商務(wù)與管理溝通（英文 第12版）案例 Locker12e-Face-to-FaceSyllabus-15wk-Messages-Proposals-Reports

Face-to-FaceSyllabus5-

Copyright?McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.

ScheduleforFace-to-FaceFifteenWeekCourse

Positive,Informative,Negative,andPersuasiveMessages+ProposalsandReports

TableofContents

Schedule

3

ConnectAssignments

6

PotentialAssignmentsforSubmission

6

WeekOne:SucceedinginBusinessCommunication

6

DayOne:IntroducingCourseandBenefitsofCommunication

6

DayTwo:BasicCriteriaforEffectiveMessages

7

DayThree:Ethics,CorporateCulture,andSolvingCommunicationProblems

7

WeekTwo:AdaptingYourMessagetoYourAudience

7

DayOne:IntroducingAudienceAnalysis

7

DayTwo:IntroducingAudienceBenefits

8

DayThree:AdaptingMessagesforDifferentAudiences

8

WeekThree:SharingInformativeandPositiveMessageswithAppropriateTechnology

10

DayOne:IntroductoryLectureandDiscussion

10

DayTwo:UsingTechnology

10

DayThree:RevisingMessages

11

WeekFour:DeliveringNegativeMessages

11

DayOne:IntroductiontoNegativeMessages

11

DayTwo:ApologiesandTone

11

DayThree:VarietiesofNegativeMessages,EthicalIssues,andTechnology

12

WeekFive:CraftingPersuasiveMessages

12

DayOne:IntroducingPersuasiveMessages

12

DayTwo:ToneandOrganizingPersuasiveMessages

12

DayThree:VarietiesofPersuasiveMessages

12

WeekSix:PracticeWritingPersuasiveMessages

13

DayOne:ApologyLetters

13

DayTwo:RecommendationLetters

13

DayThree:SalesandFund-RaisingMessages

13

WeekSeven:DocumentDesign

13

DayOne:LevelsandGuidelinesforDocumentDesign

13

DayTwo:DesigningInclusivelyandTestingDocuments

14

DayThree:Brochures,Infographics,andWebsites

14

WeekEight:Conferences

14

WeekNine:WritingProposals

15

DayOne:IntroducingProposals

15

DayTwo:DiscussingProposalsforClassResearchProjects

15

DayThree:DiscussingFundingProposals

15

WeekTen:WritingReports

16

DayOne:DefiningReportProblems

16

DayTwo:DiscussingResearchStrategies

16

DayThree:FindingPublishedInformationandDocumentingSources

17

WeekEleven:CollectingandAnalyzingData

17

DayOne:DiscussingSurveyandInterviewTechniques

17

DayTwo:ObservingCustomersandUsers

18

DayThree:AnalyzingDataforReports

18

WeekTwelve:ProgressReports

19

DayOne:IntroducingProgressReports

19

DayTwo:DiscussingProgressReports

19

DayThree:OrganizationandStyleinReports

19

WeekThirteen:FormalReports

20

DayOne:IntroducingFormalReports

20

DayTwo:WritingtheIntroductionandBackgroundSections

21

DayThree:DiscussingStrategiesforWritingtheBodyoftheReport

21

WeekFourteen:FrontMatter,Letter/MemoofTransmittal,andConclusion

22

DayOne:WritingtheTitlePage,theTableofContents,theListofIllustrations,andtheExecutiveSummary

22

DayTwo:WritingtheConclusionsandRecommendations

22

DayThree:TheLetterorMemoofTransmittal

23

WeekFifteen:Review

24

CoursePolicyAwarenessForm

25

Schedule

Week

TopicsandReadings

DeliverablesDue

1

Reviewthecoursesyllabus(objectives,schedule,andschedule).

Concepts:

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

Readandstudythefollowingchapter:

Chapter1:SucceedinginBusinessCommunication

Memooncommunicationinorganizationordisciplineassigned

Connecthomework:

DeterminingCostsofPoorCommunication

StaleCookies

CommunicatingLabResults

2

Concepts:

Identifyingandanalyzinglevelsofaudience;creatingpositiveemphasisandyouattitude;tone,power,andpoliteness;buildingtrust;reducingbias

Readandstudythefollowingchapter:

Chapter2:AdaptingYourMessagetoYourAudience

Memooncommunicationinorganizationordisciplinedue

Connecthomework:

ChoosingtheCorrectChannels

TargetingaNewAudience

3

Concepts:

Purposeandorganizationofinformativeandpositivemessages;reasonstousetechnology;buildinggoodwillwithtechnology;managinginformationandusingbenefitsininformativeandpositivemessages;usingnarrativeandhumor;choosingmediumformessages

Readandstudythefollowingchapter:

Chapter8:SharingInformativeandPositiveMessageswithAppropriateTechnology

PositiveorInformativeMessageassigned

Connecthomework:

WhentoUseBenefitsinInformativeandPositiveMessages

ChoosingtheMostEffectiveTechnologicalPlatform

InformativeMessageonChangingaDeadlineorCommunicatingatDrakeOrthopedic

4

Concepts:

Purposeandorganizationofnegativemessages;partsofanegativemessage;varietiesofnegativemessagesandalternativestrategies;ethicalissues;usingtechnology

Readandstudythefollowingchapter:

Chapter9:DeliveringNegativeMessages

PositiveorInformativeMessagedue

NegativeMessageassigned

Connecthomework:

ThePartsofaNegativeMessage

NegativeMessageonReducingHealthBenefitsorWritingaNegativeMessage

5

Concepts:

Purposeofpersuasivemessages;analyzingpersuasivemessage;choosingstrategiesandtone;varietiesofmessages;effectivenessofpositivestrategiesoverthreatsandpunishment

Readandstudythefollowingchapter:

Chapter10:CraftingPersuasiveMessages

NegativeMessagedue

PersuasiveMessageassigned

Connecthomework:

ChoosingtheCorrectStrategy

PersuadingEmployeesatProtagoras

6

Concepts:

Continuedworkonpersuasivemessages

Readandstudythefollowingchapter:

Chapter10:CraftingPersuasiveMessages

PersuasiveMessagedue

Connecthomework:

SolvingtheMicrowaveProblem

7

Concepts:

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

Readandstudythefollowingchapter:

Chapter5:DesigningDocuments

MessagesProjectassigned

Connecthomework:

UnderstandingLevelsofDesign

Panum’sQuarterlyNewsletter

WebPageAnalysis

8

MessageProjectdue

Conferences

9

Concepts:

Definingproposals;brainstormingproposals;developingandorganizingproposals;preparingthebudgetandcostsections;writingproposalvarieties

Readandstudythefollowingchapter:

Chapter14:WritingProposals

Proposalassigned

Connecthomework:

ProposalVarieties

BrainstormingforProposals

SelectingTopics

10

Concepts:

Varietiesofreports;reportproblems;researchstrategiesforreports;choosinginformationforreports;sourcecitationanddocumentation

Readings:

Chapter15:WritingReports

Connecthomework:

ReportVarieties

11

Concepts:

Analyzinganddesigningsurveys;observingcustomersandusers,analyzingnumbersandpatterns,checkinglogic,conductingresearchinterviews

Readings:

Chapter15:WritingReports

Proposaldue

ProgressReportandFormalReportassigned

Connecthomework:

SurveyingSoleraCustomers

12

Concepts:

Uses,types,andorganizingprogressreports;choosingandorganizinginformationforreports,reportstyleandheadings

Readings:

Chapter15:WritingReports

ProgressReportdue

Connecthomework:

ReportingonTeamProgress

OrganizingInformationinReports

13

Concepts:

Formalreports,writingtheintroduction,backgroundandhistory;organizingandwritingthebody

Readings:

Chapter15:WritingReports

ProgressReportdue

14

Concepts:

Creatingthetitlepage,tableofcontents,listofillustrations,executivesummary;letterormemooftransmittal;conclusionsandrecommendations

Readandstudythefollowingchapter:

Chapter15:WritingReports

Connecthomework:

UnderstandingElementsofFormalReports

15

Concepts:

Reviewofconceptsfromthecourse

Readandstudythefollowingchapter:

Reviewallchapterstodate

FormalReportdue

16

FinalExam

ConnectAssignments

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

PotentialAssignmentsforSubmission

TheassignmentsintheDeliverablesDuecolumnabovearejustsuggestions.

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

Positiveorinformativemessage.Askstudentstowriteapositiveorinformativemessage.Useoneoftheexercisesfromthetextbookorcreateyourown.

Negativemessage.Askstudentstowriteanegativemessage.Useoneoftheexercisesfromthetextbookorcreateyourown.

Persuasivemessage.Askstudentstowriteapersuasivemessage.Useoneoftheexercisesfromthetextbookorcreateyourown.

Messagesproject.Createascenariowheremultiplemessagesareneededsostudentswillneedtowriteaseriesofdifferentmessagesinresponsetothesamesituation.Thisisespeciallyeffectiveifstudentsneedtowriteamessagetoacustomer,colleague,andsuperior.

Proposal.Aproposalofanidealeadingtoaformalreport.

Progressreport.Writtenchronologicalortaskprogressreport.

Formalreport.

Finalexam.Createyourownmultiple-choiceexamusingtheoptionalquestionsfortheBACtestbank.

WeekOne:SucceedinginBusinessCommunication

DayOne:IntroducingCourseandBenefitsofCommunication

Consideropeningthecoursewithanactivity,likea“CocktailParty”orIntroductionInterview,thatstudentscanusetogettoknoweachother(seeLessonPlanIdeassectioninChapter1InstructorManualforspecifics).

Introducethecourse,policiesandschedule,howtonavigatethecourseinthelearningmanagementsystem,andusingMcGrawHill’sConnect.

Introducethedifferentformsofbusinesscommunicationandthebenefitsofeffectivecommunication(PPTslides1.4–1.9).Askstudentstosharetheirownexperienceswithpoorcommunicators,connectingtheirexperiencesbacktothetextbook’smaterial.Havestudentscompleteanactivity:

1.6IdentifyingPoorCommunicators

AssignConnectassignment,CostsofPoorCommunication,forhomework.

AssignaCoursePolicyAwarenessForm(examplefollowsattheendofthisdocument)orcreateaquizthatcoverssimilarmaterial.Adapttheformasneededtofityourcourse,department,andinstitution.

DayTwo:BasicCriteriaforEffectiveMessages

Introducethebasiccriteriaforeffectivemessages,communicationconventions,andquestionstoanalyzeandunderstandbusinesscommunicationsituations(PPTslides1.12–1.14).Havestudentscompleteanactivity:

1.3MessagesforDiscussionI

1.4MessagesforDiscussionII

AssignConnectassignment,StaleCookies,forhomework.

DayThree:Ethics,CorporateCulture,andSolvingCommunicationProblems

Introduceethics,corporateculture,andstrategiesforsolvingbusinesscommunicationproblems(PPTslides1.15–1.29).Askstudentstodiscussethicsandstrategies—considerthetextbookexercises:

1.9ProtectingPrivacyOnline

1.10MakingEthicalChoices

1.11AnalyzingBusinessEthics

AssignConnectassignment,CommunicatingLabResults,forhomework.

Thefirstformalwrittenassignmentcouldbeamemoaboutcommunicationintheirorganizationordiscipline.Considersomethinglikeexercise1.8UnderstandingtheRoleofCommunicationinYourOrganization.

WeekTwo:AdaptingYourMessagetoYourAudience

DayOne:IntroducingAudienceAnalysis

Someinstructorsliketointroduceaudienceanalysisbygivinganintroductorylecturethattouchesonallthemainpointsofaudienceanalysis.YoucandothiseffectivelybyusingthefirsthalfofthePowerPointpresentationforChapter2.

Yourlearnerswillunderstandtheprinciplesyoudiscussbetterifyouhavethemapplytheprinciplesinsteadoflecturingtheentireclassperiod.Forexample,afteridentifyingthetypesofaudiencesandhowtoanalyzethem,giveyourlearnerspractice,suchasexercise2.3IdentifyingAudiences,andthendiscussactualdocuments.

Toillustratehowaudiencesdiffer,talkaboutpersuasivemessagesyourlearnersmayneedtowriteandidentifythedifferentaudiencesandtheirconcerns.Youcouldinvolvelearnersbyaskingthemtorememberasituationinwhichtheyhadtoconsidertheneedsofdifferentaudiences.Weretheysuccessful?Howdidtheydoit?Youmightenrichtheclassdiscussionbysharingyourownexperiencesincommunicatingwithmultipleaudiences.

AssignConnectassignment,ChoosingtheCorrectChannels,forhomework.

DayTwo:IntroducingAudienceBenefits

Afterintroducinglearnerstoaudienceanalysisandaskingthemtoapplyaudienceanalysisconcepts,introduceaudiencebenefitsbygivingalecture.YoucandothiseffectivelybyusingthesecondhalfofthePowerPointpresentationforChapter2.

Aftertheinitiallecture,askyourlearnerstoapplytheconceptsofaudiencebenefitsusingexercisessuchas2.6IdentifyingandDevelopingAudienceBenefitsor2.7IdentifyingObjectionsandAudienceBenefitsfromthetextbook.

AssignConnectassignment,TargetingaNewAudience,forhomework.

DayThree:AdaptingMessagesforDifferentAudiences

Toemphasizehowaudienceanalysisshapesamessage,askyourlearnerstospend15–25minutesrespondingtothefollowingprompt:

YouarethesupervisoroftheloadingdockatSweetTreatsCandyCompany.Threeofyourworkersspenttwohoursloadingatruckonlytorealizethatthereweretwoboxesmissingfromthecustomer'sorder.Theentiretruckhadtobeunloaded(takinganotherhour),andtheworkershadtochecktheorderagainsttheinvoicetofigureoutthattwoboxesofYummyTreatsweremissing.Ittooktwomorehourstoreloadthetruckwiththeentireorder.

Sendamemotoallyourloadingdockworkersremindingthemtodoublechecktheordersagainsttheinvoicesbeforeloadingthetrucks.

Afteryourlearnershavefinishedwritingtheirmemos,askthemtousethesameinformationtowritetotheirboss,theShippingUnitManager,explainingwhythreehoursofvaluabletimewerewastedunloadingandreloadingatruck.

Allowthelearnersanother15minutestowritethismessageandthenaskforvolunteerstoreadtheirmemostotheclassorusethefollowinganswerstoshowonewaythemessagescouldbeadapted.Aslearnerssharetheirwork,pointoutthedifferencesincontent,organization,style,andtoneinthemessagestotheloadingdockworkersandthemessagestotheShippingUnitManager.

MemotoEmployees

February5,2018

To: LoadingDockWorkers

From: DougWilkins

Subject: Double-CheckingtheInvoices

WithValentine'sDayjustaroundthecorner,we'reloadingaboutnineextratrucksaweektokeepupwithourcustomers'demandsforCupid'sChocolateHearts,SweetiePies,andallourotherproducts.

Tokeepthetrucksrollingoutonschedule,pleasedouble-checkeachinvoicetomakesuretheentireorderisreadybeforeloadinganytruck.Bycheckingtheinvoicesandloadingonlycompleteorders,wecankeepthingsrunningsmoothlyonthedocks—anddoeachjobjustonce.Thanks!

MemototheBoss

February5,2018

To: MarceyDascenzo

From: DougWilkins

Subject: ImprovedLoadingDockEfficiency

ThankstothenewJust-in-Timeorder-pullingandloadingschedule,theloadingdockcrewshavebeenabletokeepupwiththeincreasedvolumeonthedocksduetotheseasonalrush.We'vebeenloadingaboutnineextratrucksaweekwithouthavingtopayovertimewages.

Theloadingdockcrewshavedoneremarkablywellinadjustingtothenewsystem.We'vehadonlyonesituationinwhichthreeworkersdidnotchecktheinvoiceagainsttheorder,andthetruckhadtobereloaded.Attachedisacopyofamemoremindingemployeestoalwayschecktheinvoiceagainsttheorder.

Emphasizethesepoints:

Noticethedifferenceinthesubjectlines.WhenDougwritestotheloadingdockcrews,hewantstomakesurecrewmembersrecognizethattheyneedtochecktheinvoices.WhenDougwritestohisboss,hewantstoemphasizethatthingsaregoingwellontheloadingdock.

Thefirstparagraphofthememotothedockemployeesrecognizestheloaders’hardwork,andbyreferringtoValentine’sDay,Dougsubtlyremindstheworkersthattheextraworkisatemporary.

Theword“double-checking”helpsprotectreaders'egos.Itimpliestheyarecheckingonce;theyjustneedtocheckagain.

ThefirstparagraphofthememotoMarceystartsoffpositively,emphasizingthesuccessofthenewschedulingsystem,presumablyasystemthatMarceyadvocated.ThelastsentenceofthefirstparagraphalsoappealstoDoug’ssupervisorbyemphasizingthatthecompanyisnotpayingovertimewages.

Inthesecondparagraphofthememotodockworkers,Dougremindsemployeestochecktheinvoicesagainsttheorders.Hechosenottorefertotheincidentinwhichatruckhadtobereloaded;hedoesn’twanttosingleoutandembarrassthreeofhisworkerswhomadeanhonestmistake.Instead,Dougstressesthebenefitsofcheckingtheorderagainsttheinvoices.Sincesomeworkersmaylikeearningovertimepay,hedoesn'tmentionthat.Instead,heoffersasabenefit“justdoingajobonce.”

InthememotoMarcey,Dougminimizesthenegativeinformationbyburyingitinthemiddleoftheparagraph,andhecreatesacompetent,on-the-ballimageofhimselfbylettingMarceyknowhowhehasalreadyaddressedthesituation.

WeekThree:SharingInformativeandPositiveMessageswithAppropriateTechnology

DayOne:IntroductoryLectureandDiscussion

Youmightbeginthisdiscussionbyaskingstudentswhatkindsofmessagestheyhavewrittenorreceivedthatarepositiveorinformative.Askthemhowtheyknew:Wasitthewaythemessagewaswritten?Wasithowtheyresponded?Wasitthemessagealone?

ConsiderusingthePowerPoint(presentationforChapter8tointroducetypesandpurposesofinformativeandpositivemessages,buildinggoodwill,andorganizingsuchmessages(PPTslides8.4–8.5,8.15–8.23,and8.38–8.8.44.Followwithanactivity:

8.2SayingYestoaSubordinate—EmailsforDiscussion

ExampleProblem:WhichEmailIsBetter?(pp.242–243).Considerputtingtheexerciseonaseparatesheetofpapertodistributeorproject.AsklearnerstoanswertheAnalysisoftheProblemquestions(p.243).Showtheexamplesolutions(Figures8.14–8.15onpp.244–245)andaskthelearnerstocritique.

AssignConnectassignment,WhentoUseBenefitsinInformativeandPositiveMessages,forhomework.

DayTwo:UsingTechnology

Introducereasonstousetechnology,commontechnologicalplatforms,andbestpractices(PPTslides8.5–8.14,8.26–8.37).Followwithanactivitythatgetsstudentsthinkingaboutwhichtechnologicalchannelisthemosteffectivemeansofdeliveringthemessageandthemosteffectivewayofcreatingthatmessage.

8.3CritiquingaLetter—EconomicStimulusPaymentNotice

8.4CritiquingaLetter—IntroducingKindle

8.5CritiquingaLetter—AirlineMerger

8.6WritingCommonInformationalEmails

AssignConnectassignment,ChoosingtheMostEffectiveTechnologicalPlatform,forhomework.

DayThree:RevisingMessages

Reviewthepreviousdays’informationonpositiveandinformativemessages,thenaskstudentstoworkinsmallgroupsrevisingmessages.Gathertogethertodiscusstheirrevisionsinalargegroup.Youcanusethefollowingexercises:

8.8RevisingaLetter

8.9CritiquingandRevisinganEmail

AssignConnectassignment,InformativeMessageonChangingaDeadlineand/orCommunicatingatDrakeOrthopedic,forhomework.

WeekFour:DeliveringNegativeMessages

DayOne:IntroductiontoNegativeMessages

Sinceaudienceanalysisiscrucialtounderstandingtone,youmightbeginadiscussionbyaskingstudentswhatkindofmessagestheyhavereceivedthatarenegative.Howdidtheyrespond?Didtheyfeelthattherejectionordenialwaslegitimate?Wasanadequatereasongiven?Didthemessagedisappointthem?Diditangerthem?

Followthisdiscussionwithapresentationonnegativemessages(PPTslides9.3–9.19).

Studentswillinternalizetheseconceptsbetterifyougivethemsomepracticeinapplyingthemimmediatelyaftertheyareintroduced.Considergoingover:

9.3LettersforDiscussion—CreditRefusal

9.4EmailSituationsforDiscussion—SendingaNegativeNewsEmail

9.5EmailsforDiscussion—EndingaTradition

AssignConnectassignment,ThePartsofaNegativeMessage,forhomework.

DayTwo:ApologiesandTone

Reviewthemainpointsfromthepreviouslessonbeforemovingontoapologiesandtone.

Followwithapresentationaboutapologiesandtone(PPTslides9.20–9.28).

Askstudentstoworkonexercise9.11ComposinganApologyLetter.

DayThree:VarietiesofNegativeMessages,EthicalIssues,andTechnology

UsetheremainingPPTslides(9.29–9.35)andcovervarietiesofnegativemessages,ethicalissues,andtechnology.Thenuseanexercisefromthetextbooktocoverthecomponentsofthechapterthatwillbemosteffectiveforthenextassignmentyourstudentswillcomplete.

AssignConnectassignment,NegativeMessageonReducingHealthBenefitsorWritingaNegativeMessage,forhomework.

WeekFive:CraftingPersuasiveMessages

DayOne:IntroducingPersuasiveMessages

Coverthedefinition,types,purposesofpersuasivemessages,andanalyzingpersuasivesituations(PPTslides10.4–10.18).Focusontheprimaryandsecondarypurposesandanalyzingthesituation.

Asklearnerstocompleteanexercisefromthetextbook:

10.5ChoosingaPersuasiveApproach

10.3EvaluatingSubjectLines

10.4EvaluatingP.S.s

Reviewanswersasagroup.

AssignConnectassignment,PersuadingEmployeesatProtagoras,forhomework.

DayTwo:ToneandOrganizingPersuasiveMessages

Reviewlastclassperiodandthencoverthetypesofpersuasivestrategies,howtowritepersuasiveproblem-solvingmessages,andtone(PPTslides10.19–10.34).Partofchoosinganeffectivepersuasivestrategygoesbeyondtheimmediatepersuasivesituationtothelargercontextinwhichpeopleoperate.Someorganizationsdonotlikeahard-sellapproach.Explainthethreebasicpatternsofpersuasion(directrequests,problem-solving,andsales).Explaintheimportanceofchoosingtherightpersuasivestrategy.Stressthatpersuasionisbasedonthreethings:argument,credibility,andemotionalappeal.Thestrengthofawriter'spersuasivemessagedependsonthesethreeaspects.

Assignanactivity,likeoneofthefollowingactivitiesfromthetextbook,askinglearnerstopayparticularattentiontothebenefits:

10.9CreatingAlternativeActivities

10.12PersuadingEmployeesNottoShareFiles

Gathertogetherasalargegroupandaskeachgrouptosharetheirresponses

AssignConnectassignment,ChoosingtheCorrectStrategy,forhomework.

DayThree:VarietiesofPersuasiveMessages

Reviewlastclassperiod,andthencovervarietiesofpersuasivemessages,organizingpersuasivemessages,writingstyle,andtechnology(PPTslides10.35–10.57).

Assignanactivity,likeoneofthefollowingactivitiesfromthetextbook,askinglearnerstopayparticularattentiontothebenefits:

Ifyouwanttoconcentrateonwritingrecommendations:

10.6IdentifyingObservations

10.15HandlingaStickyRecommendation(usingthisexerciseiseffective,butcanmakethissectionlasttwodays)

Ifyouwanttoconcentrateonperformancereviews:

10.6IdentifyingObservations

10.16WritingaPerformanceReviewforaMemberofaCollaborativeGroup

WeekSix:PracticeWritingPersuasiveMessages

Thisweek,askstudentstopracticeevaluatingandwritingpersuasivemessagesinpairs,thendiscussthestrengthsandroomforimprovementofselectmessagesasagroup(you’llneedtoprojectthedraftsforstudentstosee).

DayOne:ApologyLetters

Askstudentstocompleteexercise10.19ComparingPersuasiveApologyLetters.

DayTwo:RecommendationLetters

Askstudentstocompleteexercise10.15AskinganInstructorforaLetterofRecommendation.

AssignConnectassignment,SolvingtheMicrowaveProblem,forhomework.

DayThree:SalesandFund-RaisingMessages

Askstudentstocompleteexercise10.18EvaluatingSalesandFund-RaisingMessages.

WeekSeven:DocumentDesign

Sincedocumentdesignmustbeseentobeunderstood,youneedtoillustratethemainpointsofthischapterasyoudiscussthem.Itisrelativelyeasytofindexamplesofeffectiveandineffectivedocumentdesignstoillustratepointspresentedinthischapter.Youcanusedirectmailexamples,campuscommunications,annualreports,webpages,andotherexamplestoshoweffectiveandineffectivedocumentdesignimpact.

DayOne:LevelsandGuidelinesforDocumentDesign

Provideanintroductiontowhydocumentdesignandconventionsareimportant(PPTslides5.4–5.5),thefourlevelsofdesign(PPTslides5.6–5.8),andtheeightguidelinesfordocumentdesign(PPTslides5.9–5.16).

Youmaywishtogothroughtheexamplesinthetext,drawinglearners’attentiontohowwelltheyfulfilltheguidelines.Thefollowingexercisesgivelearnersgoodpracticeevaluatingdocumentdesigns:

5.1EvaluatingPageDesigns

5.2EvaluatingtheEthicsofDesignChoices

5.3EvaluatingPageDesigns

AssignConnectassignment,UnderstandingLevelsofDesign,forhomework.

DayTwo:DesigningInclusivelyandTestingDocuments

Provideanintroductiontoincorporativedesignintothewritingprocess(PPTslides5.17–5.20),designinginclusive(PPTslides5.21–5.22),anddesigningdocumentsforusability(PPTslide5.23).

Thefollowingexercisesgivelearnersgoodpracticeevaluatingdocumentdesigns:

5.7TestingaDocument

5.8ImprovingaFinancialAidForm

AssignConnectassignment,Panum’sQuarterlyNewsletter,forhomework.

DayThree:Brochures,Infographics,andWebsites

Provideanintroductiontodesigningbrochures,infographics,andwebsites(PPTslides5.24–5.32).

Thefollowingexercisesgivelearnersgoodpracticeevaluatingdocumentdesigns:

5.4EvaluatingInfographics

5.5EvaluatingPublic