WPC2  > gg0+7`ݣl?0%d͔F a>ڞm۞va4Ӳ,s*zxDanɮ }x,QoHZ1=t |4G]?/Kpӥ0(~_7cQ2SG"2Ga)93v֑XlTHaDJފ__rʌ~n 6bc]2U'4ț:oPO>͝əNjŚ1v0W'RYLH>xlϫ#% ά1+?` RdWr:n 0^ 0^ 0[ 0X 0R 0L 0C 0: 0. 0" 0 0 0 0 0 0 0 0b 0D 01 0 0 0 0 0 0 0|! 0]" 0)" 0z# 0$ 0h$%#'% 0J&B-'o'`' 1eO( 7(R(6)@J)U6)@)N*@N*,*8*@*62+4h+2+6+  ,  $,.D,.r,:,.,- 0)N- 0f-#..UN0 %E1MK1(O1Nw1 1uy1 7211U8 2wX24\2p2 mr2^ 2\  `&Times New Roman' COMMERCE inquiries: *Margaret Procter*0Margaret Procter .   2S+P 0_level1  , ;1; C KS [";23  ..  8.; C KS ["8  2P+P 0_level2  X 8.;;; C KS ["823  ..  8.; C KS ["8  2P+P 0_level3   8.ggg C KS ["823  ..  8.; C KS ["8  2M+P 0_level4   5+  C KS ["523  ..  8.; C KS ["8  2M+P 0_level5   5+ C KS ["523  ..  8.; C KS ["8  2J+P 0_level6   2( C KS ["223  ..  8.; C KS ["8  2J+P 0_level7  4 2(   C KS ["223  ..  8.; C KS ["8  2G+P 0_level8  ` /%C C C KS ["/23  ..  8.; C KS ["8  2G+P 0_level9   /%o ooKS ["/23  ..  8.; C KS ["8  2SP 0_levsl1  , ;1; C KS [";23  Ԁ  8.; C KS ["8  2PP 0_levsl2  X 8.;;; C KS ["823  Ԁ  8.; C KS ["8  2PP 0_levsl3   8.ggg C KS ["823  Ԁ  8.; C KS ["8  2MP 0_levsl4   5+  C KS ["523  Ԁ  8.; C KS ["8  2MP 0_levsl5   5+ C KS ["523  Ԁ  8.; C KS ["8  2JP 0_levsl6   2( C KS ["223  Ԁ  8.; C KS ["8  2JP 0_levsl7  4 2(   C KS ["223  Ԁ  8.; C KS ["8  2GP 0_levsl8  ` /%C C C KS ["/23  Ԁ  8.; C KS ["8  2GP 0_levsl9   /%o ooKS ["/23  Ԁ  8.; C KS ["8  2SP 0_levnl1  , ;1; C KS [";23   8.; C KS ["8  2PP 0_levnl2  X 8.;;; C KS ["823   8.; C KS ["8  2PP 0_levnl3   8.ggg C KS ["823   8.; C KS ["8  2MP 0_levnl4   5+  C KS ["523   8.; C KS ["8  2MP 0_levnl5   5+ C KS ["523   8.; C KS ["8  2JP 0_levnl6   2( C KS ["223   8.; C KS ["8  2JP 0_levnl7  4 2(   C KS ["223   8.; C KS ["8  2GP 0_levnl8  ` /%C C C KS ["/23   8.; C KS ["8  2GP 0_levnl9   /%o ooKS ["/23   8.; C KS ["8  h:Default ParaDefault Paragraph FontXXXH4HyperlinkHyperlink US    CE   ^:FollowedHypeFollowedHyperlink US    CE   <> .HeaderHeader [">4; C KS [">P 8Page NumberPage Number US  CE  $  %aT'..      CEUS.,CX/XXCXX/XXCX/  !$ ["X$  !  (2aT$ A,!..      CEUS.,CX/XXCXX/XXCX/  mailto:procter@chass.utoronto.cahttp://www.utoronto.ca/commerce/pdf/CP_External_Review_2006.pdfhttp://www.ecf.utoronto.ca/~apsesp/espintro.htm 35;AGMSY_11.a.i.1.a.i.1.a.) i.http://www.lidc.sfu.ca/teaching/writing/mailto:dabrent@ucalgary.cahttp://www.ucalgary.ca/coms363/<6X9`(Courier Newhttp://www.ucalgary.ca/coms363/http://www.stu.ca/inkshed/brenttxt.htmhttp://www.writingcentre.dal.camailto:C.Bohan@dal.camailto:jflahert@uoguelph.camailto:lculliford@laurentian.camailto:Susan.Drain@msvu.camailto:jsmason@ryerson.camailto:rrosen@ryerson.cahttp://www.ryerson.ca/istc_Hlt152423414_Hlt152423415mailto:hungerfo@sfu.camailto:kstewart@sfu.camailto:guy.allen@utoronto.camailto:leslie@yorku.ca#|x(O$(,$..      CEUS.,CX/XXCXX/XXCX/\\STU\Casey3a.STAFF.STU0(9 Z6Times New Roman RegularCX3#37=CIQYag1.a.i.(1)(a)(i)1)a)Hi)<\ 9Z+ Courier New h4ng Page 1 ofUӔ5  A,!..      CEUS.,CX/XXCXX/XXCX/  _       #X8/XXdd8  ISSUESANDANSWERS:WAYSOFTEACHINGWRITINGANDCOMMUNICATIONTO  UNDERGRADUATEBUSINESSANDCOMMERCESTUDENTSINCANADIAN  UNIVERSITIES  MargaretProcter,UniversityofTorontoCoordinator,WritingSupport { (4& @O  5  USCE.,  procter@chass.utoronto.caACE.,US.,  6@A  7 ),December2006 a~ __________________________________________________________________________________ G d   InNovember2006,IreceivedarequestfromadministratorsintheundergraduateCommerceprogram  0 attheUniversityofTorontoforinformationaboutthetypesofinstructioninBusiness    Communicationofferedinotheruniversities.Anexternalreviewlastyearhadrecommendedstrongly    thatCommerceshouldinstitutesuchinstruction(see   4' @O  5  USCE.,  http://www.utoronto.ca/commerce/pdf/CP_External_Review_2006.pdfpACE.,US.,  6$@8A  7 f).Atpresent,studentsin   Commerceareencouragedtotake"breadth"coursesintheFacultyofArtsandScience,andtheyhave   accesstothecollegeWritingCentres.Coursestaughtintheirownfaculty,however,donotemphasize w  writing,andnodirectinstructionisofferedonprofessionalwritingorspeaking. ]z  Myfirstrecommendationwastostartclosetohomebylookingatthenewfirstyearcourseon )F EngineeringStrategiesandPracticesofferedhereatUofT(see , 4( @O  5  USCE.,  http://www.ecf.utoronto.ca/~apsesp/espintro.htm/ ACE.,US.,  6 @ A  7 9% ).Thisrequiredcourseusesbothlargeclasslectures  andmultipletypesofsmallgrouptutorials.ItcombinesanintroductiontoissuesinEngineering  designwithexperienceinrealworldgroupprojectsandinstructioninthetypesofwrittenandoral  communicationneededtocarrythroughtheprojects.ThecourseiscotaughtbyEngineeringfaculty  andCommunicationfaculty,includingsomespecializedESLinstructors.Itprovidesthefoundation  forstudents'continueduseanddevelopmentofcommunicationskillsincoursesthroughoutthe s Engineeringcurriculum. Yv IthenturnedtocolleaguesacrossCanadabysendingoutinquiriestotheCASLL,CATTW,and %B STLHElistservs.Ireceivedusefulandstimulatingrepliesfromtwelvepeopleinarangeofpositions  ( atnineotheruniversities.Althoughtheirresponsesdonotgiveacompletepictureofcurrentpractice,  theysuggestsomedirectionsofcurrentprogramdesign.Thisreportnotesthemaintopicsthatarosein  theexchange;itthenexcerptsrelevantpassagestoprovidemoredetailandfurthercontact  information.    Ѐ ISSUESRAISED U#r#  ThesearethemaintopicsoftheresponsesIreceived: !%>!%  ) (03H""  ,E1; C KS ["XE   X,E+; ; C KS [";XEx2  1  .3   ;   Respondentspointedoutthemanyproblemswithstudentmotivationandcommitmentwhen & #' required"service"coursesaretaughtoutsidethebusinessfaculties.Theseproblemsare '#( compoundedwhencoursesaretaughtinlargelectureclasses.xg݌ ($) Ќ X X;;X   ""  ,E1; C KS ["XE   X,E+; ; C KS [";XEI2  2  .3   ;   Communicationcoursesareofferedatalllevels.Ofthetendescribedintheresponses,four *&+ cameinfirstyear,twoinsecondyear,threeinthirdyear,andoneinfourthyear.Theupper k+', yearcoursestakeadvantageofthegreatermotivationandsituationalknowledgeof Q,n(- experiencedstudents(seethefirstSimonFraserresponse).I8݌ 7-T). Ќ X X;;X   ""  ,E1; C KS ["XE   X,?%; ;;KS [";X?2  3  .3   ;   Halfthecoursesmentionedarerequired,halfareoptional.Thisaspectisnotdeterminedby / +0 theyearinwhichtheyareoffered.w݌ /,1 # #$ #  ь X' X;;;X'   6" KS ["X6""  ,K1; C KS ["XK   X,E+; ; C KS [";XEe2  4  .3   ;   Mostcoursescombineoralcommunicationwithamainfocusonwriting.Mostusesome  groupworkandincludeonlinecommunicationasatopic.Allincludeattentiontolanguage  conventions.Twouniversitiesarepilotingorplanningonlineversionsfocussingonwriting  only(Calgary,Laurentian).eZ݌ { Ќ X$X;;X$   H.; C KS ["XH""  ,E1; C KS ["XE   X,E+; ; C KS [";XE2  5  .3   ;   Mostcoursesgowellbeyondthe"paradeofgenres"approachthatwasoncestandardin G d businesscommunicationcourses.Recognizinggraduates'needstoadapttochangingsituations - J androles,theyteachtherhetoricalstrategiesofanalysingaudienceanddesigningappropriate  0 structuresandmodes.Studentswriteandspeakinavarietyofforms.݌    Ќ X X;;X   ""  ,E1; C KS ["XE   X,E+; ; C KS [";XE*!2  6  .3   ;   Theresponsesdescribesomestrikinglyinventiveteachingmethods,includingthreebasedon   inquiryapproaches(Calgary,UTMandYork)wherestudentsexploreideasandsituations   independentlyandingroupsratherthanjustfollowingasetofgivenprompts.Other   innovativemethodsincludetheuseofsimulatedclientsforpracticeinoralcommunication w  situations(Ryerson,secondresponse)andofmentorsforsupport,especiallyofESLlearners ]z  (GuelphandSimonFraser).*!"݌ C` Ќ X X;;X   ""  ,E1; C KS ["XE   X,E+; ; C KS [";XE&%2  7  .3   ;   Amongmyrespondents,onlySimonFraserattemptsintegrationofcommunicationinstruction , throughoutitsBusinessprogram,aspartofthenewWritingIntensiveInitiativeatthat  university(see4+  @O  5  USCE.,  http://www.lidc.sfu.ca/teaching/writing/'ACE.,US.,  6Z'@n's,t  7 ').Aspecialprogramtrainsand  supervisesundergraduatestoprovidesupportforotherstudents.SimonFraseralsorequiresa  thirdyearcommunicationcourse.&%&݌  Ќ X X;;X   EXCERPTSFROMRESPONSES Yv  Thissectionquotespassagesfromthe25orsoemailmessagesthatrespondedtomyoriginalrequest. %B Itliststheresponsesbyuniversitynameinalphabeticalorder,andprefacesthembyshortnotes  ( referringtotheissuesnotedabove.Contactinformationandfurtherwebsiteaddressesarealso  included.   XB.;;; C KS ["XB XE.; C KS [";;;XE CALGARY [secondyearrequiredinquirybasedcoursenowinmultiplesections,givenbyFaculty !! ofCommunicationandCulturetostudentsfromHaskayneSchoolofBusinessandotherdisciplinary o"" areas]:responsebyDougBrent,AssociateDean,USCE.,FacultyofCommunicationandCulture,(403)274 U#r# 2942,CEUS.,4, @O  5  USCE.,  dabrent@ucalgary.ca .ACE.,US.,  6-@-s,t  7 ~ ..Seealsothearchiveofcoursematerialat4- @O  5  USCE.,  www.ucalgary.ca/coms363//ACE.,US.,  6D/@X/s,t  7 "/. ;$X $  XB.;;; C KS ["XBԸXX/.ԸCOMS363isacourseforsecondyearandabove.8Thecourseismandatoryfor &$"& allBusinessandEngineeringstudentsandheavilypressedonstudentsin &"' ComputerScience,Geography,andseveralotherprograms.Someofourown '#( CommunicationsStudiesstudentseventakeit!Asaresultitservesabout ;(X$) 1400studentsayear.8 (%* Firstofmytwocents:runningacourselikethisasahugemegasection o*&, withtutorialssortofworksbutit'siffy.Successiveteamsofinstructors ++H'- (TaniaSmithandDougHare,HelenHolmesandDougHare,myselfandAndrea +(. Williams).XDX.X/XX.XDԀԸXX/.Ըwereunabletomakethesubjectofwritingexcitingenoughto ,(/ raptureanaudienceof300,whothereforesimplydidnotcome.Smaller -)0 sections,ontheotherhand,seemtoworkeventhoughthecurriculumgets L.i*1 morescattered. /%+2  /+3 Secondcent:wearepilotinganonlineversionofthecourseonthe  assumptionthatelectronictextmightactuallybetheidealmediumfora  writingcourse.Todothiswehavehadtogiveuptheoralcomponent,which [x wearenothappyabout,butaretryingtokeepacollaborativecomponent, 4 utilizingthestrengthofthemultidisciplinaryaudience.Earlyanecdotal  reportsarepositivebutwehavenottriedtorampituppastthepilot  stageyet. Kh Athirdcent,thoughIwasonlyaskedfortwo:oneofthefeaturesof   themegasectionexperimentwhichTaniaspearheadedandwhichwehavebeen    tryingtoholdontoisaBoyerinspiredemphasisoninquirybasedresearch ; X  ratherthanwritingfundamentalsAKAcorrectness.Thisisahardmessageto    getacrosstolegionsofsessionalinstructors,andoneoftheadvantagesof    themegasectionwashavingafulltimerhetoricianinchargewhocouldkeep o  atthismessage,butwethinkwe'veheldontoafragmentofit. +H   XE.; C KS [";;;XE.XDX.X/XX.XD XB.;;; C KS ["XBNOTEfromMP:See4/ I @O  5  USCE.,  www.ucalgary.ca/coms363/;s,tCE.,US.,  6;@;s,t  7ro;Ԁforanarchiveofthefullcoursenotesand   assignmentsforthefirstiterationofthecourse.Thestudents'maintaskistoproduceareport   abouttheactualdailyuseofcommunicationstrategiesbyaworkingprofessional.This   involvesinterviews,emailcorrespondence,presentationstosmallandlargegroups,a  literaturereviewofrelevanttheoryandotherethnographicstudies,andthewritingofa e substantialresearchdocumentthroughseveraldrafts.SeealsoDougBrent'sdraftarticleon Kh howthedesignofthiscourseappliesactivitytheory:40ro@O  5  USCE.,  www.stu.ca/inkshed/brenttxt.htm?s,tCE.,US.,  6}?@?s,t  7ro\!?. 1N  XE.; C KS [";;;XE DALHOUSIE [nowtwofirstyearrequiredcourses,wasonesecondyearrequiredcoursetoprepare  studentsforcoopplacements]:responsefromMargieClowBohan,formerlyafacultymember  teachingAppliedPsychologyintheSchoolofBusiness;nowCoordinator,DalhousieWriting  ResourceCentre,41rox @O  5  USCE.,  www.writingcentre.dal.caBs,tCE.,US.,  6B@Bs,t  7roB,9024943379,42ro@O  5  USCE.,  C.Bohan@dal.ca@Ds,tCE.,US.,  6C@Ds,t  7ro6D.   XB.;;; C KS ["XBԸXX/.ԸSeveralyearsago,IhadtheopportunitytomakechangesintheSchoolof { Businesscommunicationcourses.TheSchoolhadusedasecondyear,half 7T creditcoursetopreparethestudentsforthewritingdemandsduringtheir  firstofthreecoopinternships.Itwasfairlysuccessful,atleastfrom   theirperspective.(Afterthesecondyearwintercoopterm,wepolledthe k! studentsaskingwhichcourse15coursesatthatpointintheiruniversity 'D" career!hadbestpreparedthemfortheirworkterm.Outof80students,79 # answeredthatBusinessCommunicationhad.Itwasquiteamazing.)  $ ЀHowever,therewerebigchallengesinusingonlyahalfcreditcourse. [!x% Itwaspackedwithcommunicationtheory,basicwritingskills,andbusiness "4& documentwriting.WeusedtheCanadianeditionofKittyLocker'sbook.In "' 2005,theSchoolchangedtoatwohalfcoursepackageofcommunication #( classes[infirstyear].Thefirstone,1701,stresseswritten K$h ) communication,withthesecond,1702,tacklingoralcommunication.Although %$!* IhavemovedtotheWritingCentre,Ihaveheardthatthecourseshavedone %!+ wellintermsofstartingthe"you'reatuniversityandyouhavetobeready &", fortheworkplace",butsomeoftheintentofthecourseshasnotbeen ;'X#- undertaken. '$. Ѐ...Communicationcoursesaremorehelpfulwhentheyarecomanagedso ($/ thatthecontentisintegratedintothemarkingrubric.Ifthewriting/oral o)%0 communicationskillsaretobedeveloped,theymustbeusedinsubsequent +*H&1 yearsusingastrongtieinwithotherclasses.Sofar,otherprofshavenot *'2 voluntarilyjumpedintothemix.IfIwereUofT,Iwoulddevelopacomplete +'3 package,onewheretherearefrequentdevelopmentalassessmentsandlinksas _,|(4 thestudentsmovethroughtheirundergraduatedegree.Acapstoneclass, -8)5 finally,thatemphasizesboththecontent(oftenabusinessstrategyclass) -)6 andwriting/oralcommunicationisrecommended. .*7 .XDX.X/XX.XDԀԸXX/.Ը O/l+8  XE.; C KS [";;;XE.XDX.X/XX.XD GUELPH [firstyearrequiredcourses,smallclasses,bothundergradandMBAlevels;useofwriting  advisorsforESLlearners]:responsefromJoanFlaherty,43ro@O  5  USCE.,  jflahert@uoguelph.caQs,tCE.,US.,  6HQ@\Q  7roQ.   XB.;;; C KS ["XBԸXX/.ԸIteachcommunicationsintheSchoolofHospitalityandTourismManagement { (withintheCollegeofManagementandEconomics)tobothundergradsandMBA 7T students.TheundergradcourseiscalledHospitalityandTourismBusiness  Communications;thegradcourseiscalledManagementCommunications.   Bothcoursesarecore,takennearthestartoftheprograms.WhenIsay ' D  "communications"I'mreferringtobusinesswritingandpresentation    skills3hoursaweekfor12weeks,takenforcredit.Thefocusison    individualdevelopment,whichmeansonlyindividualassignments(asopposed [ x  togroupassignments).Thisfocusalsomeansaclasscapof40forthe 4  undergradclass,whilethecapissetat35forthegradclass.   YourconcernaboutthelargenumberofESLstudentsisn'treallyanissue Kh  forusattheundergradlevel.Itis,though,atthegradlevel; $  consequently,theSchoolalsoprovidestheMBAstudentswithextra,oneon   onewritinghelpintheformof"writingadvisors"whoworkonan"as  needed"basis. ;X Bothcourseshavebeenwellreceivedbystudentsandwellsupportedbyother  faculty.Infact,afewyearsagowhentheSchoolconductedaninternal o reviewofitscurriculum,oneofthestudentrecommendationswastheneed +H forasecondcommunicationscourse,onethatfocusedonthesomewhatstrange  combinationofgrammarandinstructioninPowerPoint:)Partlyinresponse  tothisrecommendation,Iputtogetheraproposalforadditional _| communicationsinstructionatthefirstsemesterlevelforwhichIrecently 8 receivedapprovaltodeveloponemorereasonI'mparticularlyinterested  inwhatCommercedoesatUofT..XDX.X/XX.XD   XE.; C KS [";;;XE LAURENTIAN [optionalfirstyearcourse,widecoverageofgenresandissues,muchpractice,small 5R  classsize];responsefromLedaCulliford,WritingCounsellor,WritingAssistanceProgram, 8! 44ro@O  5  USCE.,  lculliford@laurentian.caP]s,tCE.,US.,  6]@]  7ro F]. "  XB.;;; C KS ["XBԸXX/.Ը[Since]sixyearsago,acourseinBusinessCommunication,COMM1206,has $ beenrunningatleast3timesayearit'saverypopularcourse.Itisnot  % mandatoryforCommercestudents,butthemajorityofthemtakeit. E!b& COMM1206isonlya3creditcourse,sothereisagreatdealtodoina "( shorttime;Itrytoemphasizerealism,spendingtimeonglobalism,the y#) problemsofculturaldifferences,theimpactofeverchangingtechnology, 5$R * casesthatexamineproblemswithcommunicationintheworkplace,andsoon. $!+ IbringindocumentsthatIreceiveandthestudentsdothesameit's %!, somethingtheyenjoy.Wealsospendtimeonresearchandoneoftheir i&"- assignmentsisbasedonthis. %'B#. Aswell,ofcourse,wespendtimewriting,coveringasmanykindsof ($0 businessdocumentsaspossibleandemphasizingtheonestheyaremost Y)v%1 likelytoencounter.Itrytohavethestudentswriteineveryclass, *2&2 eitherindividuallyoringroups.Oralpresentationsareanother *&3 aspecttheydoamajoronethatinvolvesworkinginagroup(goodfor +'4 theteamelementsopopularinbusiness)andinvolvestheproductionof I,f(5 severaldocumentsalongtheway,suchasaninitialmemo,progress -")6 report,audiencehandout,andsoon. -)7 Crammingallthisinisdifficult,butcreatesagoodreplicationof 9/V+9 thebusinessworld'sfastpace!Irecentlyreceivedsomegoodnews /,: aboutthecourse,tooIwillbewritinganonlinedistanceversionin  thenearfuture..XDX.X/XX.XD   XE.; C KS [";;;XE MOUNTST.VINCENT ,Halifax[norequiredcourse,onesecondyearoptionalhalfcourse]: A^ responsefromSusanDrain,DepartmentofEnglishand20063MFellowshipAwardwinner, 'D 45ro@O  5  USCE.,  Susan.Drain@msvu.cagCE.,US.,  6g@g  7 g.  *  XB.;;; C KS ["XBԸXX/.ԸOurbusinessdepartmentusedtorequirethatallstudentstookEnglish   1120,WritingTheoryandPractice,butseveralyearsagotheydecidedthey   wouldrescindthatrequirement.Therequiredcoursesintheprogramdonot Q n  includeanyexplicitwritinginstruction;tothebestofmyknowledge(andI  *  sitontheuniversitywidewritinginitiativescommittee)thereisno    WID/WACinthedepartment.Thereisasecondyearhalfyear(.5unit)   coursecalled"CommunicationsManagement"whichmaybetakenasanelective. A^  Studentsintheprogrammustalsotakea.5courseinHumanitiesanda   further3.5unitsinartsandscience.NotamodelforUofT!Iheartily   endorseyourengineeringfacultymodel..XDX.X/XX.XD u   XE.; C KS [";;;XE RYERSON [rangeofrequiredcoursestailoredtodifferentdisciplinaryareas,includingBusiness; 4 traditionalcurriculumbeingredesigned]:responsefromJeanMason,FacultyofCommunicationand  Design,46~@O  5  USCE.,  jsmason@ryerson.canCE.,US.,  6n@n  7 n.  Ѐ XB.;;; C KS ["XBԸXX/.ԸOurdepartment(ProfessionalCommunication)providescoursesandaminorto  manyprogramsacrosstheuniversity.BusinessandEngineeringareespecially k big"clients."ThecoursestendtobetailoredtoaWritinginthe 'D Disciplinesorientation,assectionsaremoreorlessdisciplinespecific.  Oralcommunicationisincludedinmanycourses,andalsoaddressed  exclusivelyinadedicatedcourse.Curriculumtendstoadheretoa [x traditionalmodelthatisskillsbasedandproductoriented.Thisispartly 4 duetothelargenumberofstudentsweservecloseto5000undergradsper  yearsinceaprocessbasedapproachusing,forexample,portfolio  assessmentdemandsmoreintensivemanagementand,thus,time.Inaddition Kh tobeingtimeintensive,processbased/wholelanguagecurriculumrequires $  specializedtrainingandaleveloffacultysupportanddedicationthatis ! notalwaysfeasibleinadepartmentthatincludesalargenumberofpart " timeinstructors.Asisfairlytypicalininstitutionswherestudentsfroma ;X# rangeofprogramsreceive"writing"or"communication"instructionfroma $ "service"department,facultyinthedepartmentswhoareservedhavevarying  % understandingsofwhatconstitutesgoodwriting/communicationandoften o!& overlyoptimisticexpectationsforasinglesemestercourse.However,our +"H' coursesandespeciallyourminorenjoyahighapprovalrateamongstudents "( andfaculty,andIdobelievestudentsbenefitfromthesecourseson #) pedagogical,professional,andpersonallevels..XDX.X/XX.XDԀԸXX/.ԸԀ _$| *  XE.; C KS [";;;XE.XDX.X/XX.XD RYERSON [simulatedclientsfororalcommunication,playedbytrainedactor/facilitators]:response &%", fromRhetaRosen,47 @O  5  USCE.,  rrosen@ryerson.cazCCE.,US.,  6y@yIt  7z. & #-  XB.;;; C KS ["XBԸXX/.ԸIamtheResearchandEducationLiaisonoftheInterpersonalSkillsTeaching ($/ Centre(ISTC)SimulatedClientProgramatRyersonUniversity.Thisisa v)%0 verywelldevelopedprogramdesignedspecificallytoenhancestudents' 2*O&1 communicationskillsinpreparationfortheirprospectiveprofessional * '2 careers.Theprogramhasbeeninoperationsince1990.Actorsaretrainedas +'3 simulatorstoportrayawidevarietyofroles,facultymemberschoose f,(4 scenariostheywouldlikedemonstratedintheircoursesfromacatalogueof "-?)5 over60scenarios,andthestudentsgettointeractinrealtimewiththese -)6 simulatorsinalowriskenvironment.(Inadditiontothecatalogueof .*7 simulationsavailable,theCentrecreatescustomizedsimulationstomeetthe V/s+8 specificneedsoffacultymembers.)Auniqueaspectofthisprogramisthat 0/,9 thesimulatorsaretrainedtoprovideconstructive,immediatefeedbackto  thestudents.OurresearchhasdemonstratedthatRyersonfacultyfind  simulationveryhelpfulinachievingtheirteachingobjectivesandstudents [x reportthattheirinteractionwiththesimulatorsisextremelyhelpfulto 4 theirlearning.Formoreinformationpleasevisitourwebsiteat  48;@O  5  USCE.,  http://www.ry% 9 %9 % : erson.ca/istcЁCCE.,US.,  6@It  7cƁ.Thereare7and20minutevideoclipsonthe  sitethatofferfurtherinsightintotheprogram. Kh .XDX.X/XX.XD XE.; C KS [";;;XE SIMONFRASERUNIVERSITY [fourthyearrequiredcourseinpreviouscurriculum,focuson   typesofwritingdoneinuniversityprogram]:responsefromAnneHungerford,4;@O  5  USCE.,  hungerfo@sfu.caCCE.,US.,  6ф@It  7/".     XB.;;; C KS ["XBԸXX/.ԸOveradecadeago,Iwasaskedtodesignabusinesswritingcourseforthe    FacultyofBusinessAdministrationatSFU.They,too,wantedafirstyear [ x  course,butIpersuadedthemthatthebestaudienceforacoursethat 4  focusedonworkplacewritingwasfourthyearstudents,whowerecloseto   graduationandhaddonepracticumsinbusiness.   Ihadseveralreasonsformakingthisrequest:1)Theassignmentsinmost $  oftheundergraduatecommercecourseswereeitheracademicpapersor   academic/workplacehybrids,andstudentsinfirstyearreallywantedtoknow  howtoachievebettermarksinthesewritingtasks.2)Firstyearstudents ;X weretoofarawayfromthedaywhentheywouldbeaskedtowriteworkplace  documentsandtoodistantfromworkplacecontexts.3)Fourthyearstudents  hadsomeexperienceinthebusinessworld,hadmasteredacademicwriting, o andwerereadytolookatcrossingdiscoursecommunityboundaries. +H Itaughtthiscourseonlyonce,becausetheFacultysubsequentlydecidedto  putinafullwritingprogram.Butthecoursewasagreatsuccess.(The _| studentsrankedtheinstructionfirstamongallthebusinesscoursesthey 8 hadtakenthatsemester.)Iused,amongotherapproaches,casestudies,  genreanalysis,andguestspeakers.  .XDX.X/XX.XD XE.; C KS [";;;XE SIMONFRASERUNIVERSITY [integratedwritinginstruction,useofWritingMentors;alsoa 5R  thirdyearrequiredcourse]:messagefromKevinG.Stewart,SeniorLecturer,Managementand 8! OrganizationStudiesCoordinator,FBAWritingMentorshipProgram,SFUFacultyofBusiness, " 4<@O  5  USCE.,  kstewart@sfu.ca<CCE.,US.,  6@It  7 2. #  XB.;;; C KS ["XBԸXX/.ԸWe'vedoneacoupleofveryinnovativethingshereinthefacultyinterms  % ofourcommunicationsandwritingcurriculumandsupportforstudents. o!& 1)Backin2002,IcreatedtheFBAWritingMentorshipprogram,aprogramin "( whichIrecruitstrongundergraduatewriters,traintheminethicaltutoring #) practices,andsupervisethemastheyvolunteertheirtimetomentorother _$| * businessundergraduatesengagedinwriting.Initsfirstfiveyears,the %8!+ programhasgeneratedover2,700volunteerhoursinthefaculty.Wehave %!, documentedalmost2,000contactsessionswithstudents,anaverageof140 &"- mentoringcontactseachsemester.Duringthisperiod,Ihaverecruited, O'l#. trained,andsupervised43undergraduatewritingmentors.  (($/ Thisprogramhascreatedastrongsupportsystemforourstudentsandhelped )%1 tocreateacultureofcommunicationwithinourfaculty.Thevolunteer ?*\&2 mentorshavealsogainedexceptionalskillsandexperience. *'3 2)In2005IredesignedthecurriculumforBUS360(Business s,(5 Communications),a3rdyearcoursethatisarequirementforany4thyear /-L)6 businesscourses.Thefocusoftheredesignwastomakethecourseintoa -*7 WritingIntensiveofferinginlinewiththeSFUundergraduatecurriculum .*8 redesign.Thecoursefocusesonplanning,process,professionalimage,and c/+9 criticalthinkingastheseapplytobusiness_writing. 0<,: ЇThecourseisviewedbymostbusinessstudentsasoneofthemostdemanding  at_SFU_.However,focusgroupsofourgraduatingstudentsandalumnihave  revealedthatitisacoursetheyallhighlyvalueinhindsightoncethey [x areintheworkforce..XDX.X/XX.XD 4  XE.; C KS [";;;XE UofTatMISSISSAUGA [thirdyearoptionalcourseinundergraduateProfessionalWritingand  Communicationprogram(_PWC_),smallclass;requiredcoursefor_MMBA_Ԁprogram;inquiryand  _expressivist_Ԁbasesforbothcourses]:responsebyGuyAllen,4=@O  5  USCE.,  guy.allen@utoronto.caeCCE.,US.,  _6@-It_  7[.    XB.;;; C KS ["XBԸXX/.ԸTheFinanceandWritingcourseIamteachingin_PWC_Ԁassumesnothingabout Q n  students'backgroundsinfinancialanalysis,aninterestofminethatIhave  *  madeintoacourse.Butstudentsfromallbackgroundshavelearnedquickly.    Asinother_PWC_Ԁcourses,FinanceandWritingcentresonaproject(a   _microcap_Ԁcompany)thatthestudentschoose.Theydooriginalresearch,write A^  fivejournalisticarticlesonthecompany,andproduceacomprehensive   financialreportonthecompany,adocumentItellthemreadersshouldbe   abletofinishinlessthansevenminutes(noparagraphsallowed).Bythe u  way,Commercestudents,even4thyearstudents,oftencreditthiscourse 1N  withblowingawaythefogaroundfinancialanalysis:Iseeitforthefirst   time,somesay.  For_MMPA_Ԁ(financialaccountingMBA)students,Iteachacoursethat !> includes:  1)twowrittenautobiographicalnarratives  2)onevideotapedautobiographicalnarrativepresentedaspartofagroup Ur projectanddiscussedbythewholeclass . 3)onefinancialresearchprojectculminatinginareportthe_microcap_  projectasabove.  Istartedouttryingtoteachthese[graduate]studentstowrite.Theydon't  wanttoknow.Anyonewhorecitestheliturgyofcorrectnesswiththese  studentswillhavearough,roughtime.Butifyoushowthemawaytodo y thingsthatwillmakethemlookgoodinthecorporations,they'llworkhard 5R  atit. !  XE.; C KS [";;;XE.XDX.X/XX.XD YORK ,AtkinsonCollege[thirdyearcourse,inquiryfocus,smallclass]:responsefromLeslie # Sanders,UniversityProfessorofEnglishandDirectorofAtkinsonCollegeWritingCentre, y$ 4>@O  5  USCE.,  leslie@yorku.caæCCE.,US.,  _6w@It_  7. _ |%  XB.;;; C KS ["XBKXDXXX/KXKXDAtYorkUniversity,AtkinsonFacultyofLiberalandProfessionalStudies,we +"H' havetwocoursesrelatedtobusiness.Botharesmallclassformat: "( Theolderone,WRIT39883.0"WritingintheWorkplace,"usesaProblem #) BasedLearningmodel.Theideaistogroupthegenrestheypracticeand _$| * develop(frommemotoreport,executivesummaryandpresentation)aroundan %8!+ inquirythatasmallgroupispursuing;e.g.,ergonomicfurnitureforthe %!, nursingstation.Thecoursebeginswithsomebasicconsiderationof &"- audience.Groupworkandpeereditingarepartofthecourse.WorldsApart: O'l#. Acting&WritinginAcademic&WorkplaceContextsbyFreedman,Medway,_Par_,  (($/ andDiaswashelpfultomeindevelopingthiscourse. ($0 Morerecently,wedevelopedWRIT20003.0"ResearchandWritingAbout ?*\&2 Business".Inthiscourse,studentsarefamiliarizedwiththeappropriate *'3 indicesforprofessionalandacademicsources,andpursueavarietyof +'4 topics.ThebasictextatpresentisWilson,WorkingWords:ABusinessBased s,(5 Reader(ThompsonNelson),andwealsouseacoursekit. /-L)6 #ԸK=# XE.; C KS [";;;XE