a) Draft of Response to Complaint/Adjustment Letter; b) Draft of Letter of Inquiry to International Client
The SOM Business Communication Program is unique on campus in offering you a Walk-in Writing Center, where you can go to get writing and editing help with SOM assignments.
The Writing Center is open more than 30 hours per week this semester -- (20+ hours for SOM Undergraduates, 10 hours for Graduates) -- See the schedule posted on bulletin board outside Room 100 for specifics.
All SOM 310 students are encouraged to visit the writing center for edits and advice (you may see the consultants for any SOM course writing assignments, not just for 310). Bring your assignment directions and typed drafts, along with specific questions.
If you are prepared when you walk in, the consultant will be able to help you faster and more effectively. So bring your drafts and instructions. Also, please sign in when you enter, so that the consultant knows you are waiting. If there is a waiting list, your time will be limited, so you will want to immediately share your objectives or point out the sections that are of most concern to you. If you want a group edit, we recommend that you make an appointment in advance with the chief consultant, Charles Lowe, when he is serving in the center (or some other instructor of you choosing).
Note that all writing center edits are limited not only by time, but also in scope: the Writing Center's purpose is to offer targeted edits, feedback, and advice, guided by your explicit concerns and needs; the consultant will point out typical and persistent problems, especially when you ask for this help, but it is not the consultant's role to find or correct all your mistakes (the latter is your job as the writer). Also, all the consultants are writing experts, but to help you most effectively, you need to let them know if your instructor has any special instructions concerning a particular writing assignment.
Please note that The Honors Colloquium in Writing is an online offering which may be customized to fit your needs, and which may prove invaluable in helping you develop research-writing skills, and/or prepare for a senior thesis or a culminating senior project, or for a position in research after graduation.
Please visit our SOM Business Communication Program Web Site: http://www.umass.edu/buscomm.
It offers much useful information about the SOM Business Communication Program services, faculty and
staff, and about H02, the Honors Colloquium. Through the web site you can also link to other interesting
and useful sites, including a well-known online writing lab offered by Purdue University.
(Note that
although our web site is updated regularly, for a short period in the early part of each semester it may
list assignments and other information from the previous semester or academic year.)
We value feedback, and hope you'll bring ideas for improvement to the attention of the program director.
As well, concerns or complaints that have not been resolved satisfactorily by a face-to-face meeting with
your course instructor may be brought to the program director's attention. Please call for an appointment.
Writing Center Chief Consultant: Charles Lowe, SOM 100, E-mail: clowe@english.umass.edu.
Phone 545-5591. Hours as posted in Room 100 and by appointment.
Note that speaking during either your individual or team presentation is required for a passing grade in the course; oral presentations may not be made up, except rarely (ex. severe injury or illness, or death in family).
Editing/Peer Editing. Good writers are also careful editors, of their own work as well as their co-workers, so you will be given advice about and examples of good editing, and then expected to seek out responses and edits from peers and from the SOM Writing Center Consultants (SOM 100), prior to handing in assignments. Papers not meeting edit requirements will not be accepted (they receive a grade of F unless edits are turned in on the same due date). Edits should be more extensive than mere "like/don't like" responses. Giving thoughtful edits can affect your grade positively: keep or get copies of the edits you give to others.
When in doubt, check your textbook for proper formatting of letters, reports, etc. Consult your handbook and dictionary about grammar, spelling, capitalization, punctuation, and usage. Professionals take care of proofreading prior to handing in assignments, because they realize that spelling and grammar errors detract from even the best thinking. Repeated errors will be taken to reflect low-grade effort on your part.
Plagiarism: Plagiarism is representing another's work or words as your own. Whether intentional or due to poor documentation efforts, plagiarism can result in damaged careers and reputations. Always document your work carefully. In some cultures copying the work of others is acceptable, and even a mark of respect; in U.S. business schools, however, written work is expected to demonstrate original thinking, and not be copied, from expert sources, or from other students. Thus, where the work of others is relied on by you for supporting evidence or inspiration (quotes, paraphrases, summaries), such material should be carefully cited, and references clearly listed.
Because plagiarism is a serious matter, we require that you keep and submit research and reading notes, outlines, edits, preliminary print-outs and revised drafts, along with your final drafts, to verify that the work you produce is the result of your own effort. Assignments (including group projects) failing to meet this requirement will receive failing grades. All cases of suspected plagiarism will be handled according to university regulations.
Resubmitting Assignments. You may resubmit some writing assignments, and doing so can result in an improved grade for the course, because it demonstrates effort to develop your writing skills. Resubmitted drafts must demonstrate substantial revision of the graded draft, and additional peer editing, to be considered for re-grading. (Simply correcting spelling or grammar mistakes is not sufficient). Resubmissions must be accompanied by new signed edits and all previous drafts and edits, including the graded draft, and must be resubmitted within 1-2 weeks from receiving the graded draft, depending on the paper.
Grades for resubmitted assignments (provided the original submission was not late) are determined by taking the higher of the grades received, but note that final grades for resubmissions may not exceed "AB" in fairness to those who earned an "A" in the first round of grading. (Papers receiving initial AB grades may not be resubmitted for a higher grade.)
Group grades. Group Projects must be accompanied by a Team Manager's Memo, which documents the activity of the group (working documents, minutes of meetings, task lists, research notes, etc.). In addition to commenting on what went well in the collaboration, zero or low-level participation by specific, individual group members should be obvious in this report, yet without blaming or finger-pointing language. As a general rule a group grade applies to all group members, as does the resubmission grade, when applicable. Documented lack of participation by a member of a group will affect that person's participation grade.
Attendance. Regular attendance and participation are essential, because they are critical to your success in SOM 310, and because this is a communication class, in which your absence or lack of participation reduces the benefits of the class for all. For these reasons, after the add-drop period, you may be absent from class only twice without penalty (although missing classes during add-drop may result in lower overall grades if you fall behind in assignments). For every additional absence your grade will be lowered (1/2 grade). More than four unexcused absences constitutes grounds for failure. If you anticipate an absence, call in advance to arrange to hand in assignments that are due, and see a classmate to share notes or get handouts. Please note that you should provide your instructor with the required written excuses or documentation of UMass official conflicts, of illness or injury, of jury duty, etc., preferably before the absence, but before exam week. In case of extended absence due to family or health emergencies, you or your family should contact the University Dean of Students about the best course for you to take, and then have that office send the appropriate information to your instructor or to the Business Communication Program Director, so we can make accommodations to assist your learning and completing the course successfully.
Timeliness. Please note that lateness to class is strongly discouraged, not only because it is generally considered unbusinesslike and disrespectful, but also because it may disrupt whatever we're doing in class. Arriving 5 minutes late once or twice is sometimes unavoidable, but regular lateness will result in grade penalties, and note that all late arrivals past 20 minutes count as absences. Because drafts for graded assignments must undergo peer edits prior to handing them in, it is important to bring drafts into class on time. Also, please complete readings and written assignments ON TIME. Late papers are subject to penalty (1/2 grade for every day late on final drafts; "F" for lateness on a final project or paper), and late papers may not be resubmitted for a second round of grading.
Conferences. SOM 310 is a communication class, so you are invited to arrange conferences whenever you feel a need. (So please do come in to talk about problems or ask questions with your instructor). (Note that there is one, official required conference during the semester.) You are also encouraged to use electronic mail to communicate with your instructor, and with your group members during group projects, and you may find it especially helpful to visit your instructor during his or her Writing Center hours in Room 100.
Disabilities or Handicapping Conditions: If you have, or suspect that you have a learning disability, contact the student center for disability services, and have them notify your instructor or the Program Director. If you are not a native English speaker or writer, you may need to arrange for private tutoring or proofreading services.
Achieving Success by Balancing your Workload. Time Management Skills are central to your success in this course. Writing time, like all other tasks, must be scheduled; otherwise the tendency is to waste time sitting in front of a blank page or screen, or obsessing and redrafting over and over. If you strictly schedule your writing time, follow the recommendations for drafting and revising offered by your instructors, and use common sense to balance the workload of this course with your other courses, jobs, or activities, you will experience much less stress.
The most effective business communicators don't wait until the last minute to do writing and speaking assignments, but rather set aside time daily to READ, THINK, DRAFT, ORGANIZE, EDIT, PROOFREAD, and in the case or oral presentations, to PRACTICE.
Some of these assignments are ungraded practice pieces (e.g., private writing, free-writing, writing to prepare for speaking, drafting to get ideas and strategies down on paper). These ungraded kinds of writing may or may not be collected, but if so, they generally count toward participation and effort (P). Still other assignments involve drafting and editing, processes aimed at helping you to acquire specific writing skills and tools. These process-focused assignments will also count toward participation; in particular you're expected to bring drafts to class on time, and not doing so will cause you to lose points (P). Finally, there are several "high-stakes" assignments, each of which should be accompanied by edits and revised drafts when handed in. High stakes assignments ask you to demonstrate what you have learned, and so they carry the greatest number of points (HS).
There are usually 2 or 3 optional assignments which you may choose to complete for extra credit (EX). These extra credit assignments are not "giveaways." You must do excellent work in all your assignments if you want to earn an A grade. Always check your Grading Grids for the specific criteria that will be used to assess the effectiveness of your writing, the skills that you were supposed to demonstrate by completing the assignment, and the points you can earn on each assignment toward your final grade.
1) First, do some free-writing about an experience you have had, recently or in the past, about which you could write a letter now - one complaining about a faulty product or poor service. The experience should be a real problem, if possible, something about which there is a realistic possibility that you could get a replacement, adjustment, or refund. For example: you ordered an item from a catalog, and it was defective, so you sent it back, but the company wouldn't give you a refund or replacement. Or, you had your car fixed in Boston, and paid for it, but it broke down here in the Valley, and you had to pay more money to get the same part repaired a second time, so you want the first mechanic shop to refund the amount it cost you to have the work done again. Your letter should clearly describe the problem, your prior attempts to resolve it, and what adjustment or compensation you want. Note that your letter should be specific about what action you want the reader(s) to take on your behalf. In this assignment you will want to pay attention to tone and to relationship - remember -- you are writing to real humans, and the readers may or may not be the people who caused your problem.
2) Second, choose a letter written by someone else in class. Imagine that you are the reader who has to answer their letter (e.g., customer service representative or mechanic shop owner), and draft a letter in response, with either good news or bad news for the writer-complainer. If you offer the reader choices, be sure that these choices are clear, and keep the notion of good will in mind as you think about what tone you want your words to create. Bring drafts of both of these letters to class for peer edits. (Editors should sign the drafts.) Then revise based on the feedback you receive, and correct your grammar, syntax, mechanics, or formatting problems. Hand in both letters, accompanied by the edited and revised drafts.
3) Third, write a letter of approach and/or inquiry (a) to an international business person with whom you hope to engage in a joint venture (e.g., selling a US-made product overseas, or providing a software localization service for the contact person's clients).
You can locate the business venture contact in any country you choose, but we have gathered some
resources for you on some of the most popular countries to make the job a bit easier (they are located in
the SOM Reserve Reading Room, second floor; ask for materials under the name of "LaDuc"). Our
resources include materials on the following countries: China, Nigeria, India, Canada/Quebec, Egypt,
Japan, Venezuela, Israel, Czech Republic, Germany, but whichever location you pick, you must do
some research to discover what strategies are likely to be acceptable to a person of a particular culture
in that country, and what strategies would likely persuade him or her to want to do business with you.
If you can find samples of letters written by business people from that country, it will help with the writing
because you will have actual formats to use. Sometimes samples are not available, however, so you'll
have to use the strategies you've decided on based on your research (but in a US format), to write the
letter. After you've written the letter, attach a one-page memo (b) explaining what decisions you made
about strategy and why you made them (this memo should demonstrate that you've done some research
to understand the country/culture of the contact person). Cite the sources you used (in APA style), and if
you found any, attach copies of sample letters that you used.
Note that in real situations, a letter like this would be translated, and so you usually want to use plain, clear language, avoiding jargon and colloquialisms, and unusual terms (or explain such terms in the letter). (Careful translators sometimes adapt letters for a culture as part of the translation process, but a straight translation may not convey exactly what you intended, so it is always the writer's obligation to research the reader's needs first.)
Bring a draft of this letter to class for peer edits, and revise and hand it in with accompanying edits (c). Be prepared to share with classmates the research you used to write the letter.
Once you find an appropriate article, then draft a summary of the contents, a summary in which you identify the author's arguments (primary claim and premises; secondary claims and premises, etc.). Then, after getting feedback on the summary, draft a second piece in which you analyze the writer(s)' arguments and determine the legitimacy of his/her argument structures (Are logical fallacies relied on, instead of reasons and evidence? Does the writer support his or her claim with good reasons? At what points would a reasonable person disagree or agree, and why or why not?).
Finally, after getting feedback again, you'll write a full briefing paper (for grading), in which you build on your summary and analysis by identifying your own stance or position on the issue, and construct an argument that calls for specific action. Remember that your statement of your position (sometimes simply referred to as "your conclusions") is a claim. It might be either similar to or quite different from the author's claim and premises, but in either case, it requires support. That is, for your own argument, you may use the author's ideas to build on, but you must supply your own premises and evidence, from your own thinking. Thus, your position should be grounded in (built upon) your previous summary and analysis. When you hand the final briefing paper in, in addition to the usual introduction and conclusion, it should have 3 parts in the body - the summary, the analysis, and the position argument, and it should be accompanied by your edited draft and a complete copy of the article.
As part of this assignment you'll visit the W.E.B. DuBois Library, where J. Michael Davis will demonstrate how to access business-related library databases and resources, and will discuss Internet research.
Next you write an "interview protocol" in which you list the questions you want answered by the contact person. Your protocol questions should be prioritized, and should reflect careful time planning, because often interviews are cut short for one reason or another (so you want to get the most important questions answered in the first 15 minutes, if possible). You'll have list of questions to start you off (communication-focused questions that are most critical for doing the report), but you may also want to use this interview to explore career options, and to find out about the industry or job, if the contact allows you sufficient time. You may want to tape the interview (always get permission from the contact first, before taping), because you'll be amazed at how much information you will write down in just a few minutes.
After you've met with your contact and gathered your data, write a 2-3 page report summarizing your interview experience. At the top of the report, list the name, address, and phone number of the person inter viewed, and ask them to sign or initial your interview notes, for verification. You interview report should not be in question-answer format, and it should make use of page design elements such as headings, lists, and tables or charts, if the latter would help make your information more accessible and readable. As standard operating procedure, always get signed peer edits and revise and proofread before handing your paper in (with those attached edited drafts). In addition, hand in your protocol and interview notes along with your paper.
2) Make a team presentation to the class, imagining that your classmates are members of the client company in your case. Present your findings, clearly identifying the problems you uncovered, informing us about the cross-cultural or international communication differences you discovered when researching your case, presenting your team's recommendations, and implementation plans for the client company. Each team member should plan on speaking for 2-5 minutes (Maximum 30 minutes per team). The presentations will be video-taped, and visual aids are required. Note that each person in the class will be asked to evaluate each team's performance for grading purposes, using a standard form (including evaluating your own team). Also note that, theoretically, the top executives of that company (the people who hired you) would likely be sitting in the audience, listening to your presentation. (So tone and attitude are critical!)
Managers should attach the minutes of the group's meetings to the memo: the minutes should be written by team members other than the team manager, should show attendance, and should identify who wrote each set of minutes for each meeting. Also attach any notes that are relevant to your group's analysis of the task, and to your discussion of the problem in your case, and attach copies of materials that you used as references in solving your case and coming up with recommendations for the client in the case. (Managers will receive credit for these reports in their participation grade; members who write minutes can also improve their participation grade by writing up the minutes of meetings. The minutes must be typed and handed in with the manager's on-time report (max. of 2 sets of minutes per team member).
The difference in the phrasings offered above is admittedly "political," but it is important that you know that in much business writing, tone and word choice definitely matter a lot. In reality, performance appraisals are legal documents which may advance or harm an employee, depending on who reads them and how they are phrased. For this reason, experts suggest that performance appraisals should be as objective as possible, recording rather than evaluating, wherever possible, and if evaluation is necessary, making sure that conclusions are based on clear examples and objective evidence, preferably from more than one source. Because this appraisal is about you, it may not seem like you need to be so careful, but try to do it anyway - it's good practice!
Item #1 -- Letter of Application (20 possible points)
Item #2 -- Resume (40 possible points {10 per criterion})
Item #2 -- Complaint Response (20 possible points)
Item #3 -- International Business Letter (Inquiry into a Joint Venture)
(35 possible points, {7 per criterion})
Points for the team presentation will be awarded to each team based on taking the following two factors into
account: 1) the scores awarded by class members using the standard evaluation sheet provided (1/2); 2) the
instructor's judgment (1/2). (Note that the instructor's judgment will weigh more heavily when there are
serious extenuating circumstances that need to be considered, such as unexpected loss of a team member.)
Generally your grade will result from the total points you earned, as recorded in the grids, but there are situations when this may not be the case (e.g., serious attendance problems, consistent "borderline" effort, persistent problems that the writer does not address despite feedback, etc.). Implicit in the construction of the criteria grids is an underlying set of guidelines that are intended to ensure the reputation and quality of the course, and the SOM Curriculum as a whole. When points assigned on assignments, or at the end of the semester, result in a borderline grade, instructors will make their final assessment using these guidelines. We want you to experience success in this course, and thus we provide every opportunity for you to earn excellent grades (you can draft, get peer edits, and often resubmit papers). Not everyone earns an A, however, and because the guidelines may help clarify why this is the case, they are presented below for your information.
A: Excellent Effort (Evidence of a lot of work) and Excellent Product -- Product and/or performance meets highest standards for all criteria applied; notably and consistently strong across categories; product or performance "raises the bar" for all; excellent and productive leadership, demonstrating positive leadership and strong interpersonal communication skills; excellent, thoughtful edits given/sought.
A/B:Excellent Effort, Above Average Product -- Product/Performance demonstrates strengths, but is slightly and/or consistently flawed in execution; effort may be slightly misdirected in one or more categories; highly productive participation demonstrating positive leadership and interpersonal communication skills; high quality edits given/sought
BAbove Average Effort (Evidence of better than satisfactory work), Above Average Product/Performance. A good job demonstrated, but not a "standout" product or performance; effort may be misdirected (e.g. moderately "off-task"); productive participation; very good quality edits given/sought
B/CAbove Average Effort, Average Product -- Effort level appears to be okay, but for whatever reason the Product/Performance is flawed, and/or does not stand out for excellence or effectiveness; minimal standards for product or performance met, but weaknesses demonstrated in category elements or in task execution; good participation; generally good quality edits given/sought
C:Average Effort (Evidence of satisfactory work), Average Product. Product/Performance meets minimum, baseline standards only for most or all criteria applied; some persistent areas of weakness across categories, which while not serious, have an impact on the quality of the product/performance; meets, but does not exceed requirements for task; fair participation, with little demonstration of extended effort; fair quality edits given/sought
C/D: Average Effort, Below Average Product -- Product/Performance is seriously flawed, notably weak in the majority of categories; few or no areas of strength observed; more serious problems with task execution, and/or minimal engagement with skill and knowledge development during assignment or semester; persistent, unaddressed areas of weakness, or quality problems, despite feedback; minimal participation; occasionally late in completing assignments and/or edits; problems may be exacerbated by class absences
D: Below Average Effort (Minimal evidence of work) and Below Average Product -- Product/Performance does not meet minimal standards for critical criteria applied; task execution poor for critical categories/most criteria; insufficient demonstration of understanding or of core competencies, or of knowledge and skill development during assignment or semester; problems may be compounded by excessive absences, excused and/or unexcused; negligible participation; regularly late in completing assignments; one or more missing assignments or edits
F: Negligible effort and/or Unacceptable Product: Failure to hand in required edits, or to turn paper(s) in on time; below required number of assignments or points, or no products produced; consistently does not meet minimum standards for criteria applied; unacceptable number of latenesses and/or absences ( >4 unexcused absences constitutes grounds for failure in the course; arrivals past 20 minutes count as absences); negative, or no participation
Note that it is the constellation of descriptors for each grade category above that is used to determine a grade. Thus, even though one or more of the descriptors may not fit, the majority are held to constitute an accurate, fair overall description of the individual's effort and product/performance.
Note also that the syllabus makes you responsible for reporting to your instructor about reasons for absences, for providing your instructor with documentation of any legitimate absences before exam week, and for consulting either the Dean of Students or Disability Services immediately, if you have problems which will seriously interfere with your attendance or performance in this course E.g., physical disability, death in the family, serious illness or physical injury, or learning disability), and then having these offices report to your instructor so accommodations can be made for your learning and successfully completing the course.
Your instructor tries to make decisions about grades with your best, long-term interests in mind, and if you have been doing your best and contributing to the class, you will be given the benefit of the doubt in most situations. It is not good teaching to give grades that have not truly been earned; on the other hand, teachers can make mistakes. If you believe you have a legitimate grade dispute, see your instructor at the earliest possible date. If after a face-to-face meeting with your instructor, your problem remains unresolved, you may make an appointment with the Program Director to arrange mediation.
(Prof. Linda LaDuc, Phone 545-5619; E-mail: laduc@som.umass.edu.)
Please be well-prepared -- bring copies of disputed assignments, edits, etc. -
everything that you will need to support your claim.
Grade Guide for SOM 310 Fall 1998:
Assignments
Cover/Application Letter (20)
Resume (20)
Progress Report on Interview Assignment (15)
Business Letter, #1 -- Complaint (20)
Business Letter, #2 -- Response (20)
Business Letter, #3 - International Inquiry (35)
Responding to Reading and Taking a Position (50)
Team Manager's Progress Report (Participation +5)
Minutes of Meetings (Participation +5 for set of 2)
Interview Summary Report (40)
Team Consulting Report (60)
Team Presentation (40)
Self-Appraisal Memo (20)
Participation (60)
Sub-total (Not including extra credit pieces) .... 400
News Release (Optional) (12) (Extra Credit)
Web Site Analysis (Optional) (15) (Extra Credit)
Directions: First determine letter grade based on total points, after adding extra credits. Note that all points representing grades are converted to letter grades (though see the numbers used by University Grading System as equivalents), with point percentages figured as illustrated below used to determine the letter grades (baseline is .93x400) = 93% or more of possible points earned). You can figure your approximate letter grade on any assignment by using the points you were assigned for that piece (see the grids), and calculating the percentages using the system. It is more helpful, however, to use the total points you have accumulated as a guide to your progress. Your instructor will indicate whether resubmitting certain assignments will be helpful, by letting you know the BC point equivalent for that assignment (or you can figure it yourself).
A= 93 and above = 4.0
AB= 90-92 = 3.5
B= 83-89 = 3.0
BC= 80-82 = 2.5
C= 73-79 = 2.0
CD= 70-72 = 1.5
D= 65-69 = 1.0
F= 64 and below = 0.0
Revised 12-02-98/EdC