English 210

I learned that business writing required a lot of effort to write accurately. In the world of business, incorrect spelling and consistent grammar mistakes could cost you your credibility. I cannot pinpoint exactly one assignment that I found most useful, but rather, all were equally helpful.

I find myself being able to utilize everything that I've learned, from writing professional blog entries to developing grant proposals. I might use one skill more often than others, but all are critical to any future career. I am glad that we practiced creating our own resume, because this is a craft that will aid me in job hunting. I am also appreciative of the discussion boards that we were required to write, because it helped me learn so much about my classmates, and I enjoyed reading new ideas. Though the course is online, I know so much more about my classmates than if it were to be a traditional class setting. I notice that in a traditional class setting, knowing your classmates are less valued or are often ignored.

As much as I dislike group work, this course has taught me the importance of being able to work as a team to produce quality assignments. In the future, there is no doubt that I will be working with others, and this class has given me that experience. Even though the course was online, I was amazed at how well group work turned out.

 

Overall, I am glad that I decided to take English 210. Unlike the many English classes I’ve taken, this was a composition course that has taught me so much more. Business writing is not just for those majoring in business, but anyone who wishes to enter a professional career. I appreciated the focus on the quality of writing, as “its use is seen as a mark of professionalism and intelligence” (Lentz 475). In “MBA Students’ Workplace Writing: Implications For Business Writing Pedagogy And Workplace Practice” Paula Lentz emphasize on the importance of workplace writing, because “Employers frequently complain about the state of their employees’ writing skills” (474). However, I truly believe that this class will help me prevent this common issue, as I have grown to become a more careful, and diligent writer.

Works Cited

Lentz, Paula. "MBA Students’ Workplace Writing: Implications For Business Writing Pedagogy And Workplace Practice." Business Communication Quarterly 76.4 (2013): 474-490. Business Source Complete. Web. 22 June 2015.

Adopting a Proposal Without Giving Credit

We live in a world where knowledge and ideas are valued, and further than that, we take pride in originality. Therefore, it is unethical for any company to adopt a proposal’s recommendation without hiring the firm that submitted the proposal itself. Taking an idea without hiring the firm who came up with the idea in the first place is rather similar to plagiarism. 

In “The Concept of Plagiarism,” Farqad Hamdan defines plagiarism as well as the types of plagiarism, and the legal issues that it encompasses. “To steal and pass off (the ideas or words of another) as one’s own” is unethical in all forms (Hamdan 302). If the company chooses to adopt the formal proposal without hiring the actual firm who created this proposal, is a form of “idea stealing,” which could result in a lot of legal and ethical issues. People don’t spend so much time and put in so much effort to deliver work for free; there is always a purpose, or some sort of benefit that the creator looks for. Taking ideas without crediting creates negative relationships, and the word could spread to other companies and eventually ruin this company’s reputation. 

When this firm finds out that their idea was used without their consent, or acknowledgement, they could certainly take legal actions. Even if this firm does not take legal actions, this company will be known as idea stealers, people who do not value professionalism, nor do they respect the exchanges of ideas. These are the company’s that our world does not respect, value, or need. 

Works Cited

Hamdan, Farqad B. "The Concept Of Plagiarism." Iraqi Journal Of Medical Sciences 10.4 (2012): 302-305. Academic Search Complete. Web. 14 June 2015.

Say No to Workplace Bullying

In “Workplace Bullying: A Tale of Adverse Consequences,” Randy and Lori Sansone state that “workplace bullying is defined as the repetitive and systematic engagement of interpersonally abusive behaviors that negatively affect both the targeted individual and the work organization” (32). If a superior constantly blasts anyone who offers criticism, it is then a form of verbal/emotional abuse that could negatively affect the workplace. If workers can no longer produce opinions or speak their mind because they’re afraid, then there is obviously a grave problem.

If I was to confront my boss who was fierce, and always shot down other people’s opinions, I would first prepare myself by brainstorming some of the issues I want to mention, and then schedule a time with my boss. I would collaborate with colleagues to come up with evidence and examples of times in which he/she has negatively affected the workplace. We would then try to come up with suggestions on how our boss as well as how we could better improve the workplace environment.  I would also try to adopt the “you-attitude” throughout the meeting in able to remain professional and to stay away from coming off as “being offensive.”  I would end the meeting on a positive note by focusing on a more positive future, and greater possibilities through a compromised relationship. 

                                      

Most people would encourage others to avoid confrontation and to lay low, but a workplace bully could make the lives of colleagues extremely stressful and dangerous to endure.  It is healthy to speak about issues and to come up with possible solutions, not to hide from it. 

Works Cited

Sansone, Randy, A., and Lori, A. Sansone. "WORKPLACE BULLYING: A Tale Of Adverse Consequences." Innovations In Clinical Neuroscience 12.1/2 (2015): 32-37. CINAHL Complete. Web. 15 June 2015.

An Unknown Audience - Remain Confident

When composing a recommendation report for an audience that doesn’t know you, it is critical to choose the appropriate approach in order to make the message effective. In Business Communication Essentials: A Skills-Based Approach, Courtlan Bovée and John Thill encourage readers to first “define your main idea and supporting points,” then choose between the direct or indirect approach (57).

“When you know your audience will be receptive to your message, use the direct approach,” however, if the audience is not familiar with you, the indirect approach is the way to go (Bovée and Thill 68). The difference between the direct and indirect approach, is that the indirect approach slowly works its way up to the main idea, whereas the direct approach starts with the main idea. The indirect approach also utilizes the buffer method which allows your audience to adapt a little before hitting the main points. Additionally, Bovée and Thill emphasize on adopting the “you” attitude where you “speak and write in terms of your audience’s wishes, interests, hopes, and preferences” (79). The idea is to get the audience onto your side, and adopting the “you” attitude is going to get you closer to this goal. Also, credibility is essential and something you need to focus two times more on, than if you did know your audience. Because the audience doesn’t know you, establishing trust and reliability is inevitable. 

 

Even though focusing on the different approaches, the “you” attitude and credibility is needed, it’s important to remember to stay confident. Delivering a report in front of an audience who knows nothing about you can be discouraging, but remain positive because “audiences need to know that you believe in yourself and your message” (Bovée and Thill 84). 

Works Cited

Bovée, Courtlan and Thill John. Communication Essentials: A Skills-Based Approach. New Jersey: Pearson Education Inc., 2014. Print.