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Business Communication 2 credits

120.601.xx Class Day/Time & Start/End date

SemesterClass Location

InstructorFull Name

Contact InformationPhone Number: (###) ###-####E-mail Address:

Office HoursDay/s Times

Required Texts: Browne, M. N. & Keeley, S. M. (2012). Asking the right questions: A guide to critical

thinking, (11th Edition ISBN 978-0-321-90795-0). Englewood Cliffs, NJ: Pearson/ Prentice Hall.

Munter, M. (2013). Guide to managerial communication, 10th Edition. Upper Saddle River, NJ: Pearson/ Prentice Hall.

Articles and Chapters available through Blackboard:Munter, Mary (1993, May-June). Cross-cultural communication for managers.

Business Horizons.

O’Rourke, James (2012). Management communication: A case-analysis approach, 5th Edition. Upper Saddle River, NJ: Prentice Hall. Chapters 1, 2, and 6.

Ritter, Brad, and Ritter, Janet (2006, December). Crisis communication: Taking center stage with confidence. Government Finance Review.

Schein, Edgar H. (1990, Feb.). Organizational culture. American Psychologist, Vol. 45, No. 2, pp. 109-119.

Tannen, Deborah (1990/2001). You just don’t understand: Women and men inconversation. New York, NY: Oxford University Press. Chapter 1.

Trompenaars, Fons, & Hampden-Turner, C. (1998). Riding the Waves of Culture,2nd Edition. New York: McGraw-Hill. Chapters 1-5 & pay-for-performance case.

Weiner, David (2006, March/April). Crisis communications: Managing corporate reputation in the court of public opinion. Ivey Business Journal. (and other related articles)

Blackboard SiteA Blackboard course site is set up for this course. Each student is expected to check the site throughout the semester as Blackboard will be the primary venue for outside classroom communications between the instructors and the students. Students can access the course site at https://blackboard.jhu.edu. Support for Blackboard is available at 1-866-669-6138.

https://blackboard.jhu.edu/

120.601.xx –Business Communication – Instructor’s Name -- of 19

Course EvaluationAs a research and learning community, the Carey Business School is committed to continuous improvement. The faculty strongly encourages students to provide complete and honest feedback for this course. Please take this activity seriously because we depend on your feedback to help us improve so you and your colleagues will benefit. Information on how to complete the evaluation will be provided towards the end of the course.

Disability ServicesJohns Hopkins University and the Carey Business School are committed to making all academic programs, support services, and facilities accessible. To determine eligibility for accommodations, please contact the Carey Disability Services Office at time of admission and allow at least four weeks prior to the beginning of the first class meeting. Students should contact Rachel Hall in the Disability Services office by phone at 410-234-9243, by fax at 443-529-1552, or email: [email protected].

Important Academic Policies and Services Honor Code Statement of Diversity and Inclusion Student Success Center Inclement Weather Policy

Students are strongly encouraged to consult the Johns Hopkins Carey Business School Student Handbook and Academic Catalog and the School website http://carey.jhu.edu/students/student-resources/university-and-school-policies for detailed information regarding the above items.

Course DescriptionThis course refines students’ skills in written and oral communication to internal and externalaudiences. Through analysis and practice of communication strategies adopted by successful business professionals, students learn to write clearly and concisely, make compelling oral presentations,and construct effective arguments.

Prerequisite(s): None

Course OverviewEffective writing, presentation, and interpersonal communication skills are essential elements of the manager’s tool kit. This course focuses on developing these skills and on communication strategy as a decision-making process that requires consideration of a number of personal and organizational variables. It provides grounding in audience analysis, critical thinking, and organizational culture. Students explore such current topics as crisis communication, cross-cultural communication, and the use of electronic media. They then apply the principles of effective communication to such real-world tasks as writing memos and reports, giving briefings and presentations, facilitating meetings, listening, and providing feedback to their peers. A term project introduces students to research methodology in the field of business and to APA style guidelines for formatting manuscripts and documenting sources.

Student Learning Objectives for This CourseAll Carey graduates are expected to demonstrate competence on four Learning Goals, operationalized in eight Learning Objectives. These learning goals and objectives are supported by the courses Carey offers. For a complete list of Carey learning goals and objectives, please refer to the website http://carey.jhu.edu/faculty-research/learning-at-carey/learning-assessment.

While taking this course, students will demonstrate the ability to L.O. # Student Learning Objectives for

this courseCorresponding Carey Learning Objective

1 Apply the principles of effective writing (clarity, brevity, variety; unity, coherence, development; etc. See rubric, p. 9 )

4.1

2 Apply the principles of effective speaking, both verbal and non-verbal, in formal and interpersonal contexts (see pp. 11 & 12).

4.2

http://carey.jhu.edu/faculty-research/learning-at-carey/learning-assessment

http://carey.jhu.edu/students/student-resources/university-and-school-policies

http://carey.jhu.edu/students/student-resources/university-and-school-policies

mailto:[email protected]


3 Develop sophisticated strategies for business communications (communicator, audience, message, channel choice, and culture strategies).

1.1

4 Evaluate and use logical reasoning—and a variety of information sources (articles, interviews) and research methods— in crafting persuasive arguments, using APA guidelines for documentation.

1.2

5 Communicate through a variety of genres (memo, white paper, and briefing) and media (hard copy, email, meetings, Power Point presentations) in pursuing their goals.

4.1

6 Understand and address cultural differences in pursuing organizational goals across; respect individual differences while working in teams.

2.1 & 2.2

7 Apply communication and leadership theory in solving organizational problems.

1.2

Attendance Policy Students are expected to attend all class sessions. If you must miss a class, you are nevertheless responsible for all information covered. Failure to attend two or more class sessions will likely impact your final grade; if you must miss a class, you should inform the instructor in advance. Out of respect to your classmates and instructor, you should plan to arrive on time in this course, and to be courteous and respectful in all class interactions. Turn off cell phones and laptops in class unless they are needed for a group project.

Assignments

Students will be asked to sign a statement that each test and assignment is their own work and they have abided by the honor code.Students are not allowed to use any electronic devices during in-class tests. Calculators will be provided if the instructor requires them for test taking. Students must seek permission from the instructor to leave the classroom during an in-class test. Test scripts must not be removed from the classroom during the test.

Class Participation (20%): Classes are designed to be interactive; students are expected to prepare all readings and assignments and to participate actively in class discussions and exercises.

Team Presentation (10%): You will be assigned a team. Your team will be on deck for a given week. Each member will be asked to prepare a short, three- to-four minute presentation on the assigned topic. Team members should be prepared to talk about course readings that pertain to the topic at hand and to do outside reading as well. The team will have a maximum of 15 minutes to present the topic, and should be prepared to answer questions and respond to comments for an additional 10 minutes. Teams should find ways to interact with the audience and to coordinate with one another. You are encouraged to incorporate role playing, exercises, discussion of a film clip or other means to engage the audience. (For assessment criteria, see the form on p. 11.)

Individual Term Project (70%): You are to come up with a proposal for how your company or organization might address a problem currently facing it. This might involve adopting a new organizational structure, policy, procedure, product line, or piece of equipment; or pursuing a new mission, market, or line of research. You should begin with the problem and be prepared to demonstrate how and why it is a problem. If you do not currently hold—or have not recently held—a job, then identify a company or organization with which you are familiar, and address a problem it faces as if you were an employee or consultant. Whether actual or imaginary, the project should focus on a particular problem in a specificsetting and will involve the following deliverables:

Assignment 1 (Memo): Write a memo in which you ask authorization to research the problem and present your findings. First demonstrate that there is a problem (provide evidence of its existence and


its impact on the company) and then summarize how you would study—and eventually solve—the problem if authorized to proceed. Provide background; reasons for what you propose; and some indication of what you will need (release time; support staff; budget; access to sensitive data; etc.). The memo should be addressed to someone in a position to act on your proposal. The memo should be three to four pages (750 to 1000 words) in length and should follow the format of the sample provided. (15%)

Assignment 2 (Literature Review): Identify and read at least five credible sources that provide different perspectives on the problem/topic you are addressing. You should take a position as to which position is strongest and why. Quote, summarize, and paraphrase your sources appropriately. Give at least one citation for each reference. Use APA guidelines for format, citations, and bibliography. (15%)

Assignment 3 (Briefing/Proposal): Prepare an eight-minute presentation in which you put forward your proposal and the arguments for it to an audience which you should identify in advance (your CEO, an executive board, a meeting of employees, a public hearing, etc.). The presentation should include PowerPoint slides to supplement your narrative. Prepare to respond to questions in a five-minute Q & A session following your presentation. (10%)

Assignment 4 (Feedback): You will be paired with two partners and asked (1) to pose at least one question or comment after each partner’s presentation; and (2) to provide written feedback on your partners’ presentations using the form provided (see page 12). (5%)

Assignment 5 (White Paper): Write a report in which you put forward the results of your research and your recommendations to your company or organization. The text of the report should be no fewer than eight pages and no more than ten pages long, double spaced, in line with APA guidelines for format and documentation. It should include (1) an executive summary; (2) relevant background information; (3) a clear articulation of the problem and the people and resources it affects; (4) different perspectives related to the problem, and alternative solutions; (5) your recommendations and the reasons for them; (6) qualitative and quantitative evidence supporting your reasons and conclusions; (7) a list of references; (8) appendices and supplementary material You should apply information that you have obtained from at least 7 credible references (as well as interviews and a survey if possible). These should be properly cited in your text and included in a references list in APA style. (25%)

Assessment of student workThe following percentages apply to the assignments; please specifics on how the assessments will be done, refer to the rubrics for writing, speaking, and team presentations on pages 6-11.

Assignment Learning Outcomes WeightAttendance and participation in class discussion 2-6 20%Team Presentation 2, 3, 6 10%Assignment 1: Memo 1, 3-5, 7 15%Assignment 2: Literature Review 1, 4, 7 15%Assignment 3: Briefing/Proposal 2-5, 7 10%Assignment 4: Feedback 2, 5, 6 5%Assignment 5: White Paper 1, 3-7 25%

Important Notes about Grading Policy:The grade of A is reserved for those who demonstrate extraordinarily excellent performance. The grade of A- is awarded only for excellent performance. The grade for good performance in this course is a B+/B. The grades of D+, D, and D- are not awarded at the graduate level. Please refer to the Carey Business School Student Handbook for grade appeal information http://carey.jhu.edu/students/student-handbook-and-academic-catalog/

http://carey.jhu.edu/students/student-handbook-and-academic-catalog/


Class Schedule and Assignments

March 26 The Importance of Managerial Communication Read Munter, chapter 1; O’Rourke, chapter 1; Browne, chapter 1. Discusssyllabus and course goals. Brainstorm topics for the term project. Exercise: Interview and introduce a classmate. Exercise: McCutcheon memo.

April 2 Strategy and Business Writing: Memos Read Munter, chapters 2-4; Browne & Keeley, chapters 2 & 3. Editing exercise (grammar/style)Writing workshop. Bring a hard copy of your memo to class.Assignment 1: Memo (Final draft due by April 5, 11:59 p.m., via Blackboard)

April 9 Crisis Communications; Presentation SkillsRead Munter, chapter 5; O’Rourke, chapter 2 (Blackboard); Weiner (Blackboard);Ritter & Ritter (Blackboard).On Deck: Teams 1 - 3 (Cases: Odwalla, Taco Bell, Starbucks)

April 16 Cross-Cultural Communication On Blackboard, read Schein, “Organizational Communication”; Trompenaars, chapters 1-5, and the Pay-for-Performance case; and Munter, “Cross Cultural Communication for Managers” On Deck, Team 4 Revisions of assignment 1 due.

April 23 Argument Structure; Evidence; APA StyleBrowne & Keeley, read chapters 7 & 8; O’Rourke, read chapter 6 (Blackboard); Tannen, read chapter 1 (Blackboard); review Hacker, Social Science Research/APA. Writing workshop: Bring a hard copy of your literature review to class.Assignment 2: Literature Review (Final draft due April 26, 11:59 p.m., via Blackboard)

April 30 Presentation Skills; Visual and Non-Verbal Communication Read Munter, chapters 6 & 7; Brown & Keeley, chapters 9 & 10. On Deck, Team 5

May 7 Meetings and Listening Skills; Feedback; Surveys and Statistical AnalysisRead Browne & Keeley, chapters 11 & 12; Updates on term projects.Revisions of Assignment 2 due.

May 14 Term Projects: Final PresentationsAssignments 3 & 4: Presentation and FeedbackNote: One or more additional class sessions may be added to give all studentsadequate time to present. You will need to attend only one presentation session.Assignment 5: White Paper (Final draft due by Dec. May 17, 11:59 p.m., viaBlackboard)


Academic Writing: Checklist

Writing Process

1. Are you certain you understand what is expected on the assignment? Have you asked your instructor for clarification on anything you don't understand?

2. Who is your audience? What are the purpose and scope of your essay?

3. Have you scheduled adequate time to plan, research, write, and revise your paper?

4. Did you conduct a preliminary review of what's available on your topic?

5. Have you used an outline to see logical relationships between the parts of your essay?

Topic and Thesis

1. Is your topic too narrow or too broad for the scope of the assignment?

2. Have you adequately distinguished between your topic (your general area of interest) and your thesis (your central idea and attitude about that idea)?

3. Have you expressed your thesis clearly in the introduction to your paper?

4. Is your thesis reflected in the title of your paper?

Organization

1. Does your introductory paragraph establish the significance of your topic and provide necessary background?

2. Does your introduction articulate the thesis of your paper? Suggest subtopics and the order in which they will be developed in the body of your paper? Or is there a research question that suggests the material you will cover and your approach to it?

3. Are the subtopics related logically to the thesis?

4. Are the subtopics different, yet related to each other?

5. Does your conclusion restate your thesis in a fresh way? Answer a question posed in the beginning? Suggest an appropriate action?

Paragraph Structure

1. Does each paragraph have a single central topic, stated or implied?

2. Is each paragraph well developed? (Have you provided enough reasons, examples, facts, definitions, etc., to support the topic sentence?)

3. Is each paragraph unified? (Do all sentences clearly relate to one topic?)

4. Is each paragraph coherent? (Does each sentence relate to the ones before and after it in a logical way? Are there appropriate transitions?)


Mechanics (Grammar, Punctuation, etc.)

1. Have you proofread your sentences carefully to detect and correct errors in• sentence completeness (fragments, run-ons)?• subject/verb agreement?• pronoun reference (be sure all pronouns have only one antecedent)?• modifiers (adjective/ adverb form; misplaced and dangling modifiers)?• verb tense ?• punctuation ?

2. Where appropriate, have you• eliminated unnecessary words?• varied your syntax, sentence length, and word choice?• put parallel thoughts into parallel form?• checked to see that comparisons are worded logically?• preferred active to passive verb forms?

3. Have you checked your words to be sure that they are• correctly spelled and used? Have you consulted a dictionary? Thesaurus? • appropriate? (Avoid inappropriate slang, trite expressions and clichés.)

4. Have you used the proper format? Is your paper• typed, double spaced with 1½-inch margins, in 12-point font, with page numbers and name on all pages? • in line with APA style for quotes, citations, reference list, etc.?

Information Sources

1. Have you properly attributed all quotes and paraphrases of other's work?

2. Have you checked your sources to see that they are sufficiently numerous, authoritative, various, relevant, and timely?


Evaluating Academic Writing

Criteria for Grading:A. Assignment (parameters, instructions, purpose)M Mechanics (grammar, style, usage, format) O Organization (thesis, introduction, body, conclusion, paragraphing, transitions) T Thought (analysis, research, content, creativity, logic)

Characteristics of the "Excellent" Paper (A) [exceeds expectations for graduate work]

A • Response to the assignment fully addresses its purpose • Paper follows instructions regarding length, number of sources, etc.• Tone and approach are appropriate for and sensitive to the target audience’s needs • Choice of topic meets and exceeds the instructor’s expectations• The topic is distinguished from the paper’s central thesis

M • Format follows appropriate guidelines (MLA, APA, instructor's own)

• Usage is correct and language is appropriate and unbiased (gender, culture)• Punctuation, spelling, capitalization, etc., are correct; paper was carefully proofread• Sentences are clear, varied, and concise• Writing style is concrete, avoiding jargon and preferring active to passive voice

O • The paper is logically organized, with an introduction, body and conclusion• Writer has clearly articulated his/her thesis or controlling idea • Paragraphs are coherent, well developed, and unified around a single topic• Transitions are logical, signaled by connecting language. • Introduction captures attention, establishes topic’s significance, and articulates a thesis• Conclusion effectively ties together the paper’s key points, whether through a creative restatement of the thesis, or by offering recommendations and actions to be taken

T • Paper demonstrates in-depth knowledge of subject• Controlling idea (thesis) is fully supported with evidence, reasons, quotes, etc.• Conclusions follow from the information presented• Writer shows ability to think critically and creatively• Sources of information are examined critically and weighed against other sources

Characteristics of the “Good” Paper (B) [at expectation for graduate work]

A • The paper topic addresses the purpose of the assignment• The paper follows instructions regarding length, number of sources, format, etc.• Choice of topic considers assignment’s scope and purpose• Effort was made to identify and address target audience

M • Sentences are clear, complete, and generally varied in length and structure• Format follows appropriate guidelines (MLA, APA, instructor’s own)• Usage is generally correct and language is appropriate• Punctuation, spelling, capitalization, etc., are generally correct

O • The paper is generally focused, with an introduction, body, and conclusion• Writer has clearly articulated his/her thesis or controlling idea• Paragraphs are coherent, well developed, and unified around a single topic• Transitions are logical, signaled by connecting language• Introduction identifies topic and thesis• Conclusion restates thesis and provides helpful clarifications


T • Paper demonstrates knowledge of subject• Controlling idea (thesis) is supported with evidence, reasons, quotes, etc.• Conclusions follow from the information presented• Writer shows some ability to think critically and creatively• Sources of information are examined critically and weighed against other sources

Characteristics of the "Adequate" Paper (C) [below expectations for graduate work]

A • Choice of topic may show lack of care in considering assignment's scope and purpose• Student has not adequately considered the audience (s) for which he/she is writing • Student does not follow instructions in all regards. Paper may be too short or long; it may not incorporate enough sources, etc.

M • Occasional grammar errors appear (e.g. fragments, subject/verb agreement)• There is little variety or sophistication in the length and structure of sentences• Writing is occasionally wordy and unclear• Format may be inconsistent or does not fully follow academic guidelines• Other errors appear (in usage and word choice, spelling, capitalization, punctuation…)

O • Organization is not always logical; introduction, body, or conclusion may be incomplete • Student attempts to provide coherence and unity but is not always successful

• Controlling idea is unfocused and only partially developed; thesis is too narrow/ broad• Paper occasionally skips around without adequate transitions

T • Knowledge of subject is adequate but not deep• Controlling idea is supported but not extensively• Conclusions are incomplete or do not follow directly from the information presented• Information sources are flawed or accepted uncritically• Approach to subject lacks creativity, mastery


Team Presentation Evaluation Form

disagree agreeThe Team

1. made good use of A/V 1 2 3 4 5

2. made good use of time 1 2 3 4 5

3. coordinated with one another 1 2 3 4 5

4. made the material clear and comprehensible 1 2 3 4 5

5. identified sources & established their credibility 1 2 3 4 5

6. interacted with the audience 1 2 3 4 5

7. left time for questions and answered them well 1 2 3 4 5

The Presenter(s)

8. was well prepared and organized 1 2 3 4 5

9. applied course readings where appropriate 1 2 3 4 5

10. effectively engaged the audience 1 2 3 4 5

11. pronounced words clearly and articulately 1 2 3 4 5

12. spoke with effective volume and pacing 1 2 3 4 5

13. kept my interest. 1 2 3 4 5

14. used effective non-verbal communication 1 2 3 4 5

Score:

Team _______ (average)

Individual _______ (average)

Total score _______ (team average + individual average)

Individual Presentation Evaluation Form

Disagree Agree

The speaker

1. clearly identified & addressed an intended audience 1 2 3 4 5


2. gave an effective introduction that caught my attention 1 2 3 4 5

3. made the purpose of the talk clear in the introduction 1 2 3 4 5

4. identified and addressed a specific problem 1 2 3 4 5

5. articulated a solution based on sound evidence 1 2 3 4 5

6. clearly explained the research methods/process used 1 2 3 4 5

7. established information sources and their credibility 1 2 3 4 5

8. effectively addressed counterarguments and obstacles 1 2 3 4 5

9. organized the talk well (unity, coherence, transitions) 1 2 3 4 5

10. provided effective concluding remarks 1 2 3 4 5

11. made good use of time 1 2 3 4 5

12. made good use of A/V 1 2 3 4 5

13. engaged the audience effectively 1 2 3 4 5

14. pronounced words clearly and was easy to follow 1 2 3 4 5

15. used effective volume and pacing 1 2 3 4 5

16. used effective non-verbal communication 1 2 3 4 5

Comments:


APA Manuscript Style: Checklist*

Paper and Font

8 1/2 x 11 white paper

Font is 12 point Courier or Times Roman and the same font is used throughout the paper

Bolding and underlining are not used

Page Elements

Margins: One inch on all sides (top, bottom, left, right).

Spacing: The entire paper is double-spaced, including the title page, abstract, body, references, appendixes, footnotes, tables, and figure captions. Extra spaces are not added between paragraphs.

Page numbering begins with the title page. The short title and page number appear one inch from the right edge of the paper on the first line of every page (1/2 inch from the top margin). Figure pages that are not embedded are not numbered.

Paragraphs: Each paragraph is indented 5-7 spaces. The only exceptions are the abstract and paragraphs within block quotations. Paragraphs should be more than one sentence, but less than a page.

Bulleted items should be punctuated as part of a complete sentence. See Seriation APA 3.03, pp. 63-4.

Headings: Three levels of headings will suffice for most papers. See APA 3.02, page 62. (see next page for example)

The First Level, Centered Boldface, with Uppercase and Lowercase Typing

Second Level, Flush-Left, Boldface, Uppercase and Lowercase Heading

Third level, indented, boldface, lowercase paragraph heading ending with period.

* Please note: section and page numbers in this checklist refer to the Sixth Edition of the Publication Manual of the American Psychological Association (2009)

Title Page

The Title Page is page 1.

The Running head (the first 50 characters of the title) should be typed flush left in uppercase letters following the words “Running head:” It appears on the line below the short title and page number. Running heads should not exceed 50 characters, including punctuation and spacing.

Paper Title: Uppercase and lowercase letters are used. The title is centered on the page. The recommended length for a title is 10-12 words.

Author: Uppercase and lowercase letters are used; the author’s name is centered on the line following


the title.

Affiliation: Uppercase and lowercase letters are used; the affiliation is centered on the line following the author.

See APA sample paper, section 2.1, page 41; section 8.03, page 229; and sections 2.01-2.03, pages 23-25.

Abstract

The abstract, if required, is page 2.

The heading “Abstract” is centered on the first line.

The abstract (not indented) begins on the line following the Abstract heading.

The abstract does not exceed 120 words.

All numbers in the abstract (except those beginning a sentence) are typed as digits rather than words.

The abstract is a brief, comprehensive summary of the contents of the paper. A good abstract is accurate, self-contained, concise, non-evaluative, and coherent.

Body

The body of the paper begins on page 3 (or page 2 if no abstract is required).

The title of the paper (in uppercase and lowercase letters) is centered on the first line below the short title and page number.

The introduction (which is not labeled) begins on the line following the paper title.

Punctuation and Numbering

Use the last serial comma (e.g., in a series, place a comma before “and”).

All numbers 10 and above are expressed in figures (e.g., 15) with the exception of numbers beginning a sentence; these are expressed in words.

All numbers below ten are expressed in words (e.g., four). An exception to this rule is numbers that represent time, dates, ages (4 hours, 3 weeks, 7 years old) and numbers that represent parts of manuscripts (e.g. Part 3, Table 2, pages 4-9).

Quotations and In-text Citations

All material that is not the author’s own and is not common knowledge is cited.

All direct quotations are enclosed in quotation marks and are cited. The citation includes the author(s) last name(s), the year of publication and the page or paragraph number.

Direct quotations of 40 words or less are indicated by quotation marks at the beginning and end of the quotation.

Direct quotations of 40 or more words are in block format (indented 5 spaces from the left margin) and without quotation marks.

In-text citations provide:


author’s last name (sometimes in a signal phrase),

last names for multiple authors of a single document are joined with an ampersand (&)

the year of publication (n.d., for “no date,” is used when the year of publication is not available;

a page number in parentheses for direct quotations and paraphrases. The abbreviation for page is “p.” For electronic sources, include a paragraph number or combine a section description with a paragraph number: (¶7) or (para. 7) or (Conclusions section, ¶ 4).

Example: (Doe, 2006, p.3)(Doe & Smith, 2006, p.3)(Doe, n.d., p.3)(Doe, 2006, para. 7)

Consult APA sections 6.11-6.21, pages 174-179 for formatting in-text citations when there are more than 2 authors, when the author is a company, when no author is credited, etc.

Reference Page

All sources included in the reference section are cited in the body of the paper.

All in-text citations (with the exception of personal communications, which are not retrievable) appear on the reference page.

The heading “References” is centered on the first line.

Reference entries are double spaced, as is the rest of the manuscript.

References (with hanging indent) are arranged alphabetically by the last names of first authors. Entire reference page is double-spaced.

All references include author(s), year of publication, title, and publishing data

All author’s names are inverted and first initials are used rather than first names. e.g.: Jane Doe becomes Doe, J.

The titles and subtitles of books are italicized; only the first word of the title and the subtitle (and all proper nouns) are capitalized. Example:

Doe, J. (2006). The art of writing well: A guide for writing in APA style. Boston:

Great Books Publishing.

The names of periodicals and volume numbers are italicized. The names of periodicals are capitalized as you would capitalize them normally. e.g.:

Doe, J. (2006). The challenge of writing well. Writing Review, (42) 1.

The names of Web pages or the titles of sections are italicized and only the first word of the title and subtitle (and all proper nouns) are capitalized. e.g.:

Doe, J. (2006). Writing well made easy: A writer’s guide. Retrieved April 5,

2006, from http://writing.well.com

When referencing an electronic source, one approach is to give the date it was retrieved and the url


(see example above). Another is to give its digital object identifier (doi):

Johnson, B.T., & Eagly, A. H. (1989). Effects of involvement in persuasion: A meta-

analysis. Psychological Bulletin, 106, 290-314. doi: 10.1037/0033-

2909.106.2.290

See References, APA sections 6.22-6.32, pages 180-189. Sample reference list, page 59.


BIBLIOGRAPHY

Books on Grammar, Style, and Writing

Aaron, J. E. (2009). The Little Brown compact handbook, seventh edition. New York, NY: Little Brown.

Hacker, D. (2010). A Writer’s Reference, Seventh Edition. Boston: Bedford St. Martin’s.

O'Conner, P. T. (2009). Woe is I: The grammarphobe's guide to better English in plainEnglish, third edition. New York, NY: Riverhead Books.

Rankin, E. (2001). The work of writing: Insights and strategies for academics and professionals. New York, NY: Jossey-Bass.

Strunk, W. Jr., White, E. B. (2011). Elements of style, updated 2011 edition. NeedhamHeights, MA: Allyn & Bacon.

Williams, J. M., and Colomb, G. (2010). Style: Ten lessons in clarity and grace, TenthEdition. Upper Saddle River, NJ: Pearson Education.

Zinsser, W. (2006). On writing well 30th anniversary edition. New York, NY: Harper Collins.

Books on Research Writing and Style Guidelines

American Psychological Association (2010). Publication manual of the American Psychological Association, Sixth Edition. Washington, DC: American Psychological Association.

Chicago manual of style, 16th edition (2010). Edited by the University of Chicago Press Staff. Chicago, IL: University of Chicago Press.

Lester, J. D. (2011). Writing research papers: A complete guide, 14th edition. New York, NY: Longman.

Perrin, R. (2010). Pocket guide to APA style, third edition. Boston: Houghton Mifflin Co.

Turabian, K. (2007). A manual for writers of research papers, theses, and dissertations, seventh edition. Chicago, IL: University of Chicago Press.

Business Writing and Communications

Alred, G., Brusaw, C., & Oliu, W. (2008). The business writer’s handbook, ninth edition. Boston: Bedford St.Martin’s.

Barrett, D. (2009). Leadership communication. New York, NY: McGraw Hill Irwin.

Hamper, R., & Baugh, L. (2010). Handbook for writing proposals, 2nd Edition. New York, N.Y.:McGraw Hill..

Munter, M. (2012). Guide to managerial communications, ninth edition. Upper Saddle River, NJ: Pearson/Prentice Hall.

On-Line Resources for Writing and Research


APA Documentation (Bedford/St.Martins)http://www.dianahacker.com/resdoc/social_sciences/sample.htmlA resource for APA style and documentation

Bartleby.comhttp://www.bartleby.com/A clearinghouse of reference resources (dictionaries, encyclopedias, quotations, thesauri, usage guides).

Dictionary.Comhttp://dictionary.reference.com/An online resource for many reference guides.

Google Scholarhttp://scholar.google.comYou can configure Google Scholar to search the JHU Library and import citations into RefWorks. Note that Google Scholar’s ability to search is limited. In cannot access all library holdings and the order of sources retrieved is determined by popularity, and not by relevance or quality.

Hacker, Diana (2010). Research and Documentation. http://bcs.bedfordstmartins.com/resdoc5e/

JHU Library Information for Graduate Studentshttp://www.library.jhu.edu/infofor/grads.htmlGeneral Information, resources and how to get help.

Online Writing Lab at Purduehttp://owl.english.purdue.edu/Purdue's online writing lab (OWL) contains over 500 pages of handouts, tutorials,and workshops as well as hundreds of links to other writing resources across theWeb.

RefWorkshttp://www.library.jhu.edu/researchhelp/general/citing/refworks.htmlRefWorks is a web-based bibliographic management service that allows you tocreate your own personal database of references.

Crisis Communication

Barton, L. (1993) Crisis in organizations. O’Rourke, J. (2012). Cincinatti, OH: South-Western.

Biswis, T. (1997). Decision making under uncertainty. New York: St. Martins.

Fearn-Banks, K (1996). Crisis communication theory and ten businesses hit by news-making crises. In G. Amin and S. Fullerton (Eds.), Gobal business trends: Contemporary readings (pp. 847-851). Cumberland. MD. Academy of Business Administration.

Fearn-Banks, K. (2011). Crisis communications: A casebooks approach, 4th edition. New York, NY:Routledge.

Anthonissen, P. F., Editor (2008). Crisis communication: Practical PR strategies for reputation management and company survival. Philadelphia, PA: Kogan Page.

Hearit, K.M. (2001). Corporate apologia: When the organization speaks in defense of itself.In R. L. Heath (Ed.), Handbook of public relations (pp. 501-512). Thousand Oaks, CA: Sage.

http://www.library.jhu.edu/researchhelp/general/citing/refworks.html

http://owl.english.purdue.edu/

http://www.library.jhu.edu/infofor/grads.html

http://bcs.bedfordstmartins.com/resdoc5e/

http://scholar.google.com/

http://dictionary.reference.com/

http://www.bartleby.com/

http://www.dianahacker.com/resdoc/social_sciences/sample.html


Kotcher, R.L. (1999). Surviving a crisis in cyberspace. The Best of Practice, pp. 81-83.

O’Rourke, J. (2012). Management communication: A case-analysis approach, 5th Edition. Upper Saddle River, NJ: Prentice Hall. Chapter 2.

Ritter, B., & Ritter, J. (2006, December). Crisis communication: Taking center stage with confidence. Government Finance Review.

Ulmer, R. R., Sellnow, T. L., & Seeger, M. W. (2011). Effective crisis communication: Moving from crisis to opportunity, 2nd edition. Thousand Oaks, CA: Sage.

Weiner, D. (2006, March/April). Crisis communications: Managing corporate reputation in the court of public opinion. Ivey Business Journal.

Cross Cultural Communication

Abe, H., & Wiseman, R. (1983). A cross-cultural confirmation of the dimensions of intercultural effectiveness. International Journal of Intercultural Relations 53-67.

Adler, N. (1991). International dimensions of organizational behavior, 6th edition. Belmont, CA: Wadsworth.

Adler, R. B., Proctor, R. F., and Towne, N. (2005). Looking out, looking in, 11th Edition. Belmont, CA: Thomson Wadsworth.

Arias, J. T. G. (1998). A relationship marketing approach to gaunxi. European Journal of Marketing 32 (1/2): 145-56.

Chhokar, J.S., Brodbeck, F. C., and House, R. J. (2012). Culture and leadership, across the world: The Globe book of in-depth studies of 25 societies. Leas Organization and Management Series. Mahwah, NJ: Lawrence Arlbaum Associates. [Kindle edition]

Cui, G., & Awa, N.E. (1992). Measuring intercultural effectiveness: An integrative approach. International Journal of Intercultural Relations 16: 311-28.

Hall, E. (1981). Beyond culture. Garden City, NY: Doubleday.

Hall, E. (1990). Understanding cultural differences. Yarmouth, ME: Intercultural Press.

Hofstede, G. H. (1991) Cultures and organizations: Software of the Mind. New York:McGraw-Hill.

Hofstede, G. H. (1980, summer). Motivation, leadership, and organizations: Do American theories apply abroad? Organizational Dynamics, 42-63.

Javidan, V., & House, R. J. (2001). Cultural Acumen for the global manager: Lessonsfrom Project Globe. Organizational Dynamics 29(4): 289-305.

Kluckhohn, F., and Strodtbeck, F. (1961). Variations in value orientations. Evanston, Il:Row, Peterson.

Lewis, R. D. (2006). When cultures collide: Leading across cultures, 3rd Edition. Boston, MA: Nicolas Brealey Publishing.

Marquardt, M.J., & Horvath, L. (2001). Global teams: How top multinationals spanboundaries and cultures with high-speed teamwork. Palo Alto, CA: Davies-Black.


Matveev, A. A., & Nelson, P. E. (2004, August). Cross-cultural communication:Competence and multicultural team performance: Perceptions of American andRussian managers. International Journal of Cross Cultural Management: CCM, 4/2, 253-81.

Matveev, A. N. (2001). The perception of intercultural communication competence by American and Russian managers with experience on multicultural teams. Dissertation, Ohio University. Ann Arbor, MI: UMI Dissertation Services.

Matveev, A. N., Rao, N., & Milter, R. G. (2001, November). Developing a scale to measure intercultural communication competence: A pilot study in multicultural organizations. Paper submitted to the International and Intercultural Communication Division of the National Communication Association, Atlanta.

Munter, M. (1993, May-June). Cross-cultural communications for managers. Business Horizons, 69-78.

Ordonez de Pablos, P. (2005) Western and Eastern views on social networks. The Learning Organization 12/5: 436-56.

Reynolds, S., & Valentine, D. (2011). Guide to cross-cultural communication, 2nd edition. Upper Saddle River, N.J.: Pearson/ Prentice Hall.

Samovar, L. A., and Porter, R. E. (2010). Communication between cultures, 7th Edition. Toronto,Canada: Thomson/Wadsworth.

Trompenaars, F., & Hampden Turner, C. (1998). Riding the waves of culture: Under-standing cultural diversity in global business. New York: McGraw Hill.

Victor, D. (1991). International business communication. New York, NY: HarperCollins.

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