Kristie A. Abston, Helen A. Soter, Julie Ann S. Williams


Employers consider communication skills as essential in new hires, but business students seem to lose some of their writing skills by the time they reach senior-level courses. This paper shares the experiences of three professors who used a persuasive memorandum assignment in four 3000- and 4000-level business courses and applied the same core writing rubric. Insights from using this assignment across courses will be shared along with ideas for future research. We hope other professors will be encouraged to standardize expectations for writing quality across courses.  When students realize that they will be held to the same objective standards in other courses, they try to improve their writing in earnest and begin to engage on higher levels.


business writing, experiential assignment

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