466256
usiness Communication QuarterlySmart et al.
BCQ76110.1177/1080569912466256B
Teaching Writing
Teaching Students to Write for the Workplace
Using Problem-Based
Scenarios to Teach Writing
Business Communication Quarterly
76(1) 72–81
© 2012 by the Association for
Business Communication
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DOI: 10.1177/1080569912466256
bcq.sagepub.com
Karl L. Smart1, Nancy Hicks1,
and James Melton1
Abstract
The ability to communicate effectively remains a critical skill for obtaining a job and
achieving success in the workplace; however, many still lack these skills. In particular,
graduates lack adequate writing skills. This article advocates the use of problembased scenarios to teach writing, which focuses on authentic rhetorical framing
similar to writing done in the workplace. A sample scenario is provided along with
three responses, showing the type of issues involved in helping students develop
writing skills appropriate to an organizational context.
Keywords
writing pedagogy, problem-based learning, persuasive messages
A critical component of professional success is the ability to write effectively (American
Management Association, 2010; Glenn, 2011; Rentz, Flatley, & Lentz, 2010). However,
recent graduates, along with many in the workplace, lack good writing skills (Hines &
Basso, 2008; Minton-Eversole & Gurchiek, 2006; Quible & Griffin, 2007; Speck, 1990).
The need to develop workplace writing skills in the academic setting can be better achieved
by recognizing what’s often lacking with the focus of academic writing and understanding
how to use problem-based scenarios to develop writing skills for the workplace.
This article advocates the use of problem-based scenarios to teach effective writing,
with an emphasis on rhetorical principles rather than content or format only. In this
way, the act of writing not only improves students’ communication abilities, but in the
tradition of social-rhetorical theory (Berlin, 1987), it is a catalyst for critical thinking,
also one of the “critical skills” identified in the American Management Association’s
1
Central Michigan University, USA
Corresponding Author:
Karl L. Smart, College of Business Administration, Central Michigan University, 305 Grawn, Mt. Pleasant,
MI 48859, USA
Email: karl.smart@cmich.edu
Teaching Students to Write for the Workplace
73
2010 study. A sample scenario is used to demonstrate the process as well as the issues
involved in such an approach.
Academic Writing Assignments: What Is Lacking?
One factor that leads to inadequate writing skills in the workplace is the type of writing
students are required to do in their academic training. Typically, students are asked to
write for the purpose of showing an instructor (the expert) how much they know about
a certain topic. Although this may seem appropriate in an academic setting, it is the
exact opposite of what is required in the workplace. In the workplace, the writer (as
expert) attempts to explain new or unfamiliar information to others to help them draw
conclusions, make recommendations, and solve problems (Schneider & Andre, 2005,
p. 198). Most academic writing assignments “focus on content and format to the exclusion of the higher level analytical skills needed to connect that content and format with
the needs of specific audiences to accomplish specific tasks” (Paretti, 2006, p. 189).
This focus on content and format is reflected in many college-level business communication textbooks, with multiple chapters on format and grammar. These textbooks also
focus on specific types of documents, such as “the most common business letters”—good
news, bad news, persuasive, informative, and so forth. Since not all business communication instructors have rhetorical training and may rely on supplemental textbook material in
their approach to teaching, the assignment and approach described in this article is particularly relevant. Novice writers may come away from a business communication course feeling that they need only find the right format or template for a particular writing situation to
ensure effective communication. Students learn to use a “fill-in-the-blank” approach for a
generic audience. This approach lacks the higher level skills of understanding a rhetorical
context and creating messages appropriate to varying audiences, contexts, and purposes.
Using Problem-Based Scenarios
The movement toward service learning and client-based project work in the classroom,
with corresponding communication assignments, attempts to address the need for more
complex and authentic writing and communication situations. However, coordinating
such projects and finding an adequate number of them on a continual basis frequently
proves challenging (Scheiber, 1991). In addition, these projects require significant
preparation to create a foundation of necessary knowledge and skills. An alternative
or supplement to these types of writing situations is the use of problem-based scenarios (Jebb, 2005; Pennell & Miles, 2009). Scenarios and analyzing accompanying
responses to scenarios can provide a rhetorical framework that provides students
with the basis for determining effective or ineffective communication.
Using Scenarios to Articulate a Rhetorical Framework
Using context-based problems and scenarios can help students understand and
develop effective writing skills (Victor, 1999). Scenarios—short situational vignettes
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Business Communication Quarterly 76(1)
that introduce individuals, problems, and real-life situations—provide a rhetorical
context that reflects the types of situations professionals respond to in writing. The use
of scenarios and other problem-based approaches has been found to increase student
motivation and help in developing higher level thinking skills (Thomas, 2000).
Critical to students developing better writing in response to scenarios is the explicit
discussion of such concepts as audience, context, and purpose, not only in initial
instructions but also in discussions concerning students’ responses to the scenarios.
The following section provides a sample scenario that is appropriate to use in a variety of situations, from a business communication class to a marketing class to a business
law class. In each of these situations, the rhetorical effectiveness of the message should
be taught and discussed, along with any content-specific material. After the sample scenario, three examples of student responses are given. A brief review of the rhetorical
strengths and weaknesses of each response shows the types of consideration and discussion that can help students understand what makes an effective or ineffective response.
Problem-Based Scenario Sample
You are the credit manager for FlashExpress, a growing credit card company,
and your department receives hundreds of applications for credit cards each month.
Frequently, you receive credit card applications from individuals under the legal
age who are applying for a credit card. Legal regulations prohibit you from issuing
a credit card to underage applicants unless a parent or other guarantor cosigns with
them. If the minor does not pay, then the guarantor becomes responsible for the
account. In addition to requiring a guarantor, FlashExpress requires underage
applicants to fill out an additional supplemental form.
In your role as credit manager, write a letter to Todd Riley, a 17-year-old underage
applicant, responding to his request for a credit card. Consider your audience, the context, and the purpose of your letter. Your letter should explain that you have enclosed
a necessary supplemental form, along with a new credit card application, both of
which need to be filled out. The guarantor must sign both forms. To expedite processing, Todd should mention on the top of the application that he has applied for credit
previously and should return the application and supplemental form directly to you.
Identifying the Rhetorical Elements of Effective Writing
Students can be asked to write a response to the scenario with little formal discussion
or reference to the rhetorical elements that make an effective response. In this type of
approach, the principles are then arrived at inductively, with the rhetorical elements
and examples of successful writing being identified in a follow-up discussion, along with
an appraisal of areas lacking in effectiveness. Alternatively, prior to writing, instructors
can review principles that make an effective response to the scenario. Specifically, this
scenario focuses on the rhetorical issues of audience, context, and purpose.
Rather than merely providing templates for a specific type of writing (e.g., deciding
that the Todd Riley scenario requires a bad-news letter format—his request for a credit
Teaching Students to Write for the Workplace
75
card is denied), a problem-based approach focuses on students mastering essential
rhetorical elements and understanding how to apply them in unique situations. This
approach deters students from using a cookie-cutter approach to writing a bad-news
letter. Fundamental to effective communication, writers must develop an awareness of
both the situation and the audience to craft an appropriate message given the context
and purpose of the communication to that audience.
Documents will differ in content and style depending on whether the audience is
sympathetic or nonsympathetic, whether this is a first communication or the last of a
series of multiple interactions, and whether the purpose is to inform, persuade, or
entertain. Critical thinking is required as students work through the process of reconciling all of these elements to produce an effective written response to the scenario.
Applying Rhetorical Principles to the
Scenario and Evaluating Responses
Once students become familiar with the elements necessary for writing an effective
letter and understand the importance of adapting communication or writing for a particular audience, context, and purpose, they can effectively apply what they have
learned in a problem-based scenario situation. Evaluating responses to scenarios is
often the most instructive part of the learning process for students, with the instructor
teasing out differences in approaches, showing student work as an example, and discussing strengths and weaknesses. Three responses to the FlashExpress scenario follow, with a rhetorical discussion of issues related to the response interspersed.
Response 1: Loren Lackluster
Dear Mr. Riley:
We are very appreciative of your interest in obtaining a FlashExpress credit card.
Your business is very important to us. Unfortunately, due to existing laws, we cannot issue a credit card to anyone under the age of 18 without an adult cosigning the
application. The adult acts as a guarantor who is responsible for your account if for
some reason you are unable to make payment. If you would like to be considered
for a FlashExpress credit card, you must fill out the enclosed application along
with a supplemental form, and you must have your guarantor sign both forms.
Indicate on your application that you have applied previously, and then return
everything to us for processing. I am really very sorry for all this extra work and
hope you will accept my apologies for this inconvenience. Have a great day.
Sincerely,
Loren Lackluster
Credit Manager
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Business Communication Quarterly 76(1)
Critique of Response 1
This response characterizes novice writers and writers trying to adhere to a traditional
bad-news letter organizational strategy: indirect beginning/buffer, explanation, and then
refusal (refusal often implied), pleasant ending, or hopeful ending (Bovee & Thill, 2012).
Too great a focus on an organizational strategy or predefined format results in this type
of response. With the Todd Riley scenario, it is important to ask, “Is it really ‘bad news’
that is being conveyed?” In discussing this with students, an instructor may ask if a good
news or persuasive response is more appropriate (you can get a card, but there are some
additional things you must do). The scenario suggests the purpose is not clear-cut, that a
single, predefined organizational pattern may not be best suited to the response.
Defining the Purpose, Audience, and Context
Technically, dangling modifier. In addition to defining the purpose, students also need to
consider audience and context. Who is the audience? Are there multiple audiences? What
language is appropriate for those audiences? Although Todd is likely viewed as the primary audience, certainly his parents or someone else who would serve as a guarantor
should be an additional critical audience to consider. And what information should be
stressed and with what consequences? For example, it is critical to get the signature of a
guarantor (required by law), but would stressing that the guarantor would be responsible
to cover payments if Todd was unable be construed as encouraging Todd to be irresponsible? Perhaps most important, Todd, and likely his parents, may be overwhelmed with
the jargon and complication of trying to get a card. The response focuses on what cannot
be done and why, with confusing instructions for someone who wants to follow through
and still get a card.
Using Appropriate Language
Considering the audience, the language is stilted and formal, with technical jargon. Is
it critical to use the term guarantor? Can more positive terms be found than “unfortunately,” “sorry,” “inconvenience,” and “apologies”? Is addressing a 17-year-old as
“Mr. Riley” the most effective way to build rapport? These are all rhetorical questions
that can be explored in helping students craft the most effective response. The next
response is an improvement over the first one but still has some deficiencies.
Response 2: Justin Improved
Dear Todd Riley:
Thank you for your credit application to FlashExpress. It pleases us to receive a
credit application from a responsible young person, and we genuinely value your
interest in choosing FlashExpress.
(continued)
Teaching Students to Write for the Workplace
77
BOX (continued)
Regrettably, legalities prevent FlashExpress from creating a credit account and
issuing individual cards to anyone under the age of 18. Given your age, you have
two options:
• Reapply when you are 18
• Fill out the enclosed forms and have an adult cosign to guarantee the
account. Return the forms to my attention.
If you return the material, refer to your previous application. It will speed up the
application process. We at FlashExpress look forward to working with you in your
credit needs.
Sincerely,
Justin Improved
Credit Manager
Critique of Response 2
The second response is an improvement over the first one. The applicant’s first name
is used along with his last name, Todd Riley, which seems more appropriate than “Mr.
Riley” for a young person, although it still sounds impersonal. A positive spin is
placed on Todd’s interest in getting a card—to be a responsible young adult. Negative
or confusing details and terms such as guarantor have been eliminated, and overall
the tone is more positive. However, if your goal is truly to get Todd approved for
credit, using a word like regrettably and providing a deferred option—reapply when
you’re 18—do not bring about the desired end. Of course, in a class discussion this
may also be an opportunity to talk about the ethics behind getting a young person
potentially in debt—whether, philosophically, you or the company should be extending credit to underage individuals who may not have the skill or maturity to use credit
appropriately.
Visually, the second response also has better access or chunking of information.
Rather than a dense single paragraph, it consists of two short paragraphs and bulleted
items, making the information easier to scan and read. The third response goes a step
further in showing more awareness of the rhetorical context and eliminating the less
effective aspects of the first two responses.
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Business Communication Quarterly 76(1)
Response 3: Paula Persuader
Dear Todd,
I was delighted to get your application today for a credit card. I handle all applications from people younger than 18. We’d love to issue a FlashExpress credit card
to you, Todd. All you have to do is complete the following steps:
1. Fill out the enclosed application and the supplemental form.
2. Have an adult, probably your mom or dad, sign both forms (the person
who signs the form becomes responsible for the account if for some reason you cannot make a payment).
3. Write on the top of the application “Applied Previously.” This will help
me speed up the whole process.
4. Return both forms to me at the following address:
Paula Persuader, Credit Manager
FlashExpress Credit Company
185 E. Isabella Road
Oil City, MI 48858
Todd, I’m glad you chose FlashExpress. I hope to receive your new application
within the next few days. Please give me a call at 1-800-GET-CARD if you have
any more questions.
Sincerely,
Paula Persuader
Credit Manager
Critique of Response 3
This final response does the best job of accommodating all the rhetorical elements of
an appropriate response to the audience, given the context and purpose of the letter.
The manager’s goal is to establish a relationship with a young client who potentially
will have a lifetime to be a valued consumer/user of a FlashExpress credit card. The
awareness of the audience’s age is evident with the simple first name salutation. The
language is straightforward, with minimum jargon or technical words and nothing that
would cause a secondary audience, such as parents or others who are cosigning, any
concern. At the same time, the letter states clearly that the cosigner will ultimately be
responsible if payment is not made. The intent and tone is positive, conveying that the
Teaching Students to Write for the Workplace
79
young person is trying to establish a positive credit history, which the appropriate use
of a credit card would do. The letter does not suggest that Todd is just trying to get
into debt or be irresponsible about it. The letter is upbeat, not explaining what the
company cannot do but focusing only on giving four simple steps (outlined effectively) that need to be completed for the applicant to obtain and begin using a
FlashExpress card.
Although structurally the third response is the most straightforward and accessible,
instructors can also explore questions of tone with students. Does the third response
sound more like a cheerleader or marketing sales pitch than a professional response to
a request for a credit card, with words such as “delighted” and “love” and the frequent
restating of the applicant’s name? Reviewing each of the responses for their strengths
and weaknesses helps students gain a greater appreciation for the many rhetorical
decisions made in creating effective communication.
Benefits of Using Problem-Based Scenarios
A problem-based scenario moves students from traditional academic prose—where
students demonstrate mastery of principles and knowledge to an instructor—
toward more professional, applied writing, complete with a realistic rhetorical
framework and the accommodation of audience, context, and purpose. Most important, this approach to teaching students to write in a professional context will better
prepare them for the workplace. To develop good writing skills, an individual
needs to be aware of the various issues discussed in this article. Rather than relying
on a one-size-fits-all approach or a sterile rhetorical pattern, the use of scenarios
prompts students to think critically about what and why they are writing and for
what purposes.
One of the distinct benefits of the scenario approach is the ability to make the need
to write seem real (Tedlock, 1981). And the need for effective writers in today’s workplace is real. As individuals become more competent in writing and responding to
rhetorical scenarios, they can begin to use writing to transform their own thinking and
that of their organizations (Amidon, 2005). Problem-based scenarios provide one way
to establish a more authentic context. Students learn to develop skills needed to create
the type of genuine documents representative of the communication needs of organizations in today’s business world.
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with respect to the research, authorship,
and/or publication of this article.
Funding
The author(s) received no financial support for the research, authorship, and/or publication of
this article.
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Business Communication Quarterly 76(1)
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Teaching Students to Write for the Workplace
81
Bios
Karl L. Smart is a professor and chair of the Business Information Systems Department at
Central Michigan University. In addition teaching business communication, he teaches visual
communication and digital media in an Applied Business Practices program. His research has
focused on active learning and technology’s impact on communication and learning.
Nancy Hicks is a professor of Applied Business Practices (ABP) in the Business Information
Systems Department at Central Michigan University. She teaches the upper level business
communication courses in the ABP program. Her research focuses on effective teaching and
improving workplace communication. She is also the coauthor of two business communication texts.
James Melton is an assistant professor in the Business Information Systems Department at
Central Michigan University. He teaches courses in social media and in global business communication in the Applied Business Practices program. He has published scholarly articles on
translation, social media use, and business communication across cultures.
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