Part 2, Course Planning 21
14-Week Course
Workplace Communication, Short Written Report, and Employment Communication
Three 50-minute class meetings a week (42 total class meetings)
In a 14-week course with a total of 42 class meetings, you could cover e-mail messages, digital
media, letters, memos, reports, and employment communication. If you prefer, skip written
reports and focus on oral reporting. Even if you do not have students write reports, assign those
chapters for reading and discussion. The model documents will always be helpful to students
now and in their future business careers.
Class
Meetings Chapter Topic
1 Class orientation and introduction
2 C.L.U.E. Grammar review, practice, discussion
3 Chapter 1 Business Communication in the Digital Age
4-5 Chapter 2 Professionalism: Team, Meeting, Listening, Nonverbal, Etiquette
6-7 Chapter 3 Intercultural Communication
8 Review or testing
9-10 Chapter 4 Planning Business Messages
11-12 Chapter 5 Organizing and Drafting Business Messages
13-14 Chapter 6 Revising Business Messages
15 Review, testing, or in-class writing assignment
16-18 Chapter 7 Short Workplace Messages and Digital Media
19-21 Chapter 8 Positive Messages
22-24 Chapter 9 Negative Messages
25-27 Chapter 10 Persuasive Messages
28 Review, testing, or in-class writing assignment
29 Chapter 11 Reporting in the Digital Age Workplace
30-31 Chapter 12 Informal Business Reports
32-34 Chapter 13 Proposals, Business Plans, and Formal Reports
Submission of short report or proposal
35 Chapter 14 Business Presentations (read and discuss)
36-38 Chapter 15 The Job Search and Résumés in the Digital Age
39-41 Chapter 16 Interviewing and Following Up
42 Review, testing
Part 2, Course Planning
22
16-Week Course
Business Correspondence, Written Reports, and Employment Communication
Three 50-minute class meetings a week (48 total class meetings)
This 16-week course includes e-mail messages, digital media, memos, letters, reports, and
employment communication, but it does not include oral report delivery. Because report writing
generally takes considerable time for research and planning, you will want to have students
choose their report topics and begin research early in the course.
Class
Meetings Chapter Topic
1 Class orientation and introduction
2 C.L.U.E. Grammar review, practice, discussion
3 Chapter 1 Effective and Ethical Communication at Work
4-5 Chapter 2 Professionalism: Team, Meeting, Listening, Nonverbal, Etiquette
6-7 Chapter 3 Intercultural Communication
8 Test or review
Deadline for choosing written report topic. Research should begin this week.
9-10 Chapter 4 Planning Business Messages
11-12 Chapter 5 Organizing and Drafting Business Messages
13-14 Chapter 6 Revising Business Messages
15 Test, review, or in-class writing assignment
Written report checkpoint regarding research and final topic limitation.
16-18 Chapter 7 Short Workplace Messages and Digital Media
19-21 Chapter 8 Positive Messages
22-24 Chapter 9 Negative Messages
25-27 Chapter 10 Persuasive Messages
28 Test, review, or in-class writing assignment
Report proposal due.
29-31 Chapter 11 Reporting in the Digital Age Workplace
32-34 Chapter 12 Informal Business Reports
35-36 Chapter 13 Proposals, Business Plans, and Formal Reports
37 Test, review, or in-class writing assignment
Submit written report.
Part 2, Course Planning 23
16-Week Course
Workplace Communication, Written Reports, and Oral Report Delivery
Three 50-minute class periods a week (48 total class meetings)
The following 16-week course includes e-mail messages, digital media, memos, letters, business
reports, and oral report delivery. To allow time for students to make oral reports in class, you
may have to reduce the time spent on employment communication and other topics.
Class
Meetings Chapter Topic
1 Class orientation and introduction
2 Chapter 1 Business Communication in the Digital Age
3-4 Chapter 2 Professionalism: Team, Meeting, Listening, Nonverbal, Etiquette
5-6 Chapter 3 Intercultural communication
7 Test or review
Deadline for choosing written/oral report topic. Research should begin this week.
8-9 Chapter 4 Planning Business Messages
10-11 Chapter 5 Organizing and Drafting Business Messages
12-13 Chapter 6 Revising Business Messages
14 Test, review, or in-class writing assignment
Written report checkpoint regarding research and final topic limitation.
15-16 Chapter 11 Reporting in the Digital Age Workplace
17-18 Chapter 12 Informal Business Reports
19-20 Chapter 13 Proposals, Business Plans, and Formal Reports
21 Review, test, or in-class writing assignment
Report proposal due.
22-24 Chapter 7 Short Workplace Messages and Digital Media
25-27 Chapter 8 Positive Messages
28-30 Chapter 9 Negative Messages
31-33 Chapter 10 Persuasive and Sales Messages
34 Test, review, or in-class writing assignment
35-36 Chapter 14 Business Presentations
Submit written report.
Part 2, Course Planning
24
THE PREBUILT COURSE: The Easy Way to Plan a
Course by Dr. Mary Ellen Guffey
This Prebuilt Course is intended to help instructors organize a traditional basic business
communication course for Business Communication: Process and Product, 8e. I know from
experience how challenging it is to develop an effective and complete course, especially when
the number of relevant topics and the array of supplements continue to grow. It’s difficult to
know what to assign, how much students should do, and where to find everything. This Prebuilt
Course will include (a) instructions, (b) course schedule overview, (c) syllabus orientation,
(d) syllabus assignments, (d) grading plan, and (e) grade record sheet. All of these materials are
intended for a basic course that you may alter to fit your students and your goals.
Introduction and Instructions
The instruction section of the Prebuilt Course explains course content, the rationale behind
course decisions, and how to use the various parts. This set of instructions, appearing here and
Course Schedule Overview. Shown on page 28, a course schedule outlines the course and tells
how much time will be spent on each chapter. It also lists the days for testing.
Syllabus Assignments. The list of Prebuilt Course Syllabus Assignments, beginning on page 30,
is organized for a 15-week course that meets three times a week in 50-minute classes. However,
you can adjust the class sessions to your course. If your course meets once a week, cover three
class meetings from the syllabus. If your course meets twice a week, cover the material from
three class meetings in two sessions. The syllabus shows what is to be done on every class day
Emphasis on Writing Skills. This course focuses on developing writing skills, which are very
important in all careers and which employers frequently say are lacking in graduates. The course
also includes grammar and mechanics, but most of the grammar/mechanics review work is done
by students outside of class using self-help online tutorial tools.
Part 2, Course Planning 25
Course Content. This basic course includes the following:
• Communication foundations (organizational and workplace communication; team, listening,
nonverbal, and etiquette skills; and intercultural communication).
• The writing process (writing techniques)
This is a lot to cover in one 15-week course, and you may choose a different emphasis. If you
First Class Meeting. Don’t waste the first class meeting by handing out the syllabus and
dismissing the group. You have precious few minutes with your class and much to cover. On the
chalkboard or on a slide, give your name, course name, room number, and meeting times. Hand
out the syllabus and discuss it briefly. Show a copy of the textbook.
Take this opportunity to have students write you a persuasive message. I tell students that this is
one of the few classes in which they will get their money’s worth on the very first day. (Tongue
in cheek: I’m not going to waste their tuition money by dismissing them!) I’m going to teach
I bring paper and writing tools to class and ask students to write a letter to me. (If you prefer, tell
them to draft an e-mail message.) I tell students that they are to assume that this class has a
limited number of openings and only a select number will be admitted. This message is to
persuade the instructor to allow the writer to enter. Why should I admit this person to this class?
In this message students are to describe their background, discuss their educational and career
goals, and evaluate their communication skills. Do they think their skills are (a) above average,
(b) average, or (c) below average? I prepare a PowerPoint slide, PDF slide, or transparency with
Part 2, Course Planning
26
Grading Plan. This basic course includes my recommended grading plan and provides a
template for using it.
Grade Record Sheet. The Grade Record on page 38 shows every graded assignment for the
Check-in Assignments. Some homework assignments can be checked in to indicate completion.
Testing. My Prebuilt Course calls for three unit tests and one final exam. You can prepare the
unit tests and final exam from the comprehensive test bank provided for BC:PP, 8e. Here are
Grammar and Mechanics. This course includes a grammar and mechanics review. However,
students complete nearly all of the review online in self-help sessions. At the premium website
Calculating Final Grade. Students keep track of their assignments and grades on the Grade
Record Sheet. On the last day of class, I allow class members to study for the final exam (or take
a practice final) while I calculate final grades with each student individually. My Prebuilt Course
has 18 graded segments. Students total their grades and divide by 18 to learn their course
average. For the final exam, they can estimate their grade to give a close approximation of the
final grade they will receive. You, of course, will calculate the final grade including the exact
Part 2, Course Planning 27
grading segments, you divide the total number of points by 15. I have provided a grading scale,
but you can alter the A – F points if you wish.
Revising Assignments. Writing authorities recommend revision as an important technique in
developing writing skills. You may want to allow students to revise a limited number of
Converting the Instructor’s Guide to a Student Syllabus. I have written the course schedule
Variations in Organizing Course. My Prebuilt Course is a basic course. You might, however,
want to add variations such as the following:
• Professional Development. Some instructors have students introduce part or all of new
chapters for professional development points. See the discussion in another part of this
Instructor’s Manual for details on how one instructor does this.
Teaching Tips. Here are a few classroom teaching ideas.
• Try to reserve five minutes at the end of each class to preview the homework assignment for
the next class. Starting an assignment with the students motivates them to complete it out of
class.
Part 2, Course Planning
28
• Prepare your grade book with an extra blank line between all student names so that you can
cross out grades and replace with revised scores if you allow students to revise their
assignments.
Schedule Overview
The following assignment outline includes 42 class meetings for 50-minute classes, which is
approximately a 15-week course. For courses that meet once a week, combine three of the
classes shown. For courses that meet for two 150-minute classes, arrange three classes for that
period of time. Here is a schedule covering 42 class meetings:
Class Class Class
Meeting Activity Meeting Activity Meeting Activity
1 Orientation 15 Chapter 6 29 Chapter 10
2 Grammar/Mechanics 16 Chapter 6 30 Chapter 10, Unit Test
Syllabus
On the next pages are a syllabus template and suggested assignments. Because this is a general
Part 2, Course Planning 29
Syllabus — Orientation
Instructor: Your name
Office: Your office address
Telephone: Your telephone
Course Justification
Course Objectives
Course Policies
Developing excellent communication
skills is extremely important to your
career success, whether you are
already working or are about to enter
today’s increasingly digital
workplace.
every employee be a skilled
communicator. Communicating with
peers, managers, clients, and
customers who differ in race,
ethnicity, gender, age, and lifestyle is
commonplace and requires special
skills.
This course is designed to develop
the following professional skills:
• Written Communication. You
will develop or improve your
ability to use clear, concise ,
aids, handouts, and multimedia
presentation materials.
• Interpersonal/Team. You will
develop or improve your ability
to listen, to contribute to team
performance, to plan and
• Attendance. As in the
workplace, you must attend
class and be on time. Roll call
will be conducted the first five
minutes of each class. If you
are not present, you are
• Preparation. An initial reading
of all study assignments
should be completed prior to
the class period in which the
material will be discussed.
• Oral assignments cannot be
Part 2, Course Planning
30
Syllabus — Assignments
Instructor Guide to Class Activities
Student
Homework for
Next Class
• Introduction of instructor. Present course orientation and syllabus.
• Review textbook features. Discuss how to read the textbook.
• Discuss importance of www.cengagebrain.com site. Emphasize completing
Communication Assessment (Activity 1.3) at site.
• Students write persuasive message: “Why I Should Be Allowed to Take This
Class”
Homework for
Class 2
Get textbook.
Web: Activity 1.3
• Discuss importance of communication skills and results of Activity 1.3.
• Introduce the Grammar/Mechanics (G/M) C.L.U.E. program.
• Give G/M C.L.U.E. Proficiency Test A from Instructor’s Manual. Students grade
their own papers. Discuss answers.
• Briefly introduce Personal Language Trainer at www.cengagebrain
.com. Consider collecting PLT printout of Step 3 (10-pt.) quiz to check in.
• Introduce SpeakRight and SpellRight optional self-help online programs.
• Introduce Grammar/Mechanics Guide, Appendix A.
• Assign Text Chapter 1 and preview briefly. Emphasize studying Chapter Review
questions and being prepared to discuss them in class.
Homework for
Class 3
Text: Chapter 1.
ALWAYS study the
Chapter Review
questions and be
prepared to answer
them in class.
Web:
Grammar/Mechanics
(G/M) Diagnostic
Test at Personal
Language Trainer.
Also complete G/M
C.L.U.E. exercise for
Chapter 1.
• Chapter 1, BUSINESS COMMUNICATION IN THE DIGITAL AGE
• Present lecture using Instructor PowerPoint slides and IM notes.
• Call on students to answer selected chapter review questions.
• Consider conducting an in-class survey of Activity 1.1, Social Media Inventory.
Homework for
Class 4
Text: Read and
complete 1 to 3
G/M exercises.
• Chapter 1. Continue introductions, 1.5, Getting to Know You.
• If time, discuss selected end-of-chapter activities. Collect any assigned writing
tasks.
• Briefly preview Chapter 2.
Homework for
Class 5
Text: Chapter 2
• Chapter 2, PROFESSIONALISM: TEAM, MEETING, LISTENING,
NONVERBAL, AND ETIQUETTE SKILLS
• Present lecture using slides and IM notes.
• Call on students to answer selected Chapter Review questions.
• If time, discuss Critical Thinking questions.
• Encourage students to take Dr. Guffey’s Listening Quiz, Activity 2.13.
Homework for
Class 6
Text: Read and
complete Activities
2.1, 2.2.
Web: Take Dr.
Guffey’s Listening
Quiz.
Part 2, Course Planning 31
Class 6
• Chapter 2
• Discuss Activity 2.1 and 2.2. Tell students to keep the soft-skill inventory lists for
use in writing résumés.
• Discuss Activity 2.3, Reaching Group Decisions, and Activity 2.4, Resolving
Workplace Conflicts.
• Consider Activity 2.24, Guide to Business Etiquette. Students take preview quiz at
premium website. Instructor may administer two etiquette posttests (see Teaching
Materials at Instructor website).
• Assign selected end-of-chapter activities of your choice.
Homework for
Class 7
Text: Complete any
assigned end-of–
chapter activities.
Web: Guide to
Business Etiquette
(Activity 2.24). Take
preview quiz.
Study 17 etiquette
topics.
Chapter 2
PowerPoint slides
Chapter 2 Review
Quiz; G/M Exercise 2
• Chapter 2. Discuss assigned activities. Collect any student printouts to check in.
• If time, discuss Activity 2.16, Universal Sign for “I Goofed” or other selected
activities.
• Briefly preview Chapter 3.
Homework for
Class 8
Text: Chapter 3
Class 8
• Chapter 3, INTERCULTURAL COMMUNICATION
Homework for
Class 9
Class 9
• Chapter 3. Show Video, Intercultural Communication at Work. Discuss video.
• Discuss selected end-of-chapter activities, such as Activity 3.1 Social Media
Matters; Activity 3.2, Intercultural Gaffes; and Activity 3.17, International Letter.
Homework for
Class 10
Text:
Prepare for unit test.
Web:
Class
10
• Chapter 3
• Assign Chapter 4.
• Unit Test, Chs. 1-3. [Create test from test bank questions.]
Homework for
Class 11
Text: Chapter 4
Text: Print answers
to Exercises a-d for
Activities 4.1 – 4.6.
Class
11
• Chapter 4, PLANNING BUSINESS MESSAGES
• Present lecture using slides and IM notes.
• Discuss selected items from Activities 4.1 to 4.6.
• Collect and check in Activities 4.1 to 4.6.
• At end of period, return unit test.
Homework for
Class 12
Text: Activities 4.10,
4.11.
Web:
Chapter 4 PPT slides
Chapter 4 quiz
G/M Exercise 4
Personal Language
Trainer,
Adjectives and
Adverbs
Part 2, Course Planning
32
• Chapter 4. Review the writing process.
• Discuss Activities 4.10 to 4.11. Students may work in pairs, discussing sentences
and writing jointly, or they may work separately.
• Discuss and revise together or in pairs 4.7, Document for Analysis. Consider
showing slide solution.
• Briefly introduce Chapter 5.
Homework for
Class 13
Text: Chapter 5
Print answers to 5.1
a-; 5.2 a-d; 5.3 a-j;
5.4 a–d; 5.5 a-d; 5.6
a-h; and 5.7 a-d.
Be prepared to
discuss 5.13,
Brainstorming.
• Chapter 5.
• Discuss Activity 5.12.
• Discuss other assigned activities.
• Briefly introduce Chapter 6.
Homework for
Class 15
Text: Chapter 6
Print answers to 6.1;
6.2; 6.3; 6.4; 6.5; 6.6
a, b, c; 6.7; 6.8; and
6.9 to be turned in.
• Chapter 6, REVISING BUSINESS MESSAGES
• Present Chapter 6 using slides and IM notes.
• Discuss assigned exercises. Collect and check in 6.1 to 6.9.
Homework for
Class 16
Text: Print answers
to 6.10, a, b, c.
• Chapter 6.
• Discuss 6.10. Collect and check in 6.10.
• In-class writing, one or two Documents for Analysis (6.11, 6.12, 6.13, or 6.14).
Discuss student writing. Show solutions with slide or transparency. Discuss how
you would grade these documents if they were to be turned in.
[All Documents for Analysis are provided at the student premium website so that
students don’t have to rekey them. You might assign one of these for a grade or
use them for in-class writing assignments.]
Homework for
Class 17
Text: Review for unit
test.
Web:
G/M Exercise 6
Personal Language
Trainer, Semicolons
and Colons Chapter
6 PowerPoint slides
Chapter 6 Review
quiz
Chs. 4-6 Flash cards
• Chapter 6. Finish discussing chapter. Answer questions.
• Unit Test, Chs. 4-6
Prepare unit test from test bank questions. Alternatively, use one of the
Documents for Analysis as an in-class writing exam.
activities.
Homework for
Class 18
Text: Chapter 7
Activity 7.1. Print list
of weaknesses.
Write and print
Part 2, Course Planning 33
Class
20
• Chapter 7.
• Collect and grade 7.2 or 7.3.
• Show video, Technology in the Workplace. Discuss video critical thinking
questions.
• Optional ungraded in-class writing practice: Activity 6.12, 6.13, or 6.14 or other
unused activities. Show slide solutions.
• Preview Chapter 8 briefly.
Homework for
Class 21
Text: Chapter 8
Complete Activities
8.1 and 8.2 a-b.
Class
21
• Chapter 8, POSITIVE MESSAGES
• Present chapter using slides and IM notes.
• Call on students to answer selected Chapter Review and Critical Thinking
questions.
• If time, discuss selected Writing Improvement Exercises, 8.1 and 8.2, a-b.
• Return graded Activity 7.2 or 7.3. Distribute Student Grade Sheet.
Homework for
Class 22
Text:
Activity 8.3. Print list
of weaknesses. Print
revision.
Class
22
• Chapter 8. Discuss Activity 8.3 weaknesses. Show solution. Students compare
their revisions with suggested solution. Discuss.
• In class discuss weaknesses in Activity 8.6. Revise if time.
• Assign Activity 8.7 (or other activity) to be graded.
Homework for
Class 23
Web:
Chapter PowerPoint
slides.
Class
23
• Chapter 8
• Collect Activity 8.7 to be graded.
• Discuss G/M C.L.U.E. and Personal Language Trainer exercises to be sure
students are completing them outside of class.
• Use remaining time for in–class graded writing assignment, Activity 8.17 (or
other activity of your choice).
Homework for
Class 24
Text: Chapter 9
Print answers to
Writing Improvement
Exercises 9.1, 9.2,
9.3, and 9.4.
Class
24
• Chapter 9, NEGATIVE MESSAGES
• Present chapter using slides and IM notes.
• Call on students to answer selected Chapter Review and Critical Thinking
questions.
• Discuss and check in Writing Improvement Exercises 9.1 – 9.4.
• Discuss Document for Analysis 9.6.
• Return graded Activity 8.17.
Homework for
Class 25
Web:
Chapter PowerPoint
slides.
Chapter Review
quiz.
G/M Exercise 9
Personal Language
Trainer, Number Use
Activity 9.5. Prepare
list of weaknesses.
Part 2, Course Planning
34
• Chapter 10, PERSUASIVE MESSAGES
• Present chapter using slides and IM notes.
• Call on students to answer selected Chapter Review and Critical Thinking
questions.
• Discuss Document for Analysis 10.1. Ask students to analyze weaknesses.
• Assign 10.4 to be graded.
Homework for
Class 28.
Text:
To be graded:
Activity 10.4
Web:
Chapter PowerPoint
slides.
Chapter Review
quiz.
G/M Exercise 10
Personal Language
Trainer, Spelling,
Confusing Words
• Chapter 10
• Collect Activity 10.4 to be graded.
• Discuss 10.2 and 10.3.
• Preview 10.21 or 10.22 to be graded.
[Alternate activities: 10.4 – 10.34]
Homework for
Class 29.
Text:
To be graded:
Activity 10.21 or
10.22
• Chapter 10
• Collect 10.21 or 10.22 to be graded.
• In-class writing Activity 10.4, 10.12, or another activity. Peer evaluate.
Homework for
Class 30.
Prepare for unit test,
Chs. 7-10. Review
PowerPoints, Web
quizzes, flash cards.
• Chapter 10
• Finish discussion. Answer questions.
• Unit test. Chapters 7-10. Create test from test bank questions.
Homework for
Class 31
Text: Chapter 11
Chapter PowerPoint
slides.
Chapter Review quiz
G/M Exercise 11.
Prepare for G/M
C.L.U.E. Proficiency
exam.
• Chapter 11, REPORTING IN THE DIGITAL AGE WORKPLACE
• Present chapter using slides and IM notes.
• Begin discussing report assignment. Report due Class 37.
Homework for
Class 32
Text: Chapter 12
Part 2, Course Planning 35
Class
32
• Chapter 12, INFORMAL BUSINESS REPORTS
• Present chapter using slides and IM notes.
• Discuss report assignment.
• During class conduct individual consultations with each student about report topic
Homework for
Class 33
Text: Chapters 12
and 13
Class
33
• Chapters 13, PROPOSALS, BUSINESS PLANS, AND FORMAL REPORTS
• Present Chapter 13 using slides and IM notes.
• In-class: Activities 12.1 – 12.7.
• Assign end-of-chapter activities you choose.
Homework for
Class 34
Text: Chapter 14
Activity 14.12
Web:
Chapter PowerPoint
slides.
Chapter Review
quiz.
G/M Exercise 14
Class
34
• Chapter 14, BUSINESS PRESENTATIONS
• Present chapter using slides and IM notes.
• Discuss oral report assignment. Students may use their written report topic or
select a new topic approved by instructor.
Homework for
Class 35
Text: Chapter 15.
Web:
Chapter PowerPoint
slides.
Chapter Review
quiz.
G/M Exercise 15
Class
35
• Chapter 15, THE JOB SEARCH AND RÉSUMÉS IN THE DIGITAL AGE
• Present chapter using slides and IM notes.
Homework for
Class 36
Class
37
• Chapter 15
• Written reports due at beginning of period.
• Student oral reports.
Homework for
Class 38
Work on oral report.
Review G/M
exercises and
Personal Language
Trainer.
Class
38
• Chapter 15
• Student oral reports.
• Give G/M C.L.U.E. Proficiency Exam C. Must pass one test with 90 percent.
Homework for
Class 39
Prepare first draft of
résumé and cover
letter. Submit it with
Part 2, Course Planning
36
• Chapter 16. Present chapter using slides and IM notes.
• Student oral reports.
[If no oral reports are being given, select activities from Ch. 16 for in-class
and homework assignments.]
Homework for
Class 41
Prepare final résumé
and cover letter to be
graded.
• Chapter 16
• Collect final draft of résumé and cover letter.
• Conduct student oral reports or mock interviews.
• If time, show video, Sharpening Your Interview Skills. See IM discussion guide.
Homework for
Class 42
Review for final
exam.
Grading in the Prebuilt Course
Consistency, fairness, and simplicity are the hallmarks of effective course grading. In this
manual be sure to read the section on “Assessing Writing Assignments.” You will find various
grading methods described, thus giving you a choice of grading systems.
On page 49 you will find an Assigned Weights scoring sheet for business communication written
assignments. I intentionally prepared it as a Word document so that you could easily alter any of
the weights. (When you copy this form into your word processing program from our digital
files on the Instructor’s Resource CD, be sure to retain the source formats.)
On page 51 you will find an Assigned Weights scoring sheet for oral presentations.
Prebuilt Course: Grade Record
Distribute a grade record sheet, shown on the next page, at the beginning of course or when you
begin grading written assignments. This template has 18 graded assignments and can be altered
to fit your course. You may prefer to have more or fewer assignments. Always give assignments
a value of 100 points; then calculate the total number of 100-point segments for the final grade.
Part 2, Course Planning 37
Name _____________________________
Grade Record Date _____________________________
Keep printouts of your assignments and record your scores here.
E-mails, Memos, and Letters Point Value Your Grade
Chapter 7, Activity 7.2 or 7.3 100 pts. __________
Report 300 pts. __________
Oral Presentation 200 pts. __________
Employment Communication
Résumé 100 pts. __________
Cover Letter 100 pts. __________
Tests
Check-in Assignments
Activities 4.1-4.6 __________
Activities 5.1-5.7 __________
Activities 6.1-6.9 __________
Divide total by number of 100-pt. segments (18)
Your Mathematical Average __________
A = 93 to 100%
B = 85 to 92%