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APPENDIX I
Interviewing Materials
Students learn best when they have a clear idea of what is expected of them, and when they receive
detailed and continuous feedback. Appendix 1 offers assignment descriptions that can be used to
communicate your expectations to students. Appendix 2 includes evaluation forms, which can be used to
provide useful feedback.
This appendix covers two types of assignments—major assignments and adaptable assignments—as well
as samples of student work. Major assignments are those that require a substantial amount of outside-of-
class time for students to complete. These assignments are generally long-term and are weighted heavily
in the course grade. Look at them carefully before you include them on your syllabus, and estimate the
amount of time you’d like students to spend on them.
In contrast, adaptable assignments can be used with the content from any chapter (e.g., Memo to Your
Instructor, Student Performance Appraisal, Acronym Speech, Public Service Announcement, and
Research Report).
Examples from the student sample section can be shown to students who would like to see examples of
what the finished product is supposed to look like. It may also be useful for first-time instructors who are
not sure what to expect from students.
These assignments may be altered to fit your own teaching style and course syllabus. To help you
generate ideas, some assignments are presented in a variety of possible formats. You may also choose to
condense some of the assignments found here and use them as short in-class assignments. Similarly, you
could transform some of the class activities described for each chapter in Section 3 of this manual into
longer, major assignments.
Regardless of whether the assignments you use are more or less extensive than these models, explicit
guidance is a crucial element of the learning process. On or before the day you explain the assignment in
class, provide a complete description of the assignment that includes the learning objective, advice on
how students can prepare for the assignment (e.g., pages to read or materials to gather), a description of
the product you seek, and your criteria for evaluation. It is also helpful to provide samples of previous
student work.
Sample evaluation forms are located in Appendix 2 of this manual.
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Major Assignments:
Improving Interpersonal Communication Proposal
Organizational Communication Proposal
Career Research Interview
In-Class Mock Interviews
Cover Letter and Resume Assignment
Group Problem-Solving Project
Group Decision-Making Project (Version A)
Group Decision-Making Project (Version B)
Individual Proposal: Improving Group Communication
Professional Speaker Observation (Version A)
Professional Speaker Observation (Version B)
Informative Speech with PowerPoint
Persuasive Speech
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Improving Interpersonal Communication
Objective of the Assignment: Your underlying task is to demonstrate that you understand
communication concepts taught in this course. To do this, you’ll need to define and explain appropriate
communication terminology. This assignment offers you an opportunity to
• apply your understanding of communication theory toward improving your communication
competence
• practice writing a professional proposal (proposal writing is a typical workplace form of
communication)
Brief Assignment Description: You’ll submit a word-processed individual proposal in which you (a)
analyze your use of a communication concept of your own choosing and (b) propose one or two concepts
from the text you can apply to improve this aspect of your communication. Both the problem and solution
must involve communication concepts taught in this class.
Preparation:
1. Think of one specific unwanted communication habit you are currently using but would like to
improve upon. Please note: it is only your own ways of interacting that you can change; do not
expect or attempt to change another person’s communication habits. Examples:
-improve your communication in a team project (such as the one you’ve just completed)
-monitor your own nonverbal messages during interviews
-listen more attentively in your classes
-interact more productively with an uncooperative co-worker
-negotiate rather than act combatively during conflicts
-deliver less ambiguous instructions to co-workers
-respond more constructively when you receive critique from your instructors
-organize your oral presentations more clearly (peek ahead to Chapter 9)
-manage your anxiety of public speaking (Chapter 11)
-work more effectively with a classmate from another culture (Chapter 2)
2. Now identify one or two of the specific communication concepts we’ve studied in this course that
might help you improve your communication competency. It will be easier to write your proposal if
you chose a narrowly focused concept (e.g., use of the communication model; listening; nonbiased
language; unequivocal messages; upward, downward or horizontal communication; formal or
informal networks; organizational culture; clarity of messages; listening; nonverbal expression; etc.).
3. Review the course material regarding your chosen concept. Mark the pages where you found this
material; you’ll need to cite specific pages from the text in your proposal.
Audience Analysis: The purpose of a proposal is to persuade your reader (in this case, your instructor)
that your proposal will bring about positive, lasting results. Consider the following as you adapt your
proposal to your reader’s interests.
Your proposal makes a statement about who you are, so be sure it reflects the best you can be. Aim for
ZERO errors in grammar, punctuation, and spelling. If your proposal is sloppily written, your reader is
likely to assume you are a careless person and will not be likely to value your recommendations. If your
proposal is flawless, you will be credible. Your reader will be much more likely to accept your ideas. To
“sell” your proposal, you’ll need to supply convincing evidence that
• your plan is feasible, is cost effective, can actually be implemented, and will produce results
(citations from your text are an effective form of evidence).
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• you have a strong grasp of communication knowledge (i.e., evidence that you know what
you’re talking about). You can do this by including vocabulary and principles you’ve learned
in class and by describing specific examples of how you can apply these principles.
• You can communicate effectively via written language. Grammar, spelling, neatness, and
format will add to or detract from your credibility (see Adler & Elmhorst, Appendix II,
Business Writing, Writing Well).
Content and Format for this Proposal: Your proposal should be arranged under several headings, as
follows. Use a heading for each section except the title page.
Title Page: On the title page, center the following information. Each item should be on a separate
line, single-spaced: title of the report; (skip two lines); Submitted by [your name]; college name;
class and section; date submitted.
Overview: Start the overview on a new page. This section serves as a preview of the contents of
your report. This section should only consist of about six to ten sentences.
Your goal in the overview is to convince the reader that your proposal is worth reading. One
effective approach is to briefly summarize the problem, then briefly state how your proposal will
solve that problem. End with a strong constructive statement about the value your
recommendations will bring to the organization, team, class, friendship, or family. In the
overview, be very brief and get right to the point. Reserve the details about your proposal for
later. Use powerful language (recall Chapter 4), but be very sincere… don’t oversimplify or
exaggerate your claims. It wouldn’t be realistic to claim that you evolve to instant, perfect
communication overnight. Communication habits take a LONG time to change.
Description of Problem: Convince your reader that a communication weakness exists that needs
to be managed. Be specific. Integrate terminology from the text as you identify what is wrong.
Include page references from the text. Provide one or two specific examples of the weakness. It
might be helpful to include quotations of words you’ve said that were problematic and a
description of the ways others have reacted to your communication. Consider how these
drawbacks impact the organization, team, friendship, or family as a whole.
Resources and Constraints: This section will be probably be shorter than the problem
description and recommendations sections. Take stock of the current situation. What resources
can you identify that could help you improve your communication? The text is one example.
Excellent role models might be another resource. How can you use these resources to help you
improve your communication? Describe any constraints that are likely to impede your progress in
improving your communication habits. For example, if you are working three jobs and taking a
full-time class load, your ability to put time and effort into this project is likely to be curtailed. (If
this were the case, you might realize that improving your communication habits can bring
lifelong benefits, so you might suggest in your recommendations that you will drop one job or not
take as many classes at a time, to enable you to work on your life skills.)
Recommendations: This is the most crucial section of your proposal. This will probably be the
longest section of your entire document. Propose how you plan to improve the communication
weakness. Describe exactly what you plan to accomplish. Detail the specific steps you will take
to achieve your objectives. Be realistic. Be specific. If you quoted examples of detrimental
language in your problem description, it would be helpful to include here some examples of
effective phrases you could substitute. Explain why your plan is desirable for the organization,
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team, relationship, and for you. Show why it is feasible. Your recommendations should
demonstrate that you are personally “engaging” with the concepts learned in this class. You don’t
need to quote directly from the text, but include page references so the reader can look up the
concepts easily.
Summary: Summarize the problem and the recommendations. Explain how these
recommendations, if adopted, would improve communication. Be as specific as possible. End
with a strong, constructive message about the importance of this proposal. Add a gracious closing
statement (e.g., you are looking forward to implementing the plan; you are expecting constructive
results; etc.).
Works Cited: You are required to integrate several references from your communication text.
Identify your sources in two places.
-Use parenthetical cites within the body of your paper when you refer to information
from your readings. Here’s an example: (Adler & Elmhorst, p. 23).
– At the end of your report, include a section titled Works Cited. Here you will list your
sources in alphabetical order, according to authors’ last names. For example:
Adler, R & J. Elmhorst.(2013). Communicating at Work (11e). Boston: McGraw
Hill.
Grading Criteria for this Proposal
To receive an “A,” your paper must:
1. follow a proposal format (following instructions is an essential element of communication)
2. demonstrate your understanding of the communication concepts you have chosen
3. show that you have learned to apply communication concepts
4. explain insights you’ve gained about interpersonal communication
5. present a plan that is feasible (could be realistically implemented)
6. include references
7. use correct grammar, punctuation, and spelling
8. exhibit a professional appearance
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Organizational Communication Proposal
Objective
For this assignment you’ll assume the role of organizational consultant. You will submit to me a proposal
for improving communication processes in a bona fide organization. Your underlying task is to
demonstrate to me that you understand the concepts of communication taught in Chapters 1-5. To
accomplish this, you’ll need to define and explain appropriate communication terminology in your
proposal. This assignment offers you an opportunity to
(a) apply your understanding of communication theory in solving an organizational problem.
(b) practice writing a professional proposal.
Preparation
1. Think of one specific communication problem you have experienced in an organizational context.
Please focus on ONE specific problem (e.g., an uncooperative coworker, a supervisor who does not listen
well, a conflict among workers of different ethnic backgrounds, receiving ambiguous instructions,
information overload, a defensive climate). Don’t attempt to solve all of your organization’s problems at
once!
2. Identify one of the communication concepts we’ve studied in this course that might help explain or
solve that problem (e.g., use of the communication model, listening; verbal or nonverbal messages;
ambiguity, upward, downward or horizontal communication; formal or informal networks; organizational
culture; communicating across diversity.). Note that both the problem and the solution must involve
communication concepts. Thus, a proposal to award bonuses or send employees to a marketing class
would not be appropriate for this assignment.
3. Review all portions of your text and class notes related to the communication concept you’ve chosen.
You must cite references in your proposal.
4. Write a four- to five-page proposal in which you recommend a plan for remedying this single
communication problem. Your proposal should be very specific and concrete. Proposing that all
employees should take a class in communication is not specific. Instead, you could detail the step-by-step
contents of a one-hour training session. Stating that your supervisor should use more supportive
communication is neither specific nor realistic. (Can we really change other people by talking about them
behind their back?) Instead you could develop a word-by-word role play of how you would explain to
your supervisor (or the supervisor’s manager) that you would like more specific feedback about your
performance.
5. Proposals must be typed, and the pages must be stapled together. Do not use paper clips, folders, or
cover pages.
Writing the Proposal
Purpose
The purpose of a proposal is to persuade your reader (in this case, me) to accept your plan (i.e., to hire
you for the consultant job). You may assume that I am the person in your organization who is vested with
the authority to decide whether to adopt your plan. To persuade me to adopt your idea, you’ll need to
supply convincing evidence that your plan is feasible and cost-effective, can actually be implemented, and
will produce results. You’ll also need to supply evidence of your competence in organizational
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communication (i.e., using vocabulary and principles you’ve learned in class). Grammar, spelling, and
neatness will also add to or detract from your credibility (see the Appendix of your text).
Content
Your proposal should be arranged under several headings (e.g., description of problem, description of
solution, summary). You should include the following sections in your proposal:
Introduction (Traditionally, the heading label for this first section in omitted.)
Provide a brief overview of what you are proposing (two or three sentences).
Description of Problem
Convince your reader that a communication problem exists. (Be specific. Use terminology from
the book to explain what is wrong. Include your references.)
Description of the Proposed Solution
Explain exactly what you plan to accomplish. Outline the steps you will take to achieve your
objectives. Explain why your plan is desirable and feasible. Your solution must integrate
communication concepts from this course. Include references, indicating the text pages you are
drawing from.
Summary
Summarize the most important reasons why I should adopt your proposal (one or two sentences).
End with a closing statement (e.g., you are looking forward to implementing the plan, you are
sure this will bring about constructive results, etc.).
Works Cited
You must have at least one credible reference (permissible references are your communication
text or one of my lectures). Identify your sources in two places:
1. Use parenthetical cites (Adler & Elmhorst, 2013, p. xx) within the body of your paper
when you refer to information from your readings or from lecture.
2. Include a complete bibliography at the end of your paper. For instructions on
formatting your references, visit http://www.stylewizard.com/apa/apawiz.html.
Alphabetize items by authors’ last names. Format with “hanging” indentation.
Sample Reference
Adler, R., & Elmhorst, J. (2013). Communicating at work (11th ed.). New York: McGraw-Hill.
Criteria for Grading
To receive an “A,” your paper must:
• follow a proposal format (following instructions is an essential element of communication) .
• demonstrate your understanding of the communication concept you have chosen.
• present a plan that is feasible (could be realistically implemented).
• include references.
• be written in clear, grammatically correct sentences with meticulous spelling and punctuation.
• exhibit a professional appearance.
Career Research Interview
Objective:
This assignment is designed to help you obtain career information and to enhance your competence in
interviewing.
Assignment Description:
You will conduct a 15- to 20-minute information-gathering interview (see Chapter 6) of a professional in
your field of career interest. You will be the interviewer.
CAUTION: You should not use this interview to seek employment or a promotion. You are simply
seeking knowledge about a career you might be interested in,
Materials to submit:
The written portion of the assignment consists of four documents, described below.
1. An outline to use as your script during the interview (for an example, refer to pages xx-xx of your
text): Explain your interview strategy, and include your plan for the body, opening, and closing of your
interview. In the body of your interview, arrange your questions under two or three topics that you wish to
ask about. Compose several primary questions for each topic. Also, prepare some follow-up questions
for each primary question in case the interviewee doesn’t give you as much information as you’d like.
Label each question as open or closed. Most of your questions should be open-ended.
The Preliminary Checklist (see next page) will help you plan your interview and contact your interviewee.
2. A memo summarizing what you learned. Include a heading for each of the topics you investigated.
Under each heading, write a brief paragraph summarizing what you learned about that topic. Add a final
heading under which you describe what you learned about the interviewing process. This critique is an
important part of the assignment. Clarify your learning process in depth, explaining what you could do to
improve your performance on your next interview.
3. A copy of your thank-you letter. Write and mail a thank-you letter to the person you interviewed.
Submit a copy of that letter with this assignment. Use a formal, block-style letter format. Successful
professionals write and send letters of gratitude promptly. The letter should be sincere and to-the-point. It
is best to focus on one or two specific items that were meaningful to you. Develop them briefly, but in a
personal way. End with an original expression of thanks (e.g., mention how you have been helped or
recognize the generosity of the interviewee). Don’t overstate your thanks; it will seem insincere.
4. Evaluation form. At the time of the interview, give a copy of the evaluation form to your interviewee.
Ask him or her to complete it while you wait or to return it to you within the next day or two, so you can
submit it to me with your assignment.
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Career Research Interview
STUDENT PRELIMINARY INSTRUCTIONS:
BEFORE MAKING CONTACT WITH THE PROSPECTIVE INTERVIEWEE
Begin by reading Chapter 6 and [instructors fill in: outlining the chapters, completing the
homework, taking a test, etc.].
Keep a log of all activities connected with this assignment, and all correspondence, phone calls,
personal contacts, etc.
Identify by name, position, and title an appropriate interviewee. Include name, title, organization,
address, and phone number.
Explain how you found out about your subject, and describe the research findings you gathered
about your subject and her or his organization and field before making contact with the subject.
Make a preliminary plan for the interview by describing your general and specific purposes.
Plan how to contact the person to request an interview. In your log, indicate the channel you plan
to use (phone, correspondence, etc.) to make contact, and include a copy of intended written
correspondence. (See the text for a sample.)
Include an entry to justify your choice of channels.
Include an entry describing your career goals and how they led you to this choice for an
interviewee.
Turn in everything for a check with your instructor at this point.
IF THIS PRELIMINARY CHECK IS DONE WELL BEFORE IT IS
WORTH POINTS TOWARD FINAL PROJECT GRADE.
Comments: on time late
Total points ___________
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In-Class Mock Interviews*
Each student will participate in class interviews, once as the interviewer, once as the interviewee, and
once as observer. The instructor will assign the interview situations (see Interview Types on the next page
the information below to develop these assignments. On the date following the interview have each
student hand in a sheet describing:
a. Your preparation for the interview, including:
– specific objective(s)
– pre-interview analysis of the other participant
– topics to cover during the interview
b. A description of the content areas in the interview (interviewer only):
– information covered in the opening, body, and closing of the interview
(orientation, motivation, etc.)
– questions, labeled by type (primary or secondary; open or closed)
c. A description of the outcome of the interview:
-assessment of the participants’ (both interviewer’s and interviewee’s) competency
during the interview process
– the likely results of the interview, if it were a real-life interview
– recommendations for improvements (for both interviewer and interviewee)
Types of Interviews that could be used with this assignment:
Information-Gathering Interview:
1. This is one of a series of preliminary interviews you are conducting to learn about services
students would like the college to provide.
2. Find out about the interviewee’s favorite hobby.
3. Discover your interviewee’s top three challenges to successfully completing a college degree.
Probe the nature of the challenges, find out ways the student is attempting to cope with them, and
inquire what resources the student might find helpful.
4. Explore with the interviewee the reasons for problems in a specific class: low enrollments, high
dropout rate, and low test scores.
5. Explore with a department manager how to control the rapid growth in the use of the copy
machine.
Career-Research Interview:
1. Discover what knowledge or experience your interview partner has that is useful to your job.
2. Use this interview to elicit your partner’s ideas for how you could locate an interviewee who
would be knowledgeable about a career field you’d like to explore. Next, ask your interviewee to
help you think of topics you’d like to explore and effective interview questions you could ask to
learn more about the career field. Finally, request your interviewee’s help in designing the opening
and closing of your upcoming interviewee.
Employment Interview:
Each interviewee should suggest a position they are currently qualified to apply for. They
should answer using real, not imaginary, experiences and qualifications. If a student can’t
think of a job they might be qualified for, they could interview for a volunteer position
such as a grade-school tutor, server for a homeless shelter food line, picking up litter
along a hiking trail, etc.
* Based on an assignment suggested by Cynthia Knox, Texas Southern University.
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Cover Letter and Resume Assignment
Purpose: This assignment is designed to improve the written skills you’ll need in applying for
employment.
Materials to Submit: This assignment consists of two documents.
1. Cover Letter:
Identify an existing job related to your field of interest. This must be a job that you would be
currently qualified for. Write (but do not send) a hypothetical cover letter requesting an
interview for this specific position.
A cover letter molds your prospective employer’s first impression of you. To be sure you are
establishing an impression of professional competence, you’ll need to proofread your letter
carefully. The letter must exhibit impeccable grammar, spelling, and punctuation. A sloppy cover
letter is likely to discourage your reader from turning the page to view your resume.
Following the content suggestions from your text. Use one of the formal letter formats displayed
in your text. Always use the name of a specific person in the inside address and in the salutation.
Don’t use a general phrase such as “Dear Sir” or “To Whom it May Concern.” You might have
to do some research to determine to whom you should address the letter.
2. Resume:
Prepare an accurate personal resume aimed at the same position. Do not use any imaginary
credentials that you have not yet earned.
The resume serves as a screening device. Its main function is to attract enough attention to get
you an interview. Take pains to give your resume a professional and attractive appearance.
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Group Problem-Solving Project
Objective: For this project, you will be assigned to a team whose members will serve as human resource
specialists. Your team’s task is to analyze a bona fide communication problem related to small group or
organizational communication. Your underlying task is to demonstrate that you understand the concepts
of communication taught in this course. To do this, you will need to define and explain appropriate
communication terminology in your presentation. This assignment offers you an opportunity to apply
your theoretical understanding of group problem-solving skills, to gain skills in creating agendas and
conducting effective meetings, and to practice presenting your results in formal report format.
Preparation: With your team, think of one specific communication problem that one of your teammates
has experienced in a small group setting (for example, the leader of the cheerleading team doesn’t give
clear instructions; you’ve been assigned to do a group presentation, but one member has trouble
participating because she is not a native speaker of English; you are members of a successful rock band
that is becoming tense because one member insists on making all the decisions). Please focus on ONE
specific problem. The communication problem must fit the following requirements:
-it must be a communication problem.
-it must involve communication among members of a “work team.”
-it must be a problem that one of your teammates has actually experienced or is experiencing (in
other words, a real-world problem, not a make-believe problem).
Procedure: Using Dewey’s reflective-thinking sequence, your team will:
1. State the problem as an open-ended question.
2. Investigate the problem you have selected.
3. Establish criteria (to be used in evaluating your proposed solutions).
4. Brainstorm several communication-based solutions to the problem (list them all without
evaluating them).
5. Analyze each solution in terms of each criterion. Create a table showing your rankings.
6. Produce a final recommendation aimed at remedying the problem. The solution you select
must be based on communication concepts learned in this course. Explain why you chose this
solution. Reconsider the solution to be sure there are no significant drawbacks that you hadn’t
thought of earlier. Modify your solution if you need to. Explain how you would implement
the solution and follow up on it.
Time will be provided in class for conducting several meetings. Your team should develop an agenda for
each meeting and conduct each meeting according to the guidelines in your text for effective group work
and meetings.
Materials to Submit: Type the complete name of each of your team members on the first page of the
report. Please spell first and last names correctly. Submit one copy per team of a Feasibility Report (see
Chapter 13) that includes the following information:
-a description of each step you followed in the process.
-a complete list of sources consulted.
-agendas from each of your group meetings.
Evaluations of Team Members: All team members will receive the same grade on the written
presentation of this project. To earn credit for this assignment, the student must participate in the research,
discussion, and writing stages of the project. Individual grades will be assigned for the quality of each
member’s contribution to the team effort. As a team, you will be asked to complete a questionnaire (see
proportion to their contribution to your team project.
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Group Decision-Making Project (Version A)
In this assignment, apply skills and insights you gained from reading and discussing Chapters 7 & 8.
You and four classmates will be assigned to a committee with one of the missions listed below. You will
be given three meeting times during class, and may meet on your own as well, in order to carry out the
task. You will present your results to the class in a manner you decide (e.g., panel, video presentation).
After completing the assignment, you will be asked to analyze the group work based on these topics from
Chapters 7 and 8: task and social issues, the group’s cohesiveness, conformity, methods of problem
solving, and leadership. Use the guidelines for successful meetings described in the text to evaluate group
meetings, and suggest ways your committee could have communicated more effectively.
Assignments
1. The Communication Department has been authorized to add a new member to their faculty. The
committee has been appointed by the administration to develop a job description and a list of
criteria for that position. These criteria should meet the needs of all parties who will be affected
by the new position: students, other faculty in the department, and the administration.
2. Present to the class three methods that college students can use to increase their income and/or
lower their expenses. These methods should be realistic and useful. The methods suggested
should not be ones already used by large numbers of students in your class.
3. Financial problems have forced the administration of the university to cut its overall budget for
the upcoming year by 8 percent. The student committee’s job is to propose where those cuts
should be made.
4. The student committee has been charged to develop a list of communication needs for college
students seeking employment or career advancement. Using your campus as a representative
sample, develop such a list of needs. Students should be prepared to explain and defend their list.
5. You are members of a management team for a startup company that has developed a new
product. Decide what your product is. Write a mission statement for your company. Design an
advertising flyer for your product.
6. You are officers of your school’s student body. Your task is to implement a service project that
any member of the student body can participate in during either fall or spring semester for one
unit of extra credit. Investigate actual needs on your own campus or in your own community and
choose one or two appropriate projects. Then set up a method through which students could sign
up, participate, be evaluated, and receive credit.
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Group Decision-Making Project (Version B)
(for use in writing intensive classes)
I. Purpose of this Project: Solving problems and writing reports are typical workplace tasks. This project
provides an opportunity for you to try out the skills you are learning in small-group communication by
applying the reflective decision-making protocol to solve a problem. This assignment is also designed to
improve your writing skills. You will submit your results in a formal written report.
II. Policies: Each group will submit ONE report. Writing the report must be a team project. All members
must participate. The report must have a consistent tone. That is, it should read as if one person had
written it. All members are responsible for the accuracy of the report. Read one another’s contributions to
make certain you agree on what you are submitting.
III. Use of References: You are required to use several references from the text and/or class lectures. You
will cite your references in two places in your report.
-In the body of the report, cite references in parenthetical notation, included right in the same
sentence where you refer to the material (Adler & Elmhorst, p. 322).
-At the end of your report, include a section titled Works Cited. Here you will list your sources in
alphabetical order, according to authors’ last names. Indent the first line of each item closer to the
margin than the second line. For example:
Adler, R., & Elmhorst, J. (2013). Communicating at work: Principles and practices for business
and professionals (11th ed). New York: McGraw Hill.
IV. Occasion and Audience Analysis: Before writing a document to submit, it’s important to analyze the
expectations of the occasion and of the audience you are writing for.
Occasion Analysis: This report requires a professional style of writing. You are expected to follow a
specific format, with a professional appearance. Your document should have a consistent tone throughout,
so make certain to proofread each team member’s work carefully. The document you submit makes a
statement about who you are, so be sure your document reflects the best you can be. Write in appropriate
business language. Your report should explain academic concepts in a style that is easy to read. Grammar,
punctuation, and spelling need to be flawless. A sloppy style will probably convince your audience that
it’s not worth reading any farther than the executive summary.
Audience Analysis: Your primary audience (intended reader) is me, your professor. A potential
secondary audience is other students. I will be looking for evidence that
• you have successfully completed all the steps of the reflective-thinking problem-solving
sequence.
• your problem analysis was conducted thoughtfully, using effective critical thinking and analysis.
• your proposed solution is achievable and will solve the problem adequately.
• your report includes all of the required content.
• your report follows the required format.
Format for the Report: Typically, each company has its own preferred format for proposals. For this
class, please use the following format. Include a heading for each section except the title page.
Title Page: On the title page, center the following information. Each item should be on a separate line,
single-spaced:
• a short title for the problem your group selected
• (skip two lines)
• submitted by
o list all actively participating group members, in alphabetical order by LAST name
• (skip one line)
• college name
• class and section
• date submitted
Table of Contents: List each section in order (flush left). List the page number for each section on the
right side of the page.
Executive Summary: Don’t let the title of this section intimidate you. This section is actually just a
preview of the contents of your report. This summary allows a busy executive to quickly determine
whether a report is worth reading. An Executive Summary is like a cover page, separate from the report.
The Executive Summary briefly summarizes the content each section of the report. Include only the most
important specifics from each section. Some writers find it helpful to build the Executive Summary by
including the topic sentence of each of the report’s sections.
Project Description: Write a two-paragraph overview of what your group accomplished. Identify the
problem. Describe your group’s purpose and why it’s important to find a solution to the problem.
Methods: Begin this section with an introductory statement, explaining that your team used the
reflective-thinking process to arrive at a solution. Briefly describe the purpose of the reflective-thinking
process (in general, not as applied to your project)..Then explain that you will describe each step your
group took in accomplishing your purpose (e.g., what your group did at each meeting), and you will
provide a brief description of your group’s end-product.
Now for each step in the reflective sequence, create a subheading. Under each subheading include a
detailed description of your team’s findings. Remember to discuss (in the section explaining your final
1. a copy of your comparison chart that you used to analyze your potential solutions
2. a copy of your Team Contract
3. the participation points you assigned to each member, with an explanation of why you assigned
those points. Arrange in alphabetical order: last name, first name.