Abstract
This article offers readers 12 teaching innovations introduced at the Association for Business Communication’s 86th annual meeting held online in October 2021. ThisMy Favorite Assignment22nd edition introduces readers to classroom-ready ideas in analysis, critical thinking, and business writing. Assignment support materials—instructions to students, stimulus materials, slides, grading rubrics, frequently asked questions, internet links, and sample student projects—are downloadable from the Association for Business Communication and DePaul University Center for Sales Leadership websites.
Way back in 1985, Aretha Franklin asked a famous question in the songWho’s Zoomin’ Who?An answer to the great artist’s query was given by 60 ABCMy Favorite Assignmentpresenters who used Zoom technology to share their pedagogical creations. For a second year, the global COVID-19 pandemic forced the Association for Business Communication (ABC) to move its 86th annual meeting online. The attendees’ answer: “We all are.”
Thanks to this year’sMy Favorite Assignmentteam, readers can explore a wealth of impactful, clever approaches to teaching analysis and critical thinking. Also, a section is reserved for that classic business communication topic: writing. The contributing authors describe lively classroom demonstrations and exercises. Readers are invited to explore a mini-catalogue of well-tested ideas and newly discovered innovations all designed to engage students’ experiential learning and practical skill building.
Should the reader be intrigued by aFavorite Assignment, they can consider it in greater depth by downloading teaching support materials developed by the authors from the ABC and DePaul University Center for Sales Leadership websites:http://www.businesscommunication.org/page/assignmentsandhttp://salesleadershipcenter.com/research. Readers will see instructions to students, stimulus and exercise materials, slides, grading rubrics, frequently asked questions (FAQs), link to internet resources, and sample student work products.
Analysis and Critical Thinking
Advancing Critical Thinking in Classrooms: Questioning and Reevaluating the Status Quo
University of Liberal Arts Bangladesh (ULAB), Bangladesh
Genre
Critical thinking, public and corporate policy, oral and written communication skills, experiential learning
The Assignment
This assignment allows students to explore the often-nebulous world oftaken for-grantedassumptions in business/organizational/health communication. Teaching experience shows that students rarely apply critical thinking to consider the underlying assumptions of centralized policies and their implications.
First, students analyze case studies and/or current news items about governmental or corporate business policies. For example, during the pandemic an Indian government policy only allowed people to access COVID-19 vaccinations via an app designed by the government. The mistaken assumption officials made was that all their citizens own smartphones and use apps. Of course, they do not. Thus, medical information was sent via a limited message vehicle.
After they analyze the case, students
Consider the policy maker’s underlying assumptions
Question their validity
Suggest possible restructuring of those policies
Engage in class discussion
Target Learners
Juniors, seniors, and graduate students
Learning Objectives
Students will do the following:
Enhance critical thinking skills
Question the status quo
Explore creative ways of innovating ideas
Engage in real-world decision making
Present ideas and defend them
Time to Complete the Assignment
One class period.
Multiple iterations can be run across several classes. Preparation is an important time variable. Some professors may allow in-class preparation. Others may prescribe that participants read and prepare prior to class.
Materials, Equipment, Special Considerations
Cases reporting governmental or corporate policy
This assignment can be customized with a COVID-19 context
The magnitude of case complexity can be increased across subsequent iterations
Evaluating Outcomes
This activity is intended to be a hands-on experience for critical thinking, comprehension, and explanation. A relaxed environment is useful. As such, no formal grading is recommended. Evaluation takes place through
Class feedback/suggestions
Demonstrated understanding/application of the concept, choice/creativity of suggestions, audience analysis, and so on
Students’ ability to bring forward real-life examples
Support Materials
Instructions to students
Slides
FAQs
The Five Pillars of Well-Being
Sacramento State University, USA
Genre
Critical thinking, reflection, personal development group discussion, report writing, experiential learning
The Assignment
Less than half of U.S. workers strongly believe that their employer cares about their well-being (Harter, 2021). As they learn the Five Pillars of Well-Being, students explore their corporate environment experiences. They reflect upon those experiences using the five pillars lens, building future intentions for their career life.
Organizations and their employees have better outcomes—greater job satisfaction, lower burnout, and less voluntary turnover—when employees experience positive well-being.
The Five Pillars of Well-Being
Self-develop/flourish
Have emotional strength
Be compassionate
Feel a sense of belonging
Be courageous
First, students initially reflect on experiences where one or more of the pillars were either neglected or promoted in an organization. Then, they share their reflections with the class during an instructor-led discussion. The assignment culminates as the students commit to three specific actions they can take to improve well-being in their organization.
Target Learners
Juniors and seniors
Learning Objectives
Students will do the following:
Understand the importance of well-being
Analyze how organizational culture affects well-being
Discover how employees and managers contribute to an organizational culture of well-being
Time to Complete the Assignment
75 Minutes
Materials, Equipment, Special Considerations
Lecture on well-being in organizational culture
Students will need electronic devices or written media to record responses to prompts
Teams of up to five students
Groups can be either virtual or face-to-face
Each pillar should be addressed
Evaluating Outcomes
Student response to discussion questions
A written reflection is evaluated using a rubric: Application to real experiences Understanding concepts Quality of writing
Support Materials
Instructions to students
Stimulus and exercise materials
Slides
Picture It, Tale It! Transforming Business Storytelling With a Vivid Picture or Two
Indiana University & Saint Mary-of-the-Woods College, USA
Genre
Storytelling, reflection, experiential learning, presentation
The Assignment
This assignment introduces participants to key aspects of business storytelling, including the Seven Basic Plots introduced byChristopher Booker (2004)andFreytag’s Pyramid (1900).
First, students read storytelling learning materials on their own. Next, participants brainstorm business stories from their life (teamwork, accomplishment, lessons learned, etc.).
Then learners apply the seven basic plot types:
Rags to Riches
Conquering the Monster
Journey and Return
The Quest
Rebirth
Comedy
Tragedy
Participants learn that successful business stories are often everyday stories that inspire and connect, fostering whatKenneth Burke (1950)calledidentification through shared meaning. Next, creative visuals depicting each of the Seven Basic Plots are introduced. Students then use a plot, enhanced by Freytag’s Pyramid, and the vivid slide to convey a story. Finally, participants debrief and reflect on the learning experience.
Target Learners
Undergraduate, adult, and executive education. Works well with introductory speakers.
Learning Objectives
Students will do the following:
Develop business storytelling skills
Deliver a story using both Seven Basic Plots and Freytag’s Pyramid
Employ visuals to enhance story delivery
Gain confidence while presenting among peers
Time to Complete the Assignment
30 to 45 Minutes
Materials, Equipment, Special Considerations
Some brainstorming with examples may be needed for participants with limited experience to arrive at a story that fits each plot
PowerPoint, projector, and screen
Evaluating Outcomes
A grading rubric is provided (see Support Materials). Can also be presented as a low-stakes assignment without a grade or nominal participation points.
Support Materials
Instructions to students
Stimulus and exercise materials
Slides
Grading rubric
FAQs
Sample student work product
Spaghetti Analysis of Student Writing
Stephen F. Austin State University, USA
Genre
Writing, analysis, critical thinking, experiential learning, iterative writing
The Assignment
Students learn to use spaghetti analysis to analyze their written prose’s cohesiveness by mapping connections within and across sentences. Using a writing sample, students circle logically identical or similar words and phrases connecting them with lines (like meatballs connected by a piece of spaghetti).
Spaghetti analysis helps students
Visibly identify orphan sentences (i.e., sentences lacking spaghetti connections)
Promote identification and elimination of incorrect pronouns that litter the prose of young writers—as these cannot be properly connected
See whether a writing sample coheres or not, revealed by the number of lines connecting the prose (or not)
Both weak and strong writing samples are provided.
Target Learners
Introductory level (undergraduate students)
Learning Objectives
Students will do the following:
Learn to map connections within and across sentences
Practice using both strong and weak writing samples
Realize why the strong writing samples work (due to their obvious and visible cohesions) and the weak ones do not (due to their lack of connections)
Plan to revise their next writing assignment using spaghetti analysis
Time to Complete the Assignment
30 to 45 Minutes
Materials, Equipment, Special Considerations
Students need activities designed to improve flow. Automated tools like spell/grammar check andGrammarly.comtypically address style issues only tangentially.
This exercise is especially helpful before students draft their first research paper, as longer report sentences tend to require connective elements (e.g., conjunctions, prepositions, and transitional words and phrases) that can, when misused, easily lead to orphan segments or sentence fragments.
Spaghetti analysis is a useful tool to support coaching sessions.
Overhead or computer projector
Whiteboard
Samples of weak and strong writing
Physical copies of the good and bad writing samples to hand out as worksheets
Evaluating Outcomes
This is a nongraded classroom demonstration
Class discussion of the insights gained
Support Materials
Instructions to students
Stimulus and exercise materials
Slides
Sample student work product
Legal Lightning Round: Making Quick Decisions Using IRAC in a Team Setting
Arkansas State University at Beebe, USA
Genre
Case analysis, critical thinking, problem-solving, team work, business law, brief writing, rapid experiential learning
The Assignment
In this fast-paced exercise, undergraduate business law students make quick decisions as they collaborate in teams to analyze business law scenarios. The students use the IRAC Method (Issue, Rule, Application, and Conclusion) in their analysis.
Working in three- to five-person teams, students identify key elements. The teams deliver their findings and recommendations in a class discussion. Learners have 2 minutes to assess each case before moving on to the next one.
First, the IRAC method is taught in class lecture. Next, students review materials provided before this assignment. Then, after several lightning rounds, a class-wide discussion ensues regarding the IRACs. Finally, after discussion, students openly reflect on the assignment and their performance according to reflection questions posed by the professor.
Target Learners
Undergraduate students
Learning Objectives
Students will do the following:
Evaluate realistic legal cases in a small group setting
Create conclusions
Apply textbook and lecture concepts to realistic legal cases
Operate under time constraints to synthesize limited facts into a reasonable conclusion
Undergo a self-reflection postassignment to identify personal and team strengths and weaknesses
Time to Complete the Assignment
20 Minutes
Materials, Equipment, Special Considerations
Handouts with mini-cases
Timer
Evaluating Outcomes
Ungraded exercise, as presented
Graded version using written reflection brief
Participant reflection on IRACs and substantiating team’s conclusions
Support Materials
Instructions to students
Links to online material
Reflection questions for postassignment discussion
The Continued Ethic of Expediency: The Minneapolis Police’s Press Release for the George Floyd Murder
Florida Atlantic University, USA
Genre
Ethical communication, critical thinking, small group exercises, experiential learning
The Assignment
Inspired bySteven B. Katz’s (1992)“The Ethic of Expediency: Classical Rhetoric, Technology, and the Holocaust” and following a lecture on and discussion of ethical business communication, students compare the original Nazi Germany memo that Katz examined to 2020’s initial press release from the Minneapolis Police on the George Floyd murder.
In small groups, students examine the rhetorical omissions and vagueness of each document before reconvening with the class to discuss ethical business communication. Additionally, students may be required, in writing, to identify specific sentences and explain how they display unethical writing concepts.
Target Learners
Juniors and seniors
Learning Objectives
Students will do the following:
Apply principles of ethical communication to real-word documents
Discuss relevant and recent social issues in the context of ethical business communication
Identify unethical sentences and explain why they are unethical
Analyze specific rhetorical choices, including patterns of omission
Time to Complete the Assignment
45 Minutes
Materials, Equipment, Special Considerations
Handout with the Nazi memo and Minneapolis Police press release
Evaluating Outcomes
If grading the small group assignments, small groups are required to list three example sentences from each of the documents and explain how the writing is misleading or otherwise unethical. Finding the sentences alone is acceptable level; clearly explaining why they are unethical is proficient.
Support Materials
Instructions to students
Stimulus and exercise materials
Grading rubric
Sample student work product
Links to online material
Creating Cross-Cultural Simulations and Culture Games: Play On
Indian Institute of Management Lucknow, India
Genre
Cross-cultural communication, team work, critical thinking, analysis, presentation, simulation creation, experiential learning
The Assignment
Student groups create an 8- to 10-minute cross-cultural miscommunication simulation. Teams present their simulations in class. Learners gain a nuanced understanding of:
Cross-cultural business issues
The importance of Cultural Intelligence
The value of code switching in cross cultural settings
First, students design simulations that highlight one or two cultural issues (e.g., ethnocentrism, stereotyping, low cultural intelligence, incorrect greeting style, and assumptions of similarities). Next, students select a setting (international presentations, deal making, negotiations, etc.). Then, they profile two countries representing a dominant/well-known culture and a less dominant/relatively unknown culture (e.g., Germany and Libya). Finally, teams present a cultural situation that was poorly handled.
Target Learners
Graduate students
Learning Objectives
Students will do the following:
Understand the finer nuances of communication in cross-cultural settings
Appreciate how changing one’s communication approach can yield better business outcomes
Apply the theoretical concepts discussed in the cross-cultural classroom
Practice code switching in the classroom
Time to Complete the Assignment
1 Week
Materials, Equipment, Special Considerations
Students are encouraged to simulate an actual business setting
Props and artifacts
Simulation presentations are recorded for classroom playback
Lecture helping students learn to distinguish between role plays and simulations
Evaluating Outcomes
Grading rubric provided (see Support Materials)
Support Materials
Instructions to students
Stimulus and exercise materials
Slides
Grading rubric/Google form
Sample simulations
Sample student work product
Writing Skills
Developing Research and Report Writing Skills by Evaluating Nonprofits for a Corporate Social Responsibility Initiative
University of Kansas, USA
Genre
Report writing, analysis, critical thinking, team work, secondary and primary research, company analysis, experiential learning
The Assignment
Students consider two not-for-profit organizations as potential partners for a company’s corporate social responsibility initiative. Learners compile a written report to management that includes three strengths of each organization and recommends one of the two for partnership.
Each report contains:
Two pages
Three organizational strengths
Persuasive headers
Eight credible sources
Financial information
Charity Navigator or GuideStar reviews
Testimonials from volunteers, donors, or individuals helped by the organization
Recommendation and Rationalesection: Students state their selected organization and include evidence to explain their reasoning
Target Learners
Undergraduate students (can be adapted for graduate students)
Learning Objectives
Students will do the following:
Conduct secondary and primary research
Organize evidence from multiple sources
Identify three strengths of each nonprofit
Write persuasive headings
Create a report that is professional, clear, concise, evidence-driven, and persuasive
Provide an evidence-based recommendation to the reader
Time to Complete the Assignment
1 to 2 Weeks
This assignment could easily be adapted to add a presentation, requiring additional in-class time.
Materials, Equipment, Special Considerations
Can be an individual or team assignment
Students receive a Library Research Support Guide (see Support Materials)
Assignment is completed outside class
Instructors can incorporate an in-class peer review activity or a guided research session during class
For in-class peer review students need laptops or will bring printed copies to class
Evaluating Outcomes
A grading rubric is provided (see Support Materials)
Support Materials
Instructions to students
Slides
Grading rubric
Sample student work product
Library Research Support Guide
Rhetorical Analysis
University of Connecticut, USA
Genre
Cover letters, comment writing, rhetorical analysis, message strategy, experiential learning
The Assignment
Students assess their cover letters using rhetorical analysis. First, students identity five examples of either ethos, pathos, or logos within their cover letter. Next, they note their examples as comments in the word doc. or pdf. Then, students provide a two or three page analysis of their rhetorical strategy. This analysis should show how these rhetorical appeals operated in the student’s cover letter and what changes they would make to improve their draft.
Target Learners
Juniors and seniors
Learning Objectives
Students will do the following:
Improve their ability to locate and deploy the three rhetorical appeals
Build their overall rhetorical awareness as professional writers
Enhance their editing skills for clarity and organization
Time to Complete the Assignment
2 to 3 Hours
Materials, Equipment, Special Considerations
Computer
Access to Word, Adobe, or Google
Evaluating Outcomes
Follow the instructions completely
Have at least five comments inside the cover letter document
Review to make sure the analysis is at least two to three pages long
Identify the appeals accurately
Include examples of the appeals in the comments section
Review sentence structure and grammar for clarity
Support Materials
Stimulus and exercise materials
Sample student work product
Student sample is linked inside the assignment sheet
Persuasive Email to an Author
Purdue University Global, USA
Genre
Email, persuasive communication, secondary research, experiential learning
The Assignment
Students write a persuasive email to the author of an article inThe New York Times,Harvard Business Review,Forbes, orThe Washington Post.
Selecting article: Students may choose articles they agree with, disagree with, or a combination of both.
Persuasive response: students explain what they like about the article, what they dislike, what they think should have been added, or what they think served little purpose.
Additional research: must include related references published within the last year.
Reference page: includes at least three sources and the stimulus article
Required length: 500 to 750 words
Time frame: the article must have been published within the past 14 days
Target Learners
Graduate students
Learning Objectives
Students will do the following:
Prepare documents using industry conventions and Standard English mechanics
Compare perspectives from multiple sources
Evaluate the effectiveness of the selected article
Justify their observations about the article using research and evidence
Time to Complete the Assignment
1 Week
Evaluating Outcomes
Length
Email conventions
Audience
Viewpoint
Sources
Writing conventions
Support Materials
Instructions to students
Slides
Grading rubric
Sample student work product
Hotel Email: Message Faux Pas
Drake University, USA
Genre
Email, analysis, rules of writing, message strategy, experiential learning
The Assignment
Students develop critical thinking skills as they analyze a hotel email for problems with professional standards of English, document design, tone, and appropriate message strategies. Additionally, students learn to use a business writing style guide, which presents standards of professional writing, grammar, punctuation, and usage conventions.
The assignment begins with students placed in pairs to discuss the glaring problems with the hotel email. After sharing their findings with the class, students revise the email for clarity, concision, correctness, and courtesy. The final deliverable is the revised email.
Target Learners
First-year students and sophomores.
Learning Objectives
Students will do the following:
Analyze a flawed email message
Apply standards of professional English grammar, punctuation, spelling, and usage
Revise a business message for standards of professional writing
Time to Complete the Assignment
2 Weeks
Materials, Equipment, Special Considerations
Assignment prompt with original message to be revised
Business Writing Style Guide (PDF and PPT)
Blank email template
Student sample work product
Evaluating Outcomes
Grading rubric provided (see Support Materials)
Support Materials
Instructions to students
Slides
Sample student work product
Grading rubric
Analytical Report Assignment: Social Media Presence Analysis
Dalhousie University, USA
Genre
Report writing, social media, research, critical thinking, analysis, persuasive strategies, experiential learning
The Assignment
Learners develop writing and critical thinking skills as they analyze a company’s blog posts and other media/social media content (Facebook, Twitter, and Instagram).
Students focus their analysis on current usage, persuasive strategies, audience engagement, and the overall success of the online presence.
The assignment has four parts:
Different audience types are explored; how to useRobert Cialdini’s (1993)persuasive strategies and tailor the content of the message to the audience (inside or outside of the classroom) is examined.
Business report structure (inside or outside of the classroom)
Research
Analytical report writing
The assignment can also include a debriefing session for sharing the most effective marketing/persuasive strategies identified during research. Additionally, students may be asked to compare different companies’ approaches.
Target Learners
Undergraduate students.
Learning Objectives
Students will do the following:
Write an analytical report following a business report structure
Develop analytical skills through analyzing social media presence
Identify the primary and secondary audience
Tailor report content to the audience
Identify and analyze persuasive strategies in social media content
Time to Complete the Assignment
10 to 12 Hours
Materials, Equipment, Special Considerations
Instructor’s lectures on Robert Cialdini’s persuasive principles, business report structure, and types of audience
Assignment guidelines
Computer/laptop/smartphone/tablet to conduct research and prepare report
Access to the internet to conduct research
Evaluating Outcomes
Grading rubric provided (see Support Materials)
Support Materials
Instructions to students
Slides
Grading rubric
Summary
Readers can further explore innovative, classroom-tested methods when an additional set of 13 newFavorite Assignmentsappears in the June 2022 issue of theBusiness and Professional Communication Quarterly.
These articles have often inspired readers to participate in an ABCMy Favorite Assignmentsession. You are cordially invited to submit a proposed topic for theMy Favorite Assignmentsessions at the 87th ABC annual meeting planned for Tampa, Florida, USA, in October 2022.
This year’sFavorite Assignmentswere triple, blind, peer-reviewed by 36 leading communication education scholars. Thanks to their generous spirits and deep wisdom,Business and Professional Communication Quarterlymaintains its position as the premiere journal recording leading business communication teaching and scholarship. Special thanks to my long-time collaborator, Tina M. Ricca, for her always excellent strategic insight and editorial guidance. DePaul University’s Shawn Shapiro provided superb technical formatting. Andrew Cavanaugh produced theMy Favorite Assignmentconference videos and virtual sessions with great skill and energetic labor.
Footnotes
Declaration of Conflicting Interests
The author declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
Funding
The author received no financial support for the research, authorship, and/or publication of this article.
Author Biography