ENGLISH 394-BL10, BL11: BUSINESS WRITING – Fall 2015 SYLLABUS
Instructor: Kate Wilson
Email: wilsonk@umd.edu
Office Location: online & Tawes 1208
Office Hours: online & M: 12:30-1:30
Course Description: The purpose of this course is to familiarize students with formats and structures of business
communication and provide practice in writing clear and concise professional documents (reports, letters, employment
communication, memos and emails). Much emphasis will be placed on writing for a specific audience and purpose.
Specific Objectives: Course activities revolve around several specific objectives that apply to all assignments. You will learn
to:
• Analyze a variety of professional rhetorical situations and produce appropriate texts, adapting the text to the knowledge
base of the audience
• Produce persuasive texts that reflect the degree of available evidence and take into account counter arguments
• Understand and practice the skills needed to produce competent, professional writing including planning, drafting, revising
and editing
• Identify and implement appropriate research methods for each writing task
• Practice the ethical use of sources and the conventions of citation appropriate in your field
• Improve competence in Standard Written English (including grammar, sentence and paragraph structure, coherence and
document design) and use this knowledge to revise texts
Required Materials:
Canvas
Aplia
Module assignments, module schedule, non textbook readings,
discussion board for Weekly Discussion Question, conference
tool. Major writing assignments due to the Assignments tab.
E-textbook and problem sets
Please see information on ordering your Aplia product in
Canvas – Introduction Material and/or in Announcements
Assignments and Discussion Board posts
due to Canvas by 11pm
Reading and problem sets completed in
Aplia and due Sundays at 11pm.
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GENERAL CLASS INFORMATION:
Canvas Conversations: As upper-level college students, you’ve probably already experienced several different types of
communication. In the electronic realm, for instance, you have realized that the emails you send to your friends from home
contain a different level of formality than the ones you’ll send to potential employers and future co-workers. In this class, we’ll
practice becoming adept at communicating with each other in a professional manner. In other words, emails sent to your
classmates and instructor will use correct grammar, spelling, punctuation, and capitalization, as well as proper salutations.
Instead of email, students should use the Conversations feature on Canvas to contact the instructor and peers.
Attendance: Because PWP courses are “studio” courses, attendance is required. I design individual class sessions to give you
opportunities to discuss and ask questions about assignments as well as to practice writing skills you need to compose your
projects effectively. Students shall miss no more than one week of class: 2 face-to-face classes. If a student misses more than
2 classes, the professionalism grade will be negatively affected.
Tardiness: In the professional world tardiness is not tolerated. However, I understand that situations outside of your control
do occur. If you do arrive late on occasion, do not disrupt class, and let me know by the end of the schedule adjustment period
if you anticipate ongoing conflicts. Two late arrivals (or unexplained early departures) will convert to one absence.
Availability of your written work: You should come to every class period with your current writing assignment. You may
bring your laptop, tablet, etc., or you may bring a hard copy version. Identify an electronic space (such as a folder) devoted to
your coursework (drafts, final versions), backed up either on a separate computer, an external hard drive, and/or on a Cloudlike system; I use dropbox.com.
Electronic devices in class: Please put your cell phone away during class. Texting is not permitted during the class period.
Laptops are permitted on a provisional basis if used for note-taking and in-class activities. I reserve the right to request shut
down of any device used for activities (Facebook, non-class-related web-surfing, email) that distract your fellow students or
me. Using devices inappropriately in class will certainly reduce your professionalism grade.
Evaluations: PWP uses its own evaluation that will be distributed during the last two weeks of the semester. However, we
also encourage you to fill out the online evaluations. Your participation in the evaluation of courses through CourseEvalUM is a
responsibility you hold as a student member of our academic community. Your feedback is confidential and important to the
improvement of teaching and learning at the University as well as to the tenure and promotion process. Please go directly to
the website (www.courseevalum.umd.edu) to complete your evaluations. By completing all of your evaluations each semester,
you will have the privilege of accessing online, at Testudo, the evaluation reports for the thousands of courses for which 70%
or more students submitted their evaluations.
Academic Honesty: Academic honesty is not just a principle on campus; in the “real world, “ using someone else’s words or
ideas can constitute copyright infringement, which is a serious crime. You must always submit work that represents your own
original ideas. Since you are learning to gather and choose information, you will be encouraged to use outside sources in class,
or in your writing. However, you must cite all relevant sources in all written and oral communications. Your readers or
listeners should also be aware of the extent to which you are using outside information. Using ideas or language without
verifiable references constitutes plagiarism. I will give automatic zeros to all work that is plagiarized. Further information
about university policies on plagiarism may be found at the following URL:
http://www.inform.umd.edu/ugradcat/registration/integrity.html
Students with Disabilities: The University of Maryland is committed to providing appropriate accommodations for students
with disabilities. Students with a documented disability should inform the instructors within the add/drop period if academic
accommodations are needed. To obtain an Accommodation Letter prepared by Disability Support Service (DSS), a division of
the University Counseling Center, please call 301.314.7682, e-mail dissup@umd.edu, or visit the Shoemaker Building for more
information.
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The class is worth 400 points, and is on a 10 point scale
A+
A
AB+
B
BC+
C
CD+
D
DF
400-388
387-372
371-360
359-348
347-332
331-320
319-308
307-292
291-280
279-268
267-252
251-240
239-0
Official University Policy
A- = 90 to 93.9; A = 94 to 96.9, A+= 97 and above
B- = 80 to 83.9; B= 84 to 86.9, B+= 87 to 89.9
C- =70 to 73.9; C =74 to 76.9; C+= 77 to 79.9
D- = 60 to 63.9; D= 64 to 66.9; D+ = 67 to 69.9
Grading Standards
Four broad evaluative criteria determine the grade students receive on their papers:
1. Rhetorical Awareness—the degree to which the writer conveys the paper’s purpose; the degree to which the writer
uses appropriate tone, style, and content for a clearly intended audience. This rhetorical awareness drives the
content, format and mechanics.
a. Content—the use of effective evidence to support the main points of the text. This includes the research,
ideas and conclusions you have presented. This is what the text is about.
b. Format—the overall structure of the text, including the appropriate format for the specific assignment. This
is the visual design and organization of the text.
c. Mechanics/Readability—skills such as style, mechanics, sentence and paragraph coherence; the degree of
ease with which the reader can understand the document. This is the quality of your content and format.
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Assignments
Due
Weeks
Chapters
Point Value
PROJECT 1
Informational Report: 40
 Draft 10, Final 30
Draft
Week 3_Sun 9/20
1-4
1-4, 9, 13
40
Percentage
of Grade
10%
5 - 11
5, 8, 10-11
100
25%
12-15
6-7
60
15%
PROJECT 2
Recommendation Report Project: 100
 Topic Proposal Memo &
Audience Analysis – 20
 Work Plan – 20
 Outline with citations – 20
 Draft – 20
 Final – 20
Online Peer Review
Week 3 & 4
Receive peer draft midnight
Sunday and finish review by
11 pm Wednesday.
In Class Peer Review
Week 4_Mon 9/21
1 hard copy to class
Final
Week 4_Sun 9/27
Topic Proposal & Audience
Analysis
Week 6_Sun 10/11
Work Plan
Week 7_Sun 10/18
Outline with citations
Week 9_11/1
Draft
Week 10_11/8
Final
Week 11_11/15
PROJECT 3
Letter Proposal & Correspondence
Selection: 60
 Draft 20, Final 40
*Peer Reviews for Project 3 will occur
online and in class
*All peer reviews for Project
2 will occur in class. Bring 4
copies of the document
under review
Peer Review Outline: 11/2
Peer Review Draft: 11/9
Draft of Letter Proposal
Week 13_Sun 11/29
Draft of Correspondence
Selection
Week 14_Sun 12/6
Online Peer Review
Weeks 13 & 14
Receive peer draft midnight
Sunday and finish review by
11 pm Tuesday.
In Class Peer Review
Letter Proposal – Week 14
Correspondence Selection –
Week 15
1 hard copy to class
Sun 9/13, Sun 10/25, Sun
12/11
Wed: initial post & Sun:
respond to peer
Sun: problem sets due
Reflective Writing (3) – 20
2, 8, 15
20
5%
Introduction, Midterm & Final
Discussion Board posts – 80
80
20%
 13 posts @ 6 or 7 points each
Problem sets on textbook readings
60
15%
Professionalism/Peer Review
40
10%
The grade for assignments submitted late, without prior notification, will be deducted 1 letter grade per day. No
assignment will be accepted after 4 days.
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For a detailed course schedule, please see Canvas Calendar.
PROJECT # 1: Informational Memo Report: Charting Your Career Path
 MLA style - Report should contain in text citations and a Works Cited page
 5 secondary sources
o 2 of the 5 secondary sources should be from the UMD databases
o 2 pieces of primary research may be substituted for 2 pieces of secondary research
 Report is 4-6 pages
 See figure 9.3 in textbook: no email transmission needed
 Report should make use of graphic highlighting and other high-skim techniques
Gather information about a career or position in which you might be interested. Learn about the nature of the job. Discover
whether certification, a license, or experience is required. One of the best places to search is the latest Occupational Outlook
Handbook compiled by the U.S. Bureau of Labor Statistics. Also, the UMD career website has access to databases to research
businesses, industries, jobs and more.
Your Task: Write an informational report to your instructor that describes your target career area.




Discuss the nature of the work, working conditions, necessary qualifications, and the future job outlook for the
occupation. Include information about typical salary ranges and career paths.
Discuss up-to-date issues facing your career area and industry using the library databases. Use research to discover
what challenges and opportunities the industry you think you’d like to enter is currently facing.
Collect information about two companies where you might apply. Investigate each company’s history, products
and/or services, size, earnings, reputation, and number of employees. If you choose to complete primary research
(informational interviews), interview one or more individuals who are working in that position. Devote sections of your
report to the specific tasks, functions, duties and opinions of these individuals.
Prior to the conclusion, include a section that summarizes what you have drawn from the process of researching your
potential career. Are you surer than ever of what you'd like to do? Were realities brought to light you didn't consider?
How do you see yourself moving toward your career goals?
PROJECT #2: Formal Report - Recommendation Report [GROUP PROJECT]
 MLA style – Report should contain in text citations and a Works Cited page
 8 secondary sources & 2 primary sources
 Report is 15 pages
 See figure 10.17 in textbook
 Report should make use of graphic highlighting and other high-skim techniques
You are a member of a student task force, and your instructor has asked you to identify problems on campus, in your
community, or in your workplace. Each group will choose one problem from their group members.
Your Task: In groups of 3 – 4, investigate a problem on your campus, in your community, or in your workplace. Within your
group develop a solution to the problem. Consult the officials involved to ask for their input in arriving at a feasible solution.
Do not attack existing programs; instead, strive for constructive discussion and harmonious and feasible improvements. After
reviewing the persuasive techniques discussed in Ch. 8, write a justification/recommendation formal report. Address your
report to the audience that is capable of enacting the change you have researched and are suggesting. Locating a feasible
audience for this project is a very important aspect of the project.
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PROJECT #2: Topic Proposal & Audience Analysis Informational Memo
 Informational Memo – Ch. 5
 The topic proposal memo should be 5-7 pages long
 As will be the case for all aspects of this project each team member will initial next to the work s/he contributed
to the project.
Purpose: There are two purposes in this TWO SECTION memo
1. To convince me that the project you are undertaking for the group project is a worthwhile and feasible one. To do so,
you must clearly plan the written recommendation report that you are creating for the client and decide what final
product besides the report will be delivered to the client. Essentially, you are proving to me that you know a problem
exists with this client, and that you have the capabilities to aid your client with this problem.
2. To convince me that the audience you have chosen is a good choice. Your audience must be interested in receiving
business assistance on a problem, must be available to the team via email/phone and in person, and must have face a
business problem that could be ameliorated in 7 weeks.
SECTION ONE: Topic Proposal
Some of the projects that could accompany your recommendation report include the following:





A marketing plan.
A Website
A promotional or public relations plan
A financial plan
A set of instructions for improving procedures
Principal arguments (Content of section one)
1.
Write a one-sentence statement that captures the current problem or state of affairs that you are addressing.
2.
Define how you know the problem exists. How does this problem manifest itself in the work place?
3.
List the negative consequences of this problem. What is being compromised by the existence of this problem?
4.
List the causes of the problem. Why does this problem exist? Who or what brought it about? How has this
problem developed over time?
5.
List general recommendations for solving or ameliorating this problem. Obviously, you will have more specific
recommendations once you have done primary and secondary research on this problem.
6.
Provide a list of deliverables that your team will be producing for the client (marketing plan, financial plan, public
relations campaign, Website development, brochure, video, instructions).
7.
Discuss your qualifications: Convince me that you and your team have the knowledge and level of engagement to
do this project. What special knowledge, expertise, or motivation qualifies you to write on this topic? Consider
using all persuasive data (majors, fields of study, internships, employment experience) that will convince me that
you are prepared to do the work.
SECTION TWO: Audience/Client Analysis section
Stipulations of Choosing a Client:

Your research must address a business issue (problem) that this client is encountering.

You must have or secure the cooperation of the owner or manager of the company with which you are working. This
collaborative effort involves your client’s participating in interviews and sharing company information and data with
you.

You must realistically be able to solve the proposed problem or provide viable recommendations in a 15-page report
and a 6-7 week time frame.
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Remember at all times that your project is designed to help the client with a real issue/problem. If the client is reluctant to
work with you on this project, or they suffer from availability constraints that will disallow them to be available to you, this
client is not the one you should be working with this semester.
The more time and effort you devote to defining your client and his or her needs, the more helpful your final project will be for
this client. In addition, the less likely will you be to be distracted by irrelevant information. This audience analysis is one of
the most important parts of this consulting project. If done thoroughly and well, it will serve as a foundation for the rest of the
project. If done haphazardly, it will not help you develop a plan to help your client with his or her primary issue.
Client Analysis: The following are IDEAS for you to use, you should attend to each question but you do not need to answer all
aspects of the question.
1. Make-up of Audience: Who exactly is your audience? Who is the individual in the organization who will be receiving
the report? What is his/her title? Why is this person your contact? Does this person have the power to put into
practice the change you are recommending? Do you have one or multiple readers? Who else, besides your contact
person, will be reading or using this document?
2. Addressing your Audience: How will the following factors influence how you address your audience:
a.
b.
c.
d.
Client’s ability to handle bad news.
Client’s availability and/or time constraints. (Take this factor into consideration before you commit to
working with your client. Remember, you will have approximately six weeks in which to meet with your
client, do research, write recommendations, and produce a final product. If your client is not available to you,
you will have problems meeting the deadlines involved in this project.) If you do decide to work with a client
with limited availability, how will that affect your product?
Company culture: What does the client value the most: customer service? making money? advancing
knowledge? reputation? contributing to the community? How does the problem you are investigating get in
the way of the client’s value system?
Your relationship with the client. You may use a friend or relative’s company, but if you do so, how will that
relationship affect your work on this project? You may also use a company where you are working (or have
worked), but if you do so, how will that relationship affect your work on this project?
3. Knowledge of Audience: How much knowledge or experience with this topic does your client have? How much does
your client know about the situation leading up to this state of affairs? What will this report tell the client that he does
not know and wants or needs to know? Will you need to define any terminology or explain specialized concepts for
your client? Would such information be inappropriate?
4. Concerns of Audience: What is the client’s attitude toward your proposal? What concerns or objections might the
client have based on his/her attitude? What will the client be able and prepared to do after reading your report?
5. Needs of Audience: How will this document serve the needs of your client? How are you helping him or her? Will it
serve the needs of upper management, supervisors, employees, customers, or everyone? Are different parts of the
document geared for certain audiences? Which parts serve which audiences?
6. Design Factors: How will your client use your document? How will the client use your final product (brochure,
video, etc.)? How should the document be designed to best serve your client’s need? How will you structure your
document to serve your client’s needs? What type of visuals will you include? What appendices will you use?
7. Technological Factors: What technology best meets your client’s needs? What technology is he/she familiar with?
What is available or most commonly used in the company?
PROJECT #2: Work Plan
This document is a Work Plan for Project 2. See figure 10.3 for a sample Work Plan for a Formal Report.
The work plan is a tentative plan that guides your investigation. This plan includes a clear problem statement, a purpose
statement, and a description of the research methods to be used. A good work plan also involves a tentative outline of the
report's major sections and a logical work schedule for the completion of major tasks.
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PROJECT #2: Sentence Outline with Citations
This document is a full sentence outline of the formal report. Students should outline the letter of transmittal, executive
summary, Introduction, body, conclusion, and any appendix items. Remember that this sentence outline should include in-text
citations and a Works Cited page. Thus, all of your research should be included in the outline. The sentence outline is the
minimum expected. Groups are encouraged to fully complete any/all sections of the report.
PROJECT #2: Draft and Final
This is the peer review version and the final version of your recommendation report.
PROJECT #3: Letter Proposal & Correspondence Selection
 Letter Proposal
o MLA style - Proposal should contain in text citations and Works Cited page
o 5 secondary sources
 2 of the 5 secondary sources should be from the UMD databases
 2 pieces of primary research may be substituted for 2 secondary research pieces
o Proposal must attend to the Triple Bottom Line
o Proposal is 4-6 pages
o Proposal should make use of graphic highlighting and other high-skim techniques
Perhaps you have fantasized about one day owning your own company, or maybe you have already started a business.
Proposals are offers to a very specific audience whose business you are soliciting. Think of a product or service that you like or
know much about. On the web and in electronic databases, research the market so that you understand going rates, prices and
costs. Search the Small Business Administration’s website (http://www.sba.gov) for valuable tips on how to launch and
manage a business. Use the UMD business databases for information on industry, product, the Triple Bottom Line, etc.
Your Task: Choose a product or service that you would like to offer a particular audience, such as a window cleaning business,
an online photography business, a new vehicle on the U.S. market, or a new European hair care line. Unlike a business plan,
you are not seeking funding for a new business. Instead, you are assuming that your business has been in operation for a few
years, and you want to solicit a new client or take on a new challenge. Write a letter proposal promoting your chosen product
or service.
Proposal must attend to the Triple Bottom Line.

Correspondence Selection
o Project is 6 pieces of typical correspondence + 6 rhetorical analyses (using TRACE)
o Project should make manifest the lessons you’ve learned from the text and our discussions about positive,
negative and persuasive messages. Project should reveal your rhetorical awareness.
Assume that the business that you created for your Letter Proposal has been in operation for several years now. In the
correspondence project you will consider different business situations that might occur in the running of your business, and
you will create pieces of correspondence that will attend to those situations.
Your Task: After reading chapters 6-8 (positive messages, negative messages, persuasive messages) review the messages
explained in each chapter.
Choose two pieces of correspondence from each chapter, and complete a rhetorical analysis for each piece.
6: [Positive Messages] Direct Request, Customer Response E-Mail, Instruction Message, Direct Claim, Customer Adjustment
Letter, Thank You Letter for a Favor
7: [Negative Messages] Refusing Donation Request, Denying a Claim, Bad News Follow-Up Message, Refusing an Internal
Request, Announcing Bad News to Employees.
8: [Persuasive and Sales Messages] Persuasive Favor Request, Claim (Complaint) Letter, Persuasive E-Mail and Memo Flowing
Upward, Sales Letter.
To Review: Project #3 is one assignment that includes a Letter Proposal, 6 pieces of typical business correspondence and one
rhetorical analysis per correspondence piece.
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Reflective Writing Essays
Students will write three reflective pieces throughout the semester at the beginning, midterm and final of course.





Memo format
1-2 pages
Author: you - an ENGL394 student
Audience: me - your ENGL394 instructor
Purpose: to inform
Discussion Board Posts
Students will post substantive replies to the 13 Discussion Board questions posed. Initial posts are due Wednesdays by 11 pm,
and peer responses are due Sunday by 11 pm. We will work, in class on Mondays, with the discussion board questions.



You should reference details from the readings/videos for the week and try to add new information and narratives of
your own experience to the conversation. Responses should be a minimum of 150 words.
You should respond to at least one other student in a way that moves far beyond "I agree or disagree." Imagine that
you are in class, and that you are conversing with your peers.
You should offer an initial post to the question posed on Wednesday, and you should respond to a peer by Sunday.
Criteria
Critical
Thinking
A (6-5) Outstanding
B (4-3) Proficient
• rich in content
• substantial information • generally competent
• full of thought, insight, and
analysis
• thought, insight, and
• information is thin and
analysis has taken place commonplace
Clear connections to previous
Connections or current and/or to real-life
situations
• new ideas or
connections
• lack depth and/or
detail
• new ideas and new
connections made with depth
and detail
• new ideas or
connections
• lack depth and/or
detail
Uniqueness
Timeliness
• All required postings
• Early into the discussion
• Throughout the discussion
Stylistics
• Few grammatical or stylistic
errors
C (2) Basic
D/F (1) Below
Expectations
• rudimentary and
superficial
• no analysis or insight
is displayed
• no connections are
• limited, if any connections
made
• vague generalities
• off topic
• few, if any new ideas or
connections
• no new ideas
• “I agree with...”
• rehash or summarize other statements
postings
• All required postings • All required postings
• Some not in time for
• Most at the last minute
• Some, or all, required
others to read and
without allowing for
postings missing
respond
response time
• Obvious grammatical
• Obvious grammatical or
or stylistic errors
• Several grammatical or stylistic errors
stylistic errors
• Errors interfere with
• Makes understanding
content
impossible
Problem sets on Essentials of Business Communication (readings and problem sets completed in Aplia – see schedule)
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Peer Review
All students will complete SIX in class peer reviews:
9/21: Draft of Project 1
10/19: Work Plan for Formal Report
11/2: Outline of Project 2
11/9: Draft of Project 2
11/30: Draft of Project 3
12/7: Draft of Project 3
All students will complete THREE online peer reviews
Online peer review completed by Wednesday 9/23 @ 11 pm: Draft of Project 1
Online peer review completed by Wednesday 12/2 @ 11 pm: Draft of Letter Proposal
Online peer review completed by Wednesday 12/9 @ 11 pm: Draft of Correspondence Selection
Peer Review will be based on our common rubric: content, format and mechanics.
Professionalism: You probably know that being professional is important. When you search for definitions, however, you will
find a wide range of meanings. Related terms and synonyms, such as business etiquette or protocol, soft skills, social intelligence,
polish and civility, may add to the confusion. However, they all have one thing in common: They describe desirable workplace
behavior. Businesses have an interest in employees who get along and deliver positive results that enhance profits and boost
the company’s image. As a budding business professional, you have a stake in acquiring skills that will make you a strong job
applicant and a valuable successful employee. [Guffey, Ch. 11]
A
B
C
D
F
Superior professionalism shows initiative and excellence in written and verbal work. The student helps to create
more effective discussions through his/her contributions. Reading and writing assignments are always
completed on time and with attention to detail. Interaction and collaboration with peers is tactful, thorough,
specific, and often provides other students with a new perspective or insight. Superior professionalism is shown
in Group.
Strong professionalism demonstrates active engagement in written and verbal work. The student plays an active
role in the classroom but does not always add new insight to the discussion at hand. Reading and writing
assignments are always completed on time and with attention to detail. Interaction and collaboration with peers
is tactful, specific and helpful. Strong professionalism is shown in Group.
Satisfactory professionalism demonstrates consistent, satisfactory written and verbal work. Overall, the student
is prepared for class, completes assigned readings and writing, and contributes to small group and large class
discussions. Reading and writing assignments are completed on time. Interaction and collaboration with peers is
tactful and prompt. Satisfactory professionalism is shown in Group.
Weak professionalism demonstrates inconsistent written and verbal work. The student may be late to class,
unprepared for class, and may contribute infrequently or unproductively to classroom discussions. Reading and
writing assignments are not turned in or are insufficient. Interaction and collaboration with peers may be
lacking disrespectful, or off-topic. Weak professionalism is shown in Group.
Unacceptable professionalism shows ineffectual written and verbal work. The student may be excessively late to
class, regularly unprepared, and not able to contribute to classroom discussions or small group workshops. The
student may be disruptive in class. Reading and writing assignments are regularly not turned in or are
insufficient. The student has a pattern of missing class, being unprepared or being disruptive. Unacceptable
professionalism is shown in Group.
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