifythedifferentaudiencesandtheirconcerns.Youcouldinvolvelearnersbyaskingthemtorememberasituationinwhichtheyhadtoconsidertheneedsofdifferentaudiences.Weretheysuccessful?Howdidtheydoit?Youmightenrichtheclassdiscussionbysharingyourownexperiencesincommunicatingwithmultipleaudiences.
AssignConnectassignment,ChoosingtheCorrectChannels,forhomework.
DayTwo:IntroducingAudienceBenefits
Afterintroducinglearnerstoaudienceanalysisandaskingthemtoapplyaudienceanalysisconcepts,introduceaudiencebenefitsbygivingalecture.YoucandothiseffectivelybyusingthesecondhalfofthePowerPointpresentationforChapter2.
Aftertheinitiallecture,askyourlearnerstoapplytheconceptsofaudiencebenefitsusingexercisessuchas2.6IdentifyingandDevelopingAudienceBenefitsor2.7IdentifyingObjectionsandAudienceBenefitsfromthetextbook.
AssignConnectassignment,TargetingaNewAudience,forhomework.
DayThree:AdaptingMessagesforDifferentAudiences
Toemphasizehowaudienceanalysisshapesamessage,askyourlearnerstospend15–25minutesrespondingtothefollowingprompt:
YouarethesupervisoroftheloadingdockatSweetTreatsCandyCompany.Threeofyourworkersspenttwohoursloadingatruckonlytorealizethatthereweretwoboxesmissingfromthecustomer'sorder.Theentiretruckhadtobeunloaded(takinganotherhour),andtheworkershadtochecktheorderagainsttheinvoicetofigureoutthattwoboxesofYummyTreatsweremissing.Ittooktwomorehourstoreloadthetruckwiththeentireorder.
Sendamemotoallyourloadingdockworkersremindingthemtodoublechecktheordersagainsttheinvoicesbeforeloadingthetrucks.
Afteryourlearnershavefinishedwritingtheirmemos,askthemtousethesameinformationtowritetotheirboss,theShippingUnitManager,explainingwhythreehoursofvaluabletimewerewastedunloadingandreloadingatruck.
Allowthelearnersanother15minutestowritethismessageandthenaskforvolunteerstoreadtheirmemostotheclassorusethefollowinganswerstoshowonewaythemessagescouldbeadapted.Aslearnerssharetheirwork,pointoutthedifferencesincontent,organization,style,andtoneinthemessagestotheloadingdockworkersandthemessagestotheShippingUnitManager.
MemotoEmployees
February5,2018
To: LoadingDockWorkers
From: DougWilkins
Subject: Double-CheckingtheInvoices
WithValentine'sDayjustaroundthecorner,we'reloadingaboutnineextratrucksaweektokeepupwithourcustomers'demandsforCupid'sChocolateHearts,SweetiePies,andallourotherproducts.
Tokeepthetrucksrollingoutonschedule,pleasedouble-checkeachinvoicetomakesuretheentireorderisreadybeforeloadinganytruck.Bycheckingtheinvoicesandloadingonlycompleteorders,wecankeepthingsrunningsmoothlyonthedocks—anddoeachjobjustonce.Thanks!
MemototheBoss
February5,2018
To: MarceyDascenzo
From: DougWilkins
Subject: ImprovedLoadingDockEfficiency
ThankstothenewJust-in-Timeorder-pullingandloadingschedule,theloadingdockcrewshavebeenabletokeepupwiththeincreasedvolumeonthedocksduetotheseasonalrush.We'vebeenloadingaboutnineextratrucksaweekwithouthavingtopayovertimewages.
Theloadingdockcrewshavedoneremarkablywellinadjustingtothenewsystem.We'vehadonlyonesituationinwhichthreeworkersdidnotchecktheinvoiceagainsttheorder,andthetruckhadtobereloaded.Attachedisacopyofamemoremindingemployeestoalwayschecktheinvoiceagainsttheorder.
Emphasizethesepoints:
Noticethedifferenceinthesubjectlines.WhenDougwritestotheloadingdockcrews,hewantstomakesurecrewmembersrecognizethattheyneedtochecktheinvoices.WhenDougwritestohisboss,hewantstoemphasizethatthingsaregoingwellontheloadingdock.
Thefirstparagraphofthememotothedockemployeesrecognizestheloaders’hardwork,andbyreferringtoValentine’sDay,Dougsubtlyremindstheworkersthattheextraworkisatemporary.
Theword“double-checking”helpsprotectreaders'egos.Itimpliestheyarecheckingonce;theyjustneedtocheckagain.
ThefirstparagraphofthememotoMarceystartsoffpositively,emphasizingthesuccessofthenewschedulingsystem,presumablyasystemthatMarceyadvocated.ThelastsentenceofthefirstparagraphalsoappealstoDoug’ssupervisorbyemphasizingthatthecompanyisnotpayingovertimewages.
Inthesecondparagraphofthememotodockworkers,Dougremindsemployeestochecktheinvoicesagainsttheorders.Hechosenottorefertotheincidentinwhichatruckhadtobereloaded;hedoesn’twanttosingleoutandembarrassthreeofhisworkerswhomadeanhonestmistake.Instead,Dougstressesthebenefitsofcheckingtheorderagainsttheinvoices.Sincesomeworkersmaylikeearningovertimepay,hedoesn'tmentionthat.Instead,heoffersasabenefit“justdoingajobonce.”
InthememotoMarcey,Dougminimizesthenegativeinformationbyburyingitinthemiddleoftheparagraph,andhecreatesacompetent,on-the-ballimageofhimselfbylettingMarceyknowhowhehasalreadyaddressedthesituation.
WeekThree:SharingInformativeandPositiveMessageswithAppropriateTechnology
DayOne:IntroductoryLectureandDiscussion
Youmightbeginthisdiscussionbyaskingstudentswhatkindsofmessagestheyhavewrittenorreceivedthatarepositiveorinformative.Askthemhowtheyknew:Wasitthewaythemessagewaswritten?Wasithowtheyresponded?Wasitthemessagealone?
ConsiderusingthePowerPoint(presentationforChapter8tointroducetypesandpurposesofinformativeandpositivemessages,buildinggoodwill,andorganizingsuchmessages(PPTslides8.4–8.5,8.15–8.23,and8.38–8.8.44.Followwithanactivity:
8.2SayingYestoaSubordinate—EmailsforDiscussion
ExampleProblem:WhichEmailIsBetter?(pp.242–243).Considerputtingtheexerciseonaseparatesheetofpapertodistributeorproject.AsklearnerstoanswertheAnalysisoftheProblemquestions(p.243).Showtheexamplesolutions(Figures8.14–8.15onpp.244–245)andaskthelearnerstocritique.
AssignConnectassignment,WhentoUseBenefitsinInformativeandPositiveMessages,forhomework.
DayTwo:UsingTechnology
Introducereasonstousetechnology,commontechnologicalplatforms,andbestpractices(PPTslides8.5–8.14,8.26–8.37).Followwithanactivitythatgetsstudentsthinkingaboutwhichtechnologicalchannelisthemosteffectivemeansofdeliveringthemessageandthemosteffectivewayofcreatingthatmessage.
8.3CritiquingaLetter—EconomicStimulusPaymentNotice
8.4CritiquingaLetter—IntroducingKindle
8.5CritiquingaLetter—AirlineMerger
8.6WritingCommonInformationalEmails
AssignConnectassignment,ChoosingtheMostEffectiveTechnologicalPlatform,forhomework.
DayThree:RevisingMessages
Reviewthepreviousdays’informationonpositiveandinformativemessages,thenaskstudentstoworkinsmallgroupsrevisingmessages.Gathertogethertodiscusstheirrevisionsinalargegroup.Youcanusethefollowingexercises:
8.8RevisingaLetter
8.9CritiquingandRevisinganEmail
AssignConnectassignment,InformativeMessageonChangingaDeadlineand/orCommunicatingatDrakeOrthopedic,forhomework.
WeekFour:DeliveringNegativeMessages
DayOne:IntroductiontoNegativeMessages
Sinceaudienceanalysisiscrucialtounderstandingtone,youmightbeginadiscussionbyaskingstudentswhatkindofmessagestheyhavereceivedthatarenegative.Howdidtheyrespond?Didtheyfeelthattherejectionordenialwaslegitimate?Wasanadequatereasongiven?Didthemessagedisappointthem?Diditangerthem?
Followthisdiscussionwithapresentationonnegativemessages(PPTslides9.3–9.19).
Studentswillinternalizetheseconceptsbetterifyougivethemsomepracticeinapplyingthemimmediatelyaftertheyareintroduced.Considergoingover:
9.3LettersforDiscussion—CreditRefusal
9.4EmailSituationsforDiscussion—SendingaNegativeNewsEmail
9.5EmailsforDiscussion—EndingaTradition
AssignConnectassignment,ThePartsofaNegativeMessage,forhomework.
DayTwo:ApologiesandTone
Reviewthemainpointsfromthepreviouslessonbeforemovingontoapologiesandtone.
Followwithapresentationaboutapologiesandtone(PPTslides9.20–9.28).
Askstudentstoworkonexercise9.11ComposinganApologyLetter.
DayThree:VarietiesofNegativeMessages,EthicalIssues,andTechnology
UsetheremainingPPTslides(9.29–9.35)andcovervarietiesofnegativemessages,ethicalissues,andtechnology.Thenuseanexercisefromthetextbooktocoverthecomponentsofthechapterthatwillbemosteffectiveforthenextassignmentyourstudentswillcomplete.
AssignConnectassignment,NegativeMessageonReducingHealthBenefitsorWritingaNegativeMessage,forhomework.
WeekFive:CraftingPersuasiveMessages
DayOne:IntroducingPersuasiveMessages
Coverthedefinition,types,purposesofpersuasivemessages,andanalyzingpersuasivesituations(PPTslides10.4–10.18).Focusontheprimaryandsecondarypurposesandanalyzingthesituation.
Asklearnerstocompleteanexercisefromthetextbook:
10.5ChoosingaPersuasiveApproach
10.3EvaluatingSubjectLines
10.4EvaluatingP.S.s
Reviewanswersasagroup.
AssignConnectassignment,PersuadingEmployeesatProtagoras,forhomework.
DayTwo:ToneandOrganizingPersuasiveMessages
Reviewlastclassperiodandthencoverthetypesofpersuasivestrategies,howtowritepersuasiveproblem-solvingmessages,andtone(PPTslides10.19–10.34).Partofchoosinganeffectivepersuasivestrategygoesbeyondtheimmediatepersuasivesituationtothelargercontextinwhichpeopleoperate.Someorganizationsdonotlikeahard-sellapproach.Explainthethreebasicpatternsofpersuasion(directrequests,problem-solving,andsales).Explaintheimportanceofchoosingtherightpersuasivestrategy.Stressthatpersuasionisbasedonthreethings:argument,credibility,andemotionalappeal.Thestrengthofawriter'spersuasivemessagedependsonthesethreeaspects.
Assignanactivity,likeoneofthefollowingactivitiesfromthetextbook,askinglearnerstopayparticularattentiontothebenefits:
10.9CreatingAlternativeActivities
10.12PersuadingEmployeesNottoShareFiles
Gathertogetherasalargegroupandaskeachgrouptosharetheirresponses
AssignConnectassignment,ChoosingtheCorrectStrategy,forhomework.
DayThree:VarietiesofPersuasiveMessages
Reviewlastclassperiod,andthencovervarietiesofpersuasivemessages,organizingpersuasivemessages,writingstyle,andtechnology(PPTslides10.35–10.57).
Assignanactivity,likeoneofthefollowingactivitiesfromthetextbook,askinglearnerstopayparticularattentiontothebenefits:
Ifyouwanttoconcentrateonwritingrecommendations:
10.6IdentifyingObservations
10.15HandlingaStickyRecommendation(usingthisexerciseiseffective,butcanmakethissectionlasttwodays)
Ifyouwanttoconcentrateonperformancereviews:
10.6IdentifyingObservations
10.16WritingaPerformanceReviewforaMemberofaCollaborativeGroup
WeekSix:PracticeWritingPersuasiveMessages
Thisweek,askstudentstopracticeevaluatingandwritingpersuasivemessagesinpairs,thendiscussthestrengthsandroomforimprovementofselectmessagesasagroup(you’llneedtoprojectthedraftsforstudentstosee).
DayOne:ApologyLetters
Askstudentstocompleteexercise10.19ComparingPersuasiveApologyLetters.
DayTwo:RecommendationLetters
Askstudentstocompleteexercise10.15AskinganInstructorforaLetterofRecommendation.
AssignConnectassignment,SolvingtheMicrowaveProblem,forhomework.
DayThree:SalesandFund-RaisingMessages
Askstudentstocompleteexercise10.18EvaluatingSalesandFund-RaisingMessages.
WeekSeven:DocumentDesign
Sincedocumentdesignmustbeseentobeunderstood,youneedtoillustratethemainpointsofthischapterasyoudiscussthem.Itisrelativelyeasytofindexamplesofeffectiveandineffectivedocumentdesignstoillustratepointspresentedinthischapter.Youcanusedirectmailexamples,campuscommunications,annualreports,webpages,andotherexamplestoshoweffectiveandineffectivedocumentdesignimpact.
DayOne:LevelsandGuidelinesforDocumentDesign
Provideanintroductiontowhydocumentdesignandconventionsareimportant(PPTslides5.4–5.5),thefourlevelsofdesign(PPTslides5.6–5.8),andtheeightguidelinesfordocumentdesign(PPTslides5.9–5.16).
Youmaywishtogothroughtheexamplesinthetext,drawinglearners’attentiontohowwelltheyfulfilltheguidelines.Thefollowingexercisesgivelearnersgoodpracticeevaluatingdocumentdesigns:
5.1EvaluatingPageDesigns
5.2EvaluatingtheEthicsofDesignChoices
5.3EvaluatingPageDesigns
AssignConnectassignment,UnderstandingLevelsofDesign,forhomework.
DayTwo:DesigningInclusivelyandTestingDocuments
Provideanintroductiontoincorporativedesignintothewritingprocess(PPTslides5.17–5.20),designinginclusive(PPTslides5.21–5.22),anddesigningdocumentsforusability(PPTslide5.23).
Thefollowingexercisesgivelearnersgoodpracticeevaluatingdocumentdesigns:
5.7TestingaDocument
5.8ImprovingaFinancialAidForm
AssignConnectassignment,Panum’sQuarterlyNewsletter,forhomework.
DayThree:Brochures,Infographics,andWebsites
Provideanintroductiontodesigningbrochures,infographics,andwebsites(PPTslides5.24–5.32).
Thefollowingexercisesgivelearnersgoodpracticeevaluatingdocumentdesigns:
5.4EvaluatingInfographics
5.5EvaluatingPublic
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