Course Syllabus - City University of Hong Kong

1

City University of Hong Kong

Information on a Course offered by Department of English

with effect from Semester A in 2014/2015

Part I

Course Title Communication Strategies in Business Projects

Course Code EN3526

Course Duration 1 semester

Credit Unit 3

Level B4

Medium of Instruction English

Pre-requisites Nil

Pre-cursors Nil

Equivalent Courses Nil

Exclusive Courses Nil

Part II

1. Course Aims

The course aims to:

1.1 Apply Porter’s five-force model in conducting a field research project to examine the

competitiveness of the chosen company’s market situation.

1.2 Provide students with opportunities to explore how to use English as a marketing research

tool for inquiry, learning, innovative thinking and communicating within their chosen

industry.

1.3 Help students to discover and produce analytical business reports on business-related topics.

1.4 Help students to discover and master rhetorical conventions associated with communicating

in English in business-related situations.

1.5 Increase students' communicative competence and confidence in using English by participating in

extended activities set in business and professional contexts.

2

2. Course Intended Learning Outcomes (CILOs) Upon successful completion of this course, students should be able to:

3. Teaching and Learning Activities (TLAs)

CILO No

TLAs Hours/week

(if applicable)

CILO 1 Apply Porter’s five-forces model in conducting field

research and writing a business report.

The teaching and learning activities encompass the

understanding of Porter’s five-forces model and its impact

on company’s competitiveness.

2 weeks

CILO 2 Use English as a marketing research tool for

inquiry, learning, innovative thinking and

communicating within their chosen industry.

Students receive input on various business and professional

genres that serve as a basis for completion of their industry

analysis report.

Students will need to apply this skill set when writing the

industry analysis report.

Throughout the semester

CILO 3 Discover a range of language functions and produce

analytical business reports in English in business-related

discussion and oral presentations.

Students receive input on various business and professional

genres that serve as a basis for completion of their industry

analysis report including oral presentations and written

reports.

throughout the semester

CILO 4 Discover and master rhetorical conventions business

communications, including tables and graphs, for

intended and unintended messages.

Students apply the standard and essential parts and visual

aids in oral presentations and industry analysis report.

2 weeks

No. CILOs

1. Apply Porter’s five-forces model in conducting field research and in writing a

business report.

2. Use English as a marketing research tool for inquiry, learning, innovative

thinking and communicating within their chosen industry.

3. Discover a range of language functions and produce analytical business reports in

English in business-related discussion and oral presentations.

4. Discover and master rhetorical conventions associated with business

communications, including tables and graphs, for intended and unintended

messages.

5. Produce an analytical report on business-related topics.

3

CILO 5 Produce an analytical report on business-related topics.

The student team, serving as external consultants or market

researchers, analyze field research data (primary and

secondary) and collaboratively write a short business report

that evaluates the company position in the market and

recommend strategies for maintaining the competitiveness

of the company.

4 weeks

4. Assessment Tasks/Activities

(designed to assess how well the students achieve the CILOs)

CILO No

Type of assessment tasks/activities Weighting (if

applicable)

Remarks

CILO 1,

2, 3, 4,

&5

Assignment 1. IAP Proposal

20% Group Task

CILO 1,

2, 3, 4,

&5

Assignment 2. IAP Business Report

-Written Report on Porter’s five-force and

SWOT analyses

35% (20% - individual) (15% - group)

Group &

Individual

Tasks

CILO 1, 2, 3, 4, & 5

Assignment 3. In-Class Test

15% Assessed

Individually

CILO 1, 2, 3, 4, & 5

Assignment 4. Oral Presentation of IAP Project

15% Group Task;

assessed

individually

CILO 1, 2, 3, 4, & 5

Attendance & Participation. Professional

Etiquette Including On-time Attendance,

Active Participation, Use of English,

Interpersonal Skills/Professionalism, and

group project contribution*

*peer evaluation (see Appendix 1)

15% Assessed

Individually

5. Grading of Student Achievement

(Refer to Grading of Courses in the Academic Regulations)

Grading pattern: Standard (A+, A, A-…F). Grading is based on student performance in

assessment tasks/activities.

Part III

Keyword Syllabus:

REQUIRED TEXTBOOK

Guffey, M. E. & Du-Babcock, B. (2010). Essentials of Business Communication, Asia Second Concise

Edition. Singapore: Cengage Learning Asia Pte Ltd. (ISBN-13; 978-981-4416-48-1; ISBN# 10: 981-

4416-48-7).

4

Suggested Readings

Wong, J. (2010). Generating the first business report: A step-by-step guide. Singapore: Cengage Learning

Asia Pte Ltd.

Porter, M. (1979). How competitive forces shape strategy? Harvard Business Review, 57(2), 137-145.

Wheelen, T., & Hunger, J. (1992). Environmental scanning and industry analysis. In T. Wheelen, & J.

Hunger (Eds.), Strategic management and business policy (pp. 88-121). Menlo Park, CA: Addison-

Wesley Publishing.

5

Assignment 1: IAP Proposal (Group Work) 20%

Names: Tut. group: Project Group: Items to be

assessed

Grade A+ , A or A-

Grade B+, B or B-

Grade C+, C or C-

Grade D

Grade F

Content 40%

Has clearly addressed all the issues raised; all solutions are realistic,

feasible and profitable;

very informative and comprehensive; all information is

accurate and complete.

Has addressed most of the issues raised; most solutions

are realistic, feasible&

profitable; generally informative &

comprehensive; most

information is accurate and complete

Has addressed some of the issues raised; some solutions

are realistic, feasible

&profitable; informative, comprehensive to a certain

extent; some information

accurate and complete

Has only addressed a few issues raised; few solutions

are realistic, feasible and

profitable; not quite informative

and comprehensive; only

partly accurate and complete

Has almost not addressed any issues raised; almost no solutions are realistic,

feasible or profitable;

not informative and comprehensive; almost no information is accurate or

complete

Organization

20%

Teamwork 10%

very well- organized structure; all

ideas, sections/ sub-sections are logically developed; introductory

statements are put in all appropriate

places; all ideas are well supported by data

and appropriate graphics;

all sections, sub-sections and pages are numbered correctly

Has shown strong initiative and teamwork in planning & writing

proposal; and has required minimal

input from tutor

generally well-organized

structure; most ideas, sections and sub-sections are

logically developed;

introductory statements are put in most appropriate

places; most ideas supported

by data/graphics; mostly

numbered correctly

Has shown initiative &

teamwork in planning and writing proposal; required

only some input from tutor

Shows some signs of a well-

organized structure; some ideas, sections and sub-

sections are logically

developed; introductory statements are put in some

appropriate places; some

ideas well supported by data graphics; partly numbered

correctly

Has shown only some initiative and teamwork in

planning & writing proposal;

has required a moderate

amount of tutor input

Shows a few signs of a well-

organized structure; a few ideas, sections and sub-

sections are logically

developed; introductory statements are put in a few

appropriate places; a few

ideas supported by data/ graphics; few s, are

numbered correctly

Has shown limited initiative and teamwork in planning &

writing proposal; has required

considerable input from tutor

Shows almost no signs of a well-

organized structure; almost no ideas, sections and sub-

sections are logically developed;

almost no introductory statements in appropriate places;

almost no ideas supported by data and

appropriate graphics; almost no sections are numbered

correctly

Has shown minimal initiative and teamwork with planning & writing

proposal; and has required substantial

input from tutor

Language and style

30%

Clearly & concisely expressed; Language (sentence structure, word

order, grammar at word level, e.g.

use of tenses, articles, prepositions, parts of speech, etc.) is highly

accurate;

style and tone are very appropriate

Generally clear & concise. Language (sentence structure,

word order, grammar at word

level, e.g. use of tenses, articles, prepositions, parts of

speech, etc.) is mostly

accurate; style and tone are quite appropriate

Clarity is limited; wordy. Language (sentence structure,

word order, grammar at word

level, e.g. use of tenses, articles, prepositions, parts of

speech, etc.) is only

moderately accurate; style and tone are fairly

appropriate

Only some points clearly & concisely expressed.

Language (sentence structure,

word order, grammar at word level, e.g. use of tenses,

articles, prepositions, parts of

speech, etc.) shows frequent errors;

style and tone are not quite

appropriate

Circuitous reasoning that lacks a common theme.

Language (sentence structure, word

order, grammar at word level, e.g. use of tenses, articles, prepositions, parts of

speech, etc.)is difficult to follow due to

many errors; style and tone are not appropriate

Grade:

6

Assignment 2: IAP Business Report (Group and Individual Work) (35%) For each item assessed, circle the marks given in the appropriate column below, add up the total, and convert into a grade using the mark–grade conversion guide after the table.

Names: Tutorial Group: Project Group: Item assessed Grade A+, A, or A– Grade B+, B, or B– Grade C+, C, or C– Grade D Grade F

Content (40 marks)

The content is very well selected and developed.

All relevant information is included for analysis.

The information is comprehensively analyzed and

explained.

The information and message is effectively conveyed.

The purpose of writing the report is fully achieved.

The content is well selected and developed.

The information included for analysis is sufficient.

The information is sufficiently analyzed and explained.

The information and message is clearly conveyed.

The purpose of writing the report is

achieved.

The content selected for analysis is somewhat sufficient.

Only part of the field research data is included for analysis.

Only part of the information is analyzed and explained.

Only part of the information and message is clearly conveyed.


partially achieved.\

The content selected for analysis is sketchy and inadequate.

Only limited data is incorporated for analysis.

The analysis is not informative or comprehensive.

The information and message conveyed is limited.


not clearly stated.

The content selected for analysis is totally inadequate.

Very limited or inaccurate data is incorporated for analysis.

The analysis is not at all comprehensible.

The information and message conveyed is very limited.


not achieved in any way.

Language and style

(40 marks)

Language (sentence structure, grammar: tenses, articles,

prepositions, parts of speech, etc.) is highly accurate.

The vocabulary used is very

concise, precise, and varied.

Style and tone are highly

appropriate.


prepositions, parts of speech, etc.) is accurate.

The vocabulary used is concise,

precise, and varied.

Style and tone are appropriate.


prepositions, parts of speech, etc.) is somewhat accurate.

The vocabulary used is somewhat

concise, precise, and varied.

Style and tone are somewhat

appropriate.


prepositions, parts of speech, etc.) is inaccurate; exhibit a great deal of

editorial problems.

The vocabulary used is limited and repetitive.

Style and tone are generally inappropriate.


prepositions, parts of speech, etc.) is very inaccurate; exhibit very serious

editorial problems.

The vocabulary used is not concise, varied, or comprehensible.

Style and tone are totally inappropriate.

Organization

(20 marks) The report format is correctly and

effectively used.

The subject line is very effective.

Headings and subheadings are very effectively used.

The scope of the study is very clearly and effectively defined.

The introduction of the memo report is very effectively developed.

The conclusion is provided and is very effectively expressed.

Paragraphs and ideas are very

coherently linked.

The report format is correctly used.

The subject line is effective.

Headings and subheadings are effectively used.

The scope of the study is clearly

defined.

The introduction of the memo report

is included and adequately developed.

The conclusion is provided and is effectively expressed.

Paragraphs and ideas are coherently

linked.

The report format is somewhat

correctly used.

The subject line is somewhat

effective.

Headings and subheadings are used

but exhibit inconsistency.

The scope of the study is somewhat

defined.

The introduction of the memo report is included but not adequately

developed.

The conclusion is provided.

Paragraphs and ideas are somewhat coherently linked.

Only part of the report format is

correctly used.

The subject line is provided but does

not effectively reflect the focal point of the report.

Headings and subheadings exhibit inconsistency.

The scope of the study is poorly

defined.

Part of the introduction of the report

is included but not logically developed.

The conclusion is provided but poorly written.

Paragraphs and ideas are generally

not coherently linked.

The report format is incorrectly used.

The subject line is missing or poorly

written and fails to reflect the focal

point of the report.

Headings and subheadings are

incorrectly used.

The scope of the study is either not

defined or very poorly defined.

The introduction of the report is either missing or included but not

developed logically.

The conclusion is either missing or

provided but very poorly written.

Paragraphs and ideas are not at all

coherently linked.

Grade__________

7

Assignment 3: In-Class Critique of Sample Report

Directions: Read the following instructions carefully and fully comprehend this information.

1. Read carefully the given part of the document containing title page, letter of transmittal, and a designated force of an Industry Analysis Report. 2. Write your critique or respond to the comments using tracked changes. 3. After completing your work, save your work as final version that is going to be submitted to the Board.

4. Send two attachments (one version is with your tracked changes and another version is a clean copy) to [email protected]. Save your file as: Your ID.

Your English Name.tracked; Your ID. Your English Name.final

Assignment 3: In-Class Test (15%) Name: _________________________ ID No. __________________ Tutorial Group Number: _______________

Items to be

assessed

Grade A+ , A or A- Grade B+, B or B-

Grade C+, C or C-

Grade D

Grade F

Content 50%

Has clearly addressed all the issues

raised; has identified all relevant aspects of Porter’s five-force

model;

Has addressed most of the

issues raised; has identified most relevant aspects of

Porter’s five-force model;

Has addressed some of the

issues raised; has identified some relevant aspects of


Has only addressed a few

issues raised; has identified few relevant aspects of


Has almost not addressed any issues

raised; has not identified relevant aspects of Porter’s five-force model;

Language 50%

Clearly & concisely expressed;

Language is highly accurate.

Generally clear & concise.

Language is mostly accurate.

Clarity is limited; wordy.

Language is only moderately accurate.

Only some points clearly

& concisely expressed. Language shows frequent

errors

Circuitous reasoning that lacks a

common theme Language is difficult to follow due to

many errors.

Grade: _________________________________________

mailto:[email protected]

8

Assignment 4: Oral Presentation of IAP Project (15%) Presentation Title………………………………………………………………. Speaker’s Name…………………………………………..

Items to be assessed Grade: A+, A, A- Grade: B+, B, B- Grade: C+,C, C- Grade: D Grade: F

Content &

Organization 50%

Relevant, accurate,

creative, complete,

realistic

Introduction

Greeting, topic,

purpose, outline

Middle

- Supports purpose

- Follows outline

End

- signal

- summary

- conclusion

Engaging and feasible

Clearly identifiable, effectively

sets the stage for the proposal

Wholly supports purpose

Concludes strongly, reinforces

purpose

Mostly relevant and creative; omits

some key points

Mostly identifiable organization

Mostly supports purpose

Moderately strong ending

Some irrelevancy/inaccuracy;

low level of creativity

Only partially informative;

unrealistic at times

Partly supports purpose

Weak/incomplete ending

Much irrelevant information;

Barely engages audience;

Little evidence of creativity

Presentation structure is only

barely discernible

Abrupt/unexpected/

incomplete ending

Does not engage the audience,

incomplete, not creative

Presentation structure not

identifiable, confusing to the

listener

Unmarked ending

Language 25%

Fluency

Grammar

Pronunciation

Transitionals

Interest

Tone

Fluent

Grammatically accurate

Natural pronunciation

Transitionals natural

High interest level

Highly positive &

persuasive

Mostly fluent

Only minor grammar errors

Pronunciation mostly clear

Transitionals adequate

Moderate interest level

Moderately positive/

persuasive

Fairly fluent

Frequent grammatical errors

Pronunciation affects listener

comprehension

Moderate use of transitionals

Limited interest level

Slightly persuasive

Limited fluency

Excessive grammatical

errors

Pronunciation unclear

Transitionals barely present

Interest level weak

Barely persuasive

Fluency,

Accuracy,

pronunciation, use of

transitional language impede

audience comprehension; not

interesting & not persuasive

Delivery 25%

Eye contact

Pace

Voice/volume

Cue cards

Audience Rapport

Steady eye contact w/audience

Natural pace

Natural volume

Unobtrusive use of cue cards

Full rapport with audience

throughout presentation

Partial eye contact

Pace occasionally erratic

Volume occasionally variable

Some dependence on cue

cards/notes

Moderate audience rapport

throughout most of presentation

Periodic eye contact with part of

audience;

Speed interferes with

comprehension/audience interest;

inaudible at times;

Overly dependent on cue

cards/notes

Intermittent audience rapport;

limited ability to hold audience

attention

Minimal eye contact

Erratic pace distracts

Volume inadequate

Over use of cue cards/notes

Only occasional instances of

audience rapport

No eye contact

Pace /volume impede

audience comprehension

Totally dependent on reading

Audience rapport absent

GRADE:

9

Appendix 1 Sample Peer Evaluation

EN3526/ Communication Strategies in Business Projects

Industry Analysis Project (IAP Project) Peer Evaluation Form

Directions:

Evaluate the relative contribution of all group members, including yourself, to the ICR group

project. Procedure is as follows:

List name of each group member on the form (see sample evaluation).

Rate each group member on a 5-point scale; 5= highest and 1= lowest.

Justify your rating by completing a rationale for each group member. Your Peer evaluation will

only be read by your individual tutor.

Hand written comments are NOT acceptable.

10

INDUSTRY ANALYSIS PROJECT (IAP)

PEER EVALUATION FORM [SAMPLE]

Evaluator: ______________; Student ID: ____________ Project Group No.: ____________

NAMES POINTS RATIONALE

XXX 1

[SAMPLE ONLY]

Did not want to work on any aspect of the project

We set a deadline for his IAP part at mid-March – still

hasn’t submitted, forcing us to write it for him

Flat-out refused to conduct any interviews

Volunteered to ask his father for an interview, ask his

sister for help with our questionnaire – never followed

through despite repeated requests

Late to many meetings, didn’t make some meetings

Did only 3-5 tasks throughout semester

Lost the confidence and faith of all group members

YYY 4

[SAMPLE ONLY]

Very good with answering, calling people regarding

interviews; very well-prepared

Enthusiastic about conducting interviews

Quick and efficient at doing tasks

Pro-active regarding what needed to be done

Eager to help with any tasks that needed to be done

Always met deadlines a little ahead of time

Sometimes didn’t tell full story regarding sources

Compiled local questionnaire database and SPSS

Jessica xxx 5

[SAMPLE ONLY]

Jessica is the “invisible” leader for the project. She participated

actively in discussion and helped setting internal deadline and

schedule for the project. She has helped a lot on finalizing work

and has got her things quite well done. She has high level of

involvement. But she can facilitate better among the group

mates’ communication.

She contributed in parts of: transmittal of letter, project scope,

threat of substitute products/service, swot analysis and

recommendations

. . . .

Course Syllabus - City University of Hong Kong

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