BA 324H
Business Communication
Master Syllabus
Applies to All BA 324 Sections
Fall 2013
Instructor Info
Dr. Kristie J. Loescher (kristie.loescher@mccombs.utexas.edu)
Sections
02025/ MW 2:00 /CBA 4.304
Office:
CBA 2.216 / Phone: 471-9318
Office Hours: Mon/Wed 3:30 to 4:30p.m.
Tue/Thu 11:00-12:00p.m. and by appointment
TA:
Kelly Steffen (steffe211@gmail.com)
Office:
CBA 2.216 (same as instructor)
Office Hours: Tue 4:30p.m. to 5:30p.m.
Fri 10:00a.m. to 11:00a.m. and by appointment
Prerequisites
Required classes:
Expected skills:
English 603A, Rhetoric and Writing 306, 306Q, 309K, or
Tutorial Course 603A, and credit or registration for BA 101H (or
102H), 101S, or 101T
Basic writing skills, including grammar and mechanics
Computer skills, including the ability to create PowerPoint
presentations, communicate via email, and use the Internet
Primary Textbook
The primary required textbook for all BA 324 sections is Business Communication: Process &
Product, 7th edition, by Mary Ellen Guffey and Dana Loewy ISBN: 9780538466257. Individual
lecturers may require additional texts and/or reading packets. The textbook is available in two
versions: bound and loose leaf.
Loescher Additional Required Materials
 Save Our Slides (PowerPoint Slide Design Guide) 2nd Edition by William Earnest ISBN:
9780757581229
 The Little, Brown Essential Handbook for Writers by Jane Aaron ISBN: 9780205718764
(or similar reference book)
Recommended:
(1) Quick Study Outline: English Grammar & Punctuation ISBN: 9781572225312
(2) Conquer Your Speech Anxiety, by Karen Dwyer ISBN: 9780534636180 (for
students with a fear of public speaking)
Mission Statement
The mission of BA 324 is to provide McCombs School of Business undergraduates with a
conceptual framework and specific tools for communicating in complex environments and
accomplishing strategic academic and professional business goals. This core course provides
writing, oral, and collaborative skills necessary for future business courses, internships, and
professional positions.
Course Objectives: Preparing Students for Business Environments
BA 324 focuses on writing, speaking, and interpersonal communication. Although differences in
instructors’ presentation styles are a natural and valuable part of a multi-section course, all
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sections of BA 324 have the same objectives. These objectives specify that business students, at
the conclusion of the course, should be able to
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Analyze communication situations and audiences to make choices about the most effective
and efficient way to communicate and deliver messages
Conduct research that includes the use of electronic library resources and the Internet; use the
results of that research to complete written and oral reports
Deliver effective business presentations in contexts that may require either extemporaneous
or impromptu oral presentations
Provide feedback, accept feedback, and use feedback to improve communication skills
Write business documents that are grammatically correct and use appropriate business style
Develop effective interpersonal communication skills
Use communication technology appropriately and effectively
Core Communication Skills and Required Assignments
BA 324 focuses on a core set of communication skills and requires assignments that support
students in their learning of these skills. Students can expect to work on this core set of skills in
all sections of BA 324, although individual sections may add or substitute specific assignments
that teach the same skills and fulfill the same course objectives. These communication skills and
the types of assignments that teach those skills are described below.
Written Communication: Students write letters, memos, proposals, formal and informal
reports, work plans, and progress reports.
Oral Communication: Oral presentations from 2-30 minutes long address informative,
persuasive, and extemporaneous methods of delivery. Some oral presentations require the use of
visual aids such as handouts, overhead transparencies, and presentation software such as
PowerPoint.
Time Management: Assignments are varied, integrated, and overlapping, and students must
focus on multiple issues, projects, and demands. Students must, therefore, take responsibility for
planning and pacing their own work as well as developing time management skills.
Project Development: Groups of approximately four to six students develop projects, complete
research, schedule meetings, write team papers and reports, and deliver a 20-30 minute oral
presentation using visual aids. These projects build on and use the skills developed in other class
assignments.
Evaluation/feedback: Assignments that require students to learn and develop evaluation and
feedback skills are included throughout the course. These assignments may involve editing one’s
own writing and doing self-critiques, self-evaluations, or analyses of one’s
own presentations, interpersonal communication, and other class activities. These assignments
may also involve peer-editing as well as providing evaluations and critiques of the work of other
class members.
Group Management: Students work on group projects to practice interpersonal skills by
communicating with group members, other groups, and peers outside the group.
Meeting Management: As part of the projects, groups meet on a regular basis, develop meeting
goals, make agendas, facilitate meetings, provide feedback, and submit meeting summaries.
Grading, Key Content Areas, and Required Assignments
Grades in BA 324 are based on a student’s work in three key content areas. These content areas
reflect the mission of the course, the course objectives, and the core communication skills that
students are expected to learn. Each of these content areas represents a fixed percentage of the
course’s content. In two of these areas, there is a minimum number of specific assignments
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required for all sections of the course. Students should review the required assignments for their
particular BA 324 section.
Three key content areas for BA 324:
Written Communication (50%)
Including a minimum of
 Eight 1- to 3-page assignments or exercises (e.g., memos, emails, letters, blogs,
summaries, etc.).
 One business research report or proposal
 Agendas, work plans, PowerPoint slides, outlines, etc.
Oral Communication (35%)
Including a minimum of
 One group research presentation
 One interpersonal assignment
Professional Development (15%)
Including
 Exams (essay or multiple choice), quizzes, and worksheets
 Class participation
 Professional conduct
 Other assignments (written or oral) requiring analysis and integration of course
concepts
BA 324: Writing Flag Designation (Substantial Writing Component Course)
Courses that carry a writing flag are intended to offer students significant opportunities to
hone their writing skills as they progress through their core curricula and major coursework.
A writing flag course fulfills the following criteria:
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Requires students to write regularly—several times during the semester—and to complete
writing projects that are substantial. It is only through the practice of writing that
students learn to improve their writing.
Is structured around the principle that good writing requires rewriting. Students must
receive meaningful feedback from the instructor (or teaching assistant) so they can
improve successive drafts.
Includes writing assignments that constitute at least one-third of the final grade in the
course. These assignments must be graded on writing quality as well as content.
Provides an opportunity for students to read each other’s work and offer constructive
criticism. Careful reading and analysis of the writing of others is a valuable part of the
learning process.
Written assignments comprise 50% of the grade for this course. Of that 50%, half of the grade is
based on the quality of your writing, and the other half is based on evidence of your
understanding of the material and fulfillment of other criteria.
Revision/Rewrite Policy
One writing project, chosen at the instructor’s discretion, will involve revision. “Rewriting” goes
beyond the correction of grammar, mechanics, and usage. It typically involves the re-thinking of
major arguments, organizational elements, perspectives, or stylistic choices in the project.
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Instructor Communications
Instructors use mass email functions (e.g., Blackboard) to communicate with students. Students
are responsible for checking their university email accounts regularly. Emails from instructors
contain important information about the course.
Attendance /Punctuality Policy
Since BA 324 teaches both conceptual knowledge and skills, daily attendance and active
participation in the class are required. Students should view class attendance as they would work
attendance and communicate to their peers and instructor in an appropriate manner.
If your absences exceed three days for a MWF course or two days for a TTh course, your
final grade is impacted by a minimum of a 1% deduction of your final grade per absence.
Instructors reserve the right to fail students whose absences exceed eight MWF classes or
five TTh classes.
A student who arrives 20 or more minutes after the beginning of class will be considered
absent.
Students with personal or family emergencies should register their situation with UT’s Student
Emergency Services (SES) by calling 512-471-5017. Requests for assignment extensions,
modifications, or emergency leaves must be approved by SES.
Please review carefully the additional attendance requirements specified by your instructor.
Grading Policy for All BA 324 and BA 324H Sections
The following plus/minus scale will be used to determine final course grades in all
BA 324 and BA 324H sections:
A
AB+
B
BC+
C
CD+
D
DF
93 and above
90-92.9
87-89.9
83-86.9
80-82.9
77-79.9
73-76.9
70-72.9
67-69.9
63-66.9
60-62.9
59.9 and below
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University Policies Relevant to BA 324 Students
Academic Integrity (Please read very carefully)
The responsibilities of both students and faculty with regard to scholastic dishonesty are described in
detail in the Policy Statement on Scholastic Dishonesty for the McCombs School of Business, available
online at http://www.mccombs.utexas.edu/udean/Scholastic_Responsibility.asp
One of the provisions of this statement reads as follows:
“The McCombs School of Business has no tolerance for acts of scholastic
dishonesty. The responsibilities of both students and faculty with regard to
scholastic dishonesty are described in detail in the Policy Statement on
Scholastic Dishonesty for the McCombs School of Business. By teaching this
course, I have agreed to observe all of the faculty responsibilities described in
that document. By enrolling in this class, you have agreed to observe all of the
student responsibilities described in that document. If the application of that
Policy Statement to this class and its assignments is unclear in any way, it is
your responsibility to ask me for clarification. Policy on Scholastic
Dishonesty: Students who violate University rules on scholastic dishonesty
are subject to disciplinary penalties, including the possibility of failure in the
course and/or dismissal from the University. Since dishonesty harms the
individual, all students, and the integrity of the University, policies on
scholastic dishonesty will be strictly enforced. You should refer to the Student
Judicial Services website (http://deanofstudents.utexas.edu/sjs/) or the
General Information Catalog to access the official University policies and
procedures on scholastic dishonesty as well as further elaboration on what
constitutes scholastic dishonesty.”
BA 324 instructors will follow and enforce the provisions of the Policy Statement on Scholastic
Dishonesty for the McCombs School of Business. You are responsible for reading, understanding and
following the Policy Statement on Scholastic Dishonesty for the McCombs School of Business and the
policies and procedures on scholastic dishonesty on the Student Judicial Services website. Included in
these responsibilities is the responsibility for understanding what actions constitute scholastic dishonesty.
You may not use any resources, including, but not limited to books, computers, databases, etc. for out-ofclass assignments if using such resources constitutes one or more acts of scholastic dishonesty, as defined
in the General Information Catalog or as described in the Policy Statement on Scholastic Dishonesty for
the McCombs School of Business. By way of example and not by limitation, you may not consult or
submit work (in whole or in part) that has been completed by other students in this or previous years for
the same or substantially the same assignment.
Students should be aware that all required writing assignments may be submitted through a software
program called SafeAssign on Blackboard. The software is designed to help faculty and students organize
and improve the writing process by encouraging original submissions and proper citation practices.
Class Websites and Student Privacy
Password-protected class sites are available for all accredited courses taught at the university. Syllabi,
handouts, assignments, and other resources are types of information that may be available within these
sites. Site activities may include exchanging emails, engaging in class discussions and chats, and
exchanging files. In addition, class email rosters may be a component of the sites. Students who do not
want their names included in these electronic class rosters must restrict their directory information in the
Office of the Registrar, Main Building, Room 1. For more information go to
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http://www.utexas.edu/student/registrar/catalogs/gi02-03/app/appc09.html
Services for Students with Disabilities
The University of Texas at Austin provides upon request appropriate academic accommodations for
qualified students with disabilities. For more information,
contact the Office of the Dean of Students at 471-6259, 471-6441 TTY.
Religious Holidays
A student who is absent from a class or examination for the observance of a religious holy day may
complete the work missed within a reasonable time after the absence, if proper notice has been given.
Review this policy at
http://www.utexas.edu/student/registrar/catalogs/gi03-04/ch4/ch4g.html#religion
Campus Safety
Please note the following recommendations regarding emergency evacuation from the Office of Campus
Safety and Security, 512-471-5767, http://www.utexas.edu/safety/ :
• Occupants of buildings on The University of Texas at Austin campus are required to evacuate
buildings when a fire alarm is activated. Alarm activation or announcement requires exiting and
assembling outside.
• Familiarize yourself with all exit doors of each classroom and building you may occupy. Remember
that the nearest exit door may not be the one you used when entering the building.
• Students requiring assistance in evacuation should inform their instructor in writing during the first
week of class.
• In the event of an evacuation, follow the instruction of faculty or class instructors.
• Do not re-enter a building unless given instructions by the following: Austin Fire Department, The
University of Texas at Austin Police Department, or Fire Prevention Services office.
• Behavior Concerns Advice Line (BCAL): 512-232-5050
Further information regarding emergency evacuation routes and emergency procedures can be found at:
www.utexas.edu/emergency.
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Writing Rubric
BA 324 Business Communication: Oral and Written
Criteria
Poor
Satisfactory
Strong
Organization
Writing is not concise
and tends to ramble; lack
of direction interferes with
audience understanding;
lacks clear topic sentences
Focus and direction of
writing are acceptable and
do not interfere with
audience understanding;
minor errors in cohesion
Writing is concise and
clear; information is easy
to understand; focus and
and direction of writing
are obvious to audience
Introduction and
Conclusion
contact information,
Main idea or purpose is not
established in the appropriate
paragraph; conclusion does
satisfactory but lacks at least
end date, goodwill, or future
relationship
Main idea or purpose is
established in the appropriate
paragraph; conclusion is
also has an interesting hook;
one important statement
Introduction not only
establishes main idea or
purpose as appropriate, but
conclusion includes every
necessary action or statement
Punctuation and
Spelling
Writing contains numerous
and/or significant errors which
distract from the message
Writing contains occasional
errors, which do not distract
from the message
Writing is nearly error free
with no item that distracts
from the message
Sentence Structure
and Transitions
Sentence structure lacks
readability and/or is awkward;
connections between topics,
ideas, or arguments lack clear
transition
Most sentences build within
paragraphs for readability;
a few sentences lack transition
Sentences are clear, well
developed, and express
concise ideas; transitions
create strong readability
Background and
Critical Thinking
Ideas lack support or are
expressed with personal views;
no original thoughts that show
critical thinking
Ideas are supported with
occasional citations or class
lessons; some individual,
original ideas are expressed
Arguments are supported
with cited references or
relevant facts; strong use of
originality is shown
throughout the message
Professional Format
and Tone
Document is not professionally Document follows most of the
formatted; tone and language
traditional format guidelines but
are inappropriate
has at least one distracting error;
tone and language use are fair
Professional format style is
obvious; all aspects of the
tone and language lend to
audience’s verbal and nonverbal understanding
Adapted from the Association to Advance Collegiate Schools of Business (AACSB) Assessment Writing Rubric
not includ
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Oral Presentation Criteria
Criteria for Grading Speeches*
To receive a C on your speeches, you must meet the following standards:
1.
The speech must be original.
2.
The type of speech presented must be appropriate to the assignment.
3.
The topic must be appropriate for the audience and sufficiently focused.
4.
The speech must fit the time requirements of the assignment.
5.
The speech must be presented on the day assigned.
6.
Main ideas must be supported with facts and figures, appropriate testimony,
examples, or narratives.
7.
The speech must have a clear sense of purpose.
8.
The speech must have a clearly identifiable and appropriate design, complete with an introduction and a
conclusion.
9.
The speech must be presented extemporaneously.
10.
The speech must satisfy any specific requirements of the assignment, such as number of references, formal
outline, or use of visual aids.
11.
The speaker must use language correctly.
To receive a B on your speech, you must meet the following standards:
1.
Satisfy all requirements for a C speech.
2.
Select a challenging topic and adapt it appropriately to your audience.
3.
Reflect a greater depth of research
4.
Clearly identify sources of information and ideas.
5.
Create and sustain attention throughout the speech.
6.
Make effective use of transitions, previews, and summaries.
7.
Use good oral style.
8.
Present the speech with poise.
To receive an A on your speech, you must meet the following standards:
1.
Satisfy all requirements for a B speech.
2.
Demonstrate imagination and creativity in topic selection and development.
3.
Develop and sustain strong bonds of identification among the speaker, audience, and topic.
4.
Consistently adapt information and supporting material to the experiential world of your audience.
5.
Reflect an even greater depth of research (Refer to your assignment sheet for each presentation)
6.
Demonstrate artful use of language and stylistic techniques.
7.
Make a polished presentation that artfully integrates verbal and nonverbal communication skills.
A D speech does not meet one or more of the standards for a C speech or:
1.
Is obviously unrehearsed.
2.
Is based entirely on biased information or unsupported opinions.
An F speech does not meet three or more of the standards for a C speech, reflects either of the problems
associated with a D speech, or:
1.
Uses fabricated supporting material.
2.
Deliberately distorts evidence.
3.
Is plagiarized.
*Reprinted by permission of the Speech Communication Association.
These same criteria will apply to all oral presentations in this course.
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Loescher Course Policies
Absences and Tardies: See Attendance in Master Syllabus. Attendance is an important aspect of your learning in this course. In
addition to the considerable material covered in class, and the experiential learning opportunities, we are modeling a workplace
environment. Because of the collaborative nature of this course, you are expected to attend all classes, as well as all team
meetings as scheduled with classmates. Attendance is tracked using a sign-in sheet for each class day. Please make sure you
sign in to assure you receive appropriate credit for attendance.
If you arrive late or must leave early, please speak with me about your situation and sit near the door where your
arrival/departure will cause the minimum amount of disruption. If you are absent, it is your responsibility to get any special inclass instructions from a classmate, then come to me for copies of any handouts and with your questions. Tip: do not ask me if
you missed anything or if we did anything important – the answer to both questions will always be, “of course”.
You are required to notify me by e-mail, or voice mail if you will be absent or late. You also owe that same courtesy to team
members. I will treat each of you as an adult and will expect you to understand and appreciate the consequences of your
choices. The instructor will deduct 1% from the final grade for the third missed class and for each additional missed
class thereafter. The instructor reserves the right to assign an F to students who miss FIVE or more classes and/or
scheduled meetings. Medically-related absences are no exception to this policy.
Genuine emergencies and serious illness will be handled with understanding; my flexibility in allowing a student to continue in
the class will be determined, in part, by their standing in the class in terms of participation and attendance. Similarly, student
athletes and seniors conducting job interviews will be dealt with on a case-by-case basis. While a grade penalty for missed
classes will be assessed, students will be allowed to continue in the class as long as they complete class work and participate
appropriately on team assignments.
The ONLY time an absence can be exempt from this policy is in the case of exigent circumstances. Exigency is defined as any
situation that causes you to become physically or emotionally unable to attend class, as judged and documented by the Office of
the Dean of Students. If you think your physical illness or emotional duress might qualify as exigency, please request a letter
from your doctor and make an appointment with Services for Students with Disabilities or the Counseling and Mental Health
Center. The instructor must receive an accommodation letter from the Dean of Students in order for you to be exempt from the
attendance policy.
Class preparation: Please make the time to read and review the text assignment prior to class. In our lectures and class
discussions, I am assuming you have read the text and that my comments are supplemental and focused on applying the
information. In assessing the participation portion of your grade, I pay particular attention to the questions, thoughts,
discoveries, ideas, and insights you share with us about what you've read.
Communication: E-mail and attending office hours are the preferred methods of communication. Please consult the TA with
questions regarding grades, attendance, and other general class concerns. You may address any member of the teaching team
(preferably in office hours) with questions regarding applying class topics in the real world, as well as any personal management
dilemmas, concerns, or issues. You are also welcomed and encouraged to come to instructor office hours to introduce yourself
and chat.
You can expect notices, reminders, and individual communications from me and/or the TA via e-mail on a regular basis. It is
your responsibility to check your e-mail regularly and to make sure that the correct e-mail address is on the university’s system.
Failure to check your e-mail is not an acceptable excuse. If you have any problems with e-mail, you must resolve them through
the appropriate channels.
Office hour consultations are available for reviews of draft assignments. Students who complete assignments early and get
advice in office hours tend to perform better on their final drafts.
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Please put “BA 324H” in the subject line of all e-mails. E-mails without this subject line risk not being seen or addressed.
Please also include your full name at the end of your e-mail (particularly those of you without your name in your e-mail
address).
E-mails to any member of the teaching team will be answered within one working day. Remember to consider the audience in
your e-mail communication. Please keep e-mails professional and polite; e-mails with unprofessional/rude tone or content will
not be answered and you may be required to meet individually with me. I reserve the right to deduct points from your
attendance/participation grade for inappropriate e-mail, phone, or face-to-face communication.
Your questions and observations are welcome during lecture. Please feel free to ask for clarification if I am not making sense to
you. You may also e-mail me with questions you would like addressed in the next lecture. If I determine you need more
individual attention, I may ask that you see me after class or in office hours in order to meet your specific needs more
appropriately.
General lecture policies: In an effort to create a classroom environment conducive to learning, please remember to follow these
rules every day:
1. Turn off all cell phones – if you forget, turn it off quickly. Please do not send or receive texts, take any calls, or access
the Internet once class has started. If you are expecting an important call, sit by an exit and step outside to take it. The
instructor will confiscate phones, pads, or laptops used during class.
2. Laptops must be closed during lectures, class discussions, and student presentations. Please also put away all
newspapers, books, and other materials not related to our class. Keeping your attention on activities in the classroom
helps all of us stay engaged and maximizes the value of our limited class time together.
3. Avoid side conversations during lecture, discussion, and class activities, and while fellow students are asking questions.
4. Treat your fellow students and professor with respect by being polite, considerate of each other’s needs, and using
inquiry more than advocacy in discussions: “seek first to understand, then be understood” (Stephen Covey)
Assignments: Assignments are due at the beginning of class on the due date. Assignments turned in after the lecture begins will
be counted as late and receive a 20% deduction.
PLEASE: Staple all pages of your assignments together before coming to class. For all rewritten assignments, staple the first
submission, with my editing and comments, behind the revision. By stapling your work you decrease the risk that part of your
assignment will be lost. I reserve the right to subtract points from your assignments if they are not stapled.
An important rule of thumb to remember: When you write a business letter, the first writing is not the one sent. Letters are
drafted, edited, proofread, edited again and then sent! Be willing to get your ideas on paper and then work on polishing to make
the material coherent, concise, conversational, correct, confident, and courteous.
Office hour consultations are available for reviews of draft assignments. Students who complete assignments early and get
advice in office hours tend to perform better on their final drafts.
Form and format: See Blackboard for general instructions, e-mail format, letter format, and report format. When submitting
work, please realize the importance of using appropriate Standard English. Employers today want employees who can spell
correctly, punctuate correctly, and who know the basic rules of communication. Be sure to proofread your work carefully.
Misspelled words, grammatical errors, and communication errors (inappropriate tone, lack of coherence, clarity, conciseness,
etc.) will significantly impact your grade. Verify the correct format for each writing assignment. A memo, a letter, a report, and
numerous other written business communications have established usage formats, including page layout, margins, spacing,
headings, etc. You must use the appropriate form with correct format.
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You may use the Undergraduate Writing Center for support. They can help you identify writing issues and solutions that will
directly improve your grade in this class. However, tutors in these centers are of varying quality, and taking your paper to one
of these centers in no way guarantees all the technical errors will be identified. It remains your responsibility to edit and review
your work for technical correctness.
You are responsible for keeping copies of all of your work. At the end of this course, you should have some good examples of
your business writing capabilities to share during future job interviews. You are also responsible for keeping all of the graded
assignments I hand back to you. By keeping all of your work, it will be easier for you to track your grade and to quickly address
any grading discrepancies or missing grades.
Grading Structure for Writing Assignments: A minimum of half of the available points for an assignment will be based on
content (how well you followed instructions, how well your work deals with the business problem, demonstrates integration of
course resources, addresses audience needs, and/or answers the questions posed in the assignment) and half will be based on
your technical writing skills. The actual split between content and technical in the grading will be noted when the assignment is
described in class.
To earn your content grade, note that following the instructions is only the first part of a successful assignment. A maximum
content grade of 90 will be awarded to assignments that meet all specified criteria for content. Content grades above 90 will be
awarded for work that goes above and beyond the content assignment instructions and reflects critical thinking, integrates
outside resources, and/or reflects advanced audience analysis. Successful employees demonstrate self-direction, creativity, and
critical thinking skills; successful students demonstrate those same attributes in the classroom.
To earn your technical grade, it is critical to understand that in business writing, the ability to edit your own work and to
appropriately utilize peer editing to produce error- free written communication is an essential competency. While one error
might be overlooked by readers; the second will probably be noticed; and by the third error they are likely to conclude that the
writer is careless, ignorant, or both. You want to give your ideas and opinions a chance to be appreciated! Your technical
writing skills will be assessed using a minimal marking system. Minimal marking is encouraged in Writing Flag courses to
allow students to work toward their goals of clean and error free writing. When the teaching team evaluates your work, we will
first read for content, including your ideas, organization, form, style, and conformance to assignment instructions; and we will
respond in writing to what you’ve accomplished. Then, we will mark off a section of your work – from a paragraph to a page or
more depending on the size of the assignment – and analyze it closely for sentence-level technical errors. We will indicate any
line where there is a sentence-level error by putting a check in the margin. Two checks indicate two errors. I may include a
word or two to specify a 7 C’s error. Otherwise, you must use the grammar/punctuation handbook required for this class to
identify each error and decide how to correct it.
For every error we find in the marked section, we will mark down the technical portion of your grade (typically half of the
points for an assignment). You will start with 100% of the technical points, and then be marked down according to the
following schedule:

Point deduction for each technical error = 10% of technical grade
You should keep an inventory of your most common types of errors and work through the exercises in the relevant section of the
style handbook to help you recognize and avoid them in the future. For persistent problems with these types of errors, or to
continue working to eliminate them, please consult with the Undergraduate Writing Center.
In addition, grade penalties will be assessed for careless editing mistakes including misspelled words, incorrect words (e.g. there
instead of their, posses instead of possess, etc.), and incomplete or nonsensical sentences.

Point deduction for each editing “felony” = 20% of the technical grade
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Students may be asked to submit required writing assignments through a software program called SafeAssign on Blackboard.
The software is designed to help faculty and students organize and improve the writing process by encouraging original
submissions and proper citation practices.
Late Work: All assignments are due at the beginning of class and will be counted late once the lecture begins. Please do not
wait until the last minute to prepare and print your assignments. Software and printer problems are not acceptable excuses for
late work. I will accept late work during class until one week from when the assignment is due. All late work will receive a
20% point reduction in grade.
Exams/In-Class Writings and Quizzes: Please consult the calendar and establish that the exams, in-class writings, and quiz
dates/times will be possible with your schedule during the first day of class. Make-ups or alternative test dates or times will be
provided only for those with a documented emergency, illness, or required accommodation for students presenting me with a
letter of accommodation from the Dean of Students SSD office. Please note that significant differences in style and ability
between in-class and out-of-class work is grounds for an academic honesty investigation.
In-class writings will typically be held in the MOD lab. It is your responsibility to learn the procedure and secure the funds
required for printing in these labs. One exam will be multiple-choice and will test your knowledge and application of course
concepts. In addition, your cooperation as a team will be evaluated by allowing you to retake the exam in your consulting
project teams after you have completed the exam individually. Your individual and team score will be averaged for your final
grade. Scantrons will be provided. While you may always bring your writing handbook for reference, no other books or tools
are allowed.
Technical Writing Quizzes will be a combination of short answer and/or multiple choice. These quizzes are designed to test
your knowledge of grammar, punctuation, spelling, and technical writing norms/requirements in business communication. A
scantron and/or answer sheet will be provided for you, and you may bring your writing handbook for reference. No other books
or tools are allowed.
Current Event Quizzes will be short answer. These quizzes are designed to test your knowledge of major (front-page) news,
which is often a topic for discussion at company meet-and-greets and during job interviews (particularly meal interviews).
For students with English as their second language, a language dictionary is permitted with advance permission from the
instructor (books only, no electronic). It will be inspected and should not include any notes, loose pages, or any additional
course material/information.
For study guidance and test taking strategies, consult the UT Learning Center website.
Please accept the responsibility of aggressively avoiding ANY behavior that may appear to be cheating. Keep your
scantron/exam sheet covered, your eyes on your paper. Caps, hats, rags or any kind of head cover (with the exception of that
worn daily as part of religious observance) are prohibited during exams. Should any exam proctor observe a student behaving
in a way that arouses their suspicion, they may ask the student to move to the front of the classroom to complete the exam and
will ask the student to speak with me after class. This is not an accusation, I will merely ask for an explanation of what was
observed. I will refer any suspected violations to the Office of the Dean of Students for investigation. I believe that an F in the
course is the appropriate penalty for any student convicted of cheating.
Grading Structure for Presentation Assignments: During the semester you will have in-class speaking assignments (see the
class calendar). Once a speaking date is assigned, this date will be treated like an exam date and you may reschedule only with
documentation of emergency or illness AND if the class calendar allows. The instructor reserves the right to assign a grade of 0
for a missed speech, regardless of the reason the speech was missed. You may exchange dates with another student, as long as
both parties are agreeable.
All presentations are expected to be original work and to follow the form and format described in the assignment instructions.
Each speaking assignment has its own form outlining the expectations in each of the areas being evaluated. In addition to my
evaluation, you will also be evaluated by a randomly assigned group of your peers. Peer comments will be taken into account
13
on my evaluation of your speech. While this extensive feedback on your speaking may feel intimidating at first, please keep in
mind that this class provides you with a unique opportunity to receive the type of direct, high quality feedback required to move
your speaking skills to a higher level. See assignment instructions for forms outlining specific expectations for each speech.
Grading Structure for Team Project Presentation Assignment: See Blackboard for Speaking Evaluation Form for the
consulting project team speaking assignment. In this assignment, the team’s overall presentation will be evaluated, and this
grade will be the same for each team member. Team speaking evaluations consist of three areas: dress, speaking ability
(including the strategy used in making speaking assignments within the team), and content. Data from individual evaluations
will be used in the overall team evaluation, but this is a holistic evaluation and not a strict averaging of individual scores.
Grading Structure for Team Assignments: All team members will receive the same grade on team assignments. Please note
that the most successful team projects are developed by teams that take the time to get to know each other outside of class. By
investing in these relationships, the work is completed more efficiently and effectively. Invariably, the reports and presentations
reflect the strength of the team relationships. Feedback from your teammates will be used as one aspect of your class
participation grade.
Team Member Firing Procedure: Should the team decide that a team member is not contributing to the team in an
acceptable manner, the team may "fire" the team member. A firing typically results in a zero (0) for the project for the
fired team member. This option should NOT be taken lightly.
In the business world, when a person is fired from a team or job, that firing should never come as a surprise. The person
is generally notified in writing at least twice before formal firing procedures are started. In addition, help is usually
provided to assist that person in his/her performance. People are often times not aware of how their work style, attitude,
or performance is affecting the team and it is only fair to discuss these issues with the person before launching a formal
procedure.
To fire a team member the following must take place and be documented:
1. The team must address their concerns/dissatisfactions with the team member by talking with him/her and
putting in writing the behaviors and actions that are detrimental to the team progress and indicate what must be
done within a realistic and specified time frame. A copy of this documentation must be emailed to the professor.
2. In addition to presenting the written document, the team members must hold a meeting to allow the member in
question to ask for clarification, to respond to the notification, and to give him/her a chance to rectify the
situation. The minutes from this meeting must be forwarded to the professor. The team member in question
must make a written response and submit a copy to the professor.
3. If the situation is not rectified within the specified time frame, and the team members want to pursue the firing,
a meeting with the professor must be scheduled.
Peer Evaluations: In addition to receiving peer evaluations of your speaking assignments, feedback from your teammates will
be used to determine your class participation grade. See Blackboard for Mid-Term and Final Project Evaluation Memo
instructions.
Completion Grade Assignments: Some assignments include a required but ungraded component (e.g. presentation selfevaluations, team peer evaluation memo). If not completed, a penalty, typically 10%, is deducted from the graded portion of the
assignment. Specific instructions for completion grade assignments are included in the graded assignment's instructions.
Grading Structure for Participation/Professional Conduct: I focus my assessment of participation on the role you play in
class, on the quality of your interactions with the teaching team, and on your performance with your project team. You are
expected to actively participate in class and on your team. All of your communication with peers, with the TA, and with me
must be respectful and appropriate. I expect you to be polite, to be considerate, and to demonstrate integrity and maturity.
Some of the ways you can demonstrate your skills in this area include:

Informing your teammates and me of any absences. Note that we don’t need to know why, unless you have a
14








disability accommodation, the excellence of your excuse is not a factor, only the outcome: you are either in
class or not.
Follow general lecture policies and all class-developed ground rules.
Actively participate in class.
o Come prepared to discuss in-class exercises (see calendar)
o Passive participation will be penalized. Do not always wait to be called on. In the work place, it is the
assertive, strong, and appropriate communicators who are noticed and promoted. If this is in conflict
with your natural style, this is the time to begin to practice speaking up. Ask questions, contribute to
discussions, visit the office, and participate in class exercises.
Bring interesting, topical information to share with the class (e.g. attend campus lectures and provide a review
of the speakers' strengths, weaknesses, and personality type; topical articles or examples of good/bad/ugly
communication)
Honoring your commitments to your teammates. Your attendance/ participation grade may be lowered based
on peer feedback on your team participation.
Taking responsibility for the consequences of your choices. The employee who “always has an excuse” as to
why something did not get done is not a welcome addition to any company.
Taking the time to develop a relationship with your teammates and instructor. Evaluate your contacts with me –
do you only talk to me to complain about an assignment or to give me an excuse for an absence? Is this the way
you want me to remember you? By participating actively in class, asking thoughtful questions, and
demonstrating your commitment to success, you will make a much better impression on me and on your future
boss. In addition, the most successful team projects are developed by teams that take the time to get to know
each other outside of class. By investing in these relationships, the work is completed more efficiently and
effectively. Invariably, the reports and presentations reflect the strength of the team relationships.
First impressions matter! It is much easier to maintain the impression of a participative student than to
overcome a negative first impression.
Review the feedback form for this assignment on Blackboard.
Confused? Please communicate with the TA or me before assignments are due to clear up confusion rather than after; the issues
are much easier to untangle before you reach a crises point. One of my main goals is to give you lots of practice at
communicating, clarifying, and engaging in feedback to better prepare you for success in your academic and professional
careers. I will never expect you to read my mind, if you are wondering what I'm thinking; don't assume, just ask.
Encouragement: Please take advantage of the opportunities in this course. I am here to help you. Research has shown that
students who engage in one-on-one discussions with the instructor about their course work receive better grades. There are
many ways you can communicate your ideas and or needs with the teaching team: visit us during office hours, e-mail us, or
engage in a class discussion. The important thing is to communicate with us! Relationships are vital in the business world, your
relationship with your boss (in this case me) is key to your success.
Feedback: It is my goal to be a quality teacher and to help you develop excellent business communication skills. I am
committed to providing honest and fair feedback according to business environment criteria. Please put feedback and grades in
the proper perspective. My evaluations of course work and participation do not reflect my feelings or attitude toward you as a
person. It is my intention to offer feedback useful for learning and mastery.
Grading: See master syllabus for grade level requirements. No grade curves are planned.
Grade questions - assignments: Assignment and exam grades will be posted on Blackboard, and you are welcome to raise
questions about potential data entry or calculation errors with the TA. If you do not understand the reason you received a
specific grade on any assignment, please come to office hours or make an appointment to talk with me about it. Please wait 24
hours after receiving your grade, but no more than one week to discuss your questions with me. A tone of inquiry (e.g. “help me
understand….”) is the most successful approach. While I am happy to listen to your view point or perception of an assignment
or exam question, do not expect this to change your grade since a major course objective is for you to learn how to understand
and respond to other's view points.
15
Grade questions – course: The final grade assigned in the course is an informed and final evaluation and not open for
discussion or negotiation. Any lobbying efforts (i.e. asking for a higher grade because you want one, need one, etc.) will not be
tolerated. No additional assignments or extra credit are offered to individual students. To make your desired grade in this
course, your work must be high quality and technically clean and earn the points tied to the grade-level standards indicated
above. Please note that I am basing grades on your outputs and outcomes, not effort nor improvement.
Academic Honesty: Plagiarism will be dealt with as strictly as allowed under The University of Texas at Austin regulations.
Unless specifically stated otherwise, collaboration on individual assignments with current or any prior semester students is
prohibited. Any same or very similar work submitted by 2 or more students (from any BA 324 section) will be dealt with in the
same manner as plagiarism. In order to protect your work from plagiarism, students may be asked to submit required writing
assignments through a software program called SafeAssign on Blackboard.
However, it is allowed and encouraged to have someone else review your paper and assist you in identifying errors. It remains
your responsibility to fix those errors. Widely variant writing styles between regular assignments and in-class writings/exams
will be investigated as potential violation of these collaboration rules.
Note that the use of business templates (e.g. outlines) is permitted. Examples of business writing in the textbook, discussed in
class, or posted on the website can be considered a template and the outlines and general topic ideas may be used, but the words
and specific concepts covered must be of your own creation. If you have any questions or concerns regarding the use of
templates, please consult with the instructor BEFORE turning in the assignment.
16
Loescher BA 324H Fall 2013
Assignment list
Required: Graded Assignments:
Grade
Type
Contact
Area
Weight
Favor request: "You" view
Individual
Written
1%
E-mail Portfolio
Individual
Written
5%
MBTI Writing in Voice + MBTI test
Personal Website
Individual
Individual
Written
Written
4%
10%
Impromptu Presentation
Communication Research Presentation + video eval
Marketing/Sales Presentation + video eval
Individual
Individual
Individual
Oral
Oral
Oral
5%
10%
10%
Technical Writing Quiz #1
Individual
Pro
1%
Technical Writing Quiz #2
Individual
Pro
2%
Technical Writing Quiz #3
Individual
Pro
2%
Current Event Quiz #1
Individual
Pro
1%
Current Event Quiz #2
Individual
Pro
2%
Current Event Quiz #3
Individual
Pro
2%
Exam #1 In-class Writing
Individual
Written
5%
Exam #2 In-class Writing
Individual
Written
5%
Team
Written
1%
Individual
Written
1%
Team
Team
Team
Written
Oral
Written
3%
10%
15%
Individual
Pro
5%
1%
Team Agreement
Meeting agenda and minutes
Client Proposal + midterm peer eval
Project Presentation
Consulting Project Report + final peer eval
Participation/Professional Conduct
Extra credit (complete up to 10-points worth)
17
BA324H Business Communications
Fall 2013 Class Calendar
Week
Dates
Lecture Topics/Assigned Readings
1
Wed
8/28




Introduction: Syllabus,
Class Policies
Communication Model and
Communication Barriers
Assignment overview
In-class technical writing exercise
Required Reading and Materials
Ch 1: Effective and Ethical
Communication at Work p.13-24
Learning styles
http://www.engr.ncsu.edu/learningstyle
s/ilsweb.html
Preview Assignments
Participation/Professional Conduct
Extra Credit
2
Mon
9/2
Wed
9/4
Labor Day – No Class


Communication Model and
Communication Barriers (continued)
Sign-up for impromptu speech
Review
 BA324 Style Guide
(Bb – Course Documents)
 Appendix D Grammar Handbook
Preview Assignments
Favor request
Impromptu speech
3
Mon
9/9



Prewriting business messages
Audience analysis
Composing business messages
Ch 4: Planning Business Messages
Ch 5 Organizing and Writing Business
Messages
Technical Writing Quiz #1
Due: Favor Request
Wed
9/11
Impromptu Speech #1



Revising business messages
Goodwill messages
Business correspondence:
Letters
Preview Assignments
E-mail Portfolio
In-class Writing
Ch 6: Revising Business Messages
Ch 8: Positive Messages
Appendix B: Document Format Guide
18
Week
Dates
Lecture Topics/Assigned Readings
Impromptu Speech #2
4
Mon
9/16

Business correspondence:
E-mails and memos
Required Reading and Materials
Ch 7: Electronic Messages and Digital
Media
Formatting Business Documents
(Blackboard)
Preview Assignments:
Personality Type
Wed
9/18
5
Mon
9/23
In-class Writing #1
Meet in MOD LAB EAST
Impromptu Speech #3
Ch 2: Professionalism p. 39-48


Complete your MBTI personality type
test for next class:
Consulting Project Overview
Team building for teamwork
http://similarminds.com/myers-briggsjung.html
Due: 4-letter personality type
Due: E-mail Portfolio
Wed
9/25
Impromptu Speech #4

MBTI Personality Types:
Understanding yourself and others
Preview Assignments:
MBTI Writing in voice
6
Mon
9/30

MBTI (continued)


Writing in voice practice
Effective peer editing
Please note your 4-letter personality
type on the sign-in sheet today.
Link to the similarminds page of
descriptors:
http://similarminds.com/jung/enfp.html
And if you're interested in other
sources, here is a link to a different
page with information:
http://www.personalitypage.com/highlevel.html
Bring a draft of your MBTI Writing in
Voice paper for peer editing
Due: MBTI Writing in Voice
Wed
10/2



Running effective meetings
Agendas and minutes
Team Assignments
Impromptu Speech #5
Preview Assignments:
Team Agreement
Meeting agenda and minutes




Ch 2: Professionalism p. 48-58
Formatting Business Documents
(Blackboard)
Bring calendars to schedule team
meetings
Team should decide on a client
before 10/28
19
Week
Dates
Lecture Topics/Assigned Readings
Required Reading and Materials
Ch 14: Business Presentations
7
Mon
10/7


Public speaking for business:
analysis and composition
Sign-up for speech days
Technical Writing Quiz #2
Preview Assignments:
Communication Research Presentation
Due: Team Agreement
Wed
10/9
Impromptu Speech #6

Read Save Our Slides BEFORE
Monday’s lecture.
Presentation Delivery and
Conquering Nervousness
Preview assignments:
Personal Website
8
Mon
10/14
PowerPoint Design
Preview assignments:
In-class writing #2
Wed
10/16
9
Mon
10/21
In-class Writing #2
Meet in MOD LAB EAST
Due: outline and audience analysis
from today's speakers (1/team)

Wed
10/23
Communication Research
Presentations #1-5
Due: outline and audience analysis
from today's speakers (1/team)

Mon
10/28
Save Our Slides by Earnest
Communication Research
Presentations #6-10
Business Communication Ethics
Ch 1: Effective and Ethical
Communication at Work p. 24-29
20
Week
Dates
Lecture Topics/Assigned Readings
Required Reading and Materials
Due: video evaluation memos
11
Wed
10/30


Writing reports: Client Proposals
Writing Formal Analytical Reports:
Research, Bibliography, and Citing
Sources
Ch 13: Proposals, Business Plans, and
Formal Reports p. 430-432
Ch 11: Report and Research Basics p.
349-364
Technical Writing Quiz #3
Preview Assignments:
Client Proposal
Mid-term team evaluations
Due: Client Proposal
Mon
11/4
Impromptu Speech #7

12

Chapter 10: Persuasive and Sales
Messages
Persuasive Writing and Speaking:
Recognizing the Hard Sell
Soft Sell Sales Communication: The
Art of Seduction
Preview assignments:
Marketing/Sales Presentation
Due: mid-project team evaluations
Wed
11/6

Soft Sell Sales Communication
(continued)
Due: outline and audience analysis
from today's speakers (1/team)
Mon
11/11
Soft-Sell Presentations #1-5
13
Wed
11/13
Due: outline and audience analysis
from today's speakers (1/team)
Soft-Sell Presentations #6-10
Mon
11/18
14
Impromptu Speech #8



Writing Formal Analytical Reports:
Illustrating Report Data
Conclusions & Recommendations
Preview Assignments:
Consulting Project Report
Ch 11: Report and Research Basics p.
337-347 and p. 364-370
Ch 13 Proposals, Business Plans, and
Formal Business Reports p. 433-449
21
Week
Dates
Lecture Topics/Assigned Readings
Required Reading and Materials
Due: Personal Website
Wed
11/20



Listening skills
Non-verbal communication
Etiquette
Ch 2 Professionalism p. 58-69
Due: video evaluation memos
Mon
11/25
Ch 3: Intercultural Communication
Impromptu Speech #9

15
Wed
11/27
Cross-cultural communication
TBA
Impromptu Speech #10
Mon
12/2
Wed
12/4

Team presentations: strategies,
dress, visuals
Due: One Consulting Project Report
with Transmittal Letter from each team
Due: Last day for agenda and minutes
Due: Last day for extra credit
Impromptu Speech (Make-Up)


Recommendation letters
Consulting project on resume
Preview Assignments:
Project presentation
Project evaluation memo
FINAL EXAM
Tentative Date:
Thu.12/12 9-12
Due: One audience analysis and one set of PowerPoint slides from each team
Due: Project evaluation memo from each student
Team Project Presentations