Barbara J. D’Angelo, Ph.D.
Arizona State University
Association for Business Communication
Annual Convention
November 2009

 Junior-level business writing course
 Multi-section course

7-10 sections per semester + summer

On-campus, hybrid, and online
 Redesigned Summer 2007

Industry focus groups

Business and writing faculty input

Role playing scenario: students create a company

Standardized syllabus and assignments
 Portfolio for assessment

End-of-semester self-evaluation of learning

Scored by 1 writing faculty and 1 business faculty
Barbara J. D'Angelo, ABC Convention November 2009
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 Which assignments do students choose to include in their portfolios?
 How do students organize their portfolios as an argument to demonstrate their learning?

What persuasive techniques do students use to support their argument for learning?

What tone and style do students use?

Do students present an argument for their learning or to enhance their grade?
Barbara J. D'Angelo, ABC Convention November 2009
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
Random sampling
 3 portfolios from each section Fall 2008 and Spring 2009
 34 portfolios analyzed

Simple counting of assignments

Content analysis of narrative statements
 Categories derived from

Bower (2003): rhetorical appeals and argumentation

Scott (2005): form, tone, and appeal

Post-semester feedback from instructors

See proceedings for details (or talk to me later or email me)
Barbara J. D'Angelo, ABC Convention November 2009
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Fall 2008 Spring 2009
Memo
Manager Roundtable
Proposal
“Branding”
Letter
Policy
Audience Analysis
Agenda
Email
Peer Review
Research Summary
Minutes
8
9
6
4
11
10
10
9
3
2
4
4
14
10
1
7
14
12
10
11
3
7
5
5
Barbara J. D'Angelo, ABC Convention November 2009
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
Assignment inclusion not related to grading scale

Inclusion seems based on
 Substantiality of writing or traditional genres
 Instructor emphasis: instructor feedback indicates this as high

De-emphasis of meeting documents
 Lack of understanding or emphasis
 Increased emphasis during spring = higher inclusion = awareness of importance?

Process documents
 Reluctance to show drafts or other “in progress” work?
Barbara J. D'Angelo, ABC Convention November 2009
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 26 organized generically

Introduction: reflection about course

Body: described artifacts, claims and evidence

Conclusion: summed up
 7 organized contextually

Body contained more context
 Best vs. worst
 Strengths vs. weaknesses
 Course objectives
 Had no influence on raters’ scores
Barbara J. D'Angelo, ABC Convention November 2009
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# of Portfolios # of Statements
Ethos
Logos
Pathos
Nomos
14
23
17
21
19
51
29
31
Skills Supported
Skills Unsupported
23
18
64
39
Barbara J. D'Angelo, ABC Convention November 2009
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 Nomos and pathos not linked to “schmooze”
 Not directly linked to a claim or evidence
 More expression of student “feelings”
 Awareness of audience and course values
 Majority (23) of students supported claims
 23 used logos to create claim with evidence to support it

13 supported all claims

Unlike findings with FYC students
 Indication of more sophisticated writing from upper level students?
 8 did not support any claims
Barbara J. D'Angelo, ABC Convention November 2009
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
24 students used positive tone

Excitement about role playing (pathos)
 3 students used negative tone

Dis-satisfied with grade or with instructor?
 7 students used intermediate tone

Neutral descriptive tone
 All students changed from “business” style to “student” style when completing the portfolio
Barbara J. D'Angelo, ABC Convention November 2009
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
Learning
 28 students made statements related to their growth
 Only 1 student directly referred to their grade
 Use of logos and support for claims indicates argument was for learning

Enhance grade
 19 portfolios potentially included “schmooze”

2 flattered course or instructor

Rest thanked instructor
 2 students appealed directly to instructor (using “you”)

Result differs from FYC studies
Barbara J. D'Angelo, ABC Convention November 2009
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
More emphasis on meeting documents

Importance to our employer stakeholders

Additional requirement to write agendas added for each Manager
Roundtable

Requirement to evaluate agendas
 Change MRT topics to more completely support written assignments

Instructors believed not enough time to go over concepts needed for assignments
 Strengthen research summary to emphasize tie between finding information-analysis-use for persuasion
Barbara J. D'Angelo, ABC Convention November 2009
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 Potential change: portfolio scenario to shareholder or other external audience
 Maintain emphasis on business style

Continue to de-emphasize mechanics

But help needed for ESL students

Continue assessment to aggregate additional data

Confirmation of findings related to use of logos/evidence
 Add industry evaluators to assessment to include external stakeholders
Barbara J. D'Angelo, ABC Convention November 2009
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Presentation available at: http://www.public.asu.edu/~bdangelo/presentations/abc09.ppt
Course syllabus and assignments available at: http://techcomm.asu.edu/curriculum/twc347
Email: bdangelo@asu.edu
Barbara J. D'Angelo, ABC Convention November 2009
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