COURSE OUTLINE

ENGLISH 101- EFFECTIVE COMMUNICATION IN THE WORKPLACE

By Ace Manalac

COURSE DESCRIPTION

This course presents communication as integral to management strategy and as a critical

component for success in the workplace. In this class, you will develop a foundation for
designing effective messages, both written and oral, from concept to delivery. You will use a
strategic communication model to identify objectives, analyze audiences, choose
information, and create the most effective arrangement and channel for that message.
Particularly, the course emphasizes elements of persuasive communication: how to design
messages for diverse and possibly resistant audiences especially expatriates and how to
present that information in a credible and convincing way.

Specifically, you will practice drafting and editing clear, precise, and readable written
business documents as well as learn to design documents to make information easily
accessible to a busy, executive-level reader. In addition, you will develop and deliver an
individual presentation, using appropriate and effective visual support, in which you
present a persuasive argument that demonstrates relevance and benefits to an audience at
different levels of expertise or interest.

Further, because effective group communication is a necessity in today’s workplace you will
learn and practice skills in low structure presentations, managing meetings, dealing with
conflict, and leveraging the power of diversity, at both the individual and cultural level.

COURSE OBJECTIVES & OUTCOMES

Upon successful completion of this class, you will be able to:

 Use a strategic communication model and critical thinking to identify objectives, analyze
audiences, and choose the most effective structure and style for delivering strategically
sound written and spoken messages.
 Practice principles of effective business writing, electronic mail and document design in
all written documents.
 Employ principles of effective group communication to cultivate trust and
understanding, increase open participation, and strengthen decision making in work
groups and teams and realizes the impact of language usage on applying business
etiquette to a variety of professional situations;
 Build an understanding of different organizational cultures, business practices, and
social norms to communicate more effectively in domestic and cross-cultural
business contexts.
 Analyze a company’s communication processes i.e. production company or key messages
and recommend changes that can help advance communication as an integral part of that
organization’s management strategy.
 As a team, design and deliver a presentation that both informs and persuades, using an
appropriate visual support strategy and adhering to a specified time limit.
 Increasing English vocabularies and pronunciation of words/ how to read it right.
 Performs effectively interviews
 Prepares and delivers an oral presentation utilizing electronic software.

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 Recognizes the importance of cultural differences and how they affect communication in
a business environment.

REFERENCES & TEACHING TECHNIQUES TO BE USED

The references will be provided upon the approval of this proposal course program.

The four (4) Saturday sessions will be taught on a regular class ‘learner-centered’ type of
discussion. Students will be given assessments and activities to practice the skills that they
need to acquire from this program.

They will be given examinations in vocabularies and reading comprehension; activities such
as reporting or speeches per student to practice their confidence and speaking skills; they
will be given also tasks such as writing passages and etiquettes in e-mailing.

CORE COMMUNICATION SKILLS & REQUIRED ASSIGNMENTS

This course or program 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, 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, email evaluation, and progress reports.
Oral Communication: Oral presentations from 10-20 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.

KEY CONTENT AREAS, & REQUIRED ASSIGNMENTS

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 are a
minimum number of specific assignments required for all sections of the course. Students
should review the required assignments.

Two key content areas:

Written Communication
Including a minimum of
 Two a 2-page long assignment (e.g., memos, emails, letters, summaries,
email evaluation etc.).
 One business research report or proposal
Oral Communication
Including a minimum of

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  One group or individual presentation

The final grading scale will be as follows: A+, A, A-, B+, B, B-, C+, C, C-, D+, D, D-, F.

Scores AKTS scores

A+ = 97 – 100
A = 93 – 96 A = 90 – 100
A- = 90 – 92
B+ = 87 – 89
B = 83 – 86 B = 80 – 89
B- = 80 – 82
C+ = 77 – 79
C = 73 – 76 C = 70 – 79
C- = 70 – 72
D+ = 67 – 69
D = 63 – 66 D = 60 - 69
D- = 60 – 62
F = 0 – 59 E = 50 – 59
Fx = 40 – 49
F = 0 – 39

ENGLISH 101- EFFECTIVE COMMUNICATION IN THE WORKPLACE

Writing Instructions for General Business Writing
Format

The image you are presenting through format, spacing, font, layout, and appearance should
be consistent with the message, tone, and relationship you are trying to convey to the
reader.

Business documents should be uncluttered and easy to read. Short paragraphs and
sentences are preferred; paragraphs may have less than three sentences and should convey
a focus on one idea or concept. All paragraphs should begin with a topic sentence and
highlighting (headings, bullet lists, etc.) should be used to make the document accessible to
readers who may only scan the document.

Justify left margins only, include page numbers on all documents greater than one page, and
follow your instructor’s instructions on specific margins, fonts, and formatting.

Single-spaced assignments: first line of paragraphs should NOT be indented but should have
flush left margins, leaving one blank line between paragraphs.

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Double-spaced assignments: first line of paragraphs should be indented ¼ to ½ inch (about
5-7 spaces) with no extra lines between paragraphs.

Organization

Logically organize data and ideas.

Use transitions to add coherence, guide the reader, and make the document easy to scan.

For all direct approach assignments, lead with your recommendation, request, information,
or answer, and then provide supporting details (why are you writing?). All indirect
approach assignments will follow the opposite strategy (facts/reasoning, then conclusion).

Include only those details absolutely necessary to follow your line of logic, leaving all other
data to an attachment, appendix, or available on request.

Specify in the closing or conclusion what you want the reader to do.

Style

The tone should reflect an understanding of the audience’s needs and perspective.

Check for the 7Cs:

 Clear – Use precise, vigorous words and active voice
 Conversational - Group your ideas, no trite phrases, no jargon, no pompous,
"lawyer" language
 Courteous – Use straightforward, respectful tone
 Coherent – Use transitions and order ideas logically
 Concise - No redundancies: not wordy, minimal use of perfect tense
 Complete - No assumptions: use adequate detail and audience perspective evident,
reflect likely audience questions/concerns
 Correct - Accurate information: error free

Use present, past, future tense - avoid perfect tense in direct format business writing
(replace "I have had experience..." with "I worked...").

Use first and second-person (I am; he is) and avoid third-person (one is) in conversational,
direct format assignments. Note professor instructions for more formal letters and reports
where pronouns, first-person, and contractions (e.g. I’ll, it’s, etc.) may be inappropriate.

Use active voice in direct format business writing ("Captain Handsome saved the
baby" instead of "the baby was saved by Captain Handsome").

Write in the affirmative. Using a positive statement (e.g. Please park on the upper two
floors) maintains a friendlier tone and usually states things more directly than using
negatives (e.g. Please do not park on the first two floors).

Maximize the vigor of your writing

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  Avoid overuse of noun phrasing (verbs turned into nouns: violation, consideration,
discovery, failure).
 Avoid noun stacking (when two or more nouns are used in a row unnecessarily) e.g.
Based on an extensive training needs assessment vs. Based on an extensive
assessment, the team identified the following training needs….
 Eliminate redundancies (e.g. basic fundamentals) and compound prepositions (e.g.
at which time vs. when).
 Use precise, vigorous verbs (identify or analyze instead of think about, assert
instead of say).

Avoid the following common style mistakes:

 Using "feel" or "love" or other emotional words (replace "feel" with "think" or
"understand").
 Using slang, idioms, humor, or overly colorful, flowery language (just the facts).
 Using offensive or inappropriate language.
 Using overly trite or 'lawyerly' language (in which, in order to, with regards to).
 Using multiple prepositional phrases, jargon, or complex words/phrases - keep
sentences short and clear.

Mechanics

Proofread for correct spelling, grammar, punctuation, names and numbers, and parallel
construction (within lists, bullets, etc).

Demonstrate the following proficiencies:

 No run-ons (fused sentences or comma splices) or inappropriate fragments
 No subject/verb agreement errors
 No pronoun agreement errors
 No pronoun reference problems
 No misused, dangling, or misplaced modifiers
 Commas used correctly
 No spelling/word choice errors

Review comma and other punctuation rules - note particularly

 Use Oxford comma rule - include a comma in the last item in a series: "We bought
milk, eggs, and butter."
 Use commas when linking two COMPLETE sentences with a coordinating
conjunction (and, but, for, nor, or, yet, so).
 Use a comma after any introductory subordinate clauses (after, since, if, because,
while, unless, as...) or a conjunctive adverb (however, therefore, nevertheless,
consequently). Do not use a comma before a subordinate clause in the middle or
end of a sentence.
 Use a comma to separate non-essential modifiers within a sentence (when you can
remove the modifier without affecting the primary meaning of the sentence) e.g. We
bought the car, which was red with tan leather interior, from our neighbor. Note:
That clauses after nouns are always essential and do not require commas - e.g. The
apples that fell out of the basket are bruised.
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  Use a comma before elements/clauses when additional thought is incidental,
explanatory, or contrasting: "Not only did I get the interview, but also the job."
 Use lower case and periods to indicate time (10:00 a.m., 9:30 p.m.).
 Use numbers correctly:
o Write out numbers one through ten
o Refer to numbers 11 and above as Arabic numerals except at the beginning
of sentences
o If mixed within a sentence, be consistent (typically use Arabic numerals for
all)
o Begin sentences with words, not numerals
 Place periods and commas inside closing quotations marks (As King said, “I have a
dream.”).
 Use a comma after each element in a date or a geographical name (on December 7,
1941, Japanese warplanes bombed Pearl Harbor. We will hold the meeting in
Austin, Texas, at corporate headquarters). No comma is needed if you only use the
month and year (We will hold our meeting in January 2008 at the City Club) or if you
only use the month and date (We will hold our meeting on January 12th at the City
Club).

Avoid the following mechanical errors:

 Failing to make all sentences and lists grammatically and conceptually parallel.
 Failing to capitalize the word “The” when writing “The University of Texas”
(capitalize “The” when referring to UT even if in the middle of a sentence).
 Using 'this' without a noun answering the question, 'this what?'
 Failing to spell out Texas – use the abbreviation TX only in an address.
 Capitalizing job titles (except when used in place of names).
 Using incorrect punctuation in email or letter salutations (see professor instructions
on use of colons or commas).
 Using the word "that" when it is not necessary for meaning.
 Using British spelling or punctuation rules (e.g. colour instead of color).
 Failing to carefully edit for appropriate word choice.

Most misused words:

affect, effect complimentary, complementary capital, capitol
stationary, stationery its, it’s there, their
to, too, two fair, fare new, knew

Common types spell check will not catch!

posses, when want possess

Evaluation

Does this document demonstrate use of the 3x3 writing process:

 Analyze the task
 Anticipate the audience
 Adapt the task to the audience
Does this document accomplish its purpose? How will the reader perceive the message and
the writer? Will the reader be likely to do what the writer asks?
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 WRITING RUBRIC
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 the writing
are obvious to audience

Introduction and Main idea or purpose is not Main idea or purpose is Introduction not only
Conclusion established in the appropriate established in the appropriate
establishes main idea or
paragraph; conclusion does paragraph; conclusion is purpose as appropriate, but
not include contact information, satisfactory but lacks at least also has an interesting
hook;
end date, goodwill, or future one important statement conclusion includes every
relationship necessary action or statement

Punctuation and Writing contains numerous Writing contains occasional Writing is nearly error free
Spelling and/or significant errors which errors, which do not distract
with no item that distracts
distract from the message from the message from the message

Sentence Structure Sentence structure lacks Most sentences build within Sentences are clear, well
and Transitions readability and/or is awkward; paragraphs for readability;
developed, and express
connections between topics, a few sentences lack transitionconcise ideas; transitions
ideas, or arguments lack clear create strong readability
transition

Background and Ideas lack support or are Ideas are supported with Arguments are supported
Critical Thinking expressed with personal views; occasional citations or class
with cited references or
no original thoughts that show lessons; some individual,
relevant facts; strong use of
critical thinking original ideas are expressed originality is shown
throughout the message

Professional Format Document is not professionally Document follows most

of the Professional format style is
and Tone formatted; tone and language traditional format guidelines
but obvious; all aspects of the
are inappropriate has at least one distracting error; tone and language lend
to
tone and language use are fair audience’s verbal and non-
verbal understanding
Adapted from the Association to Advance Collegiate Schools of Business (AACSB) Assessment Writing Rubric

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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.

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*Reprinted by permission of the Speech Communication Association.

These same criteria will apply to all oral presentations in this course.

COURSE OUTLINE

Class Content What’s Due Today Reading Assignment for

Next Class
1ST  Welcome and Course Policy  Will be provided by the
SATURDAY  Understanding the Instructor.
Foundations of Business
Communication
 Business Communication 2.0
concept
 Characteristics of effective
business communication

 Mastering team &  Will be provided by the
interpersonal Instructor.
communication
 Advantages & disadvantages
of working in teams
 Guidelines for successful
collaborative writing
 Social networking
technologies in business
communication
 Importance of listening,
business etiquette &
nonverbal communication
 The Three-Step Writing  Will be provided by the
Process Instructor.
 Importance of analyzing the
situation before writing a
message
 Information-gathering
options
 Importance of good
organization
 Differences between the
direct & indirect approaches
to organizing a message

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  Crafting Brief Messages Turn in the first 2-page  Will be provided by the
2ND  Crafting messages for long written Instructor.
SATURDAY electronic media assignment
 Writing routine and positive
messages
 Writing negative messages
 Writing positive messages
 Will be provided Writing
by the rep
 Planning, Writing, and Instructor.
Completing Reports and
Proposals

Turn in a 3-page  Will be provided by the

 Designing and Delivering business research Instructor.
Oral and Online report
Presentations
 Developing oral and online
presentations
 Enhancing presentations
with slides and other visuals
3RD  Individual/Group Submit email  Will be provided by the
SATURDAY Presentations (1/2 Class) evaluation of Instructor.
presentation by the next
class
 Individual/Group Submit email  Will be provided by the
Presentations (1/2 Class) evaluation of Instructor.
presentation by the next
class
 Writing Employment  Will be provided by the
Messages and Interviewing Instructor.
for Jobs
 Building Careers and Writing
Resumes
 Applying and Interviewing
for Employment
4TH  Role Play Turn in the second 2-  Will be provided by the
SATURDAY Exemplify employer- page long written Instructor.
employee/interviewer- assignment
interviewee relationships
 Simulation Game-varied
topics
 Conflict settlement
 Culturally sensitive issues

 Revision  Will be provided by the

 Discussion/Questions & Instructor.
answers session

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 EVALUATION FORM

Speaker______________________ Topic________________________________

Rate the speaker on each point by using this scale:

E G A F P
Excellent Good Average Fair Poor

Introduction
_____Gained attention and interest
_____Introduced topic clearly
_____Established speaker’s credibility
_____Previewed body of speech
____Used pauses effectively
Body
_____Made main points clear
_____Fully supported main points
_____Organized the material well
_____Used clear language
_____Used appropriate language
_____Used effective connectives
Conclusion:
_____Prepared audience for ending
_____Reinforced central idea of speech
_____Presented vivid ending
Delivery:
____Began speech without rushing
____Maintained strong eye contact
____Avoided distracting mannerisms
____Articulated words clearly
____Used vocal variety to add impact
____Departed from lectern without rushing
Overall evaluation
____Chose a challenging topic
____Chose the specific purpose well
____Adapted message to audience
____Completed speech within time limit
____Held interest of audience

What did the speaker do most effectively?

_________________________________________________________________________________________________________
_______________________________________
________________________________________________________________________

What should the speaker pay special attention to next time?

_________________________________________________________________________________________________________
_______________________________________
________________________________________________________________________

General comments:
_________________________________________________________________________________________________________
_______________________________________
________________________________________________________________________
_________________________________________________________________________________________________________
_______________________________________

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INDIVIDUAL PERSUASIVE PRESENTATION

Combine the elements of effective persuasion strategy with strong presentation skills to
convince your audience to support your conclusions on a business issue. Choose the topic
for your persuasive presentation from the list below. In the case of a topic that has two
sides to the issue, indicate whether you want the pro or con side so that a classmate can
take the other side. If you don't see a topic that interests you, submit a proposed topic for
my approval.

This presentation should be a combination of your own thoughts on the issue and some
expert opinion, so some research is necessary. You have ten minutes for your presentation.
Unfortunately, due to the class size, we won’t have much time for questions.

Suggested Topics

 The Most Serious Threat to the Human Race

 Credibility: How To Gain It And Keep It

 Globalization: Pain or Gain?
 Internet Security: Fact or Fiction?
 The EU: Good or Bad for the US?

 Technology and Interpersonal Skills: Friends or Foes?

 Trust In The Workplace: Pipe Dream Or Possibility?
 What environmental risk management can mean to the
average company.

 Workplace Monitoring: An Ethical Dilemma

 What Makes s Leader?

 Communicating Change In The Workplace—Why So Many

Companies Do A Lousy Job

 Creating A Fear-Free Workplace: Important Or Impossible?

 How To Leverage Internal Competition To Benefit The
Corporation
 When Companies Merge: Strategies For Bringing Corporate
Cultures Into Alignment
 Attracting and Keeping Top Talent in Organizations: How
To Do It
 Why Failing is Important

 How Should Business Deal with an Aging Population?

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 Benefits: What Do Companies Owe Employees?
 Creative Solutions for Dealing with the Cost of Employee
Health Care

 What US business people can learn from other cultures

 How to Achieve Your Goals

 How to Hire the Right People? Interviewing Techniques
 How to Overcome Resistance to Your Good Ideas

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