INSTITUTE of BUSINESS MANAGEMENT

College of Business Management

Department of Communication

Business Communication COM402

General Information

Title: Business Communication Faculty:

Email:
Code: COM402
Office:
Pre-requisites: None Phone:
Consultation time:

Course Specifications
Program(s) on which the course is given MBA
Major or minor elements of programs MBA
Department offering the program College of Business Management
Department offering the course Communication & Languages
Date of upgraded specification approval
Course Description

This course aims to develop students’ understanding of the current norms and conventions of written
business communication as well as oral communication in professional contexts. It will enable
students to write effective business messages, proposals, employment documents, participate in
problem solving meetings and employment interviews, and present business proposals orally.

Course Objectives
The course will:
1. develop students’ understanding of the current norms and conventions of business
communication;
2. develop students’ critical thinking and problem solving skills;
3. enable students’ to write effective business messages and reports;
4. enable students to use resources to work effectively and efficiently as well as work in teams.

Page 1 of 21
Program Learning Outcomes (PLOs)
Knowledge Outcomes:   

PLO1: Conceptual Knowledge and in-depth exposure to functional areas in business management
PLO2: Entrepreneurial mindset
PLO3: Conceptual knowledge leading to innovative industry driven projects

Skill / Attitude Outcome:

PLO4: Leadership and Social Skills

PLO5: Creative skills
PLO6: Critical thinking and application of conceptual knowledge

Course Learning Outcomes (CLOs) Aligned Program

Learning Outcomes

CLO1: Knowledge and understanding

Students will: PLO1

● demonstrate understanding of the current norms and conventions
of business communication;
● demonstrate understanding of the concept of deductive/inductive
arrangement in reports;
● know the structure and functions of business reports.

CLO2: Intellectual/Creative skills:

PLO5, PLO6
Students will:
● think critically and solve business problems using written
communication skills;
● evaluate the credibility of information using defined techniques or
through self-directed reviewing approach.

CLO3: Critical thinking and application

Students will compose coherent and effective business messages that PLO5, PLO6
are well organized and supported by the business writing etiquettes.

CLO4: Leadership and Social Skills:

Students will use resources to work effectively and efficiently as well PLO4
as in teams.
CLO5: Entrepreneurial Approach
Term project: Creation of informal business proposal plan for a PLO2
product or service coordinating with the curriculum needs.
Compose a business proposal keeping in mind the current market
situation and knowledge gained from the course.

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 Course Teaching and Learning Activities
Assessment Brief Description Week Weight Aligned Course
Methods Learning Outcomes
Students are required to take part in
Assignments written assignment both individual 2, 4, 5 20 % CLO2, CLO3, CLO4
and group based (i.e. memorandum, &7
letters, emails, reports, proposals
and employment documents. These
assignments will be graded.
Students will be assessed in a
1st Hourly controlled environment for ability 6 15 % CLO2,CLO3
Exam to give written responses
independently.
Students will be assessed in a
2nd Hourly controlled environment for ability 11 15 % CLO2,CLO3
Exam to give written responses
independently.
Students will prepare a formal
Project Report business proposal report. 14 10% CLO4, CLO5

Students are expected to produce

Final exam written responses using critical 15 40 % CLO1, CLO2, CLO3
thinking. Individual performance
will be evaluated.

Formative Assessments:
● In class support behavior
● Punctuality and Attendance

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Contents:

Session Topic
1 WEEK 1
Class and course introduction.
General Introduction to Business Communication, expected level of commitment, marks
distribution criteria, the basics of professional writing, Process of business writing, and two
types of organizational plans.

In this session, the importance and effectiveness of written communication is addressed. The
session focuses on developing students’ understanding of the basics of professional writing.
Students draft professional messages so that they can evaluate the different types of
organization plans.

Learning Outcomes:
1. Define written communication and outline its processes.
2. Explain the importance of written communication for professional purposes.
3. Discuss on rules of engagement for written communication, and identify strategies for
engaging participants during various written communication situations.
4. Describe the 3x3 process of business writing.

Pedagogy
1. Input session (students centered)
2. Task-based discussion
3. Review and evaluation (student centered)

Material for Teaching:

Book Chapter # 4 [Bovee & Thill. (2018).] Planning Business Messages
2+3 WEEK 1+2
Principles of Effective Communication
Students will be asked to write on scenarios provided by the teacher. Then, teacher will discuss
7Cs in details with examples followed by students revising the first draft. Later, instructor will
provide exercises for each C separately and finally a text will be evaluated integrating all 7Cs
together.

Learning Outcomes
1. Analyse the importance of 7C of communication in business writing.
2. Identify the strengths and weaknesses of 7Cs in business writing.
3. Apply 7Cs of communication in written responses.

Pedagogy
1. Student write ups (1st draft)
2. Group discussion
3. Tutor input
4. Review and evaluation (student centered followed by teacher feedback)

Book Chapter # 5 [Bovee & Thill. (2018).] Writing Business Messages

Book Chapter # 6 [Bovee & Thill. (2018).] Completing Business Messages

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4 WEEK 2
Modes of Business Messages (Emails, letters, memorandum)
Students are asked to collect real-time written business messages. They can be informed in the
previous sessions to bring hard copies of some samples. The assign the group task to evaluate
emails, letters and memorandum followed by standard samples by the course instructor.

Learning Outcomes
1. Present sample documents of emails, letters and emails
2. Identify the strengths and weaknesses of the sample shared.
3. Discuss the modes of business and how they are different from the standards.

Pedagogy
1. Student samples
2. Group discussion
3. Review and evaluation (student centered followed by teacher feedback)
Material for Teaching:
Book Chapter # 5 [Guffey, M.E. (2001)] Electronic Messages and Digital Media
Book Chapter # 7 [Bovee & Thill. (2018).] Digital Media
5+6 WEEK 3
Routine Letters and Emails
The instructor will discuss routine and goodwill messages followed by short cases in which
students will apply deductive approach of writing business messages.

Learning Outcomes
1. Identify routine & goodwill messages and their characteristics;
2. Evaluate the strengths and weaknesses of deductive approach;
3. Apply deductive approach in different writing scenarios.
Pedagogy
1. Input and discussion
2. Group discussion
3. Review and evaluation (student centered followed by teacher feedback)
Material for Teaching:
Book Chapter # 10 [Bovee & Thill. (2018).] Writing Routine and Positive Messages
7-9 WEEK 4+5
Practice of writing routine letters and emails – Focus on goodwill messages, information
and action requests, information response.

The instructor will discuss information and action requests, simple claim requests messages
followed by short cases in which students will apply deductive approach of writing business
messages.

Learning Outcomes
1. Identify information and action requests, simple claim requests and their
characteristics;
2. Discuss the application of deductive and inductive approaches;
3. Apply information and action requests, simple claim requests in different writing
scenarios.
Pedagogy
1. Input and discussion
2. Review and evaluation (student centered followed by teacher feedback)
Material for Teaching:

Page 5 of 21
 Book Chapter # 10 [Bovee & Thill. (2018).] Writing Routine and Positive Messages
10 WEEK 5
Presentation Skills & rules of engagement

Learning Outcomes
1. Demonstrate understanding what interpersonal/intrapersonal communication is;
2. Analyse what the essential steps for preparing talks are;
3. Develop awareness of the methods of delivering messages;
4. Apply the oral and non-verbal requirements in speech.

Pedagogy
1. Input and discussion
2. Activity-based learning

Material for Teaching:

Book Chapter # 1 Communication for Life
Book Chapter # 5 Communicating Interpersonally
11+12 WEEK 6
1st Hourly Exam
Students will be assessed on the understanding of concepts discussed from sessions 1-
10.
13 WEEK 7
Importance of groups and group interdependence; Types of meetings in the work place;
conducting business meetings

These sessions will start with a discussion on the importance of groups. The difference between
a group and a team will be highlighted. Input will be provided through lecture and discussion
about the various types of groups and their limitations. Group decision making process will be
discussed. A group activity will be carried out and later, questions will be raised regarding how
they achieved their target.

Learning Outcomes:
1. Describe the importance of working in groups.
2. Identify the difference between a group and a team.
3. Explain the various types of workplace groups and their limitations.
4. Discuss the processes of group decision making.

Pedagogy
1. Input session (students centered)
2. Lecture and Discussion

Material for Teaching:

Book Chapter # 13 Working in groups
14 WEEK 7
Problem solving meetings

In this session the class will be divided into groups of six and a topic will be given to each of
them. They will be asked to plan and conduct a meeting.

Learning Outcomes
1. Explain the process of process-solving;
2. Discuss how to solve a business problem during a meeting.
Pedagogy

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 Problem solving meeting
15-17 WEEK 8+9
Negative Messages
The instructor will discuss negative messages followed by short cases in which students will
apply 4-step strategy (buffer, reasoning, bad-news & close).
Learning Outcomes
1. Explore how to compose negative messages;
2. Discuss the effective application of negative messages;
3. Apply negative messages in short case studies.
Pedagogy
1. Input and discussion
2. Review and evaluation (student centered followed by teacher feedback)
Material for Teaching:
Book Chapter # 11 [Bovee & Thill. (2018).] Writing Negative Messages
18 WEEK 9
Introduction to short reports & main parts of a business reports
The instructor will discuss informal short reports & main parts of a business reports followed by
a small group project to apply the concept learned during the session.
Learning Outcomes
1. Recognize the purpose and significance of an informal business report;
2. Classify business reports (informal & analytical reports);
3. Identify the planning steps involved in writing business reports;
4. Recognize the main parts of a business report;
Pedagogy
1. Input and discussion
2. Independent study
3. Review and evaluation (student centered followed by teacher feedback)
Material for Teaching:
Book Chapter # 14 [Bovee & Thill. (2018).] Planning Reports & Proposals
19 WEEK 10
Practice writing reports (informative, feasibility & progress report)

The instructor will discuss feasibility, recommendation and justification reports followed by a
small group project to apply the concept learned during the session.

Learning Outcomes
1. Identify the planning steps involved in writing business reports;
2. Recognize the purpose and significance business report;
3. Apply business reports (informative and & analytical reports).

Pedagogy
1. Input and discussion
2. Independent study
3. Review and evaluation (student centered followed by teacher feedback)

Material for Teaching:

Book Chapter # 9 [Guffey, M.E. (2001)] Informal Reports

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 20 WEEK 10
Business Proposals (Short Report)
The instructor will provide input on writing business proposal and its kinds followed by a small
group project to apply the concept learned during the session.
Learning Objectives
1. Distinguish between different kinds of proposals;
2. Identify different parts of a business proposal;
3. Compose a business proposal.
Pedagogy
1. Input and discussion
2. Group discussion
3. Independent study
4. Review and evaluation (student centered followed by teacher feedback)
Material for Teaching:
Book Chapter # 15 [Bovee & Thill. (2018).] Writing & Completing Reports & Proposals
21+22 WEEK 11
2nd Hourly Exam
Students will be assessed on their understanding and practical application of concepts
taught from sessions 13- 20.
23+24 WEEK 12
Persuasive Messages - Persuasive requests, complaints and sales messages
The instructor will discuss persuasive requests, persuasive complaints followed by short cases
in which students will apply AIDA and AIRA persuasive writing models.
Learning Outcomes
1. Differentiate between routine and persuasive requests;
2. Discuss the application of AIDA and AIRA model;
3. Apply effective persuasive writing approaches.
Pedagogy
1. Input and discussion
2. Group discussion
3. Review and evaluation (student centered followed by teacher feedback)
Material for Teaching:
Book Chapter # 12 [Bovee & Thill. (2018).] Writing Persuasive Messages
25 WEEK 13
Employment Communication: Resumes and Cover Letters
The instructor will discuss employment documents format and style of writing them, followed
by an individual submission of a resume’ and a covering letter.
Learning Outcomes
1. Distinguish between a CV and a resume;
2. Prepare a resume;
3. Explain the purpose and the importance of a cover letter;
4. Compose and cover letter (solicited & unsolicited).
Pedagogy
1. Input and discussion
2. Review and evaluation (student centered followed by teacher feedback)

Page 8 of 21
 Material for Teaching:
Book Chapter # 18 [Bovee & Thill. (2018).] Building Careers & Writing Resumes
26+27 WEEK 13+14
Employment Interviews

This session will start with a discussion on how to prepare for a job interview. Input will be
provided on the various types of interviews. Students will be briefed about what to do before
going for an interview. How to do a research about the company they will be applying to and
what are the things that they will need to find out. They will also be informed about the kind of
dress they are supposed to wear for the interview. Input will be provided in the form of a class
room discussion on how to behave during the interview and what type of questions to be
expected. The students will also be briefed about how to reply some tricky questions. Students
will also be briefed on what to do after an interview.

Intended Learning Outcomes

● Define the interview process;
● Explain the advantages of interviews;
● Describe how to develop professional resumes;
● Discuss the types of questions and answers asked during the course of an interview;

Pedagogy
● Input session
● Discussion
● Interviews

Material for Teaching:

Book Chapter # 17: Interviewing
28 WEEK 14
Presentation of Business Proposals

29+30 Final Exam

Students will be assessed through a written exam on topics taught in the course.

Facilities required for teaching and learning

● Classroom multimedia with full sound system
● Classroom overhead projector
● Panoramic whiteboard across front class wall

Essential Reading
● Bovee, L.C., & Thill, V. J. (2018). Business Communication Today (14th ed.). New Jersey: Pearson
● Guffey, M.E. (2001). Essentials of Business Communication (5thed.). Cincinnati, OH: Thomson
Learning.
● Lesikar, R., & Flatley, M. (2004). Basic business Communication: Skills for Empowering the
Internet Generation (10th ed.). McGraw Hill.

Recommended Reading
● Adler, R. B., & Rodman, G. (2008). Understanding Human Communication(10th ed.).New York:
Oxford University Press.
● Cotton, D., Falvey, D., & Kent, S. (2010). Market Leader (3rd ed.).England: Pearson Education
Limited.
● Locker, K. O. & Kienzler, D. (2012). Business and Administrative Communication (10th ed.). New
York: McGraw Hill /Irwin.

Page 9 of 21
Page 10 of 21
Rubrics for Assessment
Rubrics for Marking Memos
Criterion Exemplary Proficient Marginal Unacceptable Score
Includes all parts of 4 x *5 = 20
Does include all
Includes all parts of the heading but order,
parts and/or The segment is
the headings with spacing, or format are
information but not illustrated
Heading correct order, not completely
there is a according to the
Segment spacing, and correct.
deficiency which requirement of
format. Subject Subject present but
leaves the heading a memo
well defined. may not be well
incomplete.
defined.
The purpose of the 4 x *5 = 20
The purpose of the
memo is clearly The thesis is not
memo is stated but
stated and the clear and in The purpose of
Opening the context and
context and addition it needs to the memo is not
Segment specific
specific have clear and clear
assignments/tasks
assignments/tasks concise opening
needs improvement
are well developed
Lacks some The flow of 4 x *5 = 20
Addresses the organization, and/or ideas lack
Lacks clarity of
Flow of issue(s) in an includes superfluous transition, this
thought and/or is
Ideas organized, concise, information that is makes reader to
disorganized
and clear way. not needed by the read the text
facilitator several times
Details to support 4 x *5 = 20
ideas are
Ideas are clearly
adequately Details are sketchy. Details to
stated.
presented with the Ideas are support ideas
Specific details
Content most important incomplete and not are not
support the ideas and
information clearly developed adequately
clarify the purpose
stated and details presented`
flowing from
general to specific `
There is 4 x *5 = 20
unnecessary usage
Adequately written.
Well written and of punctuation
May have a minor Not well written
free from errors. marks in addition
grammar error or and has major
Mechanics Sentence structure there are several
minor typographical grammatical
and punctuation are run ons which
error. errors
adequate gives faulty
appearance to
sentence structure
Total Marks 100
RUBRICS FOR LETTER

Levels of Achievement
Criteria Exemplary Proficient Marginal Unacceptable Score
Ideas/ This letter/email is . Ideas are Details are Presentation has no 4 x *5 =20
content clear, focused, & clearly stated. sketchy. Ideas focus. No main
interesting. It holds the Specific details are incomplete ideas are presented.
reader’s attention support the ideas and not
because the and clarify the developed
information is in purpose.
logical sequence
Organization The organization The writing has The lang. is quiet Sentences tend to be 4 x *5 =20

Page 11 of 21
 enhances & elicits the an easy flow and ordinary, but it mechanical rather
central idea. The order transition which does convey the fluid. Occasional
& structure are connects one message. awkward
compelling. sentence with the Therefore the constructions.
other. reader has to Transitions are so
The ideas are reread the text obvious that they
elicited in a very for several times. interfere with the
organized form. flow. Force the
reader to slow down
& reread.
Word choice Words convey the Introduction is At some places Vocabulary does 4 x 5 = 20
intended message in announcing a words are used not fit into the topic
an interesting manner. purpose in an in a jumbled because at times the
The writing is full and organized form. form. words do not fit in
concise. There is an the context.
appropriate use
of vocabulary
with a variety.
Sentence The writing has an There is The presentation The writer seems to 4 x *5 =20
fluency easy flow. consistency in seems to be sway away from the
Sentences are well using structures disjoined, main topic because
built, with consistently with no run- ons sentences tends it seems he/she has
strong and varied and there is no to be choppy, not understood the
structure that makes discrepancy in incomplete and focus of the topic.
the reading expressive structuring the rambling
easy and enjoyable sentences.
Convention The writer The errors seem Errors in writing Numerous errors in 4 x *5 =
demonstrates a good to be so few and convention do usage, sentence 20
grasp of standard minor that the impair the structure, spelling,
writing conventions reader can easily readability of the & punctuation
e.g. grammar, skim right over reader but the repeatedly distract
capitalization, them unless errors do not the reader. In fact
punctuation, usage, specifically block the the intensity of the
spelling, & searching for meaning errors is to such an
paragraphing. The them. extent that it
layout of prohibits the reader
letter/memo/email is to reread to get the
appropriately used main focus of the
text.
Total 100

Page 12 of 21
 Short Report Writing Rubric

Levels of Achievement
Criteria EXEMPLARY PROFICIENT MARGINAL UNACCEPTABLE Score
Topic Directly relevant Somewhat relevant Remotely related Totally unrelated 4X4=16

Organization Good organization, Organized, events Some organization, Not organized, 4X4=16
events are logically are somewhat events jump around, events make no
ordered, sharp sense jumpy start and end are sense
of beginning and unclear
end
Quality of Supporting details Some details are Details are Unable to find 4X4=16
Information specific to subject non-supporting to somewhat sketchy specific details
the subject
Grammar & All grammar and Only one or two More than two errors Very frequent 5X4=20
Spelling spelling are correct errors grammar and/or
spelling errors
Interest Vocabulary varied, Vocabulary is Vocabulary is Needs descriptive 4X4=16
Level supporting details varied, supporting constant, details lack words
vivid details need work "color"

Neatness Word processed or Legible writing, Legible writing, Illegible writing, 4X4=16
typed, clean and well-formed some ill-formed loose pages
neatly bound in a characters, clean letters, print too
report cover, and neatly bound small or too large,
illustrations in a report cover, papers stapled
provided illustrations together
provided
Total=100

Page 13 of 21
 Long Report Writing Rubric

Levels of Achievement
Criteria EXEMPLARY PROFICIENT MARGINAL UNACCEPTABLE Score
Sections are poorly All required All required All required 3X4=1
organized and sections are sections are sections are 2
Report Format some are missing. included but one or included but one included, and each
and Organization A few formatting two are poorly needs to be is effectively
errors exist. organized. One organized better. organized. No
formatting error No formatting formatting errors
exists. errors exist. exist.
Use the rubric for Use the rubric for Use the rubric for Use the rubric for 2X4=8
Executive Executive Executive Executive Executive
Summary Summary project. Summary project. Summary project. Summary project.
Does not provide Introductory Introductory Introduction is 3X4=1
adequate information is information is clear excellent: it’s clear, 2
background and adequate but needs and professionally engaging, and
Introduction does not convey development and developed. thorough.
purpose or report’s clarity.
form.
Does not explain Explains data and Data and collection Data and collection 3X4=1
data or collection collection methods, methods are methods are 2
Methodology methods; data but explanations explained clearly explained and
analysis methods need development and developed developed
are unclear. or clarity. Reader well. Reader will exceptionally well.
will have some generally be Reader questions
questions. satisfied. are anticipated and
answered.
Data is not relevant Data is relevant but Data is appropriate Data is appropriate 2X4=8
for purpose; presentation and and relevant; and very relevant;
Data Analysis presentation and interpretation of presentation and presentation and
and Results interpretation of results need work. analysis of data is analysis of data is
results are good. professional,
inaccurate. thorough,
engaging, and
sophisticated.
Both are unclear One is relevant and Conclusions and Conclusions and 2X4=8
Conclusions and and not connected adequate, but the recommendations recommendations
Recommendation to the report’s data. other is not are pertinent, are excellent.
s pertinent, realistic, realistic, evidence-
or detailed. based, and detailed.
Found information Some Minimal Report contains no 2X4=8
is not documented documentation documentation errors in
correctly. Errors errors exist but errors exist; student documentation
Research and exist with signal student generally understands how to (including
Documentation phrases, citations, understands how to use signal phrases; citations, signal
and References. use signal phrases; cite sources; phrases, or
Found information cite sources; compile a References).
is not introduced or compile a References page; Student introduces
analyzed References page; and in general, and analyzes found
adequately. and in general, introduce and information in a
introduce and analyze found professional
analyze found information. manner.
information.
No visual Two supplements Two supplements Two supplements 2X4=8

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Visual supplements such are included and are included and are included and
Supplements as tables or graphs provide valuable provide valuable provide valuable
are included. information but information but information that is
warrant more warrant more clear,
thought AND thought OR professionally
editing. editing. presented, and
insightful.
Numerous Some grammatical Few grammatical No grammatical 2X4=8
Grammar grammatical errors errors exist but errors exist and errors exist.
exist and impede generally don’t don’t impede
meaning. impede meaning. meaning.
Report has Report has some Report has a few Report has no 2X4=8
Mechanics numerous punctuation, punctuation, punctuation,
punctuation, spelling, or spelling, or spelling, or
spelling, or capitalization capitalization capitalization
capitalization errors. errors. errors.
errors.
Sentences contain Sentences contain Sentences contain Sentences contain 2X4=8
Sentences and numerous errors some errors but few errors that no errors and are
Style and impede don’t impede don’t impede diverse and
meaning. Style is meaning. Style is meaning. Style is sophisticated. Style
not concise or generally concise concise and is concise and
professional. and professional, professional. Both professional. The
but some additional sentences and style report has clearly
editing is are good. been edited and
warranted. proofread
numerous times.
Total= 100

Page 15 of 21
 Rubric For Theory Question
Levels of Achievement
Criteria EXEMPLARY PROFICIENT MARGINAL UNACCEPTABLE Score
Demonstrates a Demonstrates Demonstrates Demonstrates 5X4
Conceptual clear and deep clear limited/surface superficial = 20
Understanding understanding of understanding of understanding of understanding of
the theory. the ideas the theory. the theory.
presented in the
theory.

Identifies Demonstrates a Demonstrates Demonstrates Demonstrates 5X4 =

Issues/Problems clear and deep deep limited/surface superficial 20
understanding of an understanding of understanding of understanding of
issue/problem in an issue/problem an issue/problem in an issue/problem
the question. in the question. the question. in the question.

Connections: Makes appropriate, Makes Makes appropriate Makes little or no 5X4 =

Theory and insightful and appropriate and but somewhat connection 20
Practice powerful insightful vague connections between the
connections connections between the issue/problem and
between the between the issue/problem and the theory.
issue/problem and issue/ problem the theory.
the theory. and the theory.

Referenced Accurately and Accurately Limited integration Integrates few or 3X4 =

Sources precisely integrates integrates of the conceptual no concepts from 12
conceptual material conceptual material from the the chapter.
from the text. material from the text.
Uses specific text. Very limited use
concepts and terms Limited use of of concept and
extensively. Specifically uses concepts and terms terms from the
some concepts from the theory. theory.
and terms.

Recommendations Makes realistic, Makes realistic Makes realistic or Makes realistic or 3X4 =
appropriate and and appropriate appropriate appropriate 12
insightful recommendation recommendations recommendations
recommendations s clearly supported by the with limited
clearly supported supported by the information support from the
by the information information presented and the information
presented and the presented and the theory from the presented and the
theory. theory from the content taught. theory from the
content taught. chapter.
Writing Skills Writing is totally There are There are more Spelling errors are 4X4 =
free of grammar occasional than occasional frequent 16
and spelling errors. spelling errors. spelling errors. Hard to follow the
Clear and concise Clear Most ideas are ideas.
presentation of presentation of presented clearly.
ideas. ideas
Total= 100

Page 16 of 21
 Written Assignment Rubric

Levels of Achievement
Criteria EXEMPLARY PROFICIENT MARGINAL UNACCEPTABLE Score
Idea -Exceptionally -clear main idea -Main idea may be -Lacks central 4X4=16
clear, focused, with some cloudy because idea
engaging with support which supporting detail is -no supporting
relevant, strong may be general too general detail
supporting detail or limited
Organization -Effectively -Organization is -Attempts at -confusing 4X4=16
organized appropriate, but organization; organization
-Creative and conventional -Beginning and -No identifiable
engaging intro Attempt at ending not clear beginning or
and conclusion introduction and ending
conclusion

Voice -Expressive, -Evident -Voice may be -Writing is lifeless 4X4=16

• -personality engaging, sincere commitment to inappropriate or -No hint of the
• -sense of audience -Shows emotion: topic non-existent writer
humour, honesty,
suspense or life

Word Choice -Precise, carefully -Language is -Words may be -Limited range of 4X4=16
• chosen functional and correct but words
appropriate ordinary -Some vocabulary
misused
Sentence Fluency -High degree of -Generally in -Some awkward -Difficult to 4X4=16
• craftsmanship control constructions follow or read
-Effective -Lacks variety in -Common simple aloud
variation in length and pattern used -Disjointed,
sentence patterns structure confusing

Conventions 5X4=20
• age appropriate for Exceptionally -Control of most -Some errors in -Numerous errors
spelling, caps, strong control of writing common patterns distract the reader
punctuation, standard conventions or structures do not and make the text
grammar conventions of interfere with difficult to read
writing understanding

Total= 100

Page 17 of 21
 Rubric for Proposal Assessment
Levels of Achievement
Criteria EXEMPLARY PROFICIENT MARGINAL UNACCEPTABLE Score
All required sections All required All required sections Sections are 2X4=12
Format and are included, and each sections are are included but one poorly organized
Organization is effectively included but one or two are poorly and some are
organized. No needs to be organized. One missing. A few
formatting errors exist. organized better. major formatting formatting errors
No formatting error exists. exist.
errors exist.
Use the rubric for Use the rubric for Use the rubric for Use the rubric 2X4=12
Executive Executive Summary Executive Executive Summary for Executive
Summary project. Summary project. project. Summary
project.
Introduction is Introductory Introductory Does not provide 2X4=12
excellent: it’s clear, information is clear information is adequate
Introduction engaging, and and professionally adequate but needs background and
thorough. developed. more development convey
and clarity. proposal’s
purpose or form.
Data and collection Data and collection Explains data and Does not explain 2X4=12
methods are explained methods are collection methods, data or collection
Background and developed explained clearly but explanations methods; data
Data exceptionally well. and developed need development. analysis is
Analysis is thorough. well. Analysis is Data analysis will unclear.
Reader questions are good. Reader will leave readers with
anticipated and generally be questions.
answered. satisfied.
Problem is articulated Problem and its Problem is Problem is not 2X4=12
Statement of exceptionally well. implications are explained articulated
Problem Audiences will be explained clearly adequately but more clearly or
persuaded that this and persuasively. evidence is needed presented
problem is significant to understand its persuasively.
and needs attention. implications.
Solution is articulated Solution is Solution is Solution is not 2X4=12
Solution or exceptionally well, articulated clearly, articulated articulated
Course of realistic, and based on realistic, and based adequately, but its clearly,
Action excellent evidence. on sound evidence. implementation unrealistic, and
Course of action needs more not based on
should be under development and sound evidence.
immediate better evidence to
consideration. gain approval.
Recommendations are Recommendations Recommendations Recommendatio 2X4=12
excellent and induce are pertinent, are relevant and ns are
Recommendati cooperation from realistic, evidence- adequate, but need insufficient,
ons audience. based, and detailed. more development unclear, and not
and clarity. connected to the
report’s data.
Report contains no Minimal Some Found 2X4=12
errors in documentation documentation information is
documentation errors exist; student errors exist but not documented
Research and (including citations, clearly understands student generally correctly. Errors
Documentation signal phrases, or how to use signal understands how to exist with signal
References). Student phrases; cite use signal phrases; phrases,
introduces and sources; compile a cite sources; citations, and

Page 18 of 21
 analyzes found References page; compile a References.
information in a and in general, References page; Found
professional, academic introduce and and in general, information is
manner. analyze found introduce and not introduced or
information. analyze found analyzed
information. adequately.

Two supplements are Two supplements Two supplements No visual 2X4=12

Visual included and provide are included and are included and supplements
Supplements valuable information provide valuable provide valuable such as tables or
that is clear, information but information but graphs are
professionally warrant more warrant more included.
presented, and thought OR thought AND
insightful. editing. editing.
Grammar No grammatical errors Few grammatical Some grammatical Numerous 3X4=12
exist. errors exist and errors exist but grammatical
don’t impede generally don’t errors exist and
meaning. impede meaning. impede meaning.
Report has no Report has a few Report has some Report has 2X4=12
Mechanics punctuation, spelling, punctuation, punctuation, numerous
or capitalization spelling, or spelling, or punctuation,
errors. capitalization capitalization errors. spelling, or
errors. capitalization
errors.
Sentences contain no Sentences contain Sentences contain Sentences *2
Sentences and errors and are diverse few errors that some errors but contain
Style and sophisticated. don’t impede don’t impede numerous errors
Style is concise and meaning. Style is meaning. Style is and impede
professional. The concise and generally concise meaning. Style is
report has clearly been professional. Both and professional, but not concise or
edited and proofread sentences and style some additional professional.
numerous times. are good. editing is warranted.
Total= 100

Page 19 of 21
 Rubrics for Resume

Levels of Achievement
Criteria EXEMPLARY PROFICIENT MARGINAL UNACCEPTABLE Score
Format/ Bullets/lists are Formatting Formatting is Formatting 5X4 = 20
Layout aligned.  The fonts are guidelines for repeatedly guidelines for
consistent and easy to length, layout, inconsistent in length, spacing,
read.  There are no spacing, and/or layout, spacing, and/or alignment
errors in spelling, alignment are and/or alignment are not followed,
punctuation, almost always reducing readability making the resume
capitalization or followed.  This and attractiveness.  unattractive or hard
grammar in the resume almost fills The font and to read.  This
resume.  This resume the page but has spacing of this resume is either
could be easily some uneven white resume are not one-half page or
scanned. space.   Uses appealing or easily two to three pages
bullet/list format.  scanned.  Resume long.  The font is
The fonts are may unnecessarily too big or may be
consistent and easy run onto second hard to read. Does
to read.  There are page.  Does not not use bullet/list
1-2 errors in always use proper format.  There is
spelling, bullet/list format.  more white space
punctuation, Fonts are not used than words on the
capitalization or consistently, varying page.  No
grammar in the in style and size and consistency in
resume.     making the text fonts.  There are
difficult to read.  more than 5 errors
There are errors in in spelling,
spelling, punctuation,
punctuation, capitalization, or
capitalization or grammar in the
grammar in the resume. 
resume. 
Heading/ All appropriate All appropriate Minor information Missing key 4X4 = 16
Contact information included- information is omissions and/or information (e.g.,
Information name, address, phone, included.  Minor significant missing or
email.  Easy to read.  formatting errors. formatting errors inappropriate email
Name clearly stands (e.g., missing zip address). 
out from all other text code, incorrect state Formatting
abbreviation). unclear.  Difficult
to read or visually
scan.
Objective/ Desired types of General sense of Lists several or This section is 5X4= 20
Summary positions can be purpose identified. conflicting missing.
clearly identified.  Job positions.  Lacks
related skills are focus.  Overly
identified. general.  Use of first
person.

Page 20 of 21
Education This section is This section is This section is not This section is 5X4 = 20
Section organized, clear, and organized and easy well organized.  missing the most
well defined.  It to read.  1-2 errors Several necessary crucial
highlights the most in presentation of content items are information/
pertinent information.  the content (e.g., missing or there are presentation of
This section includes:  institution, city, several errors in content contains
name of the institution state, graduation presentation (e.g., many errors (e.g.,
with the city, state, date, major, degree, institution, city, institution is listed
graduation date, use of reverse state, graduation without the city,
major, degree, GPA chronological date, major, degree, state, graduation
included if above 3.0, order).  Also, use of reverse date is not listed,
study abroad, and any “extra” information chronological major is listed but
relevant course work.  such as study order).  There is no not degree).
Reverse chronological abroad and course order to how
order is used. work are not information is
mentioned. formatted in this
section.
Computer This section is well This section This section This section is 2X4 = 8
Skills organized and easy to includes all contains very little missing.
understand.  Programs necessary information.
are listed separately information but is
(e.g., Microsoft Word, difficult to follow.
Excel and not
Microsoft Office
Suite). 
Additional This section is well This section This section is This section 4X4 = 16
sections organized and easy to includes all missing key contains very little
(e.g., understand.  Activities necessary information such as information (e.g.,
Honors/ and honors sections information but is leadership positions organization titles
Activities/ include descriptions of difficult to follow.  held or dates of or dates of
Languages skills gained and Leadership roles involvement.  involvement are
if leadership roles held.  within Organizations are not listed, no
applicable) Dates of involvement organizations are listed describing the descriptions are
are listed.  Language listed but skills are organization, not listed).
section reflects not defined.  Dates individual
level/identifies of involvement are involvement. 
oral/written. listed.  Language Language section
section reflects reflects language
fluency. without fluency
level.

Total= 100

Page 21 of 21